P ac ice Pape
Recommended ci a ion: Valencia Ca dona, A. M., B a o, E., B ans, C.,
Koppelmans, B., Talma , M., & Reymen, I. (2025). Del a P og am: Towa ds
Suppo ing he Pe sonal & P o esional De elopmen o S uden s in Ex a
Cu icula S uden Teams. In Kangaslampi, R., Langie, G., Jä inen, H.-M., &
Nagy, B. (Eds.), SEFI 53 d Annual Con e ence. Eu opean Socie y o Enginee ing
Educa ion (SEFI), Tampe e, Finland. DOI: 10.5281/zenodo.17631401.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
DELTA PROGRAM: TOWARDS SUPPORTING THE PERSONAL &
PROFESSIONAL DEVELOPMENT OF STUDENTS IN EXTRA
CURRICULAR STUDENT TEAMS
A.M. Valencia Ca dona a,1, E. B a o b, C. B ans c,
B. Koppelmans d, M. Talma e, I. Reymen
a TU/e inno a ion Space, Eindho en, The Ne he lands, 0000-0003-3479-1659
b TU/e inno a ion Space, Eindho en, The Ne he lands, 0000-0002-8654-0950
c TU/e inno a ion Space, Eindho en, The Ne he lands, 0009-0002-8988-6110
d TU/e inno a ion Space, Eindho en, The Ne he lands, 0009-0003-9249-7287
e TU/e inno a ion Space, Eindho en, The Ne he lands, 0009-0008-5040-3744
TU/e inno a ion Space, Eindho en, The Ne he lands, 0000-0002-8654-0950
Con e ence Key A eas: Enginee ing skills, p o essional skills, and ans e sal skills;
Dialogue be ween enginee ing and socie y- e ec s on educa ion.
Keywo ds: Ex acu icula lea ning, sel -di ec ed lea ning, lexible lea ning, pe sonal
de elopmen , educa ion inno a ion.
ABSTRACT
This pape epo s on Del a; an educa ional inno a ion aiming a suppo ing he
pe sonal and p o essional de elopmen o s uden s in ex acu icula , enginee ing-
o ien ed s uden eams, helping hem make hei lea ning mo e explici . S uden s in
hese eams al eady lea n in a sel -di ec ed, lexible, and con ex ualized way,
deciding wha , how, and when o lea n h ough hei day- o-day asks in hei eams.
Howe e , indi idual lea ning is gene ally aci and unsuppo ed, esul ing in a
disconnec be ween he expe ience o s uden s in he eams and hei in en ional
de elopmen . Del a ocuses on he in eg a ion o in o mal lea ning wi h s uc u ed
de elopmen , linking eam expe iences o pe sonal g ow h h ough e lec ion, pee
lea ning, ainings, and wo kshops. Del a os e s sel -awa eness, au onomy, and he
iden i y as enginee s by aligning compe encies wi h s uden ’s goals and in e es s.
Del a has been unning a Eindho en Uni e si y o Technology (TU/e) since
Sep embe 2024 as a i s explo a o y i e a ion in he educa ional design-based
1 Co esponding Au ho
A.M. Valencia Ca dona
A.M.Valencia.Ca dona@ ue.nl
p ojec ini ia ed in 2022, wi h sa is ac o y esul s. This pape epo s he educa ional
design p ocess, key conside a ions, and p elimina y indings om e alua ions wi h
s uden s, educa o s, and he design eam. Addi ionally, we discuss he challenges
o wide implemen a ion.
1 INTRODUCTION
Highe enginee ing educa ion ins i u ions a ound he wo ld a e c ea ing isions o
u u e lea ning (e.g., G aham, 2018). Uni e si ies a e explo ing how o adap o he
e ol ing needs o he wo ld wi h he aim o de eloping p o essionals who a e a uned
o he needs o socie y, ac i e and pu pose ul in helping o add ess socio- echnical
challenges, and capable o anscending hei disciplina y bounda ies (Habbal e al,
2024; Riche & Kjellg en, 2023; Sale, 2013). A Eindho en Uni e si y o Technology
(TU/e), he Uni e si y o he Fu u e p ojec (Uo F; ini ia ed in 2022; link o p ojec 's
page) is explo ing how (elemen s o ) u u e isions on lea ning can be implemen ed
now. An impo an elemen in hese explo a ions is he pe sonal de elopmen o
s uden s in en i onmen s whe e sel -di ec ed lea ning (i.e., s uden in he lead),
lexible lea ning, and con ex ualized lea ning a e cen al (Koppelmans, 2024).
Sel -di ec ed lea ning (SDL) can be de ined as s uden s’ abili y o sel -manage,
moni o , and mo i a e lea nings (and he achie emen o lea ning ou comes) ha a e
meaning ul (Ga ison, 1997). S uden s ha a e sel -di ec ed guide hei lea ning
au onomously, aking owne ship and esponsibili y o he p ocess o planning,
ini ia ing and e alua ing hei own lea ning (Wilcox, 1996 p. 165), engaging in a
con inuous p ocess o “acqui ing, applying and c ea ing knowledge and skills in he
con ex o an indi idual lea ne 's unique p oblems” S ewa d (2007, p.454). As a
compe ence, SDL has been linked o indi iduals’ abili y o become li e-long lea ne s
(Boye e al., 2013) capable o adap ing o he needs o a changing wo ld (S ewa d,
2007; Mo is, 2019). While he abili y o adap and lea ning o lea n ( o li e) has been
poin ed as a key skill o u u e enginee s (SEFI, 2025), epo s om p ac ice indica e
ha uni e si ies s uggle o suppo he de elopmen o SDL as a compe ence
(Valencia e al., 2024), wi h cu en educa ional s uc u es p o iding inadequa e
suppo o i s de elopmen (S ewa d, 2007; Jius o & Di Biasio, 2007).
Flexible lea ning (FL) is a concep gene ally amed as s uden -cen ic (Li & Wong,
2018), which in ol es p o iding s uden s wi h op ions ha sui hei pe sonal needs
and p e e ences (Deme iadis & Pombo sis, 2007). Op ions can e e o a wide
a ie y o componen s, such as ime, con en , deli e y (i.e., place, channel),
assessmen and ins uc ional app oach (Li & Wong, 2018). In his ega d, FL can be
seen as means o suppo he SDL o s uden s, helping hem de elop compe encies
h ough educa ional componen s hey ha e in en ionally chosen, because hey
ma ch hei p e e ences and in e es s.
Con ex ualized lea ning (CL) e e s o app oaches o lea ning, whe e he lea ning is
close o eal-wo ld con ex . Con ex can e e o a physical se ing (e.g., enginee ing
school, wo kplace), subjec -ma e and discipline (e.g., cul u e and con e sa ions
a ound sus ainabili y), and social in e ac ions (e.g., he in e ac ion be ween a lea ne
and men o / ole model) (Nugen e . al., 2019). Con ex ualized, lea ning suppo s he
pe sonal and p o essional de elopmen o s uden s, as i o e s he oppo uni y o
connec o lea ne ’s in e es s and passions, making he lea ning mo e ele an and
meaning ul (Ri z & Moye, 2011). CL is enginee ing educa ion is impo an as i no
only s imula es s uden s o in eg a e he knowledge, skills and a i udes lea ned
h ough hei cu iculum; i can help s uden s unde s and he enginee ing p o ession
a a highe le el, o example, by encou aging hem o hink c i ically abou wha
enginee ing en ails and i s ela ion o socie y (Kleine e al., 2024).
O e all, hese concep s suppo each o he and se e as key p inciples o s uden -
cen ic lea ning. While some ini ia i es ha e inco po a ed elemen s o hese
p inciples wi hin co-cu icula and ex acu icula con ex s (Lee e al., 2016; Mu zi e
al., 2023), he e emains limi ed unde s anding o how o sys ema ically design and
implemen cu icula ha ully in eg a e hese key concep s, namely SDL, FL, and CL
(Doulouge i e al., 2024). A TU/e, ex acu icula , enginee ing-o ien ed s uden
eams al eady embody hese p inciples, howe e no wi hin he o mal lea ning
en i onmen o he uni e si y. The Uo F p ojec pilo s a suppo sys em in he con ex
o hese ex a-cu icula p ojec s o ind ing edien s o implemen a ion wi hin he
cu iculum. Mo e speci ically, he p ojec aims o suppo he pe sonal and
p o essional de elopmen o s uden s in ex acu icula s uden eams, helping hem
make hei lea ning mo e explici , wi hou comp omising he SDL, FL and CL ha is
na u ally p esen in he eam. This pape epo s on he jou ney owa ds he Del a
P og am and he p elimina y esul s o he i s pilo e alua ion cycle in 2024-2025.
2 CONTEXT AND PRACTICAL WORK
2.1 Ex acu icula enginee ing-o ien ed s uden eams a TU/e
The ex acu icula s uden eam p og am a TU/e includes a ound 26 eams
( a iable numbe pe yea ) and 500 s uden s ac oss di e en depa men s. These
in e disciplina y eams ackle socio- echnical challenges, such as clean ene gy and
anspo a ion, engaging in enginee ing inno a ion cycles ha acili a e
con ex ualized lea ning. Teams a y in longe i y; some a e well-es ablished wi h
clea p ocesses, while o he s a e in he ea ly de elopmen s ages. Teams wo k sel -
di ec ed, se ing up challenges based on pe sonal in e es s, p e ious wo k o he
honou s p og am, o as a ollow-up o cu icula p ojec s. Teams a e sel -o ganized,
ec ui ing membe s ha i hei ision, seeking unding, de eloping pa ne ships wi h
ex e nal s akeholde s, and u ilizing esou ces as necessa y. Mos eams ha e a
boa d wi h oles such as echnical manage , eam managemen , communica ion,
and inances. Teams ope a e on a yea ly cycle, ec ui ing new membe s and se ing
p ojec goals annually. S uden s join lexibly, choosing oles ha ma ch hei
pe sonal and p o essional in e es s and de e mining hei ime commi men , anging
om 4 h s o ull- ime. Membe s ypically s ay o one cycle, hough some s ay longe
in boa d posi ions. The eams a e hos ed by TU/e inno a ion Space, which p o ides
esou ces, like spaces, expe ne wo ks, and limi ed inancial suppo . The p og am,
pa o he Uo F p ojec , is e ol ing om he ex acu icula space owa ds an
en i onmen whe e s uden s and eams pu pose ully engage in lea ning.
2.2 Educa ional design p ocess
An educa ional design- esea ch app oach (McKenney & Ree es, 2018) led o Del a,
a p og am suppo ing he pe sonal and p o essional de elopmen o s uden s in
ex acu icula s uden eams. The p ocess ollowed an i e a i e educa ional design
cycle (Plomp & Nie een, 2013). Fi s , he p oblem was explo ed and analysed in
2022-2023 ho ough co-c ea ion sessions wi h s uden s, suppo s a , and
educa ional expe s. This phase alida ed he p oblem s a emen , de ined a
a ionale, and es ablished p elimina y design p inciples o Del a (Koppelmans,
2024). In addi ion o SDL, CL, and FL, ou key p inciples we e iden i ied as
impo an in suppo ing s uden s’ pe sonal and pe sonal de elopmen : pee -lea ning,
sca olded lea ning, cla i y o s uc u e and impac on he ecosys em. In 2020-2024,
hese p inciples we e speci ied in o design guidelines and educa ional elemen s
(Sec ion 2.3) and de eloped in o an educa ional design (Sec ion 2.4). O e all, ou
design is based on an expe ien ial lea ning se ing, which concep ualizes lea ning as
a cyclical and i e a i e p ocess consis ing o ou key s ages: conc e e expe ience,
e lec i e obse a ion, abs ac concep ualiza ion, and ac i e expe imen a ion (Kolb,
1984). The p ocess in ol ed wo educa ional designe s, one PhD esea che , and
one suppo s a . The educa ional design was e ined wi h inpu om s uden s and
s a . The Del a p og am was pilo ed du ing he 2024/2025 academic yea , and i s
e alua ion by s uden s and educa o s is cu en ly ongoing. This e alua ion is cen al
o shaping enhancemen s o he 2025/2026 academic yea . The p elimina y indings
om he 2024/2025 e alua ion cycle o m he ocus o his pape .
2.3 Del a: Design p inciples and design guidelines
Del a has se en design p inciples, ansla ed in o design guidelines o he de ini ion
o educa ional elemen s, such as lea ning aims, lea ning ac i i ies, oles o
suppo ing pe sonal and p o essional de elopmen in ex acu icula s uden eam
(Table 1).
Table 1. Design p inciples and guidelines o Del a
Design
p inciple
Design guideline
Educa ional elemen s
(examples, see Sec ion 2.4)
Con ex uali
zed
lea ning
Ensu e ha lea ning ac i i ies a e
ele an o s uden ’s pe sonal
de elopmen and ole in hei s uden
eams.
Day- o-day expe iences in he
eam as inpu o pe sonal
e lec ion.
Sel -
di ec ed
lea ning
Encou age s uden s o se pe sonal
de elopmen goals in ela ion o hei
ime in he s uden eam.
Empowe s uden s
o choose wha
and how
o lea n.
P omo e
s uden -ini ia ed eedback
collec ion
o e lec ion and sel -
e alua ion
.
Facili a e
explici lea ning h ough
guided e lec ion and ools.
Encou age
he de ini ion o ‘nex
s eps’ in e ms o de elopmen .
Con inuous indi idual lea ning
and e lec ion
:
• SDL suppo ed by
p o essional coach.
• Lea ning & De elopmen
days: Fixed compulso y
sessions o pe sonal
de elopmen .
Flexible
lea ning
O e a ious lea ning ac i i ies ha
s uden s can
selec o ma ch hei
pe sonal in e es s and p o essional
goals.
Majo i y o lea ning ac i i ies as
non
-compulso y:
•
S uden s choose wha con en
o ollow and how.
Pee
lea ning
Facili a e pee -lea ning among Del a
membe s and encou age ex end
ing
pee lea ning beyond
Del a by
eaching ou and exchanging
knowledge wi h o he
s (non-Del a
s uden s).
Pee -lea ning in e wo en in he
p og am:
• Facili a ed sessions o g oup
e lec ion (i.e., in e isions)
h oughou he du a ion o he
p og am.
Design
p inciple
Design guideline
Educa ional elemen s
(examples, see Sec ion 2.4)
• S uden s in he lead o pee -
lea ning: hey de ine he
opics o be discussed.
Sca olded
lea ning
Ensu e SDL is suppo ed by he
p og am’s
ac i i ies, people and
p ocess,
p o iding guidance du ing
s uden s’ lea ning jou ney.
One-on-one p o essional
coaching
o each s uden .
Cla i y o
s uc u e
Ensu e lexibili y while main aining
s uc u e, so s uden s know wha
ac i i ies o expec and when
hey will
occu .
Regula imes o ainings &
wo kshops.
Clea and open communica ion.
Impac on
he
ecosys em
Connec s uden s lea ning in Del a o
he de elopmen o s uden eams
,
enhancing
eam p ocesses, such as
eam e lec ion
and communica ion
, o
os e a posi i e
lea ning cul u e wi hin
he eams and he b oade ecosys em.
T ainings & wo kshops aligned
wi h
he needs o s uden s and
hei eams
in e ms o con en
and ime.
Some ac i i ies open o ull
popula ion o s uden eams.
2.4 Del a: Educa ional design
Del a is a yea -long p og am designed o suppo he lea ning o s uden s in
ex acu icula s uden eams, b idging lea ning ha al eady akes in hei day- o-day
ac i i ies wi hin he s uden eam, wi h hei pe sonal de elopmen . The aim is o
make he lea ning o s uden s mo e explici , helping s uden s connec hei pe sonal
and p o essional lea ning goals o hei expe iences in he eam, becoming mo e
sel -awa e o hei de elopmen , and in en ional on hei s eps a e he eam (SDL).
Table 2 depic s an o e iew o he Del a p og am ac i i ies wi h planning and oles
and including he ollowing lea ning ac i i ies: P ojec and leade ship skills aining,
wo kshops, pee lea ning sessions, lea ning and de elopmen (L&D) days, and
indi idual lea ning and e lec ion sessions.
2.5 Roll-ou
Fi e ex acu icula s uden eams, ocused on p o essionalizing and s eng hening
hei L&D cul u e, we e selec ed o his explo a ion o Del a based on ma u i y and
he au ho s’ insigh s. Leade s we e in i ed o discuss he p og am wi h hei boa ds
and nomina e membe s who could bene i om Del a, honou ing he sel -
o ganiza ion and au onomy o eams and he membe s.
Table 2. O e iew o Del a p og am ac i i ies
Lea ning
Ac i i y
Planning & Roles Objec i es & Con en
P ojec and
leade ship
skills
aining
Se en sessions we e
acili a ed by a p ojec
managemen expe .
The sessions ook
place in weeks 1, 3, 5,
7, 9, 11, and 13.
Build p ojec managemen p o iciency and
s eng hen leade ship skills.
Key opics include Agile p ojec
managemen , p oduc b eakdown
s uc u e, s akeholde and si ua ional
leade ship, eam mo i a ion and building,
p ojec execu ion, applying Agile/Sc um in
Lea ning
Ac i i y
Planning & Roles Objec i es & Con en
Pa icipa ion was
op ional.
a mecha onics con ex , and planning nex
s eps.
Wo kshops
Fi e sessions we e
acili a ed by i e
subjec ma e expe s.
The sessions ook
place in weeks 4, 6, 8,
10, and 12.
Pa icipa ion was
op ional.
Enhance sel -awa eness, imp o e
communica ion, and p omo e
o ganiza ional lea ning.
Key opics include pe sonal leade ship,
p o iling and mo i a ion insigh s, mind ul
communica ion and con lic esolu ion,
sys ems hinking, and knowledge ans e
and e en ion.
Pee -
lea ning
Fi e sessions
acili a ed by h ee
membe s o Del a
p og am s a . The
sessions ook place in
weeks 9, 15, 21, 34,
and 36. Pa icipa ion
was op ional.
Facili a e pee lea ning, ac i e lis ening,
and communi y building.
L&D Days
Th ee sessions
acili a ed by h ee
membe s o Del a
p og am s a . The
sessions ook place in
weeks 4, 22, and 37.
Pa icipa ion was
encou aged.
L&D 1: O ien a ion, coach connec ion, and
in oduc ion o Pe sonal Leade ship.
L&D 2: Re lec on lea ning using Gibbs’
e lec i e cycle, iden i y key expe iences,
ga he pee and s akeholde eedback,
and a icula e p og ess.
L&D 3: Discuss s uden expe iences
acili a ed by using Lego blocks and CDIO
Syllabus 3.0 lea ning ou comes, sha e
inal imp essions, and collec eedback on
he p og am’s o e all alue.
Indi idual
lea ning
and
e lec ion
Eigh on-demand
sessions we e
acili a ed by ou
p o essional coaches.
Facili a e deep e lec ion and sel -
awa eness, encou age goal se ing, and
inspi e meaning ul ac ion.
2.6 E alua ion
The p ojec was e alua ed o assess he pe cei ed alue o he lea ning ac i i ies,
iden i y a eas o imp o emen , and de e mine key ac o s o po en ial scale-up. A
quali a i e app oach guided he e alua ion, d awing on mul iple da a sou ces o
cap u e pa icipan s’ expe iences and insigh s a e ob aining hei w i en consen .
Da a we e collec ed h ough semi-s uc u ed in e iews wi h 11 olun a ily
pa icipa ing Del a s uden s, su eys adminis e ed du ing Lea ning & De elopmen
(L&D) Days 1 and 3 o cap u e ini ial expec a ions and inal e lec ions, and ield
no es om indi idual in ake sessions, L&D Days 1 and 2, and a pee -lea ning
session. The insigh s p esen ed in his pape a e based on da a ga he ed up o
Feb ua y 2025. Final e alua ions will be comple ed in summe 2025 and sha ed a
SEFI 2025.
3 RESULTS AND INSIGHTS
3.1 Gene al demog aphics
Twen y-one s uden s om 5 di e en eams we e nomina ed o Del a. S uden s
come om nine di e en enginee ing p og ams and ha e he ollowing oles in he
eams: enginee ing managemen (9), business managemen (7), eam managemen
(3), echnical (2). Nine een pa icipan s emain ac i e in Del a o da e wi h a
sa is ac o y engagemen .
3.2 Pe cei ed alue
Be o e he p og am began, Del a pa icipan s exp essed mo i a ion o de elop
leade ship and p ojec managemen skills o boos eam pe o mance and p epa e
o u u e ca ee s. They aimed o imp o e ask delega ion, planning, communica ion,
managing unce ain y, and eamwo k, while also e ining e lec i e skills, building
p o essional con idence, and expanding hei ne wo ks wi h indus y expe s,
p o essionals, and pee s om o he eams. O e all, pa icipan s alue he p og am
and see i as meaning ul o hei p o essional g ow h, as summa ized below:
Con ex ualized lea ning: S uden s alue he link o he p og am o he imeline o
ac i i ies and he accompanying needs in he s uden eam. The igh ools (i.e.,
wo kshops, ainings, coaching) a e a ailable a he igh momen s. “I hink he
p ojec managemen aining augh a skill we can di ec ly apply, and i 's been e y
use ul o us [in he s uden eam]”
Con inuous indi idual lea ning and e lec ion: S uden s alued p o essional
coaching o os e ing meaning ul discussions, deep e lec ion, and inc eased sel -
awa eness, while suppo ing he se ing o pe sonal de elopmen goals o long- e m
g ow h. I inspi ed ac ionable change a bo h he indi idual and eam le els, leading
o imp o ed app oaches o eamwo k and ole- ela ed challenges. “The e’s a lo o
ial and e o bu coaching helps pu i in o pe spec i e. I shows ha p ocessing all
hose small ailu es is ac ually a key pa o he lea ning.”
Pee -lea ning: Pa icipan s alued he pee lea ning ac i i ies o enabling
meaning ul con e sa ions and eedback ha helped add ess sha ed challenges.
Pee -lea ning sessions, in pa icula , we e app ecia ed o linking pe sonal lea ning
wi h eam de elopmen and os e ing a sense o communi y, wi h many s uden s
con inuing hei connec ions beyond he acili a ed sessions. “I makes you see he
eam om a di e en pe spec i e. I eally helps wi h e lec ion, ecognizing whe e
issues may lie and how o app oach hem.”
T ainings & wo kshops: S uden s app ecia ed he wo kshops and ainings o hei
di e se con en and lexible pa icipa ion op ions. Sessions on lea ning o ganiza ion
opics helped hem connec indi idual and eam lea ning, while he a ie y o
ainings b oadened hei ield knowledge and encou aged e lec ion on ca ee pa hs.
"My pe spec i e as an enginee e ol ed h ough he [ ainings in] Del a p og am,
ealizing ha design and building in ol e many i e a i e loops”
Lea ning and de elopmen days: S uden s alued he oppo uni y o connec wi h
po en ial coaches (Day 1). They ound he ocus on pe sonal e lec ion aluable,
p o iding a dedica ed ime o hink abou hei de elopmen and make i explici ,
especially o s uden s who do no ypically engage in e lec ion. “Talking abou ou
lea ning and g ow h helps o he s ealize ha hey sha e simila expe iences and
p og ess.”
3.3 Imp o emen s
Despi e he posi i e ou comes o he e alua ion, he e a e se e al oppo uni ies o
imp o emen . In ela ion o s uden ’s lea ning, mos s uden s ha e ocused on he
de elopmen o ans e sal compe encies as hose i closely o hei ole in he
s uden eams. A challenge is how o acili a e deep echnical/enginee ing lea ning,
eaching a b oade se o s uden s wi hin he eams. S uden s demons a ed
au onomy in choosing lea ning ac i i ies ha ma ched hei pe sonal needs,
indica ing and unde s anding hei pe sonal goals. Howe e , e lec ions lack dep h,
pa icula ly whe e pee lea ning is in ol ed. The second hal o he e alua ions will
cen e on he dep h o lea ning, how lea ning is made explici , and i s link o u u e
de elopmen goals.
In ela ion o o ganiza ion, acili a ing sel -di ec ed, lexible lea ning is di icul due o
unp edic able session pa icipa ion. Mo eo e , main aining ac i e communica ion
wi h s uden s is challenging as some s uden s ail o espond o calenda in i a ions,
equi ing one- o-one messaging. We iden i ied wo key aspec s in luencing s uden ’s
decision o join Del a ac i i ies: (1) S uggles in balancing cu icula and
ex acu icula ac i i ies, especially hose in eams on a pa - ime basis; (2) he high
load and u gency o eam- ela ed ac i i ies. S uden s some imes p io i ize eam
ac i i ies o e compulso y Del a sessions, complica ing he planning and
o ganiza ion o such p og am wi h upscaled numbe s.
4 CONCLUSIONS AND IMPLICATIONS
The p elimina y e alua ion shows he Del a p og am e ec i ely mee s i s goals o
suppo ing he pe sonal and p o essional de elopmen o s uden s in ex acu icula
s uden eams. By combining con ex ualized, lexible suppo wi h sel -di ec ed,
expe ien ial lea ning, Del a helps s uden s make hei lea ning mo e explici and
in en ional. S uden s alued he alignmen o Del a ac i i ies wi h eam needs and
imelines. Coaching, e lec ion, and pee lea ning os e ed sel -awa eness and
meaning ul dialogue, u ning in o mal expe iences in o in en ional de elopmen .
Wo kshops and aining sessions u he suppo ed s uden s in linking eam-based
lea ning wi h b oade aspi a ions, ein o cing Del a’s goal o in eg a ing in o mal
lea ning wi h s uc u ed pe sonal de elopmen .
Howe e , Del a is in he ea ly s ages o de elopmen , and u he esea ch is
needed—especially o be e unde s and lea ning in open, lexible con ex , and d aw
conclusions ega ding i s impac on lea ning. Mo eo e , mo e esea ch is needed o
de i e o ganiza ional design p inciples, pa icula ly connec ed o scaling up and
ans e ing Del a o o he con ex s. Mo ing o wa d, we will ocus on acili a ing
e ec i e lea ning by helping s uden s clea ly de ine ou comes and engage in deep
e lec ion. Based on u u e e alua ions, we may in oduce addi ional ainings o
wo kshops a ge ing hese a eas. We also plan o edesign he p og am o be e
os e p o essional beha iou , enhance s uden owne ship, and add ess a endance
issues in compulso y sessions. Addi ionally, we aim o a ac s uden s wi h di e se
lea ning in e es s, including ad anced enginee ing knowledge. To his end, a new
pilo launching in Sep embe 2025, in collabo a ion wi h wo enginee ing p og ams,
will explo e awa ding ECTS o ully lexible, sel -di ec ed lea ning.
