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When reporting wrongdoing internally, whistleblowers are confronted with the dilemma of weighing up their loyalty toward the organization (e.g., ethical standards) and their co-workers (e.g., the social norm of not snitching on peers). However, the role played by peers in the whistleblowing decision process and in the aftermath has rarely been addressed in existing reviews. We therefore perform a systematic review that identifies seven thematic clusters of peer factors, offering researchers an informative overview of (a) the peer factors that have been examined to influence the whistleblowing decision, and (b) the extent to which the whistleblower experiences adverse consequences from peers in the aftermath of whistleblowing. As peer factors seem to be important to explain and predict internal whistleblowing, researchers are encouraged to address in future works the research gaps our review unraveled.

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.

In this chapter, I discuss the artistic representation of the musical illustration of funeral rites and ceremonies in contemporary Poland. The death of a person in many cultures is perceived as an important point in the life of a given community, especially a family; hence, people tend to express feelings stemming from these circumstances through art. Songs sung at funerals and during the mourning period have been used for centuries as a way for the living to express their grief for the person who has died. From an anthropological point of view, the main function of music accompanying funeral rites is to help family and friends of the deceased recover from their loss.

To illustrate my argument, I analyse the recording of folk songs by Adam Strug and Kwadrofonik: ‘Requiem Ludowe’ (‘The Folk Requiem’), released on CD in 2013. The musical motifs and lyrical themes are based on original folk tunes of Eastern Poland (Podlasie and Lubelszczyzna regions) that are still used in the villages during the bereavement period. The songs on the CD, which are: ‘Czemu tak rychło, Panie’ (‘Why is it So Soon, my Lord’); ‘Żegnam cię mój świecie wesoły’ (‘Goodbye my Merry World’); ‘Żegnam was mitry i korony’ (‘Goodbye to you Mithra and Crowns’); ‘Żegnam was wszystkie elementa’ (‘Goodbye to you all the Elements’); ‘Powiem prawdę świecie tobie’ (‘I Shall Tell you the Truth, my World’); ‘Piekło’ (‘The Hell’); ‘Czyściec’ (‘The Purgatory’); ‘Niebo’ (‘The Heaven’); and ‘Wieczność’ (‘The Eternity’) are rooted in Christian funeral traditions and they are supplemented by elements of Slavic folklore.

The lyrics of the mourning songs published on the recording display a specific attitude to the mythology of death and bereavement present in the culture of Polish peasants. The main themes of these folk songs, namely, the praise of the deceased, the grief of the remaining family, the preparation of the dead one for eternal life or the attempts to cross the threshold of life and death, are presented by the artists as the soul’s journey from the Earth to the Underworld, and through Purgatory to Eternal life as a final stage of a person’s destination. They show how the rural people imagine death itself and express their feelings of loss and grief in art to overcome the fear of the unknown.

Challenge-based learning (CBL) is a didactic technique that aims to increase the knowledge and skills development of higher education students. The different situations that humanity faces make educational models evolve and adapt to reality and force faculty to be increasingly prepared and open to face current problems. The Tecnológico de Monterrey, the highest ranked private university in Mexico and the 155th in the world (QS World University Rankings, 2021), has implemented the Tec21 Educational Model based on four fundamental pillars: (1) CBL; (2) flexibility; (3) inspiring faculty; and (4) integrated and memorable education experiences. In this chapter, we describe the experience of implementing this education model. Our conclusions so far are that students acquire more knowledge in CBL classes than in face-to-face classes; however, faculty require an adequate training program, and there must be a prior design of the competency assessment instruments. Testing of various assessment instruments found that checklists and rubrics are the most accepted, appropriate, objective, and transparent in CBL courses, based on faculty and students' surveys. Finally, in the opinion of employers, students educated with CBL as a didactic technique have greater acceptance in the working world.

We contribute to the growing literature examining how social enterprises might best accommodate their hybrid structure when pursuing dual goals of social improvement and economic sustainability. Drawing on extant literature, the case is made for why synergy between the social and commercial business models that hybrid social enterprises employ should positively impact effectiveness in delivering organization outcomes. We then develop a method for comparing the synergy between the social and commercial business models employed within and across organizations, and test the method using a sample of seven social enterprises operating in different social fields. Results demonstrate that our method can be applied consistently across a range of social enterprise types and that variation in degree of synergy is considerable with overlap rates ranging from 9% to 77%. Using learning from this exploratory study, we develop propositions describing how and why social entrepreneurs develop business model synergy, the relationship between business model synergy and organizational performance, and suggest future research to test these propositions. Implications for theory development and practice are discussed.

This chapter explores the key role of industry partners in the adoption of challenge-based learning (CBL) in higher education institutions (HEIs). Considering that one defining feature of CBL is the use of real-world challenges situated within an authentic real-world context or scenario, partnerships that include students, academics, and industry partners are often established. These partnerships usually involve students, academics, and industry partners working together to define challenges, create and implement solutions, and provide feedback. Existing CBL literature has largely focused on the evaluation of challenges and benefits for students and academics, including disciplinary knowledge acquisition and the development of competencies and soft skills. Nevertheless, little attention has been paid to the expected input from industry partners, as well as their perceptions and benefits that they can gain from CBL partnerships. Thus, the focus of this chapter is on discussing industry partners' perceptions of the practical challenges, as well as potential opportunities that can translate into benefits, stemming from CBL partnerships. Based on empirical evidence, the chapter summarizes the current challenges of CBL within the context of HEIs. We discuss industry partners' perceptions of the practical challenges and the potential opportunities emerging from the CBL partnership, and whether these translate into benefits. We consider the practicalities of working across academia, industry, and government on the implementation of CBL, and the lessons for HEIs seeking to develop CBL activities to support innovation in their regions.