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Neuroscience can contribute to change management: STREAP-Be model

In our world of VUCA (volatile, uncertain, complex and ambiguous), a capacity for change and adaption is vital. However, changing successfully has been a challenging task for both individuals and organizations. Taking into account the insights of neuroscience, this chapter introduces a framework of change management called STREAP-Be. The acronym represents 7 factors that could significantly influence the effect of change: safety; trigger; reward; emotion; alignment; people; and behavior.

Innovativeness to enlarge digital readiness

Technological developments go fast and are interrelated and multi-interpretable. As consumer needs change, the technological possibilities to meet those needs are constantly evolving and new technology providers introduce new disruptive business models. This makes it difficult to predict what the world of tomorrow will look like for an organization and that makes the risks for organizations substantial. In this context, it is difficult for organizations to determine what constitutes a good strategy to adopt digital developments. This paper describes a first step of a study with the objective to design a method for organizations to formulate a future-proof strategy in a rapidly changing, complex and ambiguous context. More specifically, this paper describes the results of a sequence of three focus groups that were held with a group of eight experts, with extensive experience as members of the decision making unit in organizations. The objectives of these sessions were to determine possible solutions for the outlined challenge in order to provide direction for continuation and scoping of the following research phases.

As sure as tax, rain or death

We hear about disruptive technologies and live in a VUCA world (Volatile, Uncertain, Complex, and Ambiguous). New technologies will change business models as they have always done. However the four VUCA factors have varying impacts on business “which defies confident diagnosis and befuddles executives” (Bennett & Lemoine, 2014).They identify four potent weapons to fight digitalisation dragons: agility, information, restructuring, and experimentation.This blog compares earlier waves of technology with the digitalisation wave. Currently, 40–60 percent of customer value is not created within the focal company but in the supply chain (KPMG, 2016). The same holds for the purchasing-turnover ratio: 20 to 85 cents of every euro sold was purchased from suppliers (Van Weele et al., 2017, p. 35). In current business models B2B sales and procurement play dominant roles. The blog (Part I & II) discusses the impact of disruptive technology on business models with a focus on procurement (purchasing).1500 words

Medusa: Leidinggeven aan emergentie

Kwaliteitsmanagement is lange tijd gekenmerkt geweest door wat je het empirisch paradigma (Van Kemenade & Hardjono, 2018) zou kunnen noemen. Binnen die manier van denken is kwaliteitskunde meten en gaat het onder andere om prestatie-indicatoren. Kwaliteit is voldoen aan de vereisten. Verbetering en verandering is te plannen. Statistiek is zijn belangrijkste wetenschap. De manager controleert. Een risico echter van dit kwaliteitsparadigma is, dat er een enorme bureaucratie ontstaat. Erger nog: ze houdt onvoldoende rekening met de complexiteit van het huidige tijdsgewricht.

Higher Education Institution (hei) learning hubs: a case study on social entrepreneurship in Thailand and Myanmar.

Higher Education and Wicked Problems

The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.