Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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    Hybrid e-learning tool TransLearning : video storytelling to foster vicarious learning within multi-stakeholder collaboration networks
    Meij, Marjoleine G. van der; Kupper, Frank ; Beers, P.J. ; Broerse, Jacqueline E.W. - \ 2016
    International Journal of Lifelong Education 35 (2016)4. - ISSN 0260-1370 - p. 413 - 429.
    Hybrid e-learning - informal vicarious learning - learning tool design - multi-stakeholder collaboration - video storytelling

    E-learning and storytelling approaches can support informal vicarious learning within geographically widely distributed multi-stakeholder collaboration networks. This case study evaluates hybrid e-learning and video-storytelling approach ‘TransLearning’ by investigation into how its storytelling e-tool supported informal vicarious learning, while it was applied in multi-stakeholder collaborations called ‘Regional Ateliers’. TransLearning was meant to supplement learning within RAs about running rural sustainable innovation projects. The e-tools’ video-stories were thematically coded for content analysis. Stakeholder workshops in which the e-tool was used, as well as gathered user experiences, were transcribed, analysed inductively and juxtaposed. Findings indicate that stakeholders vicariously learned by (1) creative association and (2) collaborative creation of new stories, based on watching individual or multiple videos, respectively. However, the e-tool’s learning content seemed rife with conceptual knowledge, indicating an absence of concrete experiences that are essential for rich(er) vicarious learning. Storytelling e-tools developed for vicarious learning in novice collaborations may inherently encounter this. To conclude, hybrid storytelling approaches like TransLearning seem to support informal vicarious learning best if they employ (1) processes in which learners actively co-create content (selection of topics and storytellers), (2) extensive storyboarding (3) and learning facilitators that encourage learners to collaboratively compare videos and think associatively.

    Sociale dynamiek in Het Nieuwe Telen : Aangrijpingspunten voor opschaling naar 2000 ha in 2020
    Buurma, J.S. ; Beers, P.J. ; Smit, P.X. - \ 2015
    Wageningen : LEI Wageningen UR (Report / LEI 2015-051) - ISBN 9789086157136 - 54
    glastuinbouw - ondernemerschap - teeltsystemen - duurzame landbouw - doelstellingen - kennisoverdracht - energiebesparing - klimaatregeling - samenleving - tendensen - besluitvorming - sociale factoren - nederland - greenhouse horticulture - entrepreneurship - cropping systems - sustainable agriculture - objectives - knowledge transfer - energy saving - air conditioning - society - trends - decision making - social factors - netherlands
    De huidige studie richt zich op de sociale dynamiek in de kopgroep van de brede praktijk: welke sociale processen vinden daar plaats? Met het verkregen inzicht probeert KaE een versnelling in de introductie van HNT te bewerkstelligen, en daarmee de taakstelling van 2.000 ha HNT in 2020 haalbaar te maken. Voor versnelling van de introductie van Het Nieuwe Telen (HNT), een nieuwe en energiebesparende benadering voor klimaatsturing in de glastuinbouw, kan het beste worden samengewerkt met de zogenoemde ‘gewasgerichte ondernemers’. Deze ondernemers zijn te herkennen aan hun passie voor klimaatsturing, hun voorkeur om te leren met collega’s en hun behoefte om plantgezondheid te borgen. Een extra argument is dat de gewasgerichte ondernemers binnen de glastuinbouw verreweg de grootste deelgroep (circa 50% van populatie met circa 60% van het areaal) vormen. Naast de gewasgerichte ondernemers bestaan marktgerichte en kostengerichte ondernemers. Deze deelgroepen redeneren vanuit andere bedrijfsomstandigheden en andere prioriteiten (Tabel S.1). Zij vergen een eigen benadering bij de introductie van HNT. De marktgerichte ondernemers proberen de maatschappelijke meerwaarde van HNT in de markt te verzilveren. Daar kan de glastuinbouw van leren. De kostengerichte ondernemers wachten op een blauwdruk voor HNT. Zij kunnen leren van de voortschrijdende HNT-inzichten van de gewasgerichte ondernemers.
    Social learning inside and outside transition projects: Playing free jazz for a heavy metal audience
    Beers, P.J. ; Hermans, F. ; Veldkamp, T. ; Hinssen, J. - \ 2014
    NJAS Wageningen Journal of Life Sciences 69 (2014). - ISSN 1573-5214 - p. 5 - 13.
    sustainable development - management - systems
    According to transition science, system innovation requires experimentation and social learning to explore the potential of innovations for sustainable development. However, the transition science literature does not elaborate much on the learning processes involved. Senge's Field of Change provides a more detailed approach to the role of learning and action in innovation. We linked the Field of Change to transition management literature in order to explore social learning in an agricultural innovation experiment in the Netherlands called the ‘New Mixed Farm’. Our findings show that the project partners focussed primarily on the level of action and did not learn about (the values prevalent in) their environment. Our analysis suggests that social learning about a project's environment should be organised specifically to avert the risk of a project ignoring its environment. Furthermore, the relevance of social learning in relation to societal context is shown: an innovation experiment that does not or cannot learn about its environment is unable to respond to mounting societal pressures and therefore prone to failure. Finally, the results show that the Field of Change can be related to transition theory in order to provide a more detailed approach to learning in system innovation.
    A discursive perspective on learning in system innovation trajectories
    Hoes, A.C. ; Beers, P.J. ; Mierlo, B. van - \ 2013
    Supporting Multi-Level Social Learning in the Context of Innovation Platforms
    Beers, P.J. ; Kupper, F. ; Meij, M. van der; Sol, A.J. - \ 2013
    Doceren in Regioleren : rollen, taken en competenties van docenten in regionale leerarrangementen
    Oonk, C. ; Beers, P.J. ; Wesselink, R. ; Dubbeldam, R. - \ 2013
    Wageningen : Wageningen UR, Leerstoelgroep Educatie- en competentiestudies - 12
    regioleren - docenten - vaardigheden - vaardigheidsonderwijs - functieverrijking - regional atelier - teachers - skills - competency based education - job enrichment
    Je raakt als docent betrokken bij regioleren. Wat betekent het leren in de regio voor jouw rol als docent? Welke nieuwe taken staan je te wachten en welke competenties heb je daarvoor nodig? Deze brochure biedt een overzicht van de nieuwe rollen, taken en competenties.
    Versterken van de positie van de school in de regio
    Beers, P.J. ; Sol, A.J. ; Beckhoven, K. van; Essing, D. ; Kupper, F. ; Meij, M. van der; Rooze, R. ; Clasquin, A. ; Pillen, T. ; Mulder, E. ; Waggelink, W. ; Nawijn, A. ; Fokkema, R. - \ 2013
    [Wageningen] : Wageningen University - 54
    regioleren - onderwijsinstellingen - publiek-private samenwerking - netwerken (activiteit) - regio - kennisoverdracht - onderwijsmethoden - onderwijsvernieuwing - Nederland - regional atelier - educational institutions - public-private cooperation - networking - regions - knowledge transfer - teaching methods - educational innovation - Netherlands
    Samen met studenten werken aan een betere toekomst voor de regio. Dat is regioleren. Ondernemers, overheden en maatschappelijke organisaties bepalen de agenda en werken samen met onderwijs en onderzoek aan oplossingen. Waar liggen de uitdagingen? Voor de instellingen is het een belangrijke uitdaging om aansluiting te vinden bij de regio. Hoe verander je van een onderwijsinstelling in een regionaal kenniscentrum? Hoe wordt je een volwaardige partner in een kenniswerkplaats? Een tweede belangrijke uitdaging ligt in de koppeling van het leren in de regio aan de lerende regio. In het programma Regionale Transitie is deze taak bij de kenniswerkplaatsen gelegd. De kenniswerkplaats is gebaseerd op een gezamenlijke regionale kennisagenda van overheid, ondernemers, maatschappelijke organisaties, onderwijs en onderzoek.
    Voortdurend beter regioleren! : over hoe studenten, docenten en opdrachtgevers samen hun winst uit regioleren vergroten : eindrapportage WURKS-Game Set Match
    Beers, P.J. ; Gulikers, J.T.M. ; Kortstee, H.J.M. - \ 2013
    Wageningen : Wageningen UR, WURKS - 25
    regioleren - samenwerking - particuliere sector - leeractiviteiten - probleemgestuurd onderwijs - ondernemerschap - evaluatie - regional atelier - cooperation - private sector - learning activities - problem-based learning - entrepreneurship - evaluation
    Docenten in het ondernemerschapsonderwijs experimenteren grif met regioleren. Docenten (MBO en HBO) en ondernemers uit verschillende regio’s zijn begonnen met regioleren, en hebben ook al verscheidene successen geboekt: veel betrokkenen (docenten, studenten, ondernemers) zijn enthousiast en tevreden met het resultaat. Arrangementen voor regioleren worden ervaren als potentieel krachtige leeromgevingen voor het ontwikkelen van ondernemerschapscompetenties en tevens worden er resultaten geboekt die waardevol voor de ondernemer/de regio zijn. Maar die experimenten hebben ook een aantal obstakels en uitdagingen aan het licht gebracht.
    The distribution of roles and functions for upscaling and outscaling innovations in agricultural innovation systems
    Hermans, F.L.P. ; Stuiver, M. ; Beers, P.J. ; Kok, K. - \ 2013
    Agricultural Systems 115 (2013). - ISSN 0308-521X - p. 117 - 128.
    sustainable development - perspective - management - networks - intermediaries - transitions - champions - nitrogen - adoption - policy
    In this paper we use a network perspective to study the micro level of agricultural innovation systems and investigate the different roles and functions that collaborating actors have to perform to spread their innovation both horizontally and vertically. Based on a literature review, we distinguish between three separate network functions: (1) learning and knowledge co-creation, (2) upscaling and institutional entrepreneurship and (3) outscaling and innovation brokerage. We investigate how these different functions have been performed in the case of the Northern Frisian Woodlands (NFWs) in the Netherlands over a period of 17 years. We have constructed the two-mode affiliation networks of the actors involved in various multidisciplinary research projects and lobbying events. We have analysed these networks using Social Network Analysis and measured the participation rates, relative degrees and the main paths through time with the Search Path Node Pairs algorithm. The results show that the three functions are not evenly distributed over all participants in an innovation network. For each of these three functions there is a small group of people that form a core group of knowledge creators, institutional entrepreneurs and innovation brokers. The analysis of the main paths through these projects and events shows the close interaction between the lobbying and knowledge co-creation functions. The ability to perform more than one innovation function over a longer period of time is extremely rare, but those people who can pull this off are very important for the success of an innovation network. This paper therefore concludes that the organisers of innovation networks should take try to organise their collaboration in such a way that it becomes easier for individuals to perform multiple roles within an innovation network.
    Social learning in regional innovation networks: trust, commitment and reframing as emergent properties of interaction
    Sol, A.J. ; Beers, P.J. ; Wals, A.E.J. - \ 2013
    Journal of Cleaner Production 49 (2013). - ISSN 0959-6526 - p. 35 - 43.
    natural-resource management - collaboration
    Social learning in multi-actor innovation networks is increasingly considered an important precondition for addressing sustainability in regional development contexts. Social learning is seen as a means for enabling stakeholders to take advantage of the diversity in perspectives, interests and values for generating more sustainable practices and policies. Although more and more research is done on the meaning and manifestations of social learning, particularly in the context of natural resource management, little is known about the social dynamics in the process of social learning. In this contribution an integrated hypothetical framework that provides a better understanding of social learning as a generative process with outcomes is presented. This hypothetical framework is grounded theoretically in emergent social learning theory and empirically in a retrospective case study around multi-stakeholder sustainability-oriented regional learning in the North of The Netherlands. Our findings indicate that trust, commitment and reframing are interrelated aspects and emergent properties of interaction in the process of social learning. Hence, the framework presented reflects social learning as a dynamic process, in which trust, commitment and reframing are continuously produced and reproduced through the (inter)actions of the individual actors.
    Regio aan zet: monitoring van 6 kenniswerkplaatsen : BO-09 thema Kennis, Wageningen UR
    Beers, Pj - \ 2012
    knowledge - public-private cooperation - networking - regional atelier - knowledge systems - knowledge transfer - change - regional development - Netherlands
    De regio aan zet : monitor van de kenniswerkplaatsen
    Beers, P.J. ; Dijkshoorn-Dekker, M.W.C. ; Jong, W. de; Geerling-Eiff, F.A. ; Vogelzang, T.A. ; Vrolijk, M. - \ 2012
    S.n. - 47
    regionale ontwikkeling - regioleren - samenwerking - regio's - regional development - regional atelier - cooperation - regions
    De afgelopen vier jaar hebben de GKC-instellingen, samen met het GKC-programma Regionale Transitie, Ministerie van EL&I en regionale overheden, gewerkt aan het realiseren van een landelijk dekkende (infra)structuur van leer-/kennisarrangementen in de regio. Dit is inclusief regionale kenniswerkplaatsen als uitvoerings- en leeromgeving. Momenteel zijn er arrangementen geoperationaliseerd of in ontwikkeling in 8 regio’s: Noordoost Friesland, Veenkoloniën, Groene Kennispoort Twente, Gelderse Vallei en Eemland, Noord Holland Noord, Almere, Groene Hart en Zuidwest Delta.
    Regioleren : Werkdocument t.b.v. afspraak dinsdag 20 maart 2012
    Beers, P.J. ; Wesselink, R. ; Waggelink, W. - \ 2012
    S.n. - 9 p.
    Sociaal leren: Een transdisciplinaire dialoog
    Beers, Pj - \ 2012
    Facilitated networks and beyond: Policy instruments for agricultural innovation.
    Beers, Pj - \ 2012
    Facilitated Networks and Beyond: Policy instruments for agricultural innovation
    Beers, P.J. ; Geerling-Eiff, F.A. - \ 2012
    Combining analytic and experiential communication in participatory scenario development
    Vervoort, J.M. ; Kok, K. ; Beers, P.J. ; Lammeren, R.J.A. van; Janssen, R. - \ 2012
    Landscape and Urban Planning 107 (2012)3. - ISSN 0169-2046 - p. 203 - 213.
    social-ecological systems - landscape visualization - implementation - perceptions - perspective - framework - sciences - futures - realism - design
    This paper explores the need to combine analytic understanding and experiential engagement in communication on social–ecological systems futures. Humans use two distinct mental modes to deal with salient information: analytic processing and experiential processing. Tools combining both modes of processing can help societal actors seeking to stimulate active and informed environmental governance to facilitate both understanding of and engagement with social–ecological systems. In this paper, we combine two tools, each geared to one mode of communication. The System Perspectives Scope is a tool aimed at eliciting and sharing analytic perspectives on social–ecological systems change. ScenarioCommunities facilitates the communication of perspectives on the future in an engaging experiential mode. We applied these two tools in two scenario workshops in Oxfordshire. Each workshop featured the tools in a different order to compare the effects across tools. The System Perspectives Scope was able to elicit participants’ analytic perspectives and let them reflect on the systems they described. ScenarioCommunities communicated animated scenario storyline segments in a vivid and engaging experiential mode. This stimulated participants to create individual, experiential perspectives on the scenarios. The workshop that started with experiential engagement yielded reinforcing effects of the first tool on the second. This study shows that analytic and experiential communication can be used to generate both understanding of and engagement with social–ecological systems change. The study also indicates that the social–ecological systems frame used to develop these tools entails that they offer complementary advantages when compared to tools used in participatory landscape ecology and participatory modeling.
    Forword: sustainability in agrifood chains and networks
    Fischer, A.R.H. ; Beers, P.J. ; Trijp, J.C.M. van; Jacobsen, E. ; Mommaas, H. ; Veldkamp, A. - \ 2012
    Journal on Chain and Network Science 12 (2012)2. - ISSN 1569-1829 - p. 95 - 97.
    To feed this and the next generations, sustainable development is considered the only viable future for agriculture. The successful implementation of sustainable development has remained an elusive goal in agriculture. Innovation initiatives in agriculture, such as TransForum in the Netherlands, have tried to provide best practice to start such innovations in agrifood chains and networks. In its 6 year existence, between 2004 and 2010, Transforum has been an intermediary between knowledge institutes, entrepreneurs, NGO's and governmental organisations. This has resulted in several successful innovation initiatives in Dutch agriculture and a wealth of knowledge on organising networks and chains for sustainable innovation. TransForum has operated from its vision that metropolitan agriculture is the way forward for sustainable development in the Dutch agriculture sector and posited 4 central elements of successful innovation: (1) shared image creation; (2) relevant inventions for sustainability; (3) dealing with institutional context; and (4) the creation of market directed chains for sustainable products (Fischer et al., 2012; Veldkamp et al., 2009).
    Het versterken van ondernemerschap in de regio : ervaringen vanuit regionale kennisarrangementen
    Beldman, A.C.G. ; Dijkshoorn-Dekker, M.W.C. ; Geerling-Eiff, F.A. ; Kortstee, H.J.M. ; Grip, K. de; Knijff, A. van der; Lakner, D. ; Beers, P.J. ; Jukema, G.D. ; Noorduyn, L. - \ 2012
    Wageningen UR - 116
    ondernemerschap - agrarisch onderwijs - regionale ontwikkeling - economische ontwikkeling - kennisoverdracht - kennis - agro-industriële sector - regioleren - entrepreneurship - agricultural education - regional development - economic development - knowledge transfer - knowledge - agroindustrial sector - regional atelier
    Het kenniswerkplaatsmodel als kennisarrangement is niet als een blauwdruk door te vertalen van regio naar regio. Dit vergt een aanpak op maat. Wel kunnen regio's onderling leren van de verschillende aanpakken. Om de continuïteit voor de kenniswerkplaats te borgen is het van belang dat de kennisagenda die leidt tot de uitvoering van projecten, opgehangen wordt aan de kapstok van een regionale langetermijnvisie.
    Het organiseren van formele en informele leerprocessen in regionale ontwikkeling
    Beers, P.J. ; Oonk, C. ; Wesselink, R. - \ 2012
    In: Sociaal leren in een hybride leeromgeving : Symposium conducted at the Onderwijs Research Dagen, Maastricht, The Netherlands. / Wals, A.,
    duurzaamheid (sustainability) - innovaties - regionale ontwikkeling - regionaal beleid - regionale economie - economische ontwikkeling - onderwijs - regioleren - sustainability - innovations - regional development - regional policy - regional economics - economic development - education - regional atelier
    De regio wordt steeds meer gezien als de plek waar ondernemers, overheden, maatschappelijke organisaties, burgers, onderzoekers, en het onderwijs samen werken aan duurzaamheid en innovatie. Zo ontstaan er netwerken waarin men werkt aan duurzame ontwikkeling en maatschappelijke verandering, oftewel regionale transitie.
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