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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    Soil Knowledge Clips: Soil Horizons
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties
    Soil Knowledge Clips: Sand Ruler
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - sand - soil texture
    The preparation of a sand sample and the use of a sand ruler are discussed.
    Soil lacquer peel DIY: simply capturing beauty
    Stoof, C.R. ; Candel, J.H.J. ; Wal, Laszlo van der; Peek, G.J.W.C. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - preservation
    Visualization can greatly benefit understanding of concepts and processes, which in soil science and geology can be done using real life snapshots of soils and sediments in lacquer peels and glue peels. While it may seem complicated, anyone can make such a soil peel for use in classrooms, public places, homes and offices for teaching, outreach, decoration and awareness. Technological development has considerably simplified the making of soil peels, but this methodological innovation has not been described in the literature. Here, we report on a thoroughly tested and simple method for taking peels of sandy soils using readily available tools and materials. Our method follows the main previously published steps of preparing a soil face, impregnating the soil face with a fixation agent in the field, extracting the resulting peel and mounting it on a wooden panel. Yet instead of using lacquers and thinning agents, we use strong though flexible contact adhesive (glue), which has the major advantage that it no longer requires use and mixing of toxic chemicals in the field or reinforcement of the peel to prevent breaking. Moreover, the preservation potential is much higher than with the old method. This new twist to old methods makes creating of soil peels more safe, simple and successful, and a thereby true DIY (do it yourself) activity. The resulting increased accessibility of making soil and sediment peels can benefit research, teaching, and science communication and can thereby bring the value and beauty of the ground below our feet to students, schools, policy makers, and the general public.
    Soil Knowledge Clips: Soil Suitability
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - soil suitability - rooting depth - capillary rise - groundwater - soil water retention
    The relevant tables for soil suitability are shown and it is explained how to use them.
    Soil Knowledge Clips: CaCO3
    Lansu, Eva ; Stoorvogel, Marte ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - calcium carbonate - hydrochloric acid
    The preparation of a soil sample, use of diluted HCl and associated observations are discussed.
    Soil Knowledge Clips: Soil Colour
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - soil colour
    The preparation of a soil sample, use of the Munsell Soil Color Book and notation of colour are discussed.
    Soil Knowledge Clips: Soil Texture
    Lansu, Eva ; Stoorvogel, Marte ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. ; Marcotte, Abbey - \ 2020
    Wageningen University & Research
    soil properties - soil - education - soil texture - particle size distribution - particle size
    The most important steps to estimate soil texture and the texture triangle are discussed.
    Soil Knowledge Clips: Soil Corer
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil - education - soil properties - soil profiles
    A soil corer, suitable for wet heavy clay and peat soils, is discussed and all steps of coring are shown.
    Soil Knowledge Clips: Soil Auger
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil properties - soil - education - soil profiles
    A soil auger, suitable for mineral soils, is discussed first. Thereafter, all steps of augering are shown.
    Soil Knowledge Clips: Introduction
    Stoorvogel, Marte ; Lansu, Eva ; Traas, Meike ; Candel, J.H.J. ; Lubbers, I.M. ; Stoof, C.R. - \ 2020
    Wageningen University & Research
    soil properties - soil - education
    In this video, we explain the idea behind the soil clips and present the current list of knowledge clips produced.
    Keuzedeel Landbouwhuisdieren (MBO)
    Ruis, M.A.W. ; Vorderman, Evert ; Dijk, Nienke van; Fokkema, R. ; Visser, Annewies ; Hessel, Huub ; Hoorweg, Fleur ; Groffen, H. ; Korsten, C. ; Goot, L. van der; Hoop, O. de - \ 2019
    Wageningen : Groen Kennisnet
    animal welfare - animal production - dairy cattle - pigs - poultry - animal health - animal behaviour - animal nutrition - education
    Greenery and Education : The positive effects of greenery in urban environments
    Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
    Wageningen : Wageningen University & Research - 7 p.
    learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
    Greenery in and around schools and nurseries and on campuses enhances the ambience of educational institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student’s performance and their ability to concentrate, as well as enhancing the social climate. This document provides insights into the benefits of greenery for learning and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
    Factsheet Betekenis van zorgboerderijen voor verschillende doelgroepen
    Hassink, J. ; Bruin, Simone de; Verbeek, Hilde ; Buist, Yvette - \ 2018
    Wageningen : Wageningen University & Research - 7 p.
    well-being - care - greening - urban areas - health - education - cooperation - social care farms
    Groen: meer dan mooi en gezond : de meerwaarde van groen op gezondheid, productiviteit, prestatie en welbevinden samengevat
    Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
    Wageningen : Wageningen University & Research - 6
    huisvesting - beplantingen - onderwijs - welzijn - gezondheid - bewoning - openbaar groen - arbeid (werk) - tuinen - tuinen bij het huis - publieke tuinen - stadslandbouw - housing - plantations - education - well-being - health - tenancy - public green areas - labour - gardens - domestic gardens - public gardens - urban agriculture
    De Groene Agenda is een programma van Royal FloraHolland, De Groene Stad en Wageningen University & Research. De Groene Agenda wordt mogelijk gemaakt door Productschap Tuinbouw en Topsector Tuinbouw & Uitgangsmaterialen.
    Groen en leren : de meerwaarde van groen voor het welbevinden in de leeromgeving samengevat
    Spijker, J.H. - \ 2017
    Wageningen : Wageningen Environmental Research - 7
    beplantingen - onderwijs - leren - schoolterrein - leerprestaties - openbaar groen - klimaat - temperatuur - gezondheid - sociaal welzijn - luchtkwaliteit - lichamelijke activiteit - lichamelijke fitheid - stressfactoren - kinderen - plantations - education - learning - school site - educational performance - public green areas - climate - temperature - health - social welfare - air quality - physical activity - physical fitness - stress factors - children
    de meerwaarde van groen voor het welbevinden in de leeromgeving samengevat
    Grotere slagkracht CBBE
    Vilsteren, G.E.T. van - \ 2017
    Agro & chemie (2017)1. - p. 27 - 27.
    onderwijs - publiek-private samenwerking - innovaties - beroepsopleiding (hoger) - onderzoeksprojecten - biobased economy - education - public-private cooperation - innovations - professional education - research projects - biobased economy
    Het CBBE wil in 2017 een grotere slagkracht krijgen. Een krachtenbundeling rondom de vier innovatieroutes moet leiden tot meer impact op de biobased en circulaire economie in ons land.
    Opportunity identification competence : explaining individual and exploring team opportunity identification by employees
    Baggen, Yvette - \ 2017
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Thomas Lans. - Wageningen : Wageningen University - ISBN 9789462579682 - 182
    entrepreneurship - professional competence - competences - education - businesses - small businesses - medium sized businesses - employment opportunities - netherlands - portugal - europe - ondernemerschap - vakbekwaamheid - bevoegdheden - onderwijs - bedrijven - kleine bedrijven - middelgrote bedrijven - kansen op werk - nederland - portugal - europa

    Opportunities and their identification are of significant importance for competitiveness in today’s complex and turbulent business environment because they serve as a key influencing factor for new value-creation. Opportunity identification (OI) is interesting not only from the perspective of new business start-ups, but also from the perspective of employees in existing organisations. Each entrepreneurial process starts with an imagined, rudimentary idea in the mind of an individual. The further exploration and development of such opportunities by employees can lead to the realisation of all kinds of corporate entrepreneurship outcomes, such as innovation, strategic renewal, and internal or external venturing.

    This dissertation reports on the capability of employees to identify opportunities, referred to as opportunity identification competence (OIC). The importance of OI by employees is widely recognised in practice, and scholars have contributed significantly to understanding what opportunities are, how opportunities come into being, and how OIC can be measured. Nevertheless, substantial research challenges still need to be addressed. More specifically, based on both entrepreneurship literature and literature on organisational learning and entrepreneurship education, three overarching research issues have been identified:

    The OI process has not been fully mapped out, including the role of individuals and teams.

    Defining and explaining OIC is problematic because scholars tend not to agree whether opportunities are discovered in the economic environment or created by individuals.

    Existing measurements of OIC have been criticised, because most of them include self-perceptions or the recall of earlier identified opportunities.

    The main goal of this thesis was to contribute to the literature by addressing these three overarching research issues. Accordingly, the central research question was: What characterises opportunity identification by employees on the individual and team level?

    In the dissertation, OIC is both conceptually mapped and empirically explored. A performance instrument to measure OIC is developed and tested in higher education. As well, 12 businesses, including 234 employees in 51 teams, participated in this research project. Most companies were in the category known as small and medium-sized enterprise (SME). The participating companies have in common that they felt an urgent need for entrepreneurship as a driver of competitiveness. Furthermore, they aimed to commit and stimulate their employees to contribute to the entrepreneurial process, without having formal mechanisms or structures for doing so.

    Main conclusions

    In light of the central research question of this dissertation, What characterises opportunity identification by employees on the individual and team level?, the results suggest that OI deserves attention in existing businesses, both as a meaningful process leading towards new value-creation and as a relevant capability of employees. OIC is a multi-phased phenomenon consisting of two main competencies, namely business idea generation and business idea evaluation. In business idea generation, individuals generate all kinds of (business) ideas that may have the potential to become a real opportunity. In business idea evaluation, those ideas are selected that actually have potential success. Employees can have one of the competencies (business idea generation or business idea evaluation) to a greater extent, or both of them. Organisations need employees that are able to generate business ideas and employees that are able to evaluate the potential success of business ideas. The results of this thesis suggest that, just like independent entrepreneurs, employees mainly acquire such competencies by a process of learning by doing; this means that employees should become involved in entrepreneurial activities on the shop floor. Creating teams can be a solution, bringing together the competencies needed for the successful identification of opportunities. Moreover, the results suggest that the commitment of teams in the early stages of the entrepreneurial process is highly relevant, because the team cognitive framework for identifying opportunities seems more effective than the individual cognitive framework.

    Taken together, at the defining, initial stage of the entrepreneurial process opportunities are identified by individuals or, preferably, by teams – in a process by which business ideas are generated and evaluated for their potential success. When studying opportunities and their identification, scholars should take into account the differences in OIC between SMEs, employees, and even within OIC itself (i.e., between business idea generation and business idea evaluation). In practice as well, these differences should be considered in the selection and management of employees, in assessing OIC and in composing teams, because teams need both business idea generators and business idea evaluators.

    Competence for life: a review of developments and perspective for the future : Farewell address upon retiring as Professor of Education and Competence Studies at Wageningen University & Research on 20 October 2016
    Mulder, Martin - \ 2016
    Wageningen : Wageningen University & Research - ISBN 9789462579675 - 36
    education - competences - theory - research - onderwijs - bevoegdheden - theorie - onderzoek
    The concept of competence is probably as old as humanity. Introduced in the academic literature in the 1950s, it underwent a remarkable development. Used in the 1960s, criticised in the 1970s, discarded in the 1980s, renewed in the 1990s, and transformed in the 2000s, the global competence movement in the 2010s is stronger than ever. Started as an approach to train specific skills and teach for known jobs, it developed as a strategy to align the worlds of work and education and to prepare professionals for the labour market and lifelong learning. Now it is time to think about competencies for the unknown future and about ways to learn these.
    Towards competence-based technical-vocational education and training in Ethiopia
    Solomon, Getachew Habtamu - \ 2016
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Renate Wesselink; Omid Noroozi. - Wageningen : Wageningen University - ISBN 9789462579002 - 161
    vocational training - competency based education - competences - training - training courses - education - technical training - ethiopia - east africa - beroepsopleiding - vaardigheidsonderwijs - bevoegdheden - opleiding - scholingscursussen - onderwijs - technische opleiding - ethiopië - oost-afrika

    In the human development effort, different countries are underscoring the role of technical-vocational education and training (TVET) in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socio-economic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. Within this broad aim, the thesis looks into the historical pathways TVET in Ethiopia has passed through time, teachers’ involvement in policy and curriculum development and implementation, the extent to which TVET programs are competence-based (‘competentiveness’) and TVET teachers’ training and professional development. A mix of methods (quantitative and qualitative) was employed and data were collected through questionnaires, interview and documents.Four Polytechnic TVET colleges in Addis Ababa, TVET teachers, students and employed TVET graduates, teacher training teachers and students were involved.

    The research findings showed that TVET development lacked consistent and stable policy direction, greatly influenced by government ideology. Competence-based TVET was implemented under severe challenges which include lack of adequately prepared teachers and resources, frequent curricula changes, lack of employers cooperation, discontent of teachers and administrators, etc. The competence-based approach was implemented without extensive deliberations and understanding by TVET teachers in which teachers participation was minimal. Positive correlation between TVET teachers’ participation in educational reform and perception towards TVET system was observed. Thought teachers, students and graduates observed competence-based education and training (CBET) principles in the Ethiopian TVET system, competence-based TVET is not performing well with regard to the practical dimensions of CBET (mainly the “how” aspect) in accordance with the principles of competence-based education. In a positively perceived work environment, ‘competentiveness’ of a TVET programs and employed TVET graduates’ workplace performance was observed. The TVET teacher training programs lack alignment (coherence) with competence-based TVET curriculum in terms of curriculum design and practices. The delivery is predominantly teacher-centered: more lecture oriented with less opportunity for students self and group reflection; student assessment was norm-referenced, not individual competence assessment. Though teachers believe that teacher professional development (TPD) enhances their professional growth, the practices were not in line with their belief; the personal initiative of TVET teachers to undertake TPD activities was minimal; no systematic professional development plan exists in TVET colleges, more traditional approaches in which TVET teachers’ engagement in research has almost been ignored.

    Inconsistency in educational policymaking (unstable policy direction) hampered a consensus-based, national education system including TVET, structuring of TVET starting from the scratch. TVET is implemented without a strong foundation – administratively and manpower and materials/facilities (lack well-crafted implementation strategy), more a product of political than of collective decisions. From the study it appears that lacking proper alignment with employment capacity of the economy is a systemic problem of the TVET system. Enforcement of TVET strategy on TVET teachers and administrators without understanding the new competence-based education, which affected their perception. TVET teachers regarded as implementers of a decision rather than having a stake in the issue, affecting their actions and training outcome. Competence-based education and training (CBET) is practiced in TVET but the instruction and practical components lack alignment with CBET principles (no strong learning environments). Though it requires further evidence, the positive relationship between ‘competentiveness’ of a TVET program and graduates’ job performance found in this study supports the assertion that CBET bridges the gap between classroom learning and labor market reality. Because TVET teacher training programs are not aligned with TVET curriculum and teachers professional needs, it is difficult to say that TVET teachers are well prepared in terms of CBET requirement. In TVET teacher training programs, competence development focused instructional practices are not well fostered in practice. TVET teachers TPD activities are more conventional, not aligned with CBET and teachers’ needs.

    A number of recommendations are forwarded to improve the implementation of competence-based TVET which have policy implications for future development of TVET and practical interventions to be taken to improve the implementation of competence-based TVET in its different dimensions.

    Stadslandbouw in 'gastropool' New York
    Pineda Revilla, Beatriz ; Valk, A.J.J. van der - \ 2016
    Agora 32 (2016)2. - ISSN 1380-6319 - p. 36 - 39.
    stedelijke gebieden - voedselconsumptie - gezondheid - onderwijs - sociale gebruiken - urban areas - food consumption - health - education - social customs
    In de metropool New York draait het leven voor een belangrijk deel om eten. Voedsel wordt steeds vaker gezien als een verbindend element in het dagelijks leven. Het raakt aan uiteenlopende zaken als gezondheid, onderwijs, ontspanning en sociale cohesie.
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