Zoekresultaten

Learning in networks Community of Practice: a new approach to entrepreneurial learning

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

A screenplay approach to simulate social impacts of technology in health care practices

Designers have grown increasingly interested in social consequences of new technologies. As social impacts become increasingly important it might be fruitful to understand how social impacts develop and how a designer can anticipate these consequences. In health care practices, for instance, it is important to control unintended social impacts at forehand. Social impact is an outcome of the mediating effect of a technology with its social environment. Human behaviour in a social environment can be analysed from the perspective of a social ecological system. To anticipate social impacts simulations of social practices are needed. To simulate practices the persona approach has been adapted to a screenplay approach in which the elements of a social ecology are used to gain a rich description of a social environment. This has been applied for a 'Heart Managers' case. It was concluded that the screenplay approach can be used for a systematic simulation of future social impacts.

Hospitality Innovation : How Hard Can it Be

Combinations of vegetables can be more accepted than individual vegetables

Enhancing sweetness of vegetables by addition of sucrose or sweeteners can increase acceptance but is not necessarily desirable. An alternative strategy could be to combine vegetables with other vegetables. By offering combinations of vegetables it might be possible to suppress bitterness, enhance sweetness and provide texture variety leading to increased acceptance. The aim of this study was to determine the influence of combining vegetables with other vegetables on sensory properties and acceptance. Carrot (sweet), cucumber (neutral), green bell pepper (bitter) and red bell pepper (sour) were assessed individually and in combination with the other three vegetables in two mixing ratios (1:2 and 2:1). Additionally, four combinations of three vegetables (mixing ratio 1:1:1) were assessed. A trained panel (n = 24) evaluated taste, flavour and texture and a consumer panel (n = 83) evaluated acceptance of all vegetables and combinations. Combining green bell pepper with carrot (1:2 and 2:1) increased sweetness and decreased bitterness. Combining cucumber, carrot or red bell pepper with green bell pepper (1:2) increased bitterness. Mainly sweetness and bitterness were associated with acceptance whereas texture (crunchiness, firmness and juiciness) did not strongly influence acceptance. Cucumber was the most accepted vegetable followed by carrot, red bell pepper and green bell pepper. Acceptance of vegetable combinations can differ from acceptance of individual vegetables depending on vegetable type and mixing ratio. Only 3 of 16 vegetable combinations had higher acceptance compared to the least accepted vegetable in the combination and similar acceptance as the more accepted vegetable in the combination. For 13 of 16 vegetable combinations acceptance did not increase compared to acceptance of individual vegetables. These findings suggest that strategies aimed at increasing vegetable consumption can be devised using specific combinations of vegetables.

Cyber incident response decision making

In case of a major cyber incident, organizations usually rely on external providers of Cyber Incident Response (CIR) services. CIR consultants operate in a dynamic and constantly changing environment in which they must actively engage in information management and problem solving while adapting to complex circumstances. In this challenging environment CIR consultants need to make critical decisions about what to advise clients that are impacted by a major cyber incident. Despite its relevance, CIR decision making is an understudied topic. The objective of this preliminary investigation is therefore to understand what decision-making strategies experienced CIR consultants use during challenging incidents and to offer suggestions for training and decision-aiding. A general understanding of operational decision making under pressure, uncertainty, and high stakes was established by reviewing the body of knowledge known as Naturalistic Decision Making (NDM). The general conclusion of NDM research is that experts usually make adequate decisions based on (fast) recognition of the situation and applying the most obvious (default) response pattern that has worked in similar situations in the past. In exceptional situations, however, this way of recognition-primed decision-making results in suboptimal decisions as experts are likely to miss conflicting cues once the situation is quickly recognized under pressure. Understanding the default response pattern and the rare occasions in which this response pattern could be ineffective is therefore key for improving and aiding cyber incident response decision making. Therefore, we interviewed six experienced CIR consultants and used the critical decision method (CDM) to learn how they made decisions under challenging conditions. The main conclusion is that the default response pattern for CIR consultants during cyber breaches is to reduce uncertainty as much as possible by gathering and investigating data and thus delay decision making about eradication until the investigation is completed. According to the respondents, this strategy usually works well and provides the most assurance that the threat actor can be completely removed from the network. However, the majority of respondents could recall at least one case in which this strategy (in hindsight) resulted in unnecessary theft of data or damage. Interestingly, this finding is strikingly different from other operational decision-making domains such as the military, police and fire service in which there is a general tendency to act rapidly instead of searching for more information. The main advice is that training and decision aiding of (novice) cyber incident responders should be aimed at the following: (a) make cyber incident responders aware of how recognition-primed decision making works; (b) discuss the default response strategy that typically works well in several scenarios; (c) explain the exception and how the exception can be recognized; (d) provide alternative response strategies that work better in exceptional situations.

Smart Green Campus

Author supplied: Within the Netherlands the interest for sustainability is slowly growing. However, most organizations are still lagging behind in implementing sustainability as part of their strategy and in developing performance indicators to track their progress; not only in profit organizations but in higher education as well, even though sustainability has been on the agenda of the higher educational sector since the 1992 Earth Summit in Rio, progress is slow. Currently most initiatives in higher education in the Netherlands have been made in the greening of IT (e.g. more energy efficient hardware) and in implementing sustainability as a competence in curricula. However if we look at the operations (the day to day processes and activities) of Dutch institutions for higher education we just see minor advances. In order to determine what the best practices are in implementing sustainable processes, We have done research in the Netherlands and based on the results we have developed a framework for the smart campus of tomorrow. The research approach consisted of a literature study, interviews with experts on sustainability (both in higher education and in other sectors), and in an expert workshop. Based on our research we propose the concept of a Smart Green Campus that integrates new models of learning, smart sharing of resources and the use of buildings and transport (in relation to different forms of education and energy efficiency). Flipping‐the‐classroom, blended learning, e‐learning and web lectures are part of the new models of learning that should enable a more time and place independent form of education. With regard to smart sharing of resources we have found best practices on sharing IT‐storage capacity among universities, making educational resources freely available, sharing of information on classroom availability and possibilities of traveling together. A Smart Green Campus is (or at least is trying to be) energy neutral and therefore has an energy building management system that continuously monitors the energy performance of buildings on the campus. And the design of the interior of the buildings is better suited to the new forms of education and learning described above. The integrated concept of Smart Green Campus enables less travel to and from the campus. This is important as in the Netherlands about 60% of the CO2 footprint of a higher educational institute is related to mobility. Furthermore we advise that the campus is in itself an object for study by students and researchers and sustainability should be made an integral part of the attitude of all stakeholders related to the Smart Green Campus. The Smart Green Campus concept provides a blueprint that Dutch institutions in higher education can use in developing their own sustainability strategy. Best practices are shared and can be implemented across different institutions thereby realizing not only a more sustainable environment but also changing the attitude that students (the professionals of tomorrow) and staff have towards sustainability.