This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross-institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action- and development-oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence-based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi-structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution-level learning, project-level learning, and combining institution-level and project-level learning. A tension was identified between the participants' individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes.
DOCUMENT
Purpose – The hospitality industry creates a distinctive context in which learning takes place. The industry’s international perspective and large globalisation play an important role in learning, as well as the operational and structural features that give meaning to learning and development in the hospitality industry. This explorative research therefore studies the relation between workplace learning and organisational performance in the Dutch hospitality industry. Design/methodology/approach – The qualitative research is done through 15 in-depth interviews with general managers and HR managers of Dutch hotels with three or more stars and at least ten employees. Findings – It can be concluded that there is a relation between workplace learning and organisational performance in the hospitality industry, as the participants in this research and the literature both mention workplace learning enhances organisational performance. Originality/value – Little research has been done on learning and organisational performance specifically, in the (Western) hospitality industry. This research therefore focusses on HRD and studies the influence of workplace learning on organisational performance in the Dutch hospitality industry.
DOCUMENT
Integrating internationalisation in learning outcomes and assessment has long been known to be a key issue in higher education. However, getting buy-in from academics and incorporating learning outcomes into a programme’s larger internationalisation goals can present a challenge. LinkedIn: https://www.linkedin.com/in/josbeelen/
MULTIFILE
Peer reviewed paper op SEFI Engineering Education congress 2009 In engineering programs an important part of the learning process takes place in practical assignments like capstone projects, internships and co-op assignments in industry. The assignments are very divers. Students have different roles, work in different environments and the learning outcomes are not uniform. So how can the individual learning outcomes or growth competencies of the assignments be determined? To cope with this question the authors developed and implemented a method to monitor and assess the individual learning outcomes of the assignments. The method can be used to match a student to his next assignment in such a way that he can build his individual learning track. The method defines three aspects of an assignment: the role of the engineer (i.e. project leader, designer, researcher), the domain(s) of the assignment (i.e. user interface, software engineering) and a general results matrix that describes results and the level required to produce them. To manage the process learning outcomes are defined as products so project management methods can be used to plan, monitor and assess learning outcomes. Key aspects of the method are: 1. A general results matrix for engineering assignments 2. Learning outcomes that are defined as results in the matrix and these results can be assessed. 3. The results have levels so the learning outcomes can grow during the programme. 4. The method can be used to match, monitor and assess students on one assignment. 5. The method can be used to match, monitor and assess students for the entire programme. 6. The tools that are developed are based on an industry standard for project management.
DOCUMENT
This paper assesses the impact of perceived HRM practices on organisational citizenship behaviour (OCB) and whether leader membership exchange (LMX) mediates this relationship. The required research data were retrieved from four different departments within a logistics and supply chain management organisation. The results show that there is a significant relationship between the HRM practices as perceived by a subordinate and their level of organisational citizenship behaviour. The relationship that subordinates have with their frontline manager (LMX) acts as a significant mediator. In the final section, of this paper the findings are discussed and recommendations for future research and practical implications are given.
DOCUMENT
The workforce in the EU is ageing, and this requires investment in older workers so that the organisations in which they work remain competitive and viable. One such investment takes the form of organising and facilitating intergenerational learning: learning between and among generations that can lead to lifelong learning, innovation and organisational development. However, successfully implementing intergenerational learning is complex and depends on various factors at different levels within the organisation. This multidisciplinary literature review encompasses work from the fields of cognitive psychology, occupational health, educational science, human resource development and organisational science and results in a framework that organisations can use to understand how they can create the conditions needed to ensure that the potential of their ageing workforce is tapped effectively and efficiently. Although not a comprehensive review, this chapter serves as a basis for further empirical research and gives practitioners an insight into solving a growing problem.
DOCUMENT
This study aims to identify factors that impact on the internationalisation of learning outcomes of programmes at The Hague University of Applied Sciences (THUAS). The process of the articulation of learning outcomes has been studied at institutional, faculty and programme levels. Both document analysis and action research with trainers, managers and lecturers provided data for this study. The study describes the broader issue and the layers of contexts in which THUAS operates: the global, European, national, local and institutional. Within the latter two, several strategies are distinguished, i.e. research on employability skills of students and THUAS’ Educational vision. The strategies for internationalisation of learning outcomes at THUAS are then placed in an international perspective. The next section zooms in on current practice on the basis of self-assessment and management reports of THUAS faculties. The analysis of these reports is followed by more detailed observations from individual programmes. Analysis and observations are then connected to professional development for internationalisation of teaching and learning. Three elements of THUAS’ extensive programme for professional development are discussed in more detail. The study ends with the identification of priorities to internationalise learning outcomes across THUAS.
DOCUMENT
To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
DOCUMENT
The increasing complexity of healthcare needs driven by an ageing population places pressure on district nursing care. Many vulnerable older adults prefer to remain at home, requiring care coordinated with general practitioners and other professionals. This demand for integrated care is further challenged by a shortage of nursing professionals and the lack of standardised approaches to measure care quality. This article identifies the key requirements for implementing a learning healthcare system in district nursing care, using patient outcome data to foster continuous improvement and create a more adaptive, evidence-based, and patient-centred approach. This paper synthesises findings from multiple studies conducted as part of a PhD thesis, utilising a multi-method approach. These methods include examining patient outcomes in district nursing care and evaluating necessary cultural, organisational, and financial changes. Four key requirements were identified: (1) standardising patient outcome measures; (2) fostering a data-driven culture and strengthening professional autonomy; (3) enhancing organisational support and integrated care; and (4) adopting financing models that incentivise continuous learning and quality improvement. Implementing a learning healthcare system with patient outcome data in district nursing care requires a transformative shift. Standardising outcome measures, investing in information systems, and promoting continuous learning are crucial. Aligning financial incentives with patient outcomes, strengthening professional autonomy, and enhancing organisational support can make district nursing more responsive and capable of meeting complex needs. The described requirements are essential for advancing district nursing care through a more adaptive, evidence-based, and patient-centred approach.
MULTIFILE
Aim and objectives: To provide an in-depth insight into the barriers, facilitators and needs of district nurses and nurse assistants on using patient outcomes in district nursing care. Background: As healthcare demands grow, particularly in district nursing, there is a significant need to understand how to systematically measure and improve patient outcomes in this setting. Further investigation is needed to identify the barriers and facilitators for effective implementation. Design: A multi-method qualitative study. Methods: Open-ended questions of a survey study (N = 132) were supplemented with in-depth online focus group interviews involving district nurses and nurse assistants (N = 26) in the Netherlands. Data were analysed using thematic analysis. Results: Different barriers, facilitators and needs were identified and compiled into 16 preconditions for using outcomes in district nursing care. These preconditions were summarised into six overarching themes: follow the steps of a learning healthcare system; provide patient-centred care; promote the professional's autonomy, attitude, knowledge and skills; enhance shared responsibility and collaborations within and outside organisational boundaries; prioritise and invest in the use of outcomes; and boost the unity and appreciation for district nursing care. Conclusions: The preconditions identified in this study are crucial for nurses, care providers, policymakers and payers in implementing the use of patient outcomes in district nursing practice. Further exploration of appropriate strategies is necessary for a successful implementation. Relevance to clinical practice: This study represents a significant step towards implementing the use of patient outcomes in district nursing care. While most research has focused on hospitals and general practitioner settings, this study focuses on the needs for district nursing care. By identifying 16 key preconditions across themes such as patient-centred care, professional autonomy and unity, the findings offer valuable guidance for integrating a learning healthcare system that prioritises the measurement and continuous improvement of patient outcomes in district nursing.
DOCUMENT
