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Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a “provocative pedagogy”—combining youngsters’ (boys and girls) need for exploration, console, and support—is a promising “stepped care” strategy for religious development of youngsters in a multicultural and multireligious context.
Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a “provocative pedagogy”—combining youngsters’ (boys and girls) need for exploration, console, and support—is a promising “stepped care” strategy for religious development of youngsters in a multicultural and multireligious context.
After the integration of research activities, universities of applied sciences (UASs) have formulated organisational strategies to foster connections between research and education (Daas et al., 2023). Scholars stated that the behaviour of employees within UASs influences ‘the direction and tempo in which the proposed aims are reached or resisted in the wider organisation’ (Griffioen & De Jong, 2017, p. 454). Thus, employees within UASs, such as academics and lower-level managers, play a key role in establishing research-education connections (Jenkins & Healey, 2005; Van der Rijst, 2009). A recent study has shown that academics and lower-level managers connect research and education through three types of behaviours: by involving aspects of research in education, by involving aspects of education in research, and by involving aspects of research and education equally, with the first type mentioned most often (Daas & Griffioen, in review). Similar patterns are observed in previous studies highlighting how education benefits from research rather than vice versa (Taylor, 2007). However, the beliefs underpinning this behavioural focus still remain unclear. Scholars have reported factors that could influence employees in connecting research and education, such as career stages, personal abilities and the availability of resources influencing how academics combine research and teaching tasks (Coate, Barnett & Williams, 2001; Shin, 2011), and research productivity and teaching beliefs influencing how academics integrate research in teaching (Hu et al., 2015; Magi & Beerkens, 2016). Despite the important value of these insights, these studies all focus on one (set of) behaviour(s) in connecting research and education instead of considering factors influencing behaviours in connecting research and education holistically. Moreover, most of these studies consider academics instead of managers. Therefore, the purpose of this study is to investigate the beliefs underpinning the behaviour of academics and lower-level managers in UASs in connecting research and education.To study the underpinning beliefs we applied the Theory of Planned Behaviour (TPB; Ajzen, 1991) as a theoretical lens. According to the TPB, a person’s behavioural intentions are shaped through three determinants (Ajzen, 1991). Behavioural beliefs (1) refer to a person’s conceptions about the expected positive/negative outcomes of practicing the behaviour. Normative beliefs (2) consist of a person’s conceptions about whether others approve/disapprove of practicing the behaviour. Control beliefs (3) are a person's conceptions about the presumed factors that could enable/hinder in practicing the behaviour. The research question is: Which behavioural, normative and control beliefs underpin the behaviour of academics and lower-level managers in connecting research and education?
After the integration of research activities, universities of applied sciences (UASs) have formulated organisational strategies to foster connections between research and education (Daas et al., 2023). Scholars stated that the behaviour of employees within UASs influences ‘the direction and tempo in which the proposed aims are reached or resisted in the wider organisation’ (Griffioen & De Jong, 2017, p. 454). Thus, employees within UASs, such as academics and lower-level managers, play a key role in establishing research-education connections (Jenkins & Healey, 2005; Van der Rijst, 2009). A recent study has shown that academics and lower-level managers connect research and education through three types of behaviours: by involving aspects of research in education, by involving aspects of education in research, and by involving aspects of research and education equally, with the first type mentioned most often (Daas & Griffioen, in review). Similar patterns are observed in previous studies highlighting how education benefits from research rather than vice versa (Taylor, 2007). However, the beliefs underpinning this behavioural focus still remain unclear. Scholars have reported factors that could influence employees in connecting research and education, such as career stages, personal abilities and the availability of resources influencing how academics combine research and teaching tasks (Coate, Barnett & Williams, 2001; Shin, 2011), and research productivity and teaching beliefs influencing how academics integrate research in teaching (Hu et al., 2015; Magi & Beerkens, 2016). Despite the important value of these insights, these studies all focus on one (set of) behaviour(s) in connecting research and education instead of considering factors influencing behaviours in connecting research and education holistically. Moreover, most of these studies consider academics instead of managers. Therefore, the purpose of this study is to investigate the beliefs underpinning the behaviour of academics and lower-level managers in UASs in connecting research and education.To study the underpinning beliefs we applied the Theory of Planned Behaviour (TPB; Ajzen, 1991) as a theoretical lens. According to the TPB, a person’s behavioural intentions are shaped through three determinants (Ajzen, 1991). Behavioural beliefs (1) refer to a person’s conceptions about the expected positive/negative outcomes of practicing the behaviour. Normative beliefs (2) consist of a person’s conceptions about whether others approve/disapprove of practicing the behaviour. Control beliefs (3) are a person's conceptions about the presumed factors that could enable/hinder in practicing the behaviour. The research question is: Which behavioural, normative and control beliefs underpin the behaviour of academics and lower-level managers in connecting research and education?
Higher education institutions are more and more attempting to connect research to teaching. One way of enhancing this connection is within the work of academics. Currently it is unknown if research and teaching are connected in the work of academics and if this relationship differs between new and old universities. Due to the fading boundaries between new and old universities within binary educational systems, comparing both settings becomes relevant. This research considers the relation between research and teaching in the work of academics by analysing tasks and competencies within job openings of new (N=126) and old (N=246) universities within the Netherlands. Data reduction was done in Atlas.ti8 using coding schemes. Hereafter, a quantitative analysis was applied, containing a descriptive and a correlation analysis. The findings show a negative relation between teaching and research-related tasks and competencies in job openings of new universities, while this relationship is sometimes positive, and sometimes negative in job openings of old universities. These findings yield a discussion about the professional profiles of teachers and researchers appropriate to enhance the connection between teaching and research within new and old universities.
Higher education institutions are more and more attempting to connect research to teaching. One way of enhancing this connection is within the work of academics. Currently it is unknown if research and teaching are connected in the work of academics and if this relationship differs between new and old universities. Due to the fading boundaries between new and old universities within binary educational systems, comparing both settings becomes relevant. This research considers the relation between research and teaching in the work of academics by analysing tasks and competencies within job openings of new (N=126) and old (N=246) universities within the Netherlands. Data reduction was done in Atlas.ti8 using coding schemes. Hereafter, a quantitative analysis was applied, containing a descriptive and a correlation analysis. The findings show a negative relation between teaching and research-related tasks and competencies in job openings of new universities, while this relationship is sometimes positive, and sometimes negative in job openings of old universities. These findings yield a discussion about the professional profiles of teachers and researchers appropriate to enhance the connection between teaching and research within new and old universities.
Inleiding In zijn column “De rampzalige neiging tot na-apen” in Hoger Onderwijs Management van mei 2016 betoogt In ’t Veld dat hogescholen moeten stoppen met het na-apen van universiteiten op het gebied van onderzoek. Hij noemt dit ‘academic drift’. Er is vaker kritiek te horen op het onderzoek in het hbo zoals door emeritus-hoogleraar Verschuren in zijn opiniestuk van 31 juli 2015 in De Volkskrant waarin hij stelt dat studenten in het hbo bij lange na niet genoeg getrained worden in onderzoek. Recent nog stelde Peter Kwikkers in Science Guide 18 augustus: “Niet zelden is hboonderzoek gewoon opiniepeiling, feitencollectie of gesubsidieerde consultancy.” Een groot deel van die kritiek is naar mijn mening gebaseerd op een drietal hardnekkige misverstanden over onderzoek in het hbo. Zo wordt niet goed onderscheid gemaakt tussen het praktijkgerichte onderzoek binnen lectoraten en het uitvoeren van onderzoek door studenten. En soms lijkt men er onterecht vanuit te gaan dat het hbo studenten opleidt tot onderzoeker en dat deze altijd moeten afstuderen op een onderzoekscriptie. Dat deze misverstanden er zijn is overigens niet vreemd. Over onderzoek in lectoraten en onderzoeksactiviteiten van studenten heerst buiten maar helaas ook nog steeds binnen het hbo veel verwarring. Hierdoor kunnen critici roepen dat het slecht gaat met onderzoek in het hbo. Het tegendeel is het geval. Recent liet het Rathenau Instituut in een uitgebreid overzicht zien hoe indrukwekkend het is wat er de afgelopen vijftien jaar is ontwikkeld. De misverstanden zijn echter zo hardnekkig dat er nog steeds opleidingen zijn die hier naar handelen. In mijn bijdrage zal ik eerst ingaan op de oorsprong van de drie misverstanden en daarna zal ik een visie presenteren op hoe ze weg te nemen zijn.
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