AGC Projects is a mission-oriented practice at the intersection of educational research, competence frameworks, and digital instrumentation to support learning and transfer outcomes.
Our work sits at the intersection of educational research, validated competence frameworks, and practical implementation. We focus on building and operationalising instruments that make complex learning and development processes visible, interpretable, and actionable for individuals, cohorts, and institutions.
EntreComp Orchard is an evidence-informed, framework-grounded instrument for developmental competence profiling and cohort insights in entrepreneurship education and innovation ecosystems. It is designed as an open tool that supports educators, institutions, and evaluators in aligning practice with a validated competence framework.
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Curriculum Canopy is a modular coordination infrastructure for supporting multi-institutional study programmes, such as joint, dual, or multiple-degree Master’s programmes. It provides a unified interface that helps consortia manage the organisational, informational, and scheduling complexity of cross-institutional collaboration. Designed to be highly adaptable, Curriculum Canopy supports programme coordination across institutions without imposing rigid workflows.
This programme-specific advisory tool supports prospective students in navigating the curriculum structure of a two-year, multi-institutional Master’s programme with mandatory mobility components. Embedded in the programme’s official landing page, it presents available study paths across different focus areas and helps candidates relate their interests to the consortium’s distributed curriculum. The tool exemplifies how Curriculum Canopy can support orientation and transparency in complex joint-degree programmes.
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AGC Projects works with universities, programme coordinators, and innovation actors in different constellations, including:
Engagements may take the form of collaborative projects, institutional partnerships, or commissioned development, depending on context and mandate.
Educational research offers a range of perspectives on how learning can be understood and supported. In our work, we draw primarily on constructivist learning theory, which models learning as an active process of meaning-making rather than passive knowledge transfer.
From this perspective, learners actively construct mental representations by relating new experiences to existing knowledge structures. Learning environments and tools therefore do not deliver knowledge, but shape the conditions under which meaningful construction can take place.
This orientation informs the design of AGC Projects’ instruments and infrastructures: they are built to support reflection, orientation, and developmental processes rather than content delivery or mechanical assessment.
Constructed knowledge remains stable only if it proves meaningful and usable in practice. From a pragmatic perspective, learning can be understood as a process of extending and reorganising one’s capacity to act in real contexts.
Skills, concepts, and frameworks that remain disconnected from use tend to erode quickly. Conversely, learning scenarios anchored in authentic challenges and decision-making contexts support durable competence development.
AGC Projects applies this principle by focusing on use-oriented instruments: tools that are embedded in real educational, organisational, or programme contexts and that support action, judgement, and coordination rather than abstract performance alone.
A constructivist and pragmatic view of learning highlights the inherently interpretive and creative nature of knowledge. Learning is not a matter of copying or reproducing predefined structures, but of developing situated understandings that can be adapted to new contexts.
For educational and organisational instruments, this implies that flexibility and interpretability are not optional features, but core design requirements. Tools must allow for variation in perspective, role, and context while remaining transparent in their underlying logic.
This commitment shapes how AGC Projects approaches framework-based instruments and infrastructures: as supports for informed interpretation and development, not as prescriptive systems.
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Interested in exploring how AGC Projects’ instruments and approaches might fit your educational or innovation context? I welcome enquiries and conversations.