Records 1 - 20 / 460
Knowledge production at boundaries : an inquiry into collaborations to make management plans for European fisheries
Stange, Kari - \ 2017
Wageningen University. Promotor(en): Jan van Tatenhove, co-promotor(en): Judith van Leeuwen. - Wageningen : Wageningen University - ISBN 9789463430623 - 160
fishery management - european union - stakeholders - european union countries - fishery policy - multi-stakeholder processes - knowledge - knowledge transfer - environmental policy - fisheries - companies - europe - visserijbeheer - europese unie - stakeholders - landen van de europese unie - visserijbeleid - multi-stakeholder processen - kennis - kennisoverdracht - milieubeleid - visserij - kapitaalvennootschappen - europa
This thesis addresses how knowledge is used and produced in stakeholder-led collaborations to make long-term management plans for European fishery management. Boundary object theory is applied and developed to explain how stakeholders from the fishing industry interact with each other, and with fishery scientists and managers, in initiatives to produce management plans. Using a qualitative case study approach, two initiatives were investigated in-depth: the North Sea Advisory Council’s development of a long-term management plan for North Sea Nephrops fisheries, and the Pelagic Advisory Council’s development of a long-term management plan for a new boarfish fishery in the Northeast Atlantic. A conceptual framework with emphasis on boundary spaces was developed to analyse knowledge exchange and the interaction between actors, objects and activities. The findings point to the importance of entry points for actors to become directly involved in knowledge-production processes. Direct stakeholder engagement in management plan production created a sense of ownership of the problems identified and triggered solution-oriented ways of working. The findings highlight the multiple roles played by fishery scientists in the diverse settings where management plans for European fisheries are produced, and draw attention to the need for clear procedures to ensure that different roles are acted out transparently.
The politics of environmental knowledge
Turnhout, E. - \ 2016
Wageningen : Wageningen University - ISBN 9789462573796 - 20
milieuwetenschappen - milieu - kennis - biodiversiteit - ecosysteemdiensten - natuurbescherming - politiek - environmental sciences - environment - knowledge - biodiversity - ecosystem services - nature conservation - politics
Kansen voor regionale innovatieprojecten, verkenning voor de vollegrondsgroentesector in Zuidoost Nederland
Haan, J.J. de; Verhoeven, J.T.W. ; Wolf, P.L. de - \ 2016
Wageningen : Stichting DLO (PPO/PRI-rapport 3750302800 ) - 26
akkerbouw - groenteteelt - groenten - kleine landbouwbedrijven - limburg - ondernemerschap - innovaties - kennisoverdracht - kennissystemen - kennis van boeren - kennis - subsidies - arable farming - vegetable growing - vegetables - small farms - limburg - entrepreneurship - innovations - knowledge transfer - knowledge systems - farmers' knowledge - knowledge - subsidies
The Dutch province of Limburg has asked Wageningen UR to develop an initial knowledge- and innovation agenda for the outdoor vegetable production sector, including three concrete project ideas for the POP3 framework. Besides this, Wageningen UR was asked to evaluate three innovation projects with farmers and SMEs to make recommendations to optimise the POP3 framework. Recommendations for POP3 Based on experiences in three different subsidy projects, recommendations are formulated for POP3. The main conclusion is that subsidy schemes do not match with the situation of agricultural businesses and small SMEs, although the schemes aim to support such companies with innovation. It is recommended to leave the ownership of the innovation with the companies, but without the full project management responsibility. Moreover, it is important to make the conditions more suitable for small enterprises, e.g. the minimum subsidy sum and the required contribution in cash. Second problem is the inflexibility of subsidy schemes, limiting the dynamics of innovation projects or forcing them to start procedures for acceptance of changes in the plan and budgeting. It is recommended to make schemes more flexible, e.g. asking less detailed plans and creating more room for changes in partners, activities and budgets. Third problem is the limitation for consortium partners to get their full costs paid, affecting research and advisory partners. This is often solved through very complicated constructions (outsourcing, secondary partnership), causing inequalities in the project (some partners are fully paid, others are not). Recommendation: allow projects to involve the right partners for the project, with the possibility to pay real costs and without complicated constructions. Last common problem is the artificial distinction between knowledge development and knowledge use/uptake, causing problems within projects when necessary research activities are not accepted by the subsidy scheme. Recommendation: allow projects to do all activities they believe are necessary for the innovation process.
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.
Geleerde lessen ontwikkeling kennis- en innovatiesystemen in 7 Greenportregio’s: syntheserapportage 2012-2015
Geerling-Eiff, F.A. ; Dijkshoorn-Dekker, M.W.C. - \ 2015
Wageningen : LEI Wageningen UR - 58
kennisoverdracht - kennis - kennisvalorisatie - kennismanagement - nederland - knowledge transfer - knowledge - knowledge exploitation - knowledge management - netherlands
Het rapport ‘Geleerde lessen ontwikkeling kennis- en innovatiesystemen in 7 Greenportregio’s: syntheserapportage 2012-2015’ is een publicatie van onderzoeksthema Methodieken Kennisoverdracht. Het thema levert bouwstenen voor het verbeteren van kennisvalorisatie, het tot waarde brengen van kennis, middels integrale kennisketens en een effectieve en efficiënte inzet van kennismiddelen door en voor kennispartners en ondernemers in Greenportregio’s. Dit met als doel dat de keten van kennis naar kunde, naar kassa structureel wordt.
Management Summary: Geleerde lessen ontwikkeling kennis- en innovatiesystemen in 7 Greenportregio’s
Geerling-Eiff, F.A. ; Dijkshoorn-Dekker, M.W.C. - \ 2015
Wageningen : LEI Wageningen UR - 9
kennisoverdracht - kennis - kennisvalorisatie - kennismanagement - nederland - knowledge transfer - knowledge - knowledge exploitation - knowledge management - netherlands
De management summary ‘Geleerde lessen ontwikkeling kennis- en innovatiesystemen in 7 Greenportregio’s’ is een publicatie van onderzoeksthema Methodieken Kennisoverdracht. Het thema levert bouwstenen voor het verbeteren van kennisvalorisatie, het tot waarde brengen van kennis, middels integrale kennisketens en een effectieve en efficiënte inzet van kennismiddelen door en voor kennispartners en ondernemers in Greenportregio’s. Dit met als doel dat de keten van kennis naar kunde, naar kassa structureel wordt.
Natalia Moreno: 'Inzicht in cel die bol gaat vormen'
Dwarswaard, A. ; Moreno Pachón, N.M. - \ 2015
BloembollenVisie (2015)301. - ISSN 1571-5558 - p. 18 - 18.
bloembollen - lelies - landbouwkundig onderzoek - tulpen - kennis - ornamental bulbs - lilies - agricultural research - tulips - knowledge
Bijna twee jaar geleden werd prof.dr.ir. Richard Immink voor een dag in de week benoemd tot 'bollenprof'. Samen met twee assistenten in opleiding voert hij fundamenteel onderzoek uit aan tulp en lelie. Tijd voor een tussenbalans in drie afleveringen. In deze derde aflevering licht assistent in opleiding Natalia Moreno toe waarom het moment waarop een cel besluit bolletjes te gaan vormen zo belangrijk is.
Knowledge with impact
LEI Wageningen UR, - \ 2015
LEI Wageningen UR
onderzoeksinstituten - universiteiten - kennis - onderzoek - economie - landbouw - economisch beleid - agrarische economie - nederland - research institutes - universities - knowledge - research - economics - agriculture - economic policy - agricultural economics - netherlands
Kennis voor impact
LEI Wageningen UR, - \ 2015
LEI Wageningen UR
onderzoeksinstituten - universiteiten - kennis - economie - landbouw - economisch beleid - agrarische economie - nederland - onderzoek - research institutes - universities - knowledge - economics - agriculture - economic policy - agricultural economics - netherlands - research
The knowledge management arena: agent-based modelling of the pig sector
Osinga, S.A. - \ 2015
Wageningen University. Promotor(en): Adrie Beulens, co-promotor(en): Gert Jan Hofstede. - Wageningen : Wageningen University - ISBN 9789462572270 - 218
kennismanagement - informatiemanagement - varkenshouderij - besluitvorming - boeren - kennis - knowledge management - information management - pig farming - decision making - farmers - knowledge
Abstract belonging to PhD thesis:
To be defended on 22nd of April, 2015
Complex adaptive systems are characterized by multiple levels of behaviour: the behaviour of individual components and the behaviour of the entire system. In this thesis we study this relationship by means of agent-based models. By modelling individuals (agents) and their behaviour only, and simulating this behaviour over time, we generate emerging patterns: we did not explicitly put them in. We try to understand these patterns by reasoning back to individual level (multi-level analysis).
Our application domain is knowledge management in the pig sector. Through a series of cases, we study the relationship between farmers' decision outcomes and their implications for the sector (bottom-up), and, vice versa, the relationship between sector-wide interventions and their effect on farmers' decision outcomes (top-down). Farmers make decisions based on knowledge, which diffuses through the population. We develop our agent-based models and the representation of knowledge throughout the thesis. Our final model is applicable to not only the pig sector, but to any sector with autonomous suppliers who need to make decisions based on criteria to be matched. A secondary aim of this thesis is methodological: to convey the merits of applying agent-based modelling to this type of multi-level research problem.
Our cases concern each farmer's decision of which quality market to supply his pigs to (agent level). As outcome, we observe the spectrum of emerging quality market shares (sector level). Knowledge is assumed to be a prerequisite for market entry, and defined as everything a farmer needs to know to match the entrance criteria set by a market segment, as perceived by that farmer. Knowledge management refers to both the individual farmer's activities to coordinate a market's criteria with his own options, and the activities at sector level to influence all farmers' decision behaviour.
One case addresses reproducing a well-known sector-level phenomenon (the pork cycle) by modelling individuals only. Other cases study the effect on emerging market shares of experimenting with agent-level properties: the amount of available knowledge and the conditions under which knowledge can be exchanged, and knowledge quality. The last case investigates the effect of experimenting with sector-level properties on individual farmer behaviour: two different policy interventions, and variations in demand. We apply multi-level analysis to seek explanations for emergent patterns in terms of individual farmer behaviour. Expert validation is used to evaluate the plausibility of model outcomes and explanations with respect to the real world.
Results show that (1) the presence of sufficient knowledge in the system is more important than the network structure between knowledge exchanging agents for emerging quality market shares; (2) efficient knowledge management increases quality, but there is a limit to that efficiency; and (3) imposing policies on a sector the hard way is not necessarily more effective than making gradual changes, while the latter is more friendly for the individuals. Multi-level analysis proves to give added value to the results: in two cases, an unexpected pattern in model outcomes occurred, for which multi-level analysis could provide an explanation in model terms. Judged by the experts, the explanation for one of the patterns was deemed plausible in reality.
In conclusion we can say that both varying individual properties and varying system-level properties result in responsive behaviour that can be explained in model terms, and that is to some extent plausible in reality. Knowledge representation power appears to differ per model. Dependent on the aim of the model, representation power can be kept deliberately modest (as in the pork cycle model), or can be rich (as in the final model, that allows representing different types of knowledge). We believe that the representation power of agent-based models make them sufficiently suitable to represent a real-world case, as long as the model has a well-defined purpose. We recommend agent-based modelling as a method, with multi-level analysis providing added value. We believe that extending this line of research is promising for any discipline where complex adaptive systems are object of study, of which knowledge management is an example.
Rural development : knowledge and expertise in governance
Assche, K.A.M. van; Hornidge, A.K. - \ 2015
Wageningen : Wageningen Academic Publishers - ISBN 9789086862566 - 396
plattelandsontwikkeling - kennis - governance - rural development - knowledge - governance
This book offers a perspective on rural development, by discussing the most influential perspectives and rendering their risks and benefits visible. The authors do not present a silver bullet. Rather, they give students, researchers, community leaders, politicians, concerned citizens and development organizations the conceptual tools to understand how things are organized now, which development path has already been taken, and how things could possibly move in a different direction. The authors pay special attention to the different roles of knowledge in rural development, both expert knowledge in various guises and local knowledge. Crafting development strategies requires understanding how new knowledge can fit in and work out in governance. Drawing on experiences in five continents, the authors develop a theoretical framework which elucidates how modes of governance and rural development are inextricably tied. A community is much better placed to choose direction, when it understands these ties.
Development and exchange of knowledge on Integrated Agriculture-Aquaculture : report of the workshop on 30 November 2014, on the preparations for a Community for Development and Exchange of Knowledge (CDEK) on Integrated Agriculture-Aquaculture (IAA) with brackish water
Wolters, W. ; Sadek, S. ; Heijden, P.G.M. van der; Roest, C.W.J. ; Wagieh, H. El; Blom-Zandstra, M. ; Schram, E. - \ 2015
Wageningen : Alterra, Wageningen-UR (Alterra-rapport 2625) - 33
kennis - kennisoverdracht - landbouw - aquacultuur - knowledge - knowledge transfer - agriculture - aquaculture
Groeiend inzicht kan leiden tot versnelling levenscyclus bollen : de bloembol: van black box naar open boek
Immink, G.H. ; Kierkels, T. ; Heuvelink, E. - \ 2015
Onder Glas 12 (2015)2. - p. 15 - 17.
glastuinbouw - bloembollen - plantenfysiologie - plantkunde - levenscyclus - landbouwkundig onderzoek - methodologie - kennis - greenhouse horticulture - ornamental bulbs - plant physiology - botany - life cycle - agricultural research - methodology - knowledge
Eigenlijk is een bol gewoon een plant met een wat eigenaardige vorm. De meeste processen verlopen hetzelfde. Maar waarom gaat die vermeerdering zo langzaam? En hoe kan het, dat een prachtige bol toch een slechte bloei geeft? Tijd voor meer inzicht in de fysiologie van de bloembol.
|Action research for climate change adaptation : Developing and applying knowledge for governance
Buuren, A. van; Eshuis, J. ; Vliet, M. van - \ 2015
London : Routledge (Routledge advances in climate change research ) - ISBN 9781138017603 - 198
klimaatverandering - actieonderzoek - governance - klimaatadaptatie - kennis - politiek - wereld - climatic change - action research - governance - climate adaptation - knowledge - politics - world
Governments all over the world are struggling with the question of how to adapt to climate change. They need information not only about the issue and its possible consequences, but also about feasible governance strategies and instruments to combat it. At the same time, scientists from different social disciplines are trying to understand the dynamics and peculiarities of the governance of climate change adaptation. This book demonstrates how action-oriented research methods can be used to satisfy the need for both policy-relevant information and scientific knowledge. Bringing together eight case studies that show inspiring practices of action research from around the world, including Australia, Denmark, Vietnam and the Netherlands, the book covers a rich variety of action-research applications, running from participatory observation to serious games and role-playing exercises. It explores many adaptation challenges, from flood-risk safety to heat stress and freshwater availability, and draws out valuable lessons about the conditions that make action research successful, demonstrating how scientific and academic knowledge can be used in a practical context to reach useful and applicable insights. The book will be of interest to scholars and students of climate change, environmental policy, politics and governance.
Mission report carrying capacity cage farming Nigeria
Wijsman, J.W.M. - \ 2015
Yerseke : IMARES (Rapport / IMARES ) - 8
aquacultuur - technieken - kennis - monitoring - nigeria - aquaculture - techniques - knowledge - monitoring - nigeria
Hoe werkt een bestandsschatting?
Poos, J.J. - \ 2014
Stichting ProSea [etc.] - 19
visbestand - visserij - vissen - visserijbeheer - quota's - kennis - fishery resources - fisheries - fishes - fishery management - quotas - knowledge
Deze brochure heeft als doel om vissers en andere belanghebbenden in de visserijsector te informeren over hoe de bestandsschatting werkt, oftewel hoe er berekend wordt hoeveel tonnen vis er in zee zitten. Kennis hierover is nodig bij het bediscussiëren en begrijpen van verschillende kanten van het visserijbeheer, zoals quota en een bedrijfssurvey. Daarnaast kan algemeen begrip over de bestandsschatting de communicatie tussen verschillende partijen, zoals vissers, wetenschappers, milieuorganisaties en beleidsmakers, vergemakkelijken.
|Strategische communicatie. Principes en toepassingen
Aarts, N. ; Steuten, C.D.M. ; Woerkum, C.M.J. van - \ 2014
Assen : Van Gorcum (3e geheel herziene druk ) - ISBN 9789023253013 - 320
communicatietheorie - communicatie - informatieverspreiding - communicatievaardigheden - verandering - innovaties - gedragsveranderingen - beleid - planning - conflict - probleemoplossing - besluitvorming - organisaties - kennis - bedrijfsvoering - communication theory - communication - diffusion of information - communication skills - change - innovations - behavioural changes - policy - problem solving - decision making - organizations - knowledge - management
De hele dag door worden we bestookt met informatie en suggesties, bedoeld om ons ergens toe aan te zetten of juist van af te brengen, in het belang van onszelf of van de wereld om ons heen. Ook bij het bedenken van oplossingen voor de meest uiteenlopende problemen roepen we al gauw om meer of betere communicatie. Kortom, strategische communicatie is aan de orde van de dag. Dit boek gaat over principes en toepassingen van strategische communicatie. Het betreft een derde, sterk gewijzigde druk waaraan nieuwe, actuele thema's zijn toegevoegd zoals onbewuste beïnvloeding, social media en de rol van communicatie bij innovatieprocessen. Het uitgangspunt van het boek is dat een goed begrip van de wijze waarop mensen met elkaar communiceren en een gedegen inzicht in de mechanismen die daarbij een rol spelen, noodzakelijk zijn voor een effectieve toepassing van communicatie, ook in professionele settings. De schrijvers richten zich op studenten die communicatie studeren aan de universiteit of het HBO. Tegelijkertijd is het boek van nut voor communicatiespecialisten bij overheden, bedrijven en maatschappelijke organisaties, die verantwoordelijk zijn voor een optimale positionering in een voortdurende veranderende omgeving. Ook voor beleidsmakers, artsen en andere professionals, voor wie strategische communicatie een belangrijk aspect vormt van het dagelijkse werk is dit boek van grote waarde. Een belangrijk deel van hun functioneren hangt af van hun inzicht in de principes van communicatie en de vaardigheid daarmee om te gaan.
Dialoog bevorderen tussen samenleving en wetenschap
Molder, H.F.M. te - \ 2014
Wageningen : Wageningen UR
communicatie - wetenschap - kennis - overtuigingen - communication - science - knowledge - beliefs
Mensen kunnen ergens van overtuigd zijn zonder dat daar wetenschappelijk bewijs voor is. Hoogleraar Hedwig te Molder zegt daarover tegen wetenschappers: Luister naar de ideeën van deze mensen, neem ze serieus en ga de dialoog aan.
Uit het keurslijf
Sikkema, A. ; Fresco, L.O. - \ 2014
Resource: weekblad voor Wageningen UR 9 (2014)7. - ISSN 1874-3625 - p. 20 - 21.
onderwijs - universiteiten - kennis - levenslang leren - opinies - attitudes - education - universities - knowledge - lifelong learning - opinions - attitudes
Louise Fresco schreef een nieuw boek over wetenschap en cultuur: Kruisbestuiving. Ze houdt een pleidooi voor ‘kennis om het plezier van de kennis’. Wat heeft de schrijver Fresco voor adviezen voor de Wageningse raad van bestuur? Een boekbespreking.
‘Enorme leerkans voor nieuwe deelnemers in project’ : Koeien & kansen zoekt deelnemers uit noorden of zuidwesten, zegt projectleider Michel de Haan
Hogenkamp, W. ; Haan, M.H.A. de - \ 2014
Boerderij 100 (2014)5. - ISSN 0006-5617 - p. 36 - 36.
rundveehouderij - melkveehouderij - koeien - agrarische bedrijfsvoering - ondernemerschap - water - kennis - cattle husbandry - dairy farming - cows - farm management - entrepreneurship - water - knowledge
Koeien & Kansen zoekt deelnemers uit noorden of zuidwesten, zegt projectleider Michel de Haan, projectleider bij Wageningen Livestock Research.