Conceptual understanding is important for professionals because a broad and deep synthesis of knowledge enables flexible and original thinking in complex problem solving. However, little is known about the appearance of conceptual understanding at the student level. This article therefore investigates the appearance of conceptual understanding in writing, since writing skills are a highly rated competency in both education and professional domains like international business. 44 students in their final year studying international business wrote literature reviews to illustrate how different levels (negligible, weak, moderate, strong and extraordinary) appeared for six components of conceptual understanding (global context, local context, business practices, practice instances, business concepts and business mechanisms). Two results are suggested. The first is that conceptual understanding in students’ writing is broad rather than deep, suggesting fragmented rather than integrated knowledge needed for conceptual understanding. The second is that different patterns of conceptual understanding emerge between and within students’ writing, both in the varying depths of conceptual understanding per component and in the different ways conceptual understanding manifests. Methodological issues and further research are discussed. Implications for education include suggestions for teachers to stimulate knowledge integration for conceptual understanding through the use of rubrics and iterative cycles.
The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear definition of conceptual understanding needed to solve such problems would provide design input for international business education. In three cycles, two independent expert panels with backgrounds in academic research, international business education, and international business practice identified and validated key components of conceptual understanding in international business. Key components are the global and local contexts, general and specific business practices, and theoretical business concepts and mechanisms. Other key characteristics include factual knowledge, explanation, and out-of-the-box thinking.
Objective This paper aims at uncovering the hampering and facilitating factors in intercultural communication that professionals encounter in their business relationships. Methodology The data collection process involved conducting individual interviews and two rounds of focus groups with professionals who shared their experiences in working with another culture. The transcripts were analyzed using Thematic Analysis (Braun & Clarke, 2012) with the assistance of Atlas.ti 9. Findings The key challenges that emerged were differences in communication styles: too direct versus too indirect; misunderstandings and misconceptions when communicating in non-native languages; differences in business customs, such as separating business from private life versus blurred business and personal relationships; differences in decision-making and stereotyping. Value Added We offer a new perspective about existing models and theories of intercultural dimensions, highlighting the risks they entail when superficially generalized. Our paper contributes to professional practice by illustrating how language, differences in the communication style, business etiquette and stereotyping can prevent successful interactions. We show that business English may facilitate international communication but may easily become a source of misinterpretation. Recommendations Intercultural flexibility can play a fundamental role in contextualizing communication and providing true meaning to businesses exchanges. Adjusting language, focusing on building trustful relationships and creating alignment processes can all be instrumental for more effective and successful business communication. Future research with business professionals from diverse cultural backgrounds would enrich our understanding of intercultural business communication.
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Client: Netherlands Enterprise Agency (RVO.nl) / Partners for International Business (PIB)The Knowledge-To-Knowledge (K2K) project “Consortium development zero-emission tourism mobility" is part of the private-public Partners for International Business (PIB) programme ‘Erfolgsformeln Verbinden: Nachhaltige Mobilität und Energie in Österreich und in den Niederlanden’. The K2K project was executed by the Centre for Sustainability, Tourism and Transport (CSTT), the research institute of the Academy for Tourism of Breda University of Applied Sciences. Partners in this project were Camptoo, NKC, emodz, and TUI Netherlands. The goal of the K2K project was to develop a joint research and policy agenda for stimulating zero-emissions tourism mobility under Dutch-Austrian cooperation. The results, derived by an extensive literature study and a number of interviews and meetings with both tourism and transport experts, and tourism (business) professionals, are found in this report.
Het lectorenplatform CE ontstond in 2017 uit de behoefte een podium te hebben voor kennisuitwisseling en samenwerking in een tot dan toe versnipperd onderzoeksveld. Het platform is hierin geslaagd maar ziet nog volop mogelijkheden om haar rol te versterken. Enkele redenen zijn: Overheden ondersteunen een stevige agenda voor onderzoek. Er komen meer internationale, Rijksbrede en regionale programma’s voor de circulaire economie en er worden veranderingen in regelgeving bestudeerd (grondstoffenakkoord, energieneutraliteit, keurmerken voor duurzaamheid). Het thema circulaire economie met ‘wicked problems’ als klimaatverandering moet multidisciplinair benaderd worden omdat het zowel technische, maatschapp- elijke, juridische, psychologische, ecologische als economische elementen in zich heeft. Multidisciplinaire samenwerking is dus noodzakelijk en kan nog beter. Lectoren hebben invloed op de opleiding van nieuwe professionals en vorming van hun duurzame bewustzijn. Door praktijkgericht onderzoek in verbinding met onderwijs uit te voeren zorgen zij ervoor dat nieuwe generaties studenten worden opgeleid met denkwijzen en instrumenten voor een circulaire economie. De focus ligt in de vervolgfase op het hebben van impact via concrete projecten, in grotere programma’s en door verbindingen met nieuwe partijen. We investeren in het (door)ontwikkelen van methodieken, instrumenten en tools - zoals circulaire business modellen, meervoudige waardenmodellen, circulaire financieringswijzers en circulaire scorecards. Deze testen we in ‘living lab’-achtige settingen. Avans en Het Groene Brein zorgen wederom voor de aansturing. De samenwerking wordt uitgebreid door samen te werken met andere lectorenplatforms, waaronder Logistiek, Biobased Economy en Urban Energy en NADR (creatieve industrie). Samenwerking biedt mogelijkheden voor crossovers in onderzoek en versterkt de kennisbasis. Het platform staat zo voor stevige kennisdisseminatie naar onderwijs en praktijk. Ondermeer via de kenniskaart die in de opstartperiode is ontwikkeld, professionele, wetenschappelijke publicaties en bijeenkomsten. In openleeromgevingen worden leerpakketten aangeboden die inzetbaar zijn bij de ontwikkeling van onderwijsmodules, onderwijsmethodes en MOOC’s gericht op transitie naar een CE.
With the help of sensors that made data collection and processing possible, many products around us have become “smarter”. The situation that our car, refrigerator, or umbrella communicating with us and each other is no longer a future scenario; it is increasingly a shared reality. There are good examples of such connectedness such as lifestyle monitoring of elderly persons or waste management in a smart city. Yet, many other smart products are designed just for the sake of embedding a chip in something without thinking through what kind of value they add everyday life. In other words, the design of these systems have mainly been driven by technology until now and little studies have been carried out on how the design of such systems helps citizens to improve or maintain the quality of their individual and collective lives. The CREATE-IT research center creates new solutions and methodologies in “digital design” that contribute to the quality of life of citizens. Correspondingly, this proposal focuses on one type of digital design—smart products—and investigate the concept of empowerment in relation to the design of smart products. In particular, the proposal aims to develop a model with its supplementary tools and methods for designing such products better. By following a research-through-design methodology, the proposal intends to offer a critical understanding on designing smart products. Along with its theoretical contribution, the proposal will also aid the students of ICT and design, and professionals such as designers and engineers to create smart products that will empower people and the industry to develop products grounded in a clear user experience and business model.
