Unlocking Potential: The Impact of Artificial Intelligence on Organisational Learning

Wittenborg Researchers Explore the Impact of AI on Organisational Learning

A recent bibliometric sheds light on the growing intersection between Artificial Intelligence (AI) and organisational learning. Conducted by Wittenborg researchers Ivanna Shubina and Piotr Kwiatek, the study analyses 85 scholarly articles from 2010 to 2021, revealing significant trends and implications for future research in this emerging field.

Growing Interest in AI in Learning Environments

Over the past ten years, the development of AI technologies has transformed learning within organisational contexts. Shubina and Kwiatek therefore aimed to map the scientific patterns of AI’s application in fostering positive change in organisational learning environments. By leveraging the LENS software for bibliometric analysis, the researchers uncovered descriptive characteristics of existing literature, revealing a notable increase in publications related to AI and organisational learning.

The majority of the studies analysed were published in English by a diverse group of 100 authors from 29 countries, with the United Kingdom, the United States, and Australia leading in citation productivity. The findings suggest that AI applications in learning settings significantly enhance individual competencies, reduce resistance to change, and promote essential life skills.

Key Findings and Implications

The study identifies a strong prevalence of psychology and social psychology in the existing literature, indicating that understanding human behaviour is crucial to effectively integrating AI into learning processes. The authors note that while considerable research has addressed AI's benefits and challenges in education, there remains a critical gap in exploring its relationship with positive organisational change.

The researchers emphasised that “the main contribution of the findings indicates that the appliance of AI in a learning environment enhances the positive change among individuals, reduces the resistance for change, and improves life skills and competences.”  

Furthermore, they highlight the importance of experiential learning, organisational learning and managerial coaching, all of which are enhanced through AI support. The integration of technology not only facilitates knowledge sharing but also fosters a growth mindset among employees, helping them navigate professional and psychological changes within their organisations.

“AI opens new opportunities in learning, supports individuals in achieving change, and reinforces growth mindsets among workers,” stated Shubina. “Our study highlights the need for further research to examine these dynamics more comprehensively.”

Kwiatek also said that he is particularly passionate about exploring the transformative potential of AI in organisational learning environments.  

“I believe that AI, when thoughtfully integrated, can not only enhance learning outcomes but also drive positive cultural shifts within organisations. This study underscores the importance of leveraging AI to empower individuals, reduce resistance to change, and cultivate a more dynamic and adaptive workforce, which I see as essential for thriving in today's fast-paced world.”

Future Directions for Research

The findings underscore the necessity for future studies to delve deeper into the interplay between AI, positive change, and organisational learning. The authors propose several research questions aimed at uncovering the publication trends related to AI usage and its effects on organisational outcomes, urging researchers to explore the untapped potential of AI in enhancing workplace competencies and overall well-being.

WUP 16/01/2025
by Erene Roux 
©WUAS Press 

Ad Kil’s Study Focuses on the Potential Influence of Cultural Factors on Trust

Online, international and multicultural teams are becoming more prevalent in the business world. But how can trust be built when team members are often in different geographical locations with no opportunity for in-person interactions, and what role does national culture play in this process? 

To better understand this phenomenon, Wittenborg professor Ad Kil recently coauthored the paper ‘Cultural influences on early trust development in virtual teams’. Published by Emerald Insight’s journal ‘Management Research Review’, the work is also coauthored by three researchers from Nyenrode Business University: Ross Gardner, Robert Blomme and Nick van Dam.   

According to Kil, the authors were motivated to explore this topic because previous studies and theories on trust primarily focused on face-to-face interactions, overlooking virtual teams and the possible influence of team members’ diverse cultural backgrounds. “Therefore, this topic addresses both the virtualisation and globalisation that businesses are experiencing,” he points out.  

The paper examines how national culture may influence the early development of trust through transference-based trust (TBT), which is shaped by referral sources, including word-of-mouth and both internal and external online information about team members. “We focused on the early development of trust. This is significantly different from knowledge-based trust, which is when people already know their colleagues well,” Kil explains. 

Another factor considered by the researchers is institution-based trust, which refers to the confidence individuals have in an organisation. One of the authors’ hypotheses was that this kind of trust might be connected to the development of trust within virtual teams.  

To collect data for their study, the authors administered a survey to international business students from two European countries, representing different nationalities, who were required to collaborate online during the COVID-19 pandemic. Among other topics, the questionnaire asked respondents about their faith in humanity, trust on other people, relationship with referral sources, ease of communication with other team members and consideration for the feelings of team members. In total, 357 usable responses were gathered. 

“These students did not know each other; they answered the survey shortly before their team started working together. We already knew from other studies that, before virtual teams start collaborating, the minute people know the names of their colleagues, they start going to Google, Facebook or LinkedIn to find out information about them,” the professor underlines.  

The study finds that cultural backgrounds are not so important when it comes to building trust in virtual teams. A bigger role is played in this process by individual factors such as people’s experiences, personal characteristics and the way they gather information.  

Additionally, the research reaffirms the validity of cognitive-based trust models, built on factors such as the previous knowledge people have about each other and about their roles in the team. The paper also emphasises that referrals play an important role in building both interpersonal and institutional trust. “If someone is part of a prestigious organisation, this might cause you to trust them more. Conversely, if they are part of a company with an awful reputation, this will likely diminish the level of trust,” Kil comments.  

The professor underscores that to positively influence interpersonal and organisational aspects of trust development, managers should ensure that the early phases of virtual teams, before actual implementation begins, are well-organised. 

“Furthermore, the results of the study show that people need to maintain and actively manage their online presence, ensuring that online information about them is accurate and updated. Nowadays, an individual’s online presence is widely available, and may actually influence trust development. This information could help virtual team members learn about one another, which might in turn help foster early trust in their online teams,” he concludes.  

WUP 15/01/2024 
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg’s End-of-Year Project Week: Winners Present Solutions for Quality Education

Wittenborg Students Innovate for Quality Education

From 16 to 18 December, over 220 students from Wittenborg gathered to explore creative solutions for ‘Quality Education’ aligned with the United Nations' Sustainable Development Goal (SDG) #4. The theme, chosen by both students and staff earlier this year, will continue to shape Wittenborg’s focus throughout the academic year 2025.

In recognition of their innovative ideas, the first-prize winners received vouchers. Second and third-place teams were also rewarded with vouchers for their outstanding contributions.

Bachelor’s First-prize Winning Group: Transforming Education in Iran

Bachelor’s student Arshia Baharloueiyancheshmeh and his team focused on Iran, tackling the country’s educational challenges by proposing a new approach to teaching. Arshia’s team, including Alireza Asgari, Armina Sanaeimovahed, Hilal Bafrali and Paniz Rahimpourhesary, aimed to improve early childhood education through research-based methods and inclusive child development theories.

“We wanted to address the need for up-to-date teaching methodologies and practices in Iran’s education system,” Arshia explained. “Our solution focuses on applying child development theories and inclusive practices to create an environment where every child has the opportunity to thrive.”

“We're trying to change the way we teach by focusing on the early years,” he added. “These are the most critical years for development, and applying modern, research-backed approaches can make a huge difference in shaping the future of Iran’s youth.”

Together, they won first prize for their poster presentation.

Master’s First-prize Winning Group: Enhancing Education in Iraq

The team, which consisted of Michael Demi, Lombe Mumba, Tony-Opara Nyebuchi, Minoo Iravanimahabadi, and Dalkhoosh Azeez, tackled the educational challenges in Iraq. Their goal was to introduce new, tech-driven solutions. 

“We wanted to innovate the curriculum in a way that not only teaches basic skills like reading and writing but also includes vocational training,” said Demi. “By the time a student finishes their education, they should already have soft and hard skills, like coding and graphic design, which make them valuable assets to the workforce.”

Their solution, the Everybody Learns (ELI) app, aims to provide accessible, cloud-based education across Iraq. "Education has gone beyond classrooms now," said Demi. "We need to teach without walls. Technology, data, and mobile apps are the future of education."

“Classrooms are not the future,” added Lombe. “We believe in using technology to reach even the most remote areas. We want to improve literacy rates and improve employability across Iraq, empowering the next generation of learners.”

Nyebuchi emphasised, “Collaboration was key in our project. We all brought unique ideas to the table, and our diverse perspectives really helped us develop a well-rounded solution.”

Azeez highlighted the practicality of their approach: “The solution is simple, and all it needs is a mobile phone. No need for additional devices or money – this app can overcome literacy challenges in Iraq.”

Wittenborg Staff and Students Share Their Festive Season Activities

Wittenborg’s Winter Vibes: How Staff and Students Spent the Festive Season

As the festive season has drawn to a close, Wittenborg staff and students reflect on how they have been spending their winter. Here’s a look at what some of our community members had in mind.

Hossein Safaee, a Digital Marketing student from Iran, shared that he would be travelling abroad during the festive season. His main purpose was to visit his family. "I’m looking forward to family time the most," he said. Hossein mentioned that he didn’t have specific winter goals, and his main focus was to relax during the break. "I don’t have anything specific about winter in the Netherlands except relaxing." He also enjoys spending time with friends and family during the festive season.

Teotzin Hernandez, an Education student from Mexico, had plans to travel to see family and friends. "The main purpose of my journey was to meet family and friends," he explained. He was especially looking forward to visiting his father and mother. Teotzin shared that he enjoys the Christmas markets during this time of year and looks forward to experiencing them. "Christmas markets are always something I enjoy," he said. He was also working on his thesis during the festive season, as it remained a priority.

Maryam Shahpasandzadeh, an MBA student from Iran, planned to focus on finalising her graduation assignment over the festive season. "I’m going to focus on finalising my graduation assignment," she shared. If all went well, she hoped to visit her family in March to celebrate the Iranian New Year. Maryam also looked forward to finding a job with an international company. "I’m looking forward to finding a desirable job in a big, international company with many local colleagues," she explained. One of her favourite aspects of winter in the Netherlands was the festive atmosphere and lights. "I enjoy all these beautiful lights and happy people getting ready to welcome the new year," she said.

Seyed Hejazei, an MBA in Entrepreneurship student from Iran, didn’t have specific plans for the festive season. He focused on conducting research for his lessons and exploring potential internship projects or companies that interested him. Seyed shared that he was always open to new experiences or hobbies and looked forward to trying new things. "I always like new experiences or picking up a new hobby," he said.  

Senior Lecturer Zijian Wang planned to travel to Curacao for some much-needed relaxation. "The main purpose of my journey was relaxation," he shared. In addition to unwinding, Zijian was focused on setting his goals for 2025. He was particularly looking forward to the sun, as he wasn’t fond of the cold Dutch winter. "I enjoy the sun the most," he said. While he didn’t have specific festive traditions, Zijian remained open to new experiences. His advice to other students was simple: "Make the most of the time to rest and recharge."  

WUP 13/01/2025 
by Erene Roux 
©WUAS Press 

Infusing the Socratic Method into Business Education: A Case Study by Wittenborg

What Can We Learn from Socrates? Wittenborg Researchers Investigate

What can we learn from the Socratic Method? This question sparked a thought-provoking discussion at Wittenborg's recent Globalisation Conference. A poster presentation showcased a compelling case study by Wittenborg's Fjorentina Muco, Hanna Abdelwahab and Vanessa de Oliveira Menezes, which explored the integration of this ancient teaching technique into higher education. Their research focused on enhancing student engagement and critical thinking in the module 'Intercultural Business Communication for Managers'.

The Socratic Method, rooted in the teachings of the ancient philosopher Socrates, encourages a dialogue-driven approach to learning, where questioning takes centre stage. As Muco noted, “This is related to the education and methodology through which the business school teaches an international group of students.”

She emphasised that the aim is not merely to transmit knowledge but to foster an inquiry-based mindset that students can use throughout their lives: “A business school should be more than just transmitting the already established knowledge from experts and academics. It should also provide methods through which students can apply in the future practical world when they will start engaging in working relationships.”

This perspective underscores the necessity of giving students tools that extend beyond theoretical knowledge and into practical application.

Unpacking Research Findings

The study integrated the Socratic Method over several lessons, followed by a survey to assess its impact. The quantitative analysis revealed impressive outcomes:

• 72% of students reported increased engagement.
• 84% expressed satisfaction with the method’s incorporation into their lessons.
• 95% agreed that the Socratic Method enhances their understanding of the subject matter.
• 89% felt that it improves their critical thinking skills.
• 74% agreed that it develops their problem-solving skills relevant to the business field.

Qualitatively, students highlighted several key benefits, including enhanced critical thinking, improved communication skills, and a deeper understanding of course material. Many students appreciated the opportunity to engage in discussions that challenged their assumptions and encouraged them to think critically.

However, Muco and her colleagues acknowledged challenges, such as students’ desire for direct answers and the time-consuming nature of Socratic discussions. Some students expressed frustration when discussions did not lead to immediate conclusions, indicating a need for more structured guidance.

Despite these challenges, the overarching findings were clear: the Socratic Method significantly enriches the learning experience in business education. Students indicated that the method not only helped them grasp complex concepts but also prepared them for real-world business challenges.

Conclusions and Recommendations

The researchers concluded that the Socratic Method effectively enhances student engagement and learning outcomes. To further ease the transition to this method in business education, they recommended comprehensive training programmes for faculty on how to effectively employ Socratic questioning techniques, alongside the use of digital platforms and tools. They also suggested developing policy frameworks and curriculum adjustments to support the integration of this teaching method.

In addition, they proposed orientation programmes and support services for students to familiarise them with the Socratic approach. Interdisciplinary workshops to share best practices among faculty were also recommended, fostering a collaborative environment that encourages the exchange of innovative teaching strategies.

As part of their commitment to thorough research, the authors plan to conduct a longitudinal study to gather further data and insights before publishing their paper.   

WUP 10/01/2025 
by Erene Roux 
©WUAS Press 

You’re Being Tracked: Study Analyses Factors that Influence Users’ Consent to Web Tracking

Master’s Thesis by Roya Nahandi Focuses on Internet Users Based in Germany 

In a world where people’s online activities are constantly tracked, which factors influence consumer attitudes regarding consent to web tracking technologies?  

This is the question Wittenborg graduate Roya Nahandi sought to answer in her master’s thesis, leveraging her previous experiences in the fields of Computer Science and Marketing. Originally from Iran, Roya recently completed an MBM (Master in Business Management) degree in Digital Marketing & Communication at Wittenborg’s Munich location, the New European College (NEC).  

According to her, although there are many previous studies about older technologies such as cookies, web tracking practices have changed significantly since 2018, when the General Data Protection Regulation (GDPR) was implemented in the European Union. Newer technologies, such as Google’s Federated Learning of Cohorts (FLoC), will not reveal a user’s individual data to advertisers. Instead, users are categorised into cohorts based on their online activity and companies have access to generalised information. Advertisements are then targeted to these broader cohorts rather than individuals. 

“These technologies could also result in good experiences, such as autofill forms that save you time. Besides, the targeted ads might match the users’ interests; but of course, some people will be concerned about their privacy,” she says. 

The graduate underlines that there are many types of newer web tracking technologies, which differ in the mechanisms they use, the data they collect and the duration for which user information is stored. “But regardless of the method, all websites are required by the GDPR to enable EU residents to provide or decline consent for personal data processing. So, my main goal was to understand the factors which influence people’s attitudes toward consent.” 

To gather information for her study, Roya created and administered an online survey to 385 people living in Germany. She developed her questionnaire based on previous literature and on three theoretical frameworks: the theory of planned behaviour, the technology acceptance model and the protection motivation theory. 

The questions were grouped under multiple variables, including people’s knowledge about web tracking technologies, how they recognise and cope with threats, the perceived ease of use of web tracking technologies and their perceived usefulness. The study also addressed subjective norms, which refer to an individual’s perception of whether people important to them think they should engage in a particular behaviour – in this case, giving consent to web tracking.  

Among other findings, the research shows that the general knowledge of German internet users about web tracking technologies plays a pivotal role in their consent to being tracked. Results reveal that roughly 50% of internet users have knowledge about these tools. However, even if people are informed about web tracking technologies, other factors might influence their confidence in giving consent to track their activities. For example, barriers such as the complexity and ever-changing nature of web tracking technologies might lead to the belief that one cannot overcome these barriers to maintain control over personal data. 

 “The research suggests that when a person finds it easy to give consent to web tracking technologies, they have more positive attitudes toward them and might be more willing to engage in the action of giving consent. Many web tracking banners that pop up on the websites have confusing options, which can result in negative attitudes since the user does not perceive it as easy technology to be used,” Roya points out. 

Moreover, if a person feels they have control over what data is being collected, this will positively affect their attitude toward giving consent to web tracking technologies. Finally, the study highlights that the social environment could significantly influence the intention to give consent. For example, regardless of the attitude users have toward web tracking technologies, their intention to give consent might be influenced by other people who are part of a reference group to them. 

Roya comments that to provide a better experience, companies and government institutions could offer clear information about how they use this data and the benefits it offers to users. She adds that organisations should also make it clear to consumers that data will be collected only with their consent, which can be withdrawn at any time. “It is also important that the governments inform people on what the GDPR is and how it is being applied.” 

Now that she has graduated, Roya plans to stay in Germany and look for jobs that connect technology and marketing, so that she can apply her knowledge in practice. “On top of that, I am going to finish the PhD I am pursuing at the University of Tehran, which is also related to these topics. As for the future, I am open to both following an academic career and working in the industry.” 

WUP 08/01/2025
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg Student’s Study Reveals Surprising Insights into Impulse Buying

Unveiling the Hidden Drivers of Impulse Buying in Dutch E-Commerce

Esiro Anavhe, a recent master’s graduate from Wittenborg, has conducted a study that explores the factors influencing impulse buying on prominent Dutch e-commerce platforms, Bol.com and Coolblue. Her research not only challenges existing theories but also opens new pathways for understanding consumer behaviour in the digital age.

Anavhe’s choice of topic reflects the changes in consumer behaviour driven by the COVID-19 pandemic. “The topic is of great significance given the increasing popularity of online commerce and the escalating occurrence of impulsive purchasing behaviours, especially in light of the COVID-19 crisis,” she shared. “I selected this subject for my graduation project due to its focus on a notable void in the existing body of literature concerning the precise effects of demographic variables and personality traits on impulsive purchasing behaviour in the Netherlands.”

By following a robust research methodology, Anavhe, who studied Digital Marketing and Communications, adhered to the “positivist philosophy,” utilising quantitative data to explore the relationships between various factors affecting impulse buying. “The study used a survey research design and a mono-method approach, analysing quantitative data collected from 400 participants via Google Forms,” Anavhe explained.  

Anavhe also addressed some challenges during her research process. “The primary obstacles included acquiring a sample size that was both extensive and representative, ensuring the reliability of the data, and managing the complexities of the SmartPLS-SEM model,” she noted. “Additionally, balancing theoretical frameworks with practical applications and resolving conflicting findings from previous research on demographic factors were considerable challenges.”

Anavhe’s study revealed several surprising insights. “It was discovered that traditional demographic characteristics, such as gender, income and educational qualifications, have a minimal effect on impulsive buying behaviour on platforms like Bol.com and Coolblue,” she said. “This finding challenges the prevailing belief that these elements significantly influence consumer behaviour.”

One of the most notable revelations was the role of negative emotions in driving impulse buying. “My research uncovered that negative emotions can actually serve as a powerful indicator of impulsive buying behaviour,” Anavhe revealed. “This challenges conventional views and suggests that emotional states can drive consumers to make unexpected purchases.”

Contrary to expectations, Anavhe found a significant relationship between self-control and impulse buying. “The study discovered that individuals with strong self-control still displayed notable impulsive purchase tendencies,” she explained. “This indicates that even those who are typically disciplined in their consumption can be influenced by strategic marketing and online shopping environments.”

Based on her findings, Anavhe offers several recommendations for e-commerce platforms and policy makers. “To leverage the relationship between negative emotions and impulsive buying, online retailers could develop targeted marketing strategies that address emotional states,” she suggested. “For instance, they could create campaigns that appeal to consumers’ emotions or provide support to help manage negative feelings.”

She also advocates for a re-evaluation of user interfaces to balance self-control and impulse buying. “Implementing features like tailored reminders or exclusive offers could promote more intentional decision-making and help balance self-control with impulsive behaviour,” Anavhe proposed.  

Anavhe’s future plans are centred on applying her research findings to advance her career in digital marketing and e-commerce. “My goal is to collaborate with prominent e-commerce companies in implementing sophisticated personalisation technology and enhancing user interfaces to properly manage impulsive purchase behaviours.”  

She also plans to further her academic studies in consumer behaviour.  

Anavhe further shared advice for students starting their own research journeys. “My only advice for students still writing their thesis is that though it may seem daunting and extremely stressful at the beginning, if you work hard and take all the feedback you can get from your supervisor, there is always light at the end of the tunnel,” she said. “It would also be good for students to take this phase as a means of learning, growing, and further developing yourself for future purposes.”  

WUP 06/01/2025 
by Erene Roux 
©WUAS Press 

Dr Colin Mackenzie Delivers Keynote at Wittenborg Project Week

https://www.wittenborg.eu/learning-never-stops-dr-colin-mackenzie-delivers-keynote-wittenborg-project-week.htm

Mackenzie Discusses the Path to Success at Wittenborg’s Three-Day Project Week

Wittenborg’s three-day Project Week on Quality Education (SDG4) kicked off with a thought-provoking keynote from Dr Colin Mackenzie, Consultant and Educator. In his speech, Mackenzie focused on the transformative power of lifelong learning and the crucial role it plays in personal and professional success.

In his address on 16 December, Mackenzie emphasised that lifelong learning is far more than just earning academic qualifications. “Lifelong learning is not just about having academic qualifications. It is about reflecting on what you’ve done and what you have learned,” he remarked, challenging both staff and students to approach education as a continuous journey of self-improvement.

He continued, “The path to success is not just about gaining knowledge, but also about cultivating the right attitude, skills, and habits. These are the building blocks of personal growth that help us adapt to the challenges of an ever-changing world.”

Mackenzie highlighted that success comes from staying open to new opportunities and experiences. “Success doesn’t come from simply following a set path—it comes from being open to change, from continuously learning and building on your experiences,” he explained. “Every experience, whether positive or negative, is an opportunity to learn and grow.”

He also stressed the importance of self-reflection in the learning process: “You have to take the time to reflect on what you’ve done, what you’ve learned, and what you can do better next time. This reflection helps you stay focused on your personal development and ensures that you keep moving forward,” he said.

Mackenzie’s message resonated deeply with the audience, encouraging everyone to embrace the concept of lifelong learning as a way to not only enhance their careers but also to develop as individuals. “Lifelong learning is not something that stops when you leave school or university,” he said. “It’s a mindset that should stay with you for life.”

Throughout the three-day event, Wittenborg focused on SDG4: Quality Education, a global goal aimed at ensuring inclusive and equitable quality education for all. Mackenzie’s speech was a key highlight of the week, setting the tone for discussions around the evolving nature of education and how institutions and individuals can contribute to a more sustainable and inclusive future.

“Embrace the journey of lifelong learning, and you’ll find that success is not a destination, but an ongoing process,” Mackenzie concluded.

WUP 03/01/2024 
by Erene Roux 
©WUAS Press 

Students Explore Solutions for Quality Education During Project Week

Activities Aligned with UN’s Sustainable Development Goal #4

From 16 to 18 December, more than 220 foundation, bachelor’s and master’s students participated in Wittenborg’s End-of-Year Project Week, themed after the United Nations’ Sustainable Development Goal (SDG) #4 (‘Quality Education’). The theme was chosen earlier this year by both students and staff, and it will serve as Wittenborg’s Theme of the Academic Year 2025. The initiative aimed to enable participants to create innovative business plans or solutions that promote quality education and lifelong learning. 

The activities kicked off on 16 December at Apeldoorn’s traditional Orpheus Theatre, where Wittenborg president, Peter Birdsall, delivered the opening speech. The day also featured inspiring keynote sessions from Wittenborg Associate Professor, consultant and educator Colin McKenzie; Rector Ron Tuninga; and Associate Professor Ahmed Mehta. A panel discussion on the impact of AI in education followed, featuring Birdsall, Tuninga, Head of the School of Business Rauf Abdul and Assistant Professor Hind Albasry. 

According to McKenzie, discussing themes like Quality Education is important for students because it enables them to make positive changes to society. “We are in the most international business school in the Netherlands, with people from many different nationalities who are sharing their experiences. In the world, there are lots of people who are not fortunate enough to get access to education and we need to consider them. The students who are discussing quality education here will be ambassadors when they go back to their countries, and they will be able to make change,” he said. 

Ron Tuninga highlighted that events like these help participants understand that everyone has to give back to society. “We need to connect better with society and to have business students understand that there are more things than just making a profit. On top of that, this is a great opportunity for students and faculty to share experiences and help Wittenborg keep developing itself.” 

On 17 December, students attended keynote sessions by Deputy Head of the School of Business, Dadi Chen; Wittenborg Professor and Vice-President Ad Kil; AI expert and researcher Jie Li; and sociologist, lecturer and researcher Iyeyinka Kusi-Mensah. The day ended with a practical workshop by Colin MacKenzie, focusing on collaborative strategies to tackle educational challenges. 

Working in Groups

Students were divided into groups of four to five members. Unlike regular Project Weeks, where teams are typically culturally diverse, this time, teams were country-specific. This approach allowed students to select a target country that reflected the nationalities of the team members. The aim was to encourage students to apply cultural and contextual knowledge to create solutions tailored to the unique challenges faced by their selected country regarding ‘Quality Education.’ 

Each group was assigned one of the ten targets of SDG 4, such as ‘Free Primary and Secondary Education’, ‘Eliminate All Discrimination in Education’ and ‘Build and Upgrade Inclusive and Safe Schools’. The final product was a poster presentation, designed to meet the standards of a research or development project proposal. The posters were evaluated through a jury panel, with the top three teams announced at Wittenborg’s annual Christmas party on 18 December.  

Each member of the winning teams – for both the bachelor’s and master’s competitions – will receive a € 100 Bol.com voucher. The groups in second and third place will receive € 50 and € 25 vouchers, respectively.

Hospitality Business Administration (HBA) student Arshia Baharloueiyancheshmeh, specialising in Sport Business Management, was part of the team that won first prize among the bachelor’s students. He highlighted the benefits the Project Week offered to participants. “I enjoyed the collaborative aspect the most. Working with a diverse group of peers allowed us to exchange ideas and perspectives, which enriched our project and made the process engaging and rewarding.” 

Activities in Amsterdam  

During the project week in Amsterdam, 83 bachelor’s and master’s students explored the theme of ‘Quality Education’, focusing on the application of Artificial Intelligence in personal and professional development. The activities began on 3 December with a keynote session by Dr Jie Li. 

Bachelor’s students were tasked with interviewing professionals from various fields about their experiences using AI in personal and professional contexts. Each team will analyse the collected data and prepare a presentation, scheduled for 23 January, to share their findings. 

Master’s students, on the other hand, were assigned to design workshops for bachelor’s students, teaching them how to use AI in their personal and professional growth. Each team worked with a specific tool, including platforms such as Perplexity, Wizco, Reclaim, Prezi AI, Slidebean, Jenni AI, Atlas.ti, Resume.io and Career Copilot. The workshops are planned for the end of January. 

According to Associate Professor and Deputy Head of the School of Business, Dadi Chen, this project offers a unique opportunity to explore AI's transformative role in education and research while developing essential skills in training design, delivery and analysis. “We encourage students to approach this task creatively and collaboratively, with a focus on the practical application of AI tools in an academic context,” he emphasised.  

WUP 30/12/2024 
by Ulisses Sawczuk 
©WUAS Press