YOUTUBE
YOUTUBE
In this article, we use Kooiman’s theory of governance in combination with key-conditions of community self-steering identified in recent studies to examine how the self-steering capacity developed of a community initiative aiming at improving the liveability of a small Dutch village. Using non-participatory observations and qualitative analysis, we obtained in-depth insights into how this initiative, ‘Project Ulrum 2034’ managed to build local autonomy from 2010 to 2018. We found that government support was crucial for many of its successes. Also, tensions came to light between 1. local autonomy, and its dependence on professional support, and; 2. broader community engagement, and accountability related to the public funding obtained leading to the formalisation of its organisation and the centralisation of tasks. We discovered that self-steering capacities fluctuate in time, are dynamic and develop in a non-linear way. The voluntary engagement was above all temporary, except for some activities when of direct interest to those involved. The continuity of community self-governance was fragile, due to its dependency on external funding and voluntary engagement.
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The current study examines how organizational career management – i.e. activities undertaken by schools in order to plan and manage teachers’ careers – relates to teachers’ career self-management – i.e. teachers steering their careers by means of searching for opportunities, networking, or seeking supervisory support. Moreover, it examines the mediating roles of occupational self-efficacy and learning goal orientation in this relationship. Mediation analysis in SPSS, using the PROCESS macro of survey data from 220 Dutch secondary school teachers, showed that positive relationships between organizational career management and career self-management were mediated by occupational self-efficacy and learning goal orientation.
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The chapter discusses the effect of hierarchically staging common entrepreneurship pedagogies (from passive, instructor-led to active self-steering) in an undergraduate level venture creation programme on its participants perceived ‘readiness’ to take ownership over their learning. Education literature argues that existentially transforming pedagogy, much like that of student venture creation programmes (VCP), is not fit for all students, hence leading some to thrive, and others to fear failure. Data collected from a purposive homogeneous sample of 185 undergraduate students at a Dutch university, using reliable measures for self-efficacy and readiness for self-directed learning were analysed. The results of the mixed-methods study suggest that students gain self-efficacy (readiness) to independently take ownership of their learning process through a pedagogical approach that facilitates gradual competence development in each phase of the VCP. A teaching / learning framework is discussed that may help educators foster perceived task-readiness for the radically new learning activities that characterise VCP education.
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Higher professional education in Europe has changed from teaching-only institutes to hybrids of teaching and research. The purpose of this study was to examine factors that influence the judgements of lecturers about new organisational goals and perceptions of their new research-related competencies. Lecturers’ judgements of new organisational goals and self-efficacy related to newly expected competencies were modeled in a bio-ecological model. Findings show that lecturers’ perceptions of self-efficacy can be influenced by an open organisational culture, while lecturers’ judgements of new organisational goals can be influenced by decision-making systems. The professional development of lecturers through formal education and articipation in research influences both self-efficacy and judgements. Hence, direct executive managers have three steering mechanisms by which they can influence lecturers’ perceptions during the implementation of new organisational activities: a) Educational Policy, b) Management Policy and c) Developmental Policy. Implications are discussed.
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This book contains a practical description of a successful method to guide people that have been standing in the sideline for long periods of time, to them a fitting form of social participation. This can be done through paid or voluntary work, activities aimed at physical or psychological and sociale recovery or a combination of those. The method combines personal and social coaching and mediation to enhance people's self-steering abilities. Mediation focuses also on the involvement of various actors such as employers, social institutions and personal networks, to reach long-lasting participation. In this book, case studies visualize the diverse people involved, their problems and prospects and the concrete approach and reflections of the social caseworkers and mediators involved.
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One of our most distinctive powers is imagination, our capability to imagine or fantasize about possible futures. Systematic use of imagination can be a powerful method to analyze possible next steps in the present. In 2012, UNESCO coined the term Futures Literacy (plural: the future does not exist, FL), the ability that enables people to understand the role the “futures” play in our behaviour, and expectations. Imagination is a developable skill that allows us to separate expected futures from desired futures using fantasy. FL can be used as a method to achieve the 5 Inner Development Goals: 1. Being (relationship to self), 2. Thinking (cognitive skills), 3. Relating (caring for others and the world), 4. Working together (social skills ) and 5. Tackling (steering the transition). It is argued that using FL can lead to paradogical insights!
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Dit artikel handelt over het organisatieveranderingsproces. De invalshoek is het veranderingsproces als betekenisgevend proces tegen de achtergrond van de ‘sociale doelen’: de ‘acceptatie’ door de leden van de organisatie en de ‘integratie’ in het handelen van de organisatieleden. Gezocht wordt naar een aansluiting in de sociotechnische systeemtheorie van De Sitter op de veranderkundige configuratieve integratietheorie van Van Dongen, De Laat en Maas (1996). Die aansluiting wordt gevonden in het werk van Weick. Doel van het artikel is een versterking van de veranderprogramma’s die tot nu toe door sociotechnische organisatieadviseurs worden gebruikt.
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In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
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