Cooperation between HEIs and other stakeholders is one of the ways to promote local development due to the possibility of introducing innovative knowledge in the many activities and thus improving the competitiveness of companies and the institutions' performance. New educational perspectives in higher education using innovative pedagogical methods are required to enable collaborative processes and partnerships between HEIs and stakeholders that contribute to local development. The chapter intends to analyse some of the innovative pedagogical methods that can be used to promote regional and local development. The selected cases study is two. One will address an example of designing a garden for an urban parish in the city of Évora (Portugal). This project was developed by students of the Landscape Architecture graduation of the University of Évora. The second was developed by students of the masters in agribusiness and in management of the University of Évora, and the intervention focus was the organic cocoa producers in the São Tomé and Principe.
TopIntroduction
The location of higher education institutions (HEIs) in cities and regions has several effects. Some of them are immediate and direct, such as the increase in expenditure, related to the demand from students and employees, which is reflected in the dynamism of the local economy. However, the most structural effects are those resulting from the interaction between HEIs and other institutions and industry in the surrounding environment through the creation and transfer of knowledge, the promotion of innovation or new cultural activities, and other aspects. Cooperation between HEIs and other stakeholders is one way to promote local development, due to the possibility of introducing innovative knowledge in economic, social and cultural activities, thus improving companies’ competitiveness and institutions' performance. However, this cooperation does not always take place, for several reasons. As with individuals, institutions – higher education and others – cooperate if this is in their interest and they are able to do so. This implies, among other issues, trust and mutual knowledge, requests from enterprises and other institutions and HEIs’ capacities (Kempton et al, 2021; Fitjar & Gjelsvik, 2018). There are several ways to promote cooperation between HEIs and other local entities. Prominent is the co-creation of knowledge, through developing innovative pedagogical processes that promote direct interaction between the various stakeholders.
New educational perspectives in higher education using innovative pedagogical methods are required to enable collaborative processes and partnerships between HEIs and stakeholders that contribute to local development.
A tool industry is emerging today in education and its contribution to innovation can be discussed, mainly regarding ICT-based instruction (Foray, & Raffo, 2014). However, more than instruments, it is essential to analyze collaborative teaching methods which, on one hand, can develop students' transversal competences, and on the other hand, may contribute to establishing more and deeper relationships between the various institutions surrounding HEIs.
A literature review about innovative pedagogical practices in higher education (Santos et al., 2019) identified four thematic categories: dissonance between concepts and approaches to teaching, mixed approaches associated with ICT, digital simulation, and approaches employed in large classes, confirming the development of critical and reflective thinking, and a higher level of cognitive skills. The importance of associating ICT with traditional strategies (lectures) was verified, as well as with the most innovative ones, namely Problem-Based Learning, active and collaborative learning and Immersive Learning Simulations (ILS), or even in large classes, new approaches such as the flipped classroom and formative assessment.
The project-based learning method (PBL) is also highly recommended and should be encouraged in universities. It improves student engagement by enabling knowledge and information sharing and discussion (Almulla, 2020), and the development of cooperative and collaborative learning.
Therefore, this chapter intends to analyze some of the innovative pedagogical methods that can be used to promote regional and local development, particularly PBL. In order to illustrate the potential of innovative pedagogical methods to promote linkages with local stakeholders, two case studies are selected: one will address an example of designing a public urban open space in the city of Évora (Portugal). The project was developed by students on the Landscape Architecture course at the University of Évora, during the academic year of 2018/19. The methodology explored was project-based learning, combined with research by design, including a participatory model. This teaching methodology was applied in a small group of 12 students. The second, a project-based learning method (PBL) combined with a Sustainability Game (SG), was developed by students of Agribusiness and Applied Economics and Management in Business specializations of the Master in Applied Economics and Management (MEGA) at the University of Évora during the academic year 2019/20. The intervention focused on the organic cocoa ecosystem (OCE) in São Tomé and Principe (STP). This program is an appropriate context to employ active learning methodologies because of the small size of the group, only 24 students.