Frans Meijers and Marinka Kuijpers
The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper…
Abstract
Purpose
The purpose of this paper is to focus on the effects of career development and guidance among students (age 17-23) enrolled in higher education in The Netherlands. First the paper explores whether the development of career competencies contribute to career identity, learning motivation, certainty of career choice and drop out, and also whether the learning environment affects these variables. In the study, four career competencies are identified: career reflection (reflective behavior), work exploration (exploring behavior), career action (pro-active behavior) and networking (interactive behavior). Aspects of the learning environment that are taken into account are practice- and inquiry-based curriculum and career guidance conversations.
Design/methodology/approach
A questionnaire-based study was carried out among 4,820 students and 371 (school) career counsellors in 11 universities.
Findings
The results show that career competencies are related to learning motivation, career identity, certainty of career choice and drop out threat. The learning environment also contributes to these outcome variables. Students who participate in a practice-based and inquiry-based curriculum, and who have helping conversations about their study with their teachers, feel more motivated for learning, are more certain of their career choice and are less likely to quit their study.
Research limitations/implications
A limitation of this study is that, due to the cross-sectional design with no control group, no strong evidence for effectiveness can be presented. Moreover, the lack of well validated instruments limits the value of the results. The explained variance of the outcome variables, however, does indicate that there are relationships between career competencies and career learning environment on one hand, and career identity, learning motivation and certainty of choices on the other.
Practical implications
Constructing and attributing meaning when engaging in these dialogues is of central importance; the development of personality traits and qualities only takes place when those learning find the content meaningful (and that is something quite different than content being considered “necessary”). In order to achieve such a learning environment within the dominant educational culture, transformative leadership is essential. Such leadership, however, is rare in Dutch universities of applied sciences until now.
Social implications
Universities are increasingly acknowledging that they have a strong responsibility to guide students not only in their academic growth, but also in their career development. Universities – and especially universities of applied sciences – cannot leave this task to the public or private sector for two key reasons. First, universities are funded by the government and are therefore expected to prepare their students adequately for life in our individualized society as well as for the labor market. In the second place because organizations in the private and public sector often lack the knowledge and the motivation to guide young people on their career paths.
Originality/value
A limitation found in the research, as well as in actual career interventions in schools, is that they focus on change in students’ knowledge, attitudes and decision-making skills, while students’ behaviors are not examined. Hughes and Karp (2004) maintain that research should focus on exploring the relationships between guidance interventions and positive students’ behavioral outcomes. Therefore, the paper concentrates – in search of the influence of school-based career interventions – not on decision-making skills, attitudes or knowledge but on actual career behavior, i.e. career competencies of students.
Details
Keywords
Helen Kopnina and Frans Meijers
This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of…
Abstract
Purpose
This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale.
Design/methodology/approach
The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions.
Findings
It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education.
Research limitations/implications
Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools.
Practical implications
In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings.
Originality/value
This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.
Details
Keywords
Marjoleine J. Dobbelaer, Frans J. Prins and Dré van Dongen
The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of…
Abstract
Purpose
The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.
Design/methodology/approach
In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).
Findings
The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.
Research limitations/implications
A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.
Originality/value
This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.
Details
Keywords
Johan Conijn and Frans Schilder
This paper aims to present a model that analyses the value gap, the difference between vacant possession value and tenanted investment value, for the houses of Dutch housing…
Abstract
Purpose
This paper aims to present a model that analyses the value gap, the difference between vacant possession value and tenanted investment value, for the houses of Dutch housing associations. The paper also aims to explore why the value gap is a structural phenomenon in The Netherlands and why it is an important factor contributing to the malfunctioning of the housing market. This gives an interesting expansion of the value gap theory.
Design/methodology/approach
By using the well‐known concept of user costs and using market equilibrium as a reference, the model quantifies the influence of six factors that cause the value gap. This is done for The Netherlands in total and for each of the 452 housing associations separately.
Findings
The value gap between the owner‐occupied and the rental sector is immense. This is especially the case with the rented houses owned by the housing associations, constituting one‐third of the total housing stock. The vacant possession value of these houses is on average €151,000; the reported tenanted investment value is no more than €33,000. Important factors that are responsible for this gap are, on the one hand, the fiscal subsidies in the owner‐occupied sector and, on the other hand, rent control and the policy of the housing associations characterised by a low rent level and high maintenance and management costs.
Originality/value
This is the first paper that analyses and quantifies the factors contributing to the value lost by Dutch housing associations' operations.
Details
Keywords
Henna Hasson, Staffan Blomberg, Anna Dunér and Anneli Sarvimäki
The purpose of this paper is to analyze how staff and managers in health and social care organizations use scientific evidence when making decisions about the organization of care…
Abstract
Purpose
The purpose of this paper is to analyze how staff and managers in health and social care organizations use scientific evidence when making decisions about the organization of care practices.
Design/methodology/approach
Document analysis and repeated interviews (2008-2010) with staff (n=39) and managers (n=26) in health and social care organizations. The respondents were involved in a randomized controlled study about testing a continuum of care model for older people.
Findings
Scientific evidence had no practical function in the social care organization, while it was a prioritized source of information in the health care organization. This meant that the decision making regarding care practices was different in these organizations. Social care tended to rely on ad hoc practice-based information and political decisions when organizing care, while health care to some extent also relied in an unreflected manner on the scientific knowledge.
Originality/value
The study illustrates several difficulties that might occur when managers and staff try to consider scientific evidence when making complicated decisions about care practices.
Details
Keywords
The widespread use of communication technologies and social media platforms such as the #ME TOO movement has amplified the importance for business leaders to demonstrate high…
Abstract
Purpose
The widespread use of communication technologies and social media platforms such as the #ME TOO movement has amplified the importance for business leaders to demonstrate high standards of ethical behavior for career success. Although the concept of ethical leadership has been widely investigated, a theoretical framework from a career perspective does not yet exist.
Design/methodology/approach
This study draws from sensemaking theory to argue that career identity salience shapes leaders' communication behavior to influence the extent to which they are perceived to be ethical by subordinates. We test our hypotheses using multisource data with a sample (n = 337) of business managers.
Findings
The results show that career identity salience has positive influence on communication competence, which positively influences ethical leadership. We further find that communication frequency positively moderates the relationship between communication competence and ethical leadership.
Practical implications
The theoretical and practical implications that, motivated by their career identity, career-ambitious leaders can manipulate subordinates' perceptions of their ethical behavior are discussed along with suggestions for future research.
Originality/value
To our knowledge, this is the first research to provide a career perspective on ethical leadership.
Details
Keywords
Patricia Rocha and Rui Calejo Rodrigues
The purpose of this paper is to review the status of knowledge on the subject of building maintenance from an integrated perspective that incorporates the building lifecycle, that…
Abstract
Purpose
The purpose of this paper is to review the status of knowledge on the subject of building maintenance from an integrated perspective that incorporates the building lifecycle, that is, from the design stage to the end of life. This work considered the main aspects to be taken into account in determining and implementing maintenance strategies, which requires a cross-sectional view of the entire construction process. At the same time, this approach contributes to the organisation of building management.
Design/methodology/approach
Bibliometric review has been carried out to identify relevant subjects and topics about scientific production on building maintenance by analysing the contents of about 745 publications, over the last 15 years, between 2000 and 2016 (first quarter). The survey results were gradually organised into a database grouped into seven main themes which were found to be more discussed and others six emergent themes with topics on building maintenance research.
Findings
This research enabled a synthesis of the focal points in the literature on building maintenance, as well as debates among researchers and institutions in the field. The result is a view to the future regarding what issues merit further research and what content requires greater depth of understanding, allowing us to envision research directions that encompass topics and sub-topics for future development. To this end, this bibliometric study draws on knowledge developed over the last 15 years, using research studies published in refereed journals indexed in ISI/SCOPUS as its data source.
Originality/value
The novelty of this topic, and the aspect in which it differs from existing studies, is that the researchers analysed a single sub-topic: that is, content regarding maintenance. Thus, this bibliometric literature review allows us to achieve a comprehensive and integrated view of key issues developed in the field of building maintenance. The results show which topics have been more thoroughly developed and which still exhibit gaps and weaknesses. This review allows us to envision well thought out guidelines for future development that have the potential to be relevant to progress in building maintenance research. It also contributes to our understanding of the state of the art in this field of knowledge.
Details
Keywords
Gerhard Fink and Maurice Yolles
While emotions and feelings arise in the singular personality, they may also develop a normative dimensionality in a plural agency. The authors identify the cybernetic systemic…
Abstract
Purpose
While emotions and feelings arise in the singular personality, they may also develop a normative dimensionality in a plural agency. The authors identify the cybernetic systemic principles of how emotions might be normatively regulated and affect plural agency performance. The purpose of this paper is to develop a generic cultural socio-cognitive trait theory of plural affective agency (the emotional organization), involving interactive cognitive and affective traits, and these play a role within the contexts of Mergers and Acquisitions (M & A).
Design/methodology/approach
The authors integrate James Gross’ model of emotion regulation with the earlier work on normative personality in the context of Mindset Agency Theory. The agency is a socio-cognitive entity with attitude, and operates through traits that control thinking and decision making. These traits are epistemically independent and operate on a bipolar scale; with the alternate poles having an auxiliary function to each other – where the traits may take intermediary “balanced” states between the poles.
Findings
Processes of affect regulation are supposed to go through three stages: first, identification (affective situation awareness); second, elaboration of affect is constituted through schemas of emotional feeling, which include emotion ideologies generating emotional responses to distinct contextual situations; third, execution: in the operative system primary emotions are assessed through operative intelligence for any adaptive information and the capacity to organize action; and turned into action, i.e. responses, through cultural feeling rules and socio-cultural display rules, conforming to emotion ideologies.
Research limitations/implications
This new theory provides guidance for framing multilevel interaction where smaller collectives (as social systems) are embedded into larger social systems with a culture, an emotional climate and institutions. Thus, it is providing a generic theoretical frame for M & A analyses, where a smaller social unit (the acquired) is to be integrated into a larger social unit (the acquirer).
Practical implications
Understanding interdependencies between cognition and emotion regulation is a prerequisite of managerial intelligence, which is at demand during M & A processes. While managerial intelligence may be grossly defined as the capacity of management to find an appropriate and fruitful balance between action and learning orientation of an organization, its affective equivalent is the capacity of management to find a fruitful balance between established emotion expression and learning alternate forms of emotion expression.
Social implications
Understanding interdependencies between cognition and emotion is a prerequisite of social, cultural and emotional intelligence. The provided theory can be easily linked with empirical work on the emergence of a cultural climate of fear within societies. Thus, “Affective Agency Theory” also has a bearing for political systems’ analysis, what, however, is beyond the scope of this paper.
Originality/value
The paper builds on the recently developed Mindset Agency Theory, elaborating it through the introduction of the dimension of affect, where cognitive and affective traits interact and become responsible for patterns of behaviour. The model is providing a framework which links emotion expression and emotion regulation with cognitive analysis.