What is this publication about?In this publication on ‘New urban economies’, we search for answers and insights to a key question: how can cities foster economic development and develop ‘new urban economies’. And, importantly, how can they do that:◗ in concertation with different urban stakeholders, ◗ responding adequately to key challenges and developments beyond their control, ◗ building on the cities’ own identity, industries and competences, ◗ in a sustainable way, ◗ and without compromising weaker groups.
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Tom van Weert argues that economic, societal and cultural developments in indus-trialized countries push for educational innovation. He sees Information and Communication Technology (ICT) as enabling factor of this innovation. His line of reasoning is the following. Knowledge intensive economies have a need for modern professionals with new qualifications. These professionals have to be able to produce concrete business results, but need also to contribute to essential business knowledge, needed to survive in a highly competitive and changing environment. Knowledge creation is becoming part of working and is therefore not anymore the exclusive right of research institutions. In this light, universities as breeding place of modern professionals, need to redefine their role in much more fundamental ways than simply continuing old practices by modern ICT means. A new educational paradigm is needed, integrating learning, working and knowledge creation. Situation based learning environments may be the materialization of this new paradigm.
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Whereas different aspects of teaching and learning in Higher Education are often discussed within an academic community, teaching the EU seems to receive less attention. Especially in recent years we testimony the decreasing interest to EU studies in universities, including some signs of disappearing from educational curricula. Even more sad is the state of teaching the EU in economic faculties and other disciplinary areas. Teaching the EU is not always considered as an important and necessary part of these curricula. At the same time, in the still remaining studies of the EU, mainly situated in studies of politics or international relations, there is a tendency, with a few exemptions, to stick to a rather traditional approach of teaching the EU that does not change for years, no matter what the developments in the world are. In this paper I plea for the change of the existent paradigm in teaching the EU. The new global realities, such as a developing climate crisis and EU green economic transition, war in Europe and changing global security landscape, (still) continuing migration crisis and growing poverty worldwide, radicalization of political systems and intensifying populism, require to change the way the EU subject has been taught in universities. The scholars teaching the EU subject have to rethink the existent answers to the main educational questions, such as what, why, how and who is being taught about the EU. I propose a different approach to teaching the EU that not only redesigns the existent teaching practices of the EU, but also makes the introduction of EU studies in other than political science or international relations curricula, such as economic, business, environmental or many other interdisciplinary studies, possible and indispensable.
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As the Dutch population is aging, the field of music-in-healthcare keeps expanding. Healthcare, institutionally and at home, is multiprofessional and demands interprofessional collaboration. Musicians are sought-after collaborators in social and healthcare fields, yet lesser-known agents of this multiprofessional group. Although live music supports social-emotional wellbeing and vitality, and nurtures compassionate care delivery, interprofessional collaboration between musicians, social work, and healthcare professionals remains marginal. This limits optimising and integrating music-making in the care. A significant part of this problem is a lack of collaborative transdisciplinary education for music, social, and healthcare students that deep-dives into the development of interprofessional skills. To meet the growing demand for musical collaborations by particularly elderly care organisations, and to innovate musical contributions to the quality of social and healthcare in Northern Netherlands, a transdisciplinary education for music, physiotherapy, and social work studies is needed. This project aims to equip multiprofessional student groups of Hanze with interprofessional skills through co-creative transdisciplinary learning aimed at innovating and improving musical collaborative approaches for working with vulnerable, often older people. The education builds upon experiential learning in Learning LABs, and collaborative project work in real-life care settings, supported by transdisciplinary community forming.The expected outcomes include a new concept of a transdisciplinary education for HBO-curricula, concrete building blocks for a transdisciplinary arts-in-health minor study, innovative student-led approaches for supporting the care and wellbeing of (older) vulnerable people, enhanced integration of musicians in interprofessional care teams, and new interprofessional structures for educational collaboration between music, social work and healthcare faculties.
Energy transition is key to achieving a sustainable future. In this transition, an often neglected pillar is raising awareness and educating youth on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. The Master Energy for Society, and particularly the course “Society in Transition”, aims at providing a first overview on the urgency and complexities of the energy transition. However, educating on the energy transition brings challenges: it is a complex topic to understand for students, especially when they have diverse backgrounds. In the last years we have seen a growing interest in the use of gamification approaches in higher institutions. While most practices have been related to digital gaming approaches, there is a new trend: escape rooms. The intended output and proposed innovation is therefore the development and application of an escape room on energy transition to increase knowledge and raise motivation among our students by addressing both hard and soft skills in an innovative and original way. This project is interdisciplinary, multi-disciplinary and transdisciplinary due to the complexity of the topic; it consists of three different stages, including evaluation, and requires the involvement of students and colleagues from the master program. We are confident that this proposed innovation can lead to an improvement, based on relevant literature and previous experiences in other institutions, and has the potential to be successfully implemented in other higher education institutions in The Netherlands.
Communicatieprofessionals geven aan dat organisaties geconfronteerd worden met een almaar complexere samenleving en daarmee het overzicht verloren hebben. Zo’n overzicht, een ‘360 graden blik’, is echter onontbeerlijk. Dit vooral, aldus diezelfde communicatieprofessionals, omdat dan eerder kan worden opgemerkt wanneer de legitimiteit van een organisatie ter discussie staat en zowel tijdiger als adequater gereageerd kan worden. Op dit moment is het echter nog zo dat een reactie pas op gang komt als zaken reeds in een gevorderd stadium verkeren. Onderstromen blijven onderbelicht, als ze niet al geheel onzichtbaar zijn. Een van de verklaringen hiervoor is de grote rol van sociale media in de publieke communicatie van dit moment. Die media produceren echter zoveel data dat communicatieprofessionals daartegenover machteloos staan. De enige oplossing is automatisering van de selectie en analyse van die data. Helaas is men er tot op heden nog niet in geslaagd een brug te slaan tussen het handwerk van de communicatieprofessional en de vele mogelijkheden van een datagedreven aanpak. Deze brug dan wel de vertaling van de huidige praktijk naar een hogere technisch niveau staat centraal in dit onderzoeksproject. Daarbij gaat het in het bijzonder om een vroegtijdige herkenning van potentiële issues, in het bijzonder met betrekking tot geruchtvorming en oproepen tot mobilisatie. Met discoursanalyse, AI en UX Design willen we interfaces ontwikkelen die zicht geven op die onderstromen. Daarbij worden transcripten van handmatig gecodeerde discoursanalytische datasets ingezet voor AI, in het bijzonder voor de clustering en classificatie van nieuwe data. Interactieve datavisualisaties maken die datasets vervolgens beter doorzoekbaar terwijl geautomatiseerde patroon-classificaties de communicatieprofessional in staat stellen sociale uitingen beter in te schatten. Aldus wordt richting gegeven aan handelingsperspectieven. Het onderzoek voorziet in de oplevering van een high fidelity ontwerp en een handleiding plus training waarmee analisten van newsrooms en communicatieprofessionals daadwerkelijk aan de slag kunnen gaan.
Centre of Expertise, onderdeel van Hanze
Lectoraat, onderdeel van NHL Stenden Hogeschool
