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3Poster presentation at the European Social Work Research Conference - ESWRA, Aalborg, Denemarken, 20 april – 21 April In the last decade a call is made upon a stronger knowledge base for social work and an abiding professionalism of practice. Transformations in The Netherlands state welfare regime are amongst others a big impetus for this demand. Universities of Applied Sciences (UAS) contribute substantially in answering this legitimation call. UAS in The Netherlands adopted a research function since 2000 and practice oriented research is prevailing in their type of reseach. Both fields, social work practice and social work research as conducted by UAS, are relatively new and are to a certain degree reinventing themselves. It makes practice oriented social work research a timely topic. This poster presents the outline and aim of the PhD research on how to optimise practice.
CONFERENTIEBIJDRAGE
Presentation at the 6th European Conference for Social Work Research (ECSWR) 2016. As of September 2013, the Research Group Applied Research Methodology at HU University of Applied Sciences Utrecht helps researchers to optimise their research methods for practice-oriented research. This presentation introduces the main elements of a PhD study on methodology in the field of Social Work by one of the research group members. The preliminary results of another PhD study are presented as an example on how to involve citizens, in particular vulnerable target groups in a SW-research design (Wilma Numans: science practitioner at Tranzo/Tilburg University - The Academic Collaborative Center Social Work). After a general introduction of the research outlines, all participants will be invited to share ideas and engage in a plenary discussion regarding the context, purpose and methods of the intended study.
CONFERENTIEBIJDRAGE
Presentation at the 6th International Conference on Sociology and Social Work – Zwolle, The Netherlands, 24 and 25th August 2016
CONFERENTIEBIJDRAGE
Practice-oriented research is scientific research that is conducted with the primary goal to realize practical impact in relevant work fields. It shares with academic research the necessity to design and conduct the research in a methodologically sound way. It differs from typical academic research in the sense that academic research is on average more theory driven. The term "scientific" means that practice-oriented research, like academic research, has to conform to contextually relevant demands of reliability and validity. Accordingly, good practice-oriented research is research that conforms to relevant methodological demands and is useful to practitioners. Moreover, just like academic research, practice-oriented research should be in line with ethical standards. There is no single valid practice-oriented research method.
CONFERENTIEBIJDRAGE
Object-oriented play, defined as children's exploratory and functional interactions with objects, is crucial for early development yet often underrecognized in pedagogical practice. This study investigates how early childhood education and care (ECEC) professionals evaluate a tool developed to support them in observing, understanding, and guiding object-oriented play. Drawing on an educational design research approach, the LOOP-Toolkit was designed and iteratively implemented and evaluated by seven ECEC-professionals in Dutch daycare and preschool settings. The evaluation assessed the toolkit’s feasibility, usability, and perceived value for professional practice, as well as its potential to support ECEC professionals’ understanding of children’s play behavior and their own pedagogical actions. Qualitative data were collected throughout the process. Results showed that the LOOP-Toolkit provided ECEC-professionals with meaningful insights into children's object-oriented play and their own pedagogical strategies, while also highlighting the need for contextual sensitivity and a supporting manual. Additionally, implementation and evaluation within professional learning communities (PLCs) proved practically relevant and fostered reflective dialogue. This research resulted in the final version of the LOOP-Toolkit: A reflective instrument offering conceptual and practical support for ECEC-professionals to observe, interpret, and guide object-oriented play—laying the groundwork for future professional development initiatives incorporating PLCs and video feedback.
ARTIKEL
In our research we focus on shared processes of interpretation, knowledge development and innovation in education, developing non-hierarchical research relationships between researchers. Our work is informed by a critical stance towards the current practice in Dutch education where teachers are struggling with student diversity and students with disabilities are excluded from mainstream schools. For the project we present in this book we combined critical discourse analysis, participatory action research and an emergent research design. We worked with teachers and students, supporting and stimulating them to develop a more just and inclusive practice in their schools, where all students get a fair deal. Starting point were the narratives of the teachers involved. Their stories, their struggle and their views were important. Interpretation became a process of shared meaning making at all stages of the research process, systematically integrating insiders’ and outsiders’ perspectives. Thus, the teachers and their students developed contextually-relevant and innovative solutions to the challenges they encountered in their practice, for example regarding power relations in the classroom and managing diversity, making use of the strengths of individual students and those of the group. The researchers involved brought in their knowledge and experience regarding practice-oriented research and introduced a theoretical framework for analysing and understanding current practices. In: Smeyers P., Bridges D., Burbules N., Griffiths M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrecht
BOEKDEEL
This paper deals with the complexity of doing research in design practice. More and more projects and papers appear dealing with this topic and the time has come to draw up the balance sheet. This paper starts with explaining the status of design research until now, in which we indicate the challenges to overcome to become a mature research field. We discuss nine issues which are - according to our experience - important to overcome. Within each issue we indicate the problem that we encounter (or have seen being encountered) while executing design research in practice. For each problem we propose a solution that fit both to the quality standards and methodology of scientific research and to the quality standards required in daily design practice.
CONFERENTIEBIJDRAGE
Academic design research often fails to contribute to design practice. This dissertation explores how design research collaborations can provide knowledge that design professionals will use in practice. The research shows that design professionals are not addressed as an important audience between the many audiences of collaborative research projects. The research provides insight in the learning process by design professionals in design research collaborations and it identifies opportunities for even more learning. It shows that design professionals can learn about more than designing, but also about application domains or project organization.
PROEFSCHRIFT
This paper presents a method for Universities of Applied Sciences (UAS) to account for the impact of research. The 36 UAS in The Netherlands aim to contribute to global challenges and pressing social issues through practice-based research. Given this aim UAS have a strong responsibility to account for the impact of their research and to show that the public research money is well spent. This paper shows that none of the existing methods for assessing the impact of research are suitable for the research conducted at Dutch UAS. It offers an alternative approach based on narratives supported by empirical evidence.
CONFERENTIEBIJDRAGE
This study explores the evaluation of research pathways of self-management health innovations from discovery to implementation in the context of practice-based research. The aim is to understand how a new process model for evaluating practice-based research provides insights into the implementation success of innovations. Data were collected from nine research projects in the Netherlands. Through document analysis and semi-structured interviews, we analysed how the projects start, evolve, and contribute to the healthcare practice. Building on previous research evaluation approaches to monitor knowledge utilization, we developed a Research Pathway Model. The model’s process character enables us to include and evaluate the incremental work required throughout the lifespan of an innovation project and it helps to foreground that innovation continues during implementation in real-life settings. We found that in each research project, pathways are followed that include activities to explore a new solution, deliver a prototype and contribute to theory. Only three projects explored the solution in real life and included activities to create the necessary changes for the solutions to be adopted. These three projects were associated with successful implementation. The exploration of the solution in a real-life environment in which users test a prototype in their own context seems to be a necessary research activity for the successful implementation of self-management health innovations.
ARTIKEL
