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Multidisciplinary Honours Programmes: Experiences and ...€¦ · Outline workshop 1. What are the...
Transcript of Multidisciplinary Honours Programmes: Experiences and ...€¦ · Outline workshop 1. What are the...
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Multidisciplinary Honours Programmes: Experiences and
Strategy for Further Improvement Tineke Kingma
Tineke Kingma
Working in Honours education as a consultant
coordinator
researcher
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Outline workshop
1. What are the characteristics of the
Windesheim Honours Programmes?
2. Critical friends
3. Scenario method
4. Critical friends
5. What can we learn from this?
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1. What is a Windesheim Honours Programme?
A multidisciplinary extra-curricular
programme for students that wish to do
more and are able to do more than is
offered within their regular programme.
One year and 16 credits
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Why offer Honours programmes?
In order to:
• Establish an ambitious study climate
• Challenge gifted students
• Make future professionals aware of
societal issues and new ways of
collaborating within different disciplines
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Vision
The students of the Windesheim
Honours Programmes are talented
students who are able to discover,
develop, use and combine their
individual talents in a
multidisciplinary context
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What are talents?
Renzulli (2005)
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Activate knowledge
What do Honours students
appreciate in Honours
programmes?
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Honours students like structured
assignments:
yes or no?
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The answer is no
Honours students dislike pre-structured
assignments. They prefer to know the goal and
end results that need to be achieved, and to be
allowed freedom as to how to attain those
criteria
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The main requirement for an
Honours student is
to be offered an academic
challenge:
yes or no?
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The answer is no
The main requirement for the Honours student
is the quality of the lecturer
Honours students like to create
their own community:
yes or no
The answer is yes
Honours students like context
driven programmes:
yes of no
No
What do Honours students appreciate in Honours
programmes? • Interaction student – lecturer
• Community building
• Practical and authentic professional tasks
• Room for initiatives
• Small-scale organisation
• Mutual choice for participation
• Interest in other subjects than the regular degree programme
• A basic requirement is the quality of the lecturer
Eijl, P.J. van, Pilot, A. & Wolfensberger, M.V.C. (2010)
Using teaching for excellence
• Bounded freedom
• Creating community
• Enhancing academic competence
Wolfensberger, 2012
How can students apply?
• Pass their propedeuse within one year,
average grade 7.2 or higher
• Motivation letter, CV, two letters of
recommendation
• Selection interview
How to work in a multidisciplinary setting?
20 different degree programmes
Participants carrying different luggage
Assignments requiring different perspectives
Common theme of the programme
Semester 1: becoming familiar with new
domains
• Workshops around three themes, organized
by teacher
• Development of an individual product or
service
• Completion:
Poster presentation
Workshop organized by the students for a
broader audience
• Assignments aimed at collaboration between
different disciplines
• Formative feedback
Second semester: future question of a company
1. Complex issue
2. Combination of three perspectives:
Social
Economic
Technological
3. Development of future scenarios
Main question
How to develop a future-proof Honours
programme to meet the needs of
intrinsically motivated Honours students
who are able to collaborate within
different disciplines?
What are the main questions?
Work in pairs
Share your questions and decide on one
question
Work in a group of four
Which solutions do you propose for the
questions?
2. Scenario method
• Trend analysis
• Finding the driving forces
• Development of scenarios
Trend analysis: DESTEP
• Demographic
• Economic
• Societal
• Technological
• Ecological
• Political
How to find trends?
- Data collection - Newspapers, social media
- Expert interviews
- Research
- Websites (trend watchers, research agency, governmental organisations)
- Review - Eg. Delphi methode
- Determine
- Interprete
Switch to scenarios
Tomorrow a Garden Party
Weather
Sun
Rain
Atte
nd
an
ce
Everybody will attend
Half of the people won’t attend Bron: Nekkers, Future Consult
What are the two most important trends that
will need to be taken into account in Higher
Education?
How to develop scenarios?
Describe the two most important developments or trends for Higher Education?
Which developments are uncertain?
Which developments will have the most impact?
Determine the driving forces
• High impact, high uncertainty Potential driver
- High impact, high certainty Driver
- Little impact, high uncertainty Not relevant
- Little impact, high certainty Background
- “Wild Cards”: huge impact, very unlikely
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Key-dilemmas
Trends
Impact
Uncertainty
Determine the driving forces
• High Impact, high uncertainty Potential driver
- High impact, high certainty Driver
- Little impact, high uncertainty Not relevant
- Little impact, high certainty Background
- “Wild Cards”: huge impact, very unlikely
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Key-dilemmas
Trends
Impact
Uncertainty
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Scenarios
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Bron: Nekkers, Future Consult
3. Critical friends:
Develop four scenarios in four groups
Describe the scenario, what are important
characteristics
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Scenarios
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Bron: Nekkers, Future Consult
5. Results
7. What can we learn?
What do you take home?
Stay connected
Tineke Kingma: [email protected]
Coordinator of the Honours programmes at
Windesheim University of Applied Sciences
(www.windesheimhonourscollege.nl)
and member of the Research Group ‘Talent
Development in Higher Education and Society’,
Hanze University of Applied Sciences, Groningen
(http://www.hanze.nl/home/Onderzoek/Kennisport
al/Kenniscentra/lectoraat-excellentie/ )
References
• Eijl, P.J. van, Koetshuis, E., Van den Berg, E., Spil, S.
Kingma, T., Coppoolse, R. & Pilot, A. (2013). Latent
talent ontdekken en betrekken bij honours onderwijs.
In: R. Coppoolse, P.J. van Eijl & Pilot , A. (Eds.).
Hoogvliegers, ontwikkeling naar professionele
excellentie. Rotterdam: University Press. (In press).
• Kingma, T. & Visser, G. (2013). Windesheim Honours
Programme Intergenerational Collaboration: student
manual. Zwolle: Windesheim University of Applied
Sciences.
• Renzulli, J.S. (2005).The Three-Ring Conception of Giftedness. A Developmental Model for Promoting Creative Productivity. In: R.J. Sternberg & J.E.Davidson (Eds.), Conceptions of Giftedness (246-279). Cambridge: Cambridge University Press.
• Roodhart, H, Pol, W. van der & Pol. W. van der (2001). Van trends naar brands. Kluwer: Deventer.
• Woltman Elpers, J.L.C.M. (2013). Activity Plan 2013/2014 Windesheim Honours & Excellence Center.
• Wolfensberger, M.V.C. (2012). Teaching for Excellence. Honors Pedagogies revealed. Waxmann: Münster.
Thank you for your attention