Podcast over 2 van de 12 guiding principles die zijn voortgekomen uit COP4HL project.
LINK
The free market underpins our economy and our way of thinking around enterprise and value, but it is also a major factor in the sustainability problems that we now live with. Climate change, child labour and oil spills are just a few of the many problems associated with our economic activity and, although many companies have made an effort to produce more sustainably, the pace of change is much too slow. This engaging and accessible textbook teaches students the relationship between the economy and sustainability, assessing the hand of the free market on company behaviour and, ultimately, providing a framework for transition to a sustainable economy. Using case studies and optional assessment questions, this textbook explains to students what a market is at the macro level and then translates the effects of the market to industries and subsequently to the strategic choices of companies at the micro level. It adopts a model of 8 guiding principlesthat underpin the current free market economy and 8 guiding principles for the sustainable market economy. Switching these deeply held principles will be essential to any serious transition to a sustainable economy.
The relevance of an internationalised home curriculum for all students is generally acknowledged. Other than study abroad, the home curriculum gives programs of study full control over the way students learn international, intercultural, and interdisciplinary perspectives. However, misconceptions, lack of strategies, lack of skills of academics, and lack of connection between stakeholders present major obstacles to internationalising teaching and learning “at home”. The practical trajectory outlined in this chapter presents programs of study with the opportunity to focus on employability skills instead of on a semantic discussion on internationalisation. By linking this orientation on employability skills with the articulation of intended learning outcomes (ILOs), a pathway for developing employability skills in all students will be created. Within this pathway, international, intercultural, interdisciplinary, and future-focused dimensions serve to enhance students’ acquiring employability skills. The trajectory presented here evolved out of action research on internationalisation with academics. During the action research, taking employability skills as a starting point emerged as an enabler for the internationalisation process. It helped to overcome lengthy and semantic discussions on the meaning of internationalisation. After that, international and intercultural dimensions are included in these employability skills. These skills are then translated into ILOs. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Internationalization and employability in higher education on 19/25/06, available online: https://www.taylorfrancis.com/books/e/9781351254885.
MULTIFILE
Designing cities that are socially sustainable has been a significant challenge until today. Lately, European Commission’s research agenda of Industy 5.0 has prioritised a sustainable, human-centric and resilient development over merely pursuing efficiency and productivity in societal transitions. The focus has been on searching for sustainable solutions to societal challenges, engaging part of the design industry. In architecture and urban design, whose common goal is to create a condition for human life, much effort was put into elevating the engineering process of physical space, making it more efficient. However, the natural process of social evolution has not been given priority in urban and architectural research on sustainable design. STEPS stems from the common interest of the project partners in accessible, diverse, and progressive public spaces, which is vital to socially sustainable urban development. The primary challenge lies in how to synthesise the standardised sustainable design techniques with unique social values of public space, propelling a transition from technical sustainability to social sustainability. Although a large number of social-oriented studies in urban design have been published in the academic domain, principles and guidelines that can be applied to practice are large missing. How can we generate operative principles guiding public space analysis and design to explore and achieve the social condition of sustainability, developing transferable ways of utilising research knowledge in design? STEPS will develop a design catalogue with operative principles guiding public space analysis and design. This will help designers apply cross-domain knowledge of social sustainability in practice.
Sociale media geven organisaties direct toegang tot hun (potentiele) gebruikers en bieden een mogelijkheid om te leren over wat ze willen en bezighoudt en met wie ze in verbinding staan. Veel organisaties staan via bijvoorbeeld Facebook of Twitter op die manier al met hun gebruikers in contact en geen marketingcampagne doet het meer zonder likes en tweets. Steeds meer organisaties gebruiken dan ook sociale media, deels reeds geïntegreerd in marketing, maar deels ook om de boot niet te missen of ?omdat de klant dat vraagt?. Hoeveel ze daarin investeren en dat in de toekomst ook willen blijven doen, hangt af van de effectiviteit van sociale media. Maar wanneer is het effectief, wat bepaalt die effectiviteit en hoe meten we de effectiviteit? Er bestaan inmiddels talloze hulpmiddelen om daartoe de output van sociale netwerken te monitoren en te analyseren (aantallen likes, comments, tweets, etc.). De belofte van effectiviteit schuilt echter met name in het gaandeweg vormgeven en verspreiden van de communicatie in samenwerking met netwerkgebruikers (user generated content, co-creatie, virale of netwerkeffecten). Sociale media zijn echter zo nieuw en in de mix zo complex dat er over de effectiviteit van deze interactieve vorm van communicatie nog weinig bekend is. Het project ?The Network is the Message? ontwikkelt nieuwe kennis en middelen om de werking van sociale media beter te begrijpen en de mogelijkheden ervan beter te benutten. Onze belangrijkste doelgroep is daarbij de communicatieprofessional, voor wie sociale media inmiddels cruciale tools zijn in de uitoefening van hun taak. Hoewel dat in zijn algemeenheid en voor iedereen geldt, lijkt het MKB in het nadeel ten opzichte van multinationals, die meer capaciteit en middelen hebben om met sociale media te experimenteren. In Nederland zijn het vooral de grotere communicatiebureaus die over voldoende mensen en middelen beschikken om de effectiviteit van campagnes systematisch te meten, terwijl het gros van de communicatiebureaus tot het kleinere MKB behoren. Op basis van de in het project verkregen kennis wordt een speciaal op het MKB gerichte toolkit ontwikkeld en beproefd waarmee communicatieprofessionals beter in staat zijn om een sociaal netwerk te activeren en grip te krijgen op de effectiviteit van hun online interactieve communicatie. De hoofdvraag van het project luidt: ?Hoe kan de effectiviteit van communicatie in online sociale netwerken worden beoordeeld en verbeterd?? De deelvragen hebben betrekking op: 1. De potentie van een sociaal netwerk: Wat maakt een sociaal netwerk tot een goed netwerk? Hoeveel respons kan ik verwachten van een netwerk als ik het aanspreek? Hoeveel doorgifte kan ik verwachten? Wat bepaalt deze respons? 2. De werking van een boodschap: Wat zijn de werkzame elementen van een sociale media boodschap? Welke elementen bepalen of een boodschap wel of niet wordt opgepikt en verspreid? 3. Het resultaat van een sociale actie/campagne: Wat is er beoogd met de actie/campagne en is dit doel bereikt? Aantallen likes en tweets zeggen wel iets over de verspreiding van de boodschap, maar hoe moeten we dit interpreteren? Zijn de juiste personen bereikt (precisie)? De antwoorden op deze deelvragen bepalen in samenhang de kans op succes van sociale media communicatie. Het onderzoek bestaat uit een non-experimentele en een experimentele fase. In de non-experimentele fase zullen praktijkcases aan de hand van het activatiepotentieel (netwerkstructuur en gebruikersprofielen) en mogelijke werkzame elementen (gebruikte communicatietechnieken en versnellende variabelen als een tag of video) worden beoordeeld op resultaten (verspreiding en precisie). De bevindingen uit deze non-experimentele fase zullen vervolgens worden gebruikt om in de experimentele fase systematisch het effect van verschillende technieken en versnellers te bepalen. Voor een zinvolle maat van effectiviteit zal het resultaat van een campagne vergeleken worden met het potentieel van het netwerk.
Performance feedback is an important mechanism of adaptation in learning theories, as it provides one of the motivations for organizations to learn (Pettit, Crossan, and Vera 2017). Embedded in the behavioral theory of the firm, organizational learning from performance feedback predicts the probability for organizations to change with an emphasis on organizational aspirations, which serve as a threshold against which absolute performance is evaluated (Cyert and March 1963; Greve 2003). It postulates that performance becomes a ‘problem’, or the trigger to search for alternative procedures, strategies, products and behaviors, when performance is below that threshold. This search is known as problemistic search. Missing from this body of research, is empirically grounded understanding if the characteristics of performance feedback over time matter for the triggering function of the feedback. I explore this gap. This investigation adds temporality as a dimension of the performance feedback concept guided by a worldview of ongoing change and flux where conditions and choices are not given, but made relevant by actors and enacted upon (Tsoukas and Chia 2002). The general aim of the study is to complement the current knowledge of performance feedback as a trigger for problemistic search with an explicit process temporal approach. The main question guiding this project is how temporal patterns of performance feedback influence organizational change, which I answer in four chapters, each zooming into one sub-question.First, I focus on the temporal order of performance feedback by examining performance feedback and change sequences organizations go through. In this section time is under study and the goal is to explore how feedback patterns have evolved over time, just as the change states organizations pass through. Second, I focus on the plurality of performance feedback by investigating performance feedback from multiple aspiration levels (i.e. multiple qualitatively different metrics and multiple reference points) and how over time clusters of performance feedback sequences have evolved. Next, I look into the rate and scope of change relative to performance feedback sequences and add an element of signal strength to the feedback. In the last chapter, time is a predictor (in the sequences), and, it is under study (in the timing of responses). I focus on the timing of organizational responses in relation to performance feedback sequences of multiple metrics and reference points.In sum, all chapters are guided by the timing problem of performance feedback, meaning that performance feedback does not come ‘available’ at a single point in time. Similarly to stones with unequal weight dropped in the river, performance feedback with different strength comes available at multiple points in time and it is plausible that sometimes it is considered by decision-makers as problematic and sometimes it is not, because of the sequence it is part of. Overall, the investigation is grounded in the general principles of organizational learning from performance feedback, and the concept of time as duration, sequences and timing, with a focus on specification of when things happen. The context of the study is universities of applied sciences and hotels in The Netherlands. Project partner: Tilburg University, School of Social and Behavioral Sciences, Department of Organization Studies
