For delayed and long-term students, the education process is often a lonely journey. The main conclusion of this research is that learning should not be an individual process of the student connected to one lecturer, but rather a community where learning is a collective journey. The social interaction between lecturers, groups of delayed students and other actors is an important engine for arriving at the new knowledge, insights and expertise that are important to reach their final level. This calls for the design of social structures and the collaboration mechanism that enable the bonding of all members in the community. By making use of this added value, new opportunities for the individual are created that can lead to study success. Another important conclusion is that in the design and development of learning communities, sufficient attention must be paid to cultural characteristics. Students who delay are faced with a loss of self-efficacy and feelings of shame and guilt. A learning community for delayed students requires a culture in which students can turn this experience into an experience of self-confidence, hope and optimism. This requires that the education system pays attention to language use, symbols and rituals to realise this turn. The model ‘Building blocks of a learning environment for long-term students’ contains elements that contribute to the study success of delayed and long-term students. It is the challenge for every education programme to use it in an appropriate way within its own educational context. Each department will have to explore for themselves how these elements can be translated into the actions, language, symbols and rituals that are suitable for their own target group.
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In the Netherlands, client and family participation in care for people with intellectual disabilities has been in vogue for a long time, and increasingly receives attention (KPMG and Vilans 2017). However, the perspective and experiential knowledge of service users and relatives is often still insuBiciently used for the co-creation of care. The professional perspective is often still dominant. In addition, professionals mainly focus on clients and less on relatives, even though relatives often play an important role in the client’s (quality of) life (Wiersma 2017). The project ‘Inclusive Collaboration in Disability Care’[1] (ICDC) focusses on enhancing equal communication between people with intellectual disabilities, their relatives, and professional caregivers, and hence contributes to redressing power imbalances in longterm care. It investigates the question: “How can the triangle of client, relative and professional caregiver together co-create better care and support?”.
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In service design projects, collaboration between design consultant and service provider can be problematic. The nature of these projects requires a high level of shared understanding and commitment, which providers may not be used to. We studied designer-provider collaboration in multiple real-life cases, in order to uncover determinants for successful collaboration. The case studies involved six service innovation projects, performed by Dutch design agencies. Independent researchers closely monitored the projects. Additional interviews with designers and providers gave insights in how both parties experienced their collaboration in the innovation projects. During data analysis, a coding scheme was created inductively. The scheme supported us in formulating 12 themes for designer-provider collaboration, amongst them four contextual determinants of shared understanding and stakeholder commitment in SD-projects. The insights from this study were then grounded in literature. Knowledge gaps were identified on themes about agreements of responsibilities, the open-endedness of an SD-process, an opportunitysearching approach, and organizational change that is required for the successful implementation of innovative service concepts.
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Despite the vast potential drone technologies have, their integration to our society has been slow due to restricting regulations. Recently, a new EU-wide drone regulation has been published. This regulation is intended to harmonize the non-uniform national regulations across EU. It also relaxes the existing restrictions and allows previously prohibited operations that have significant socio-economic and technological impacts, such as autonomous BVLOS flights even over populated areas. However, there are challenges with regard to specifics and accessibilities of the required technological & procedural prerequisite this regulation entails. There is, therefore, a demand from SMEs for practical knowledge on technological and procedural aspects of a safe, robust and BVLOS operable security drone with short and long-term autonomy that fully complies to the new drone regulation. The required drone technologies include robust obstacle avoidance, intelligence failsafe for robust, reliable and safe autonomous flights with long-term autonomy capabilities. The operational procedures include SORA, pre/in/post-flight analysis and ROC/LUC permissions. In this project, these two aspects will be addressed in an integral manner. The consortium recognizes that developing such advanced security drone in two years is ambitious. Yet, they firmly believe that it is realizable due to the complementary expertise of the consortium and their commitment for the success of the project. With this project, the knowledge institutes will enrich their practical knowledge in the area of autonomous and BVLOS capable drones, operational procedures, risk analysis and mitigations. The partner companies will be equipped with the necessary technologies, operation permission and knowledge on optimal operation procedures to be at the forefront and benefit from the exploding market opportunities when the new regulation is fully implemented in July 2022. Moreover, this project will also make a demonstrable contribution to the renewal of higher professional education.
