EDiNEB is an acronym, which stands for Educational Innovation in Economics and Business. The EDiNEB Network was founded by in 1993 by Prof Dr. Wim Gijselaers and Prof. Dr Rick Milter with the aim to support research into problem-based learning (PBL) as an innovative approach to teaching medical and business education. However, with other innovations quickly emerging in the field – such as online learning pedagogies – the network expanded its focus to include other types of educational innovation.

The EDiNEB network hosted its first workshop in 1994 on problem-based learning in business and economics education and began publishing a book series – Educational Innovation in Economics and Business – with Kluwer International. Supported by the EDiNEB Foundation, registered by Maastricht University in the Netherlands and supporting the international board of academics and practitioners of the network, the Network continued to host international conferences of 100-200 participants and smaller, intermediary workshops, as well as annual publications.

In 2009, Rick Milter and Wim Gijselaers stepped down as Chairs of the Executive Board, and the new leadership revised the organisational statutes as a Dutch-registered membership association. The Network continues to host annual international conferences, with conference venues purposely placed within schools of business and economics, and publishes an annual, peer-reviewed book series, Advances in Business Education and Training, with Springer International.
The general aim of the EDiNEB Network is to provide mutual support to members who wish to adapt their curriculum to highly innovative programmes.

The Network has three primary goals:

  1. Strengthening of membership institutions in their realisation of innovative programmes; strengthening of faculty capacities related to innovative education;
  2. Developing technologies, approaches (such as problem-based learning), methodologies and tools appropriate to curricula;
  3. Emphasising applied economics to domestic situations, or curricula especially designed for developing countries focusing on (local) societal needs, or curricula with an orientation to skills training; problem-solving or professional practice.

It does this through:

  • Institutional support and capacity building through exchanges, dissemination of information, improved communication and publications;
  • Emphasis on partnerships between universities;
  • Focus on research and development, in particular regarding questions of relevance to education in economics and business administration.