Students’ engagement in education is regarded as crucial for the study success. Not only students’ engagement provides another dimension to the learning process, but it also mediates the effects of psychological states and situational factors. How the students’ engagement strategy can contribute to mitigation of negative effects of social and psychological factors? In her presentation Dr Beata Kviatek, Jean Monnet Chair in Sustainable EU Economy, shares experience in developing and application of such students’ engagement strategy in the IBS MIBM master programme course “European Business in a Global context”. She invites to discuss the main elements of the students’ engagement strategy, which can diminish the negative effects of social and psychological factors, and draws lessons for further work on students’ engagement.
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All social media should have a sticker saying 'Don't Jump for the Tool!' While it is tempting 'to use Twitter', the choice of a medium like Twitter cannot be seen in isolation of strategic goals, instruments and expected results, i.e. a communication strategy. We designed a board game, called the Media Strategy Game, which makes professionals aware of the choices and opportunities involved in developing a communication strategy. By playing the game, assumptions about objectives and results are made explicit and awareness is created for the activities needed to achieve objectives. The game therefore serves to stimulate discussions, provides insights for the development of an efficient media policy, and helps to create consensus. While designed for professionals who need to communicate a message inside or outside of an organization, it has also proved very valuable in trainings and in higher education. Recently a workbook has been added to the board game that helps professionals to formulate their communication strategy by providing 16 hands-on models for business strategy, business modelling, leveraging tools and formulating indicators to measure impact.
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Workpackage 8.1 of the IANOS project is dedicated to developing a community engagement strategy that can be applied in the use cases on the lighthouse islands (Ameland and Terceira) and the fellow islands (Lampedusa, Nisyros and Bora Bora). This report is the deliverable of WP8.1.Within this report an approach to designing a community engagement strategy is formulated that is rooted in scientific research and enriched by best practices from the light house islands and fellow islands.The report describes a general approach to designing a community engagement strategy, that consists of three parts. The first part is dedicated to assessing the situation and project that the community engagement strategy is dedicated to. It describes several factors that are rooted in literature on community engagement and psychological theories. Thesefactors should be assessed in order to be able to design an effective community engagement strategy. The results of this assessment will be used in the second part of the general approach, which describes a method for designing a community engagement strategy. This method is rooted in community engagement literature and draws heavily on some earlier EU projects. The method describes about ten items that together constitutethe strategy and that encompass all relevant issues that need to be addressed in designing community engagement. Finally, the third part of the general approach, describes the way the method and the assessment can be applied in a methodic and robust way. Although the general method is described as a theoretically based approach, it is substantiated not only by theoretical studies, but also by many reports on practical application of various community engagement efforts. In addition to that, all participantsfrom the islands have identified some best practices on community engagement from their own region and/or experience. These best practices are analysed according to the method of meta-analysis. The information from this meta-analysis is used to check the suitability of the general approach and leads to emphasizing those aspects of the approach that are identified as more important within the best practices.
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World globalisation drives companies to undertake international expansion with the aim of retaining or growing their businesses. When companies globalize, managers encounter new challenges in making international marketing strategy (IMS) decisions, which are influenced by perceived cultural and business distance between their home- and foreign country. Telkom Indonesia International (Telin) was formed by Telkom Indonesia (i.e. the state-owned company in the telecommunication industry in Indonesia) to engage in international business within a global market. The central question in this study is to what extent do managers’ perceived cultural and business distance between home- and foreign country influence their IMS decisions? A mixed research strategy will be employed by applying qualitative and quantitative methods concurrently. The data collection will involve interviews with CEOs and managers, alongside a web survey to 55 managers of Telkom's. Results suggest important consequences for IMS decisions and emphasizes the need for dialogue on perceptions of cultural and business characteristics of countries.
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1. The relationship: students’ engagement & study success2. What factors have effect on students’ engagement?3. What factors support students’ engagement?4. What can a teacher do to mitigate the negative effect / to compensate a missing effect of other factors?5. A strategy for students’ engagement:a. Points of attentionb. Main elements: content and teaching method6. How was it implemented?7. Evaluation & lessons for future
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Frederiek Bennema introduces foraging as a strategy for learning and research within higher art education, and as a practice and an attitude focused on ecological thinking, care and dialogue. This article aims to offer insights into foraging and how it helps students navigate the landscape of art education. It further discusses how foraging relates to artistic research and how it can help position artistic research in relation to more established forms of research.
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For organizations that use IT systems in their primary business or as support of their business processes, optimal alignment between the business strategy and their business information technology (BIT) is critical. However, achieving business information technology alignment remains challenging due to the vast number of choices one has to make. Firstly, one has to choose from a large number of potential BIT practices. Secondly, one has to choose BIT practices that align with the business strategy. Thirdly, one has to understand the dynamics of combining multiple BIT practices. And, finally, as business strategy and BIT practices evolve, one needs to consider the long-term alignment as this has significant consequences for both the business strategy and the overall enterprise architecture. These intricacies of alignment mirror the challenges apparent in other business strategy-practice alignment domains. An example is human resource management and strategy alignment for which a simulation model and serious game has been developed in prior research. Here, we build upon this prior research. In BITInLine players have to select a set of BIT practices with the best strategy fit from a list of 48 different BIT practices. The challenge is to select a combination of practices over multiple consecutive simulated years (rounds within the game) that align to the organisations’ strategic profile, and adapt to the outcomes of the choices made in previous years. Practices in the game are clustered around six key BIT topics emerging from the strategic alignment and enterprise architecture disciplines: (1) service strategy, (2) information & data strategy, (3) platform & application strategy, (4) Infrastructure strategy, (5) security strategy, and (6) operations and performance. In BITInLine feedback on the BITA and the deviation from the desired strategic profile is presented after each round (representing a year of using the selected practices). Using BITInLine, players can experiment with, and in doing so learn from, selecting multiple combinations of BIT practices and experience the outcome of their choices in terms of BITA over multiple simulated years, while adapting their choice of practices to the situation at hand. In the current paper the serious game (re)design to create BITInLine and an initial trial run will be presented.
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Introduction: Fall rates and fall-related injuries among community-dwelling older adults (≥65 years) are expected to increase rapidly, due to the aging population worldwide. Fall prevention programs (FPPs), consisting of strength and balance exercises, have been proven effective in reducing fall rates among older adults. However, these FPPs have not reached their full potential as most programs are under-enrolled. Therefore, this study aims to identify promising strategies that promote participation in FPPs among community-dwelling older adults. Methods: This is an exploratory qualitative study. Previously, barriers and facilitators for participation in FPPs by older adults had been identified. Next, six strategies had been designed using the Intervention Mapping approach: (1) reframing; (2) informing about benefits; (3) raising awareness of risks; (4) involving social environment; (5) offering tailored intervention; (6) arranging practicalities. Strategies were validated during semi-structured interviews with communitydwelling older adults (n = 12) at risk of falling. Interviews were audio-recorded, transcribed, and analyzed following a qualitative thematic methodology, with a hybrid approach. Results: All strategies were considered important by at least some of the respondents. However, two strategies stood out: (1) reframing ‘aging’ and ‘fall prevention’: respondents preferred to be approached differently, taking a ‘life course’ perspective about falls, and avoiding confronting words; and (2) ‘informing about benefits’ (e.g., ‘living independently for longer’); which was mentioned to improve the understanding of the relevance of participating in FPPs. Other strategies were considered important to take into account too, but opinions varied more strongly. Discussion: This study provides insight into potential strategies to stimulate older adults to participate in FPPs. Results suggest that reframing ‘aging’ and ‘fall prevention’ may facilitate the dialogue about fall prevention, by communicating differently about the topic, for example ‘staying fit and healthy’, while focusing on the benefits of participating in FPPs. Gaining insight into the strategies’ effectiveness and working mechanisms is an area for future research. This could lead to practical recommendations and help professionals to enhance older adults’ participation in FPPs. Currently, the strategies are further developed to be applied and evaluated for effectiveness in multiple field labs in a central Dutch region (Utrecht).
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Universities are deeply involved in stimulating their students in entrepreneurship where they focus on designing programs based on existing knowledge form pedagogics and didactical concepts. Although the Total Entrepreneurial Activity is increasing, the results are not satisfying in all cases. The question arise were improvements can made in curriculum design approaches. Exploring recent developments in curriculum design and engaged scholarship anchor points may be found. The start of a traditional journey starts at the development of the adolescent (push approach). In this paper the start is from the other end, the terminal station of the educational process, the profession of the student (pull approach). The journey among the developments show that an anchor point for an alternative approach can be the context of the curriculum to be designed. Where the macro level is common over years, the micro (personal) level is starting attracting scholars attention. From the perspective of the meso level, a new context emerge. Engaging this context into the design process, better programs can be developed as technical start-up programs implicate. The questions addressed opens a new insights in the dynamic of the different professional domains. With these specific characteristics, the elements of a curriculum can be adopted to this and specific programs can be designed.
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