This paper focuses on the specifics of the relationships between social entrepreneurs and local civil servants and politicians in The Netherlands. Policy frameworks for social enterprises (SE) are relatively underdeveloped here, as the central government took little initiative in policy development, and a legal definition for SE is lacking. This poses problems, but it also opens up possibilities to develop dialogue between local government and social entrepreneurs “bottom-up”.Both parties’ views of each other are explored, a practical tool to open dialogue is introduced and eight examples of collaboration are discussed.Through the collected experiences at local and regional levels, policy makers at the national level now also increasingly recognize the importance of SEs in the Dutch economy, and realize that the lack of national policy and legal frameworks has proven limiting and increased vulnerability of the sector. For the coming years, there are signs that policy support for SEs will become more structured and national policy action is likely.
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Objective: To gain insight into how communication vulnerable people and health-care professionals experience the communication in dialogue conversations, and how they adjust their conversation using augmentative and alternative communication (AAC) or other communication strategies. Methods: Communication vulnerable clients and health-care professionals in a long-term care institution were observed during a dialogue conversation (n = 11) and subsequently interviewed (n = 22) about their experiences with the conversation. The clients had various communication difficulties due to different underlying aetiologies, such as acquired brain injury or learning disorder. Results from the observations and interviews were analysed using conventional content analysis. Results: Seven key themes emerged regarding the experiences of clients and professionals: clients blame themselves for miscommunications; the relevance of both parties preparing the conversation; a quiet and familiar environment benefitting communication; giving clients enough time; the importance and complexity of nonverbal communication; the need to tailor communication to the client; prejudices and inexperience regarding AAC. The observations showed that some professionals had difficulties using appropriate communication strategies and all professionals relied mostly on verbal or nonverbal communication strategies. Conclusion: Professionals were aware of the importance of preparation, sufficient time, a suitable environment and considering nonverbal communication in dialogue conversations. However, they struggled with adequate use of communication strategies, such as verbal communication and AAC. There is a lack of knowledge about AAC, and professionals and clients need to be informed about the potential of AAC and how this can help them achieve equal participation in dialogue conversations in addition to other communication strategies.
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Social enterprises and government share the ultimate goal of solving societal problems, which provides a lot of potential for collaboration between the two parties. While the local government level is the most relevant for social enterprises, little research has been done on the relationship between social entrepreneurs and local government officials. However, in the Netherlands, social enterprises experience these relations as far from optimal, evidenced by the fact that they named ‘regulations and government policy’ as the most important obstacle for increasing their impact in a 2015 sector survey. Therefore, a pilot project was started with social entrepreneurs in an Amsterdam neighbourhood, forming a learning network aiming to improve relations with local government. In the network, an innovative tool was developed in the form of a set of five illustrated stereotypes of social entrepreneurs with certain views towards local government. These stereotypes serve both as a reflection tool for social entrepreneurs and as a communication tool to open dialogue between social entrepreneurs and local government. We conclude that in an applied research project, it is crucial to place focus on the final phases in which results are reformulated into practical tools to match target groups, and resulting tools are distributed through targeted events and publications.
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The cultivation of intrinsic motivation is key in the 21th century, but most students in Dutch vocational education lack this quality. To foster intrinsic motivation, a strong career-learning environment is needed that enables students to develop career competencies and a career identity. However such an environment is absent in much of vocational education in The Netherlands. Research shows that the desired learning must be practice based (real life experiences are key), enable a dialogue (in order to attach personal meaning to real life experiences) and give students more autonomy in making choices in their school careers. Although there has been an increase in the use of portfolios and personal-development plans, these instruments are used mainly for improving success at school but are not in career and work. In addition research on the conversations between student and teachers/work-place mentors shows that the latter talk primarily to (65%), and about (21%), but rarely with (9%) students. The culture in schools is still predominately monological. Most teachers feel uncertain about their abilities to help students in developing career competencies and a career identity, though a growing number of teachers want to be trained in initiating meaningful career dialogues. In order to make such training successful in terms of promoting new guidance behaviours, it is essential that school managers create a strong career-learning environment for teachers. The Standards Era policies (Gatto, 2009) that dominate Dutch vocational education at the moment, however, leaves managers little space to do so. https://doi.org/10.1007/978-3-319-50734-7_7 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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The aim of the project is to empower older workers in communication and self-regulation in work and working conditions (Houben 2002). The project is an example of a developmental approach of an age diversity policy. The large scale project started in September 2005 in different organizations: an industrial organization, a management consultancy firm, etc.
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This dissertation describes a research project about the communication between communication vulnerable people and health care professionals in long-term care settings. Communication vulnerable people experience functional communication difficulties in particular situations, due to medical conditions. They experience difficulties expressing themselves or understanding professionals, and/or professionals experience difficulties understanding these clients. Dialogue conversations between clients and professionals in healthcare, which for example concern health-related goals, activity and participation choices, diagnostics, treatment options, and treatment evaluation, are, however, crucial for successful client-centred care and shared decision making. Dialogue conversations facilitate essential exchanges between clients and healthcare professionals, and both clients and professionals should play a significant role in the conversation. It is unknown how communication vulnerable people and their healthcare professionals experience dialogue conversations and what can be done to support successful communication in these conversations. The aim of this research is to explore how communication vulnerable clients and professionals experience their communication in dialogue conversations in long-term care and how they can best be supported in improving their communication in these conversations.
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As a result of the changing notions of work schools are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. This paper presents the result of a study about effects of teachers training on career dialogue promoting career competency development in students. For the quantitative part of the study, a quasi experimental research design is used to measure effects among 2500 students. Video-recordings of conversations are used for qualitative research. The results show only when the off-the-job training is followed by on-the-job coaching, the professionalizing proves to be effective on student level: students notice that the guidance conversations are more appreciative, reflective and activating and are about self image development, work and career actions. Also the observation on guidance conversations show that the conversations are more career related.
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I argue that a governance perspective on corporate social responsibility (CSR) makes it possible to explain why the concept will always be under-defined, is normative and thus political by nature, and is and should be difficult to measure. The perspective also makes it possible to understand the interaction between corporate values and stakeholders values.In processes of dialogue within governance systems and governance structures, changing insights into the principles of CSR can lead to regulation or its adjustment. Power is important in these dialogues. Principles are at least partly shaped within governance systems and governance structures, and they influence the outcomes of corporate policies. Changes within the regulatory framework could also lead to changes in the principles of CSR.Value attunement processes could lead to regulation, which again influences the governance structures and thus the power of stakeholders within the dialogue. The theoretical model provided helps to analyze why CSR is different in companies, cultures and academic traditions.
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This open access book states that the endemic societal faultlines of our times are deeply intertwined and that they confront us with challenges affecting the security and sustainability of our societies. It states that new ways of inhabiting and cultivating our planet are needed to keep it healthy for future generations. This requires a fundamental shift from the current anthropocentric and economic growth-oriented social contract to a more ecocentric and regenerative natural social contract. The author posits that in a natural social contract, society cannot rely on the market or state alone for solutions to grand societal challenges, nor leave them to individual responsibility. Rather, these problems need to be solved through transformative social-ecological innovation (TSEI), which involves systemic changes that affect sustainability, health and justice. The TSEI framework presented in this book helps to diagnose and advance innovation and change across sectors and disciplines, and at different levels of governance. It identifies intervention points and helps formulate sustainable solutions for policymakers, administrators, concerned citizens and professionals in moving towards a more just and equitable society.
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In secondary school philosophy classes students learn to reason critically about social and scientific issues. This study examined the effects of a whole-class, teacher-led philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Value-loaded critical thinking is logically consistent, self-reflective reasoning focused on making moral value-judgments about what is right to believe or do. In a quasi-experimental study (N = 437 students) with a pre-test post-test design, we investigated whether engaging in classroom dialogues in which the teachers implemented five design principles for promoting value-loaded critical thinking and transfer thereof, positively affected students’ (n = 150) value-loaded critical thinking in transfer tasks. The results were compared to two comparison conditions: students (n = 149) who participated in regular teacher-led philosophy classroom dialogues and students (n = 145) who followed a regular 10th-grade curriculum without philosophy classes. Results showed that students in the intervention condition outperformed students in both comparison conditions on referring to moral values. Regarding critical reasoning, we only found significant effects compared to the students who followed the regular 10th-grade curriculum. Findings indicate that a specifically designed dialogic intervention can enhance students’ capacities in value-loaded critical thinking.
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