TheUniversity of Twente, SaxionUniversityofAppliedSciences, ROCofTwente(vocationaleducation), centre of expertise TechYourFuture and the H2Hub Twente, in which various regional hydrogen interested corporations are involved, work together to shape a learning community (LC) for the development of innovative hydrogen technology. The cooperation between company employees, researchers and students provides a means to jointly work on solutions for real-life problems within the energy transition. This involves a cross-chain collaboration of technical programs, professorships and (field) experts, supported by human capital specialists. In the LC, a decentralized hydrogen production unit with storage of green hydrogen is designed and built. The main question for this research is: how can the design and construction process of an alkaline electrolyzer be arranged in a challenge based LC in which students, company employees (specialists) and researchers from the three educational institutions can learn, innovate, build-up knowledge and benefit? In this project the concept of a LC is developed and implemented in collaboration with companies and knowledge institutions at different levels. The concrete steps are described below: 1. Joint session between Human Resource and Development (HRD) specialists and engineers/researchers to explore the important factors for a LC. The results of this session will be incorporated into a blueprint for the LC by the human capital specialists. 2. The project is carried out according to the agreements of the blueprint. The blueprint is continuously updated based on the periodic reflections and observed points for improvement. 3. Impact interviews and periodic reflection review the proceeding of the LC in this engineering process. The first impact interview reveals that the concept of the LC is very beneficial for companies. It increases overall knowledge on hydrogen systems, promotes cooperation and connection with other companies and aids to their market proposition as well. Students get the opportunity to work in close contact with multiple company professionals and build up a network of their own. Also the cooperation with students from different disciplines broadens their view as a professional, something which is difficult to achieve in a mono-disciplinary project.
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This one-off magazine is a joint publication of Dutch and Indonesian partners in the INNOCAP and vegIMPACT NL programmes. These partners worked together to strengthen agricultural education in poultry, horticulture and ruminant production at SMK level. SMKs (Sekolah Menengah Kejuruan) are vocational upper secondary schools. All programme partners share the conviction that educational cooperation and private sector development should go hand in hand. The digital version of this magazine is enriched with links to websites and videos of the programme partners and their highlights of the results of the joint Indonesian - Dutch programmes. “The cooperation between Indonesia and the Netherlands can build further on the lessons learned from INNOCAP and vegIMPACT NL programmes to invest in vocational education for agricultural growth”.
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The first reason for this study is that a gap appears to exist in the available theories on corruption; very little research is available on corruption by a network, nor does the network theory thoroughly discuss the risks or pitfalls of networks. The second reason for this study is the observation that policies and investigations appear to be limited in dealing with corruption in network-like structures, while at the same time international and European organisations refer to ‘trading in influence’, political and high-profile corruption and the need to eradicate these forms of corruption. The descriptions of both trading in influence and ‘political corruption’ are such that they refer to a web, circle or network in which corruption occurs. The current literature and research on corruption in network-like structures is not extensive, nor do literature and research on networks extensively discuss the pitfalls of networks or how such a collective can become corrupt. This study seeks to bridge both themes, thereby learning from the day-to-day reality of large corruption cases which are difficult to investigate, and comparing them to what is described in the existing bodies of literature on corruption and networks. Thus, understanding network corruption is relevant to prevent, detect and address corruption in our modern society. It will help create awareness and understanding of when social capital becomes corrupted. In this study I consider the structure of the network and the responsibility in these networks in real-life cases: what consequences this has in terms of how the conduct should be assessed; what it means when corruption is a collective behaviour; and whether the behaviour of individuals can be assessed independently of the network. We need to understand which norms are laid down in the anti-corruption policies and models and compare them with the norms upheld in social networks, to explore whether it is possible to distinguish networks from network corruption. In particular, the various roles that individuals take on in such networks needs consideration. The three case studies (the FIFA case, the News of the World case and the Roermond case) concerned serious misconduct by a given set of persons having some form of loose association, but sometimes with little individual behaviour being criminal. In this study the link between networks and corruption is explored by means of the following central question: In what way and to what extent is corruption linked to the functioning of social networks, and what does this entail for our knowledge of corruption and networks and the policies to eradicate corruption?
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