In December of 2004 the Directorate General for Research and Technological Development (DG RTD) of the European Commission (EC) set up a High-Level Expert Group to propose a series of measures to stimulate the reporting of Intellectual Capital in research intensive Small and Medium-Sized Enterprises (SMEs). The Expert Group has focused on enterprises that either perform Research and Development (R&D), or use the results of R&D to innovate and has also considered the implications for the specialist R&D units of larger enterprises, dedicated Research & Technology Organizations and Universities. In this report the Expert Group presents its findings, leading to six recommendations to stimulate the reporting of Intellectual Capital in SMEs by raising awareness, improving reporting competencies, promoting the use of IC Reporting and facilitating standardization.
In September 2009 the department of Engineering of Fontys University of Applied Sciences in the Netherlands has started a pilot honours program for excellent engineering students called PRogram OUstanding Development (PROUD). Aim of this program is to give those engineering students, who have the ambition, the opportunity to work on extra profession related challenges in their study. By means of this PROUD program Fontys University of Applied Sciences is responding to the wishes of students for extra curricular activities and increasing need from the industry for excellent professionals with an extra level of theoretical knowledge and practical experience. In this paper the courses offered at the Engineering department of the Fontys University of Applied Sciences are discussed. Different study possibilities/routings for students were developed depending on earlier acquainted competences, adaptation abilities to our system (special possibilities for slow starters) and tracking and tracing by intensive study coaching. This resulted in an improvement of the yield of students to 74% of students started in 2008. After working successfully on reducing the drop out rate of our engineering students the department focused on possibilities for excellent students. The department started the PROUD pilot together with engaged engineering students. In 2008 engineering students have carried out a research among their fellow students, lecturers, other institutes [1] and industry. This resulted in a quite different approach of an honours program for the department of Electronic and Electrical Engineering. In the PROUD program the student is stimulated to personally shape his educational career and to explicitly work on developing his own competences. The PROUD excellent program starts after the first year and extends to at least 3 semesters in the following years. The student, guided by a supervisor and outside the regular study time, is working on building an excellent portfolio at the university as well as in industry. During this period the PROUD student will work in industry one day a week in average. This is on top of his bachelor educational program. The students will receive an excellent honours certificate together with their bachelor's degree at the end of the study to express their honourable work. Each year about 20 students apply for a place in PROUD but thus far only about 3-4 passed the first interview round. It turns out that student, university and industry are eager to participate in this PROUD program.
In the Netherlands, and in many other countries, teacher policy and teacher education are strongly focused on ensuring that teachers meet certain minimum standards. As all student teachers need to meet these standards, teacher education programmes might put the main emphasis on the ‘average’ student and pay little attention to students who can perform better, which would lead to a middle-ofthe-road perspective on teachers and teacher education curricula. However, there is a growing awareness within higher education of the diversity of students with respect to their abilities and ambitions. In the Netherlands, there are initiatives to develop excellence programmes and honours programmes that recognize and accept student diversity. Such programmes offer ‘excellent’ students new challenges in the development of their excellence. But as ‘excellence’ is not centrally defined, higher education institutes can define the concept independently. Here, we present two examples of teacher education institutes that have developed honours programmes that emphasize excellent student teachers. While traditionally honours programmes in universities are focused on stimulating outstanding research performance of excellent students, in both examples a different focus is taken. The honours programmes in these universities for applied sciences do not focus on academic performance, but focus more directly on the roles of outstanding teachers in schools. One of these institutes focuses on primary teacher roles, the other on secondary teacher roles. Both use research in the content of the honours programmes and in the evaluation of the programmes. Here, an analysis of the two programmes is related to developments in teacher policy and the teaching profession with respect to teacher excellence, e.g. the recent recommendation from the Netherlands Education Council to nominate the top 5% of teachers as ‘excellent teachers’ – a recommendation that was received with mixed feelings by teachers, teachers’ unions and school leaders
Epoxy thermosets are extensively used as coatings, adhesives and in structural applications as they typically impart outstanding mechanical and electrical properties as well as chemical resistance. The currently used epoxy thermosets are produced from fossil-based non-recyclable materials. To be able to meet the circularity and sustainability goals set by the EU, this needs to change. Biobased epoxy thermosets from residual streams are considered a promising and urgently needed alternative to regular epoxy thermosets. The Cashew Nut industry could play a significant role in the development of these biobased epoxy thermosets. Global cashew nut production is about 4 million tons/year. The cashew nutshell is currently discarded as waste or used as an inefficient fuel, creating environmental issues. The cashew nutshell contains Cashew Nutshell Liquid (CNSL), which consists of the valuable chemical component cardanol. Cardanol can be used to produce biobased epoxy thermosets with balanced rigid-flexible performance. However, systematic studies about the production, properties, recyclability and commercial opportunities of the cardanol based epoxy thermosets are lacking. In this project consortium partners Avans, RUAS, Maastricht University, TU/e, Nuts2, Charcotec, NPSP, SABA, and Prokol jointly aim to answer the question: How can we develop sustainable and economically viable biobased epoxy thermosets and composites from cashew nutshell residue? First the pyrolysis process will be optimized for the effective production of CNSL. Next, the cardanol in the CNSL will be purified and modified to make the recyclable biobased epoxy thermoset. Finally, by adding biocarbon (which is also produced during the pyrolysis of cashew nutshell) to the biobased epoxy thermoset, a composite with enhanced mechanical, electrical, and thermal properties is expected to be obtained. The success of this project serves as a catalyst for the development of sustainable solutions in the thermoset industry and contribute to a sustainable application of cashew nut residue.
