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  • 1.
    Ostuzzi, Francesca
    et al.
    Faculty of Engineering and Architecture, Department of Industrial Systems Engineering and Product Design, Ghent University, Campus Kortrijk, Kortrijk, Belgium.
    Hoveskog, Maya
    Halmstad University, School of Business, Innovation and Sustainability, Centre for Innovation, Entrepreneurship and Learning Research (CIEL), Business Model Innovation (BMI).
    Education for flourishing: an illustration of boundary object use, peer feedback and distance learning2020In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 21, no 4, p. 757-777Article in journal (Refereed)
    Abstract [en]

    Purpose:

    Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors’ wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC).

    Design/methodology/approach: 

    An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey.

    Findings: 

    Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education.

    Research limitations/implications: 

    This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed.

    Originality/value: 

    Various tools and methods for use in education have been developed that support a new view of sustainability –sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap. © 2020, Emerald Publishing Limited

  • 2.
    Tell, Joakim
    et al.
    Halmstad University, School of Business, Innovation and Sustainability.
    Hoveskog, Maya
    Halmstad University, School of Business, Innovation and Sustainability.
    Applied engineering education for soft skills in the context of sustainability and mobility2022In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 23, no 8, p. 324-336Article in journal (Refereed)
    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.

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