Staatssecretaris Uslu en de Raad voor Cultuur hameren op het belang van fair pay door rijksgesubsidieerde culturele instellingen. Ook in het muziekonderwijs valt nog een wereld te winnen, weet onderzoeker en docentenopleider Imre Kruis. De uurtarieven van muziekdocenten zijn bedroevend laag. ‘Ik schrijf dit in een tijd dat er aan tafels veel gepraat wordt over fair pay. Als het maar niet bij praten blijft, denk ik dan.’
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De hoofdvraag van dit onderzoek is samen met diverse organisaties binnen het duurzaamheidsdomein ontwikkeld en verwoord als: “Welke creatieve methoden kunnen ontwikkeld worden om de willingness to pay voor duurzame voedingsproducten bij consumenten te verhogen?”
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This paper describes a study into consumers' reasons for buying socially responsible (SR) products, such as Fair Trade products and organic meat. As opposed to other studies, we use a qualitative approach based on 25 in-depth interviews and include several different products in the research. This leads to several new results, such as: (1) buying SR products is perceived as an imperfect moral duty; (2) low quality of SR products is a dissatisfier, but high quality not a satisfier; (3) the attitude towards SR products is related to the reputation of charitable funds; (4) the demand for SR products is negatively related to the frequency of purchasing SR products; (5) reflection on SR products raises the demand for SR products; (6) consumers that have witnessed the social problems that SR products aim to alleviate purchase more SR products. Finally, we find that the demand for different SR products is correlated: if a consumer buys one SR product, it is more likely that (s)he purchases other SR products as well.
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Wat is de rol van prijs in duurzaam consumentengedrag? ‘Omdat het te duur is’ is een veelgehoord argument wanneer mensen wordt gevraagd waarom ze geen duurzame producten kopen. Maar is dat werkelijk zo, of is dit een makkelijk alibi van mensen om niet hun gedrag te hoeven veranderen? We zijn over het algemeen niet bepaald armlastig in de westerse wereld, dus is het werkelijk een gebrek aan geld, of is er een andere oorzaak van dit gedrag? Om daar een uitspraak over te kunnen doen, hebben we de literatuur onderzocht op de relatie tussen prijs en duurzaamheid. Overall conclusie: een bepaalde groep mensen geeft in onderzoeken aan best bereid te zijn om meer te betalen voor duurzamere oplossingen, tot wel 29%. Maar sociale wenselijkheid speelt daarbij waarschijnlijk een grote rol. Want gezien het nog geringe marktaandeel van duurzame producten is de realiteit weerbarstiger. De meerderheid van de mensen is kennelijk nog niet zodanig overtuigd van de meerwaarde dat ze er ook extra geld voor over hebben. Dit document is opgedeeld in twee secties: 1. sectie 1 beschrijft een analytische beschouwing van de literatuur. Dit onderzoek schetst de ontwikkeling van de artikelen die tot dusverre gepubliceerd zijn over bereidheid van consumenten om een meerprijs te betalen voor duurzame producten; 2. sectie 2 beschrijft een inhoudelijke beschouwing van een selectie van de literatuur: specifiek artikelen die (experimenteel) onderzoek beschrijven naar de willingness to pay voor duurzame producten en diensten.
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This research investigates to what extent lecturers at universities of applied sciences do regard differentiated rewards—intended to develop and/or display professionalism—to be fair, and to what extent, and in which form, do these stimulate their willingness to (further) professionalise and/or display professionalism. This was a case study research design, and a factorial survey measurement technique was used to collect data. We argue that lecturers believe it is fair that forms of differentiated rewards are used and applied in order to have them develop and/or display more professionalism. Especially the viewpoints/practices that relate to coordination, consultation, and consideration for personal circumstances have an influence on the justice perceived. This paper contributes to the HRM literature confirming that lecturers appreciate financial stimuli enhancing their professionalism; however, elements such as consultation, respect, coordination, and communication are appreciated even more. It appeals to HRM to design new practices which have more stimulating effect on personal and professional growth in subject-specific knowledge.
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All over the world entrepreneurs drive changes. They develop new products and services, inspire others and take decisions that result in growth of their businesses. But the world around entrepreneurs is changing and so are entrepreneurs. Life-long selfemployment or permanent wage employment are of the past. And the way people perceive self-employment is changing as well. And so must our thinking. Changes in our society call for policies and programmes in support of enterprising people. Diversity, mobility and connectivity offer new opportunities for enterprising people. Markets are changing, become more accessible and there is less need to be bound physically to one place for an entrepreneur. New avenues for business are open thanks to our improved access to information, our connectivity globally through social media and our ability to travel freely and frequently from one country to another. With less focus on life-long (self) employment people now combine paid work (or unpaid – house- work) with self-employment, or opt for just parttime entrepreneurship. New, hybrid forms of enterprising emerge. This combining of work with self-employment is rather common in developing countries, but in Europe it is a phenomenon not yet reported on in statistics and for which policy makers and service providers have no answers yet. Neither exist clear definitions or classifications. This book may serve as an eye-opener: hybrid entrepreneurs are indeed around us and deserve our attention. The research unit Financial Inclusion and New Entrepreneurship of The Hague University of Applied Science challenges policy makers, academics and service providers (such as educational institutes, business advisers and financial institutions) to pay more attention to hybrid entrepreneurs, those enterprising people who intend to create new values for a fair and sustainable society. They might not yet been seen, but they exist…..
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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From the article: "This article evaluates the application of blockchain technology to improve organic or fair-trade food traceability from “Farm to Fork” in light of European regulations. This study aims to shed light on the challenges in the organic food chain to overcome, the drivers for blockchain technology, and the challenges in current projects."
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This is a case study which discusses the journey of a successful Ethiopian dairy entrepreneur. It turned out that the inclusiveness of the small holder farmer into the chain with fair incentive sharing mechainsms and guarenteed market access made her chain more efficient, reliable and profitable.
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This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of structures and interactions, including differences in the degree to which the meetings met criteria relevant to achieving objective allocation decisions. It can be concluded that – based on the criteria of acceptance, fairness, and transparency as used in this study – allocation meetings need to be well-prepared and substantiated, to allow for every teacher’s opinion to be heard, and follow a procedure that is clear to everyone. In view of students’ future school careers, it is important to pay close attention to functional interaction and structured discussions that ensure transparent, acceptable and fair decision-making.
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