The first peer-learning event occurred in May 2014 in Gödöllö, Hungary. The second took place in Bordeaux (France) and the third in Mannheim, Germany (Spring 2015). Two members of the Peer-Learning Group also participated in a further peer-learning event in Oslo (May 2014), which is not included as a case study in this section. The three activities described here were all initiated by the Peer-Learning Group. A call was made to all NICE members to participate in peer learning for programme enhancement for the given period of time. When partners came forward with an identifiable need for development of a specific programme, interested partners were solicited for participation from within NICE. This was done both formally and in a targeted way, and informally using available communication channels (Basecamp, e-mail, conferences, working group meetings). In all three cases, the parties were interested in using the CPRs and the work focused on creating a new programme (Gödöllö), making changes to existing programmes (Bordeaux), or broadly comparing approaches in the education of career practitioners at the Bachelor level (Mannheim). The partners who had identified a need for quality enhancement usually acted as the host and invited the partners who had expressed an interest in participating. Each event lasted between two and two and a half working days and included a social and cultural activity.
Case Vignette 1: Developing a Bachelor Programme in CGC, the Case of
Hungary
The first peer-learning event took place in Gödöllö, Hungary, May 2014. Two higher education institutions, Ssent István University and Eötvös Loránd University, were planning to re-estab- lish Bachelor-level programmes in Career Guidance and Counselling. The aim was to exchange programme development experiences with participants from the NICE network. Partners from the Heidelberg University (DE), the University of Iceland (IS), the Latvian University of Agriculture (LV), Lillehammer University College (NO) and the University of Ljubljana (SI) at- tended the meeting and moderated the process. The event began with introductions of the different participants and their degree programmes. It then moved on to the sharing of expe- rience about local situations, issues in programme development and the use of the CPRs. In particular, the group discussed the relation of the CPRs of NICE to the European Qualifications Framework (EQF 2008), the professional identity of career practitioners, career management competences and important knowledge areas of teaching. In the evaluation of the event, all members considered it had been useful. However, everyone also agreed that more time was needed for a deeper discussion of the topics. Trust started to emerge and developed further through social and cultural events that took place after the formal meeting. Interest in further collaboration was expressed as well as the need for a wider participation of partners, particu- larly those with specific experience and knowledge in developing and implementing Bachelor- level programmes in the field.
NICE Handbook
Case Vignette 2: Internationalization of a Degree Programme, the Case
of Bordeaux
In April 2015 a peer-learning activity took place at the University of Bordeaux (FR). Two members of the Peer-Learning Group, from the University of Limerick (IE) and the Heidel- berg University (DE), facilitated and recorded the meeting. NICE partners from the University of Iceland (IS), the University of Jyväskylä (FI) and Lillehammer University College (NO) at- tended. The goal of the event was to examine the possibility of broadening the University of Bordeaux’s Master programme through the addition of modules or topics on ICT, Social Justice and Entrepreneurship in collaboration with the external CGC programme providers who were involved in the meeting. This new undertaking is part of an internationalisation agenda being adopted at the University of Bordeaux. Over the course of the two days, the participants shared knowledge, experience and ideas on possible ways of collaborating to develop new modules, which could be delivered via the MA programme or as part of continuing education for qua- lified practitioners. The NICE Core Competences (NICE 2012) were used to frame the need for curricular development and the discussion. In addition, some of the institutional issues that need to be addressed by the different members were identified, such as module design, ownership, hosting of modules through different providers, ECTS transfer, the registration of modules and travel funding for teachers and students. Additional collaboration by those in attendance was discussed with possible options put forward that included further discussions at the NICE Conference in Bratislava, May 2015. At the end of the two days, the peer-learning activity was evaluated by the two moderators for the purpose of reflecting and improving the peer-learning methodology.
Case Vignette 3: Comparing BA Programmes in Europe, the Case of
Mannheim
The third peer-learning event took place in Mannheim, Germany, in May 2015. The initiative for the event came from the Gödöllö University (Hungary), based on the positive experience of the previous peer-learning activity in Hungary (see case vignette 1). The aim of this acti- vity was to share and compare information about the different BA programmes in Europe, and to discuss future challenges for this kind of career counselling education within the NICE network. The University of Applied Labour Sciences in Mannheim hosted the event. Partners from the Gödöllö University (HU), the Heidelberg University (DE), the Jagiellonian University Krakow (PL), and the Malmö University (SE) joined. The participants presented themselves and their programmes, followed by a discussion of the different conditions provided for a BA programme in career counselling nationally. Most importantly, the group had a brainstorming discussion about future challenges for Bachelor programmes in Europe and a dialogue about future collaborations between BA programmes. The European Competence Standards were used as a reference in the discussion. The various challenges appeared to be similar between
Peer Le
96
97
7.2.2 Description of Three Peer-Learning Activities
The first peer-learning event occurred in May 2014 in Gödöllö, Hungary. The second took place in Bordeaux (France) and the third in Mannheim, Germany (Spring 2015). Two members of the Peer-Learning Group also participated in a further peer-learning event in Oslo (May 2014), which is not included as a case study in this section. The three activities described here were all initiated by the Peer-Learning Group. A call was made to all NICE members to participate in peer learning for programme enhancement for the given period of time. When partners came forward with an identifiable need for development of a specific programme, interested partners were solicited for participation from within NICE. This was done both formally and in a targeted way, and informally using available communication channels (Basecamp, e-mail, conferences, working group meetings). In all three cases, the parties were interested in using the CPRs and the work focused on creating a new programme (Gödöllö), making changes to existing programmes (Bordeaux), or broadly comparing approaches in the education of career practitioners at the Bachelor level (Mannheim). The partners who had identified a need for quality enhancement usually acted as the host and invited the partners who had expressed an interest in participating. Each event lasted between two and two and a half working days and included a social and cultural activity.
Case Vignette 1: Developing a Bachelor Programme in CGC, the Case of
Hungary
The first peer-learning event took place in Gödöllö, Hungary, May 2014. Two higher education institutions, Ssent István University and Eötvös Loránd University, were planning to re-estab- lish Bachelor-level programmes in Career Guidance and Counselling. The aim was to exchange programme development experiences with participants from the NICE network. Partners from the Heidelberg University (DE), the University of Iceland (IS), the Latvian University of Agriculture (LV), Lillehammer University College (NO) and the University of Ljubljana (SI) at- tended the meeting and moderated the process. The event began with introductions of the different participants and their degree programmes. It then moved on to the sharing of expe- rience about local situations, issues in programme development and the use of the CPRs. In particular, the group discussed the relation of the CPRs of NICE to the European Qualifications Framework (EQF 2008), the professional identity of career practitioners, career management competences and important knowledge areas of teaching. In the evaluation of the event, all members considered it had been useful. However, everyone also agreed that more time was needed for a deeper discussion of the topics. Trust started to emerge and developed further through social and cultural events that took place after the formal meeting. Interest in further collaboration was expressed as well as the need for a wider participation of partners, particu- larly those with specific experience and knowledge in developing and implementing Bachelor- level programmes in the field.
NICE Handbook
Case Vignette 2: Internationalization of a Degree Programme, the Case
of Bordeaux
In April 2015 a peer-learning activity took place at the University of Bordeaux (FR). Two members of the Peer-Learning Group, from the University of Limerick (IE) and the Heidel- berg University (DE), facilitated and recorded the meeting. NICE partners from the University of Iceland (IS), the University of Jyväskylä (FI) and Lillehammer University College (NO) at- tended. The goal of the event was to examine the possibility of broadening the University of Bordeaux’s Master programme through the addition of modules or topics on ICT, Social Justice and Entrepreneurship in collaboration with the external CGC programme providers who were involved in the meeting. This new undertaking is part of an internationalisation agenda being adopted at the University of Bordeaux. Over the course of the two days, the participants shared knowledge, experience and ideas on possible ways of collaborating to develop new modules, which could be delivered via the MA programme or as part of continuing education for qua- lified practitioners. The NICE Core Competences (NICE 2012) were used to frame the need for curricular development and the discussion. In addition, some of the institutional issues that need to be addressed by the different members were identified, such as module design, ownership, hosting of modules through different providers, ECTS transfer, the registration of modules and travel funding for teachers and students. Additional collaboration by those in attendance was discussed with possible options put forward that included further discussions at the NICE Conference in Bratislava, May 2015. At the end of the two days, the peer-learning activity was evaluated by the two moderators for the purpose of reflecting and improving the peer-learning methodology.
Case Vignette 3: Comparing BA Programmes in Europe, the Case of
Mannheim
The third peer-learning event took place in Mannheim, Germany, in May 2015. The initiative for the event came from the Gödöllö University (Hungary), based on the positive experience of the previous peer-learning activity in Hungary (see case vignette 1). The aim of this acti- vity was to share and compare information about the different BA programmes in Europe, and to discuss future challenges for this kind of career counselling education within the NICE network. The University of Applied Labour Sciences in Mannheim hosted the event. Partners from the Gödöllö University (HU), the Heidelberg University (DE), the Jagiellonian University Krakow (PL), and the Malmö University (SE) joined. The participants presented themselves and their programmes, followed by a discussion of the different conditions provided for a BA programme in career counselling nationally. Most importantly, the group had a brainstorming discussion about future challenges for Bachelor programmes in Europe and a dialogue about future collaborations between BA programmes. The European Competence Standards were used as a reference in the discussion. The various challenges appeared to be similar between
Peer Le
98
99
the countries. In the evaluation of the peer-learning activity, the members expressed that they had learned something new that they could use in their own settings. The group also collected different actions taken in the programme to address some of the challenges. Interest in further collaboration was articulated and the decision was made to arrange a discussion at the NICE Conference in Bratislava in May 2015, and to explore the possibility of starting a network of BA programmes in Europe.