This paper details the lessons learned in the process of setting up a new open access (OA) journal from scratch. The Journal of the European Honors Council (JEHC) was started in 2016, published its first issue in 2017, and is currently publishing its fifth issue. The development of JEHC is described in four phases: lead-up to the first idea (2015-2016), from first idea to first issue (2016-2017), professionalization (2017-2018), and increasing impact (2018-). Ten lessons learnt are detailed: (1) do a realistic needs assessment; (2) involve committed people with skills, passion, and time; (3) provide a low-barrier publication option; (4) identify and pick ‘low-hanging fruit’; (5) get your basics organized; (6) invest time in technical knowledge; (7) professionalize in phases; (8) be transparent, open, and personal; (9) try to avoid monetary transactions as much as possible; and (10) printing can help. The main piece of advice to others wishing to start an OA journal is: inform yourself well before you start, but do not be afraid to learn along the way.
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In the Netherlands, like in many other developed countries, the care sector is facing challenges in a dynamic environment. Regulation is increasing, patients are becoming more critical, budget responsibility will be transferred from country- to municipality level in association with cuts in funding, and more and more emphasis is put on transparent execution of medical treatment procedures and protocols (cf. ActiZ, 2012; Zorgvisie, 2014). In this challenging environment also small healthcare organizations are urged to professionalize their management accounting and control practices (ActiZ, 2012). This paper describes, using the problem solving research approach derived from Mitroff et al. (1974), the introduction of a Management Accounting and Control System (MACS) and its effect in a young, fast growing, small care organization in the Netherlands. The MACS for this company consists of four components: cost and margin calculation per product; time registration facilities; budgeting and variance analysis; and ICT support. The introduction of the MACS has led to accurate, structurally available, and visible financial information for accounting and controlling, thus providing insight in the organization's current situation and into how to move the organization forward in its challenging environment. It is finally argued that similar care organizations may benefit as well from a comparable MACS.
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There is increasing interest in the use of experiential knowledge and the development of experiential expertise in mental health. Yet, little is known about how best to use this expertise in the role of a psychiatrist. This study aims to gain insight into the concerns of psychiatrists using their lived experiences with mental health distress as a source of knowledge for patients, colleagues and themselves. Eighteen psychiatrists with lived experience as patients in mental health care were interviewed with a semi-structured questionnaire. The interviews were analyzed using qualitative narrative thematic analysis. The majority of the respondents use their lived experience implicitly in the contact with patients, which makes the contact more equal and strengthens the treatment relationship. When explicitly using experiential knowledge in the contact with patients, thought should be given at forehand to its purpose, timing and dosage. Recommendations are that the psychiatrist should be able to reflect on his/her lived experience from a sufficient distance and should take patient factors into account. When working in a team, it is advisable to discuss the use of experiential knowledge in advance with the team. An open organizational culture facilitates the use of experiential knowledge and safety and stability in the team are vital. Current professional codes do not always offer the space to be open. Organizational interests play a role, in the degree of self-disclosure as it can lead to conflict situations and job loss. Respondents unanimously indicated that the use of experiential knowledge in the role of a psychiatrist is a personal decision. Self-reflection and peer supervision with colleagues can be helpful to reflect on different considerations with regard to the use of experiential knowledge. Having personal lived experiences with a mental disorder affects the way psychiatrists think about and performs the profession. The perception of psychopathology becomes more nuanced and there seems to be an increased understanding of the suffering. Even though harnessing experiential knowledge makes the doctor-patient relationship more horizontal it remains unequal because of the difference in roles. However, if adequately used, experiential knowledge can enhance the treatment relationship.
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How can the grower and the supplier in the greenhouse horticulture industry gain competitive advantage through radical innovation? The challenge lies in time- to-market, in customer relationship, in developing new product/market combinations and in innovative entrepreneurship. Realizing this ambition requires strengthening the knowledge base, stimulating innovation, entrepreneurship and education. It also requires professionalizing people. In this paper an innovation and entrepreneurial educational and research programme is introduced. This KITE120-programme aims at strengthening multidisciplinary collaboration between enterprise, education and research. It helps making the step from ambition to action, and from incremental to radical innovation. We call this an 'Amazing Jump'.
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The Dutch greenhouse horticulture industry is characterized by world leadership in high-tech innovation. The dynamics of this playing field are innovation in production systems and automation, reduction in energy consumption and sharing limited space. However, international competitive advantage of the industry is under pressure and sustainable growth of individual enterprises is no longer a certainty. The sector's ambition is to innovate better and grow faster than the competition in the rest of the world. Realizing this ambition requires strengthening the knowledge base, stimulating entrepreneurship, innovation (not just technological, but especially business process innovation). It also requires educating and professionalizing people. However, knowledge transfer in this industry is often fragmented and innovation through horizontal and vertical collaboration throughout the value chain is limited. This paper focuses on the question: how can the grower and the supplier in the greenhouse horticulture chain gain competitive advantage through radical product and process innovation. The challenge lies in time- to-market, in customer relationship, in developing new product/market combinations and in innovative entrepreneurship. In this paper an innovation and entrepreneurial educational and research programme is introduced. The programme aims at strengthening multidisciplinary collaboration between enterprise, education and research. Using best practice examples, the paper illustrates how companies can realize growth and improve the innovative capacity of the organization as well as the individual by linking economic and social sustainability. The paper continues to show how participants of the program develop competencies by means of going through a learning cycle of single-loop, double-loop and triple loop learning: reduction of mistakes, change towards new concepts and improvement of the ability to learn. Finally, the paper illustrates the importance of combining enterprise, education and research in regional networks, with examples from the greenhouse horticulture sector. These networks generate economic growth and international competitiveness by acting as business accelerators.
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Contemporary social work is subjected to ongoing questions in terms of its effectiveness and accountability. It appears to be problematic for social workers to defend themselves in a proper manner. When they do so, they often seem to rely primarily on a rhetoric of good intentions and are thus unable to constructively asses the underlying principles of their work. These considerations have prompted the research outline that is presented in this paper.
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The Dutch greenhouse horticultural industry is characterized by world leadership in high-tech innovation. The dynamics of this playing field are innovation in production systems and automation, reduction in energy consumption and sharing limited space. However, international competitive advantage of the industry is under pressure and sustainable growth of individual enterprises is no longer a certainty. The sector's ambition is to innovate better and grow faster than the competition in the rest of the world. Realizing this ambition requires strengthening the knowledge base, stimulating entrepreneurship, innovation (not just technological, but especially business process innovation). It also requires educating and professionalizing people. However, knowledge transfer in this industry is often fragmented and innovation through collaboration takes up a mere 25-30% of the opportunities. The greenhouse horticulture sector is generally characterized by small scale, often family run businesses. Growers often depend on the Dutch auction system for their revenues and suppliers operate mainly independently. Horizontal and vertical collaboration throughout the value chain is limited. This paper focuses on the question: how can the grower and the supplier in the greenhouse horticulture chain gain competitive advantage through radical product and process innovation. The challenge lies in time- to-market, in customer relationship, in developing new product/market combinations and in innovative entrepreneurship. In this paper an innovation and entrepreneurial educational and research programme is introduced. The programme aims at strengthening multidisciplinary collaboration between enterprise, education and research. Using best practice examples, the paper illustrates how companies can realize growth and improve innovative capabilities of the organization as well as the individual by linking economic and social sustainability. The paper continues to show how participants of the programme develop competencies by means of going through a learning cycle of single-loop, double-loop and triple loop learning: reduction of mistakes, change towards new concepts and improvement of the ability to learn. Furthermore, the paper discusses our four-year programme, whose objectives are trying to eliminate interventions that stimulate the innovative capabilities of SME's in this sector and develop instruments that are beneficial to organizations and individual entrepreneurs and help them make the step from vision to action, and from incremental to radical innovation. Finally, the paper illustrates the importance of combining enterprise, education and research in networks with a regional, national and international scope, with examples from the greenhouse horticulture sector. These networks generate economic regional and national growth and international competitiveness by acting as business accelerators.
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Nowadays companies need higher educated engineers to develop their competences to enable them to innovate. This innovation competence is seen as a remedy for the minor profitable business they do during the financial crises. Innovation is an element to be developed on the one hand for big companies as well as for small-and-medium sized companies through Europe to overcome this crisis. The higher education can be seen as an institution where youngsters, coming from secondary schools, who choose to learn at higher education to realize their dream, what they like to become in the professional world. The tasks of the Universities of applied Sciences are to prepare these youngsters to become starting engineers doing their job well in the companies. Companies work for a market, trying to manufacture products which customers are willing to pay for. They ask competent employees helping achieving this goal. It is important these companies inform the Universities of applied Sciences in order to modify their educational program in such a way that the graduated engineers are learning the latest knowledge and techniques, which they need to know doing their job well. The Universities of applied Sciences of Oulu (Finland) and Fontys Eindhoven (The Netherlands) are working together to experience possibilities to qualify their students on innovation development in an international setting. In the so-called: ‘Invention Project’, students are motivated to find their own invention, to design it, to prepare this idea for prototyping and to really manufacture it. Organizing the project, special attention is given to communication protocol between students and also between teachers. Students have meetings on Thursday every week through Internet connection with the communication program OPTIMA, which is provided by the Oulu University. Not only the time difference between Finland and the Netherlands is an issue to be organized also effective protocols how to provide each other relevant information and also how to make in an effective way decisions are issues. In the paper the writers will present opinions of students, teachers and also companies in both regions of Oulu and Eindhoven on the effectiveness of this project reaching the goal students get more experienced to set up innovative projects in an international setting. The writers think this is an important and needed competence for nowadays young engineers to be able to create lucrative inventions for companies where they are going to work for. In the paper the writers also present the experiences of the supervising conditions during the project. The information found will lead to success-factors and do’s and don’ts for future projects with international collaboration.
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Nowadays companies need higher educated engineers to develop their competences to enable them to innovate. This innovation competence is seen as a remedy for the minor profitable business they do during the financial crises. Innovation is an element to be developed on the one hand for big companies as well as for small-and-medium sized companies through Europe to overcome this crisis. The higher education can be seen as an institution where youngsters, coming from secondary schools, who choose to learn at higher education to realize their dream, what they like to become in the professional world. The tasks of the Universities of applied Sciences are to prepare these youngsters to become starting engineers doing their job well in the companies. Companies work for a market, trying to manufacture products which customers are willing to pay for. They ask competent employees helping achieving this goal. It is important these companies inform the Universities of applied Sciences in order to modify their educational program in such a way that the graduated engineers are learning the latest knowledge and techniques, which they need to know doing their job well. The Universities of applied Sciences of Oulu (Finland) and Fontys Eindhoven (The Netherlands) are working together to experience possibilities to qualify their students on innovation development in an international setting. In the socalled: ‘Invention Project’, students are motivated to find their own invention, to design it, to prepare this idea for prototyping and to really manufacture it. Organizing the project, special attention is given to communication protocol between students and also between teachers. Students have meetings on Thursday every week through Internet connection with the communication program OPTIMA, which is provided by the Oulu University. Not only the time difference between Finland and the Netherlands is an issue to be organized also effective protocols how to provide each other relevant information and also how to make in an effective way decisions are issues. In the paper the writers will present opinions of students, teachers and also companies in both regions of Oulu and Eindhoven on the effectiveness of this project reaching the goal students get more experienced to set up innovative projects in an international setting. The writers think this is an important and needed competence for nowadays young engineers to be able to create lucrative inventions for companies where they are going to work for. In the paper the writers also present the experiences of the supervising conditions during the project. The information found will lead to successfactors and do’s and don’ts for future projects with international collaboration.
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As all professionals, teacher educators are expected to develop themselves continuously during their working life in order to keep their knowledge and skills up to date. Smith (2003, p203) distinguishes three reasons for teacher educators to develop themselves: 1) to improve the profession (teacher education); 2) to maintain interest in the profession, to grow personally and professionally and 3) to advance within the profession, promotion. At the teacher education institute of the Fontys University of Applied Science, teacher educators are stimulated by the management to spend 10-15% of their working hours on professional development. Do teacher educators spend these hours and if they dos so, what purpose do they have in mind? What activities do they undertake to develop themselves? What topics do they choose for professional development? Are there differences between more experienced teacher educators and beginning teacher educators? To study these questions, a questionnaire was held by all 228 teacher educators working at the Fontys teacher education institute. At this institute, about 4000 student-teachers are educated to become a teacher in secondary or vocational education. First impressions of the results show that 33% of the teacher educators spend 10-15% of their time on professional development. A large group of teacher educators (42%) spends less then 10% and a small group (23%) spends more then 15% of their time on professional development. The main reason for teacher educators to professionalize themselves is to improve the quality of their teaching to students. This refers to the second reason Smith (2003) mentions. Improving the profession or advance within the profession (reason 1 and 3 in Smith's list) were much less often mentioned. The four activities most mentioned by teacher educators to develop themselves were reading of (scientific) literature (1), followed by collegial consultation (2), attending conferences or meetings (3) and trying out new approaches and systematically evaluating them (4). The topics teacher educators develop themselves in vary from didactical subjects to coaching skills, subject-specific topics and ICT-skills. Further analysis to reveal whether there are differences between experienced and beginning teachers is still in progress, but will be available at the conference in August 2011. References: Smith, K (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, Vol 26, No2, pp201-215
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