Education for Flourishing
Logistics for joining the meeting are posted here in LinkedIn. Any member of the LinkedIn group is welcome to join.
- Date: Tues Jan 10
- Time: 90 minutes starting 16h30 EST /21h30 GMT / 22h30 CET
Maya with her colleagues from across several disciplines at Halmstad University, have been active as a First Explorer licensee of the Flourishing Business Canvas over the past ~12 months. The have been including it as part of new educational experiences for business students and local business people to help them learn about the possibilities for designing enterprises that enable the possibility for flourishing. They call this approach, which is in the early stages of development, "Education for Flourishing".
Their presentation will discuss this work, as well as preview results and next steps - including collaborations with other SSBMGroup members.
Students in the co-creation of the FBC artifacts as they discuss their responses to the 16 Flourishing Business Canvas question blocks at workshop held with Biogas Startup and Students at Halmstad University Spring 2016
To introduce the talk on their work Maya, Marie and Niklas provided the following background:
companies and other organizations increasingly recognize society’s demand for
greater social and environmental sustainability, university and college
business schools have responded with new pedagogic approaches. Business schools
have begun to offer courses in business models and business model innovation
that focus not only on profit-normative goals but also on social and
environmental goals. In this presentation we will describe an Experiential
Workshop for university undergraduates in which the Service-Learning pedagogic
approach is taken and Flourishing Business Canvas (FBC) is applied as a tool
for collaborative visual business modelling. In the Workshop, the students work
with business model innovation for a biogas production cooperative of farmer-members
in southern Sweden. The students take the role of problem-owners and
problem-solvers as they co-create new business models ideas for the
cooperative. The students achieve the three Learning Objectives as they engage
in meaningful, “real-world” simulations with a high degree of autonomy that
allows them to combine their theoretical knowledge with practice. Implications
for educators who wish to test the Experiential Workshop in their classrooms
are proposed. We conclude concludes with the suggestion that Education for
Flourishing is a useful expansion of Education for Sustainable Development.
particular case that the students work with is biogas production from organic
waste that has recently received particular attention in Sweden. Biogas is
produced from anaerobic digestion of organic material such as manure or crop
residues. It can be
utilized for heat and electricity production, or sold
to gain an additional source of income. Raw biogas can be used for electricity and heat
production, and if upgraded, it can be used as vehicle fuel or injected in a
natural gas grid. Currently, few new biogas investments are realized and
existing biogas plants have difficulties in attaining profitability, especially
farm-based ones. One way of dealing with this problem is the use of business
model innovation to organize business in new ways. The biogas cooperative which
the students work during the Experiential Workshop is currently stuck in the
early business development stages and need new ideas on possible solutions to
Apart from the implications for education for
flourishing so far, we also found that the early phases of the business model
innovation process can be organized by dividing the initiation and ideation
phases into three sub-phases, each with one main activity involving a set of
actors. These activities involve the planning and execution of ideation
workshops. Two such workshops have been carried out where the FBC has been used
as visual collaborative tool to facilitate collaborative work between the
members of the cooperative and external actors regarding business model
The agenda and F2F/virtual logistics for this meeting are posted to our LinkedIn forum here.
Anyone who joins the LinkedIn forum is considered a member of this group and is welcome to join at the meeting.
The slides presented plus a link to the unedited recording of this meeting is now available via our drop box. Please contact Prof. Nabil Harfoush for access.
Attendance list was updated at the event (if a location is not provided participant was in Toronto)
The link to the recording has also been po
sted as a comment to the Linkedin Post
about this meeting, along with the on-going discussion about the meeting by our members.
- Prof. Maya Hoveskog, School of Business & Engineering, Centre for Innovation, Entrepreneurship and Learning research (CIEL), Halmstad University, Sweden
- Prof Marie Mattsson from the School of Business, Engineering & Science, The Rydberg Laboratory for Applied Sciences (RLAS), Halmstad University, Sweden
- Niklas Karlsson from the School of Business & Engineering, The Rydberg Laboratory for Applied Sciences (RLAS), Halmstad University, Sweden
- Antony Upward (SSBMG co-founder, Convener Flourishing Business Innovation Toolkit project)
- Prof. Peter Jones, OCADU (SSBMG co-founder, member Flourishing Business Innovation Toolkit project)
- Kelly Okumura, Gooder Goods
- Bob Willard, Sustainability Advantage New book on the business case for sustainability is downloadable from my website at sustainabilityadvantage.com/books-dvds/ultbook/ (Whitby, Ontario)
- Nigel Teal, Strategic Leadership www.cepd.biz (New Zealand)
- Ian Pinnell, B Corporation Education Expert bcorporation.net/educators
- Simon Robinson and Maria Moraes Robinson, Holonomics Education (Brazil)
- Prof. Stephen Davies, OCADU (SSBMG contributing volunteer and member Flourishing Business Innovation Toolkit project)
- Prof. Sean Goeby, University of Waterloo, Faculty of the Environment in the School of Environment, Enterprise and Development (Waterloo, Ontario)