To meet society’s changing demands, the responsive development of curricula is vital, and curriculum developers need to increasingly foresee and incorporate changes into their curricula in a timely manner. However, responsive curriculum development is a complex problem for curriculum developers in vocational and (higher) professional education, and comprehensive research on this theme is scarce. This study focused on responsive curriculum development processes in a Dutch higher professional education institution (N = 77 experts). A group concept mapping study into the supportive factors of this process revealed six factors: (1) a vision of education and learning, (2) a continuous and iterative development process, (3) teamwork, (4) involving stakeholders, (5) a conducive environment and conditions, and (6) agency. Participating experts highlighted the importance of ensuring that equal attention is devoted to each of these factors. However, the results also reveal the challenges that curriculum developers face. To deal with these, a framework of factors is suggested to facilitate curriculum conversations in which developers can negotiate – and give meaning to – the desired change in the curriculum context.
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Responsive public spaces use interactive technologies to adapt to users and situations. This enhances the quality of the space as a public realm. However, the application of responsive technologies in spatial design is still to be explored. What exactly are the options for incorporating responsive technologies in spatial designs to improve the quality of public spaces? The book Responsive Public Spaces explores and disentangles this new assignment for designers, and presents inspiring examples. A consortium of spatial designers, interaction designers and local stakeholders, headed by the Chair of Spatial Urban Transformation of Amsterdam University of Applied Sciences, carried out a two-year practice-based study of responsive public spaces. This book draws on those insights to provide a practical approach and a roadmap for the new design process for responsive public spaces.The study results are of signi¬icance for various professional fields. The book is intended for clients and stakeholders involved in planning and design of public spaces, spatial designers, interaction designers and students.
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Communication of climate-responsive urban design guidelines is becoming increasingly relevant in the light of climate adaptation challenges in cities. Widespread uptake in practice of such guidelines can be promoted by visualizations of the principles on which they are based. The “Really cooling water bodies in cities” research project developed and tested the required knowledge on visual communication. Evidence-based design guidelines assisting designers with creating cooler urban water environments were developed and communicated with 3D animations. The animations were shaped according to three core theoretical criteria about visual representations: “visual clarity”, “trust” and “interest”. We assessed in how far these criteria were met in an inquiry with design professionals, the target group of the design guidelines. The article concludes with recommendations for developing visual design guidelines in climate-responsive urban design: to weigh the level of detail, components and balance between site-specificity/abstraction (“visual clarity”); to make microclimatic processes visible without distorting them (“trust”); and to keep timing short and visual attractiveness high (“interest”). It is argued that taking these aspects into account and setting a clear correspondence between theoretical concepts, representation objectives and options, can largely benefit visual design guidelines communicating climate-responsive urban design knowledge.
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Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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This chapter explores the use of “responsive” or “interactive” urban media technologies as a tool or “building block” in the (re)design of urban public spaces. This is especially relevant as in the last two decades, urban development and digital technologies have brought out new types of urban typologies and practices often referred to as “networked urbanism.” These typologies and practices bring out specific challenges with regard to their functioning as public space. We argue that responsive technologies could reinforce qualities of public space in this condition of “networked urbanism”; however, their implementation demands new strategies and above all new forms of cooperation between disciplines such as architecture, urban design, and urban interaction design. To aid such an approach, this chapter introduces a heuristic of five mechanisms of responsive media. These are meant to function as a shared vocabulary aiding designers of various backgrounds to collaborate in an interdisciplinary design process for public spaces in a broader development of networked urbanism.
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Important gender differences, relating to trauma history, offending and mental health needs are not sufficiently considered in most (risk) assessment and treatment procedures in forensic practice. We developed guidelines for gender-responsive work in Dutch forensic mental health care. The experiences of practitioners and forensic psychiatric patients were collected and analyzed by means of an online survey (n = 295), interviews with professionals (n = 22), female (n = 8) and male (n = 3) patients. Guidelines regarding gender-sensitive (risk) assessment and trauma-informed care were rated as most relevant in the survey. In the interviews we focused on experiences and wishes for trauma treatment and gender-mixed treatment. Practical guidelines were written based on the results of the survey, interviews and literature, and presented in expert meetings with patients and practitioners, and further refined based on their comments. Applying these guidelines may contribute to improved treatment for female patients thereby preventing relapse.
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Research shows that victimization rates in forensic mental health care are high for both female and male patients. However, gender differences have been found in types and patterns of victimization (more sexual abuse and more complex trauma for women), cognitive appraisal, and response to traumatic events. Gender-responsive treatments focusing on trauma have been designed to adhere to these gender differences; however, despite promising research results, these interventions are yet to be introduced in many settings. This study examined how trauma is addressed in current clinical practice in Dutch forensic mental health care, whether professionals are knowledgeable of gender differences in trauma, and how gender-responsive factors such as self-esteem, self-efficacy, social relations, and coping skills are considered in treatment for female patients. We used a mixed-method design consisting of an online survey and 33 semi-structured interviews with professionals and patients. The results suggested that Dutch forensic mental health care could address trauma more structurally, and professionals could be more aware of gender differences and gender-responsive factors. Early start of trauma treatment was deemed important but was not current practice according to patients. Based on this study, guidelines were developed for gender-responsive, trauma-informed work in forensic mental health care.
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Due to fast and unpredictable developments, professional education is challenged with being responsive, which demands a rethinking of conventional curriculum development approaches. Yet, literature on curriculum development falls short in terms of recognising how to react rapidly and adequately to these new developments. This study focuses on curriculum development initiatives at the school level in a Dutch university of applied sciences. Open interviews were held with 29 curriculum developers to explore how they define and give substance to developing curricula for new, changing or unpredictable professions. These 29 participants were involved in seven curriculum development trajectories. Four themes were detected: (1) curriculum developers are in favour of open, flexible and authentic curricula; (2) the context in which the curriculum development takes place and the different roles and responsibilities of curriculum developers are challenging; (3) curriculum developers feel insufficiently equipped to carry out their tasks; and (4) involving stakeholders is necessary but results in a “viscous” social–political process. Responsive curriculum development requires a great deal of flexibility and adaptability from curriculum developers. Yet, in our study, “institutional concrete” is found to severely hinder responsive curriculum development processes. To be responsive, such processes need to be supported and institutional barriers need to be removed.
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Challenges that surveys are facing are increasing data collection costs and declining budgets. During the past years, many surveys at Statistics Netherlands were redesigned to reduce costs and to increase or maintain response rates. From 2018 onwards, adaptive survey design has been applied in several social surveys to produce more accurate statistics within the same budget. In previous years, research has been done into the effect on quality and costs of reducing the use of interviewers in mixed-mode surveys starting with internet observation, followed by telephone or face-to-face observation of internet nonrespondents. Reducing follow-ups can be done in different ways. By using stratified selection of people eligible for follow-up, nonresponse bias may be reduced. The main decisions to be made are how to divide the population into strata and how to compute the allocation probabilities for face-to-face and telephone observation in the different strata. Currently, adaptive survey design is an option in redesigns of social surveys at Statistics Netherlands. In 2018 it has been implemented in the Health Survey and the Public Opinion Survey, in 2019 in the Life Style Monitor and the Leisure Omnibus, in 2021 in the Labour Force Survey, and in 2022 it is planned for the Social Coherence Survey. This paper elaborates on the development of the adaptive survey design for the Labour Force Survey. Attention is paid to the survey design, in particular the sampling design, the data collection constraints, the choice of the strata for the adaptive design, the calculation of follow-up fractions by mode of observation and stratum, the practical implementation of the adaptive design, and the six-month parallel design with corresponding response results.
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