Peter zuurbier univ wageningen holanda

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Peter Zuurbier Univ Wageningen Holanda

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  • 19/05/11
  • 19/05/11
  • 19/05/11 19/05/11
  • 19/05/11
  • 19/05/11 That is demonstrated in this second chart. In this way the effect of society on biological systems is included as well. At the lowest level of scale we arrive in the nanoscale. The nanoscale in relation to 1 meter can be represented by the ratio of a rope of 4 cm compared to a rope around the world. It is at the level where larger molecules operate. Studies on all scales are important for the scientific developments to achieve our goal: To explore the potential of nature to improve the quality of life”. Therefore, I would like to briefly discuss our activities and challenges at the different scales with input from our students and scientists.
  • 19/05/11 That is demonstrated in this second chart. In this way the effect of society on biological systems is included as well. At the lowest level of scale we arrive in the nanoscale. The nanoscale in relation to 1 meter can be represented by the ratio of a rope of 4 cm compared to a rope around the world. It is at the level where larger molecules operate. Studies on all scales are important for the scientific developments to achieve our goal: To explore the potential of nature to improve the quality of life”. Therefore, I would like to briefly discuss our activities and challenges at the different scales with input from our students and scientists.
  • 19/05/11
  • 19/05/11 Major characteristics of our Education House
  • Peter zuurbier univ wageningen holanda

    1. 1. Wageningen University and Research Center Peter Zuurbier Director Latin America Office www.wur.nl
    2. 2. <ul><li>Globalisation of research and education </li></ul><ul><li>Stronger emphasis on public-private co-operation </li></ul><ul><li>Stronger emphasis on (inter)national consortia </li></ul><ul><li>Growing importance of co-innovation </li></ul><ul><li>Increasing importance of life long learning </li></ul>Relevant trends in our organisations
    3. 3. Trends in universities Research, education and knowledge transfer; professional and academic Medieval or First Generation University Research or Second Generation University Third Generation University First Transition Period Second Transition Period
    4. 4. G1 <ul><li>First university in Bologna (1158), then Paris (1200), 20 by 1300 </li></ul><ul><li>Faculties in theology, law, medicine and arts </li></ul><ul><li>Language: Latin as lingua franca </li></ul><ul><li>Rector, chancellor and General Assembly </li></ul><ul><li>Loosely organized along individual teachers </li></ul><ul><li>No research as we know it </li></ul><ul><li>Objectives: enlightenment of the world and stimulation of </li></ul><ul><li>obedience </li></ul>
    5. 5. G2 <ul><li>Elite university (intellectually) </li></ul><ul><li>Research is the main task and education is integrated with it </li></ul><ul><li>Based on rationality, not authority </li></ul><ul><li>Research is monodisciplinary </li></ul><ul><li>University becomes nationalistic; latin disappears as lingua franca; interuniversity mobility ends </li></ul><ul><li>Governance by Senate (professors and doctors) </li></ul>
    6. 6. Emerging: The 3G University and the knowledge network
    7. 7. G3 <ul><li>The 3G University is a network university </li></ul><ul><li>Valorization of knowledge as third objective. </li></ul><ul><li>Know how exploitation will be integrated with research and education </li></ul><ul><li>Recovery of academic integrity </li></ul><ul><li>End of direct government governance </li></ul><ul><li>Fundamental research from state grants/donations </li></ul><ul><li>Applied research from industrial and state grants </li></ul><ul><li>Education via market mechanism, students pay full fees and get support from state or other grants </li></ul>
    8. 8. Example
    9. 9. The Netherlands <ul><li>Small country ( 41,000 km 2 ), densely populated (16 m people) </li></ul><ul><li>World’s 2nd largest exporter of food </li></ul><ul><li>Several big food & agribusiness companies </li></ul><ul><ul><li>Ahold (food retailer), DSM (food ingredients), FloraHolland (flowers), FrieslandCampina (dairy), Greenery (vegetables), Nutreco (animal & fish feed), Unilever (food), Vion Food Group (pork, beef), Seed Industry </li></ul></ul>
    10. 10. Wageningen University and Research center <ul><li>Merger of Wageningen University (*1909) plus </li></ul><ul><li>Agri Research Institutes plus </li></ul><ul><li>Professional university VHL plus </li></ul><ul><li>Agri Experimental stations, </li></ul><ul><li>All between 1998 and 2004. </li></ul>
    11. 11. Wageningen UR: our domain Life Sciences health, lifestyle, livelihood food and food production living environment healthy food and living environment Agric. & fisheries Inf. animal diseases Nutrition & health Bio-based products Food prod. chains Food safety Genomics Marine resource mmt Landscape / land-use Nature & biodiversity Water management Climate change Competing claims Behaviour/perception Consumer/citizen Institutions Food & Agric Policy Food security
    12. 12. Mission Wageningen University and Research center <ul><li>Access to high quality food anywhere any time, </li></ul><ul><li>to promote quality for life </li></ul><ul><li>and improve livelihood, everywhere. </li></ul><ul><li>To explore the potential of nature, </li></ul><ul><li>to improve the quality of life </li></ul>
    13. 13. The G3 Wageningen model Knowledge valorization
    14. 15. Wageningen UR as example <ul><li>Research </li></ul><ul><ul><li>From applied to fundamental </li></ul></ul><ul><ul><li>In global top 5 in our domains </li></ul></ul><ul><li>Education </li></ul><ul><ul><li>Professional ba. & masters, BSc, MSc & PhD </li></ul></ul><ul><ul><li>10.000 students </li></ul></ul><ul><ul><li>International, all programs in english </li></ul></ul>
    15. 16. Strong international orientation Students and faculty from > 100 countries
    16. 17. Funding sources Wageningen UR <ul><li>Specialized Research Institutes (375 m € - project funding) </li></ul><ul><ul><li>40% Ministry of Agric (strategic, policy support, statutory tasks) </li></ul></ul><ul><ul><li>50% Other customers (wide range) </li></ul></ul><ul><ul><li>10% Other sources (IP, sales etc.) </li></ul></ul><ul><li>Wageningen University (250 m €) </li></ul><ul><ul><li>65% Ministry of Agric (mainly teaching, some research) </li></ul></ul><ul><ul><li>35% External funding (wide range) </li></ul></ul><ul><li>Van Hall Larenstein (50 m €) </li></ul><ul><ul><li>90% Ministry of Agric (teaching) </li></ul></ul>
    17. 18. The Wageningen approach: biological To explore the potential of nature to improve the quality of life Gene/ Molecule Cell Organism Products Ecosystem Planet technologies
    18. 19. The Wageningen approach: biological and social Individual Society Community Household Gene/ Molecule Gene/ Molecule Cell Organism Products Ecosystem Planet Policy & limiting conditions institutions technologies people profit planet
    19. 20. Co-innovation Research Education Entrepreneurs CO- INNOVATION Stakeholders
    20. 23. New themes in research and education <ul><li>Food, Health Behaviour </li></ul><ul><li>Climate resistant coastal zones </li></ul><ul><li>Biobased economy </li></ul>
    21. 24. <ul><li>Bio-nanoatechnology </li></ul><ul><li>Systems Biology </li></ul><ul><li>Scaling and Governance </li></ul>New themes in research and education <ul><li>Food, Health Behaviour </li></ul><ul><li>Climate resistant coastal zones </li></ul><ul><li>Biobased economy </li></ul>
    22. 25. Innovative bio-nanotechnology <ul><li>Sensoric of mayonnaise </li></ul><ul><li>Hardly any calories </li></ul>10 μ m 10 μ m Micrograph: M. Langton et al., 1999
    23. 26. Network-policy – domain networks <ul><li>Collaboration, focus and mass world-wide </li></ul>US Asia
    24. 27. Wageningen UR: new campus and facilities De Born Dreijen       Kortenoord
    25. 28. Education System: value for society Doctorate Bachelor Master Post-experience Professional Academic Knowledge, skills and attitude in context of envisioned professional field Two learning tracks
    26. 29. Next generation university
    27. 30. Conclusion: focus on Science for Impact
    28. 31. <ul><li>Gracias </li></ul><ul><li>[email_address] </li></ul>

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