The TANGO-W curriculum supports experimentation with new possibilities for shaping one's own role as a local project manager and consulting researcher on two levels: a) learning by doing in supervised "practical project phases" and b) learning off the job, where individuals can decide on the learning process in format (2) and design and experience customised learning journeys in format (3).
Transformative research projects can use moderated online and f2f communities of practice (CoPs) as a reflection and supervision tool to realise the practical phases. This requires the inclusion of an appropriately (e.g. systemically) trained researcher in the project consortium.
There are currently two ways of realising the personal learning journey for local project managers and consulting researchers and all research partners who are curious and willing to learn: a) the national route, where the five modules of the format (3) “personal learning journey” are developed in cooperation with a national educational organisation and implemented with the national partners of the project consortium. The advantage here is that the social, personal learning can take place in the respective native language. A prerequisite for this is that the format (2) on "Introduction to transformative governance" is carried out by an EU education provider in addition to the kick-off in order to create a common basis in the consortium.
Alternatively, it is possible for an EU educational organisation to specialise in the format (2) "Introduction to transformative governance" and the format (3) of the “personal learning journey” and make it available to the European project consortia. The advantage here is that this supports the homogeneity of the learning process of all consortium members and can therefore increase the effectiveness of the output and impact of the entire research project.
A prerequisite for the success of both possibilities would be the decision of European research programmes such as JPI-UE to consistently expand the transformative urban capacity of cities and to provide budget funds for this purpose. The programmes would have to combine this with the requirement for submitting consortia to earmark the relevant funding for the above-mentioned learning processes when submitting projects. This alignment of the research programmes and design of the calls would be an effective means of ensuring the implementation of personal learning journeys - in addition to the system learning of modules 1, 2 and 4.