Partners and contacts

Cluj Napoca meeting
Meeting in Cluj Napoca Romania June 2017. Delegates for the IMPROPAL-project discussing different pedagogical approches. Photo: Björn Egertz, Xenter.

Partners participating in the project are:
Xenter Botkyrka, Sweden
Jade University of Applied Sciences, Wilhelmshaven, Germany
Windesheim University of Applied Sciences, Netherlands
Worms University of Applied Sciences, Germany,
Technical University of Cluj-Napoca, Faculty of Architecture and Urban Planning, Romania.
Berufsbildende Schulen (BBS), Wilhelmshaven, Germany


Short Summary of  IMPROPAL Partner Contributions

Xenter Botkyrka, Sweden – Higher Vocational Education Institution, Project Coordinator and Leader for the flipped learning and the entrepreneurial approach to learning; follower of the Co-creative approach to learning and of Formative Assessment. (IO1, IO2, IO3, IO5, IO6)

During the project, Xenter shared knowledge and experience regarding flipped learning, and, among other, the use of filming techniques in the context of flipped learning for different pedagogical purposes. Flipped learning was discussed and implemented at Jade HS in the German language courses at the Jade International Office, at Windesheim, the Netherlands and FAU TUCN, Romania according to specific contexts (courses, subjects, projects).

Xenter shared the knowledge, implementations and good practice examples of entrepreneurial learning and teaching, with all project partners. The input regarding the mind set of implementation, for both teachers and managers, was recognized by project partners as an underlying foundation for all educational endeavours of applying new pedagogical approaches aiming at increased student responsibility. The followers chose to work with the approach by improving already planned courses, as was the case for Windesheim UAS and BBS Wilhelmshaven in particular.

As followers of the pedagogical approach Coaching and Counselling, Xenter was highlighting the importance of coaching and counselling for increasing students’ entrepreneurial skills, and by consequence, students’ responsibility for the own learning. Improvement ideas for the current implementation were developed during the project collaboration with the co-leaders of the coaching and counselling pedagogical approach (HS Worms and Jade HS).

Xenter was also follower of the Co-creative learning approach, receiving input and collegial guidance from Windesheim lecturers, the subproject leaders of Co-creative learning. The approach was implemented in 2 modules in one vocational programme, adding components suitable for Xenter’s course planning to the original concept.

TU of Cluj Napoca, Romania – Faculty of Architecture and Urban Planning – Higher Education, Leader of the pedagogical approach Formative Assessment and follower of the approaches Project Work, Flipped Learning and Co-creative learning. (IO1, IO3, IO4, IO6)  in collaboration with DPPS

A team of lecturers and professors teaching at FAU and DPPS, Romania, participated in the project IMPROPAL intending to identify, develop, implement and fine-tune specific pedagogical tools for promoting student active learning, through reflecting on the ways in which assessment takes place and feedback is provided: to students about their learning and to teachers about their teaching and assessment processes.TUCN’s Faculty of Architecture and Urban Planning has chosen to work with FA as the main pedagogic instrument within the project, in order to further the use of FA for lectures, or theoretical disciplines. FA is relatively self-understood and regularly used in the very project-oriented architectural education, whereby a lot of direct interaction occurs between students and teachers in the design studios. However, the team wanted to develop further and make benefit of the advantages of FA also in the frame of lectures, which are often teacher-monologue-based and allow for too little ongoing mutual evaluation of students and teachers.

As followers of the flipped learning, co-creative learning and international project work approaches, the romanian team assembled a useful and inspiring set of good practice examples, experiments and analyses, that can be used for later development of classroom practices, where more than one pedagogical approach is guiding and supporting the planning of teaching situations. Project Work combined with FA will continue to be developed at TUCN FAU. The co-creative learning goals and aims are sustainable in the CCL actions taken by the IMPROPAL romanian team within different courses and modules, and are expected to be further implemented.

As leaders of the pedagogical approach Formative Assessment, the team of FAU teachers supported Xenter and Windesheim teams to implement or accelerate the use of formative assessment techniques. Formative Assessment is an important part of Co-creative learning, and therefore necessary to understand and to master the different aspects, for teachers who want to teach in a co-creative manner. At Xenter were started peer learning seminars (for teachers) according to Dylan Williams (see that are to be continued after the end of project IMPROPAL.

BBS Wilhelmshaven, Germany – Vocational Education – Follower of the Entrepreneurial approach to learning, and by dissemination, follower of the other approaches. (IO2, IO1, IO4)

BBS Wilhelmshaven is a close partner of Jade HS. Due to organisational issues, previously reported to the NA and addressed by the project management, the BBS didn’t have the possibilities of implementation during the middle period of the project or to participate in international LTTA-s outside the region, even though they had a good project start. The IMPROPAL project’s approaches were locally disseminated for BBS teachers and management whenever the opportunity of teacher meetings occurred, through Jade HS and the newly assigned manager at BBS Wilhelmshaven.

The BBS participated at the Multiplier Event in Wilhelmshaven and presented the follower implementation of the entrepreneurial learning approach and project work, inspired by the participation in project IMPROPAL. The good practice examples related to teaching young students in vocational education are shared in the IMPROPAL Toolbox.

BBS is still early in the implementation of approaches highlighted by project IMPROPAL, but it was important that the project could support and stimulate the efforts at BBS all through the challenges of the merger (also explained above in relation with the quality, effectiveness and efficiency of the project). Project documentation and inspiration is available online at the free disposal of teachers and management at BBS, including the european professional network created during IMPROPAL and that can further support BBS in implementing innovative approaches. In connection with the project collaboration with BBS, the project team members also had the opportunity to reflect about, and achieve insight in, how work with pedagogical approaches is affected by organisational changes.

Jade UAS, Wilhelmshaven, Germany – Higher Education – Co-leader of the Coaching and Counselling approach and (International) Project Work, follower of the flipped learning approach. (IO1, IO4, IO5, IO2)

In universities, traditional coaching offers are more likely to be given to staff as professors, Phd candidates, etc. than to students. In project IMPROPAL, the Jade and Worms teams worked on developing and improving, implementing and evaluating adequate offers in the field of coaching for students. Several approaches and suggestions were discussed with project partners during the project. The results of the latest guidelines assembled from the practice are gathered in the project’s toolbox (

Jade UAS was also sharing the leadership in developing the Project Work approach with HS Worms, as the university is conducting many successful international cooperation projects, as well as student exchange projects, in the fields of the applied sciences. The intercultural learning experience that Jade UAS was sharing with partners in IMPROPAL was of significant importance, and added value to the overall learning outcomes of project IMPROPAL.

In the role of followers, Jade UAS used the flipped learning approach in connection with the courses for advanced German language and participated as followers of the entrepreneurial learning approach on behalf of BBS Wilhelmshaven, but also as another educational institution where an entrepreneurial approach to learning and teaching is highly valued and used. As mentioned before, there is a close cooperation between the two institutions, as many students from BBS continue studying at Jade HS after graduation. Jade HS and BBS Wilhelmshaven are important educational institutions in a region facing many challenges in areas such as the need of qualified and mobile workforce, the immigration and integration of refugees, the creation of job opportunities through entrepreneurship.

Jade HS was also successfully hosting a second Multiplier Event for project IMPROPAL, where many of this issues were discussed with the project partners, and where also the project partners’ professional networks were successfully reinforced.

Windesheim UAS, The Netherlands – Higher Education – Leader and creator of the pedagogical approach Co-creative learning, follower of the flipped learning approach, formative assessment and the entrepreneurial approach to learning. (IO1, IO2, IO3, IO6)

Lecturers from the faculty of Engineering and ICT, in collaboration with the faculty of Architecture at Windesheim UAS, developed during the project IMPROPAL, the concept of co-creative learning. Co-creative learning is a strategy that engages students in taking responsibility for their own and their fellow students learning through inspiration, motivation and ownership. More details of this concept and the implementation are available in the project’s toolbox, on

This approach is relying not only on students receiving and taking a lot of responsibility for their own learning, but also changing in many ways the perspectives of the teachers role and the role of trade and industry. For this teaching approach to work and be implemented, it is necessary to use an entrepreneurial approach, that Windesheim UAS also is well renowned for, and use methods of teaching that are flexible and empowering for the students, such as flipped learning and formative assessment.

The Windesheim team contributed to IMPROPAL also with an example of very well organised, planned and conducted project work and behaviour in European projects, adding to the learning outcomes of our mutual endeavour. The overall planning and performing of project tasks was an inspiration to less experienced partners/coordinators and a source of support and learning.

The co-creative learning approach developed by Windesheim inspired followers Xenter and TUCN FAU into adding CCL components into suitable courses and modules. The results and findings of the practice are added to the pedagogical toolbox of project IMPROPAL.

Worms UAS, Germany – Higher Education – Co-leader with Jade HS, of pedagogical approaches international project work and Coaching and counselling. Follower of flipped learning.(IO1, IO4, IO5)

Hochschule Worms has three faculties – Informatics, Tourism and Travel Management, and Business Administration – with approximately 3,500 enrolled students. HS Worms offers outstanding coaching for students and aspirants, and, on the one hand, it was the importance of the coaching approach as a tool to support and guide students to have/handle responsibility for own learning, that made HS Worms participate in project IMPROPAL. On the other hand, a special aspect of the Hochschule Worms is its international orientation. There are currently collaboration agreements with more than 150 universities in over 30 countries throughout the world. The experiences, benefits and methodics of collaboration through international project work were brought in to project IMPROPAL to be further developed or spread. The Department of Tourism and Management compiled the good practice examples of international project work in the IMPROPAL Toolbox ( with hands-on guidelines for teachers and managers. The student learning in this types of collaboration was enhanced through the possibilities of flipped learning, as HS Worms was also a follower of the approach.

To the followers of the coaching and counselling approach Xenter Botkyrka, HS Worms contributed with a significant input of further investigating the possibilities of online tools for making coaching services available for students. This would allow for an even more effective use of coaching resources, at Xenter and elsewhere, and strengthen the students’ possibilities of exercising self responsibility in learning.