The level of work engagement is an important aspect of organizational culture. In this empirical study the relation between engagement and experienced professionalism of probation officers is investigated. Starting from ideal-typical theories on professionalism, a psychometric instrument for measuring experienced professionalism was developed and administered to a sample of Dutch probation officers. Two reliable scales could be constructed that account for 64% of the variance in work engagement. Of these, professional ethos (humanistic values) is the most important predictor of work engagement in probation. Professional facilitation (support from the surroundings), however, also contributes to engagement.
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Contemporary social work is subjected to ongoing questions in terms of its effectiveness and accountability. It appears to be problematic for social workers to defend themselves in a proper manner. When they do so, they often seem to rely primarily on a rhetoric of good intentions and are thus unable to constructively asses the underlying principles of their work. These considerations have prompted the research outline that is presented in this paper.
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This is a conceptual article in which we try to connect some of our previous publications into a coherent new model of learner identity. The first phase of our research concerns the research and theories about professional and work-related learning, followed by work on the learning landscape: a metaphor for organizational learning. The third phase looks at added learning preferences: five ways of work-related learning. Phase four introduces the concept of the learning professional, and phase five looks at research and theories about professional identity: what inalienably connects: who you are (person), the work you do (profession) and the context in which you shape it. In the discussion, we try to explain how the various models can be connected, differentiated and integrated. Professional identity is the basis for all the other approaches. In an integrated set of questions, we bring it all together, introducing the new concept of learner identity and focusing on consequences for facilitating a professional learning culture.
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In our in-depth case study on two circular business models we found important roles for material scouts and networks. These key partners are essential for establishing circular business models and circular flow of materials. Besides, we diagnose that companies are having difficulties to develop viable value propositions and circular strategies. The paper was presented at NBM Nijmegen 2020 and will be published at a later date
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Research, advisory companies, consultants and system integrators all predict that a lot of money will be earned with decision management (business rules, algorithms and analytics). But how can you actually make money with decision management or in other words: Which business models are exactly available? In this article, we present seven business models for decision management.
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Students in higher professional education are prepared for high level professional practice. To be able to fulfil their future roles, their educational programs aid them in developing their professionalism. This paper presents the conceptual and empirical search for a measurement model on professionalism. Professionalism is a multifaceted construct which is at best vaguely described in previous research. It is here conceptualized through the conceptual model by Griffioen (2019) as a personal integration of professional identity, professional knowledge and professional action that transforms over time through accommodation and assimilation practices. These practices imply the development of the (future) professional. Additionally, initial findings of the development of professionalism in students during their 4 year undergraduate degree are discussed.
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Background: The dynamics of maternal and newborn care challenge midwifery education programs to keep up-to-date. To prepare for their professional role in a changing world, role models are important agents for student learning. Objective: To explore the ways in which Dutch and Icelandic midwifery students identify role models in contemporary midwifery education. Methods: We conducted a descriptive, qualitative study between August 2017 and October 2018. In the Netherlands, 27 students participated in four focus groups and a further eight in individual interviews. In Iceland, five students participated in one focus group and a further four in individual interviews. All students had clinical experience in primary care and hospital. Data were analyzed using inductive content analysis. Results: During their education, midwifery students identify people with attitudes and behaviors they appreciate. Students assimilate these attitudes and behaviors into a role model that represents their ‘ideal midwife’, who they can aspire to during their education. Positive role models portrayed woman-centered care, while students identified that negative role models displayed behaviors not fitting with good care. Students emphasized that they learnt not only by doing, they found storytelling and observing important aspects of role modelling. Students acknowledged the impact of positive midwifery role models on their trust in physiological childbirth and future style of practice. Conclusion: Role models contribute to the development of students’ skills, attitudes, behaviors, identity as midwife and trust in physiological childbirth. More explicit and critical attention to how and what students learn from role models can enrich the education program.
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This article aims to explore the moral ideas and experiences that students at Dutch universities of applied sciences (UAS) have of being a professional with an ‘ethical compass.’Semi-structured interviews were held with 36 fourth-year Bachelor students divided over four institutions and three different programmes: Initial Teacher Educa- tion, Business Services and Information and Communication Technology. Findings show that students say they strive to be(come) moral professionals, but that they have difficulties recognising and articulating the moral aspects of their professional roles. They seem to lack a moral vocabulary and the moral knowledge to verbalise their aspirations and to provide arguments to explicate or legitimise their moral behaviour. While most students were critical of the support they received from their universities, they indicated that various other role models and (work) experiences did have a strong and positive influence on their moral development. In this article, we reflect on the findings in relation to international empirical research on students’ moral development and highlight the characteristics of UAS students.
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Dit paper is gepresenteerd op de slotbijeenkomst van het EU-Comenius project 'A School for All', waarvan Fontys OSO voorzitter was, op 19 mei 2006 in Tilburg. Hierin wordt, vanuit het perspectief van gelijkheid en sociale rechtvaardigheid, een profiel geschetst van de professionaliteitsopvatting (model of professionalism) van de 'inclusieve leerkracht', de leerkracht die voorbereid is op het geven van inclusief onderwijs. Dit gebeurt op basis van analyse van: - sociale, historische en politieke context; - de 'models of teacher professionalism'die op dit moment in de Nederlandse situatie herkenbaar zijn binnen de lerarenopleidingen, de wetgeving en de literatuur. (In het Engels, op te vragen per e-mail)
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This report describes the Utrecht regio with regard to sustainability and circular business models.
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