Civil society as a social sphere is constantly subjected to change. Using the Dutch context, this article addresses the question whether religiously inspired engagement is a binder or a breakpoint in modern societies. The author examines how religiously inspired people in the Netherlands involve themselves in non-governmental organizations (NGOs) and voluntary activities. Religious involvement and social engagement in different European countries are compared and discussed. In addition, the author explores the models of civil society and applies these to both the Christian and Islamic civil society in the Netherlands. Using four religious ‘identity organizations’ as case studies, this article discusses the interaction of Christian and Islamic civil society related to secularized Dutch society. The character and intentions of religiously inspired organizations and the relationship between religious and secular involvement are examined. This study also focuses on the attitude of policymakers towards religiously inspired engagement and government policy on ‘identity organizations’ in the Netherlands.
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In dit white paper wordt ingegaan op het begrip student engagement. Waarom nu inzetten op engagement? Wat levert dat op? Is student engagement te meten? En is er een blauwdruk voor HO instellingen?
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Op basis van 19 semigestructureerde interviews met medewerkers verdeeld over de domeinen is opgetekend wat zij onder studentengagement verstaan, wat zij ondernemen en welke (on)mogelijkheden zij zien. Deze factsheet laat zien dat de termen die vielen o.a. betrokkenheid, binden en intrinsieke motivatie waren. Ook staan de vier soorten engagement die in de literatuur te onderscheiden zijn, vermeld. Daarnaast een overzicht van activiteiten om betrokkenheid te beïnvloeden, tips om engagement te vergroten en welke uitdagingen daarbij komen kijken.
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Introduction Student success is positively linked to engagement, but negatively linked to emotional exhaustion. Though both constructs have been conceptualized as opposites previously, we hypothesize that students can demonstrate high or low engagement and emotional exhaustion simultaneously. We used quantitative and qualitative data to identify the existence of four student profiles based on engagement and exhaustion scores. Furthermore, we studied how profiles associate to study behaviour, wellbeing and academic achievement, and what risks, protective factors and support requirements students and teachers identify for these profiles. Methods The Student Wellbeing Monitor 2021, developed by Inholland University of Applied Sciences, was used to identify profiles using quadrant analyses based on high and low levels of engagement and emotional exhaustion (n= 1460). Correlation analyses assessed profile specific differences on study behaviours, academic delay, and wellbeing. Semi-structured interviews with students and teachers are currently in progress to further explore the profiles, to identify early signals, and to inspect support requirements. Results The quadrant analysis revealed four profiles: low engagement and low exhaustion (energised-disengaged; 9%), high engagement and low exhaustion (energised-engaged; 15%), low engagement and high exhaustion (exhausted-disengaged; 48%), and high engagement and high exhaustion (exhausted-engaged; 29%). Overall, engaged students demonstrated more active study behaviours and more social connections and interactions with fellow students and teachers. The exhausted students scored higher on depressive symptoms and stress. The exhausted-engaged students reported the highest levels of performance pressure, while the energised-disengaged students had the lowest levels of performance pressure. So far, students and teachers recognise the profiles and have suggested several support recommendations for each profile. Discussion The results show that students can be engaged but at the same time are exhausting themselves. A person-oriented mixed-methods approach helps students and teachers gain awareness of the diversity and needs of students, and improve wellbeing and student success.
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Chapter in the book "Designs, Methods and Practices for Research of Project Management" edited by Beverly Pasian. http://www.ashgate.com/isbn/9781409448808
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Recent studies show that students increasingly suffer from psychological complaints, including a high degree of (study) stress. If stress persists for a long time, it can have negative consequences for your health and can lead to a burnout, for example. A possible buffer against stress and a positive counterpart of a burnout is engagement. This infographic contains the most important results of a study into stress among students.
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The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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Previous research suggests that narrative engagement (NE) in entertainment-education (E-E) narratives reduces counterarguing, thereby leading to E-E impact on behavior. It is, however, unclear how different NE processes (narrative understanding, attentional focus, emotional engagement, narrative presence) relate to different thought types (negative or positive; about the narrative form or about the target behavior) and to E-E impact. This study explores these relations in the context of alcohol binge drinking (BD). Participants (N = 172) watched an E-E narrative showing negative BD consequences, thereby aiming to discourage BD. The main findings were that the E-E narrative had a positive impact on discouraging BD on almost all assessed BD determinants such as beliefs and attitude. It was shown that attentional focus, emotional engagement, and narrative presence were associated with BD-discouraging impact, albeit on different BD-related determinants. No evidence was found that negative thoughts about BD mediated these associations. From this, we conclude that attentional focus, emotional engagement, and narrative presence were important for E-E impact but that negative thoughts about BD did not play a role therein. The study’s empirical and practical implications are discussed.
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Lower levels of news use are generally understood to be associated with less political engagement among citizens. But while some people simply have a low preference for news, others avoid the news intentionally. So far little is known about the relationship between active news avoidance and civic engagement in society, a void this study has set out to fill. Based on a four-wave general population panel survey in the Netherlands, conducted between April and July 2020 (N = 1,084) during a crisis situation, this research-in-brief investigates the development of news avoidance and pro-social civic engagement over time. Results suggest that higher news topic avoidance results in higher levels of civic engagement. The study discusses different explanations for why less news can mean more engagement.
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Sowijs deed onderzoek naar verschillende strategieën voor burgerparticipatie via sociale media. Hoe moet je Twitteren om mensen te betrekken en gebruik je dan wel of geen hashtags. Lees het in dit whitepaper!
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