Projects
Wir entwickeln, begleiten und evaluieren innovative Projekte. Seit 1990 haben wir neben Programmbegleitungen, wissenschaftlicher Begleitforschung, qualitätssichernder Prozessbegleitung innerhalb des Projektteams und externen Evaluationsstudien in unserer Ideenwerkstatt über 60 Projektideen förderfähig formuliert und aktionsforscherisch unterstützt.
Evaluationsaufträge
EVALUATION ASSIGNMENT
Indonesian Higher Education Leadership (iHiLead)
03/2021 – 01/2024
The iHiLEAD project is developing a programme to develop the management skills of university leaders in Indonesia, with the aim of improving quality in Indonesian higher education.
EVALUATION ASSIGNMENT
Digitally safe in the internet - digital driving licence (DiFü)
02/2021 – 01/2024
The DsiN Digital Driving Licence (DiFü) is a nationwide standardised further education and certification offer with a focus on relevant topics related to everyday digital life. The DiFü was developed to create a format that shows the level of individual digital competence and makes it comprehensible for third parties (such as employers).
EVALUATION ASSIGNMENT
The PRUDMED project develops digital competences in higher education teaching.
EVALUATION ASSIGNMENT
The TalentMagnet project explores brain drain in the Danube Region and supports small and medium-sized municipalities in addressing the labour and demographic challenge through improved multi-level governance.
EVALUATION ASSIGNMENT
Applied innovation for students and companies (AISAB)
09/2017 – 04/2020
The AISAB project developed innovation coaching procedures for SMEs by students at universities. ISOB supports the self-evaluation of the project team and assesses the quality of project implementation.
EVALUATION ASSIGNMENT
Personalised emergency call (PeCall)
12/2018 – 12/2019
The PeCall project serves to develop and evaluate an IT application for rescue workers who already have all stored emergency data (personal health data and emergency data stored by the patient) available when they reach the person involved in the accident. This makes it possible to provide first aid with improved quality, saving additional time and costs.
EVALUATION ASSIGNMENT
The project was carried out in cooperation with the Research Institute for Vocational Education and Training (f-bb) and uses qualitative and quantitative surveys of companies as well as interviews with experts to show the perspectives of further training qualifications.
EVALUATION ASSIGNMENT
17 pilot projects dealt with the question of how small and medium-sized enterprises in particular can be supported in training despite declining numbers of applicants and an already noticeable shortage of skilled workers.
EVALUATION ASSIGNMENT
Further education - Qualified for good work (weiter:bildung)
01/2010 – 12/2013
The project weiter:bildung (further education) develops and tests a concept for a professional further education advisory service for the Mining, Chemical and Energy Workers' Union (IGBCE) in order to support the councils of the member companies in the further development and intensification of their further education systems.
EVALUATION ASSIGNMENT
The study describes the effects of the ageing population and the associated decline in skills and analyses innovative approaches to counteract demographic change in Germany.
EVALUATION ASSIGNMENT
Innovative Greizer Training Initiative (INGA)
01/2007 – 12/2008
The INGA project establishes new support structures in the Greiz region and promotes cooperation between relevant stakeholders with the aim of tapping the region's training potential and integrating new occupations according to company and regional needs.
EVALUATION ASSIGNMENT
Learning in activities outside of company work processes is particularly interesting in times of global change processes. There are fields of action and also learning fields for maintaining and developing individual vocational competences with significant potentials not only for social integration but also for individual, economic and social innovations.
EVALUATION ASSIGNMENT
We have supported three networks of regional actors in developing the regional learning culture in the sense of a "learning region". In this way, the regional need for further education could be identified. The actors improved their cooperation in the development of the regional skilled labour base.