FEB Education Day 2025: Connect & Inspire

Marijke will explain how she embeds teaching students what their ethical/sustainable responsibilities are in current studies as well as their future jobs when teaching traditional topics of research methodology and business theory. During the session, we also discuss the (often) fine line between teaching ERS and political activism, which is particularly relevant within current (geo)political times.

Integrating sustainability knowledge, skills and competences in our education

A working group at FEB seeks to formulate recommendations concerning both short-term and long-term adjustments to the Bachelor's and Master's thesis processes, in response to the rapid advancement of AI technologies capable of substituting thesis tasks traditionally performed by students. This session will focus on discussing potential adjustments in the short and long term.

Tailoring Tutorials: Enhancing Student Engagement Through Differentiated Learning

This year, we began introducing Bachelor's and Master's degree students in selected programs to the historical and technological foundations of AI, its applications, and its potential for misuse. The lecture also familiarizes them with RUG's policy on AI usage, emphasizing both the learning potential and ethical use in this rapidly evolving field.

Using one of his courses as an example, Wim shows how an innovative course format can motivate and challenge both a large group of diverse students and the teachers involved.

Inclusivity and Interdisciplinary Assessment: A ReMa course redesign

Group work is increasingly prevalent in higher education as a tool to enhance student learning and develop students' collaboration skills. Although group work offers significant benefits, it also presents challenges (e.g., concerns about group conflict, social loafing). In the course HR analytics, we have adopted the Team Role Experience and Orientation (TREO) - framework to give students guidance on how to work together and improve their collaboration skills. In this presentation, we provide some preliminary results on the effectiveness of this intervention. 

I redesigned the HRM bachelor course to incorporate a challenge-based approach, where students worked on a real case throughout the course and developed a prototype as their final solution using a prototyping tool. This approach helped students see the real-world application of the concepts they learned during the course.

The use of ALC

Gijsbert will be looking at how to record hand-written formulas in the DIY studio

To cater to the demand for digital marketing skills and employability and cope with AI development, Siria experimented with using a video assignment (instead of a lengthy written report, which is not AI-proof) in her course International Marketing for IB. A gamification element and extrinsic stimulus were also embedded in the group assignment to support the video assignment, which largely boosts students' engagement and motivation to learn. 

In the MSc HRM we have implemented the student employability project, in which students work on their employability throughout the year. Students start the academic year with mapping their current skill development levels (using the Cambridge Skills Framework), and formulate plans for their personal development. Students have positively evaluated the project, noting that it has helped them become more aware of their strengths and areas for improvement.

How not to use AI....

The ability to reflect critically is a vital competence for business school graduates. Reflection is typically assessed through written reports, but the rise of GenAI tools has rendered this method less effective, in addition to being time-intensive for teachers. We offer a novel, scalable, and GenAI-resistant approach to evaluating reflection skills, using a reflective pitch, and present its validity, reliability, and student engagement. 

As societal challenges grow increasingly complex and interconnected, developing key skills for social innovation—such as empathy, ethical decision-making, and stakeholder engagement—has never been more essential. This session explores how learning techniques can be strategically aligned to develop these competencies, offering educators a practical framework to empower students as proactive agents of social change.

Transdisciplinary Pedagogy

Engage, Solve, Innovate: The Power of Challenge-Based Learning