International Higher Education Teacher Award ^2024/25

In the fourth semester of the bachelor's program Nonprofit, Social and Health Management (NSHM) at MCI presented in this application, students work in groups on a practical project with explicit reference to existential societal challenges, together with cooperation partners. Project description Within the framework of three majors (Nonprofit, Social or Health Management) and across six courses, small groups develop and carry out "NSHM Community Projects". Students are guided in the conception, implementation, analysis and interpretation of their research by practice partners, external and internal lecturers. The courses Practice Lab, Integrative Projects, Current Concepts, Method Coaching, Innovation Management and Social Business are interlinked and the students invest 750 working hours (30 ECTS) in the respective project. The semester starts with a participative symposium on a topic area related to the SDGs (2020: Social Responsibility; 2021: The Future of Work; 2022: A Chance for a Change - Climate - Change - Society) with a number of speakers who refer to the SDGs in their presentations. A variety of faculty, practice partners, alumni and external presenters, in particular the MCI Center for Social and Health Innovation, are involved in the projects. Learning objectives Knowledge and skills in the areas of "SDGs and sustainable management" and "project management" are taught and built in a lasting and effective way. Students take responsibility for a project, a team, the deliverables, and communication with the practice partner and are guided by faculty throughout the process so that reflection and learning are encouraged. Other learning objectives of the semester include deepening digital literacy, conflict management, communication skills, soft skills, agile project management, critical and reflective thinking, methodological skills, social business planning, dealing with setbacks, entrepreneurial and innovative skills. Results Students give feedback and rank their learning achievements in a survey at the end of the semester. The projects are very diverse and change every year, thus the approach described above can easily be transferred to another context. Through this initiative, MCI aims to raise awareness and engagement among students and to contribute to the public community. The table "Projects 2020 + 2021" provides abbreviated information about the topics, the practice partners involved and the SDGs related to the project (see attachment).

Methodology

Building on issues outlined in the Agenda 2030 and combining these challenges with new and innovative teaching approaches like student-centred teaching, problem-based learning, case learning and real-life learning and teaching, this teaching project was designed to ensure transfer of learning in a student-centred teaching environment as well as interlinking students and partner-organizations to solve real-life problems against the background of SDGs, by this creating a high-level of teaching impact in terms of practical relevance and creation of awareness. Description In the fourth semester of the BA program and within the framework of three majors (Nonprofit, Social or Health Management) and across six courses, students develop and carry out "NSGM Community Projects" over the entire semester. These projects follow the latest state of scientific discussion. Students are guided in the conception, implementation, analysis and interpretation of their research by external and internal lecturers and practice partners. Qualitative and quantitative methods as well as innovation management approaches and the creation of a social business canvas are integral parts of the semester. Formally the semester splits up into weekly sections, each dedicated to a specific course. Weekly assignments and reflections stand as milestones along the project’s pathway. Innovation This method is particularly innovative because the courses in the semester are all interlinked and dedicated to the projects. Students learn by doing and reflect regularly on their actions. The courses Practice Lab, Integrative Projects, Current Concepts, Method Coaching, Innovation Management and Social Business are interlinked and the students invest 750 working hours (30 ECTS) in the respective project. A wide range of external and internal lecturers as well as experts from the field gives theoretical input in the different courses, furthermore the internal lecturers coach and guide students during the projects. Throughout the semester, students are in contact with the practice partners and are accountable for their own projects. Relevance This course and semester design is very student-centered as students take the lead of the projects and different lecturers offer content and coaching and give permanent feedback. Students experience comprehensive project management and receive input on topics such as code of conduct, innovation management or social business canvas. Course design with clear assignments aligned to the learning outcomes and their respective grading rubrics as well as regular reflections enable students to progressively develop their critical thinking skills. At the end of the semester, students present the results to the practice partners and lecturers and participate in an evaluation about the semester, the learning outcomes and the lectures. Specific outcome: The detailed learning goals of the six courses in the fourth semester (30 ECTS) are all serving the umbrella of the program’s learning and cover elements as the knowledge of SDGs and sustainable management, digital skills, conflict management, communication skills, social competencies, agile project management, critical and reflective thinking, methodological skills, social business planning, entrepreneurial and innovation skills. The analysis of results according to the AACSB “assurance of learning” measuring process demonstrates whether the learning goals are met by the NSHM project semester. Therefore, a task-group in the department of the study program has identified courses and assignments that are suitable to measure the fulfilment of the MCI learning goals. Rubrics that refer to the defined learning goals have been used to measure the learning goals. Furthermore, at the end of the semester, students participated in a student survey where they had to prioritize the competencies they learnt most in the project-based-semester. The results of these evaluations are reviewed and discussed among the lecturers and have an impact on the planning of the next round. The results of this survey are described in the “outcomes” section.

Tools, equipment, technology used

Innovative tools, equipment, technology: The entire semester is structured according to an innovative agile educational approach, guaranteeing constant feedback and easy adjustments to current and constant changes and challenges. Lecturers have regular meetings throughout the year and the semester to reflect on the ongoing process. Online tools such as a learning management system and videoconference tools are used for this exchange. New method: For the assessment of the webpage that students create, an independent jury of experts is installed, guaranteeing feedback according to a clear rubric. New learning environment: Project-based learning creates a real life experience with inputs and feedback from various stakeholders (lecturers, peers and practice partners). Thus, students work in a real life, but still supervised learning environment. The continuous reflection of the project mandate looking at changing circumstances might lead to a quite modified project than planned at the beginning. In addition, students have to digest and to include all information given by the experts they meet during their lectures as well as the feedback given in the coaching sessions with different members of the NSHM faculty. Encourage / teach students / develop skills to use new, innovative tools, equipment, technology, new methods in using them, in a new learning environment: Based on the clear structure of a project-based agile learning approach over a whole semester, students are encouraged to manage their projects in a similar way, using innovative tools such as webpage creation, screencasts, agile project management tools, discussion fora, e-learning platforms and e-portfolios for reflection. Students learn and practice real world problem solving skills in a mini design challenge, build a so-called “prototype”, test and refine it. In the other course entity, students transfer their innovative ideas into a concrete social business plan and a business canvas.

Outcomes and outputs, main results

The output of the course are the deliverables related to the project which refer to the project assignment by the practice partner. At the end of the semester students submit a project report including the results of their quantitative and qualitative research. Furthermore they present their results in a public event online or in presence where all lecturers, all other students and practice partners participate. The practice partner can then implement the results in the organization and the outputs are visible via the public relations connected to the project as it is published in various ways (described in a later section). With this student centered learning approach students shall be empowered to achieve the semester learning goals. The respective learning outcomes are measured as described earlier. The outputs and results of the project semester are in line with the main EHEA goals as described in the Paris / Rome Communiqué, e.g. because the project semester contributes to meeting the United Nations Sustainable Development Goals at global, European and national levels. Furthermore the courses are based on the ECTS (such as the whole study program) and exchange students can have the semester and credits recognized at their home university. Exchange students participated in that semester in the past.

Lessons learnt

As a number of about twenty lecturers participate in the project-based-semester, it is important to coordinate well amongst the lecturers in order to avoid repetitions of content or overlapping of assignments. Therefore a good coordination amongst the lecturers is inevitable. Before the start of the course, the assignments, contents, rubrics and exact dates are discussed and decided and communicated in detail. One person in the department takes over the coordination and checks regularly if the communication towards the students is clear and if the feedback and grading of the assignments is done in a timely manner. The timeline and sequence of the courses is essential to have a smooth and logic execution of the tasks throughout the semester. Therefore between the first and the second year, the order of courses was changed in order to adapt better to the needs of the students. At the end of the semester, written and oral feedback from the students are collected via a survey, after discussing the feedback among the department and the lecturers, the feedback will be integrated in the planning for future cohorts. Furthermore, a student survey based based on learning goals shows the achieved learning outcomes according to the students’ perception. Learnings from past cohorts were that it is crucial to read the weekly reflections of the students timely in order to be able to react fast if necessary. Furthermore the group size should be four or five students, not less or more. It is important to stay permanently in contact with the group and react fast in case problems arise among the group members or the contact with the practice partner is difficult.

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

The projects are very diverse and change every year, depending on the challenges proposed by the practice partners. The above approach can be easily transferred to other contexts, especially to other Higher Education Institutions. In order to implement this approach, if not yet in place, the department / study program has to build up a network of external organizations, which can serve as practice partners. Project ideas or challenges can also arise from alumni of the study program or lecturers. At MCI, this approach is used every year in the summer term in the fourth semester of the bachelor’s program NSHM. Therefore it is a yearly-recurring action and assured to be performed on a long-term basis.

Promotion of best practice

This good practice has been published at European and International level in a paper and at two conferences: 8th RME Research Conference / China and 13th EDULEARN Conference in Spain. The good practice is published at the end of the semester at the MCI webpage https://www.mci.edu/en/news-filter-en/162-studyprogram-news/nonprofit-sozial-gesundheitsmanagement/3603-completion-of-nsgm-community-projects-2021 https://www.mci4me.at/en/news-filter/90-community-projects Throughout the semester, students present their respective projects on separate websites. Furthermore, information about the projects is also posted in the department Facebook and Instagram groups and pages. The practice partners also promote the project in their respective channels such as intranet, internet pages, newspaper articles, events or social media. The promotional activities reach out to other departments and institutions, who get to know about the good practice, e.g. in the framework of a conference. This gives the possibility to receive feedback and to exchange ideas as well as an opportunity to create networks working on the same topic and to link up with interested organizations.

Scope and impact

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

The good practice results in a long-term impact with partner organizations, there is a growing partner network which has again an impact on the employability and visibility of the future alumni who will raise their employability on the market. Through the practice projects the partner network is enlarged and connections are deepened. By performing the good practice described, the university’s third mission is made visible to both students and the public. Course/department level & Faculty level This project-based learning semester enhances self-reflection, constructive dialogue and peer-learning across students, lecturers and (inter-institutional) departments. The given flexible and open learning path confronts small (project) students groups with real societal challenges and therefore creates a learning opportunity for all stakeholders involved. The essential role of feedback and dialogue in this semester allows the constant reflection of learning goals amongst all faculty involved. The constant use of digital tools ensures the development of digital skills and competencies of all stakeholders involved. Institutional & Cross-institutional level At the institutional level this good practice feeds into the constant discussions on didactics and can be transferred easily to other departments/ study programs. Through the promotion of our good practice at conferences cross-institutional cooperation and exchange of ideas is created. National level The guiding principles of the Austrian Ministry for Education, Science and Research, including quality of education, the third mission, entrepreneurial university and SDGs are perfectly integrated into this good practice. EU/EHEA/International level The EHEA goal regarding ‘high quality learning and teaching’ is implemented in this good practice. The latest state of research is taught and quality assurance measures are in place in the form of student surveys, feedback and a process of continuous improvement (as described earlier). The employability of students is strengthened as with this real-life approach students are equipped with knowledge and skills needed for a start in their professional lives.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment

Reasoning: The Digital Campus and blended learning are established practices in the program. The Learning Management System SAKAI serves as backbone for the communication between students and lecturers in order to save and communicate documents, resources, assignments, grading rubrics and general announcements. By using MS-Teams, Trello and website creation, students exercise and improve their digital communication skills permanently. Furthermore, students have to set up a website to present their project.

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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: Every year at least one of the projects deals with an international organization or cross-border-cooperation, e.g. cross-border school and community partnerships in Italy / Austria, or supporting social businesses in Uganda regarding their market entry in Europe. Engaging in those projects, students develop multicultural awareness. Furthermore, exchange students from partner universities participated in the practice semester, the courses were offered mainly online and partly offline.

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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
• (Innovative) use of devices and tools for inclusion
• Alternative, flexible assessment methods for students with special needs

Reasoning: MCI student support is in place with an ombudsperson for students with special needs. Students with disabilities or chronic diseases are entitled to alternate examination methods if they are unable to participate in regular examinations. It is possible, e.g., to change the type of an exam or to grant extra time for the completion of a course. Lecturers respect special needs and support the students, e.g. in one case in the past an amplifying device was used as one student was hearing impaired.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Special courses reflecting to UN 2030 Sustainability goals, Green Deal - mini-courses, microcredentials
• Social entrepreneurship projects, service-learning in the topic

Reasoning: The UN Sustainable Development Goals are the overarching framework for the study program and all challenges have a focus on SDGs. Most projects are related to social entrepreneurship. Sustainability is addressed in the course materials, on the learning platform and especially emphasized during the introduction of the semester. The semester starts with a symposium with the title “Chance for a change. Climate - Change - Society.”

3.3 Public contact datas

Name	Email address	Website
Renate Windbichler	renate.windbichler@mci.edu