Relatively little empirical research has been conducted on impacts of volunteer tourism in local communities. This paper therefore focuses on the local consequences of volunteer tourism for two projects in Tamale, Ghana: Zion Primary School and Tamale Children's Home. A practice approach provides a useful theoretical framework to investigate how volunteers and local actors interact in these projects. In a practice approach, interactions become central to the analysis, highlighting the ways in which volunteers, local people and the local context mutually influence one another. Observations and interviews with volunteers and local actors were used to identify positive and negative consequences of their interactions, which are strongly interlinked and depend on routines, backgrounds and positions of the actors, and contextual conditions. The consequences of volunteer practices are also linked to other current and future practices. A practice approach provides insights into complex situations and may be more suited to analysing the impacts of volunteer tourism than a traditional mono-disciplinary focus.
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Praktijkonderzoek over integratie van practice based evidence en evidence based practice, nderzoeksresultaten toepassen in de praktijk,verbeteren in en door de praktijk.
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In dit artikel wordt eerst beschreven wat het verschil is tussen Evidence Based Practice (EBP) en Practice Based Evidence (PBE). Vervolgens wordt ingegaan op het toepassen van EBP en PBE in de praktijk. Dit gebeurt met behulp van de begrippen normativiteit en contextualiteit. Tot slot worden, in het licht van het voorafgaande, de rollen beschreven die de professional kan innemen ten aanzien van het verbeteren en ontwikkelen van zijn handelen. Aan bod komen de 'reflective practitioner', de 'evidence based practitioner' en de 'scientist practitioner'.
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In spite of renewed attention for practices in tourism studies, the analysis of practices is often isolated from theories of practice. This theoretical paper identifies the main strands of practice theory and their relevance and application to tourism research, and develops a new approach to applying practice theory in the study of tourism participation. We propose a conceptual model of tourism practices based on the work of Collins (2004), which emphasises the role of rituals in generating emotional responses. This integrated approach can focus on individuals interacting in groups, as well as explaining why people join and leave specific practices. Charting the shifting of individuals between practices could help to illuminate the dynamics and complexity of tourism systems.
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The aim of the research reported in this thesis was to gain knowledge about the implementation of evidence‐based practice (EBP) in nursing to find a way to integrate shared decision making (SDM) with EBP in a chronic care environment in nursing, and to develop a strategy for an integrated approach of EBP and SDM in daily nursing practice in the individual aftercare for cancer survivors.
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This research presents a descriptive study on regarding the use of a research-based approach by teachers to clarify problems they encountered in multicultural classrooms. It analyses the outcomes of a training in which seven teachers from a Dutch Senior Secondary Vocational Education school participated conducting a research-based approach to explore the current practice of their multicultural classrooms. To determine the learning outcomes semi-structured interviews were conducted with the teachers with questions matching the domains of change in Clarke and Hollingsworth(2002) Interconnected Model of Teachers Professional Growth. Our main question was to what extent a research-based approach can help teachers to clarify the problems they encountered in their multicultural classrooms. According to the external domain of Clarke and Hollingsworth they become encouraged by sources of information from experts and literature. The teachers did not always have a positive attitude towards all research activities.
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This chapter presents a conversation with Henk Ovink, first Dutch special envoy for international water affairs. Ovink works with governments, knowledge institutions, organizations such as the World Bank and the UN, the global business community as well as the civil society representatives. 'Building' resilience in vulnerable places in relation to water-related hazards are key aspects of his daily work. In addition to the idea of sabbatical detour, Ovink drew out three main lessons based on his experiences with water governance processes in New York, Bangladesh, India, South Africa and the Netherlands. The three lessons are according to Ovink essential for stimulating change and thereby making vulnerable places more resilient. Melanie Bakema and Britta Restemeyer talked to Ovink about his understanding of resilience, his vision on how to 'build' resilience in vulnerable places – something that Ovink terms 'the transformative approach' – and the lessons to learn from Ovink's experiences in the Netherlands as well as his projects around the world.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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Today, Intellectual Capital plays a principal role in the delivery of corporate performance. This importance is reflected in the fact that companies, without the force of any regulations, start to produce intellectual capital statements to communicate their performance; accounting guidelines are being developed and standards are being questioned and reviewed; software companies such as SAP, Hyperion, Oracle, or Peoplesoft are developing applications to address this, and even governments are beginning to measure the intellectual capital of cities, regions, and countries. Accenture writes that today's economy depends on the ability of companies to create, capture, and leverage intellectual capital faster than the competition. Cap Gemini Ernst & Young believes that intangibles are the key drivers for competitive advantage. KPMG states that most general business risks derive from intangibles and organizations therefore need to manage their intangibles very carefully. PricewaterhouseCoopers writes that in a globalized world, the intellectual capital in any organization becomes essential and its correct distribution at all organizational levels requires the best strategy integrated solutions, processes and technology. Even though the leading management consulting firms recognize the importance of intellectual capital – they seem to suffer from the same predicament as the field as a whole. Intellectual capital is defined differently and the concept is often fuzzy. In this special issue of the leading journal in the field we would like to bring together the definitions, approaches, and tools offered by the leading management consulting firms. It will be a unique opportunity to disseminate your understanding of this critical area of management and allow you to illustrate your approaches and tools.
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Symposium ESWRA - ECSWR 2016: empirical ethics in social work. Objective: ethical aspects of social work (esp. at home) Structure: cooperation of the research group of UAS Utrecht Netherlands with six regional welfare organizations Method: practice based ethics research Focus on professional practice: learning from moral experiences in frontline practice (cf. Van Doorn, 2008) Hybrid approach: combining theoretical resources and professional practice (cf. Banks & Gallagher, 2009) Mixed methods: desk research, interviews, best practice units (BPU), development of ethical tools
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