Agency (stuurkracht) betreft de mogelijkheid om doelbewust en reflectief eigen gedrag, gedachten en de omgeving te beïnvloeden (Bandura, 2018). Het is een sleutelcapaciteit voor een leven lang leren (Biesta & Tedder, 2007). In het hoger onderwijs kunnen we studenten hierop voorbereiden door hen te laten oefenen met het reguleren en sturen van hun leren (OECD, 2018). Onderwijsinnovaties spelen hierop in met open en flexibele leeromgevingen, maar niet alle studenten kunnen omgaan met autonomie en hun leren sturen (De Bruin & Verkoeijen, 2022; Van Casteren et al., 2021). Doel van dit onderzoek is om zicht te krijgen op factoren die student agency beïnvloeden om interventies te ontwikkelen die student agency in de leeromgeving stimuleren.
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In een veranderende arbeidsmarkt is het noodzakelijk om je als professional wendbaar op te stellen, in te spelen op nieuwe rollen en je loopbaan doelbewust vorm te geven. In het hoger beroepsonderwijs sluiten steeds meer onderwijsinnovaties hierop aan met leeromgevingen, waarin van studenten verwacht wordt dat ze hun leerproces autonoom en bewust kunnen construeren. De vraag is hoe student agency in een dergelijke onderwijsleeromgeving wordt gestimuleerd. presentatie Onderwijs Research Dagen
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Why studying student agency? • Prepare students for lifelong learning. (Biesta & Tedder, 2007;OECD, 2018) • Agency fosters motivation, which could enhance performance. (Bandura, 2018; Ryan & Deci, 2020) • More flexibility in higher education, but not all students can handle this. (De Bruin & Verkoeijen, 2022; Van Casteren e.a., 2021)
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Posterpresentatie tijdens de Onderwijs Research Dagen.
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Sustainability transitions are not hindered by technological barriers but above all by the lack of well-qualified people. Educating the next generation of engineers and product designers is therefore more important than ever. However, a traditional widely used model of instruction and evaluation is not sufficient to prepare this next generation for the demands of society. It is appropriate that curricula should be adapted. If necessary, in a disruptive way. The question was how to develop an education module in which students are agents in their learning. In which students decide what and how they will learn, and in which they can prepare for a role in society that is in shock. To propel them in a new direction a disruptive education innovation has been designed and tested. This new method turns the traditional education model upside down. Students and lecturers are transformed in equal partners in aninnovation consultancy firm with a passion for engineering, product design, and with a focus on sustainability transition. Students explore their emotionally intrinsic values that enables them to accomplish great things, to experience meaning in their lives and work, and leads to a significant learning experience.Purpose of this paper is to give individuals and organisations involved in higher education insight into a new method of education based on new values such as student agency, equal partnership, partnership learning communities, significant learning experience, and the strong belief students have the capacity and the willingness to positively influence their own lives and environment
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Higher education is making increasing demands on students’ learner-agency and self-directed learning. What exactly are learner agency and self-directed learning? Why are they important? And what does it take? The aim of the five questions and answers on this poster is to support a common language and to be used as conversation starters when you want to discuss learner-agency and self-directed learning.
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Agency in education: The capacity to intentionally and reflectively construct one’s learning path and influence one’s functioning and circumstances. We focus on social-cognitive perspective.
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Societal trends such as increased accountability, teacher shortages, and flexibility in learning paths affect the work of teacher educators. This study explores the collective agency of Dutch geography teacher educators as they enact the subject pedagogy curriculum within this rapidly changing context. Whilst teacher agency has been widely studied, research on teacher educators—particularly from a collective perspective—remains scarce. Drawing on Priestley et al.'s ecological approach, this study aims to disentangle teacher educators' collective spaces of agency by means of cultural, structural, and material resources. Using focus group interviews with three teams of geography teacher educators, we identified three key challenges that define their collective spaces of agency: (1) accommodating students' developmental phases, (2) gaining insight into students' internship learning, and (3) the growing divide between subject-specific and general teacher education. Thematic analysis revealed that teams of educators experience a different sense of agency in each of these spaces, depending on their ability to draw on the available resources. Our findings show that teams of educators draw on strong subject teacher identities (cultural resources) and experience collective agency when enacting subject pedagogy at the course level (structural resources). Their sense of agency is weak at the institutional level, particularly in relation to curricular change. This study contributes to a more profound understanding of teacher educators' collective spaces of agency. Disentangling these spaces can help teams of teacher educators to identify the necessary resources to restore their sense of agency in difficult times.
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Veertien docenten met uiteenlopende onderwijsvisies in de Domeinen Gezondheid, Sport en Welzijn (GZW) en Business, Finance & Law (BFL) zijn geïnterviewd in het najaar 2023 over hun visie op Student als (Inhoudelijke) Partner. Hoe kijken zij aan tegen studentparticipatie, Student als Partner, en Student als Inhoudelijke partner? Waar zien zij kansen en uitdagingen? Het interview startte met de vraag waarom ze het onderwijs ingegaan zijn, en wat energie geeft.
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The world of student associations, is not all what it seems to be. Here, like in the corporate boardroom, we find a world of personal ambition that drive unproductive acquisitions and other unwanted managerial behavior. Agency problems as studied by Jensen & Meckling (1976) and eloquently summarized by Gordon Gekko (1987) are major causes of the credit crisis of 2008.
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