The basic idea of all three BIPs was to combine theoretical input (lectures) with on-site visits to museums and heritage sites, along with practical training in exhibition design. The five days of in-person meetings focused on creating small exhibitions within museum spaces or one of its departments. This allowed students to apply the theoretical knowledge they had gained during the initial days and the online lectures to produce tangible, physical results. The last day of each BIP was dedicated to the presentation and discussion of the exhibitions, providing an opportunity for the group to consolidate their shared knowledge through concrete examples. This was crucial for directing the discussion toward specific aspects and understanding what the students had taken from the inputs.

The three-year span of the BIPs allowed for refining a specific trajectory to achieve optimal learning outcomes. The steps were structured as follows:

Online component:

• 1) Deliver online lectures and host discussions with invited museum practitioners to provide a foundational understanding of the theme the BIP focuses on. All online lectures are recorded and uploaded to the CIVIS Moodle platform, along with suggested literature.
• 2) Divide students into 4-5 groups, ensuring a balance of cultural backgrounds, fields of study, and academic levels in each group.
• 3) Ask students to select a personal object linked to the BIP's theme, which they will bring to the in-person part of the program.
• 4) Have students upload their objects to the Miro Wall, accompanied by a story explaining the connection between their object and the BIP’s theme.
• 5) Local organizers also upload objects from local collections to the same Miro Wall, allowing students to familiarize themselves with all the objects beforehand.
• 6) Each of the 4-5 student groups holds an online meeting one week before traveling to the in-person part to get to know each other and to start brainstorming initial ideas for their group exhibition project based on the objects from the Miro Wall. They also add new tags to unite separate objects under more concrete topics (e.g., #Community, #CulturalDiversity, #Stereotypes).

Physical component:

• 7) At the beginning of the in-person meetings, students receive additional theoretical input, followed by group discussions to deepen their understanding of the topic.
• 8) Students visit local museums and civic organizations. In 2023, this included engagement with one of the European Capitals of Culture, Elefsina, where they collaborated with the Cultural Organisation leading the project. These visits are followed by group discussions about what they have learned and consideration of how to incorporate these insights into their exhibition projects.
• 9) In collaboration with teachers, students hold brainstorming sessions to finalize the specific topic for their exhibition and decide which exhibition ideas they could adapt from the visited sites.
• 10) On the fourth day of the in-person meetings, students set up their exhibitions and prepare to present them on the final day.
• 11) The final stage involves students presenting their projects, receiving feedback, and answering questions from teachers and fellow students.

Feedback from students after the BIP held in Tübingen in 2024

Our students valued the combination of academic, creative, and practical aspects of museology presented during the BIPs, the program's role in highlighting how museums can reflect and influence social developments, as well as the diverse perspectives it offered on contemporary issues.

Overall, the "Challenging Museums: Rethinking Institutional Norms and Practices" project, through its three BIPs, provided a unique and enriching learning experience for all the participants. This ongoing collaboration not only reinforced professional connections but also significantly strengthened ties between universities and museums, promoting international collaboration and the exchange of ideas. The feedback from students underscores the importance of such initiatives in developing professional skills, fostering networks, and addressing contemporary museum challenges. The continued collaboration among the universities of Tübingen, Marseille, Athens, and Stockholm, supported by CIVIS, promises to advance the field of critical museum and heritage studies and contribute to the evolution of museums as dynamic, inclusive institutions. This successful format serves as a model for future educational programs, highlighting the value of international and interdisciplinary approaches in university education.

Anna Leshchenko, anna.leshchenkospam prevention@uni-tuebingen.de
Marlen Mouliou, mmouliouspam prevention@arch.uoa.gr
Thomas Thiemeyer, thomas.thiemeyerspam prevention@uni-tuebingen.de 
Judith Dehail, judith.dehailspam prevention@univ-amu.fr