Staff Publications

Staff Publications

  • external user (warningwarning)
  • Log in as
  • language uk
  • About

    '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.

    We have a manual that explains all the features 

    Records 1 - 20 / 39

    • help
    • print

      Print search results

    • export

      Export search results

    Check title to add to marked list
    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.
    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.
    Leerboek fokkerij en genetica voor het HBO
    Oldenbroek, Kor - \ 2015
    teaching materials - animal breeding - animal genetics - animal breeding methods - livestock farming - professional education - animal welfare - animal health - animal production - pets - dogs - cats - dairy cattle - pigs - poultry - horses
    Ondernemerschap kun je leren
    Oosterhoff, W. ; Smit, A.B. - \ 2014
    V-focus 11 (2014)6. - ISSN 1574-1575 - p. 12 - 13.
    hogere agrarische scholen - beroepsopleiding (hoger) - ondernemerschap - flevoland - agricultural colleges - professional education - entrepreneurship - flevoland
    Kun je ondernemerschap leren? Daarover zijn de meningen verdeeld. Veel ondernemers geven aan dat je ondernemerschap niet uit een boekje kunt leren, maar in je moet hebben. CAH Vilentum in Dronten biedt daarentegen een hbo-opleiding ‘Agrarisch Ondernemerschap’ aan. Studenten van deze opleiding volgden bij het Kenniscentrum Agrofood en Ondernemen in Dronten de Masterclass Ondernemerschap. Zij verbeterden aantoonbaar hun ondernemerschapscompetenties.
    Masculinities among irrigation engineers and water professionals in Nepal
    Liebrand, J. - \ 2014
    Wageningen University. Promotor(en): Linden Vincent, co-promotor(en): Margreet Zwarteveen; Margreet van der Burg. - Wageningen : s.n. - ISBN 9789462571419 - 505
    irrigatie - ingenieurs - geslacht (gender) - beroepsopleiding (hoger) - nepal - irrigation - engineers - gender - professional education - nepal


    This thesis documents my attempt to study masculinities among irrigation engineers and water professionals in Nepal. It is based on the recognition that more than two decades of mainstreaming gender in development research and policy have failed to come to grips with the masculine subject. In this thesis, it is hypothesized that there is something intrinsically masculine about the irrigation and water management profession, both in the West and in Nepal. This hypothesis is based on personal experience, being a male researcher myself and being trained as an irrigation professional in the Netherlands, and having travelled to India and Nepal to meet irrigation engineers and water professionals in an intercultural context. The hypothesis is also based on academic questioning of masculinities in irrigation. The aim of the thesis is to scrutinize a taken-for-granted association of men with organisational power, authority and expertise in irrigation. To facilitate investigations, two domains in the world of irrigation are conceptualized: the domain of the irrigation professional and the domain of irrigation expert knowledge. For each of these domains, a set of research questions has been formulated. First, how does one become an irrigation engineer in Nepal, employed in the Department of Irrigation, and what masculinities might be involved in becoming one; and second, how might masculinities be implicated in irrigation knowledge and water expert thinking. To answer the first question, this thesis analyses the institutions of engineering education, professional associations and regulatory bodies, and the Department of Irrigation. To answer the second question, this thesis analyses the use and presentation of irrigation data in policy making and it examines histories of irrigation expert thinking in Nepal.

    The conceptual backbone of the thesis is to see professional performance in irrigation as cultural performance, drawing inspiration from the work of Victor Turner in particular. In Chapter 1, I explain that he metaphor of performance can be read as technical performance and cultural performance, and is conceived in this thesis as two sides of the same coin, mutually constituting professional performance. In the process of research, I have come to see the concept of cultural performance as particularly apt for this thesis. It has enabled me to conceptualize linkages between the gender of engineers, professional cultures in irrigation and technical representations in irrigation knowledge, without having to exclude myself from the writing process. The latter is important in research on masculinities because identifications of masculinities and femininities are unavoidably interpretative, situated and partial.

    Chapter 2 presents historical contexts of irrigation development in Nepal, highlighting the main state interventions in the sector and some of the changes in professional practice in irrigation. It also presents a background on the education system and the civil service in Nepal from the 1950s onwards, highlighting gendered aspects of these institutions and revealing that they have functioned as closed institutions of the high-class, upper-caste elite in Nepal. It also documents a history of women professionals in rural development in Nepal from the 1950s onwards, in an attempt to understand why there are so few female irrigation engineers in the Department of Irrigation. In this account, I briefly re-visit the introduction of ‘social organisers’ in irrigation in the early 1990s in an attempt to figure out why social organiser positions were not taken up by women professionals as community specialists. The analysis reveals that the position of women professionals, from the 1950s onwards, has been defined in terms of their ‘feminine capacity’ to deal with ‘women’s issues’, marked by their non-involvement in broader issues of development.

    Chapter 3 presents feminist histories of the main institutions that constitute the roadway for becoming an irrigation engineer in Nepal. The first institution is engineering education, focussing on Nepal but also mentioning the places abroad (mainly in India) where Nepalese men (and some women) have gone for engineering education. The focus is mainly on diploma (overseer) and bachelor (engineer) level education in the disciplines of civil – and agricultural engineering. For these disciplines, I have collected gender and caste segregated enrolment data of students at engineering colleges in Nepal (going back to the 1980s). A second set of institutions are the regulatory organisations for the engineering profession in Nepal and the professional associations that exist in relation to the field of engineering, water, agriculture and irrigation. It presents an analysis of about 40 professional associations and also discusses some of the incipient networks of women professionals in natural resources management. The third institution is the Department of Irrigation, describing its history from 1952 onwards (year of establishment) and presenting an analysis on who is employed in the organisation. The analysis of the institutions reveals that they mainly have been the world of men.

    Chapter 4 focusses on the informal milieu in the Department of Irrigation to understand how one becomes a ‘real’ irrigation engineer. The analysis is based on the assumption that getting an engineering degree, and becoming a member of an engineering association and securing employment in the civil service of the Department of Irrigation, does not automatically make a person a ‘real’ irrigation engineer. It is hypothesized that junior engineers need to participate in the informal milieu of the institutions, develop agency and acquire the desire, skills and perceptions that ‘fit’ a normative and gender authentic performance of a ‘real’ irrigation engineer. The development of agency and desire is conceptualized to occur through two distinct yet interrelated processes, which I call ‘self-normalization’ and ‘transitional performance’. The analysis reveals that the informal milieu of the Department of Irrigation is infiltrated with social stereotypes and cultural norms that prevail in (elite) society in Nepal, causing barriers, particularly for women, to perform as ‘real’ irrigation engineers. The analysis also identifies two periods in the lives of engineers that can be conceived as rites of passage for becoming an irrigation engineer: ‘the college’ and ‘the field’. It is suggested that participation in these rites of passage is a pre-requisite to become a ‘real’ irrigation engineer.

    Chapter 5 discusses the performance of women engineers and ‘other men’ in the Department of Irrigation. Other men are conceptualized as a broad category of men, from professionals with a disciplinary background other than engineering to men of ‘low caste’ and men with a particular ethnic background. The analysis focusses, however, mainly on the performance of ‘lady engineers’ as women engineers in the Department are known. Their marginalized position in the organisation is highly visible whereas subordinated positions of men in the Department are more difficult to detect. Apart from the presence of (male) Madhesi officers, class, caste and ethnic issues among men are difficult to understand ‘within’ the Department, because staff with a Dalit background, for instance, constitute only 2% of staff in lower management positions in the organisation. The taboo for women to perform in the field is discussed in relation to the performance of the lady engineer. Also an overview is presented of the disadvantages that lady engineers tend to accumulate in the pursuit of a career in the Department. The analysis reveals that most women engineers come to face a career plateau in their life, causing them to accept office work that is considered of secondary importance, switch jobs or quit service altogether.

    Chapter 6 analyses the performativity of irrigation data and their use in policy making in Nepal. In the recognition that technical representations of reality help to enact professional credibility and claims of truths of irrigation engineers and water professionals, the focus is on understanding how irrigation data might support (and help to enact) professional performance in irrigation. It is analysed how irrigation data breathe life into particular representations of reality, reflecting and structuring a particular experience in irrigation expert thinking. It is suggested that the ‘show’ of irrigation data can also be considered a ‘cultural expression’ of authority, professional identities and masculinities in irrigation. This is not to say that women professionals in irrigation would use and construct irrigation data in a different way, but to point out that authority ‘sticks’ more easily to male engineers when they use irrigation data, than to female engineers when they use irrigation data.

    Chapter 7 presents a self-portrait of ‘our knowledges’ in irrigation. Speaking about ‘our knowledges’ in irrigation – something that is deeply contentious from a feminist perspective – is done as a way to acknowledge my subjectivation as an irrigation professional and to invite fellow members of knowledge and policy elites in development to participate in an exercise of self-discovery. I reconstruct a history of irrigation expert thinking in Nepal based on 60 years of state irrigation interventions in Chitwan District (1950-2010). It is an explorative study, rich in empirical material, also presenting a fresh look at irrigation practices in Chitwan before the 1950s and re-constructing an account of how images of the Tennessee Valley Authority in America served to conceptualize multipurpose watershed management and new irrigation projects in Nepal. Through the use of photos, I also show how engineers have acted as negotiators of knowledge and masculinities in the act of building irrigation systems in Chitwan District. The investigation is based on the assumption that it is worthwhile to scrutinize our expert knowledges in irrigation because our performances and identities of ‘ourselves’ – as male and female engineers and professionals – are somehow implicated in it. Treating the historical account as a self-referential experience or self-portrait of professional performances in irrigation, I explore how masculinities have been associated with our expert knowledges. The analysis is also an account of professional performance and practices of masculinities that I have negotiated (and performed) myself, in the act of doing research in irrigation on masculinities.

    In the last chapter (general discussion and conclusions), I conclude that masculinities are deeply embedded in professional cultures in irrigation – not just in interactions between irrigation engineers and water professionals but also in our knowledges in irrigation. Professional performances and expert knowledges in irrigation are an enactment of ‘projectness’ – a particular experience of reality (in projects) which reflects and structures ‘our’ understandings of the world in a gendered way, and in which ‘we’ hardly have been able to date to accommodate feminist perspectives on irrigation and water management. I also point out that qualifying behaviour or practices of people as (partially) masculine or as an effect of masculinities is controversial among irrigation engineers and water professionals. Irrigation and water management historically is a field of applied engineering, and the argument that masculinities are implicated in professional identities and in irrigation expert knowledge, is disputed. Irrigation engineers and water professionals generally have internalized a conviction that science and engineering is rational and universal, and they propagate the view that engineering itself is disconnected from meanings of masculinity and femininity.

    Innovations in hands-on simulations for competence development : authenticity and ownership of learning and their effects on student learning in secondary and higher vocational education
    Khaled, A.E. - \ 2014
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Judith Gulikers. - Wageningen : Wageningen University - ISBN 9789462570825 - 178
    vaardigheidsonderwijs - middelbaar beroepsonderwijs - beroepsopleiding (hoger) - vakbekwaamheid - loopbaantraining - agrarisch onderwijs - beroepsopleiding - simulatie - leerplan - leren - competency based education - intermediate vocational training - professional education - professional competence - career education - agricultural education - vocational training - simulation - curriculum - learning
    Hands-on simulaties, ofwel praktijksimulaties, worden zeer regelmatig ingezet in het (groene) middelbaar en hoger beroepsonderwijs, vooral voor het toepassen van procedurele en technische vaardigheden. Wat is de toegevoegde waarde van hands-on simulaties, ofwel praktijksimulaties, in een innovatief beroepsgericht curriculum dat zich naast vakmanschap ook op competenties zoals probleemoplossen, innovatief denken en flexibel werken richt? Het proefschrift laat zien dat praktijksimulaties competentieontwikkeling kunnen stimuleren. Voor meer competentieontwikkeling is het niet voldoende om de simulaties authentieker te maken (realiteitsgehalte verhogen) en studenten meer zelfsturing en zelfregulatie te geven. Praktijksimulaties moeten bij de studentpercepties te betrokken worden en studenten gedurende het gehele curriculum te leren zelfsturende en zelfregulerende strategieën in te zetten.
    Handboek Dieren in de Zorg
    Ruis, M.A.W. - \ 2014
    zorgdieren - dierenwelzijn - beroepsopleiding (hoger) - handboeken - gezondheidszorg - therapy animals - animal welfare - professional education - handbooks - health care
    Het Handboek 'Dieren in de zorg' is het eerste Nederlandse handboek over de inzet van dieren in zorgsituaties, waarbij het dier centraal staat. Het is een initiatief van Stichting AAIZOO, en is ontwikkeld door het Ontwikkelcentrum, Hogeschool Van Hall Larenstein en Wageningen UR. Marie-José Enders-Slegers (AAIZOO), Marko Ruis (Wageningen UR Livestock Research/Van Hall Larenstein), Susan Ophorst (Van Hall Larenstein) en Marc Hendriks (Ontwikkelcentrum) vertellen in deze video over dit boek dat gemaakt is voor het hoger beroepsonderwijs.
    Biobased Economy als onderdeel van een duurzame samenleving
    Anonymous, ; Derksen, J.T.P. - \ 2013
    teaching materials - biobased economy - economic development - energy - renewable resources - sustainability - professional education
    Samenwerking KTC-De Marke en Agrarisch onderwijs!
    Verloop, Koos - \ 2013
    livestock farming - cows - grasslands - minerals - cycling - knowledge transfer - professional education - agricultural education
    BOGO van groene grondstoffen naar biobased materialen. eigenschappen van polymerlkzuur
    Schennink, G.G.J. ; Beukelaer, H.J. de; Molenveld, K. - \ 2013
    lesmaterialen - bioplastics - biopolymeren - polymelkzuur - beroepsopleiding (hoger) - materialen uit biologische grondstoffen - biobased economy - handleidingen - teaching materials - bioplastics - biopolymers - polylactic acid - professional education - biobased materials - biobased economy - guide books
    Deze opdracht geeft inzicht in de eigenschappen van PLA en daarmee de toepassingsmogelijkheden. Het praktijkdeel van deze opdracht laat zien hoe door keuze van de juiste PLA typen en temperatuurbehandeling de maximale gebruikstemperatuur (HDT=Heat Distortion Temperature) verhoogd kan worden.
    BOGO van groen grondstoffen naar biobased materialen. Van melkzuur naar polymeren.
    Knoop, J.R.I. - \ 2013
    Wageningen : FRB
    lesmaterialen - melkzuur - biopolymeren - polymelkzuur - polymerisatie - chemie - biobased economy - beroepsopleiding (hoger) - handleidingen - teaching materials - lactic acid - biopolymers - polylactic acid - polymerization - chemistry - biobased economy - professional education - guide books
    Lesmateriaal (theorie en praktijkopdracht) over de polymerisatie van melkzuur tot polymelkzuur (PLA).
    BOGO van groen grondstoffen naar biobased materialen. Van stro naar melkzuur.
    Bakker, R.R.C. ; Lopez Contreras, A.M. ; Broek, L.A.M. van den - \ 2013
    Wageningen : FBR
    lesmaterialen - biopolymeren - melkzuur - stro - fermentatie - beroepsopleiding (hoger) - biobased economy - chemie op basis van biologische grondstoffen - handleidingen - teaching materials - biopolymers - lactic acid - straw - fermentation - professional education - biobased economy - biobased chemistry - guide books
    Practicumhandleiding voor hbo. In dit practicum wordt melkzuur gemaakt uit stro.
    BOGO van groene grondstoffen naar biobased materialen. Van zetmeel naar plastic.
    Broek, L.A.M. van den - \ 2013
    Wageningen : FBR Wageningen
    lesmaterialen - zetmeel - biopolymeren - bioplastics - handleidingen - chemie op basis van biologische grondstoffen - biobased economy - beroepsopleiding (hoger) - teaching materials - starch - biopolymers - bioplastics - guide books - biobased chemistry - biobased economy - professional education
    Practicumhandleiding voor hbo. Met behulp van commercieel zetmeel is het mogelijk om gelen te maken. Door het toevoegen van glycerol tijdens het proces kan men de gel flexibeler maken.
    Innoveren in de veehouderij
    Bos, Bram - \ 2013
    animal husbandry - innovations - animal housing - animal welfare - sustainability - sustainable animal husbandry - livestock farming - education - teachers - continuing training - professional education - agricultural colleges
    Pluimveeonderwijs breidt zich verder uit : ketenbedrijven spreken zich uit over gewenste scholing hbo'er
    Vernooij, A.G. ; Veer, E. van 't - \ 2013
    V-focus 10 (2013)4. - ISSN 1574-1575 - p. 32 - 33.
    pluimveehouderij - agrarische samenleving - hogere agrarische scholen - beroepsopleiding (hoger) - kennisniveau - vaardigheden - opinies - poultry farming - agricultural society - agricultural colleges - professional education - knowledge level - skills - opinions
    De laatste jaren is de belangstelling voor het pluimveehouderijonderwijs sterk gegroeid, vooral door een betere samenwerking tussen de AOC’s. Inmiddels volgen jaarlijks meer dan 40 leerlingen de specialisatie pluimveehouderij. In 2012 is de ontwikkeling van het pluimveeonderwijs op hbo-niveau in gang gezet door onder meer CAHVilentum en HasHogeschool. Voor hbo-studenten bestaat nu ook de mogelijkheid zich verder te verdiepen in de pluimveehouderij. Wat verwachten bedrijven in de pluimveeketen van deze scholing op hbo-niveau?
    Concept Kennisarrangement Voedselverspiling
    Snels, J.C.M.A. ; Kroon, M. - \ 2012
    Wageningen : Wageningen UR - Food & Biobased Research - 19
    voedselverspilling - agrarisch onderwijs - middelbaar beroepsonderwijs - beroepsopleiding (hoger) - lesmaterialen - voedselketens - consumenten - food wastage - agricultural education - intermediate vocational training - professional education - teaching materials - food chains - consumers
    Doelstelling van dit kennisarrangement is: WUR kennis op het gebied van voedselverspilling beschikbaar maken aan het KIGO consortium “voedselverspilling, waarden van voedsel in de keten” om bewustwording van studenten en docenten over het onderwerp te vergroten en inhoudelijke kennis met betrekking tot voedselverspilling vraagstukken over te brengen. De doelgroep is: docenten en studenten in het groene onderwijs, specifiek op leerlingen en docenten van Hogeschool INHolland Delft, CAH Dronten, Wellant, Edudelta en STOAS (VMBO, HBO en MBO).
    Practice and profile. Christian formation for vocation
    Hegeman, J.J. ; Edgell, M. ; Jochemsen, H. - \ 2011
    Eugene OR, USA : Wipf and Stock Publishers - ISBN 9781610970914 - 338
    beroepsopleiding - hoger onderwijs - christendom - religie - beroepsopleiding (hoger) - moraal - morele waarden - ethiek - filosofie - vocational training - higher education - christianity - religion - professional education - moral - moral values - ethics - philosophy
    Too many students are disappointed. They want to make a difference in their chosen professions. They are inspired by successful visionaries, but they have little idea how to follow in their oversized footsteps. Their colleges and universities promise more professional development than they can possibly deliver, especially in terms of moral development for the professions. Experts coming from a range of perspectives in higher education agree that moral formation for the professions must increasingly take place in higher education. Tragically, the recent evolution of teaching has stripped educators of much of the rationale for moral formation. The recent record of moral lapses by managers testifies to this crisis of moral education. The authors call for a revival of moral formation in higher education for the professions. They supply the needed resources to redesign classic as well as cutting-edge teaching and learning toward practical moral education in the professions. This book is carefully designed to apply traditional Christian principles appropriately to evolving professional practices. The authors' strategies address the problems surrounding calling, vocation, and the growing need for virtue training in the professions. In particular, the authors provide clear direction for how to meet the need for professional profiles that meet the standards of the marketplace. Practice and Profile provides the reader with a tested and proven model of faith formation appropriate to the professions. It also goes into specific, useful detail as to how the model mobilizes learning in classroom and professional settings. It aids institutions of higher learning in their struggle with demands for new learning environments and new moral competencies. Foremost, it gives students a grasp of how to become dedicated professionals who make a difference
    WURKS lesmodules precisielandbouw voor MBO & HBO
    Schans, D.A. van der; Blok, P.M. ; Blok, Daan ; Os, G.J. van - \ 2011
    Lelystad : PPO AGV - 107
    agrarisch onderwijs - lesmaterialen - precisielandbouw - middelbaar beroepsonderwijs - beroepsopleiding (hoger) - globale plaatsbepalingssystemen - bedrijfsmanagement - landbouwtechniek - agrarisch praktijkonderwijs - agricultural education - teaching materials - precision agriculture - intermediate vocational training - professional education - global positioning systems - business management - agricultural engineering - on-farm training
    Studenten die nu worden opgeleid voor een functie in de agrarische sector of agrarisch ondernemer krijgen met precisielandbouw te maken. Het is de taak van het agrarisch onderwijs hen hierop voor te bereiden. Een groep medewerkers van het praktijkonderzoek van Wageningen UR-PPO-agv heeft samen met vier leerkrachten techniek van agrarische HBO, MBO en praktijkcentra modules voor theorie- en praktijklessen ontwikkeld. In deze publicatie zijn deze modules samengebracht.
    Comprehensive competence-based vocational education : the development and use of a curriculum analysis and improvement model
    Wesselink, R. - \ 2010
    Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Judith Gulikers. - [S.l. : S.n. - ISBN 9789085857846 - 136
    vaardigheidsonderwijs - beroepsopleiding - voortgezet onderwijs - beroepsopleiding (hoger) - agrarisch onderwijs - leerplan - analyse - leerplanontwikkeling - middelbaar beroepsonderwijs - competency based education - vocational training - secondary education - professional education - agricultural education - curriculum - analysis - curriculum development - intermediate vocational training
    Competentiegericht beroepsonderwijs is zowel nationaal als internationaal een populair concept. Een eenduidige definitie ontbrak echter, maar is wel noodzakelijk als uitspraken moeten worden gedaan over de effectiviteit er van. Door middel van het vaststellen van acht principes, die zijn uitgewerkt in vier fasen is een comprehensive (ofwel allesomvattend en samenhangend) model ontwikkeld dat beschrijft wat competentiegericht beroepsonderwijs inhoudt. Het model laat onder andere zien dat als competentieontwikkeling het doel van beroepsonderwijs is, de instructiemethoden daarop moeten worden aangepast. Met behulp van dit model is nader onderzoek gedaan hoe competentiegericht beroepsonderwijs zich manifesteert in de onderwijspraktijk. Op basis hiervan kan worden geconcludeerd dat competentiegericht beroepsonderwijs daadwerkelijk plaatsvindt in het agrarische MBO en HBO in Nederland; zowel studenten als docenten herkennen in zekere mate de principes van competentiegericht beroepsonderwijs in hun dagelijkse onderwijspraktijk. Dit vereist vervolgens andere rollen en taken van docenten. Naast expert, zijn de rollen ontwikkelaar, onderzoeker, coach en manager belangrijk volgens de docenten. Tot slot biedt het model handvatten om de verbinding tussen leren in de school en leren in de praktijk te verbeteren.
    What do we know about our graduates? Graduate analysis for forest sciences and related curricula
    Schmidt, P. ; Lewark, S. ; Strange, N. - \ 2010
    Joensuu : University Press (Silva Publications 6) - ISBN 9789526101484
    doctoraalonderwijs - afgestudeerden - beroepsopleiding (hoger) - carrièreontwikkeling - bosbouw - kansen op werk - arbeidsmarkt - europa - graduate study - graduates - professional education - career development - forestry - employment opportunities - labour market - europe
    Forestry as such is an old trade; already the ancient Romans did it. Its education is less old, about two centuries. Apparently, as Lewark remarked in his introduction, in general foresters educated at universities matched the need of the forestry sector.. Only about 40 years ago, the need to know more about how good this match is and how good universities serve the societies became stronger (see also Kennedy and Koch). Nowadays, surveying alumni about their situation is normal practice and the need for methodical standards is growing. Time, says Lewark in his opening statement, for an overview. Before that, a short description of forestry education, which changed through the years in forest education, is given. Koch – in the paper he wrote together with Kennedy – identifies and analyses three stages during the last half century in Western-world natural resources management: • Traditional stage: natural resources first, foremost and forever; • Transitional stage: natural resource management, for better or worse, involves people; • Relationship stage: managing natural resources for valued people and ecosystem relationships. Koch sees as the driving forces behind these changes, the increasing diversity, complexity and dynamics of ecosystem values and uses over the last 50 years, requiring new ways for natural resource managers (foresters, wildlife biologists, etc.) to understand and relate to their professional roles and responsibilities - in accommodating urban and rural ecosystem users, and managing the complementary and conflicting interactions between them. Moreover he states that the impacts of these three perspectives on how natural resource managers view ecosystems and react to ecosystems, people and other life-forms is basic and can be profound. Implicitly, he assumes that changes in society like these had and will have their impact on universities and thus also on forest education. In this interface, graduate surveys have their role.
    Check title to add to marked list
    << previous | next >>

    Show 20 50 100 records per page

    Please log in to use this service. Login as Wageningen University & Research user or guest user in upper right hand corner of this page.