INNDOC programme

Introduction and background

This programme aims to consolidate and give continuity, on a permanent basis, to the projects promoted by the University — RIMDA-FEE (academic years 2018-2019 and 2019-2020) and RIMDA-Mixed Teaching (academic year 2020-2021) — to extend the learning through active learning methodologies carried out by our students. This first experience in the Faculty, developed in a very successful way (the project received the teaching quality award given by the UB’s Board of Trustees in the 6th edition, in 2020, in the category of teaching groups), has been the embryo of the current INNDOC project.

The INNDOC project is an opportunity for working on teaching and learning strategies that give students an active role, fostering their motivation and academic performance, as well as enabling the development of specific and transversal competences, which increase the future employability of the Faculty’s students.

The INNDOC programme aims to:

Develop a teaching innovation programme for the Faculty of Economics and Business in active learning methodologies with an annual call open to all teaching staff, departments and all the teaching staff of the centre (academic councils and master’s degree coordinating committees), in order to promote specific and coordinated teaching innovation actions.
Create a register of the subjects (and groups) in which innovative teaching methodologies are carried out in the Faculty, each academic year, to know their evolution through a teaching staff survey. This will monitor the evolution of the number of subjects, groups and students where active learning strategies or teaching innovations are carried out, and to promote their implementation in the long term, as well as their extension to the entire teaching team.

The INNDOC Programme’s methodology to promote teaching innovation in the Faculty’s teaching programmes links teacher training with teaching innovation in the classroom and with research into teaching practice.

Specifically, this methodology is based on a counselling process for lecturers by an advisor who accompanies them in the introduction of active learning strategies, to ensure that they are permanently implemented in the teaching activity training. Moreover, the teamwork with the other mentees of the same teaching innovation strategy allows for significant peer learning and a joint solution and strategy search. This mentoring process is conducted through different scheduled group meetings and journals by the mentees.

The INNDOC Programme has an annual call in which the consultancy is carried out in two phases or courses:

First phase: accompanying lecturers in the introduction of a teaching innovation in their subject.
Second phase: lecturer support to carry out a wider and more definitive implementation of the active learning strategy in their subject and to measure its impact.

Year 1: counselling and implementation
Activities of the advisor	Activities of mentees
1st group session with their mentees: presentation of the teaching innovation. Introduction of the participants; presentation of the teaching innovation and the process of counselling and implementation; resolution of doubts.	1st group session with your advisor: presentation of the teaching innovation.
Supervision of the implementation projects of the mentored projects, feedback and suggestions for improvement.	Start the implementation journal by writing the implementation proposal in your subject; plan a minimum of three implementations (date, methodology...) and send it to the advisor.
2nd group session with the mentees: planning of implementation projects. Deciding on how and when the implementation is done, as well as when the observations of the other mentees are made.	2nd group session with your advisor: planning the implementation projects. Planning projects and collection in the implementation journal.
Monitoring of mentees’ implementation journals; feedback and suggestions for improvement.	First implementation and collection of information on its development in the implementation journal.
3rd group session with the mentees: sharing experiences and introduction of improvements; sharing experiences with the other mentees; introduction of improvements in the implementation for the second and third implementation.	3rd group session with your counsellor: sharing experiences and making improvements. Sharing experiences and introduction of improvements and recording in the implementation journal.
Monitoring of mentees’ implementation journal; feedback and suggestions for improvement.	Second implementation with your mentor and other mentors of the teaching innovation as observers; collection of information about the development in the implementation journal; observation of other mentors and feedback.
Monitoring of mentees’ implementation journal; feedback and suggestions for improvement.	Third implementation with incorporation of improvements and collection of development feedback in the implementation journal.
Review of implementation journals and final evaluations.	Closing the implementation journal and final assessment.
4th group session with mentees: final assessment. Sharing the final assessment and debate on the implementation with opinions, comments and proposals for improvement for future extensions of the teaching innovation.	4th group session with your counsellor: final assessment.

Year 2: implementation and results
Activities of the advisor	Activities of the mentees
1st group session with your mentees: planning the implementation and measuring the results of the teaching innovation. Presentation of the participants with feedback from the advisor and the other mentees.	1st group session with your advisor: planning the implementation and measuring the results of the teaching innovation.
Monitoring of mentees' implementation journals; feedback and suggestions for improvement.	With the feedback of the advisor and the other mentees from the first session, definition in the implementation diary of the planning of how and when they will implement the teaching innovation in their subject and how they will measure its results or impact. Implementation of the teaching innovation and measurement of the results or impact on their subject and recording in the implementation journal.
2nd group session with their mentees: sharing of experiences and introduction of improvements to find out how to implement the teaching innovation and measurement of the results of each mentee.	2nd group session with your advisor: sharing of experiences and introduction of improvements.
Monitoring of mentees' implementation journal; feedback and suggestions for improvement.	With feedback from the advisor and the other mentees from the second session, introduction of improvements and reflections in the implementation journal.
3rd group session with mentees: final evaluation and planning of the next courses.	3rd group session with your advisor: final assessment and planning of the next courses and recording in the implementation journal.

Academic years: 2021-2022 and 2022-2023
- Second semester subjects.
- Calendar:
  - Academic year 2021-2022: first implementation
  - Academic year 2022-2023: definition of the final implementation and impact measure
- Five counselling/adviser lines:
  - Problem-based learning (Pere Calleja)
  - Project-based learning (Rosa Nonell)
  - Reverse classroom + Just in Time Teaching (Daniel Montolio)
  - Reverse classroom + Team Based Learning (Ana Lauroba)
  - Ludification (Mercè Bernardo)
- Thirty-nine lecturers advised
- Surveys carried out to the different groups involved:
  - Academic year 2021-2022:
    - Survey to students in the advised groups: 243 responses with an average rating of more than 7/10 for all aspects surveyed.
    - Survey to mentees: 12 responses with an average rating of over 8/10 for the programme.
    - Survey to advisors: four responses and an average programme rating of 8.5/10.
  - Academic year 2022-2023:
    - Survey to students in the advised groups: 345 responses with an average rating of around 7/10 for all aspects surveyed.
    - Survey to mentees: 30 responses with an average rating of over 8/10 for the programme.
    - Survey to advisors: four responses and an average programme rating of 8/10.

Academic years: 2022-2023 and 2023-2024
- First semester subjects
- Calendar:
  - Academic year 2022-2023: first implementation
  - Academic year 2023-2024: definition of final implementation and impact
- Two counselling/adviser lines:
  - Problem-based learning (Joan Calzada)
  - Reverse classroom (Manuela Bosch)
- Eleven advised lecturers
- Surveys to different groups involved:
  - Academic year 2022-2023:
    - Survey to students in the advised groups: 14 responses with an average rating of more than 8/10 for all aspects surveyed.
    - Survey to mentees: 10 responses with an average rating of over 8/10 for the programme.
    - Survey to advisors: two responses and an average programme rating over 9/10.
  - Academic year 2023-2024:
    - Survey to students in the advised groups: 21 responses with an average rating of more than 7,8/10 for all aspects surveyed.
    - Survey to mentees: one response with a rating of 10/10 for the programme.
    - Survey to advisors: one response and a rating of 9/10.

Academic years: 2023-2024 i 2024-2025
- Second semester subjects
- Calendar:
  - Academic year 2023-2024: first implementation
  - Academic year 2024-2025: definition of final implementation and impact
- Three counselling/adviser lines:
  - Problem-based learning (Pere Calleja)
  - Project-based learning (Rosa Nonell)
  - Ludification (Mercè Bernardo)
- Thirteen lecturers subscribed
- Surveys carried out to the different groups:
  - Academic year 2023-2024:
    - Survey to students in the advised groups: nine responses with an average rating of 8.3/10.
    - Survey to mentees: two responses with a rating of 8/10.
    - Survey to advisers: two responses and a rating of 5.5/10.

During the 2023-2024 academic year, a specific call has been made to promote and coordinate the teaching innovations carried out in the degree in International Business (GEI).

A survey was carried out among the PDI teaching this academic year in the GEI (13/03-15/04) asking whether they do ID or EAA: 17 responses.
A map of teaching innovations in the GEI was drawn up: on average about two IDs are carried out every semester. There are eight different types and the most common ones are teamwork, problem-based learning and project-based learning.
Dynamics with the first, second and third year class delegates (24/04).
Meeting with the GEI’s PDI (13/06).
Mail to PDI asking if they wanted to receive training in teamwork (/06)
Creation of a group with five or six registered PDIs and an advisor to carry out teamwork counselling for the next two academic years (2024-2025 and 2025-2026).