Records 1 - 20 / 491
Agricultural extension, technology adoption and household food security : evidence from DRC
Santos Rocha, Jozimo - \ 2017
Wageningen University. Promotor(en): E.H. Bulte, co-promotor(en): M.M. van den Berg. - Wageningen : Wageningen University - ISBN 9789463434485 - 231
agricultural extension - technology - adoption - food security - households - development economics - agricultural production - knowledge transfer - congo democratic republic - landbouwvoorlichting - technologie - adoptie - voedselzekerheid - huishoudens - ontwikkelingseconomie - landbouwproductie - kennisoverdracht - democratische republiek kongo
In this thesis, I use experimental and quasi-experimental data from 25 villages and a total of 1,105 farmers from eastern DRC to investigate the relationship among agricultural training, the adoption of agricultural technologies, crop productivity, and household food insecurity and dietary diversity. I present evidence that contributes to narrow the gap in the literature on the role of input subsidies fostering small-scale farmers' uptake of productivity-enhancing technologies, how farmer field school and farmer-to-farmer trainings affect the adoption of agricultural technologies, how F2F training may reduce the costs of FFS implementation, how adoption materializes on yields of food crops, and how training through the adoption of improved agricultural technologies impacts household food insecurity and the diet diversification of target households.
As a complement to econometric evidence and in order to understand the main findings, I also discuss behavioral features and farmer driven initiatives which somehow condition these impacts. Throughout the four main chapters, I identify practical implications that are highly important for the design and implementation of new programs and policies aimed to address agricultural productivity issues and reduce household food insecurity. In Chapter 1 I develop a general introduction to the research which discusses the evolution of agricultural extension in the last few decades, and describe FFS and F2F training methodologies. Chapter 2 provides a detailed description of the project intervention, technologies promoted, research settings and the data collection process. In Chapter 3, I report the results of an experimental study that analyses the impact of one-shot input starter packs on the adoption of productivity-enhancing complementary practices, which have the potential to maximize the impact of starter pack inputs. Additionally, I assess the levels of persistence on farmers’ use of improved crop seeds which are included in the starter packs. Overall, I find no evidence of starter packs’ impact on small-scale farmers’ adoption of productivity-enhancing technologies. Similarly, the levels of persistence regarding the use of seeds following the delivery of starter packs were not significant. These results are consistent with studies that have found minimal or no persistence on the use of inputs following the provision of subsidies, including Duflo, Kremer et al. (2011). The limited impact that starter packs had on yields in the first year may logically explain that farmers refrained from using improved seeds subsequently because the inputs are not economically attractive.
Chapter 4 studies the effectiveness of knowledge transmission from farmers trained in FFS through farmer-to-farmer training (F2F), which could potentially result in lower extension costs and higher impacts. I find that FFS training has a higher impact than F2F training in the first period, but the magnitude of the treatment effect in the second period is not statistically different between the two training methods. I argue that the dissemination of technologies promoted in FFS groups can well be formalized through farmer-to-farmer deliberate training attached to the FFS approach. Given the low costs of F2F training compared to FFS, the introduction of F2F training may substantially alleviate a major constraint to the large-scale introduction of FFS as a training method, its high costs.
In Chapter 5, I study the impact of farmer’s participation in FFS and F2F training on small-scale agricultural productivity. A multi-crop yield-index and the yields of cassava were used as impact indicators. The results indicate that both FFS and F2F trainings contribute to a significant increase in farmers’ yields, especially in the second period when the magnitude of the effect substantially increased. We also learned that the effect size does not differ between the two training approaches in neither period, suggesting that F2F communications are a suitable alternative or complement to FFS training. While the chapter was unable to confirm if training materializes in higher yields through technology adoption, I argue that in the context of the sample the adoption of productivity-enhancing practices and inputs are likely the most important impact mechanism.
I also study the relationship between agricultural training, the adoption of improved technologies and household food insecurity. I find that farmers’ participation in agricultural trainings has a positive effect, through the adoption of improved technologies, on improvements in household dietary diversity (HDDS). Nonetheless, the impact on household access to food (HFIAS) is less evident. These results suggest that FFS/F2F training can well reduce household food insecurity, which is mostly achieved through the adoption of improved agricultural technologies. Yet, there are farm and household specific factors which constrain how training impacts technology adoption and how adoption affect household food insecurity and diet diversification. In Chapter 7, I synthesize the results of the four main chapters and articulate the sequence of results from training to adoption to productivity to food security.
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.
It takes three to tango : biobased innovaties: een samenwerking tussen overheid, onderwijs en ondernemers
Monteiro da Fonseca, Wendy ; Otterloo, Laura van; Simons, Ralph ; Ankersmit, Elis ; Vilsteren, Gerlinde van - \ 2017
Netherlands : CoE BBE - 47
samenwerking - publiek-private samenwerking - innovaties - biobased economy - kennisoverdracht - colleges - onderzoek - nederland - beroepsopleiding (hoger) - cooperation - public-private cooperation - innovations - biobased economy - knowledge transfer - colleges - research - netherlands - professional education
De transitie naar een Biobased Economy (BBE) is al jaren een 'hot item' in Nederland, zowel binnen de Nationaal Wetenschapsagenda als binnen de topsectoren. De MKB-erst, elk in eigen niches, spelen hierbij een bepalende rol. Hiernaast hebben de hogescholen op dit domein de ambitie om een belangrijke rol voor het MKB als kennisleverancier te spelen (onderwijs en onderzoek). In dit rapport probeert helderheid te creëren over hoe dit proces verloopt.
GreenCHAINge mikt op verduurzaming im- en exportstromen
Boerrigter, Henry - \ 2016
horticulture - greenhouse horticulture - vegetables - cut flowers - ornamental horticulture - logistics - knowledge transfer - sustainability - container transport - crop quality - keeping quality
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.
Co-creation in the practice, science and movement of agroecology
Milgroom, J. ; Bruil, Janneke ; Leeuwis, C. - \ 2016
Farming Matters 32 (2016)1. - ISSN 2210-6499 - p. 6 - 9.
agroecosystems - sustainability - family farms - farmers' knowledge - knowledge transfer - agricultural production systems - food production - lifelong learning - agro-ecosystemen - duurzaamheid (sustainability) - familiebedrijven, landbouw - kennis van boeren - kennisoverdracht - agrarische productiesystemen - voedselproductie - levenslang leren
Knowledge building is central to agroecology rooted in family farming. But why?
What type of knowledge, and whose knowledge is mobilised? This issue of
Farming Matters explores what we really mean by co-creation of knowledge in
agroecology, why it is so essential for today’s challenges, and how it takes place
around the world.
Groot, M.J. - \ 2016
Wageningen : RIKILT Wageningen UR (RIKILT-rapport 2016.002) - 17
kennisoverdracht - boeren - landbouw bedrijven - knowledge transfer - farmers - farming
Dit rapport gaat in op de mogelijkheden voor kennisverspreiding van informatie die in de stalboekjes is weergegeven. De eerste stalboekjes waren bedoeld voor de biologische sector en werden als pdf via internet verspreid. Ondanks de vrije beschikbaarheid leek de kennis niet goed beschikbaar was voor de veehouders. Oorzaken hiervoor waren de 1) grote bestanden, mensen printen grote bestanden niet graag uit, 2) veehouders gaan liever niet experimenteren zonder steun van hun dierenarts, en 3) de dierenartsen hebben weinig kennis van natuurproducten.
‘Nu oogsten van kennisbundeling bedekte biologische teelten’ : afronding internationaal project Biogreenhouse
Meijer, Rob - \ 2016
horticulture - greenhouse horticulture - knowledge transfer - organic farming - cropping systems - conferences - agricultural research - international cooperation - legislation - turkey
In april 2016 komen onderzoekers, studenten, adviseurs, toeleveranciers en tuinbouwondernemers bijeen voor het internationale symposium over bedekte biologische teelten in Izmir. Na vier jaar stopt dan officieel het netwerk Biogreenhouse. “Voor de tijd daarna is het van belang dat mensen elkaar hebben leren kennen en elkaar makkelijker kunnen vinden”, concludeert Rob Meijer
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.
Agrimatie : alle feiten en cijfers Nederlandse land- en tuinbouw (LEI Wageningen UR )
Fernhout, C.Y. - \ 2015
LEI Wageningen UR
agro-industriële sector - landbouw - informatieverspreiding - informatie - informatiediensten - marktinformatie - kennisoverdracht - bedrijfsvoering - agrarische bedrijfsvoering - bedrijven - lesmaterialen - agroindustrial sector - agriculture - diffusion of information - information - information services - market intelligence - knowledge transfer - management - farm management - businesses - teaching materials
Heel Nederland heeft te maken met de agrosector: of het nu gaat om werk, voedsel of vrije tijd. Op Agrimatie.nl staan gegevens verzameld van allerlei projecten, databases en 1500 agrarische ondernemers (helemaal anoniem natuurlijk).
'Wat triggert de kopers van jouw product?' : actualiteitenavond Bovenkarspel
Gude, Henk - \ 2015
horticulture - ornamental bulbs - tulips - knowledge transfer - coating - scalding - marketing - turnover
Verslag voorjaarsbijeenkomst. Debatmiddag ‘The Missing Link – de groene schakel tussen onderzoek en praktijk’
Goud, J.C. - \ 2015
Gewasbescherming 46 (2015)3. - ISSN 0166-6495 - p. 92 - 94.
conferenties - agrarisch onderwijs - wetenschappelijk onderzoek - akkerbouw- en tuinbouwbedrijven - universiteiten - publiek-private samenwerking - duurzaamheid (sustainability) - geïntegreerde bestrijding - biologische landbouw - innovaties - kennisoverdracht - marktconcurrentie - conferences - agricultural education - scientific research - crop enterprises - universities - public-private cooperation - sustainability - integrated control - organic farming - innovations - knowledge transfer - market competition
De debatmiddag werd bezocht door ongeveer tachtig personen. Grofweg een derde deel van de aanwezigen was student. Vooral van de CAH Vilentum in Dronten was er een grote groep. Een derde deel was werkzaam in het onderzoek en de overige deelnemers waren afkomstig uit de praktijk, het onderwijs of werkzaam bij de overheid. In drie rondes gingen de aanwezigen in op respectievelijk de huidige situatie, de uitdagingen voor de nabije toekomst (de komende vijf jaar) en de visie voor de lange termijn (vijfentwintig jaar).
Essay Kennisinfrastructuur akkerbouw en algemeen economisch belang
Smit, A.B. - \ 2015
Den Haag : LEI Wageningen UR - 4
akkerbouw - economische aspecten - innovaties - werkgelegenheid - kennisniveau - programma's - kennisoverdracht - arable farming - economic aspects - innovations - employment - knowledge level - programs - knowledge transfer
Op verzoek van BO Akkerbouw heeft LEI Wageningen UR een literatuurstudie gedaan naar het algemeen economisch belang van een goede kennisinfrastructuur voor de akkerbouwsector, dat in de aangehaalde Verordening als voorwaarde wordt genoemd. Ook heeft het LEI een ex-antebeoordeling gegeven van de bijdrage van het Kennis- en innovatieprogramma van BO Akkerbouw aan dit belang.
Grondbemonstering waardevol in de strijd tegen stengelaal
Vreeburg, P.J.M. - \ 2015
BloembollenVisie (2015)332. - ISSN 1571-5558 - p. 2 - 23.
horticulture - ornamental bulbs - plant protection - agricultural research - sampling - contamination - plant disease control - knowledge transfer - ditylenchus dipsaci - tulips - hot water treatment - tuinbouw - bloembollen - gewasbescherming - landbouwkundig onderzoek - bemonsteren - besmetting - plantenziektebestrijding - kennisoverdracht - ditylenchus dipsaci - tulpen - heetwaterbehandeling
Het Praktijknetwerk ‘Stengelaaltjes in het vizier’ heeft een belangrijke bijdrage geleverd in de strijd tegen stengelaaltjes door aan te tonen dat het nemen van grondmonsters veel inzicht kan geven in de mate van besmetting van grond en partijen en kan helpen bij het voorkomen van een aantasting en nieuwe besmettingen.
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.
ROC+ as a consultancy service
Luijendijk, L. ; Wigham, M.L.I. - \ 2015
Wageningen : Wageningen UR - Food & Biobased Research (Report / Wageningen UR Food & Biobased Research 1589) - ISBN 9789462575226 - 10
gegevensbeheer - ontologieën - computer software - informatiesystemen - consultancy - kennisoverdracht - data management - ontologies - computer software - information systems - consultancy - knowledge transfer
Nieuwe kansen voor traditionele groenten : Traditional Food Network to improve the transfer of knowledge for innovation (TraFooN)
Kik, Chris - \ 2015
horticulture - vegetables - regional specialty products - old varieties - knowledge transfer - workshops (programs) - eu regulations - marketing - networks
Handboek Varkenshouderij 2015
Vermeij, I. - \ 2015
V-focus 12 (2015)4. - ISSN 1574-1575 - p. 39 - 39.
varkenshouderij - handboeken - technische informatie - bedrijfsmanagement - dierenwelzijn - diergezondheid - huisvesting, dieren - kwaliteitszorg - communicatie - kennisoverdracht - pig farming - handbooks - technical information - business management - animal welfare - animal health - animal housing - quality management - communication - knowledge transfer
Onlangs verscheen de volledig herziene editie van het Handboek Varkenshouderij. De vorige editie werd in 2010 uitgebracht. Deskundigen van Wageningen UR Livestock Research en enkele externe deskundigen hebben de inhoud volledig geactualiseerd. Ook zijn nieuwe onderwerpen toegevoegd.
Kennis in actie voor het landschap : inleiding themanummer over kennisco-creatie in wetenschapswinkelprojecten
Beunen, R. ; Dekker, J.N.M. ; Duineveld, M. ; During, R. ; Luttik, J. ; Straver, G.H.M.B. - \ 2015
Landschap : tijdschrift voor landschapsecologie en milieukunde 32 (2015)3. - ISSN 0169-6300 - p. 108 - 109.
burgers - natuurbeheer - landschapsbeheer - kennisoverdracht - kennissystemen - sociale participatie - samenwerking - citizens - nature management - landscape management - knowledge transfer - knowledge systems - social participation - cooperation
Een deel van de Nederlandse landschappen is ontworpen door landschapsarchitecten. Landschapsvorming is echter niet de enige functie van het ontwerp, betogen we in dit artikel. In een participatief ontwerpproces voor het Europaplein in Renkum bestudeerden we de verschillende functies van ontwerpen. Ondanks het feit dat die kunnen conflicteren, blijken ze op verschillende wijze een zeer productieve bijdrage te leveren aan het verloop van het proces.