Developers of charging infrastructure, be it public or private parties, are highly dependent on accurate utilization data in order to make informed decisions where and when to expand charging points. The Amsterdam The Amsterdam University of Applied Sciences in close cooperation with the municipalities of Amsterdam, Rotterdam, The Hague, Utrecht and the metropolitan region of Amsterdam developed both the back- and front-end of a decision support tool. This paper describes the design of the decision support tool and its DataWareHouse architecture. The back-end is based on a monthly update of charging data with Charge point Detail Records and Meter Values enriched with location specific data. The design of the front-end is based on Key Performance Indicators used in the decision process for charging infrastructure roll-out. Implementing this design and DataWareHouse architecture allows all kinds of EV related companies and cities to start monitoring their charging infrastructure. It provides an overview of how the most important KPIs are being monitored and represented in the decision support tool based on regular interviews and decision processes followed by four major cities and a metropolitan region in the Netherlands.
Ethnographic fieldwork is a balancing act between distancing and immersing. Fieldworkers need to come close to meaningfully grasp the sense-making efforts of the researched. In methodological textbooks on ethnography, immersion tends to be emphasized at the expense of its counterpart. In fact, ‘distancing’ is often ignored as a central tenet of good ethnographic conduct. In this article we redirect attention away from familiarization and towards ‘defamiliarization’ by suggesting six estrangement strategies (three theoretical and three methodological) that allow the researcher to develop a more detached viewpoint from which to interpret data. We demonstrate the workings of these strategies by giving illustrations from Machteld de Jong’s field- and text-work, conducted among Moroccan-Dutch students in an institution of higher vocational education.
The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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