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DHBW

Baden-Wuerttemberg Cooperative State University
40 Projects, page 1 of 8
  • Funder: European Commission Project Code: 2016-1-DE01-KA203-002916
    Funder Contribution: 115,360 EUR

    Moby Dig: Transnational mobility & interdisciplinary STEM modules in the digital eraThe integration of new and innovative teaching methods into higher education (HE) is inevitable in terms of EU modernisation agenda demanded objectives as increasing the excellence of teaching (enhance quality and develop new ways to deliver education), support the internationalisation, provide/deliver the right mix of skills and increasing the quantity of HE students/graduates, etc. Moby Dig wants to implement these objectives in an interantional and interdisciplinary blended learning concept with an integrated blended mobility concept.Moby Dig will develop, test and implement this novel and innovative concept for STEM field courses to increase STEM field attractivity as well as to support the internationalisation process in HE. Therefore, the delivery of chemistry knowledge was exemplarily chosen to serve as a pilot project for the concrete application of the Moby Dig concept. The international (Finnish, Swedish and German) and interdisciplinary (Physician Assistant and Paper Technology) group composition provides besides different language environments also an insight into intercultural and interdisciplinary perspectives. This education and training idea consists of a blended learning concept in a flipped classroom variant and includes a great variety of study modes: online self-study (distance learning), (virtual) group/project work, virtual classrooms, collaborative eLearning tools, eAssessment, etc. To increase motivation of the students and make the course content more attractive, processes as for example gamification, peer learning or self-assessment will be incorporated, too. In this regard, the students can flexibly learn the online course content in their individual preferred learning speed, time and place, whereas the virtual classrooms serve as for example discussion rounds/Q&A-sessions, time for group/project work or exchange of experiences. The embedded mobility (ISPs) enables an increased level of hands-on experiences, offer a direct knowledge transfer to real applications and provide an interactive learning environment. Moby Dig exploits the transformational benefits of the ICTs in the international and interdisciplinary cooperation as well as integrates the usage and production of OERs. Thus, besides gaining scientific knowledge in a new and exciting way, this course concept allows the acquirement of transversal and employability skills, important for the labour market. Especially in modern times, the process of internationalisation with its corresponding achievement of employability skills as intercultural awareness and tolerance gains a greater importance than usual.Moreover, the Moby Dig concept increases the international comparability of modules by standardising course content and generating a joint curriculum. The quality level of the course is standardised internationally, whereat the international comparability/recognition of qualifications will be enabled referring to the Bologna Process with consistent use of ECTS linked to the European Qualifications Framework.Another benefit of Moby Dig is, that not only the students will profit from this modernisation, but also the teaching staff has the opportunity to pursue their professional development in transversal skills.Moby Dig will generate the following key outputs, which will be disseminated on a website and at a final conference/satellite symposium at the end of the project:- Moby Dig concept: transferable modernised eLearning and mobility concept with integrated ISPs to make STEM fields more attractive- Transfer of the Moby Dig concept to chemistry education- OER for chemistry basic knowledge in a new and innovative style

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  • Funder: European Commission Project Code: 2022-1-DE01-KA220-HED-000085955
    Funder Contribution: 250,000 EUR

    << Objectives >>The project seeks to promote environmental awareness and sustainable development in higher education institutions to contribute to the achievement of national greenhouse gas reduction targets. It aims to enhance stakeholders' awareness of environmentally friendly practices in teaching, learning, and student/staff mobility in order to reduce the carbon footprint of higher education institutions.<< Implementation >>-Reviewing existing carbon footprint calculation tools and develop a common assessment tool-Calculating carbon footprint in the 4 partner universities -Sustainability awareness study-Curriculum and Module development- from teaching and learning to emission neutrality-Computing CO2 related with students and staff travels-Predicting several scenarios, relating teaching methods with carbon footprint-Student and Staff Involvement-Summer school (with a minimal carbon footprint)<< Results >>- New modules– from teaching and learning to emission neutrality- Turnkey and low-carbon lectures and learning activities related to sustainable development, especially regarding the topic “Carbon Footprint estimation”- A measurement tool for academic carbon footprint, used to ass the participating universities scores, as well methods to continuously improve this score- A collection of sharable best practices for universities related to teaching, carrying out research, staff, student mobility

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  • Funder: European Commission Project Code: 2019-1-DE01-KA203-005058
    Funder Contribution: 273,860 EUR

    Today´s industrial world focusses on the digital transformation – not only in a national context but also in respect of an international applicability/tranferability. Whereas companies and organizations focus on the digitalisation of their core business processes, the discipline of Facility Management has to mirror digitalisation into the area of support processes/facility service processes. Current studies [e.g. Lünendonk 2018] revealed that digitized facility service provision is largely able to generate added value as it supports the recipient to implement optimized processes as well. From a European perspective, different levels of development in the digitalisation of facility service provision may hamper the transferability of solutions in digitalisation in the field of FM. In this context, universities try to answer the question how to educate the Facility Managers of tomorrow to meet the upcoming demands of internationalisation and digitalisation in the field of Facility Management. All partner universities have different experiences with digitalisation in FM and the development of FM-specific curricular. During this project, they want to develop whorkshops for professors and teaching staff on digitalization of service process in FM that includes modern – digitized - teaching and learning methods as well. All in all, the project focuses on the one hand to implement workshops on innovations in Facilities Management for teaching staff by using the platform Euro FM. The impact will be to merge European research in FM, harmonize it and to insure a unique development. On the other hand, they want to provide the content of these workshops to other service industries as well as to companies to profit from an extended exchange of knowledge. Finally, the project should be regarded from three perspectives: - Extending and strengthening international exchange to develop European digital solutions in context of an increasing competition - Enlarging the use of digital learning methods in the workshops and encouraging professors to use them during their lectures - Developing new concepts on the digitalization of service process management in FM and transfer it to other branches in context of the European environment aims and the digitalization strategy Aims /Tasks: - Publishing a study on trends and status of digitalisation in Facility Management (in the countries represented in the project) and their impact on future qualifications and skills of Facility Managers. - Creating a new curricular for digitalisation of services processes in Facility Management that will be implemented by all participating universities - Development of training workshops for professors and academic staff to integrate digital methods in their lectures and to include the new curricular - Implementation of new teaching and learning materials - Dissemination of the new curricular throughout the member universities within national and international FM industry networks/associations (Multiplier Events) - Possible events with students: Hackathon, summer school, long distance courses, exchanges to use the new curricular and the digital methods - Final publication: All experiences of the different events, the study’s results and the curricular will be merged and published.Deliberately developed activities in the fields of - project Management- research and development- learning, teaching and training- communication and disseminationwill contribute to achieving project objectives and do disseminating planned results successfully.

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  • Funder: European Commission Project Code: 2020-1-AT01-KA203-078025
    Funder Contribution: 217,365 EUR

    The aim of this project is to strengthen the cooperation of higher education institutions (universities and universities of applied sciences) in the field of wood engineering and management and jointly develop and implement distance learning modules. The develpment process in three steps guarantees a high standard of the collaboratively designed teaching units. After each step a thorough evaluation process takes place in order to incorporate students' and teachers' feedback into the new tranche of online teaching material to be created. At the end of the project 40 ECTS are available online, out of which students can choose 30 ECTS and do a virtual Erasmus+ mobility semester with full ECTS recognition at the home university. This means that for the first time ever, a European student of wood engineering or wood management can study a full exchange semester online, without having to leave the home university. Nevertheless, benefits and learning outcomes should be as close as possible to the ones from a real exchange semester that involves mobility. The virtual exchange semester will contribute to opening the possibility of studying in an international context, with courses in a foreign language (English) and lecturers as well as students from other cultural and institutional backgrounds to a higher percentage of students than the number of students who can afford to do an Erasmus+ exchange programme with physical mobility. Regardless of financial, social or physical barriers, students can do an exchange semester at the Virtual Wood University. The modules offered will show a high degree of collaboration and cooperation and put special emphasis on aspects that help to develop a European mindset, both with regard to the wood business and European citizenship. The exchange semester offered on the Virtual Wood University Platform shall provide students with a high degree of experience in cross-country cooperation and intercultural awareness building.The joint development of teaching modules adds a European dimension to the study material. Four representative institutions in the field of wood technology studies put efforts and expertise together in order to collaboratively create up-to-date online teaching units: Salzburg University of Applied Scienc-es. Austria (Lead), LAB University of Applied Sciences in Lahti Finland, Tallinn University of Technolo-gy (TalTech), Estonia and DHBW Baden Württemberg Mosbach, Germany.The long-term vision is to use the results of this project to strategically extend the number of partners and develop a Virtual European Wood University in which several institutions that offer post-secondary education in the areas of forestry, forest products technology, timber trade & management work strongly together and offer joint programmes.

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  • Funder: European Commission Project Code: 2018-1-DE01-KA203-004232
    Funder Contribution: 261,570 EUR

    Across Europe, the interest in cooperative models in higher education is increases steadily, as these models are regarded to offer a unique and direct transfer between higher education and practice, due to the intensive interaction between the stakeholders. Searching for future talents, many industrial partners in cooperative programmes also welcome an intensified internationalization of the study programmes.However, the framework for implementing cooperative study programmes and the cooperation between companies and academia are different in European countries. The project tried to answer which kind of internationalization is currently used in the different systems and what are the possibilities for Cooperative study programmes to push forward internationalization under the restrictions of the legal and organizational origin of the programmes.In this project, four European universities together with their associated industry partners and selected regional policy stakeholders cooperated to bring the different experiences into the development and implementation of cooperative study programs together. The consortium of the project partners consists of•Baden-Wuerttemberg Cooperative State University Stuttgart (DHBW Stuttgart, Germany)•Université Polytechnique Hauts-de-France (UPHF), represented by its internal Higher Institute in Engineering: Institut National Des Sciences Appliquées Hauts-de-France (INSA-HdF, Valenciennes, France)•Heriot Watt University (HWU, Edinburgh, Scotland, United Kingdom)•Metropolia Ammattikorkeakoulu Oy (Metropolia UAS, Helsinki, Finland)The main objectives of the project were:• to look at cooperative education from different perspectives.• to identify challenges and potentials for the future.• to provide a platform for exchange.• to find a systematic and standardized internationalization of the previous cooperative study programs.• to increase mobility between universities.Furthermore, the project consortium wanted to develop and test a joint international study module that incorporates digital learning and teaching methods.In this sense, the project set out the main objective to analyse the framework for cooperative programmes in higher education of the countries involved and the prerequisites for an improved transnational mobility, giving students the possibility to gain international experience and to develop intercultural competencies.In the first phase, the project analyzed the study models of four European Higher Education Systems. Concentrating on their intrinsic (dual/Cooperative) organizational models, the project examined which kind of internationalization is currently used in the different systems and whether are there more possibilities for Cooperative study programmes to push forward internationalization under the restrictions of the legal and organizational origin of the programmes. (IO1)Following, the project analyzed the life cycle of a cooperative student by comparing and evaluating the four different cooperative or non-cooperative study models of DHBW, INSA-HdF, HWU and Metropolia UAS. As a result, the project identified nine basic parameters, cooperative study models benefit from. (IO2)Due to the substantial differences in the organizational models of cooperative programmes, stakeholders experience limited flexibility when in comes to the implementation of students´ international mobility. Complete international semesters appeared only to be constrained suitable to the stakeholders. In this sense, in the second phase the project set out of the development and implementation of a Summer School and an international module as main objective. (IO3)Based on the experiences and insights from the Summer School, in the next step, the agreed and formally implemented international module conducted and a summary of learning and teaching materials developped, is provided. (IO4)Concluding, the project developped a set of significant recommendations that arise from the work of the InT#Tech project, representing the viewpoints of the stakeholders in Coop programmes: the students, the universities, the employers governing bodies. (IO5). The IO's are finally summarized in the last report, also giving conclusions on the whole project (IO6). The dissemination of the project outcomes took place through multiplier events, along with other canals and instruments described in the specific section. The above stated main objectives of the project, were achieved. Additionally compiled results and mutual activities of the consortial partners will be maintained. The project partners also seek to extend the existing network.

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