Zoekresultaten

Which grass is greener?

We examined the various career paths of PhDs in the Netherlands. In this publication, we feature the personal stories of ten of our study participants, detailing their careers both within and outside of academia. The ten portraits of PhD graduates are complemented by three portraits of employers describing their experiences working with PhDs. The personal accounts featured in this publication contain a wealth of information and recommendations for PhD students, universities and employers alike.

Startup perspectives

Shaping career-long perspectives on teaching

Lector Marco Snoek heeft een belangrijke bijdrage geleverd aan de publicatie ‘Shaping career-long perspectives on teaching’. Deze ‘Guide on policies to improve initial teacher education’ is onlangs gepubliceerd door de Europese Commissie. De guide omvat handreikingen die het resultaat zijn van het werk van de Working Group Schools van de Europese Commissie. De publicatie gaat in op de rol van leraren en hoe leraren in die rol ondersteund kunnen worden door een structuur voor het beroep, die gericht is op een leven lang leren en op samenwerkend leren. Het realiseren van een dergelijke structuur vraagt een nauwe samenwerking van de verschillende stakeholders: ministeries, leraren en schoolleiders. In de Working Group Schools bogen vertegenwoordigers van de verschillende lidstaten zich over de vraag hoe beleid van overheden het continuum van het beroep (de samenhang tussen de lerarenopleiding, de eerste fase van de beroepsuitoefening en de verdere loopbaan van leraren) kan versterken, welke bijdrage leeromgevingen die gericht zijn op samenwerkend leren tussen professionals daar aan kunnen leveren en wat dit vraagt van beleid en van de samenwerking tussen stakeholders bij het ontwikkelen van dit beleid. Marco Snoek vertegenwoordigde daarbij het Nederlandse Ministerie van Onderwijs. De verschillende inzichten die ontstonden op basis van uitwisseling van beleidsaanpakken in verschillende landen zijn vertaald naar aanbevelingen voor beleid. In een TEDlike talk die Marco Snoek op het Europese Education, Training and Youth Forum in Brussels op maandag 19 oktober verzorgde, gaat hij in op de hoofdpunten van de publicatie. Zie: www.vimeo.com/144635675

Internationalizing curricula

Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international competition. Emerging markets such as India, China and Russia are gaining economic power. Global challenges demand world-wide solutions. Production and marketing networks span the globe and various forms of migration have resulted in a large cultural diversity within nations. As a result, societies and labour markets are changing as well. In order to deal with these societal changes adequately and to succeed in today’s labour market, graduates need to be equipped with international competencies. In a survey among 500 chief executives, ICM Research (on behalf of Think Global and The British Council, 2011) showed that employers strongly value staff members who are able to work in an international and multicultural environment. Similar results were found in Diamond et al. (2011), in which ‘multicultural teamwork’ was considered most important. The Hague University of Applied Sciences seeks to prepare its students adequately for the world of tomorrow. The University’s development plans (e.g. HogeschoolOntwikkelingsPlan, HOP 7, 2009-2013 and HOP 8, 2014-2017) indicate that its vision is to train students to be globally-minded professionals with an international and multicultural perspective, who are world-citizens, interested in global issues and able to deal with diversity in a constructive manner. They are to be professionals, who possess the competencies to function well in an international and intercultural environment. Internationalization is therefore high on the agenda of The Hague University of Applied Sciences (THUAS) which is illustrated by the fact that, as of 2014, new students in all academies have to fill 12.5% (30 ECTS) of their four-year Bachelor program with international activities. These activities can range from an internship or semester abroad (student mobility) to participating in full programs of study or minors in which English is the medium of instruction, or an internationally themed minor (Internationalization at Home, IaH). And this is only the beginning. Internationalization is a means, not an end. All THUAS courses are looking into ways in which they can internationalize their curriculum. And in doing so, they need to be innovative (Leask, 2009) and keep in mind the specific needs and wishes of alumni and their employers with regard to international competences. The THUAS research group International Cooperation supports these internationalization policy objectives by investigating various aspects, such as: • The acquisition and development of international competencies among students. • The extent to which lecturers possess international competencies and what their needs and wishes are for further development. • The international competencies THUAS graduates have acquired as part of their degree and how THUAS has stimulated this development. • The international competencies that employers and alumni consider important. Although international competencies and employability have received growing attention in internationalization research, existing studies have mainly focused on: • The effects of study abroad on the development of international competence (cf. Hoven & Walenkamp, 2013). • The effects of an experience abroad (study, internship, voluntary work) on employability. • A more general analysis of the skills employers look for in prospective employees.

The Fate of Entrustable Professional Activities After Graduation

INTRODUCTION: Entrustable professional activities (EPAs) are used during training but may also have significance after graduation. This domain has not yet been much explored. We investigated the use of EPAs among alumni of Master Physician Assistant programs in the Netherlands, where EPAs have been used since 2010. We aim to describe if and how EPAs have a role after graduation. Are EPAs used for continuous entrustment decisions or when shifting work settings?METHODS: In September 2020, all registered Dutch physician assistants (PAs) ( n = 1441) were invited to participate in a voluntary, anonymous survey focusing on the use of EPAs after graduation. Survey items included questions regarding the use and usefulness of EPAs, views on continuous entrustment decisions, and how PAs document their competence.RESULTS: A total of 421 PAs (response rate 29%) yielded information about the significance of EPAs after training. Among the respondents, 60% ( n = 252) reported adding new competencies and skills after graduation. One-third ( n = 120) of the respondents were trained in EPA-based programs. Almost all EPA-trained PAs (96%; n = 103) considered the EPA structure suitable to maintain and renew entrustment. Furthermore, PAs reported continued use of the EPA framework to seek formal qualifications through entrustment decisions.CONCLUSION: This study shows that EPAs can play an ongoing role for PAs after graduation. EPA-trained PAs overwhelmingly support the continuous use of the EPA framework for entrustment decisions from graduation until retirement.

Parents’ perspectives on adolescent social emotional learning:

Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge. An explorative qualitative study was conducted to gain insight into parents' perspectives on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews. A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.