Chantal gives a concise description of this sub-theme in the video below.
Here, we look at the professionalisation and learning outcomes of all those involved in the InnovationLab. We also examine to what extent the spatial environment contributes to this learning process.
Relationship to research question
This theme is linked to the first part of the main research question: What impact does the knowledge environment realised by Fontys University of Applied Sciences ICT (FHICT) at Strijp TQ have on the student success and learning outcomes of students and teachers?
This topic falls under research line A: educational concept. In practice, there is much coherence with research lines B (knowledge creation and transfer) and C (spatial context).
We surveyed all those directly involved in the InnovationLab on this sub-theme: students, lecturers, researchers and field partners.
We collected both qualitative and quantitative data using the following methods:
- In-depth interviews
- Group interviews
- Participatory observation
- Regular educational evaluations
- Desk research
Insights and partial conclusions
In the InnovationLab, primarily the student is the learner. In addition, the concept gives teachers and work field partners opportunities to enhance their skills. This learning effect is still limited at present and a focus for the future.
The learning environment contributes to students' authentic learning through the professional office environment and working on real, meaningful practical issues. We also noted stressors in the environment that call for adaptation of spatial design and user behaviour.
Curious to read the full conclusion on this sub-theme? Then click (Dutch only) here!
Throughout the research period, we wrote sub-reports. Below you will find the sub-reports covering topics linked to this sub-theme.
Additional research material
In addition to reports, we published insights in various easily accessible ways, such as blogs, fact sheets and articles. You can find these here (in Dutch):