Hoe bereiden we studenten voor op een economie die niet alleen financiële waarde creëert, maar ook maatschappelijke en ecologische impact heeft? Het Centre for Economic Transformation van de Hogeschool van Amsterdam (HvA) introduceert steward-ownership - een docentenhandleiding & teaching case.Steward-ownership scheidt economische rechten (winst) van stemrechten (besluitvorming), zodat een onderneming duurzaam kan blijven opereren zonder afhankelijk te zijn van kortetermijnwinsten voor aandeelhouders. Grote bedrijven zoals Patagonia kozen recentelijk voor dit model om hun maatschappelijke missie veilig te stellen. Maar wat betekent dit in de praktijk? En welke alternatieven bestaan er voor traditionele aandeelhouderschapsmodellen?In deze teaching case maken we studenten bewust van de rol die eigenaarschap van ondernemingen speelt in de transitie naar een eerlijke en duurzame economie. We bekijken de traditionele vorm van aandeelhouderschap en ontdekken hoe steward-ownership een alternatief biedt voor winstmaximalisatie voor enkelen ten koste van welzijn en welvaart van velen. Met behoud van ruimte voor ondernemerschap.Deze teaching case biedt een toegankelijke introductie in steward-ownership en is speciaal ontwikkeld voor studenten in het economische en maatschappelijke domein. Docenten kunnen direct aan de slag met:- Een docentenhandleiding met uitleg en lesdoelen.- Een geanimeerde infographic die het concept helder uitlegt.- Zes interactieve werkvormen, waaronder groepsdiscussies, rollenspellen en een pressure cooker.- Een hoofdtekst voor studenten, aangevuld met verdiepende hoofdstukken, afgestemd op hr, sociaal ondernemerschap en juridische vraagstukken.De case past bij uiteenlopende opleidingen in het economisch en maatschappelijk domein van HBO en WO vanaf derde jaar Bachelor t/m Masterniveau. De opgedane kennis is actueel en relevant voor studenten die gaan werken in het bedrijfsleven of zelf gaan ondernemen. Zij herkennen de voor- en nadelen van klassieke vormen van eigenaarschap. Ook zijn ze zich bewust van alternatieve mogelijkheden van eigenaarschap die naadloos aansluiten bij een nieuwe economie.Met deze les bereid je studenten voor op een toekomst in de nieuwe economie, en laat je ze ervaren hoe steward-ownership een deel van de oplossing kan zijn! Je kunt de case kosteloos downloaden en morgen inzetten in je les.
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The CDIO network works with the extended CDIO syllabus version 2.0 (Crawley et. al., 2011), in which two learning goal sections were added: leadership and entrepreneurship. This paper focuses on entrepreneurship and uses a case study of the Eye on Entrepreneurs (EoE) initiative in the Netherlands to reflect on the similarities and differences between the CDIO learning goals in entrepreneurship and the unconventional approach of EoE in teaching (engineering) students entrepreneurship in practice. Eye on Entrepreneurs (EoE) offers a student an intense learning experience in an informal but authentic learning context. What are the perceived strengths of their approach when it comes to effectively teaching entrepreneurship? When translating this back to the formal learning context of a university, how does this relate to the CDIO framework and syllabus especially? And what would this mean for the lecturer's competencies? Based on a case study discussion with practitioners an answer to these questions was sought. Both stakeholders from the (entrepreneurial) professional field (including talented students) and (entrepreneurship-) educators in general and from the CDIO-network were involved. The results show that what translates back to formal education is for teachers to be open minded, give space to manoeuvre and make mistakes, and have reciprocal dialogue and reflection with students when teaching entrepreneurship. Their main role should be to recognize talents and stimulate them to take initiative, show empathy and take risks in creativity. LinkedIn: https://www.linkedin.com/in/suzannececiliabrink/
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The Kuyichi teaching case will challenge students to think about how circular business models can contribute to sustainability and dives into the challenges of setting up a resale business model in the context of sustainable fashion. The case provides an engaging real-world example to aid students in their learning journey and is accompanied by an extensive teaching note (including supplementary material). The case is part of the educational output from the CIE - CONESU project, funded by taskforce for Applied Research SIA.
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We developed and tested a teaching case and teaching note on the challenges that a small sustainable fashion brand faces when implementing a circular business model. We target bachelor and master students of international business, entrepreneurship, strategic management, circularity/sustainability courses. This teaching case challenges students to think about how circular business models can contribute to sustainability and highlights opportunities and barriers to adopting circular strategies. The case is based on publicly available sources and interviews with sustainable fashion brand Kuyichi. The main learning objectives for students are: 1) to understand the concept of circular economy (CE) and how circular business models differ from linear business models; 2) demonstrate in what way circular business models can contribute to sustainability; 3) evaluate rental and/or resale business models and the challenges and opportunities involved; 4) make recommendations on adopting circular strategies or business models that support the transition to a circular economy. The teaching note highlights academic and practitioner literature, such as circular business models (Bocken et al., 2016; Circle Economy, 2021; Lüdeke-Freund, Gold, Bocken, 2019), strategies (Konietzko et al., 2020), transition theory (Geels, 2002; Nambisan and Baron, 2013), organizational inertia (Sydow et al., 2009) and dynamic capabilities (O’Reilly and Tushman, 2004; Teece et al., 1997), and makes suggestions for classroom discussion and assignments. The teaching case and note will be published as a free case with The Case Centre. We are grateful for the support of the Dutch Research Council, RAAK.PRO03.038, that made the development of this case possible.
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The form and format of a ‘teaching case’ implies ready-to-use teaching material that can be easily integrated within a module and/or curriculum. This is why we created (and tested across three pilots and with more than 250 students) ‘Researching the city: Mapping imaginaries’ teaching case accompanied by teachers’ training materials, sensory toolkit, all accessible through an online platform, the ‘Knowledge hub’ that further showcases the works of our students, their walks through our cities and the arguments why we all have to understand and connect in meaningful ways with urban areas that are often seen as in the so-called ‘periphery’ (or further away from the city centres).
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History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the past and the present by means of comparing cases of an enduring human issue. To examine the feasibility and desirability of this case-comparison teaching approach, students (N = 444) and teachers (N = 15) who participated in an implementation study conducted in the Netherlands were questioned about their experiences and views. Results show that both students and teachers felt that case-comparison in the context of an enduring human issue is feasible and not more complex than the usual history teaching in which topics are studied separately without explicitly making comparisons between past and present, even if some students thought that taking account of episodes from different historical periods concurrently required an extra learning effort. Both students and teachers believed that connecting past and present in history teaching enhances engagement and meaning making. They suggested a curriculum combining the case-comparison approach with the type of history teaching they were accustomed to. Mixed methods were used for data collection. Implications for further research on case-comparison learning in history are being discussed.
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Effective teaching for democracy requires an understanding of the teaching methods and educational characteristics that are effective in interventions. In order to address this requirement, we conducted a systematic literature review. We used an extensive search syntax and snowballing method that allowed us to find n = 2093 unique publications. After a screening process, we have included 54 interventions in 51 different quantitative effect studies written between 2010 and 2020. We categorized these interventions into five types of teaching methods: instruction, small-group work, assignments, projects, and democratic decision-making. We analyzed what the educational characteristics (i.e., subject matter, classroom interaction, classroom management) of these interventions were and for which democratic competences (i.e., knowledge, attitude, skill, behavior) they were effective. Our results show that teaching methods have differential effects on democratic competences. We also discuss the robustness of these results. Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods.
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Over the past few decades, education systems, especially in higher education, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of related concepts. This reconsideration aligns with the core of higher education reforms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonistic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and exploratory nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching.
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In het middelbaar beroepsonderwijs worden hybride leeromgevingen, waarin de contexten van school en werk worden geïntegreerd, gezien als een veelbelovende manier om onderwijs en praktijk beter op elkaar aan te laten sluiten. Er is weinig bekend over het duurzaam ontwerpen van deze integratieve leeromgevingen binnen een mbo-instelling als geheel, waarbij het gaat om leeromgevingen van verschillende sectoren. In deze meervoudige, tweejarige case study zijn 45 integratieve leeromgevingen op de grens van school en werk, verspreid over zes sectoren binnen één onderwijsinstelling in kaart gebracht. Deze leeromgevingen zijn in focusgroepen geanalyseerd op 1) waar zij zich bevinden op de dimensie school-werk, 2) de ontwerpkenmerken inhoudelijk, sociaal, temporeel, instrumenteel en ruimtelijk, en 3) bevorderende en belemmerende factoren bij het ontwerpen en uitvoeren van integratieve leeromgevingen. Dit onderzoek geeft inzicht in hoe deze leeromgevingen zijn ontworpen en welke factoren daarbij van belang zijn. Integratief samenwerken met het werkveld blijkt in alle sectoren mogelijk. De ontwerpkenmerken inhoudelijk, sociaal en ruimtelijk worden vaker als integratief ervaren dan het ontwerpkenmerk temporeel. Vanuit het temporele perspectief blijken vooral kaders van school leidend en komen daarmee naar voren als een belangrijke factor in het succesvol opschalen en verduurzamen van leeromgevingen.
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This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).
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