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Hecos for Ethics – Higher Education and CompanieS FOsteRing ETHICal Skills HECOS for Ethics Evaluation Guidelines for Higher Education

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Hecos for Ethics – Higher Education and CompanieS FOsteRing ETHICal Skills

HECOS for EthicsEvaluation Guidelines for

Higher Education

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HECOS for Ethics Evaluation Guidelines

“Higher education guideline document for evaluation of HECOS FOR ETHICS training

experiences”

June 2017

Author: Odisee Hogeschool

In collaboration with: Organization for International Kooperation and Solidarity Onlus and

AICCRE - Italy; Voka - Kamer van Koophandel Oost-Vlaanderen and Odisee-Hogeschool -

Belgium; InnoSpectrum- Hungary, Technical University Kosice and Presovska regionalna

komora SOPK - Slovakia; Stockholms Universitet – Sweden.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Table of contents

Table of contents....................................................................................................................................3

HfE Training: ECTS..................................................................................................................................4

HfE Evaluation Tools...............................................................................................................................7

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HECOS for Ethics Evaluation Guidelines

HfE Training: ECTS

Aims

The goal of a HfE training is to develop sustainability competencies (knowledge, skills and attitudes). Students who want to obtain credits for participation in the HfE training should:

Take part in a HfE training on one of the 8 topics mentioned in the Catalogue: Human Rights, Labour, Environment, Safety & Security, Non-discrimination, Anti-corruption, Supply Chain Management, Responsible Marketing.

Take part in an evaluation trajectory which shows their level of performance of sustainability competencies and the progress they have made on several aspects.

The sustainability competencies which will be developed during the HfE training are based on Wiek’s1 interlinked and interdependent competencies framework. The development of these sustainability competencies allows students to create solutions and give advice about complex, problem-based sustainability issues/cases related to the HfE topics. The sustainability competencies which will be developed are:

1. Systems-thinking competence: the ability to analyze complex systems across different domains (society,

environment, economy, etc.) and across different scales (local to global) the ability to analyze complex systems includes comprehending, empirically

verifying, and articulating their structure, key components, and dynamics2. Strategic competence:

the ability to design and implement interventions, transitions, and transformative governance strategies toward sustainability

3. Anticipatory competence: the ability to analyze, evaluate, and craft visions of the future related to

sustainability issues4. Normative competence:

the ability to map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets

this capacity is based on acquired normative knowledge including concepts of justice, equity, social-ecological integrity, and ethics

5. Interpersonal competence: the ability to motivate, enable, and facilitate collaborative and participatory

sustainability research and problem solving this capacity includes advanced skills in communicating, deliberating and

negotiating, collaborating, leadership, pluralistic and trans-cultural thinking and empathy

1 Wiek, A. et al. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustain Sci, 2011 (6), 203-218

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Activities (methodology and content of the HfE trainings)

HfE trainings propose eight specific sustainability related topics in which students can develop sustainability competencies: Human Rights; Labour; Environment; Safety & Security; Non-discrimination; Anti-corruption; Supply Chain Management and Responsible Marketing. To develop sustainability competencies within HECOS for Ethics implies a non-formal and informal, learner-centered training methodology. Key in this training format are the real life sustainability issues/cases, the visits and real life experiences related to the chosen sustainability topic. Students, business managers and NGO managers participate in the training so that the participants from different backgrounds and nationalities can learn from each other.

Previous knowledge

Previous understanding of the HfE training topic is not required. The acquired level of a HfE training corresponds to the level 6 of the EQF framework. Since all activities of the training take place in English (and X) a good mastery of English (and X) is required. Participants can obtain 1/2/3/5 ECTS credits by participating in a HfE training. These ECTS credits can be valorized as an exemption for a part of a course or as an elective course if integrated in the curriculum.

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Evaluation

At the start of the training, students are confronted with a complex, problem-based sustainability issue/case related to a HfE topic: e.g. How to guarantee sustainable resources? How to reduce corruption? etc.

At the end of the training, students have to present solutions and advices on the sustainability case in a written report and in an oral presentation. The goal of the evaluation is to verify if the student has applied his knowledge, skills and attitude on systems thinking, strategic thinking and anticipatory thinking when solving the sustainability case; if the solution is value-based (normative competence) and if the student has used his interpersonal competence to get to the final result.

The written report also includes a self-reflection, based on some self-assessment tools and a peer-evaluation tool offered to the student during the training.

The final credit is based on the quality of the content of the presentation and the report on the one hand and on the quality of the self-reflection on the other hand.

The quality of the presentation and the report can be evaluated using assessment rubrics.

The quality of the self-reflection is based on the effort shown by the student to get an insight in his own functioning and progress. The written self-reflection is based on some self-assessment tools and a peer-evaluation tool which are offered to the students and discussed at several moments in the beginning, during and at the end of the training.

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HfE Evaluation ToolsBefore the start of the training participants should prepare their self-reflection using a self-assessment tool to evaluate their current mastery of the sustainability competences. This self-assessment tool will be filled out a second time by the participant after the training. The comparison of the two versions filled out by the participant, allow the participant to reflect on his/her evolvement regarding the sustainability competences.

HfE Self-assessment of Sustainability Competencies

Name participant:

Indicate for each sustainability competence your level of performance and prove your level of performance by describing situations where you have shown your mastery of the competence.

Level of performance0 – Pre-Awareness 1 - Awareness 2 - Interaction 3- MasteryNot yet aware of the importance of the competence and/or its relationship to sustainability

Aware of the importance of the competence, but may not have sufficient capacity (e.g. not to know how to use this competence to solve sustainability issues) or motivation (e.g. waiting for leadership and direction to use the competence to address sustainability issues)

Aware of the importance of the competence and have translated available “know-how” and motivation into some sort of initial action to address sustainability issues. There is evidence of impact of the competence on sustainability issues in limited ways, though solutions and advices presented are likely limited and inconsistent

Fully aware of the importance of the competence and capable in the use of the competence. Fully competent to translate the available “know-how” and motivation into well-developed actions to adress sustainability issues. There is evidence of impact of the competence on sustainability issues in a considerable way, solutions and advices presented are completely consistent

Sustainability competenciesSystems-thinking competence:the ability to analyze complex

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systems across different domains (society, environment, economy, etc.) and across different scales (local to global)

the ability to analyze complex systems includes comprehending, empirically verifying, and articulating their structure, key components, and dynamics

Strategic competence:the ability to design and implement interventions, transitions, and transformative governance strategies toward sustainability

Anticipatory competence:the ability to analyze, evaluate, and craft visions of the future related to sustainability issues

Normative competence:the ability to map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets

this capacity is based on acquired normative knowledge including concepts of justice, equity, social-ecological integrity, and ethics

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Interpersonal competence:the ability to motivate, enable, and facilitate collaborative and participatory sustainability research and problem solving

this capacity includes advanced skills in communicating, deliberating and negotiating, collaborating, leadership, pluralistic and trans-cultural thinking and empathy

Before the start of the training, participants should also become aware of their talents, the role they tend to play when collaborating in a team and their moral DNA. This will allow the participant to self-reflect on these aspects during and after the training.

Self-assessment tool on talents: https://www.authentichappiness.sas.upenn.edu/user/login?destination=node/434 Self-assessment tool on team roles: https://www.123test.com/team-roles-test/ DISC Personality test: https://www.123test.com/disc-personality-test/ Enneagram Personality test: https://www.eclecticenergies.com/enneagram/test.php Self-assessment tool on Moral DNA: http://moraldna.org/

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During the training participants collaborate in multidisciplinary teams to solve a sustainability case. The solutions and advices are presented orally at the end of the training and are written in a report after the training. The report template is given to the participants in order to assure the coherence of the report.

The report template consists of a first part on the content of the sustainability case and allows the evaluator to evaluate the participants’ mastery of the sustainability competences: Systems-thinking competence, Strategic competence, Anticipatory competence, Normative competence.

The second part of the report template focuses on self-reflection. The self-reflection of the participant is encouraged answering the questions in the report template and analyzing the self-assessment tools as well as reflecting on the feedback given by the group members.

HfE Report Template

Name participant:

1. HfE Case – AdvicesThe central criterion for evaluation of the first part of the report is the ability to structure complex issues and the ability to justify the solutions to problems on the basis of specialized knowledge or theory. (cf. systems thinking competence, strategic thinking competence, anticipatory thinking competence)

HfE Topic:

HfE Case:

Introduction (1 page) : Analyze the system (structure, key components and dynamics) behind the problem across different domains (society, environment, economy, etc.) and across different scales (local to global).

Advices/solutions (2 pages): Craft a more sustainable vision of the future. Design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Conclusion (1/2 page)

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References

2. Self-Reflection

What was your role in the group? What is your leadership style?

Did it correspond to your result of the team role test? Is there a relationship with the result of the DISC test/ your Enneagram type/ your MoralDNA? Why/ why not?

What challenges did you face during the team work? How did you overcome them? Does this correspond to the feedback you received from your team members? Did you learn anything from your team members?

How, do you think, will what you have learned about sustainability influence your educational and career goals in the future?

What new partnerships and networks you have created? Are you going to use them in the future?

Will you make changes in your personal life related to sustainability, based on what you have learned during this training?

How could you use your talents to make the world a more sustainable place?

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HfE Evaluation Rubric: Report; Criteria for the evaluator

Name participant:

Grade 0 - Poor 1 - Basic 2 - Good 3- Excellent Introduction: Analyze the system

Poor system analysis Basic system analysis Good system analysis Excellent system analysis

Advices/solutions: Craft a more sustainable vision of the future

Poor advices/solutions. Poor development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Basic advices/solutions. Basic development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Good advices/solutions. Good development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Excellent advices/solutions. Excellent development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Conclusion Poor conclusion Basic conclusion Good conclusion Excellent conclusionQuality of self-reflection Not all of the questions are

answered. Poor quality of self-reflection.

Not all of the questions are answered. Scarce quality of self-reflection.

All of the questions are answered. Good quality of self-reflection.

All of the questions are answered. Excellent quality of self-reflection.

Organization and tone Ideas are not logically.organized. The reader cannot identify a line of reasoning. Few or no topic sentences.Tone is not professional or appropriate.

In general, ideas are arranged logically, but sometimes ideas fail to makesense together. Many paragraphs without topic sentences.Tone is not consistently professional or appropriate.

The ideas are arranged logically to support the central purpose Transitions usuallylink paragraphs. For the most part, the reader canfollow the line of reasoning. A few paragraphs without strong topic sentences.Tone is generally professional and appropriate.

The ideas are arranged logicallyto support the purpose. Transitions link paragraphs. It’s easy to follow the line reasoning. Paragraphs have solid topic sentences. Tone is consistentlyprofessional and appropriate.

Language (sentence structure, word choice, grammar,

Pattern of ungrammatical writing; There are so many

Several grammatical errors. Word choice is merely

A few grammatical/spelling

Essentially free of grammatical/spelling

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spelling) grammatical/spelling errors that meaning is obscured. Many words are usedinappropriately, confusing the reader. Errors in sentence structure are frequent enough to be amajor distraction to the reader.

adequate and the range of words is limited. Some sentences are awkwardlyconstructed so that the reader is occasionally distracted.

errors. Word choice is generally good.Sentences are correct with minor variety in length and structure.

errors. Word choice is consistentlyprecise and accurate. Sentences are well-phrased andvaried in length and type.

Reference Quality (APA) Poor reference quality Basic reference quality Good reference quality Excellent reference quality

Length Without approval paper has more or fewer pagesthan specified.

Without approval paper has more or fewer pagesthan specified.

Number of pagesspecified in the assignment.

Number of pagesspecified in the assignment.

Based on: Kansas State University (2005). Rubric for Research Paper, accessed on 6 June 2017 on: https://www.scribd.com/document/276200075/Written-Report1-Rubric-v2

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HfE Evaluation Rubric: Report; Template for the evaluator

Name participant:

Grade 0 - Poor 1 - Basic 2 - Good 3- Excellent Introduction: Analyze the system

Advices/solutions: Craft a more sustainable vision of the future

Conclusion

Quality of self-reflection

Organization and tone

Language (sentence structure, word choice, grammar, spelling) Reference Quality (APA)

Length

Total: /24

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HfE Evaluation Rubric: Oral Presentation; Criteria for the evaluator

Name participant:

Grade 0 - Poor 1 - Basic 2 - Good 3- Excellent Advices/solutions: Craft a more sustainable vision of the future

Poor advices/solutions. Poor development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Basic advices/solutions. Basic development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Good advices/solutions. Good development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Excellent advices/solutions. Excellent development of design interventions, transitions, and/or transformative governance strategies toward a more sustainable future.

Research Effort Did not utilize resources effectively; did little or no fact gathering on the topic.

Used the material provided in an acceptable manner, but did not consult any additional resources.

Did a very good job of researching; utilized materials provided to their full potential; at times took the initiative to find information outside of training.

Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance the advices.

Organization Poor or non existent organization.Does not clearly introduce the purpose of the presentation.Uses ineffective transitions. Presentation is choppy and disjointed.Ends without a summary or conclusion.

Somewhat organized.Introduces the purpose of the presentation.Includes some transitions but there is difficulty in following presentation.Ends with a brief summary.

Generally well organized.Introduces the purpose of the presentation clearly.Includes transitions to connectkey points but a few minor points may be confusing.Ends with a decent

Extremely well organized.Introduces the purpose of the presentation clearly and creatively.Effectively includes smooth, clever transitions. Ends with an accurate conclusion.

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summary.Use of Language: Grammar, Word Choice, Voice

Presenter is obviously anxious and cannot be heard or monotone with little or no expressions, mumbles, pronounces terms incorrectly. Selects words inappropriate for context; Uses incorrect grammar.

Presentation has four or more spelling errors and/or grammatical errors.

Audience occasionally has trouble hearing the presentation; Presenter seems uncomfortable; incorrectly pronounces terms. Selects words inappropriate forcontext; uses incorrect grammar.

Presentation has three misspellings and/or grammatical errors.

Clear articulation; Presenter is slightly uncomfortable at times. Pronounces most words correctly. Selects words appropriate for context and uses correct grammar.

Presentation has no more than two misspellings and/or grammatical errors.

Clear articulation; proper volume; steady rate; enthusiasm; confidence; speaker is clearly comfortable in front of the group. Correct, precise pronunciation of terms. Selects rich and varied words for context and uses correct grammar.

Presentation has no misspellings or grammatical errors.

Creativity

Use of Communication Aids(e.g., Slides, Posters, Handouts, Computer-Generated Materials)

Bland, predictable,repetitive with little or no variety; little creative energy used.

Uses superfluous graphics, no graphics, or graphics that are so poorly prepared that they detract from the presentation.

Font is too small to be easily seen

Little or no variation; a few original touches but for the most part material presented with little originality or interpretation.

Occasional use of graphics that rarely support presentation; visual aids were not colorful or clear.

Choppy, time wasting use of multimedia; lacks smooth transition from one medium to another.

Font is too small to be

Some originality apparent; clever at times; good variety and blending of materials/media.

While graphics relate to and support presentation, these media are not as varied and not as well connected to presentation as they should be.

Font size is appropriate

Uses the unexpected to full advantage; very original, clever, and creative approach that captures audience's attention.

Graphics reinforce presentation and maximize audience understanding; use of media is varied and appropriate with media not being added simply for the sake of use.

Visual aids were colorful

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easily seen.

Communication aids are poorly prepared or used inappropriately. Too much information is included. Unimportant material is highlighted.

for reading.

Appropriate information is prepared. Some material is not supported by visual aids.

and large enough to be seen by all be even those in back of the class.

Media are prepared in a professional manner. Details are minimized so that main points stand out.

Audience Interaction, Questions and Answers.

Demonstrates incompleteknowledge of the topic byresponding inaccurately andinappropriately to questions.

Demonstrates some knowledge of rudimentary questions byresponding accuratelyto questions.

Demonstrates knowledge of thetopic by responding accurately andappropriately addressing questions At ease with answers to all questions but fails to elaborate.

Demonstrates extensive knowledgeof the topic by respondingconfidently, precisely andappropriately to all audiencequestions.

Length of Presentation Too long or too short; ? or more minutes above or below the allotted time

Within ? minutes of allotted time +/–

Within ? minutes of allotted time +/–

Within ? minutes of allotted time +/–

Based on: Iowa State University (2005). Oral Presentation Rubric, accessed on 6 June 2017 on: http://www.dartmouth.edu/~ssimon/files/Oral-report-rubric.pdf

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HfE Evaluation Rubric: Oral Presentation; Template for the evaluator

Name participant:

Grade 0 - Poor 1 - Basic 2 - Good 3- Excellent Advices/solutions: Craft a more sustainable vision of the future

Research Effort

Organization

Use of Language: Grammar, Word Choice, Voice

CreativityUse of Communication Aids

Audience Interaction, Questions and Answers

Length of Presentation

Total: /24

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During the training, participants evaluate their own and each other’s mastery of sustainability competences using the teamwork assessment tool. The teamwork assesment tool focuses on the interpersonal competence, but also allows the participants to reflect on their own mastery of other sustainability competences and their talents and give other team members feedback on their mastery of other sustainability competences and their talents. Participants should fill out the teamwork assessment tool for each team member and for him/herself. This teamwork assessment tool allows the participants to discuss their own and each other’s level of mastery of the competences mentioned. The participant starts the conversation, telling the team members how he/she evaluated his/her own level of performance of the competences. The team members give feedback.

HfE Teamwork Assessment (Interpersonal Competence)

Name participant:

Level of performanceCategories 0 - Poor 1 - Scarce 2 - Good 3- Excellent Contribution Never offers ideas for

work nor proposes suggestions for improvement. Sometimes he/she opposes to other's proposals to achieve group goals.

Sometimes he or she offers working ideas but never proposes suggestions for improvement. He or she accepts the proposals of others to achieve group goals.

He or she offers working ideas but rarely proposes sugggestions for improvement. He or she strives to achieve group goals.

He or she always offers ideas for work and proposes suggestions for improvement. He or she strives to achieve group goals.

Attitude He or she rarely listens and shares the ideas of his or her peers. He or she doesn’t contribute to the maintenance of the unity of the group.

Sometimes he or she listens to the ideas of his/her peers and accepts to integrate them. He or she does not care about the union of the group.

He or she tends to listen and share ideas from his/her colleagues but he or she does not offer how to integrate them. He or she works to keep the union in the group.

He or she always listens and shares ideas from his/her colleagues and tries to integrate them. He or she looks for how to maintain unity in the group.

Responsibility He or she never delivers his or her work on time and the group must

Often he or she is late in delivering his or her work and the group sometimes

Sometimes he or she is late in delivering his or her work, although the group

He or she always delivers work on time and the group does not have to change

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change dates or deadlines.

has to modify his or her dates or deadlines.

does not have to change dates or deadlines.

dates or deadlines.

Punctuality He or she attended a maximum of 60% of the meetings and always came late.

He or she attended 61-74% of the meetings and was not always punctual.

He or she attended 75-90% of the meetings and was always punctual.

He or she always attended meetings and was punctual.

Organization He or she never tries to share available resources with other group members. He or she never thinks as a team and focuses only on individual goals. He or she never cooperates and helps other members to achieve a common objective.

Sometimes he or she shares available resources with other group members. He or she rarely thinks as a team and focuses mainly on individual goals. He or she rarely cooperates and helps other members to achieve a common objective.

He or she thinks as a team member and is not just focused on individual goals. He or she makes an effort in cooperating with other members and sharing results but not as actively as it could be.

He or she always shares available resources with other group members. He or she thinks as a team member and is not focused on reaching individual goals. He or she actively cooperates with other members.

Conflict resolution In situations of conflict or disagreement he or she does not hear other opinions and does not accept suggestions of others. He or she does not accept consensus or solutions.

In situations of conflict or disagreement he or she rarely hears other opinions and has trouble to accept suggestions, solutions and consensus.

In situations of conflict or disagreement, he or she mostly hears other opinions and accepts suggestions. He or she is almost always willing to accept consensus.

In situations of conflict or disagreement, he or she always listens to other opinions and always accepts suggestions. He or she accepts consensus.

Source: Peris-Ortiz, M., & Merigo Lindahl, J. (2015). Sustainable Learning in Higher Education, Switzerland: Springer International Publishing

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Did the participant excel in one of the sustainability competences? In which one? Give an example of a situation where the participant has shown his mastery of this sustainability competence.

Systems-thinking competence: the ability to analyze complex systems across different domains (society, environment, economy, etc.) and across different

scales (local to global) the ability to analyze complex systems includes comprehending, empirically verifying, and articulating their structure, key

components, and dynamics

Strategic competence: the ability to design and implement interventions, transitions, and transformative governance strategies toward sustainability

Anticipatory competence: the ability to analyze, evaluate, and craft visions of the future related to sustainability issues

Normative competence: the ability to map, specify, apply, reconcile, and negotiate sustainability values, principles, goals, and targets this capacity is based on acquired normative knowledge including concepts of justice, equity, social-ecological integrity, and

ethics

Interpersonal competence: the ability to motivate, enable, and facilitate collaborative and participatory sustainability research and problem solving this capacity includes advanced skills in communicating, deliberating and negotiating, collaborating, leadership, pluralistic and

trans-cultural thinking and empathy

What was the participant’s major contribution during the team work? When did he or she show his or her talent?

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