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Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E³) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.

Mathematics education in the twenty-first century faces new challenges that necessitate updates to mathematics curricula. This chapter analyses the updates made to Hong Kong’s mathematics curriculum in 2017 by using the curricular spider web (van den Akker, 2003), which consists of 10 curriculum components, namely the rationale behind the curriculum, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment. The findings of this analysis suggest that Hong Kong’s mathematics curriculum has been developed in line with the changing trends of international mathematics curricula, which are influenced by globalisation and internationalisation. Future research could compare the mathematics curriculum in Hong Kong with those in other parts of the world.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.

In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management, human resource management and academic and support staff at all career levels, and universities would benefit from participation in mutual learning initiatives currently taking shape in various regions of the world.

The purpose of this paper is to explore factors influencing decision making about disclosure of assisted reproductive technology (ART) use in the workplace.

A qualitative study design was used. In total, 31 women and 6 men who were using or had recently used ART were recruited from British fertility networks and interviewed. Data were transcribed verbatim and thematically analysed.

Two main strands were identified each encompassing two themes: “Concerns about disclosure” covered the very personal nature of disclosing ART treatment and also career concerns and “Motives for disclosure” covered feeling which was necessary to disclose and also the influence of workplace relationships.

The relatively small, self-selected sample of participants was recruited from fertility support networks, and lacked some diversity.

Clarity about entitlements to workplace support and formal protection against discrimination, along with management training and awareness raising about ART treatment is needed to help normalise requests for support and to make decisions about disclosure within the workplace easier.

The study has highlighted an understudied area of research in ART populations. The data provide insight into the challenging experiences of individuals combining ART with employment and, in particular, the complexity of decisions about whether or not to disclose.

The cross‐correlation flow measurement technique, applied for measuring the coolant flow rate in a nuclear reactor, was calibrated with the use of numerical simulations of turbulent flow. The three‐dimensional domain was collapsed into two dimensions. With a two‐dimensional calculation of steady‐state flow with transient thermal characteristics the response of thermocouples to a temperature variation was calculated. By cross‐correlating the calculated thermocouple responses, the link between total flow rate and measured transit times was made. The reliability of the calibration was estimated at ±4.6%. In addition, a measured velocity profile effect was successfully predicted.

The purpose of the study is to produce design guidelines based on insights from both practice and theory that will enable teachers and educational developers to execute the design, implementation and evaluation of their work‐related learning arrangements with stakeholders involved.

The first study reported in this paper can be characterised as an exploratory design study. The second and third study can be described as design‐oriented research.

The case studies showed that to realize work related learning arrangements mutual understanding between stakeholders is needed to decide what has to be learned by the students and to create learning situations that have a high similarity with real working situations.

The ultimate evaluation question whether students indeed show high levels of learning outcomes on the levels of the framework when they followed work‐related learning arrangements that are arranged according to the design guidelines, fall out of the scope of this paper.

Factors that influence the intended and implemented design of work related arrangements are derived from practical and theoretical insights. Design guidelines to influence these factors in a positive direction are formulated, based on these insights. For the expected learning outcomes a dynamic framework is developed.

Work related learning arrangements are still rare in higher education and practical experience is generally only gained during short periods of internships. So the finding that learning by experience and social interaction and learning by theory and reflection should be combined in joint work related learning arrangements to obtain the most impact on the ability to transfer, will not immediately become custom.

Teachers, educational developers and stakeholders who are involved in developing the design, implementation and evaluation of their joint work‐related learning arrangements will find evidence based design guidelines and a framework to assess learning outcomes. The theoretical insights are based on a multidisciplinary combination of workplace learning theories, educational science and innovation management theory.

One in six people globally are affected by infertility, and many turn to fertility treatment in a bid to have a child(ren). While many countries offer work-related legislative protections and provisions for those who are successful in conceiving a child, in the form of maternity and paternity-related supports and protection again discrimination – the same cannot be said for those struggling to conceive. There are similar inequalities when it comes to workplace policy and support. Drawing on data from our two-year research study on “complex fertility journeys” and employment, this chapter sets out the work-life challenges that arise when individuals find themselves navigating the considerable “reproductive work” of fertility treatment alongside the demands of paid employment, and how affected employees respond. It also touches on the challenges experienced by line managers tasked with offering support. The chapter concludes with implications for practice in terms of making organizations more “fertility friendly,” which should extend beyond support for attending fertility treatment appointments to include awareness raising, manager training, and support for the varied outcomes of treatment cycles, including involuntary childlessness.

In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies.

This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews.

First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach.

This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.