By means of a group proposal, group report and a group presentation, students will demonstrate that they are able to:
- Examine a multidisciplinary and complex research challenge of their own definition by applying knowledge and insights acquired in the study programme.
- Design or create a potential solution or solutions to the research challenge.
- Report on and present the outcomes of their group work activities according to academic standards.
In terms of the group work process, students will demonstrate that they are in small groups able to:
- Focus upon a relevant challenge in society, scope the topic into a research project, conduct the research, report and present findings (students select and describe the challenge themselves, consent needed from supervisors).
- Lead the research process from proposal to completed report within time constraints, while working in a multi-disciplinary, multicultural team.
- Apply the acquired social, communication and research skills in a complex research project.
- Work in a research team according to a (diversity of) team role(s).
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The challenge based case project (CBCP) period takes the students topic-wise into the field of challenges related to environmental management, circular economy, emerging technologies, climate change, sustainable development goals, etcetera. Students thus select a challenge of their interest to work upon in small groups within the field of Environmental Management (under supervision).
The module applies a Challenge based learning approach (CBL). In small groups students develop a research strategy to tackle a challenge and thus scope this challenge into a research project within the constraints of the module. Connecting to a ‘client’ like a municipality/city, regional authority (waterboard, province), association, NGO, cooperation or company/economic sector is an option. For 2021-2022 academic year, there is a “client” for the environmental management CBCP.
Challenge based learning builds upon working on real and meaningful challenges, student-centred learning as a pedagogy (flexible learning paths), coaching instead of lecturing with regard to the teacher role, and opening the door between academy and society. On the other hand, it is also expected that direct relations with topics of preceding courses might frame the CBCP. Moreover in terms of methodological tools for data gathering, students might apply methods such as desk research, reviews, direct observations, among others.
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