Introduction Innovation is crucial for companies who have to react to constantly changing markets. Several national and European research institutes stress the importance of developing innovation for small and medium size enterprises (SMEs). This was a trigger to design a minor on strategic innovation for different disciplines - technical and economic departments - of the Fontys University of Applied Sciences. It prepares students to be more competent to take initiatives in developing innovation. The newly designed education should be an answer to the question of how to help companies to become more able to adapt to new changes in the market by providing them with higher educated personnel, who have developed competences on strategic innovation. The starting point for the research is the perceived effectiveness of teaching students to take part in developing innovation at SMEs. More specifically, the question is how to develop action-oriented learning environments to develop competences for innovation development. Research The central research question of this thesis is: In what way could a competence-based and action-oriented learning environment on innovation development in SMEs be designed? This research question provides a basis for evaluating three implementations of the minor learning program (30 EC) on strategic innovation. Findings of the research indicate the importance of educating students about innovation. Educational strategies such as partnering learners with SME staff, simulation exercises, and hands-on exercises all contribute to students' analytical skills. 'Real world' experience in corporate settings helps students bridge the gap between theory and practice, and consequently prepares them to be competitive in their chosen employment. In the period from 2006 till 2009, three academic years were spend to teach students knowledge and competences on strategic innovation. The parameters evaluated are relevance and effectiveness and the system to be analysed is the minor 'strategic innovation'. These two parameters are described as follows: Relevance Teachers and students consider all teaching elements of the minor required to adequately prepare for contributions to innovation development in SMEs relevant. Key persons from SMEs believe that such knowledge and competences are important for companies to increase market competitiveness through innovation. Effectiveness Students develop perceptions on how innovation developments should be initiated in SMEs. They learn how to analyse companies for indicators of and preparation for changes. Students are capable of formulating an innovation development advice for companies, and explain how current activities could be changed to improve corporate success. These parameters are the focus of the measuring method. Optimization of the parameters improves the learning conditions. There is a relation between the two parameters and the variables of a conceptual model with which data can be categorised. Conclusions and recommendations The thesis concludes with a model to analyse the different positions and perspectives of the stakeholders. It is also used for designing a competence-based and action-oriented program. During the research, it became clear that teachers were having a major role in the learning processes of students to change them from rather inexperienced in strategic innovation, into being experienced to the level of starting professionals. Teachers must therefore have many different abilities/competences. For these teachers, it is important that they have - to a certain extent - an expertise in the field of study so they are able to coach and lecture their students properly. Therefore it is necessary that they have their networks with companies on this matter, which enables them to discuss the reality of innovation in the company. Next to the ability to understand the content, teachers must have the ability to determine the starting level of the students of different disciplines joining the minor and choose lecture and coaching conditions with which each student can learn effectively. Teachers therefore must be able to use several strategies of teaching. Students themselves also need to be experienced in interdisciplinary cooperation to work in strategic innovation projects. From these multidisciplinary approaches, teachers must be able to guarantee learning effectiveness to the major goal of the minor education. In order to do so, teachers need to collaborate themselves with their colleagues and agree to the formulated conditions of the minor education. The conclusions as presented from the data of the research are focussed on the teacher being the provider of knowledge and the "manager" of learning activities of students. The main success factors of these conclusions can be formulated as follows. 1. Teachers need to get the opportunity to become adapted to new fields of study in order to have a relevant contribution. 2. Teachers must use their network to find companies that fit to the goals of the minor. 3. Teachers need to determine the match of complexity of the minor and minimum conditions for students to join. 4. Teachers must understand how to help students to work interdisciplinary. 5. Teachers must adapt to new teaching and learning strategies to make the educational processes effective. 6. Teachers in a multidisciplinary teaching and learning context need to be informed on the background of students to make their teaching more effective. 7. Teachers must be able to present the specific theme of their lectures in the context of the goal of the minor to make their teaching activities effective. 8. Teachers from various disciplines working in a multidisciplinary minor need to work interdisciplinary with their colleagues. 9. Teachers must agree to the formulations of the competences. Universities of applied sciences mostly educate young professionals in the region they are situated in. They need to feel the responsibility to follow the needs of companies, like competences of starting professionals on innovation development, and give teachers the opportunities to make improvements of the education with which starting students are being prepared to become starting professionals in companies.
Educational programs teaching entrepreneurial behaviour and knowledge are crucial to a vital and healthy economy. The concept of building a Communities of Practice (CoP) could be very promising. CoP’s are formed by people who engage in a process of collective learning in a shared domain of human endeavour (Wenger, McDermott and Snyder, 2002). They consist of a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Normally CoP’s are rather homogeneous. Saxion institute Small Business & Retail Management (SB&RM) started a CoP with entrepreneurs September 2007. Typical in the this community, are the differences between the partners. The Community consists of students, entrepreneurs and members of an institution for higher education. They have different characteristics and they don’t share the same knowledge. Thus, building long-lasting relations can be complicated. Solid relations for longer periods are nevertheless inevitable in using CoP as a mean in an educational concept that takes approximately 4 years. After one year an evaluation took place on the main aspects of a lasting partnership. The central problem SB&RM in Deventer faces is to design the CoP in a way possible members will join and stay for a longer period and in a way it ensures entrepreneurial learning. This means important design characteristics have to be identified, and the CoP in Deventer has to be evaluated to assess whether it meets those design characteristics in an effective and efficient way. The main target of the evaluation is to determine which key factors are important to make sure continuity in partnership is assured and entrepreneurial learning is best supported. To solve the problem, an investigation on how a CoP works, what group dynamics take place, and how this can be measured has to be conducted. Furthermoreusing the CoP as a tool for entrepreneurship means key aspects of entrepreneurial learning have to be identified. After that the CoP in Deventer has to be examined on both aspects. According to literature CoP’s define themselves along three dimensions: domain (indicating what is it about), community (defining how it functions), and practice (indicating what capabilities it has produced) (Wenger, 1998). This leads to meaningful, shared and coordinated activities (Akkerman et al, 2007): Key aspects of a successful CoP lie in both hard and soft sides of creating a partnership. It means on one hand a CoP has to deal with defining their own overall vision, formulating long term goals and targets on the short term. They have to formulate how to achieve those targets and create meaningful activities (reification). On the other hand a CoP has to deal with relations, trust, norms and values (participation). Reification and participation as design characteristic can provide indicators on which the CoP in Deventer can be evaluated. A lasting partnership means joining the CoP and staying. Weick provides us with a suitable model that enables us to do research and evaluate whether the CoP in Deventer is successful or not, Weick’s model of means convergence. To effectively ensure entrepreneurial learning the process in the CoP has to provide or enable actionoriented forms through Project-based activity, accompanied by reflection, with high emotional exposure (or cognitive affection) preferably caused by discontinuities to be suitable as a tool in entrepreneurial learning. Furthermore it should be accompanied by the right preconditions to work effectively and efficiently. The evaluation of the present CoP in Deventer is done by interviewing all participants at the end of the first year of the partnership. In a structured interview, based on literature studies, all participants were separately questioned
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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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Collaborative networks for sustainability are emerging rapidly to address urgent societal challenges. By bringing together organizations with different knowledge bases, resources and capabilities, collaborative networks enhance information exchange, knowledge sharing and learning opportunities to address these complex problems that cannot be solved by organizations individually. Nowhere is this more apparent than in the apparel sector, where examples of collaborative networks for sustainability are plenty, for example Sustainable Apparel Coalition, Zero Discharge Hazardous Chemicals, and the Fair Wear Foundation. Companies like C&A and H&M but also smaller players join these networks to take their social responsibility. Collaborative networks are unlike traditional forms of organizations; they are loosely structured collectives of different, often competing organizations, with dynamic membership and usually lack legal status. However, they do not emerge or organize on their own; they need network orchestrators who manage the network in terms of activities and participants. But network orchestrators face many challenges. They have to balance the interests of diverse companies and deal with tensions that often arise between them, like sharing their innovative knowledge. Orchestrators also have to “sell” the value of the network to potential new participants, who make decisions about which networks to join based on the benefits they expect to get from participating. Network orchestrators often do not know the best way to maintain engagement, commitment and enthusiasm or how to ensure knowledge and resource sharing, especially when competitors are involved. Furthermore, collaborative networks receive funding from grants or subsidies, creating financial uncertainty about its continuity. Raising financing from the private sector is difficult and network orchestrators compete more and more for resources. When networks dissolve or dysfunction (due to a lack of value creation and capture for participants, a lack of financing or a non-functioning business model), the collective value that has been created and accrued over time may be lost. This is problematic given that industrial transformations towards sustainability take many years and durable organizational forms are required to ensure ongoing support for this change. Network orchestration is a new profession. There are no guidelines, handbooks or good practices for how to perform this role, nor is there professional education or a professional association that represents network orchestrators. This is urgently needed as network orchestrators struggle with their role in governing networks so that they create and capture value for participants and ultimately ensure better network performance and survival. This project aims to foster the professionalization of the network orchestrator role by: (a) generating knowledge, developing and testing collaborative network governance models, facilitation tools and collaborative business modeling tools to enable network orchestrators to improve the performance of collaborative networks in terms of collective value creation (network level) and private value capture (network participant level) (b) organizing platform activities for network orchestrators to exchange ideas, best practices and learn from each other, thereby facilitating the formation of a professional identity, standards and community of network orchestrators.
mechanism for fostering innovation competenceThis dissertation focuses on fostering students’ innovation competence in higher education. The research is aimed at developing instructional strategies based on theoretical design principles to aid teachers in higher education foster innovation competence in their classrooms and assess students’ innovation competence. The research was implemented within the existing curriculum of three Netherlands universities of applied sciences in which developing students’ innovation competence was the target learning goal. To aid innovation competence learning, an innovation competence teaching mechanism was developed following education design research steps. The research includes four independents sub-studies which used different research methods. This thesis shows that students’ innovation competence can be positively influenced by instruction. The findings of this study suggested that development of students’ innovation competence takes place through explicitly coordinated teaching and learning activities, design, assessment, and reflection. It was found that this innovation-supportive learning environment influenced the actual innovation competence of students and that the way of teaching (especially a better structured, balanced and more student-centred constructivist approach to teaching) had a positive influence on students’ development of innovation competence. This dissertation has shown that every student has the potential to be innovative, and that teachers can fulfil their role in recognizing the innovation potential of students by creating a teaching and learning environment that promotes and encourages innovation competence.
Advances in technology are opening up new learning opportunities, consequently having an impact on conventional teaching and learning concepts. The roles of teachers, students and universities are also being transformed worldwide. The Academy for Leisure & Events of BUas has always been part of the above quest.Therefore, it is crucial that teaching methods and learning experiences in higher education are dynamic and continuously incorporate innovative approaches as well as integrate new technologies. After all, it is essential to be prepared for the way students learn nowadays and for the future demand coming.It is now more important than ever, especially considering the challenging coronavirus times we are in, for Breda University of Applied Sciences – as a partner of this project – to actively contribute to strengthening staff capacities in innovative teaching and learning methods and digital skills. For instance by offering training courses in a blended model, combining face-to-face teacher training with MOOCs and e-learning.As designing meaningful experiences has always been at the heart of the mission and work ofthe Academy for Leisure & Events, this project builds upon further extension of networks in teaching and learning innovation in national and international higher education contexts.Partners:FH Joanneum University of Applied Sciences, Universidad Carlos III de Madrid, Universidad de Lima, Universidad Catolica San Pablo, Universidad de Piura, Universidad Austral de Chile, Universidad de Santiago de Chile, Universidad Vina del Mar
