Poster presented at EFYE 2018. Strengthening the wellbeing of students is an increasingly important approach of the development of students’ social, emotional and academic skills. Personal wellbeing motivates, among other things, students to learn and increases academic involvement and performance accordingly (Noble et al., 2008). According to the Centre for Education of Statistics and Evaluation (CESE, 2015) the educational welfare of students is also important for another reason; the recognition that teaching is not just about achieving academic performance, but also about the welfare of the student as a whole (intellectual, physical, social, emotional, moral and spiritual). Recent studies indicate that more and more students suffer from (mental) health problems (LSvB 2013, 2017; Schaufeli et al., 2002). The aim of the Student Wellbeing Project at Inholland University of Applied Sciences is to 1) investigate the state of student wellbeing in Dutch higher education and investigate the factors that influence wellbeing, 2) explore and offer best practices to improve student wellbeing (curative and preventive) 3) establish a strong (international) partnership and collaborate to improve student wellbeing.
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Demographic changes, such as the ageing of society and the decline of the birth rate, are gradually leading to the loss of valuable knowledge and experience in the Dutch Labour market. This necessitates an explicit focus on workers' sustainable employment so that they can add value to the organisation throughout their career. This study looks into the way in which the workers' motivation might affect their investments into their own sustainable employment. It was conducted in a major industrial service provider, Sitech Services. The conclusion is that intrinsic motivation plays an important role in both younger and older employees, and that the younger workers undertake more action in order to give physical form to their sustainable employment than their older colleagues.
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Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a realwork context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.
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In an increasingly complex and rapidly changing world, traditional disciplinary approaches to the framing and resolution of social and economic problems deliver ever diminishing returns.Discussions abound, therefore, about how best to educate and prepare graduates for the fresh challenges of the 21st century.Knowledge Alliances between Higher Education Institutions (HEIs) and enterprises which aim to foster innovation, entrepreneurship, creativity, employability, knowledge exchange and/or multidisciplinary teaching and learning are therefore becoming increasingly necessary and relevant. The challenge is to determine what we should teach in the future and how it should be taught. The changing nature of contemporary society highlights that social issues are often highly complex and multifaceted.The aim of this Action is to demonstrate, through the adoption of Multi-Disciplinary Innovation (MDI) methods, how we can respond to social problems with a design-led approach which has a problem-oriented ethos, supporting positive social change and the development of international public policy discourse. It will be achieved through the establishment of a Pan-European Public Sector Innovation (ePSI) lab. It will prepare students for roles in employment by integrating education programmes into the lab’s operations and it will support agencies that have a role in responding to and developing public policy.COST action on social innovation in labs
We live in a time of radical changes in Europe. The climate crisis, the war in Ukraine, energy crisis, the pandemic, increasedprice levels and interest rates, digitalization, robotization, reduced birth rates, an aging population, migration, a decliningdemocracy index and increasing friction level between continents and powerful states makes us uncertain about tomorrow.Deglobalization, shorter production lines, changed export models, bloc formations and sovereignty might be results of someof the large challenges we see today. We see tendencies towards increasing poverty and a declining middle class. It isperhaps more important than ever in recent times to show optimism on behalf of young people and future generations.European cooperation and the link between the right skills for the right future seems to be more actual and important thanever. A report from McKinsey Global Institute (2017) about future work life, competence development and digitalization,shows that approximately 50 % of todays jobs can disappear in the nearest future caused digitalization, robotization and AI.MGI’s in-dept report have covered more than 20 countries and 30 industries (mckinsey.com). We have also a commonEuropean challenge reagarding too many youth outside the working life. The NEET index (Not in Employment, Education orTraining) was 14 % totally for the EU countries, 9.6 % for Germany, 6.3 % for Netherlands and also 6.3 % for Norway in2021 (ssb.no).This is a challenge we have to solve as we need to increase the work participation as welfare costs willincrease as a consequence of more immigration and several older people.
Centre of Expertise, part of Hanze
