Hoe vindt praktijkverandering plaats? Wat is ervoor nodig? Wie is ervoor nodig? Op deze en andere vragen hebben talloze veranderkundigen al hun hoofd gebogen. De praktijk is immers weerbarstig, zo zegt men. Een verandering in de praktijk heeft vaak een tijdelijk karakter en veel veranderingen beklijven niet. Dat is jammer. In dit boek worden de methodiek van Practice Development uiteengezet. Zowel de achtergronden, de systematiek als concrete praktijkvoorbeelden passeren daarbij de revue. Practice Development wordt in dit boek beschreven als een cyclische methodiek (met als acroniem PDDOEN) waarmee gezondheids- en onderwijsmedewerkers direct aan de slag kunnen om personen en praktijken duurzaam te veranderen. Dus geen tijdelijke verandering, maar verandering die gedragen wordt door en verankerd is in mensen. Zowel voorbeelden uit de zorg als het onderwijs illustreren de methodiek die tot deze veranderingen leidt. Het boek bevat codes (QR-codes) die verwijzen naar relevante informatie en instrumenten op een website die hiervoor is ontwikkeld. Doelgroep Practice Development is bestemd voor studenten in de gezondheidszorg en aan lerarenopleidingen.
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Hoe vindt praktijkverandering plaats? Wat is ervoor nodig? Wie is ervoor nodig? Op deze en andere vragen hebben talloze veranderkundigen al hun hoofd gebogen. De praktijk is immers weerbarstig, zo zegt men. Een verandering in de praktijk heeft vaak een tijdelijk karakter en veel veranderingen beklijven niet. Dat is jammer. In dit boek worden de methodiek van Practice Development uiteengezet. Zowel de achtergronden, de systematiek als concrete praktijkvoorbeelden passeren daarbij de revue.
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In onze opvatting van evidence beperken we ons niet tot de wetenschappelijke evidence die op basis van randomised clinical trials (RCT's) en systematic reviews tot stand komt. In het lectoraat hanteren we een holistische interpretatie van evidence-based practice. Het genereren en toetsten van alle vormen van kennis ('weten wat' en 'weten hoe') van alle stakeholders (zorgverleners, managers en zorgvragers) wordt in het lectoraat beschouwd als meer robuste evidence waarop de praktijkvoering gebaseerd kan worden. Het genereren en toetsen van 'niet empirische' kennis vraagt andere competenties dan slechts kritisch kijken naar onderzoeksverslagen. Bijvoorbeeld, reflectieve beroepsuitoefening is een belangrijke vaardigheid in het toetsen van het 'weten hoe' (professionele vakkennis).
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Energy transition is key to achieving a sustainable future. In this transition, an often neglected pillar is raising awareness and educating youth on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. The Master Energy for Society, and particularly the course “Society in Transition”, aims at providing a first overview on the urgency and complexities of the energy transition. However, educating on the energy transition brings challenges: it is a complex topic to understand for students, especially when they have diverse backgrounds. In the last years we have seen a growing interest in the use of gamification approaches in higher institutions. While most practices have been related to digital gaming approaches, there is a new trend: escape rooms. The intended output and proposed innovation is therefore the development and application of an escape room on energy transition to increase knowledge and raise motivation among our students by addressing both hard and soft skills in an innovative and original way. This project is interdisciplinary, multi-disciplinary and transdisciplinary due to the complexity of the topic; it consists of three different stages, including evaluation, and requires the involvement of students and colleagues from the master program. We are confident that this proposed innovation can lead to an improvement, based on relevant literature and previous experiences in other institutions, and has the potential to be successfully implemented in other higher education institutions in The Netherlands.
Designing cities that are socially sustainable has been a significant challenge until today. Lately, European Commission’s research agenda of Industy 5.0 has prioritised a sustainable, human-centric and resilient development over merely pursuing efficiency and productivity in societal transitions. The focus has been on searching for sustainable solutions to societal challenges, engaging part of the design industry. In architecture and urban design, whose common goal is to create a condition for human life, much effort was put into elevating the engineering process of physical space, making it more efficient. However, the natural process of social evolution has not been given priority in urban and architectural research on sustainable design. STEPS stems from the common interest of the project partners in accessible, diverse, and progressive public spaces, which is vital to socially sustainable urban development. The primary challenge lies in how to synthesise the standardised sustainable design techniques with unique social values of public space, propelling a transition from technical sustainability to social sustainability. Although a large number of social-oriented studies in urban design have been published in the academic domain, principles and guidelines that can be applied to practice are large missing. How can we generate operative principles guiding public space analysis and design to explore and achieve the social condition of sustainability, developing transferable ways of utilising research knowledge in design? STEPS will develop a design catalogue with operative principles guiding public space analysis and design. This will help designers apply cross-domain knowledge of social sustainability in practice.
Students in Higher Music Education (HME) are not facilitated to develop both their artistic and academic musical competences. Conservatoires (professional education, or ‘HBO’) traditionally foster the development of musical craftsmanship, while university musicology departments (academic education, or ‘WO’) promote broader perspectives on music’s place in society. All the while, music professionals are increasingly required to combine musical and scholarly knowledge. Indeed, musicianship is more than performance, and musicology more than reflection—a robust musical practice requires people who are versed in both domains. It’s time our education mirrors this blended profession. This proposal entails collaborative projects between a conservatory and a university in two cities where musical performance and musicology equally thrive: Amsterdam (Conservatory and University of Amsterdam) and Utrecht (HKU Utrechts Conservatorium and Utrecht University). Each project will pilot a joint program of study, combining existing modules with newly developed ones. The feasibility of joint degrees will be explored: a combined bachelor’s degree in Amsterdam; and a combined master’s degree in Utrecht. The full innovation process will be translated to a transferable infrastructural model. For 125 students it will fuse praxis-based musical knowledge and skills, practice-led research and academic training. Beyond this, the partners will also use the Comenius funds as a springboard for collaboration between the two cities to enrich their respective BA and MA programs. In the end, the programme will diversify the educational possibilities for students of music in the Netherlands, and thereby increase their professional opportunities in today’s job market.
