In order to study education and development, researchers can choose among a plethora of methods. The Merriam-Webster dictionary tells us that “method” means: a procedure or process for attaining an object …such as …a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art “ or “a way, technique, or process of or for doing something”, or “a body of skills or techniques”. Methods proper to the scientific study of education and development cover a very broad range of procedures, ranging from how to formulate and ask questions, how to design studies for answering such questions, how to perform such studies in real-world contexts, how to extract data and how to process them, how to relate processed data to answers on questions, how to communicate such questions and answers, and how to apply them to real world activities aimed at promoting education and development. This body of methods is customarily termed “methodology”, which is a concept that includes the methods themselves but also our understanding of their relationships and their rational and scientific justification. Let us call this body of methods and the justifications “Integrative methodology”. Researchers often tend to see this integrative methodology as a more or less autonomous set of good practice prescriptions. This view is consistent with practices of academic training in which methodology courses are offered separate from courses on disciplinarian contents, e.g. courses on development or educational science. As a consequence of this autonomy oriented view of methodology, scientific questions regarding development and education tend to be framed in terms of the available or habitual methods. For instance, we readily transform or translate concrete questions about the influence of some particular educational intervention in terms of a statistically significant difference between 2 representative samples that systematically differ in only one variable or feature of interest, which, in this case, is the intervention. Almost every word in this translation carries the heavy burden of methodological principles, concepts and presuppositions: “statistically”, “significant”, “difference”, “representative”, “sample”, “systematically”, “variable”, and “intervention”. And all these principles, concepts and presuppositions are taken from this autonomous body of integrative methodology, which forms our indisputable cookbook of good practices, outside of which no good — scientific — practices exist. The answers to questions that are shaped by this independent body of methodology will then contribute to existing theories of development and education. In this sense, it is the (allegedly) independent methodology that informs theory.In this chapter, we will move against this current practice and make the — apparently deeply obvious — claim that it must be theory that informs the questions and the way we shall answer these questions. That is, it must be theory – that is, your body of justified knowledge about a particular phenomenon – that informs, influences and determines methodology, that is, the whole of methods, procedures and instruments that you use to study that phenomenon. . The sort of theory that should inform integrative methodology must be an integrative theory, that is to say a theory consisting of a consistent set of general principles and concepts shaping the domains of inquiry, which in this particular case are the related domains of development and education
To find out what is needed to speed up the adoption of open sharing and reuse of learning materials and open online courses in publicly funded Dutch institutions of Higher Education, a qualitative research study was conducted in fall 2016. This study examined issues of willingness of educators and management, barriers and enablers of adoption, and the role of institutional and national policy in the adoption of open sharing and reuse of learning materials and online courses. Fifty-five stakeholders (educators, board members, and support staff) in 10 Dutch Higher Education Institutions were interviewed. The main findings of this study are: motivation for sharing and reuse of learning materials for educators and managers is directly related to the ambition to achieve better education for students; sharing and reuse of learning materials is common practice, very diverse and not open accessible for the whole world, and important barriers include lack of awareness of opportunities for open sharing and reuse and lack of time. Based on the findings from the interviews, the last section of this paper presents conclusions and recommendations regarding how Dutch institutions for Higher Education can formulate effective policies to raise awareness, organize adequate support and provide time to experiment.
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Hogeschool Rotterdam wil in samenwerking met IT-Campus en Rotterdamse mkb-bedrijven onderzoeken of de dataskills die studenten in hun opleiding verwerven, aansluiten op de datageletterdheid die van hen als startende professionals wordt verlangd. Om dit te beoordelen vragen we Rotterdamse ondernemers naar de datagedreven uitdagingen en problemen die zij voor zich zien en of zij bij de instroom van startende professionals voldoende kennis en skills zien om die uitdagingen het hoofd te bieden. Met de uitkomsten kunnen kennisinstellingen een helder beeld krijgen van het concept datageletterdheid en hiermee een handvat bieden aan opleidingen om dataskills in de curricula aan te laten sluiten op de behoefte in de arbeidsmarkt van de Metropoolregio Rotterdam-Den Haag (MRDH). We werken toe naar een ontwerp Data Skills-set. Misschien is het beter om te spreken van datacompetenties, hetgeen onderdeel is van de zoektocht in dit onderzoek. Welke terminologie is het meest behulpzaam in het oplijnen van onderwijs en werkveld op het gebied van data: geletterdheid, competenties, skills of een combinatie daarvan. Is het van belang of juist contraproductief om daarin (merk)specifieke tooling een plek te geven? We vragen ons ook af of datageletterdheid als een generiek concept domeinoverstijgend bruikbaar is, bijvoorbeeld tussen het economisch en technisch domein. De verwachting is dat de bevindingen op het gebied van datageletterdheid in de regio Rotterdam te generaliseren zijn naar andere delen van Nederland. Ook die hypothese willen we verkennen in dit onderzoek. Door het beantwoorden van deze vragen willen we een start maken voor het ontwerp van een instrument voor professionele ontwikkeling in het werkveld als ook een referentiekader voor het gesprek met onderwijspartners en overheid. Daarnaast kan zo’n ontwerp DataSkills-set ervoor zorgen dat de onderwijsdomeinen in gesprek blijven met elkaar ten aanzien van nieuwe methoden en onderwijsvormen voor vaardigheden.
Promoting entrepreneurship is an enabler of smart, sustainable and inclusive growth and it is one objective EU regions have pursued since the EC included it into 2020 Strategy. Entrepreneurship development has economic and social benefits, since it is not only a driving force for job creation, competitiveness and growth; it also contributes to personal fulfillment and to achieve social objectives. That is why the EU encourages entrepreneurial initiatives and to unlock the growth potential of businesses and citizens. However, only a 37% of Europeans (Eurobarometer 2012) would like to be self-employed. The Entrepreneurship Action Plan adopted by the EC in 2013 to reignite Europe’s entrepreneurial spirit includes initiatives for educating young people on entrepreneurship. To ensure that EU economy remains globally competitive, young generations of Europeans need to be inspired to develop their entrepreneurial mindset. EU 2020 Action Plan argues that young people benefitting of a specialised entrepreneurial education are more likely to start-up a business and to better tackle challenges in their professional career and life in general. Hence, there is good reason to ensure better quality of entrepreneurial education. Most approaches in recent years have focused on improving the skills or competences youngsters should obtain only within the education system. However, an integrated approach is needed, where the school, their friends, family and the social environment, shall play each one a relevant role, contributing to generate a more adequate atmosphere to boost their entrepreneurial mindsets, intrapreneurial attitudes and innovation capacities. This project will identify and exchange – through a quadruple helix approach- good practices for creating friendlier entrepreneurial ecosystems and actions to boost entrepreneurship in young people mindsets. The good practices and lessons learnt will be transferred into Action Plans to be included in regional policies.
For English see below In dit project werkt het Lectoraat ICT-innovaties in de Zorg van hogeschool Windesheim samen met zorganisaties de ZorgZaak, De Stouwe, en IJsselheem en daarnaast Zorgcampus Noorderboog, Zorgtrainingscentrum Regio Zwolle, Patiëntenfederatie NPCF, VitaalThuis, ActiZ, Vilans, V&VN, Universiteit Twente en het Lectoraat Innoveren in de Ouderenzorg van Windesheim aan het in staat stellen van wijkverpleegkundigen om autonoom en doelmatig, op basis van klinisch redeneren, eHealth te indiceren en in te zetten bij cliënten. De aanleiding voor dit project wordt gevormd door de wijzigingen per 1 januari 2015 in de Zorgverzekeringswet. Wijkverpleegkundigen zijn sindsdien zelf verantwoordelijk voor de indicatiestelling en zorgtoewijzing voor verzorging en verpleging thuis: zij moeten bepalen welke zorg hun cliënten nodig hebben gezien hun individuele situaties, en hoe die zorg het best geleverd kan worden. Zorgverzekeraars leggen hierbij minimumeisen op, o.a. met betrekking tot de inzet van eHealth. Wijkverpleegkundigen hebben op dit moment echter niet of nauwelijks ervaring met het inzetten en toepassen van technologische toepassingen zoals eHealth. Vraagarticulatie leidde tot de volgende praktijkvraagstelling: 1. Hoe kunnen wijkverpleegkundigen worden voorzien in hun informatiebehoefte over eHealth? 2. Hoe kunnen wijkverpleegkundigen worden ondersteund in hun klinisch redeneren over het inzetten van eHealth bij hun cliënten? 3. Hoe kunnen wijkverpleegkundigen worden ondersteund bij het inzetten van eHealth in hun zorgproces? Het project levert hiertoe drie bijdragen: - De eerste bijdrage is een duurzaam geborgde keuzehulp (een app voor tablet of smartphone) waarmee wijkverpleegkundigen toegang hebben tot de benodigde informatie over eHealth-toepassingen en die aansluit bij de manier waarop wijkverpleegkundigen zorg indiceren (bijvoorbeeld door relaties te leggen tussen NIC-interventies en bijpassende eHealth-toepassingen). - Informatievoorziening is niet een afdoende antwoord op de handelingsverlegenheid van de wijkverpleegkundige omdat eHealth sterk in ontwikkeling is en blijft waardoor er altijd een discrepantie zal bestaan tussen de beschikbare en de benodigde informatie. . De tweede bijdrage van dit project is daarom kennis over (en inzicht in) het klinisch redeneren over de inzet van eHealth. Deze kennis wordt in het project doorvertaald naar een trainingsmodule die erop is gericht om het klinisch redeneren van wijkverpleegkundigen over het inzetten van eHealth en andere thuiszorgtechnologie bij hun cliënten te versterken. - De derde bijdrage van dit project omhelst inbedding van bovengenoemde resultaten in het verpleegkunde-onderwijs van onder meer Windesheim en in nascholingstrajecten voor wijkverpleegkundigen. Voor duurzame, bredere inbedding in het onderwijs wordt samengewerkt met regionale zorgonderwijsnetwerken. In this project the research group IT-innovations in Health Care of Windesheim University of Applied Sciences cooperates with care organisations de ZorgZaak, De Stouwe, and IJsselheem, and stakeholders Zorgcampus Noorderboog, Zorgtrainingscentrum Regio Zwolle, Patiëntenfederatie NPCF, VitaalThuis, ActiZ, Vilans, V&VN, University of Twente, and research group Innovation of Care of Older Adults of Windesheim to enable home care nurses to autonomously and adequately, based on clinical reasoning, allocate eHealth and implement it in patient care. The motivation behind this project lies in the alterations in the care insurance legislation per January 2015. Since then, home care nurses are responsible for the care allocation of all care at home: they determine which care their clients require, taking into account the individual situations, and how this care can best be delivered. Care insurance companies impose minimum requirements for this allocation of home care, among others concerning the implementation of eHealth. Home care nurses, however, have no or limited information about and experience with technical applications like eHealth. Articulation of the demands of home care nurses resulted in the following questions: 1. How can home care nurses be provided with information concerning eHealth? 2. How can home care nurses be supported in their clinical reasoning about the deployment of eHealth by their patients? 3. How can home care nurses be supported when deploying eHealth in their care process? This project contributes in three ways: " The first contribution is a sustainable selection tool (an app for tablet or smartphone) to be used by home care nurses to provide them with the required information about eHealth applications. This selection tool will work in accordance with how home care nurses allocate care, e.g. by relating NIC-interventions to matching eHealth applications. " Providing information is an insufficient, although necessary, answer to the demands of home care nurses because of continuously developing eHealth applications. Hence, the second contribution of this project is knowledge about (and insight in) the clinical reasoning about the deployment of eHealth. This knowledge will be converted into a training module aimed at strengthening the clinical reasoning about the deployment of eHealth by their patients. " The third contribution of this project concerns embedding the selection tool and the training module in regular education (among others at Windesheim) and in refresher courses for home care nurses. Cooperation with regional care education networks will ensure sustainable and broad embedding of both the selection tool and the training module.
