Increasing flexibilisation and personalisation of education creates challenges in terms ofstudents’ social connectedness with each other, with the programme and with lecturers.For this reason, a team of researchers and professors from four universities of applied sciences in the Netherlands carried out research into how a sense of community can be created in learning communities. On the basis of a literature review and design-oriented research, we conducted experiments aimed at fostering social connectedness in eight learning communities. These learning communities were in the domains of Nursing, Healthcare and Welfare Teacher Training, Management in Care, Teacher Training, and Nutrition and Dietetics (part-time, full-time and dual programme variants).
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Due to the challenges produced by the individualisation of society and the flexibilisation of employment relationships, universities are increasingly investing in career guidance. Managers, however, have little or no vision regarding guidance and counselling. In this article we make a plea for an approach in which students are enabled to develop a career identity (i.e. a story about the meaning of their lives) as a basis for self-directedness. Such stories emerge during a dialogue about felt experiences. Evidence is given that such dialogues are to a large degree absent in educational contexts. Universities are to a large extent ‘disembodied’ places where almost no room exists for emotions and felt experiences. Therefore, a work/learning environment is needed within universities that enables ‘passionate self-directedness’. A short outline for creating such an environment is given. https://doi.org/10.20853/30-3-636
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The research group Teaching, Learning & Technology investigates the didactic use of technology in learning processes. In doing so, it looks at themes such as flexibilisation, personalised learning, activating didactics and the effects of the use of technology in educational practice, particularly in higher vocational education. What had not been investigated so far was whether previously conducted research had a demonstrable impact on educational practice. This study is the first phase in providing insight into the impact of research carried out by the Teaching, Learning & Technology (TLT) research group of Inholland University of Applied Sciences. It looks at research carried out between 2010 and 2021. The objective is to describe how impact factors that can be influenced in previous research have been shaped. On the basis of this description, it may be possible to make recommendations to the research group with which the impact of the research it conducts in relation to these factors can be increased. The research question is: How do stakeholders describe the impact of research carried out by the research group Teaching, Learning & Technology in relation to the impact factors that can be influenced with regard to the research, the dissemination and the user value (experienced)? In order to answer this research question, we used a convergent mixed methods design, in which a new conceptual model served as the basis for the analysis of data from the field research. Three types of data were collected, namely a qualitative document analysis (N=31), a survey (N=6) and semi-structured interviews with survey participants (N=4). The study revealed that stakeholders mainly point to the researcher as the primary source of impact. Impact begins and ends with the researcher, especially in the extent to which he or she makes an effort to make the research relevant and in line with questions from the educational practice. We have listed a number of recommendations with regard to the way in which impact can be achieved in future research. These recommendations are mainly aimed at the way in which researchers of the research group can pay attention in a structured way to the design of the collaboration and to the concrete visualisation of expectations and intended impact at an early stage.
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Wil jij aan de slag met flexibilisering van het onderwijs? En daadwerkelijk flexibel onderwijs ontwikkelen binnen je instelling? Deze publicatie van de zone Flexibilisering van het onderwijs geeft je de bouwstenen om hiermee aan de slag te gaan.De publicatie begint met een algemene introductie op flexibel onderwijs. Hierna worden de onderwerpen leeruitkomsten, toetsing en leeractiviteiten beschreven met bijbehorende bouwstenen om je verder te helpen met het ontwikkelen van flexibele onderwijseenheden.
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This chapter discusses the sharing economy in the Netherlands, focussing on shared mobility and gig work platforms. The Netherlands has been known as one of the pioneers in the sharing economy. Local initiatives emerged at the beginning of the 2010s. International players such as Uber, UberPop, and Airbnb followed soon after. Initially, the sharing economy was greeted with a sense of optimism, as it was thought to contribute to social cohesion and sustainability. Over the last few years, the debate has shifted to the question of how public values can be safeguarded or stimulated. In this regard, shared mobility is hoped to contribute to more sustainable transport. In the gig economy, scholars and labour representatives fear a further flexibilisation of labour; others see opportunities for economic growth.
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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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Increasing flexibilisation and personalisation of education creates challenges in terms of students’ social connectedness with each other, with the programme and with lecturers. For this reason, a team of researchers and professors from four universities of applied sciences in the Netherlands carried out research into how a sense of community can be created in learning communities. On the basis of a literature review and design-oriented research, we conducted experiments aimed at fostering social connectedness in eight learning communities. These learning communities were in the domains of Nursing, Healthcare and Welfare Teacher Training, Management in Care, Teacher Training, and Nutrition and Dietetics (part-time, full-time and dual programme variants). The above research resulted in this Social connectedness in Online and Blended Learning Communities guide, which consists of two parts. Part one outlines the seven design principles (focused on content, attitude and preconditions) which lecturers can work with in their role as facilitator. The lecturer can apply these design principles to promote social connectedness in online and blended learning communities, including when flexible student paths are involved. These design principles are supported by practical IT tools and working methods and are widely applicable. The design principles involved are: A. Getting to know each other B. Trust and cooperationC. Shared and common goals D. Willingness to participate E. Programme and instruction strategies F. Sharing information and knowledge G. Resources and preconditions. Part 2 consists of a methodological justification and substantiation of the research underpinning the guide as well as a description of the results and ends with a conclusion, discussion and recommendations for further research.The experiments showed that learning communities that were newly established or had changed in composition after some time mainly opted for design principles A. Getting to know each other and B. Trust and cooperation. Learning communities that had been active for a longer period chose mainly C. Shared and common goals. Further longitudinal and other research is needed to determine to what extent the design principles and the role of the facilitators can be applied in other domains (such as technology, economics, etc.).
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This study aims to map VE teachers’ perceived importance of assessment competence. The study was conducted in the Netherlands among teachers of professional studies in Universities of Applied Sciences. A large-scale study was conducted to represent a broad population of teachers, including various vocational fields, roles, and situations, allowing for the exploration of differences across these contextual variables.
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This thesis provides an examination of judgement autonomy of Dutch commercial real estate valuers in relation to client orientation. The valuation of commercial real estate such as offices or retail properties requires in-depth analysis due to its uniqueness by location, building type and usage details. Essentially, a register-valuer is qualified and instructed to assess a property value to one’s best cognitive effort and inform others of this outcome by means of a valuation report. In the Netherlands, concerns over independence risks and client-related judgement risks of valuers have been raised by regulative authorities as the Dutch Central Bank (DNB) and the Dutch Authority for the Financial Markets (AFM). A significant part of these concerns followed the 2008 financial crisis, which appeared to be at least partially driven by unreliable and incomparable valuations of Dutch commercial real estate (AFM, 2014; DNB, 2012; 2015). Among other things, these concerns led to the instigation of the Nederlands Register Vastgoed Taxateurs (NRVT) in 2015. NRVT is a new Dutch central register of valuation practitioners set up in order to improve self-regulation, quality control and compliance of valuation practitioners. Currently, the chamber for commercial real estate valuation holds about 2,000 commercial valuation registrations (NRVT, 2020). The introduction of NRVT, and other measures taken, reflect an instrumental view towards enhancing professionalism of Dutch valuers. This view is based on a systematic orientation to professional conduct in which good practice is primarily objectively determined (Van Ewijk, 2019). However, Wassink and Bakker (2016) point out that individuals make personal choices in order to deal with work complexity. Insight into and reflection on individual choices is part of what is referred to as normative aspects of professionalisation: what norms prevail in individual judgement and decision-making and why (Van Ewijk, 2019). In this regard, insight into judgement reasoning of valuation practitioners may contribute to normative levels of professional development of valuers. The need for such is expressed through community concerns over how individual judgement autonomy may become subdued due to instrumental-driven developments taking place in the sector. The combination of authoritative concerns over professional quality in the Netherlands and lack of (scientific) insight on how client influence affects judgement in valuation practice poses a problem: How may practitioners address client-related judgement bias risks and improve valuation accuracy from this viewpoint, if little is known on how such risks may occur in daily practice? The seemingly scarce scientific insights available in this regard in the Netherlands may also prevent educational programs to adequately address valuer independence and objectivity risks in relevant training programs. In order to address this knowledge gap, the present PhD research examines the following research problem: 169 Summary “How does client orientation affect professional judgement autonomy of commercial real estate valuers in the Netherlands?” The term ‘client orientation’ should be broadly interpreted and may refer to valuers’ perception, understanding and meaning given to alleged, actual or anticipated client-related aspects. Information on such client aspects is not required for the performance of valuation instructions. It should also be noted that this research examines the context of how client orientation may affect valuer judgement reasoning patterns during work practice, yet not its effect in terms of decision on final value opinion.
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Presentatie op netwerkbijeenkomst over HAVO-didactiek, ITS-Academy, Amsterdam. Ontwikkelingen in samenleving en onderwijs, verkenning van de leerprocessen in het hbo, (onderzoek) naar effectieve inzet van technologie in het leerproces, herontwerp onderwijs.
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