PhD theses

All Wageningen University PhD theses

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    Wageningen PhD theses


    This database contains bibliographic descriptions of all Wageningen University PhD theses from 1920 onwards. It is updated on a daily basis by WUR Library.

    Author abstracts and/or summaries are added to all descriptions. A link to the full text dissertation is added to the bibliographic description. In a few cases, no electronic version is available, mostly because of copyright issues.

    Hard copies of all theses are available for loan at WUR Library. To request them, click the link Request this publication in the full record presentation. This is a fee based service.

    mail icon WUR Library, 9 july 2012

     

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Designing hybrid learning configurations at the interface between school and workplace [PhD thesis]
Cremers, Petronella Hermanus Maria \ 2016
intermediate vocational training - education - education programmes - higher education - organization of education - practical education - postsecondary education - vocational training - firms - companies - knowledge transfer - knowledge - netherlands

Abstract:
In today’s knowledge society there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Increasingly, challenges have to be addressed by experts from different fields who collaborate across different contexts. In addition, given the fast pace with which society changes, experts must continually construct and reconstruct their expertise in a process of lifelong learning. Institutions for higher and vocational education are challenged to educate these ‘knowledge workers’. They are responding, among others, by developing novel hybrid practices at the interface between school and workplace, the so-called hybrid learning configurations. By connecting education, research and professional practice they aim to address complex problems in society by fostering interprofessional collaboration and learning. We define a hybrid learning configuration (HLC) as ‘a social practice around illdefined, authentic tasks or issues whose resolution requires transboundary learning by transcending disciplines, traditional structures and sectors, and forms of learning’. While many educational institutions and other organizations are co-developing and experimenting with HLCs, the process followed is often one of trial and error. Practical expertise is becoming available but only in an ad hoc and fragmented way. Although research on situated and social learning offers relevant theories and concepts that are useful when designing an HLC, not much research has addressed the design of HLCs in a comprehensive way. This PhD research aims to address this lacuna. We investigate HLCs from an educational design research (EDR) perspective, which involves framing the HLC as a complex intervention. We are interested not only in the features or designed elements of such interventions, but also in the underlying principles or conjectures that are embodied in those features. In addition, we intend to provide support for interprofessional HLC design teams, which consist of, for instance, educational consultants, researchers, lecturers and other practitioners. In order to address these aims we studied six HLCs in the context of Dutch higher vocational education. One of the cases is a joint project of two Dutch institutions for senior secondary vocational educational (which are called ‘MBO’ in Dutch) and two universities of applied sciences (‘HBO’ in Dutch) in collaboration with two companies. The other cases are HLCs in different settings within the context of a university of applied sciences in the Netherlands.

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Innovations in hands-on simulations for competence development : authenticity and ownership of learning and their effects on student learning in secondary and higher vocational education [PhD thesis]
Khaled, A.E. \ 2014
competency based education - intermediate vocational training - professional education - professional competence - career education - agricultural education - vocational training - simulation - curriculum - learning

Abstract:
Hands-on simulaties, ofwel praktijksimulaties, worden zeer regelmatig ingezet in het (groene) middelbaar en hoger beroepsonderwijs, vooral voor het toepassen van procedurele en technische vaardigheden. Wat is de toegevoegde waarde van hands-on simulaties, ofwel praktijksimulaties, in een innovatief beroepsgericht curriculum dat zich naast vakmanschap ook op competenties zoals probleemoplossen, innovatief denken en flexibel werken richt? Het proefschrift laat zien dat praktijksimulaties competentieontwikkeling kunnen stimuleren. Voor meer competentieontwikkeling is het niet voldoende om de simulaties authentieker te maken (realiteitsgehalte verhogen) en studenten meer zelfsturing en zelfregulatie te geven. Praktijksimulaties moeten bij de studentpercepties te betrokken worden en studenten gedurende het gehele curriculum te leren zelfsturende en zelfregulerende strategieën in te zetten.

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Quantitative methods for sampling of germplasm collections : getting the best out of molecular markers when creating core collections [PhD thesis]
Odong, T.L. \ 2012
sampling - germplasm - gene banks - plant genetic resources - statistics - molecular markers - statistical sampling techniques - crops
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Crisis in aantocht! : een interactioneel perspectief op crisiscommunicatie [PhD thesis]
Klarenbeek, A. \ 2012
crises - management - social conflict - conflict management - communication - central government - netherlands

Abstract:
De overheid wil klokkenluiders via regels en procedures beschermen. Denk aan het recente wetsvoorstel ‘Huis voor Klokkenluiders’. Toch kan er veel mis gaan. Klokkenluiders lopen bijvoorbeeld het risico dat hun signaal niet wordt opgepikt. Annette Klarenbeek, richtte haar promotieonderzoek op de wijze waarop de klokkenluider zich verantwoordt ten opzichte van de vaak vijandige buitenwereld. Dit deed zij aan de hand van twee geanalyseerde praktijkvoorbeelden uit de crisiscommunicatie Bepaalde actoren die crisis kunnen signaleren en daarover anderen willen waarschuwen worden in haar onderzoek als ‘crisismakelaars’ opgevat. Veelal zitten deze personen met bepaalde interactionele problemen om een crisis aan te kaarten. Iemand die een probleem aankaart kan bijvoorbeeld worden aangezien voor zwartkijker, klikspaan of heethoofd,’ benoemt Annette Klarenbeek. ‘Klokkenluiders moeten duidelijk maken dat het de moeite waard is te luisteren naar wat zij zeggen, dat het waar is wat zij naar voren brengen en vooral dat ze zich verantwoordelijk voelen voor de omgeving.’ Haar studie concentreert zich op crisismakelaars. Dit zijn personen die een misstand zien en die bij anderen willen overbrengen. Kenmerkend voor crisismakelaars is dat zij hun zorgen over een potentiële crisissituatie op eigen initiatief presenteren. Meerwaarde onderzoek. Het onderzoek van Annette Klarenbeek toont aan dat organisaties de communicatieproblemen van crisismakelaars beter kunnen herkennen. Door hier in een vroeg stadium op te anticiperen, krijgt een organisatie beter zicht op hoe een crisis zich kan ontwikkelen. ‘

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Learning to make change : developing innovation competence for recreating the African university of the 21st century [PhD thesis]
Kibwika, P. \ 2006
universities - higher education - educational reform - educational innovation - professional competence - sustainability - uganda - africa
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Circuits in de landbouwvoedselketen : verscheidenheid en samenhang in de productie en vermarkting van rundvlees in Midden-Italië [PhD thesis]
Meulen, H.S. van der \ 2000
beef - meat production - marketing - italy - economic production - authenticity
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Landschappen van Maas en Peel : een toegepast historisch-geografisch onderzoek in het streekplangebied Noord- en Midden-Limburg [PhD thesis]
Renes, J. \ 1999
landscape - historical geography - cultural landscape - de peel - noord-limburg - midden-limburg
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Acetate metabolisme in Thiobacillus versutus [PhD thesis]
Claassen, P.A.M. \ 1987
thiobacillus - sulfate reducing bacteria - microorganisms - biochemistry - metabolism - synthesis - acetic acid - acetates
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