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This study aims to document students’ supply chain solutions developed through the internship hackathon program. The study profiled innovative solutions developed by university students in Kenya to solve health supply chain logistics challenges during and beyond COVID-19. This is done by exploring students’ experience in developing sustainable logistics and supply chain management capacity-building programs in a low-middle-income country (LMIC).

This study used a qualitative approach to explore the experiences and perceptions of students and mentors who participated in a hackathon program. The study followed a cross-sectional descriptive survey design, collecting data from the participants through online questionnaires. The data were analyzed and presented using thematic analysis and narrative techniques.

Findings provide preliminary evidence for narrowing the gap between theory and practice through a hackathon internship blended with a mentorship program. Assessment of this program provides evidence for developing solutions toward ensuring the availability of essential medicine in LMICs during a pandemic such as COVID-19 by students. The profiled solutions demonstrate a broader perspective of innovative solutions of university students, mentors and potential opportunities for a triple helix approach to innovation for health supply chain system strengthening.

This original study provides evidence for advancing contribution to developing innovative solutions through partnerships between investors, universities and industry practitioners interested in mentoring students in the health-care supply chain during COVID-19 in LMICs. Specifically, contingency factors that affect the implementation of innovative programs during and beyond global pandemics such as COVID-19 by students’ innovators are identified, and implications for policy action are discussed based on the praxis of sensemaking.

This study examines a novel approach that combines internship, mentorship and hackathon projects for logistics and supply chain students in LMICs. The approach aims to bridge the gap between theory and practice and to create innovative solutions for essential medicines during and after COVID-19. The study urges more resources for supporting such programs, as they benefit both academia and industry. The study also argues that hackathon internship programs can help the logistics and supply chain industry adapt to the post-pandemic era. The study offers insights for investors, universities and practitioners in the health-care industry.

This study shows how to develop innovative solutions for the health-care supply chain during COVID-19 in an LMIC through partnerships between investors, universities and industry practitioners who mentor students. The study identifies the contingency factors that influence the success of such programs during and beyond global pandemics such as COVID-19 and discusses the policy implications based on the sensemaking praxis of the student innovators.

The Industry 4.0 revolution (I4.0) brings significant transformations in the travel and tourism industry. Advanced technologies like virtual reality, automation and robotics have paved the way for ‘seamless travel’. The educators are also under pressure to upgrade the curriculum to impart such skills among students, but suitable teaching methods shall also be required. Such practices include event-based education, interdisciplinary collaboration, teamwork, presentation skills and many other adaptative techniques. Hackathons, an essential part of ‘event-based education’, can support the I4.0 paradigm for Industry and academia. This study analyses six hackathons organised by Industry and academic institutions to explore how they contributed to solving the Industry's problems and imparting I4.0 skills among students.

With past studies indicating a lack of skill development in engineering education, there is a need for new pedagogical tools that are application and skill-oriented. Hackathons are widely accepted in the corporate world, in the engineering domain for skill development and recruitment but have not gained acceptance in mainstream engineering education. Very few studies have discussed engineering educator views regarding hackathons and their benefits. This paper intends to study engineering educators' perception of the hackathon and its benefits after participating in it. The findings could support hackathons as a pedagogical tool to develop an industry-oriented and skill-based engineering education.

A mixed methods design was employed where initially qualitative study was conducted. Its findings were used to conduct survey of 162 engineering educators who had participated in a hackathon. A five point Likert scale was employed for data collection.

The findings reveal that engineering educators who participated in the hackathon perceived hackathons to support industry-focused learning, problem-solving and new skill development. They also acknowledged its role in their professional development. The further discussion suggests that engineering educators and institutes may collaborate with industry to design and use hackathons as a teaching tool to develop industry-ready graduates.

The study was not designed to study how different aspects of hackathon lead to different benefits derived from participating in it. There is a need to study hackathons as a tool of pedagogy and assessment, focusing on how variables linked to it facilitate, moderate and hinder the learning and assessment process in participants. More in-depth studies need to be conducted to adopt the hackathon as a pedagogy and assessment tool in higher education.

The discussion suggests that designing hackathons effectively as a tool for learning and skill development will result in skilled graduates. Engineering educators should adopt hackathons as a pedagogy for their students. Management and policymakers of engineering institutes should consider hackathons as a part of pedagogy for students besides conducting hackathons for educators for their professional development that will be investment in skills helpful at workplace.

The notable contribution of this paper is to document perceptions of engineering educators regarding hackathons and their benefits after participating in a hackathon. The paper proposes that hackathons can be introduced in the engineering curriculum as they would offer educators a novel method of teaching and assessment and support engineering graduates in recruitment and making them industry-ready.

Hackathons, time-bounded events where participants write computer code and build apps, have become a popular means of socializing tech students and workers to produce “innovation” despite little promise of material reward. Although they offer participants opportunities for learning new skills and face-to-face networking and set up interaction rituals that create an emotional “high,” potential advantage is even greater for the events’ corporate sponsors, who use them to outsource work, crowdsource innovation, and enhance their reputation. Ethnographic observations and informal interviews at seven hackathons held in New York during the course of a single school year show how the format of the event and sponsors’ discursive tropes, within a dominant cultural frame reflecting the appeal of Silicon Valley, reshape unpaid and precarious work as an extraordinary opportunity, a ritual of ecstatic labor, and a collective imaginary for fictional expectations of innovation that benefits all, a powerful strategy for manufacturing workers’ consent in the “new” economy.

This paper aims to describe the results of applying ethical AI requirements to a healthcare use case. The purpose of this study is to investigate the effectiveness of using open educational resources for Trustworthy AI to provide recommendations to an AI solution within the healthcare domain.

This study utilizes the Hackathon method as its research methodology. Hackathons are short events where participants share a common goal. The purpose of this to determine the efficacy of the educational resources provided to the students. To achieve this objective, eight teams of students and faculty members participated in the Hackathon. The teams made suggestions for healthcare use case based on the knowledge acquired from educational resources. A research team based at the university hosting the Hackathon devised the use case. The healthcare research team participated in the Hackathon by presenting the use case and subsequently analysing and evaluating the utility of the outcomes.

The Hackathon produced a framework of proposed recommendations for the introduced healthcare use case, in accordance with the EU's requirements for Trustworthy AI.

The educational resources have been applied to one use-case.

This is the first time that open educational resources for Trustworthy AI have been utilized in higher education, making this a novel study. The university hosting the Hackathon has been the coordinator for the Trustworthy AI Hackathon (as partner to Trustworthy AI project).

One of the two main tasks of innovation leadership, a practice to inspire and enable creativity and innovation in organisations, is to construct a creativity-enabling organisational environment. One form of this main task is using developmental interactions, like mentoring, as innovation leadership practices. A hackathon is one type of innovation contest with three designed phases: pre-hackathon, hackathon event and post-hackathon, involving multiple stakeholders with distinct roles, such as hackers and mentors. In a hackathon, the central activity of mentors is to support the hackers’ innovation process, especially in idea creation and concept development. The mentor role has not been focal in hackathon studies; thus, this chapter addresses the role, impact, and ways to acknowledge the mentors as an integral, contributing innovation leadership practice in hackathons. As an empirical study, this chapter presents the results of a public sector case in a Swedish multi-disciplinary municipality conducting intra-organisational hackathons in three different collocations. The chapter contributes to the literature on innovation leadership at the team level with mentorship in innovation contests in the public sector context by revealing the dual-role tension of innovation leadership in mentor activities in the hackathon event phase from both the hackers’ and mentors’ viewpoints, and the necessity of mentor-benefitting training in pre-hackathon phase.

Innovation ecosystems face many environmental challenges. The literature review shows that innovation ecosystems accelerate innovation activity, but empirical studies have not provided enough case studies focusing on the minimum-waste business strategy as one aspect of the circular economy. Various forms of interaction between members occur in the innovation ecosystems, which determines the level of cooperation. This paper aims to show the structure and forms of cooperation in an innovation ecosystem using the Czech Hemp Cluster (CHC) and its surroundings and suggest research directions in the field of interaction between members in an innovation ecosystem. Although hemp is associated with the production and distribution of narcotics, it is a versatile plant supporting the minimum-waste business strategy.

The research is based on a theoretical part of a literature review of major scientific articles on innovation ecosystems from 2016 to 2021. The case study of the CHC and the hemp ecosystem is based on qualitative research in the form of a content analysis of the mission of the cluster members. In addition to content analysis, the classic multidimensional scaling method and hierarchical cluster analysis were used to reveal ecological guilds.

The case study highlighted the specific relationship between the cluster and the ecosystem. The cluster does not determine the ecosystem boundaries, but the ecosystem is a much broader system of cooperation and interaction between organisations. Clusters emerge after an ecosystem has existed for a particular time to coordinate collaboration and information between organisations and stakeholders. The analysis of the CHC revealed the specific role of non-profit organisations (NPOs) in the innovation ecosystem. NPOs are not engaged in primary functions in the value chain, but they provide supporting activities through coordinated networking, disseminating information on innovation, awareness-raising and stakeholder education. Compared to natural ecosystems, innovation ecosystems are typically characterised by higher forms of collaboration between members.

An exciting opportunity for research on innovation ecosystems is the ecological guilds taken from natural ecosystems and whose identification can help define the boundaries of innovation ecosystems. An opportunity for further research is the comparison of NPO-based and government-based clusters playing a central role in developing innovation ecosystems. Regarding the problematic generalisability of the case study to the entire agricultural production, a challenge is a search for minimum-waste business models in agriculture characterised by the biological nature of production.

Theoretical and empirical studies have not yet considered innovation ecosystems in the minimum-waste context to a sufficient extent. The paper builds on previous scholarly studies focusing on innovation ecosystems and, for the first time, discusses the role of NPOs in the innovation ecosystem. The CHC case study adds a suitable minimum-waste business model to the still very scarce literature on sustainable innovation ecosystems. The article discusses the purpose and forms of cooperation in an innovation ecosystem, identifies a complementarity of roles in the innovation cluster and describes the interrelationship between the cluster and the ecosystem. Discussion of the ecosystem leader in the cluster-based innovation ecosystem shows the differences between Czech, Polish and German life science ecosystems.

This paper aims to explore the future of work by investigating how work can be practiced to meet global sustainability goals. The authors draw from empirical findings from a case of critical design session with university students. The aim of the design session was, on the one hand, to embed sustainability into education and, on the other hand, to prepare students with necessary conceptual tools to be prepared for future work. The research questions explored are: What do students learn through engagement in critical design, and how can that foster sustainable work?

The research approach is a case study, drawing on critical design activities with 45 students at a university course. The data consists of students’ reflections on their design efforts and one researcher’s field notes from the design session.

The findings show that the students engaged in critical design learn different aspects of sustainable work: how to be solution oriented, how to use technology to do good in the world and outside-the-box thinking skills.

The authors contribute extended insight into what it means to work for sustainable development, hence doing sustainable work, and how sustainable work can be conducted in practice. The authors discuss three dimensions of sustainable work that we argue are essential to understand how professionals can work towards increased sustainability. The three dimensions are: participation-based work, practice-based work and context-based work.

The purpose of this paper is to present an intervention strategy for promoting career awareness among IT students in a South African context, followed by a reflection thereof based on qualitative data collected from students. Career awareness during study has shown to be a factor in the work-readiness of IT graduates.

The paper suggests an intervention strategy aimed at promoting IT students' career awareness. It provides context of the exit-level higher education (HE) module used to implement the intervention. Career awareness is achieved by industry talks, projects and events. Interpretive data collection and content analysis are used to understand the impact of the intervention from the students' perspective.

Recommendations are made towards productive interventions for raising career awareness among IT students using industry participation in higher education. The proposed intervention comprises of a combination of industry talks, capstone projects and specific events. Students had largely positive reactions and made suggestions for additional interventions they would find beneficial. A hackathon attended proved the most influential where seven out of eight involved students received job offers from one company. Other students became aware of their own employability, limitations and preferred career paths.

Findings provide confirmation on existing feasible approaches and also introduces new interventions that may be generalised to other fields of study. The paper not only provides an instructional design for a module to raise career awareness but also reflects on the feedback of the students. The reflection provided by students acts as a point of reference to ensure that the process followed for the intervention is practical within a South African context. The paper highlights the perceived benefits of involving industry in higher education to raise career awareness, factors that may prevent career awareness among IT students and valuable suggestions made by students to further enhance the intervention strategy. An implication of the research is a set of guidelines identified towards bridging the IT theory–practice gap. These guidelines can be used by many educators in similar environments to justify their interventions.

This study was conducted to address the methodical shortcomings and high associated cost of understanding the use of new, poorly understood architectural spaces, such as makerspaces. The proposed quantified method of enhancing current post-occupancy evaluation (POE) practices aims to provide architects, engineers and building professionals with accessible and intuitive data that can be used to conduct comparative studies of spatial changes, understand changes over time (such as those resulting from COVID-19) and verify design intentions after construction through a quantified post-occupancy evaluation.

In this study, we demonstrate the use of ultra-wideband (UWB) technology to gather, analyze and visualize quantified data showing interactions between people, spaces and objects. The experiment was conducted in a makerspace over a four-day hackathon event with a team of four actively tracked participants.

The study shows that by moving beyond simply counting people in a space, a more nuanced pattern of interactions can be discovered, documented and analyzed. The ability to automatically visualize findings intuitively in 3D aids architects and visual thinkers to easily grasp the essence of interactions with minimal effort.

By providing a method for better understanding the spatial and temporal interactions between people, objects and spaces, our approach provides valuable feedback in POE. Specifically, our approach aids practitioners in comparing spaces, verifying design intent and speeding up knowledge building when developing new architectural spaces, such as makerspaces.