INTRODUCTION: The recent concept of sustainable employability (SE), which refers to being able and enabled to achieve valuable work goals, has lately attracted substantial attention in many developed countries. Although limited cross-sectional studies found that SE in the form of capability set was positively associated with work outcomes, why and through which mechanism SE is related to crucial work outcomes remains still unexplored. Therefore, the present three-wave study aimed to (1) investigate the SE-work outcomes linkage over time, and (2) uncover the psychological pathway between SE and two work outcomes (i.e., task performance and job satisfaction) by proposing work engagement as a mediator.METHODS: To test the mediation process, we approached CentERdata to collect data among a representative sample of 287 Dutch workers. We used a three-wave design with approximately a 2-month time lag.RESULTS: The results of bootstrap-based path modeling indicated that SE was a significant predictor of task performance but not job satisfaction over time. Work engagement mediated the relationships between SE and (a) task performance and (b) job satisfaction.DISCUSSION: These findings suggest that organizations may foster workers' task performance and job satisfaction by configuring a work context that fosters SE-allowing workers to be able and be enabled to achieve important work goals.
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Purpose: The aim of this study was to investigate the occupational well-being among employees with chronic diseases, and the buffering effect of four job resources, possibly offering targets to enhance occupational well-being.Method: This cross-sectional study (N = 1951) was carried out among employees in educational and (semi-)governmental organizations in the Netherlands. The dimensions of the survey were chronic diseases (i.e., physical, mental, or both physical and mental), occupational well-being (i.e., work ability, burnout complaints, and work engagement), and job resources (i.e., autonomy, social support by colleagues, supportive leadership style, and open and communicative culture). First, it was analyzed if chronic diseases were associated with occupational well-being. Second, it was analyzed if each of the four job resources would predict better occupational well-being. Third, possible moderation effects between the chronic disease groups and each job resource on occupational well-being were examined. Regression analyses were used, controlling for age.Results: Each chronic disease group was associated with a lower work ability. However, higher burnout complaints and a lower work engagement were only predicted by the group with mental chronic diseases and by the group with both physical and mental chronic disease(s). Furthermore, all four job resources predicted lower burnout complaints and higher work engagement, while higher work ability was only predicted by autonomy and a supportive leadership style. Some moderation effects were observed. Autonomy buffered the negative relationship between the chronic disease groups with mental conditions (with or without physical conditions) and work ability, and the positive relationship between the group with both physical and mental chronic disease(s) and burnout complaints. Furthermore, a supportive leadership style is of less benefit for occupational well-being among the employees with mental chronic diseases (with or without physical chronic diseases) compared to the group employees without chronic diseases. No buffering was demonstrated for social support of colleagues and an open and communicative organizational culture.Conclusion: Autonomy offers opportunities to reinforce occupational well-being among employees with mental chronic diseases. A supportive leadership style needs more investigation to clarify why this job resource is less beneficial for employees with mental chronic diseases than for the employees without chronic diseases.
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In dit white paper wordt ingegaan op het begrip student engagement. Waarom nu inzetten op engagement? Wat levert dat op? Is student engagement te meten? En is er een blauwdruk voor HO instellingen?
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Civil society as a social sphere is constantly subjected to change. Using the Dutch context, this article addresses the question whether religiously inspired engagement is a binder or a breakpoint in modern societies. The author examines how religiously inspired people in the Netherlands involve themselves in non-governmental organizations (NGOs) and voluntary activities. Religious involvement and social engagement in different European countries are compared and discussed. In addition, the author explores the models of civil society and applies these to both the Christian and Islamic civil society in the Netherlands. Using four religious ‘identity organizations’ as case studies, this article discusses the interaction of Christian and Islamic civil society related to secularized Dutch society. The character and intentions of religiously inspired organizations and the relationship between religious and secular involvement are examined. This study also focuses on the attitude of policymakers towards religiously inspired engagement and government policy on ‘identity organizations’ in the Netherlands.
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ObjectivesThe existing studies among workers with a past cancer diagnosis have rarely focused on workers confronted with cancer recurrence or metastases specifically, so knowledge is lacking. The aim of this study, therefore, was to investigate the work functioning (work ability, burnout complaints, and work engagement) of workers with recurrent or metastasized cancer. Furthermore, the association of psychological capital (hope, optimism, resilience, and self-efficacy) with work functioning was studied.MethodsData from a survey study among workers 2–10 years past cancer diagnosis were used (N = 750); 73% reported a diagnosis of breast cancer and 27% a diagnosis of cancer other than breast cancer. Analysis of variance was used to compare participants with and without cancer recurrence or metastases regarding work functioning (work ability, burnout complaints, and work engagement) and psychological capital (hope, optimism, resilience, and self-efficacy). Multivariate regression analyses were used to analyze the association of type of cancer and psychological capital with work functioning among workers with cancer recurrence or metastatic cancer (n = 54), controlling for age.ResultsWork ability is significantly lower among workers with cancer recurrence or metastases (controlling for age); however, burnout complaints and work engagement are at comparable levels. Among workers with cancer recurrence or metastases, a higher level of hope is positively associated with work ability and work engagement, and a higher level of hope or resilience is negatively associated with burnout complaints.Significance of resultsAmong workers with cancer recurrence or metastases, work ability needs attention. Furthermore, especially the element hope of psychological capital is important to focus on because of the association with more favorable work functioning in general. The clinical psycho-oncological practice may benefit from these insights in guiding this vulnerable group of workers who are living with active cancer and many uncertainties.
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The abstract concerns research work being conducted now about how a European university's (Hanze University of Applied Sciences, Groningen, The Netherlands) engagement activities with local communities in Mombasa area, Kenya. The paper will concentrate on the challenges and opportunities for such an engagement and the search for a possible model that may be suitable for this type of engagement.
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De implementatie van blended learning – waarbij fysiek leren wordt gecombineerd met online leren – staat bij veel onderwijsinstellingen hoog op de agenda, om activeren, intensiveren, flexibiliseren, differentiëren en/of personaliseren mogelijk te maken (Bos, 2022). Als gevolg hiervan krijgt de online leeromgeving binnen onderwijsinstellingen een steeds nadrukkelijkere rol. Om te komen tot betekenisvol leren in deze online leeromgeving (vaak in de vorm van een leermanagementsysteem, ook wel LMS genoemd), is het belangrijk dat studenten hierin actief aan de slag gaan met de aangeboden onderwijsinhoud en geïnteresseerd en gemotiveerd zijn om dit te (gaan) doen (Michael, 2006; Alhazmi & Rahman, 2012; Derboven et al., 2017; Grant-Smith et al., 2019). Echter, in de praktijk blijkt dat lang niet altijd sprake is van deze gewenste student engagement. Bijlage 1: Dit artikel geeft de resultaten weer van een onderzoek naar mogelijkheden om student engagement in het LMS te vergroten. Deze resultaten zijn tevens samengevat in twee overzichtelijke infographics. Bijlage 2: Infographic 1 omvat het gehele overzicht van de (mogelijk) te implementeren ontwerpprincipes. Bijlage 3: Infographic 2 bevat een stappenplan voor docenten om hun LMS te analyseren en te optimaliseren (laaghangend fruit).
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BACKGROUND: The capability set for work questionnaire (CSWQ) is being used to measure the new model of sustainable employability building on the capability approach. However, previous studies on the psychometric properties of the instrument are limited and cross-sectional. This two-way study aimed to (1) evaluate the convergent validity of the CSWQ with the theoretically related constructs person-job fit, strengths use, and opportunity to craft and (2) test the predictive and incremental validity of the questionnaire for the well-established work outcomes, including work ability, work engagement, job satisfaction, and task performance.METHODS: A representative sample of 303 Dutch workers, chosen with probably random sampling, were surveyed using a one-month follow-up, cross-lagged design via the Longitudinal Internet Studies for the Social Sciences panel. The convergent validity was assessed by exploring the strength of associations between the capability set for work questionnaire and the theoretically related constructs using Pearson's correlations. The predictive and incremental validity was evaluated by performing a series of linear hierarchical regression analyses.RESULTS: We found evidence of the convergent validity of the capability set score by moderate correlations with person-job fit, strengths use, and opportunity to craft (r = 0.51-0.52). A series of multiple regression analyses showed that Time 1 capability set score and its constituents (i.e., importance, ability, and enablement) generally had predictive and incremental validity for work ability, work engagement, job satisfaction, and task performance measured at Time 2. However, the incremental power of the CSWQ over and above conceptually related constructs was modest.CONCLUSIONS: The findings support the convergent, predictive, and incremental validity of the capability set for work questionnaire with not previously investigated work constructs. This provided further evidence to support its utility for assessing a worker's sustainable employability for future research and practical interventions.
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In media audience research we tend to assume that media are engaged with when they are used, however ‘light’ such engagement might be. Once ‘passive media use’ was banned as a reference to media use, being a media audience member became synonymous with being a meaning producer. In audience research however I find that media are not always the object of meaning making in daily life and that media texts can be hardly meaningful. Thinking about media and engagement, there is a threefold challenge in relation to audience research. The coming into being of platform media and hence of new forms of media production on a micro level that come out of and are woven into practices of media use, suggests that we need to redraft the repertoire of terms used in audience research (and maybe start calling it something else). Material and immaterial media production, the unpaid labour on the part of otherwise audience members should for instance be taken into account. Then, secondly, there is the continuing challenge to further develop heuristically strong ways of linking media use and meaning making, and most of all to do justice, thirdly, to those moments and ways in which audiences truly engage with media texts without identifying them with those texts.
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Introduction Student success is positively linked to engagement, but negatively linked to emotional exhaustion. Though both constructs have been conceptualized as opposites previously, we hypothesize that students can demonstrate high or low engagement and emotional exhaustion simultaneously. We used quantitative and qualitative data to identify the existence of four student profiles based on engagement and exhaustion scores. Furthermore, we studied how profiles associate to study behaviour, wellbeing and academic achievement, and what risks, protective factors and support requirements students and teachers identify for these profiles. Methods The Student Wellbeing Monitor 2021, developed by Inholland University of Applied Sciences, was used to identify profiles using quadrant analyses based on high and low levels of engagement and emotional exhaustion (n= 1460). Correlation analyses assessed profile specific differences on study behaviours, academic delay, and wellbeing. Semi-structured interviews with students and teachers are currently in progress to further explore the profiles, to identify early signals, and to inspect support requirements. Results The quadrant analysis revealed four profiles: low engagement and low exhaustion (energised-disengaged; 9%), high engagement and low exhaustion (energised-engaged; 15%), low engagement and high exhaustion (exhausted-disengaged; 48%), and high engagement and high exhaustion (exhausted-engaged; 29%). Overall, engaged students demonstrated more active study behaviours and more social connections and interactions with fellow students and teachers. The exhausted students scored higher on depressive symptoms and stress. The exhausted-engaged students reported the highest levels of performance pressure, while the energised-disengaged students had the lowest levels of performance pressure. So far, students and teachers recognise the profiles and have suggested several support recommendations for each profile. Discussion The results show that students can be engaged but at the same time are exhausting themselves. A person-oriented mixed-methods approach helps students and teachers gain awareness of the diversity and needs of students, and improve wellbeing and student success.
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