Dr. Endrit Kromidha, Associate Professor of Entrepreneurship and Innovation at the University of Birmingham, played a leading role in driving impact across two Albanian universities. Working with Dr. Blendi Shima at the Canadian Institute of Technology (CIT), with the support of Prof. Eugen Musta, Vice Dean of the Faculty of Economy and Head of the Business Administration Department, and with Dr. Gentjan Ulaj at the European University of Tirana (UNYT), alongside Dr. Vehap Kola in supporting the research dimension at UNYT, Dr. Kromidha helped turn the project into more than a set of isolated teaching activities. The collaboration became a shared effort to strengthen curricula, but also widen academic exchange within Albania and internationally, connecting students and staff more closely to international teaching, research and entrepreneurial impact practices.

At CIT, the collaboration focused on the Entrepreneurship and Innovation course, while at UNYT, it focused on revising the Small Business Management course. In both cases, the work was done jointly with the local module leads, and it went beyond minor updates. The courses were revised to better prepare students for entrepreneurship of today and tomorrow: as a process shaped by innovation, experimentation, ecosystems, digital transformation, and global exposure. Across the two curricula, strong emphasis was placed on themes such as innovation strategy, entrepreneurial ecosystems, digital entrepreneurship, AI for SMEs, technology adoption, sustainable entrepreneurship, circular economy thinking, entrepreneurial finance, and new venture growth.

Students were encouraged to rethink critically the use and limitations of practical frameworks such as the Value Proposition Canvas and the Lean Business Model Canvas when working towards new entrepreneurship and innovation realities. Concepts such as lean startup experimentation, hypothesis-driven entrepreneurship, opportunity recognition, prototyping, and investor pitch development helped shift classroom discussion away from static business planning and toward a more applied, iterative, and opportunity-focused understanding of entrepreneurship.

What gave the collaboration its strength was Dr. Kromidha’s role in connecting international ideas and comparative cases to local challenges in order to make them relevant.  Rather than simply bringing comparative examples from abroad, he worked with his colleagues, Dr Ulaj and Dr Shima to adapt the content to the Albanian context, encouraging students to think critically about how digital innovation, sustainability, and ecosystem opportunities might work within local institutional and market conditions. This made the revised curricula more relatable and useful. Students were not only learning concepts, but also discussing how those concepts could shape their own paths in the new global and digital entrepreneurial ecosystems.

The impact of this work can be seen not only in the curricula themselves, but also in the student response. At UNYT, feedback collected through 58 completed evaluation forms showed 93% positive overall satisfaction and 94% positive evaluation of the diaspora scholar’s teaching style. In addition, 88% of students agreed that the course clearly introduced innovative concepts, while 93% saw it as strongly relevant to their studies and future careers. These are important indicators that the collaboration was not only well received, but also meaningful in shaping how students experienced entrepreneurship education.

Dr. Kromidha’s contribution also extended beyond classroom teaching. Across the project, he helped create a bridge between universities rather than working with each institution in isolation. Experience from the curriculum work at CIT informed discussions at UNYT and vice versa, allowing faculty to exchange views on course design, student engagement, and the kinds of knowledge and tools that entrepreneurship students increasingly need. In this sense, the project supported not only diaspora-local collaboration, but also horizontal learning across Albanian universities.

This broader role is part of what made the impact more substantial. During the project, Dr. Kromidha delivered two open lectures that extended the value of the collaboration beyond the revised courses themselves. At UNYT, he gave a lecture on qualitative research methods for business and social sciences. At CIT, he delivered an open lecture on getting published in business and entrepreneurship journals. These sessions created wider opportunities for students and faculty to engage with research methods, academic publishing, and international scholarly practice.

The collaboration also developed into research. Together with Dr. Gentjan Ulaj and Dr. Vehap Kola at UNYT, Dr. Kromidha submitted a literature review paper on the future of entrepreneurial ecosystems to the British Academy of Management conference planned to take place in London in September 2026. This shows that the project’s impact did not stop at teaching, but it also helped open a pathway toward joint research, linking curriculum reform with knowledge, impact and future institutional partnerships.

Diaspora engagement is often understood as a short-term transfer of expertise from abroad. In this case, the collaboration presents a stronger model of international and local cross-university collaborations at multiple levels of teaching, research and impact. Dr. Kromidha helped drive curriculum revision across two universities, contributed to the strengthening of two entrepreneurship-related courses, delivered two open lectures, supported cross-university exchange, and co-developed a conference paper with local colleagues. More importantly, these activities created a ripple effect. Students gained more future-oriented and practically grounded learning. Faculty gained new ideas for course design and teaching. Universities gained stronger links to international academic perspectives and to each other. Through partnerships with Dr. Blendi Shima at CIT and Dr. Gentjan Ulaj at UNYT, supported by Prof. Eugen Musta and Dr. Vehap Kola, the project demonstrates how entrepreneurship education in Albania can become more contemporary, connected, and responsive to a global and digital economy.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally.

The post Revising Entrepreneurship Education in Albania for Global and Digital Entrepreneurial Ecosystems appeared first on Germin.

GERMIN invites qualified companies and individual consultants to submit proposals for the design and management of a targeted digital marketing campaign aimed at supporting registrations of diaspora businesses on the Kosovo B2B Platform. The Platform will be developed in collaboration with the Kosovo Chamber of Commerce under the HOME project of Caritas Switzerland. GERMIN is a local partner of Caritas Switzerland under the HOME Project funded by the Government of the Principality of Liechtenstein.

• Duration: Up to 12 weeks
• Campaign period: 8 weeks
• Maximum budget: EUR 2,700 (including media spend)
• Location: Remote

Eligibility

Applicants must demonstrate:

• Experience in managing paid digital campaigns
• Strong analytical and reporting skills
• Proven ability to optimize campaign performance

Application Requirements

Interested applicants should submit:

• A brief technical proposal
• A financial proposal with cost breakdown
• Portfolio of relevant experience
• Contact details for references

Deadline

May 29, 2026, at 23:59 (CET)

Applications should be sent to: apply@germin.org
Subject line: Expression of Interest – Diaspora’s Link Digital Marketing Campaign – [Applicant Name]

Download the Full Terms of Reference Document HERE.

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This collaboration brought together Dr. Klodian Gradeci, Diaspora Scholar, Senior Business Developer at SINTEF and Adjunct Lecturer at Oslo Metropolitan University, Norway; and Dr. Ledian Bregasi, Resident Scholar and Dean of the Faculty of Architecture and Design at POLIS University, to co-design and co-teach the course entitled ‘New European Bauhaus Innovation Studio.’

For Dr. Gradeci, the opportunity to contribute to higher education in Albania was both professional and personal. Motivated by curiosity and a strong desire to give back, he co-designed and co-taught a two week intensive course with Dr. Bregasi at Polis University in Tirana as part of Tirana Design Week. From the outset, the goal was clear: move beyond theory and create a space where students could actively practice innovation. Teaching in Albania carried a strong sense of purpose. By returning to actively contribute to the academic landscape, he transformed his role as a diaspora scholar into a direct investment in Albania’s emerging talent and intellectual growth. 

Turning Theory into Practice

The course introduced students to innovation through a structured and hands-on approach built around three phases. First, students analyzed existing innovations to understand key principles. Then, they entered an intensive design sprint, where they developed their own concepts through real world user research. In the final phase, students refined their innovative pitches and presented them to an external jury composed of experienced professionals.

A flipped classroom model shaped the learning experience. Instead of focusing on lectures, class time centered on teamwork, application of tools, and direct feedback. The course also integrated the New European Bauhaus framework, encouraging students to consider sustainability, inclusion, and aesthetics as essential design criteria.

The course focused on bringing together people from different fields who don’t usually work together in the same classroom. By encouraging these different viewpoints to meet, Dr. Gradeci challenged students to think beyond their own discipline. The active collaboration of students from architecture, design, computer science, and business created a dynamic environment that pushed them to approach challenges from multiple perspectives and develop more thoughtful solutions. 

At the beginning, students showed some hesitation, especially during the analytical phase. As they moved into developing their own ideas, their engagement shifted. Collaboration strengthened, confidence grew, and a clear sense of ownership emerged. By the final presentations, the students’ commitment had reached a level that went well beyond the requirements of the course. Their passion was most visible in the final push—working through the last day and night to ensure their ideas were fully realized. This insight reinforces the importance of experiential learning. Students learn most effectively when they actively build, test, and refine ideas that they feel responsible for.

Moments such as teams debating competing ideas, conducting interviews with real users, and refining their concepts showed learning in action. Dr. Gradeci also observed a strong sense of optimism among students about Albania’s innovation potential, offering a hopeful contrast to earlier perceptions.

A Lasting Impact Beyond the Classroom

The impact of the course extended beyond its duration. Two participating students went on to win first prize at the CliMobility City Lab Demo Day, an innovation-driven initiative aimed at mitigating Urban Heat Island effects and pioneering sustainable mobility solutions in the Western Balkans. By directly applying the tools and methods they learned during the course, they secured a €50,000 award to implement their winning idea: “Urban Oasis.”

For Dr. Gradeci, this outcome confirmed the value of a practice oriented approach. The course did more than deliver content. It helped students begin to see themselves as innovators capable of driving change in their fields.

The Power of Collaboration

The partnership between diaspora and resident scholars played a central role in the course’s success. Dr. Gradeci brought international methods and experience shaped by his work in Norway, while Dr. Bregasi contributed deep knowledge of the local academic environment and ensured effective integration within the institution.

This collaboration created a balanced and grounded teaching model. It demonstrated how global expertise and local insight can complement each other to produce stronger outcomes.

The composition of the student group further strengthened the experience. Many students later identified multidisciplinary teamwork as the most valuable aspect of the course, highlighting the importance of collaboration across fields.

This collaboration reflects the wider potential of diaspora engagement in education. When international experience connects with local knowledge, it creates meaningful opportunities for growth. Students gain practical skills, educators exchange perspectives, and institutions strengthen their capacity for innovation.

As initiatives like Diaspora4Innovation continue to evolve, they offer a clear path forward, one that empowers students and builds stronger links between Albania and global knowledge networks.

On behalf of the European Union, Germany, and Sweden, @eu_4_innovation is supporting Germin to facilitate the circulation of Albania’s global knowledge, locally!

The post Bridging Innovation and Education: A Diaspora Scholar’s Impact in Albania appeared first on Germin.

Albania’s higher education system is under increasing pressure to prepare graduates not only with disciplinary knowledge, but also with the entrepreneurial, digital, and innovation-oriented competences required by a rapidly changing economy. In this context, diaspora expertise can play an important role in helping universities refresh curricula, introduce new pedagogical approaches, and strengthen connections with industry. GERMIN has highlighted this model through recent stories of diaspora-resident academic collaboration in Albania. 

A teaching and innovation collaboration led by Prof. Valentina Ndou, as diaspora academic, and implemented together with Prof. Blerta Dragusha at the University of Shkoder “Luigj Gurakuqi,” represents a concrete example of this approach in action. During the 2025–2026 academic year, the collaboration focused on the Corporate Finance course offered in the Master of Science in Finance and the Master of Science in Accounting, with the aim of making the course more practice-oriented, innovation-driven, and responsive to the challenges of digital transformation in the financial sector. 

The revised course was designed not simply to transmit financial knowledge, but to expose students to a broader set of competences connected to entrepreneurship, design thinking, innovation management, and the application of Artificial Intelligence in finance. The updated syllabus integrated themes such as entrepreneurial competencies, business planning, Business Model Canvas, and design thinking in finance, with the broader objective of guiding students toward a deeper understanding of how innovation can be financed, structured, and scaled. 

One of the main issues this collaboration sought to address was the persistent gap between classroom learning and the real needs of the financial sector. To respond to this challenge, the course introduced a project-based and challenge-based learning model. In November, an Open Innovation Challenge in the Finance Sector brought together students and representatives of local banks, creating a space where academic learning could directly engage with real-world industry problems. According to the course documentation, the initiative asked student teams to develop innovative and financially sustainable business solutions to concrete enterprise challenges, supported by academic supervisors and company mentors. 

This was not a purely theoretical exercise. Students were exposed to practical problems related to digital transformation, operational efficiency, customer engagement, financial inclusion, and the adoption of emerging technologies in banking. The guiding materials prepared for the course framed these opportunities very clearly, highlighting areas such as fraud detection, alternative credit scoring, financial education, compliance, remittances, SME cash-flow management, and AI-supported financial inclusion in Albania and the Western Balkans. 

A further milestone of the collaboration was the Final Presentation and Pitch Workshop, held on 13 February 2026, which marked the culmination of the students’ project-based learning journey. Students were organised into 11 teams and developed project ideas centred on the use of AI in the finance sector. Their proposals ranged from AI solutions for operational efficiency in banks, to chatbots for customer service, to more inclusive financial services for older adults, people with disabilities, and underserved groups. The use of the Business Model Canvas gave students a structured way to articulate value propositions, customer segments, key resources, costs, and revenue logic. 

Projects were evaluated by a distinguished jury composed of representatives from academia, industry, and innovation ecosystems:

• Gazmend Selmani – tech, finance, and real estate entrepreneur 
• Valentina Ndou – University of Salento 
• Egzon Sadiku – Project Manager, GERMIN Kosovo 
• Denada Bushi Hafizi – Director, BKT Shkoder Branch 
• Enkelejda Nabolli – Raiffeisen Bank representative 

The collaboration also introduced an important pedagogical shift. Rather than limiting learning to lectures, it emphasized teamwork, mentoring, pitching, dialogue with practitioners, and problem-solving around local and regional challenges. Student response to this model appears to have been strongly positive. The engagement report notes enthusiasm for the new pedagogical approach, especially the experiential and project-based component, which enabled students to identify problems in their environment and transform them into structured, evidence-based proposals. Students also valued teamwork and the opportunity to present before external experts, even though this represented a significant challenge. 

Beyond teaching, the collaboration also generated broader academic and institutional value. Joint activities included research collaboration and the co-development of a major Erasmus+ Capacity Building in Higher Education proposal, submitted with an international consortium. The proposal aims to strengthen research and innovation capacities in Western Balkan higher education institutions, addressing structural issues such as low research visibility, weak knowledge transfer, and fragmented cooperation between universities, industry, and public institutions. This shows that diaspora engagement can extend beyond individual courses and contribute to wider institutional development. 

What makes this experience particularly relevant is that it responds to a real and pressing issue in Albanian higher education: the need to connect teaching with innovation ecosystems and labour-market realities. In this case, diaspora expertise did not remain external or symbolic. It was translated into syllabus revision, co-teaching, mentoring, industry engagement, and the creation of learning experiences that encouraged students to think entrepreneurially and apply financial knowledge to real-world challenges. 

This experience demonstrates how diaspora expertise can move beyond knowledge transfer and become a driver of systemic change. By combining updated content, innovative pedagogy, and strong stakeholder engagement, the collaboration created a replicable model for enhancing higher education in Albania.

It highlights that the future of education lies not only in what students learn, but in how they learn, through interaction, experimentation, and real-world application in close connection with the innovation ecosystem.

The post Diaspora Expertise in Action: Prof. Valentina Ndou’s Collaboration with Prof. Blerta Dragusha appeared first on Germin.

The conference will bring together diaspora professionals, innovators, entrepreneurs, academics, institutions, and partners to exchange ideas, build connections, and explore new ways to turn global Albanian expertise into local impact. As the closing conference of the Diaspora4Innovation project, it will also reflect on achievements, lessons learned, and future opportunities for continued collaboration.

Join us for two days of discussions, networking, and new opportunities that support innovation, education, entrepreneurship, and collaboration across borders.

On behalf of the European Union, Germany, and Sweden, EU4Innovation is supporting GERMIN to facilitate the circulation of Albania’s global knowledge locally.

Register here

The post Diaspora4Innovation Conference | September 10-11, Tirana appeared first on Germin.

Building on the discussions and recommendations that emerged from Diaspora Flet 2025 Conference, held in Cologne, Germany, on 7-9 November 2025, we have prepared a policy brief with clear messages and priority actions for institutions in Albania and Kosova.

Read the Policy Brief in English

Lexo Dokumentin e Politikave ne Shqip

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A teaching fellowship was proposed by Associate Professor Dorina Pojani from the diaspora (The University of Queensland, Australia) and implemented in collaboration with a resident academic (Dr Irina Branko, Polytechnic University of Tirana, Albania) over the course of one year. A combination of in-person visits and online activities took place in 2025–2026. The fellowship focused on refreshing a landscape planning course led by the resident lecturer. Normally, the course is delivered through a combination of theoretical lectures and studio-based work. Historically, the planning program at PUT has placed a strong emphasis on design rather than theory or policy. In this fellowship, the key innovation was a series of guest lectures by domestic and international practitioners from the public, private, non-profit, and international assistance sectors. These lectures, complemented by visits to the lecturers’ workplaces, introduced students to a range of career opportunities for planning graduates beyond the more typical employment in design studios.

Student feedback on this initiative was very positive. In an anonymous survey completed by more than half of the students (20 out of 37), the course—and particularly the new elements—received an average score of 4.75 out of 5. Beyond the quantitative results, qualitative feedback gathered through a focus group attended by 15 students was especially illuminating. Students clearly expressed a desire for more than technical training. They sought greater exposure to real-world practice, including experiences outside the capital city in coastal and mountainous regions; insight into non-traditional career pathways; and stronger links between urban planning, architecture, and communities. Students highlighted the importance of learning about non-design aspects of professional practice, including coordination with institutions, financial management, budgeting, and project governance—areas they felt were largely absent from their formal training but central to real-world work. They also valued the interdisciplinary nature of several guest organisations. Importantly, students welcomed the territorial breadth of the course, which deepened their understanding of landscape, tourism, and regional challenges, and strengthened their appreciation of planning at multiple scales.

Below is a summary of the factors that, in Pojani’s and Branko’s experience, contributed to the success of this program.

Funding. While the fellowship is competitively awarded, it is low-cost. This is a positive feature, as it enables broader participation. The administrative burden is also limited, with short application forms and minimal reporting requirements. With planning being a social science discipline, course expenses were relatively low.

Presence. Pojani’s physical presence in Albania was essential for the fellowship to succeed, as teaching activities are generally less effective online than through in-person engagement. Being present allowed the diaspora scholar to guide activities and provide mentorship, in line with Albania’s relational culture. During her visit, Pojani also undertook additional activities, such as media appearances and workshops, which also helped Branko expand professional networks. This networking support aligned closely with one of the program’s key objectives.

Collaboration. While the team members were acquainted prior to participating in the program, they had not collaborated professionally before. Nevertheless, the program was successful, driven by a strong motivation to work together. Much of the success can be attributed to Branko being well liked and to the positive rapport that already existed between her and the students. This created a welcoming environment into which Pojani could be effectively integrated. GERMIN and EU4Innovation have actively supported ongoing connections through formal and informal networking opportunities, including a study visit in Venice and a workshop in Tirana.

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Dates: 7–9 November 2025 | Location: Cologne, Germany
Organized by: GERMIN, with support through GIZ – MEG, and in partnership with the diaspora organizations: URACult e.V. Köln, ODA e.V. Hamburg, OASA e.V. Berlin, Dija e.V. Munich, HorizontAL e.V. Frankfurt
Website: https://diasporaflet.germin.org/germany

Diaspora Flet 2025 in Germany marked a major step forward in diaspora engagement for Albanian-speaking communities and partner diasporas in Europe. As the first edition hosted in Germany, home to one of the largest Albanian-speaking diaspora communities in Europe, the conference created a structured space for intercultural learning, knowledge exchange, and practical cooperation across diaspora organizations, professionals, and institutions.

Read the full report HERE.

Conference at a Glance

• 159 participants across three days
• 39 speakers and moderators
• 5 thematic panels + 1 institutional session
• Diaspora organizations in Germany: 20
• MEG and partner diaspora organizations: 7 (including Nepal, Ethiopia, Germany–Ecuador, Ukraine, Ghana, Afghanistan)

Feedback survey responses: 71

• Overall satisfaction: 83.1% “very satisfied”
• Networking rated “good/very good”: 92.96%
• New connections likely to lead to cooperation: 73.24%

Why Diaspora Flet 2025 in Germany mattered

Germany is a key hub for Albanian-speaking diaspora communities, with strong local organizations, cultural initiatives, and professional networks. Hosting the Diaspora Flet in Cologne strengthened national-level connectivity among diaspora actors in Germany and broadened the conference into a multi-diaspora, GIZ/MEG-integrated platform.

Diaspora Flet 2025 demonstrated that diaspora engagement is most effective when it is structured, partnership-based, and oriented toward concrete collaboration—supporting both social cohesion and integration in Germany and development contributions in Kosovo and Albania.

Programme Highlights

Day 1: Culture, Identity, and Intercultural Exchange

The conference opened with a strong focus on culture as a driver of identity, belonging, and community cohesion. Discussions and performances emphasized cultural continuity across generations and the role of arts in strengthening diaspora connection and integration.

Day 2: Knowledge Exchange, Innovation, and Education

Four thematic panels explored:

• diaspora networks, skills and cooperation models;
• comparative experiences from MEG partner countries;
• technology and innovation ecosystems;
• education and the importance of origin-language learning.

The day concluded with a networking reception and the screening of the OriginAL Program documentary, supporting relationship-building across generations.

Day 3: Institutional Session (Funding and Engagement Pathways)

A dedicated institutional session featured presentations by Kosova’s Ministry of Foreign Affairs and Diaspora (MFAD) and Albania’s National Diaspora Agency, focusing on funding schemes, application procedures, and opportunities for diaspora engagement. Participants welcomed the practical information shared and expressed interest in clearer follow-up mechanisms and continued institutional outreach.

Results and Impact: What the conference achieved

• Stronger diaspora networks in Germany: Participants reported meaningful connections across cities and organizations, reinforcing the need for a more connected diaspora ecosystem and more structured collaboration formats.
• Cross-diaspora learning through engagement with multi-cultural diasporas: The presence of diaspora organizations from MEG partner countries created tangible value through comparative dialogue—highlighting shared challenges (capacity, sustainability, integration, youth engagement) and practical solutions that can be adapted across contexts.
• Increased awareness of institutional support and funding opportunities: The institutional session increased visibility of existing funding mechanisms and engagement opportunities offered by Kosovo and Albania. Many participants noted they were previously unaware of these schemes and expressed interest in improved access to guidance for successful applications.

What participants said: Key themes from feedback

Survey feedback and qualitative inputs highlighted that participants valued:

• the quality and diversity of speakers and perspectives;
• the international and intercultural dimension;
• the balance between culture, innovation, education, and institutional dialogue;
• professional organization and a clear conference narrative.

Participants also recommended improvements for future editions, including:

• more interactive formats (workshops, fishbowl discussions, breakout groups);
• structured side events and thematic networking spaces;
• a “Diaspora Organizations Fair” to showcase initiatives;
• more hybrid and livestreaming options to broaden access.

Priority Recommendations (Next Steps)

Based on conference discussions and participant feedback, the full report proposes a roadmap for future action. Key priorities include:

1. Pilot a multi-generational cultural engagement program for Albanian diaspora youth in Germany, combining arts, storytelling, heritage learning, and intergenerational exchange.
2. Conduct a comprehensive landscape study on Albanian-speaking diaspora organizations in Germany to better understand their profiles, capacities, funding models, and needs—supporting improved programming and evidence-based policy development.
3. Create a structured cross-diaspora exchange model (peer-learning cohorts, short exchange visits, and communities of practice) between diaspora organizations in Germany and those from MEG partner countries and Europe.
4. Develop an interactive digital platform for diaspora organizations in Germany, including a verified directory, shared calendar, and collaboration tools to improve visibility and coordination.
5. Strengthen supplementary origin-language learning, supporting diaspora teacher associations, developing modern digital materials, and enabling easier access for families (including a “class locator” tool).
6. Improve institutional outreach and coordination, including clearer and more consolidated information about funding opportunities, application guidance, and follow-up support—ideally through coordinated Kosovo–Albania mechanisms reflecting the unified nature of diaspora communities in Germany.

Read the Full Report

The complete Post-Conference Report includes full session summaries, survey analysis, lessons learned, and detailed recommendations for future programming.

Read the full report HERE.

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