From the article The paradigm shift towards competency-based education in the Netherlands has a logical counterpart: the need for more flexibility in the curricula. After all, in competency-based education it is recognized that learning not only takes place in designated places (school, university), but may happen every time when the learner is confronted with a challenge. This observation leads to the necessity to incorporate the learning outcomes of formal and informal education in one curriculum. As a result, the educational process becomes more complex and must be better structured to control the individual learning outcomes. In this paper we discuss this paradox: how more flexibility in the program creates the need for more control in the process. We also discuss what kind of IT-tools are helpful in controlling flexibility in curricula for higher professional education.
MULTIFILE
The purpose of this paper is to reflect on the experiences of safety and security management students, enrolled in an undergraduate course in the Netherlands, and present quantitative data from an online survey that aimed to explore the factors that have contributed to students’ satisfaction with, and engagement in, online classes during the COVID-19 pandemic. The main findings suggest an interesting paradox of technology, which is worth further exploration in future research. Firstly, students with self perceived higher technological skill levels tend to reject online education more often as they see substantial shortcomings of classes in the way they are administered as compared to the vast available opportunities for real innovation. Secondly, as opposed to democratising education and allowing for custom-made, individualistic education schedules that help less-privileged students, online education can also lead to the displacement of education by income-generating activities altogether. Lastly, as much as technology allowed universities during the COVID-19 pandemic to continue with education, the transition to the environment, which is defined by highly interactive and engaging potential, may in fact be a net contributor to the feelings of social isolation, digital educational inequality and tension around commercialisation in higher education.
MULTIFILE
The purpose of this paper is to perform a metaphorical analysis of knowledge as energy. This paper is based on a theoretical research concerning the nature, perception, basic laws and challenges brought up by these fundamental concepts of knowledge and energy. The metaphorical analysis of knowledge and intellectual capital has been initiated by Daniel Andriessen and his findings have been presented in several seminal works (Andriessen, 2006; 2008; Andriessen and Boom, 2007). In his work, Andriessen concluded we need to find new metaphors for knowledge. In our theoretical research we shall consider the knowledge as energy metaphor, with energy as the source domain, and knowledge as the target domain, and we are interested in identifying the metaphorical semantic kernel and the limitations of this analysis. The semantic kernel contains: (1) the concept of field as a nonuniform and nonlinear distribution of knowledge; (2) dynamics of potential and kinetic forms of manifestations; (3) dynamics of work and heat, and (4) entropy and syntropy process characteristics. Limitations of this analysis come from the conservation laws of energy transformation which cannot be applied to the knowledge domain.
DOCUMENT
The hospitality industry in the Netherlands has been slow to adopt artificial intelligence (AI), despite its potential to improve service efficiency and address workforce challenges. While some industries have embraced AI agents—automated systems interacting with users—for customer service, hospitality adoption remains limited. Many hotels struggle to integrate AI in ways that enhance guest experiences while ensuring workforce sustainability, a paradox. Workforce sustainability means keeping employees skilled and adaptable. This research addresses this paradox observed in professional practice, focusing on three key gaps in AI integration: • Hotel employees lack the skills and knowledge to adapt to AI-enhanced workplaces. • Hotel managers lack clear AI strategies that maintain service quality and employee well-being, ensuring AI complements rather than replaces human service. • AI developers often lack a clear understanding of the hospitality industry’s specific needs, hindering the development of effective solutions. This leads to the central question: How can AI agents be co-developed by hotel professionals and technical experts to enhance service efficiency while supporting a sustainable hospitality workforce? A one-year KIEM project provides the ideal framework for an agile, practice-based investigation in real hospitality environments. The project will unfold in four phases: (1) co-developing conversational AI chatbots with hotel businesses and technology providers, (2) testing the chatbot integration in hotels, (3) evaluating the impact on service efficiency and workforce sustainability, and (4) initiating a community of AI agent practice in service industry. Conducted in collaboration with industry partners, the research ensures findings are directly applicable to real-world hospitality challenges. By bridging academic research and industry needs, this project will generate insights into AI-driven service innovations that benefit hotel operations, employees, and AI developers. Beyond hospitality, its findings will offer scalable strategies for responsible AI adoption in sectors like healthcare, banking, and retail, fostering a more sustainable future of work.
