Higher Education Institutions (HEIs) are dedicated to the professionalization of human capital; to accomplish this, the link with the productive sector is an active component that must be strengthened through formal mechanisms. The purpose of this paper is to estimate the relationships and effects from the Institutional Framework (IF), as well as from the independent variables in the context of linking HEI with the industrial sector. Survey data were collected from 47 HEIs in the Northwest of Mexico; a mixed research approach was applied and analyzed through the partial least-squares structural equations modeling (PLS-SEM) technique. Although the IF is identified as a relevant aspect for the model, this is not a problem for Mexican HEIs, since the analysis reflects a solid legal framework regarding the common basic levels and research. The main impact for experts who carry out research activities is that the route to creating, maintaining, and promoting integrated academic, technical, and administrative personnel as a specialized work team is not achieved. The main factor that does not contribute for researchers who carry out research activities is that the route to integrating (creating-maintaining-promoting) academic, technical, and administrative personnel as a specialized work team is not achieved. One finding is that the informants agree with the existing stimuli that are not aimed at research linked to the industrial sector and problem-solving through applied research. There is a need for retaining the groups of researchers to help make the benefits for the industry clear by offering advanced linkage levels.
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Aims and objectives To gain insight into the perceived added value of a decision support App for district nurses and case managers intended to support a problem assessment and the provision of advices on possible solutions to facilitate ageing in place of people with dementia, and to investigate how they would implement the App in daily practice. Background District nurses and case managers play an important role in facilitating ageing in place of people with dementia (PwD). Detecting practical problems preventing PwD from living at home and advising on possible solutions is complex and challenging tasks for nurses and case managers. To support them with these tasks, a decision support App was developed. Methods A qualitative study using semi‐structured interviews was conducted. A photo‐elicitation method and an interview guide were used to structure the interviews. The data were analysed according to the principles of content analysis. Results In five interviews with seven district nurses and case managers, the added value was described in terms of five themes: (a) providing a broader/better overview of possible solutions; (b) providing a guideline/checklist for problem assessment and advice on solutions; (c) supporting an in‐depth problem assessment; (d) being a support tool for unexperienced case managers/district nurses; and (e) providing up‐to‐date information. The participants regarded the App as complementary to their current work procedure, which they would use in a flexible manner at different stages in the care continuum. Conclusions The participants valued both parts, the problem assessment and the overview of possible solutions. An important requisite for the usage would be that the content is continuously updated. Before implementation of the App can be recommended, an evaluation of its effectiveness regarding decision‐making should be conducted. Relevance to clinical practice This study underpins the need of nurses and case managers for decision support with regard to problem assessment and providing advices on possible solutions to facilitate ageing in place of PwD. There results also show the importance of listening to users experience and their perceived added value of decision support tools as this helps to explain the lack of statistically significant effects on quantitative outcome measure in contrast to a high willingness to use the App in a previous study.
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Introduction: Different models of frameworks for dietetic care are used in Europe. There is a substantial need for a consistent framework to compare research results and to cooperate on an international level. Therefore, one of the goals of the EU-funded project IMPECD was the development of a unified framework Dietetic Care Process (DCP) in order to foster a shared understanding of process-driven dietetic counselling. Materials and Methods:: Based on a literature review and in-depth analysis of different frameworks an iterative and incremental development process of finding solutions for decision-making within the consortium consisting of dietetic experts from 5 European HEI was passed. The developed DCP model was integrated in an online training course including 9 clinical cases (MOOC) to train students. The draft versions and the concluding final version DCP model were evaluated and re-evaluated by teachers and 25 students at two Intensive Study Programmes. Results:: The DCP model consists of five distinct, interrelated steps which the consortium agreed on: Dietetic Assessment, Dietetic Diagnosis, Planning Dietetic Intervention, Implementing Dietetic Intervention, Dietetic Outcome Evaluation. A standardized scheme was developed to define the process steps: dedication, central statement, aim and principles, and operationalization. Discussion:: Existing different process models were analyzed to create a new and consistent concept of a unified framework DCP. The variety within the European countries represented by the consortium proved to be both a challenge in decision-making and an opportunity to integrate multinational perspectives and intensify the scientific discourse. The development of a standardized scheme with precise definitions is a prerequisite for planning study designs in health services research. Besides, clarification is essential for establishing process-guided work in practice. The evaluated MOOC is now implemented in study programmes used by 5 European HEI in order to keep approaches and process-driven action comparable. The MOOC promotes the exchange of ideas between future professionals on an international level.
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More than 25!years after Moore’s first introduction of the public value concept in 995, the concept is now widely used, but its operationalization is still considered difficult. This paper presents the empirical results of a study analyzing the application of the public value concept in Higher Education Institutions, thereby focusing on how to account for public value. The paper shows how Dutch universities of applied sciences operationalize the concept ‘public value’, and how they report on the outcome achievements. The official strategy plans and annual reports for FY2016 through FY2018 of the ten largest institutions were used. While we find that all the institutions selected aim to deliver public value, they still use performance indicators that have a more narrow orientation, and are primarily focused on processes, outputs, and service delivery quality. However, we also observe that they use narratives to show the public value they created. In this way this paper contributes to the literature on public value accounting.
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In summarizing the research on collaborative learning, the quest for the holy grail of effective collaborative learning has not yet ended. The use of the GLAID framework tool for the design of collaborative learning in higher education may contribute to better aligned designs and hereby contribute to more effective collaborative learning. The GLAID framework may help monitor, evaluate and redesign projects and group assignments. We know that the perception of the quality of the task, and the extent to which students feel engaged, influences the perception of students of how much they learn from a GLA. However, perceptions alone are only an indication of what is learned. A next step is to study exactly what those learning outcomes are. This leads to a more difficult question: how can we measure the learning outcomes? Although a variety of research underlines the large potential of collaboration for learning outcomes, the exact learning outcomes of team learning can only be partly foretold. During collaborative learning students could partly achieve the same or similar learning outcomes, but as each individual learning internalizes what is learned from the collaborative learning by his/her given prior experiences and knowledge, the learning outcomes of collaborative learning are probabilistic (Strijbos, 2011), and therefore attaining specific learning outcomes is likely but not guaranteed. If learning outcomes are different per individual and are probabilistic, how can we measure those learning outcomes? Wenger, Trayner, & De Laat (2011) regard the outcomes of learning communities as value creations that have an individual outcome and a group outcome. This value creation induced by collaborative learning consists, for example, of changed behaviour in the working environment as well as the production of useful products or artefacts. Tillema (2006) also describes that communities of inquiry can lead to the design of conceptual artefacts: products that are useful for a professional working environment.
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The report from Inholland University is dedicated to the impacts of data-driven practices on non-journalistic media production and creative industries. It explores trends, showcases advancements, and highlights opportunities and threats in this dynamic landscape. Examining various stakeholders' perspectives provides actionable insights for navigating challenges and leveraging opportunities. Through curated showcases and analyses, the report underscores the transformative potential of data-driven work while addressing concerns such as copyright issues and AI's role in replacing human artists. The findings culminate in a comprehensive overview that guides informed decision-making in the creative industry.
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Social innovation is the renewal of labour organisation that leads to improved performance by the organisation. The innovations that are promoted under the heading of social innovation often require substantive behavioural change on the part of employees and managers. However, in many organisations there are hidden, often unconscious forces at work that make it difficult to implement these new ways of working. In this paper Maslow‟s hierarchy of needs and transactional analysis theory are used to identify possible barriers for the implementation of social innovation. A case study is presented to show how potential barriers can be identified.
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Objectives: To understand healthcare professionals' experiences and perceptions of nurses' potential or ideal roles in pharmaceutical care (PC). Design: Qualitative study conducted through semi-structured in-depth interviews. Setting: Between December 2018 and October 2019, interviews were conducted with healthcare professionals of 14 European countries in four healthcare settings: hospitals, community care, mental health and long-term residential care. Participants: In each country, pharmacists, physicians and nurses in each of the four settings were interviewed. Participants were selected on the basis that they were key informants with broad knowledge and experience of PC. Data collection and analysis: All interviews were conducted face to face. Each country conducted an initial thematic analysis. Consensus was reached through a face-to-face discussion of all 14 national leads. Results: 340 interviews were completed. Several tasks were described within four potential nursing responsibilities, that came up as the analysis themes, being: 1) monitoring therapeutic/adverse effects of medicines, 2) monitoring medicines adherence, 3) decision making on medicines, including prescribing 4) providing patient education/information. Nurses' autonomy varied across Europe, from none to limited to a few tasks and emergencies to a broad range of tasks and responsibilities. Intended level of autonomy depended on medicine types and level of education. Some changes are needed before nursing roles can be optimised and implemented in practice. Lack of time, shortage of nurses, absence of legal frameworks and limited education and knowledge are main threats to European nurses actualising their ideal role in PC. Conclusions: European nurses have an active role in PC. Respondents reported positive impacts on care quality and patient outcomes when nurses assumed PC responsibilities. Healthcare professionals expect nurses to report observations and assessments. This key patient information should be shared and addressed by the interprofessional team. The study evidences the need of a unique and consensus-based PC framework across Europe.
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This study investigates the mediating role of organizational citizenship behaviours (OCBs) on the leader-member exchange (LMX) and employee performance relation and the degree to which work experience moderates the relation between leader-member exchange and OCBs. Lecturers from six technical universities in Ghana, making up three hundred and thirty-six lecturers, were selected using convenience sampling. The participants completed self-administered surveys. OCBs fully mediated the association between LMX and employee performance. Furthermore, the findings indicate that the interplay between LMX and work experience on OCBs is compensatory in nature such that as work experience increases, the positive association between LMX and OCBs decrease. Managers of higher education institutions should create enabling work environments that encourage high-quality LMX and citizenship behaviours. Moreover, as work experience tends to attenuate the positive influence of LMX on OCBs, managers in higher education should focus their attention on employees with low rather than high work experience. This research adds to the employee performance literature through examining a novel link among leader-member exchange, organizational citizenship behaviours and performance.
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This paper is a case report of why and how CDIO became a shared framework for Community Service Engineering (CSE) education. CSE can be defined as the engineering of products, product-service combinations or services that fulfill well-being and health needs in the social domain, specifically for vulnerable groups in society. The vulnerable groups in society are growing, while fewer people work in health care. Finding technical, interdisciplinary solutions for their unmet needs is the territory of the Community Service Engineer. These unmet needs arise in local niche markets as well as in the global community, which makes it an interesting area for innovation and collaboration in an international setting. Therefore, five universities from Belgium, Portugal, the Netherlands, and Sweden decided to work together as hubs in local innovation networks to create international innovation power. The aim of the project is to develop education on undergraduate, graduate and post-graduate levels. The partners are not aiming at a joined degree or diploma, but offer a shared short track blended course (3EC), which each partner can supplement with their own courses or projects (up to 30EC). The blended curriculum in CSE is based on design thinking principles. Resources are shared and collaboration between students and staff is organized at different levels. CDIO was chosen as the common framework and the syllabus 2.0 was used as a blueprint for the CSE learning goals in each university. CSE projects are characterized by an interdisciplinary, human centered approach leading to inter-faculty collaboration. At the university of Porto, EUR-ACE was already used as the engineering education framework, so a translation table was used to facilitate common development. Even though Thomas More and KU Leuven are no CDIO partner, their choice for design thinking as the leading method in the post-Masters pilot course insured a good fit with the CDIO syllabus. At this point University West is applying for CDIO and they are yet to discover what the adaptation means for their programs and their emerging CSE initiatives. CDIO proved to fit well to in the authentic open innovation network context in which engineering students actively do CSE projects. CDIO became the common language and means to continuously improve the quality of the CSE curriculum.
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