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This chapter presents a case study of building TU/e innovation Space, a unique learning hub for developing, sustaining, and disseminating research-informed challenge-based learning (CBL) practices at the Eindhoven University of Technology (TU/e). This learning hub for education innovation fosters the collaboration between students, industry, research, and societal organizations and drives the continued development of the CBL approach at TU/e. The chapter presents insights from the development of CBL at TU/e innovation Space, drawn from postcourse evaluation surveys of two flagship courses, the innovation Space Bachelor End Project (ISBEP; third year bachelor level) and the innovation Space Project (ISP; master's course level). Analysis of the data shows that students generally rated the courses highly. As the main motivation to choose these courses, students cited the desire to do something else than their own major, aiming for interdisciplinarity and breadth of knowledge, and wanting to do something real-life or business-like. Students also liked the ability to choose their own project, but in some cases, struggled with the structure of the assessment. We also briefly describe academics' perspective on running CBL courses at the hub and present additional activities related to the full learning ecosystem of the hub. Finally, we describe some of the future directions in terms of CBL research and educational developments at the hub.

This study focuses on the impact of internal factors, namely intrinsic motivation, ICT knowledge, and the moderating effect of demographic factors such as education level, age, gender on digital readiness of Indonesian MSMEs.

The sample data selected in this study include owners of culinary SMEs in the Salatiga area, Central Java, and who already has had a building to run their business. This study employed a quantitative approach using a statistical package to perform descriptive and inferential analyses with the help of IBM SPSS and Smart PLS.

Four hypotheses have been formulated and tested using the structured equation model. The results revealed that intrinsic motivation and ICT knowledge have a positive significant influence on the digital readiness of MSMEs.

The study concluded that the internal encouragement of the culinary MSME owners in the city of Salatiga will continue to advance and develop following the current digital technology era.

The results from the moderation testing show that women have a slightly higher average answer than men in the number of indicators of intrinsic motivation and in the number of indicators of digital readiness.

Micro Small Medium Enterprises (MSMEs) in Indonesia benefit from the digital era. It is important to apply digitalization in the Indonesian MSMEs so that they can develop and compete with other countries, and digital readiness is one of the key successes in the global competition.

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.

This response addresses the central issues raised by the commentaries on our earlier chapter. The intent here is to clarify issues that may have been insufficiently explicated in our original treaties. These include the distinction between core and other employee groups, the importance of horizontal fit among the human resources management (HRM) practices, and the importance of job analysis principles when considering innovative activities throughout firms.

Chapter 18 closes the book with twelve principles relevant for doing case study research. The chapter includes brief discussions of specific must-read literature for each principle. The discussion also emphasizes that accuracy (validity) comes first, not generality. The chapter emphasizes that the dominant logic in seeking generality by using surveys whereby informants write-out answers, tick boxes, and never have the opportunity to answer questions that they themselves frame fails to deliver accuracy except possibly when informants are describing evaluating their own recent experiences (see Chapter 2 for further details). The following key thoughts signify the twelve principles:

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  Configural not net effects

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  Unconscious not conscious thinking

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  Dynamic not cross sectional designs

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  Multiple routes not one model only

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  Predictive validity not only a best fitting model

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  Context not context free

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  Conjunctive-disjunctive not compensatory decision-making

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  Systems thinking not independent versus dependent conditions

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  Multi-person not one-person

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  Satisfy not optimize decisions

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  Unobtrusive evidence not just obtrusive interviews or observations

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  Visual not just verbal data collection and interpretation.

Configural not net effects

Unconscious not conscious thinking

Dynamic not cross sectional designs

Multiple routes not one model only

Predictive validity not only a best fitting model

Context not context free

Conjunctive-disjunctive not compensatory decision-making

Systems thinking not independent versus dependent conditions

Multi-person not one-person

Satisfy not optimize decisions

Unobtrusive evidence not just obtrusive interviews or observations

Visual not just verbal data collection and interpretation.

If we are concerned about the imprecision of case studies as research data, we can console ourselves by noting that a man named Darwin was able to write about a study of the Galapagos Islands and a few other cases. To the best of my recollection, there are not statistics in Darwin's book (Simon, 1991, p. 128).

This study focuses on the relationship between innovation and customer equity drivers and the moderating effect of advertising appeals on this relationship. First, the authors divided innovation into incremental innovation and radical innovation, and explained the influences of each type of innovation on drivers of customer equity based on literature review. Second, the authors tested the conceptual model using structural equation modeling find out the effects of innovation. Third, the authors also tested the effect of advertising appeal using moderating regression. The results indicate that both incremental innovation and radical innovation can positively influence value equity, relationship equity, and brand equity. Functional advertising appeal is more useful than emotional advertising appeal for radical innovation. On the contrary, emotional advertising appeal is more useful than functional advertising appeal for incremental innovation.