Recently, more students have entered Dutch higher education. This is a consequence of the possibility to offer students to enter higher education, with a certificate from senior secondary education (SSVE). In earlier days most students in higher education had passed senior general secondary education (SGSE), or even pre-university education. It is to be expected that these 'new' students approach learning in a different way compared to the 'traditional' students in higher education. The goal of this study was to examine the possible differences between the two groups of students mentioned, and to gain insights in the role possible differences play in the way the two groups of students approach learning. Students' personality characteristics, regulation strategies, learning conceptions and motivational orientations were studied in relation to study approaches. It was assumed that patterns of relations between the variables mentioned would be different for the two groups of students. More specifically, it was expected to find stronger and more crystallised relations between variables within the group of SSVE-students. Indeed, when entering Higer Education, SSVE students scored higher than SGSE students on the personality variables autonomy and conscientiousness; as to their personal orientations on learning and instruction they were more self-test oriented and they scored higher on concrete processing and construction of knowledge. However, the strength and direction of the relations between the variables are the same for both groups. Our findings increase insights into relations between students' personalities and their approaches to learning when entering higher education; this concerns two groups of students from different educational backgrounds. Practically this implies that intake assessments considering personality and self-knowledge might help teachers, coaches and policy makers in advising students how to appraoch learning, when entering higher education. Copyright Elsevier Inc.
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This report investigates prior experiences and impacts of the European Capital of Culture (ECoC) with the aim of informing preparation plans for Leeuwarden and Fryslân to organize the event in 2018. The longterm benefits that the ECoC tend to be both tangible through improvements in facilities, and intangible as self-confidence and pride increase as the result of celebrating the destination, its culture and history.
A former teacher educator started a debate on the role of reflective thinking in teacher education. In his article he claims that critical thinking is the same as thinking and reflective thinking. In this article I refute this claim and suggest a meaningful way of thinking about reflective thought in teacher education.
KnowledgeFlows in Marine Spatial Planning - Sharing Innovation in Higher Education(KnowledgeFlows) aims at further enforcing the European higher education community to meet the growing demands for knowledge, skills and innovation within the still emerging field of marine or maritime spatial planning (MSP).Marine Spatial Planning (MSP) is an emerging governmental approach towards a more effective use of the sea. MSP is of great interest in Europe and can be considered a societal process to balance conflicting interests of maritime stakeholders and the marine environment. Many different activities take place at sea, ranging from shipping, fisheries, to offshore wind energy activities. Simultaneously, new and evolving policies focus on strategies to integrate different marine demands in space and resources. MSP is now legally binding in the EU and is much needed approach to manage and organize the use of the sea, while also protecting the environment.KnowledgeFlows will contribute to the development of new innovative approaches to higher education and training on MSP by means of problem-based learning schemes, transdisciplinary collaboration, and advanced e-learning concepts. KnowledgeFlows builds on results from former project outputs (Erasmus+ Strategic Partnership for Marine Spatial Planning SP-MSP), such as the online learning platform MSP Education Arena (https://www.sp-msp.uol.de).The strategic partnership consists of a transnational network of experts both in research and in practice based in the north Atlantic, Baltic Sea and North Sea Regions including Aalborg University (DK, lead partner), The University of Oldenburg (D), the University of Liverpool (U.K.), the University of Nantes (F), the Leibniz Institute for Baltic Sea Research (D), the Breda University of Applied Sciences (NL), University of Ulster (U.K.), and the Finnish Environment Institute (FI). Gothenburg University, also being a higher education organisation, will be associated partner.Furthermore, three international organisations, the Marine Spatial Planning Research Network, the Baltic inter-governmental VASAB and the pan-Nordic Nordregio will be involved in the partnership as associated organisations deeply rooted in the MSP community of practice.The further improvement of curricula, exchange of knowledge and experts, and transparency and recognition of learning outcomes to reach higher qualifications in MSP are key components of KnowledgeFlows. A mutual learning environment for MSP higher education will enable problem-driven innovation among students and their educators from research and governance also involving stakeholders. Related activities on intellectual outputs, multiplier events and lecturing will be carried out by all participating organisations.The intellectual outputs are related to three major contributions to the European higher education landscape:1) an advanced level international topical MSP course (Step-up MSP)2) digital learning facilities and tools (MSP Education Arena)3) designing problem-based learning in MSP (MSP directory)The advanced level inter-institutional topical MSP course will include different teaching and training activities within a problem-based learning environment. Digital learning facilities enabling communication and training will include a further enrichment of the MSP Education Arena platform for students, practitioners and lecturers for including modules forcollaborate learning activities, documentation and dissemination, mobilisation/recruitment, thesis opportunities, placements/internships. Designing problem-based learning in MSP will include topics as; the design of didactics and methods; guidance for lecturers, supervisors and students; evaluation and quality assurance; assessment.Five multiplier events back to back or as part of conferences within the MSP community will be organised to mainstream the outputs and innovative MSP didactics among other universities and institutions.Different teaching and training activities feeds into the intellectual output activities, which will include serious gaming sessions (MSP Challenge (http://www.mspchallenge.info/) and others), workshops, excursions, courses/classes as well as a conference with a specific focus on facilitating the exchange of innovative ideas and approaches among students at bachelor´s, master´s and doctoral level and the MSP community of practice.Project management meetings (twice a year) will assure coherence in project planning and implementation. As the core focus of the strategic partnership is on collaboration, mutual learning, and innovation among educators, students, and practitioners in order to meet actual and future needs regarding knowledge exchange and training within the MSP community, the project will be designed to have long lasting effects.Results
Strafrechtmediator is een relatief nieuw beroep en de tijd voor reflectie en kwaliteitsvragen is rijp. Een strafrechtmediator heeft, anders dan bij reguliere mediations, niet alleen te maken met de overschrijding van een persoonlijke norm, maar ook met de overtreding van een maatschappelijke norm. De strafrechtmediator opereert in de context van het strafrecht, en heeft daarbij vaak de maken met verdachten en slachtoffers, waarbij psychische problemen een rol speelt. De bestaande kwaliteitsprotocollen van de Mediatorsfederatie Nederland voorzien hier niet altijd in. De voorgeschreven neutraliteit is niet altijd te transformeren naar een strafrechtmediation. Er is sprake van een strafbaar feit en secundaire victimisatie van het slachtoffer tijdens de strafrechtmediation moet worden voorkomen. Mediators zijn echter, uit angst voor een formele klacht, bang om van de voor de mediator geldende gedragsregels af te wijken en worstelen met hetgeen de praktijk vraagt in relatie tot de algemene regels die voor de mediator gelden. Met andere woorden de beroepspraktijk heeft behoefte aan specifieke kwaliteitseisen voor de strafrechtmediator. Deze behoefte wordt onderschreven door strafrechtmediators, verschillende werkveldpartners en kennispartners. Het consortium bestaat uit de twee leidende publieke organisaties op het gebied van strafrechtmediation, namelijk de Mediatorsfederatie Nederland (hierbij zijn vrijwel alle zelfstandig werkende strafrechtmediators aangesloten) en Slachtoffer in Beeld. Ook de vereniging van Mediators in Strafzaken heeft zich aangesloten. Werkveldpartners zijn de drie landelijke reclasseringsorganisaties en het landelijke project ZSM-werkplaatsen, de mediationfunctionarissen van vijf Rechtbanken, het Openbaar Ministerie (Eindhoven) en de politie Utrecht. De Universiteiten Utrecht (faculteit Rechten), Leuven (faculteit psychologie) en Maastricht (educational reseach and development), Restorative Justice Nederland en het European Forum Restorative Justice dragen vanuit hun deskundigheid bij aan dit onderzoek naar en de verdere ontwikkeling van de kwaliteit van de strafrechtmediator. De hoofdvraag van dit onderzoek is dan ook ‘Aan welke kwaliteitseisen moet een strafrechtmediator voldoen? En, hoe kunnen deze kwaliteitseisen worden geborgd?’
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