Tourism is on course to thwart humanity’s efforts to reach a zero carbon economy because of its high growth rates and carbon intensity. To get out of its carbon predicament, the tourism sector needs professionals with carbon literacy and carbon capability. Providing future professionals in the full spectrum of tourism-related study programmes with the necessary knowledge and skills is essential. This article reports on ten years of experience at a BSc tourism programme with a carbon footprint exercise in which students calculate the carbon footprint of their latest holiday, compare their results with others and reflect on options to reduce emissions. Before they start, the students are provided with a handout with emission factors, a brief introduction and a sample calculation. The carbon footprints usually differ by a factor of 20 to 30 between the highest and lowest. Distance, transport mode and length of stay are almost automatically identified as the main causes, and as the main keys for drastically reducing emissions. The link to the students’ own experience makes the exercise effective, the group comparison makes it fun. As the exercise requires no prior knowledge and is suitable for almost any group size, it can be integrated into almost any tourism-related study programme.
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This magazine presents the highlights of the applied research project “Inclusive and climate-smart business models in Ethiopian and Kenyan dairy valuechains (CSDEK)”. The CSDEK applied research project was conducted in six case study areas, three in Ethiopia and three in Kenya. At the time of publishing this magazine, research was still ongoing in some of the study areas. The projectteam and researchers hope to contribute to creating awareness of climatesmartdairy practices and development of the dairy sector in Ethiopia and Kenya. In two of the study areas, collaboration between VHL and dairy stakeholders will continue, preferably through local networks in a Living Lab approach.
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Background: Particulate matter (PM) exposure is an important health risk, both in daily life and in the workplace. It causes respiratory and cardiovascular diseases and results in 800,000 premature deaths per year worldwide. In earlier research, we assessed workers’ information needs regarding workplace PM exposure, the properties and effects of PM, and the rationale behind various means of protection. We also concluded that workers do not always receive appropriate risk communication tools with regards to PM, and that their PM knowledge appears to be fragmented and incomplete. Methods: We considered several concepts for use as an educational material based on evaluation criteria: ease of use, costs, appropriateness for target audiences and goals, interactivity, implementation issues, novelty, and speed. We decided to develop an educational folder, which can be used to inform employees about the properties, effects and prevention methods concerning PM. Furthermore, we decided on a test setup of a more interactive way of visualisation of exposure to PM by means of exposimeters. For the development of the folder, we based the information needs on our earlier mental models-based research. We adjusted the folder based on the results of ten semi-structured interviews evaluating its usability. Results: The semi-structured interviews yielded commentaries and suggestions for further improvement, which resulted in a number of alterations to the folder. However, in most cases the folder was deemed satisfactory. Conclusion: Based on this study, the folder we developed is suitable for a larger-scale experiment and a practical test. Further research is needed to investigate the efficacy of the folder and the application of the exposimeter in a PM risk communication system.
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Energy transition is key to achieving a sustainable future. However, in this transition, an often neglected pillar is raising awareness and educating individuals on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. This paper exemplifies an educational practice to create awareness on sustainable energy transition by playing a “serious” game, the We Energy Game. Concretely, this qualitative study aims to analyze communicational and educational aspects of the game by making use of a validated framework for serious games analysis, and to expose the opinion of players after maintaining group discussions. The analysis reveals a detailed insight of narrative elements, messages, and gameplay mechanisms, but also educative aspects to be considered by teachers if they are interested in putting the game into practice in their classes. The group discussion reveals that the game has been more successful in achieving cognitive (understanding/knowledge) and affective (emotion/interest and concern) engagement than in motivating attitudinal or behavioral engagement.
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Over the past forty years, the use of process models in practice has grown extensively. Until twenty years ago, remarkably little was known about the factors that contribute to the human understandability of process models in practice. Since then, research has, indeed, been conducted on this important topic, by e.g. creating guidelines. Unfortunately, the suggested modelling guidelines often fail to achieve the desired effects, because they are not tied to actual experimental findings. The need arises for knowledge on what kind of visualisation of process models is perceived as understandable, in order to improve the understanding of different stakeholders. Therefore the objective of this study is to answer the question: How can process models be visually enhanced so that they facilitate a common understanding by different stakeholders? Consequently, five subresearch questions (SRQ) will be discussed, covering three studies. By combining social psychology and process models we can work towards a more human-centred and empirical-based solution to enhance the understanding of process models by the different stakeholders with visualisation.
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This chapter will introduce the circular economy (CE) and Cradle to Cradle (C2C) models of sustainable production. It will reflect on the key blockages to a meaningful sustainable production and how these could be overcome, particularly in the context of business education. The case study of the course for bachelor’s students within International Business Management Studies (IBMS), and at University College in The Netherlands will be discussed. These case studies will illustrate the opportunities as well as potential pitfalls of the closed loop production models. The results of case studies’ analysis show that there was a mismatch between expectations of the sponsor companies and those of students on the one hand and a mismatch between theory and practice on the other hand. Helpful directions for future research and teaching practice are outlined. https://www.springer.com/gp/book/9783319713113#aboutBook https://www.linkedin.com/in/helenkopnina/
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INAUGURAL LECTURE The world is in disarray. Species are extinct, climates are changing, we are becoming unhealthier.To liberate ourselves from this doom scenario we need to take care of ourselves and our environment. The solutions of former generations offer no future solace. Moreover, these caused the current problems. Instead of exploiting our environment for energy, resources and capacity we need to increase the potential for the recuperation of the environment, the planet and our minds. Instead of taking, giving!The reciprocity of the urbanized land we live in should be our main objective. The professorship Spatial Transformations - Sustainability will therefore design and plan for our physical and mentalcity and surroundings. This way the city becomes a purification machine for polluted water and acts as a net carbon sink. The city becomes a source of biodiversity, transformed into an urban nature reserve. Food will be produced that extends our lives. And wouldn’t it be nice to see the city as a place for contemplation so our mental abilities can grow instead of vegetating in dull offices? The city should offer people a healthy life, replenish resources and be beautiful. The professorship contributes to educating a new generation finding extraordinary solutions for current problems. With creativity, initiative and a healthy dose of disobedience this must work!
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Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.
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