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Efree KHLSH --- E-books --- Hoger onderwijs ; internationalisering --- hoger onderwijs --- 378 --- Education --- European Union countries

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While most studies focus on the number of firms that are created, the Global Entrepreneurship Monitor (GEM) gives us a good indication of how many individuals are actively involved in starting a company or have recently started a company. However, entrepreneurial activity in Flanders seems to be quite low in comparison with other countries worldwide (GEM, 2002 – 2005). According to GEM 2006, the Flemish and Belgian TEA (Total Entrepreneurial Activity) remains seriously below the EU average of 5.01%). At this moment, Flanders and Belgium are falling in the ranks of the 16 participating EU countries and even of the 49 participating countries worldwide. That is, the Flemish TEA decreased even further from 3.71% in 2005 to 3.05 % in 2006, indicating that only 3 out of 100 people in the labour force are actively involved in starting up a company or have started up a company recently. Assuming that entrepreneurs are not born but made (studies have shown that people who have had entrepreneurship training are twice as likely to start a company), it is crucial to encourage entrepreneurship at the individual level. This project will provide insight into how entrepreneurial Flemish students (with a higher education) are, and which policy measures need to be taken to stimulate the entrepreneurial spirit and to further support the start-up of new companies in Flanders.

461 Bedrijfsleven --- 780 Hoger onderwijs --- ondernemerschap --- FDC --- Flanders DC --- FDC. --- Flanders DC.

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This book explores different aspects of entrepreneurship from both an academic and a commercial point of view. The first chapter the university culture is considered. The nature of the technology or service is important. Some technologies are adaptive, in that they are developing products that are already in the marketplace, and these fit easily in academic institutions. Other technologies are disruptive and new products must be developed. These fit less easily into university structures since a commercial entity is required. Chapter 4 considers the important requirements of conflict of interest (COI). Either the university culture or COI can hinder or aid entrepreneurial faculty. The second chapter deals with the reasons why an individual faculty might wish to become entrepreneurial. In many cases, a faculty member wants to see their technology in practice and not just a publication in a scientific journal. If a technology is disruptive, then a commercial entity is probably essential. If so, then funding must be obtained. There are "valleys of death" (1) where scientific discoveries to useful products and (2) the development, production and marketing of a commercially viable product. Chapter 6 deals specifically with methods of funding start-up companies. Chapter 3 describes several innovative programs in biology. These include genetic approaches, plant management systems and the author's own program that deals with microbial approaches to sustainable agriculture. Chapter 5 describes the crucial areas of agreements, contracts, regulatory affairs and patents. These legal documents are critical components of entrepreneurial efforts and must be understood and pursued correctly. Finally, this book could have been entitled "things I wish I had known when I first started commercial activities." It is my hope that it can make the path of fledgling entrepreneurial smoother and more successful.

Higher education --- Agronomy --- Organization theory --- Business management --- HO (hoger onderwijs) --- ondernemingsstrategieën --- bedrijven --- landbouwbeleid --- ondernemen --- Entrepreneurship. --- Education, Higher.. --- University-based new business enterprises. --- Emprenedoria --- Educació superior --- Creació d'empreses

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Leren en opleiden op basis van competenties is momenteel een begrip op alle niveaus van de onderwijs- en opleidingswereld. De Europese onderwijsruimte, de sterkere afstemming op het beroepenveld en de afstemming van onderwijs op de interesse en ervaring van studenten zijn ontwikkelingen die competentiegericht opleiden sterk in de hand werken. Meer aandacht voor assessment, voor feedback aan studenten en voor erkenning van verworven bekwaamheden is nu al een winstpunt van deze innovatie. Dit boek geeft een overzicht van de theoretische achtergronden en de praktische realisaties die deze innovatie met zich meebrengt. Tevens biedt het boek door middel van de fenomenografische methode een overzicht van de diverse niveaus van competentiegericht opleiden en toetsen die in de praktijk terug te vinden zijn. Docenten, lectoren, beleidsmakers en opleidingsverantwoordelijken kunnen met behulp van dit boek nagaan waar de eigen opleiding vandaag staat en welke stappen zij vervolgens kunnen nemen. Voor studenten onderwijskunde, pedagogiek, arbeids- en organisatiepsychologie en docenten in opleiding betekent dit boek een verdieping in de studie naar competenties en flexibel leren. (Bron: covertekst)

Onderwijsvernieuwing --- Hoger onderwijs. --- School management --- Curriculum development --- Didactic evaluation --- opleiden --- competenties --- evaluatie (onderwijs) --- Academic collection --- Competentiegericht onderwijs --- 454.4 --- Hoger onderwijs --- 489.4 --- competentiegericht onderwijs --- toetsen --- Evaluatie --- Didactiek --- advies, coachen, empowerment, succes, talenten, vaardigheden, zelfontwikkeling --- 454.2 --- 484.2 --- assessment --- didactisch proces --- evaluatie --- examinering --- les --- onderwijs --- 062933.jpg --- Apprentissage Leerproces --- Assessment Assessment --- 450.46 --- hoger onderwijs --- onderwijsvernieuwing --- Assessments --- Competenties --- Leren --- Onderwijs --- competentie (ler) --- competentiegericht beoordelen --- Evalueren --- Onderwijsmethoden --- Assessment --- Competenties; onderwijs --- Onderwijsstrategieën --- flexibiliteit --- flexibilisering --- leermethoden --- examen --- competentiegericht opleiden --- Theoretische onderwijsvernieuwing --- Didactiek (hoger onderwijs) --- 378 --- 658.33 --- 331.1 --- 371.3 --- 371.26 --- Competentieleren --- Lerarenopleiding --- Flexibilisering --- Competentieontwikkeling --- Flexibiliteit --- Examineren --- 450.7 --- 451.3 --- 489.3 --- Nieuwe leren --- Opleiding en bijscholing --- Politiek, wetgeving en organisatie --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport

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This book examines a variety of laws and policies governing the European and Japanese electricity sectors. The book evaluates and compares the regulatory frameworks for achieving energy transitions in Japan and the European Union (EU) by answering a number of questions on the essence and range of the regulatory models used by leading global economies which herald carbon neutrality by 2050. The book systematises Japanese and European energy policies and legislation including electricity-related policies, plans, and programmes. To discuss these matters in relation to the European and Japanese 2050 energy transition the book delves into the four pillars of the transition: market reform, reduction of emissions, promotion of renewables, and enhancing energy efficiency. Each chapter shows the timing of the actions undertaken both in Europe and Japan; analyses the character of the conducted actions, including the players and stakeholders of the realised agenda; and presents the technologies involved in the energy transition. These correspond with the policy goals and priorities which propelled the energy transition in the EU and Japan. The author provides answers to questions concerning the regulatory tools that Japan and the EU may use in the future, and the problems which may emerge during the implementation phase. Additionally, the book presents the lessons learned on facilitating the energy transition. The book provides an in-depth review of the EU and Japan's energy policies and laws in terms of electricity market and climate action, including energy efficiency, renewable energy sources, and the reduction of emissions. Maciej M. Sokołowski holds a PhD in law (summa cum laude), with habilitation (Doctor of Science, DSc). He is currently a Visiting Researcher at the Meiji University in Tokyo, associated with the Faculty of Law and Administration at the University of Warsaw, Poland. He is an expert in the field of energy law and regulation of the energy sector, the author of two books on energy regulation as well as about 80 papers and reports on public law and energy policy.

Higher education --- Pure sciences. Natural sciences --- Relation between energy and economics --- Engineering sciences. Technology --- Environmental planning --- Social geography --- HO (hoger onderwijs) --- energiebeheer (technologie) --- energiemanagement (economie) --- energiebeleid --- energie-economie --- ruimtelijke ordening --- technologie --- wetenschappen --- Energy policy. --- Energy policy