The paper summarizes two models for engineering education, as discussed in earlier papers. The first model (Corporate Curriculum) aims to bring Industry into the school, while the second model (I3) intends to bring the school into Industry. The contribution of the presented models to the Bologna Declaration and to the Renaissance Engineer idea are discussed.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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Treatment guidelines difer signifcantly, not only between Europe and North America but also among European countries [1–4]. Reasons for these diferences include antimicrobial resistance patterns, accessibility to and reimbursement policies for medicines, and culturally and historically determined prescribing attitudes. The European Association of Clinical Pharmacology and Therapeutics’ Education Working Group has launched several initiatives to improve and harmonize European pharmacotherapy education, but international diferences have proven to be a major barrier to these eforts [5–7]. While we have taken steps to chart these diferences [6, 8], it will probably not be possible to fully resolve them. Rather than viewing these diferences as a barrier, we should perhaps see them as an opportunity for intercultural learning by providing students and teachers a valuable lesson in the context-dependent nature of prescribing medication and the diferent interpretations of evidence-based medicine. Here, we extend our experience with interprofessional student-run clinics [9, 10], to report on our first experiences with the “International and Interprofessional Student-run Clinic.” We organized three successful video meetings with medical and pharmacy students of the Amsterdam UMC, location VU University (the Netherlands), and the University of Bologna (Italy). During these meetings, one of the students presented a real-life case of a patient on polypharmacy. Then, in a 45-min session, the students split into smaller groups (break-out rooms) to review the patient’s medication, using the prescribing optimization method and STOPP/ START criteria [11, 12]. The teachers rotated between the diferent rooms and assisted the students when necessary. Teachers and students reconvened for 60 min for debriefng, with students presenting their fndings and suggestions to revise the medication list and teachers stimulating discussion and indicating how they would alter the medication list. Participation was voluntary, and the meetings were held in the evenings to accommodate students in clinical rotations. Third-to-fnal-year medical and pharmacy students participated in the three meetings (n=17, n=20, n=12, respectively). They reported learning a lot from each other, gaining an international and interprofessional perspective. Moreover, they learned to always consider the patient’s perspective, that evidence-based medicine is context-dependent, and that guidelines should be adapted to the patient’s situation.
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Herontwerp moet leiden tot een breder en meer gevarieerd ict-aanbod, waarin niet meer alleen monodisciplinaire opleidingen zitten, maar ook opleidingen met elementen van andere disciplines erin, nieuwe, aantrekkelijke afstudeervarianten of geheel nieuwe opleidingen. Zo zijn er opleidingen ontstaan op het snijvlak van ict en een andere discipline zoals gezondheidszorg, kunst en communicatie. Dergelijke snijvlakopleidingen blijken aantrekkelijk voor een grotere groep meisjes en jongens. Een voorbeeld is de opleiding Communicatie en Multimedia Design (CMD), die zich bevindt op het snijvlak van ict, communicatie en design. De CMD-opleidingen trekken vanaf de start in 2001 een hoger percentage vrouwelijke studenten dan vele andere hbo ict-opleidingen. Ook jongens die anders niet voor een ict-opleiding gekozen zouden hebben, kiezen voor CMD. Ondanks de positieve geluiden laten de instroomcijfers zien dat zowel voor de CMD-opleidingen als voor HT het lastig is om meer dan 20% meisjes te werven. Nader onderzoek is nodig om te achterhalen hoe dit percentage verhoogd kan worden. Desondanks blijft de instroom van CMD hoger dan van de traditionele ict-opleidingen. Dat is reden genoeg om deze ict-variant nader te beschouwen. Dit document beschrijft achtereenvolgens de ontwikkelingen op de arbeidsmarkt en in het (hoger) onderwijs die de ict-variant CMD positioneren en rechtvaardigen. Hierna volgt een praktijkvoorbeeld van de ontwikkeling van een dergelijke snijvlakopleiding: de opleiding ICT Media Design bij Fontys Hogescholen in Eindhoven. Deze casus kan als voorbeeld dienen voor andere hogescholen die overwegen een ict-snijvlakopleiding te ontwerpen en in te voeren.
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Alle hbo-docenten hebben onderzoekend vermogen nodig om in het toekomstbestendig hoger onderwijs te werken en hier aan bij te dragen. Hbo-docenten begeven zich in een dynamische omgeving. Docenten hebben steeds meer rollen, verantwoordelijkheden en taken (Ommering & Koeslag-Kreunen, 2023). Daarnaast verandert het beroepenveld waartoe ze opleiden door (technologische of maatschappelijke) ontwikkelingen. Ook de Corona pandemie of de komst van ChatGPT heeft invloed op het werk van docenten. Hoe ga je hiermee om als docent en/of docententeam? Een belangrijk startpunt is om te herkennen waar handelingskennis ontbreekt, vervolgens deze handelingskennis met een passende grondigheid te verwerven en dit bruikbaar te maken voor de eigen onderwijspraktijk. De zojuist beschreven stappen omvatten het inzetten van het ‘onderzoekend vermogen’. Maar in de weerbarstige dagelijkse praktijk en de wisselende rollen van docenten blijkt dit vaak nog lastig vorm te geven. Als leden van een groter consortium zetten wij ons daarom in voor het expliciteren van de meerwaarde van ‘onderzoekend vermogen’ binnen de context van de hbo-lespraktijk en gaan wij op zoek naar manieren om docenten(-teams) te ondersteunen in het aanboren en (meer) inzetten van dit vermogen.
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Article written by Sue Lawrence and Nol Reverda, Directors of the Macess programme. The validation of awards and courses within higher education has traditionally and, to a great extent, continues to be a national issue, with each country using its own protocol for determining standards and academic levels, and validating courses according to its nationally recognised and agreed system. Institutions in some countries, however, are able to validate courses which are delivered in an institution in another country. This practice has led to some useful collaborative arrangements in developing European postgraduate programmes for the social professions, particularly in countries where education for social professionals takes place outside of the university system, for example, in The Netherlands. Largely as a result of such collaboration, facilitated by the Erasmus programme, there is now a proliferation of courses for social professionals, which have ‘European’ in their title or as a major component of the course content. What, then, makes a programme ‘European’?
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When an institution wishes to develop a Masters programme that combines relevance to the profession with preparation for possible 3rd cycle study, there are many things to consider: curriculum design and content, facilities, stakeholderopinion, assessment, likely student intake, etc. But at least as important as any of these is ensuring that the teaching staff are fully engaged with the development process and, if possible, that their activity within the institution reaches into mostor all of the areas that their students are addressing.
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International partnerships are a mechanism for supporting the academic development of occupational therapy and promoting cultural competence. This case study describes the factors that have helped to sustain a post-qualifying programme implemented by five higher education institutions in Denmark, the Netherlands, Sweden, Switzerland and the UK since 1999. Data collection methods were documentary analysis and the reflections of a purposive sample of six key informants. Cohort and outcome data, from 193 students from 31 countries who enrolled between 1999 and 2011, are reported. Each cohort comprises students from an average of eight countries to optimize inter-cultural dialogue. Four factors support sustainability. These are 1) supportive professional European networks; 2) timeliness and alignment with European higher education policy; 3) partnership structures and processes that emphasize joint decision making and accountability; and 4) the stimulus and satisfaction associated with internationalization. The main limitations are considering the OT-EuroMaster as an intrinsic case study and using opportunistic data collection that undermines the rigor and transferability of the findings. Future opportunities include doctoral networks, transnational research and sharing our curricula design with other Regions to spread the collaborative, capacity building endeavours more widely.
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Paper for the European workshop Social Work Education in Europe: towards a stronger research-orientation, University of Applied Sciences Magdeburg-Stendal, 31 March - 4 April 2004. The paper presents both general and specific aspects of the developing context in social work education in theory and practice according to the changing face of higher education in Europe.
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