12 SDG 4 – Quality Education – Team 12

Team Reflections

Hopper and UniAmerica
By considering the stories of Hopper and UniAmerica for social good, we are going through their ideas of innovations and their effects on society. The latter is the source itself of inspiration and decision making in future. Based on conclusions by Rolfe et al. in their 2001 book, as well as “Liberating Structures” by Henri Lipmanowicz and Keith McCandless, in the following paragraphs we analyze each company’s persuasive story and bear in mind the key points of the innovative people. Jump, being a reaction to the travel industry disruption, applies thorough data analytics and machine learning algorithms to release the most efficient flight routes and give the users recommendations based on their personal preferences. They also help the travelers to get discounts. In addition, UniAmerica is evolutionarily inclined to inclusive education in a way that it provides rich experiences characterized by practical learning opportunities that impact the interactions between academic challenges and real-life scenarios, thus ensuring equal and quality education to all.
Hoper’s primary business was to assist Brazilian public and private universities in running their educational systems more professionally and to offer cutting-edge teaching methods that would enable them to succeed academically as well as financially.

Innovation Stanford Methodology in Brazil
– Absence of higher education disciplines and creation of projects for undergrad students.
– Students are required to complete pre-defined market-specific projects.
– Learning plans are created with professors and market mentors.
– Students plan competencies and scientific knowledge for each project.
The Hoper and UniAmerica venture’s innovation conforms to the insertion of SDG 4, which asserts that quality education must be made available, inclusive, and equitable for all. The act of implementing active teaching methods and project-oriented content favors the improvement of instruction as well as student learning outcome quality which in the end improves the general education experience of a student through a holistic approach.
The innovation introduced by Ryon Braga in education, which involves the use of the Stanford methodology of just-in-time education and project-based learning, can be connected to the concept of sustainability and the triple bottom line through its focus on comprehensive investment results, which include social, environmental, and financial dimensions. This approach aligns with the principles of economic, environmental, and social sustainability, as it aims to create a balance between these three areas. The triple bottom line (TBL) is an accounting framework that measures an organization’s performance across three dimensions: social, environmental, and financial. By incorporating these dimensions into the educational system, Ryon Braga’s innovation can contribute to developing sustainable practices and accountability in the education sector. The TBL approach encourages organizations to consider the long-term impacts of their actions on people, the planet, and profit, which is in line with the goals of sustainable development. The innovation also reinforces the importance of accountability and transparency in education, requiring students to complete real-life projects that contribute to the market and society. This approach ensures that students are not only learning theoretical concepts but also gaining practical skills and knowledge that can be applied in the real world.
The innovation discussed in the search results did not significantly challenge our current knowledge or assumptions about businesses. However, it did reinforce our understanding of the importance of education and the role it plays in the success of entrepreneurs and businesses. The search results highlighted the need for accessible and quality education for entrepreneurs, as well as the challenges faced by businesses in terms of the gap between their expectations and the knowledge and skills provided by higher education institutions. The search results also emphasized the importance of addressing knowledge gaps in the workforce, particularly in the context of technological innovation and the changing nature of the market. This reinforces the need for businesses to invest in the continuous training and development of their employees to ensure they have the necessary skills and knowledge to adapt to the evolving business environment.
Lastly, closer examination of AIM2Flourish narratives with reference to Rolfe et.al 2000 and the “Think Holistically: Preparing Ourselves for the Workplace” article by Henri Lipmanowicz, along with Keith McCandless, significantly widened our mindset and increased our sense of involvement as business students. We have been able to view the future writ large and begin our analysis and reflection, which has enabled us to get great life lessons that teach us the potential of business to improve lives and also make lasting impact. Bearing these lessons in mind, we are endowed with a strengthened self-confidence as we step onto the professional scene with a renewed yet renewed fervor for promoting social development by creating innovative businesses.
By exploring the AIM2Flourish stories may affect the way we act and think in the future by broadening my perspective on the role businesses can play in creating positive change. These stories demonstrate that businesses can be profitable while also making a positive impact on society and the environment. This perspective can influence our decision-making as a business person, encouraging us to consider the triple bottom line (social, environmental, and financial). We can see a connection between this exercise and how we will act. We will strive to identify and support businesses that are aligned with Sustainable Development. We will also encourage our colleagues and employees to adopt this mindset and to seek out opportunities to contribute to positive change in our communities and the world. We learnt about sustainable practices and how to work very effectively in a team only by doing the AIM2Flourish stories and meeting people with different views who participate in this activity. For both of us, reading about the impact of business on the planet and cultures was a real insight. Was like looking at the world from above. We could see patterns that we have not known to exist. We read and discussed AIM2Flourish stories from different areas of the world. Every region portrays cultural contexts that are different from the other. In this show; the audience gets to know about different perspectives on sustainable business innovation. Such foreign exchange encounters then reemphasized the role of cultural sensitivity and perception in bringing forth solutions to global issues. Through the introspection of the business models sacred particularly to many cultures and practices, we got to understand the roles that the cultures play in business and societal orientation. These special moments share commonality with our classes on global corporate governance and international relations which stress the role of cross-cultural competence in the world where all of the countries are linked closely.
Our courses’ learnings strengthened our teamwork much further thanks to how they built up on sustainability principles, stakeholder engagement, and collaborative problem-solving foundation. Relying upon the triple bottom line and corporate social responsibility concepts and using theoretical premises, we analyzed the AIM2Flourish stories and the positive impact they had in the development of sustainability. Through the body of the coursework, we were armed with the analytical tools and critical thinking skills that enabled us to promote sustainability through the assessment of business innovations, which greatly empowered our ability to work together as a team.

The way we worked was highly dependent on collaboration described by a working spot of clear up communication, task sharing, as well as mutual assistance. Online platforms and virtual meetings were employed. Through these we had the opportunity to exchange resources, discuss ideas, and also share responsibilities based on each one of the members’ strengths and expertise. Everyone’s opinion was solicited, and each one actively participated in the project’s planning, hence, becoming an equal partner in its development. The provision of constant updated information and feedback dialogues created a transparent and accountable workplace through which we successfully worked to the completion of our target within the required time.. Our team’s biggest success was the open brainstorming, and each member gave constructive comments which made the office space very welcoming to everyone. Furthermore, our mutual ambition, along with readiness to any difficulties and comfortable coping with the obstacles, inspired all of us to make our project successful. On the other hand, there were relevant difficulties of time zone offsets and appointment shifting during which our schedules were sometimes ruined and our teamwork efficiency was affected. Communication wise, we understand the need for previous communication and flexible arrangement of days off to avoid these difficult situations and continue with our collaboration.

Briefly, as Team 12 our experience of AIM2Flourish stories, SDGs global goals specifically Quality Education which was assigned to our group and the cross-cultural elements has been a powerful learning journey in which we have developed our knowledge around sustainable business practices and cooperative behavior. We did well in Course learning integration, size the worldview & beliefs, and work as a team that made our journey less challenging & much more fruitful. By considering this episode as we reflect on our futures, we are urged to continue our path of being more responsible global citizens, with the goal of becoming agents of positive change in the pursuit of sustainable development.

Individual Reflections

Nazwa Syifa
This is my second time participating in COIL. For the second time, I feel satisfied with this group of 12 because the people in it can work well together. Although we may have our own busy schedules and have a huge time difference, in Indonesia at night, in Canada in the morning, and maybe in Kenya in the afternoon, But on the other hand, we are always committed to running meetings on Fridays at 08.30 Indonesian time. This team really contributes to all the tasks given, from Daffa, who always helps to create Google Meet links, to providing a lot of information about the task assignments each week, to starting discussions. Afnan is also very helpful in the work of this group, completing tasks on time, expressing many opinions in discussions, and having a lot of discussion outside the meeting. For others like Marion, Wambui, and Abdi, they also continue to participate in this COIL. Marion and Wambui never miss meetings, and Abdi also likes to give his opinion during meetings. For all of them, I am happy to have group members like them; the assignments are well done and they get good grades too. From the assignments given, we also see some perspectives from other countries, which makes my knowledge increase too. So, thank you to Team 12 for their excellent cooperation and being active in this group.

Marion Likoye
Personally I enjoyed the second session of the Coil activity than the first, I learnt a lot concerning the business innovations especially about our SDG 4 (quality education) and how to improve it either in my country and worldwide, the interactive sessions as team 12 have been the best i.e. how we coordinated ourselves and dividing the work amongst ourselves and making sure that at the end teamwork prevails, this has taught me that in my journey of life I just need not to go fast but far too and that’s through teamwork, I love my team’s authenticity and how determined we are to the work at hand ensuring that the best comes out of our weekly discussions, and even with the time differences we still managed to submit our weekly assignments in time and scoring good grades as team12, I loved my team members’ zeal and I really enjoyed working with them.

Wambui
Participating in the COIL business innovation concerning SDG 4 that is quality education, has been an enlightening and enriching experience. It has taught me the power of collective action and the strength that comes from diverse perspectives and talents. By working with students from different backgrounds, cultures, and abilities, I have gained a deeper understanding of the barriers that certain groups face when it comes to accessing quality education. Through open discussions and sharing personal experiences, I have become more aware of the inequalities that exist in the education sector and the ways one can use business innovation to solve such challenges that arise. Working collaboratively has taught me the importance of effective communication and teamwork. I hope to collaborate with other students in the other COIL phases.

Bibliography

What So What Now What Template. (n.d.). Edrawsoft. https://www.edrawmind.com/templates/what-so-what-now-what-template.html

University of Wollongong. (2023, August 15). Model of reflection: The Rolfe et al. model. L&T Hub. https://ltc.uow.edu.au/hub/article/rolfe-et-al-model

Lipmanowicz, K. M., Henri. (n.d.-b). Liberating Structures – Introduction. Www.liberatingstructures.com. https://www.liberatingstructures.com/

Robinson, J. (2022, November 26). Meticulous Elaboration of Rolfe et al’s Framework Reflection. Crowjack. https://crowjack.com/blog/strategy/reflection-models/rolfe-reflective-model