Procurement at universities is increasingly making a move towards professionalization. In this movement it has become apparent that supplier management has to take a more pronounced role within the procurement activities of universities. Research was conducted at the University of Twente (UT), The Netherlands in order to find a meaningful way to segment suppliers and how to manage each segment from the perspective of supplier management. In order to answer these questions, a literature study was conducted which was followed up by qualitative research within the procurement department of the UT. This paper provides a method for segmenting suppliers into four categories and implications on how to manage them. The segmentation process was applied to 60 suppliers at the UT and the management implications were compared to actual situations. The procurement department at the UT can use the segmentation and implications in this paper to implement supplier management within the organization. Additionally, this research can be applied to other universities.
This perspective could perhaps be transferred to the situation of the University of Twente in Enschede and the surrounding area - close to the German border and centered in the EUREGIO 7 . One might say that the EUREGIO is a region in the Netherlands and Germany where ideals of economics, development, etc are planned together, which German students then integrate into. Glazer adds that early writings about American immigration changed after 1980, when, for example, it became apparent that American Indians and blacks remained excluded (Glazer, 1997). Milton Gordon can be seen as the first who proved that assimilation is not a straight process concerning changes of values and behavior, but that actually the heart of the matter is what position in the social institutions the immigrant attains in the country of resettlement (Plym- Rissanen, 2000). He further divided assimilation into seven types: cultural, structural, marriage, identification, attitudes, behavior and societal values from which Gordon considered structural and cultural assimilation to be the most important ones (Plym-Rissanen, 2000). Even earlier than Gordon considered these matters, Robert E. Park developed his model called ‘race relation cycle’ 8 which was created in the 1920s. This model included the concept of accommodation and
In 2009 the University of Twente (UT) implemented its first tenure tracks (TTs) as a form of talent management (TM). The objective was to attract and retain talented scientists. The UT is a Campus University located in the south-east of the Netherlands and a TT is the formally established procedure towards tenure. In 2014/15 the UT conducted an evaluation of its TTS and the evaluation commission gave advice on how to improve the implementation. For this evaluation however, scientific literature on TM was not taken into account. That is why, the evaluation commission did not reflect on the basic assumptions of the UT´s talent policy. Furthermore, the merit and potential problems of the system were hardly addressed. Finally, the perceptions of the participants of the TTS (hereafter called Tenure Trackers) were not systematically taken into account. As a consequence of these shortcomings, the evaluation commission focused only on the implementation of the system itself but it missed to gather important information about the reasonability and usefulness of its TTS as an approach to TM. The shortcomings of the UT´s evaluation represent a research gap that needs to be addressed for an evaluation of the UT´s TTS that adequately determines the merit of the UT´s TTS as an approach to TM. For this reason, the study at hand evaluates the TTS by taking academic knowledge into account, by reflecting on its usefulness as an approach to TM and by systematically researching the perceptions of the Tenure Trackers. The objective of this more comprehensive evaluation is to reveal new insights about the UT´s TTS that allow to reflect the TTS as an approach to TM and that offers new opportunities for improving the TM of the UT.
To recap, the research question is: which processing and regulation strategies are most successful for higher learning outcomes in a project course within project and problem based learning in a TOM- module at the University of Twente? In this research data has been collected among various studies at the University of Twente, first year and second year students have been included. The students were asked to fill out the LEMO-questionnaire from Donche et al. (2010). The questionnaire contains the concepts which are aimed to measure in this research, processing strategies, regulation strategies and motivation. The background variables which are included are age, gender, study year and self-efficacy. The different strategies and background variables are used to analyze how much influence they have on learning outcomes. The learning outcomes are skills students learn in project problem based education. Project grade is used as the quantifiable measure of the skills of critical thinking, problem solving, critical self-reflection and communication. The expectation was that a combination of various strategies, namely: relate and structure, critical processing, analyze, self-management and a will to study, would be most successful in project and problem based learning (Baeten et al., 2013a; Donche et al., 2010; Hmelo-Silver, 2004; Kek & Huijser, 2011).
The support I found from within the department has been a wonderful experience. Several people have contributed to this experience. First of all I would like to thank Arjan Brunger who agreed on this particular research and provided me with a job for two days a week as well. Furthermore, I would like to thank Annelies Leussink. Annelies, I am very grateful for all the things you taught me, our personal talks and the time we laughed together. I feel these are things I will use trough out my working life! Finally, I would like to thank Sofia for arranging all my interview appointments. Without your experienced and professional help this would not have been so easy. Secondly I would like to thank my supervisors from the University of Twente, dr. Martijn van Velzen and dr. Ir. Jan de Leede. Both of them have provided me with detailed comments on my thesis. Because of their critical opinions, their time spend on reading my drafts and explaining me how to improve them I have experienced this period as a very valuable one.
This research investigates the effects of participation in pre-university activities. For this, the Pre-U of University of Twente has been taken as a case study. The main research question addressed in this research is: ‘’Does participation in a pre-university program lead to more study success and, if so, how can this be explained?’’. It is expected that students who participated in pre-university actitivities have more study success in the form of a higher number of study credits than students who did not participate and that students who participated in pre-university activities have more study succes in the form of higher average grades in year 1 than student who did not participate. Surveys among pre-university as well as non-pre-university students are used to collect the data needed for this research. There has been investigated whether participation in pre-university activities leads to more study success via a better study choice, the creation of a sense of belonging and the development of academic competencies. The overall conclusion is that students who have participated in pre-university activities do not score better on these variables than students who did not participate in pre-university activities.
Categories which are initially arousing lower expectations tend to achieve higher perception scores. 31 Only the category support services does not follow this trend. While students report rather low expectations concerning their student life they perceive it as very good ( x = 3.21). Particularly the variance of clubs and the possibility for social networking achieve high perception scores. Teachers ( x = 3.14) are mostly valued for their availability and the university facilities ( x = 3.11) convince with the appeal of the campus and the available sport, cultural and social facilities. Its technical equipment on the other hand seems to be a source of irritation. The curriculum, arousing the highest expectations, leaves with its (lack of) flexibility and quality a rather negative impression ( x = 2.87). Support services are the least positively perceived which holds especially true for the (deficient) helpfulness of the recruitment teams and the housing assistance. However, no single item is perceived notedly negative.
German is not international, it is almost like local. So to be honest for now we are not very international. We did many investigations to see why we have been unsuccessful. I also did my personal investigation on that as I am in the group who are thinking of reorganizing the master education. What came out of that research is that when many international students are looking for study abroad they think of three places; United States, United kingdom or Europe. If they don‟t choose U.S or U.K then they choose Europe. Even then Netherlands is not the first country that comes to mind. When they do choose Netherlands based on information that are given to them by either relatives, or education fairs, even then Twente is not the first pick. They first think of University of Delft, Eindhoven and only finally Twente comes to mind. Twente is usually chosen only when they are looking for very specific programs. As business administration is not a specific program that is one of the reasons. On the other hand we are also very selective in choosing students. for each program we usually get about 150 applications but we admit only a few students. 7. Do you think this faculty is actually committed to internationalization? Can you
Just like the actual choice to study abroad, other factors are also aﬀected by family and the environment. Research found that siblings and parents have a huge impact on the student’s choice of academic course, country and university (Pimpa, 2003). Es- pecially the family has been identiﬁed as a key push factor which strongly aﬀects the choices students make in terms of international education (Pimpa, 2003). This often results in students who are not satisﬁed with their study and have the permanent feel- ing that they study for others which puts them under additional pressure. Students who were forced to study abroad by their family are constantly afraid of failing and disappointing their families which only increases the stress they are confronted with. This phenomenon can often be found with Asian students studying abroad. Families from Asian cultures often have, in comparison to more Western cultures, inﬂuences on the students’ choices concerning international education in many ways. Financial dependence and high expectations are inﬂuencing the students the strongest (Pimpa, 2003). This additional pressure resulting from expectations of the family gives Asian students high levels of stress which adds to the academical pressure they already experiencing (Lewthwaite, 1996). This can lead to higher failure, dissatisfaction, de- creased well-being or even drop-out.
Being less involved with the university, not being flexible in the learning process and having a high subjective workload can lead to increased stress and risk of burnout (Chang, Rand, & Strunk, 2000; Jacobs & Dodd, 2003; Neumann, Finaly-Neumann, & Reichel, 1990). Additionally, character traits like pessimism, neuroticism or having a high self-expectation increase the likeliness of stress or burnout (Chang et al., 2000; Sulea, Van Beek, Sarbescu, Virga, & Schaufeli, 2015; Van Baar, 2015). Higher levels of extraversion and agreeableness on the other hand are related to lower levels of burnout. Furthermore, self-compassion works as a moderator between academic burnout and psychological well-being (Kyeong, 2013), attenuating the effects of academic burnout. This all shows that there is a broad range of causes for stress in students that need to be taken into account when looking to prevent and treat student stress.
Students expect to obtain a degree from the most prestigious institutions, as they consider the best value for their time and money invested in higher education. According to Evenson (1998), students are eager, and more than willing to pay, to attend a college with the reputation that they believe will lead to high-paying jobs or top professional institutions. Since high school students and their parents have no way to evaluate institutional quality by themselves, they tend to rely on perceived reputations and prestige in selecting colleges. Rankings are usually the starting point in the long process of finding the right college. They contain a rich source of information about numerous institutions in the world, which give students some initial guidance and direction. Annual listings included in newspapers, magazines, or published on websites present the best colleges, universities, academic programs, or departments to the general public. Typical examples include the Times Higher Education Supplement (THES) World University Rankings, the Academic Ranking of World Universities produced by the Institute of Higher Education at Shanghai Jiaotong University, and the Financial Times Ranking of the top MBA programs in the world. Students and parents can keep track of the latest information regarding the top-ranked institutions in a particular country or in a specific academic area.
norms for research training, university research evaluation policies, and faculty involvement in department decision making. The results of his study show the way faculty integrate teaching and research is influenced less by the level of students taught than by whether the purpose of their teaching efforts was classroom instruction or training students to conduct research (pp.654-5). Faculties in low paradigm consensus fields integrate classroom-oriented teaching with research more than faculty with high paradigm consensus fields (p.658). Second, faculties that use a graduate-apprentice model to teach students how to conduct research will integrate research and research training more than faculties that use a counsellor model to teach students how to conduct research (p.660). Third, the broader the university definition of what counts for research is, the more faculties are able to integrate research and classroom-oriented teaching (p.661). Fourth, the more teachers are involved in departmental decisions about teaching assignments, the more able they are to integrate teaching and research by teaching courses about their current research in existing required courses (p.663). Colbeck (pp.664-5) concludes that individuals are not continually faced with decisions about fulfilling the expectations of one role at the expense of others. Opportunities to integrate teaching and research are shaped by the definitions of the expectations of the two roles by their disciplinary, university, and departmental context. Departmental differences indicate that role expectations are socially negotiated. However, Colbeck (p.665) comments that limited expectations for faculty members’ teaching role may restrict some perceptions of teaching - research integration.
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