Categorie archief: Expedition Guests

Teaching: Our New Value Proposition


Today, a group of HBS colleagues discussed the Expedition and what we saw as our new role as teachers. Here;s our wicked question of today and the harvest of our group think:

What should be our new value proposition as teachers?

We are evolving from… Sage on the stage …To Guide on the Side to…people in the network who are…

  • Expedition leaders preparing the ground
  • Generators that will keep the light burning
  • Sources of inspiration
  • Motivators
  • equals among students bringing in knowledge and experience
  • people who broaden their views
  • servant leaders among students
  • guides, helping students to become global citizens

As teachers, we should:

  • show real interest in students’ lives
  • design exercises that engage students in learning processes
  • make students curious
  • help them discover projects that matter
  • help them to collect and select relevant information
  • ask the right questions
  • create a safe environment to develop as professionals
  • help them awaken to relevant issues in society
  • guide the group process
  • bring out the best

Visiting from Finland: Heidi’s perspective on the Expedition


written by Heidi Myyrylainen, project leader at Saimaa University of Applied Sciences, Finland


I had the great pleasure to be introduced to the Expedition at Saxion University of Applied Sciences in Netherlands. I met Bastienne Bernasco, who developed the Expedition together with a team of lecturers and researchers. This 30-EC minor started in September 2014.

The expedition is a new way of designing education developed by a team of lecturers at Saxion University of Applied Science.

Saxion Expedition is not just about exploring the reality but also about making meaningful projects that leave a mark on society. Students come to this minor from 4 different courses: tourism, facility management, hotel management and creative technology. During the expedition students earn 30 credits. They develop new prospects and engage in joint and authentic learning.

The team have succeeded in creating a novel way of enabling and facilitating learning and improvising.

The approach is iterative. In the beginning of the project the set of questions is not clear yet. In a period of 20 weeks students go on field trips to cities, streets, companies etc. and design and implement projects that have a meaning. A group of students deal with chosen perspectives on wicked problems, problems that are seen really difficult or impossible to solve.

The idealism of youth facing the realities of society, is impressing. Instead of being distant, ignorant or afraid of wicked problems, students go to new places, streets, companies, cities and sense the realities themselves. Instead of relying on the previous definitions, they form their own ones. They reflect what they see in previous theories and practices, talking in a group, with their teachers and writing a blog. During the expedition, in week 9 they have designed a project proposal. BY exploiting their ingenuity they make a difference, step by step. For example one project was about homeless refugees in Amsterdam. In a project planned by students they stepped into real people’s shoes, as they wanted to understand the needs of homeless refugees and think what they could do about it. The Saxion Enactus group, a group of students involved in social entrepreneurship, supported their initiative. Students gave cameras to homeless people in Amsterdam so that they could show in pictures what they love, or what they carry along in their pockets.

The way students are enabled to address questions, and formulate projects to address a variety of real life problems is ideal learning in Universities of Applied Sciences. Students are learning from knowledge systems of society, not just to reproduce the existing knowledge, but to manage the professional knowledge in a new way, while co-learning and using their personal intuitions.

Heidi Myyrylainen

Project Manager

Saimaa University of Applied Sciences

Enactus begeleidt studenten naar sociaal ondernemerschap


Enactus logo

geschreven door Nienke de Jong, projectcoordinator Enactus Saxion

Wie kent de heerlijke chocolade Tony’s Chocolonely nou niet? Chocolade met een verhaal, een reep verdeeld in ongelijke stukken. Teun van der Keuken (Tony) bedacht deze chocolade omdat hij de cacaowereld ook ongelijk verdeeld vindt. Hij gaf zich aan als chocoladecrimineel omdat hij, net als vele anderen van ons chocolade at, gemaakt van cacaobonen geplukt door kindslaven in Afrika. Dat moest anders volgens Teun en hij sloot een deal met cacaoboeren in West-Afrika. Zij een stabiel inkomen en verdraagbare werkomstandigheden, wij onbezorgd genieten van chocolade zonder nare bijsmaak en Teun een netto-omzet van 4,5 miljoen. Dit geld investeert Teun om zijn ideaal te verwezenlijken: een beter leven voor de cacaoboeren. Meervoudige waardecreatie noemen we dat.
Een ander voorbeeld is dat van Freddie, tourguide in Amsterdam. Niet zomaar een tourguide, nee, een tourguide met een écht verhaal, een levensverhaal. Tot een aantal jaren geleden leefde Freddie op straat, met weinig perspectief op een fijne toekomst. Totdat een groep Enactus studenten ‘Amsterdam Underground’ in het leven riep. Een prachtig concept waarbij ex-dakloze toeristen op een unieke manier rondleiden door het mooie Amsterdam. Dat blijkt dan toch ook een stuk minder mooi te zijn na een rondleiding van Freddie…
Hoe mooi is het, winst maken met je onderneming op ecologisch, sociaal én economisch gebied. We gaan naar een veranderend ondernemersklimaat toe waarbij je niet alleen je eigen zakken vult maar ook die van een ander. ENactus begeleidt studenten bij het starten van een sociale onderneming en legt daarbij verbindingen met het bedrijfsleven. De studenten van de Expeditie zijn dan ook door Enactus uitgenodigd om (lokale) sociale projecten op te pakken–waarbij Enactus extra ondersteuning verleent.


Outpost: Johannes’s design thinking in a South African Township Project


During our KAOS Pilot course in Arhus, Denmark, Rene and I met Johannes, a Danish 4-year student at this school. Johannes had just returned from South Africa, where he had worked on a so-called Ouptost Project. As the Outpost is a concept that we have been exploring for the Expedition, we were hugely interested in the project. We are thinking about ideas to “internationalize” the Saxion expedition and this might just be an interesting track: preparing the project for 10 weeks “at home” (i.e. Deventer) and then doing the actual project as a team, for a client abroad. This is why I’m grateful to Johannes for taking time to reflect on his experience and sharing his insights with us. He discovers a new way of filling in the consultancy role, which may be an awkward one, for young Westerners working in a South African township. Many Saxion students have been to South Africa, working in hospitality businesses, and I remember many of them telling me how their time in Africa had really changed their outlook on life. Here is Johannes’ story:

Entrepreneurship in Africa is sexy these days. Social networks are flooded with stories of young people building wild contraptions to solve everyday problems. And they are good stories. Full of heroes on journeys. Real people and real struggles. So we felt lucky. In the Scandinavian spring of 2014 a group of friends and I headed to South Africa to take part in that story – a story that turned out to be a lot more complex than romantic.


I study at the Kaospilots in Aarhus. The Kaospilots is a multi-disciplinary education, covering subjects such as leadership, creativity, entrepreneurship, innovation and organizational consulting. One of the didactical corner stones is the high degree of “real world” experience, the crown jewel being the ‘outpost’ on the fourth semester. An entire class moves to a different country for almost four months to form a temporary organization and work on a host of different projects in collaboration with local clients. There is so much learning to gain from changing the context in which you practice, and that’s basically the philosophy behind going. Everything you knew you knew becomes thought you knew and, though frustratingly hard work at times, deep learning unfolds.

Here is a Pecha Kucha talk I did one of the first days in Cape Town. It gives a brief overview of why we went (sorry for the bad video quality, it was not at all as dark in there)

You can read more about the Kaospilots in general here.

Without getting into too much detail, the Outpost is a highly chaotic experience and meant to be so. The frames are set up to be challenging. A lot of things happens in a very short time – it is definitely a case of falling and building wings at the same time.

The Entrepreneurship Center

I was project leader in a group of eight working for a social enterprise called The Entrepreneurship Center (well, in this article – write me of you want to know the real name) located in a township on the outskirts of Cape Town. The Center provides talented and promising start-up entrepreneurs from townships with access to a shared work environment and a collaborative network. It was founded in 2013 and serves 20 entrepreneurs operating diverse and fascinating businesses.

We entered a consultant relationship to The Center – we were to work independently and not as interns, so the first weeks were spend in an inquiry process, trying to pinpoint exactly how we could best serve The Center. How would we be to the most help?

In inquiry work like this, I find inspiration in Edgar Scheins definition of the “helping relationship”. He writes (from Helping): “I find that even in the simplest helping situations, such as being asked for directions, it is useful to take a moment to think about what I don’t know and what the client does not know.” It was not only a case of asking The Center; “How can we help you?” – but to unfold the answer, dig in and explore our unknowns together. What was really needed? And who needed help?

Edgar Schein calls this approach to the helper-role Process Consultation and it rests on the following six assumptions (from Helping, page 63)

1. Clients, whether they are managers, friends, colleagues, students, spouses, children, etc., often do not know what is really wrong and need help in diagnosing what their problems actually are. But only they own and live with the problem.
2.Clients often do not know what kinds of help consultants can give to them; they need guidance to know what kinds of help to seek.
3. Most clients have a constructive intent to improve things, but need help in identifying what to improve and how to improve it.
4. Only clients know what will ultimately work in their situation.
5. Unless clients learn to see problems for themselves and think through their own remedies, they will be less likely to implement the solution and less likely to learn how to fix such problems should they recur.
6. The ultimate function of help is to pass on diagnostic skills and intervene constructively so that clients are more able to continue to improve their situations on their own.

The Process role contrasts the Expert and Doctor role, the two other helper-roles defined in Edgar Scheins terminology. The Expert being the one who delivers expert answers to questions or problems, useful in for example engineering and accounting. But, as no inquiry process takes place, the expert run the danger of (1) the client asking for help not having understood his/her own situation correctly and (2) misinterpreting the question or the context. The Doctor role is the position where the helper both diagnoses the problem, and prescribes the solution, leaving the one being helped almost entirely out of the loop. Ultimately, the Process Consultant wants to create learning at every step.

Uncovering The Need

We took the ‘process role’, but we still had expectations. We were students and this was ‘our project’ so we were – naturally – not entirely detached. We initially came to The Center with the assumption that we were going to work directly with the entrepreneurs – share our knowledge, help develop their businesses and engage in the ‘sexy’ story of the african entrepreneur. But after only a short while, this idea became challenged. The entrepreneurs were definitely our ultimate clients, whatever we did they would ultimately benefit from our work, but how did we really serve them best? We quickly ran into some unforeseen trouble.

In our initial interview, the manager of The Center noted how he experienced the entrepreneurs lacking initiative, curiosity and proactivity – how he sometimes found them leaning back, waiting for help, not taking responsibility for own problems. He emphasized that this ‘mindset’ was their main challenge and something he would like to help them with, but unsure how to. This mindset was not immediately evident to us – they were all dynamic entrepreneurial types – but it showed over time, and – quite unexpectedly – we found ourselves becoming part of the ‘problem’.

Entrepreneurship comes from French and means to ‘under-take’. Being an entrepreneur is ‘active’ by definition. There are no one but you to take responsibility for problems and to do the work. Living in a township, on the contrary, is in many ways heartbreakingly pacifying. Unemployment is more than 50%, life in general is tough and the freedom that the fall of apartheid brought is in many ways locked up by strong and deep economical divisions. For many people there are basically nothing to do about their life situation.

On a macro level, we experienced a South African context where the white man for hundreds of years had been telling the black man ‘how things should be done’ – and still do. This is a sensitive subject, never the less part of reality. Many neocolonial mechanisms (like western aid) keeps the heritage of apartheid alive. We saw negative feedback loops in the modern South African society, patterns of deep systemic challenges that both underprivileged and privileged participated in sustaining.

On a micro level, we observed two things in particular. Firstly, much of the potential funding available to the entrepreneurs was supplied by western organizations reinforcing the dependent relationship. Furthermore The Entrepreneurship Center get western university interns on a regular basis. There was often no strategic intention with these interns, so they were mostly left to do what they felt like, often conducting teaching sessions and workshops for the entrepreneurs. We observed how the actions of these interns pacified the entrepreneurs rather than activating them – how it reinforced the entrepreneurs in the ‘township receiver’ role, basically telling them: “You don’t know how to really move on with your business without an educated, young, white person telling you how to”, feeding into the whole South African macro-complexity.

We saw a real danger of us stepping into this pattern, and even with our best intentions, entering an uneven relationship, pacifying the entrepreneurs rather than activating them. Subject wise we could easily have been expert consultants on entrepreneurship, we would have loved to and parts of us still wanted it, but if we truly wanted to help, we simply had to find another way.


So what did we do? We invited the manager and a few of the entrepreneurs for coffee and shared our concerns. Edgar Scheins tenth principle of the Process Consultant (see them all in the bottom of this post) is: ‘When in doubt share the problem’. So we did. We shared our concerns and why we were reluctant to work directly with the entrepreneurs. It turned into a very good and honest talk. They understood – one entrepreneur said “… and I don’t like being anyones project” referring to how he felt that western people entering townships often did so for their own sake – as a personal ‘feel good’ project. We had to admit that we recognized this sense of ‘feel good’ when we initially left for Cape Town. We found a common understanding of the problem – the first condition for finding a shared solution.

At the very beginning of any helping situation, the relationship is unbalanced, which creates the potential for both client and helper to fall into traps derived from that imbalance. To build a successful helping relationship therefore requires interventions on the part of the helper that build up the client’s status. In considering how to do this, the helper must first clarify what role to take vis-à-vis the client. What is often not evident is that the helper has a choice of role, and the way that choice is made has long-range consequences for the relationship, as the next chapter will explore.

Looking back through the lens of Edgar Schein, it’s clear how this intervention massively helped reduce the imbalance and bring us closer to both the manager and the entrepreneurs.

The Final Assignment

So, together with The Manager and working from this common understanding, we eventually decided that in order to help the entrepreneurs in the most sustainable way, the goal of the project should be to empower The Center – not work with the entrepreneurs directly. This realization marked the conclusion of a very rewarding learning loop – both for us and The Center.

But – how to empower The Center? The key had actually already been handed to us. The first time we met, the manager told us that The Center had a strong ‘learning by doing’ mentality and emphasized with pride how The Center, since its founding a year ago, had continued working its way forward, solving problems as they came, despite much hardship and chaos. We probed into this, challenging him on what ‘learning by doing’ means. Real learning happens once you reflect after doing. Had they been reflecting systematically on their actions during the past year? It turned out they hadn’t. And of course not, start ups (almost) never do. This became the backbone of our assignment; Facilitate an internal evaluation of the past year for the The Entrepreneurship Center to recognize what worked and what didn’t – in order to strengthen The Center in helping the entrepreneurs.

We designed a process for the key stakeholders at The Center.

The Process

Looking back at a journey, there was always a purpose for embarking and in order to have something to evaluate against, the first step of the process was to connect The Center to this purpose, often called ‘the why’ – “What did we set out to do?” was the guiding question.

The main body of the process was designed around three broad focus areas. These three areas were chosen to create a framework, a language, that could contain and help us navigate many of the more specific needs and areas that we saw could potentially be worked on. The three focus areas were:

1. The Center from a business perspective. This focus area gave space to evaluate the Hubspace as an institution – evaluating value creation, sustainability, the business model, operational activities etc.
2. The Entrepreneurs – the ultimate client. This focus area directed the attention to the entrepreneurs as the primary ‘customer’ of The Center – their needs, interest and challenges. How well did The Center meet these? And how could the entrepreneurs be further involved?
3. Relationships – with a special focus on the leadership of relations. Exploring the field of ‘relations’ was initially intended to explore only external stakeholder relations. But the focus area organically evolved into evaluating relations from a leadership point of view – inspired by Dee Hock’s model of personal leadership.

We consciously let the frames be this open so that any content would be contributed by the needs of The Center and the management. Before the execution phase, we had an alignment session with the management on what each of the three focus areas potentially could cover. This was done to make sure that the three areas were sufficient and would lead to relevant processes.

From a time perspective, the overall process was designed according to Bliss Browne’s Appreciative Inquiry framework Understand, Imagine and Create (LINK). This was to ensure a natural and reasonably coordinated progression through the three focus areas. In the first step, understand, aspects of the past is explored, analyzed and understood – all the time reflected against the original purpose. Questions are asked and knowledge created. Once done, work can start on imagining how things could be done differently – “How can we better support what we initially set out to do?” The last part, create, is where the ideas from imagine says hello to reality and choices have to be made. “How are we going to act going forward in order to serve our purpose?”

If evaluation does not show in action, it is a waste. What have you learned, if it does not show in your actions? Thus we emphasized this by closing the entire process in creating an action plan, forming a red thread from the original purpose to the actions of the future.

Here is a model of the Process:

In practice processes are not linear like this. Its back and fourth, especially between understanding and imagining as ideas develop and call for better understanding. But with this framework it was possible to always orient ourselves roughly in the process by looking at the nine squares. It coordinated the three parallel process and gave a common language for us and The Center for what was otherwise quite abstract work.

After a long build up and design phase and a lot of negotiation of realities, the actual process was carried out in two weeks. Our Kaospilot team split into three groups, each facilitating one vertical leg of the process.

Hosting a Space for Reflection

Looking back, having summarized it all in this blog post, this project seems fairly easy and straight forward – even despite the frustration. But I tell you, it was not. This was one of the most tricky projects I’ve ever been involved in – but also one of the most rewarding. The conflict of initially thinking that we were to work with the entrepreneurs, realizing that it was impossible and then having to figure out – as a group – “what now?” put our team work under severe pressure. We were eight strong headed Kaospilots, each with our own ideas of (and fears about) how to move forward. But like I say in the video, there simply were no ‘way’ forward. We had to create that way by moving in the darkness of not knowing.

Edgar Schein says “the client knows best”. Our project became a great success by not trying to solve their problems, but simply offering to hold a space for reflection. To let them be their own experts. We offered The Center a process and a framework to look back, understand, imagine and finally; create. A few weeks where all they had to do was to show up and be open. This turned out to be the real gift that we brought.

Bonus: Edgar Scheins 10 Principles of Process Consultancy

Excerpt from the book Process Consultation Revisited

1. Always try to be helpful.
Obviously, if I have no intention of being helpful and working at it, it is unlikely to lead to a helping relationship. In general, I have found in all human relationships that the intention to be helpful is the best guarantee of a relationship that is rewarding and leads to mutual learning.

2. Always stay in touch with the current reality.
I cannot be helpful if I cannot decipher what is going on in myself, in the situation, and in the client.

3. Access your ignorance.
The only way I can discover my own inner reality is to learn to distinguish what I know from what I assume I know, from what I truly do not know. And I have learned from experience that it is generally most helpful to work on those areas where I truly do not know. Accessing is the key, in the sense that I have learned that to overcome expectations and assumptions I must make an effort to locate within myself what I really do not know and should be asking about. It is like scanning my own inner data base and gaining access to empty compartments. If I truly do not know the answer I am more likely to sound congruent and sincere when I ask about it.

4. Everything you do is an intervention.
Just as every interaction reveals diagnostic information, so does every interaction have consequences both for the client and for me. I therefore have to own everything I do and assess the consequences to be sure that they fit my goals of creating a helping relationship.

5. It is the client who owns the problem and the solution.
My job is to create a relationship in which the client can get help. It is not my job to take the client’s problems onto my own shoulders, nor is it my job to offer advice and solutions in a situation that I do not live in myself.

6. Go with the flow.
Inasmuch as I do not know the client’s reality, I must respect as much as possible the natural flow in that reality and not impose my own sense of flow on an unknown situation. Once the relationship reaches a certain level of trust, and once the client and helper have a shared set of insights into what is going on, flow itself becomes a shared process.

7. Timing is crucial.
Over and over I have learned that the introduction of my perspective, the asking of a clarifying question, the suggestion of alternatives, or whatever else I want to introduce from my own point of view has to be timed to those moments when the client’s attention is available.
The same remark uttered at two different times can have completely different results.

8. Be constructively opportunistic with confrontive interventions.
When the client signals a moment of openness, a moment when his or her attention to a new input appears to be available, I find I seize those moments and try to make the most of them. In listening for those moments, I find it most important to look for areas in which I can build on the client’s strengths and positive motivations. Those moments also occur when the client has revealed some data signifying readiness to pay attention to a new point of view.

9. Everything is a source of data; errors are inevitable – learn from them.
No matter how well I observe the previous principles I will say and do things that produce unexpected and undesirable reactions in the client. I must learn from them and at all costs avoid defensiveness, shame, or guilt. I can never know enough of the client’s reality to avoid errors, but each error produces reactions from which I can learn a great deal about my own and the client’s reality.

10. When in doubt share the problem.
Inevitably, there will be times in the relationship when I run out of gas, don’t know what to do next, feel frustrated, and in other ways get paralyzed. In situations like this, I found that the most helpful thing I could do was to share my “problem” with the client. Why should I assume that I always know what to do next? Inasmuch as it is the client’s problem and reality we are dealing with, it is entirely appropriate for me to involve the client in my own efforts to be helpful.

Saxion Kunst en Techniek: Interactieve installatie voor winkelstraat Enschede

Beste lezers van dit BLOG,

Ik wil jullie verleiden tot een bezoek aan de winkelstraat in Enschede, en wel op 9 of 10 juli.

De 2e jaars Kunst en Techniek ronden dan hun laatste kwartiel af met een interactieve installatie.

De opdracht was:

Studenten van de opleiding Kunst & Techniek krijgen de opdracht een winkel in de Enschedese binnenstad te voorzien van een installatie die verleidt tot interactie. Tijdens de opleiding wordt de student telkens weer uitgedaagd een vernieuwend, aantrekkelijk en grensverleggend product te ontwikkelen met een duidelijke boodschap. Het project De Verleiding is de ultieme voorbereiding op het échte werk.

Elk projectteam krijgt een winkel toegewezen. In samenwerking met de winkeleigenaar wordt er een ontwerp gemaakt. Naast het ontwikkelen van de installatie zal het team zich bezighouden met doelgroep- en trendonderzoek en nemen zij de PR en communicatie op zich. Ze krijgen de opdracht een site te ontwikkelen en zijn verantwoordelijk voor het ontwerpen en verspreiden van passend beeldmateriaal ter promotie van de installatie.

Wanneer? De expositie is te zien van dinsdag 8 juli t/m donderdag 10 juli.

Om alvast een achter-de-schermen-sneakpreview te geven doe ik er ook en The-making-of-foto bij.


2014-07-03 11.16.31 (1)

Het zou leuk zijn als jullie EN anderen die bij De Expeditie betrokken zijn kunnen komen (winkelen:-) zodat jullie kunnen zien wat voor gastvrijheidproducten er opgeleverd zouden kunnen worden.

@allen stuur het vooral door en kom gezellig met anderen (kinderen zijn de beste testers:-)

Tot de 9e/10e!

mvG uus

Martine Vonk over Good Food



Martine Vonk, Saxion lector Ethiek en Technologie


Martine, Wat is Good Food?

Goed voedsel is voor mij duurzaam voedsel dat goed is geproduceerd in korte ketens en op een eerlijke manier. Duurzaam heeft te maken met de ecologie, met natuur en milieu. Dat betekent dat in de manier van produceren bestrijdingsmiddelen natuurrijk zijn, dus dat er geen gif in de grond verdwijnt. Die grond, de bodem, een gezonde bodem, is de basis voor duurzame voedselproductie.


Wat zijn korte ketens?

Korte ketens betekent dat je de afstand tussen producenten, verwerkers (fabrieken), distributie (retail) en winkels/horeca en consument/gast zo kort mogelijk maakt. Zo kun je transparantie creëren; je hebt dan meer zicht op de diverse onderdelen, en je kunt beter de verantwoordelijkheid nemen in die keten. Je hebt dan meer zeggenschap. Als jij als zuivelproducent meer zeggenschap hebt over de producten die jij maakt, kun je veel meer je eigenheid daar in kwijt.

Good Food is voor mij voedsel waarin waarden zichtbaar zijn. Die waarden hebben te maken met dierenwelzijn. Je geeft daar bijv. meer ruimte of meer speelgoed aan dieren zodat ze beweeglijker kunnen zijn of meer naar hun aard kunnen leven. Of je geeft ruimte aan de natuur en zorgt voor de biodiversiteit. Biodiversiteit is dat je veel verschillende planten, dieren, insecten en vogels op je bedrijf hebt. Dit is vaak een indicator dat je een gezond bedrijf hebt: er is een gezonde bodem en een gezond landschap. Ten derde heeft het ook te maken met de menselijke maat achter de producten: het gezicht achter de producten. Dit is belangrijk: voor mij heeft dit met menswaardigheid te maken. Het heeft te maken met rechtvaardigheid. Als jij als afnemer ziet van wie je het voedsel krijgt, ben je bereid daarvoor meer te betalen. De consument beseft dan ook dat er diversiteit is in het aanbod, in plaats van dat het lijkt alsof het altijd hetzelfde aanbod is.

Maar consumenten willen toch zo min mogelijk betalen?

Sommigen zeker, maar er zijn ook veel consumenten die deze waarden terug willen zien. Wat groeit is het lokaal produceren en vermarkten van voedsel. Dit vanwege transparantie en vanwege gezondheid. Er is een groeiende groep consumenten die het “bulk-voedsel” zat wordt, en het gevoel heeft gekregen dat er gesjoemeld kan worden in het systeem—dat is redelijk anoniem, niemand lijkt verantwoordelijk.

Hoe kunnen wij als Saxion-docenten en studenten Good Food stimuleren?

Dat kan door kennisontwikkeling: studenten moeten zich bewust worden van het verhaal achter voedsel. Daarom heeft HBS het moduul Good Food ontwikkeld. Juist ook omdat er studenten zijn die vanuit horeca met voedsel aan de gang gaan, en zij begrijpen dat er zoveel verschillende aspecten zitten aan Good Food.

Is dat niet het werk van de chef?

Inderdaad. In de St Maartenskliniek is een chefkok die gespecialiseerd is in regionaal voedsel, en die heeft veel invloed gehad op de lokale afzet van regionale producten. Hij heeft er dankzij zijn visie op duurzaam voedsel voor gezorgd dat producenten in de regio hun producten kwijt konden—de ST Maartenskliniek is een grote en structurele afnemer. Dat zijn produceten en producten met een verhaal en een gezicht. Patiënten krijgen niet een menu als aanvinklijstje, maar een product met een verhaal. Het wordt ook anders opgediend, veel persoonlijker, niet zo’n dienblad met bakjes, maar het wordt gepresenteerd op goede borden, op zaal.

Je ziet voordelen van deze aanpak in dit ziekenhuis: mensen eten beter, er wordt veel minder weggegooid, het medicijngebruik loopt terug omdat mensen zich beter voelen. Dat komt dus niet alleen doordat het lokaal geproduceerd is, maar het komt door het hele verhaal: de beleving, smaak, tijd nemen voor voedsel, dat alles krijgt meer aandacht. En een ander effect is dat de regionale economie een impuls krijgt. Als cateraar heb je dus ook veel meer contact met je toeleverancier. Als je een keer wat wilt uitproberen, ben je hier flexibeler in. Je wordt meer betrokken en je kan meer verantwoordelijkheid nemen.

Ligt er voor afgestudeerden HBS ook een taak?

Zeker. Het gaat om gedeelde waarden. Het gaat erom dat je samenwerkt binnen een organisatie rond dit thema, ongeacht je functie. Als jij iets tot onderwerp kan maken in een organisatie, als jij ervoor zorgt dat meerdere mensen het belang van iets onderschrijven, zorg je voor invloed en zorg dat je dat je dingen kunt realiseren. De chef moet ook aangenomen worden door het management!

En terug naar Saxion?

Saxion kan daarnaast projecten uitvoeren rondom Good Food: dat kan in de vorm van stages, afstudeerprojecten, of de Expeditie of in grotere onderzoeksprojecten van het lectoraat. Thema’s zijn dan bijvoorbeeld: hoe realiseren we kortere ketens van een bepaald productgroep (denk aan groenten, brood, vlees, champignons, vruchtensap..)

Hoe ontwikkelen gemeenten en provincies een regionale voedselstrategie waarin alle spelers in de keten betrokken zijn? Overheden kunnen faciliteren, bijvoorbeeld met vergunningen en korte impulsen, waardoor je de kortere ketens kunt realiseren. Ondernemers moeten soms een risico nemen om te kunnen veranderen. De markt moet het uiteindelijk natuurlijk zelf doen.

En het zou natuurlijk geweldig zijn om bij Saxion meer Good Food in de restaurants te hebben liggen. Dat je met regionale producten gaat werken, fair en duurzaam. Dat is een kwestie van invloed uitoefenen in het aanbestedingstraject van de contractcatering. Hiervoor is draagvlak nodig.

 Martine, dankjewel en we zien je graag terug in de Expeditie!


Expedition Guest: Laura Nino on Positive Design


At the final presentations of the Hospitality Excellence Programme, Laura Nino shares her experiences as a service designer with me. Laura is pleased to see that the mission of the Expedition taps into the principles of Positive Design.   Laura Nino Positive Design, is there a link with happiness? Oh yes. Positive design is a philosophy. Pieter Desmet is one of the founding fathers of the institute of positive design at TU Delft. They believe we can design for happiness. They see insights into emotions as the gateway to happiness. They have created a dictionary of emotions and they have ways of measuring emotions quite precisely. One of the reasons we have not been able to create more happiness, or wellbeing, in society is that we were unable to measure and understand the emotions.   Can you give examples?   One of the case studies evolved around a blind kid. he does not feel safe. How can we give this person the sense of playfulness and security and freedom that he needs? On the basis of the research which measured his emotions, they actually created these playgrounds for blind kids, where they can run freely. It is about reaching the fundamental needs of people that you did not reach before. So if you can map the emotions, you add an extra layer to the customer journey. As a designer, you collaborate with the end user. How do you do this? The designer sits with the end user and helps her to articulate her needs and emotions. There are different tools to help this process along. The designer always works toward the point where the end user is able to thibnk positively about how to solve the situation that is difficult for the. As a designer, you sort of grab that moment and start prototyping…. And what do you do after you have the prototype? You share it with experts, for example technology people or specialists in the field you are working in—and they will give you feedback so you can tweek the prototype, improve it so that it will really answer the needs of your end user. So what turns service design into positive design? It is basically about helping people to articulate the deeper core issues beneath the problems on the surface. Often there are quite complex issues that people have to deal with in their everyday lives. If you can think about solutions that could help them alleviate these problems, this will increase their wellbeing in a positive sense. And how do you select the right sample, or target group for your research? In service design we talk about lead users. They are the persons within the reference group that are already ahead and think actively about solutions. Lead users of middle-aged women are already thinking about how to continue their lives after turning 65; they are designing their own community, they articulate the needs they have and the aspirations they have. These can then be translated into hospitality propositions… such as the ones that were developed in the Hospitality Programme of today—and hopefully in the Expedition as well. Laura , thank you so much. It will be great to learn more from you in the Expedition, in the service design blocks.   For more info:

The Art of Hosting


“If it’s about us, don’t do it without us”

We are learning how to design creative learning spaces—at KaosPilots in Arhus, Denmark. Amazingly, we are introduced to the Art of Hosting, a methodology used by facilitators in processes of change.


Aurimas and Perin at KaosPilot, Arhus, Denmark

Aurimas and Perin at KaosPilot, Arhus, Denmark

Aurimas, a Kaos Pilot from Lithuania and Perin, a consultant from Estonia, are experienced art of hosting practitioners. They share with us the essences of this phenomenon, which brings a new dimension to hospitality.


Perin, What is Art of Hosting?

For me it is the art and practice of hosting conversations that matter. By that, I mean paying attention to the inner quality of all the conversations that I have in my life. These could be any processes or projects too. I somehow add more meaning by thinking and reflecting on the activities I engage in. It is a way of putting more purpose to my life. The deeper the conversation, the more connection…the more shallow the conversation, the more conflict


Conversations comes from the Latin Conversare, meaning to turn things around together…!

Aurimas: I see it as a way of living and working together. It is a kind of methodology combining and connecting many tools that help a group to get through a learning journey. From a group to a community that is able to co-create together. The tools are put together to help the group develop and work together. It is also called the art of participatory leadership—it’s about how you involve everyone so that they collaborate, get involved, and are included. You may have seen examples like World Cafe.

Perin, what are some of the activities you were involved in?

 I host change processes and strategy building. My first session had 100 memembers working on a five-year strategy. We first had AOH training for 30 members of the organisation. At the end we developed appraciative enquiry questions … people went into the community of stakeholders and asked questions. We also used a world cafe to bring together the larger community.

I was also invited to host meetings in community, where there was a crisis—they were closing down schools. They decided to engage the wider community. Local people, parents, teachers, students, local council….How can we organise education if these kinds of changes are happening?

Why are these sessions organised?.

There are so many people that are not heard… and have so much to give.  It’s about creating circles where people share their stories and in this way they are harvesting the wisdom of the crowd… the fact that people are actually listening to everyone in the circle makes such a huge difference. Oh my God, somebody is interested in my topic!

Aurimas, what does it bring to people?

 It’s extremely good if you want to work with diversity because it addresses that human question: How do we understand what is similar among us and how do we work from there?

How do you learn to be a host?

It’s very simpe and very fast You take part in conversations, you learn new tools, you practice while talking and you can simply apply these methods in your own work. So the art of hosting is also transferred very easily. And it’s about discussing questions that matter. In Lithuania we had a three-day event about education…. We had pupils there, teachers, principals, businesses, municipality, …and the conversation dealt with the question: How do we together create the education we all dream about?

It creates understanding and people don’t feel a distance anymore. A 17-year old pupil said: “you know, that guy from the ministry actually cares…

How do you construct the whole event?

First of all, you need a wicked question: an issue people need to talk about. It should be relevant to everyone involved.

You don’t organise a meeting, you plan a harvest.

Day 1 you do different exercises that help to connect: people talk in small groups. What are the challenges in my life? What am I so proud of? They exchange stories. Connections emerge.//People realise they have similar needs and dreams.

You always do a check in… start with “how are you?” and share this with everyone. You check out again when you finish.

You create a talking circle and you have a talking piece. Everyone is heard.

The real work starts when you walk out of the room, and then you should be able to hold it. Can you sustain it? Find a tribe, find mates to do this with you. In order to support change, build capacity, build your team. If five people in your organisation know about art of hosting, it will be so much more effective.

Thank you so much. You guys have been wonderful.

Bastienne and Rene

for more info:


Rene en Bastienne in Arhus

Rene en Bastienne in Arhus


Met Kim van Velzen op trendsafari in Rotterdam


Kim van VelzenOp 2 oktober zijn we te gast bij Kim van Velzen in Rotterdam. Het gesprek over onze plannen maakte Kim nieuwsgierig en hij vindt het een mooie uitdaging om met ons op Expeditie te gaan.


“Ik ben enthousiast over de mooie opzet van Saxion Expeditie. Ik neem jullie daarom graag graag mee op een Rotterdam Safari op 2 oktober. Rotterdam bruist en er gebeurt zeer veel op het snijvlak van hospitality en transitie. Ik ga met jullie in gesprek over trends en ontwikkelingen in foodservice & horeca en doe dat vooral vanuit persoonlijke ervaring. Ik ontdek graag samen met jullie de vraagstukken en kansen in Rotterdam.

Bijna twintig jaar werkte ik als senior manager bij grote organisaties in food & hospitality. En de meeste concepten en trends waar ik over spreek, heb ik zelf gezien en ervaren tijdens een van mijn vele culinaire reizen over de wereld. Tijdens deze reizen ga ik op zoek naar trends en innovaties om te vertalen naar kennis en inspiratie voor mijn presentaties. Ik ben bekend en vertrouwd met de lokale en wereldwijde trends in food & hospitality.

Ik werk vanuit een sterke behoefte organisaties gastvrijer en daarmee succesvoller te laten zijn. Ik geniet van culinaire topprestaties, onvoorwaardelijke gastvrijheid, bijzondere wijnen en van werken in stijl. Ik kies voor kwaliteit, in alles en altijd. En ik ben hartstochtelijk nieuwsgierig naar mensen en hun verhalen.

Mijn onderwerpen:

  • Trends & ontwikkelingen
  • Innovatie
  • Verbinden met de nieuwe wereld
  • Uitdragen van het bedrijfsverhaal
  • Social business

Ik zie jullie graag op 2 oktober!

[TIP: volg Kim van Velzen vast op Twitter!]

Expedition Guest: Conrad Lashley



You may know Professor Conrad Lashley already and you will certainly get to know him when you will do hospitality research. Professor Lashley is a leading academic in the field of hospitality.  He met with us today and confirmed his guest lecture in the Expedition. He will discuss with us the underpinnings of hospitality: motivations of hosts and guests as essential human values that can be observed in every culture across the ages. What seems to vary, is the weight we attach to being hospitable. Here’s a short impression of Conrad Lashley’s thoughts on the value of looking at hospitality and the urgency of inquiring into concepts of hospitableness….