Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
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This is the editorial paper for the virtual special issue “Using Q methodology in higher education: Opportunities and challenges”, consisting of nine original research studies from different international contexts. In addition to presenting novel findings, contributors were invited to discuss the following two questions at the center of the special issue call: In what sense has Q methodology served as a fitting approach to investigate subjectivity in higher education? What methodological opportunities and challenges arise with Q methodology in higher education settings? This editorial provides an overview and discussion of the various justifications mentioned for Q methodology. Furthermore, it collates the opportunities and challenges contributors discuss in relation to their studies using this almost 90-year-old methodological approach. The editorial paper concludes with recommendations for future Q methodological studies in higher education and beyond.
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The pressure on the European health care system is increasing considerably: more elderly people and patients with chronic diseases in need of (rehabilitation) care, a diminishing work force and health care costs continuing to rise. Several measures to counteract this are proposed, such as reduction of the length of stay in hospitals or rehabilitation centres by improving interprofessional and person-centred collaboration between health and social care professionals. Although there is a lot of attention for interprofessional education and collaborative practice (IPECP), the consortium senses a gap between competence levels of future professionals and the levels needed in rehabilitation practice. Therefore, the transfer from tertiary education to practice concerning IPECP in rehabilitation is the central theme of the project. Regional bonds between higher education institutions and rehabilitation centres will be strengthened in order to align IPECP. On the one hand we deliver a set of basic and advanced modules on functioning according to the WHO’s International Classification of Functioning, Disability and Health and a set of (assessment) tools on interprofessional skills training. Also, applications of this theory in promising approaches, both in education and in rehabilitation practice, are regionally being piloted and adapted for use in other regions. Field visits by professionals from practice to exchange experiences is included in this work package. We aim to deliver a range of learning materials, from modules on theory to guidelines on how to set up and run a student-run interprofessional learning ward in a rehabilitation centre. All tested outputs will be published on the INPRO-website and made available to be implemented in the core curricula in tertiary education and for lifelong learning in health care practice. This will ultimately contribute to improve functioning and health outcomes and quality of life of patients in rehabilitation centres and beyond.
Craft your own audience: How can a technology-driven company use online gaming communities, like Minecraft, to reach and engage a young audience? This project creates a context in which reality is simulated, by having students work together for a real client in an international context. In this project we explore innovative ways in which Samsung can engage younger audiences through Minecraft, the world's best-selling game with almost 140 million monthly players (2023). This project is focused on on educating, researching and developing playable prototypes within Minecraft that demonstrate how online gaming communities can be used to connect technology companies with a new generation of users. Societal issueInclusion of different ages around technology literacy and education (21st century skills).Benefit to societyGlobal inclusive community around education and R&D, higher cultural awareness.Collaborative partnersManchester Metropolitan University; Samsung Benelux.
The DALI project is carried out under the flag of Logistics Community Brabant. DALI is a testing ground aimed at lifting datafication in the logistics sector of the south of the Netherlands to a higher level, consequently future-proofing the sector.DALI focuses on developing knowledge-intensive logistics (smart logistics): devising, developing, demonstrating and applying new logistics working methods. The project’s aim is to create higher added value, increase the efficiency of goods flow handling, and maintain our international market position.Within DALI, 18 companies are carrying out cases in the area of datafication. The findings from the business cases are translated into generic applications for the logistics and supply chain sector and education. In addition, they are developing a community of data and logistics specialists.Partners:LCB, Gemeenten Breda en Tilburg, REWIN, Midpoint Brabant, Ministerie van Economische Zaken en Klimaat, Rijksoverheid, Provincie Noord-Brabant, Regio West-Brabant, Regio Hart van Brabant.In Dutch:Proeftuin van logistieke innovatie. DALI is een project waarin 18 bedrijven pilots uitvoeren om met datatoepassingen processen in de logistiek en supply chain te verslimmen. Vanuit deze pilots worden generieke toepassingen en tools op het gebied van data ontwikkeld voor MKB-bedrijven en het onderwijs.
