The European Union is implementing policies to achieve its priorities of the European Green Deal; A Europe fit for the digital age; An economy that works for people; and A stronger Europe in the world. To achieve these goals, there is a need for a paradigm shift in the way public and private sector organisations, as well as civic society organisations (CSOs) ‘do their business’. In particular, current employees, from chief executive to operative, volunteers, and new entrants to these organisations need to be educated and equipped with the knowledge and mindset of being Corporate Social Entrepreneurs (CSE).EMBRACE (European Corporate Social Entrepreneurship (CSE)) is a three-year initiative funded within the framework of ERASMUS+, Knowledge Alliances programme. The project aims to promote CSE in HEI educational programmes and improve students’ competences, employability and attitudes contributing to the creation of new business opportunities dealing with social change inside companies as well as promoting collaboration among companies.This paper and presentation articulate the theory and methodology for establishing and Implementing the European CSE curriculum. Developing Corporate Social Entrepreneurship, entails identifying and developing a profile of Corporate Social Entrepreneurs, a competences framework and an European curriculum for CSE with the related competencies, skills and knowledge and a transversal learning pathway for HEIs.This curriculum is a vital catalyst resulting from a process of engaging a vast range of stakeholders and as a reflection of a society’s aspirations and vision for its future, involving a diversity of institutions and actors, and clearly focusing on the what, why and how of education. It is therefore crucial to ensure a wider policy dialogue around curriculum design and development, with the active inclusive involvement of an expanded range of actors beyond the traditional ones.The relatively new and undefined scope of CSE in HEI’s, industry and literature meant that there were few if any examples to help define what the contours of such curricula would look like. The fact that this curriculum is to serve the European HEI and enterprise arenas, meant that the European Frameworks and UNESCO materials were used as relevant sources of policy and knowledge to develop the EMBRACE CSE curriculum. There are numerous models and guidelines for curriculum development, each with its own merits. For the CSE methodology framework, two models and a set of guidelines were chosen because they are complementary and support the EMBRACE objectives: The Curriculum 4.0 guidelines and The Hanze UAS model for curriculum development. The combination of the two models led to the development and design of the EMBRACE model. As follows, the presentation/paper addresses the choices as to the design approach which are particularly relevant to all CSE curricula, as well as the definition of CSE competences and four CSE tracks (Novice, Intermediate, Professional and Expert).
Engineering students have to learn to create robust solutions in professional contexts where new technologies emerge constantly and sometimes disrupt entire industries. The question rises if universities design curricula that enable engineering students to acquire these cognitive skills. The Cynefin Framework (Kurtz & Snowden, 2003; Snowden & Boone, 2007) can be used to typify four complexity contexts a system or organisation can be found in: chaos, complex, complicated and obvious.The Cynefin framework made it possible to create the research question for a case-study: To what extend does the Business Engineering curriculum enable bachelors to find business solutions in the complexity contexts of the Cynefin framework? The results show that 80% of the methods are suitable for complicated contexts and no distinction is made between contexts. This means students are taught to approach most contexts in the same way and are not made aware of differences between the contexts. Making sense of the methods in the curriculum with the Cynefin framework was insightful and suggestions for improvement and further research could be substantiated
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.
The postdoc candidate, Giuliana Scuderi, will strengthen the connection between the research group Biobased Buildings (BB), (collaboration between Avans University of Applied Sciences and HZ University of Applied Sciences (HZ), and the Civil Engineering bachelor programme (CE) of HZ. The proposed research aims at deepening the knowledge about the mechanical properties of biobased materials for the application in the structural and infrastructural sectors. The research is relevant for the professional field, which is looking for safe and sustainable alternatives to traditional building materials (such as lignin asphalt, biobased panels for bridge constructions, etc.). The study of the mechanical behaviour of traditional materials (such as concrete and steel) is already part of the CE curriculum, but the ambition of this postdoc is that also BB principles are applied and visible. Therefore, from the first year of the programme, the postdoc will develop a biobased material science line and will facilitate applied research experiences for students, in collaboration with engineering and architectural companies, material producers and governmental bodies. Consequently, a new generation of environmentally sensitive civil engineers could be trained, as the labour market requires. The subject is broad and relevant for the future of our built environment, with possible connections with other fields of study, such as Architecture, Engineering, Economics and Chemistry. The project is also relevant for the National Science Agenda (NWA), being a crossover between the routes “Materialen – Made in Holland” and “Circulaire economie en grondstoffenefficiëntie”. The final products will be ready-to-use guidelines for the applications of biobased materials, a portfolio of applications and examples, and a new continuous learning line about biobased material science within the CE curriculum. The postdoc will be mentored and supervised by the Lector of the research group and by the study programme coordinator. The personnel policy and job function series of HZ facilitates the development opportunity.
Tijdens het eindevent en in de eindrapportage van het Flow4nano project zijn verschillende onderdelen geïdentificeerd die voor de verdere duurzame doorwerking van de resultaten, en het vergroten van de impact, gewenst zouden zijn. Met deze Top-up willen de verkregen kennis door ontwikkelen en volledige datasets genereren die daarna gepubliceerd kunnen worden om zodoende het onderzoeksveld en bedrijfsleven te informeren over het gecontroleerd maken van nanodeeltjes in flow reactoren. Tevens willen wij door middel van het verwerken van de resultaten in het onderwijscurriculum ook toekomstige generaties studenten inlichten over de mogelijke toepassingen van de in Flow4nano gemaakte materialen. 1. Duurzame doorwerking naar de beroepspraktijk In Flow4nano hebben we twee belangrijke resultaten gehaald die nog niet volledig ingezet kunnen worden in de beroepspraktijk, omdat er nog wat meer onderzoek nodig is en incomplete datasets volledige disseminatie tegenhouden. a) We hebben een flow reactor ontwikkelt die twee vloeistofstromen kan mixen. Om er zeker van te kunnen zijn dat deze reactor ook goed geschikt is voor het maken van nanodeeltjes zijn we begonnen de mixing in deze flow reactor, onder invloed van nanodeeltjes in de vloeistofstromen, in kaart te brengen. De volgende stap hierin is deze dataset compleet te maken en deze te dissemineren naar stakeholders uit de beroepspraktijk via de lectoraatsnieuwsbrief en een poster op het jaarlijkse Nanotechnology crossing borders symposium (organisatoren: TNO/Brightlands Materials Center, Zuyd Hogeschool en Universiteit van Hasselt). b) We hebben kristallijne ZrO2 nanodeeltjes gemaakt. Zo hebben we kunnen aantonen dat onze flow reactoren niet alleen heel precies TiO2 nanodeeltjes kunnen maken, maar bredere inzetbaarheid hebben. Ook hier moeten we de dataset compleet maken en zullen we de resultaten dissemineren naar de beroepspraktijk via de lectoraatsnieuwsbrief en een poster. 2. Duurzame doorwerking naar het onderzoek De resultaten die behaald zullen worden tijdens het in de “duurzame doorwerking naar de beroepspraktijk” paragraaf beschreven onderzoek zijn ook zeer relevant voor het onderzoeksveld. Het is het doel om tijdens het Top-up project deze resultaten te dissemineren in twee open access artikelen, naast de disseminatie naar onderzoeksstakeholders door disseminatie via de lectoraatsnieuwsbrief en de poster. 3. Duurzame doorwerking naar het onderwijs In de laatste maanden van het Flow4nano Pro project is besloten om een nieuw vak aan het programma van de Material Science afstudeerrichting toe te voegen en zodoende het curriculum van de Applied Science studie te verbeteren. Dit vak zal ingaan op de energietoepassingen van materialen (in bijvoorbeeld zonnecellen) en het principe van de optische folies, zoals gemaakt in het Flow4nano project, past hier goed in. Binnen dit Top-up project willen we een set lesmateriaal voor dit vak ontwikkelen.
Tango is among the most widespread world music genres nowadays. However, only partial information about the elements and techniques of composing, arranging and performing tango has been documented and made available so far. This research project aims at investigating tango’s main aspects in the oeuvre of relevant tango musicians, promoting its creative practice and expanding its artistic community. By making the implicit knowledge in scores and recordings explicit and ready for creative use by the greater artistic community, tango can be preserved, on one side; and musicians can experiment and reach new artistic horizons, securing its continuation and development as vivid, contemporary music, on the other. The project has two research questions: 1. What are the main features and techniques of tango music composition, arrangement and performance? 2. How can musicians nowadays integrate these features and techniques into their practice to deepen their understanding and enhance their artistic creations and performances? This research uses a mixed method design, including the analysis of scores and recordings, literature review, interviews, observational studies and experimentation. It expands the artistic community on the topic and bridges two top-notch institutions devoted to tango learning: Codarts and UNSAM (Argentina). The research also endeavours improvements in the Codarts curriculum as it complements and expands its educational programme by providing students with research tools to enhance their creative practice. Theoretical and artistic outcomes will be documented and disseminated in concerts, concert-lectures, papers, articles and a tailor-made website containing compositions, arrangements, videos, text, musical examples and annotated scores, so as to record: a) the musical materials and techniques found in the analysed scores and recordings, together with their applications in practice and performance; b) the artistic processes, reflections and production of the participants; c) information on how to create, arrange and perform tangos.
