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3This document is a summary of the book Honours Experience.
BOEK
This paper presents the application of theories and experiences in the day-to-day environment of honours education in a so-called honours learning environment. In 2009, Windesheim University of Applied Sciences (UAS) started with honours education. An important question from the start was: what characterizes the honours learning environment? Based on experience, knowledge exchange and input from theory, the honours learning environment was developed, which is the fundament of honours and talent development at Windesheim UAS. The eight characteristics are illustrated by animations and explanations based on scientific studies.
ARTIKEL
In the Netherlands, and in many other countries, teacher policy and teacher education are strongly focused on ensuring that teachers meet certain minimum standards. As all student teachers need to meet these standards, teacher education programmes might put the main emphasis on the ‘average’ student and pay little attention to students who can perform better, which would lead to a middle-ofthe-road perspective on teachers and teacher education curricula. However, there is a growing awareness within higher education of the diversity of students with respect to their abilities and ambitions. In the Netherlands, there are initiatives to develop excellence programmes and honours programmes that recognize and accept student diversity. Such programmes offer ‘excellent’ students new challenges in the development of their excellence. But as ‘excellence’ is not centrally defined, higher education institutes can define the concept independently. Here, we present two examples of teacher education institutes that have developed honours programmes that emphasize excellent student teachers. While traditionally honours programmes in universities are focused on stimulating outstanding research performance of excellent students, in both examples a different focus is taken. The honours programmes in these universities for applied sciences do not focus on academic performance, but focus more directly on the roles of outstanding teachers in schools. One of these institutes focuses on primary teacher roles, the other on secondary teacher roles. Both use research in the content of the honours programmes and in the evaluation of the programmes. Here, an analysis of the two programmes is related to developments in teacher policy and the teaching profession with respect to teacher excellence, e.g. the recent recommendation from the Netherlands Education Council to nominate the top 5% of teachers as ‘excellent teachers’ – a recommendation that was received with mixed feelings by teachers, teachers’ unions and school leaders
ARTIKEL
This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities to submit their own plans for the promotion of student excellence. The successful applications are analysed with respect to the above mentioned criteria. The German study focuses on the ideational support means, which is a varied enrichment programme provided by several national foundations that is supported with money and guidelines by the German government. The scholarship recipients were interviewed in large online surveys ( N1 = 2379 and N2 = 1614). Both programmes are endowed with public funding and thus are shaped by political objectives. Also, both programmes are conducted by non-governmental institutions: universities in the Netherlands, and basically political, religious and social foundations in Germany. Thus, the presentation provides insights in theory and practice of gifted undergraduate education in both countries. The discussion will address the impact of political objectives and organizational structures on the reality of gifted education. Strategies for educators to accumulate scientific knowledge about gifted education, about evidence-based goals and about real life limitations will be provided. The different evaluation methods will be discussed in order to find out the best practice for research.
ABSTRACT
This thesis contributes to the knowledge and insights regarding the competencies
describing a highly talented international business professional – here managers
and leaders – according to professionals themselves, resulting in a competency
framework or profile related to talent. In addition, international perspectives on
the competencies of talented international business professionals are obtained,
which will contribute to better alignment of honours programmes in international business education with expectations from the field.
PROMOTIEONDERZOEK EXTERN, AFSTUDEREN EXTERN
About honours education at Rotterdam University of Applied sciences.
RAPPORT
Poster presentation International Honours Conference, Utrecht. July 14th 2016
POSTER
Drie pijlers voor het honoursonderwijs zijn: stimuleren van academische competenties, bieden van (gebonden) vrijheid en het creëren van een honours leergemeenschap (ook wel community genoemd).
DIGITALE OF VISUELE PRODUCTEN
In honours programmes, teachers face the task of designing courses in which students feel challenged and learn from accomplishing demanding assignments. The aim of this study was to investigate students’ and teachers’ perceptions of challenge and learning in an honours programme. From 2016 to 2019, students and teachers rated the learning activities during the programme and explained their ratings. The results showed that in the first two years, teachers estimated challenge and learning significantly higher than the students did. However, both students and teachers viewed the tasks as the factor with the strongest impact on challenge and learning. In the first year, students also identified group dynamics as challenging and a source for learning. Enhancing task complexity and supporting group dynamics are the main factors to adjust the level of challenge in an honours programme. Monitoring students’ and teachers’ perceptions can help to adapt the programme to improve students’ learning.
ARTIKEL
In September 2009 the department of Engineering of Fontys University of Applied Sciences in the Netherlands has started a pilot honours program for excellent engineering students called PRogram OUstanding Development (PROUD). Aim of this program is to give those engineering students, who have the ambition, the opportunity to work on extra profession related challenges in their study. By means of this PROUD program Fontys University of Applied Sciences is responding to the wishes of students for extra curricular activities and increasing need from the industry for excellent professionals with an extra level of theoretical knowledge and practical experience. In this paper the courses offered at the Engineering department of the Fontys University of Applied Sciences are discussed. Different study possibilities/routings for students were developed depending on earlier acquainted competences, adaptation abilities to our system (special possibilities for slow starters) and tracking and tracing by intensive study coaching. This resulted in an improvement of the yield of students to 74% of students started in 2008. After working successfully on reducing the drop out rate of our engineering students the department focused on possibilities for excellent students. The department started the PROUD pilot together with engaged engineering students. In 2008 engineering students have carried out a research among their fellow students, lecturers, other institutes [1] and industry. This resulted in a quite different approach of an honours program for the department of Electronic and Electrical Engineering. In the PROUD program the student is stimulated to personally shape his educational career and to explicitly work on developing his own competences. The PROUD excellent program starts after the first year and extends to at least 3 semesters in the following years. The student, guided by a supervisor and outside the regular study time, is working on building an excellent portfolio at the university as well as in industry. During this period the PROUD student will work in industry one day a week in average. This is on top of his bachelor educational program. The students will receive an excellent honours certificate together with their bachelor's degree at the end of the study to express their honourable work. Each year about 20 students apply for a place in PROUD but thus far only about 3-4 passed the first interview round. It turns out that student, university and industry are eager to participate in this PROUD program.
CONFERENTIEBIJDRAGE
