Bij studentbehoeften gaat het om het inzichtelijk maken van de leeromstandigheden en -voorkeuren van studenten en de mate waarin studenten flexibiliteit wensen.
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This past summer, three Belgian intellectuals held a conversation for Open about the renewed attention to the 'makeability' of city and society. Moderated by sociologist Pascal Gielen, philosopher Lieven de Cauter, urban designer Michiel Dehaene and sociologist Rudi Laermans discuss such topics as the limits of the manufacturable society and the role of creativity and science in this.
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Higher education is making increasing demands on students’ learner-agency and self-directed learning. What exactly are learner agency and self-directed learning? Why are they important? And what does it take? The aim of the five questions and answers on this poster is to support a common language and to be used as conversation starters when you want to discuss learner-agency and self-directed learning.
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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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This paper investigates how management accounting and control systems (operationalized by using Simons’ (1995a) levers of control framework) can be used as devices to support public value creation and as such it contributes to the literature on public value accounting. Using a mixed methods case study approach, including documentary analysis and semi-structured interviews, we found diverging uses of control systems in the Dutch university of applied sciences we investigated. While belief and interactive control systems are used intensively for strategy change and implementation, diagnostic controls were used mainly at the decentral level and seen as devices to make sure that operational and financial boundaries were not crossed. Therefore, belief and interactive control systems lay the foundation for the implementation of a new strategy, in which concepts of public value play a large role, using diagnostic controls to constrain actions at the operational level. We also found that whereas the institution wanted to have interaction with the external stakeholders, in daily practice this takes place only at the phase of strategy formulation, but not in the phase of intermediate strategy evaluation.
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A growing part of contemporary arts practices in the Netherlands has reoriented itself from studio and institutional art towards self-organization in self-run initiatives. In this type of contemporary art, self-organization is not only a way of gaining economic independence. Just as importantly, it is a form of expression where the organizational structure becomes the art project: self-organization-as-contemporary-art. Often using informal and underground settings, these initiatives reach audiences who have little or no access to the established system of cultural institutions. Aiming to bring art closer to everyday life, they often are no longer easily recognizable as art projects at all. Instead of individual studio practice with the artist as the central figure, these projects and initiatives are based on participation and non-hierarchical collaboration and rarely produce art objects for the traditional gallery art market. Examples include restaurants run as art projects, experimental schools, radio stations run as art performances, and do-it-yourself publishers. Rotterdam is an ideal case study for this development, since the city has played a role in self-organized artists’ initiatives and activist practices like no other city in the Netherlands. The trend towards self-employed work and flexibilization in the creative sector after 2008 accelerated this development. Self-organization-as-contemporary-art has developed throughout the years into an active, extensive and complex network of more than 80 self-organized initiatives; a fabric of autonomously operating initiatives that covers the entire city which we have mapped in previous research. This leads to the questions: How can the creative industries and cultural institutions adapt to these new forms of artistic practice which are no longer based on (a) individual work and (b) classical artists’ portfolios? How can art school curricula be adapted so that they educate innovative network artists who actively contribute to the fabric of self-organization-as-contemporary-art?
Background and Objective: To develop a health care value framework for physical therapy primary health care organizations including a definition. Method: A scoping review was performed. First, relevant studies were identified in 4 databases (n = 74). Independent reviewers selected eligible studies. Numerical and thematic analyses were performed to draft a preliminary framework including a definition. Next, the feasibility of the framework and definition was explored by physical therapy primary health care organization experts. Results: Numerical and thematic data on health care quality and context-specific performance resulted in a health care value framework for physical therapy primary health care organizations—including a definition of health care value, namely “to continuously attain physical therapy primary health care organization-centered outcomes in coherence with patient- and stakeholder-centered outcomes, leveraged by an organization’s capacity for change.” Conclusion: Prior literature mainly discussed health care quality and context-specific performance for primary health care organizations separately. The current study met the need for a value-based framework, feasible for physical therapy primary health care organizations, which are for a large part micro or small. It also solves the omissions of incoherent literature and existing frameworks on continuous health care quality and context-specific performance. Future research is recommended on longitudinal exploration of the HV (health care value) framework.
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In this chapter, I look back at the implementation of W12-16, a major reform of mathematics education in the lower grades of general secondary education and pre-vocational secondary education in the Netherlands including all students aged 12–16. The nationwide implementation of W12-16 started in 1990 and envisioned a major change in what and how mathematics was taught and learned. The content was broadened from algebra and geometry to algebra, geometry and measurement, numeracy, and data processing and statistics. The learning trajectories and the instruction theory were based on the ideas of Realistic Mathematics Education (RME): the primary processes used in the classroom were to be guided re-invention and problem solving. ‘Ensuring usability’ in the title of this chapter refers to the aim of the content being useful and understandable for all students, but also to the involvement of all relevant stakeholders in the implementation project, including teachers, students, parents, editors, curriculum and assessment developers, teacher educators, publishers, media and policy makers. Finally, I reflect on the current state of affairs more than 20 years after the nationwide introduction. The main questions to be asked are: Have the goals been reached? Was the implementation successful?
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