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Technologie beïnvloedt de maatschappij en daarmee (ook) het werk van inlichtingen- en veiligheidsdiensten. Dit artikel gaat over de veranderingen binnen de Informatie en Communicatie Technologie (ICT) die de drijfveer zijn geweest voor de wijzigingen met betrekking tot vier bevoegdheden in de Wet op de inlichtingen- en veiligheidsdiensten 2017. Ook worden de belangrijkste wijzigingen besproken ten aanzien van toezicht en regels over gegevensverwerking die de nodige waarborgen moeten bieden.

Opportunities and their identification are of significant importance for competitiveness in today’s complex and turbulent business environment because they serve as a key influencing factor for new value-creation. Opportunity identification (OI) is interesting not only from the perspective of new business start-ups, but also from the perspective of employees in existing organisations. Each entrepreneurial process starts with an imagined, rudimentary idea in the mind of an individual. The further exploration and development of such opportunities by employees can lead to the realisation of all kinds of corporate entrepreneurship outcomes, such as innovation, strategic renewal, and internal or external venturing. This dissertation reports on the capability of employees to identify opportunities, referred to as opportunity identification competence (OIC). The importance of OI by employees is widely recognised in practice, and scholars have contributed significantly to understanding what opportunities are, how opportunities come into being, and how OIC can be measured. Nevertheless, substantial research challenges still need to be addressed. More specifically, based on both entrepreneurship literature and literature on organisational learning and entrepreneurship education, three overarching research issues have been identified: The OI process has not been fully mapped out, including the role of individuals and teams. Defining and explaining OIC is problematic because scholars tend not to agree whether opportunities are discovered in the economic environment or created by individuals. Existing measurements of OIC have been criticised, because most of them include self-perceptions or the recall of earlier identified opportunities. The main goal of this thesis was to contribute to the literature by addressing these three overarching research issues. Accordingly, the central research question was: What characterises opportunity identification by employees on the individual and team level? In the dissertation, OIC is both conceptually mapped and empirically explored. A performance instrument to measure OIC is developed and tested in higher education. As well, 12 businesses, including 234 employees in 51 teams, participated in this research project. Most companies were in the category known as small and medium-sized enterprise (SME). The participating companies have in common that they felt an urgent need for entrepreneurship as a driver of competitiveness. Furthermore, they aimed to commit and stimulate their employees to contribute to the entrepreneurial process, without having formal mechanisms or structures for doing so. Main conclusions In light of the central research question of this dissertation, What characterises opportunity identification by employees on the individual and team level?, the results suggest that OI deserves attention in existing businesses, both as a meaningful process leading towards new value-creation and as a relevant capability of employees. OIC is a multi-phased phenomenon consisting of two main competencies, namely business idea generation and business idea evaluation. In business idea generation, individuals generate all kinds of (business) ideas that may have the potential to become a real opportunity. In business idea evaluation, those ideas are selected that actually have potential success. Employees can have one of the competencies (business idea generation or business idea evaluation) to a greater extent, or both of them. Organisations need employees that are able to generate business ideas and employees that are able to evaluate the potential success of business ideas. The results of this thesis suggest that, just like independent entrepreneurs, employees mainly acquire such competencies by a process of learning by doing; this means that employees should become involved in entrepreneurial activities on the shop floor. Creating teams can be a solution, bringing together the competencies needed for the successful identification of opportunities. Moreover, the results suggest that the commitment of teams in the early stages of the entrepreneurial process is highly relevant, because the team cognitive framework for identifying opportunities seems more effective than the individual cognitive framework. Taken together, at the defining, initial stage of the entrepreneurial process opportunities are identified by individuals or, preferably, by teams – in a process by which business ideas are generated and evaluated for their potential success. When studying opportunities and their identification, scholars should take into account the differences in OIC between SMEs, employees, and even within OIC itself (i.e., between business idea generation and business idea evaluation). In practice as well, these differences should be considered in the selection and management of employees, in assessing OIC and in composing teams, because teams need both business idea generators and business idea evaluators.

In the human development effort, different countries are underscoring the role of technical-vocational education and training (TVET) in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socio-economic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. Within this broad aim, the thesis looks into the historical pathways TVET in Ethiopia has passed through time, teachers’ involvement in policy and curriculum development and implementation, the extent to which TVET programs are competence-based (‘competentiveness’) and TVET teachers’ training and professional development. A mix of methods (quantitative and qualitative) was employed and data were collected through questionnaires, interview and documents.Four Polytechnic TVET colleges in Addis Ababa, TVET teachers, students and employed TVET graduates, teacher training teachers and students were involved. The research findings showed that TVET development lacked consistent and stable policy direction, greatly influenced by government ideology. Competence-based TVET was implemented under severe challenges which include lack of adequately prepared teachers and resources, frequent curricula changes, lack of employers cooperation, discontent of teachers and administrators, etc. The competence-based approach was implemented without extensive deliberations and understanding by TVET teachers in which teachers participation was minimal. Positive correlation between TVET teachers’ participation in educational reform and perception towards TVET system was observed. Thought teachers, students and graduates observed competence-based education and training (CBET) principles in the Ethiopian TVET system, competence-based TVET is not performing well with regard to the practical dimensions of CBET (mainly the “how” aspect) in accordance with the principles of competence-based education. In a positively perceived work environment, ‘competentiveness’ of a TVET programs and employed TVET graduates’ workplace performance was observed. The TVET teacher training programs lack alignment (coherence) with competence-based TVET curriculum in terms of curriculum design and practices. The delivery is predominantly teacher-centered: more lecture oriented with less opportunity for students self and group reflection; student assessment was norm-referenced, not individual competence assessment. Though teachers believe that teacher professional development (TPD) enhances their professional growth, the practices were not in line with their belief; the personal initiative of TVET teachers to undertake TPD activities was minimal; no systematic professional development plan exists in TVET colleges, more traditional approaches in which TVET teachers’ engagement in research has almost been ignored. Inconsistency in educational policymaking (unstable policy direction) hampered a consensus-based, national education system including TVET, structuring of TVET starting from the scratch. TVET is implemented without a strong foundation – administratively and manpower and materials/facilities (lack well-crafted implementation strategy), more a product of political than of collective decisions. From the study it appears that lacking proper alignment with employment capacity of the economy is a systemic problem of the TVET system. Enforcement of TVET strategy on TVET teachers and administrators without understanding the new competence-based education, which affected their perception. TVET teachers regarded as implementers of a decision rather than having a stake in the issue, affecting their actions and training outcome. Competence-based education and training (CBET) is practiced in TVET but the instruction and practical components lack alignment with CBET principles (no strong learning environments). Though it requires further evidence, the positive relationship between ‘competentiveness’ of a TVET program and graduates’ job performance found in this study supports the assertion that CBET bridges the gap between classroom learning and labor market reality. Because TVET teacher training programs are not aligned with TVET curriculum and teachers professional needs, it is difficult to say that TVET teachers are well prepared in terms of CBET requirement. In TVET teacher training programs, competence development focused instructional practices are not well fostered in practice. TVET teachers TPD activities are more conventional, not aligned with CBET and teachers’ needs. A number of recommendations are forwarded to improve the implementation of competence-based TVET which have policy implications for future development of TVET and practical interventions to be taken to improve the implementation of competence-based TVET in its different dimensions.

People and other organisms depend on natural resources such as fresh water, land, clean air, wood, and food for critical life requirements and wellbeing. It is well documented that today’s Western way of living and the spread of capitalism is having a detrimental impact on societies and the natural environment. As one of the greatest users of natural and human recourses, many companies have started doing their part in the journey toward Earth’s sustainability and are actively working on translating the idea of sustainable development (SD) into reality. Companies often address SD through their corporate social responsibility (CSR) programs. CSR refers to as a company’s continuing commitment to integrate ecological, social, and economic interests in company’s operations and in its interactions with stakeholders. This commitment is usually done on a voluntary basis (Dahlsrud, 2008). This PhD thesis aims to provide a better understanding of how the CSR adaptation process in private companies can be supported, which is of particular importance and interest since the economic interests (i.e., business case logic) of private companies often clash with CSR objectives. Consequently, adapting to CSR principles can be quite challenging for these companies. Many scholars have attempted to identify factors that can facilitate the CSR adaptation process. However, though any large-scale organizational change requires employees to learn new ways of doing their jobs, the role of learning or human resource development in CSR adaption has remained largely unexplored in the CSR literature. This PhD thesis contributes to this line of research by answering the following research question: Which internal resources related to learning at the organizational and individual level contribute to the CSR adaptation process in private companies? With respect to the organizational level, we found that certain learning organization characteristics can support the CSR adaptation process. We found that stimulating group learning, leadership that encourages learning, and connecting to the local communities are LO characteristics that can directly influence CSR adaptation in a positive way. With respect to the individual level, we found that CSR managers, those managing the CSR adaptation process, need specific individual competencies in order to do their jobs effectively. We identified eight distinct individual competencies (e.g., Balancing personal ethical values and business objectives). We also found that CSR managers have different job roles in the CSR adaptation process. We identified six of these roles (e.g., strategizing role) and showed that the business case logic influences the relative perceived importance of specific individual competencies within each job role. To conclude, the key message of this thesis, and the answer to the research question is two-fold. First, because CSR managers are the ones who actually manage the CSR adaptation process they can play a crucial role in the CSR adaptation process if they possess the right individual competencies. In order to develop these individual competencies, CSR managers should take ownership of their learning process and seek opportunities to learn with and from others. Second, leadership and connecting with external parties are of particular importance to the CSR adaptation process. With respect to connecting with external parties: on the organizational level, having good relations with external parties improves CSR adaptation, because such relationships stimulate learning processes within the company. Furthermore, on the individual level, relationships with external parties promote the development of the individual competencies of the CSR managers responsible for the adaptation process. With respect to leadership: on the organizational level, leadership for learning, referring to active support and stimulation of learning, indirectly affects CSR adaptation; it enhances employees’ learning behavior and therefore improve employees’ cognitive readiness and support for the changes needed to integrate CSR within the company. Furthermore, on the individual level, leadership competencies are essential for driving the changes needed in the CSR adaptation process. This thesis contributes to the literature on the CSR adaptation process in several ways. First, this thesis addresses the issue of the CSR adaptation process from a learning or human resource development perspective and as such complements previous research employing the (human resource) management perspective on CSR. Second, it addresses learning from both the organizational and individual level, thereby providing valuable insights into if and how specific internal resources related to learning can contribute at different levels to the CSR adaptation process in private companies. Third, little is known about how factors on an individual level can support companies in their adaptation to CSR principles and their social performance at large (Aquinis & Glavas, 2012). This doctoral thesis is one of the first providing insights into this matter and demonstrates that learning-related influences on the individual level may be of value to the adaptation process. More specifically, this thesis adds to the literature by (1) identifying the job roles and individual competencies CSR managers need to effectively do their jobs within private companies; previous studies on CSR-related competencies often studied this topic from an educational point of view, thereby not fully addressing the complexity of the business context in which CSR managers operate; (2) by exploring how CSR managers can develop their competencies, which up till now remained unexplored in the CSR literature; and (3) by showing how certain organizational characteristics (i.e., learning climate) and personal characteristics (i.e., learning goal orientation) affect the development of CSR managers’ competencies. There are several implications to be derived from our research with respect to learning (activities) for the benefit of CSR. For one, developing LO characteristics may help companies create favorable conditions for integrating CSR principles. By facilitating learning, companies provide employees with the opportunity to develop their “receptiveness to change”. As such, we suggest that companies experiment with employing LO characteristics to advance the integration of CSR principles. In particular, we suggest that company’s management show leadership for learning by endorsing learning behavior among their employees as this LO characteristic in particular seems to promote the integration of CSR principles. The management can stimulate such behavior by providing employees with continuous opportunities to learn (e.g., provide formal trainings and professional development opportunities), learn in groups (e.g., stimulate team work), and learn with and from external parties (e.g., stimulate stakeholder involvement). Furthermore, it is important for companies to set up and structure a learning system within the company that enables customized learning, meaning a learning system that provides learning opportunities that fit’s the job and needs of individual workers. Companies can enable customized learning among CSR managers by, for example, providing them with flexible working hours and fixed budgets and hours that they can use for professional development. Such a learning system promotes meaningful learning and self-directed learning behavior among employees (Baars-van Moorsel, 2003), which, according to our research, can stimulate the development of CSR-related competencies. To conclude, we hope that this thesis will encourage more research on the role of learning in the CSR adaptation process. Our research provides ample directions to further explore this topic. Furthermore, we hope that this research will inspire CSR professionals to start a dialogue with their employers about their competencies and professional development opportunities or that it inspires them to take control of their learning process and create their own learning network in order to develop their competencies, if needed. Moreover, we hope that by developing the relevant CSR-related competencies, CSR managers will effectively manage the CSR adaptation process and that higher CSR maturity levels are reached and more ambitious sustainability challenges are successfully addressed by private companies.

In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new information into their existing knowledge base. Therefore, corresponding educational paradigms have shifted from merely reproducing knowledge to asking scientifically oriented questions and searching for evidence when responding to those questions. This approach is considered to be the starting point for motivating pupils to apply research skills, construct meaning, and acquire scientific knowledge. Teachers’ competencies are essential for increasing pupils’ learning and for stimulating their interest in science. Research has indicated that primary school teachers find it difficult to become effective inquiry-based science teachers because they often lack key knowledge regarding how science inquiry works and—in particular—how to implement inquiry-based teaching in their classrooms (Lee, Hart, Cuevas & Enders, 2004; Van Zee et al., 2005; McDonald, 2009). In the absence of these key competencies, qualitatively poor or insufficient guidance and insufficient feedback could be received during the discovery process. High-quality teacher education that yields competent teachers is the foundation of any system of formal education. However, the Netherlands lacks a recent formal agreement between professionals regarding the competencies that teachers need in order to teach inquiry-based primary science. In light of this issue, this thesis has two key aims. The first aim is to clarify which competencies are needed in order to teach inquiry-based primary science. The second aim is to determine how various components of science-teaching competence are related. The first aim was achieved by performing a literature study and a Delphi study, and the second aim was achieved by performing empirical studies using a knowledge test, a list of attitude questions, and a case-based questionnaire designed to assess Pedagogical Content Knowledge (PCK).

Leerkrachten ontberen vaardigheden voor wetenschapsonderwijs. Promovendus pleit voor selectie aan de Pabo-poort.

In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new information into their existing knowledge base. Therefore, corresponding educational paradigms have shifted from merely reproducing knowledge to asking scientifically oriented questions and searching for evidence when responding to those questions. This approach is considered to be the starting point for motivating pupils to apply research skills, construct meaning, and acquire scientific knowledge. Teachers’ competencies are essential for increasing pupils’ learning and for stimulating their interest in science. Research has indicated that primary school teachers find it difficult to become effective inquiry-based science teachers because they often lack key knowledge regarding how science inquiry works and—in particular—how to implement inquiry-based teaching in their classrooms (Lee, Hart, Cuevas & Enders, 2004; Van Zee et al., 2005; McDonald, 2009). In the absence of these key competencies, qualitatively poor or insufficient guidance and insufficient feedback could be received during the discovery process. High-quality teacher education that yields competent teachers is the foundation of any system of formal education. However, the Netherlands lacks a recent formal agreement between professionals regarding the competencies that teachers need in order to teach inquiry-based primary science. In light of this issue, this thesis has two key aims. The first aim is to clarify which competencies are needed in order to teach inquiry-based primary science. The second aim is to determine how various components of science-teaching competence are related. The first aim was achieved by performing a literature study and a Delphi study, and the second aim was achieved by performing empirical studies using a knowledge test, a list of attitude questions, and a case-based questionnaire designed to assess Pedagogical Content Knowledge (PCK). De laatste jaren heeft het verbeteren van wetenschap onderwijzen in de basisschool veel aandacht gekregen. Onderzoekers en beleidsmakers pleiten voor de didactiek van onderzoekend leren, er van uitgaande dat leerlingen het beste leren door persoonlijke ervaringen en door integratie van nieuwe informatie in hun voorkennis. Daarom zijn onderwijskundige paradigma’s verschoven van de nadruk op reproduceren van kennis naar het stellen van wetenschappelijk georiënteerde vragen en het zoeken naar bewijs bij het beantwoorden van die vragen. Deze aanpak wordt verondersteld het startpunt te zijn van het motiveren van leerlingen voor het toepassen van onderzoek vaardigheden, het construeren van betekenis en het opdoen van wetenschappelijke kennis. De competenties van een leerkracht zijn essentieel voor het verbeteren van leerprocessen bij leerlingen en voor het stimuleren van hun interesse in wetenschap. Onderzoek heeft laten zien dat basisschool leerkrachten het moeilijk vinden onderzoekend leren effectief vorm te geven, omdat ze belangrijke kennis met betrekking tot het doen van onderzoek en hoe onderzoekend leren te implementeren in hun klaslokaal, missen (Lee, Hart, Cuevas & Enders, 2004; Van Zee et al., 2005; McDonald, 2009). Bij afwezigheid van deze competenties kan tijdens het onderzoek leerproces kwalitatief slechte of onvoldoende begeleiding en feedback worden ontvangen. Goede lerarenopleidingen die competente leerkrachten afleveren, vormen de basis van elk kwalitatief goed formeel onderwijssysteem. In Nederland mist echter een actuele, formele overeenkomst tussen professionals betreffende competenties die basisschoolleerkrachten nodig hebben om vorm te geven aan onderzoekend leren bij wetenschap. Dit proefschrift heeft aansluitend bij deze constatering twee doelen. Het eerste doel betreft het in kaart brengen welke competenties nodig zijn bij wetenschap onderwijzen volgens de didactiek van het onderzoekend leren. Het tweede doel is het vaststellen hoe verschillende competentiecomponenten, nodig om les te geven in wetenschap volgens de didactiek van onderzoekend leren, tot elkaar gerelateerd zijn. Het eerste doel werd behaald door het uitvoeren van literatuuronderzoek en het doen van een Delphi studie; het tweede door het uitvoeren van empirische studies waarbij gebruik werd gemaakt van een kennistest, een attitude vragenlijst en een case-based assessment instrument ontworpen om de Pedagogical Content Knowledge (PCK) van leerkrachten vast te stellen.

Om te kunnen omgaan met de bijzondere situaties die agenten tegenkomen in hun dagelijkse werk, is het essentieel dat zij over discretionaire ruimte beschikken waarmee zij naar eigen inzicht bevoegdheden kunnen toepassen. In de ruimte die hen wordt geboden, blijken politieagenten, naast een routinematige aanpak, op allerlei 'creatieve' manieren met hun bevoegdheden om te gaan om organisatiedoelen te behalen en/of maatschappelijke belangen na te streven. Hierbij kunnen de grenzen van wet- en regelgeving worden opgezocht of overschreden. In dit artikel wordt verslag gedaan van casusonderzoek bij de Nederlandse politie naar dit 'creatief gebruik van bevoegdheden'

Om te kunnen omgaan met de bijzondere situaties die agenten tegenkomen in hun dagelijkse werk, is het essentieel dat zij over discretionaire ruimte beschikken waarmee zij naar eigen inzicht bevoegdheden kunnen toepassen. In de ruimte die hen wordt geboden, blijken politieagenten, naast een routinematige aanpak, op allerlei 'creatieve' manieren met hun bevoegdheden om te gaan om organisatiedoelen te behalen en/of maatschappelijke belangen na te streven. Hierbij kunnen de grenzen van wet- en regelgeving worden opgezocht of overschreden. In dit artikel wordt verslag gedaan van casusonderzoek bij de Nederlandse politie naar dit 'creatief gebruik van bevoegdheden'

In 2007/2008 is gekeken welke partijen een rol spelen bij de risico- en crisisbeheersing van (grote) bos- en natuurbranden, wat hun rol precies is en welke taken en bevoegdheden ze hebben. Ook is geïnventariseerd welke hiaten er zijn in de bestaande taakverdeling en regelgeving. Hiaten die de oorzaak kunnen zijn dat natuurbranden ontstaan en kunnen uitgroeien tot een ramp. De inhoud van het rapport was toen dermate gevoelig dat pas in 2011 is besloten dit rapport uit te brengen.

In 2007/2008 is gekeken welke partijen een rol spelen bij de risico- en crisisbeheersing van (grote) bos- en natuurbranden, wat hun rol precies is en welke taken en bevoegdheden ze hebben. Ook is geïnventariseerd welke hiaten er zijn in de bestaande taakverdeling en regelgeving. Hiaten die de oorzaak kunnen zijn dat natuurbranden ontstaan en kunnen uitgroeien tot een ramp. De inhoud van het rapport was toen dermate gevoelig dat pas in 2011 is besloten dit rapport uit te brengen.

In the last few decades, primary agricultural production in the Netherlands has been significantly influenced by firm expansion, innovation and diversification. These developments suggest that, increasingly, farmers and growers require entrepreneurial competence to continuously recognize and pursue new business opportunities. Though entrepreneurial competence is seen as a potentially promising concept, current research efforts i) have paid little attention to firms already in existence (like in agriculture), ii) provide few methodological starting points for studying entrepreneurial competence on the individual level, iii) and have paid little attention to social and task-related influences on entrepreneurial competence development. The objective of this thesis is to analyse how entrepreneurial competence can be characterized and identified, how it develops and how it can be fostered in small agricultural firms. In order to do so, entrepreneurial competence was studied using a comprehensive approach to competence, which implies that a multi-method methodology was adopted. Quantitative and qualitative methods were used in four empirical studies which included a total of 500 participants. A first characterization was made by researching self-awareness and beliefs about improvability of general, but context-appropriate, descriptions of entrepreneurial competencies. The results show an almost consistent underestimation of entrepreneurial competencies and reveal that entrepreneurial competencies are seen as subject to at least some development. Conceptions of entrepreneurial competencies are not uniform within workplaces: elements of what is developed and can be developed further are partly idiosyncratic. Secondly, entrepreneurial competence was identified in more detail based on item-level descriptions which empirically define a competence domain. It was revealed that three domains constitute the heart of entrepreneurial competence, namely analysing, pursuing and networking. Thirdly, results obtained through comparing highand low-performing firms, focusing on the task itself and using concrete work activities as descriptors for competence, suggest that the relationship between entrepreneurial performance and competence is not only influenced by business goals but also by the owner-managers’ awareness. It is proposed that entrepreneurial performance is correlated with the development of competence associated with the beginning of the entrepreneurial process. Furthermore, the results suggest interdependence between existing competence and competence development within competence domains (horizontal development), and between competence domains (vertical development). Finally, four factors in the small-business work environment were identified as being crucial in the entrepreneurial learning process. In order of importance, these were: support and guidance, external interaction, internal communication and task characteristics, though differences in type of business opportunities represent slightly different dynamics. The results suggest a two-layered interaction between learner and work environment. Entrepreneurial learning of the owner-manager is influenced by the work environment, which is in turn shaped/defined by the owner-manager. The results of this thesis provide professionals active in sector development and (vocational) education with clear steppingstones for developing competence-based curricula and learning-oriented assessments, as well as general ideas for developing learning environments that better reflect small-business dynamics.

This study concerns the powers of the general meeting of shareholders and judges them from a historic, group company law and comparative law point of view. The emphasis is on the powers which lead to structural changes. The aim of the study is to make a contribution to deliberations on the general meeting of shareholders in a (group) company and in particular on its powers regarding the structure of the company. Central in this study are the companies: NV and BV (for the Netherlands) and AG and GmbH (for Germany).

This study concerns the powers of the general meeting of shareholders and judges them from a historic, group company law and comparative law point of view. The emphasis is on the powers which lead to structural changes. The aim of the study is to make a contribution to deliberations on the general meeting of shareholders in a (group) company and in particular on its powers regarding the structure of the company. Central in this study are the companies: NV and BV (for the Netherlands) and AG and GmbH (for Germany).

Begin 1980 hebben faillissementscuratoren aan de wetgever de suggestie gedaan in faillissement een soort bevriezingsperiode te laten gelden, waarin de rechten van schuldeisers gedurende enige tijd worden opgeschort. Deze gedachte werd ingegeven door hun ervaring dat na een faillissement herhaaldelijk voortzetting van de bedrijfsactiviteiten was uitgesloten ‘omdat leveranciers dadelijk met hun vrachtauto’s voor de deur stonden om zaken op te halen waarop zij een eigendomsvoorbehoud pretendeerden.’ Daarbij werd aangetekend dat leveranciers zulks doen omdat anders de fiscus met bodembeslag toeslaat. Deze suggestie is voor de wetgever aanleiding geweest tot invoeging van art. 63a Fw voor faillissement. ... Zie: Inleiding

Begin 1980 hebben faillissementscuratoren aan de wetgever de suggestie gedaan in faillissement een soort bevriezingsperiode te laten gelden, waarin de rechten van schuldeisers gedurende enige tijd worden opgeschort. Deze gedachte werd ingegeven door hun ervaring dat na een faillissement herhaaldelijk voortzetting van de bedrijfsactiviteiten was uitgesloten ‘omdat leveranciers dadelijk met hun vrachtauto’s voor de deur stonden om zaken op te halen waarop zij een eigendomsvoorbehoud pretendeerden.’ Daarbij werd aangetekend dat leveranciers zulks doen omdat anders de fiscus met bodembeslag toeslaat. Deze suggestie is voor de wetgever aanleiding geweest tot invoeging van art. 63a Fw voor faillissement. ... Zie: Inleiding

Wat zijn de competenties voor succesvol ondernemerschap in de agrarische sector, en wat kan LNV daarmee? Deze vraagstelling wordt in dit essay ontrafeld aan de hand van drie centrale begrippen: ondernemerschap, succesvol (ondernemerschap) en competenties (voor succesvol ondernemerschap). Het essay besluit met het benoemen van de mogelijke rol van het ministerie van Landbouw, Natuur en Voedselkwaliteit bij het versterken van ondernemerschap in de agrarische sector.

Wat zijn de competenties voor succesvol ondernemerschap in de agrarische sector, en wat kan LNV daarmee? Deze vraagstelling wordt in dit essay ontrafeld aan de hand van drie centrale begrippen: ondernemerschap, succesvol (ondernemerschap) en competenties (voor succesvol ondernemerschap). Het essay besluit met het benoemen van de mogelijke rol van het ministerie van Landbouw, Natuur en Voedselkwaliteit bij het versterken van ondernemerschap in de agrarische sector.

De ruimtelijke dynamiek in verstedelijkende gebieden houdt zich niet aan de administratieve grenzen. Nu alle discussies over regionale samenwerking niet hebben geleid tot een nieuwe bestuurslaag, is een 'regionaal gat' ontstaan. Het is de vraag hoe op dit regionale schaalniveau wordt omgegaan met ruimtelijke vraagstukken. Regionale ruimtelijke concepten zoals Land in de Stad kunnen daarbij een belangrijke rol spelen. Analyse van de geschiedenis van het verstedelijkingsbeleid en van de discussie over regionaal bestuur leiden tot de conclusie dat de bestuurlijke discussie gebaat is bij het leggen van een relatie met een inhoudelijke benadering van ruimtelijke vraagstukken.

De ruimtelijke dynamiek in verstedelijkende gebieden houdt zich niet aan de administratieve grenzen. Nu alle discussies over regionale samenwerking niet hebben geleid tot een nieuwe bestuurslaag, is een 'regionaal gat' ontstaan. Het is de vraag hoe op dit regionale schaalniveau wordt omgegaan met ruimtelijke vraagstukken. Regionale ruimtelijke concepten zoals Land in de Stad kunnen daarbij een belangrijke rol spelen. Analyse van de geschiedenis van het verstedelijkingsbeleid en van de discussie over regionaal bestuur leiden tot de conclusie dat de bestuurlijke discussie gebaat is bij het leggen van een relatie met een inhoudelijke benadering van ruimtelijke vraagstukken.