Topic 3

Other forms of collaboration 

More specific examples

  • In the Practice Enterprise (Thomas More), students substantiate projects relating to professional practice. In many cases, the professional field will act as a principal. The actual substantiation will vary, depending on the programme and the students’ advancement.
  • Education Council (Antwerp Maritime Academy): the Education Council of Antwerp Maritime Academy is a consultative body in which the professional field partners hold prominent positions. Frequent contacts with the professional field and formal assessments within the Education Council ensure systematic evaluation of the AMA programmes. The Education Council supervises synergy between the professional field and the programmes. The professional field representatives in the Education Council can identify needs for the academy to consider in keeping its programmes up to date.
  • Hotel take-over (Erasmus Brussels University of Applied Sciences and Arts): for one week, the Hotel Management students will take over the Crowne Plaza Brussels Airport Hotel. During this week, the students will perform a range of duties, from checking in guests to running the housekeeping department.
  • Audition training in the Musical programme (Erasmus Brussels University of Applied Sciences and Arts): sustainable collaboration with ZAV (German government organisation responsible for the employment of artists), involving annual screening of final-year students at the Brussels campus. Suitable students will be included in the ZAV pool of artists, and the best students will additionally have the opportunity to participate in Private School Presentations. In the previous years, the Audition Training course prepares students for this screening, within the scope of their work placement.
  • Project trends and innovation (Erasmus Brussels University of Applied Sciences and Arts): individual students explore a particular trend or innovation together with a partner from the professional field and produce a comprehensive plan of approach. Implementation of the project depends on its scope and the available budget.

Examples of co-creation visions and policies at the programme level

  • Entrecomp model (Erasmus Brussels University of Applied Sciences and Arts, Applied Information Technology programme): the Entrecomp model is entwined throughout the curriculum, which ensures that students grow into genuine entrepreneurs who excel in their field. Businesses are involved in as many projects, assignments, and programme components as possible. In several programme components, entire sections of topics are taught by people from the professional field (often alumni), which goes beyond an external party giving a guest lecture. Companies that are involved in certain projects and subjects within the business IT field are also requested to evaluate the students as they would a staff member.
  • Community-driven education (PXL University of Applied Sciences and Arts, PXL-Digital department) using the iSpace incubator: rather than building bridges between the world of education and the business world, the day-to-day practices of the business community and of the knowledge centres are being integrated into the programme. The programme structure revolves around collectively creating education for and by the community of junior colleagues, colleagues, businesses, and researchers. The programme offers a rich and challenging learning environment via realistic projects, fed from contextual queries from the professional field and from society. The projects are problem-driven, enrich previous learning experience, and offer the possibility of applying knowledge and skills in an authentic context.