The focus of this three year study was to develop, validate and pilot five modules (levels 4-7). The needs analysis phase included responses from 660 students in higher education from seven European countries; 14 interviewees and a focus group with experts. The design of the modules attempted to test cutting edge interdisciplinary (Lyall, Meagher, Bandola and Kettle, 2015) and case study (Herreid, 2011) approaches to bridge the gap between research, theory and practice. Students preferred interdisciplinary and case study approaches for module content and assessment; and teaching through group and class based sessions and simulations, internships, and work based learning.
Three HEPA modules were piloted in a real-life setting in an intensive week of teaching (20 hours) each module to three groups of undergraduate students from Europe in a pilot study. The developed HEPA modules were evaluated by students and staff; and the findings demonstrated relevance, enjoyment, flexibility and differentiated levels of instruction that will facilitate the embedding of any of these modules in undergraduate and masters level. These modules will are available online in an open resource that facilitates free access, collaboration and cooperation of stakeholders in higher.
Herreid, C.F. (2011). Case study teaching. New Directions for Teaching and Learning, 2011, 31–40.10.1002/tl.v2011.12
