Professional UNcertainty Competence Erasmus Project

Project Title

Professional UNcertainty Competence

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for higher education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Research and innovation; Overcoming skills mismatches (basic/transversal); Pedagogy and didactics

Project Summary

We live and work in a VUCA environment:Volatile, Uncertain, Complex, Ambiguous (Bennis, Nanus,1987), where the strive for innovation because of constant changes and competition have become the standard. Many organizations strive for innovation as a mean to cope in the VUCA elements. Consequently, they seek for employees who are creative, resilient and innovative problem solvers. They have to show professional abilities and skills in coping with rapid change, high-risk choice making and high-speed reaction. All this requires toleration to uncertainty, high motivation and innovativeness. However, there seem to be no available standard ways of dealing with volatile contexts and complex professional problems. Thus, professionals, increasingly, are confronted with their own uncertainty. The world is rapidly changing with and without Covid-19, with most areas of society facing a turning point.The ability to handle uncertainty in a productive manner is crucial for the present-day professionals, the organization they work in, the educators that educate them and for the society, they contribute to. A society that needs change makers. Although higher education represent a critical factor for making the necessary changes, previous studies show that HEIs lacks the knowledge, skills and tools to support their learners to develop their abilities to handle uncertainty in a positive, generative and productive manner. Similarly, an internal need analysis among the project partners, performed with the framework of the Ashoka questions (www.ashoka.org), showed that struggling with uncertainty is still undervalued, despite the fact that HEIs increasingly focus on training students to reflect on themselves as professionals. Without embedding uncertainty in the learning processes, as a part of professional and personal development, coping in the VUCA environment can lead to stress, anxiety and vulnerability, and thus hamper a growth mindset (Dweck, 2016) of students and employability of graduates. Therefore, the aim of this project is to fill the competence gap of handling uncertainty productively and professionalize educators to enable learners to develop their PUNC in their professional performance to find a way through this increasingly uncertain, changeable and ambiguous world. In this Strategic Partnership, 6 partners, from different corners of Europe, will combine their expertise, exchange knowledge and learn from one another’s cultures in a structural international exchange among educators and researchers on the themes of learning, competence, character skills development, innovative competences (FINCODA.eu) and pedagogies. Supporting educators to train resilient professionals who can engage their professional uncertainty in a positive and productive manner will be reached in four steps. First, the project outlines what the VUCA environment means in educational context and maps the best practices for designing these kind of learning environments. Second, the project creates a framework and model providing a validated description of the PUNC competence and related learning outcomes. In order to support the development of PUNC competence applied in the VUCA environments among educators and students, as a third step, the project creates and tests design principles and concrete tools for that. Finally, the project creates a process portfolio to document and authenticate the development of PUNC competence through HE studies.
These steps will be implemented using participatory design thinking methodology with a minimum of 200 educators (HEIs, companies) and 240 learners from partner countries. The project seeks to involve other relevant stakeholders (e.g. educational community, companies, policymakers) in consulting and publicly supporting the PUNC products in the educational field. The theoretical and empirical framework in the project is a four-dimensional education theory (Fadel et al, 2015), presenting an action-oriented, structural framework designed to prepare students to cope with the present-day challenges.
Project outcomes: teacher guidebook for designing VUCA learning environment with the best practices, PUNC competence framework, PUNC toolbox and the process-portfolio are modelled into easy to use approaches, intended for use throughout Europe. The results of the project not only benefit the project partners but also the other HEIs, educational companies, and policymakers. In a short term, project increases academic knowledge and shares practice-based experience among educators to handle uncertainty of professional performance and offers simple, practical and electronic tools for educators and learners to develop, apply and document their PUNC. In a long term, the project benefits graduates a toleration to uncertainty and keep their motivation and innovativeness high with better professional and entrepreneurial abilities and skills in coping with rapid change, high-risk choice making and high-speed reaction.

EU Grant (Eur)

Funding of the project from EU: 442057 Eur

Project Coordinator

UNIWERSYTET GDANSKI & Country: PL

Project Partners

• ERHVERVSAKADEMI AARHUS
• INNOCAMP PL SPOLKA Z OGRANICZONA ODPOWIEDZIALNOSCIA
• Stichting Hogeschool Utrecht
• UNIVERSITAT POLITECNICA DE VALENCIA
• TURUN AMMATTIKORKEAKOULU OY