The contribution of microbial biotechnology to economic growth and employment creation.

Our communication discusses the profound impact of bio-based economies - in particular microbial biotechnologies - on SDG 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. A bio-based economy provides significant potential for improving labour supply, education and investment, and thereby for substantially increasing the demographic dividend. This, in turn, improves the sustainable development of economies.

Fueling the Bio-economy: European Culture Collections and Microbiology Education and Training.

A survey of European Microbial Biological Resource Centers and their users provided an overview on microbiology education and training. The results identified future increases in demand despite several shortcomings and gaps in the current offer. Urgent adjustments are needed to match users' needs, integrate innovative programs, and adopt new technologies.

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Marine biotechnology in education: a competitive approach.

This paper describes the development of a practical, which is taught to third year biotechnology students. We wanted to motivate the students by making them responsible for a research project. Competition was added as a stimulus for interaction between the students. A virtual company called CaroTech employed the students for 2 weeks. They worked in groups of two persons and each group was responsible for a 0.8 l flat panel photobioreactor. They had to produce as much beta-carotene as possible using the marine alga strain Dunaliella salina in this photobioreactor. On the first day, students developed a strategy to obtain optimal algal growth rate. They putted this plan into practice the second day and while cultivating the organism, they developed a second strategy how and when to stress the alga to initiate beta-carotene production. At the end of the ninth day, the total amount of beta-carotene was measured. To stimulate competition, the group that produced the most beta-carotene obtained half a point bonus on the final practical mark. On the tenth day, each group presented their results and an evaluation of their chosen strategies to the CaroTech board. Most groups were successful in growing algae. In the second phase some groups failed to stress the alga. The best group produced more than two times beta-carotene than the runner-up. The students were motivated by being responsible for their own results and the competitive approach. All students liked the practical and indicated that they learned a lot by following this practical.