Fall/Winter

16

Centre for Service Learning

Maren Ingrid Kropfeld | Lan Anh Phan
Concept Paper for a Center for Service Learning at Karlshochschule International
University, Karlsruhe. Status as of February 2017.

Karlshochschule International University, Karlsruhe

Content
Introduction ................................................................................................................. 3
Idea and Theoretical Background ............................................................................... 4
Service Learning ..................................................................................................... 4
Embodied Ethics ..................................................................................................... 5
Experiential Learning .............................................................................................. 5
Service Learning at Karlshochschule ......................................................................... 7
Research Chairs and Focus Areas ........................................................................... 10
Research Chairs ................................................................................................... 10
Focus Areas .......................................................................................................... 11
Offer.......................................................................................................................... 12
Internal-Academic ................................................................................................. 12
External-Academic ................................................................................................ 12
External Other ....................................................................................................... 13
Stakeholder Analysis ................................................................................................ 14
Setup and Tasks ....................................................................................................... 18
Budget Plan .............................................................................................................. 20
Financing .................................................................................................................. 21
Quality Criteria .......................................................................................................... 22
Module Description ................................................................................................... 23
Literature .................................................................................................................. 26

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Introduction

„In den Schlussfolgerungen des Europäischen Rates von Lissabon wird bekräftigt,
dass der erfolgreiche Übergang zur wissensbasierten Wirtschaft und Gesellschaft mit
einer Orientierung zum lebenslangen Lernen einhergehen muss.“
(Kommission der Europäischen Gemeinschaften 2000, S. 3)
Promoting life-long learning is perceived as a central aspect in solving nowadays
challenges in education policy in Germany. It revolves around the possibility of an
autonomous way of life, the initiation of social participation, strengthening the
economic region, improving equal opportunities and handling demographic change.
Life-long learning is essential for an ageing and decreasing working population to
keep up and grow the necessary level of knowledge and skills that are needed in
Germany’s information and knowledge society and economy (BMBF 2008).
The OECD (2006) differentiates between three different forms of education:
 Formal learning: learning through a programme in an education institution or
in the workplace, which is structured and instructed and generally recognised
in a qualification or a certificate
 Non-formal learning: learning through a programme that is not usually
evaluated and does not lead to a certificate
 Informal learning: unstructured way of learning resulting from daily work-
related, family or leisure activities
Especially non-formal and informal learning are in the focus of life-long learning
opportunities. The objective of voluntary non-formal adult learning according to the
Danish Ministry of Education (UVM 2016) is to strengthen participants’ skills and
wished to take responsibility for their own lives and to play an active and engaged
part in society.

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Idea and Theoretical Background
Service Learning
History and Models of Service Learning
The original idea of service-learning was to connect theoretical knowledge with
experiential learning and to include practical and vocational learning into the liberal
arts education (Zieren and Stoddard 2004). The term “service-learning” was first
used in 1966 in reference to summer internships where students of universities in
Tennessee received academic credit for off-campus summer internships (Lounsbury
and Pollack 2001). The goal was to provide the students with an affective learning
opportunity about social responsibility, citizenship and self-confidence (Kezar and
Rhoads 2001).
Service-learning has foundations in the educational and social philosophy of John
Dewey’s pragmatism to offer alternatives to foundational knowledge. Dewey (1963,
p. 29) argued for an “education of, by, and for experience”. In experiencing the
identification and solving of a social problem, he believed, students will develop
democratic social engagement and understand moral principles of society.
The key elements of the service-learning pedagogy are engagement, reciprocity,
integration with course content, and reflection (Heffernan, 2001; Kolenko et al., 1996;
Bringle and Hatcher, 1996). Furthermore, there are different models of service-
learning, differing in their focus on learning outcomes:
In the professional model, the content learning is the actual purpose of the project.
The direct service offered is understood as a way to solve social problems while
developing leadership, team and communication skills. The emphasis lies on serving
the society with well-trained professionals, building on the values of individual rights,
autonomy, agency and justice (Varlotta, 1997).
The civic engagement model focuses on supporting participation and democracy to
promote social affiliation and understanding through which differences in society can
be overcome. The emphasis here lies on the relationship between education and
democracy (Pollack, 1999). The learning outcomes are of primarily affective nature
such as tolerance for others, ability to work and communicate with people different
from oneself, an increased awareness of social issues and morality and empathy.
The curriculum treats multicultural and diversity studies. In the end, students shall
gain a sense of personal efficacy grounded in the community and understand the
impact of social ideals and structures on themselves (Varlotta, 1997).
Thirdly, the social change model intends to promote social justice through the
students’ projects. Students advocate for social and political change to empower
disadvantaged groups in society (Butin, 2003; Morton, 1995). The goal of the social
change model is for students to question their own beliefs about class, individualism
and meritocracy (Deans, 1999). They shall develop critical thinking skills to question
assumptions and build political power. Furthermore they develop a sense of common
good as an alternative to individual materialism and consumerism.

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These different models can of course also be integrated into one service-learning
approach, although the focus of the learning objectives will also vary with the
teachers’ own philosophical beliefs (Hoppe, 2004; Morton, 1995). The central
elements to every service-learning project are Reality, Reflection, Reciprocity and
Responsibility (cf. Godfrey et al., 2005).
Also the GLSP designs their definition and principles of their service-learning projects
around these elements. For them, service-learning is a “pedagogical technique
focused on enhancing learning advancing community interests and promoting
citizenship education through the students’ experiential activities service in and to the
community” (Hogner & Kenworthy, 2010, p. 254). According to the GLSP every
service-learning project has to be:
- Andragogically grounded: integrated into institutionalized learning objectives
- Reciprocally based: student learning & advancing community interest
through integrating all stakeholders
- External to classroom: experiences in civic activities that take place outside
the classroom, deepening appreciation of community and its political, social,
economic and moral issues
- Community interest focused: focusing on social justice issues
- Aimed at enhancing democracy: deepening and broadening students’ social
discourse and focus on responsibilities inherent to community membership
- Learning based experiential enterprise: incorporation of a shared, reflective
component

Embodied Ethics
Ethical views and practices can not sufficiently be described by rules, norms,
principles or codes, but involve a notion of ‘doing’ ethics as an ad hoc and
uncodifiable practicing (cf. M. Merleau-Ponty, W. Küpers or R. Shaw).
– Ethics in this view is not (primarily) about abstract concepts of wright or wrong,
but rather situated, framed and governed: ethics as practice.
– The ethical embodied subject can directly sense the suffering of the other, it is
capable to create an ethical relationship with the other.
– Ethical values are embedded via senses and experiences

Experiential Learning
Experiential learning means learning from experience or learning by doing.
Experiential education first immerses learners in an experience and then encourages
reflection about the experience to develop new skills, new attitudes, or new ways of
thinking.” In grasping experience some of us perceive new information through
experiencing the concrete, tangible, felt qualities of the world, relying on our senses
and immersing ourselves in concrete reality.

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Levels of Learning in Service Learning
Based on the literature found in North America and Germany on the various forms
and curricula connected to service learning, we have formulated our own approach to
learning outcomes and the process of learning in service-learning. The goal is to
integrate the three different service-learning models into one coherent approach.
Students shall be able to identify social issues by critically reflecting on nowadays
society and social and political structures and design projects to offer solutions to
them. By working together with different social groups and community members they
shall develop the sense of empathy and awareness for morality and question their
own believes and values. Ethical values might be embedded via these practical
experiences. In the end, with the embodied ethics we hope to have started a process
of life-long learning and to have nudged the students into actively engaging
themselves for the community also in the future.

Figure 1: Levels of Learning in Service-Learning, own illustration

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Service Learning at Karlshochschule
How Service Learning fits with Karlshochschule
– What are the „benefits" of Service Learning? [yellow cards]
– How does Karls want to educate their students? [green cards]
– What is Karls’ vision/mission/orientation of teaching/…? [blue cards]
>> What is the fit between the vision of Karls and the goals of SL? [Cluster]
– What does Karls already do to live up to its vision? [pink cards]
– Which additional value could SL bring to Karls to support its vision? [orange
cards]

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Resumee
Service learning fits the vision and mission of Karlshochschule. It goes along with the
Principles of Responsible Management Education and can support the university’s
efforts in designing appropriate learning opportunities for their students.

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Vision, Mission and Values
Vision
Every citizen gets actively engaged in fostering the well-being of our society.
Keywords: positive contribution to society, active involvement for community,
cognitive development, embodiment of ethical values, democratisation of education,
sense-making

Mission
We provide a network and platform that enables and inspires citizens to become
active and pursue their own projects to make a positive impact on their communities.
We facilitate critical reflection on all levels and prepare for a journey of life-long
learning and personal development.

Values
– Leadership
Take on responsibility and create positive change
– Citizenship
Be aware of social issues and strengthen civic society
– Compassion
Respect, include and care for all citizens no matter their background
– Sustainability
Create long-term positive impact for society and environment

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Research Chairs and Focus Areas
Research Chairs
Citizenship
Citizenship is the status of a person as a legal member of a sovereign state. Under
social contract theory it carries with it both rights and duties. Leary (2000) defines
citizenship as a bundle of rights including political participation in the life of the
community, and the right to receive protection from as well as obligations for the
community.
This research chair will tackle topics such as civic engagement, service learning,
volunteering, NPO/NGO management, social practices, cultural heritage and identity.

Culture & Society

Societies are groups of people involved in persistent social interaction characterized
by patterns of social relations between individuals who share distinctive cultures and
institutions; more broadly a society can be illustrated as an economic, social,
industrial or cultural infrastructure. Via collaboration, a society can enable its
members to benefit in ways that would not otherwise be possible on an individual
basis.
This research chair will dive deeper into the dynamics and relations of diversity,
human rights, socio-cultural structures, international relations as well as art and
history.

Ethics
Ethics or moral philosophy involves systematizing, defending, and recommending
concepts of right and wrong conduct. It asks for the best way for people to live and
which actions are right or wrong in certain circumstances. Applied to businesses,
business ethics examines ethical principles and moral issues arising in a business
environment.
Topics that are researched by this chair are e.g. morality, justice, values and
solidarity.

Sustainability
“Sustainable development is development that meets the needs of the present
without compromising the ability of future generations to meet their own needs”
(WCED, 1987 part I, chapter 2, no. 1). Transforming society towards Sustainability
involves not only technological efficiency measures; rather it has to become part of
an overall political strategy and social discourse.
This research chair works on the topics environment, eco-systems, circular economy,
post- and degrowth economies, CSR policy, consumption and sustainable social
practices.

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Focus Areas
The service learning projects shall deal with community issues within one of the
following focus areas:
 Postmodern Society
 (Inter-)cultural Societies
 Ethics
 Sustainability

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Offer
Internal-Academic
Service learning module
(cf. Module Description)
Lecture, Matchmaking, Coaching, Reflection
Research
(cf. Research Chairs and Focus Areas)
Chairs: Citizenship, Culture & Society, Ethics, Sustainability
Possibility for students to actively participate in the chairs’ research as research
assistants, or choosing a topic within the main focus areas for the Bachelor or Master
Thesis. Cooperative PhD programs to be established by the research chairs.
Action Research
Action research is “a participatory, democratic process concerned with developing
practical knowing in the pursuit of worthwhile human purposes, grounded in a
participatory worldview which we believe is emerging at this historical moment. It
seeks to bring together action and reflection, theory and practice, in participation with
others, in the pursuit of practical solutions to issues of pressing concern to people,
and more generally the flourishing of individual persons and their communities.”
(Reason and Bradbury 2001, p. 1)
Action research embraces the notion of knowledge as socially constructed and
recognizes that research is embedded in a system of values, promoting models of
human interaction. It represents a form of research that challenges unjust and
undemocratic economic, social and political systems and practices (Brydon-Miller et
al. 2003).

External-Academic
The Service Learning Centre will offer its services to external stakeholders as well,
such as universities, organizations and companies. MOOCs are to be developed to
offer the program Germany-wide. The Service Learning Centre will work together
with the Akademie Bildung durch Verantwortung to facilitate the implementation of
high-quality service learning programs at other universities.
Universities can send their students to the Service Learning Centre to let them
participate in the service learning module or action research projects to earn credits.
Companies can also let their “Azubis” or “Duale Studenten” participate in the
program.
The research chairs will work together to organize conferences and discussion
rounds on their research areas and the focus topics. These conferences shall be
public and open to all interest groups while attracting researchers from the field.

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External Other
Building on experience from the students’ projects and the research conducted, the
centre can offer consulting services to NGOs and NPOs. It shall work together with
KarlsBeratung and the Karlshochschule ChangeAgents.
Creativity workshops can be offered to interested NGOs (free of charge) and
companies (fee charged).
Results from research and projects shall be made public to the community via talks,
BarCamps, invitations to exhibitions etc.
Other universities, NGOs and companies can benefit from the centre’s experience in
training and coaching within its focus areas. These trainings and coaching can be
combined with consulting projects.

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Stakeholder Analysis

Society
• Local
community
• Global
society
Politics Academics
• Local • Universities
government
• Researchers
• State
government • Students

Centre
for
Service
Learning
Other
NPO/NGOs
Partners
• Employees
• Networks
• Volunteers
•…
Companies
• Sponsor
• Partner
• Client

Main Categories Karlshochschule Stakeholders in Karlsruhe Region

Local community Karlsruhe citizens

City Council Karlsruhe, State of Baden-Württemberg, Ministry of

Local government
Education
University –
Faculty Karlshochschule International University, Duale Hochschule
Baden-Württemberg, Hochschule für Musik, Hochschule
University –
Karlsruhe Technik & Wirtschaft, Pädagogische Hochschule,
Administration
KIT, Staatliche Akademie der bildenden Künste, Staatliche
University – Hochschule für Gestaltung
Students
z.B. Diakonie, DRK, AWO, Caritas, ArcheNoah, IB, Kirchen,
Organization /
Greenpeace, NABU, Naturschutzjugend, DAV, Bürgerstiftung
NGO
Karlsruhe, Heimstiftung Karlsruhe, KSBG, KEK
z.B. b.i.g., ComBOTS, CRONIMET, Deutsche Bausparkasse
Badenia, dm, EnBW, Fiducia IT, Gameforge, Heinrich Heine,
Companies &
Init, Karlsruher Versicherungen, Mann Mobilia, Michelin, MiRO,
Business Partners
Netpioneer, Netviewer, PTV, Sparkasse, Stadtmobil,
Stadtwerke Karlsruhe, SYNERGIE Personal, VBK

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 z.B. Wirtschaftsstiftung Südwest, Stiftung Mercartor, Stiftung für
die dt. Wissenschaft, Bündnis Demokratie erleben, Bildung
Other partners /
durch Verantwortung, Freudenberg Stiftung, Robert-Bosch-
networks
Stiftung, SocialImpact Lab, AFS, InterCultur, Uni Bamberg
(research), civic OER (e-learning)

Further Stakeholders: Karlshochschule management, presiding committee, SENAT,

Supervisory Board, KarlsAlumni, Educational Partners (e.g. ZKM, Yee, Weltwaerts),
Scientific Community, Partner Schools (Goethe, Fichte, Heisenberg), potential furture
Karls Students, Studentenwerk, German state

Main
Stake Interest Power
Stakeholders
Broadening and deepening community
relationships and communications,
Local civil
addressing community problems, young Medium Low
community
citizens get actively engaged, opening
towards outside
Positive image of local community and
Local universities, volunteer work and support for
Low Medium
government community needs, know-how transfer
community-academic world
New teaching and research opportunities,
University – unknown method/module, eligibility for
High High
Faculty (external) funding, need for information and
support
Additional selling point, providing positive
University – exposure of university with community,
High High
Administration additional logistical and financial effort, need
for information and support
Real-life project experience, learn about
University – actual problems in the community, enhanced
High Medium
Students employability, additional workload, need for
close coaching
Need for volunteer labor and increasing
Organization /
awareness of own goals, enhancing Medium High
NGO
effectiveness of own activities
Companies & Innovative ideas from university, research
Business insights, positive image, involvement of own Low Medium
Partners trainees, funding
Other Offering coaching/training, network for
partners / research and development of module, Medium Medium
networks organizing conferences

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Service Learning in Germany
Hochschulnetzwerk Bildung durch Verantwortung e.V.
An association of 36 universities (30 members) who want to support students to take
over responsibility for society during their studies, e.g. by Service Learning offers.
Purpose of the network is to bring together its members to exchange experiences
and best practices as well as to act as a joint voice towards politics and media in
order to foster universities’ civic engagement efforts. Additional acitivities:
conferences twice a year, project teams (“AG Forschendes Lernen”, “AG
Forschung”), development of “Akademie Bildung durch Verantwortung”
http://www.bildung-durch-verantwortung.de/.
Akademie Bildung durch Verantwortung
Academy initiated by Hochschulnetzwerk Bildung durch Verantwortung and agentur
mehrwert. Main tasks:
 Virtual academy to support implementation of SL at universities
 Facilitate workshops to educate stakeholders about SL
 Regional coachings & consulting
UNIAKTIV by Universität Duisburg-Essen
https://www.uniaktiv.org
 Service Learning, also for externals
 Community-based research
 Design-Thinking Variations
 Social Entrepreneurship Academy
Offer: Certificate, Landesnachweis NRW, Credit-Points for electives in BA studies
Exemplary Service Learning Seminar: „Organisationsentwicklung in städtischen
Einrichtungen“; Goal: development of a sustainability concept by Design-Thinking
3 ECTS Points, Structure:

SchlüSL seminar by Universität Kassel

https://www.uni-kassel.de/ukt/unsere-angebote/service-learning-und-
gesellschaftliches-engagement/ueber-service-learning.html
 Students can freely select their project and reflect their experiences in a
special accompanying seminar „SchlüsSL-seminar)
 Ca. 60 working hours per student per project incl. preparation phase

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  Students can research, build concepts or work practically, individually or in
(interdisciplinary) teams
 5 ECTS points
Curriculum example: seminars on Wednesdays from 2pm – 5.30pm
 Auftaktveranstaltung mit Präsentationen aus dem vorausgegangenen
Semester: 20.04.2016
 Einführungstermin mit Festlegung und Vorbereitung des Engagementprojekts:
27.04.2016
 Zwischenauswertungen und Inputs: 11.05.2016, 25.05.2016, 08.06.2016
 Abschlussauswertung und interne Präsentationen: 22.06.2016 und
06.07.2016
 Externe Präsentationen: erster Mittwoch im Wintersemester 2016/17
Content of the theoretical seminar „SchlüSL“
 Einführung, Überblick über Seminarablauf und Inhalte
 Projektmanagement
 Partizipation
 Kommunikation und Konfliktmanagement
 Teamarbeit und Teamkompetenz
 Wissenschaftliches Schreiben
 Interne Präsentation und Reflexion der durchgeführten Projekte
Examination of students by
 Participation in 7 seminar sessions of “SchlüSL”
 60 h work on the community project
 10 pages final report (graded or not) incl. Project description, theoretical
background and a personal reflection and experiences
 Additional preparation and evaluation hours, also at project site
Project Example: https://portal.uni-
kassel.de/qisserver/rds?state=verpublish&status=init&vmfile=no&publishid=103273&
moduleCall=webInfo&publishConfFile=webInfo&publishSubDir=veranstaltung

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Setup and Tasks

Figure 2: Setup and Tasks of the Service Learning Centre, own illustration

Academics
Institute with (endowed) chairs for
– Citizenship & Service Learning
– Ethics
– Sustainability
– Culture & Society
Tasks:
– (Action) Research
– Teaching
– Scientific support for Service Learning courses & development of materials
– Conferences
People:
– Scholars from relevant fields
– Researchers & PhD students

Training & Teaching

Tasks:
– Development of course syllabus
– Preparation of course contents, methods and material
– Project and course evaluation

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 – Development and implementation of trainings for external coaches and staff of
partner institutions
People:
– Academic expert for didactics
– Creative and experienced trainers and coaches

Marketing & Networking

Tasks:
– Recruiting participants & universities for program
– Acquisition of project partners, institutions and sponsors
– Active representation on conferences and in associations
– Interaction with local stakeholders
– Development and supervision of online course material
– Maintenance of website, social media, external contacts
People:
– Online and digital expert
– Communication talents
– Creative minds

Matchmaking
Tasks:
– Contact for partner institutions, supporting development of project ideas
– Match student / participant with appropriate project partner
– Conflict management between partner and student
– Evaluation of partner institution
– Supporting development of long-term relationships
People:
– Matchmaker with excellent communication and social skills

Logistics
Tasks:
– Organisation (time, place, people) of lectures, coaching sessions and trainings
– Award of certificate
– Keeping an overview over whole run of the program
– Managing budget & HR
People:
– Organisational master talent

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Budget Plan
At the time of the foundation of the Service Learning Centre, at least one professor (e.g. for Culture & Society) plus research assistant
and three administration staff members (Logistics, Marketing and Matchmaking) shall be employed. They are responsible for setting up
the operation and research and to market the activities of the centre. They have a budget for building up an IT infrastructure (e.g. for E-
Learning) and to visit conferences on the research and focus areas to network. In year two, the existing team shall be expanded by one
professor to supervise a second research area (e.g. Ethics) together with a research assistant and by two more administration staff
members to support Logistics/IT and Marketing. Building on the experiences of the pilot project and the previous year, this team shall
professionalize the actions of the centre and attract more students and partners to participate. By year five a total of four professors
covering all research areas, four research assistants and five administration staff members shall work at the centre. With the operational
activities fully grown by this time, the centre itself shall organize a conference, e.g. on Citizenship, Ethics and Sustainability.
Position Explanation Cost p.a. Year 1 Year 2 Year 3 Year 4 Year 5 Total 5 Years
Professor € 120,000 € 120,000 € 240,000 € 240,000 € 360,000 € 480,000 € 1,440,000
Research PhD students, research
€ 50,000 € 50,000 € 100,000 € 100,000 € 150,000 € 200,000 € 600,000
assistant assistants, TAs
Logistics, Matchmaking,
Administration
Marketing, Networking, € 50,000 € 150,000 € 250,000 € 250,000 € 250,000 € 250,000 € 1,150,000
staff
Support for IT
External coaches and
External coach trainers for reflection and € 10,000 € 20,000 € 30,000 € 30,000 € 40,000 € 50,000 € 170,000
workshop sessions
Marketing Marketing budget € 10,000 € 10,000 € 10,000 € 10,000 € 10,000 € 10,000 € 50,000
IT IT infrastructure € 10,000 € 10,000 € 10,000 € 10,000 € 10,000 € 30,000 € 70,000
Rent Annual rent for 2-3 rooms € 12,000 € 12,000 € 12,000 € 12,000 € 12,000 € 12,000 € 60,000
Conferences € 15,000 € 2,500 € 2,500 € 2,500 € 2,500 € 15,000 € 25,000
Other € 10,000 € 10,000 € 10,000 € 10,000 € 10,000 € 10,000 € 50,000
€ - € -
Total Cost € 384,500 € 664,500 € 664,500 € 844,500 € 1,057,000 € 3,615,000

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Financing
Financial Resources:
- Funding and sponsoring by foundations and/or companies
- Fees for external students (paid for by university) and trainees from
companies for participation in service learning module
- Fees for workshops for other universities and companies, e.g. creativity or
sustainability
- Consulting projects for NGOs/NPOs and companies in the area of focus topics
together with KarlsBeratung and ChangeAgents
- Research funding from foundations or the state

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Quality Criteria
The projects in which students can engage shall follow certain guidelines to ensure
the quality of the program.
A project at the Service Learning Centre can take one of the following forms:
– Direct service
Students become active in direct interaction with “clients” from an external
organizations and partners. The project takes place on-site.
– Indirect service
The service the students offer benefits the whole community, but not one
particular partner. The project can be planned in-house if all relevant
stakeholders are involved and will be implemented according to the project
plan in the community.
– Advocacy
The service creates a public awareness of a community issue. The project can
be planned in-house if all relevant stakeholders are involved and will be
implemented according to the project plan to serve the community.
– Research
The students conduct an (action) research project on an issue of public
interest. Results are made available to the community.
Further quality criteria for service learning projects are:
– The project team consists of two to five students
– The project addresses a social or ecological need in the community
o Including stakeholders outside the university
o Respecting principles of strong sustainability and morality
o Exposing students to other realities and difficult situations, where they
take the role of an outsider
– The project will have a positive and, if possible long-term, impact on the
community and/or create awareness of a community issue
– Students and project partners can empower and learn from each other
– The project can be implemented by the students within one semester
– The project is developed together with an (external) partner working in the
field

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Module Description
Content
- Concepts of sustainable development
- Social structures & power mechanisms
- Creative & innovation techniques
- Project management
- Stakeholder management
- Personal & communication skills
Learning Outcomes
Students, who have successfully participated in this module are able to:
- …understand and discuss social & environmental issues based on their
knowledge about sustainability, social and power structures
- …design own ideas to contribute to and take part in addressing social and
environmental challenges of society by means of different creativity
techniques
- …involve and communicate with different stakeholders, while taking into
account their different needs
- …successfully organize, implement and control their idea in a project while
involving relevant (external) partners
- …develop their communication and team working skills and learn about
their strengths and weaknesses
- …critically reflect on their attitudes and behavior and challenge their own
view
- …develop their sense of empathy and human relations
- …reflect on their future career and act as facilitators for community projects
- …take over responsibility and engage in an ethical way to furthering the
wellbeing of their communities
Structure
Total: 6 ECTS – 180 hours
– 40 hours on-site project/research
– 80 hours contact
– 60 hours self-study

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Element Hours
- Kick Off 3
- Lectures with theoretical background 30
- Find project partner / agreement
10
- Innovation phase / workshop
- Develop project plan 6

- Pitching workshop / Coaching / Feedback 16

- Practical project phase
3
- Intermediary evaluation workshop
40
- Individual reflection & self-study
- Preparation of final report/presentation/… 6
Evaluation workshop 30

20

16

____

180

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Assessment of students
1. Level I: studying theoretical background of their focus area
(successfully completed a MOOC: essay & quiz)
2. Level II:
a. Identifying issues in their own society to be addressed, applying
creativity techniques to define project idea, applying project
management tools to plan, control and evaluate the project
b. Quality criteria of the project (evaluated before the on-site phase)
(participation in workshop & written documentation/presentation)
3. Level III-IV: Reflection on
a. Underlying structures and principles of the tackled issue, awareness for
the challenge of sustainability, social welfare and an ethical and
compassionate society
b. Team processes, communication, own role in the team, collaboration
with the (external) partner and the project
c. Own development, self-understanding and how their values, opinions
and believes have changed
(active participation in coaching sessions, written documentation in
diary)
Include qualitative feedback from project partner

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