5 juni 2022

Rana Plaza disaster and the problem of moral responsibility - Teacher version

This is an exercise that teaches students to discuss a case (the Rana Plaza building collapse in 2013) in terms of backward and forward-looking responsibility, and to make a stakeholder analysis of the actors involved and their values.

3 augustus 2018

02. Innovation, institutions and development

Login required (free). After login, navigate to the right course. The course aims at providing an introduction to the main concepts related to Innovation, Institutions, and Development as related to public policy. In particular, the course initially discusses how the global economy developed in the long run. The initial emphasis is on the comparative growth performance of countries, i.e., on how average living standards between countries diverged or converged, how the production and use of technological knowledge is distributed around the world, and how this relates to the global income distribution between countries, how these trends can be interpreted using theories of economic growth. Then, we put an emphasis on describing, analysing and understanding these relative growth performances of the countries in major world regions (e.g. Latin- America, Asia, Africa, Europe, North America, Australia). An important question is how governments contributed to development, especially in terms of policies that facilitate technology transfer. We also pay attention to the role of multinational companies, international institutions (e.g., WTO, World Bank), and intellectual property rights and regimes. We continue by concentrating on various notions of innovation and innovation systems, using an applied perspective (e.g., analysing cases of specific innovation systems in the developed and developing world). Our special emphasis is put on the role of public institutions such as universities and public research institutes in the emergence and functioning of innovation systems. The System of Innovation (SI) framework is used as a “focusing devise” to analyse the underlying complexity behind the innovation processes for policy purposes and as a conceptual tool to approach policy problems from a comprehensive perspective. Finally, we investigate the policy realm of science, technology and innovation (STI). The module starts with a broad framework that explains why government policy may contribute to enhance welfare in society at large. The final part of the course looks at specific policy instruments in the field of science, technology and innovation (STI) policy, and reviews a number of techniques that can be used to evaluate the efficiency and impact of these instruments. With this module we apply gained knowledge from earlier modules to the topic of STI governance and STI policy. The main question addressed in this module is how knowledge and innovation can be utilized for development and what role government can or should play in this. This course is meant to be as an introductory course to Public Policy students, alumni, prospective students, those employed within relevant fields, those seeking relevant individual learning experiences, and other interested parties. This course highlights relevant practical and theoretical concepts to Innovation, Institutions, and Development. The content material directly connects to the Innovation, Institutions, and Development track, as is included in our Master Programme in Public Policy, and serves as an introduction to the field for potential MPP students, a support for MPP students currently deciding on their specialisation, a refresher for alumni, and a general introduction to the field for external users. The course is designed as open source material, and will not require a university registration or affiliation to participate.

7 juni 2019

Business & the sustainable development goals

(RSM, 2018, 123 pag) . In dit boek presenteert Rob van Tulder een raamwerk voor ontwerpen vanbedrijfsstrategieën die effectief zijn voor duurzame ontwikkeling. Bevat daarnaast case studies van bedrijven die SDGs toepassen in hun strategie.

1 augustus 2016

The Biobased Economy (introductory modules of societal aspects)

30 november 2023

Beyond the Spirit of Bandung: Philosophies of National Unity: Secular or Religious?

To order a paper copy of this book, please follow this link: https://www.boekenbestellen.nl/boek/beyond-the-spirit-of-bandung The 1955 Bandung Conference was an Asia-Africa forum, organized by Indonesia, Burma, India, the then Ceylon (Sri Lanka) and Pakistan. Representatives of 29 independent Asian and African countries met in Bandung, Indonesia, to discuss matters ranging from national unity, cooperation, decolonization, peace, economic development and their role to play in international policy. The ten points’ declaration of the conference, the so-called ‘Spirit of Bandung’, included the principles of nationhood for the future of the newly independent nations and their interrelations. After the conference most ‘non-aligned’ Asian and African countries opted for philosophies of national unity to guarantee peace and stability. Much is required of a philosophy of national unity. It should connect and inspire citizens via shared ideals, provide a basis for equal citizenship, construct a national history and national identity, being the foundation for laws and institutions etc.. Nowadays, changed international relations have created a diversity of views on secular or religious philosophies of national unity. This development has only made the question of the role of religion in this post-secular era more pressing. In the context of the resurgence of religions, the Bandung conference marks the increasing relevance of the choice at the time for a secular or religious approach. In the African case of Tanzania, the Ujamaa philosophy was secular although Tanzania had a ‘civic religion’. In the Asian case of Indonesia, the philosophy of Pancasila was ‘religious pluralistic’ by recognizing six ‘official’ religions. In both this and other countries, the philosophies of national unity are now contested. Therefore, 68 years after the Bandung Conference, experts from Africa, Asia and Europe do critically answer the questions: What philosophy, secular or religious, succeeds or succeeded in promoting peace and stability? Are there comparable philosophies of national unity from other countries?

14 mei 2023

ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide

Advies van Unesco over inzet van AI in onderwijs.

8 november 2021

Rethink the City: New Approaches to Global and Local Urban Challenges

Learn about today's urban challenges focusing on developing countries, referred to as the Global South. We will debate the benefits associated with three different themes, going beyond traditional urban strategies and policies: Spatial justice - Having fair, inclusive and healthy urban contexts is one of the greatest challenges of cities in emerging economies. Housing Provision and Management - Increasing demand in the Global South calls for alternative approaches in housing provision and management. Sustainable Urban Transitions - In order to transition from our current (unsustainable) system towards a fair and sustainable future we need to pay attention to the social, economic, and cultural context. In the course, we will address questions such as: Is the 'just city' framework applicable to cities with extreme socio-economic inequality? Can community-led housing initiatives provide effective solutions for households in need? How can the transition towards an environmentally sustainable future also be socially just? In this architecture and urban planning course, academic urban planning expertise from TU Delft is used to formulate possible answers to these questions, and is applied in a range of challenging case studies from Latin America, MENA region, Sub-Saharan Africa, South-East Asia, , among others. This course offers you a new perspective to understand and analyse the urban challenges of the Global South. Through a combination of short theoretical lessons, presentation of case studies, testimonies from practitioners and practical assignments you will also learn how to develop a critical perspective about your own urban environment and how to translate this knowledge into analytical tools and innovative urban solutions.

10 maart 2023

Dr. Souha Kanj | Radboud Honorary Doctorate

On 15 October 2020, in the middle of the COVID-19 pandemic, Dr. Souha Kanj received a Radboud honorary doctorate in recognition of her achievements in the field of infection control and prevention, efforts in antimicrobial stewardship, and research on various infectious diseases, particularly antimicrobial resistant (AMR) bacteria. This edition includes the laudatio and the speech of our honorary doctor. Kanj published the first overview of antibiotic resistance in Arab countries and discovered differences between neighboring countries in the epidemiology of antimicrobial resistance. She also developed infection prevention monitoring and education programs for healthcare workers, and private organizations in the Arab world. Thanks to her efforts, Lebanon has signed the WHO pledge for hand hygiene. Kanj is not only commended for her expertise, didactic skills, and contribution to medicine, but also for her resilience and strong belief in making a positive impact, despite the difficult journey she has been through, having studied during the Lebanese civil war and being faced with numerous challenges that hit Lebanon and the region after that. Prof. dr. Heiman Wertheim, head of the clinical microbiology department at Radboud UMC: “Kanj has become a role model and inspiration for female and male physicians and infectious disease trainees in the Middle East and beyond.” Part of the Doctor Honoris Causa Series series.

28 mei 2021

Can a child learn three languages at once? [Season 1, Episode 8]

Many children in the world grow up with three languages. For example, because their parents both speak a different language and they learn a third language at school. Or because they speak one language at home and go to a bilingual school where they learn two new languages. There are also many countries in the world where almost everyone is trilingual. Think, for instance, of countries in Central and West Africa, countries like India, Luxembourg and Switzerland. There are actually far more trilingual children than you might first think, also in countries like the Netherlands. In this episode, we focus mainly on trilingual families. For example, where one parent speaks Russian, the other German, and at school a third language is learnt. Our guest is Simona Montanari, researcher and mother of two trilingual (Spanish, Italian, English) teenagers. Together with Simona, we answer the following questions: What can you realistically expect from a child who grows up with three languages, and how can you best support his or her multilingual development? Are children able to keep their languages apart? Do they take longer to develop their language than children who grow up with only one or two languages? How many languages can a child learn at once? We discover that there are many similarities between trilingualism and bilingualism. This means that the factors that play a role in bilingualism, such as how much language a child is exposed to, also play a role in trilingualism. We also talk about (possible) differences between bilingualism and trilingualism. We discuss trilingual language development in the early years as well as what happens when children grow up and how you can ensure that your child continues to master and use all three languages. And there’s a bit of an Italian flavour to this episode, because in Let’s Klets (starts at 14:36) I talk to another native speaker of Italian, Sara. She lives in London, and together with her American husband is raising her child bilingually. She tells us how her daughter was a completely passive bilingual, understanding everthing her mum said to her in Italian but only answering in English. Until the lockdown. Because after spending hours and hours re-enacting Elsa’s coronation day with her mum (from the popular film Frozen), and a visit from nonna (her Italian grandma), everything changed! To the delight of both her parents, she now regularly uses Italian and has even said that she wants to start learning Spanish. In this episode we have not one, but two Kletsheads of the week (starts at 27:54), Gabriel and Elliot. They live in France, but also speak English and Czech. Simona Montanari is a researcher at California State University, Los Angeles, USA. She is one of the few people who have done research on trilingual children. During the podcast, she also talks about her own children. If you want to ‘meet’ the two girls, check out her YouTube channel where there are several videos showing examples of their three languages. Simona also does research on bilingual education. You can find more on her website.

28 november 2016

Societal Aspects of the Biobased economy