This overview can be regarded as an atlas or travel guide with which the reader can follow a route along the various professorships. Chapter 2 centres on the professorships that are active in the field of Service Economy. Chapter 3 is dedicated to the professorships that are focussed on the field of Vital Region. Chapter 4 describes the professorships operating in the field of Smart Sustainable Industries. Chapter 5 deals with the professorships that are active in the field of the institution-wide themes of Design Based Education and Design Based Research. Lastly, in Chapter 6 we make an attempt to discover one or more connecting themes or procedures in the approach of the various professorships. This publication is not intended to give a definitive answer to the question as to what exactly NHL Stenden means by the concept of Design Based Research. The aim of this publication is to get an idea of everything that is happening in the NHL Stenden professorships and to pique one’s curiosity to find out more.
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Food and the city has never been a more urgent theme than today, and The European Union’s priority to commit to innovation in this field will certainly enhance its economic and external strength and improve its competitive position in the world of food and life sciences. Europea Netherlands held a seminar on this topic in May 2016, during the Dutch EU presidency.To be part of this international endeavour, the Netherlands need to strengthen the digital market, support innovation in the internal market, boost domestic policy reforms, and embed their knowledge and skills in a European society that challenges itself and continues to innovate. The Netherlands is a global player in the agro, food and horticultural sector and a major player in the export market of agricultural products. This sector is one of its main economic pillars. New knowledge is being developed as we speak, which is also an export product in high demand, providing sizeable employment. This is only possible because the sector is innovative and remains up-to-date. The peri-urban areas in the Netherlands (both urban and rural areas) are characterized by high population density. This necessitates thinking about manufacturing, food, logistics and water management(circular economy). Land-based education and life sciences in the Netherlands may appear to be specific, yet it is broad too: the primary sectors are included, as well as the manufacturing businesses and services associated with it. Participants learn to work in an innovative sector in a society in transition, bringing together multiple disciplines (cross-overs) and stakeholders. This education is practical and has a strong connection to the industry. During the Europea seminar five professorships, installed by the ministry of Economic Affairs, focused on transitions in the agro and food sector. The five professorships are posted at the Dutch Agricultural Universities of applied sciences, including teacher education for sustainable connected learning and development for professional education and business communities.
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Food and the city has never been a more urgent theme than today, and The European Union’s priority to commit to innovation in this field will certainly enhance its economic and external strength and improve its competitive position in the world of food and life sciences. Europea Netherlands held a seminar on this topic in May 2016, during the Dutch EU presidency.To be part of this international endeavour, the Netherlands need to strengthen the digital market, support innovation in the internal market, boost domestic policy reforms, and embed their knowledge and skills in a European society that challenges itself and continues to innovate. The Netherlands is a global player in the agro, food and horticultural sector and a major player in the export market of agricultural products. This sector is one of its main economic pillars. New knowledge is being developed as we speak, which is also an export product in high demand, providing sizeable employment. This is only possible because the sector is innovative and remains up-to-date. The peri-urban areas in the Netherlands (both urban and rural areas) are characterized by high population density. This necessitates thinking about manufacturing, food, logistics and water management(circular economy). Land-based education and life sciences in the Netherlands may appear to be specific, yet it is broad too: the primary sectors are included, as well as the manufacturing businesses and services associated with it. Participants learn to work in an innovative sector in a society in transition, bringing together multiple disciplines (cross-overs) and stakeholders. This education is practical and has a strong connection to the industry. During the Europea seminar five professorships, installed by the ministry of Economic Affairs, focused on transitions in the agro and food sector. The five professorships are posted at the Dutch Agricultural Universities of applied sciences, including teacher education for sustainable connected learning and development for professional education and business communities.
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Food and the city has never been a more urgent theme than today, and The European Union’s priority to commit to innovation in this field will certainly enhance its economic and external strength and improve its competitive position in the world of food and life sciences. Europea Netherlands held a seminar on this topic in May 2016, during the Dutch EU presidency.To be part of this international endeavour, the Netherlands need to strengthen the digital market, support innovation in the internal market, boost domestic policy reforms, and embed their knowledge and skills in a European society that challenges itself and continues to innovate. The Netherlands is a global player in the agro, food and horticultural sector and a major player in the export market of agricultural products. This sector is one of its main economic pillars. New knowledge is being developed as we speak, which is also an export product in high demand, providing sizeable employment. This is only possible because the sector is innovative and remains up-to-date. The peri-urban areas in the Netherlands (both urban and rural areas) are characterized by high population density. This necessitates thinking about manufacturing, food, logistics and water management(circular economy). Land-based education and life sciences in the Netherlands may appear to be specific, yet it is broad too: the primary sectors are included, as well as the manufacturing businesses and services associated with it. Participants learn to work in an innovative sector in a society in transition, bringing together multiple disciplines (cross-overs) and stakeholders. This education is practical and has a strong connection to the industry. During the Europea seminar five professorships, installed by the ministry of Economic Affairs, focused on transitions in the agro and food sector. The five professorships are posted at the Dutch Agricultural Universities of applied sciences, including teacher education for sustainable connected learning and development for professional education and business communities.
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At the end of January 2015 I was given a research assignment formulated and sponsored by two professors of professorships (hereafter lectoraten) associated with the Academy for Social Studies (SASS), and the manager of Professionals and Bedrijven (hereafter P&B). At a later stage, the research was expanded by the sponsorship of the educational managers of the bachelor and master studies of SPH and MWD. It is a complex assignment with several research perspectives and aims. The main goal was to find out how to make better use of the products of the lectoraten for educational purposes. This umbrella goal included many subordinate aims. One aim concerned identifying the products and prioritizing them according to the educational demands of clients in the field and of teachers of the SASS educational programmes. Another aim was to demonstrate which skills the teachers who develop educational materials need to have and to identify steps necessary to adapt the products. Yet another aim consisted of finding better ways for knowledge to circulate between the lectoraten and the teaching staff of SASS. Finally advising the staff of P & B on marketing and communications in relation to the products of the lectoraten was aimed at. Overview of the reportAs stated, there are multiple assignment-givers (hereafter sponsors). In the first section the general societal context which triggered the assignment has been sketched but contextual aspects related to each of the sponsors have also been identified (in Appendix 1). The individual contexts of sponsors were important because, although they agreed on the broad aims of the assignment, they naturally have specific expectations of the results based on their particular situations. After the background sketch, seven sub-tasks given by the sponsors have been turned into subordinate - research and consultation questions. The second section describes the methods used and measures taken to obtain findings. This includes an identification of the inventory structure, actors involved both intramurally and extramurally (the stakeholders). Next, a Delphi method for developing a profile of learner needs and a list of topics of products is described.In the third section, findings are set out in relation to the 7 sub-research and consultation questions. Some discussion and concluding remarks are given for most of the seven questions. The findings are written in English but most of the quotations from respondents have not been translated so they appear in Dutch. Section four summarises these findings in a compact manner since there were conclusions throughout the findings. Section five offers recommendations in Dutch. Attention is given to the different emphases of the sponsors in the details of recommendations. Please note that many end notes and appendices are offered for further reading since some of the approaches mentioned in the text may be unfamiliar to some readers. A word about terms Both Dutch and English employ a variety of terms to identify the provision (aanbod) of learning for adults in working environments and to identify the learning activities or programmes. This can be confusing but is, unfortunately, unavoidable. In Dutch, the terms ‘deskundigheidsbevordering, nascholing, bijscholing’ and ‘trainingsaanbod’ or occasionally ‘professionalisering’ are all used to indicate what in English is called ‘professional development’ (often abbreviated to PD) or ‘staff development’ or, recently, ‘professionalisation’ The typical Dutch use of the term ‘training’ for almost all stypes of learning activities has a somewhat more restricted meaning in English. Educational activities are often referred to as ‘learning trajectories’; ‘ learning opportunities’ or ‘interventions’ as well as, less commonly, ‘training sessions’ or ‘workshops’. All of the English terms are employed throughout this report. The most commonly used are ‘professionalisation’ or ‘PD’ for the provision and ‘interventions’ to indicate specific educational programmes or activities.
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Speech by dr. Robert Baars at the official inauguration as Professor in Climate Smart Dairy Value Chains at Van Hall Larenstein University of Applied Sciences, 24th September 2021, Dairy Campus, Leeuwarden, The Netherlands.
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In 2019, the first "Atelier Book" was published . Since then, a few years have passed and numerous new Ateliers have emerged. With this new atelier book, through more than 30 portraits, the richness and variety of ateliers within our college are shown. The portraits are divided as follows: ateliers at the NHL Stenden locations, external ateliers and ateliers which the facilities are a strong determinant. These portraits show which issues are being worked on, how they cooperate with the field and researchers and what the added value of the Ateliers is. This atelier book also contains a number of in-depth articles that talk about working and learning in ateliers. The contribution in chapter 1 is about: what NHL Stenden aims at with ateliers, where do the ateliers differ and some experiences with ateliers. After the portraits in chapter 2, chapter 3 presents the 'Atelier Value Creation Model' and a model with design dimensions. Both provide tools for designing and evaluating ateliers. Chapter 4 zooms in on the effects of physical space on learning. Then, Chapter 5 discusses the outcomes of (current) research on ateliers.
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The research explores what the SDG Framework, on the basis of the two major SDG challenges -the complexity challenge and the silo challenge-, are demanding of HEIs in terms of SDG Governance, the formulation of its Third Mission, its internal alignment to integrate the SDG and equip the Research and Educational departments with the right SDG competences. The research uses the conceptual approach of Intended SDG Policies, Actual SDG Practice and SDG Perceptions. Recent and relatively young SDG literature is explored and it draws conclusions that there are assumptions on the feasibility of achieving them. Are SDGs aspirational or inspirational? And should the Framework be considered a temporarily binding guidance rather than a global enforcement mechanism to prevent depletion of our social and natural capital? Much SDG research stops at providing analytical frameworks and tools to grapple with the complexity of SDG’s synergies, tradeoffs and spill-over effects. Some literature and tools are available on SDG pathways of urgency and priority ranking but this contradicts the Transformational claims of the SDGs of being Integrative, Indivisible and Universal. A theoretical and practical gap is observed how the SDGs must be viewed in the global community of national policies. But also as a derivative : How can organisations, private and public, view and address the challenges of the SDG Framework?
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Powerpoint presentation used by Robert Baars at his inauguration on September 24, 2021 as lecturer 'Climate Smart Dairy Value Chains' at Van Hall Larenstein University of Applied Sciences.
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This article explores the development of skills of lecturers for internationalisation at home. It discusses backgrounds and the current situation, but also suggests ways forward. These suggestions are made mainly on the basis of experiences in The Netherlands, one of the few countries outside the English-speaking world, where a body of literature is emerging that discusses the implementation of internationalisation at home. The insights generated by this research may benefit universities in other countries in continental Europe, where English is not the standard language of instruction. Original Article at: https://www.zfhe.at/index.php/zfhe/article/view/1095
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