The Collaborative Innovation and Entrepreneurship professorship focuses on the collaborative paradigm in economic transformation - the ways diverse organizations in globalvalue chains innovate and act in partnerships to address ecological and social grand challenges. Collaboration with multiple and diverse stakeholders is complex and challenging. Stakeholders have different interests, may compete with each other, or are just not ready to move as fast or as radically as others. Yet, we know that grand challenges are too complex and systemic for any one organization to address alone. Business leaders have an important role to play in transforming economic ecosystems and catalysing change among stakeholders and industry actors. They must move from linear thinking, where sustainability is a market for green or social products, to circular and inclusive thinking, where regeneration of natural ecosystems occurs and economic profits are equally distributed.The Collaborative Innovation and Entrepreneurship professorship aims to contribute knowledge, support organizations, and facilitate learning about collaborative organizational forms and practices - what we call collaborative organizing - for a more sustainable, regenerative and thriving 21st century economic system.
Horizontal collaborative purchasing (HCP) has often been cited as a way for hospitals to address the challenges of the rising healthcare costs. However, hospitals do not seem to utilize horizontal collaborative purchasing on any large scale, and recent initiatives have had mixed results. Focusing on Dutch hospitals, in this paper we present major impediments for collaborative purchasing, resulting in a first component of our proposed electronic horizontal collaborative purchasing model for hospitals; as a second component it contains a collaborative purchasing typology. A first validation round with hospital purchasing professionals, described separately in Kusters and Versendaal (2011), confirmed four applicable purchasing types and fourteen salient collaborative purchasing impediments. The model is operationalized by including possible information technology (IT) solutions that address the specific fourteen impediments. This model is validated through methodological triangulation of four different validation techniques. We conclude that IT has the potential to support, or overcome, the impediments of HCP. The validation also reveals the need to distinguish between more processrelated, as opposed to social-related, obstacles; the immediate potential for IT solutions is greater for the process-related impediments. Ultimately, we conclude that the collaborative epurchasing model (e-HCP) and implementation roadmap can be used by healthcare consortia, branche organizations, partnering healthcare institutes and multi-site healthcare institutes as a means to help identifying strategies to initiate, manage and evaluate collaborative purchasing practices
In Nordic countries, as well as in the Netherlands, schools have high school autonomy. In schools there are both horizontal and vertical working relations and all teachers and school principals within a school are expected to take responsibility for collaborative-innovation practices (CIP). In this paper, we describe a study investigating how both horizontal and vertical working relations relate to CIP. We used longitudinal questionnaire (2036 teachers, 157 schools) and interview data (53 teachers, 20 schools). These data were gathered in Dutch schools participating in the large-scale ‘LeerKRACHT’ program. The results show that teachers perceive horizontal and vertical factors to enhance CIP. Furthermore, especially school principals and coach-teachers seem to be able to strengthen horizontal and vertical factors which leads to more CIP. We discuss implications for research and schools in the Netherlands and beyond. Schools operate in demanding and rapidly changing environments. As a result, teachers and school principals are expected to continuously improve their school practices to maintain the quality of the education they provide. In literature on school development, change, and reform, there is an increasing emphasis on investigating how various educational interventions turn out. Some of these studies highlighted that interventions are sometimes an isolated activity of one teacher or a small group of teachers According to Vangrieken et al. in education, a strong-rooted culture of individualism, autonomy, and independence appears to be dominant. A ‘culture of collaboration’, however, has many advantages. This is also shown in research traditions of whole-school improvement. It can result in more ‘school democracy’ and more appropriate ideas and solutions for the challenges faced by schools. A growing number of schools have begun to initiate types of teacher collaboration, such as ‘professional learning communities’ and ‘data teams’. Such collaborations of teachers in schools can be called horizontal working relations. Researchers from Nordic countries for instance studied the horizontal forms of accountability and responsibility in schools. Consequently, international scholars have called for more ‘networked’ and ‘collaborative’ approaches. In the organizational literature, the notion of collaborative innovation is used for such approaches, which is characterized by both horizontal and vertical working relations. This notion fits within the broader field of school development research that approaches development as a collaborative process as well. Here both teachers’ working relations (horizontal) and working relations between teachers and school principals are studied (vertical). Studying both fits with the culture of The Netherlands and Nordic countries, which are found to be in the same cultural clusters, appreciating team-oriented and participative leadership, including horizontal and vertical working relations. However, in daily school practice it seems that breaking with the individualistic culture and changing to more collaborative-innovation practices is hard. We have an unique opportunity to study the relationship between horizontal and vertical working relations and the degree of collaborative-innovation practices (CIP). Since, in the Netherlands there is a large-scale program called LeerKRACHT that aims to stimulate CIP in schools (LeerKRACHT means “Learning force” and also “Teacher” in Dutch). The program expects from both teachers and school principals to collaborate and share resources, knowledge, and ideas and it thus asks for at least one manner of working together. The program is used by over a thousand schools in the Netherlands, and the data used in the current paper are gathered as part of a larger research project in which this program was evaluated. We study the degree of CIP in primary, secondary, and vocational schools with a mixed method approach both at the start and when working on collaborative-innovation practices in a structured way with the program ‘leerKRACHT’.
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Sinds de corona reset wordt in de culturele en creatieve sector volop geïnnoveerd om tijdelijke sluitingen en financiële verliezen te compenseren. Aanbieders van hoogwaardige culturele programma’s, zoals presentatie-instellingen en zelforganiserende collectieven, coördineren in hoog tempo digitale expositieruimtes, livestreams en online debatten, waarmee ze hun bestaande (offline en lokale) en nieuwe (online en mondiale) publiek bedienen. Soms ook tegelijkertijd, in een hybride evenement; met een beperkt live publiek én een onbeperkt aantal online bezoekers. Hoe zorgen zij dat beide groepen bij deze livecastings een gelijkwaardige ervaring hebben? En hoe benutten ze de potentie van dit opgenomen materiaal voor publicatie en blijvende publieksinteractie in hun digitaal (web)archief? Ad hoc coronaoplossingen behoeven nu toekomstbestendige doorontwikkeling. Met MKB’ers ontwikkelen we een langetermijnvisie op off/online kennisdeling van hun culturele aanbod, op voorwaarden van duurzaamheid en technologische onafhankelijkheid in het beheer en de data-opslag van hun gepubliceerde materiaal. Verregaande digitalisering en klimaatoverwegingen geven namelijk naast corona urgentie aan een visie op hybride programmering. In het onderzoek worden werkende principes ontwikkeld voor een langetermijnvisie op een hybride en kwalitatief hoogwaardig programma-aanbod, met het oog op het bedienen van nieuw en bestaand publiek na de corona reset, via participatieve livecasts van evenementen, de samenhangende verslaglegging daarvan middels publicaties die uiteindelijk in levende archieven te komen: Om het knelpunt van ‘schermmoeheid’ bij eindgebruikers van programma-aanbod te voorkomen, ontwikkelen we werkende principes in het oplossingsgebied ‘participatieve livecasting’, om de succespijler ‘gezamenlijke publiekservaring bij online evenementen’ te bewerkstelligen. Om het knelpunt van ‘gefragmenteerde informatievoorziening’ bij programma-aanbieders te voorkomen, ontwikkelen we werkende principes in het oplossingsgebied ‘hybride publicaties’, om de succespijler ‘samenhang in off/online programma-aanbod’ te bewerkstelligen. Om het knelpunt van een ‘reactieve houding’ bij programma-aanbieders te voorkomen, ontwikkelen we werkende principes in het oplossingsgebied ‘levende archieven’, om de succespijler van een ‘anticiperende houding in de werkwijze van programma-aanbieders’ te bewerkstelligen.
The eleven Universities forming the KreativEU consortium agreed to the common goal of establishing a fully European University, that places the creative potential derived from Europe’s cultural heritage at the heart of its teaching, research and knowledge transfer activities. Committing to a long-term institutional, structural and strategic cooperation the partners will jointly implement an ambitious yet inclusive vision for transforming the study of culture, identity, memory and heritage for the benefit of society. Building upon this strong foundation, KreativEU will provide innovative concepts, methods, and solutions to address both current and future challenges, contributing to a sustainable and harmonious future for communities and the environment alike. KreativEU recognizes the inseparable interconnection of tangible and intangible cultural heritage, as well as the interwoven nature of local and national traditions, crafts, cultural practices, and folklore. The alliance is dedicated to formulating cutting-edge educational and research programmes that reevaluate these elements and their associated ecological surroundings, the lived environment, especially in the context of the digital age. This ecocultural vision serves as the foundational principle guiding KreativEU's efforts, ensuring that a new generation of EU citizens working together across cultures, borders, languages, sectors and disciplines will be educated. Students from the KreativEU are expected to be leaders of change and enablers of societal transformation.To reach this vision, the KreativEU Alliance will work towards the completion of 8 work packages (WP1 - Governance and Management; WP2 - KreativEU Education; WP3 - KreativEU Research; WP4 - KreativEU Culture with and for society; WP5 - KreativEU Knowledge-creation and design network on Smart Sustainability WP6 - KreativEU Heritage European campus; WP7 - KreativEU Mobility; WP8 - Communication and Dissemination).Collaborative partners:Instituto Politécnico de Tomar, Escola Superior de Gestão de Tomar, D.A. Tsenov Academy of Economics, Johoceska Univerzita V Ceskych Budejovicich, Universita Degli Studi di Camerino, Universitaet Greifswald, Pilitechnika Opolska, Universitatae Valahia Targoviste, Trnavska Univerzita V Trnave, Sodestorns Hogskola, Adana Alparslan Turkes Bilim VE Teknoloji University
On a societal scale, the ‘problem with work’ is that everyone is exhausted, job security has been replaced by ‘flex work’ and much important work had been invisibilised. While billions of people are displaced and illegalized from work, others have physical/ mental conditions caused by work. The problem with work merits scrutiny not only from medical, corporate or legal perspectives. It needs tackling without an agenda of productivity, with an open regard and embodied, intuitive research. Artistic research has this scope. It taps into knowledges that are underused/repressed, by involving the body, harnessing intuition, experience and situatedness, and activating a plurality of voices. The aim of this research is to gain a deeper understanding of what is (not) work, who we are when we perform work, and when we don’t or are not able to work. Why are certain activities or roles called work and what happens when the term is applied to activities that are not normally deemed work, but which include comparable elements? Three research questions are addressed: 1. What can be learned about work by regarding every job, or all the work, as a performance? 2. What can be learned about performance (art) by looking at it through the lens of work? 3. What are ethical practices in collaborative and participative work processes? The research is carried out through an artistic approach that contains a particular way of making, teaching and researching which is collaborative, performative and transdisciplinary. It proposes the body as a thinking apparatus, experience as a way of gathering information and doing, writing, exchanging and performing as both method and dissemination. This research aims to contribute to a better understanding of what work is in our lives. The research has social, artistic and educational targets and target groups, which are also intertwined.
