17th Nov 2009 | 04:22 pm | Filed under

This page provides access to the case studies and interview materials that have produced for the Euronet-PBL project. For the moment we have the following sub-areas:

2.0. Guidelines for case descriptions

Draft guidelines for case descriptions

Mindmap of case descriptions

2.1. German case descriptions

A. Students’ projects that have used the QEK-Tool (costs and financial benefits of workplace training)

B. Students’ projects that have been based on company-specific R&D tasks

2.2. Norwegian case descriptions

The following document gives a picture of a special case of university-enterprise cooperation (company-specific training scheme to support change in organisation and in the occupational competence-bases).

2.3. Turkish case descriptions

The following (preliminary) versions provide insights into certain features of the CAP model with the support of selected examples and attached documents.

The preparatory measures

The support arrangements

The patterns of reporting

The assessment procedures

2.4. Slovenian case descriptions

2.5. Irish case descriptions

The first document presents the main model for practice-based learning in the University of Limerick, Cooperative Education placements, COOP.

These related documents are supporting handbooks for the faculty and for students.

2.6. Danish case descriptions

At present we can present three pioneering cases (in English) that have been studied in the context of the Euronet-PBL project.

In addition we have attached internal documents of the University of Aalborg that inform on the introduction of the Praktik periods (in Danish). It is worthwhile to note that these internal documents and the related seminar event have not been initiated by the Euronet-PBL project. However, they will be taken into account in the further project development.

2.7. Programme descriptions and comparative analyses

The descriptions present the role of practice-based learning arrangements and their potential for university-industry cooperation.
These descriptions can be seen as macro-cases that provide the wider contexts (or reference points) for the students’ projects (the micro-cases).

The first documents are the German programme description and the related power point presentation.

The two draft documents from Turkey and Ireland can also be read as ‘system cases’:

The description of the CAP model in Sabanci University
The description of the Cooperative learning model of the University of Limerick

The following documents give starting points for comparative analyses

The comparative table

Powerpoint on the starting points of comparative analyses

Comments are disabled for this post.