For the Dam tot damloop, a running event with 36,757 participants and 115,000 visitors, both an economic impact analysis (IEA) and a social cost benefit analysis (SCBA) are made to study the (broader) economic effects. Three overlapping geographical regions are studied and two new estimates of non-market goods are used. For the hosting cities the net social gain from the SCBA is at least three times the EIA’s economic impact. The larger the geographical area studied, the larger the differences between EIA and SCBA, because the EIA outcome falls and the SCBA outcome increases. A lower multiplier than 1 lowers the EIA much more than it lowers the SCBA. This study shows that an EIA is not suited for evaluating the welfare effects of public support for a sport event. The difference in outcome between EIA and SCBA is substantial. Valuing non-market effects is done infrequently but is crucial for understanding the welfare effects of policies supporting sport events. Organizing an event for social and city marketing benefits can be a better reason than organizing for the direct economic gains.
DOCUMENT
This paper presents a method for Universities of Applied Sciences (UAS) to account for the impact of research. The 36 UAS in The Netherlands aim to contribute to global challenges and pressing social issues through practice-based research. Given this aim UAS have a strong responsibility to account for the impact of their research and to show that the public research money is well spent. This paper shows that none of the existing methods for assessing the impact of research are suitable for the research conducted at Dutch UAS. It offers an alternative approach based on narratives supported by empirical evidence.
DOCUMENT
The research group Teaching, Learning & Technology investigates the didactic use of technology in learning processes. In doing so, it looks at themes such as flexibilisation, personalised learning, activating didactics and the effects of the use of technology in educational practice, particularly in higher vocational education. What had not been investigated so far was whether previously conducted research had a demonstrable impact on educational practice. This study is the first phase in providing insight into the impact of research carried out by the Teaching, Learning & Technology (TLT) research group of Inholland University of Applied Sciences. It looks at research carried out between 2010 and 2021. The objective is to describe how impact factors that can be influenced in previous research have been shaped. On the basis of this description, it may be possible to make recommendations to the research group with which the impact of the research it conducts in relation to these factors can be increased. The research question is: How do stakeholders describe the impact of research carried out by the research group Teaching, Learning & Technology in relation to the impact factors that can be influenced with regard to the research, the dissemination and the user value (experienced)? In order to answer this research question, we used a convergent mixed methods design, in which a new conceptual model served as the basis for the analysis of data from the field research. Three types of data were collected, namely a qualitative document analysis (N=31), a survey (N=6) and semi-structured interviews with survey participants (N=4). The study revealed that stakeholders mainly point to the researcher as the primary source of impact. Impact begins and ends with the researcher, especially in the extent to which he or she makes an effort to make the research relevant and in line with questions from the educational practice. We have listed a number of recommendations with regard to the way in which impact can be achieved in future research. These recommendations are mainly aimed at the way in which researchers of the research group can pay attention in a structured way to the design of the collaboration and to the concrete visualisation of expectations and intended impact at an early stage.
DOCUMENT
Neoliberal discourse often conceptualizes nature in relation to its market utility and economic development. This article will address the role of metaphors in shaping neoliberal discourse in business education. The aim of this article is to reveal reasoning patterns about environmental problems and economic development in students of sustainable business minor. The case study described in this article involves business students at The Hague University in The Netherlands. This case study aimed to explore a shift in student understanding of environmental problems and economic development before and after the intervention. The results suggest that critical curriculum can inform students about the alternative conceptions as well as instruct them about potential solutions to the sustainability challenges. The article culminates with the argument that without goal-oriented education for sustainability; neoliberal education may not permit transcendence from unsustainable practices. https://doi.org/10.3390/su6117496 https://www.linkedin.com/in/helenkopnina/
MULTIFILE
The need for increasing further the penetration of Renewable Energy Sources (RESs) is demanding a change in the way distribution grids are managed. In particular, the RESs intermittent and stochastic nature is finding in Battery Energy Storage (BES) systems its most immediate countermeasure. This work presents a reality-based assessment and comparison of the impact of three different BES technologies on distribution grids with high RES penetration, namely Li-ion, Zn-Air and Redox Flow. To this end, a benchmark distribution grid with real prosumers’ generation and load profiles is considered, with the RES penetration purposely scaled up in such a way as to violate the grid operational limits. Then, further to the BES(s) placement on the most affected grid location(s), the impact of the three BES types is assessed considering two Use Cases: 1) Voltage & Congestion Management and 2) Peak Shaving & Energy shifting. Assessment is conducted by evaluating a set of technical Key Performance Indicators (KPIs), together with a simplified economic analysis.
DOCUMENT
Dynamic energy contracts, offering hourly varying day-ahead prices for electricity, create opportunities for a residential Battery Energy Storage System (BESS) to not just optimize the self-consumption of solar energy but also capitalize on price differences. This work examines the financial potential and impact on the self-consumption of a residential BESS that is controlled based on these dynamic energy prices for PV-equipped households in the Netherlands, where this novel type of contract is available. Currently, due to the Dutch Net Metering arrangement (NM) for PV panels, there is no financial incentive to increase self-consumption, but policy shifts are debated, affecting the potential profitability of a BESS. In the current situation, the recently proposed NM phase-out and the general case without NM are studied using linear programming to derive optimal control strategies for these scenarios. These are used to assess BESS profitability in the latter cases combined with 15 min smart meter data of 225 Dutch households to study variations in profitability between households. It follows that these variations are linked to annual electricity demand and feed-in pre-BESS-installation. A residential BESS that is controlled based on day-ahead prices is currently not generally profitable under any of these circumstances: Under NM, the maximum possible annual yield for a 5 kWh/3.68 kW BESS with day-ahead prices as in 2023 is EUR 190, while in the absence of NM, the annual yield per household ranges from EUR 93 to EUR 300. The proposed NM phase-out limits the BESS’s profitability compared to the removal of NM.
DOCUMENT
The impact communities of practice (CoPs) make can be understood in several different ways, depending on which theoretical perspective is used. For example, CoPs have been studied from a learning-theory perspective, from organizational development theory, and from a small-group theory. To understand the effects of participating in a CoP on individuals, groups or the organization in which they function, we could use traditional learning theory, organizational learning theory, information-processing theory or small-group process theory, etc. Or we could look at the internal processes of CoPs; the output they generate, or employ a synthesized view. CoPs can also be seen as impacting different actors in the organization in which they operate; individuals, groups or the whole organization. This means, for example, that we could look at CoPs from an organizational learning perspective to see how CoPs impact strategy development or renewal. At the level of the group, we could look at how CoPs lead to increased group performance and how that in turn leads to a higher output of knowledge products. And as learning is one of the key processes in a CoP, an important aspect of we need to study is how the individual learns, as well as what the individual learns. The complexity of impact a CoP can have on the diverse actors requires a pluralistic and multiperspective approach. However, a review of the literature showed no comprehensive model that neither integrates these different levels of impact nor employs multiple theoretical perspectives. Furthermore, most models of measurement or assessment use traditional types of output measurement, such as ROI, or anecdotal evidence that the CoP has improved organizational capability. Much like any human resource development initiative – which is the perspective of CoPs we take in this paper – there has been no real attempt to develop measures for assessing impact. We try to fill this gap by presenting a comprehensive, multidisciplinary, conceptual model that approaches measuring certain aspects a CoP has on individuals, groups and organizations.
DOCUMENT
This study examines completion rate for a self-assessment survey designed to assess employees' digital skills levels in the workplace. The aim is to improve data quality by investigating completion of the survey. The study reviews the theoretical background related to self-assessment surveys and completion rate, and explores the influence of survey length and format in survey design on completion rate. The research design and data analysis are described in detail, with a focus on identifying factors that may influence completion rate. Results suggest that survey designers should consider using Likert scales to optimize completion rate and completion time. However, this study did not find a significant increase in completion rate as a result of motivation, which was claimed from the literature. The study concludes with implications for the design and implementation of self-assessment surveys in the workplace, including the importance of reducing length and complexity of survey items and questions.
DOCUMENT
Both because of the shortcomings of existing risk assessment methodologies, as well as newly available tools to predict hazard and risk with machine learning approaches, there has been an emerging emphasis on probabilistic risk assessment. Increasingly sophisticated AI models can be applied to a plethora of exposure and hazard data to obtain not only predictions for particular endpoints but also to estimate the uncertainty of the risk assessment outcome. This provides the basis for a shift from deterministic to more probabilistic approaches but comes at the cost of an increased complexity of the process as it requires more resources and human expertise. There are still challenges to overcome before a probabilistic paradigm is fully embraced by regulators. Based on an earlier white paper (Maertens et al., 2022), a workshop discussed the prospects, challenges and path forward for implementing such AI-based probabilistic hazard assessment. Moving forward, we will see the transition from categorized into probabilistic and dose-dependent hazard outcomes, the application of internal thresholds of toxicological concern for data-poor substances, the acknowledgement of user-friendly open-source software, a rise in the expertise of toxicologists required to understand and interpret artificial intelligence models, and the honest communication of uncertainty in risk assessment to the public.
DOCUMENT
The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
DOCUMENT
