Purpose
While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. The purpose of this paper is to evaluate a model that addresses the pedagogical challenge of interdisciplinary learning.
Design/methodology/approach
This paper adopts a case-based approach. The case subject is Aalborg University that founded an intensive entrepreneurial education workshop that incorporates a problem-based learning (PBL) approach. This paper evaluates the program design, development, and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia.
Findings
The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design was adapted to the changing needs and expectations of staff and students and was successfully replicated overseas.
Originality/value
Denmark established an innovative, intensive workshop which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes toward the body of knowledge examining student engagement and the delivery of PBL activities within an interdisciplinary learning environment.
This paper discusses the problem of assessing shared value from collaborative design research projects through the lens of evolving digital literacy. Through mapping a seven-year co-design case study, based on multiple collaborative design research interventions in the same organisational practice at the Danish aqua zoo 'The North Sea Oceanarium'. The development of contextual literacy is identified as an important dimension when discussing co-design, but also an issue in which the stakeholders rarely will reach equal literacy. However, we argue this gap is not a fault of co-design, but rather an indicator of a gradual mutual increase in innovative capacity among project stakeholders. We argue that the gaps in digital literacy, which may initially be seen as an inhibitor, might evolve to one of the strongest value propositions of collaborative design research projects within the broader area of interest; design of digital media systems.
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