PURPOSE: To gain a rich understanding of the experiences and opinions of patients, healthcare professionals, and policymakers regarding the design of OGR with structure, process, environment, and outcome components.METHODS: Qualitative research based on the constructive grounded theory approach is performed. Semi-structured interviews were conducted with patients who received OGR ( n = 13), two focus groups with healthcare professionals ( n = 13), and one focus group with policymakers ( n = 4). The Post-acute Care Rehabilitation quality framework was used as a theoretical background in all research steps. RESULTS: The data analysis of all perspectives resulted in seven themes: the outcome of OGR focuses on the patient's independence and regaining control over their functioning at home. Essential process elements are a patient-oriented network, a well-coordinated dedicated team at home, and blended eHealth applications. Additionally, closer cooperation in integrated care and refinement regarding financial, time-management, and technological challenges is needed with implementation into a permanent structure. All steps should be influenced by the stimulating aspect of the physical and social rehabilitation environment.CONCLUSION: The three perspectives generally complement each other to regain patients' quality of life and autonomy. This study demonstrates an overview of the building blocks that can be used in developing and designing an OGR trajectory.
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Evidence-informed change (EIC) has gained attention recently because it is seen as a lever to enhance the effectiveness and sustainability of educational change. Important questions are: how is EIC conceptualized, what counts as evidence, and what factors can support EIC in practice? Because of the complexity of EIC, we aimed to understand these factors from a systems perspective. Different parts of the educational system (e.g. policy, practice of teachers’ and school leaders, research) are interrelated and need to be aligned for effective and sustainable change. Based on our scoping review we propose a model that conceptualizes EIC, identifies and defines different sources of evidence, and discusses influencing factors describing a system's readiness and capacity for EIC. Our results are an important step forward in understanding and supporting EIC in practice and developing targeted policy. This article also defines a common ground for future research, bringing together insights in an integrated framework of evidence-informed change.
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Students in Higher Music Education (HME) are not facilitated to develop both their artistic and academic musical competences. Conservatoires (professional education, or ‘HBO’) traditionally foster the development of musical craftsmanship, while university musicology departments (academic education, or ‘WO’) promote broader perspectives on music’s place in society. All the while, music professionals are increasingly required to combine musical and scholarly knowledge. Indeed, musicianship is more than performance, and musicology more than reflection—a robust musical practice requires people who are versed in both domains. It’s time our education mirrors this blended profession. This proposal entails collaborative projects between a conservatory and a university in two cities where musical performance and musicology equally thrive: Amsterdam (Conservatory and University of Amsterdam) and Utrecht (HKU Utrechts Conservatorium and Utrecht University). Each project will pilot a joint program of study, combining existing modules with newly developed ones. The feasibility of joint degrees will be explored: a combined bachelor’s degree in Amsterdam; and a combined master’s degree in Utrecht. The full innovation process will be translated to a transferable infrastructural model. For 125 students it will fuse praxis-based musical knowledge and skills, practice-led research and academic training. Beyond this, the partners will also use the Comenius funds as a springboard for collaboration between the two cities to enrich their respective BA and MA programs. In the end, the programme will diversify the educational possibilities for students of music in the Netherlands, and thereby increase their professional opportunities in today’s job market.
Digital transformation has been recognized for its potential to contribute to sustainability goals. It requires companies to develop their Data Analytic Capability (DAC), defined as their ability to collect, manage and analyze data effectively. Despite the governmental efforts to promote digitalization, there seems to be a knowledge gap on how to proceed, with 37% of Dutch SMEs reporting a lack of knowledge, and 33% reporting a lack of support in developing DAC. Participants in the interviews that we organized preparing this proposal indicated a need for guidance on how to develop DAC within their organization given their unique context (e.g. age and experience of the workforce, presence of legacy systems, high daily workload, lack of knowledge of digitalization). While a lot of attention has been given to the technological aspects of DAC, the people, process, and organizational culture aspects are as important, requiring a comprehensive approach and thus a bundling of knowledge from different expertise. Therefore, the objective of this KIEM proposal is to identify organizational enablers and inhibitors of DAC through a series of interviews and case studies, and use these to formulate a preliminary roadmap to DAC. From a structure perspective, the objective of the KIEM proposal will be to explore and solidify the partnership between Breda University of Applied Sciences (BUas), Avans University of Applied Sciences (Avans), Logistics Community Brabant (LCB), van Berkel Logistics BV, Smink Group BV, and iValueImprovement BV. This partnership will be used to develop the preliminary roadmap and pre-test it using action methodology. The action research protocol and preliminary roadmap thereby developed in this KIEM project will form the basis for a subsequent RAAK proposal.
Developing and realizing an innovative concept for the Active Aging campus in two years, where students, teachers, companies, residents of surrounding Campus neighborhoods will be invited to do exercise, sports, play, meet and participate. This includes, on the one hand, providing input with regard to a mobility-friendly design from an infrastructural perspective and, on the other hand, organizing activities that contribute to Healthy Aeging of the Zernike site and the city of Groningen. It is not only about having an Active Aging campus with an iconic image, but also about the process. In the process of realization, students, teachers, researchers, companies and residents from surrounding districts will be explicitly involved. This includes hardware (physical environment / infrastructure), software (social environment) and orgware (interaction between the two).
