LC 00422

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COMPETENCES AND LEARNING RESPONSIBILITIES

For minor students, it is possible to spend approximately 10 weeks (1 period of 15EC) or 20 (2 periods of 15 EC=30EC) in our innovation studio. It is also possible to distribute 15EC over 20 weeks. You work towards and will be assessed in five learning outcomes, related to design thinking, co-creation, applied research, leadership and boundary crossing. The learning outcomes are slightly different in Minor 1 and Minor 2 in order to stipulate progress in all of them. Each learning outcome is divided into various indicators, used to assess your work. You must take care to make sure your deliverables address these indicators somehow. In minor 1, the deliverable is a portfolio, but also a presentation followed by a discussion. I minor 2, the deliverable is a similar type of portfolio, but also audiovisual reflections in the form of a testimonial vlog and a completion video. Per minor, the learning outcomes, indicators, overview of tests and deliverables will be presented on the following pages.

MINOR 1 LEARNING OUTCOMES

Learning outcome 1: Design Thinking Basics

In the HZ Innovation Studio, we are design thinkers and doers. This means that you synthesize the assigned project to (parts of) the process of design thinking, make use of various tools and templates within particular steps and share the output in a clear manner. You show your understanding of how several design thinking tools can be applied, and how the tools contribute to the project's process and output.

Indicators:

• • Breaks down the projects to design thinking steps in relation to required outputs
• • Selected tools throughout the process that logically relate to the particular step(s)
• • Applied (a variation of) tools in a careful manner as guided by matching explanations
• • Has put serious thought in how the output is reported from one step to the other
• • Understands to what extent the applied tool(s) progressed project process and output

Learning outcome 2: Co-Creation Start

In the HZ Innovation Studio, we co-create by connecting with others. This implies that we create a collaborative environment in which everybody feels at ease to share thoughts and opinions. By investing time in getting to know and understand all associated stakeholders of the project (groups) you are stimulated in using various backgrounds and perspectives for the benefit of the output and process.

Indicators:

• • Engaged with stakeholders to welcome constructive dialogues in support of the process and output
• • Is aware of how own (lack of) actions contributed to a safe(r) learning environment, or not
• • Took effort in getting to know others and communicated supportive to effective collaboration
• • Is conscious of how (the lack of) various backgrounds and perspectives affected the process
• • Acted in a way that benefits sustainable relationships in the larger learning community

Learning outcome 3: Applied Research Attitude

In the HZ Innovation Studio, we rely on an investigative attitude. This means that you are aware of opportunities within the process to conduct relevant research. Consequently, you collect and analyse data using methods that are suitable for the required insights. Desk and/or field research is carried out in a logical manner, of which its traceable output is transferred to the projects' processes in a meaningful way.

Indicators:

• • Collects a variety of (conceptually) relevant academic and non-academic sources
• • Reviews a variety of (conceptually) relevant academic and non-academic sources
• • Operationalised a logical research design in relation to intended and required insights
• • Collected and analyzed data in a manner that is appropriate for the selected methodology
• • Logically transferred results to support the design thinking process

Learning outcome 4: Leadership

In the HZ Innovation Studio, we encourage you to take leadership in your own development. Actively, you give and receive feedback of stakeholders on your own functioning. You use the recognized opportunities to experiment with different perspectives and worldviews, take responsibility for decisions and behaviour, put effort in getting to know yourself better and carry out activities that help you grow as a person and as a professional.

Indicators:

• • Used project situations and the wheel of life to recognize development opportunities
• • Planned activities that enables both personal and professional development
• • Opened up to different perspectives, world views and how they came to be
• • Played a relevant role in group decision making on actions, priorities and possible follow-ups
• • Explains the particular progress made in the development of one self during this period

Learning outcome 5: Boundary Crossing Awareness

In the HZ Innovation Studio, we enable you to train boundary crossing competences. You are invited to understand the learning mechanisms related to collaboration with those persons outside one’s own (scientific) domain, institute, culture or context. We challenge you to address matters of process in the mechanisms of identification, coordination, reflection and transformation.

• • Identification of stakeholders behavioural strengths and weaknesses in relation to one's own
• • Finding means or procedures that help smoothly align their own position to the position of others
• • Learning new things from own practices and those of others to form new ideas that impact future practice
• • Development of a position in which former ways of thinking, feeling, doing and communicating are integrated with those of others
• • Presentation and discussion that clarifies processes and pinpoints possible future learning opportunities

MINOR 1 TESTS OVERVIEW

✓ Portfolio 75%, minimum grade 5.5

✓ Presentation and discussion 25%, minimum grade 5.5.

Deadline

• For final feedback: Monday 31st of October 2022 23:59

• For final assessment: Wednesday 9th of November 2022 23:59

MINOR 1 DELIVERABLES

By working on our projects, you collect evidence for a portfolio. Coaching and feedback helps you to get continuously insights in being on track or not. Near the end of the first or second ten weeks, you draft a portfolio and receive final feedback. In this portfolio, the output of the projects will proof your progress in the learning outcomes. All the output must be shared in the appendix. For learning outcomes 1, 2, 3, and 4, you reflect in maximum two pages per learning outcome. By means of a presentation, followed by a discussion, you share your progress in learning outcome 5.

Your main deliverable is a portfolio. Check the assessment sheet underneath on how it will be assessed. You have some freedom how to compose the portfolio, but keep our suggestion and the assessment form in mind. The structure of the portfolio is strongly advised to include and be structure as follow;

• - Introduction in which student introduces him/herself and shares on what he/she has worked on during the period, also signposts the portfolio
• - Current CV of student
• - Reflections, in a structured manner per learning outcome, in which thoughts are clearly related to the indicators and there are explicit references to the output in the appendix
• - The output in the appendix can for example consists of work (in progress), team minutes, notes, print screens of WhatsApps, pictures of design thinking tools, Wheel of Life, personal feedback from stakeholders etc.
• - Shared output and evidence in the appendix that allows interpretation of authenticity/stakeholders' comments (if applicable) in a structured manner
• - A logbook that reasonably list (total) hours the student worked on what particular project and activities

Font should be either Calibri or Arial, size 11.

MINOR 2 LEARNING OUTCOMES

Learning outcome 1: Design Thinking Understanding

In the HZ Innovation Studio, we are design thinkers and doers. This means that you can explain why and how projects are approached using design thinking, discuss the use of various tools and templates withing particular steps and share the output in a clear manner. You show your understanding of design thinking as an iterative process with its possibilities, limitations, advantages and disadvantages.

Indicators:

• • Applied, combined and/or adapted tools in a careful manner as supported by matching explanations
• • Explicitly shows how the reported output in one step is useful for other step(s)
• • Explains to what extent the applied tool(s) progressed projects' processes and output
• • Illustrates how design thinking as an iterative process affected projects' processes and output
• • Contrasts the possibilities and advantages of design thinking with its limitations and disadvantages

Learning outcome 2: Co-Creation Stimulation

In the HZ Innovation Studio, we co-create due to connections across disciplines and backgrounds. This means that you contribute to a collaborative environment in which everybody feels at ease to share thoughts and opinions. By getting to know and understand all associated stakeholders of the project (groups) you are expected to use various backgrounds and perspectives for the benefit of the output and process.

Indicators:

• • Engaged with stakeholders to stimulate constructive dialogues in support of the process and output
• • Pro-actively contributed to a safe learning environment and the wellbeing of others
• • Took effort in getting to know others and fostered interaction for the benefit of collaboration
• • Made sure to include various backgrounds and perspectives, in or outside the group
• • Acted in a way that advances sustainable relationships in the larger learning community

Learning outcome 3: Applied Research Principles

In the HZ Innovation Studio, we treasure the opportunity to conduct research. This means that you are able to conduct relevant research. As guided by textbooks on applied science, you collect, analyse, interpret and report data. Desk and/or field research is carried out in a reliable, valid, responsible and traceable manner, is well justified and transferred to the projects' processes in a meaningful way. Research limitations are appropriately addressed.

Indicators:

• • Discusses a variety of (conceptually) relevant academic and non-academic sources
• • Explains the choice of (desk/field) applied research design in relation to particular step in the process
• • Collected, analyzed and interpreted data that fit a justified and responsible research design
• • Addresses research limitations and, if applicable, researcher positionality
• • Logically transferred discussed results to support the design thinking process

Learning outcome 4: Leadership

In the HZ Innovation Studio, we encourage you to take leadership in your own development. Actively, you give and receive feedback of stakeholders on your own functioning. You use the recognized opportunities to experiment with different perspectives and worldviews, take responsibility for decisions and behaviour, put effort in getting to know yourself better and carry out activities that help you grow as a person and as a professional.

Indicators:

• • Used project situations and the wheel of life to recognize development opportunities
• • Planned activities that enables both personal and professional development
• • Opened up to different perspectives, world views and how they came to be
• • Played a relevant role in group decision making on actions, priorities and possible follow-ups
• • Explains the particular progress made in the development of one self during this period
• Learning outcome 5: Boundary Crossing Learning

In the HZ Innovation Studio, we stimulate you to train boundary crossing competences. You are fully aware of the learning mechanisms related to collaboration with those persons outside one’s own (scientific) domain, institute, culture or context. We challenge you to reflect, in a creative manner, on your process in progressing through the mechanisms of identification, coordination, reflection and transformation.

In the completion video, learning to cross boundaries is discussed in relation to the project(s):

• • Stakeholder dynamics, similarities and differences are identified in relation to one's own position
• • The coordination of actions to align own position to the position of others are explained
• • It is clear which new things from own practice and those practices of others were learned
• • Presents a clear yet critical reflection on own performance in learning to cross boundaries
• • Is constructive concerning own development and to the future of the innovation studio
• • Distills how learning journies into crossing boundaries form new ideas that impact future practice
• • Put serious thoughts in staging the video (environmental setting, professional appearance, presentation methods
• • Gives the examiners a convincing, critical commentary on own learning, development and behaviour
• In the testimonial vlog, personal transformation is discussed in relation to the project(s):
• • The projects are briefly presented in terms of content, output, scope and related design thinking stages
• • Highlights particular connections of the projects' processes, methods and/or teamwork with personal learning journey
• • Addresses how former ways of thinking, feeling, doing and communicating are integrated with those of others
• • Gives the relevant audience a better picture of a student thoughts about the Garage learning experience
• • Put serious thoughts in creating the vlog (environmental setting, professional appearance, presentation methods

MINOR 2 TESTS OVERVIEW

✓ Portfolio 80%, minimum grade 5.5

✓ Audiovisual reflections 20%, minimum grade 5.5.

For the written document, send this by e-mail to Timo Derriks and Charlotte Röhl and name the document FirstnameLastnamePortfolio2. Please be aware that all documents should be included in one file! The file can be in either PDF or DOC. For the audiovisual reflections, please send two hyperlinks to e.g. YouTube videos. You can upload your portfolio and make sure that only those who will have a link can watch it. You can delete it one month after you received your assignment. Do not set the video to ‘private’ as then it cannot be examined by us (only you can see it).

MINOR 2 DELIVERABLES

By working on our projects, you collect evidence for a portfolio. Coaching and feedback helps you to get continuously insights in being on track or not. Near the end of the first or second ten weeks, you draft a portfolio and receive final feedback. In this portfolio, the output of the projects will proof your progress in the learning outcomes. All the output must be shared in the appendix. For learning outcomes 1, 2, 3, and 4, you reflect in maximum two pages per learning outcome, like the portfolio in minor 1. By means two audiovisual reflections, you share your progress in learning outcome 5.

TESTING FOR LESS THAN 15 EC (MINOR REPAIR)

Students that work on projects to repair their minor, and aim to obtain less than 15 credits have different guidelines compared to the 15 and 30 EC minor. Depending on how many credits you have to obtain, the following categories have been created:

Category A – 1 to 5 EC’s to obtain

Choose three learning responsibilities of competency 1 (Design thinking) and 2 (Co-creation ) and choose two learning responsibilities of competency 3 (Applied Research), 4 (Critical Reflection) or 5 (Conceptual thinking). You reflect on these learning responsibilities by using the evidence you have collected from the project(s) you have been working on.

Category B – 6 to 10 EC’s to obtain

Choose four learning responsibilities of competency 1 (Design thinking) and 2 (Co-creation) and choose two learning responsibilities of competency 3 (Applied Research), 4 (Critical Reflection) or 5 (Conceptual thinking). You reflect on these learning responsibilities by using the evidence you have collected from the project(s) you have been working on.

Category C – 11 to 14 EC’s to obtain

Choose five learning responsibilities of competency 1 (Design thinking) and 2 (Co-creation) and choose three learning responsibilities of competency 3 (Applied Research), 4 (Critical Reflection) or 5 (Conceptual thinking). You reflect on these learning responsibilities by using the evidence you have collected from the project(s) you have been working on.

FINAL CONSIDERATIONS

The HZ Innovation Studio minor ‘The Garage’ is in terms of organizational structure part of the HZ domain Business, Vitality & Hospitality. We have our own library. Books can be used on site or taken home. We mostly work with (scientific) articles, related to the projects. For this reason, there are no costs for literature.

All students can enroll in this minor. We expect enthusiasm, curiosity and a keen interest in the domain our projects take place. The context of our project is described above, yet we believe motivated students can bring something very valuable to the table, most probably related to their bachelor program learning journey so far. In order to increase a successful completion of this minor, a hands-on mentality is required. For each interested candidate there is the possibility to have one or multiple (online) meetings with numerous stakeholders of ‘The Garage’. Would you like to discuss your interests with our supervisor? No problem! Or do you prefer to ask questions to a (former) student colleague? Also no problem. Just get in touch with us and share your thoughts. We will take it from there. At the end, the objective of these exploratory talks is whether this minor might be a relevant fit for you.

Do you want to know more before choosing our minor HZ Innovation Studio? Contact:

• Jessica Borgs at garage@hz.nl for general questions relating to The Garage
• Charlotte Röhl at charlotte.rohl@hz.nl for questions related to current and future projects
• Timo Derriks at t.derriks@hz.nl for questions related to the educational concept and testing