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3ackground and aim – Driven by new technologies and societal challenges, futureproof facility managers must enable sustainable housing by combining bricks and bytes into future-proof business support and workplace concepts. The Hague University of Applied Sciences (THUAS) acknowledges the urgency of educating students about this new reality. As part of a large-scale two-year study into sustainable business operations, a living lab has been created as a creative space on the campus of THUAS where (novel) business activities and future-proof workplace concepts are tested. The aim is to gain a better understanding amongst students, lecturers, and the university housing department of bricks, bytes, behavior, and business support. Results – Based on different focal points the outcomes of this research present guidelines for facility managers how data-driven facility management creates value and a better understanding of sustainable business operations. In addition, this practice based research presents how higher education in terms of taking the next step in creating digitized skilled facility professionals can add value to their curriculum. Practical or social implications – The facility management profession has an important role to play in the mitigation of sustainable and digitized business operations. However, implementing high-end technology within the workplace can help to create a sustainable work environment and better use of the workplace. These developments will result in a better understanding of sustainable business operations and future-proof capabilities. A living lab is the opportunity to teach students to work with big data and provides a playground for them to test their circular workplace, business support designs, and smart building technologies.
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Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
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During the past two decades the implementation and adoption of information technology has rapidly increased. As a consequence the way businesses operate has changed dramatically. For example, the amount of data has grown exponentially. Companies are looking for ways to use this data to add value to their business. This has implications for the manner in which (financial) governance needs to be organized. The main purpose of this study is to obtain insight in the changing role of controllers in order to add value to the business by means of data analytics. To answer the research question a literature study was performed to establish a theoretical foundation concerning data analytics and its potential use. Second, nineteen interviews were conducted with controllers, data scientists and academics in the financial domain. Thirdly, a focus group with experts was organized in which additional data were gathered. Based on the literature study and the participants responses it is clear that the challenge of the data explosion consist of converting data into information, knowledge and meaningful insights to support decision-making processes. Performing data analyses enables the controller to support rational decision making to complement the intuitive decision making by (senior) management. In this way, the controller has the opportunity to be in the lead of the information provision within an organization. However, controllers need to have more advanced data science and statistic competences to be able to provide management with effective analysis. Specifically, we found that an important skill regarding statistics is the visualization and communication of statistical analysis. This is needed for controllers in order to grow in their role as business partner..
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This study contributes to a deeper understanding of using problems with wicked tendencies as vehicles for learning in higher professional education (HPE). It was guided by this question: How can the features of problems, problem‐solving approaches and outcomes be aligned in HPE courses aiming to prepare students for addressing problems with wicked tendencies? A multiple case study design was used to investigate six courses in HPE. Data came from semi‐structured interviews with teachers, students and external stakeholders, observations and document study. Wickedness was defined in terms of complexity, uncertainty and value divergence. Findings showed nine characteristic manifestations of wickedness that students encounter and should learn to deal with. These manifestations pertain to the system‐like character, the changing patterns and the fragmented character of problems; the transdisciplinary, adaptive and participatory character of the problem‐solving process; and the integral, provisional and mutually shared character of outcomes. The study led to the generation of curriculum design principles for the design and implementation of courses that foster students’ skills for addressing problems with wicked tendencies. The conjecture is that students’ experiences of wickedness can create destructive tension leading to efforts to reduce this tension by reducing wickedness. Teachers should balance this tension, provide alignment of the dimensions of wickedness in problem, process and outcome and ensure the integration of these dimensions as such in a coherent curriculum design.
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Learning in the workplace is crucial in higher engineering education, since it allows students to transfer knowledge and skills from university to professional engineering practice. Learning analytics endeavors in higher education have primarily focused on classroom-based learning. Recently, workplace learning analytics has become an emergent research area, with target users being workers, students and trainers. We propose technology for workplace learning analytics that allows program managers of higher engineering education programs to get insight into the workplace learning of their students, while ensuring privacy of students' personal data by design. Using a design-based agile methodology, we designed and developed a customizable workplace learning dashboard. From the evaluation with program managers in the computing domain, we can conclude that such technology is feasible and promising. The proposed technology was designed to be generalizable to other (engineering) domains. A next logical step would be to evaluate and improve the proposed technology within other engineering domains.
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Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and selfdirected learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.
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The implementation of the Ment4EU curriculum on social mentoring (Ciff & Brady, 2025) marked a historic milestone in the advancement of mentorship practices within Europe. Held in Leeuwarden, Netherlands, from 3 to 7 February 2025 as a blended intensive program, this initiative stands as the first known enterprise of its kind in the region. It successfully brought together approximately 250 participants from 29 countries, uniting academics, researchers, practitioners, and students who shared a passion for fostering social mentoring as a transformative tool for inclusion, education, and personal and professional development. This evaluation report serves as a comprehensive reflection on the outcomes of the program, assessing its methodologies, impact, and the exchanges that took place among participants. Through a detailed examination, I aimed to highlight the strengths of this pioneering initiative, identify areas for refinement, and explore pathways for broader implementation across Europe. The discussions, collaborations, and insights generated during this event have laid the groundwork for future advancements in structured mentoring, emphasizing its essential role in social cohesion and knowledge-sharing. Through this comprehensive exploration, the report aims to contribute to the ongoing discourse on social mentoring, offering insights into best practices, challenges, and opportunities for expanding mentorship frameworks in European academic institutions. This evaluation report is part of the Erasmus Plus Cooperation Partnership in Higher Education “Mentoring forSocial Inclusion in Europe: Sharing Knowledge and Building Capacity” (Ment4EU), project number 2023-1-AT01-KA220-HED-000158214
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Jobs of communication professionals are closely linked to transformations in society and therefore the role of these professionals is changing rapidly. Communication students must be prepared for the new demands put on communication professionals in the field. In Ede, a new curriculum in communication was launched in order to enable students to become relevant partners in dialog with society. We can identify three areas in the new curriculum where fundamental transitions have been made, in order to meet the expectations of a profession in transition: 1. Decentralization. In order to create an agile educational environment, we choose flatter structures and more autonomy for development teams (including budgets). Creating educational ownership improved knowledge sharing and idea generation among lecturers. 2. An agile curriculum. We renewed the content of the curriculum and added subjects as online reputation management, web care, training skills, and advanced listening. What’s more: from now on we invest to improve the curriculum every year, in cooperation with stakeholders. Students participate in focus groups about the curriculum and partners in the field are invited as cocreators. 3. The role of lecturers. The ongoing development of the profession has huge implications for the role of the teaching staff. The lecturer used to be the expert. He shared his knowledge with the newcomers, the students. Nowadays lecturers only add value if they continuously gain experience from practice. Therefore, we encourage teachers and students to learn together with partners in the communication field. Published in: Yearbook 2016, first edition 2017, Emerald Publishing Limited: Advances in Public Relations and Communication Management - Volume 2 - How Strategic Communication Shapes Value and Innovation in Society Emerald Publishing Limited: Volume 2, 91-103, 2017 / ISSN: 2398-3914/doi:10.1108/S2398-39142017000000200 Copyright: 2017 by Emerald Publishing Limited / All rights of reproduction in any form reserved
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