Dit rapport beschrijft de trends in binnen- en buitenland op het gebied van Open Educational Resources. Dat gebeurt aan de hand van twaalf artikelen van Nederlandse experts op het gebied van open leermaterialen in het hoger onderwijs. Ook bevat het rapport twaalf intermezzo’s met spraakmakende voorbeelden.
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Qualitative and quantitative research methods were used to establish the role of the website in the educational process of Bedrijfsmanagement MKB students, and the use of the website in the student recruitment process.
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To evaluate the effect of the educational program "Guided Clinical Reasoning" (GCR) and the introduction of an intelligent electronic nursing documentation system (e-doc) on the quality of the nursing process.Evaluation was conducted at three measurement points and rated with the instrument "Quality of Nursing Diagnoses, Interventions and Outcomes" (Q-DIO).GCR showed the best Q-DIO-scores. No long-term effect was found after GCR cessation. The e-doc delivered the lowest scores, while showing adequate support in using nursing diagnoses.E-docs can support conducting the nursing process, but for meaningful e-doc use, clinical reasoning is essential.High-quality nursing documentation requires recognition of factors obstructing or supporting nurses in the use of e-docs while conducting the nursing process.
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Abstract Business Process Management (BPM) is an important discipline for organizations to manage their business processes. Research shows that higher BPM-maturity leads to better process performance. However, contextual factors such as culture seem to influence this relationship. The purpose of this paper is to investigate the role of national culture on the relationship between BPM-maturity and process performance. A multiple linear regression analysis is performed based on data from six different countries within Europe. Although the results show a significant relationship between BPM-maturity and process performance, no significant moderation effect of national culture has been found. The cultural dimension long term orientation shows a weak negative correlation with both BPM-maturity and process performance. Through a post-hoc moderation analysis on each dimension of BPM-maturity, we further find that long term orientation negatively moderates the relationship between process improvement and process performance. Three other moderation effects are also discovered. The results of this study contribute to insights into the role of culture in the field of BPM.
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Development process of an online educational module on ‘eHealth based lifestyle-interventions’: experiences of teachers
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Dit artikel gaat in op en reflecteert op de dissertatie En wat kan ik dan later worden? (Slijper, 2017). Het betreft een longitudinaal onderzoek naar het studiekeuzeproces van 89 studenten HBO-Rechten en Sociaal Juridische Dienstverlening, en de betekenis daarvan voor studiesucces.
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Longitudinal Business Process Management (BPM) studies are rare. BPM maturity and process performance can be used to quantify an organization's BPM evolution. This research aims to examine the growth of BPM maturity over time and its impact on process performance inside an organization in continuous transformation. Over a seven-year period, BPM maturity and process performance were measured annually at a Dutch university. During this time, the organization has undergone an organizational restructuring with a focus on process management and has temporarily switched completely to digital education propelled by the Covid-19 crisis. Based on a repeated cross-sectional study (N = 921), the results present key BPM maturity features that are critical during disruptive organizational transformations. Furthermore, we found that BPM maturity is positively related to process performance throughout organizational changes during the period of our research
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From the article: The higher educational environment in Europe is changing and for the Netherlands this means that the dual educational system (universities and insti-tutes for higher professional education) will disappear. However this is not the only driver of change. Many European countries face a population that is aging and in the near future many lecturers will retire. Also the current financial crisis in Europe is causing many investments in higher education to be delayed. These and other drivers mean that universities need to organize their resources (such as buildings, lecture halls, libraries, IT etc.) in a different manner. Furthermore sup-port staff and administrators within universities need to be more flexible in the way they work to cater to the needs of a new customer group. To identify the changes that are needed and any bottlenecks that can be expected, a study was conducted at the HU University of Applied Sciences in the Netherlands. Professors, managers, staff, and students were interviewed and based on the outcomes a method for a new way of working was developed and IT tools to support this were recommended. Subsequently the method and some of the tools were tested in a pilot with 22 students. One of the most impressive results has been the re-duction in the number of e-mails sent. During the pilot several means of commu-nication were used (mainly twitter and Facebook) while the use of e-mail was not allowed. For the lecturers involved this meant a reduction in e-mail from over 1000 mails to fewer than 200 while at the same time the amount of tweets and Facebook postings totaled around 350. This means a reduction of about 45% in the number of messages. Furthermore we also used e-learning to reduce the amount of time that teachers and students needed to be physically present at the university, thereby not only reducing overhead but also helping in realizing the sustainability goals of the university.
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In the Netherlands and in the United States, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts influence the assessment process differently in these two countries while both nations seem to be headed in a similar direction. This paper relates evolving disability models to the changing assessment process in each country and proposes that a solution-focused perspective offers an assessment concept which supports the goal of inclusive education. Specifically discussed are the implications of a solution-focused approach on the identification of disability, the assessment of special educational needs, individualized support planning, and the essential cooperation within evolving schools as well as the environment beyond.
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