Christina Nerstad and Anton Gollwitzer win BI’s Pedagogical Innovation Award

“I feel extremely honoured to receive this award, and I am very grateful that BI values pedagogical innovation, particularly given the current shifts in education driven by AI,” says Gollwitzer. “I am filled with joy, especially because we accomplished this as a team. This kind of recognition is not only encouraging, it also sparks motivation to continue experimenting and improving,” adds Nerstad.

Both are professors at the Department of Leadership and Organizational Behaviour at BI.

“An invaluable contribution”

In their course Motivational Science – Creating Work Motivation and Motivating Work Environments, students take on the dual identity of researcher and practitioner. Working in teams, they design motivational micro-interventions aimed at increasing people’s motivation, and collect real data from online participants to test the effectiveness of these interventions.

“In essence, the instructors have exemplified pedagogical innovation,” the award committee states.

“They have figured out a way for students to actively learn the entire quantitative research process – and at scale, in a class with more than 90 students – which is an invaluable contribution in terms of preparing students for their master’s theses,” says Bendik Meling Samuelsen, Provost for Education at BI.

Students applaud the course atmosphere and approach

In their feedback, students describe a vibrant and engaging learning environment. They highlight the strong connection between research, theory and real-life application, as well as the welcoming atmosphere created through personal touches like music and handshakes.

“We aimed to show what motivation is, not just explain it. We wanted the students to experience motivation through the design and delivery of the course itself. An important success factor is the positive interaction with the students, how they engage, bring good energy into the classroom, and contribute to the overall learning climate,” says Nerstad.

The lecturers are also praised for their energetic and relatable teaching style, often using pop culture references and personal anecdotes to make the material more accessible and memorable.

“The fantastic collaboration between Christina and me has been key. Every now and then, you meet a fellow pedagogical spirit, and all those little innovation lightbulbs in your head switch on, and the fun begins! Just as important was our willingness to think beyond the usual teaching toolbox. We really sought to push the boundaries of what can be achieved in a short course with a large number of students,” says Gollwitzer.

To support academic writing, students receive feedback during the course through a custom prompt in the Ed Discussion AI tool, Nerstad explains.

“A key focus is helping students clarify their theoretical contributions, something many struggle with when learning to write academically. Rather than generating content, the tool guides students in refining their own ideas, encouraging critical reflection, and strengthening their academic voice.”