Is erfgoed ingeburgerd?

Rede bij het afscheid als hoogleraar ruimtelijke planning en cultureel erfgoed, Wageningen Universiteit. Drie aspecten komen aan bod: ingeburgerd bij burgers, in de ruimtelijke planning, en in Wagenings onderzoek en onderwij

Cultivating Global Citizenship through Higher Education:A Reflection on the Development from Civic to Global Engagement

Due to globalization, society underwent changes towards multiculturalism and vast internationalization of the labor market. Those changes make it necessary to adapt the education of future citizens and equip them with tools to persist in an internationalized and globalized world. Contrary to popular concerns, service and engagement can be connected to the goal of internationalization in higher education. The aim of this theoretical paper is to provide new perspectives on the topic of internationalization in higher education and the development of Global Citizenship. We analyze the existing literature to explore the development and interconnections between different types of engagement, specifically the concepts of Civic Engagement, Service Learning, Global Engagement and Global Service Learning. Subsequently, we discuss the role and relevance of higher education institutions and partnerships in achieving Global Citizenship by equipping students with the cross-cultural competencies they need to be successful in a global society. Finally, we discuss the merit of Global Learning and the role engagement can play in the future of internationalized and engaged education

The power of healthy daytime lighting in indoor settings:melanopic lighting advances and office applications

This white paper discusses the latest scientific insights on how light affects people’s sleep, health and well-being. It also provides some initial guidance and recommendations for the application of melanopic lighting in indoor environments.With the recent insight that light plays a much bigger role than vision only, two new quantities have been defined to specify the lighting environment with respect to its ability to support health and well-being aspects [39]:The effectiveness of a lighting condition to activate melanopsin-based photoreception and drive ipRGC responses can be expressed in terms of the absolute quantity melanopic equivalent daylight illuminance (melanopic EDI). During daytime the guideline for melanopic EDI is: the more, the better, although this should not supersede existing guidelines [12]. Based on a comprehensive analysis of the sensitivity of human non-visual responses to retinal light exposure Brown et al. [11] recommend a minimum melanopic EDI of 250 lx at the eye for daytime indoor environments (measured in the vertical plane at ~1.2 m height) as to promote optimal physical and mental health and performance.The melanopic daylight efficacy ratio (melanopic DER) is a dimensionless relative quantity that describes a spectral characteristic of a light source and expresses the melanopic activation of a (test) light source as compared to a reference light source that emits a daylight spectrum (D65) and produces the same photopic illuminance as the test light. For instance, a test light with a melanopic DER of 1.25 or 0.75, has a melanopic activation (per lumen) that is 25% more or less as compared to daylight D65, respectivelyNote: the melanopic equivalent daylight illluminance (lx) (Melanopic EDI) equals the product of the amount of light (photopic illuminance in lx) that falls on the eye and the melanopic DER: melanopic EDI = illuminance * melanopic DE

Landschapsbeleving: gezamenlijke uitdaging voor wetenschap, beleid en planpraktijk

In het waardendebat over landschap nemen visueel landschappelijke karakteristieken, ‘belevingswaarden’, een bijzondere plaats in. Enerzijds is een veel ingenomen positie dat die waarden geheel subjectief zijn en dus niet mee kunnen tellen in een rationeel afwegingsproces bij ruimtelijke allocatievraagstukken. Anderzijds zijn velen er van overtuigd dat er op basis van belevingsonderzoek wel degelijk intersubjectieve waarheden te vinden zijn over landschapsbeleving. Waarheden die ons begrip van die landschapsbelevingen vergroten en die ook relevant zijn voor ontwerp en planning. De ontwerper als specifiek soort deskundige speelt een grote rol in het landschapsdebat, zeker in de context van de ontwikkelingsplanologie

Reflecting on Responsible Leadership in the Context of Higher Education

In the last decades, the notion that leadership comprises responsible leadership has gained support and the academic debate has shed some light on the antecedents, processes, and multi-level outcomes of responsible leadership. Being at the intersection of the leadership and sustainability discourses, responsible leadership has benefitted from the increasing interests that both fields of study have received. Nevertheless, the debate has left several questions around the nature and development of responsible leadership unanswered. Among these questions we reckon an understanding of "responsible" in the definition of "responsible leadership," the width of leaders' responsibility and the depth of their impact including the role of personal alongside formal leadership, and the distinction between "responsible" and "non responsible" leaders. The aim of this theoretical paper is to further the academic discussion on leadership in the context of sustainability and its integration in higher education settings. We review the literature and explore the academic debate while step-by-step building a description of responsible leadership that could form the basis for leadership programmes in higher education. Then, borrowing insights from pro-environmental psychology, we share a tripartite description of responsible leadership, which centres around identity, behaviour and responsiveness. As a final step, we share our experience in building an undergraduate programme based on this tripartite description of responsible leadership. Here, we illustrate how the leadership description can be visualised in a figure and used to develop an undergraduate Liberal Arts and Sciences curriculum centred on the UN Sustainable Development Goals