Nonprofit organizations (NPOs) have deployed various strategies in motivating businesses to source sustainably, such as the co-development and promotion of sustainability certification and direct collaboration in cross-sector partnerships (CSPs). This is an important current-day priority, given the ambitions set out in the Sustainable Development Goals (SDGs). Increasingly, NPOs have taken up a role as conveners of such CSPs. Research on CSPs has, to date, often considered conveners as a ‘resource’ to the CSP, contributing to its effectiveness. In this study, we shift the focus towards the convener by considering a case of a ‘mission-driven convener’, an NPO that initiates CSPs as a strategy to realize its own sustainability objectives. Our explorative case study—comparing the NPO’s efforts across six countries in setting up national coffee platforms—reviews the concept of a mission-driven convener vis-à-vis established notions on convening and identifies which strategies it applies to realize a CSP. These strategies comprise productively combining certification-driven efforts with CSPs, combining process and outcomes of CSPs, and drawing on cross-level dynamics derived from outsourcing of convening work to local actors. With our study, we contribute to research on CSP conveners by offering an alternative interpretation to the relation between the CSP and the convener, attributing more agency to the convener as a mission-driven organization. Strengthening our understanding of CSPs and conveners is an important means to advance the Sustainable Development Goals (SDGs).
When teaching grammar, one of the biggest challenges teachers face is how to make their students achieve conceptual understanding. Some scholars have argued that metaconcepts from theoretical linguistics should be used to pedagogically and conceptually enrich traditional L1 grammar teaching, generating more opportunities for conceptual understanding. However, no empirical evidence exists to support this theoretical position. The current study is the first to explore the role of linguistic metaconcepts in the grammatical reasoning of university students of Dutch Language and Literature. Its goal was to gain a better understanding of the characteristics of students’ grammatical conceptual knowledge and reasoning and to investigate whether students’ reasoning benefits from an intervention that related linguistic metaconcepts to concepts from traditional grammar. Results indicate, among other things, that using explicit linguistic metaconcepts and explicit concepts from traditional grammar is a powerful contributor to the quality of students’ grammatical reasoning. Moreover, the intervention significantly improved students’ use of linguistic metaconcepts.
This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research (NWO), that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
