In this thesis several studies are presented that have targeted decision making about case management plans in probation. In a case management plan probation officers describe the goals and interventions that should help offenders stop reoffending, and the specific measures necessary to reduce acute risks of recidivism and harm. Such a plan is embedded in a judicial framework, a sanction or advice about the sanction in which these interventions and measures should be executed. The topic of this thesis is the use of structured decision support, and the question is if this can improve decision making about case management plans in probation and subsequently improve the effectiveness of offender supervision. In this chapter we first sketch why structured decision making was introduced in the Dutch probation services. Next we describe the instrument for risk and needs assessment as well as the procedure to develop case management plans that are used by the Dutch probation services and that are investigated in this thesis. Then we describe the setting of the studies and the research questions, and we conclude with an overview of this thesis.
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The gap between research and design practice has long been a concern for the HCI community. In this article, we explore how different translations of HCI knowledge might bridge this gap. A literature review characterizes the gap as having two key dimensions - one between general theory and particular artefacts and a second between academic HCI research and professional UX design practice. We report on a 5-year engagement between HCI researchers and a major media company to explore how a particular piece of HCI research, the trajectories conceptual framework, might be translated for and with UX practitioners. We present various translations of this framework and fit them into the gap we previously identified. This leads us to refine the idea of translations, suggesting that they may be led by researchers, by practitioners or co-produced by both as boundary objects. We consider the benefits of each approach.
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Primary schools are challenged to continuously improve their teachers' teaching and their students' learning. Through an iterative process, we have developed a method to stimulate teachers to collectively collect and analyze data, derive consequences from their analyses, take actions and evaluate outcomes. Such processes are referred to as collective learning (Verbiest, 2002; Dixon 2002) through collective action research. In order to study the impact of our method in practice, fifteen pilot-schools have applied this method of collective action research in their school-practice. Every pilot-school was followed intensively, both regarding processes as well as outcomes, leading to 15 case-description. Our research questions are: 1) what kind of framework is helpful to monitor collective learning in primary schools? and 2) which critical aspects are involved in the process of collective learning? There are three important aspects underlying our definition of collective learning: influence, vitality and evaluating. With 'influence' we refer to the way Lundy (2005) uses this: whose voice is heard and who has influence on the process? The second aspect is vitality, which refers to the way people interact with each other. Castelijns, Koster & Vermeulen (2009) describe vitality in relation to collective processes as a balanced situation in which individual- as well as collective needs are fulfilled. The third important aspect in collective learning is the way the process is finished: do the participants evaluate their process of working and learning together in order to learn from the process itself (double-loop learning as defined by Argyris & Schön, 1978)? This theoretical background is the frame for the analysis of our cases. Fifteen (qualitative) case-descriptions are the input for our analysis. We have developed an analytical framework, based on the three underlying principles for collective learning as described above. This framework consists of a set of descriptions (rubrics) which define each principle. Every case is read carefully and scores are adjusted for each principle leading to a quantitative measurement of collective learning. In addition to the quantitative scoring of case-descriptions, also a qualitative analysis is carried out by labelling text-fragments. The qualitative analysis helps to interpret the quantitative findings. By analysing our quantitative and qualitative data, we hope to be able to explore processes of collective learning. At this moment half of the fifteen case descriptions are ready for analysis, the other cases are being written. Our first impressions in applying the analytical framework are that the framework offers a useful tool to monitor and interpret a case. We think the framework itself might not only be used for research purposes, but could also serve as an instrument for schools to monitor their processes. Our first analysis shows that the framework is useful for analysing the process of collective learning in detail and that the framework is applicable to all kind of different cases.
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Praktijkonderzoek over integratie van practice based evidence en evidence based practice, nderzoeksresultaten toepassen in de praktijk,verbeteren in en door de praktijk.
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When conducting research in and for the creative industries, there are a wealth of different possible research approaches that can be taken - reflecting the diverse nature of the disciplines (design, arts and crafts, advertising, architecture, fashion, film, music, TV, radio performing arts, publishing and interactive software) and academic contexts (art schools, business schools and universities) involved. The result is that there are variations in the emphasis and approach taken to how students are taught to link theory with practice, and how they view and engage with the concept ʻresearchʼ. The need for understanding and awareness of a range of approaches is critical for anyone learning about and working within design, business and the creative industries today.
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In 2010, the Dutch Probation Service introduced a digital decision support system for case management plans, a so called fourth generation risk/needs assessment instrument. Does this system help probation officers in determining the appropriate interventions that should prevent recidivism for each individual client? And to what extent are the case management plans based on existing theories on desistance from crime? These are the central questions in the thesis of Jacqueline Bosker of the University of Applied Sciences Utrecht: ‘Linking Theory and Practice in Probation – Structured decision support for case management plans’. “Further development is still needed, but we can conclude that the use of digital decision support helps improve the quality of case management plans.” Bosker concluded in her research that this form of decision support enhances the quality of the case management plans. “In the most practical sense, it helps a probation officer not to overlook certain measures that might be applicable for the client considering the risks and needs. The plans also correspond better to the offenders’ goals and focus more on strengthening social bonds. Over the years, desistance from crime has been studied and researched. This knowledge should be used in practice. A decision support system helps linking theory and practice.”
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Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design theory and methods have already been developed in research contexts, but there is still a gap between theory and practice. There is a need for a practical aid, that helps to create awareness of inclusive design among ICT developers, and offers easy-to-use information and tools to actually apply the methods for diverse target groups. This paper describes the first steps taken towards an inclusive design toolbox for developing ICT applications that offer cognitive support for selfreliance. Dutch ICT companies were interviewed and participated in a co-design workshop, leading to a number of initial needs, user requirements, and an on-line community, that form input for further development of the toolbox.
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Expectations are high for digital technologies to address sustainability related challenges. While research into such applications and the twin transformation is growing rapidly, insights in the actual daily practices of digital sustainability within organizations is lacking. This is problematic as the contributions of digital tools to sustainability goals gain shape in organizational practices. To bridge this gap, we develop a theoretical perspective on digital sustainability practices based on practice theory, with an emphasis on the concept of sociomateriality. We argue that connecting meanings related to sustainability with digital technologies is essential to establish beneficial practices. Next, we contend that the meaning of sustainability is contextspecific, which calls for a local meaning making process. Based on our theoretical exploration we develop an empirical research agenda.
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Researching and implementing educational interventions is a challenge. Combining his experience as a teacher educator and PhD candidate in developmental psychology, Frank Assies explains how he is able to go from practice to theory to practice in shaping a Curious Minds based intervention in Teacher College.
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Today, Intellectual Capital plays a principal role in the delivery of corporate performance. This importance is reflected in the fact that companies, without the force of any regulations, start to produce intellectual capital statements to communicate their performance; accounting guidelines are being developed and standards are being questioned and reviewed; software companies such as SAP, Hyperion, Oracle, or Peoplesoft are developing applications to address this, and even governments are beginning to measure the intellectual capital of cities, regions, and countries. Accenture writes that today's economy depends on the ability of companies to create, capture, and leverage intellectual capital faster than the competition. Cap Gemini Ernst & Young believes that intangibles are the key drivers for competitive advantage. KPMG states that most general business risks derive from intangibles and organizations therefore need to manage their intangibles very carefully. PricewaterhouseCoopers writes that in a globalized world, the intellectual capital in any organization becomes essential and its correct distribution at all organizational levels requires the best strategy integrated solutions, processes and technology. Even though the leading management consulting firms recognize the importance of intellectual capital – they seem to suffer from the same predicament as the field as a whole. Intellectual capital is defined differently and the concept is often fuzzy. In this special issue of the leading journal in the field we would like to bring together the definitions, approaches, and tools offered by the leading management consulting firms. It will be a unique opportunity to disseminate your understanding of this critical area of management and allow you to illustrate your approaches and tools.
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