Using the Challenge Based Learning Maturity Model (CBL-MM) as a quick scan to support teaching innovation

International) Collaboration is high on the strategic agenda of many higher education institutes (HEI). Quite often joint research projects and mobilities of staff and students are mentioned as core. Other good reasons such as increased course offering for students in non-core areas are also mentioned. In the context of the ECIU, the European Consortium of Innovative Universities and the emerging ECIU-University (ECIU-U), the adaption of a common innovative educational framework may contribute to creating added value for teaching staff in the 12 partner universities . We look at the adoption of Challenge Based Learning (CBL) as such a common framework Implement a novice educational model across multiple universities, will lead to at all levels within the institution, course level , programme, and institution level. It is almost unimaginable that this process will evolve parallel on all three levels, let alone across all 13 institutions. At the University of Twente, we have adopted the CBL Maturity Model to support the development and monitoring of educational innovation at all three levels. In this paper we describe, how this tool can support teachers in making the right decisions when designing and implementing innovative education. More specifically we focus on implications and recommendations for staff involved in the development of planning for and/or participation in micro-modules through inter-university collaboration in the context of CBL