In de nieuwste videoserie 'My Day, My Way', die in het teken staat van diversiteit en inclusie, vertellen acht verschillende studenten van Hogeschool Inholland hun persoonlijke verhaal rondom een culturele feest- of inhaakdag. Wat maakt deze dag voor hen bijzonder en waarom is het belangrijk dat meer mensen weten van het bestaan van deze dag?
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We need mental and physical reference points. We need physical reference points such as signposts to show us which way to go, for example to the airport or the hospital, and we need reference points to show us where we are. Why? If you don’t know where you are, it’s quite a difficult job to find your way, thus landmarks and “lieux de memoire” play an important role in our lives.
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Background: Twinning collaborations, where two groups — from educational institutions, hospitals or towns — work together cross-culturally on joint goals, are increasingly common worldwide. Pairing up individuals, so-called twin pairs, is thought to contribute to successful collaboration in twinning projects, but as yet, there is no empirical evidence or theory that offers insight into the value of the pair relationship for twinning. Aim: To explore the contribution of one-to-one relationships between twins to twinning projects, as exemplified in projects between Dutch and Moroccan, and Dutch and Sierra Leone midwives. Methods: We conducted thirteen in-depth interviews with midwives from two twinning collaborations. Interviews were transcribed and analysed using an iterative, grounded theory process, yielding a theoretical understanding of one-to-one twinning relationships for twinning collaborations. Findings: Participant comments fell into four substantive categories: 1) Being named a twin, 2) moving beyond culture to the personal level, 3) searching for common ground to engage, 4) going above and beyond the twinning collaboration. Their interplay demonstrates the value of twin pairs in paving the way for successful twinning. Discussion: A complex combination of contextual inequities, personality, and cultural differences affect the twin relationship. Trusting relationships promote effective collaboration, however, as ‘trust’ cannot be mandated, it must be built by coaching twins in personal flexibility and (cultural) communication. Conclusion: By offering original insights into the ways twinning relationships are built, our research explores how twin pairs can enhance the success of twinning projects.
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Professional development of teacher educators is an important topic, because teacher educators need to maintain and enhance their expertise in order to educate our future teachers (Kools & Koster, n.d. ; Dengerink, Lunenberg & Kools, 2015). How do teacher educators fulfil this task, especially within the hectic timeframe of everyday work? I asked four colleges to participate in a group to share their experiences, actions or behaviour in the organisation about their development in their profession of being a teacher educator. My purpose is to bring awareness and movement into that group. My research focusses on teacher educators in a large teacher education department in the Netherlands and the opportunities for action available to them. During this study we are currently creating a learning environment in which mutual cooperation increases the learning potential of all participants. In this group participants take or make time to learn, giving words to their scopes . Researcher and participants discuss and explore on the basis of equality, reciprocity and mutual understanding. By deploying methods borrowed from ‘Appreciative Inquiry’(Massenlink et al., 2008) the enthusiasm of a study group is raised and the intrinsic motivation of the participants stimulated. Our study group will convene three times. Its goal is to stimulate cooperation among teacher educators through optimisation of existing qualities, a method that could be described as empowerment, or a process of collective reinforcement ‘To learn’ involves experiencing that what one does really matters, as well as developing one’s own persona in the local community. Intervention, action, reflection and study group meetings alternate in the course of our research. In addition to audio and video recordings, data consists of reports drawn up on the basis of member checks. Data is analysed qualitatively by coding the interview texts and reports. After applying the codes, the researcher discusses the coding in a research group and with the participants of the study group (membercheck). Working collaboratively can offer learning challenges that catalyse growth as a professional, teacher educators become acquainted and approach each other from the perspective of their respective professional and functional responsibilities. This study offers perspectives for other teacher educators to recognize these possibilities in their own situation. Moreover the study offers a description of a way to organise collegial exchange. The research is related to the RDC professional development of teacher educators.
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Dutch National Sports Organizations (NSFs) is currently experiencing financial pressures. Two indications for this are described in this paper i.e. increased competition in the sports sector and changes in subsidy division. Decreasing incomes from subsidies can be compensated with either increasing incomes from a commercial domain or increasing incomes from member contributions. This latter solution is gaining interest as a solution for the uncertainties. Many NSFs have therefore participated in a special marketing program in order to enlarge their marketing awareness and create a marketing strategy, in order to (re)win market share on the sports participation market and gain a more stable financial situation. This paper introduces my research related to the introduction of marketing techniques within NSFs and the change-over to become market oriented. An overview of existing literature about creating marketing strategies, their implementation, and market orientation is given. This outline makes obvious that the existing literature is not sufficient for studying the implementation of marketing techniques and market orientation within NSFs. Therefore, it shows the scientific relevance of my research. The paper concludes with the chosen research methodology.
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What would you do if you were unable to pay your rent and you were threatened with home-eviction? Would you ask you family or close friends for help, or would you prefer the professional help of a social worker? Or maybe both? What kind of support can family, friends, neighbors, offer in a situation like this? This thesis tries to answer these questions. The research project focused on vulnerable people who were threatened with home-eviction. A Family Group Conference (FGC) was offered to them by social workers. An FGC is a meeting with a person and his/her social network, during which they make their own plan. Professionals merely give information but are not present during the decision-making process and they carry out their part of the plan as presented by the person and the social network. The experiences with nearly evicted persons were compared to FGC experiences with two other target groups. This way, conditions were identified for a successful implementation of the FGC method with people facing home-eviction.
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In this study, the construction of rumour on Twitter during a specific crisis is analysed from a discursive psychological perspective. This perspective treats psychological concepts such as identities as discursive constructions. The selected case is the robbery of a jewellery store in Deurne, a village in the Netherlands. The jeweller’s wife was said to have shot two of the robbers. Although this fact was not officially confirmed, people used particular discursive strategies to present the act of the jeweller’s wife as factual, which influenced the way the media reported on this case, as well as the reaction of the prosecutor, which was described as premature. Four dominant discursive patterns were detected, that is: normalizing the act, evaluating the act, upgrading the act and anticipating on the consequences of the act. Furthermore, it is demonstrated how critical tweets, displaying a concern for nuancing the overall tendency of the tweets, were designed in a way that downplayed their overt critical character. Implications of the analysis for crisis communication professionals are discussed. In deze studie wordt geruchtvorming in kaart gebracht met behulp van discursieve psychologie, waarin psychologische concepten zoals identiteit worden behandeld als discursieve constructies. De casus betreft een juwelenrook in Deurne, Nederland, waarbij de vrouw van de juwelier ervan beschuldigd werd twee overvallers te hebben doodgeschoten. Deze beschuldiging werd als feit behandeld op sociale media, ook al was dit nog niet officieel bevestigd. Dit beïnvloedde zowel de nieuwsberichtgeving, als de reactie van de officier van justitie in de media. Vier dominante discursieve patronen werden ontdekt in de discussie over de vermeende daad: normaliseren, evalueren, upgraden en anticiperen op de gevolgen. Ook wordt gedemonstreerd hoe tweets die nuance aanbrengen in de discussie, voorzichtig worden geformuleerd, waardoor het kritische karakter ervan wordt geminimaliseerd. Implicaties voor professionals in risiscommunicatie worden besproken.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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The challenges facing primary education are significant: a growing teacher shortage, relatively high administrative burdens that contribute to work-related stress and an increasing diversity of children in the classroom. A promising new technology that can help teachers and children meet these challenges is the social robot. These physical robots often use artificial intelligence and can communicate with children by taking on social roles, such as that of a fellow classmate or teaching assistant. Previous research shows that the use of social robots can lead to better results in several ways than when traditional educational technologies are applied. However, social robots not only bring opportunities but also lead to new ethical questions. In my PhD research, I investigated the moral considerations of different stakeholders, such as parents and teachers, to create the first guideline for the responsible design and use of social robots for primary education. Various research methods were used for this study. First of all, a large, international literature study was carried out on the advantages and disadvantages of social robots, in which 256 studies were ultimately analysed. Focus group sessions were then held with stakeholders: a total of 118 parents of primary school children, representatives of the robotics industry, educational policymakers, government education advisors, teachers and primary school children contributed. Based on the insights from the literature review and the focus group sessions, a questionnaire was drawn up and distributed to all stakeholders. Based on 515 responses, we then classified stakeholder moral considerations. In the last study, based on in-depth interviews with teachers who used robots in their daily teaching and who supervised the child-robot interaction of >2500 unique children, we studied the influence of social robots on children's social-emotional development. Our research shows that social robots can have advantages and disadvantages for primary education. The diversity of disadvantages makes the responsible implementation of robots complex. However, overall, despite their concerns, all stakeholder groups viewed social robots as a potentially valuable tool. Many stakeholders are concerned about the possible negative effect of robots on children's social-emotional development. Our research shows that social robots currently do not seem to harm children's social-emotional development when used responsibly. However, some children seem to be more sensitive to excessive attachment to robots. Our research also shows that how people think about robots is influenced by several factors. For example, low-income stakeholders have a more sceptical attitude towards social robots in education. Other factors, such as age and level of education, were also strong predictors of the moral considerations of stakeholders. This research has resulted in a guideline for the responsible use of social robots as teaching assistants, which can be used by primary schools and robot builders. The guideline provides schools with tools, such as involving parents in advance and using robots to encourage human contact. School administrators are also given insight into possible reactions from parents and other parties involved. The guideline also offers guidelines for safeguarding privacy, such as data minimization and improving the technical infrastructure of schools and robots; which still often leaves much to be desired. In short, the findings from this thesis provide a solid stepping stone for schools, robot designers, programmers and engineers to develop and use social robots in education in a morally responsible manner. This research has thus paved the way for more research into robots as assistive technology in primary education.
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Small medium enterprises represent the largest share of revenues in the apparel and fashion business, compared to larger integrated companies. Small companies however often have to rely on larger suppliers in order to efficiently produce their products. These larger suppliers however will often prioritize companies that place larger orders. In the impossibility to deliver larger orders, how can these buyers make sure that a producer complies with their requests? In this paper we try to answer this question by applying concepts from the marketing channels literature to the specific context of fashion buying. We conclude that despite that the peculiarities of the fashion business do not foster the formation of long-term commitment, dependent companies can develop sources of power based on knowledge and reputation, but also based on applying non-mediated ways to manage the buyer-seller relationship. Examples of possible power sources for a buyer are: establishing a strong brand that a business partner will use in promoting its proposition, forcing suppliers to make transaction specific investments (which are not redeploy able), specializing in new products and technologies that a supplier will want to understand and use, developing knowledge that can be exchanged in the form of specialized personnel, investing in standardization of communication before the relationship starts in order to reduce administrative costs for both parties. Power sources are most effective when non-mediated, i.e. informal and based on reciprocity; ‘hard’ contracts with punishments (coercive power sources) in case of non-compliance will diminish the willingness to collaborate.
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