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… programme .................................................................................. 7 Article 3.4 Specific aims of the UCV programme .......................................................................................... 8 Article 3.5 Communications and announcement of decisions ........................................................................ 8 Article 3.6 Study load … Concentration and Capstone (UCM- and UCV-Programme) ..................................................... 11 Article 3.10 Elective curriculum and bachelor thesis research (LAS/MSP-Programme) ........................... 12 Article 3.11 Components elsewhere (electives outside the programme) .................................................... 12 Article 3.12 Flexible programme and flexible bachelor’s .......................................................................... 13 Article 3.13 Dual … one’s professional life as new theories and techniques emerge. 2.5.Research Skills: The ability to formulate research questions, select appropriate methodologies, design and conduct research to gather data, interpret data, and report and reflect on findings. 3. Graduates of all programs obtain highly developed personal and social skills. These are: 3.1.Reflective Skills: ability to reflect on their academic interests, ambitions, strengths and weaknesses, but also on their own actions and the …

… programme .................................................................................. 7 Article 3.4 Specific aims of the UCV programme .......................................................................................... 8 Article 3.5 Communications and announcement of decisions ........................................................................ 8 Article 3.6 Study load … Concentration and Capstone (UCM- and UCV-Programme) ..................................................... 11 Article 3.10 Elective curriculum and bachelor thesis research (LAS/MSP-Programme) ........................... 12 Article 3.11 Components elsewhere (electives outside the programme) .................................................... 12 Article 3.12 Flexible programme and flexible bachelor’s .......................................................................... 13 Article 3.13 Double … one’s professional life as new theories and techniques emerge. 2.5.Research Skills: The ability to formulate research questions, select appropriate methodologies, design and conduct research to gather data, interpret data, and report and reflect on findings. 3. Graduates of all programs obtain highly developed personal and social skills. These are: 3.1.Reflective Skills: ability to reflect on their academic interests, ambitions, strengths and weaknesses, but also on their own actions and the …

… Constant evaluation is the only way to ensure that everyone is able to get the best out of him or herself and of his/her environment. The goal of this application is to allow students to evaluate themselves within the classroom environment and find access to according personal recourses to bring them up to the necessary level. The evaluation is performed in such a way that is playful and precise for students and informative for the evaluator. Helping students to achieve their studies in … Constant evaluation is the only way to ensure that everyone is able to get the best out of him or herself and of his/her environment. The goal of this application is to allow students to evaluate themselves within the classroom environment and find access to according personal recourses to bring them up to the necessary level. The evaluation is performed in such a way that is playful and precise for students and informative for the evaluator. Helping students to achieve their studies in …

… change to various technologies and infrastructures, while on the other hand ensuring that values and consumer criteria change simultaneously. Transitions that fail to do so will disappoint in the end. We review two sustainability-oriented transitions where criteria have changed: the hygienic transition around 1900 and the waste management transitions at the end of the twentieth century. While in these cases people’s values, perceptions, and criteria changed as part of the transition, this does not … that actors use to judge the appropriateness of products, services, and systems. In the transition from sailing ships to steam ships fuelled by coal, for instance, the criteria for choosing ships did not change dramatically. Both types of ship competed in terms of tonnage, reliability, and speed, as sailing ships had done for decades or even centuries. In the transition from coal to gas, the basic aspects on which technologies had to compete did not change dramatically either, in terms of price, ease, and reliability. For sustainability transitions to occur, however, criteria need to change dramatically, or transitions run the risk of not being sustainable due to rebound effects …

… - Ongoing Martin Smith, “Maximizing Stakeholder Incentive Alignment: The Tradeoffs Between Governance Rights and Earning Mechanism in Digital Platforms”, Maastricht University (co-supervisor) - Ongoing Anh Duong, “The influence of resource combinations and dynamic capabilities on radical technological innovation in small and medium-sized family businesses”, Hasselt University (co-supervisor) - Completed Alana Vandebeek, “The ‘family factor’ in board dynamics”, Hasselt University (co-supervisor) - completed Rüveyda Kelleci, “Nonfamily CEOs in family firms”, Hasselt University (PhD dissertation committee member) - completed (GUEST) EDITORSHIP … member of Entrepreneurship Research Journal I was Guest Editor for a Special Issue on Family Involvement in Management and Firm Growth which will be published in European Management Review . The Special Issue papers together with our editorial were online end of 2019 and will be published in an issue in 2021. Other Special Issue Guest Editors: Cirillo, A., Mussolino, D., Sciascia, S., Voordeckers, W. I was Guest Editor for a Special Issue on The “open family firm”: Social capital, networks, …

… for permission to use the data. If you do not use an actual Debriefing Letter, you should still upload this file for the ERCPN with a text that specifies the reason for not using a debriefing. Please note that even if you explained the full study completely in the information letter, it is standard to still include a debriefing thanking the participants for their participation and providing contact details of the (responsible) researcher in case of questions or complaints after the study. Include the following information in your debriefing: · UM logo · ERCPN-Reference code · Title research · Thank participants for their participation · … consent to use their data by including the following text 󠄀 I agree that the data collected from me as described in the information letter will be used for the research (please tick). · (only if adverse effects can be experienced) Explain who can be contacted in case of negative experiences or adverse effects due to participation in the study (this is the responsible researcher ) · Provide names and details of the responsible researcher and contact person(s) for questions about the research and …

… A Guide to Addressing Diversity in your Research Proposal Background Writing robust, detailed gender and/or diversity plans in grant applications has become increasingly important, with some funders requiring explicit descriptions of how you address dimensions of gender and diversity in your project. For example, Horizon Europe grant proposal templates now contain a specific one-page section titled “Gender dimension.” It used to be sufficient for applicants to mention gender balance in team composition and sample populations, as well as sex balance in animal models and cell lines. It was also enough for applicants to say that they will follow their institution’s gender equality or diversity plan. However, gender and/or diversity … events, procedures, histories, or other aspects that involve a certain group or community of humans? If yes, do you involve the perspectives of that group in the design, execution of research methods, the analysis of results, and the reporting of findings? Note: There are two ways to do this: you can imagine these perspectives, or you can ask the target group (which is the stronger strategy). Describe in the proposal how you do this. 4a. Methods–study population Yes/No Information to be …