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Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio.

The Internet has become an inevitable tool for collecting health and health behavior questionnaires. This study compared the feasibility, presence of score differences, and subjective evaluations by children between Internet and identical paper (asthma/fruit) questionnaires in elementary schools. A randomized crossover design was applied, with children starting with one administration mode before completing (5 minutes later) the other mode. Ten Dutch elementary schools with 270 school children (fifth grade, 10-12 years) were approached to participate. Response was 92%. The Internet mode had significantly less missing/nonunique answers than the paper mode (p less than 0.01). The completion times did not differ significantly between the Internet and the paper mode. Except for perceived self-efficacy to eat sufficient fruit (p less than 0.05), no differences in the asthma and fruit scores were found when comparing between the 2 modes. All variables showed strong intraclass correlation coefficients (166 greater than or equal to 0.64) between modes. Most items had good to very good agreement (kappa 0.61-0.95). The percentages for global and exact agreement ranged per item from 61.3 to 100. Most children preferred the Internet mode on "general preference" and "'ease of use" aspects but rated no preference on "understandability." The majority rated the evaluation aspects of the Internet mode positively. Thus, Internet administration of a health and health behavior questionnaire is feasible at elementary schools, gives comparable responses, and is well accepted and preferred by children compared to the paper version. Therefore, it is recommended to use Internet as a tool in health and health behavior research among children.

A mission statement that identifies the goals and aims of an honors program is a key step in program development. The National Collegiate Honors Council's Basic Characteristics of a Fully Developed Honors Program states unequivocally that a successful honors program "has a clear mandate from the institution's administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution." Such mission statements have now become standard for honors programs and colleges. Following a brief history of mission statements outside of the academic world, this paper examines the online mission statements of current honors programs. This study investigates the link between the content of U.S. honors programs' mission statements, goals to be achieved, performance indicators, and outcomes in order to determine if mission statements in the U.S. have served the purpose for which they are designed. Such a determination can offer important guidance to developing honors programs in other parts of the world.

Purpose: This paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature. Design/methodology/approach: The paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995). Findings: The results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work-life balance, lifelong learning and oral and written communication. Originality/value: The questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students' employability competences.

Over the last decades, the Dutch trauma care have seen major improvements. To assess the performance of the Dutch trauma system, in 2007, the Dutch Nationwide Trauma Registry (DNTR) was established, which developed into rich source of information for quality assessment, quality improvement of the trauma system, and for research purposes. The DNTR is one of the most comprehensive trauma registries in the world as it includes 100% of all trauma patients admitted to the hospital through the emergency department. This inclusive trauma registry has shown its benefit over less inclusive systems; however, it comes with a high workload for high-quality data collection and thus more expenses. The comprehensive prospectively collected data in the DNTR allows multiple types of studies to be performed. Recent changes in legislation allow the DNTR to include the citizen service numbers, which enables new possibilities and eases patient follow-up. However, in order to maximally exploit the possibilities of the DNTR, further development is required, for example, regarding data quality improvement and routine incorporation of health-related quality of life questionnaires. This would improve the quality assessment and scientific output from the DNTR. Finally, the DNTR and all other (European) trauma registries should strive to ensure that the trauma registries are eligible for comparisons between countries and healthcare systems, with the goal to improve trauma patient care worldwide. [ABSTRACT FROM AUTHOR]

Background: When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral abilities to make their work not only successful, but also right. To map these moral abilities, we developed the Moral Authorship Questionnaire for self-assessment. Objective: This paper reports the initial test of the structural validity and reliability of the developed self-assessment questionnaire. Setting: Dutch student teachers, novice teachers and more-experienced teachers in primary and secondary education participated in this research. Method: To test the psychometric qualities of the attitude scales, we used Confirmatory Factor Analysis (CFA) and Pearson correlations. Results: The initial test resulted in reliable and valid subscales consisting of 69 Likert items in the renewed questionnaire. Next, the Pearson correlation between the subscales was calculated. Finally, the Pearson correlations between the domains were calculated to validate the construct of Moral Authorship. Conclusion: The test results show that the six tasks of moral authorship can be measured using Likert items. The questionnaire can be used as a tool for self-assessment and reflection on one's moral abilities in one's professional learning environment. Further testing to adjust the questionnaire is needed to improve the personal moral authorship profile, or 'the moral selfie'.

Discusses results of a study conducted in two secondary schools in the Netherlands that investigated student attitudes toward the use of computers in education. Highlights include the use of two questionnaires, one paper-and-pencil and one using a computer; student motivation; gender differences; and student characteristics, including computer experience. (Contains 23 references.) (LRW)

Graduates need to be prepared for working in global organisations that increasingly rely on virtual, culturally diverse teams. This paper reports on a qualitative research study concerned with the perceptions of university business students who collaborated on a virtual and international project to learn about intercultural communication. The findings indicated that participants capitalised on the opportunity the project presented to find friends and to negotiate and deepen relationships. In addition, the analysis revealed that social interaction also characterised and influenced the learning experience itself and had implications for engagement. The paper concludes that the subjectivities of social interaction are powerfully embedded in the learning process and may play a part in engagement. Second, the project was perceived as a valuable way of preparing students for workplaces where developing intercultural communication skills and online, culturally diverse team relationships are required.

Although spending time in criminogenic settings is increasingly recognized as an explanation for adolescent delinquency, little is known about its determinants. The current study aims to examine the extent to which (change in) self-control and (change in) delinquent attitudes relate to (change in) time spent in criminogenic settings, and the extent to which they mediate the effects of (change in) parenting. Time spent in criminogenic settings was measured comprehensively, by including social and physical characteristics of micro settings (200 × 200 meters). Multilevel structural equation models on two waves of panel data on 603 adolescents (aged 12-19) showed that self-control and delinquent attitudes contributed to between-person differences in time spent in criminogenic settings. Within-person increases in time spent in such settings were predicted by increased delinquent attitudes. For indirect effects, self-control partially mediated between-person effects of parenting, whereas delinquent attitudes partially mediated both between- and within-person effects.

Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called "Cascade Model." Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.

Children practice their spatial skills when playing with spatial toys, such as construction materials, board games, and puzzles. Sex and SES differences are observed in the engagement in such spatial play activities at home, which relate to individual differences in spatial performance. The current study investigated the effects of explicitly providing spatial play activities in the school setting on different types of spatial ability. We presented 8- to 10-year-old children with a short and easy-to-adopt classroom intervention comprising a set of different spatial play materials. The design involved a pretest-posttest comparison between the intervention group (n = 70) and a control group without intervention (n = 70). Effects were examined on object transformation ability (i.e., a paper-and-pencil mental rotation and paper folding task) and viewer transformation ability (i.e., a hands-on 3D spatial perspective-taking task). Results showed specific effects: there were no differences between the intervention and control group in progress on the two object transformation tasks. Substantial improvements were found for the intervention group compared to the control group on the viewer transformation task. Training progress was not related to sex and socioeconomic background of the child. These findings support the value of spatial play in the classroom for the spatial development of children between 8 and 10 years of age.

This paper reports on the findings in the first phase of a design-based research project as part of a large-scale intervention study in Dutch kindergartens. The project aims at enhancing differentiated instruction and evaluating its effects on children's development, in particular high-ability children. This study investigates relevant intervention fidelity factors based on [Fullan, M. (2007). "The New Meaning of Educational Change." New York: Teachers College Press]. A one-year intervention in 18 K-6 schools was conducted to implement the screening of children's entry characteristics, differentiation of (preparatory) mathematics and language curricula, and a policy for the differentiation and teaching high-ability children. The intervention fidelity and implementation process were scored for each school using data from observations, field notes and log books. Self-report questionnaires measured participants' perceptions of the intervention (n = 35 teachers, 18 principals). Quantitative results showed that intervention fidelity differed between schools. Qualitative analyses of perceptions and cross-case analyses of three kindergartens showed that a strong need, pressure from parents, an involved principal, and teacher time and motivation contributed to successful implementation. Implementation barriers were the innovation's complexity, teacher beliefs, an absent principal and low teacher motivation (which was partly due to communication problems). Implications for interventions in general and differentiated instruction for high-ability children in particular are discussed.

Schools are expected to fulfil different types of goals, including citizenship development. An important question is to what extent schools can simultaneously promote different learning outcomes. In this paper, we investigate the relationship between language ability and youth citizenship. Using a representative sample of 2429 grade 6 pupils (age 11-13) in 138 primary schools in the Netherlands, our findings confirm that language ability is strongly associated with pupils' youth citizenship outcomes, in particular with citizenship attitudes and knowledge. Contrary to popular belief, we conclude that stimulating pupils' language development need not compete with investing in pupils' citizenship development. Rather than a trade-off, our findings suggest a positive relationship between language ability and citizenship development.

Purpose: While empowerment for sustainability is considered a major objective within sustainability-oriented educational programs and policies, little is known about the actual process of empowering students for sustainability through higher education. This study aims to explore this field, by introducing the EYE (Educating Yourself in Empowerment) for Sustainability learning tool and by analyzing the effects of its application within a higher education context, including a reflection about key aspects contributing to students' empowerment for sustainability. Design/methodology/approach: The effects of the EYE tool are analyzed by means of questionnaires. Through a qualitative codification process and quantitative analysis, the authors have reflected on the effects of the EYE tool and on the empowerment process as perceived by the students exposed to the EYE at Wageningen University. Findings: Results suggest that the EYE is a comprehensive and adaptive tool, conducive to empowerment for sustainability. Adopting, only partly, an instrumental approach to education and, largely, an emancipatory one appears to be a possible and successful combination. A key aspect contributing to students' empowerment for sustainability is the development and execution of a real-life project of own choice. Learning about the diverse worldviews underlying the search for sustainability appears to be an eye opener for the students. Empowerment does not seem to require long-term training. Rather, it emerges and is experienced by university students within a few weeks. Originality/value: This paper introduces a novel tool and discusses insights deriving from the application of this tool. The value of the paper lies in its potential to support educators in reflecting upon and designing their educational strategy for empowering students for sustainability.

Background: Questionnaires are widely used in survey research, especially in cohort studies. However, participation in questionnaire studies has been declining over the past decades. Because high participation rates are needed to limit the risk of selection bias and produce valid results, it is important to investigate invitation strategies which may improve participation. Objectives: The purpose of this study is to investigate the effect of Web-based versus paper-based questionnaires on participation rates in a questionnaire survey on late effects among childhood cancer survivors (CCSs). Methods: A total of 750 CCSs were randomized across 3 study arms. The initial invitation in study arms 1 and 2 consisted of a Web-based questionnaire only, whereas in study arm 3 this invitation was complemented with a paper-based version of the questionnaire. The first postal reminder, sent to the nonresponding CCSs in all 3 study arms, consisted of either a reminder letter only (study arms 1 and 3) or a reminder letter complemented with a paper-based questionnaire (study arm 2). The second postal reminder was restricted to CCSs in study arms 1 and 2, with only those in study arm 1 also receiving a paper-based questionnaire. CCSs in study arm 3 received a second reminder by telephone instead of by mail. In contrast to CCSs in study arm 3, CCSs in study arms 1 and 2 received a third reminder, this time by telephone. Results: Overall, 58.1% (436/750) of the CCSs participated in the survey. Participation rates were equal in all 3 study arms with 57.4% (143/249) in arm 1, 60.6% (152/251) in arm 2, and 56.4% (141/250) in arm 3 (P=.09). Participation rates of CCSs who received an initial invitation for the Web-based questionnaire only and CCSs who received an invitation to complete either a paper-based or Web-based questionnaire did not differ (P=.55). After the first postal reminder, participation rates of CCSs invited for the Web-based questionnaire only also did not differ compared with CCSs invited for both the Web-based and paper-based questionnaires (P=.48). In general, CCSs preferred the paper-based over the Web-based questionnaire, and those completing the paper-based questionnaire were more often unemployed (P=.004) and lower educated (P<.001). Conclusion: Invitation strategies offering a Web-based questionnaire without a paper-based alternative at first invitation can be used without compromising participation rates of CCS. Offering the choice between paper- and Web-based questionnaires seems to result in the highest accrual participation rate. Future research should look into the quality of the data delivered by both questionnaires filled in by respondents themselves. Trial Registration: International Standard Randomized Controlled Trial Number (ISRCTN): 84711754; http://www.controlled-trials.com/ISRCTN84711754 (Archived by WebCite at http://www.webcitation.org/6c9ZB8paX) [ABSTRACT FROM AUTHOR]

The ECO European Project funded by the European Commission is dedicated to bringing MOOCs to a new dimension by taking advantage of the new possibilities offered by the Social Web (O'Reilly, 2005). This paper focuses on the intercreative aspects of MOOCs. It takes a look at the characteristics of the new ECO MOOCs to see if they are designed and implemented within an intercreative environment. The methodology is quantitative and data collection was conducted using self-administered questionnaires with closed or semi-closed questions. This study includes the so-called sMOOCs, which stress intercreativity to work towards collective intelligence.

This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics ("academics under 40"), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).

Speaking practice is important for learners of a second language. Computer assisted language learning (CALL) systems can provide attractive opportunities for speaking practice when combined with automatic speech recognition (ASR) technology. In this paper, we present a CALL system that offers spoken practice of word order, an important aspect of Dutch grammar. The system uses ASR technology to process the learner's responses and to detect errors so that immediate corrective feedback (CF) can be provided on learner errors. We evaluate the system as a learning environment by analyzing proficiency gains in pre- and post-tests, the logs of the practice sessions, and the learners' appreciation of the system. In this paper, we present two learning conditions: (1) the learners received oral practice and immediate CF on spoken performance and (2) learners received oral practice and NO CF on spoken performance. We found that our system was successful in providing L2 speaking practice. Results show that both groups improve their proficiency on the target feature as a result of treatment. Between the groups there is no significant difference in learning, but the groups proceeded differently through the sessions, and the learners in the group that received automatic CF evaluated the system more positively than the NO CF group. We discuss the performance of the system as an environment for language learning and the obtained proficiency test results, and relate them to current views on second language acquisition.

The CEFR encourages teachers to resort to task-based activities in the language classroom. However, some resistance has been offered to this approach, due to lack of appropriate training and difficulty in meeting some basic practical conditions, as well as in finding resources and examples of good practices, as shown in a survey conducted within the scope of ETALAGE. PETALL (Pan European Task-based Activities in Language Learning [2013-2016]) seeks to construct a transnational strategy for ICT-based task design management and aims to design tasks that can be implemented in different educational contexts. This paper offers an overview of the internal evaluation procedures to be followed at different levels and stages of the project, and discusses the objectives, underlying principles and criteria applied.

This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on "participants' reactions," the first level of Guskey's five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's model are thought to depend upon those at the first level, that is, teachers' positive appreciation for the professional development programme. Different instruments (questionnaires, e-mail correspondence, and interviews) were used at various stages in the four-part professional development programme. The data were categorised by the stage in the programme to which they pertained: individual preparation; preparation seminar; online support; or reflection meeting. The data from all participating teachers were combined in word tables, with some parts paraphrased in a few sentences. In general, the teachers were satisfied with the professional development programme. This paper identifies several elements that ensure teacher satisfaction in the multidisciplinary professional development programme, indicates which are the difficult elements of this programme, and suggests how these difficulties can be handled in such a programme.

Do non-science, technology, engineering, and mathematics (STEM) students' views about STEM studies correspond with how STEM students actually perceive these studies? This paper deals with this issue by comparing higher education students' attitudes towards STEM studies between those who actually did a STEM study and those who did not. The attitudes of the first category of students have been referred to as perceptions and the attitudes of the second category as preconceptions. The study included 1,935 students in higher education. The results confirm both small and large differences between the preconceptions and perceptions, and show significant differences between suitably qualified students (i.e. eligible for STEM studies) and other students. At the end of this paper, we will discuss the implications of this study for future research and offer some suggestions for practice.

Purpose: The purpose of this paper is to explore the labor market position of environmental science graduates and the core competencies of these environmental professionals related to their working practice. Design/methodology/approach: The authors carried out two surveys amongst alumni of the integrated environmental science program of Utrecht University and their employers. The surveys addressed alumni's working experiences and employers' assessment of the core competencies of environmental science graduates. Findings: The surveys indicated that environmental science graduates have a fairly strong position on the labor market. They are employed in a diverse range of functions and working sectors, including consultancy agencies, research institutions, governmental organizations and NGOs. Graduates as well as employers consider a number of generic academic skills (e.g. intellectual qualities, communication skills) as well as discipline specific professional knowledge and practical skills as important competencies for the working practice of environmental scientists. Practical implications: These insights can be used for the improvement of environmental science curricula in order to increase the employability of their graduates. Originality/value: This paper presents data on the labor market position of graduates of "integrated" environmental science programs and provides insights into the core competencies of these graduates. (Contains 1 note, 3 tables, and 10 figures.)

In this paper we report on the development of an inventory that measures global citizenship among adolescents. The methodology used consists of cognitive interviews for questionnaire design and explorative and confirmatory factor analyses among several datasets. The resulting Global Citizenship Inventory (GCI) includes a global citizenship behaviour index and three scales measuring principles underlying global citizenship: human equality, mutual dependency in the world, and the shared responsibility for solving global issues. The behaviour index measures behaviour connected to efficient use of energy and water, mobility, recycling and handling waste, search for information and expressing an opinion on global issues, donating to charity, and volunteering. The results provide support for our theoretical constructs regarding global citizenship.

This paper examines new organizational arrangements that have emerged in the context of a privatized extension system. It investigates the positioning and embedding of a network broker aimed at enhancing interaction in the privatized agricultural knowledge and information system (AKIS), to assess whether tensions reported in other sectors also manifest in agriculture and inform theory and policy on collective functions in pluralistic extension systems. It employs a case study approach using semi-structured interviews, observations, a closed questionnaire and secondary data analysis. Results show that a demand-driven way of working may prevent network brokers losing their neutrality in farmers' eyes, but that a network broker nevertheless can be perceived as disruptive by extension service providers. Furthermore, it appears hard to make the network brokerage function self-sufficient. The paper shows that a social dilemma manifests, that is, the collective benefits are recognized, but private interests do not support the brokers' continued existence. This prompts consideration of the need for continued public support. Public support for network broker appears to be needed, but possible (market-disturbing) interference with the activities of private extension service providers prompts critical examination of the mandates of publicly funded network brokers. (Contains 3 tables.)

This paper reports on a questionnaire survey of 16 national libraries designed to clarify how national libraries attempt to justify their web archiving activities. Results indicate they envisage that a) the benefits brought about by their initiatives are greater than the overall costs, b) the costs imposed on libraries are greater than the costs imposed on stakeholders, and c) all of them are making efforts to respond to legal risks in various ways (e.g. legislation, contracting and opt-out policies) although there are trade-off relations in terms of costs for negotiation, scope of access and size and scope of the web archive. The paper discusses whether a basic logic for justification of their web archiving is valid from the perspective of balancing cost-benefit. Further, it highlights the potential, underlying premises of the logic that motivates the intervention of national libraries as public sector organizations. (Contains 3 tables and 2 figures.)

This paper evaluates the sustainable development graduation track at TU Delft. This track can be followed by all students of TU Delft. It consists of an interdisciplinary colloquium "Technology in Sustainable Development", 300 h of self-chosen courses on sustainable development and a graduation project in which sustainable development is integrated. This paper deals with the numbers of students that follow the track, with the results of a questionnaire among the students, and with the jobs students have found after graduation. Our main conclusions are that about 50 students start the sustainable development track each year, which is more than initially intended; that two thirds of the sustainable development graduates completely integrate sustainable development into their graduation project; that the students feel that the sustainable development certificate adds value to their graduation and that many of them find jobs within the sustainable development field. (Contains 3 tables.)

Lots of papers are being published about e-learning in engineering education. In these papers, positive experiences and aspects seem to overshadow negative ones. However, there are still some problematic sides worth studying. In order to improve its quality these should receive broad attention too. We present an explicit two-sided evaluation of the STUDIO e-learning project carried out at TU Delft in the Netherlands. STUDIO was set up as a Technology and Society course for all first-year students at TU Delft. Given the expected numbers of students, labour-extensivity was an important aim. STUDIO was introduced in three faculties. At the SEFI-conference 2002 the project was evaluated by its designers using student-questionnaires. In this article teachers describe their experiences with STUDIO over some years. Together it gives rise to a balanced view of e-learning in engineering education and provides a good base for improvement.

This essay is an updated revision of an essay published by Marca V. C. Wolfensberger in the "Journal of the National Collegiate Honors Council" 5.2 (fall/winter 2004): 55-66. A lot has changed in the Dutch honours landscape since the original version of the study was published. Although the body of knowledge is increasing, the insight into effective honours programmes has not developed at the same pace as has the number of honours programmes. This essay explores what kind of peers, teachers, courses, and programmes honours students look for and need in their education. This article answers the following questions: (1) What are characteristics of honours students and how do they value teachers and courses?; (2) Are possible differences constant over time and consistent across (types of) universities?; and (3) Does the researchers' theory-based learning context, which is supportive of autonomy, academic competence, and relatedness through an honours community, actually correspond with the preferences of the honours students? The present paper strives to validate and expand some of the outcomes of the 2004 article.

Purpose: The purpose of this paper is to investigate career change intention and its predictors among career change seekers interested in a career opportunity in the information technology (IT) industry. Design/methodology/approach: Ajzen's theory of planned behavior (TPB) was used to predict career change intention in this group. In addition, we examined the role of professional identity in predicting career change intention. Data were collected in a sample of 225 aspiring IT professionals from four European countries: Austria, Greece, Italy and The Netherlands. Findings: The findings showed that among four variables assumed to predict career change intention, only professional identity appeared to be a significant predictor. Research limitations/implications: The study is limited by the use of career change seekers registered in one web-based recruiting system. Originality/value: The paper suggests a higher importance of professional identity in prediction of career change intention compared to other factors that constitute Ajzen's theory of planned behavior. (Contains 4 tables.)

With the current growth of the Internet, we expect significant changes in how and to what extent companies acquire business information. By comparing two studies on information seeking by small and medium-sized enterprises (SMEs) carried out in 1982 and 2003 respectively, and comparing the results with other studies, this paper indicates that the reality is rather to the contrary. SMEs remain remarkably stable in their information seeking behaviour, in the sources they use and in the problems they face. The paper concludes with a discussion on the likely causes of this consistency and its consequences for online intermediaries. (Contains 2 tables and 1 figure.)

This paper investigates the accessibility and attractiveness of different types of ICT applications in education for girls and boys and for pupils from families with an ethnic minority background and from the majority population in the Netherlands. A study was conducted in seven schools (primary and secondary). Data were collected on participation, ICT skills and learning results, ICT attitudes and the learning approach of pupils. A total of 213 pupils completed a questionnaire and interviews were held with 48 pupils and 12 teachers. Gender differences, especially in primary education, appeared to be small. In secondary education, the computer attitude of girls seems to be less positive than that of boys, girls and boys take on different tasks when working together on the computer and they tackle ICT tasks differently. Pupils from an ethnic-minority background in both primary and secondary education appear to consider themselves to be less skilled ICT users than pupils from the majority population. We found ethnic differences in participation in ICT activities at school in both educational sectors. Pupils from an ethnic-minority background use the computer at school less for gathering information and preparing talks and papers and more for drill and practice. Differences between pupils from an ethnic-minority background and from the majority population in access to certain forms of ICT use out of school are confirmed at school instead of being compensated for. The paper concludes with some recommendations on a diversity-oriented ICT policy at school level.

Purpose: The focus of scientific research on the parental well-being has been mainly placed on parents of pre-school children. However, recent findings indicated that parents of pre-school children show lower levels of depression and higher levels of self-efficacy and self-esteem, compared to parents of older children. The purpose of this paper is to establish to what extent the parent-adolescent relationship, coping strategies and co-parent relationship, influences the parental well-being. Design/methodology/approach: This study was conducted to establish to what extent the parent-adolescent relationship, coping strategies and co-parent relationship, influences the parental well-being of parents in a sample of 310 Dutch parents with children aged 12-18. Participants filled out questionnaires on the parental well-being and coping. Path analysis using a structural equation model (SEM) was performed. Findings: The SEM revealed that active problem-focused coping strategies were predictive of higher levels of parenting-related well-being. The satisfaction of the relationship with the co-parent predicted both higher levels of parenting- and individual-related well-being. Lower levels of parenting-related well-being were significantly related to more problems in the parent-adolescent relationship, which, in turn, were related to decreased individual-related well-being. Research limitations/implications: Future studies on the influence of coping strategies and the co-parent relationship satisfaction are recommended to create greater understanding of the underlying mechanisms and their positive effect on the parental well-being. Practical implications This study could lead to improvements in the support system for parents raising adolescents. Originality/value: The present study shows that the parent-child relationship is an important predictive factor in parental well-being. This study also shows that the more highly parents scored on co-parent relationship satisfaction, the less they saw parenting as a burden and the more they felt they had the parenting skills to control the behavior of their child.

The data team intervention was designed to support Dutch secondary schools in using data while developing a solution to an educational problem. A data team can build school-wide capacity for data use through knowledge sharing among data team members, and knowledge brokerage between the team and other colleagues. The goal of this mixed-methods study is to understand how knowledge sharing and brokerage regarding data use and an educational problem changed over time. Social network data were collected twice at eight schools. These data were used to analyse (1) how well team members were connected with each other (density), (2) whether team members' relationships were mutual (reciprocity) and (3) whether all team members were equally important for the data team network (centralisation). Moreover, different types of knowledge brokering (inward, outward and forward) were examined to further understand knowledge exchange between data team members and their colleagues. Qualitative data were analysed to triangulate these findings for four particular cases. Among other things, findings illustrated that while knowledge sharing and knowledge brokerage both changed over time, there were considerable differences between teams in the extent and direction of change. It appeared that the dissemination of knowledge within the organisation requires more explicit attention.

Research shows that learning conceptions are susceptible to change during possible critical transitions in students' school careers: such as the transition from primary to secondary education and the transition from secondary to higher education. This study aims to determine whether students' learning conceptions developed during the four years of transition between primary and secondary education. The study consists of four measure moments in a longitudinal multilevel design and is based on a sample of 102 students. The results show that changes are present in students' learning conceptions during the last years of primary education and the first years of secondary education. Where change occurs, it is primarily a negative trend: avoidance orientation increases significantly when development orientation decreases. Boys develop a more negative conception towards school and learning than do girls. Deep processing activities, which focus on metacognitive skills, decrease from as early as one year before students leave primary education, when they are 11 years old, and continue to decrease until the end of the second school year of secondary education, when they are 14 years old.

This paper examines lecturers' perspectives on students' 'emotional bargaining' in higher education. Based on a social-functional understanding of emotions, it utilises a small-scale qualitative survey approach to explore and compare the views of 43 teaching staff at three universities in England, the Netherlands and Sweden. Particular consideration is given to staff perceptions of students' motives for engaging in such behaviour and the factors potentially driving it. Findings suggest broadly similar views are held by the respondents across the three settings, and staff views on potential 'solutions' are investigated. The study offers tentative evidence that the neo-liberal logics perceived to guide university policies and practices may be a central factor in engendering student bargaining behaviours, particularly in the English context, where neo-liberal regimes are arguably more pronounced. Finally, an attempt is made to identify a number of recommendations for institutional consideration and potential practice.

This paper shows how parents' perceptions of parent-teacher relationship practices differ between different types of schools with respect to children's special needs and the socio-economic status of these children. Using a questionnaire, we compare parents' views from two special education schools, two at-risk schools serving low SES-children, and two mainstream primary education schools in the southern part of the Netherlands. The theoretical framework is based on Epstein's Model of Parental Involvement. The results illustrate that parents and teachers in special education and at-risk schools are very much accustomed to 'two-way communication', in contrast to mainstream schools, and that this is valued highly by these parents. Furthermore, teachers in special and at-risk schools are more familiar with interacting with parents, involve them more in decision-making and more often co-ordinate homework practice with parents.

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

Background: Choosing Wisely is an international movement that stimulates conversations about unnecessary care. The campaign created five recommendations including a statement that less wound care is sometimes better. Aims: The study aims to evaluate nurses' and physicians' adherence to the Choosing Wisely recommendations for acute wound care in the Netherlands and the barriers and facilitators to improve this. Design: This is a mixed methods study using a survey and interviews. Methods: The survey was completed by 171 nurses and 71 physicians from November 2017 to February 2018. A total of 17 nurses and 6 physicians were interviewed. Results: Awareness of the five recommendations ranged from 62% to 89% for nurses and 46% to 85% for physicians. However, up to 15% of the nurses and 28% of physicians were aware but did not adhere to the recommendations. Barriers to adhering were a lack of knowledge, the work environment and perceptions of patients' preferences. Repeated attention, cost‐consciousness and an open culture facilitated the implementation. Conclusion: Although most nurses and physicians were aware of the recommendations, not all adhered to them. Increasing awareness is not enough for successful implementation. A tailored approach that removes the barriers is necessary, such as increasing knowledge about wounds and changing the work environment. Summary statement: What is already known on this topic? Less wound care is sometimes better: cleaning wounds with tap water only, not bathing wounds, using simple bandages and not using bandages on wounds healing by primary intention leads to better wound care for lower costs.It is unknown to what extent this is known and practiced by nurses and physicians and what barriers and facilitators they experience in practicing this. What this paper adds? Although the majority of nurses and physicians were aware of the Choosing Wisely recommendations for acute wounds, not all adhered to them.Awareness is not always sufficient for successful implementation, which requires a broader approach that targets the barriers. The implications of this paper Implementation of these recommendations can be improved by increasing knowledge about wounds and wound care, changing the work environment, and verifying the patient's presumed preferences regarding wound care. [ABSTRACT FROM AUTHOR]

This paper demonstrates that the Big five personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and emotional stability) measured at age 14 can be linked to field of study choice in university at around age 19. While personality matters less than cognitive skills, such as math ability and verbal ability, for educational attainment, the influence of personality on field of study choice is comparable to that of cognitive skills.

Language input is a key factor in bi-/multilingual research. It roots in the definition of bi-/multilingualism and influences infant cognitive development since and even before birth. The methods used to assess language exposure among bi-/multilingual infants vary across studies. This paper discusses the parental report patterns of the amount/degree of exposure to their children and provides an algorithm-based Multilingual Infant Language Questionnaire (MILQ) targeting the amount of hours and degree of exposure an infant is exposed to each language. In the MILQ, parental feedback between general language input (languages spoken in the environment an infant resides in) and direct language exposure (languages spoken directly to an infant) are differentiated. Comparing the results drawn from general and direct perspectives, parental estimates of their children's exposure match the general but not direct language input condition. Implications of these results are discussed.

In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers' perspectives.

Students are an important stakeholder group in the context of quality assurance in higher education. From their perspective as learners, students' views on educational experiences are increasingly used as an indicator of educational quality. The Course Experience Questionnaire (CEQ) is a widely used quantitative tool to gauge students' perceptions of degree programmes. With a view to enhancing the scope for differentiation between individual questionnaire items, this paper explores the use of best-worst scaling to elicit CEQ responses as an alternative to a ratings instrument. The data for this study were generated from a representative sample (n = 263) of graduates from a Dutch university. The survey focused on two core CEQ scales: Good Teaching and Generic Skills. The results show that the Generic Skills items were deemed more pertinent to the degree programme than were the ones related to Good Teaching, with problem-solving skills perceived as the most relevant aspect. Using latent class analysis, six groups of graduates were identified that differed mainly in terms of the relative importance of the skills attributes. Overall, this study shows how the features of best-worst scaling can be used to enhance the scope for discrimination between items in a degree programme evaluation.

Purpose: The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children's well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children's positive emotions and strengths. Design/methodology/approach: A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants' experiences with key components and the programme impact of PEP. Findings: The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children's self-reported well-being and problem behaviour, teachers' awareness of children's strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications: This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with "business as usual" is needed. Originality/value: School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.

This paper provides an overview of the design and cohort characteristics of the Social Spectrum Study: a clinical cohort study that used a two-phase sampling design to identify children at risk for ASD. After screening 1281 children aged 2.5-10 years who had been consecutively referred to one of six mental health services in the Netherlands, children who screened positive for ASD (n = 428) and a random selection of screen negatives (n = 240) were invited to participate in diagnostic assessments and questionnaires regarding the child, family and society. A 1-year follow-up was also conducted. Results from this study may contribute to knowledge of the identification and characterization of children with ASD, family processes, and the impact of ASD on the family and society.

This paper examines the effect of the introduction of an academic dismissal (AD) policy (i.e. an intervention, which can lead to compulsory student withdrawal) on student dropout, student graduation rates and satisfaction with the study program. Using a difference-in-differences type of estimator, we compare programs that introduced an AD policy with a control group of programs which did not employ an AD policy. The robustness of the results is tested by a propensity score matching. The outcomes suggest that the implementation of an AD policy results in a higher first-year dropout rate and a higher student graduation rate. The results also indicate that, on average, student satisfaction decreases due to the introduction of an AD policy, while student satisfaction regarding program feasibility increases when an AD policy is employed.

Purpose: The Diagnosis of Sustainable Collaboration (DISC) model (Leurs et al., 2008) specifies five factors (i.e. project management, change management, context, external factors, and stakeholders' support) which predict whether collaboration becomes strong and stable. The purpose of this paper is to study the dynamics of these factors in a study of multiple partnerships in comprehensive school health promotion (CSHP). Design/methodology/approach: A Dutch two-year DISC-based intervention to support coordinators of five CSHP partnerships in the systematic development of intersectoral collaboration was studied in a pretest-posttest design. To uncover the determinants of sustainable collaboration and implementation of CSHP and to find possible mediators, the authors carried out multi-level path analyses of data on the DISC factors obtained from 90 respondents (response of approached respondents: 57 percent) at pretest and 69 respondents (52 percent) at posttest. Mediation mechanisms were assessed using joint significance tests. Findings: The five DISC factors were important predictors of implementation of CSHP (explained variance: 26 percent) and sustainable collaboration (explained variance: 21 percent). For both outcomes, stakeholders' support proved to be the most important factor. Regarding sustainable collaboration, mediation analysis showed that stakeholders' support fully mediated the effects of change management, project management, external factors and context. This indicates that the extent of stakeholders' support (e.g. appreciation of goals and high levels of commitment) determines whether collaboration becomes sustainable. The authors also found that the extent of stakeholders' support in turn depends upon a well-functioning project management structure, the employment of change management principles (e.g. creation of a common vision and employment of appropriate change strategies), a favorable organizational context (e.g. positive experience with previous collaboration) and external context (e.g. positive attitudes of financing bodies and supporting health and educational policies). For the actual implementation of CSHP, partial mediation by the support factor was found. There was a direct positive effect of change management indicating that organizational knowledge is also necessary to implement CSHP, and a direct negative effect of project management, probably pointing to the negative effects of too much negotiation in the collaboration. Research limitations/implications: A design lacking a control group, a small sample and a relatively early assessment after implementation support stopped limit the generalizability of the results. Practical implications: Strategies targeting the DISC factors can enhance stakeholders' support and thereby promote sustainable intersectoral collaboration and the implementation of CSHP. Originality/value: The DISC model provides a fruitful conceptual framework for the study of predictors and processes in public health partnerships. The importance of stakeholders' support and other factors in the model are demonstrated.

As a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency development in students. For the quantitative part of the study, a quasi-experimental research design was used to measure effects among 2291 students. Video recordings of conversations were used to do qualitative research. The results show that only when off-the-job training is followed by on-the-job coaching, the professionalising of teachers proves to be effective as measured on student level. Students notice that the guidance conversations are more appreciative, reflective and activating and that they focus more on self-image development, work and career action. The observations made with regard to the guidance conversations also show that these conversations become more career related.

This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how elementary teachers used ICT to facilitate specific pedagogical strategies (e.g., activating learning, classroom management, dealing with diversity, fostering learning strategies). Findings indicate that teachers used ICT mostly to promote activation of learning. Many teachers reasoned about using ICT for adapting their teaching to student needs, but this was seldom observed in practice. The few teachers who showed behaviour supporting adaptive teaching and fostering learning strategies almost always used ICT to facilitate these pedagogical strategies. We argue that for effective teaching with ICT it is important that teachers learn to reason explicitly about how ICT can support specific pedagogical strategies. The results from this study provide suggestions for what is needed in teacher education programs and professional development initiatives to support teachers in acquiring TPK.

Purpose: The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader's inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership. Design/methodology/approach: Data were collected from questionnaires completed by a sample of 79 school leaders. Findings: A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership. Practical implications: Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders' self-efficacy and on fostering leaders' positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders. Originality/value: This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and considered it to be important. We found a continuum of teachers' beliefs about aspects influencing transfer, including beliefs on improving this transfer. Together with identified improvement aspects about coherent mathematics education, these may help reduce physics teachers' frustrations who spend extra time on re-teaching mathematics. Teachers think that transfer does not happen, because students see both subjects as separate disciplines. Contrary to most physics teachers, most mathematics teachers do not feel the need to collaborate with physics teachers. We found two extreme, opposite beliefs about the transfer of algebraic skills into physics. An intermediate group believes that only an integrated approach can solve the transfer problem. Some of the teachers' beliefs could be organised into a beliefs system. Further research could investigate to which extent such beliefs systems exist and which beliefs these contain.