{"id":7422,"date":"2026-04-02T11:20:05","date_gmt":"2026-04-02T11:20:05","guid":{"rendered":"https:\/\/www.proefschriftmaken.nl\/portfolio\/huub-mudde1\/"},"modified":"2026-04-02T11:20:11","modified_gmt":"2026-04-02T11:20:11","slug":"huub-mudde1","status":"publish","type":"us_portfolio","link":"https:\/\/www.proefschriftmaken.nl\/en\/portfolio\/huub-mudde1\/","title":{"rendered":"Huub Mudde1"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"","protected":false},"author":8,"featured_media":7423,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"us_portfolio_category":[45],"class_list":["post-7422","us_portfolio","type-us_portfolio","status-publish","has-post-thumbnail","hentry","us_portfolio_category-new-template"],"acf":{"naam_van_het_proefschift":"Universities in the midst of society","samenvatting":"Mijn onderzoek gaat over universiteiten in ontwikkelingslanden, in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden, maar eigenlijk gaat het over mensen. Over studenten, afgestudeerden, docenten, afdelingshoofden, leidinggevenden. Over mensen die ieder op hun eigen manier er het beste van willen maken: voor zichzelf, voor anderen en zich al dan niet heel bewust inzetten voor de ontwikkeling van hun land.\n\nIk heb een diepgewortelde interesse in andere culturen: hoe verder weg, hoe boeiender ik het lijk te vinden. Ook wil ik snappen hoe mensen met elkaar omgaan, vanuit het geloof dat door samen te werken we meer voor elkaar kunnen krijgen. Ik probeer in mijn doen en laten mensen bij elkaar te brengen en in hun kracht te zetten. Dat heeft zich vertaald in mijn inzet voor maatschappelijke organisaties. Ik word ge\u00efnspireerd door vraagstukken over hoe organisaties zich beter kunnen inzetten voor maatschappelijke ontwikkeling en zich zo kunnen organiseren dat iedereen tot zijn of haar recht komt.\n\nDeze drijfveren hebben me gebracht bij Maastricht School of Management (MSM). In mijn werk bij MSM heb ik de kans om met heel veel mensen in verschillende culturen mijn steentje bij te dragen aan het versterken van organisaties. Daarmee help ik \u2013 hopelijk - de sociaal economische situatie van die landen te verbeteren.\n\nDat is de opmaat naar mijn promotieonderzoek waarin ik heb gekeken naar de rol die universiteiten in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden spelen in hun land. Die rol is groot. Zeker in een context waar andere organisaties zwak zijn en de afstanden naar het politieke en economische centrum van het land letterlijk groot zijn, zijn universiteiten zogenaamde \u2018anker instituties\u2019. Het zijn organisaties waarop anderen kunnen bouwen. Ze spelen een centrale rol in het sociale, culturele, economische en politieke leven.\n\nIk heb gekeken naar de rol van universiteiten bij het bevorderen van ondernemerschap en werkgelegenheid onder jongeren. Waarom? Omdat in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden ongeveer 65 procent van de bevolking jonger dan 25 jaar is en de jeugdwerkloosheid hoog is. In Palestina zelfs meer dan 40 procent. In die context besteden internationale financiers en overheden veel aandacht aan het bevorderen van ondernemerschap. Ze doen dit omdat ze verwachten dat dit een belangrijke oplossing is voor de jeugdwerkloosheid en kan helpen om de economie te laten groeien. Wat doen universiteiten en helpt dat ook daadwerkelijk?\n\nUniversiteiten kunnen een kataliserende functie hebben: studenten die al interesse hebben in ondernemerschap kunnen hierin worden gestimuleerd en geholpen. Dat kan bijvoorbeeld met de inzet van ondernemende docenten, het organiseren van mentorschap en toegang te geven tot financi\u00ebn en het netwerk van alumni. Die laatsten blijken te helpen op veel manieren: met advies, geld, contacten en soms met goedkope bedrijfsruimtes.\n\nMaar de bijdrage van universiteiten aan ondernemerschap en het cre\u00ebren van banen moet niet overschat worden. De meeste studenten zullen nooit een bedrijfje starten, de meeste bedrijfjes cre\u00ebren weinig banen en heel vaak onstaan bedrijven pas een hele tijd nadat iemand is afgestudeerd, nadat werkervaring is opgedaan. Ook blijken ondernemers veel geleerd te hebben van mensen en ervaringen buiten hun studie.\n\nDat brengt me tot de volgende conclusies. In universiteiten is meer aandacht nodig voor het aanleren bij alle studenten van ondernemerschapsvaardigheden. De reden hiervoor is dat die vaardigheden \u2013 dan hebben we het over het durven nemen van risico\u2019s en besluiten, het herkennen en aanpakken van mogelijkheden, het netwerken, het leren onderhandelen \u2013 van belang zijn voor elke afgestudeerde. En juist op dit punt gebeurt er in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden nog te weinig. Dat komt omdat de focus te veel ligt op studenten stimuleren een bedrijfje op te starten.\n\nDe belangrijkste personen binnen de universiteit die hiervoor kunnen zorgen zijn de docenten, en juist zij hebben in Ethiopi\u00eb, Indonesi\u00eb en Palestina nog weinig ervaring met het overbrengen van ondernemerschapsvaardigheden. Ik concludeer dat er meer aandacht moet komen voor versterken van capaciteiten van de docenten. Zodat ze zelf ondernemender worden als voorbeeld voor hun studenten, zodat ze ondernemerschapsvaardigheden kunnen integreren in hun onderwijs, zodat ze kunnen optreden als mentor, kunnen netwerken en hun netwerken kunnen inzetten voor hun studenten. Relaties aangaan en onderhouden \u2013 vooral met het bedrijfsleven. Dit gebeurt nog te weinig door docenten en hun leidinggevenden in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden.\n\nMijn onderzoek laat zien dat in de ene universiteit er meer aandacht is voor het bevorderen van ondernemende docenten en studenten dan in de andere. Universiteiten die in samenspel met overheid en bedrijfsleven beleid uitvoeren dat is gericht op het stimuleren van ondernemend gedrag van medewerkers en studenten, maar ook de afgestudeerden, noemen we ondernemende universiteiten. Van de 14 onderzochte universiteiten verdient alleen IPB University in Indonesi\u00eb dat label. De leiding van IPB heeft al bijna 20 jaar geleden een koers uitgezet naar marktgericht onderzoek en het bevorderen van ondernemende studenten. Dat heeft er toe geleid dat er relatief veel afgestudeerden een bedrijfje zijn gestart en de universiteit is beloond vanwege de inzet voor innovatie.\n\nMaar wat maakt dan dat de ene universiteit meer ondernemend is dan de andere? Een aantal factoren zijn van belang, maar drie factoren sprongen eruit in de analyse. Het is essentieel dat de hoogste functionaris (voorzitter van het bestuur, of de rector) zich actief inzet voor ondernemerschap en kansen voor de universiteiten herkent en pakt. Deze persoon moet in zijn of haar doen en laten een voorbeeld zijn voor anderen. Dat leiderschap van de hoogste baas doet er toe. Tenslotte moet de universiteit een visie en strategie hebben die aandacht schenkt aan ondernemerschap en moeten de universiteit en de medewerkers een grote mate van onafhankelijkheid hebben om deze strategie naar eigen inzicht vorm te geven en uit te voeren.\n\nOok de omgeving is van belang, zoals de aanwezigheid van een sterk bedrijfsleven en een stimulerend overheidsbeleid met goed functionerende overheidsinstellingen. Daar ontbreekt het in veel ontwikkelingslanden vaak aan, vooral in Ethiopi\u00eb en Palestina in dit onderzoek. Het is voor veel universiteiten in ontwikkelingslanden moeilijk om echt samen op te trekken met de overheid en het bedrijfsleven, iets wat in de westerse wereld veel gebruikelijker is en wat hoort bij een ondernemende universiteit. Dat komt ook omdat docenten en leidinggevenden niet zo weten hoe dat te doen. Daarom is het belangrijk om te investeren in het ecosysteem waar de universiteit deel van uit maakt en om universiteiten te helpen om relaties aan te gaan met andere economische partijen.\n\nEr is geen duidelijk onderscheid te maken tussen wat nu wel of niet een ondernemende universiteit is. Het verschil is gradueel en meetbaar op verschillende dimensies. Er is ook geen simpele formule hoe ondernemende universiteit te worden. Een universiteit kan ondernemend zijn op het ene gebied en minder op het andere. Die gebieden heb ik wel duidelijker gekregen. Ik kom tot acht dimensies die van belang zijn. Dat zijn ten eerste leiderschap en de strategie van de universiteit. Ten tweede hoe de universiteit is georganiseerd, en vooral hoe ondernemerschapsactiviteiten worden geco\u00f6rdineerd en ge\u00efntegreerd in onderwijs, onderzoek en inzet voor de lokale gemeenschap. Ten derde moeten de universiteit en de medewerkers handelingsvrijheid hebben. Ten vierde is aandacht voor de ontwikkeling van ondernemerschapsvaardigheden van de docenten belangrijk. Ten vijfde wat er gebeurt aan ondernemerschapsonderwijs, zowel gericht op het stimuleren van nieuwe bedrijven door studenten en afgestudeerden als op het aanleren van ondernemerschapsvaardigheden. Ten zesde is het belangrijk dat universiteiten samen met een externe partij werken, zoals bijvoorbeeld voor of met een bedrijf onderzoek doen. Ten slotte is het belangrijk dat er ook echt wat samen gedaan wordt, in onderwijs, onderzoek, of voor de lokale gemeenschap en dat de universiteit zorgt dat er veel samenwerking is met allerhande externe relaties en dat daarbij zeker aandacht besteed wordt aan relaties met alumni.\n\nDat brengt me aan het einde van deze samenvatting. Jaren terug, als student sociologie, hield ik me al bezig met sociale interacties. Nu 30 jaar later, leidt mijn promotieonderzoek me weer terug naar het belang van sociale relaties.\n\nHet is belangrijk dat de universiteitsleiding, docenten en studenten actief sociale netwerken cre\u00ebren, versterken en inzetten, vooral met het bedrijfsleven en met alumni. Daarmee wordt een vruchtbare bodem gelegd voor de ontwikkeling van ondernemerschap en van werkgelegenheid in Ethiopi\u00eb, Indonesi\u00eb en de Palestijnse Gebieden.","summary":"This dissertation is about universities in developing countries. It is about how universities contribute to the region in which they operate, and in particular on how they prepare students for (self-)employment through among others entrepreneurship development.\n\nI am very much interested in other cultures: the further away, the more I seem to be fascinated. I also want to understand how people interact with each other, because I believe that we can achieve more through cooperation. In my life and work, I try to bring people together and to empower them. I am inspired by questions on how organisations could contribute to social development and be managed in such a way that everyone performs best to his or her abilities and interests. This all comes together in my work at MSM as manager of several projects in support of higher education institutes in developing countries and emerging economies. Central to these projects is strengthening the relevance of the respective universities for the socio-economic development of their countries. This is where the notion of entrepreneurial university comes in and this study started.\n\nThe major research question that this study meant to answer, was \u2018How entrepreneurial are universities in developing countries?\u2019 and the secondary research questions were (i) \u2018How can we measure the entrepreneurial intent and activities of universities in developing countries?\u2019 (ii) \u2018Which factors influence how entrepreneurial a university is?\u2019 and (iii) \u2018What have been the implications of becoming a more entrepreneurial university on society?\u2019.\n\nEntrepreneurial university is defined as an academic organisation designed for staff and students to become entrepreneurial, innovative, and creative, and - in partnership with many stakeholders - create public value, operating in a dynamic context (Gibb, 2013).\n\nIn a multiple-case study, I have assessed 14 universities: one in Indonesia, nine in Ethiopia and four in Palestine. In addition, 14 entrepreneurs who graduated from a university in Ethiopia or Indonesia were interviewed to explore whether they attributed their entrepreneurial behaviour to characteristics of their universities. The findings of these four empirical studies (on Indonesia, Ethiopia, Palestine, and on nascent entrepreneurs) are described in four research chapters.\n\nThe overall conclusion is that at all 14 universities assessed, entrepreneurial activities were taking place, in particular entrepreneurship education. However, only the Indonesian university (the Agricultural University Bogor, IPB, see chapter two), situated in a middle-income country, could be categorised as entrepreneurial, because of its strategically embedded research-based technology transfer and innovation. This development was triggered by the granting of the autonomy status of the university by the government of Indonesia in combination with a serious threat of drastically reduced government funding. The institutional leadership consistently worked towards becoming a research-based entrepreneurial university, stimulating technology transfer and innovation.\n\nNine Ethiopian universities have been assessed (chapter three) showing little variation. All were operating in a top-down, central government-led context, in which the Ministry of Education among others had instructed the universities to strengthen entrepreneurial mindsets of the students. The universities faced limited discretion: university leaders had to obey the instructions from the central government and staff had the inclination to act on command. Entrepreneurship education was being set up, but in general, there was a lack of an entrepreneurial vision, mission, and strategy. Partnering with external stakeholders was limited. Some of the universities showed more entrepreneurial activities than other universities, which coincided with a positive orientation of institutional leadership towards entrepreneurial initiatives. The study concluded that it is questionable whether the universities were effectively contributing to creating young, entrepreneurial Ethiopians with the right skillset to find (self-)employment and help boosting the economy.\n\nIn Palestine, more specifically in the West Bank, the four universities assessed demonstrated an entrepreneurial zeal (chapter four). In their diversity, they all set-up activities to strengthen entrepreneurial attributes of their students and to link education with industry. A strong push factor identified in this research was the prominent influence of international donor agencies that made funds available for conquering the huge problem of youth employment in the country: the unemployment rate is above 40 per cent (ILO, 2016). This study concluded that the Palestinian universities were good examples of socially and culturally engaged universities (Goddard and Kempton, 2016) more than being entrepreneurial. Furthermore, it concluded that the notion of an entrepreneurial university as an important contributor to innovation through research often does not apply in a developing context.\n\nThe final research chapter of this dissertation (chapter five), on university-graduated nascent entrepreneurs in Ethiopia and Indonesia, resulted in the indicative conclusion that entrepreneurial universities may play a supportive and accelerating role in entrepreneurship development of their students. They could do so through support by entrepreneurial teaching staff, mentoring, and by helping to give access to finance and alumni. However, this study also pointed to the limitations of the role of universities: the relation between entrepreneurial education and entrepreneurial behaviour of graduates seems to be limited and in most of the cases, university-educated entrepreneurs only started a business after several years of work experience after their graduation.\n\nThe four research studies combined lead to the crosscutting observations that all universities assessed are strongly engaged with society, have a growing but limited cooperation with the formal private sector, and that entrepreneurship education is on the rise. Furthermore, all universities assessed in which more entrepreneurial activities were taken place were administered by a university leadership at the top of the institution that demonstrated a positive attitude and active support towards entrepreneurship development and new initiatives.\n\nSummarising the answers on the three research questions leads to the following conclusions:\n\n\u2022 Becoming a more entrepreneurial university is influenced by a multitude of internal and external and factors. The most important internal factors mentioned were: strategic intent, (exemplary) leadership, coordination and communication, research capabilities, and strength of social network. The external factors that were relevant for all the universities assessed are: institutional autonomy, funding, availability and maturity of formal private sector, and policy attention for youth (un)employment.\n\n\u2022 From all these factors, a more entrepreneurial strategic intent, entrepreneurial leadership at the helmet of the institution, and institutional and individual autonomy went hand in hand. With these three enablers in place, a university seems to have the potential to engage in a process towards becoming more entrepreneurial.\n\n\u2022 The more entrepreneurial universities were those in which exemplary leadership of the university president was able to sense and seize an external opportunity for the benefit of the university.\n\n\u2022 The national economic situation seems to affect on how entrepreneurial a university is. The more entrepreneurial universities are located in countries with a higher national income.\n\n\u2022 The older universities assessed seem to be more fit to become entrepreneurial than the younger universities, because of a more conducive working and learning environment, more experienced staff, more research capabilities, and a stronger and larger social network, including alumni.\n\n\u2022 The more entrepreneurial universities seem to \u2018create\u2019 more entrepreneurial graduates who are better able to create a job or to find a job than graduates from less entrepreneurial universities: the universities assessed integrate entrepreneurial, twenty-first-century competencies and skills in the curriculum and offer a more conducive environment for students who want to start a business.\n\n\u2022 Universities seem to play a supportive and accelerating role in entrepreneurship development of their students through support by entrepreneurial teaching staff, mentoring, and by giving access to finance and alumni.\n\n\u2022 In the universities assessed, guiding students entrepreneurially is mainly dependent on a few individual teachers instead of purposefully organised by the university.\n\n\u2022 Universities in developing countries are important socially, culturally, politically and economically. They can be considered pivotal formal institutions on which others can build, in particular when located further away from capital.\n\n\u2022 All the universities assessed are strongly engaged with society, but are weak in partnerships with private sector.\n\n\u2022 Many universities in developing countries are probably not ready for effective participation in a Triple Helix, because they lack research capacities and resourceful networks, and have limited options for engaging with the formal private sector.\n\nHEInnovate\nIn this study, I tested the applicability of HEInnovate. This self-assessment framework developed by the OECD and the European Commission (European Commission and OECD, 2013) was proven to be valid as framework for assessing the entrepreneurial intent and activities of universities in developing countries. It would however be important to add explicit attention for the conduciveness of the university campus for teaching and learning. In addition, it should look more into the non-economic societal role of the university and into relations with the informal private sector. Furthermore, I conclude that HEInnovate is less conducive for measuring entrepreneurial characteristics in a quantifiable, comparative manner, capturing a transformation process or relating developments within the university to the ecosystem in which it operates. Last, I suggest that HEInnovate should be complimented by a model that would link inputs, throughput, outputs and impacts of an entrepreneurial university.\n\nAcademic contributions\nThe findings of this study corroborate with the attention in literature for the role of entrepreneurial universities in stimulating entrepreneurial skills and \u2013 behaviour of students (Krabel, 2018; Marcondes de Moraes, Iizuka, and Pwedro, 2018), among others through entrepreneurship education. Evenmore, this study extends the body of literature with a cross-country analysis of the entrepreneurial status of universities in a developing country context. In particular in such a context, employability of graduates appears to be an important imperative for a university to become more entrepreneurial.\n\nIn addition, this study has demonstrated that the concept of entrepreneurial university is multi-dimensional. One cannot sharply distinguish between entrepreneurial and non-entrepreneurial universities. Being entrepreneurial is a gradual process. Important dimensions are: leadership and strategy; organisation, coordination and communication; institutional and individual autonomy; staff capacities; entrepreneurship education; joint research; cooperation with private sector; and networking activities.\n\nFurthermore, this study has demonstrated the importance of entrepreneurial teachers, mentors, social networking, and alumni for enterprise development. In this study I found that although these entrepreneurial interactions are amplified by a university-wide entrepreneurial strategy and entrepreneurial leadership, it is not a condition for individuals and entities to act entrepreneurially. Thus, entrepreneurial staff may operate in an institution that is not entrepreneurial.\n\nAnother contribution to the academic debate is that this study demonstrates that the main characteristics of entrepreneurial universities in high-income countries as typified by Clark and Etzkowitz (Etzkowitz et al., 2017) seem to apply to universities in developing countries as well. However, instead of a focus on relations with businesses (Etzkowitz, 2004), the non-economic engaging role of the university is demonstrated to be more prominent.\n\nThis study thus supports the societal role of entrepreneurial universities as stressed in literature (Subotzky, 1999; Saeed, Muffato and Yousaf, 2014; Sooampon and Igel, 2014; Amadi, Philips, Chodokufa and Visser, 2016; Grobbelaar and De Wet, 2016; Ceptureanu, 2017). Even more, the research findings have indicated the pivotal role universities in developing countries can play in the development of the environment in which they operate. I suggest that other concepts than \u2018entrepreneurial university\u2019 may be more appropriate in a developing country context, in particular \u2018anchor institution\u2019 (Work Foundation, 2010), \u2018development university\u2019 (Grobbelaar and De Wet, 2016) or \u2018engaged university\u2019 (ACEEU, 2016b; Goddard and Kempton 2016).\n\nUniversities not only impact on the society in which they operate, but the other way round is true as well. This study confirms that a university is part of a bigger system, in which external factors impact on internal university developments. A more entrepreneurial university supporting students to become more entrepreneurial needs an enabling environment (Naud\u00e9, Szirmai and Goedhuys, 2011; Alves et al. 2019).\n\nLast, I argue to critically assess the applicability of the innovation-geared Triple Helix model in a developing country context. The interrelation with industry and government, which is an intrinsic characteristic of entrepreneurial universities (Etzkowitz, 2004), is in developing countries hampered by many factors. Acknowledging the influencing role of international donors, I suggest introducing \u2018donor-pushed\u2019 as typology explaining stakeholder cooperation for economic development and innovation in a context in which government institutions are often weak, private sector is small, universities are young, under-resourced and focusing on teaching with weak research capabilities.\n\nPolicy contributions\nThis dissertation concludes with several policy recommendations. First, I have demonstrated that universities increasingly seek to contribute to entrepreneurial behaviour of their students and graduates through entrepreneurship education. Universities may support the initiation of start-ups through investing in entrepreneurial staff, mentoring, involving alumni and giving access to finance. In countries with high youth unemployment, any start-up created is worthwhile from the perspective of self-employment, and as such important to be supported.\n\nIn addition, I recommend to give more attention to strengthening entrepreneurial skills in a broader sense. These skills are relevant for all citizens, enabling them to create value whether self-employed or acting as an employee. Universities need to invest in staff development, in particular on entrepreneurial teaching, and to facilitate staff time and capacities to act as mentor. I recommend to move away from incentivising staff to become entrepreneur themselves towards incentivising staff to be able to teach and demonstrate entrepreneurial, twenty-first century skills to their students.\n\nFurthermore, initiatives aiming at countering labour market mismatches of university graduates should have a broad, institutional approach. Initiatives by universities to stimulate entrepreneurial teaching and learning and support to entrepreneurs are expected to be more succesful when embedded in an entrepreneurial university strategy, supported by (exemplary) leadership, good internal coordination and communication, stronger research capabilities that open opportunities for partnering with private sector, and a strong social network.\n\nAnother policy conclusion relates to the interaction of universities with government and industry. I propose to increase capacities of university leadership and staff to partner with a multitude of stakeholders. This will strengthen the foundation for economic development in the locality in which the university operates and will benefit students and graduates in their search for (self) employment.\n\nThis study has made clear that it is an uphill battle for many universities in developing countries, characterised by a large informal economy, to partake in a well-functioning Triple Helix and to become entrepreneurial in the sense of commercialisation of innovative academic research. I recommend to support young teaching universities to intensify their efforts on entrepreneurship education and to create a learning environment that is conducive for experimentation and creativity. In addition, they could be developing applied research capacities on frugal innovation in support of small and medium sized entrepreneurship. Whilst those universities located in the proximity of a stronger economic cluster with a stronger (emerging) private sector, could be supported to generate and commercialise innovative research through among others strengthening Triple Helix partnerships. In many developing countries, these universities are the oldest universities, often located in capital.\n\nIn many developing countries, international donor agencies play an important role in setting or influencing policy agendas. I recommend that the donor community undertakes a coordinated effort to stimulate the integration of entrepreneurial, twenty-first-century competencies and skills in the curriculum, to strengthen the entrepreneurial and partnership capacities of teaching staff, to continue with their support to management and leadership of universities, and to stimulate partnerships between universities and the formal private sector.\n\nLast, this dissertation has demonstrated that universities in a developing context are often the strongest formal institutions in an entrepreneurial ecosystem. They are relatively well-resourced and stable institutions that play a significant role in local development as sources of knowledge, skilled workforce, networks and business opportunities. They are in the midst of society, trying their best to contribute to entrepreneurship development and youth employment.\n\nThis bring me to the end of this summary. Years ago, when studying sociology, I was learning about social interactions. Now, 30 years later, this PhD study brings me back to the importance of social relations. This study about universities was in fact about people: about students, graduates, teachers, university administration. About people who in their own way try to make the best out of their lives: for themselves, for others, and \u2013 whether consciously or not \u2013 for the development of their country. It is important for the leadership of universities, staff and students to create, strengthen and utilise social networks. This is a fruitful foundation for the development of entrepreneurship and employment in Ethiopia, Indonesia and Palestine.","auteur":"Huub Mudde1","auteur_slug":"huub-mudde1","publicatiedatum":"16 april 2020","taal":"EN","url_flipbook":"https:\/\/ebook.proefschriftmaken.nl\/ebook\/huubmudde1?iframe=true","url_download_pdf":"https:\/\/ebook.proefschriftmaken.nl\/download\/98d0487f-c70f-4beb-aadf-db18073067f8\/optimized","url_epub":"","ordernummer":"FTP-202604021115","isbn":"978-94-6380-728-9","doi_nummer":"","naam_universiteit":"Universiteit Maastricht","afbeeldingen":7424,"naam_student:":"","binnenwerk":"","universiteit":"Universiteit Maastricht","cover":"","afwerking":"","cover_afwerking":"","design":""},"_links":{"self":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/7422","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio"}],"about":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/types\/us_portfolio"}],"author":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/comments?post=7422"}],"version-history":[{"count":1,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/7422\/revisions"}],"predecessor-version":[{"id":7425,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio\/7422\/revisions\/7425"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media\/7423"}],"wp:attachment":[{"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/media?parent=7422"}],"wp:term":[{"taxonomy":"us_portfolio_category","embeddable":true,"href":"https:\/\/www.proefschriftmaken.nl\/en\/wp-json\/wp\/v2\/us_portfolio_category?post=7422"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}