An exotic Internship between BSL & Sumba Hospitality Foundation

In 2017, Business School Lausanne (BSL) and Sumba Hospitality Foundation (SHF) in Indonesia co-created an Internship program tailor-made for BSL students called Sustainable Development Internship.

You may wonder, what is Sumba? And what do they do? So, let us share a brief presentation of this Foundation. SHF offers a vocational training in hospitality for Sumbanese underprivileged youth. The holistic education program provides students with general courses and enables them to graduate in Culinary, Food & Beverage Service, Housekeeping or Front office. To allow the students to apply and train their skills, SHF has opened ten luxury guest pavilions, a SPA as well as a restaurant & bar to the public. Education, environmental awareness and sustainability are the three most important principles of the foundation. It is in the belief of the foundation that tourism can be a positive force in poverty-stricken regions particularly when its community is involved in the process. The goal of the foundation is to assist in providing viable employment to Sumba’s young inhabitants and break the cycle of poverty while also protecting the environment and their culture.

A large part of the campus is dedicated to the growth and maintenance of a sustainable, organic farm, created with the precepts of the burgeoning field of permaculture in mind. Produce from the land are used in the restaurant and the students are taught current farming methods with guidelines to better cultivate their land. SHF aims to raise the students’ awareness of their environment. The school is powered entirely by solar energy allowing SHF to be completely off the grid and re-uses wastewater for irrigation.

One of our BSL students on Sumba Island, Morgan Manin, is doing his internship as part of his Capstone Project (Master of International Business); I took the opportunity to ask him via email for a preliminary description of his internship, to share with our community.

BSL internship

“Reading about SHF on the website and social media made me choose it to do my internship, as my values match perfectly with the foundation’s values and I believe that I will be learning a lot during my Sustainable Development Internship. After the first week, I have identified areas where I could be helpful and learn, which I can summarize with three main tasks and responsibilities. The first one is to analyze the financials at SHF and therefore create a budget for each department meaning the actual school, the administration, the hotel, sustainability and the F&B, including an indication of Capex by departments. I will also guide the SHF finance team towards greater transparency and define cost improvement initiatives.

The second main responsibility I have is to create a Triple Bottom Line Reporting (TBL). TBL is a progressive mode of reporting and seems suited to the SHF. Sustainability centric practices are deeply entrenched in the DNA of the SHF business model. Environmental and social responsibility sit at the core of daily practices and this alongside the true cost of these operationalized initiatives must be reported. I will then gather information to facilitate understanding around the social, environmental and economic practices of SHF. I will conduct research into TBL, using these understandings and research knowledge, with the aim to create a presentation that highlights sound reasoning and justifies or rejects TBL as a means of reporting at SHF. If TBL is found to be preferred mode of reporting, the presentation will include a step-by-step guide detailing a prescribed pathway toward the implementation of TBL reporting at SHF, and then create the strategy that details how to implement TBL as the reporting mechanism for SHF. In the event that SHF management decides to implement TBL as their primary mode of reporting, I will then begin the process of implementation.

To finish, I will be the IT ‘go-to’ person for the team, helping everyone out on Excel, Word, etc.

I will also consider improved ways of using IT for communication for the SHF team.

Before I arrived here, it was planned that I would have to formulate a business plan to be shared with others wanting to duplicate the model of the SHF. I will, therefore, formulate a business plan, constructed in such a way that it has the capacity to facilitate like-minded operators wanting to duplicate the SHF model.

In addition to my primary tasks and responsibilities, I will have ad-hoc tasks set by the Executive Director, I will take care of the students during their study hours and exams as well as shepherding them at night and being in charge of sport activities for the students; also, I will monitor Community English classes for young Sumbanese children living in the neighborhood.

I strongly believe that I will learn so much through this experience, being in a different environment, living in this community, having multiple tasks matching with what I have learned at BSL, and matching the BSL values”.

Morgan, we are all proud of you, we wish you a great experience and let’s see if we can come visit you at some point on that amazing island!

Dani-Linkedin-300x300Author: Daniele Ticli, BSL Head of Careers and External Affairs

Learning Design for Millennials Measuring learning: are final exams relics of the past?

One of my father’s recurring nightmares is sitting a geometry exam. He has told me about it several times. I also have similar nightmares, very recently I dreamed the final exams period had started and I was not ready. Even when I woke up later, I could still feel the tension in my body! The gap between my father, myself and my students spans across four generations. I believe there are certain aspects of the educational system that have been taken as given for long, we neither question them nor try to change them. Final exams are one of them. “The thought of a final exam still gives me and my father nightmares, and I have not seen many students who are fond of the idea, neither have I seen a teacher who is keen on correcting exam papers, so how come they are still around?” I thought to myself a few years ago. I had always been reflecting on the effectiveness of final exams as a means of evaluation and finally decided not to give final exams anymore in the courses I teach. “But, how do you manage to measure learning and grade the students?” you may wonder.

I will give you a very recent example. This fall, I taught a course on Systems Thinking at Business School Lausanne, where the students did not have to take a final exam. Instead, they collectively created a blog that summarized and synthesized the most important lessons they had learned from taking the course. You can find their blog here https://bit.ly/2K0KRen.

BSL students

40% of the students’ grade came from the work they did on the blog and every single one of them received the maximum grade here. I will now outline here why I was convinced they all deserved it.

They spent much more time on creating the blog than they would have spent on preparing for the final exam. I asked them to create an activity log that captured what everyone did and how much time they spent doing it. As this was a publicly shared document and everyone including myself had access to it, there was no chance of free riding. The moment someone claimed they have completed a task, but was, in fact, incomplete or was done by someone else, others would have reacted to it. Towards the end of their work, we collectively decided it would not be necessary to keep track of activities as everyone thought the contributions were equal.

A friend of mine who was part of a rowing team, once told me that a competition was approaching and her team had to prepare for it. The team met at 5 a.m. every other day for six months. “There was no way to stay in bed and ignore the alarm. My other seven team members would be there waiting for me,” she said. Perhaps, this was something every member of the team was thinking and it was difficult for all of them to get up regularly at that early hour for such a long time, but the team spirit made them get up on those mornings and put in that effort. She later said that they won the championship that year and she regarded this as one of her best experiences. A similar situation happened in the case of my young bloggers. Almost all my 17 students met outside class hours, sometimes on days, they did not have any courses at Business School. They did not want to disappoint their friends. They all managed to put in the effort. At the end of the day, some ended up doing more than others, but those who did less did much more than they would have otherwise done, had they been faced with a final exam.

Teaching is the best way to learn. I made it clear that the blog should be written for those who were completely new to systems thinking, with no technical background. Achieving this meant that learning the course content became a secondary challenge. As a guitar player, once I heard a valuable advice that if I am not able to play a part, I should try playing something that is a bit more complicated, even if I keep on failing at it. After a while when I go back to the original challenge, much to my surprise, it is not a challenge anymore. The same thing happened with my students. There are so many ways that the way they presented the content in their blog can be improved, but here the blog was not an end, it was a means, a transitional object, and a vehicle for learning the course materials.

In their journey to create the blog, they developed various soft skills, such as working in teams, writing, creating short tutorials, project management, etc. Based on my experience, I have realized that the best way of designing for learning soft skills is as a by-product and in an emergent way. Such skills are not best transferred in a direct and intentional fashion. They should emerge as a result of carrying out other tasks. In addition, my course was the first occasion for many of these students to meet. The blog they created provided an opportunity for them to get to know one another and made them closer as classmates. Their collective effort resulted in the creation of cohesion among them as a class. It made the whole class a very well-functioning, self-organizing team.

In retrospect, there was no better way I could have directed them towards learning and internalizing systems thinking concepts than having them create the blog. There were a few technicalities involved in how this happened.
– I gave them the choice between creating the blog and doing the final exam. I could clearly see that anything that exempts them from doing the final exam would be a joy for them. In other words, in their view, nothing can be worse than a final exam and avoiding final exam served as a good incentive for them to create the blog.
– I told them that we can skip the final exam only if they do a great job with the blog. I even told them that their work will be evaluated by how many readers they can attract to the blog.
– I followed their progress on a continuous basis, tracked the changes they made and met with them outside course hours to give them feedback to improve their work. I wanted them to feel that what they are doing is important to me.
– Another acceptance condition I put forth was that everyone should know all the contents of the blogs since it would not make sense if an author is not aware of the contents of what he/she has created.

My final question for all learners and learning designers: are final exams relics of the past? What other components of the current educational system can be replaced, modified or improved?

Stay tuned for the next blogs in this series and Keep on Learning!

Learning Design for Millennials is a blog series capturing Arash’s experience as a learner and an educator.

Profile Pic_ArashAuthor: Dr. Arash Golnam, BSL Professor

 

How business – and the world – benefit from intrapreneurship

intrapreneurship

Image credit: Emily reider on unsplash

I recently co-designed and co-facilitated an MBA elective on the subject of ESG (Environmental and Social Governance) and Sustainable Investing at Business School Lausanne.

Teaching an elective to MBA students at BSL was a great opportunity. And to be honest, initially I was not at ease, as it was completely out of my comfort zone. But I ended up doing it – and I totally loved it!

The point is that this experience made me realize (again!) that as an entrepreneur (and freelance-on-a-mission as I like to define myself at the moment), stepping out of your comfort zone and nurture your positive mindset are essential if you want to change the world for good.

This is also true within companies: if you want to change the status quo, stepping up, daring to be visible and stepping out of your comfort zone are skills to be developed.

Why is intrapreneurship key for companies – and the world?

According to the Intrapreneurship Institute, there are 3 enduring benefits of intrapreneurship within organizations: new products and services, growing employee satisfaction and market share increase.

Letting employees experiment and “train” their intrapreneurial mindsets and skills, letting them “fail often and fast” (as we say in the start-up world) are key for agility, adapting to increasing VUCA environments and thus, long term business success.

During the MBA elective, we pushed students out of their comfort zones, “sparking” their entre- and intrapreneurial mindset through a hackathon: learning and applying new tools and frameworks in a short period of time and pitching a project “for good” with positive social or environmental impact to (fictional) potential investors or board of directors.

A call to action for business

Let your employees “train” their intrapreneurial mindset and skillset for a positive impact initiative they care about! It will not only motivate them to follow through if it’s a cause they truly care about, it will also enable them to train these skills so that they can use them in their daily jobs. A win-win for people, planet and profit!

marena eirichAuthor: Marena Eirich is a CSR consultant and creator of teams4purpose, a program that helps organizations activate positive impact from within. She is a graduate of the Diploma in Sustainable Business from BSL and HSG.

From Knowing to Doing – Developing Feedback Fluency of Future Leaders

In this semester’s Leadership and Management skills course I was looking for ways that would enable students to dig in deeper and stretch their learning. Each four hour session is designed to be experiential and learning is facilitated by using a combination of virtual simulations, reflection, applying the flipped classroom method, role play, assessments, working out loud and practicing participatory leadership tools.

A key skill set that I have noticed is often lacking in the management domain is the ability to give feedback in a timely and constructive manner.

Working with a class of 24 students from 12 countries you can imagine the differences in perspectives related to this skill. For example:

  • From my point of view, a feedback is connected with negative emotions and taking criticism personally, not on the work that one does.
  • I grew up in a culture where giving feedback is not the norm. Or if someone is giving you “Feedback”, it it’s usually to make you feel bad or prove they’re better than you are.
  • In my experience giving and receiving feedback were not positive experiences for me, for this reason I was scared to be involved in this process.
  • Sometimes when we give feedback towards our team members it may affect them from a personal perspective, it’s a very sensitive topic.

To create something that would truly create powerful impact with the students, I reached out to Sarah Schwab the CEO of The Experience Accelerator to ask if we could create a project together that would help the students build their feedback skills into a competence.  Sarah was open to the idea and we created a five-part learning journey for the students.

  1. It began with students logging into The Experience Accelerator to visualize a feedback virtual scenario
  2. Students were debriefed on the scenario and required to practice giving feedback and recording their interaction.
  3. Before class students received written feedback on their practice focusing on the areas they had performed well in as well as suggestions on how they could improve.
  4. At this point the learning went live and students had the opportunity in class to practice by giving, receiving and observing feedback in different scenarios that had been prepared for them. Watch the video
  5. And finally, students were given the opportunity to write a reflection about what they learned over the course of the assignment

In their reflection papers students expressed their surprise at the power of the exercise:

“I have learned that feedback is not about telling what the person did right or wrong, but about explaining how he or she made the other person feel.” KB

“I realized again how challenging it is when performing the online scenario where it somehow appeared easy when watching the video, but was a totally different story when I had to do my own recordings.” ME

“I would like to say that such an experience was truly helpful for me. I gained a lot of knowledge in terms of feedback, particularly if I want to give an effective feedback, I should always practice and be aware of some key points in order to avoid making mistakes from the very beginning.” SK

Their ability to put into practice a four step feedback model*  both virtually and in class during live role play has categorically changed the beliefs’ students had about feedback. Furthermore they now have a toolkit and clear understanding of how to deliver effective constructive feedback.

*Clarify the context, explain using as much detail as possible what happened, explain the impact their action had on the situation and discuss possible steps on how to move forward.

Author:

Nadene Canning, BSL Professor

 

Innovation at BSL: MEDICLY – A transparent blockchain healthcare system

Edited by Dr. Aileen Ionescu-Somers, Gap Frame Week designer and orchestrator

Student Group 1: Mariam Rawashdeh, Alexandra Gritsenko, Abdulkader AL Muhaidib, Andre Linney, Edoardo Danisi, Conrad Zawadzki, Mathieu Feltzinger, Grigory Klyuev, Tarek Talaat

DAY 1 – Ideation

Here we go, dear Readers; we are starting our Spring 2018 Gap Frame Week journey and this is our blog. Our group experience began with everyone introducing himself or herself and sharing personal insights. Out of the 8 members of our group, we had 7 different nationalities. This diversity helped us to get many initial ideas (80, to be precise) and different points of view.

We then discussed personal stories from our countries in connection to the health topic that we had unanimously chosen. What emerged is that health is certainly a multifaceted issue with many issues that need to be addressed. For example, we found during our research that even in developed countries, abuse and misinformation linked to use of medication is prevalent. What do guys think ? Is this a real issue?

While we talked, project ideas started to take shape, such as creating a transparent block chain healthcare system in which hospitals and pharmacies worldwide would be able to access the health background of virtually any patient. We discussed the pros and cons of a concept we called MEDICLY whereby any medical center or pharmacy across the globe could have access to an individual’s health record. The idea seemed appealing but we debated about the challenges of applying such an idea worldwide. For example, we established that there would be knowledge and communication barriers. Since we realized that applying this idea worldwide would be an immense challenge, we decide to stay at a country level, and to focus on Poland.

DAY 2 – Flexing of ideas

Let’s start the second day ! Our first task of the day was to identify relevant stakeholders. We then had to decide on some strategies to explore the feasibility of our Day 1 ideas.

The stakeholders we researched were Customers of companies, Cities & communities. Financial institutions, Consumers, Government and Regulators.

Customers of companies

We interviewed a pharmacist who was delighted with the idea and told us he would agree to take part in such a the project if it were launched. He found it simple, obvious and beneficial not only for the pharmaceutical business but for the entire health-care system.

Cities & communities

For cities & communities we sent an email to a local commune asking them about their opinions regarding the project, whether they would implement it in their commune and whether it is beneficial to them ? We also asked how it could work with local and Swiss regulations (knowing that in Switzerland, each commune is different).

Financial institutions

For financial institutions we interviewed an investor. The interviewed person said that he is observing a tremendous shift in technology and a tendency towards dealing with finance in very different ways (such as cryptocurrency). Medical health-care is an important aspect of human social existence and well-being. In his view, inefficiencies in the healthcare system inevitably translate into big problems for society. The investor we interviewed said that he believes in our idea and could see a future scenario where it may be possible to introduce it.

Consumer

For a consumer perspective, we interviewed fellow students of BSL and staff. The questions we asked were:

  • Do you think the current system of medical prescriptions is fair and functional?
  • Have you ever had any issues in trying to retrieve your or others medical records?
  • Do you know your blood type? If yes, do you have the blood type card with u at all times?
  • Do you know you if you have any allergies?
  • Do you think medical prescriptions are currently too easy or hard to get?

We concluded from the interviews that we had identified a problematic issue. People thought the idea was good but that there would probably be issues to solve regarding the handling of personal information and cloud safety (cybersecurity).

Government and Regulators

For governments & regulators, our team member contacted the Polish Health Ministry. We are still waiting for an answer….oh well…..you can’t win them all!

DAY 3 – Prototyping our concept

Today, we presented our project to all the students and faculty in the main auditorium. We got questions on how could we safely store patient data, and we had an interesting discussion around the block chain idea. Later in the day, we moved on to prototyping our idea. First, we carried out more research to get data that are more concrete and we decided to focus on the U.S. rather than Poland. Second, we shared all the information that different members of the team had been working on, combining and structuring our resources.

Back in our innovation space after our lunch break, we started working on the 10-prototyping criteria provided. We also made some decisions about what our slogan should be. Options we considered were: “partner in life”, “accessibility”, “partner for health”, “private health directory”, and we settled on the latter.

Once we finished the answers we went over the work done and refreshed everything for the opportunity we would have the next day to share our ideas with others and build on them (we call this session the “Frenzy”).

DAY 4 – Refining our prototype

Dear Readers: Here is the last part of our Spring 2018 Gap Frame Week blog!!! On this – the 4th day – we started organizing and planning for the Frenzy. We created posters and finalized the presentation, We even spoke with one of the other groups working on a health challenge also. We discovered that we had synergies and that seeking a partnership with the other student team might even make sense.

During the Frenzy we gave each other feedback. Our fellow students were highly engaged and gave many positive comments.

However, other students really wanted to understand how to ensure a sustainable flow of funding for the project once the program is sold to, for example, the government. We definitely need to focus on the funding model at our next Gap Frame Week in the Summer of 2018.

Once we integrated the feedback, we finished the presentation by adding our draft financial plan.

Phew…..we were finally done! Our team presenter rehearsed in front of everyone as, on the Friday – final day – we would only be allowed an 8 minute presentation. Wish us luck!!

 

Innovation at BSL: NAVINTA – Matching University students with rural communities in need

Edited by: Dr. Aileen Ionescu-Somers, Gap Frame Week designer and orchestrator

Blogpost by BSL Spring Gap Frame Week Student Group 5: Adelaide-Ioli
Eliopoulos, Arshia Soltani, David Chopuuryan, Jose Carreras-Medina, Moulaye El
Hassen, Nikita Safronov, Oleksandr Kryachko, Saveliy Danilov, Suchi Dubey

“Education is the passport to the future,
for tomorrow belongs to those who prepare for it today.”

-Malcolm X

This blog is mainly devoted to the teamwork issues related to our experience ofΣτιγμιότυπο 2018-05-03, 9.53.42 π.μ.
the Gap Frame Week (GFW) that has become such an essential part of the BSL community life. During this highly innovative week, we raise important questions about some of the world’s greatest environmental and social challenges. We share, reflect upon, and discuss possible solutions to these dilemmas, AND we develop a prototype of a solution. Being honest, sometimes we even get quite carried away and there are lots of different opinions – sometimes even raised voices – amongst the team members.

As Team 5, we decided to focus during the Spring 2018 GFW on the lack of equal opportunity for education and self-development. We came up with the idea of Navinta, which is the creation of a knowledge database using algorithm software to match University students with rural communities in need, and to empower them as educators of elementary school students. In order to create a successful concept prototype, which would contribute to equal opportunity for education, we needed to work as a team, as one organism. This short blog entry will talk about our experience during the week, our team chemistry and the way we worked together.

Our overall conclusion from our GFW experience is that the key to team success
lies in the creation of an original community, where everyone’s ideas are valued and represented. In order to find the right group chemistry, it is essential to get to know
each other, and to learn to respect each team member. Luckily,Στιγμιότυπο 2018-05-03, 9.56.15 π.μ. every member of our team knew each other before working on this project, but we were not very close. Therefore, we had to get to know each other better so we could operate better. The “Ice breaker” activity on the first day helped us to achieve this. The “Ice breaker” is an easy exercise, in which team members interview and introduce each other. It consists of 5 questions, to be answered by each team member within one minute each. During this session, even though we already knew each other, we still connected on another level. During the icebreaker time, we each drew symbols that represented the others (their characters and personalities, or what we knew about them). Even though it seemed as a simple task, we found it to be quite challenging. These symbols revealed a lot about each member of the group and helped us to get a better understanding of each other. Every member shared what he/she meant by the symbol, the idea and the meaning behind it. It was a crucial step on our way to finding the perfect team chemistry.

Respect, listening skills, and commitment (with an added ingredient of humor) in what we believe are necessary tools to create a warm and productive working atmosphere. The fact that we had a chance to self-organize as a team, had an immensely positive impact on our working process. Everything we did during the GFW, even when we were procrastinating, researching, interviewing, developing our posters or presentations, watching or making videos or even…. dancing, helped us to connect and as a result we feel we presented an inspired piece of work on the final day of the week.

Even after the working days were over, some of our team members met up, went out together, had dinner, and had some fun, which all helped up to bond even more. Even though those activities were not connected to the work at all – during the time we went out we did not talk about our project at all – it still had a positive effect on the chemistry of our team and we were able to work better together the following day.

At the end of the day, there really is no “I” in team and it  is crucial that every team member understands that. We are convinced that nothing is more vital to success than the team spirit.Στιγμιότυπο 2018-05-03, 9.57.42 π.μ.

In this blogpost, we have not talked
much about our solution, preferring to report on some of the team building aspects of the week. But watch this space for more news about NAVINTA and how it develops when we work on it further during GFW 4 from 14 to 20 May, 2018.

Until then, signing out, Group 5!

 

 

Innovating with BSL: THE TAG – Keeping tags on our health with meaningful labels

Edited by Dr. Aileen Ionescu-Somers

Blog Post by GFW Group 7 BSL students: Arman Danielyan, Karina Bondarenko, Karina Grigoryeva, Khalid Attieh, Lidiya Kudina, Morgan Manin, Omar Eltanani, Timofei Plahotniuci, Ulysse Ortiz

 

Day 1

During our Spring 2018 Gapframe Innovation week, our group opted to work on “Quality of Life”. We found three main sub-themes to develop further: Education, Nutrition, and Peace & Stability. We then developed each of them by coming up with solution ideas using a design-thinking ideation exercise. Overall, we felt we could get most group traction around the Nutrition and Education themes. Can you believe that we came up with 80 different ideas?

Day 2

In the morning, our group discussed possible project ideas. Maybe surprisingly, we did not choose any of the original 80 ideas. Sleeping on it clearly brought inspiration because we actually came up with a brand new idea: “Health labeling for food” on two levels: for illiterate people and for already developed countries. We felt that if we designed a concept in this area, we could have impact globally. Click HERE for a very short video showing the general idea.

According to our research, health labelling is relevant for almost everybody. It not only informs those who are health conscious, but also those unaware of the food they are eating. Nowadays, too few people actually scrutinize the ingredients and nutritional value of the food they are buying. Could our solution provide an easy and non time-consuming way of checking these factors?

Our team came up with a cool solution: to put colorful labels on products, so that it is super easy to check whether the product being purchased is really healthy. The symbols relate to the levels of sugar, chemicals, salt, wheat, lactose, conserving agents.

On Day 2, we researched 5 main stakeholder groups: media, customers, thought leaders, cities & communities, government & regulators. We carried out interviews to benchmark the feedback and drawbacks of our project. We concluded from the feedback we got that the project was promising and interesting and that we should continue developing it. We defined our mission statement as follows: “We provide a simplified and understandable labelling system to evaluate how healthy food products are, allowing even the illiterate to link health risks or benefits to the food they eat.”

Day 3

Having presented our idea and the product to the other groups in the morning, we realized that we needed to be more specific with the labelling objective. For example, to look at the possibility of product labeling for blind people, or to concentrate on people with specific diseases, and for whom food has an important impact, such as those with digestive disorders, depression, obesity, heart / kidney diseases, diabetes, inflammation, osteoporosis.

Day 4

Today, we started prototyping and searching for ways of implementing our idea. Since we did not have enough time to create and personalize all the labels we wanted, we found some good options online, printed them out and stuck them to a number of products we bought. Since in our group we had a certified nutritionist, we used her knowledge to decide on which product to put what. Depending on the amount of sugar, salt, and harmful chemicals (such as aspartame in Coca Cola light), we distributed the labels on the products, using red ones to attract attention to less healthy ingredients, and green to distinguish the products that are healthy.

To set up the company, we discussed creating a Swiss association in the Swiss commercial register free of charge, with tax-free status. We also decided that launching a website made a lot of sense for our initiative, more as an awareness-building platform, to include all information related to our product and events and detailing the benefits of collaborating with us. The website and social media would be very important marketing tools. We also outlined important financial resources questions, including crowdfunding and aid agency possibilities.

Looking forward to developing this further in Gap Frame Week 3, 2018. There are many labelling initiatives out there; can we develop and outreach one that will lead to less consumer confusion and add value to society?

Innovation at BSL: GAME OVER? – Transforming the lives of the elderly

Edited by Dr. Aileen Ionescu-Somers

Blog Post by GFW Group 3 BSL students: Alexander Svetlitskiy, Amin Riaziat, Andrea Sacco, Deem Almuhaidib, Dmytro Kovtoniuk, Luis Miguel Becerra, Valentina Korobeynikova, Victor Gladskoy

Today, we are neglecting our elderly more and more as a society. Moreover, current retirement homes are not responding to the basic human communication needs of the elderly. There is also a need to incentivize the elderly to remain healthy as long as possible in both mind and body.

As Group 3 of 8 student groups overall during the Spring Gap Frame Week, we selected the “Quality of life” area of focus on Day 1 of the Gap Frame Week so that we could design a useful solution for the future. Our research on Day 2 provided us with significant insights into the “pain” of our stakeholders. By addressing the pain points identified, we felt we could provide an additional choice for the elderly to spend time in retirement, using a mobile application and developing a specialized community center for the elderly. During the rest of the week, we had a challenging time developing an early prototype of our concept, but it was a lot of fun at the same time. Click HERE to view our fun team video so that you can get a sense our positive collaborative spirit!

Our research revealed that many elderly people are suffering from loneliness. In many cases, the elderly have limited communications with other human beings and over time, they may engage in increasingly limited activities. Often, the highlight of an elderly person’s day is simply reading the newspaper. Retirement for many represents a “long wait for the inevitable”. We want to change all that by introducing an easy to use application, supported on all mobile platforms, called “Game Over?”. Our innovation aim is to create a tailor-made application that is extremely user-friendly and easy to navigate. The app would provide several functions – newspaper, TV, a net-working and communication platform, games, activity schedules and plans, with related activity sign-up sheets. Our idea is to provide an easy to use platform where the elderly can engage in a favorite activity such as reading the newspaper but also try other activities. For example, on the Game Over? App, the elderly will be able to play games especially designed to be beneficial to the health of the elderly. Playing video games increases brain stimulation, reduces arthritis, lowers the risk of Alzheimer’s, improves memory and attention, slows down the aging process, improves hand-eye coordination and helps with depression. To appeal to the target group, the design and interface of the App games will appeal specifically to the elderly.

We also discussed including a concept of related Game Over? community centers.  The idea is to provide a room for elderly citizens to enjoy gaming experiences and for those not yet initiated to gaming, provide an introduction class to new technology. Exploring our ideas further, we felt that the “Game Over?” community center could cover other aspects of elderly well-being. It could also have a meditation room and garden to hold meditation and or light yoga sessions with a meditation instructor. This would help elderly citizens learn the art of relaxation and good breathing techniques but also help retain a certain level of physical fitness. We also had the idea of equipping the community center with an emergency treatment room. Another idea was to provide a system whereby the elderly will be able to tutor young students for a profit, depending on their skills, potentially with the profit being used for our platform subscriptions. As we discussed and worked on our prototype, plenty of new ideas came up.

With the target market of elderly (aged 65+), our group felt that the App and linked community/activity center will not only make the lives of the elderly more meaningful but it will change and improve quality of life.

With Game Over?, we are reintroducing a selection of elements that complement and enhance quality of life. In our view, Game Over?, if developed fully,  has the potential to create a new found purpose in life for isolated populations of the elderly in Switzerland and outside. During the next GFW, we will be developing this prototype further, into as feasible a start-up idea as possible in order to attract the attention of potential (albeit hypothetical – for now) investors. Watch this space.

 

Innovation at BSL: Beep Saved – Technology empowering ordinary people to save lives

Edited by Dr. Aileen Ionescu-Somers

Blog post by GFW3 Spring 2018 Group 6 students: Alexandra Sommer, Alexandre Watry, Anastasia Morozava, Aswin Babu, Diego Dimartino, Kamran Hatam-Zada, Konstantin Goldenberg, Theodore Martorell, Volodymyr Kovalchuk

“One right beep – one saved life”

We are proud to invite you to read our blogpost written during the Spring Gap Frame Week 2018, when BSL students focused on coming up with solutions to some of the world’s most challenging social issues.

Many people with chronic illnesses die each year having collapsed in the street or on the way to hospital due to the lack of first aid knowledge amongst people passing by. Our research revealed that 150,000 lives could be saved in Europe yearly if passersby were able to provide effective immediate first aid. We were interested to learn that St John Ambulance research shows that 59% of interviewed people would not feel comfortable providing first aid on the street due to their own lack of knowledge (The Guardian, 2010).

In Russia, many people suffer from diseases such as epilepsy, diabetes and chronic heart disease. The overall number of Russian people with these diseases is actually 32.5 million. Therefore, there is a high risk of people collapsing on the street on a daily basis, and not receiving critical and appropriate first aid from passers-by. After our preliminary research, our Group decided to focus on providing an effective solution to this issue in Russia, a country where victims of heart attacks or other problems have a high risk of not receiving primary first aid on the street. Frequent long delays in ambulance arrivals exacerbate the problem and makes it even more important for passersby to have high awareness and good knowledge about how to act in case of emergency.

Our team came up with an idea of a wearable technology – Beep Saved – that would allow people with health conditions to be attended easily and safely in case of an emergency. Our wearable technology – worn on the wrist much like a watch – provides a panic SOS button, which identifies the emergency, immediately calls for an ambulance using GPS technology, makes a recognizable sound/alarm to attract the attention of people nearby, and provides the passerby with tailor-made first aid tips depending on the person’s health condition. The screen carefully guides the bystander through minimal step-by-step instructions to ensure that the person has as optimal a chance as possible of surviving the episode (CPR, positioning of the body, etc). Click here for a demo to show the operating principle.

To test whether we had a feasible concept, we decided to explore the perceptions of three different groups: customers, doctors, and investors. That meant that we needed to get out into the external environment and meet stakeholders so we carried out interviews in three different locations: the city center of Lausanne, the university hospital (CHUV) and at Business School Lausanne.

We prepared three different questionnaires based on qualitative and quantitative data. Afterwards we divided our group evenly, to carry out the interviews. After carefully reviewing the results, we noted that all stakeholders provided common feedback: acceptance and interest in the concept.

We enhanced our prototype ideas as a result of our research (an interactive screen, GPS for ambulance, SOS button, heart rate checker, and speaker to let passersby know that the person is in need of help). We also added the monitor idea, to show first aid tips to perform in advance of the arrival of an ambulance.

After pitching our idea to the other student groups and faculty, and receiving feedback, we came up with the final technology software prototype. Our group decided to locate this business in Russia and to produce the technology in Latvia due to the costs and legal aspects. We decided not to produce in China as wanted to create a sustainable responsible business and did not feel that outsourcing to China aligned with that vision. We carried out a competitor analysis, looking at the three most well-known similar companies from an international perspective. We focused our analysis on price, strengths and weaknesses. The most well-known comparable concept is Medical Guardian which asks for a subscription price in the market and offers simple technology; followed by Lifefone, which has similar characteristics, but expects a long term contract commitment from customers. Bay Alarm Medical is the most expensive existing solution. It offers wide customization choices and is more than seventy years in the market. Our differentiation from these potential competitors are one-time payment, no contract requirements, free delivery and installation of software, and the fact that it would be the most interactive device on the market. After the competitive analysis and examining the possible target market, we defined our product as a high quality one-time payment product.

We had an opportunity to present a draft version of our concept prototype mid-week, to share what we had learnt from other groups. Our idea received overall positive comments. To illustrate clearly the problem we were trying to solve, we showed a social experiment video filmed in Russia that demonstrated the level of ignorance and even indifference of passersby in case of someone obviously not feeling well or collapsing in the street. This video emotionally connected with many viewers and stakeholders and illustrated well the high social importance of introducing our product to the Russian market. Once other groups had commented, we reviewed the remarks made by our BSL colleagues and implemented their feedback in the development of our prototype.

“Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity” Martin Luther King Jr.

We believe that in today’s world it is crucial to reduce ignorance and encourage the notion of people and communities helping each other on every level. Our device will not only potentially save lives, but it can also have a substantial impact by improving behavior and increasing empathy. Our concept will reduce the level of ignorance and, we feel, raise awareness such that more people will want to help each other in the long run.

BSL Gap Frame Innovation Week, Spring 2018: Is the world all set for MySet?

Blog by Dr. Aileen Ionescu-Somers with video blog by Student Group 2: Anastasiya Markova, Armen Danielyan, James Polit, Julia Bogle, Mathis Chailleux, Napat Suttaponga, Umar Kalanov, Vasily Zhuraviev, Victor Marinescu.

As promised, this is the first of several blogs relating to student output from our Spring Gap Frame Week 2018 prototyping exercise. We want our readers to share in the “buzz” that these weeks create within BSL. And we hope to inspire some of you also. Please refer to this article to understand more in detail what the BSL Gap Frame Week is all about. The short explanation is that the Gap Frame Week is an opportunity for our students to work on prototyping solutions and even start-ups addressing some of the world’s most formidable sustainability dilemmas. In Spring 2018, the students tackled social issues.

Of the eight groups that presented early prototypes of solutions to world social issues, an expert faculty panel on Day 5 felt that Group 2: MySet ticked many boxes in terms of the potential outreach and impact of the idea, if marketed carefully and in the right way.

So what is the concept idea that was prototyped, MySet, all about? In innovation, the best place to start is always with the problem the solution is trying to solve. Group 2 decided to address Education as the social issue worthy of their attention. Their research indicated that students in developing countries often do not have enough seating in their school classrooms. Small children often squeeze into cramped desks, several at a time, or even have to sit on the floor to attend their classes. India is a case in point where 75% of schools in rural areas have this problem. This leads to difficulties concentrating and learning, and even to longer-term physical problems since students are forced to sit in unnatural positions.

What proposed solution did Group 2 come up with? The MySet concept proposes an affordable, light, adjustable chair set made from recycled material. If marketed to the right target audience (obviously, since parents are too poor to afford such a solution, charitable foundations, NGOs and aid agencies would be an interesting target), MySet has the potential to be an interesting proposition. Clever idea. Let’s see how Group 2 does in developing this early prototype into a full blown start-up ready to attract investor interest, with a corresponding exhibition space during our next GFW in May.

The video blog produced by the Group 2 students listed above gives an idea of the journey they took to arrive at their final prototype. Click HERE to view; enjoy!

 

Ionescu-AileenPICTURE-150x150Author: Dr. Aileen Ionescu-Somers

Gap Frame Week designer and orchestrator