Report 2025:3

TANGO-W Curriculum and skill trainings

Doris Wilhelmer with contributions from Anja Wingstedt, Luciane Aguiar Borges, Pia Weinlinger

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1. Case for action for a transformative curriculum for urban development and research 1.1. Climate change adaptation requires complex, urban transformation processes 1.2. Urban development needs context governance and transformation companions from two worlds 1.3. Transformative jogging routes need communal and research-based learning 1.4. Can UTC itself be an object of research? 1.5. The relevance of the transformative TANGO-W curriculum today... 2. New role requirements for transformation facilitators from two worlds 2.1. European municipalities operate in a diverse and dynamic environment 2.2. Requirements for new skills and competences of municipal project managers 2.3. Requirements for new skills and competences of consultant researchers 3. Learning objectives and learning formats of the TANGO-W curriculum 3.1. General UTC learning objectives for both professional groups at a glance 3.2. Systemic learning objectives for co-creative governance of transformation projects 3.3. TANGO-W curriculum – A journey through the world of transformative governance 3.4. The TANGO-W learning journey as a prototype for European educational institutions 3.5. Description of learning formats, modules and objectives over time 4. The TANGO-W treasure chest: specific learning content at a glance 4.1. TANGO-W practical guides 4.2. Transformative governance instruments 5. The piloting of formats 1 & 2 & 4 in the TANGO-W project 5.1. Lessons learnt from Format (1) - UTC webinars 5.2. Lessons learnt from Format (2) - Introduction to transformative governance 5.3. Lessons learnt from Format (4) - Practical Project Phase 6. TANGO-W recommendations for implementation in the research environment References About this publication