492
E. Fröhlich et al.
A framework programme is moreover included which aims to strengthen reflective practices and the participants’ personal development. An important element
here, for example, is the introduction of learners to mindfulness practices, which
can benefit both mental and physical health as well as creativity and the increased
exploitation of learning potential (Yeganeh and Kolb 2009). This practice will be
supported, for instance, by daily morning meditation and regular reflection on what
has been learned and experienced in a personal journal as well as in open feedback rounds. Through activities such as a workshop in improvisational theatre or
the inclusion of places of creative creation, the creativity of the participants will be
stimulated (Ferrari et al. 2009). The summer school will also include short interactive
exercises, coaching elements and learning games (Bass 2012; Sweeney et al. 2011).
Students will further be able to participate actively in the programme design. After
the participant selection process, the students can indicate whether they would like to
participate through individual interests or skills (e.g. by writing blog posts during the
summer school, offering workshops for their fellow students). It will be interesting
to see how far the concepts used in the “Future Sustainability Manager” Summer
School can be established as such, as well as be integrated more widely at the university; the format can be extended through continuous thematic development and new
learning and teaching concepts in this setting, and international cooperation can be
used to align the format in alternating cycles with one or more partner universities.
Additionally, individual session formats can be integrated into existing lectures or
programmes at the university, and the summer school could be developed into a new
study programme or study focus at the university. Individual session formats can also
be integrated into theme days or project weeks (e.g. sustainability days). The topics
incorporated into the framework sessions of the summer school, such as meditation,
mindfulness and reflection diaries, can be disseminated through the university’s local
curriculum or extra-curriculum offers.
Cultural Transformation Aspect within the Curriculum: Through the one-week
programme, the “Future Sustainability Manager” Summer School creates an international, interdisciplinary set-up that most of all allows learners to break free from
their usual study environment. The group experience and the focus on a framework
encouraging participants to explore their purpose and impact through self-reflection,
mindfulness and creative techniques aims to promotes a shift in mindset for the participants. Furthermore, it seeks to create an environment that pushes learners beyond
their daily comfort zone and enables a personal transformation process.
3.3 21-Day Challenge—Pilot of Institutional Transformation
Aspects Within the CBS Curriculum (Output Lead:
Lappeenranta University of Technology)
With the “21-Day Challenge,” partners work on an online learning platform that uses
playful elements to convey knowledge and awareness of the topics covered by the
E. Fröhlich et al.
A framework programme is moreover included which aims to strengthen reflective practices and the participants’ personal development. An important element
here, for example, is the introduction of learners to mindfulness practices, which
can benefit both mental and physical health as well as creativity and the increased
exploitation of learning potential (Yeganeh and Kolb 2009). This practice will be
supported, for instance, by daily morning meditation and regular reflection on what
has been learned and experienced in a personal journal as well as in open feedback rounds. Through activities such as a workshop in improvisational theatre or
the inclusion of places of creative creation, the creativity of the participants will be
stimulated (Ferrari et al. 2009). The summer school will also include short interactive
exercises, coaching elements and learning games (Bass 2012; Sweeney et al. 2011).
Students will further be able to participate actively in the programme design. After
the participant selection process, the students can indicate whether they would like to
participate through individual interests or skills (e.g. by writing blog posts during the
summer school, offering workshops for their fellow students). It will be interesting
to see how far the concepts used in the “Future Sustainability Manager” Summer
School can be established as such, as well as be integrated more widely at the university; the format can be extended through continuous thematic development and new
learning and teaching concepts in this setting, and international cooperation can be
used to align the format in alternating cycles with one or more partner universities.
Additionally, individual session formats can be integrated into existing lectures or
programmes at the university, and the summer school could be developed into a new
study programme or study focus at the university. Individual session formats can also
be integrated into theme days or project weeks (e.g. sustainability days). The topics
incorporated into the framework sessions of the summer school, such as meditation,
mindfulness and reflection diaries, can be disseminated through the university’s local
curriculum or extra-curriculum offers.
Cultural Transformation Aspect within the Curriculum: Through the one-week
programme, the “Future Sustainability Manager” Summer School creates an international, interdisciplinary set-up that most of all allows learners to break free from
their usual study environment. The group experience and the focus on a framework
encouraging participants to explore their purpose and impact through self-reflection,
mindfulness and creative techniques aims to promotes a shift in mindset for the participants. Furthermore, it seeks to create an environment that pushes learners beyond
their daily comfort zone and enables a personal transformation process.
3.3 21-Day Challenge—Pilot of Institutional Transformation
Aspects Within the CBS Curriculum (Output Lead:
Lappeenranta University of Technology)
With the “21-Day Challenge,” partners work on an online learning platform that uses
playful elements to convey knowledge and awareness of the topics covered by the