The most distress in the assembly line process of higher education occurs at its beginnings and endings. The joints connecting bright young minds with future labor opportunities are disconnected in the same way academic disciplines enjoy compartmentalisation. The same driver that keeps the care on the street does everything to fall of the cliff. The battle has clearly been won by the machine. Its sexual reproductive function is provided by it's driver's schizophrenic markup.
In recruitment and "Aansluiting" the solution is to increase quality and quantity to an equilibrium point where neither one hinders the other one. Employing the product of the educational enterprise requires the deliberate dismantling of the walls separating business from academia in a fantastic parade of Open "this" and Inter "that". The merging of soft-skills and hard-skills is reminiscence of the need to merge applied research with fundamental one. On an organisational level it is the rivalry between centralising services or having them decentralised.
Implicit in all these debates are the assumptions and realities that older technologies bring with them. The reality of the rise of mobile banking in Africa has to do with the fact that they never had an ATM around every corner. Nor did countries like Kenya ever had a 19th century, technologically speaking. Today, the mobile payment sector in the Netherlands has not taken off simply because of the relicts of a sector that needs 'rescue'.
The usual response to the whole class of discomforts touch upon here above are succiently summarised by the statement of Ine Kuppen in the Book "The Maastricht Experiment" stating that" "directs became managers and managers became managers who were no longer supposed to be called managers." This retrospective snapshot is a living fact made by a woman who was 28 when she started to work in a institution with a handful of employees. Today when electronic mails have been revealed as just another "passing fancy" the observation becomes sensible again once more.
