This research aims to contribute to a better understanding of strategic collaborations between work-integration social enterprises (WISEs) and for-profit enterprises (FPEs) with the joint objective to improve labour market opportunities for vulnerable groups. We find that most collaborations strive towards integration or transformation in order to make more social impact.
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The number of social enterprises in the Netherlands has increased rapidly. Social enterprises are looking for new, innovative and economically sustainable ways to tackle structural societal challenges that generally fall outside the direct focus and objectives of the public and private sector. Social enterprises are primarily mission-driven, where profit is not a goal in itself but a means of creating societal impact with regard to a specific social problem. Many social enterprises aim to increase their societal impact by growing their organization. However, despite their ambition, scaling up and expanding their impact remains challenging in practice. This research aimed to identify the main constraining factors in scaling up social enterprises and to develop effective methods to tackle these barriers in order to achieve more societal impact. The research was conducted among twenty social enterprises in the Netherlands, all of which aim to stimulate the labor market participation of people who are at a distance from the labor market, generally referred to as work-integration social enterprises. The results show that the majority of the participating social enterprises succeeded in achieving growth in the past two years with regard to specific indicators, but generally not in the way they had originally planned.
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Purpose – Social enterprises have proven to play a vital role in the transitions towards inclusive labour markets and sustainable economies. Yet, they often struggle to flourish within traditional economic systems due to the dual mission of pursuing social and commercial goals, leading to inherent tensions for social entrepreneurs. This study aims to explore tensions within work integration social enterprises (WISEs) arising from their dual mission and engagement with multiple stakeholders.Design/methodology/approach – Interviews with representatives from ten Dutch WISEs were conducted to understand their day-to-day challenges. The typology by Smith and Lewis (2011), focusing on learning, belonging, organising and performing tensions, was used for data analysis.Findings – The study reveals tensions between social impact and commercial viability, with organisational challenges being predominant. Also, there is an observed temporal pattern in tension prominence: early stages emphasise belonging, organising and performing tensions, while learning tensions become more prominent asenterprises mature.Originality/value – This study offers insights into tensions within WISEs, highlighting the complexity of managing multiple identities in a multi-stakeholder context. By drawing on practical experiences, it contributes nuanced understanding to existing literature.
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There are different strategies of curriculum implementation regarding ICT education in schools of social work. It concentrates on ICT as a content of social work education, not on educational technology. Theoretically, an integral approach of ICT teaching ( social informatics ) is considered an adequate strategy for an up to date social work education. In practice however, the institutes of vocational education do not arrive at a full integration of social informatics. Some conditions are discussed that support integration as an implementation strategy.
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PurposeSocial enterprises have proven to play a vital role in the transitions towards inclusive labour markets and sustainable economies. Yet, they often struggle to flourish within traditional economic systems due to the dual mission of pursuing social and commercial goals, leading to inherent tensions for social entrepreneurs. This study aims to explore tensions within Work Integration Social Enterprises (WISEs) arising from their dual mission and engagement withmultiple stakeholders.MethodologyInterviews with representatives from 10 Dutch WISEs were conducted to understand their day-to-day challenges. The typology by Smith and Lewis (2011), focusing on learning, belonging, organising, and performing tensions, was used for data analysis. FindingsThe study reveals tensions between social impact and commercial viability, withorganizational challenges being predominant. Also, there's an observed temporal pattern in tension prominence: early stages emphasize belonging, organising, and performing tensions, while learning tensions become more prominent as enterprises mature. OriginalityThis study offers insights into tensions within WISEs, highlighting the complexity of managing multiple identities in a multi-stakeholder context. By drawing on practical experiences, it contributes nuanced understanding to existing literature.
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Whilst until the late 1980s most migration issues developed in a parallel manner but with national specifics, important differences showed up during the 1990s and at the beginning of this decade. Since the middle of the 1990s, there has been an obvious change in policy towards migrants and foreigners in the Netherlands, and those changes have been more or less “exported” to our neighbouring countries and even to the level of the EU. Integration into society with the maintenance of the immigrant’s own culture has been replaced by integration into the Dutch society after passing an integration examination. The focus of this article is to investigate those changes and to compare the implementation of those policies in the Netherlands/Limburg and Germany/NRW, where the official understanding of not being an immigration country was dominant until the end of the 1990s, and where integration has only recently become an important political issue. Both countries are now facing similar challenges for better integration into the society, especially into the educational system. Firstly, the autors describe migration definitions, types, the numbers of migrants and the backgrounds of migrant policies in Germany and the Netherlands up until the middle of the 1990s. Secondly they discuss the integration policies thereafter: the pathway to a new policy and the Action Plan Integration in Germany, and the central ideas of the Civic Integration of Newcomers Act (WIN) in the Netherlands. Integration policy in the Netherlands is highly centralised with little differentiation on the local governmental level when compared to South Limburg. Thirdly, the autors investigate the cross-border cooperation between professional organisations and educational institutions in the Euregio Meuse-Rhine, and the involvement of social work institutions and social workers in their process of integration into the local society and the exchange of each others’ experiences (the ECSW and RECES projects).
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The COVID-19 pandemic has forced higher education (HE) to shift to emergency remote teaching (ERT), subsequently influencing academic belonging and social integration, as well as challenging students' engagement with their studies. This study investigated influences on student engagement during ERT, based on student resilience. Serial mediation analyses were used to test the predictive effects between resilience, academic belonging, social integration, and engagement.
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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
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European civic integration programmes claim to provide newcomers with necessary tools for successful participation. Simultaneously, these programmes have been criticised for being restrictive, market-driven and for working towards an implicit goal of limiting migration. Authors have questioned how these programmes discursively construct an offensive image of the Other and how colonial histories are reproduced in the constructions seen today. The Dutch civic integration programme is considered a leading example of a restrictive programme within Europe. Research has critically questioned the discourses within its policies, yet limited research has moved beyond policy to focus on discourse in texts in practice. This study presents a critical discourse analysis of texts used in the civic integration programme and demonstrates that they participate in multiple discursive constructions: the construction of the Dutch nation-state and its citizens as inherently modern, the construction of the Other as Unmodern and thus a threat, and the construction of the hierarchical relationship between the two. The civic integration programme has been left out of discussions on decolonisation to date, contributing to it remaining a core practice of othering. This study applies post-colonial theories to understand the impacts of current discourse, and forwards possibilities for consideration of decolonised alternatives.
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Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers’ perceptions of their students’ attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed.
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