A model of work-related learning based on intentionality and developmental relatedness is proposed here. A shift is called for from an educational perspective on work-related learning to a non-educational perspective in which learning is construed as largely implicit and spontaneous. That is, work-related learning can happen both deliberately and spontaneously as direct or indirect result of work-related interactions. Work-related learning often occurs in messy real life situations, is influenced by various power and social relations, and results in individual learning outcomes as well as shared understandings. The proposed model can help HRD professionals better understand how learning and work are interrelated. It can also help such professionals take individual and work characteristics more carefully into consideration.
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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
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This article focuses on the role of the artistic process in connecting to the natural environment. In my research I have explored what participants experience and learn when they engage in different types of arts-based environmental education (AEE) practices that I have facilitated. The premise of AEE is that efforts to learn about our (natural) environment can effectively take their starting point in an artistic activity, usually conducted in groups. I found that, on the whole, two major orientations can be distinguished. One starts from the point of aesthetic sensibility: the tuning in with the senses, or with ‘a new organ of perception’ (Goethe), in order to perceive ‘the more than human’ with fresh new eyes. This tradition can be traced back (but is by no means limited) to the Romantic Movement. Art in this context may help to amplify the receptivity of the senses and strengthen a sense of connectedness to the natural world. The other major orientation in seeking bridges between nature and art builds on a view of artistic process as leading to unexpected outcomes and ‘emergent properties’. The fundamentally singular experience of making a work of art may evoke an aesthetic object that becomes a ‘self-sufficient, spiritually breathing subject’ (Kandinsky). The artwork can be spontaneously generative and multilayered with meanings, some of which may even be ambiguous and paradoxical. But perhaps more importantly: it can catch the participant of an AEE activity by surprise, overwhelm him or her as ‘coming from behind one’s back’. The element of improvisation, of taking in the new and unanticipated and accommodating for it, is the core quality here. These two orientations, when practiced as part of AEE, have implications on how we relate to nature through art. In the closing of this article I address the question of whether it is possible to bridge the dualism between the two orientations.
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Residential public charging points are shared by multiple electric vehicle drivers, often neighbours. Therefore, charging behaviour is embedded in a social context. Behaviours that affect, or are influenced by, other publiccharging point users have been sparsely studied and lack an overarching and comprehensive definition. Consequently, very few measures are applied in practice to influence charging behaviour. We aim to classify and define the social dimension of charging behaviour from a social-psychological perspective and, using a behaviour change framework, identify and analyse the measures to influence this behaviour. We interviewed 15 experts onresidential public charging infrastructure in the Netherlands. We identified 17 charging behaviours rooted in interpersonal interactions between individuals and interactions between individuals and technology. These behaviours can be categorised into prosocial and antisocial charging behaviours. Prosocial charging behaviour provides or enhances the opportunity for other users to charge their vehicle at the public charging point, for instance by charging only when necessary. Antisocial charging behaviour prevents or diminishes this opportunity, for instance by occupying the charging point after charging, intentionally or unintentionally. We thenidentified 23 measures to influence antisocial and prosocial charging behaviours. These measures can influence behaviour through human–technology interaction, such as providing charging etiquettes to new electric vehicle drivers or charging idle fees, and interpersonal interaction, such as social pressure from other charging point users or facilitating social interactions to exchange requests. Our approach advocates for more attention to the social dimension of charging behaviour.
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Agency in education: The capacity to intentionally and reflectively construct one’s learning path and influence one’s functioning and circumstances. We focus on social-cognitive perspective.
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Presentation addressing the following questions: When you talk to your colleagues/lecturers/academic programmes, what do they tell you? What does research tell us about lecturers & their (dis)engagement with internationalisation?
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Why studying student agency? • Prepare students for lifelong learning. (Biesta & Tedder, 2007;OECD, 2018) • Agency fosters motivation, which could enhance performance. (Bandura, 2018; Ryan & Deci, 2020) • More flexibility in higher education, but not all students can handle this. (De Bruin & Verkoeijen, 2022; Van Casteren e.a., 2021)
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Safety and Security (S&S) have the same goal, that is to maintain the integrity of human, infrastructure, hardware, software, capital and intangible assets of a system. However, literature and practice indicate that the relationship between S&S has not yet been clearly defined and their boundaries remain blurry. The current paper presents a short review of academic and professional literature about the relationship between S&S. This relationship is examined by looking at the S&S dependencies, their similarities and differences, and the role of the human element in achieving and maintaining the desired S&S levels. The review of literature showed that (1) there is a tendency to emphasize on the effects of security on safety and underestimate the opposite, (2) human factors are not part of security training to the extent are addressed in safety training, (3) security and safety problems can be the result of both internal and external disturbances and agents, (4) the intentionality or not of outcomes, and not of the action, can stand as a valid criterion to classify an event as a security or a safety one correspondingly, (5) S&S issues can result in negative implications internally and externally to the system, and (6) the synergy between S&S is of paramount importance for achieving the optimum levels of system protection. The positions of this paper might comprise a basis for enriching educational programmes around S&S and igniting relevant research.
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The purpose of this paper is to lay the groundwork for a large-scale prescriptive research project on organizing intergenerational communities of practice as a way to help organizations deal with some of the problems an ageing worker population brings with it. After a definition of the problem, a review of four seminal works on communities of practice was done to see if organizing intergenerational communities of practice might in fact be a viable solution to the problems of an ageing organizational population. Results are encouraging and lead to the conclusion that management might start to consider organizing these communities as a way to shed new light on older workers.
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Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible.
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