In a rapidly developing labor market, in which some parts of jobs disappear and new parts appear due to technological developments, companies are struggling with defining future-proof job qualifications and describing job profiles that fit the organization’s needs. This is even more applicable to smaller companies with new types of work because they often grow rapidly and cannot hire graduates from existing study programs. In this research project, we undertook in-depth, qualitative research into the five roles of a new profession: social media architect. It has become clear which 21st century skills and motivations are important per role and, above all, how they differ in subcategory and are interpreted by a full-service team in their working methods, in a labor market context, and in the talents of the professional themselves. In a workshop, these “skills” were supplemented through a design-based approach and visualized per team role in flexibly applicable recruitment cards. This research project serves as an example of how to co-create innovative job profiles for the changing labor market. Ellen Sjoer, Petra Biemans. “A design-based (pre)recruitment approach for new professions: defining futureproof job profiles.” Információs Társadalom XX, no. 2 (2020): 84–100. https://dx.doi.org/10.22503/inftars.XX.2020.2.6
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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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A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engagedenergized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students’ well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices.
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Obtaining credits, studying for exams, attending classes, engaging with fellow students and lecturers, living alone or with others, and taking part in extra-curricular activities: there is a fair amount for students in higher education to take in. There are also numerous external factors — such as the COVID-19 pandemic and the changing labour and housing market — that affect students. However, students experience these situations differently and deal with them in different ways. How can we ensure that, notwithstanding these stress factors and differences, as many students as possible become and remain engaged and energised? Happier students tend to be more engaged and generally achieve better study results.1 That is why student well-being is also a widely researched and important topic. The search is on for measures to promote student well-being and success. Having a clear idea of how things are going for a student and what they need is a starting point. This booklet helps readers to identify different student profiles and understand what is needed to improve student success. We zoom in on two key aspects of student success: engagement and emotional exhaustion.
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The sharing economy holds promise for the way we consume, work, and interact. However, consuming in the sharing economy is not without risk, as institutional trust measures (e.g. contracts, regulations, guarantees) are often absent. Trust between sellers and buyers is therefore crucial to complete transactions successfully. From a buyer ́s perspective, a seller ́s profile is an important source of information for judging trustworthiness, because it contains multiple trust cues such as a reputation score, a profile picture, and a textual self-description. The effect of a seller’s self-description on perceived trustworthiness is still poorly understood. We examine how the linguistic features of a seller’s self-description predict perceived trustworthiness. To determine the perceived trustworthiness of 259 profiles, 189 real buyers on a Dutch sharing platform rated their trustworthiness. The results show that profiles were perceived as more trustworthy if they contained more words (which could be an indicator of uncertainty reduction), more words related to cooking (indicator of expertise), and more words related to positive emotions (indicator of enthusiasm). Also, a profile’s perceived trustworthiness score correlated positively with the seller’s actual sales performance. These findings indicate that a seller’s self-description is a relevant signal to buyers, eventhough it is cheap talk (i.e. easy to produce). The results can guide sellers on how to self-present themselves on sharing platforms and inform platform owners on how to design their platform so that it enhances trust between platform users.
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New universities on the European mainland were mostly teaching oriented until the start of this century. Current national and local management intends to better connect research and teaching through the increase of lecturers' research capacity, often defined through their master's degrees or PhDs. However, this strategy is complex due to the needed combination of didactical expertise, professional practise, and research competencies in lecturers' professional profiles, which are not captured by the notion of formal degrees. This study considers the professional profiles of new lecturers through a thematic analysis and a correlation analysis of tasks and competencies in job openings (N = 126). The findings show that two professional profiles underpin the hiring of new lecturers: the teaching lecturer and the research-active lecturer. These profiles do not imply a better connection between research and teaching. To reach this goal, higher education policy should explicitly define lecturers' professional profiles beyond their formal degrees.
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Systemic sclerosis (SSc) is an autoimmune disease which is characterized by vasculopathy, tissue fibrosis and activation of the innate and adaptive immune system. Clinical features of the disease consists of skin thickening and internal organ involvement. Due to the heterogeneous nature of the disease it is difficult to predict disease progression and complications. Despite the discovery of novel autoantibodies associated with SSc, there is an unmet need for biomarkers for diagnosis, disease progression and response to treatment. To date, the use of single (surrogate) biomarkers for these purposes has been unsuccessful. Combining multiple biomarkers in to predictive panels or ultimately algorithms could be more precise. Given the limited therapeutic options and poor prognosis of many SSc patients, a better understanding of the immune-pathofysiological profiles might aid to an adjusted therapeutic approach. Therefore, we set out to explore immunological fingerprints in various clinically defined forms of SSc. We used multilayer profiling to identify unique immune profiles underlying distinct autoantibody signatures. These immune profiles could fill the unmet need for prognosis and response to therapy in SSc. Here, we present 3 pathophysiological fingerprints in SSc based on the expression of circulating antibodies, vascular markers and immunomodulatory mediators.
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Trust between providers and consumers in the sharing economy are crucial to complete transactions successfully. From a consumer's perspective, a provider's profile is an important source of information for judging trustworthiness, because it contains multiple trust cues. However, the effect of a provider's self-description on perceived trustworthiness is still poorly understood. We examine how the linguistic features of a provider's self-description predict perceived trustworthiness. To determine the perceived trustworthiness of 259 profiles, real consumers on a Dutch sharing platform rated these profiles for trustworthiness. The results show that profiles were perceived as more trustworthy if they contained more words, more words related to cooking, and more words related to positive emotions. Also, a profile's perceived trustworthiness score correlated positively with the provider's actual sales performance. These findings indicate that a provider's self-description is a relevant signal to consumers, even though it seems easy to fake.
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The aim of this research was to study the clinical characteristics and mortality and disability outcomes of patients who present distinct risk profiles for functional decline at admission. A multicenter, prospective cohort study was conducted between 2006 and 2009 in three hospitals in the Netherlands in consecutive patients of 65 years and over, acutely admitted and hospitalized for at least 48 hours. Nineteen geriatric conditions were assessed at hospital admission, and mortality and functional decline were assessed until twelve months after admission. Patients were divided into risk categories for functional decline (low, intermediate or high risk) according to the Identification of Seniors at Risk-Hospitalized Patients.
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This study focuses on students’ approaches to learning, particularly in innovative learning environments. A person-oriented research perspective was chosen to search for nuances and details that add to existing knowledge on secondary students’ learning. The relation between students’ goal orientations, learning strategies, and different learning environments was investigated via questionnaires and interviews. The questionnaire study revealed four profiles of 673 students’ (meta-)cognitive learning strategies. Differences in student learning were found between students of an innovative school and students of regular schools, indicating that learning strategies are elicited by the learning environments students are confronted with. The interview study with 20 students from the innovative school illustrated their learning in learning environments typical for this school. Results revealed how students from different profiles differed in their goal orientations and learning strategies and that these differences were related to students’ need for teacher support when learning. The results of this study provide qualitative and quantitative insight in (enhancing) secondary students’ learning, doing justice to the learners as persons and individual differences.
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