Supply chain partnerships within housing refurbishment have not been given much specific attention which may be found surprising because the refurbishment market is becoming of increasing importance compared to new construction and has specific characteristics that require adapted approaches to supply chain integration. In this paper approaches, expected benefits and challenges of supply chain partnerships within housing renovation are explored. From general literature on building process innovation, dimensions of supply chain integration and potential advantages and challenges of have been derived and employed in a preliminary inquiry among Dutch housing associations and their partners that are experimenting with supply chain partnering in housing refurbishment projects. The results indicate that approaches are in a relatively early stage of development towards ‘mature’ supply chain partnerships. Furthermore, many of the general expectations also apply to the Dutch housing refurbishment sector, but at a more detailed level, refurbishment may require specific attention for the division of tasks and risks between the partners, particularly regarding communication with tenants.
Massive Open Online Courses (MOOCs) have continued to attract considerable media coverage as governments and universities respond to the open and online education movement. Three years after the MOOCs began its rise, it is clear that the HE institutions in the EU are gaining speed in this movement. This report on MOOCs intends to contribute to literature on MOOCs in Europe. Its specific aim is to present data on the perception and objectives of European higher education institutions on MOOCs and the main drivers behind the MOOC movement. In addition, the report makes a comparison with similar studies conducted in the United States in 2013 and 2014 and to data produced by the European University Association (EUA) between October and December 2013. The report made clear that involvement is still increasing, but also that arguments to get involved differ from those in the US. The main source is a survey conducted by the project HOME - Higher education Online: MOOCs the European way, partly funded by the European Commission’s Lifelong Learning Programme. The survey was conducted in October - December 2014. In total 67 institutions responded out of 22 European countries representing in total about 2.8 millions of students.
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The current assignment of vocational programs in higher education is to educate future evidence-based professionals. Often is presumed that a substantial connection between research and teaching is needed to be able to provide the right context and content to achieve this aim with students (Healey & Jenkins, 2015). As an effect in the Dutch institutes for higher professional education there is an increased attention for the connection between research and teaching as a carrier to develop these knowledge related competences. But what does it mean for an institute of higher vocational education to actively strategize towards integrating research and teaching in all bachelor and master programs for 45.000 students, while still standing in the tradition of being teaching-only? This paper presents the three phases of a large scale institutional change in Amsterdam UAS, including a systematic analysis of ‘research’ in the profiles of all 70 vocational bachelor programs.
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