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- Wandelwerk. Zentrum für Qualitätsentwicklung (6) (remove)
Project management is a lot about structuring. Challenges in introducing new software especially in the field of digitalization are to address the needs of planning, budget and schedule adherence as well as involving the users in the development process. Classic project management is usually focused on following the plan and keeping the project in schedule and budget. Agile project management puts the user in the center and aims at fulfilling his needs. The University of Applied Sciences Münster has aligned its project management with the PRINCE2 standard. The introduction of an enterprise content management system started in 2017 as a new project. To fulfill the user’s needs and keep the project management standard it has been tailored to achieve the project goals by integrating agile stages. This adaptation is presented in this paper as an example of structured hybrid project management.
Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning – but what does this mean for the conceptual design and design-in-use of campus spaces as learning locations? Does space really not matter in learning? During a two-day design thinking workshop an interdisciplinary group of 17 students produced ideas for new learning spaces and mapped out their spatial learning journeys through campus offerings and daily routines. The article describes the workshop concept and resulting insights gleaned from interviews, customer journeys, and prototyping. It offers ideas and examples for creating inviting learning spaces and cultures that focus on co-presence both with and without digital tools.
The quality management system of FH Münster, a German university of applied sciences with 15.000 students, was established ten years ago. The main goal was to systematically foster reflection on quality issues in all faculties. In 2016, the concept was transferred to the level of institutional reaccreditation: A procedure called „cumulative accreditation“ was implemented, including e.g. a public symposium.
On both levels, the author experienced that joint reflection on quality issues may encourage academics to change habits and improve study programmes. However, sometimes desirable changes will not happen. Instead of asking for sanctions and incentives, the article suggests another approach: the creation of learning opportunities for university members.