Is best value een hype onder inkopers, marketeers zijn druk in de weer met value-based marketing. Marketeers en inkopers gingen samen om de tafel om het begrip waarde te verkennen. Lector inkoopmanagement Gert Walhof doet verslag. Een van de conclusies is dat over en weer nog veel onbekend is over elkaars werelden. De marketeers zien inkoop als een van de stakeholders binnen de klantorganisatie. Ze associëren inkopers verschillende keren met onderhandelingen over prijzen en condities. De inkopers geven aan dat zij voor leveranciers ook de functie van poortwachter willen vervullen: toegang bieden tot de organisatie, zodat de kwaliteiten van de leverancier in kaart kunnen worden gebracht en met de verantwoordelijke collega’s op waarde kunnen worden geschat.
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Digital innovation in education – as in any other sector – is not only about developing and implementing novel ideas, but also about having these ideas effectively used as well as widely accepted and adopted, so that many students can benefit from innovations improving education. Effectiveness, transferability and scalability cannot be added afterwards; it must be integrated from the start in the design, development and implementation processes, as is proposed in the movement towards evidence-informed practice (EIP). The impact an educational innovation has on the values of various stakeholders is often overlooked. Value Sensitive Design (VSD) is an approach to integrate values in technological design. In this paper we discuss how EIP and VSD may be combined into an integrated approach to digital innovation in education, which we call value-informed innovation. This approach not only considers educational effectiveness, but also incorporates the innovation’s impact on human values, its scalability and transferability to other contexts. We illustrate the integrated approach with an example case of an educational innovation involving digital peer feedback.
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Beschrijving van de implementatie van het leerarrangement (innovatiewerkplaats, living lab) Value in the Valley, een samenwerkingsverband tussen twee hbo-, twee mbo-instellingen, bedrijven en overheden. Vanuit het perspectief van de student en de docent.
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Knowledge valorisation is the transfer of knowledge from one party to another for economic benefit. The concept of valorisation is based on the underlying metaphor of KNOWLEDGE AS A THING. It is the same metaphor that makes it possible to talk about the value of knowledge. If knowledge is like a ‘thing’, then that ‘ thing’ must have a specific value. Value can be defined as the degree of usefulness or desirability of something, especially in comparison with other things, and is by definition subjective. Value is in the eye of the beholder. Any valuation method therefore needs to take into account this subjective nature by deliberately choosing the appropriate ‘standard of value’ (value to whom?) and ‘premise of value’ (value under what circumstances?). There are three ways to determine the value of something of which financial valuation is the most used. In turn financial valuation can be done using a cost approach, a market approach or an income approach. In most cases the income approach is the most appropriate. However, this approach requires a number of assumptions to be made; most of which are impossible to validate. The formulas that are used in the process can be intimidating to non-experts with the danger of disguising the inherent subjective and speculative nature of any valuation of knowledge as a ‘thing’.
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In het kader van het Interreg North Sea Region project "RIGHT skills for the RIGHT future" is een rapport geschreven waarin het concept waardeketens (value chains) en de ontwikkeling daarvan in de energiesector verkend is.
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Evaluatie van ontwerp en implementatie van het leerarrangement (innovatiewerkplaats, living lab) Value in the Valley, een samenwerkingsverband tussen twee hbo-, twee mbo-instellingen, bedrijven en overheden.
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The Interreg Europe eBussed project supports the transition of European regions towards low carbon mobility and more efficient transport. The regions involved are Turku (Finland), Hamburg (Germany), Utrecht (The Netherlands), Livorno (Italy), South Transdanubia (Hungary) and Gozo island in Malta. It promotes the uptake of e-busses in new regions and supports the expansion of existing e-fleets. Within the project, there are four thematic working groups formed that aim at delivering a best practices report and policy recommendations to be used in the partner regions. Thematic Working Group 4 (TWG4) focusses on the topics of Procurement, Tendering and Costs of e-busses. As a starting point for TWG4, the value chain for e-bus public transport per region has been mapped. By mapping how the value chain for e-bus public transport works and defining the nature of the issues, problems or maybe challenges per region can be better understood.
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Value-loaded critical thinking refers to a combination of critical thinking, moral value development and reflection. It is important to teach value-loaded critical thinking in secondary education and philosophy seems the pre-eminent subject to do so. This article describes the theoretical foundations of value-loaded critical thinking, its educational objectives, and what is known about effective teaching strategies. Value-loaded critical thinking is best taught in teacher-led philosophical dialogues. Four design principles summarize effective teaching strategies for teaching value-loaded critical thinking in dialogue: teachers should (1) explicitly address moral values in dialogue; (2) apply moral values to engaging or realistic examples; (3) promote critical reasoning about moral values; and (4) provide opportunities for reflection.It is important that secondary school students learn to reason critically about normative issues. Philosophy teachers can contribute to this educational objective by promoting value-loaded critical thinking during philosophical dialogues. Value-loaded critical thinking is critical and reflective reasoning focused on deciding what is the right thing to believe or to do (Frijters et al. 2008). This paper describes the theoretical foundations of value-loaded critical thinking and presents four design principles for promoting value-loaded critical thinking during philosophical dialogues. The four design principles are: teachers should explicitly address moral values in dialogue (1), apply moral values to engaging or realistic examples (2), promote critical reasoning about moral values (3), and provide opportunities for reflection (4). To provide authentic illustrations and practical suggestions for teachers, each design principle includes selected excerpts of classroom dialogues of 10th grade philosophy classes in Dutch.
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Banana is an important commercial fruit crop for smallholder farmers in Arba Minch, southern Ethiopia. However, its sector is experiencing many constraints and limited attention given to productivity and marketing. Therefore, this study was conducted to analyze the banana value chain in order to identify constraints on productivity and marketing, and possibilities of improvements towards a sustainable value chain in Arba Minch. Data were collected through a survey, key informants’ interviews, and focus group discussions. Different analytical and statistical tools were used for data analysis. Results describe actors, supporters, and influencers of the existing banana chain. The current banana chain has three different distribution channels in Arba Minch. The channel that connects with rural consumers has the highest value share for farmers while the channel that includes traveling traders has the lowest value share for farmers. The marketing cooperative channel has an intermediate value share for farmers in the chain. Poor agronomic practice, diseases, pests, and climate change were the major constraints for the banana yield while limited market information, lack of cold store and refrigerated trucks, poor post-harvest handling, lack of alternative markets, and weak capacity of cooperatives were the main constraints for banana marketing in Arba Minch. Economic, social and environmental indicators have a moderate sustainability performance within the Ethiopian context. The chain has an advantage in terms of profitability, employment, emission of air pollutants and constraints in terms of coordination, value share, profit margin, market diversity, product and market information, transportation, waste management, and safety and hygiene.
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Innovation in the 21st century has been moving continuously away from the model embraced in the last century, which was characterized as a profit-oriented and silo-targeted one. Currently, the logic is being driven towards “the social” sense and value of the transformation within the reality of complexity and the continuous necessity of designing and re-designing concepts towards sustainability of a different level. The underlying motive of innovation has been for long perceived as generating predominantly economic value. However, co-designing the society in the future is now being transformed into tackling social challenges in a multi-layered complexity scenario. Thus, there has been identified a need to find complementary ways to nurture innovation, generating social and public value based on interdependence and the emergence of interrelated and constantly networking actors.
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