The challenges of managing and mitigating climate change require innovative solutions from multidisciplinary professionals across transnational boundaries. Universities require to respond to the changing needs of industry and develop graduates competent in delivering these solutions. This Strategic Partnership aims to produce a range of learning activities and outcomes that will meet these challenges - i.e. develop employability (including transversal) skills of University students and staff, in an international, multicultural and interdisciplinary setting. These “International competencies” include the following (Hoven & Walenkamp, 2013; 2015):• General, personal and social competencies• Intercultural competencies• International academic competencies• International professional competenciesThe specific aim of this strategic partnership is to enhance students' International competencies for the renewable energy sector as this is a growth area that features prominently in Europe’s policy framework (EU http://ec.europa.eu/clima/policies/2030/index_en.htm).Objectives:1 Develop a diagnostic tool in the form of an App which will:a. Establish an understanding of the International competencies required of new graduates for the European renewables industryb. Enable students to diagnose and track their individual stage of development in these competencies during the project2 Develop innovative learning approaches to interdisiplinary and multicultural participation in a 'real world' renewable energy project that enhances communication, teamworking and leadership skills3 Deliver and evaluate an industry informed intensive study period for 39 multidisciplinary students from 3 EU countries (repeated annually for 3 years)4 Track the effect of these learning activities on participants' graduate job search strategies and first job after graduation 5 Develop a 5 ECTS credit module that will be integrated into partner institution's curriculumPartnersThe strategic partners are Glasgow Caledonian University (Scotland), Lahti University of Applied Sciences (Finland), The Hague University of Applied Sciences (Netherlands) and Constructonarium (Scotland) Ltd. Each partner has specific skills and experience and has worked together over several years. A wider group of Industrial working partners in the renewables sector will be involved in the employability skills requirements and assessments.ActivitiesThe activities will include stakeholder consultations in 3 countries to clarify the needs of the renewables industry. This will help inform the development of the International Competencies assessment methodology and a range of learning activities. Most of the learning activities will be undertaken during a 10 day Intensive Study Programme in Scotland in May 2017 (Finland in 2018 and Netherlands in 2019). This includes site visits, industry lectures, role play, group work and cultural activities. It will culminate in the construction and erection of a mini renewable energy facility eg windfarmMethodologyThe project follows a 3 year cycle with the output of an Intensive Study Period being a key milestone for each year. The project has therefore been planned in accordance with the Plan-do-check-act (PDCA) cycle thus ensuring continuous improvement throughout the project lifespan.Results and ImpactThe project's results are diverse. There will be a needs assessment of the Renewable Energy Sector; the development of an International Competency App (a methodology to assess potential employability); reports on the students' Competencies before, during and after the learning activities; the development of a 5 ECTS credit module; journal articles, website, videos, training materials. Local impacts will include Students being better prepared for working life; HE staff being closer to industry and having an improved understanding of key employability skills sought by industry and industry receiving graduates that are better prepared for employment. Wider impacts should be realised through the dissemination strategy including stakeholder feedback, seminars, online materials, articles and conference papers. The results will contribute to 3 of the key targets of Europe 2020.Potential long term benefitsThe App will be available for all interested parties and help produce a more reflective approach to the development of employability skills/international competencies. The project should bring Universities and Industry closer together which may spawn future initiatives. The international element in the cooperation will be of significant added value for all parties concerned: students, universities and companies. Through the development and exchange of this good practice via international industrial networks, Society in general will also be a long term benificiary.
Context/Background PEETS - Promoting Excellence in Employability and Transversal Skills (skills which are readily transferable and flexible) is our international 4-partner collaboration. PEETS comprises Glasgow Caledonian University (GCU), Scotland, Lahti University of Applied Science (LAMK), Finland; The Hague University of Applied Science (THUAS), The Netherlands, and Constructionarium (Scotland) Ltd. (3 University and 1 Industrial partner) As “new Universities”, with student populations from 5,000 to 25,000, we offer 4-year degrees including Computing, Engineering, Marketing and Business. Supporting widening participation students is a priority (eg GCU recruits 40% from SIMD40 backgrounds). These students are less inclined towards, but have the most to gain, from study abroad.[i], [ii]. Constructionarium, our industrial partner, provides hands-on learning in civil engineering and construction management. We built upon successful longstanding relationships: 1) GCU and Constructionarium’s “real-life” managed simulations 2) GCU and LAMK’s interdisciplinary “short-term European Study Trips”[iii] and winter schools 3) LAMK and THUAS’s joint winter schools Team roles and responsibilities are outlined in Figure 1. Wider team support in each institution comes from various departments including careers, student well-being, diversity etc. We wanted to develop an approach to teaching and learning around the concept of “Global Citizenship” using a sustainable development initiative that inspired our students and supported their graduation and employment. Central to this is working across disciplines and borders necessitating students developing transversal skills and engaging in teamwork and industry challenge. This concept arose out of informal networking across our universities with our industry partner, and led to the formation of our multi-disciplinary and international PEETS team (Figure 1). Led by GCU, the University of the Common Good, we created an Erasmus+ bid in 2015. We revised/enhanced this unsuccessful bid and successfully resubmitted in 2016. We operationalized PEETS through the following initial objectives: 1. Develop an online diagnostic tool (ICApp) to: a. Establish an understanding of the International Competencies (IC) required of graduates to the European renewables industry b. Enable students to diagnose and track their development in these competencies 2. Develop innovative learning approaches and resources to interdisciplinary and multicultural participation in a 'real world' renewable energy project where students could develop transversal skills including communication, team-working and leadership 3. Deliver an industry-informed, 10-day Intensive Study Period (ISP) for 42 multidisciplinary/international students (repeated and enhanced annually) 4. Evaluate the effect of these learning activities on students’ graduate job search strategies and first job after graduation 5. Develop a 5 ECTS credit module (integrated into partner institutions’ curricula) Main activities Together we created industry informed, multidisciplinary and intercultural learning designs and resources to enhance the professional development of HEIs students and staff. This included - designing learning activities and curricula to develop skills and competencies addressing labour market needs - enhance international exposure of students during their studies - develop multidisciplinary curricular activities - promote transfer of innovation in learning and teaching both within and outwith partner institutions - increase students understanding of different cultural activities - provide students with the opportunity to measure their journey travelled in the development of transversal skills - strengthen international cooperation between Higher Education and Industry All objectives have been achieved with impact continuing to be created over an ever widening institutional, geographical and cultural area Outputs and results have been disseminated through a continually enhanced dissemination plan (E+ PR platform). This includes: successful delivery of an annual intensive study period (Scotland 2017, Finland 2018, the Netherlands 2019) with over 150 students, staff and external participants presentations at over 20 international conferences in 3 continents PEETS website, LinkedIn and Facebook groups sharing of results on partners intranet invited to write "Blogs" for Advance HE selected as a best practice case study by British Council Overall success of our project has been evidenced through : internal review and evaluation - eg participants completing pre and post "transversal skills" questionnaires external independent review for each annual cycle PEETS - shortlisted for the finals of the Scottish Green Energy Awards in 2017 and 2018 PEETS awarded with the prestigious Collaborative Award for Teaching Excellence (Advance HE 2019) Our "PEETS Family" are rightly very proud of our achievements.