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3This paper assesses the impact of perceived HRM practices on organisational citizenship behaviour (OCB) and whether leader membership exchange (LMX) mediates this relationship. The required research data were retrieved from four different departments within a logistics and supply chain management organisation. The results show that there is a significant relationship between the HRM practices as perceived by a subordinate and their level of organisational citizenship behaviour. The relationship that subordinates have with their frontline manager (LMX) acts as a significant mediator. In the final section, of this paper the findings are discussed and recommendations for future research and practical implications are given.
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Keywords: citizenship education, democratic education, teacher training,
national curricula, social sciences
- Citizenship education is in teacher training in the Netherlands linked to both
the pedagogical and didactic tasks of teachers.
- The task of teachers to stimulate the development of values in students is
addressed a lot less often.
- The idea of democracy and rule of law as a framework for citizenship is not
mentioned in most knowledge bases.
- As a result, some knowledge bases seem to lack direction, as if all opinions
and all ways of ‘dealing with diversity’ are desirable.
Purpose: With this article we aim to provide insight into how citizenship
education receives attention in the formulated national curricula for teacher
education in the Netherlands and to what extent the different domains of
citizenship and the different tasks of teachers with regard to citizenship
education are addressed.
Method: For this study the knowledge base for all teacher training curricula at
Bachelor and Master level in the Netherlands were analysed. We looked at the
extent to which citizenship (education) is addressed in teacher training and the
ways in which this takes place.
Findings: The results of the study show that several domains of citizenship are
mentioned, albeit not often together in one knowledge base. Citizenship
education is linked to both the pedagogical and didactic tasks of teachers. The
task of teachers to stimulate the development of values in students is addressed
a lot less often. The fact that citizenship also involves moral development is only
mentioned in some knowledge base. Also, the idea of democracy and rule of law
as a framework for citizenship is not mentioned in most knowledge bases. As a
result, some knowledge bases seems to lack direction, as if all opinions and all
ways of ‘dealing with diversity’ are desirable.
DOCUMENT
During the past two decades, citizenship education has become an educational priority across Europe and in the United States, in policy, practice and research alike. Often this educational priority is understood through the lens of education’s contribution to the process of youth becoming citizens. In this theoretical study, the aim is to contribute to a growing body of studies seeking to reconceptualise youth as not just becoming citizens, but as being citizens and doing citizenship. This reconceptualization impacts the way the role of schools in light of citizenship education can, and should, be understood. We combine insights from Dewey’s work on experiential learning and democracy as ‘a mode of associated living’ and Mouffe’s agonistic model of democracy to further develop the understanding of the relation between the school context and youth citizenship. As an example of the implications of the reconceptualization of youth citizenship, we explore its relation with ‘voice’ in school. We conclude by reflecting on the implications of this conceptualisation of youth citizenship for researchers, educational practitioners and policymakers.
MULTIFILE
Abstract: In this article I will reconstruct the Dutch debate on citizenship against the developing thinking about social citizenship in the context of globalization. I will show that the confusion around citizenship in the Netherlands can be seen as a result from a split between an unanimous negative valuation of Dutch citizen participation and the practice in which the participation of Dutch population is high. Recent theory on citizenship and participation localizes citizen participation, through membership, in the heart of citizenship practices (B.S. Turner). This can be understood as that all kinds of practices and activities can be viewed as citizenship practices and citizenship activities. From this perspective it becomes clear that in the Netherlands, due to the nation-state conceptualisation of citizenship social participation is not acknowledged as part of citizenship. In reverse, the case study learns about the theory of citizenship in practices that that theory functions as a framework that visualises different - sometimes conflicting - notions and practices of citizenship and thereby recognises all these as part of citizenship.
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Background: Adults with cerebral palsy (CP) may experience an increasing impact of their disability on daily life and this may interfere with their citizenship. Citizenship is a layered construct. Next to formal and theoretical significations, and civil rights acts such as the UN Convention on the Rights for Persons with Disabilities (CRPD), the meaning of citizenship is formed by the person themselves. The present study aimed to gain insight into what citizenship means for adults with CP 40 years or older and what is needed to support and pursue their citizenship to improve person-centered rehabilitation which can facilitate this process. Methods: Adults with CP (>40 years) without intellectual disability were recruited from medical records of a large rehabilitation center to participate in a qualitative study using the photovoice method. Participants were asked to take photos of objects or life situations that constituted citizenship for them; these photos were then the prompts for the semi-structured interviews that were held face-to-face at their homes. Background and clinical characteristics were gathered using a short face-to-face questionnaire. Data were analyzed through inductive thematic analysis. Results: Nineteen adults participated [mean age (SD) 57.8 (9.4) years (range 44–79), six men]. From the analysis four themes emerged: (a) Meanings of citizenship; (b) Citizenship: Facilitator and barriers; (c) Paradoxes of support and participation; and (d) Future. Furthermore, next to the ability to participate in society without restrictions, sense of belonging was reported to be an important aspect of “meanings of citizenship.” The physiotherapist was perceived as an important health professional to maintain physical activity and deal with the impact of aging with CP on daily activities. Complex healthcare and support services regulations and aging affected citizenship negatively. Conclusion: Middle-aged and older adults with CP view citizenship as the ability to participate and belong in society. To optimize their citizenship the challenges and individual needs must be seen and supported by person-centered rehabilitation and support services. Simplification of complex healthcare and services regulations can further improve citizenship.
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The internationalization of higher education has been driven by an increasingly globalized and interconnected world. One concept that embodies this internationalization process is global citizenship, which can be promoted through student mobility, internationalization-at-home, or other forms of intercultural learning. While global citizenship remains a broad and highly contested term, the increased interest of its role in higher education has inspired research in different fields. The aim of this paper is to provide a review of existing research approaches to studying global citizenship, and to formulate future research directions that may integrate these approaches into a holistic framework. By reviewing literature from different fields in the social sciences, we have identified three main research approaches: intercultural competence, social identification with a global community, and civic engagement. While each approach reflects an important dimension of global citizenship, they remain separate in the literature, complicating the understanding and application of global citizenship in higher education. Therefore, for each approach we present a general conceptualization and a brief overview of prior findings. We discuss how integrating these approaches can lead to a more holistic understanding of global citizenship and guide future avenues for research and practice in higher education.
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This study will examine whether voluntary work or an internship in a developing country contributes to the development of global citizenship among young people. For the purpose of this study, global citizenship will be defined as a combination of social awareness and possessing international competencies. For a period of four years, a group of 1000 participants between 14 and 25 years old was followed using online self-administered surveys, surveys conducted within the social environment and a smaller number of in-depth interviews. Data collection took place prior to an internship or voluntary work in a developing country, following their return, and six months after their return. Almost all of the international competencies that according to prior research are required to be able to function effectively when communicating with people from a different cultural background were found to have increased during their their stay abroad. Only reading and writing skills in the local language of the area were shown not to have improved. The greatest amount of improvement occurred in the area of intercultural competencies, namely attitude, knowledge, behaviour and skills. Following their stay abroad, the personal and social competencies of participants were also shown to have increased. Relatively speaking, their international professional and academic skills improved the least. Despite this, following the return from voluntary work or an internship in a developing country, a larger number of participants were shown to be exhibiting a socially responsible attitude with an understanding of interdependence, equality of all people and a shared responsibility for solving global issues, and expressed this more frequently in their behaviour. In addition, an increase in flexibility, cultural empathy, social initiative and emotional stability among participants was observed. What essentially characterises the participants according to the in-depth interviews is the ability they have developed to look through someone else’s eyes at their own culture and living conditions in the Netherlands and to use their improved self-confidence to live a more socially aware life and/or engage in international activities after their return from abroad.
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It is assumed by the projects demonstrating Positive Energy District (PED) concepts in cities across Europe that citizens should want and need to be involved in the development of new energy concepts, such as PEDs for these concepts to be deployed successfully. Six different PED research and innovation projects are investigating the types and expectations of citizen engagement. They evaluate the impact of energy citizenship on the success of PED deployment across Europe.
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The development of the capabilities necessary to foster global citizenship in undergraduate university students is an important goal of many higher education institutions. We assess the impact of intercultural virtual collaboration (IVC) courses on the three key competencies of students—collaborative skills, ethical and social responsibility, and intercultural proficiency—that underpin global citizenship (GC). We analyse pre- and post-course test data related to the learning goals of three IVCs between the universities in the Netherlands and Japan, Spain, and the USA, respectively. Using one-tailed paired sample t-tests, we find statistically significant improvements in each of these competencies and conclude that IVC supports the development of GC in university students, even if they have prior international experience.
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This article relates the eight Guiding Principles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) to both liberal and relational perspectives on autonomy and different layers of citizenship. While the UNCRPD covers a broad scope of citizenship, accounting for liberal and relational values of autonomy, it appears that the recent long-term care reforms in the Netherlands primarily address outcomes based on liberal values. As a consequence, persons with long-term cross-domain care needs face barriers that threaten their citizenship in terms of access to adequate care and support services. We argue that long-term care and support services need to explicitly address the relational aspects of autonomy to warrant the citizenship of persons with disabilities.
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