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This article discusses some characteristics of the educational framework of the programme and tries to compare the results of the programme as reported by graduates with the 'professional competencies for Sustainable Development’, as formulated by DHO (the organisation for Sustainable Higher Education in the Netherlands). Because of the strong international character of the programme (students from more than 50 different countries in all continents of the world graduated since 1996), a specific issue of concern is the applicability of the Dutch Sustainable Competences in an international setting, and the implications for the teaching and learning approach. The experiental learning theory and the learning styles as defined by Kolb (1984) and the cultural dimensions as described by Hofstede (2009) are used to check this. Results from short online interviews with graduates all over the world illustrate the results of this comparison.
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Campuses are increasingly positioning themselves as attractive locations forbusinesses. This research studies how this plays out in Amsterdam. We conclude that there is currently much fragmentation in efforts to position the campus landscape as business location, and provide some policy recommendations.
The role of (entrepreneurial) universities as change agents in regional economic development has been highlighted before, but how they can drive regional sustainable development in developing countries has been largely neglected hitherto. Using qualitative methods, we show how being confronted with adverse poverty and pollution in the local context, can drive a university to develop a sustainability vision that accordingly becomes the driver of institutional change. We demonstrate how local campus leadership, a holistic teaching and research program, and student involvement ensued significant local effects in the short run. Yet, we also show how liabilities of smallness hinders the creation of significant sustainable local impact. Instead, the campus became an incubation space for novel institutional practices for regional development. Indeed, the most promising initiatives were spun back into the original campus for their scale-up phase. This study advances insights on the entrepreneurial university by, first, presenting universities as drivers for sustainable change through education and outreach rather than via traditional commercialization activities, notably in developing countries. Second, it shows the risks and value of creating a separate space for novel concepts for sustainable development to be tested out before bringing these back to the principal location.