112
I. Jaisli et al.
these sessions. After the individual presentation, students received structured peer
and expert feedback.
Phase 3: study period
In the summer following Phase 1 and Phase 2, the ten-day study period took place
at one of the three universities involved. During this time, students dealt with the
following challenge: ‘How should FVCs be designed to positively influence the
achievement of the UN SDGs?’ Each year was dedicated to a specific SDG with
special relevance for the food system, namely SDG 2 (Zero Hunger), SDG 12
(Responsible Consumption & Production) and SDG 15 (Life on Land) (Fig. 1). The
detailed content of each year’s programme was developed in cooperation with the
partner universities. This included different class activities, such as lectures, plenary
discussions, workshops and excursions. In addition, students worked in small teams
on concrete projects throughout the study period. Interdisciplinary and cultural diversity were taken into account in the team composition. Cooperation in intercultural
teams was part of the learning objectives of the programme. In order to support the
team process, special exercises and input lectures for intercultural communication
were carried out.
The task of the team project was to analyse a specific FVC and to develop a concept
or strategy for improving the value chain in terms of its sustainability impact. For this
purpose, students collected and analysed data from literature, interviewed experts and
consumers, and discussed their ideas with coaches. For each team, several excursions
were organized to facilitate an exchange with value chain stakeholders. The result of
the project was presented at the final event of the study period. Each year, different
FVCs with special relevance to the location and the SDG were selected (Tables 2, 3
and 4).
2.4 Integration of Key Educational Elements into Course
Phases
The key elements of the programme as described in Sect. 2.1 were realized in the
three phases in order to achieve the proposed learning outcomes (Table 1).
3 Experiences and Learnings
3.1 Implementation
From 2017 to 2019, a total of 87 students from 20 different countries were able to
take part in the exchange. While the overall structure (Sect. 2.3) was followed in all
three years, a specific course programme was developed for each year, focussing on
I. Jaisli et al.
these sessions. After the individual presentation, students received structured peer
and expert feedback.
Phase 3: study period
In the summer following Phase 1 and Phase 2, the ten-day study period took place
at one of the three universities involved. During this time, students dealt with the
following challenge: ‘How should FVCs be designed to positively influence the
achievement of the UN SDGs?’ Each year was dedicated to a specific SDG with
special relevance for the food system, namely SDG 2 (Zero Hunger), SDG 12
(Responsible Consumption & Production) and SDG 15 (Life on Land) (Fig. 1). The
detailed content of each year’s programme was developed in cooperation with the
partner universities. This included different class activities, such as lectures, plenary
discussions, workshops and excursions. In addition, students worked in small teams
on concrete projects throughout the study period. Interdisciplinary and cultural diversity were taken into account in the team composition. Cooperation in intercultural
teams was part of the learning objectives of the programme. In order to support the
team process, special exercises and input lectures for intercultural communication
were carried out.
The task of the team project was to analyse a specific FVC and to develop a concept
or strategy for improving the value chain in terms of its sustainability impact. For this
purpose, students collected and analysed data from literature, interviewed experts and
consumers, and discussed their ideas with coaches. For each team, several excursions
were organized to facilitate an exchange with value chain stakeholders. The result of
the project was presented at the final event of the study period. Each year, different
FVCs with special relevance to the location and the SDG were selected (Tables 2, 3
and 4).
2.4 Integration of Key Educational Elements into Course
Phases
The key elements of the programme as described in Sect. 2.1 were realized in the
three phases in order to achieve the proposed learning outcomes (Table 1).
3 Experiences and Learnings
3.1 Implementation
From 2017 to 2019, a total of 87 students from 20 different countries were able to
take part in the exchange. While the overall structure (Sect. 2.3) was followed in all
three years, a specific course programme was developed for each year, focussing on