Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.
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In most shopping areas, there are place management partnerships (PMPs) that aim to increase the competitiveness of the area. Collective digital marketing activities, such as the adoption and update of collective websites and social media pages, provide opportunities in this regard. Currently, the extent to which digital marketing activities are being employed varies widely among PMPs. However, studies investigating the factors that influence the uptake of digital marketing activities are lacking. This study applies a resource-based view to fill this gap, using data from an online survey about collective digital marketing activities among 164 official representatives of PMPs in urban shopping areas in the Netherlands. Regression analyses were employed to examine the extent to which the resources of PMPs influence the adoption and update frequency of the two most often used digital marketing channels: websites and social media pages. The results revealed that while the adoption of collective digital marketing channels is strongly influenced by the physical resources that characterize the shopping area itself, the update frequency of these channels is influenced more by the organizational resources of PMPs. In addition, the strategic choice of PMPs to deploy human and financial resources for the benefit of collective digital marketing activities leads to increased use of these activities. This effect is reinforced by the fact that digital marketing skills gained through experience contribute to a higher update frequency of the adopted channels. As such, this study provides empirical evidence on the influence of PMPs shared resources upon their digital marketing activities.
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Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible.
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