Results
The table below lists key PEOPLE outputs and results, positioning the respective deliverable in the overall context of the project. The deliverables are grouped into four categories, providing:
- an overview of the project’s background research & needs analysis;
- strategic documents that guided the project implementation;
- “how to” deliverables that provide guidelines for implementing the Learning Cycles and people-centred research and development processes; and
- documents that report on project activities and provide recommendations.
| Category | PEOPLE result | Short summary | Target groups |
|---|---|---|---|
| Background Research & Needs and Requirements Analysis | R2.1_Conceptual Framework | Conceptual Framework maps the different types of people-centred approaches and provides an overview of good implementation practices in business sector in European and international context. It identifies and analyses different people-centred concepts and approaches applicable to product and service development at a general level as well as being tailored to meet the specific contexts of industry partners. | Higher education teachers; Industry; Students |
| Database of Skills | Database of skills that are relevant in industry or business settings. Database documents the existing as well as the required skills of graduates and practitioners in anthropology, sociology, and psychology. Aim is to show how the devised PEOPLE methodology and developed pedagogical approach (PEOPLE Learning Cycles) bring together the existing skills, those already taught in higher education curricula, and those required by the industry. | Higher education teachers; Industry; Students |
|
| Strategies | R5.1_Dissemination&Exploitation Strategy | The stakeholder analysis and dissemination and exploitation strategy include the identification and analysis of relevant target stakeholders and audiences, a description of all communication channels, tools, and activities, as well as measurable objectives to assess their effectiveness. | Higher education management and administration; Industry |
| R4.1_Evaluation Strategy | Evaluation Strategy defines the common guidelines for the evaluation of learning cycles and includes detailed evaluation tools that evaluators may fully adopt or adapt to their local programme of work. The evaluation is based on four indicators designed to assess the development of 1) students, 2) industry professionals, 3) faculty educators, and 4) the collaboration at national level between HEI and industry partners. The strategy takes on a formative and a summative approach, involves the gathering of quantitative as well as qualitative data and involves internal and external stakeholders at the start, during and after learning cycles. | Higher education teachers; Higher education management and administration; Industry |
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| R5.8_CommunityCreationMethodology | Community Creation Methodology provides guidelines and methods for developing, building, and sustaining the PEOPLE community and to establish the procedures for engaging with wider audiences with interests in areas of high-quality and industry-relevant education, which involves people-centred approaches for the development, testing and improvement of products and services. | Higher education teachers; Higher education management and administration; Industry |
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| “How to” Guidelines | M2.4_Toolkit | The toolkit reviews and consolidates the exiting fragmented knowledge and experiences in people-centred product and service development and presents them in an understandable and concise way. The toolkit is based on best practices of collaboration and implementation in business sector, taking into actual needs of companies and existing skills of students. | Higher education teachers; Industry; Students |
| R2.3_PEOPLE Methodology | Methodology describes the PEOPLE learning approach together with key elements of the “PEOPLE mindset”, methodology of PEOPLE learning cycles, process characteristics with timelines, key phases with learning outcomes and suggested readings and integration into existing higher education curricula. | Higher education teachers; Higher education management and administration |
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| Activities & Recommendations | R3.5_Resource book | The PEOPLE resource book provides concrete examples from implementing the PEOPLE methodology that derive from PEOPLE project learning cycles and case studies. | Higher education teachers; Higher education management and administration; Industry |
| R4.2_Final Evaluation Report | The Final Evaluation Report aims to provide an overview of all evaluation activities conducted throughout the PEOPLE project, to inform PEOPLE results and to create guidelines and guidance for implementing PEOPLE principles. | Higher education teachers; Higher education management and administration; Industry |
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| R5.10_Policy Recommendations | Policy recommendation document sets out according to key challenges of the PEOPLE project, namely the underemployment of European graduates in sociology, psychology and anthropology fields; a lack of social science expertise in the sustainable living and energy sector; the need for better-engaged social science learning in Higher Education. It draws on the experiences of PEOPLE’s national teams. Each has contributed recommendations that align with their existing professional networks and spheres of interest. The document has an advisory value by outlining steps towards future people centred developments in research and learning. | Higher education teachers; Higher education management and administration; Industry; Policy developers |
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| R5.11_Sustainability model | The Sustainability Model describes the strategy(ies) to sustain relevant project activities, results, deliverables and partnership cooperation after the funding period. In addition, it identifies potential multiplier effects, lessons learnt, success stories, best practices and transferability of PEOPLE results. | Higher education teachers; Higher education management and administration; Industry; Policy developers |