Change Project Approach for Reorienting University …
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in direct control of the innovations, but continue supporting institutional collaboration remotely. In Cycle 3, the change continues to be strengthened with engagement
of leadership and colleagues to form an institutional team for change. A second
round of dialogue and critical reflection is suggested within the institution involving
participants, colleagues and other interested parties to deliberate and present how
the Change Project is being situated in the institution to be shared in the form of a
poster, video or document. Generally, participants are encouraged to publish their
project work and achievements.
3 Materials and Methods
3.1 Materials: Description of Cases
In this paper, we analyze three CPA cases of the Baltic region countries. Case
coordinators directly participating in this paper (Lovísa Eiríksdóttir and Tatjana
Tambovceva) provided the description of their cases from Uppsala University and
Riga Technical University. The CPA case from Sumy State University is reflected
and analyzed based on its description derived from Kostyuchenko and Smolennikov
(2018). Additional information on further case progress was obtained in a personal
interview with CPA case leader Nadiya Kostyuchenko in January 2020 by Oleksandra
Khalaim.
CPA case study 1 “Active learning techniques for education for sustainable
development”
Nadiya Kostyuchenko, Sumy State University, Oleg Balatskyi Academic and Research
Institute of Finance, Economics and Management, Faculty of Teacher Training,
Ukraine.
Sumy State University (SSU) has been functioning in Sumy city in the North-East
of Ukraine since 1948. It hosts about 14,000 students who are pursuing bachelor and
master degrees in 55 majors and 23 fields of knowledge, with about 1750 foreign
students representing 50 countries worldwide. According to the worldwide Internet
ranking Webometrics, SSU takes the third place among Ukrainian universities, and
is placed in TOP-300 universities worldwide by the societal and economic impact
According to the University Impact Rankings by Times Higher Education (SSU
2020).
The aim of the Sumy University change project was to develop a teacher-training
program, “Active learning techniques for education for sustainable development” that
focuses on active learning techniques with sustainable development issues inclusion
as a key aspect of the content. The general purpose of the change project was to
promote education for sustainable development through teacher training, addressing
teachers from Sumy State University and other Ukrainian educational institutions.
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in direct control of the innovations, but continue supporting institutional collaboration remotely. In Cycle 3, the change continues to be strengthened with engagement
of leadership and colleagues to form an institutional team for change. A second
round of dialogue and critical reflection is suggested within the institution involving
participants, colleagues and other interested parties to deliberate and present how
the Change Project is being situated in the institution to be shared in the form of a
poster, video or document. Generally, participants are encouraged to publish their
project work and achievements.
3 Materials and Methods
3.1 Materials: Description of Cases
In this paper, we analyze three CPA cases of the Baltic region countries. Case
coordinators directly participating in this paper (Lovísa Eiríksdóttir and Tatjana
Tambovceva) provided the description of their cases from Uppsala University and
Riga Technical University. The CPA case from Sumy State University is reflected
and analyzed based on its description derived from Kostyuchenko and Smolennikov
(2018). Additional information on further case progress was obtained in a personal
interview with CPA case leader Nadiya Kostyuchenko in January 2020 by Oleksandra
Khalaim.
CPA case study 1 “Active learning techniques for education for sustainable
development”
Nadiya Kostyuchenko, Sumy State University, Oleg Balatskyi Academic and Research
Institute of Finance, Economics and Management, Faculty of Teacher Training,
Ukraine.
Sumy State University (SSU) has been functioning in Sumy city in the North-East
of Ukraine since 1948. It hosts about 14,000 students who are pursuing bachelor and
master degrees in 55 majors and 23 fields of knowledge, with about 1750 foreign
students representing 50 countries worldwide. According to the worldwide Internet
ranking Webometrics, SSU takes the third place among Ukrainian universities, and
is placed in TOP-300 universities worldwide by the societal and economic impact
According to the University Impact Rankings by Times Higher Education (SSU
2020).
The aim of the Sumy University change project was to develop a teacher-training
program, “Active learning techniques for education for sustainable development” that
focuses on active learning techniques with sustainable development issues inclusion
as a key aspect of the content. The general purpose of the change project was to
promote education for sustainable development through teacher training, addressing
teachers from Sumy State University and other Ukrainian educational institutions.