PURPOSE: To investigate factors that influence participation in and needs for work and other daytime activities among individuals with severe mental illnesses (SMI). METHODS: A latent class analysis using routine outcome monitoring data from 1069 patients was conducted to investigate whether subgroups of individuals with SMI can be distinguished based on participation in work or other daytime activities, needs for care in these areas, and the differences between these subgroups. RESULTS: Four subgroups could be distinguished: (1) an inactive group without daytime activities or paid employment and many needs for care in these areas; (2) a moderately active group with some daytime activities, no paid employment, and few needs for care; (3) an active group with more daytime activities, no paid employment, and mainly met needs for care; and (4) a group engaged in paid employment without needs for care in this area. Groups differed significantly from each other in age, duration in MHC, living situation, educational level, having a life partner or not, needs for care regarding social contacts, quality of life, psychosocial functioning, and psychiatric symptoms. Differences were not found for clinical diagnosis or gender. CONCLUSIONS: Among individuals with SMI, different subgroups can be distinguished based on employment situation, daytime activities, and needs for care in these areas. Subgroups differ from each other on patient characteristics and each subgroup poses specific challenges, underlining the need for tailored rehabilitation interventions. Special attention is needed for individuals who are involuntarily inactive, with severe psychiatric symptoms and problems in psychosocial functioning.
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During recent years the world has seen rapid changes such as globalization, the Internet, and the rise of new economies. To survive these changes organizations need to be in control of their processes, and be able to continuously improve the process performance. Therefore many organizations are increasingly adopting Business Process Management (BPM). However, it is not clear if the implementation of BPM(S) is really adding value to an organization. Consequently, in this paper, we try to answer the following research question: 'Does adoption of Business Process Management lead to a higher process performance?' Based on quantitative research we show that there is dependence between the performance of processes within an organization and the BPM maturity of that organization. As a result we conclude that improvement in process performance can be attained by increasing the BPM maturity of an organization.
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This paper describes a project to explore the possibilities of virtual worlds in educating Green IT. In the project a virtual world has been created with various assignments which are meant to create awareness on sustainability aspects of IT. The world (and the assignments) will be incorporated in a course for first-year IT students. In order to measure the effects of the course, a questionnaire has been developed which can be used before and after the course to measure the attitude towards green IT.
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High Performance Organization (HPO) characteristics indicate why an organization is able to achieve significantly better results than other organizations and these characteristics can facilitate associations to optimize employees’ work outcomes. The independent professional (IP) is an increasingly occurring phenomenon in the labor market that fulfils an organizations’ need for flexibility in knowledge productivity. This study focuses on the contribution of HPO characteristics to the knowledge productivity of IP's. It was conducted among managers and HRM professionals in various Dutch knowledge-intensive organizations that frequently enlist the services of IPs. This study found a number of HPO attributes that appeared to contribute to the IPs' knowledge productivity, namely the quality of management, an open and actionfocused organizational culture, and continual improvement and innovation. We will use these results to look ahead and consider the future consequences for professional practice. Managers and HRM professionals should strive to contribute to the incorporation of these characteristics within the organization in order to safeguard and enhance knowledge productivity of independent professionals.
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More than 25!years after Moore’s first introduction of the public value concept in 995, the concept is now widely used, but its operationalization is still considered difficult. This paper presents the empirical results of a study analyzing the application of the public value concept in Higher Education Institutions, thereby focusing on how to account for public value. The paper shows how Dutch universities of applied sciences operationalize the concept ‘public value’, and how they report on the outcome achievements. The official strategy plans and annual reports for FY2016 through FY2018 of the ten largest institutions were used. While we find that all the institutions selected aim to deliver public value, they still use performance indicators that have a more narrow orientation, and are primarily focused on processes, outputs, and service delivery quality. However, we also observe that they use narratives to show the public value they created. In this way this paper contributes to the literature on public value accounting.
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Big data analytics received much attention in the last decade and is viewed as one of the next most important strategic resources for organizations. Yet, the role of employees' data literacy seems to be neglected in current literature. The aim of this study is twofold: (1) it develops data literacy as an organization competency by identifying its dimensions and measurement, and (2) it examines the relationship between data literacy and governmental performance (internal and external). Using data from a survey of 120 Dutch governmental agencies, the proposed model was tested using PLS-SEM. The results empirically support the suggested theoretical framework and corresponding measurement instrument. The results partially support the relationship of data literacy with performance as a significant effect of data literacy on internal performance. However, counter-intuitively, this significant effect is not found in relation to external performance.
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This paper investigates whether encouraging children to become more physically active in their everyday life affects their primary school performance. We use data from a field quasi‐experiment called the Active Living Program, which aimed to increase active modes of transportation to school and active play among 8‐ to 12‐year‐olds living in low socioeconomic status (SES) areas in the Netherlands. Difference‐in‐differences estimations reveal that while the interventions increase time spent on physical activity during school hours, they negatively affect school performance, especially among the worst‐performing students. Further analyses reveal that increased restlessness during instruction time is a potential mechanism for this negative effect. Our results suggest that the commonly found positive effects of exercising or participating in sports on educational outcomes may not be generalizable to physical activity in everyday life. Policymakers and educators who seek to increase physical activity in everyday life need to weigh the health and well‐being benefits against the probability of increasing inequality in school performance.
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The Middle East and North Africa region has been absent form stocktaking exercises on social accountability initiatives (SAI), an umbrella term to designate citizen-led tools aimed at socio-political change. We argue that this sidelining is unwarranted, given the proliferation of participatory governance initiatives, civic associations and popular mobilisation in Arab societies after 2011. Whereas the struggle for improved accountability in the Arab world remains under-researched, analysis of authoritarian regime tactics has proliferated. The fact is, however, that many Arab societies have experimented with mechanisms to apply political pressure on corrupt elites while international donors have launched diverse SAIs, including community score cards and participatory and gender-responsive budgeting initiatives. In this chapter, we first identify this double gap: not only has the literature on SAIs overlooked the MENA region but scholarship on the Middle East has largely failed to recognise initiatives launched across the region over the past decade as SAIs. Then, we aim to address the blind spot of Arab SAI’s as pathways towards improved governance. Finally, we present an overview of extant literature and introduce a set of four research questions to better understand what social accountability means for people on the ground. These questions focus on the various meanings of social accountability (musā’ala vs muhāsaba), its modes of mobilisation, the responses from authorities to such initiatives and their overall outcomes.
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Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium of the Dutch language. Research questions What are the consequences of this for the individual learner and the class situation?Is a bi-lingual background a help or a hindrance when acquiring further language competences. Does the home situation facilitate or impede the learner? Additionally, how should the TEFL professional respond to this situation in terms of methodology, use of the Dutch language, subject matter and assessment? Method of approach A group of ethnic minority students at Fontys University of Professional Education was interviewed. The interviews were subjected to qualitative analysis. To ensure triangulation lecturers involved in teaching English at F.U.P.E. were asked to fill in a questionnaire on their teaching approach to Dutch second language English learners. Thier response was quantitatively and qualitatively analysed. Findings and conclusions The students encountered surprisingly few problems. Their bi-lingualism and home situation were not a constraint in their English language development. TEFL professionals should bear the heterogeneous classroom in mind when developing courses and lesson material. The introduction to English at primary school level and the assessment of DL2 learners require further research.
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Author-supplied abstract: Developing large-scale complex systems in student projects is not common, due to various constraints like available time, student team sizes, or maximal complexity. However, we succeeded to design a project that was of high complexity and comparable to real world projects. The execution of the project and the results were both successful in terms of quality, scope, and student/teacher satisfaction. In this experience report we describe how we combined a variety of principles and properties in the project design and how these have contributed to the success of the project. This might help other educators with setting up student projects of comparable complexity which are similar to real world projects.
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