1. Background on the pilot 

The pilot was carried out in the first course of Physical Engineering at the School of Telecommunication Engineers of the Polytechnic University of Valencia. The subject is called Fundamentals of Business Organization. 

It is a group of 75 students who are in the first year of the degree. The experience began on February 14 and the calendar sets the end of the course at the beginning of June 2024. 

The distribution of the 6 credits is as follows: Theory 3 credits, Classroom practice 2, Laboratory practicals 1 credit.  

The students are not motivated with Business Management and their interest is especially focused on science and technology. 

This is the welcome message to the students that somehow reflects the purpose of it while trying to convince the students to get involved in learning. 

As an engineering and physics student, you are probably passionate about science and technology, and you want to apply your knowledge to solve problems and create innovative solutions. 

But do you know how to turn your ideas into profitable and sustainable projects, do you know the opportunities and challenges in the marketplace, and do you have the skills to lead teams, negotiate with customers and partners, and manage resources? 

If you want to broaden your professional horizons and make the most of your potential, you need to know the business and economic world.  

Understanding how companies work and how they are managed will open up new opportunities and give you a broader perspective of your professional future. 

That is why the course "Fundamentals of Business Organization" will help you take the first steps to acquire the concepts and tools that will allow you to understand and participate in the business environment, thus boosting your career and contributing to social development. 

This is the logo of the course that was generated using Dall-e including tech and business graphical elements. 

The course works with innovation competencies and social and environmental commitment. 

The most relevants skills and competences of this course are the next ones: 

• - Students have demonstrated knowledge and understanding in an area of study that builds on the foundation of general secondary education, and is typically at a level that, while relying on advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study.  

 - Students are able to apply their knowledge to their work or vocation in a professional manner and possess the skills that are typically demonstrated through the development and defense of arguments and problem solving within their field of study.  

 - That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific or ethical issues. CB4(GE) Students are able to convey information, ideas, problems and solutions to both specialized and non-specialized audiences. 

- Know how to gather and handle any source of information related to Engineering Physics and make reasoned judgments about it, as well as apply mechanisms of scientific and technological surveillance.  

- Know the processes of innovation management and technology transfer, to apply them in the performance of professional activities related to innovation and development in companies with a technological profile.  

-  Knowing how to write and develop projects aimed at the design and development or exploitation of devices and systems of direct interaction with the physical environment, based on the fundamental principles of Physics.  

- To know how to solve problems with initiative, decision-making, creativity, and to communicate and transmit knowledge, skills and abilities, understanding the ethical and professional responsibility of the activity of the Graduate in Engineering Physics.  

- That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy. 

The syllabus of the course is as follows: 

Management 

• Introduction to the company 

• Strategic analysis 

• Organizational structure 

• Functional Areas 

• Management 

• Human Resources 

• Finance 

• Operations 

• Marketing 

• Technology and Information Systems. 

2. Objectives of the pilot 

Students should understand the relevance of business management for their future career as engineers. The pilot focuses on the development of an entrepreneurship project that aims to apply technology, especially information and communication technologies to support an initiative that contributes to making Valencia a smart city. In this way, the initiative is related to the Sustainable Development Goals, specifically goal 17: that cities are inclusive environments facilitating the lives of their inhabitants. 

3. Methods, models and practices 

At the beginning of the semester, students were introduced to the relationship between business models, business processes and current ICT. Practical activities have allowed the definition of a business model using ICT that contributes to SDG 11 which aims to make cities and human settlements inclusive, safe, resilient and sustainable. 

Lab practices included demand forecasting and marketing process management. In all activities, creativity in problem solving was valued. Students were introduced to the concepts of critical thinking and innovation. 

A survey was conducted with voluntary participation and focus on the dimensions of the FINCODA model that this pilot was assigned. The results are presented in the following section. 

4. Results (based on Questions for participating teachers and Students) 

Test focus (NA related, what will be tested, number of 8 category): 3, 4 

Feedback focus (Assessment Tool, Training Package, Storyline): (Assessment Tool)  

54 students have answered this question. 

The dimension 3 V3[CR03]. Draws on what you've shown in a context where you need to be innovative or help a team to be innovative (whether in a job in your organization or in your work as a student) and keep it throughout the assessment. How do you consider your ability to....     [Create original solutions to problems or exploit opportunities. 

The range is # 1: Needs a lot of improvement#100: Excellent] 

The results: two missing values.  

count  53 valid values 

mean   73.826923    

std    19.466842     

min    35.000000     

25%    59.750000     

50%    73.000000     

75%    87.750000     

max   100.000000    

2. Mode: 100. The mode is 100, which means it is the value that appears most frequently in the dataset. 

3. Median: 73.0. The median is 73, indicating that 50% of the data is below this value and 50% above. 

4. Range: 65. The range is the difference between the maximum and minimum values, showing the total dispersion of the data. 

5. Variance: 378.96. Variance measures the dispersion of the data relative to the mean. 

6. Coefficient of variation: 26.37%. This value indicates a moderate variability in relation to the mean. 

7. Skewness: -0.31. The negative skewness indicates that the distribution has a longer tail to the left (lower values). 

8. Kurtosis: -0.98. The negative kurtosis suggests that the distribution is flatter (platykurtic) than a normal distribution. 

General interpretation: 

* The data has a fairly dispersed distribution, with a wide range of 65 points. 

* The mean (73.83) is slightly higher than the median (73.0), which is consistent with the slight negative skewness. 

Objectives:
Students get acquainted with the concept of innovation competence.

Students train a more objective self-perception. They become aware that biases play a role in self-assessments and learn how to avoid or at least reduce them.

Methods:  

Introduction of the Sincoe-Concept of innovation competence Sincoe@Assessment Tool in a face-to-face lecture or in a online synchronous TEAMS-lecture. 

Minigroups: What experiences have students had with self-assessment so far? How reliable do they consider a self-assessment of their own skills (their own innovation skills) to be? Report and summary of the results in plenary.

Application of the Sincoe assessment training on Moodle. Subsequently, individual working with the Sincoe@Assessment Tool.

Students meet again in minigroups: How did the early training affect the work with the questionnaire?

Written summary of the mini-group results, feedback sheet.

Presentation and discussion of the most important results in plenary.

Environment:

20 Students of the 4th or higher semester in the compulsory course Human Resource Management. Age between 20 and 40 years. They have experience with group work in face-to-face and online settings.

Role:

Lecturer provides informative input. She motivates, helps and advises on the use of the assessment tool, the Assessment Training and on the organization of the TEAMS groups. She also moderates the large group event.

Motivation: 

This is a compulsory course. The students have decided on key areas of their studies, but some are also toying with the idea of working self-employed after graduation. The motivational parts of the course may therefore be particularly interesting.

Assessment: 

Sincoe@Assessment tool and feedback-worksheet for the TEAMS groups.

Goal:

Examination of the influence of the Sincoe training videos for self-assessment of innovation competence combined with the regular content of the course (including learning units on the topics of perception and personality traits) on self-assessment with the Sincoe assessment tool.

Target group:

1^st Semester Life Sciences students. More than 60 participants. Age: 18 to 40.

Situation Environment:

50% online-lecture, 50% face-to-face. Tasks for the students are part of a portfolio examination.

Methods:

At the beginning of the semester, only the first two SINCOE training videos are used. Students then evaluate their innovation skills using the SINCOE assessment tool. Detailed feedback on training videos and assessment tool is collected. The third SINCOE training video (Biases and how to avoid them) is then used as an addition to the usual course topics of perception and personality traits. After participating in these learning units the students assess themselves a second time using the SINCOE assessment tool, they compare their results of the first and the second assessment and discuss the reasons for any differences. Detailed feedback from students from students on third training video and self-assessment is collected and discussed.

Additional Methods:

Quasi-experiments – online and face-to-face - on the topic of perception and self-perception as a construction of reality.

Online group work (Mini-groups):
Personality traits according to dimensions such as duration/change and proximity/distance and their influence on collaboration situations and innovation processes.

Analysis of communication situations in video sequences, and comparison of protagonists´. behaviour with own behaviour tendencies in similar situations.

Objectives:  The aim of this Pilot was to raise students' awareness of the level of development of their skills in innovation, creativity, critical thinking and teamwork.

Methods: Challenge + SINCOE Survey

To carry out this Pilot, a face-to-face project was carried out through a “challenge” that lasted 6 weeks (1 session per week). This project was called “Social and Environmental Innovation Challenge” and was worked on in groups (5-7 students). 10 groups were formed.

Throughout the classroom sessions and the time spent at home, the students identified a social and environmental problem to which they could provide a robotic solution, designed and developed it, built their prototype and programmed it, and finally presented it to the rest of their classmates. Next, the classmates from the rest of the team (assessment team) and the teacher had to assess the work presented and give constructive feedback. The assessed group reflected on the comments received and, if they considered them appropriate, incorporated them as improvements to their project.

The stages of this dynamic were:

1. Problem Identification: Teams choose a relevant social or environmental problem that they want to address with robotics. It is important that the problem is current and sparks students' interest in making a positive impact. Technique used: Brainstorming.
2. Design and Development: Teams work on the design and development of a creative and effective robotic solution to solve the identified problem. They must consider aspects such as energy efficiency, the use of sustainable materials and the social impact of their project.
3. Prototyping and Programming: Students prototype their solution using the robotics and programming knowledge acquired in class. They must ensure that their robot can tackle the problem effectively and sustainably.
4. Presentation: Each team presents its project to its peers and a panel of evaluators, explaining the problem addressed, the proposed solution, the expected social and environmental impact, and the sustainability aspects considered in the design. Tool: Power Point.
5. Evaluation and Feedback: At the end of the presentations, the projects are evaluated based on their innovation, creativity, feasibility, social and environmental impact, and sustainability. Constructive feedback is provided to the teams to encourage continuous improvement and learning.
6. Reflection and improvement: Students reflect on the feedback received, considering how their solution could be developed or adapted to address the problem more effectively.

Once the challenge was completed, the students answered the SINCOE self-assessment survey of the skills covered in this Pilot .

Environment:

The Pilot was carried out in a compulsory subject, “Legal Framework in the Business” of the Degree in “Industrial Computing and Robotics”. This subject is worth 6 ECTS and is taught in the 2nd year and had 59 students enrolled. The majority of students in this degree are male. The content of this subject does not have an innovative and creative character, it is quite the opposite because it is a subject that deals with the legal framework of companies.

However, due to the type of degree, it is expected that these types of students will be innovative and creative because in their future they will be dedicated to developing solutions in the form of robots that are innovative and creative to add value to society

Role: Students

Motivation: Very positive attitude from all participants.

Assessment:

After filtering out incomplete responses, a total of 20 responses were obtained: 17 men and 3 women (34% participation)

Below are some of the key observations.

• There was a general comment about how long the survey was, which is why some of the students did not finish it.
• Most students consider themselves flexible to changing their tasks and also aware of the interrelation of dependence of some members on others when working together, as well as a collective assessment of the group with respect to an individual one.
• The results indicate the following order of development of each of the competencies analyzed:

CritThink > (Creativity = NW) > Innovation > Initiative > TW

Objectives:

This pilot focuses on this aspect of the SINCOE project:

-           Test the Self and Peer assessment tool SINCOE@ with students

In this pilot we want to:

-           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)

Methods:

We will use a highly participatory workshop methodology that will allow you to develop knowledge, skills, and attitudes, but above all, to practice them frequently in the classroom so that you can receive feedback and develop actions to improve your competencies.

Environment:

In this course, we will focus on developing three transversal competencies of great relevance for professional success at present: teamwork, leadership, and communication. In line with the values expressed by several industrial companies with production plants in the province of Valencia, which regularly seek to hire people with engineering degrees in the industrial branch, we have adopted the following values to build the course culture:

* Teamwork

* Cooperation

* Passion/Commitment

* Integrity/Responsible decisions

* High performance

* Innovation (creativity, critical thinking, and initiative)

Among the 17 Sustainable Development Goals (SDGs) proposed to achieve a more sustainable and better future, there is one goal especially related to the course: commitment to decent work (SDG 08)

The objectives of the course are:

* To be able to identify roles and behaviors in the team

* To improve your competence in giving oral presentations in multiple formats

* To demonstrate skills using various digital media to support communication, adapted to the situation and the audience

* To identify leadership styles and associated behaviors

* To be able to function effectively in a team

Role:

In this experiential learning initiative, the instructors assume the role of facilitators, mentors, and guides. They design and implement the participative workshops, fostering an environment that encourages active engagement, knowledge acquisition, skill development, and the practice of competencies.

The instructors facilitate classroom discussions, activities, and exercises that allow students to explore and apply concepts related to teamwork, leadership, and communication. They serve as mentors, offering personalized guidance and advice to students and encourage self-reflection, provide constructive feedback, and help students identify areas for improvement.

Additionally, the instructors help interpreting the data gathered from the Sincoe@ assessments and comparing it with other assessment methods like the Belbin model.

Motivation:

We want students cultivate self-awareness and self-reflection skills, enabling them to gain a deeper understanding of their individual strengths, weaknesses, and areas for growth. This self-introspection not only fosters personal development but also equips them with the ability to effectively contribute to and thrive in collaborative team settings. By providing and receiving constructive feedback from their peers, students develop the ability to communicate effectively, build trust, and foster a culture of mutual support and accountability – essential skills for successful teamwork and collaboration in the modern workplace.

The data gathered from the Sincoe@ assessments would contribute to the psychometric validation of the instrument. And comparing the Sincoe@ results with the industry-recognized Belbin model, students develop critical thinking and analytical skills, enabling them to evaluate the strengths and limitations of different assessment methodologies.

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.

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.

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 and online. Also, the communication with the commissioner worked partly face-to-face, partly online.

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 platform 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 Sourcing and procurement annual calendar tool assignment. 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. Also, the communication with the commissioner worked partly face-to-face, partly online.

Thirteen (13) answers were received on this pilot. The students’ group project experiences show that Microsoft Teams was commonly used for collaboration. The group work was conducted online, with meetings to plan and discuss the task, considering various perspectives. The task was to create a foundation for operational procurement activities, with criteria that were user-friendly and editable by many. Online work did not demotivate the students; rather, the task was engaging. However, they noted that face-to-face education might have posed challenges for maintaining focus. The presence of the commissioner provided valuable guidance. Despite some difficulties with remote coordination via Teams, the group managed to work both remotely and on-site, recognizing the benefits of face-to-face interaction for productivity and idea generation. The summary highlights the group project experience, emphasizing the flexibility and focus required for online work. The group’s motivation was crucial to keep the project moving forward. Course implementation offered the freedom to schedule tasks, but also posed the risk of postponement and increased stress towards deadlines.

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.

Some students felt the group (appr. 5 students) could have been smaller, as not everyone was actively engaged. A size of 2-3 students was suggested as more appropriate. However, the assignment was commonly ranked among the top three most interesting tasks by the students. The course was well-organized, with ample time for tasks and presentations. The commissioner’s visit offered additional insights. The groups were cohesive, and the task was usually executed using Excel, facilitating easy sharing and division of work based on individual interests, which enhanced the quality and efficiency.

The group project began with initial confusion and challenges, particularly in adapting an Excel file to meet the commissioner’s requirements. The task provided practical insights into working life, particularly in production planning, and offered direct information from the labor market. The freedom and interest in the task helped students internalize the course content. Creativity, adaptability, versatility, and efficiency were highlighted as key aspects. The self-assessment summary reflects a strong emphasis on creativity and critical thinking, with the individual frequently using intuition and knowledge to generate ideas and seeking new ways to implement them. Critical thinking was applied through trial and error, considering different perspectives, and making informed decisions to meet the commissioner’s requirements. The individual took the initiative to propose improvements, exceed expectations, work systematically, and start actions promptly. They scored themselves highly on presenting suggestions for improvement, showing resourcefulness, and refining ideas, particularly for an annual clock project. In terms of critical thinking, the individual is proactive in developing new problem-solving methods, challenging the status quo, and making decisions based on information and evidence. They also consider sustainable development challenges and strive to find and implement sustainable solutions. The initiative is another area where the individual excels, proposing improvements, daring to try new ideas, and starting actions promptly. They also work systematically and persuade others to support innovative ideas. Teamwork was a key factor, with open communication, consideration of others’ opinions, and effective feedback mechanisms. The group worked cohesively, negotiated changes, and reached unanimous decisions. The project emphasized the importance of creativity, initiative, and critical thinking, with the group adding a supplier list and an expense tracking table to the annual calendar and iterating on its design. Networking skills were demonstrated through active discussions and the sharing of new perspectives, contributing to the group’s collective knowledge and the successful completion of the project. The individual’s approach to the group work reflects a proactive, collaborative, and innovative mindset.

Teamwork is highlighted as a strength, with the individual considering others’ opinions, asking for feedback, and giving and receiving constructive feedback. They recognize and address conflict sources and negotiate essential changes effectively.  Finally, their networking skills are evident in their ability to converse with diverse individuals, bring outside ideas to the group, share information with stakeholders, and interact well in multidisciplinary, multicultural, and international environments. The individual’s approach to group work and problem-solving indicates a high level of engagement and a proactive attitude towards learning and improvement.

The summary of the group work experience emphasizes a balanced distribution of tasks, with the individual taking on a significant role in the project. The individual showcased creativity by using personal knowledge to determine task timelines and exploring various methods to produce the annual clock in Excel. They sought out new ideas beyond the provided materials, utilized diverse resources, and considered implementing a GANTT chart for clarity and functionality.

The experience highlighted the value of teamwork, the ability to take initiative, and the significance of networking skills in procurement. The group’s approach to problem-solving and decision-making, based on facts and diverse perspectives, was seen as crucial for future work in procurement or sales management, where innovation is key. Overall, the project was a success, demonstrating effective collaboration, problem-solving, and the application of various competencies that will be beneficial in the professional world. The group’s ability to innovate and adapt to challenges was particularly noteworthy, setting a strong foundation for future endeavors in a business environment.

Teamwork was valued for its collaborative nature, allowing for the exchange of knowledge, and fostering easier learning through conversation. The project showcased the practical application of creativity, critical thinking, initiative, teamwork, and networking skills. These competencies were instrumental in generating new ideas, making informed decisions, proposing improvements, and leveraging external expertise, thus enhancing the project’s efficiency, quality, and collaboration.

As a conclusion, the group work was successful, with online collaboration being a positive aspect. Face-to-face teaching was preferred for better learning and motivation. The course was informative and is expected to be useful in the students’ future careers, providing an understanding of procurement’s role in an organization. The year clock task was deemed beneficial for future work life, as it simulated presenting achievements to a management team. The key takeaway is that the project fostered creativity, adaptability, and efficiency, preparing students for real-world challenges. These skills are deemed vital for a successful career, particularly in roles that demand flexibility, problem-solving, and strong interpersonal abilities. In procurement, these competencies aid in innovating, process development, and building robust cooperative relationships, highlighting their importance in the professional landscape.

When teachers define the learning objectives for the upcoming course and for the course participants, it is assumed, most likely quite correctly, that the teachers already have obtained those skills themselves that they are teaching. Teachers do master the subject matter, but in my pilot, I wanted to check, how can I in my course design process identify my own innovation competences.

Course: Destination Germany Austria 3 ECTS (offered as a compulsory course for students going to ERASMUS / double degree exchange in Autumn 2024) 

Teacher: Sanna Simola   

Students: 11 (+ 2 who chose to attend, but not to do all the tasks) 

Goal and learning objectives: training and preparation for exchange in Germany or Austria, networking, inspiration (guests), career planning, language and culture skills, information search. 

Course implementation Hybrid (Campus – online lessons – tasks in LMS itslearning)  

Duration: March- May 2024 (14 weeks) 

Contact lessons at Campus

Contact lessons at Campus

LMS itslearning Task 1 cultural awareness, stereotypes, culture shock

Online lesson

LMS itslearning Task 2 Germany, Austria, education system

Online lesson, guest – a person who has lived in Finland for a long time shares his views on the differences between Finland and Germany- Frohe Ostern!

Contact lessons at Campus ein bisschen Deutsch (Restaurant, travelling)

LMS itslearning Task 3 student life, working life.

Online lesson, guest aFinn living and working in Germany.

LMS itslearning Task 4: Duolingo etc.

no meeting, Duolingo, online assignments

LMS itslearning Task 5 own destination – school, city, hobbies

Contact lessons at Campus presentations = task 5, feedback task 4

Online lesson exchange students (one already at home in Germany)

Contact lessons at Campus Gute Reise und schönen Aufenthalt! Exchange Student

When designing a course, it is good to be aware that things may occur unexpectedly.  During this course there were three things I had to react quickly to and must have a plan B. In unexpected situations innovation competences are really needed. 

During the spring I was asked to join an Erasmus week in Romania, in April we suddenly got snow again and one of the students had a request for the possibility to have some of the exchange students from Germany/Austria to attend the course and tell their experiences about Erasmus exchange in Finland and cultural differences. 

These demands were quite easy to tackle. After 24 years of experience of teaching, I knew of course that situations where I must react quite quickly may occur. The long experience has formed and developed the innovation competences. During these years I have learnt to be creative, to network with people, take initiative (contact people and suggest an idea of participation), be in a team and work together. Also, critical thinking is an important skill; for example, in the design process it is good to think critically about the choices you are making. I nowadays implement my courses in a hybrid format to increase flexibility and guarantee a versatile learning experience. 

About the hybrid implementation - Online teaching gives a teacher more options and a great way to reach material, resources, and people outside the campus area and beyond the borders. In this implementation it was a natural choice to implement the course in a hybrid format.  

Below I list advantages of this format: 

versatile, varied (the content and place are matched to suit the purpose) 

It is good to have different kinds of tasks and environments to enhance the learning experience. 

flexible (weather conditions- easy to change the place) 

to get guests to attend (abroad, longer distances) 

high quality online learning material (e.g. Deutsche Welle)  

in this case: online lessons with a small group, camera on, active participation, discussions. Working online did succeed well, because of the group size and motivation of the students. Motivation was high due to upcoming stay in Germany/Austria. 

Goal:

Examination of the influence of the Sincoe training videos for self-assessment of innovation competence combined with the regular content of the course (including learning units on the topics of perception and personality traits) on self-assessment with the Sincoe assessment tool.

Target group:

1^st Semester Life Sciences students. More than 60 participants. Age: 18 to 40.

Situation Environment:

50% online-lecture, 50% face-to-face. Tasks for the students are part of a portfolio examination.

Methods:

At the beginning of the semester, only the first two SINCOE training videos are used. Students then evaluate their innovation skills using the SINCOE assessment tool. Detailed feedback on training videos and assessment tool is collected. The third SINCOE training video (Biases and how to avoid them) is then used as an addition to the usual course topics of perception and personality traits. After participating in these learning units the students assess themselves a second time using the SINCOE assessment tool, they compare their results of the first and the second assessment and discuss the reasons for any differences. Detailed feedback from students from students on third training video and self-assessment is collected and discussed.

Additional Methods:

Quasi-experiments – online and face-to-face - on the topic of perception and self-perception as a construction of reality.

Online group work (Mini-groups):
Personality traits according to dimensions such as duration/change and proximity/distance and their influence on collaboration situations and innovation processes.

Analysis of communication situations in video sequences, and comparison of protagonists´. behaviour with own behaviour tendencies in similar situations.

Objectives:

This pilot focuses on this aspect of the SINCOE project:

-           Test the Self and Peer assessment tool SINCOE@ with students

-           Integrate the self-assessment in a regular course

-           Foster the awareness about innovation competencies

Methods:

This survey was planned as an “injection”,  in a course that is dominated by lectures with some short excercises. It was “injected” with a in the 6th week of 13 weeks, after introducing into the topic of the relationship between marketing and new information technology.

The survey was announced in the 1st session. In the 6th week, we started the session on-site with an information about the SINCOE study and some hints for an anonymous login to the survey Due to the data protection regulations, students should have the possibility to participate anonymously with a private mail adress. Students should regard the videos and fill out the survey remote after this and before the next session in the following week.

The summarizing results haven been submitted to the course management system immediately after closing the survey. The discussion was planned in a later session in the course.

Environment:

Students have been informed about the relevance of innovation for products and for processes in marketing. As business students in a B.Sc. marketing course they typically want to be innovative. But innovation has not been an explicit focus in current (4. Semester) or earlier courses.

Role:

The regular professor of the course introduced into the topic, the relevance for the course, the project in general and the survey in special.

Motivation:

The idea behind injecting SINCOE in this course was to nudge students to understand themselves as actors of innovation at university, in their jobs as well as in private life.

Assessment:

The self-assessment of students was the goal of this survey.

Objectives  

The aim is to find out about the student's motivation. What things improve, what weakens motivation? Is motivation related to something else related to studying? What kind of study skills do students have? What kind of skills students have for critical thinking, creativity and teamwork. Do students have challenges with their own life management and coping?

Methods  

Students fill out a form with lots of questions related to motivation, some questions related to student skills and innovation competencies. In addition, questions related to the student's stress, coping and goal-oriented activities are asked.

I selected three of the innovation competencies for the survey, and I found critical thinking, creativity and teamwork to be the best fit for students in the first year of technology. For each of these competencies, I selected a few statements for the survey.

After the formative questionnaire, it is possible to obtain even more in-depth and detailed information from students about the above-mentioned issues by interviewing a few students.

Environment  

The survey and interviews can be conducted either online or offline.

Role  

The teacher shares a link to a formative questionnaire, conducts interviews and analyzes the collected data. The student answers the survey and acts as an interviewee.

Motivation  

Students are motivated to respond to the survey, because by answering the survey, students can provide information to education providers that can improve their learning process and learning outcomes.

Assessment  

By answering the survey, the student evaluates their own actions. The responsibility is all the time on the student. 

Objectives 

The teacher has a conversation with each student separately to help them improve their Innovation Competences. The conversation is based on only couple of chosen Innovation Competence statements which he/she has given to the students.

Methods 

The students fill in a form with two-three questions from each category of Innovation Competences. The teacher discusses their self-assessment with them. The object of this conversation is to make students make their self-assessment and plan how to improve them. 

I chose only part of the Innovation Competence statements to answer, those which suited best to Journalism studies. It made the conversation easier and more focused.  

I could ask for more details about those couple of questions. When there has been the whole list of statements it has been very difficult to ask more about any of them.  

Environment 

Online suits very well to goal and development dialogue with a student. It is an intense and peaceful environment with one student at a time. 

Role 

Teacher asks questions and the student answers. The teacher does not provide so-called right answers. The responsibility is with the student. 

Motivation 

One of the questions in a form was about the motivation to assess a student´s own Innovation Competences. Here are the answers to that question.  

Innovation Competences are on my opinion: 

Totally useless: 0 

I pondered them at the time of the survey, but not at any other time: 4. 

I find it important to keep working life skills in mind during my studies: 13. 

Answering them clearly increases my self-awareness: 3. 

Answering them obliges me to develop myself: 0. 

Assessment 

Only self-assessment and a conversation with a teacher after that. The responsibility is all the time on the student.

Objectives 

To teach how to use artificial intelligence wisely as a part of the journalistic work. And how to use it with critical thinking. Also, to encourage students that it is not a threat to their creativity, on the other hand, it can improve it. 

Methods 

Three teaching sessions by a journalism teacher to students of two different groups. Two of the sessions were obligatory lessons and one of them was voluntarily. I gave there an example with another teacher how to make an interview, use Word dictating in real time and ask ChatGPT to write an article based on dictated text. I asked about different models and styles from it in front of the class: a very news-like style, a stye suitable for the youth and a humoristic style with a dialect. ChatGPT created all of these in a real-time. We did not test all the styles in every session. We also noticed that ChatGPT invented sentences which the interviewee had not said. It also made its own conclusions.

Then we analyzed texts and proved to the students that they were quite generic and not that interesting without a human intervention. But it was a good basis to work on.

The results were also interesting to the other teacher who had not used Word dictating nor ChatGPT before. We were all testing a new thing together, teachers and students.

A teacher can learn at the same time as students. It demands openness and an ability to dive into an unknown area and grow innovativeness. It is a real-time testing with students. A teacher is in charge, but he/she does not need to know where the research is going. A teacher analyses the results based on his/her professional experience. 

Environment 

On-site in a classroom in front of the students. And after these sessions the students tried by themselves. 

Role 

Two teachers taking a test in an unknown area. Both teachers and students tried something new. 

Motivation 

Artificial Intelligence is here and in use. Students know that they must compete with it in their professional field. They must know how to utilize it and prove where they can be better than it. 

Assessment 

Two questionnaires from the students, before the demonstrations and after it. The attitude towards AI became more positive. 

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.