Music and Dance: New ways for international learning discovered!

Music and Dance: New ways for international learning discovered!

On April 3, 2025, the University of Vechta published a groundbreaking study on aesthetic media in the specialist journalSocial Work Education: The International Journal(Q2 ranking) was printed. This research evaluates specific music and dance offerings within Erasmus+ Blended Intensive Programs (BIPs) organized by Getrud Arlinghaus and Theo Hartogh. M.A. Magnus Frampton had overall responsibility for organizing the exchange programs.

For the study, an international team of researchers from Germany, South Africa, Great Britain and Finland collected data through surveys and group discussions. Students and faculty from Finland, Estonia, Sweden, Australia and Ireland actively participated in research that examined the challenges in teaching international programs. The variance in translation problems as well as nationally different terms and concepts presented one of the biggest challenges.

Focus on experiential learning

A central aspect of the music and dance offerings was experience-based learning, which promoted interaction among students through interactive elements such as dancing and musical games. The analysis of the data collected revealed three specific topic clusters:

• Positive Erfahrung, Spielen, Lernen
• Kommunikation, Zusammensein, Vertrauen und Beziehungen
• Kompetenzerwerb, professionelle Entwicklung und Entfaltung

Donald Winnicott's psychoanalytic theory was also used in the discussion of aesthetic learning situations. The students surveyed pointed out the importance of non-verbal exchange, which is crucial for group relationships and cohesion. The results of the study clearly show that creative media such as music and dance represent a valuable addition to the traditionally linguistic methods in social work.

Blended Intensive Programs: New Horizons for International Educational Cooperation

According to the DAAD, Blended Intensive Programs (BIPs) offer new opportunities for international educational cooperation. They are designed to enable short-term study or training stays abroad in the form of joint events. The integration of BIPs into university curricula is intended to complement existing formats and at the same time introduce teachers to international standards.

A fundamental part of the BIPs are the mandatory virtual elements that serve to prepare, support and follow up on content. The universities decide on the scope of these virtual components, which depends on the respective learning goals. The programs are also aimed at employees and universities who have so far had little experience with international cooperation.

Flexible means are available for organizing and implementing BIPs. However, universities must meet certain criteria to be eligible. Applications for these programs can be submitted once a year under the KA131 application, accessed via the European Commission's application portal. The BIP working group has also launched monthly online meetings to promote exchange and support for universities that want to implement BIPs.

The study by the University of Vechta and the information on the Blended Intensive Programs illustrate the importance of creative and international exchange formats in academic education. Initiatives like these form the basis not only for enriching academic collaboration, but also for developing skills in an increasingly connected world.