International Higher Education Teacher Award ^2024/25

CRIMCOMP embodies student partnerships/engagement in the teaching and learning practice as the composition of the student group and the mentoring and evaluation of their work by teachers do not follow the traditional model but focus on cooperative interaction with knowledge transfer. The method is used in the field of legal higher education, however the method can be implemented in connection with any topics of social science, taking into account that different regulatory models may exist for the same social problems in different countries. This methodology can also be applied in other training areas where different countries use different bodies of knowledge and different approaches to specific problems (teacher training, agriculture, economics, health organisation, sports financing, etc.). This good practice can lead to excellent skills and knowledge development by involving two countries, but three/four is considered ideal. In addition to the knowledge transfer linked to the thematic framework, the method has significant impacts and learning outcomes. 1) adaptation and inclusion of teammates with different knowledge, attitude and skill set backgrounds to work together 2) comparative work develops communication skills more strongly than other methods, as the participants have to understand their teammates from the other country 3) project work is carried out in a thematic framework with cross-country comparison 4) case-based teaching and learning is a method well suited to the field of law, both the development of cases and the solution of cases developed by others can be carried out as sub-projects in the chosen thematic framework 5) the students will be capable of problem-based learning and presenting their ideas (using logical argumentation techniques, presenting original ideas) and developing critical skills. 6) In addition to the above, an internationally composed "classroom" (seminar room) provides an opportunity for intercultural exchange, especially in the presence module. The good practice activities in the preparation module are static knowledge transfer, methodological grounding, development of preparatory materials and moot presentation; in the attendance module, mutual understanding and peer teaching, lectures, comparative exercises, project design with mentoring, project implementation in teamwork with tutor coaching, presentation of final results, evaluation.

Methodology

A) Launch Module 1. First, we specified the thematic framework (e.g. international action against digital crime) and identified the sub-themes (comparative questions). Further, the linguistic criteria shall also be set. At least one instructor is needed in each participating institution, and they perform this task through online communication. 2. Second step was the selection of participants from both teaching and student sides in the institutions. 3. Each participating institution assigned one student to each sub-themes, thus setting up international student teams (in our cases, Hungarian-German two-member or Hungarian-German-Turkish three-member teams). The involved instructors were assigned to the sub-themes and teams to fulfil the mentoring tasks. B) Independent or Guided Learning Module 4. The development and acquisition of knowledge was autonomous or was guided by instructors in case of necessity. The aim is that later in the present module, the student will have a sound knowledge of the features relevant to their own country (in the example above, the concept of digital crime, the problem of implementation, regulatory specificities, practical problems, cases), as this provided the basis for effective and smart international comparative work later on. C) Online Preparatory Module 5. In this module, the students get to know each other and agree beforehand on the sub-issues of the thematic framework - the aim is not to fully cover the sub-topics but to explore possible "highlights" or the hot topics for later. This is done through e-mail communication and online meetings with low-threshold tutor mentoring. 6. Students have been asked to give an oral presentation or write a short paper about their individual work. This has been done in the home institution; instructors provided feedback on both content and form. D) Presence Implementation Module 7. This module started with personal introductions and intercultural exchange programmes and the refinement of the project tasks set for the end of the seminar. To solve the project task, a comparative methodology is needed. The professional basis for the comparison (comparison of legal solutions in the seminars we have implemented) was provided by the independent and online modules. 8. We continued with students' individual presentations, followed by discussion and identification of further issues for comparison. 9. A methodological presentation provided by an instructor has been integrated. Before teamwork is started, the timeframe was defined as the limits of the involvement of mentors and instructors. 10. During teamwork, students prepare the output. The project work format can be a joint paper, joint presentation, podcast, video film, spreadsheet comparison, modelling or role-play, etc. 11. The student teams present the results of their research and work in a full-day workshop, with mentors, instructors and all students participating in a peer discussion. 12. As flanking and supporting the event, relevant field studies were organised in the host country, which provided more profound insight into specific topics and enhanced the understanding of given topics (e.g. in case of comparative criminal justice topic, CRIMCOMP provided visit at the police headquarters of the Frankfurt Airport) in the format of learning by experience. E) Evaluation 13. In the evaluation phase, the instructors, together and taking into account the feedback from students and mentors, evaluated the CRIMCOMP according to the following criteria: - professional aspects (e.g. criminal law comparative results), - achievement of learning outcomes - management of implementation and lessons learnt for the next CRIMCOMP seminar. In the last fully implemented CRIMCOMP 2021, we introduced an e-survey for student evaluation. Roles and responsibilities On the teaching side, instructors (usually university professors) from different countries choose the topic, the starting literature for their country and the most critical common research questions to be followed in each country during the independent learning phase. For example, in the case of the seminars we have implemented, it was decided which specific legal institutions would be compared within the thematic framework (i.e. how criminal law views cryptocurrencies and their offences in the three different countries). If there are few mentors, the instructors also mentor the students in the independent preparation period and in the present implementation module. In addition, it is also the instructor's responsibility to define the project outputs and deliver the methodological presentation. The mentors are also familiar with the topics, participate in the coaching activities during the stand-alone preparation phase, contribute to the mixed teams' work during the in-service implementation phase, and contribute to their effectiveness.

Tools, equipment, technology used

The implementation uses online video conferencing tools to communicate between different, distant actors and to perform common tasks. In the presence implementation module, depending on the format of the project output, we use presentation software, a video podcast editor, a website editor, an online quiz application, etc. Furthermore, we used genial.ly and developed unique exercises tailored to our and our students' needs. In the case of legal studies, creating an escape room can be an intellectual and skill-enhancing project output (for the presence learning module). An example here: https://view.genial.ly/609313133104000d488a7b17/game-breakout-claer

Outcomes and outputs, main results

1) Main results - CRIMCOMP has already been used several times in its bilateral and trilateral versions, six of which were planned for the period from autumn 2018. Still, three of them were entirely online due to the epidemic situation. Given the timeframe of the call, we can therefore present the results of three seminars. Our main achievements are eight faculty participants from the Hungarian side, 50 Hungarian law students, including the contributors from our foreign partners, about 200 people. The best of the students' comparative works could be published in a conference or a scientific publication (e.g. mtmt), the members of the student teams could thus jointly produce a written work, and the immersion in the topics brought new research topics for young junior teachers. 2) Student's aspect = the learning outcomes The learning outcomes in terms of knowledge depend on training, and CRIMCOMP has consistently been implemented in higher education in law and criminal justice. For this reason, the knowledge elements reflected in the learning outcomes here are specific to the field. Adapting CRIMCOMP and using it in other social science fields will lead to different learning outcomes in the knowledge category. THE SEMINAR HAS BEEN COMPLETED BY STUDENTS... (Knowledge:) - knowing and understanding the constitutional foundations, criminal law doctrines of their national criminal justice system and the different methods of comparative criminal law; - recognising and understanding the case studies relevant to digitalisation and criminal justice; - having a good command of legal English. Capabilities/Skills: The seminar has been completed by students - capable of preparing and presenting predefined topics in given time and format, even if it is new or unusual for them (e.g. in Pecha Kucha, video-lecture or podcast form); - capable of independent use of comparative legal tools before and during the presentation and in subsequent discussion; - capable of expressing their views on issues raised and presented by others; - capable of problem-based learning and presenting their ideas as such (using logical argumentation techniques, presenting original ideas); - capable of perceiving practical issues and problems arising from digitalisation and providing various adequate solutions to them. (Attitudes:) - willing to work in an international professional environment and willing to travel abroad to participate in seminars; - engaged in working independently as well as in teams; - having generally high standards and work ethics; - open and receptive towards getting to know foreign legal systems, as well as their teaching and study methods; - motivated to gain unique knowledge in a foreign criminal justice system (Autonomy and responsibilities:) - obeying deadlines; - aiming at self-development before and during the seminar using individual and comparative teamwork; - striving to express their professional views during seminars; - being responsible for tasks given in comparative teamwork, displaying a reflective attitude towards their presentations as well as the presentations of others; - being reflective towards comments made by academics or classmates by either accepting them or refusing them for explained and adequate reasons. 3) Further outcomes - The students achieved the learning outcomes in an inclusive, cooperative and accessible learning environment, supporting each other and learning from each other. They will have the motivation and demand for similar educational projects in the future, can generate supply. Their good experiences and lessons learnt will also arouse the interest of other students towards future CRIMCOMPs. The participating students will continuously address their topics in master theses, local and national paper competitions. CRIMCOMP enables all learners to acquire international and intercultural competencies through participation in an innovative international environment and to experience some form of mobility. The instructors also get the pleasure of an instructor's exposure to motivated students, and the participation of prepared students in professional discourse is of considerable quality. Participation in international teamwork fosters openness, critical thinking, adaptability and acceptance. 4) Outputs - In the case of the CRIMCOMP seminars included in this presentation, the comparative project results of the student teams were the essential outcomes, and learning credits were awarded based on participation in the modules and the joint project outcome. A student survey was carried out during the complete CRIMCOMP implementation in 2021, and team podcasts were produced. For the qualitative papers, the possibility of publication is also given, and for the last CRIMCOMP, a collective publication edited by one of the instructors is under editing. (Studybook on Digital Criminal Justice: Selected Topics for Learners and Researchers)

Lessons learnt

We have learnt, that - semi-regular online coaching sessions with students by staff to replace office hours, make them feel supported and keep them engaged - at the beginning of each seminar, students must be made aware, that despite their and our best efforts, the peculiarity of legal comparison can be hindered by a wide range of factors, such as sociological and cultural differences, different methods in legal education, etc. -they shall be assured, that even a negative outcome is a result and not a failure -academic hierarchy shall be applied in an agile and flexible way, adaptive to students’ needs: some students are reluctant to ask senior staff and professors for help and thus, they are best supported by junior staff, while others only tend to accept advice from staff with higher authority

Adaptability and sustainability of the best practice (for other institutions)

CRIMCOMP can be adapted in multiple ways: First, CRIMCOMP partners are always open and ready to involve other interested institutions willing to join in our current activities as partners. Second, our projects are open to staff and students of other institutions on an individual case-by-case basis, as it happened multiple times. Third, our seminars are well promoted and documented widely (see 5.6.), making our accessible to staff of other institutions. Shall we receive any requests to share the details of our good practice, know-how and experience, we would be more than happy to assist adapting it in other institutions.

Promotion of best practice

CRIMCOMP is primarily promoted through social media (Facebook, Instagram, Twitter) and institutional webpages. Because the key to the project's sustainability is to have interested students each year, our dissemination is primarily targeted to prospective applicants. We also always ensure the continuous promotion of the activities by constantly posting photos and short videos of our events. Furthermore, a follow-up report is usually posted outlining the key results and achievements of the project.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

At department level: Our institutional micro-environment has been transformed - both teachers and students are looking for the possibility of participating at CRIMCOMPs. Each semester, students can enrol in a project-based course, and the seminar implementing CRIMCOMP will be organised depending on the current international cooperation framework. At the faculty level, our good practice can be used by other institutes. In the case of a bilateral (Hungarian-German) CRIMCOMP in the period covered by the present call, we implemented an interdisciplinary seminar (criminal law and private law). At the institutional level, CRIMCOMP is an example of innovation in higher legal education, an excellent practical implementation of the European higher educational principles that are part of the university's priorities. At national level: CRIMCOMP is seen as a model for colleagues from law faculties in other universities. There is also considerable potential to collaborate with other Hungarian law faculties, both as student and faculty delegations, but this is becoming less feasible as competition in higher education intensifies. EHEA level: The international impact necessarily stems from the characteristics of good practice. The methodology fits with the EHEA concept, it is interconnected, inclusive and innovative. With the proper thematic focus and flexible and open learning paths, structured exchange programs, intensive programs, or entire study programs can be established based on this method (Rome Communique)

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: An example for hybrid learning practice with novel digital methodology is our online Criminal Law Escape Room – CLaER. In class, students open our web platform and following a police report they identify a suspect. Then, they write a charging proposal to be turned in to our online educational ecosystem Coospace. The same is used in Hungarian courts, and by embedding it in our course design and assessment, this develops our students’ digital skills and prepares them for praxis.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning
• Developing students' multicultural awareness
• Students engagement in international projects
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)
• Courses offered to international multicultural students both online and offline

Reasoning: International collaboration is the foundation stone of CRIMCOMP. Students always work together in mixed groups of 3 (GER-HU-TR), first online and then in person. This way, personal and cultural barriers are already broken down online, and student engagement increases by the time they first meet offline. The venue of offline events is always rotated among the 3 countries, making 1 member of the group “the host” and 2 others getting experience abroad.

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Universally designed teaching material - adjustable for special needs
• Alternative, flexible assessment methods for students with special needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Course materials are available as audio narrated presentations, containing both written and recorded text, thus making learning possible for visually and/or hearing impaired learners. Assessment is carried out digitally, in a way that is usually accessible to students with special needs, but alternatives and flexibility is always offered. Inclusion of special needs students senzitives others, but a special emphasis is laid on this in the curriculum regarding criminal procedure as well.

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6.4 Sustainability

• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: At CRIMCOMP, we aim for maximal sustainability. The use of digital tools for teaching, training, learning and assessment reduces paper waste to almost zero. At in-person events, participants are gifted a reusable keep-cup to be used during the program to reduce plastic waste, and later, as a keepsake. CRIMCOMP is part of the curriculum as a project-based course. Students from various disciplines joined and are awarded micro-credential for completing the project-based course.

3.3 Public contact datas

Name	Email address	Website
Prof. Dr. Karsai Krisztina	karsai.krisztina@juris.u-szeged.hu