How to Launch a Case?
Below is a list with three different starting points of a collaboration on a case or health challenge.
Collaborations can be:
Here we describe the various starting points and how they can be used to introduce health challenges into the teaching.
This starting point can be used in cases where the concrete problems/challenges on which the collaboration should be based have not been identified. This is often the case when a department/institution faces a specific problem that needs to be translated into a more overall challenge.
It may also be a case when a challenge should be adjusted to the learning requirements of a course. This is often negotiated by practice, the teacher and possibly an innovation consultant, who seek to arrive at a common basis where learning requirements, value to practice and resource consumption are established.
This is the case when a department/institution wants to collaborate with students from a specific course, but have not formulated a challenge. A good working method with regard to the challenge-based approach is matching of expectations (also see Establishing a Collaboration ), where practice and the teacher together define the challenge and the terms of the collaboration.
This starting point can be used when a challenge or challenge area has already been clearly identified. This could e.g. be a challenge used in a previous course which must be transferred to a different course or explored further in a master’s thesis. If the challenge must form part of a new course, the expectations of the teacher and practice, respectively, must be matched once again.
If the challenge is explored in a master’s thesis or other major project assignment, the student is typically responsible for choosing a challenge he or she has worked on in a specific course. In such cases, the department and educational institution must agree on the department’s use of resources, that is, to which extent the student should have access to the department, and make sure to match their expectations concerning output.
This starting point can be used when a clearly defined challenge forms part of an existing research project. These are typically larger research projects which already have data available for the student to work on. This type of starting point rarely requires involvement of practice.