In het geval van een T-shaped academicus, is er een balans tussen de diepgang van specialistische kennis en de breedte van algemene kennis. Dit geluid wordt door de rechtspraktijk gehoord. De zogenaamde T-shaped-client-loving-lawpreneur wordt door vijf bestuursvoorzitters van kantoren op de Zuidas gedragen. Zij staan de opleiding van een jurist die juridische kennis (de staander in de T) combineert met brede kennis van psychologie, sociologie, politicologie en economie (de ligger in de T) voor. In dit essay staat de auteur stil bij het fenomeen van T-professional en gaat in op de verschillende aspecten die in de context van de T-discussie een rol (behoren) te spelen.
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After 15 years of digital openness in education with as its most visible elements OER and MOOCs, the open community is challenged to widen adoption of openness in teaching practices to (as Rogers puts it) the early and late majority of teachers. For them to adopt, the gain should be clear and directly visible to have them adopt openness. Arguments like it saves students money, it is efficient because you will not reinvent the wheel or publishing quality OER and MOOCs adds to the reputation of our institution are, how true they might be, not appealing to teachers who are in most cases crowded with their day-to-day teaching tasks. One approach to overcome this hurdle is to connect to the core of a teacher’s job: pedagogy. We assume each teacher has a vision on when his/her course can be called a success and what this means for activities s/he and the students have to perform. Many teachers experience challenges in realizing their optimal lectures. For some of these challenges forms of open online education can be of use, especially in enhancing pedagogical opportunities. The latter is called Open pedagogy. To create awareness of the world of open and the opportunities it may have, we have developed a workshop for teachers and teacher support. This workshop has been delivered several times in Fall 2016. In the presentation we elaborate on the content of this workshop, the experiences we had, the feedback of the participants and the impact it had after taking the workshop. The materials used in this workshop and a script is published under a CC BY license and is available in both Dutch and English. This creates the opportunity to conduct the workshop locally for everyone interested, stimulating/increasing chances for widespread adoption of open education in (formal) education.
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In the Netherlands, many activities have been carried out to stimulate adoption of open online education in higher education. Still, large-scale adoption by (in Rogers’ terminology) the early and late majority is not taking place. In order to achieve large-scale adoption of OER, it is crucial to know what factors will stimulate such adoption. From previous inquiries it may be concluded that inclusion of openness at the institutional policy level is a necessary but insufficient precondition. Educators are considered to be the decisive change agents in large-scale adoption. A survey conducted in Fall 2015 provided some insight into the state of affairs of adoption by educators, but the data were insufficient to draw conclusions about why there is a lack of adoption. Therefore, in Fall 2016, a qualitative research has been carried out. Educators in 5 Dutch HE-institutions have been interviewed about their actual involvement with OER and other forms of open education: what do they do, how they do it, why they do what they do, what they want to achieve, what difficulties they encounter, what support they receive? As the institutional setting or environment of the educator is expected to play an important role in the adoption process of individual educators, other stakeholders within the HE institutions have been interviewed too. The approach taken in this research is that of a mixed-method approach, combining the results of the Fall 2015 survey and the qualitative research of Fall 2016 with outcomes of several other recent surveys in the Netherlands and elsewhere. Finally, a set of actions and activities both on the level of an institution and on a national level is being proposed, that could lead to large-scale adoption of open online education by Dutch HE educators.
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June 2015 the Dutch Ministry of Education, Culture and Science formulated an ambitious program for open and online education in the Netherlands in its Strategic Agenda “HO2025, de waarde(n) van weten” (“Higher Education 2025, the value(s) of knowledge”). According to Minister Mrs. Jet Bussemaker: “I aim to ensure that all Dutch higher education institutions have made their teaching materials available in open format by 2025 (Open Access to Higher Education), propelling the Netherlands to a leading global position.”(…) “As apart of this process, we must also ensure that the various Dutch higher education institutions recognise each other’s MOOCs and Open Educational Resources” (Ministry of Education, Culture and Science, 2015, p. 30) To realize these ambitions, a taskforce within the Ministry investigated which measurements where needed for this. This resulted in a program “Open and connected higher education – Exchange of digital learning materials”. One of the elements was to start with two so-called “moonshot projects” in cross-institutional open sharing of learning materials. These projects should on the one hand serve as good practice for Dutch Higher Education and on the other hand provide more detailed insight into what is needed for the Ministry to take the next step in implementation of their ambitions. The two projects are on developing resources on mathematics, done by the 4 Universities of Technology, and on developing resources for the Bachelor Nursing program, done by 5 Universities of Applied Sciences. In this presentation we will provide more insights into the background and approach of these projects and compare them with similar approaches for supporting national policies elsewhere.
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The last decades have seen an increase in the use of illicit recreational drugs. In this article we take a detailed look at the current state of normalisation of the three most popular illicit recreational drugs among Dutch university students in the Netherlands (MDMA/Ecstasy, cocaine and amphetamine) by zooming in on five established aspects of normalisation and expanding on one of those aspects: social accomodation, by adding a behavioural subcomponent (setting of use). For this purpose, we used quantitative data, obtained from four studies (2016, 2017, 2019 and 2020) among Dutch university students in a prototypical university city in the Netherlands (Groningen). Results show that three aspects of normalisation are clearly observable. The drugs are perceived as highly accessible, the last year prevalence of use is high, and experimenting, especially with MDMA/Ecstasy, is common. Accurate knowledge of the drugs and acceptance of occasional use, account in some measure for social accommodation. However, as students do not talk openly about their drug use with everyone in their environment, one cannot speak of cultural accommodation. Thus, although clear signs of normalisation of illicit recreational drugs, especially MDMA/Ecstasy, are observable among Dutch university students, there is no full-scale normalisation of these drugs.
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Like many countries, the COVID-19 pandemic has forced Statistics Netherlands to make changes in its fieldwork strategy. Since mid-March 2020, there have been limited opportunities to conduct face-to-face interviews. Therefore, from September 2020, CAPI sampled people are offered the opportunity to respond by telephone. For this purpose, face-to-face interviewers are instructed to persuade the potential respondent at the doorway. When people refuse a face-to-face interview, interviewers ask for a telephone number and try to make an appointment to conduct the interview by telephone. The aim of our study was to investigate the effects of conducting the interview by telephone instead of face-to-face on important survey outcome variables. We were particularly interested in whether differences are due to selection effects or caused by mode-specific measurement errors. Because we did not have the time or capacity to set up a controlled experiment, we performed regression analyses to decompensate the differences between selection effects and mode-specific measurement errors. We used data of the Labour Force Survey (LFS) and the Housing Survey (WoON). Our analysis showed that there were differences in important target variables, for both LFS and WoON. These differences were, however, mainly caused by selection effects – which can be taken into account for during weighting – and were less likely to be caused by mode specific measurement errors. Although there are important limitations and caveats, these findings are supportive to further implement this field strategy.
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Although evictions are a significant cause of homelessness they have received relatively little interest from social scientists. International data are scarce and there are few descriptions of the processes leading to evictions. This paper attempts to shed some light on this under-researched issue. First, an attempt is made to develop a theoretical framework placing evictions in the intersection between civil and social citizenship, and the importance of distinguishing between the macro- and micro- levels in the analysis of evictions is underlined. Secondly, three specific countries are studied: Germany, the Netherlands and Sweden. The legal basis for evictions, eviction procedures, and the possibilities for avoiding homelessness arising from rent arrears are presented and compared.
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