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Mission Impact

Higher education has the potential to act as ecosystem catalysts, connecting with the places our institutions which they are a part of, for learning-based changes with wicked (sustainability) challenges. This, however, calls for reorienting and rethinking of the higher educational narratives and subsequent practices towards more ecological and relational ones. In this study, a pilot aimed to connect a course at The Hague University of Applied Sciences (The Netherlands) to an industrial park next to the university which is undergoing transition towards a sustainable living space. The pilot, which ran from September 2020 to February 2021, included 17 students from 9 nationalities and 12 different bachelor programmes, and was designed according to the concepts of an ‘ecology of learning’. In this semester long course, called Mission Impact, students reflected every five-weeks, to capture their learning experiences using a combination of arts-based and narrative reflection methods. Two questions guided the analysis: (1) what are the key design characteristics of an ecological approach to higher education that connects to sustainability transformations (in times of COVID-19) and (2) what does this type of education asks from to learners. The reflective artefacts were analysed using Narratives of T-Mapping and juxtaposed with autoethnographic insights maintained by the first author for triangulation. Preliminary results of this pilot include the structure in chaos, space for transformation, openness for emerging futures & action confidence as components of such an ecological education that connects to and co-creates sustainability transformations.

Uncovering the potential of urban culture for creative placemaking.

Purpose: The authors provide a personal insight into how they see the potential of urban culture as a vehicle for creative placemaking. The purpose of this study is to highlight the opportunities for the tourism industry to embrace this global youth culture now that one of its pillars, breakdance, is on the brink of becoming an Olympic discipline in 2024, thus nudging this youth culture from underground to mainstream. Design/methodology/approach: The authors interviewed two Dutch pioneers in the field of urban culture: Tyrone van der Meer, founder of The Notorious IBE (IBE), an international breaking event, and Angelo Martinus, founder of the urban scene in Eindhoven and initiator of EMOVES, an urban culture and sports event. Findings: The authors illustrate the added value of urban culture to creative placemaking by addressing the initiatives of previously mentioned Dutch pioneers. Their urban culture events on Dutch soil, yearly attract thousands of participants and visitors from the urban scene, covering over 40 nationalities, to the South of The Netherlands. Originality/value: This study provides a glimpse into a global youth culture that is primarily invisible to the tourism industry and a foresight in how the tourism industry and other stakeholders (e.g. policy makers, city marketeers, tourism managers and event organisers) can pick up on this evolving trend. The study is meant as a wake-up call.

Working on sustainable development in International MSc Programmes

This article discusses some characteristics of the educational framework of the programme and tries to compare the results of the programme as reported by graduates with the 'professional competencies for Sustainable Development’, as formulated by DHO (the organisation for Sustainable Higher Education in the Netherlands). Because of the strong international character of the programme (students from more than 50 different countries in all continents of the world graduated since 1996), a specific issue of concern is the applicability of the Dutch Sustainable Competences in an international setting, and the implications for the teaching and learning approach. The experiental learning theory and the learning styles as defined by Kolb (1984) and the cultural dimensions as described by Hofstede (2009) are used to check this. Results from short online interviews with graduates all over the world illustrate the results of this comparison.

The war from both sides : how Dutch and German visitors experience an exhibit of Second World War stories

At the 75th anniversary of the end of the Second World War, questions arise if contemporary audiences still find historical accounts relevant. Fundamental to understanding the relevance of stories from the war is assessing their emotional impact on leisure participants from various social groups. We used the social identity theory framework to assess differences in emotional reactions of Dutch and German visitors to stories of the Second World War presented at a Dutch museum exhibit. Emotional reactions were measured using physiological signals of heart rate and heart rate variability as well as self-report. Emotions experienced were mixed and often, but not always, different between Dutch and German participants. Patterns in the physiological and self-report data differed. Many of the significant differences were generally consistent with a collective guilt account of German social identity, but the findings as a whole were more complex than could be predicted by existing social identity accounts. Specifically, participants did not simply categorize themselves with either national or human identities of characters based on what their respective stories emphasized. We conclude that stories of the Second World War are still relevant, but touch on audiences’ nationalities in a complex way, beyond simple historical categories.

The effectiveness of openness in advertising for familiar and unfamiliar brands across different nationalities

National differences in Gen Z work values

Generation Z (Gen Z) will account for a growing proportion of the global workforce in the coming years. Therefore, it is vitally important to understand this generation’s unique perspectives and preferences regarding work. This exploratory study examines the prioritisation and desirability of Gen Z work values according to respondents’ nationality. Data for this study was collected through a survey among 1188 undergraduate students enrolled in one university each in China, Germany, the Netherlands and Thailand. ANOVA test and Tukey post-hoc analysis were used to find out the difference between the groups based on nationality. Findings indicate nationality serves as a key differentiator in work value preferences. The findings challenge the concept of a global Generation Z as only two of the measured values, learning and visible results, were found to have universal appeal across the nationality groups. Despite increased levels of global interconnectedness and accompanying crossvergence of values, the results show significant statistical differences in work values based on the respondents’ nationality. Due to the scope and explorative design of the present study, it cannot be certain that the findings are exclusively from Gen Z characteristics or influenced by other, non-cultural, variables. This study suggests there is a need for study programmes at a tertiary level to embed experiential learning components and individual study pathways in their curricula to enable students to develop realistic expectations about the workplace and their place in it. In turn, these programmes will be able to develop a competitive advantage in HE landscape. The insights gained can be leveraged by internationally oriented study programmes, such as International Business (IB), to better address Gen Z needs and expectations.