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Hoveskog, M., Tell, J., Holst, T. & Holmén, M. (2025). Polestar 0 project: Introducing a climate-neutral vehicle (1ed.). In: Siqueira, A.; Neesham, C.; Landrum, N.; Kanashiro, P. (Ed.), Sustainability Management: A Systems Approach (pp. 347-354). California: Sage Publications
Open this publication in new window or tab >>Polestar 0 project: Introducing a climate-neutral vehicle
2025 (English)In: Sustainability Management: A Systems Approach / [ed] Siqueira, A.; Neesham, C.; Landrum, N.; Kanashiro, P., California: Sage Publications, 2025, 1, p. 347-354Chapter in book (Refereed)
Place, publisher, year, edition, pages
California: Sage Publications, 2025 Edition: 1
National Category
Business Administration
Research subject
Smart Cities and Communities, REBEL
Identifiers
urn:nbn:se:hh:diva-55466 (URN)9781071876879 (ISBN)
Funder
Knowledge Foundation
Available from: 2025-02-15 Created: 2025-02-15 Last updated: 2025-02-26Bibliographically approved
Tell, J. & Esmaeilzadeh, A. (2024). Design-based learning reflections from within over the learning principles and outcomes from an applied sustainable development project. In: Yufeng Zhang (Ed.), Handbook on Teaching and Learning in Operations Management: (pp. 213-232). Cheltenham: Edward Elgar Publishing
Open this publication in new window or tab >>Design-based learning reflections from within over the learning principles and outcomes from an applied sustainable development project
2024 (English)In: Handbook on Teaching and Learning in Operations Management / [ed] Yufeng Zhang, Cheltenham: Edward Elgar Publishing, 2024, p. 213-232Chapter in book (Refereed)
Abstract [en]

There are today more challenges than ever facing organisations. To tackle these wicked problems which are characterised with high level of complexity, there is also a need for the higher education system to revise its curriculum for engineering education integrating theory, practice and reflexivity.

There has been a debate at universities for many years, about what technical and personal abilities students from universities need – when industry brings up concerns, on a regular basis, about the students’ lack of communication and teamwork skills, as well as their inability to have a broader perspective of subjects that concern their profession, such as social, environmental and economic issues, and how to apply their knowledge in practice.

The purpose of this chapter is to understand how competences for professional practice could be developed at university, when increasing students’ engagement and motivation through applied projects using the pedagogical ideas of design-based learning. © Yufeng Zhang 2024

Place, publisher, year, edition, pages
Cheltenham: Edward Elgar Publishing, 2024
Keywords
DesignBased Learning, Learning Principles, Applied Sustainable Development Project, Drones For Water Monitoring, Real-Life Challenge For Students And Professional Practice
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-54345 (URN)10.4337/9781802201949.00018 (DOI)2-s2.0-85198170318 (Scopus ID)9781802201949 (ISBN)9781802201932 (ISBN)
Available from: 2024-08-01 Created: 2024-08-01 Last updated: 2024-08-07Bibliographically approved
Wyss, A., von Kutzschenbach, M., Hoveskog, M., Tell, J., Khitous, F. & Norris, N. (2024). Piloting Innovative forms of Nature-Based Learning in Business Schools: Shifting mindsets for regenerative futures and business models to emerge. In: Dorleta Ibarra Zuluaga; Juan Ignacio Igartua Lopez (Ed.), Sustainable business models for the digital, green and inclusive transition: Book of Abstracts. Paper presented at 9th International Conference on New Business Models (NBM) 2024, San Sebastián, Spain, 3-5 July, 2024.
Open this publication in new window or tab >>Piloting Innovative forms of Nature-Based Learning in Business Schools: Shifting mindsets for regenerative futures and business models to emerge
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2024 (English)In: Sustainable business models for the digital, green and inclusive transition: Book of Abstracts / [ed] Dorleta Ibarra Zuluaga; Juan Ignacio Igartua Lopez, 2024Conference paper, Published paper (Refereed)
National Category
Business Administration
Research subject
Smart Cities and Communities, REBEL
Identifiers
urn:nbn:se:hh:diva-54267 (URN)10.48764/y353-v520 (DOI)
Conference
9th International Conference on New Business Models (NBM) 2024, San Sebastián, Spain, 3-5 July, 2024
Available from: 2024-07-09 Created: 2024-07-09 Last updated: 2024-11-12Bibliographically approved
Sjöberg, J., Hoveskog, M., Tell, J. & Cherni, W. (2024). Unveiling University Students’ Perceptions on Their Teachers’ Digital Competence. Education Sciences, 14(8), Article ID 891.
Open this publication in new window or tab >>Unveiling University Students’ Perceptions on Their Teachers’ Digital Competence
2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 8, article id 891Article in journal (Refereed) Published
Abstract [en]

In contemporary society, digital competence has become increasingly important for people in everyday life as well as in working life. Hence, it is vital that today’s higher education contain an appropriate degree of digitization both in terms of content and approaches, something which is particularly important in higher education, where there is a pronounced expectation of what one should be able to handle in terms of digitization when one enters the workplace. Drawing on insights from previous research, this study seeks to explore the integration of digital elements in higher education pedagogy via students’ perceptions of digital integration in their education and evaluate their assessments of teachers’ digital competence. Special attention is given to collaborative learning practices facilitated by digital technologies. The research questions posed to guide the aim are: How do university students perceive the integration of digital elements within their education, and what are their assessments of their teachers’ digital competence in utilizing these technologies? The results show that teachers’ digital competence varies across disciplines which might influence their utilization of digital pedagogical methods and tools. Moreover, both engineering and non-engineering students reported varying levels of usage of digital collaborative learning methods which might reflect discipline-specific preferences and practices in collaborative learning. Also, despite high confidence levels in using digital tools, students exhibited limited awareness of existing digital functionalities. These results seek to inform pedagogical practices, institutional policies, and professional development initiatives to cultivate a digitally proficient educator workforce and have relevance globally for all involved in teaching and learning in higher education.

Place, publisher, year, edition, pages
Basel: MDPI, 2024
Keywords
collaborative learning, digital competence, digital technologies, higher education, university students, university teachers
National Category
Pedagogy
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-54440 (URN)10.3390/educsci14080891 (DOI)001304955400001 ()2-s2.0-85202468286 (Scopus ID)
Available from: 2024-08-15 Created: 2024-08-15 Last updated: 2025-01-13Bibliographically approved
Tell, J. & Hoveskog, M. (2022). Applied engineering education for soft skills in the context of sustainability and mobility. International Journal of Sustainability in Higher Education, 23(8), 324-336
Open this publication in new window or tab >>Applied engineering education for soft skills in the context of sustainability and mobility
2022 (English)In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 23, no 8, p. 324-336Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar.  

Design/method – An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning, the CDIO approach, and the ABCD-procedure are used. Results are compared to theories from the literature.

Results – Project-based learning in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence, and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education.  

Originality/value – This research offers a timely perspective on an issue of current interest in engineering education: student-led learning vs. teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility. 

Practical implications – Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not.

© 2022, Joakim Tell and Maya Hoveskog.

Place, publisher, year, edition, pages
Bingley: Emerald Group Publishing Limited, 2022
Keywords
Sustainability, Mobility, Learning models, Soft skills, Engineering education, Student-led learning, Project-based learning
National Category
Business Administration
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-48550 (URN)10.1108/IJSHE-07-2022-0202 (DOI)000892568400001 ()2-s2.0-85143206296 (Scopus ID)
Available from: 2022-10-31 Created: 2022-10-31 Last updated: 2023-01-11Bibliographically approved
von Kutzschenbach, M., Wyss, A., Hoveskog, M. & Tell, J. (2022). Leveraging Business Model Innovation for Sustainability: Tentative Principles to Support True Co-Creation Between Students and SMEs. In: Michelini, L.; Minà, A.; Alaimo Di Loro, P. (Ed.), Proceedings of the 7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation. Paper presented at 7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation, Rome, Italy, 23-24 June, 2022 (pp. 1087-1091). Rom: Lumsa University
Open this publication in new window or tab >>Leveraging Business Model Innovation for Sustainability: Tentative Principles to Support True Co-Creation Between Students and SMEs
2022 (English)In: Proceedings of the 7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation / [ed] Michelini, L.; Minà, A.; Alaimo Di Loro, P., Rom: Lumsa University , 2022, p. 1087-1091Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Rom: Lumsa University, 2022
Keywords
Business Model Innovation for Sustainability, Co-Creation, Higher Education, Organizational Learning, Experiential Learning
National Category
Business Administration
Research subject
Smart Cities and Communities; Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-47377 (URN)9791221011883 (ISBN)
Conference
7th International Conference on New Business Models: Sustainable Business Model Challenges: Economic Recovery and Digital Transformation, Rome, Italy, 23-24 June, 2022
Projects
OSMaaS
Available from: 2022-06-24 Created: 2022-06-24 Last updated: 2022-09-16Bibliographically approved
Tell, J., Hoveskog, M., Ulvenblad, P., Ulvenblad, P.-O., Barth, H. & Ståhl, J. (2020). Business Model Innovation in the Agri-Food Sector. In: Sustainable Business: Concepts, Methodologies, Tools, and Applications (pp. 1108-1122). Hershey: IGI Global
Open this publication in new window or tab >>Business Model Innovation in the Agri-Food Sector
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2020 (English)In: Sustainable Business: Concepts, Methodologies, Tools, and Applications, Hershey: IGI Global, 2020, p. 1108-1122Chapter in book (Refereed)
Place, publisher, year, edition, pages
Hershey: IGI Global, 2020
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-42894 (URN)10.4018/978-1-5225-9615-8.ch050 (DOI)9781522596158 (ISBN)9781522596165 (ISBN)
Available from: 2020-07-29 Created: 2020-07-29 Last updated: 2024-12-02Bibliographically approved
Ulvenblad, P.-O., Ulvenblad, P. & Tell, J. (2019). An overview of sustainable business models for innovation in Swedish agri-food production. Journal of Integrative Environmental Sciences, 16(1), 1-22
Open this publication in new window or tab >>An overview of sustainable business models for innovation in Swedish agri-food production
2019 (English)In: Journal of Integrative Environmental Sciences, ISSN 1943-815X, E-ISSN 1943-8168, Vol. 16, no 1, p. 1-22Article in journal (Refereed) Published
Abstract [en]

Companies in the agri-food sector are under increasing pressure to adopt sustainable business models that consider not only economic but also both social and environmental aspects. This paper examines how Swedish food producers use sustainable business models to innovate their businesses. The empirical data comes from a telephone survey with 204 companies and from case studies of 4 companies. A conceptual framework regarding sustainability-oriented innovation (SOI) and a eight sustainable business model archetypes are used to map and analyse the sustainability innovation practices and the sustainable business models. The results show a surprisingly sustainable business focus taken by many companies, which is not only on optimization, but also on organizational transformation and on systems building. The results show the companies vary as far as which archetypes they match. The most common archetype matches are ‘Maximise material and energy efficiency’ and ‘Adopt a stewardship role’. Only 10% measure success solely in financial terms, while 80% measure success in financial terms as well as social and environmental terms. Another conclusion is that companies in the agri-food sector have unique characteristics and the value intention of the entrepreneurs is an important building block in sustainable business model innovation. © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis Group, 2019
Keywords
Sustainability-oriented innovation, sustainable business models, value intention, stewardship and agri-food companies
National Category
Business Administration Environmental Management
Identifiers
urn:nbn:se:hh:diva-38566 (URN)10.1080/1943815X.2018.1554590 (DOI)000453700500001 ()2-s2.0-85058669445 (Scopus ID)
Funder
Knowledge Foundation
Note

Funding: Stiftelsen Lantbruksforskning [The Swedish Farmers’ Foundation for Agricultural Research] [350822]; Stiftelsen för Kunskaps-och Kompetensutveckling [The Knowledge Foundation] [220015].

Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2025-02-10Bibliographically approved
Chhotray, S., Sivertsson, O. & Tell, J. (2018). The Roles of Leadership, Vision, and Empowerment in Born Global Companies. Journal of International Entrepreneurship, 16(1), 38-57
Open this publication in new window or tab >>The Roles of Leadership, Vision, and Empowerment in Born Global Companies
2018 (English)In: Journal of International Entrepreneurship, ISSN 1570-7385, E-ISSN 1573-7349, Vol. 16, no 1, p. 38-57Article in journal (Refereed) Published
Abstract [en]

This article explores the roles of leadership, vision, and empowerment in two Swedish born global companies. Using case studies and interviews with employees and managers, the article examines how managers can lead their companies by creating a vision and empowering their employees. The findings indicate that a company vision should reflect a culture that supports the employees’ daily activities and decisions. A leadership style that features delegation of responsibility and recognition of employee work autonomy empowers employees in a way that can advance the development and internationalization of the born global company, especially in situations when top managers are often away from company headquarters. © 2017 The Author(s)

Abstract [es]

El presente artículo explora la influencia que ejercen el liderazgo y la visión compartida sobre el empoderamiento en empleados de empresas nacidas globales. Estudios de caso, basados en entrevistas con empleados y gerentes, examinaron la manera como los directivos pueden dirigir y desarrollar sus empresas, a través de la definición de una visión compartida y el empoderamiento de sus empleados. Este estudio indica que una visión compartida de la empresa debe verse reflejada en una cultura que apoya las actividades cotidianas y las decisiones de los empleados. En una empresa nacida global, donde el gerente se encuentra ausente gran parte del tiempo, el estilo de liderazgo debe estar orientado a la delegación de responsabilidades y la autonomía en el trabajo de los empleados, que los empodere para contribuir al desarrollo e internacionalización de la empresa.

Place, publisher, year, edition, pages
New York, NY: Springer-Verlag New York, 2018
Keywords
Born globals, Vision, Leadership, Empowerment, empresas nacidas globales, visión compartida, liderazgo y empoderamiento
National Category
Other Engineering and Technologies
Identifiers
urn:nbn:se:hh:diva-36299 (URN)10.1007/s10843-017-0201-8 (DOI)000429418600003 ()2-s2.0-85019670419 (Scopus ID)
Available from: 2018-02-15 Created: 2018-02-15 Last updated: 2025-02-10Bibliographically approved
Halila, F., Tell, J., Hoveskog, M. & Lu, Q. (2017). The diffusion of green innovation technology in the construction industry: European passive house knowledge transfer to China. Progress in Industrial Ecology, An International Journal, 11(2), 164-181
Open this publication in new window or tab >>The diffusion of green innovation technology in the construction industry: European passive house knowledge transfer to China
2017 (English)In: Progress in Industrial Ecology, An International Journal, ISSN 1476-8917, E-ISSN 1478-8764, Vol. 11, no 2, p. 164-181Article in journal (Refereed) Published
Abstract [en]

The booming Chinese construction market has created both economic growth and environmental problems. Some 65 000 buildings in Europe have been constructed in accordance with the voluntary construction standard called Passive House that aims for energy efficiency. In China, however, by 2015, only twenty such projects were planned and only two Passive House projects were completed. In this paper we identify and describe the barriers to the diffusion and adoption of Passive House construction in China. We review the relevant literature (Chinese and Western) and conduct two case studies of Passive House construction in China. Two broad groups of barriers the bounded rationality of construction developers/managers and the high transaction costs of green innovation are found to be most responsible for the slow diffusion and adoption of the Passive House concept in China. Unless these barriers are overcome, prospects for the advance of green technology in the Chinese construction market are unfavourable. © 2017 Inderscience Enterprises Ltd.

Place, publisher, year, edition, pages
Olney: InderScience Publishers, 2017
Keywords
innovation, barriers, bounded rationality, transaction costs, passive house, construction industry, china, technical risk
National Category
Business Administration
Identifiers
urn:nbn:se:hh:diva-35815 (URN)10.1504/PIE.2017.088867 (DOI)2-s2.0-85039912464 (Scopus ID)
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-01-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7139-7338

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