Authors:
Eva-Maria Schön
1
;
Ilona Buchem
2
and
Stefano Sostak
3
Affiliations:
1
Faculty Business Studies, University of Applied Sciences Emden/Leer, Constantiaplatz 4, Emden, Germany
;
2
Faculty I Economics and Social Sciences, Berlin University of Applied Sciences, Berlin, Germany
;
3
Gorillas B.V. & Co KG, Berlin, Germany
Keyword(s):
Agile, Value-based Learning, Student-Centered Learning, Teaching.
Abstract:
The corona pandemic has shown how important it is to be able to react quickly to changing conditions. In many organizations, agile process models and agile practices are used for this purpose. This paper examines how agility can be implemented in higher education. Using two case studies, we analyze how agile practices and agile values are implemented for knowledge and skills development. Our results present a student-centered approach where lecturers supported self-organized learning. In the student-centered approach, prior knowledge and experience of learners are taken into account, and the learning process is adjusted through continuous feedback. With the introduction of agility, a value shift towards value-based learning is taking place. Value-based learning supports competency-based teaching since the focus is less on imparting technical knowledge and more on imparting competencies.