Objectives: In the pilot, the objective was to make the students aware and think about various innovation competencies that are useful both in studies and in working life. By going through the given statements and thinking about how the innovation-promoting abilities described in the statements have come to the fore in their group work for the course, the students would give us information on the presence of these abilities in their studies. They were also asked whether they see a connection with innovation activities more generally.

As the second objective, the students were asked to write down concrete examples, either of their own activities or of the other members of their group, of how the statements had been reflected in their activities, and also think about how their actions in accordance with them had moved their activities forward or perhaps hindered their work.

Thirdly, the students were requested how the group worked in practice. The students were asked whether they worked online as part of their work, and if so, how did working online affect their teamwork and the expression of the innovation competencies. Here the aim was also to find out how working online affected their motivation. Further, the students were questioned if the course had been online, what kind of benefits and challenges would it have brought. Also, this question asked them to explain this with specific examples.

Fourthly, the students were asked to think about how they felt about doing the tasks as a group. Here the focus was on how group work promoted their work and the expression of the innovation competencies.

Lastly, the students were posed to consider what significance these innovation competencies have in their future profession and working life in general after they graduate, as well as in their current studies. They were asked to think about one future job where they will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?

Methods: The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face in class and remote, and online. During the course, eight different group projects were completed, with varying group compositions within a larger collective. Specific roles within the groups became established, though there was some turnover. As the course progressed, group work became a routine part of the weekly schedule, conducted outside of lectures via remote connections.

In the beginning of the course, self-assessment was given as one of the assessment criteria of the course. Towards the end of the course, the students were introduced the questions and asked to return their answers in Its Learning at the end of the course. These were the statements that they were asked to reflect and assess:

CREATIVITY	Use intuition and own knowledge to generate ideas.
CREATIVITY	Find new ways to implement ideas.
CREATIVITY	Create original solutions to problems or exploiting opportunities.
CREATIVITY	Make suggestions to improve current process products or services.
CREATIVITY	Present novel ideas.
CREATIVITY	Show inventiveness in using resources.
CREATIVITY	Search out new working methods, techniques or instruments.
CREATIVITY	Refine ideas.
CRITICAL THINKING	Use trial and error analysis for problem solving.
CRITICAL THINKING	Develop and experiment with new ways of problem solving.
CRITICAL THINKING	Challenge the current state.
CRITICAL THINKING	Face the task from different points of view.
CRITICAL THINKING	Take into account multiple impacts.
CRITICAL THINKING	Ask “Why?” and “Why not?” and “What if?” in a targeted manner
CRITICAL THINKING	Take an acceptable level of risk to support new ideas.
CRITICAL THINKING	Adheres to the ethical principles and values of the field of profession.
CRITICAL THINKING	Make decisions based on data and evidence.
CRITICAL THINKING	Analyze sustainability challenges, their interdependencies and the various aspects of issues and problems.
CRITICAL THINKING	Use information in finding, implementing and establishing sustainable solutions and operating models.
INITIATIVE	Foster improvements in working environment.
INITIATIVE	Dare to experiment new ideas.
INITIATIVE	Go beyond expectations in the assignment, task, or job description without being asked.
INITIATIVE	Take action to convince people to support an innovative idea.
INITIATIVE	Act systematically.
INITIATIVE	Start actions without hesitation.
TEAMWORK	Be attentive when others are speaking, and responds effectively to others’ comments during the conversation.
TEAMWORK	Invite feedback and comments.
TEAMWORK	Takes constructive feedback into account.
TEAMWORK	Identify the sources of conflict between themselves and others and between other people and take steps to harmonise conflict situations.
TEAMWORK	Provide and accept constructive feedback, cooperation or help to and from team colleagues.
TEAMWORK	Work well with others, understanding their needs.
TEAMWORK	Consult about essential changes.
NETWORKING	Discuss with people with different kinds of ideas and perspectives to extend your own knowledge domains.
NETWORKING	Bring ideas from outside into the group.
NETWORKING	Share timely information with the appropriate stakeholders.
NETWORKING	Build formal and informal relationships outside the team/organisation from the beginning.
NETWORKING	Interact well in multidisciplinary/multicultural/international environments.

Students were given the following instructions: “Please fill in this course group work self-evaluation. The survey is part of the SINCOE project (Supporting Innovation Competence Development in Online Education).

The results of this survey will be utilized in part of the project's research activities and higher education development and research. All responses are treated anonymously and confidentially. The answers of an individual respondent cannot be identified in the analyses or final reports.

We value your response and input. If you would prefer not to have your responses used as part of the research, please mention that in your answer.”

“Here are the questions that the students were asked to reflect: “The statements below describe various innovation competencies that are useful both in studies and in working life. Go through the statements and think about how the innovation-promoting abilities described in the statements have come to the fore in your group work for the course. Do you yourself see a connection with innovation activities more generally, are they related to it? Why or how?

Write down concrete examples, either of your own activities or of the other members of your group, of how the statements have been reflected in your activities, and also think about how your actions in accordance with them have moved your activities forward or perhaps hindered your work. Which statements were visible in your work?

How did you do group work? If you worked online as part of your work, how did working online affect your teamwork and the expression of these competencies? Did working online affect motivation?

The course was implemented as face-to-face teaching. If it had been online, what kind of benefits and challenges would it have brought? Explain with specific examples.

How did you feel about doing the task as a group? Did it promote work? What about the expression of competencies?

Also consider what significance these abilities have in your future profession and working life in general after you graduate, as well as in your current studies. Think about one future job where you will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?”

Environment:

The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Forty-three (43) answers were received on this pilot.

The self-evaluations for the supply chain management group work reflects a preference for in-person collaboration, citing challenges with online work such as scheduling and motivation. Some of the students saw no significant difference between remote and in-person work, noting that while some tasks are easier to do remotely, in-person sessions offer a better environment for creativity and group dynamics, aiding communication, and collaboration. Some groups’ experiences reflect the benefits of on-site collaboration in the early stages, which facilitated better communication and team bonding. The student, new to the subject, learned from a more experienced peer, and the group divided tasks effectively while working together. Face-to-face interactions were preferred over Microsoft Teams for ease of feedback and enjoyment. In-person work was preferred for its efficiency and effectiveness, with online work posing challenges in terms of segmented learning and reduced group interaction. However, the group adapted well, dividing tasks to accommodate individual schedules. The course’s in-person delivery was deemed appropriate, as online implementation might have compromised participation quality and focus due to the theoretical nature of the subject. In-person benefits included peer interaction and competitive advantage in group work. Group collaboration was essential for gaining new perspectives and aiding individual development, which would have been less impactful if done individually. Presentations on various topics were more effectively done in person, as online execution could lead to uneven work distribution among members. In-person group work ensured a more balanced contribution. As mentioned earlier, online work negatively impacted concentration and motivation due to the presence of more distractions. Obtaining speaking turns and concrete examples or instructions in various situations would have been more challenging online. Therefore, the decision to conduct the course in person was positively viewed. All through the course, group work was primarily conducted in class, with remote collaboration as needed. The group experienced no issues with remote work, finding it encouraged independence. Remote study was preferred for its prompt action on tasks, while in-person sessions sometimes led to overthinking. The group functioned well together, with creativity evident in task division, allowing individual approaches to assigned areas.

Most group work was conducted in person at school, such as during lectures, with some meetings also taking place via Teams. In-person collaboration was preferred for its ease of open discussion on various topics compared to online work. However, online collaboration had its advantages in terms of precision and scheduling, helping to adhere to timelines for task completion. Online work also significantly influenced concentration and motivation, as it often lacked the ‘work environment’ feel of in-person settings.

There was a noticeable improvement in the efficiency of group work from the first to the last week, with unnecessary steps eliminated and each member learning to contribute effectively. Weekly group work increased each member’s engagement and made it easier to complete tasks with a consistent group composition and division of labor. Critical roles in the group included research, writing, visualization, and source verification, with each member adapting to their role in each task. However, due to changing group compositions, not everyone could always maintain the same role, and sometimes groups were short-staffed, increasing the workload for others.

The execution of group work varied depending on attendance at lectures. Those who attended often completed their parts during the allocated time in lectures, while those who could not attend worked from home. At the end of each project, a remote meeting was held to review all aspects and ensure quality. Remote connections proved to be an excellent tool for managing projects, as some group members were more productive at home than in class.

The individual believes that the mode of course delivery was not significant, although it facilitated the formation of groups for projects. Presentations were considered better in person than remotely. Remote lectures provided additional time by eliminating travel, and personal productivity increased during remote lectures as work could continue uninterrupted at home. The individual prefers remote and independent course formats.

Completing tasks as a group was seen as an excellent method, teaching teamwork, consideration for others, and listening to different perspectives. Group work was also seen a valuable asset that typically impacts outcomes positively. Although the initial group work may have been somewhat awkward, it quickly became very active, significantly enhancing productivity. The group managed task distribution without issues, and all members honorably fulfilled their parts, ensuring competency. No negative aspects were associated with completing tasks in groups for the course.

As the semester progressed, the groups shifted to working more independently or via Teams due to scheduling conflicts and other course commitments. The students felt that maintaining in-person collaboration throughout might have improved the outcomes, despite being satisfied with the current results. The group work was seen as beneficial, fostering idea sharing and a social dynamic, despite the logistical challenges of coordinating schedules. Overall, the teamwork was efficient, with tasks completed on time and to a satisfactory standard, demonstrating a well-coordinated effort and equitable distribution of workload.

Role: Based on the feedback provided, the students assumed various roles that showcased their competencies during group work. These roles included:

Critical thinkers: Students engaged in analytical thinking, assessing situations and information to make informed decisions for their projects.

Initiators: Some students took proactive steps, starting tasks and encouraging the group to explore new ideas and approaches.

Creative minds: There were roles where students applied their creativity to develop innovative solutions and add unique value to the projects.

Team players: The group work involved collaboration, where students worked cohesively, communicated effectively, and respected each other’s contributions.

Networkers: Certain students took on the role of connecting with others, building relationships, and integrating external insights to enhance the group’s work.

These roles, tied to specific project examples, helped to concretize the students’ work and accomplishments beyond the numerical grade given by the teacher. The feedback served as a good addition by providing a qualitative measure of the students’ skills and contributions to the group work.

Motivation: According to the feedback, the aspects that increased the students’ motivation included:

Application of skills to projects: The ability to apply critical thinking, initiative, creativity, teamwork, and networking skills to real projects boosted their sense of accomplishment and relevance.

Recognition of accomplishments: Describing their competencies and tying them to specific examples provided a sense of validation and recognition for their efforts.

Qualitative feedback: In addition to numerical grades, receiving qualitative feedback offered a more comprehensive view of their performance, which can be more motivating than numbers alone.

Assessment: The assessment tool effectively clarified the efforts and achievements of the student groups by detailing their skills in critical thinking, initiative, creativity, teamwork, and networking, linking these skills to specific project examples. Additionally, the qualitative feedback provided a valuable complement to the numerical grade assigned by the lecturer.

Here’s a thematic summary of the main findings.

Preference for in-person collaboration with noted challenges in online settings like scheduling and motivation. Some students found no significant difference between the two modes. In-person sessions favored for creativity, communication, and better group dynamics. Face-to-face interactions preferred for ease of feedback and enjoyment.

In-person work was generally seen as more efficient and effective. Online work offers flexibility but can present communication and technical challenges. It also presented challenges in segmented learning and reduced interaction. Most groups used Microsoft Teams for communication. Groups adapted by dividing tasks to fit individual schedules. Remote work encouraged independence and prompt action on tasks. Remote connections were recognized valuable for project management. Some group members were more productive at home. Individual preferences varied, with some favoring remote and independent formats for flexibility and uninterrupted work. Groups shifted to more independent work or teams due to scheduling conflicts. Despite scheduling challenges, teamwork was efficient, with tasks completed on time and to a satisfactory standard. Group work enhanced outcomes when all members participated actively.

Course delivery mode was viewed as appropriate, offering benefits like peer interaction and advantages in group work. Group collaboration was seen as essential for gaining new perspectives and aiding individual development. Presentations and task distribution were considered more effective in person.

Presentations offered significant learning opportunities, with the need for rehearsal to enhance performance. Group work was enjoyable and productive, highlighting the importance of planning and in-person interaction. Students experienced a positive dynamic, completing tasks on time and to a high standard. Activities demonstrated the practical application of innovation competencies. Recognized the need for systematic action to ensure smooth project execution. During the course, there was noticeable improvement in group work efficiency with unnecessary steps eliminated. Members adapted to key roles like research, writing, and source verification. Changing group compositions sometimes increased workload.

Group work taught teamwork, consideration, and listening to different perspectives. Competencies gained are valuable for future careers and professional development.

Many students emphasized the importance of innovation competencies in both academic and professional settings. Strong innovation competencies displayed in generating new ideas and solutions efficiently. Students used various perspectives to suggest improvements, leading to effective work and good results. Creativity played a role in idea generation and problem-solving despite structured coursework. Critical thinking was viewed being essential for sourcing information and completing assignments with a focus on data-driven decisions and ethical considerations. Initiative and teamwork were also mentioned in many answers. Proactive behavior improved productivity, with individual members taking the lead on tasks. Observed in effective communication and systematic task completion, teamwork was conflict-free and successful.

Innovation competencies are crucial for future success in problem-solving, creativity, and teamwork. Competencies are significant for roles in supply chain management. They are also vital for roles like technical sales, requiring complex problem-solving and effective teamwork. Competencies like negotiation, conflict resolution, and evidence-based decision-making are seen as valuable for future professions. Taking responsibility beyond direct duties was seen as essential for career advancement.

Students gave many examples of how the innovation competencies were shown in their group work. Creativity was visible in utilizing personal intuition and presenting new ideas and solutions. Critical thinking was needed for challenging prevailing situations and considering multiple perspectives. Students took initiative by showing willingness to meet and collaborate. Teamwork was involved in effective communication and respect for each other’s ideas. Students used their networking skills in reaching out to and sharing information with their fellow students. They applied these competencies in solving supply chain challenges and optimizing processes. Essential competencies were innovation, problem-solving, and collaboration. Emphasis was also placed on creativity in group discussions. Critical thinking was demonstrated in case study analysis and decision-making. Students were proactive in completing tasks and collaborative in brainstorming.

Practical application of innovation competencies was e.g., in mapping warehouses and creating presentations. Positive group dynamic contributed to tasks being completed on time and to a high standard. Generally, the students recognized the value of the gained competencies. Innovation competencies were judged essential for success in academic and professional settings. Group projects provided valuable learning experiences, enhancing teamwork and communication skills. Challenges were successfully overcome through effective communication and active participation. Course teachings were applied in practice and new insights gained from each lesson. Careful consideration of sources to ensure reliability and quality was necessary. Creativity, critical thinking, initiative, and networking were key.

Based on the feedback, the course prepared students for professional teamwork and gave them an opportunity to practice competencies applicable to future professional roles like sales or logistics manager. Group work skills were considered necessary for education and the workplace, fundamental to workplace success, and leading to efficient task completion. Creativity and critical thinking were seen as key in creating marketing strategies. Students also mentioned the innovation competencies essential for future roles within entrepreneurship and management. Some students expressed satisfaction and gratitude. For them the course had been enriching with a positive reflection on the group's overall experience. Group’s willingness to share insights enriched the learning experience.