This relationship between external knowledge providers, e.g. consultants and academic institutions, and small and medium enterprises (SMEs) is a difficult one. SME entrepreneurs think external advice is expensive, not required and/or not useful. In this paper these arguments are explored against the specific characteristics of SMEs. The argument of price probably tells more about the consultants inability to quantify the returns on their advice than about the cost of their services. Support policies enable free consults for SMEs on numerous topics, but the use of these facilities is relatively low. The suggestion that SME entrepreneurs do not need external knowledge is contradicted by their own assessment of their qualities. Typically the entrepreneurs lack expertise in supporting business functions like HR, IT, Finance and Legal. In SMEs these blank spots are not compensated by specialist staff members because the of the scale of the organization. The argument that the advice of an external consultant is generally not useful raises the question whether the insights gained in several business sciences only apply to large companies. This seems unlikely. Given the characteristics of SMEs the difference is probably more the context in which the insights are applied than the content of the insights itself. From the analysis of the characteristics of SMEs the dominant influence of the person of the owner/director, together with the absence of specialist staff, appeared as two of the most significant differences between SMEs and large companies. Given the personal profiles of these owners/directors as studied by Blom (Blom, 2001), the external knowledge providers should realize the three ways in consulting. The first way is the way of thinking. For this way it was stated already that the content of business sciences is not likely to differ for SMEs. The second way, the way of working, represents for the way information is gathered and the entrepreneur and his staff is involved in the process of developing the advice. In this way the consultant should allow for interaction and should make it fun for the participants. In this aspect, the process approach of consulting shows promising. The third way, the way of communicating, represents the way the knowledge is transferred from the advisor to the entrepreneur. In this way it is crucial to acknowledge the different personal profiles of SME entrepreneurs and consultants and to adjust the communication accordingly. Taking the three ways into account, the conclusion could be that the transfer of knowledge should be more the sharing of experiences. The Chair of Management Consulting will adjust her activities to explore this insight further.
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Demand Driven Care plays a key role in the modernization of the Dutch health care system. This modernization is needed because a) clients needs for care increases quantitatively as well as in diversity, b) the financial means for collective services are inadequate, c) the accessibility of health care will depend on clients own responsibility, and d) shortage of professional care givers is foreseen. In the Netherlands, the need for professional care givers increases with an average of 2% every year. Demand Driven Care is an instrument for liberalization of public activities. The Faculty Chair Demand Driven Care focuses on those activities that will contribute to sufficient care supply. Within the program of the chair, activities are executed under the theme of Integrated Care, Substitution, Patient Centred Care, and Home Care Technology with an emphasis on gerontechnology. The Faculty Chair wants to contribute to a better integration and coherence in care. So that clients live and function independently as long as possible and are able to enhance their self management. In addition, health care professionals should be aware of demand driven processes and should have a demand driven attitude towards clients.
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Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. Keywords TVET reform, TVET quality, Total quality management, Internal effectiveness, Realistic evaluation, Developing countries, Ethiopia
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