Invariants and adaptable interfaces in the teaching clinic (selected examples)
| Invariant | Adaptable interface | Example |
|---|---|---|
| Bottom-up case intake | Recruitment channel | Personal networks (Austria) vs. school board invitations (Greece) vs. institutional partnerships (Indonesia) |
| Triadic role structure | Group size; degree level | Teams of 3–5 in a master's-level implementation vs. individual students in a bachelor's-level implementation at the second Austrian institution |
| Predictable collaboration routines | Meeting format | Bi-weekly in person (Austria), monthly online (Erasmus + consortium), hybrid (post-COVID) |
| Shared boundary artefacts | Language and medium | German print reflection diary (early cohorts), English digital templates (consortium), local-language adaptations (Greece, Spain) |
| Capacity scaffolds | Support format; scope | Self-paced online modules (full autonomy) vs. live workshops (guided inquiry) |
| Routinised dissemination | Output format and venue | Poster session, written report, video summary (Indonesia pilot) |
| Research-as-service logic | Credit load and curricular embedding | Full-credit research methods course (originating institution) vs. reduced-credit professional development seminar (second Austrian institution) vs. interdisciplinary elective (Indonesia) |
| Invariant | Adaptable interface | Example |
|---|---|---|
| Bottom-up case intake | Recruitment channel | Personal networks (Austria) vs. school board invitations (Greece) vs. institutional partnerships (Indonesia) |
| Triadic role structure | Group size; degree level | Teams of 3–5 in a master's-level implementation vs. individual students in a bachelor's-level implementation at the second Austrian institution |
| Predictable collaboration routines | Meeting format | Bi-weekly in person (Austria), monthly online (Erasmus + consortium), hybrid (post-COVID) |
| Shared boundary artefacts | Language and medium | German print reflection diary (early cohorts), English digital templates (consortium), local-language adaptations (Greece, Spain) |
| Capacity scaffolds | Support format; scope | Self-paced online modules (full autonomy) vs. live workshops (guided inquiry) |
| Routinised dissemination | Output format and venue | Poster session, written report, video summary (Indonesia pilot) |
| Research-as-service logic | Credit load and curricular embedding | Full-credit research methods course (originating institution) vs. reduced-credit professional development seminar (second Austrian institution) vs. interdisciplinary elective (Indonesia) |
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