To embark on this transformational journey the project team needed to first agree on a common vision. We explored questions like: why is digitalisation essential for us? How could we approach this change? What are the specific aspects we should address?
Through intensive theory and field research we explored the major trends affecting education and the role of universities in shaping them. Together, we identified seven major skillsets students will need in the future.
We invited over 50 stakeholders (students, teachers, experts, etc.) to participate in an open-day workshop with the aim of developing new concepts that would foster the major skills we identified during our field research.
During a second exploration, we analysed the challenges and opportunities of implementing such transformation strategies in an education context. We looked at the best (and worst) practices with respect to three categories: people, places and processes.
Concepts from the open-day workshop and insights from the research formed the basis of focus projects, for example for ‘redesigning the schools physical and digital spaces into a blended learning environment’, to be explored in dedicated design sprints.
During several strategy sessions we continuously refined ZHAW LSFM’s blueprint for digitalisation and created internal initiatives for digital change agents within the university to pursue.
Over the course of several workshops we helped the project team develop a common vision and roadmap for driving digital transformation at ZHAW LSFM. By putting students at the centre of their vision, they were able to develop a strategy that over time could adapt to the schools three P’s: processes, people and places. This strategy would enable them to become thought leaders in education.
Inviting a diverse group of internal and external stakeholders to contribute their diverse experience and knowhow on education and digitalization, enabled us to build concepts that put the learners and their skillset at the centre, but also considered overarching societal and technological trends as well as the university context in regards to feasibility and viability.
LINDA ARMBRUSTER, MANAGING PARTNER