Development and application of the opportunity identification competence assessment test (OICAT) in higher education
Baggen, Yvette ; Kampen, Jarl K. ; Naia, Ana ; Biemans, Harm J.A. ; Lans, Thomas ; Mulder, Martin - \ 2018
Innovations in Education and Teaching International 55 (2018)6. - ISSN 1470-3297 - p. 735 - 745.
competence development - Entrepreneurship education - higher education - opportunity identification - performance assessment
Developing and assessing individuals’ competence to identify business opportunities is of increasing importance in the current widespread introduction of entrepreneurship programmes in higher education worldwide. However, performance tests to assess opportunity identification competence (OIC) are scarce in the entrepreneurship education literature. This study elaborates on the development and application of such a performance assessment tool: the opportunity identification competence assessment test (OICAT). In the OICAT participants are asked to generate business ideas in the area of sustainable development. This study investigated how bachelor’s students, and master’s students following entrepreneurial courses, identify opportunities. The results suggest that the OICAT is successful in tracking individual differences in OIC. The OICAT could be used as a learning-oriented assessment, helping students find out both what they already can do and what they need for further improvement.
A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education
Spelt, Elsbeth ; Luning, Pieternelleke Arianne ; Boekel, Tiny van; Mulder, Martin - \ 2017
European Journal of Engineering Education 42 (2017)6. - ISSN 0304-3797 - p. 761 - 774.
higher education - interdisciplinary course - Interdisciplinary thinking - learning processes - student experiences
Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as ‘frustrations in selecting and matching disciplinary knowledge to complex problems’ (emotional), ‘understanding how to apply theoretical models or concepts to real-world situations’ (cognitive), and ‘socially engaging with peers to recognise similarities in perceptions and experiences’ (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.
Fostering oral presentation performance : does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor?
Ginkel, Stan van; Gulikers, Judith ; Biemans, Harm ; Mulder, Martin - \ 2017
Assessment & Evaluation in Higher Education 42 (2017)6. - ISSN 0260-2938 - p. 953 - 966.
feedback quality - Feedback source - higher education - oral presentation competence
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ presentations in the following conditions: teacher feedback, peer feedback and peer feedback guided by tutor. All processes were videotaped and analysed using a coding scheme that included seven feedback quality criteria deduced from the literature. Results demonstrate that teacher feedback corresponds to the highest extent with the majority of the seven identified feedback quality criteria. For four criteria, peer feedback guided by tutor scores higher than peer feedback. Skills courses should incorporate strategies focused on discussing perceptions of feedback and practising providing feedback to increase the effectiveness of peer feedback.
The impact of the feedback source on developing oral presentation competence
Ginkel, Stan van; Gulikers, Judith ; Biemans, Harm ; Mulder, Martin - \ 2017
Studies in Higher Education 42 (2017)9. - ISSN 0307-5079 - p. 1671 - 1685.
assessment - feedback source - higher education - oral presentation competence - quasi-experimental design
While previous research in higher education emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students' oral presentation competence differs depending on the feedback source. This quasi-experimental study examines the effectiveness of the feedback source on 144 first-year undergraduate students' progression in cognition, behaviour and attitude towards presenting, as three interrelated elements of oral presentation competence. Mixed methods of multiple-choice tests and performance assessments using rubrics were used for data collection. Results demonstrated the superiority of teacher feedback for encouraging students' presentation behaviour, while cognition and attitude towards presenting developed significantly irrespective of the particular feedback source. However, the self-assessment condition revealed less impact on developing presentation behaviour and attitude compared to other feedback sources. Optimizing peer feedback and self-assessment in curricula requires knowledge about underlying feedback processes characterizing successful feedback of the various sources.
L’anxiété suscitée par l’université néolibérale
Huijbens, Edward H. - \ 2016
The Canadian Geographer = Le Géographe canadièn 60 (2016)2. - ISSN 0008-3658 - p. 168 - 180.
academic audit systems - anxiety and mental health - higher education - human capital - neoliberalism
This paper presents a theoretical analysis of the neoliberal production of anxiety in academic faculty members in universities in Northern Europe. The paper focuses on neoliberalization as it is instantiated through audit and ranking systems designed to produce academia as a space of economic efficiency and intensifying competition. We suggest that powerful forms of competition and ranking of academic performance have been developed in Northern Europe. These systems are differentiated and differentiating, and they serve to both index and facilitate the neoliberalization of the academy. Moreover, these audit and ranking systems produce an ongoing sense of anxiety among academic workers. We argue that neoliberalism in the academy is part of a wider system of anxiety production arising as part of the so-called “soft governance” of everything, including life itself, in contemporary late liberalism.
Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices
Oonk, Carla - \ 2016
Wageningen University. Promotor(en): Martin Mulder; Judith Gulikers. - Wageningen : Wageningen University - ISBN 9789462579507 - 192
teaching methods - learning - higher education - land use planning - regional planning - multi-stakeholder processes - boundaries - regional atelier - onderwijsmethoden - leren - hoger onderwijs - landgebruiksplanning - regionale planning - multi-stakeholder processen - grenzen - regioleren
Finding solutions for complex societal problems requires cross-boundary collaboration between multiple stakeholders who represent various practices, disciplines and perspectives. The authentic, multi-stakeholder Regional Learning Environment (RLE) is expected to develop higher education students’ capabilities for working in multi-stakeholder settings. However, the effectiveness of the RLE, including its typical cross-boundary learning environment characteristics, has not been investigated.
This thesis shows that the RLE develops students’ domain specific expertise and various generic competencies. The learning environment characteristics of working in multi-disciplinary student groups, working highly intensive with stakeholders, and a high coaching intensity strengthen competence development. Explicit workshop-based support of students’ boundary crossing working and learning stimulates the amount of student-stakeholder collaborative activities, and activates students’ boundary crossing learning. Teachers fulfil new out-of-school oriented roles and tasks in the RLE and should master new boundary crossing competencies. Existing higher education teacher profiles should be adapted to become out-of-school proof.
Designing hybrid learning configurations at the interface between school and workplace
Cremers, P.H.M. - \ 2016
Wageningen University. Promotor(en): Martin Mulder; Arjen Wals, co-promotor(en): Renate Wesselink. - Wageningen : Wageningen University - ISBN 9789462576322 - 156
intermediate vocational training - education - education programmes - higher education - organization of education - practical education - postsecondary education - vocational training - firms - companies - knowledge transfer - knowledge - netherlands - middelbaar beroepsonderwijs - onderwijs - onderwijsprogramma's - hoger onderwijs - onderwijsorganisatie - praktijkonderwijs - vervolgonderwijs - beroepsopleiding - firma's - kapitaalvennootschappen - kennisoverdracht - kennis - nederland
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.
The aims mentioned above led to the following general research questions: 1. Which heuristics can underpin the design of a hybrid learning configuration? 2. In which ways can interprofessional teams be supported when designing hybrid learning configurations? Chapters 2 and 3 address the first research question and chapters 4 and 5 address the second question.
Design principles for HLCs
Chapter 2 focuses on the HLC as a whole. The central research question is: “Which set of principles can underpin the design of a hybrid learning configuration for educating the knowledge worker?” Based on a literature search and designers’ craft knowledge, a set of initial design principles was developed for an HLC at the interface between school and workplace. The intention was that four learning processes would be enabled by the HLC: self-directed learning, authentic learning, the development of a professional identity and collaborative creation of knowledge across the boundaries of disciplines, professions and perspectives.
These initial design principles were evaluated from the perspective of the participants by analysing interview data from students, lecturers, educational consultants and business representatives. This resulted in the following set of seven refined principles that underpin the design of an HLC: fostering authenticity; creating a learning community; utilizing diversity; inter-linking of working and learning; facilitating reflexivity; enabling organization; enabling ecology. These principles can be used as heuristics for guiding the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets.
Fostering self-directed lifelong learning in HLCs
Chapter 3 elaborates further on the design principle ‘facilitating reflexivity’. Since knowledge workers have to redefine and reconstruct their own expertise in an on-going fashion, they should be able to reflect on and pro-actively develop their professional competence. This capacity for self-directed lifelong learning is an essential asset for them and should therefore be developed or enhanced in an HLC. The main research question in this chapter is: “Which design guidelines underpin an intervention that would foster students’ capacity for self-directed lifelong learning while working on ill-structured, authentic professional tasks?”
An intervention was designed, implemented and evaluated during two iterations of a hybrid learning configuration, which was embedded in a one-semester elective course at a university of applied sciences in the Netherlands. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. This resulted in the following five intervention design guidelines: provide opportunities to engage in two or more cycles of self-directed learning; provide educational support; pay attention to emotional and motivational aspects; treat self-directed lifelong learning as a social learning process; position self-directed lifelong learning as a self-evident and integrated part of the course.
The intervention appeared to be usable and effective. At a basic level, the students developed their capacity for self-directed lifelong learning. We concluded that further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond.
Utilization of design principles for HLCs
The focus of chapter 4 is the utilization of the set of design principles that was generated in chapter 2. Research has shown that while knowledge of design heuristics can increase the efficiency and effectiveness of design work, design teams often have difficulty articulating the rationale for their design. In addition, it is important to facilitate ideation and nourish creative spirit while utilizing the design heuristics to create a novel learning environment. In this study we explored an intervention for supporting the creative utilization of the set of design principles for HLC. The intervention was based on boundary-crossing theory and design thinking methods, with a particular focus on prototyping. It consisted of a ‘guidebook’ in which the design principles were explained, and a workshop. The corresponding research question was: “What is the perceived effectiveness of a boundarycrossing intervention (based on a set of research-based design principles) for (re)designing hybrid learning configurations?”
Four design teams of different HLCs in the context of a university of applied sciences used the guidebook and attended the workshop while (re)designing their HLC. The intervention was evaluated by way of questionnaires that were filled out by members of the design teams. The results show that the design teams perceived this intervention as being relevant, consistent, practical and effective. The intervention appeared to provide a conceptual framework for understanding and designing features of a hybrid learning configuration and a vocabulary to communicate design ideas. It, thereby, supported the creative utilization of the design principles. Further research could explore other, complementary ways of facilitating the design of hybrid learning configurations.
Cross-boundary learning during the design and implementation of an HLC
Chapter 5 concerns cross-boundary collaboration and learning processes within an interprofessional design team of an HLC. These teams often consist of actors from different educational institutions and other organizations, such as companies or (non) governmental institutions. When team members bring their different perspectives into the collaboration, they are likely to experience boundaries. Boundaries can be defined as ‘discontinuities in action or interaction’. They can hinder cooperation, but they can also provide opportunities for learning. This led to the following research question: “In which ways could a better understanding of boundaries enhance learning?”
In this study, transcripts of interviews with members of an HLC-design team were analysed using concepts of boundary crossing theory. This theoretical framework provided a lens through which different ways of boundary crossing, learning mechanisms and processes became visible. We established that boundaries are highly personal and subjective constructs. We found that if boundaries are detected and if the related practices are made explicit, this allows for further analysis of these boundaries. Our analysis yielded a number of possible ways to enhance trans-boundary learning in HLC design teams. We also concluded that boundary objects and brokers can play an important role in transboundary learning processes.
Conclusions in a broader perspective
In chapter 6 we frame our conclusions from the four studies in a broader perspective. The first aim of our research was the development of heuristics for the design of HLCs. Given this aim, we developed a set of design principles for an HLC and guidelines for an intervention that fosters the capacity for self-directed lifelong learning. We positioned these principles and guidelines in a ‘conjecture map’ (Sandoval 2014), which shows the relationships between design heuristics, their embodiment in features of an intervention, the intended mediating processes, and the desired outcomes. Our overall conclusion is that framing the set of design principles or guidelines in multiple conjecture maps, rather than representing them as causal chains of design propositions, can provide guidance and support for designing and researching complex educational interventions such as HLCs.
Our second aim was to provide support or ‘design knowledge’ for interprofessional HLC design teams. We addressed that aim by developing and testing an intervention that supported the creative utilization of a set of design principles for HLC. In addition, we provided guidance for enhancing learning across boundaries that could be experienced in an interprofessional design team. We positioned this design knowledge in a broader framework, the ‘ecological framework for conceptualizing teacher knowledge for technology-enhanced learning design’. This framework seems to be useful in contexts beyond technology-enhanced learning, and, so, we consider it relevant to the design of HLCs. We conclude that design teams of HLCs can be supported by using an appropriate framework for design knowledge and by adjusting or expanding this framework for the design of complex interventions by interprofessional design teams.
Further research and practical implications
Our studies led us to the following recommendations. While we focused mainly on learning processes that should occur within HLCs, further research could be directed towards the students’ learning outcomes. Moreover, our findings suggest that selfdirected lifelong learning should be developed and practiced throughout an education programme. To achieve this, curricula in higher education should offer opportunities for students to experiment and follow their own path, alongside prescribed activities with fixed learning outcomes. In the six HLCs that we studied, student learning was foregrounded. However, an HLC also involves other stakeholder types, such as lecturers, researchers, citizens, and entrepreneurs. Therefore, further research could shed light on supporting and evaluating multi-stakeholder learning processes and learning outcomes of all types of stakeholders. Our research on supporting interprofessional design teams focused on the utilization of design knowledge in early stages of (re)design of an HLC. Further research and development could yield ways of support in further stages of the design. In light of this we recommend crossing the boundaries of areas of design science outside the educational context. This will allow us to learn from each other and capitalize on what is already known.
In our study, design principles for HLC were ‘reified’ and disseminated by way of a guidebook. Further investigations could reveal other ways of documenting and communicating design knowledge, for instance via the construction of a database containing principles or guidelines and their associated features in different contexts. Boundary crossing theory appeared to provide a lens through which boundaries and related learning processes became visible. The elements of boundary crossing theory can be translated into guidelines or tools for enhancing cross-boundary learning in interprofessional HLC design teams and, perhaps, for other types of ‘hybrid teams’ as well.
This thesis intends to contribute to the knowledge base for designing hybrid learning configurations. This is done with the intention that this contribution will be utilized and developed further by researchers and practitioners who are committed to educating future professionals in an ever-changing world.
Teaching and learning of interdisciplinary thinking in higher education in engineering
Spelt, E.J.H. - \ 2015
Wageningen University. Promotor(en): Martin Mulder; Tiny van Boekel, co-promotor(en): Pieternel Luning. - Wageningen : Wageningen University - ISBN 9789462574779 - 199
hoger onderwijs - denken - interdisciplinair onderzoek - onderwijzen - leren - onderwijsonderzoek - higher education - thinking - interdisciplinary research - teaching - learning - educational research
The present thesis research aim was to gain insight in the pedagogical content knowledge for interdisciplinary thinking to enhance student learning across higher education in engineering. In accordance to Boix Mansilla (2010) and Shulman (1987), pedagogical content knowledge was considered in the present research as an understanding of the unique teaching and learning demands to ensure quality student learning processes. To achieve the aim of gaining insight in these teaching and learning demands, the understanding of design criteria of interdisciplinary learning environments (teaching-focus) and the understanding of interdisciplinary learning process characteristics (learning-focus) were considered as necessary.
Four studies were conducted to investigate the teaching and learning demands that need to be taken into account in order to teach engineering students interdisciplinary thinking with respect to complex problem solving. The first and second studies mainly focused on the teaching using the constructive alignment theory of Biggs and Tang (2011). The first study was a systematic literature review study that has identified five necessary sub-skills of interdisciplinary thinking and 26 typical conditions for enabling the development of interdisciplinary thinking. The second study was a design-based research study in which the identified sub-skills and conditions were used to redesign an existing interdisciplinary course in food quality management. The design-focused evaluation showed that eight design criteria need to be taken into account to improve the quality of interdisciplinary learning environments.
The third and fourth studies mainly focused on student learning of the redesigned course on food quality management, using the learning theory of Illeris (2003). The third study analytically characterized student learning experiences and showed that these experiences can be divided into the content, incentive, and interaction dimensions, and that for each dimension key experiences could be identified. The fourth study analysed student learning in terms of learning challenges, strategies, and outcomes. With respect to the challenges, the results showed that students tend to report more on the content-related and interaction-related challenges than on the incentive-related challenges. Both conducted analyses provided insights on learning process characteristics that need to be taken into account to improve the quality of student interdisciplinary learning.
The major conclusions of the present thesis research is that the identified teaching and learning demands involve an initial basis of the pedagogical content knowledge for interdisciplinary thinking, which needs validation across higher education in engineering. In addition, the present thesis research concludes that the constructive alignment theory of Biggs and Tang and the learning theory of Illeris are indeed suitable to develop pedagogical content knowledge for a particular complex cognitive skill such as IDT. Furthermore, the present research concludes that the research methodology of design-based research is beneficial to jointly investigate design criteria and learning process characteristics.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Berkshire: Open University Press.
Boix Mansilla, V. (2010). Learning to synthesize: The development of interdisciplinary understanding. In R. Frodeman, J. T. Klein, & C. Mitcham (Eds.), The Oxford handbook of interdisciplinarity (pp. 288-306). New York: Oxford University Press.
Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong education, 22(4), 396-406.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21.
In Memoriam W.H. (Wiebe) van der Molen, 1922-2014
Bakel, P.J.T. van; Feddes, R.A. ; Stuyt, L.C.P.M. - \ 2015
Stromingen : vakblad voor hydrologen 20 (2015)3. - ISSN 1382-6069 - p. 75 - 80.
agrohydrologie - kennisoverdracht - wetenschappers - hoger onderwijs - agrohydrology - knowledge transfer - scientists - higher education
Op 15 augustus 2014 is prof. W.H. van der Molen op 91-jarige leeftijd overleden. Met hem is een zeer gerespecteerde hydroloog en begaafd docent heengegaan.. Tijdens zijn hoogleraarschap (Wageningen, 1968-1987) kwam zijn grote kennis van de hydrologie tot volle expressie. Hij was een begaafd wiskundige maar bovenal een fantastische docent.
Chemische analyse in onderwijs en toegepast onderzoek
Broek, Ben van den - \ 2015
chemical analysis - biomass - plant composition - biobased economy - higher education - research
Centre for Biobased Economy 24 juni 2015
Vilsteren, Gerlinde van - \ 2015
knowledge transfer - innovations - biobased economy - public-private cooperation - higher education
Facility management in Dutch higher education
Kok, H.B. - \ 2015
Wageningen University. Promotor(en): Onno Omta, co-promotor(en): Mark Mobach. - Wageningen : Wageningen University - ISBN 9789462573499 - 133
facilitaire diensten - gebouwen - onderwijs - hoger onderwijs - universiteiten - kwaliteit - ontwerp - voorzieningen - bedrijfsvoering - nederland - facility management - buildings - education - higher education - universities - quality - design - facilities - management - netherlands
This book discusses whether, and if so, how facility management can contribute to educational achievements at Dutch higher education institutions.
Israel-Hoevelaken, T.P.M. - \ 2015
kennisoverdracht - biobased economy - publiek-private samenwerking - hoger onderwijs - knowledge transfer - biobased economy - public-private cooperation - higher education
Het Centre for Biobased Economy werkt aan de kennistransitie tussen bedrijfsleven & onderwijs- en kennisinstellingen.
‘Ik geloof in het krijgen van draagvlak’
Sikkema, A. ; Ramaker, R. ; Mol, A.P.J. - \ 2015
Resource: weekblad voor Wageningen UR 9 (2015)18. - ISSN 1874-3625 - p. 4 - 5.
hoger onderwijs - wetenschappers - bestuur - onderwijsbeleid - higher education - scientists - administration - educational policy
In een razendsnelle procedure werd Arthur Mol eergisteren benoemd tot nieuwe rector magnificus. Wie is hij en wat wil hij? Een eerste interview met de aankomend rector.
Professional development on innovation competence of teaching staff in Ugandan universities
Kasule, G.W. - \ 2015
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Renate Wesselink. - Wageningen : Wageningen University - ISBN 9789462572850 - 163
vakbekwaamheid - innovaties - lerarenopleiding - hoger onderwijs - universiteiten - uganda - professional competence - innovations - teacher training - higher education - universities - uganda
Professional Development on Innovation Competence of Teaching Staff in Ugandan Universities
George Wilson Kasule
Sufficient university teaching staff with innovation competence is key if universities want to play a significant role in fostering sustainable development as well as improving peoples’ quality of life. In this knowledge and innovation era, the need for organisations to enable their employees to acquire the competencies they need to face the diversity and complication of their present and future tasks effectively cannot be overstressed. Competence development is paramount for human resource and capacity development, which in turn can result into sustainable socio-economic development and performance improvement in the different labour sectors. Accordingly, this has led to increasing interest to develop competence profiles for the different professionals in several labour sectors. However, in the university sector little is known regarding the competencies teaching staff require for innovation of higher education. As such, this thesis is set to contribute to this literature gap by presenting innovation competence domains and competencies university teaching staff require. The study also explores the pragmatic actions that are needed to enhance university teaching staff innovation competence. In specific terms, this dissertation addresses innovation competence of teaching staff of a Ugandan University. It started with a review of the theory on innovation competence of teaching staff in higher education, and what was observed was that there was little literature on this theme, especially not when combined with the notion that this study is situated in a developing country. Therefore local stakeholders were invited to assess the importance of innovation competencies which emerged from the literature review for the local situation. Next, a study was conducted on the perceived innovation competence levels of teaching staff of Kyambogo University. It appeared that these competence levels need improvement. Next, a study was conducted to look into the participation in perceived importance and effectiveness of activities for teaching staff innovation competence development. It appeared that participation in professional innovation competence development activities was limited, and that certain activities were perceived as more effective than others. An important question was why the professional development activities aimed at improving innovation competence were not taken up to a higher level. Therefore, a last study was conducted on essential human resource conditions for effective innovation competence development. The study focused on hygiene and motivation factors. This dissertation in the concluding chapter explains and emphasises the relationship between university teaching staff innovation competence domains and associated competencies, and effective university performance towards socio-economic development. Besides, universities are now seen as crucial national assets for addressing many policy priorities as well as creating and disseminating knowledge and skills aimed at improving the quality of people’s life. Subsequently, lessons drawn from the competence theory and research and the study’s general contribution, are stated. Similarly, suggestions for future research and recommendations for policy and practice, are presented.
Bedrijven in de lead : onderwijsontwikkeling en toegepast onderzoek : kennis & innovatie
Vilsteren, G.E.T. van - \ 2015
Agro & chemie (2015)1. - p. 4 - 5.
kennisoverdracht - publiek-private samenwerking - biobased economy - toegepast onderzoek - onderwijs - hoger onderwijs - beroepsopleiding - knowledge transfer - public-private cooperation - biobased economy - applied research - education - higher education - vocational training
Interview met Gerlinde van Vilsteren (CBBE) en Petra Koenders (CoE BBE). Het bedrijfsleven, zeker het midden- en kleinbedrijf, is de motor achter de biobased economy. Willen ze succesvol opereren, dan is kennis een sleutelfactor en zullen bedrijven en onderzoeks- en onderwijsinstellingen onderling nauwer samen moeten gaan werken. Dat gebeurt onder de vlag van het Centre for Biobased Economy (CBBE).
|Studentencharettes : een magic toolbox
Timmermans, W. ; Koolen, A. ; Slijkhuis, J. ; Dool, J.T. van den; Dorp, D. van; Goorbergh, F. van den; Groenhuizen, P. ; Linde, D.J. van der; Noortman, A. ; Rurup, F. ; Ulijn, J. ; Woudstra, A. ; Yilmaz, T. - \ 2015
Velp : Hogeschool van Hall Larenstein (Planning by surprise ) - ISBN 9789068240528 - 58 p.
hoger onderwijs - studentenparticipatie - onderzoeksprojecten - lichamelijke ontwikkeling - higher education - student participation - research projects - physical development
Textbook animal breeding : animal breeding andgenetics for BSc students
Oldenbroek, Kor ; Waaij, Liesbeth van der - \ 2014
Wageningen : Centre for Genetic Resources and Animal Breeding and Genomics Group, Wageningen University and Research Centre - 311
dierveredeling - selectief fokken - huisdieren - agrarisch onderwijs - diergenetica - lesmaterialen - hoger onderwijs - animal breeding - selective breeding - domestic animals - agricultural education - animal genetics - teaching materials - higher education
This textbook contains teaching material on animal breeding and genetics for BSc students. The text book started as an initiative of the Dutch Universities for Applied (Agricultural) Sciences. The textbook is made available by the Animal Breeding and Genomics Centre (ABGC) of Wageningen UR (University and Research Centre).
Worden er nog landschapsecologen opgeleid ln Nederland en Vlaanderen?
Jongman, R.H.G. - \ 2014
Landschap : tijdschrift voor landschapsecologie en milieukunde 31 (2014)2. - ISSN 0169-6300 - p. 102 - 102.
landschapsecologie - deskundigen - beroepsopleiding - hoger onderwijs - landscape ecology - experts - vocational training - higher education
De nestor van de Nederlandse landscapsecologie, Ies Zonneveld, wordt in december 90. Ondertussen gaan zijn leerlingen met pensioen. Aan de universiteiten (Groningen, Leiden, Amsterdam) verdwijnen opleidingen. De vraag is of er nog vernieuwing kan zijn. Waar zijn de landschapsecologen van straks. Waar hun opleiding. Een inventarisatie van de huidige leerplekken voor landschapsonderzoek.
Ramaker, R. ; Nat, L. van der; Kersten, A.H. - \ 2014
Resource: weekblad voor Wageningen UR 9 (2014)8. - ISSN 1874-3625 - p. 14 - 15.
universiteiten - hoger onderwijs - computerondersteund onderwijs - afstandsonderwijs - onderwijsmiddelen - universities - higher education - computer assisted instruction - distance teaching - educational resources
Onderwijs voor tienduizenden studenten over de hele wereld, dat kan met een zogenaamde Massive Open Online Course, of MOOC. Wageningen University heeft er ondubbelzinnig voor gekozen, maar nu de uitvoering nog. Hoe pak je dat aan, zo’n online lesprogramma? ‘Het is zaak de aandacht van de student vast te houden.’