This contribution explores the anatomy of “safe uncertainty” in the research process of students in higher education. Uncertainty and research go hand in hand, as uncertainty is omnipresent in the process of research. Mostly in the background, but sometimes looming large in the foreground. We tend to expel uncertainty from research. We try to make the research process as predictable as possible by creating clear criteria, planning, making agreements and organizing supervision. Also with regard to the content, uncertainty has to be decreased. We try to reduce uncertainty by emphasizing precision, objectivity, logic, accountablility, measurability, validity, reliablility. And in the process, we are actually searching for the right concepts, language, or even shared images, in order to get as much grip as possible on the intangible research process.
During recent years the world has seen rapid changes such as globalization, the Internet, and the rise of new economies. To survive these changes organizations need to be in control of their processes, and be able to continuously improve the process performance. Therefore many organizations are increasingly adopting Business Process Management (BPM). However, it is not clear if the implementation of BPM(S) is really adding value to an organization. Consequently, in this paper, we try to answer the following research question: 'Does adoption of Business Process Management lead to a higher process performance?' Based on quantitative research we show that there is dependence between the performance of processes within an organization and the BPM maturity of that organization. As a result we conclude that improvement in process performance can be attained by increasing the BPM maturity of an organization.
AIM To examine which instruments used to assess participation of children with acquired brain injury (ABI) or cerebral palsy (CP) align with attendance and/or involvement constructs of participation; and to systematically review measurement properties of these instruments in children with ABI or CP, to guide instrument selection. METHOD Five databases were searched. Instruments that quantified ‘attendance’ and/or ‘involvement’ aspects of participation according to the family of participation-related constructs were selected. Data on measurement properties were extracted and methodological quality of the studies assessed. RESULTS Thirty-seven instruments were used to assess participation in children with ABI or CP. Of those, 12 measured attendance and/or involvement. The reliability, validity, and responsiveness of eight of these instruments were examined in 14 studies with children with ABI or CP. Sufficient measurement properties were reported for most of the measures, but no instrument had been assessed on all relevant properties. Moreover, most psychometric studies have marked methodological limitations. INTERPRETATION Instruments to assess participation of children with ABI or CP should be selected carefully, as many available measures do not align with attendance and/or involvement. Evidence for measurement properties is limited, mainly caused by low methodological study quality. Future studies should follow recommended methodological guidelines.
