The Cowork4EU project
This innovative project, developed in partnership with three European universities as part of an Erasmus+ program, immerses students in the principles of coworking to foster a rich, interactive, and intercultural learning experience.
The Pedagogical Innovation Commission of Paris School of Business, which grants this award annually, serves as a space for reflection and experimentation dedicated to evolving teaching methods. It brings together faculty members and experts to develop new pedagogical approaches, integrate educational technologies, and enhance students’ learning experience.
We spoke with Ignasi Capdevila, who shared insights about his project, its implementation, and its outcomes.
Cowork4EU: An Innovative Educational Project
1. Can you introduce yourself?
My name is Ignasi Capdevila, and I am a professor at Paris School of Business. Originally from Barcelona, I worked for over ten years as an engineer in the automotive industry before transitioning into academia. I earned my PhD in management at HEC Montréal, where I studied knowledge and innovation dynamics in coworking spaces— a topic at the heart of the Cowork4EU project.
2. Can you explain what the Cowork4EU project is and what inspired you to create it?
The Cowork4EU project is an Erasmus+ initiative with an educational focus. Its goal is to integrate the concept of coworking into academia, raising students’ awareness of the new ways of working they will encounter in their future careers. The project is led by TU Dortmund University in Germany, in collaboration with three other institutions: Private University Schloss Seeburg in Austria, Prague University of Economics and Business in the Czech Republic, and Paris School of Business in France.
Together, we designed and implemented this project to fully leverage the potential of coworking in universities.
One of the major achievements of the project has been the development of a common course on coworking and its integration into university education. This program has been tested in the four partner universities over four editions, serving as a model for other educators. Another key objective was the creation of a European academic network of university coworking spaces, facilitating exchange and mobility among students and researchers in Europe. Finally, the project’s outcomes are documented in a best practices report, which will be published at the end of the project. Lasting 36 months, the project began in March 2022 and will conclude in February 2025. It is currently in its final phase.
A Collaborative and International Approach
3. How does the project fit within the Erasmus+ partnerships framework?
The project aligns perfectly with the goals of Erasmus+ programs, which aim to promote pedagogical innovation and cooperation among European higher education institutions. Through Cowork4EU, we have created a collaborative learning program that fosters internationalization and experience-sharing among students and faculty from different countries.
4. You have collaborated with several European universities. How have these partnerships enriched the project?
Our research on collaborative spaces led us to connect with researchers sharing similar interests. I had previously collaborated with researchers from Prague University, who introduced us to the other project partners.
This collaboration not only enabled us to design an innovative educational project but also strengthened European academic ties. We applied the coworking approach ourselves, both during in-person meetings and online discussions.
The success of this cooperation encourages us to consider future collaborative projects.
A Hybrid and Immersive Learning Approach
5. Why did you choose a course format based on digital content and field experiences?
The goal was to offer a different learning approach by adopting the coworking mindset, which emphasizes colocation, collaboration, and knowledge-sharing. This flexible model is based on participant autonomy and the use of new technologies.
The course was therefore designed as a hybrid training program, combining individual and group work phases, with both digital and in-person interactions.
Students were encouraged to explore the world of coworking by visiting collaborative spaces in their city and participating in meetings in the different partner cities, always in collaborative environments.
6. What were the main feedback points from participants?
Student feedback has been very positive. At Paris School of Business, the course was not part of the standard curriculum but was offered as an additional training opportunity.
Participants were able to familiarize themselves with the coworking concept, meet students from other European universities, and work in teams in an international setting. They also had the opportunity to take part in a two-day study trip to a European city, further reinforcing the immersive and practical aspect of the program.
According to their testimonials, the experience was enriching and highly educational.
7. In your opinion, what key skills did students develop through this project?
The project allowed students to develop several essential skills. The training initially provided content in the form of video capsules on cross-disciplinary topics, helping them build soft skills, particularly in intercultural management and entrepreneurial thinking.
More importantly, they improved their collaborative, social, and communication skills through the proposed activities. Working with students from other universities exposed them to the need to collaborate in international teams on a creative project—both in their home university, where they visited collaborative spaces, and during their study trip abroad.
Tangible Outcomes and Future Perspectives
8. What are the concrete outcomes of the project?
The project, approved by the European Commission, has led to several concrete results. The first deliverable was the development of a common course on collaborative work in a coworking setting.
Additionally, we established the foundation for a European network of university coworking spaces, the European Academic Coworking Network (EACN), to encourage exchanges between institutions.
The team also distributed surveys to various stakeholders to better understand their perceptions of university coworking. Finally, we have written and published a best practices report to share the project's insights with other academic institutions.
9. What advice would you give to other educators looking to integrate coworking principles into their courses?
Integrating coworking principles into teaching relies on several key elements. It is crucial to foster collaborative learning by implementing pedagogical methods where students learn from one another through collective projects and teamwork.
Rethinking workspaces is also important—offering flexible environments and encouraging students to step outside the traditional classroom setting to explore collaborative spaces, whether within their university or externally.
Hybrid learning, blending in-person and digital experiences, should be leveraged to provide a more flexible and interactive learning experience that enhances student autonomy.
One of the most important aspects is empowering students by giving them opportunities to organize certain activities or research projects themselves. This encourages them to take initiative and experiment with new approaches.
Pedagogical innovation should be at the heart of the process, incorporating immersive activities such as coworking space visits, hackathons, or creative team projects.
Finally, the international dimension plays a crucial role. Collaborating with other academic institutions abroad not only enriches students' experiences but also strengthens their intercultural skills and global outlook.
By adopting these approaches, educators can create a dynamic, inspiring learning environment tailored to the demands of today’s professional world.