Objectives 

To support students to reflect and self-assess their competence of critical thinking in sustainable development.

Methods 

The assessment items about competence in sustainable development are included under the dimension of critical thinking in SINCOE assessment tool.   

This testing of these optional competence items in the assessment tool were implemented as students’ self-assessment with an electronic survey and completed with discussions and interviews.

The assessment topic, competence in sustainable development, was first briefly discussed with students, after which they answered to the survey including these optional items. Student were asked to consider these topics in their own studies so far, and after answering to the survey there was a discussion on their thoughts how they experienced the items. The respondents were students from engineering, business, and health and social sciences.

Environment 

On-site. The self-assessment was implemented online students using their own mobile phones, and the discussion took place after the self-assessment as face to face.

Role 

The teacher/tutor has an essential role in discussions with students, because a successful self-assessment always requires prior discussion with the students and should never be carried out without the students being prepared for it. The aim of the discussion is to explain to the participants what it is assessed, why it is assessed, and what the assessment items in practice can mean. Thus, no self-assessment tool is sufficient as such, but the importance of joint discussion and introduction to the assessment aims, methods and criteria used cannot be sufficiently emphasized.

Motivation 

The students find the self-assessment of their own competence in sustainable development very important. Many of them mentioned competence in sustainable development being among the most important competences now and in the future in all jobs and positions.

Assessment 

The expressions used, i.e. wording of the items, were found more or less complicated and difficult to understand. Thus, these items needs practical examples to be understood correctly. The items used in the self-assessment measuring the competences of sustainable development aim to support the students in the assessment of their own competence. In order for the assessment to be realistic and reliable, it is essential that the student understands a fairly general competence item correctly. For this reason, the examples of what the items can mean in practice are important for the success of self-assessment , and here the role of the teacher/ tutor is important.

Objectives:

The aim of this pedagogical example was to test the SINCOE@ Assessment tool as a feedback tool for two multidisciplinary groups of third year Bachelor-students solving the specific problem assigned from the external project owner. The project owner met the student groups face-to-face only at the beginning and end of the course, otherwise the guidance took place in remote meetings. 

Methods:

Capstone innovation project is part of Turku UAS learning entity. Innovation project’s goal is to familiarize students with other fields of study and to introduce a work-a-like project environment in a safe and familiar environment. Projects are given to students by companies or Educational Institutions, and they wish students to have an outside view of these projects, in other words, they wish for students to have innovative problem-solving. 

Capstone project groups are usually 5-10 students in size and consist of varied Turku UAS fields of study. This way students get to work with different fields and get to recognize different skills in these fields. Group sizes vary on the amount of interest of the students in the course with the exception of a few specific fields of study which are always included.  Each project has dedicated coach (staff member) and product owner (typically customer representative).

The primary task of the Capstone Innovation Project is to produce a new solution for a problem or need of a real-world customer. New solution will be offered in the form of working prototype. Prototype can be in the form of product, service concept, video, animation, game, or mobile application. 

Environment:

Project groups worked mainly on-site in classrooms two half days per week. Additionally, students worked in (SCRUM or other project management methods) smaller task teams and met their coach weekly, wherein online meetings were also allowed. The project owner met the groups in online and onsite meetings. 

Role:

The tutor’s role is to facilitate teamwork and guide the group in problem solving and support learning and team cohesion. The project owner’s role is to guide the group of students in the right direction of the project’s goals and keep the requirements clear, as well as to provide feedback on the progress of the work.

Motivation:

Capstone Innovation Project as a pedagogical method is motivating for students. Learning in real work-life-oriented projects in collaboration with teachers, companies and students form a motivating learning environment itself.

In addition, using the SINCOE@ Assessment Tool as a feedback tool was intended to support students’ motivation and deepen their learning experience.

Assessment:

In this pedagogical example the SINCOE@ Assessment Tool was intended to be used as a feedback tool. Providing additional feedback to students about their working and additional perspectives to the teacher for course evaluation.

Otherwise, the course was evaluated with grades 0-5. Assessment based on groups peer assessment and tutor’s assessment. Peer assessment will be made at the end of the course, but tutor asses constantly during course period.

Since the project owner was unable to monitor the students’ work based on non-online meetings, it felt challenging to give feedback at first. However, the SINCOE@ Assessment tool made it easier by helping to articulate and concretise students’ work and accomplishments. The items of the assessment tool were well suited for this kind of student project work. The tool made it easy to describe, for example, the initiative, creativity, and teamwork skills of a group of students by tying examples to projects. 

Students appreciated the written feedback. It told in a concrete way about their successes. The feedback was a good addition to the numerical grade the teacher gave.

Objectives:

 This pilot focuses on three aspects of the SINCOE project:

• Activating learning an teaching methos to involve and motivate students
• Efficient assessment methods and tools to involve and motivate students
• Creating interactive and friendly atmosphere

In this pilot we want to:

• Check if the “talent selection dynamic” allows for the display of innovative behaviors (and which priorities of the dimensions emerge in each group and what relationship it has with the profiles of each person in the group (if they value what they have most).
• Test the sincoe@self and see what utility the students give it. Have data for the psychometric validation of the instrument.
• Compare how they perceive sincoe@ versus Belbin as the gold standard
• Compare the results and process (rubric on triple diamond) of each group based on its composition of personal competencies (sincoe@) and roles (Belbin)

Methods:

We will use a highly participative workshop methodology that will allow you to develop knowledge, skills and attitudes, but above all, be able to practice them frequently enough in the classroom so that students can receive feedback and develop actions to improve their competencies. During the classes we will include abundant dynamics that allow the explained concepts to be manifested. In the same way, students will have to form and direct groups to solve a series of activities during class time. The result of these activities will be taken into account when calculating the final grade of the course.

Environment:

Facultad de Aministración de Empresas. Master’s Degree in Business, Product and Service Management

Core subject: Participative management & teamwork for service improvement.

1st year. 5 ECTs

16 multicultural students (all of them with professional experience)

Face to face workshops

20 Master Students

One teacher (belonging to the UPV team of the European SINCOE project)

Main learning objectives of the subject:

In this course studetns will get to know and experience teamwork structures that encourage continuous improvement, creating a space in which you can collaborate, participate and feel responsible for the learning process. This will allow them to assess the potential of participatory management and teamwork in improving services.

Role:

The instructor act as facilitator, mentor, and guides throughout the process, ensuring a environment for personal and professional growth. He also introduce and provide training on the use/interpretation of the Sincoe@ self-peer assessment tool, enabling students to engage in self-reflection and peer evaluation.

During the classroom workshops the role of facilitator was developed guiding students through the various activities and encouraging open discussions. Also creating a safe and supportive learning environment where students can freely express their ideas, ask questions, and receive constructive feedback. The instructor actively observes group dynamics, monitors individual contributions, and provides real-time feedback and guidance to students.

Motivation:

By engaging in self-assessment through the Sincoe@ tool, students cultivate self-awareness and self-reflection skills, empowering them to identify their unique strengths and areas for growth. This not only fosters personal growth but also prepares them to thrive in collaborative team settings, where leveraging individual competencies is essential for collective success.

Moreover, the “talent selection dynamic” and the analysis of group dynamics equip students with teamwork and collaboration skills. As they navigate different roles within their teams, they gain first-hand experience in effective communication, conflict resolution, and leveraging the collective strengths of their peers. This experiential learning aligns seamlessly with the growing emphasis on cross-functional collaboration and interdisciplinary teamwork in modern professional environments.

The critical evaluation of different assessment methods, such as Sincoe@ and Belbin, hones students’ analytical and critical thinking skills. This exposure to industry-relevant tools and frameworks not only prepares them for professional practice but also equips them with the ability to evaluate the effectiveness and applicability of various methodologie.

The iterative nature of this experience, with its emphasis on continuous feedback, reflection, and refinement, cultivates a growth mindset – a mindset that embraces lifelong learning and adaptability. As the job market continues to evolve rapidly, this growth mindset becomes a invaluable asset, enabling students to navigate change and seize new opportunities proactively.

Assessment:

We use of SINCOE@ for self-diagnosis (no peer use in this course) To evaluate how students are able to function effectively in a team whose members together provide leadership and create a collaborative and inclusive environment in the organization; coordination of work and Identify roles and skills to operate in multidisciplinary teams with different professional profiles; Collaborate proactively in the development of the work, establishing goals and meeting objectives, as well as contributing to the search for solutions to challenges or projects, demonstrating empathy and assertiveness when sharing ideas, reflections and arguments within collaborative work. to Solve complex problems independently in the discipline;  Draw conclusions from practical or experimental work; Demonstrate initiative to organize their own work, managing the effort and time dedicated to achieving the proposed objectives and goals;.

We will use the Diagnosis of teamwork roles based on Belbin ©, and Marin-Garcia, JA (2019) Development and validation of the Spanish version of the soft skills scale (sss17sp). WPOM-Working Papers on Operations Management, 10

Evaluation of the group product with the triple diamond model rubric (c) Marin-Garcia (2020). Marin-Garcia, JA, Garcia-Sabater, JJ, Garcia-Sabater, JP, & Maheut, J. (2020). Protocol: Triple diamond method for problem solving and design thinking. Rubric validation. WPOM-Working Papers on Operations Management, 11(2), 49-68. doi:10.4995/wpom.v11i2.14776

Objectives:

This pilot focuses on three aspects of the SINCOE project:

• Activating learning and teaching methods to involve and motivate students
• Efficient assessment methods and tools to involve and motivate students
• Test the Self and Peer assessment tool SINCOE@ with students

In this pilot we want to:

• Check if the “talent selection dynamic” allows for the display of innovative behaviors (and which priorities of the dimensions emerge in each group and what relationship it has with the profiles of each person in the group (if they value what they have most).
• Test the sincoe@ self and peer, and see what utility the students give it. Have data for the psychometric validation of the instrument. Check alternative methodologies to assess in self and peer.
• Compare sincoe@ results versus Belbin as the gold standard.
• Compare the results of each group in the VSM task, based on team composition of personal competencies (sincoe@) and roles (Belbin).
• Check different models to evaluate and give feedback.
• Check that I can do it in groups with 40 students.

Methods:

Workshop sessions during classroom and lab classes

Environment:

Course Title: High-Performance Teams for Continuous Improvement.

This is a mandatory subject in the 4th year of the Industrial Organization Engineering degree program. It has 57 Bachelor students enrolled. The course offers 4 ECTS and is taught in-person. It includes one 3-hour session per week for 12 weeks and three 3-hour laboratory practices. Each class session is attended by between 35 and 47 students.

The course covers both theoretical and practical aspects of groups in organizations, with a special focus on developing skills and abilities for effective leadership and participation in these groups. Enrolled students will learn to identify problems/opportunities and transform them into improvement projects. They will learn the most common team management tools used in manufacturing/service environments and will be able to apply the principles of lean manufacturing, including team and materials management.

The course aims to provide an approach that enables the application of teamwork techniques within the philosophy of lean production and continuous improvement, using tools studied throughout the degree (leveling, standardization, process improvement, etc.).

Upon successful completion of the course, enrolled students should be able to:

• Operate, maintain, and improve organizations, production systems, services, and processes to enhance the competitiveness in the current environment and apply quality principles and methods.
• Be prepared to work in a team in a multilingual and multidisciplinary environment.
• Use modern engineering techniques, skills, and tools necessary for professional practice.
• Have knowledge to define the potential of industrial companies or organizations and apply it to meet the needs of potential customers.
• Solve problems with initiative and an entrepreneurial spirit, decision-making, creativity, critical reasoning, and communicate and transmit knowledge, skills, and abilities in their field.

Role:

The course was taught by three instructors. Two of the instructors shared the organization of the classroom dynamics, with each handling half. One of them was responsible for the theoretical aspects of Lean concepts and tools, creating video resources, and half of the cases/problems to be used in class. The other was responsible for developing the other half of the cases/problems, organizing half of the classroom sessions, and providing observations on transversal competencies and giving feedback/feedforward on the platform. During the classroom sessions, both professors contributed by providing counterpoints to each other, or adding comments, explanations, or feedback on aspects of Lean, continuous improvement, and/or the use of teams in organizations they had collaborated with. The third instructor was in charge of the laboratory practices.

Motivation:

To engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles, and assessing large groups effectively.

Assessment:

To assess how students are able to function effectively in a team whose members together provide leadership and create a collaborative and inclusive environment in the organization; coordination of work and identify roles and skills to operate in multidisciplinary teams with different professional profiles; Collaborate proactively in the development of the work, establishing goals and meeting objectives, as well as contributing to the search for solutions to challenges or projects, demonstrating empathy and assertiveness when sharing ideas, reflections and arguments within collaborative work, we will use the Sincoe@ an the Diagnosis of teamwork roles based on Belbin.