This paper elaborates on a form of university-industry cooperation called 'collaborative PhDs'. Engineers working at companies or governmental organisations get the opportunity to do a PhD at the university. The aim of these science-based collaborations between academia and industry is to increase the impact of research on sustainable development. However, to fulfil this promise, how should doctoral engineering education for collaborative PhD tracks look like? A literature search, a benchmark on successful doctoral education programmes, in-depth interviews with 10 PhD candidates and their supervisors, as well as observations of meetings, revealed the requirements for a track that is consistent with the relationship and everyone's interest in it, as well as the needs and talents of the PhD candidate. The conclusion of the research is that collaborative PhD candidates come to the university to conduct research, but do not intuitively fit into the academic world. Some feel squeezed between their jobs as, for instance, project managers on the one hand and doctoral candidates at the university on the other hand. This research led to 1 O recommendations for setting up a track within the graduate school. LinkedIn: https://www.linkedin.com/in/ellen-sjoer-06506a2/
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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.
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Feedback from digital technology has often been used to support people in changing undesired, unhealthy habits. As yet, there has been little research into the efficacy of these designs. In my PhD project, I evaluated the acceptance, sustained use, and effect of four designs that provide feedback on undesired habitual behaviour through digital technology. Findings are that the disruptive effect of feedback on undesired habits has been proven, and there is some evidence that feedback may have a lasting effect on behavioural change. (Sustained) use of digital designs that provide feedback is moderated by motivation, age, goal-related aspects, and user experience. The necessity of high motivation to use a device poses challenges for the acceptance of and sustained engagement with designs for behaviour change that rely on feedback. Further challenges concern privacy and the quality of the evaluations of our designs.
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Poster presentation at the European Social Work Research Conference - ESWRA, Aalborg, Denemarken, 20 april – 21 April In the last decade a call is made upon a stronger knowledge base for social work and an abiding professionalism of practice. Transformations in The Netherlands state welfare regime are amongst others a big impetus for this demand. Universities of Applied Sciences (UAS) contribute substantially in answering this legitimation call. UAS in The Netherlands adopted a research function since 2000 and practice oriented research is prevailing in their type of reseach. Both fields, social work practice and social work research as conducted by UAS, are relatively new and are to a certain degree reinventing themselves. It makes practice oriented social work research a timely topic. This poster presents the outline and aim of the PhD research on how to optimise practice.
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To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
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Traditionally the construction industry in New Zealand and in other countries has seen a low productivity and a low track record for successful sustainable innovations. This has a negative impact on private and government spending, on quality and on health and environmental aspects. This research proposal posits that the construction industry needs disruptive (discontinuous, radical) technology innovations to be able to make drastic improvements. Such innovations often come from entrepreneurial small firms from outside the industry or at the beginning of supply chains and must be procured and adopted into such chains. This PhD proposal focuses on procurement activities of such firms in the New Zealand construction industry when they conduct disruptive waste-reducing innovations. These procurement activities must be aligned with (internal and external) innovation activities for an optimal firm performance. This performance is moderated by four clusters of internal and external variables.
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