Introduction

Current national situation of the cultural management and practices are very different in all the participant countries. All the participants were experienced researchers of the field. They have been researching the topic both nationally and internationally.

The theoretical background for this IP course was coming from applied sciences developed in close cooperation with the working life organisations and institution operating in this field. By combining the national experiences and practices in cultural management education in all four participating countries, coming from four different “directions” from Europe, it was possible to develop modules which help the future workers in the field of cultural management to be able to operate in the common cultural market of the European Union.

Also, while students were working during the programme in mixed groups (BA and MA level), they had a chance to widen their perspectives depending on the students educational background.

The innovative aspect of the project was to integrate the distance learning to the intensive period. This was done by a student centred method where different pedagogical tools (open distance learning, group work methods, classroom teaching, dialogic teaching, student guidance, e-learning etc.) were put in to practice. Each partner contributed a different national approach to the subject in order to educate students to be active participants in the cultural policy.

One of the innovative aspects of the project was student’s possibility to extend their national views of cultural manager’s future work field to more international level. This was also one of the challenges of the project work done by students that was included into project’s curriculum.

By using different types of teaching: problem-centred, group work, individual work of students with literature, paper presentations etc, students received documents and documents of their own work by using existing intranet programmes (Humak Pro).

Pedagogical background for the IP is based on constructivism.The students were given the tools for learning (socio-cultural approach to learning): group work, enhancing the students own activity, feedback and interactive learning.