Prof. Tom Børsen
'%3e%3cpath%20d='M22.1642%2019.0924C21.7317%2018.068%2021.1041%2017.1375%2020.3163%2016.3527C19.5309%2015.5656%2018.6006%2014.9381%2017.5766%2014.5048C17.5674%2014.5002%2017.5582%2014.4979%2017.5491%2014.4933C18.9774%2013.4616%2019.9059%2011.7811%2019.9059%209.88504C19.9059%206.74408%2017.3611%204.19922%2014.2201%204.19922C11.0792%204.19922%208.53429%206.74408%208.53429%209.88504C8.53429%2011.7811%209.46282%2013.4616%2010.8912%2014.4956C10.882%2014.5002%2010.8728%2014.5025%2010.8636%2014.5071C9.83652%2014.9404%208.91487%2015.5617%208.1239%2016.355C7.33685%2017.1404%206.70933%2018.0707%206.276%2019.0947C5.85031%2020.0972%205.62072%2021.172%205.59967%2022.2609C5.59905%2022.2853%205.60335%2022.3097%205.61229%2022.3325C5.62123%2022.3553%205.63465%2022.376%205.65174%2022.3935C5.66883%2022.4111%205.68926%2022.425%205.71182%2022.4345C5.73437%2022.444%205.7586%2022.4489%205.78308%2022.4489H7.15868C7.25956%2022.4489%207.3398%2022.3686%207.3421%2022.2701C7.38795%2020.5001%208.09868%2018.8425%209.35506%2017.5861C10.655%2016.2862%2012.3814%2015.5709%2014.2201%2015.5709C16.0588%2015.5709%2017.7852%2016.2862%2019.0852%2017.5861C20.3415%2018.8425%2021.0523%2020.5001%2021.0981%2022.2701C21.1004%2022.3709%2021.1807%2022.4489%2021.2815%2022.4489H22.6571C22.6816%2022.4489%2022.7058%2022.444%2022.7284%2022.4345C22.751%2022.425%2022.7714%2022.4111%2022.7885%2022.3935C22.8056%2022.376%2022.819%2022.3553%2022.8279%2022.3325C22.8369%2022.3097%2022.8412%2022.2853%2022.8406%2022.2609C22.8176%2021.165%2022.5907%2020.0989%2022.1642%2019.0924ZM14.2201%2013.8284C13.1678%2013.8284%2012.1773%2013.418%2011.4322%2012.6729C10.6871%2011.9278%2010.2767%2010.9374%2010.2767%209.88504C10.2767%208.83271%2010.6871%207.84227%2011.4322%207.09715C12.1773%206.35204%2013.1678%205.94165%2014.2201%205.94165C15.2724%205.94165%2016.2629%206.35204%2017.008%207.09715C17.7531%207.84227%2018.1635%208.83271%2018.1635%209.88504C18.1635%2010.9374%2017.7531%2011.9278%2017.008%2012.6729C16.2629%2013.418%2015.2724%2013.8284%2014.2201%2013.8284Z'%20fill='%238590A2'/%3e%3c/g%3e%3c/svg%3e)
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Academic Career Length
19Years (2008-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
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Journal Article
Muhammad Nawaz TunioMJMushtaque Ali Jariko
Mushtaque Ali JarikoTom BørsenSSSadia Shaikh
Sadia ShaikhTMTania Mushtaq
Tania MushtaqMBMohsen Brahmi
Mohsen BrahmiThe aim of this study is to explore how entrepreneurship sustains the barriers in the entrepreneurial process in a developing country like Pakistan. To reach these findings, a qualitative approach was used in which semi-structured interviews were conducted with young entrepreneurs in the region of Hyderabad, Pakistan. After collecting data, thematic analysis was conducted. The findings of the study in the form of final themes suggest that trust issues, family barriers, financial issues, gender issues, educational barriers, corruption, and legal barriers are among the challenges which trigger changes in the entrepreneurial process and its sustainability. This study provides implications for the regional government, academic institutes, financial institutes, entrepreneurs, and society at large when developing a support system and promoting a sustainable entrepreneurial environment by minimizing these challenges and suggestions for an entrepreneurial focus on sustainable entrepreneurship.
26 November 2013 in Science and Engineering Ethics
Journal Article
HZHenk Zandvoort
Henk ZandvoortTom BørsenMDMichael Deneke
Michael DenekeSBStephanie J. Bird
Stephanie J. Bird1 August 2017 in Futures
Journal Article
2 January 2020 in European Journal of Engineering Education
Journal Article
Tom BørsenYSYann Serreau
Yann Serreau
KRKiera Reifschneider
Kiera Reifschneider
ABAndré Baier
André Baier
RPRebecca Pinkelman
Rebecca Pinkelman
HZHenk Zandvoort
Henk Zandvoort
+1
For the past 14 years the Social Ecological Responsibility in Science and Engineering Education (SERSEE) Network has discussed the challenging but necessary task of teaching social and ecological responsibility to science and engineering students. Identifying, sharing and developing best practices, pedagogical materials and tools as well as a strategy for promoting it at universities can aid and promote this endeavour. This paper presents the central concepts and pedagogical methods that have emerged during the informal network’s meetings, and compares these concepts and methods to trends in the research literature.
10 August 2022 in Proceedings Of The Royal Society B-Biological Sciences
Journal Article
MBMiriam Brandt
Miriam Brandt
QGQuentin Groom
Quentin GroomAMAlexandra Magro
Alexandra Magro
DMDusan Misevic
Dusan Misevic
CNClaire L. Narraway
Claire L. NarrawayTJTania Jenkins
Tania Jenkins +8
Evolutionary understanding is central to biology. It is also an essential prerequisite to understanding and making informed decisions about societal issues such as climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist. Citizen science, which has been increasing in popularity as a means to gather new data and promote scientific literacy, is one strategy through which people could learn about evolution. However, despite the potential for citizen science to promote evolution learning opportunities, very few projects implement them. In this paper, we make the case for incorporating evolution education into citizen science, define key learning goals, and suggest opportunities for designing and evaluating projects in order to promote scientific literacy in evolution.
23 November 2013 in Science and Engineering Ethics
Journal Article
About Me
I am an Associate Professor at Aalborg University, and a member of the research group in Techno-Anthropology and Participation (TAPAR). I am the co-founder of Techno-Anthropology both as a research area and as a bachelor and master’s study program at Aalborg University and have written intensively about Techno-Anthropology and linked it to corporate social responsibility, development, health informatics, digitalization, technology assessment, responsible technological innovation, interdisciplinarity, user involvement, stakeholder collaboration, boundary objects, action research, and problem-based learning. I have successfully supervised several PhD and MSc students, and hold experience with interdisciplinary project and research management both as the PI of two projects, as head of the Study Board for Techno-Anthropology and Sustainable Design, as editor of several anthologies and special issues, and as Career-VIP for Techno-Anthropology with the responsibility of liaising Techno-Anthropology with the labor market.