- Yverdon-les-bains, Vaud, Switzerland
- Trilingual TCK (third culture kid) passionate about digital disruption especially in the area of education. Directo... moreTrilingual TCK (third culture kid) passionate about digital disruption especially in the area of education. Director of an Executive MBA programme at the University of Applied Sciences of Western Switzerland. Professor of marketing and leadership with extensive experience in management education. Proven research track record in the higher education arena going from the multicultural classroom to innovation in education with a focus on the pedagogically informed use of technology. Competencies: Leadership development, Management education, Pedagogical innovationPassionate about:Leaning into the futureDigital disruptionedit
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Executive compensation has an extensive research history. Although agency theory i
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This paper presents the findings from the early sta ges of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking, collaborat... more
This paper presents the findings from the early sta ges of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking, collaborat ion, and self-regulation. Exploratory research using in-depth semi-structured faculty (n=5) interv iews and student (n=17) focus groups suggested that both faculty and students alike are looking fo r alternative methods of course delivery more in line with the connected world that we are living in . These findings informed the redesign of an undergraduate marketing course trialled throughout one full semester. In order to collect data on the student (n=85) perceptions a French version of the PPI-IvT (Lee & Tsai, 2011) questionnaire was used. The results rather surprisingly suggest that students are not as ready for change as they might purport to be. The paper closes with suggestions fo r educators who might want to head down this path
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Cet article analyse la structure du secteur des PME sous-traitantes de l'industrie horlogère franco-suisse, sa chaîne de valeur et ses acteurs-c lés. Il explore les relations des PME de la sous-traitance avec leurs grands clients en... more
Cet article analyse la structure du secteur des PME sous-traitantes de l'industrie horlogère franco-suisse, sa chaîne de valeur et ses acteurs-c lés. Il explore les relations des PME de la sous-traitance avec leurs grands clients en termes d'innovation, de qualité, de prix, de communication et de partenariat. Il met en lumière les pratiques de ces PME sous-traitantes selon leurs stratégies et activités en matière de m arketing et de vente. Il suggère des pistes pour améliorer ces dernières pour les PME sous-trai tantes afin d'accroître leur pouvoir de négociation face à leurs grands clients: les marque s horlogères. La méthodologie est basée sur une revue de la littérature académique en strat égie et en marketing business to business. Ensuite, une étude qualitative exploratoire est réa lisée auprès de 19 PME sous-traitantes de divers métiers et analysée au moyen d'une approche thématique. Enfin, une étude quantitative en ligne est administrée à une base de données de...
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This paper presents research undertaken in three Institutes of Higher Education (HE) delivering degrees in business, hospitality and tourism management. The aim was to take a critical look at technology-enhanced learning as a vector for... more
This paper presents research undertaken in three Institutes of Higher Education (HE) delivering degrees in business, hospitality and tourism management. The aim was to take a critical look at technology-enhanced learning as a vector for pedagogical innovation. Qualitative research was undertaken in order to have in-depth feedback from educators (n=16) identified as champions relative to the use of technology in their own courses. The interviews were coded and subsequently analysed in line with four dominant themes: use of digital tools and technology; changes in course delivery; success stories of adding value; and finally lessons learned. The findings were surprising in that even the champions were relatively traditional in their practice. Of importance is the confirmation that educators require additional support in terms of the use of technology in instructional design as well as in pedagogical innovation and it is at the institutional level that this change must operate
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As with every decade, the 2010-2020’s are not without their buzzwords and the one making the most noise at this time is the “Fourth Industrial Revolution” [1]. So much noise in fact, that it has come to the attention of those involved in... more
As with every decade, the 2010-2020’s are not without their buzzwords and the one making the most noise at this time is the “Fourth Industrial Revolution” [1]. So much noise in fact, that it has come to the attention of those involved in higher education. Already under pressure to embrace a paradigm change which sees education going from a more content-centred to a learner-centred position [2], educators are now being asked to take into account their other major stakeholder – industry and develop competencies on top of core subject knowledge in their students. The research presented here examines how a virtual community and can be used for collaborative learning, with a specific focus on how educators can make the leap from theory to practice successfully [3]. The methodology used was action research which, as per Dick [4], is a three-step process that can go through several iterations. These steps: intention, action, and review, were acted upon, in three iterations, over a three-ye...
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This paper presents findings from a mixed-method action research study the objective of which was to examine the use of Web 2.0 technologies in the higher education classroom to promote self-reg ulation, information-seeking and exchange,... more
This paper presents findings from a mixed-method action research study the objective of which was to examine the use of Web 2.0 technologies in the higher education classroom to promote self-reg ulation, information-seeking and exchange, and collaborative learning. The research was carried out with 1st year (n=85) business degree students. Qualitative analysis, through observation, discussion, student feedback and class evaluation suggests that students, at least at the outset of higher education, are far from ready to shoulder the responsibility for their own learning. Quantitative results, using the Participant Perception Inventory-Internet versus Traditional Learning (PPI-IvT) (Lee & Tsai, 2011), instrument show that statistically there are few d ifferences perceived between th e two classroom situations and significant differences (p<.05) are found only in regard to information-seeking & exchange and, collaborative learning. These findings suggest that today's digital nat...
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Cette recherche aborde la problématique de la coopération entre co-traitants et marques de l’industrie horlogère sous l’angle du marketing rel ationnel. La méthodologie de recherche est double : qualitative par entretiens en profondeur a... more
Cette recherche aborde la problématique de la coopération entre co-traitants et marques de l’industrie horlogère sous l’angle du marketing rel ationnel. La méthodologie de recherche est double : qualitative par entretiens en profondeur a vec des dirigeants de PME co-traitantes (n=18-20), quantitative par un sondage en ligne réa lisé auprès d’une base de données de ces PME. Les premiers résultats de cette recherche mont rent que les traditionnels sous-traitants passifs des marques de l’industrie horlogère cherch ent à devenir plus actifs dans la chaîne de valeur. Ils veulent acquérir un statut de co-traita nts innovants qui travaillent en partenariat avec leurs clients au moyen d’outils de marketing relationnel
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This paper presents initial results from an action research project examining the use of Web 2.0 tools in the higher education classroom to foster collaborat ive learning as well to permit the personalization of the learning space thus... more
This paper presents initial results from an action research project examining the use of Web 2.0 tools in the higher education classroom to foster collaborat ive learning as well to permit the personalization of the learning space thus better answering to a student’s individual differences in learning. The research has been conducted at a Swiss institute of higher educa tion amongst first-year degree students (n=85) following a course in business administration. In addition to the qualitative findings which relate primarily to the course delivery and student perception thereof, the quantitative PPI-IvT (Lee & Tsai, 2011) instrument has been used to measure student perception of their ability in the areas of collabor ation, self-regulation and information-seeking. The findings suggest, perhaps surprisingly, that today’s digital natives are not all that at ease with using Web 2.0 technologies for learning and that they are more in their comfort zone in a traditional classroom. The fin...
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The 21st century is one of evolution and change. The impact on education is now being felt at all levels and concerns students of all ages. Keeping in mind the changing skills set that industry expects from graduates, one that includes... more
The 21st century is one of evolution and change. The impact on education is now being felt at all levels and concerns students of all ages. Keeping in mind the changing skills set that industry expects from graduates, one that includes competencies such as creativity, flexibility, and critical thinking, it behoves educators to find ways to innovate in their classrooms in order to develop such skills. Drawing on experiential learning and principles of gamification an ongoing mixed-method’s project is currently evaluating the use of an interactive exercise as a way to impact student engagement and motivation as well as examining the creative processes brought into play and the emotions felt by the participants. An escape game was designed specifically for final-year Masters students (n=10) in answer to these objectives. An in-depth analysis was carried out using a variety of methods from observation to text analysis. Both quantitativeand qualitative results support a positive relation...
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Education is moving slowly but surely into the 21st century and as it does educators in higher education need to look for ways in which to develop the competencies that today's students will be called upon to use in their future... more
Education is moving slowly but surely into the 21st century and as it does educators in higher education need to look for ways in which to develop the competencies that today's students will be called upon to use in their future professional lives. Developing such competencies calls for innovation in educative practice, sometimes pushing the boundaries. This paper looks at non-digital game-based learning as a way in which this can be successful. An educational escape room was designed for third-year Bachelor students working on their final dissertations (n=20) in order to explore the process of reviewing the literature. Findings, going from the creation to the use and impact of the escape room are presented. The entire process is detailed, and the student feedback analysed. Finally, suggestions for educators interested in pursuing this path are provided
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This paper presents the results of an action resear ch project carried out in a first-year year marketing course over an entire semester. The plan ning stage during which a traditional course was reviewed and a completely revised course... more
This paper presents the results of an action resear ch project carried out in a first-year year marketing course over an entire semester. The plan ning stage during which a traditional course was reviewed and a completely revised course developed are reported. The impetus for the change came from exploratory research with first-year students and Business School faculty. The change in the course was guided by the work of Lebrun (2007) and Mazur (1997) to result in an instructional style along the lines of the “flipped classroom”. Studen t reaction was gauged throughout the semester through class observation and informal feedback and measured quantitatively through a self-report questionnaire (Lee & Tsai, 2011) at the end of the semester. The follow-up reflection stage has called for a further iteration and a review of the design to be implemented in the next semester
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Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of... more
Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of paradigms in transition. In addition to this, there is a certain amount of conjecture about what is actually happening on the ground. This paper presents research that originates in the practice of sixteen digital technology "champions", all lecturers in the higher education management classroom. The main objective of the research was to explore the impact of technology on teaching practice. Qualitative inquiry, through the use of semi-structured interviews (n=16), provided the methodology for the study. The findings presented in this paper identify issues of major importance to the participants and relate them to the learner-centred paradigm of education. Directions for future paradigm change are discussed and suggestions made for the successf...
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Institutes of higher education can no longer pretend that the Fourth Industrial Revolution will not impact the way that learning is viewed, and education delivered. This article looks at changes in education from the perspective of... more
Institutes of higher education can no longer pretend that the Fourth Industrial Revolution will not impact the way that learning is viewed, and education delivered. This article looks at changes in education from the perspective of students, educators, administrators complemented by practitioner action research in the classroom. In answer to the question of how to induce 21st century change in higher education, a meta-interpretation (Weed, 2005) of six related research studies carried out over the period 2014‒2017 was conducted. This in turn has allowed for a comprehensive analysis and the identification of key change-related findings that cut across the afore-mentioned stakeholder groups. A framework for change is put forth for administrators and examples for innovative classroom practice are provided for educators
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This paper reports on selected results from a multi-stage research project conducted with undergraduate students of diverse nationalities studying in a hospitality management institute. The main aim was to investigate whether students of... more
This paper reports on selected results from a multi-stage research project conducted with undergraduate students of diverse nationalities studying in a hospitality management institute. The main aim was to investigate whether students of different cultural backgrounds agree on: what learning is; which strategies to use in learning; and the criteria necessary for successful learning. The research was carried out over three semesters in a series of two-hour workshops held with first semester students (n = 162), using participant-run focus groups. The findings suggest that although students of different cultural backgrounds agree to a certain extent on what learning is and the strategies used to learn, there is a marked difference in the criteria that they put forward as necessary for successful learning. Indeed the differences are such that one can speak of different cultures of learning. This concept is expanded upon and the relationship to learning styles explored. The paper closes ...
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The research presented in this paper reports on making change happen and the challenge of turning educators into change agents. The project is being carried out at the University of Applied Sciences &amp; Arts Wester Switzerland,... more
The research presented in this paper reports on making change happen and the challenge of turning educators into change agents. The project is being carried out at the University of Applied Sciences &amp; Arts Wester Switzerland, where there are over 20&#39;000 students. It is an action research project related to the inclusion of technology in the higher education classroom to add value to course design and delivery, and preparing educators for the next generation classroom. Following a phase of exploratory research, a series of four workshops have been developed and are currently being delivered across the 28 schools in the University. This project is the implementation of a programme which hopes to make such change becomes a reality and spread throughout the institute. A description of the programme, its implementation and feedback from those involved provides the basis for discussion and suggestions are made for enabling change in the higher education arena.
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This paper presents the findings from the early stages of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking,... more
This paper presents the findings from the early stages of a mixed-methods, multi-phase research project which examines the integration of Web 2.0 tools in the higher education classroom to increase student information seeking, collaboration, and self-regulation. Exploratory research using in-depth semi-structured faculty (n=5) interviews and student (n=17) focus groups suggested that both faculty and students alike are looking for alternative methods of course delivery more in line with the connected world that we are living in. These findings informed the redesign of an undergraduate marketing course trialled throughout one full semester. In order to collect data on the student (n=85) perceptions a French version of the PPI-IvT (Lee &amp; Tsai, 2011) questionnaire was used. The results rather surprisingly suggest that students are not as ready for change as they might purport to be. The paper closes with suggestions for educators who might want to head down this path.
Research Interests:
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This paper reports on selected findings from a study conducted on collaborative-learning in undergraduate and postgraduate management education. Course redesign called for the inclusion of synchronous and asynchronous learning tasks in... more
This paper reports on selected findings from a study conducted on collaborative-learning in undergraduate and postgraduate management education. Course redesign called for the inclusion of synchronous and asynchronous learning tasks in the course syllabus. The findings reported here are for the first, second, third and fourth iterations of the course carried out over a two-year period as part of a larger action research project currently underway on the use on Web 2.0 in pedagogical innovation. Student collaboration the first instance was limited, with subsequent iterations showing increased success. This paper examines the elements which have most impacted this change and seem to have allowed the use of collaborative tasks to lead to the development of a real collaborative learning community.
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Spread of online misinformation is an ubiquitous problem especially in the context of social media In addition to the impact on global health caused by the current COVID-19 pandemic, the spread of related misinformation poses an... more
Spread of online misinformation is an ubiquitous problem especially in the context of social media In addition to the impact on global health caused by the current COVID-19 pandemic, the spread of related misinformation poses an additional health threat Detecting and controlling the spread of misinformation using algorithmic methods is a challenging task Relying on human fact-checking experts is the most reliable approach, however, it does not scale with the volume and speed with which digital misinformation is being produced and disseminated In this paper, we present the SAMS Human-in-the-loop (SAMS-HITL) approach to combat the detection and the spread of digital misinformation SAMS-HITL leverages the fact-checking skills of humans by providing feedback on news stories about the source, author, message, and spelling The SAMS features are jointly integrated into a machine learning pipeline for detecting misinformation First results indicate that SAMS features have a marked impact on...
This paper presents the findings from the exploratory phase of a mixed-methods, multi-phase research project that is evaluating the use of Web 2.0 by faculty and students at two schools at the University of Applied Sciences and Arts of... more
This paper presents the findings from the exploratory phase of a mixed-methods, multi-phase research project that is evaluating the use of Web 2.0 by faculty and students at two schools at the University of Applied Sciences and Arts of Western Switzerland. Preliminary results from two undergraduate student (n=17) focus groups and a series of semi-structured interviews (n=5) with experienced faculty are presented. In order to provide a pedagogically informed analysis, an adaptation of Dabbagh and Kitsankis’ (2012) three-level framework based on that of Zimmerman’s (1989) model of self-regulation is used The findings suggest that once the barriers to adoption are overcome educators will have an increasingly important role to play in the co-creation of knowledge. Educators will need to re-evaluate their methods of course delivery and institutes of higher education to rise to the challenge of today’s changing society
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This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroom through the lens of adding value. Multi-phase qualitative research carried out with... more
This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroom through the lens of adding value. Multi-phase qualitative research carried out with bachelor-degree students (n=17), teaching faculty (n=20), administrative, and pedagogical services personnel (n=9) shows a certain incoherence in the manner in which technology is either viewed or used to enhance the overall learning experience. This highlights the need for scaffolding for both the students and the educators and more importantly supports the idea that change really needs to be driven by the institute in order that technology enhanced learning fulfils the promise of adding value to education today.
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This paper looks at the use of design practices in start-up firms for the creation of strategic advantage through product/service innovation. Start-ups face non-negligible challenges during the early-stage of development. The research... more
This paper looks at the use of design practices in start-up firms for the creation of strategic advantage through product/service innovation. Start-ups face non-negligible challenges during the early-stage of development. The research questions examined to what extent design practices can provide the leverage needed to face these challenges. A 4-day Innovation by Design Challenge workshop provided the field for the research carried out. Participants were start-up firms each working together with two designers to form six teams. Methods used included: observation for the mapping of team activities; a short self-report questionnaire and; pre- and post-workshop semi-directed interviews with the start-ups. The findings support the idea that design practice integration into the initial development of a start-up can indeed provide a lever for success and provide the start-up with the strategic vision needed to go through the early-stage and bring their products/services to market successf...
This paper presents research undertaken in three Institutes of Higher Education (HE) delivering degrees in business, hospitality and tourism management. The aim was to take a critical look at technology-enhanced learning as a vector for... more
This paper presents research undertaken in three Institutes of Higher Education (HE) delivering degrees in business, hospitality and tourism management. The aim was to take a critical look at technology-enhanced learning as a vector for pedagogical innovation. Qualitative research was undertaken in order to have in-depth feedback from educators (n=16) identified as champions relative to the use of technology in their own courses. The interviews were coded and subsequently analysed in line with four dominant themes: use of digital tools and technology; changes in course delivery; success stories of adding value; and finally lessons learned. The findings were surprising in that even the champions were relatively traditional in their practice. Of importance is the confirmation that educators require additional support in terms of the use of technology in instructional design as well as in pedagogical innovation and it is at the institutional level that this change must operate. Theme What's going well in education and teaching?
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As with every decade, the 2010-2020's are not without their buzzwords and the one making the most noise at this time is the " Fourth Industrial Revolution " [1]. So much noise in fact, that it has come to the attention of those involved... more
As with every decade, the 2010-2020's are not without their buzzwords and the one making the most noise at this time is the " Fourth Industrial Revolution " [1]. So much noise in fact, that it has come to the attention of those involved in higher education. Already under pressure to embrace a paradigm change which sees education going from a more content-centred to a learner-centred position [2], educators are now being asked to take into account their other major stakeholder – industry-and develop competencies on top of core subject knowledge in their students. The research presented here examines how a virtual community and can be used for collaborative learning, with a specific focus on how educators can make the leap from theory to practice successfully [3]. The methodology used was action research which, as per Dick [4], is a three-step process that can go through several iterations. These steps: intention, action, and review, were acted upon, in three iterations, over a three-year period. The sample comprised adult further education students (n=95) enrolled in a certificate course in management also doubling as a prerequisite to entry into an Executive MBA programme. The results, based on the analysis of the ensuing communities and that of a self-report questionnaire, provide insight into the student use of a virtual space for the development of a collaborative learning community and their perception of such a tool for collaboration. The changes made from one iteration to the next allow for a better understanding of what is needed to encourage students to embrace what, for them too, are changes in the learning experience. The paper closes with a discussion of the development of such a community and practical suggestions of how to make it work. .
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Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of... more
Education and the way it is delivered is undergoing profound change. The advent of digital technologies and their increasingly ubiquitous nature has not only educators, but students and administrators alike, on the shifting sands of paradigms in transition. In addition to this, there is a certain amount of conjecture about what is actually happening on the ground. This paper presents research that originates in the practice of sixteen digital technology "champions", all lecturers in the higher education management classroom. The main objective of the research was to explore the impact of technology on teaching practice. Qualitative inquiry, through the use of semi-structured interviews (n=16), provided the methodology for the study. The findings presented in this paper identify issues of major importance to the participants and relate them to the learner-centred paradigm of education. Directions for future paradigm change are discussed and suggestions made for the successful adoption of technology-enhanced learning within this framework.
Research Interests:
The research presented in this paper reports on making change happen and the challenge of turning educators into change agents. The project is being carried out at the University of Applied Sciences & Arts Wester Switzerland, where there... more
The research presented in this paper reports on making change happen and the challenge of turning educators into change agents. The project is being carried out at the University of Applied Sciences & Arts Wester Switzerland, where there are over 20'000 students. It is an action research project related to the inclusion of technology in the higher education classroom to add value to course design and delivery, and preparing educators for the next generation classroom. Following a phase of exploratory research, a series of four workshops have been developed and are currently being delivered across the 28 schools in the University. This project is the implementation of a programme which hopes to make such change becomes a reality and spread throughout the institute. A description of the programme, its implementation and feedback from those involved provides the basis for discussion and suggestions are made for enabling change in the higher education arena.
Research Interests:
This paper reports on selected findings from a study conducted on collaborative-learning in undergraduate and postgraduate management education. Course redesign called for the inclusion of synchronous and asynchronous learning tasks in... more
This paper reports on selected findings from a study conducted on collaborative-learning in undergraduate and postgraduate management education. Course redesign called for the inclusion of synchronous and asynchronous learning tasks in the course syllabus. The findings reported here are for the first, second, third and fourth iterations of the course carried out over a two-year period as part of a larger action research project currently underway on the use on Web 2.0 in pedagogical innovation. Student collaboration the first instance was limited, with subsequent iterations showing increased success. This paper examines the elements which have most impacted this change and seem to have allowed the use of collaborative tasks to lead to the development of a real collaborative learning community.
This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroom through the lens of adding value. Multi-phase qualitative research carried out with... more
This paper examines the results of a research project the focus of which was the use of digital technologies in the higher education classroom through the lens of adding value. Multi-phase qualitative research carried out with bachelor-degree students (n=17), teaching faculty (n=20), administrative, and pedagogical services personnel (n=9) shows a certain incoherence in the manner in which technology is either viewed or used to enhance the overall learning experience. This highlights the need for scaffolding for both the students and the educators and more importantly supports the idea that change really needs to be driven by the institute in order that technology enhanced learning fulfils the promise of adding value to education today.