The first joint educator workshop on teaching methodology took place on 23-26 April 2019. It was held in the Netherlands at the hosting partner's premises - Rotterdam University of Applied Sciences (RUAS). The short-term joint staff training lasted for four days. The aim of the workshop was to combine diverse teaching experience and best practice to identify the aims and expected results from developing a responsive transdisciplinary entrepreneurship training methodology.
The result of the workshop: increased quality and capacity of education in the Consortium by exchanging best practice in entrepreneurship training among educators from the Consortium participating in the project. The special focus was on the outstanding experience of RUAS in providing the Rotterdam Educational Model that merges national and international best practices with in-school curricular programmes, resulting in the principle of "Outside in, Inside out" and meaning enhanced best practice and experience in daily business practice to a higher level. A detailed description of the main activities that were carried out during the workshop are explained below:
Activity 1: Each participant was required to answer the question: What is to be achieved through transdisciplinary entrepreneurship training methodology as a result of this project? The desired outcomes were publicly discussed and clustered based on similarities of thought. Then the participants identified eight main clusters that were structured in the design thinking concept of the Christmas Tree. These clusters were scored by importance and satisfaction of performance on a scale 1-5. The scoring was then calculated by summing the importance valuation with the difference between the importance and satisfaction valuation. Thus, the most relevant clusters were identified.
Activity 2: The next focus was set on two of the eight problems of the Christmas tree. The method of Minddump by Babson College was applied. The participants were divided in two groups, each was required to write as many associations as possible with the chosen problem, then post them on a Mind-map handout. Next, the results were exchanged in the group and the other participants had to build on the already listed associations. Last, the participants had to choose one of the mind-maps for the final task: post numerous solutions for the problem. After this activity the concepts were expanded in two more directions by applying creative thinking techniques and spaced out ideas/solutions for the problem were generated. The workshop was concluded by identifying the winning idea or idea concept and by presenting the defined problem and solution propositions.
The main result: Five various models of initiating a dynamic and disruptive learning environment concluded the workshop. The knowledge and understanding was useful in methodology creation as the workshop helped to identify cultural differences and challenges in entrepreneurship education among partners. The models were complemented by thematic keywords:
• competences (mindsets, skills, beliefs),
• community (within universities, students, learners, businesses),
• co-learners (students, educators and university staff),
• defamiliarization (approaching processes in a completely different way to gain new experience and understanding),
• design principles in entrepreneurship education (equalizer as an example monitor),
• ecosystem practices and entrepreneurial actors (support organisations),
• entrepreneurship as an attitude and mindset,
• international and transdisciplinary environment (education sector, society and societal values, business and industry),
• interrelationships and dynamics among all levels of these models and processes,
• transgenerational applicability and integration,
• role swapping in education in knowledge and value-creation processes.
The workshop also included study trips to key actors of the Rotterdam entrepreneurship ecosystem: the Research Centre for Entrepreneurship & Business Innovation, Cambridge Innovation Center, PortXL. Time was also dedicated to administrative issues - the progress and planned results of intellectual outputs and next activity timelines were jointly discussed and agreed on.