Four granted projects researching education
Focus area Higher Education Research invests in enhancing collaboration in research on higher education, for theoretical and experimental educational research groups (e.g., educational sciences) as well as departments within different subject disciplines inquiring higher education practice (e.g., medical education). Recently, four projects received funding.
Sabine Uijl, Iris van der Tuin | Hum & UCU | Towards a Competence Framework for the Roles of Teachers in Interdisciplinary and Flexible Education |
Higher education is shifting towards more interdisciplinary and flexible education. This impacts our -often disciplinary- teachers, who need to be equipped with the competences, skills, and attitude necessary to act both top-down (sage on the stage), and as partner (guide on the side). In collaboration with UU partner KU Leuven, we aim to map the competences, skills, and attitude for these roles and prepare a PhD grant application to further study this field. A junior researcher will perform a literature search and together we will produce a peer reviewed paper and prepare a grant application. | ||
Alexei Karas | UCR | Differential Grading Standards: Causes and Effects |
Some teachers give fewer A鈥檚 than others. These teachers tend to cluster in a subset of academic disciplines (e.g. STEM). What happens if we take teachers out of their disciplinary context and put them on a common assessment task? Do differential grading practices persist? I study this question using administrative data from a small Dutch liberal arts college, in which teachers engage in two assessment tasks: they grade students in courses and score applicants in admission interviews. The question is: do teachers who give high grades in courses, also give high scores in interviews? | ||
Frank van Rijnsoever | GEO | A review of leadership of change education |
Utrecht 木瓜福利影视 increasingly incorporates societal impact in its education. However, a university-wide educational concept or framework about societal impact creation is lacking. Such a framework allows us to formulate intended learning processes and outcomes for making societal impact. Based on this, educators can select and develop appropriate didactical approaches. A common framework also enables students to identify what knowledge and skills they need to create societal impact. To create this framework, we systematically review and compare four complementary streams of literature: sustainable development education, leadership for societal change, social entrepreneurship education, and sustainable entrepreneurship education. We will apply our insights in related implementation projects. | ||
Esther de Groot | UMCU | Learning Opportunities for advanced GP-trainees to work in Multidisciplinary Networks at the Workplace |
High-quality care asks for a system where care is delivered within a multidisciplinary network around the patient. These changes in the Dutch healthcare system and abroad urgently require knowledge on how GP-trainees can be better prepared for multidisciplinary networked healthcare (MNH). In this project, we intend to do the groundwork for a larger proposal. We aim to understand the affordances for workplace learning for MNH during their training at general practices. We study the perceived value of emergent ego-centric networks. Afterwards, we will explore how the postgraduate training institutes can ensure that GP trainees capitalize these learning opportunities | ||
In due time, the results of these projects will be presented on the website and disseminated through HER events. Subscribe to the newsletter if you want to be kept informed. If you would like to join the focus area or have any questions, please contact the coordinator Rik Vangangelt MA. The call for grants is still open, please find more information here.