270
O. Khalaim et al.
(continued)
Typical cycles
Latvia, RTU
Ukraine, SSU
Sweden, UU
Cycle 4:
Realized value
Outcome:
a. Personal: Explain how
it affected your success
(e.g., being a better
professional, job
satisfaction)
b. Organizational: Has
your participation
contributed to the
success of your
organization
It is doubtful if the
change project
somehow particularly
influenced personal
success or career
development, but it
allowed improving
cooperation with
university colleagues
and creating a new
modern course that
meets the changing
conditions and
priorities of
sustainable
development
A series of new
open-access
publications were
released based on the
change project results
(Khalaim and
Tambovceva 2018;
Tambovceva et al.
2019; Tambovceva
and Titko 2020)
The new teacher-training
program allowed
university teachers to
“legitimate” and enrich
their individual teaching
experience of active
learning techniques, as
well as find connections
with other colleagues
using same innovative
approach. The new
approach successfully
replaced an old one with
one time per five years
traditional obligatory
teacher-trainings with
passive listening about
innovations in pedagogy.
A series of new
open-access publications
were released based on
the change project results
(Kostyuchenko 2017a, b),
Kostyuchenko and
Smolennikov 2016, 2018)
Cycle 5:
Reframing value
New definition of success:
Sometimes, such a story
changes your
understanding of what
success is. If it happened
this time, then include this
here
The university
colleagues appreciated
the importance of the
subject and the
achievement of the
goals of sustainable
development. It
essentially improved
the understanding of
what matters first of
all, which topics
should be considered
and discussed
As a result, it was
decided to exclude
from the study
program two old
subjects and replace
them with a newly
developed one
Scale effect. The active
learning techniques were
included in other
university study programs
in addition to the
teacher-training program
after its successful
three-years running
Renewed values. The
creative learning space
approach has been
supported at the
university level and is
being introduced in many
other university
classrooms
New business-as-usual.
The innovative teaching
methods are not treated
by teachers as something
suspiciously
non-traditional and thus
not worth replicating and
positively recognized by
colleagues for now
The change project
realization is still in
progress
Methodological framework adapted from Wenger et al. (2011)
O. Khalaim et al.
(continued)
Typical cycles
Latvia, RTU
Ukraine, SSU
Sweden, UU
Cycle 4:
Realized value
Outcome:
a. Personal: Explain how
it affected your success
(e.g., being a better
professional, job
satisfaction)
b. Organizational: Has
your participation
contributed to the
success of your
organization
It is doubtful if the
change project
somehow particularly
influenced personal
success or career
development, but it
allowed improving
cooperation with
university colleagues
and creating a new
modern course that
meets the changing
conditions and
priorities of
sustainable
development
A series of new
open-access
publications were
released based on the
change project results
(Khalaim and
Tambovceva 2018;
Tambovceva et al.
2019; Tambovceva
and Titko 2020)
The new teacher-training
program allowed
university teachers to
“legitimate” and enrich
their individual teaching
experience of active
learning techniques, as
well as find connections
with other colleagues
using same innovative
approach. The new
approach successfully
replaced an old one with
one time per five years
traditional obligatory
teacher-trainings with
passive listening about
innovations in pedagogy.
A series of new
open-access publications
were released based on
the change project results
(Kostyuchenko 2017a, b),
Kostyuchenko and
Smolennikov 2016, 2018)
Cycle 5:
Reframing value
New definition of success:
Sometimes, such a story
changes your
understanding of what
success is. If it happened
this time, then include this
here
The university
colleagues appreciated
the importance of the
subject and the
achievement of the
goals of sustainable
development. It
essentially improved
the understanding of
what matters first of
all, which topics
should be considered
and discussed
As a result, it was
decided to exclude
from the study
program two old
subjects and replace
them with a newly
developed one
Scale effect. The active
learning techniques were
included in other
university study programs
in addition to the
teacher-training program
after its successful
three-years running
Renewed values. The
creative learning space
approach has been
supported at the
university level and is
being introduced in many
other university
classrooms
New business-as-usual.
The innovative teaching
methods are not treated
by teachers as something
suspiciously
non-traditional and thus
not worth replicating and
positively recognized by
colleagues for now
The change project
realization is still in
progress
Methodological framework adapted from Wenger et al. (2011)