Agile working instead of dull learning: Scrum for academics?

By Dr. Kevin Anding and Veronika Dyks

Summary: Scrum comes from the world of software development, where everything has to be fast, flexible and as smooth as possible. On the other hand, there are schools and universities, that have always reacted slowly and extremely painfully to change. But does it have to stay that way? Even if Scrum as a agile working method can most likely not be realized in every area, the workshop format developed by CONNECTINGSCIENCE proves that results-oriented work, time-boxing and short planning windows often motivate better and lead to more sense of achievement than plain learning. Especially the pandemic forces us to find effective solutions and develop functioning teaching concepts quickly. Agile work, not only in teaching and research, but also in its conception, could offer us exactly that.

Scrum as a workshop method? 

Scrum is not only a framework for agile work in software or product development. It also offers the potential to be used as a guide for effective teamwork in other areas. Then why not use it in schools and universities? What at first sounds unimaginable could provide a solution to many problems we are facing, especially in the current pandemic. 

Scrum workshops as a recruiting tool

A fixed distribution of roles, clearly defined time frames, results-oriented work: Why not use principles from the Scrum framework in workshops? We put this idea into practice since 2018 with our start-up CONNECTINGSCIENCE. CONNECTINGSCIENCE, together with various companies (Deloitte, PPI, SimCorp) and recruiters, offers Scrum workshops for MINT students. The goal is to let them apply their theoretical knowledge about Scrum to real business cases. The feedback of the participants shows: working with Scrum within shorter time frames is exhausting, but leads to motivation and amazing results.

Image by CONNECTINGSCIENCE

?Scrum principles at schools and universities 

If Scrum principles work in the form of a practice-oriented workshop: could these principles also be applied in teaching and research at schools and universities? Based on the positive feedback from the CONNECTINGSCIENCE seminars, it can at least be assumed that pupils and students would be more motivated, get results faster and could learn and practice real teamwork through the narrowly defined division of labor. Even for longer projects such as seminar papers, term papers, final papers or research projects, agile work and effective time management could counteract writer's block, frustration and low motivation – whether in a group or alone. 

Downsides of agile principles at schools and universities

Of course, it should not be forgotten that Scrum is a framework for software development: if you want to achieve a practical result in a seminar or project, transferring Scrum principles to research and teaching seems unproblematic at first glance. However, the narrow time frames could sometimes be counterproductive in the transfer of knowledge. Unfortunately the Scrum Guide gives little advice on possible delays due to misunderstandings or the need for more explanation – after all, students are not computers that can download a certain amount of knowledge in a certain amount of time. But techniques coming from the framework can help structure learning cycles and foster team collaboration.

Scrum principles as a chance for digital teaching? 

Especially in times of corona and lockdowns, CONNECTINGSCIENCE has proven that collaboration following the Scrum rules also works digitally, at least if the technical requirements are right. Whether video conferencing and sharing screens via video conferencing tools, or digital white-board tools like Mural – there are various possibilities to apply agile rules. You just have to know how to use them and train their application. Anyone working in home office knows how stressful social isolation can be. Now imagine having to learn effectively in this depressing atmosphere, watching your teacher ramble on and on, on a two-dimensional screen. Wouldn't it be better to replace this dull learning with digital interaction in small groups with a fixed distribution of roles, a desired goal, short time frames and way of working based on self-reflection?