INTRODUCTION: To facilitate various transitions of medical residents, healthcare team members and departments may employ various organizational socialization strategies, including formal and informal onboarding methods. However, residents' preferences for these organizational socialization strategies to ease their transition can vary. This study identifies patterns (viewpoints) in these preferences.METHODS: Using Q-methodology, we asked a purposeful sample of early-career residents to rank a set of statements into a quasi-normal distributed grid. Statements were based on previous qualitative interviews and organizational socialization theory. Participants responded to the question, 'What are your preferences regarding strategies other health care professionals, departments, or hospitals should use to optimize your next transition?' Participants then explained their sorting choices in a post-sort questionnaire. We identified different viewpoints based on by-person (inverted) factor analysis and Varimax rotation. We interpreted the viewpoints using distinguishing and consensus statements, enriched by residents' comments.RESULTS: Fifty-one residents ranked 42 statements, among whom 36 residents displayed four distinct viewpoints: Dependent residents (n = 10) favored a task-oriented approach, clear guidance, and formal colleague relationships; Social Capitalizing residents (n = 9) preferred structure in the onboarding period and informal workplace social interactions; Autonomous residents (n = 12) prioritized a loosely structured onboarding period, independence, responsibility, and informal social interactions; and Development-oriented residents (n = 5) desired a balanced onboarding period that allowed independence, exploration, and development.DISCUSSION: This identification of four viewpoints highlights the inadequacy of one-size-fits-all approaches to resident transition. Healthcare professionals and departments should tailor their socialization strategies to residents' preferences for support, structure, and formal/informal social interaction.
DOCUMENT
Educational policies in the Netherlands reveal that the current mainstream participatory approach to citizenship education jeopardises students’ autonomy. Especially in Dutch post-secondary vocational education, citizenship education has been shown to be mainly aimed at socialization: initiating students into tradition, internalising rules, societal norms and values. This article reports on the findings of a research project, which is grounded in the assumption that integrating Bildung, citizenship education and critical thinking is a promising way to grapple with the perceived overemphasis on socialization strategies. We justify the interrelationship of critical thinking, Bildung, citizenship education, and professional training from two perspectives – historical and contemporary. It is only by combining these concepts, we contend, that educational professionals can create teaching materials more geared to developing autonomy, and prepare students in vocational training to navigate the political and societal dilemma’s on the work floor. Furthermore, we also clarify our perspective by offering three educational principles, used in our project to guide the design of teaching materials, that form a context for integrating citizenship, critical thinking, and Bildung in vocational education. A practical illustration is subsequently discussed.
DOCUMENT
Purpose – This paper aims to explore the influence of Facility management (FM) on detainee behaviour and responsiveness. The expected outcome of this research is that FM can contribute to the re-socialization by actively using facility design and detainee activities to positively influence their social behaviour.Design / methodology / approach – This current explorative study has been qualitative in nature, including desk research, literature study in relation to healing environment, walk through, observations and interviews with prison managers and facility staff. For this study, a comparison has been made between two correctional institutions. One correctional institution is situated in a rural setting with a building design dating from the early 20th century. The second building is located in an urban area and dates back to the 1990s.Findings - This study shows that there is little to no sources found which describes how FM can actually contribute and add value to rehabilitation of detainees. From the literature study, the observations and exploratory interviews, the conclusion is that FM influences the behaviour of people. Further research could contribute to this emerging area in FM.Practical implications – At this moment the Custodial Institution - Dienst Justitiële Inrichtingen (DJI) - is developing a master plan which will lead to a reassessment of the housing policy within DJI. Initially, DJI will have to formulate a new definition of the minimum level of humane detention in relation to FM.Originality / value – This study may support DJI in the upcoming organizational change. It will provide DJI with the opportunity to perform additional research in order to deliver to society evidence on the influence and impact of FM on detainees.
DOCUMENT
Intergenerational continuity in family behaviors partly results from socialization processes in the parental home. However, socialization is a multidimensional process. This article tests hypotheses about the relative importance of value transmission and modeling in explaining expectations of adolescence concerning the timing of leaving home, and entry into cohabitation, marriage, and parenthood. Structural equation modeling on multiactor data from over 1,000 parent–adolescent child couples in the Netherlands is used to test hypotheses. Results suggest that, in general, both value transmission and modeling are important predictors of adolescents’ expectations concerning the timing of major family events. Moreover, no differences between mothers and fathers and between boys and girls are observed in the strength of the intergenerational relationships studied.
DOCUMENT
Professional development needs to be understood as a spontaneous process of learning at work before moving on toward the 'desired' professional development. Learning as a result of working is often implicit, stems from social interaction and direct experience, involves the (thoughtless, implicit) reproduction of habits as well as the building of expertise, does not depend on any educational intervention to go on, and is very powerful in directing behaviour in work situations. A critical social-cultural constructivist view recognises learning as socialization, sharing meaning in more implicit and explicit ways, but also emphasizes learning as critical reflection on premises and joint action to change practice. In short, professional learning implies participating in the social construction and reconstruction of reality. Depending on the organizational culture, professional learning may primarily serve the sharing of dominant discourse (socialization), or support individuals and groups in critical reflection on the shared premises, values, behaviour, (hierarchic) relations in school and community, and possibilities to change these.
DOCUMENT
The study provides an empirically robust definition of the university student role at the Amsterdam University of Applied Sciences, by identifying the generally tacit demands, the normative behaviors and strategies students should master to be successful as a university student. The study maps the influence of social and cultural capital on the socialization process into the student role.
DOCUMENT
The views young people have towards democratic values shape their views in later life. However, the values that are fundamental to democracy, such as majority rule and minority rights, are often competing. This study aims to provide insight into the ways adolescents view democratic issues in which democratic values are competing. To do so, three democratic issues with varying conditions were designed, and discussed during interviews with students in vocational education. The results show that most adolescents consider both democratic values that underlie an issue. Furthermore, as the conditions in which the issues take place were altered during the interviews, adolescents explicitly evaluated different perspectives and starting shifting between both values. The findings of this study show that adolescents’ views on democratic issues are layered, and include considering multiple democratic values and taking account of the conditions in which these are situated.
MULTIFILE
Expressive cultural activities, such as viewing visual art, drama, or dance, are perceived as beneficial to individuals and societies, justifying public funding. However, not everyone benefits and participates equally. We intentionally sampled infrequent and frequent attendees among young adults in the Netherlands. Results indicated that infrequent and frequent attendees differed in expressive cultural activity constraints and socialization, though not on demographic background. Their cultural, social, and emotional experience through self-report and physiological data revealed no significant differences between the groups’ experience of a dramatic performance. These outcomes suggest that, as an example of expressive cultural activity, a dramatic performance experience can be equally emotionally beneficial to frequent and infrequent attendees, an important prerequisite to broader appeal and intergroup contact. Implications of the use of physiological data in leisure experience research are discussed
DOCUMENT
Studies show that adolescents that follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. In our study, we focus on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track experience more often than those in the lower track having discussions and being encouraged to be socially and politically engaged. We discuss opportunities for teachers and for citizenship education to strengthen democratic socialization in both educational tracks.
DOCUMENT
