The institutional goal was to extend the tools of change management and to transform quantity change into quality one. Job-shadowing proved to be a good possibility to achieve these aim. The second group of aims was to transform the teaching staff into a community by enhancing soft skills and the values of Jesuit pedagogy. Internationalisation was promoted by involving nonlanguage teachers and the fact that we applied 20 mobilities and we could carry out all of them. The high number of mobilities could generate wide scale changes in the institution. We wanted to have various trainings both language wise and content wise. At the level of students our aim was to be able differentiate in teaching and integrate the students attending the sport classes so that they could perform at a similar level las their peers both in academics and in discipline. the four target group was creating digital learning material, being able to apply blended learning forms and different educational apps, consequently, to support cooperation and autonom learning.
The goal was to be able to find positive answers to the challenges resulted by extrinsic and intrinsic variables by successful change management. The intrinsic, institutional variable was how to handle the phenomenon of becoming a 'big' school as a result of introducing the sport class program, the number of students had increased above 800 and that of the teaching staff above 75. We also wanted to create digital material for students. We intended to benefit from being a ’big school’ and ’sell’ the expertise both at national and international level. We also aimed to positively utilize the age pyramid of the staff that the 80% of the staff is over 40years old. It meant that most teachers already having the subject and pedagogical expertise only fine-tuning is needed, i.e. developing the soft skills was emphasized. We also hoped that by focusing on this field we could provide means to avoid burning out. The extrinsic variables were the requirements of the educational ministry like teaching assessment and school monitoring, however, the Covid19 resulted further uncertain variables and it became extremely important to develop the collective intelligence and the institutional resilience to be capable of copying with the new challenges.