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Enhancing the relevance of rural extension services requires aligning extension education to the roles, tasks, activities and competencies of smallholder farmers. The objective of this study is to follow up on previous competence studies and to construct a validated competence framework. Competence frameworks are generally being used to articulate performance requirements for certain jobs or professions. Whereas most competence frameworks display generic competencies and long lists of tasks, this study combines generic competencies, behavioural aspects, and content specifications of the job fields. The competence framework was empirically validated through workshops, focus-group discussions, and surveys involving 76 participants from stakeholder groups. The results reveal nine roles: 1. Learner, 2. Manager, 3. Communicator, 4. Co-operator, 5. Professional, 6. Innovator, 7. Entrepreneur, 8. Planner, and 9. Producer. Furthermore, six job fields are defined, based on the content of the farmers' jobs: 1. Pre-planting, 2. During-planting, 3. After-planting, 4. During-harvesting, 5. Post-harvesting, and 6. Facilitating all farming activities. Combining the roles and the job fields results in the identification of 23 tasks and 25 competencies. The competence framework validated in this study can serve as a starting point for extension workers to develop courses, training programs, and interactions with smallholder farmers. The study demonstrates a research approach involving the contextualization of competencies, rendering them meaningful for improving rural innovation and the productivity of smallholder farming. The integrated approach used to develop the competence framework can be applied in any other context, and result in a comprehensive understanding of the respective job/profession.
Chalachew Tarekegne; Renate Wesselink; Harm J.A. Biemans; Martin Mulder. Developing and validating a competence framework for improving the productivity of smallholder farmers: a case study from Ethiopia. The Journal of Agricultural Education and Extension 2021, 1 -22.
AMA StyleChalachew Tarekegne, Renate Wesselink, Harm J.A. Biemans, Martin Mulder. Developing and validating a competence framework for improving the productivity of smallholder farmers: a case study from Ethiopia. The Journal of Agricultural Education and Extension. 2021; ():1-22.
Chicago/Turabian StyleChalachew Tarekegne; Renate Wesselink; Harm J.A. Biemans; Martin Mulder. 2021. "Developing and validating a competence framework for improving the productivity of smallholder farmers: a case study from Ethiopia." The Journal of Agricultural Education and Extension , no. : 1-22.
Traditional approaches to conflict are oriented towards establishing (or re-establishing) consensus, either in the form of a resolution of the conflict or in the form of an ‘agree-to-disagree’ standstill between the stakeholders. In this paper, we criticize these traditional approaches, each for specific reasons, and we propose and develop the agonistic approach to conflict. Based on Chantal Mouffe’s agonistic democratic theory, the agonistic approach to conflict is more welcoming of dissensus, replacing discussion stoppers with discussion starters and replacing standstills with contestation. We illustrate such replacements and develop this approach, we analyse technological conflicts in a concrete R&D setting: the global hydrogen economy. From this context, we focus on the conflict between the proponents of blue hydrogen (drawn from fossil fuels) and those of green hydrogen (created through electrolysis). We conclude by highlighting the advantage of the agonistic approach but also drawing attention to its own specific risk, namely, antagonism.
Eugen Octav Popa; Vincent Blok; Renate Wesselink. An Agonistic Approach to Technological Conflict. Philosophy & Technology 2020, 1 -21.
AMA StyleEugen Octav Popa, Vincent Blok, Renate Wesselink. An Agonistic Approach to Technological Conflict. Philosophy & Technology. 2020; ():1-21.
Chicago/Turabian StyleEugen Octav Popa; Vincent Blok; Renate Wesselink. 2020. "An Agonistic Approach to Technological Conflict." Philosophy & Technology , no. : 1-21.
An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.
Yared Demssie; Harm Biemans; Renate Wesselink; Martin Mulder. Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles. Sustainability 2020, 12, 6823 .
AMA StyleYared Demssie, Harm Biemans, Renate Wesselink, Martin Mulder. Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles. Sustainability. 2020; 12 (17):6823.
Chicago/Turabian StyleYared Demssie; Harm Biemans; Renate Wesselink; Martin Mulder. 2020. "Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles." Sustainability 12, no. 17: 6823.
Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying 280 CSR professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation.
Eghe Osagie; Renate Wesselink; Vincent Blok; Martin Mulder. Learning Organization for Corporate Social Responsibility Implementation; Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics. Organization & Environment 2020, 1 .
AMA StyleEghe Osagie, Renate Wesselink, Vincent Blok, Martin Mulder. Learning Organization for Corporate Social Responsibility Implementation; Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics. Organization & Environment. 2020; ():1.
Chicago/Turabian StyleEghe Osagie; Renate Wesselink; Vincent Blok; Martin Mulder. 2020. "Learning Organization for Corporate Social Responsibility Implementation; Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics." Organization & Environment , no. : 1.
Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.
Carla Oonk; Judith T. M. Gulikers; Perry J. Den Brok; Renate Wesselink; Pieter-Jelle Beers; Martin Mulder. Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles. Higher Education 2020, 1 -18.
AMA StyleCarla Oonk, Judith T. M. Gulikers, Perry J. Den Brok, Renate Wesselink, Pieter-Jelle Beers, Martin Mulder. Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles. Higher Education. 2020; ():1-18.
Chicago/Turabian StyleCarla Oonk; Judith T. M. Gulikers; Perry J. Den Brok; Renate Wesselink; Pieter-Jelle Beers; Martin Mulder. 2020. "Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles." Higher Education , no. : 1-18.
We propose the use of discussion structures as tools for analyzing policy debates in a way that enables the increased participation of lay stakeholders. Discussion structures are argumentation-theoretical tools that can be employed to tackle three barriers that separate lay stakeholders from policy debates: difficulty, magnitude, and complexity. We exemplify the use of these tools on a debate in research policy on the question of responsibility. By making use of discussion structures, we focus on the argumentative moves performed by the parties involved in this debate. We conclude by discussing advantages and limitations of discussion structures and we trace several opportunities for further research on these instruments.
Eugen Octav Popa; Vincent Blok; Renate Wesselink. Discussion structures as tools for public deliberation. Public Understanding of Science 2019, 29, 76 -93.
AMA StyleEugen Octav Popa, Vincent Blok, Renate Wesselink. Discussion structures as tools for public deliberation. Public Understanding of Science. 2019; 29 (1):76-93.
Chicago/Turabian StyleEugen Octav Popa; Vincent Blok; Renate Wesselink. 2019. "Discussion structures as tools for public deliberation." Public Understanding of Science 29, no. 1: 76-93.
Teams in organizations are increasingly seen as an important level and leverage for innovation and change, because they can help to let individual ideas develop into new institutional practices and support the cascading of new developments into the organization. This, in turn, can lead to the necessary innovation and change. However, why do some teams perform really well and others not? A trustworthy predicting variable of team performance is team learning. A vast amount of research has been done on this topic. However, in team learning research various differences between results were observed. The main aim of this chapter is to make an inventory of antecedents influencing team learning, and to analyze the differences between results found in quantitative and qualitative studies. Results show that many antecedents could be identified, based on both quantitative and qualitative research. And as expected there are significant differences between both strands of research. Whereas quantitative research mainly focuses on testing hypotheses of antecedents influencing team learning, qualitative research tries to unravel mechanisms on how these antecedents work and how team learning processes are influenced. Majority of the research belongs to the quantitative strand, whereas there are major questions open that can only be answered by means of qualitative research.
Renate Wesselink. Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research. Handbook of Vocational Education and Training 2019, 743 -764.
AMA StyleRenate Wesselink. Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research. Handbook of Vocational Education and Training. 2019; ():743-764.
Chicago/Turabian StyleRenate Wesselink. 2019. "Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research." Handbook of Vocational Education and Training , no. : 743-764.
The complex and global nature of unsustainability requires concerted efforts of sustainability change agents from developed and developing countries all over the world. Various attempts have been made to define competencies needed for change agents to effectively contribute to sustainable development. However, most of the studies on sustainability competencies are Eurocentric in focus. Therefore, it is unclear if a base of the pyramid context would require a different set of competencies. This context is characterized by low per capita income, limited infrastructure, and rural population. To fill this gap, we conducted a Delphi study in two rounds in Ethiopia, as a country at the base of the pyramid. Experts (n = 33) from academia and the industry rated and confirmed seven competencies from the literature as being generally important for sustainable development. Additionally, they identified eight sustainability y competencies specifically important for the Ethiopian context, and thus potentially for other countries with the features of base of the pyramid context. Systems thinking and transdisciplinary competence gained the highest ratings. A subsequent specific literature search revealed that previous studies in contexts other than the base of the pyramid context also identified some of the eight additional sustainability competencies. This is important for future studies regarding the universal nature of certain sustainability competencies. The study brought together three fields of research: sustainability, competence, and base of the pyramid context. Our findings contribute to the theory of professional competence by showing that certain sustainability competencies can be of generic nature, independent of socioeconomic context, whereas others are context-specific. In addition, the sustainability competencies may serve as intended learning outcomes of education and training and development programs for sustainability.
Yared Nigussie Demssie; Renate Wesselink; Harm J.A. Biemans; Martin Mulder. Think outside the European box: Identifying sustainability competencies for a base of the pyramid context. Journal of Cleaner Production 2019, 221, 828 -838.
AMA StyleYared Nigussie Demssie, Renate Wesselink, Harm J.A. Biemans, Martin Mulder. Think outside the European box: Identifying sustainability competencies for a base of the pyramid context. Journal of Cleaner Production. 2019; 221 ():828-838.
Chicago/Turabian StyleYared Nigussie Demssie; Renate Wesselink; Harm J.A. Biemans; Martin Mulder. 2019. "Think outside the European box: Identifying sustainability competencies for a base of the pyramid context." Journal of Cleaner Production 221, no. : 828-838.
Teams in organizations are increasingly seen as an important level and leverage for innovation and change, because they can help to let individual ideas develop into new institutional practices and support the cascading of new developments into the organization. This, in turn, can lead to the necessary innovation and change. However, why do some teams perform really well and others not? A trustworthy predicting variable of team performance is team learning. A vast amount of research has been done on this topic. However, as researcher being involved in team learning research differences between results found in quantitative and qualitative research were noticed. Main aims of this chapter was on the one hand to make an inventory of antecedents influencing team learning and on the other hand to see whether there are differences between results found in quantitative and qualitative studies. Results show that many antecedents could be identified, based on both quantitative and qualitative research. And as expected there are significant differences between both strands of research. Whereas quantitative research mainly focusses on testing hypotheses of antecedents influencing team learning, qualitative research tries to unravel mechanisms on how these antecedents work and how team learning processes are influenced. Majority of the research belongs to the quantitative strand, whereas there are major questions open that only can be answered by means of qualitative research.
Renate Wesselink. Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research. Handbook of Vocational Education and Training 2018, 1 -23.
AMA StyleRenate Wesselink. Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research. Handbook of Vocational Education and Training. 2018; ():1-23.
Chicago/Turabian StyleRenate Wesselink. 2018. "Antecedents of Team Learning Distilled from Both Qualitative and Quantitative Research." Handbook of Vocational Education and Training , no. : 1-23.
Nowadays, many organizations employ parts of their workforce via employment agencies and, as such, temporary agency workers (TAWs) are important for our economies. Increasingly, research is conducted to explore the relationships among the three parties involved – the TAW, the client organization and employment agency – and how this relationship can be strengthened by HR instruments. This study adds to this stream of literature by studying to what extent TAWs’ affective commitment (AC) towards the client organization and employment agency relates to their expectations and their fulfilled expectations regarding offered opportunities for competence development (OfCD) by both organizations, and by exploring to what extent TAWs regard both employment organizations responsible for offering them OfCD. A cross-sectional survey study was conducted among TAWs in the Netherlands (n = 449), including quantitative and qualitative analyses. All results of this study together revealed that TAWs tend to be focused on the client organization with regard to OfCD. This is the organization to which they feel most affectively committed, that they regard responsible for organizing their OfCD, and where they ask for OfCD. This study indicated that TAWs do not yet profit maximally from the triangular employment relationship, and have a rather traditional view on TAW constructions.
N. Woldman; Renate Wesselink; P. Runhaar; M. Mulder. Supporting temporary agency workers’ affective commitments: exploring the role of opportunities for competence development. Human Resource Development International 2018, 21, 254 -275.
AMA StyleN. Woldman, Renate Wesselink, P. Runhaar, M. Mulder. Supporting temporary agency workers’ affective commitments: exploring the role of opportunities for competence development. Human Resource Development International. 2018; 21 (3):254-275.
Chicago/Turabian StyleN. Woldman; Renate Wesselink; P. Runhaar; M. Mulder. 2018. "Supporting temporary agency workers’ affective commitments: exploring the role of opportunities for competence development." Human Resource Development International 21, no. 3: 254-275.
In vocational education and training (VET) colleges worldwide, teacher teams work on innovations to improve their educational quality. To foster this process, teams benefit from team-oriented human resource management (HRM) aimed at stimulating teachers’ team learning. This qualitative study explores in-depth how team leaders enact team-oriented human resource practices and how this affects teachers’ perceptions of these practices and their engagement in team learning. Interviews with four team leaders and group interviews with 11 teachers from these four teams were conducted in one VET college in the Netherlands. The results showed that team leaders were both controlling and stimulating in their enactment. To foster team learning, it appears not just necessary that team leaders’ enactment and teachers’ perceptions of this enactment should be aligned, but that team leaders’ enactment also should be geared towards the team’s needs. This study therefore shows team leaders’ crucial role in the effective implementation of team-oriented HRM in VET colleges.
Machiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges. Educational Management Administration & Leadership 2018, 47, 694 -711.
AMA StyleMachiel Bouwmans, Piety Runhaar, Renate Wesselink, Martin Mulder. Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges. Educational Management Administration & Leadership. 2018; 47 (5):694-711.
Chicago/Turabian StyleMachiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. 2018. "Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges." Educational Management Administration & Leadership 47, no. 5: 694-711.
Complex educational innovations in vocational education and training (VET) schools require teamwork and distributed leadership so that team members are enabled to contribute based on their expertise. The literature suggests that distributed leadership is affected by formal leaders’ and teachers’ actions, but how their actions affect distributed leadership remains largely unknown. Our study, examining what kind of actions affect distributed leadership within VET teacher design teams (TDTs) working on educational innovations, helps to fill this knowledge gap. Individual interviews and group interviews were conducted with three formal leaders (team leaders) and thirteen members of five TDTs from one VET school. These interviews were analysed using thematic analysis. Regarding formal leaders’ actions, results showed that team leaders created opportunities for distributed leadership in TDTs, but also set boundaries by, for instance, limiting the scope and making decisions. Regarding teachers’ actions, results indicated that TDT members established leader–follower relationships through team learning processes. Furthermore, it was found that distributed leadership in teams changed according to the different phases of the educational innovation. Overall, this study shows that hybrid leadership configurations existed, in which team leaders and teachers played a central role in establishing distributed leadership in teams, and the study indicates that distributed leadership in teams depends on team members’ expertise, time and context.
Machiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members. Educational Management Administration & Leadership 2017, 47, 555 -571.
AMA StyleMachiel Bouwmans, Piety Runhaar, Renate Wesselink, Martin Mulder. Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members. Educational Management Administration & Leadership. 2017; 47 (4):555-571.
Chicago/Turabian StyleMachiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. 2017. "Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members." Educational Management Administration & Leadership 47, no. 4: 555-571.
Renate Wesselink; Vincent Blok; Jarno Ringersma. Pro-environmental behaviour in the workplace and the role of managers and organisation. Journal of Cleaner Production 2017, 168, 1679 -1687.
AMA StyleRenate Wesselink, Vincent Blok, Jarno Ringersma. Pro-environmental behaviour in the workplace and the role of managers and organisation. Journal of Cleaner Production. 2017; 168 ():1679-1687.
Chicago/Turabian StyleRenate Wesselink; Vincent Blok; Jarno Ringersma. 2017. "Pro-environmental behaviour in the workplace and the role of managers and organisation." Journal of Cleaner Production 168, no. : 1679-1687.
Purpose: Development Agents (DAs) are employed by agricultural departments to provide capacity development for farmers. In this contribution, the adjustment of a competence profile originally developed for the Province of Esfahan [Karbasioun, M., M. Mulder, and H. J. A. Biemans. 2007. ‘Towards a Job Competency Profile for Agricultural Extension Instructors: A Survey of Views of Experts.’ Human Resource Development International 10 (2): 137–151] is described for the context of the West Gojjam Zone in Ethiopia. This was necessary because 10 years' time has elapsed since the development of the profile, new insights in competence theory have emerged, and contextual variation needs to be taken into account. Design/methods/approach: Firstly, the competence profile of Karbasioun, Mulder, and Biemans. [2007. ‘Towards a Job Competency Profile for Agricultural Extension Instructors: A Survey of Views of Experts.’ Human Resource Development International 10 (2): 137–151] was adjusted through a line-by-line conceptual analysis. Secondly, the adjusted profile was validated by 12 experts in a workshop. Thirdly, this profile was thoroughly discussed by four focus groups of DAs, each composed of eight to nine persons. Transcripts of the validation by experts and discussion with DAs were analysed using content analysis. Finally, the profile was further backed up by literature and member checks (which are done by experts in the field). Findings: The study revealed validated competence profile for Development Agents (DAs) with 4 competence clusters and 15 underlying competencies for the Ethiopian context: knowledge on adult education, extension management, communication, and professional ethics, among others. Practical Implications: DAs' recruitment and selection, performance evaluation, and training programmes can be developed using this new competence profile. Theoretical Implications: This study confirms the context-bound, indivisible, interrelated, and developmental nature of competencies which refutes the behaviouristic-functionalistic conceptualization of them. Originality/value: This contribution is a contextual variation and update of the study of Karbasioun, Mulder, and Biemans. [2007. ‘Towards a Job Competency Profile for Agricultural Extension Instructors: A Survey of Views of Experts.’ Human Resource Development International 10 (2): 137–151] and shows that different contexts of investigating competencies uncover different results.
Chalachew Tarekegne; Renate Wesselink; Harm J. A. Biemans; Martin Mulder. Developing and validating a competence profile for Development Agents: an Ethiopian case study. The Journal of Agricultural Education and Extension 2017, 23, 427 -441.
AMA StyleChalachew Tarekegne, Renate Wesselink, Harm J. A. Biemans, Martin Mulder. Developing and validating a competence profile for Development Agents: an Ethiopian case study. The Journal of Agricultural Education and Extension. 2017; 23 (5):427-441.
Chicago/Turabian StyleChalachew Tarekegne; Renate Wesselink; Harm J. A. Biemans; Martin Mulder. 2017. "Developing and validating a competence profile for Development Agents: an Ethiopian case study." The Journal of Agricultural Education and Extension 23, no. 5: 427-441.
The implementation of corporate social responsibility (CSR) objectives within companies is often managed by a CSR leader or a small team of CSR leaders. The effectiveness of these CSR leaders depends to a large extent on their competencies. Previous studies have identified the competencies these professionals need, yet it remains unclear how these competencies can be developed. Therefore, the aim of this survey study was to reveal how CSR leaders develop their competencies and to explore which learning activities CSR leaders (N = 176) engage in. The results showed that informal learning activities that center on learning with and from peers outside the company are particularly emphasized. In addition, this study examines whether and how dimensions of companies’ learning climates (i.e., facilitating, awarding, and error-avoiding learning climates) and CSR leaders’ learning goal orientation (LGO) affect the competence of CSR leaders. We found significant interaction effects between the learning climate dimensions. Furthermore, we found an even stronger and positive connection between LGO and CSR competence, highlighting the importance of attracting CSR leaders with a strong LGO for driving the CSR implementation process. Moreover, a supportive learning climate further stimulates CSR leaders’ engagement in continuous learning, which is necessary for coping with the complexities associated with implementing CSR.
E. R. Osagie; R. Wesselink; P. Runhaar; M. Mulder. Unraveling the Competence Development of Corporate Social Responsibility Leaders: The Importance of Peer Learning, Learning Goal Orientation, and Learning Climate. Journal of Business Ethics 2017, 151, 891 -906.
AMA StyleE. R. Osagie, R. Wesselink, P. Runhaar, M. Mulder. Unraveling the Competence Development of Corporate Social Responsibility Leaders: The Importance of Peer Learning, Learning Goal Orientation, and Learning Climate. Journal of Business Ethics. 2017; 151 (4):891-906.
Chicago/Turabian StyleE. R. Osagie; R. Wesselink; P. Runhaar; M. Mulder. 2017. "Unraveling the Competence Development of Corporate Social Responsibility Leaders: The Importance of Peer Learning, Learning Goal Orientation, and Learning Climate." Journal of Business Ethics 151, no. 4: 891-906.
Machiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making? Teaching and Teacher Education 2017, 65, 71 -80.
AMA StyleMachiel Bouwmans, Piety Runhaar, Renate Wesselink, Martin Mulder. Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making? Teaching and Teacher Education. 2017; 65 ():71-80.
Chicago/Turabian StyleMachiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. 2017. "Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making?" Teaching and Teacher Education 65, no. : 71-80.
Teams of teachers are increasingly held accountable for the quality of education and educational reforms in vocational education and training institutions. However, historically teachers have not been required to engage in deep-level collaboration, thus team-oriented HR practices are being used to promote teamworking in the sector. This paper examines the relationship between team-oriented HR practices and team performance in terms of innovation and efficiency via teachers’ affective team commitment and engagement in information processing. To examine these associations, a team-oriented HRM research instrument was developed and validated based on the ability-motivation-opportunity model (N = 970, 130 teams) and hypothesised associations were examined using multilevel structural equation modelling (N = 704, 70 teams). The results show positive relationships between the team-oriented HR practices of recruitment, team development, team evaluation and teamwork facilitation, and team innovation. Additionally, all practices except team development were positively related to team efficiency. The relationships between team-oriented HR practices and these team performance indicators were often partially or fully mediated by affective team commitment and information processing. Because affective team commitment and information processing sometimes only partially mediated the links between team-oriented HR practices and team performance, other underlying mechanisms await identification.
Machiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. Stimulating teachers’ team performance through team-oriented HR practices: the roles of affective team commitment and information processing. The International Journal of Human Resource Management 2017, 30, 856 -878.
AMA StyleMachiel Bouwmans, Piety Runhaar, Renate Wesselink, Martin Mulder. Stimulating teachers’ team performance through team-oriented HR practices: the roles of affective team commitment and information processing. The International Journal of Human Resource Management. 2017; 30 (5):856-878.
Chicago/Turabian StyleMachiel Bouwmans; Piety Runhaar; Renate Wesselink; Martin Mulder. 2017. "Stimulating teachers’ team performance through team-oriented HR practices: the roles of affective team commitment and information processing." The International Journal of Human Resource Management 30, no. 5: 856-878.
In this chapter, competence-based education (CBE) will be studied from the perspective of the curriculum. We will give an overview of what CBE entails, and review current practice and research on the status quo of CBE in Dutch VET. For this, we shall use peer-reviewed research and more practical, so-called ‘grey publications’. After a brief historical sketch of its rise in the Netherlands, we will give a characterisation of CBE. The conclusion is that CBE curricula in the Netherlands share the following characteristics: (1) integration of knowledge, skills, and attitude in competencies; (2) orientation on acting and integration in the professional domain, both in learning and assessment processes; (3) focus on the individual (i.e. flexibility) supported by the teachers; and, (4) focus on the development of the individual’s career competencies. The main difficulties of CBE implementation are introduced, which are pedagogical, conceptual, and cultural in nature and may help to explain why implementing CBE to its full extent is a time-consuming process. Although all the difficulties described hinder smooth CBE implementation, the difficulty in connecting learning in schools with learning in the workplace must be considered the central problem in implementing CBE in VET curricula. The remainder of this chapter takes a closer look at insights concerning the school-work boundary; it is first explored at the institutional level of co-development between education and workplaces, second with the aid of learning mechanisms in learning environments and after that through the means of a two-dimensional model. The chapter concludes with a closer look inside a learning environment at the intersection of the school-work-boundary that is the result of co-development efforts.
Renate Wesselink; Ilya Zitter. Designing Competence-Based Vocational Curricula at the School-Work Boundary. Professional and Practice-based Learning 2017, 175 -194.
AMA StyleRenate Wesselink, Ilya Zitter. Designing Competence-Based Vocational Curricula at the School-Work Boundary. Professional and Practice-based Learning. 2017; ():175-194.
Chicago/Turabian StyleRenate Wesselink; Ilya Zitter. 2017. "Designing Competence-Based Vocational Curricula at the School-Work Boundary." Professional and Practice-based Learning , no. : 175-194.
Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning.
Hildert Zoethout; Renate Wesselink; Piety Runhaar; Martin Mulder. Using Transactivity to Understand Emergence of Team Learning. Small Group Research 2017, 48, 190 -214.
AMA StyleHildert Zoethout, Renate Wesselink, Piety Runhaar, Martin Mulder. Using Transactivity to Understand Emergence of Team Learning. Small Group Research. 2017; 48 (2):190-214.
Chicago/Turabian StyleHildert Zoethout; Renate Wesselink; Piety Runhaar; Martin Mulder. 2017. "Using Transactivity to Understand Emergence of Team Learning." Small Group Research 48, no. 2: 190-214.
Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.
Petra H. M. Cremers; Arjen Wals; Renate Wesselink; Martin Mulder. Utilization of design principles for hybrid learning configurations by interprofessional design teams. Instructional Science 2016, 45, 289 -309.
AMA StylePetra H. M. Cremers, Arjen Wals, Renate Wesselink, Martin Mulder. Utilization of design principles for hybrid learning configurations by interprofessional design teams. Instructional Science. 2016; 45 (2):289-309.
Chicago/Turabian StylePetra H. M. Cremers; Arjen Wals; Renate Wesselink; Martin Mulder. 2016. "Utilization of design principles for hybrid learning configurations by interprofessional design teams." Instructional Science 45, no. 2: 289-309.