Education meets Research, Innovation and Service to Society
How can universities of science and technology help create a workforce that meets the challenges of complex global problems that cut across technology and society? How can they support the professional and future-oriented development of engineers? Moreover, how can universities effectively upscale co-creation teaching practices? These are some of the questions we aim to address with BoostEuroTeQ.
About the project
BoostEuroTeQ is a scientific research project funded under EU Horizon 2020, running from 2021 to 2024. As a complementary project of the Erasmus+ funded EuroTeQ Engineering University, our goal is to encourage institutional change towards responsible research and innovation. The multidisciplinary project brings together engineering education, philosophy, ethics, science and technology studies.
Over the course of three years (2021-2024) we will work on two main dimensions
With BoostEuroTeQ, we set out to enable individuals. We will be supporting the lifelong learning journey of European professionals by conceptualising new professional profiles.
In the course of our project we will
- Analyse the developmental needs of the engineers of the future
- Develop a strategy for the upskilling of professional engineers at universities
- Create tailor-made training programms in close collaboration with institutional and industry partners
- Conceptualise training for Learning Professionals with the aim to qualify them as specialists in the scientific upskilling of engineers
With Boost EuroTeQ we foster societal transformation. We work towards augmenting the transformative potential of universities in society. We strive to achieve this by investigating co-creation practices and developing context-sensitive strategies for their reflexive institutionalization.
Our focus therefore will be to
- Create a EuroTeQ Co-Creation Manifesto on institutional strategies that will enhance the evolution of responsibility practices at technical universities
- Support the development of learning networks to increase co-creation practices in each community and conduct stakeholder engagement events on responsibilisation instruments at EuroTeQ partner universities
- Investigate the benefits and challenges as well as identify potential indicators for successful co-creation teaching at universities and develop a roadmap for the upscaling of co-creation teaching practices
Co-creation is a developing new paradigm that allows companies and customers to create value through experience and interactive relationships. Co-creation also allows and encourages a more active involvement from the any to create a value-rich experience.
One focus area of the BoostEuroTeQ project is to explore how our universities are bringing into practice Co-Creation – and learn from the process to develop strategies to enhance it.
In this article, our researchers will share their thoughts and investigations on this topic in the following article.
94% of business leaders report that they expect employees to learn new skills on the job within the next five years. A few years ago, in 2018 it was merely 65%, according to the World Economic Forum “The Future of Jobs Report 2020” proving that LifelongLearning is more than a buzzword these days. Boosting Lifelong Learning is also one of our main goals in our Project BoostEuroTeQ. Watch our colleague Lisa Hasenbein, researcher from TUM, explain why and how we want to qualify Experts for Learning and Professional Development.
Latest Research Articles from BoostEuroTeQ
A key focus of BoostEuroTeQ is to support the lifelong learning journey of European professionals as well as investigate co-creation practices and develop context-sensitive strategies to enable their reflexive institutionalization.
Academic articles published by our researchers in journals and conference proceedings cover a range of topics useful not only to BoostEuroTeQ but to society in general.
Please note: to access some resources you may have to connect to the institution’s VPN, or please reach out to researchers directly.
In this article you’ll find a list of selected publications:
Year | Topic | Authors | Publisher |
|---|---|---|---|
2022, March | Reflection to support ethics learning in an interdisciplinary challenge-based learning course | Gunter Bombaerts; Diana Martin; Adam Watkins; Karolina Doulougeri | IEEE Global Engineering Education Conference (EDUCON) (pp. 1393-1400) |
2022, March | Exploring the factors influencing students’ experience with challenge-based learning: a case study | Karolina Doulougeri; Gunter Bombaerts; Diana Martin; Adam Watkins; Michael Bots; Jan D. Vermunt | IEEE Global Engineering Education Conference (EDUCON) (pp. 981-988) |
2022, August | Karolina Doulougeri, Antoine van den Beemt, Jan D. Vermunt, Michael Bots, Gunter Bombaerts | The Emerald Handbook of Challenge Based Learning (pp. 35-68) | |
2022, March | Responsibility in University Ecosystems and Challenge Based Learning | Lukas Fuchs; Gunter Bombaerts | IEEE Global Engineering Education Conference (EDUCON) (pp. 1248-1253) |
2022, August | Diana Adela Martin, Christian Herzog, Kyriaki Papageorgiou, Gunter Bombaerts | The Emerald Handbook of Challenge Based Learning (pp. 251-279) |
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This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 101035802.
