Werkgeversonderzoek in het kader van Make IT Work in the North
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Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
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The in-depth assessment of the situation of the European textile and clothing sector is composed by six independent reports with a close focus on key aspects useful to understand the dynamics and the development of the textile and clothing industry, drivers of change – most notably the impact of the financial crisis – and identification of policy responses and best practices. This has been done in six specific tasks leading to the six reports: Task 1 Survey on the situation of the EU textile and clothing sector Task 2 Report on research and development Task 3 Report on SME situation Task 4 Report on restructuring Task 5 Report on training and Education Task 6 Report on innovation practices This present report of task 5 provides an in-depth analysis of what has been done in terms of VET developments over the last decade in three key TC regions in Europe. It investigates industry ‘s attitudes and practices, education and training changes, and eventually tries to identify how mismatches between skills supply and demand have been addressed there and could possibly be addressed in the future in other regions of Europe.
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The following report aims to introduce the main me2 specifications, and to describe the requirements needed to develop the me2 project. Me2 is a technological platform where the behaviours related to energy consumption could be monitored, and also to increase the energy efficiency.In order to have a better understanding about the use of that kind of platforms, a brief literature review is firstly presented, where some of the main behaviour changing mechanisms practices are highlighted. Also, a policy analysis was developed to give an extended overview of the existing market structures and barriers, as well as, the technical features that are relevant for the development of a venture like me2.The report will end with a detailed description of what the me2 user will be like. This information is mostly based on the pre-pilot survey and on a cross-cultural analysis between Portugal and the Netherlands. This comparison is fundamental for a better understanding about the target community used in this project. Concerning to the functional systems requirements, they are also described in this report, giving special attention to what is called me2 Logic, that includes the front-end platform, back-end activities, and the algorithms to user engagement.Therefore, this report delivers, in a very detailed way, all the reviewed information and procedures needed to be determined prior to the platform’s establishment, and regarding its implementation for the project’s first pilot in Lisbon.
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In a growing number of economic branches, citizens are becoming more active, as part-time producers, service providers, suppliers or even entrepreneurs. They compete with traditional companies, but often operate through new business models.
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Outsourcing and offshoring provide companies with ways to achieve their business objectives better or more cost effectively or despite a shortage of specific resources. From a research point of view, outsourcing and offshoring have mostly been studied as something that large companies do, not small and medium enterprises (SMEs). However, the business rationale for outsourcing and offshoring appears to be at least as compelling for SMEs as they are for large companies.NOT-12-02
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Developing European transnational clusters is a cornerstone in current EU-policies towards a sustainable competitive and open European economy. Within this conceptual paper relates these objectives to new developments in the application of network IT or, in popular terms, the rise of social media. The growing importance of clusters is related to new theoretical insights. Based on this, the paper comes with suggestions for policy makers in governments, businesses and knowledge institutions such as universities.Opening Up is designed to look for a better service to citizens and businesses through the use of social media and open data. The opening-up project started in October 2011 and lasts three years.
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The Procurement Platform Groningen is a cooperation of 15 tendering authorities in the northern part of the Netherlands. The Platform requested Hanze to start a research project concerning the Social Added Value of the Platform’s spend. The first phase of this research has now been completed. This phase has resulted in more insight into the spend of the Platform. The subject of this working paper concerns one of the next steps in this research. How can tendering authorities stimulate innovation within SMEs through tenders below threshold values? Most of the Platform members’ spend is put to market through non-European tenders. This paper describes a theoretical research into Platform’s possibilities to encourage innovation in SMEs, by using tendering for contracts that are below the threshold value. The results of this research show that the Platform can use several tendering procedures.
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Communities of Practice (CoPs) are social learning systems that can be, to a certain extent, designed. Wenger (1998) proposes the following paradox; “ no community can fully design the learning of another, but at the same time, no community can fully design its own learning” (p:234). My interpretation of Wenger’s statement is that learning environments such as CoPs need to be facilitated in their learning processes, but not their specific design. Approaching CoPs this way allows for the design of interventions that facilitate learning processes within a CoP rather than regulate them. However, empirical studies on facilitating internal processes of CoPs are sparse – most work is anecdotal. This means that one needs to look to other fields for guidance in order to discover how to facilitate CoPs in their learning. This paper describes part of a larger research project that asks the question whether communities of practice can be instituted in higher professional educational organizations as an effective method to facilitate participant learning (professional development) and stimulate new knowledge creation in the service of the organization. Using a more pragmatic approach to cultivating CoPs (Ropes, 2007) opens the possibility to use different theoretical perspectives in order to find and ground interventions that can facilitate learning in CoPs and which are typically used in organizational development trajectories based on learning (de Caluwe & Vermaak, 2002). In this paper I look at how theories of human resource development, workplace learning and social constructivism conceptualize learning and what type of environments promote this. I then map out community of practice theory along these fields in order to come to a synthesized conceptual framework, which I will use to help understand what specific interventions can be used for designing CoPs. Finally I propose several interventions based on the work done here. The main question I consider here can be formulated as follows; ‘what insight can Human Resource Development theories, Workplace Learning theories and Social Constructivist learning theory give in order to design interventions that facilitate internal processes of communities of practice?’
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