Hoe kan je met studenten onderwijskwaliteit versterken met behulp van de methodiek participatief actieonderzoek? In deze rapportage lees je hoe studenten van verschillende opleidingen in domein Gezondheid Sport en Welzijn van Hogeschool Inholland hun onderwijs ervaren, met welke acties ze hun onderwijs zouden willen verbeteren, hoe de methode participatief actieonderzoek dit proces vormt en welke kansen en uitdagingen deze methode hierbij biedt. Participatief actieonderzoek; PAO; PAR; participatory action research; student als partner; onderwijskwaliteit; kwaliteitscultuur; studentparticipatie.
The constantly growing tourism sector does not only bring economic well-being to host communities but also raises environmental and social questions. Communities increasingly experience negative impacts that strain their social, cultural, and ecological living environments. We investigate the potential of a more relational, action-oriented research approach for tourism: Participatory Action Research (PAR). Results show that PAR has the potential to actively involve tourism-affected communities in the decision-making processes that impact their living environments and facilitate them in co-creating community-specific initiatives for sustainable change. Yet, the current role of conventional research approaches hinders PAR in developing its full potential.
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The climate crisis is an urgent and complex global challenge, requiring transformative action from diverse stakeholders, including governments, civil society, and grassroots movements. Conventional top-down approaches to climate governance have proven insufficient (e.g. UNFCCC, COP events), necessitating a shift towards more inclusive and polycentric models that incorporate the perspectives and needs of diverse communities (Bliznetskaya, 2023; Dorsch & Flachsland, 2017). The independent, multidisciplinary approach of citizen-led activist groups can provide new insights and redefine challenges and opportunities for climate governance and regulation. Despite their important role in developing effective climate action, these citizen-led groups often face significant barriers to decision-making participation, including structural, practical, and legal challenges (Berry et al., 2019; Colli, 2021; Marquardt et al., 2022; Tayler & Schulte, 2019).
- MOTIVE: This project (NoSI) constitutes a first step towards a broader research aiming at counteracting the compartmentalization of Dutch education: WO-HBO-MBO. This first step focuses on vocational education and training (VET) in the creative industry (CI) to develop an incubator for an innovative and participatory VET system, that bridges the gap between the professional field and education. It starts from the pioneering experience of No School (NS) (http://noschool.nl/), where teachers and students already work together as co-creators. - RESULTS: 1) incubator of the new creative VET, based on the following activities: NS book-Manifesto; NS Pavilion; international VET movement /network of people working on educational change; 2) design of a large-scale subsidised study. - CONTENT: VET system needs a systematised renovation on both practical and theoretical level. We will furtherly develop the NS experiment into an incubator serving as operational example of co-creation between: HBO/MBO/WO; teachers/students; schools/professional field. We are in line with the CLICKNL agenda (The Human Touch) and NWA routes (Jeugd in ontwikkeling, opvoeding en onderwijs; Kunst: onderzoek en innovatie in de 21ste eeuw). - RELEVANCE: Starting directly from the practical needs of the professionals (VET teachers/students/professionals), NoSI bridges the gap between schools and the professional field towards a new educational system that can match the demands of the 21st century society. - METHODS: NoSI introduces Participatory Action Research (PAR) as on-going approach in which all the stakeholders (researchers, teachers, students/CI professionals) are actively involved in the decision-making process as co-creators in bringing an ‘idea’ directly into reality. It considers ‘action’ as the main criterion to validate any theory, prioritizing practical knowledges. PARTNERS: 1) ArtEZ lectoraat Kunst- en Cultuureducatie (AeCT), 2) No School (Cibap/SintLucas), 3) Studio INAMATT, 4) expert groups (UvA).
