scholarly journals Crisis in Dutch Universities of Applied Sciences

2015 ◽  
pp. 27-28
Author(s):  
Hans De Wit
Keyword(s):  
Applied Sciences ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
Global Knowledge ◽  
Quality Issue ◽  
Difficult Time ◽  
Universities Of Applied Sciences ◽  
Professional Field ◽  
Dutch Universities

Universities of Applied Sciences in The Netherlands are facing severe criticism from media and politicians about their performance. The main issues are the quality of their degrees, including accusations of diploma fraud, high dropout rates and poor graduation rates. This negative perception of the current performance of Dutch universities of applied sciences should be understood in the context of reform of Dutch higher education and of the demands of the global knowledge society. In comparison with the universities of applied sciences in other countries, which earlier and more gradually have adapted to the requirements from the professional field, Dutch universities of applied sciences face a difficult time. The danger might be that the distance to the research universities and to the universities of applied sciences in other countries is increasing rather than decreasing, and this might impact negatively the still strong reputation of several of its programs. The sector cannot ignore that there is a serious quality issue, which is difficult to solve due to years of ignoring to address the changes that the knowledge economy requires.

Malaysian Knowledge Society and the Global Knowledge Gap

2003 ◽  
Vol 31 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Hans-Dieter Evers
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
New Economy ◽  
Knowledge Development ◽  
Natural Phenomenon ◽  
Knowledge Gap ◽  
Global Knowledge ◽  
Industrialised Countries

Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

scholarly journals The Nature of Social Work Research by Dutch Universities of Applied Sciences : An Overview

2020 ◽  
Vol 29 (1) ◽  
pp. 41
Author(s):  
Martine Ganzevles ◽  
Daan Andriessen ◽  
Wilke Van Beest ◽  
Tine Van Regenmortel ◽  
Jaap Van Weeghel
Keyword(s):  
Applied Sciences ◽  
Social Work ◽  
Social Work Research ◽  
Universities Of Applied Sciences ◽  
Dutch Universities

Translating Researchers’ Experiences into Training on Research Integrity at Universities of Applied Sciences (TETRIAS)

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 33-33
Author(s):  
Susan Berentsen ◽  
◽  
Fenneke Blom ◽  
Rob van der Sande ◽  
◽  
...  
Keyword(s):  
Applied Sciences ◽  
Training Program ◽  
Qualitative Data ◽  
Research Integrity ◽  
Responsible Conduct Of Research ◽  
Important Place ◽  
Responsible Conduct ◽  
Universities Of Applied Sciences ◽  
Arts And Culture ◽  
Dutch Universities

"In the Dutch Universities of Applied Sciences (UASs) applied research is gaining an increasingly important place in their activities, not only as a means to improve teaching but as a means to develop innovations and professionalism as well. The establishment of a clear framework of research integrity is an important condition to foster the research environment. Up to now, in the UASs there is no specific training for researchers that helps researchers to develop the necessary competencies. This project seeks to address this issue by developing a training program on ‘Responsible Conduct of Research’. To identify what topics should be covered twelve researchers from six different UASs and seven different domains were interviewed (Economics, Arts and Culture, Pedagogy, Technology, Healthcare, Business Administration, and Bioinformatics). Their input resulted in a picture of the state of the art in integrity issues that the interviewees considered as important. Based on an explorative qualitative data analysis and the project team’s expertise tailored learning objectives and appropriate learning methods were formulated. The training program will likely be offered through the Association of UASs (Vereniging van Hogescholen) to all UASs in our country. "

scholarly journals Leadership aiming at innovation: suggesting and discussing four roles of an innovation leader

2016 ◽  
Vol 14 (3) ◽  
pp. 537-548
Author(s):  
Hugo Skålsvik ◽  
Daniel Adriaenssen ◽  
Jon-Arild Johannessen
Keyword(s):  
Knowledge Economy ◽  
Positive Impact ◽  
Knowledge Society ◽  
Jel Classification ◽  
Innovation Performance ◽  
Global Knowledge ◽  
Management Roles ◽  
Creativity And Innovation

Organizations often experience problems and challenges due to the development of rigid bureaucratic rules and procedures, which may represent obstacles to creativity and innovation. In a global knowledge economy, innovation is an important competitive parameter. Consequently, anything that may stimulate innovation in an organization’s creative energy fields is valuable. This paper addresses one question: What management roles of an innovation leader may enhance the development of innovation in an organization’s creative energy fields? Methodology used is conceptual generalization. The article suggests, clarifies and discusses four roles of an innovation leader’s that may have a positive impact on an organization’s innovation performance in creative energy fields. The roles are conceptualized as “the innovation leader as an expert”, “the innovation leader as a reputation builder”, “the innovation leader as a relationship builder”, and the “innovation leader as a creative change force”. The article argues how these four roles are important in promoting innovation in organizations. By doing this, the article contributes to the extant knowledge on how four different roles of an innovation leader’s may enhance an organization’s innovation performance in creative energy fields. Keywords: the knowledge society, innovation in organizations, creative energy fields, innovation leaders, roles of an innovation leader. JEL Classification: O31, O33, D83

scholarly journals FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS

2018 ◽  
Author(s):  
Sigitas DAUKILAS ◽  
Rita KEIBIENĖ
Keyword(s):  
Applied Sciences ◽  
Personality Traits ◽  
Vocational School ◽  
Educational Technologies ◽  
Professional Roles ◽  
School Teachers ◽  
University Of Applied Sciences ◽  
Universities Of Applied Sciences ◽  
Identified Regulation

The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.

Contributing knowledge and knowledge workers: the role of Chinese universities in the knowledge economy

2012 ◽  
Author(s):  
Shuang-Ye Chen
Keyword(s):  
Knowledge Economy ◽  
Knowledge Workers ◽  
Knowledge Society ◽  
Chinese Higher Education ◽  
Global Knowledge ◽  
Chinese Universities ◽  
Higher Education System ◽  
Economic Significance ◽  
Changing Role

As China has appeared only recently as an important knowledge producer with growing global economic significance, little is known internationally about how these processes develop and are managed within China. The rapidly expanding Chinese higher education system is playing an increasingly important role in China's knowledge economy and therefore in the global knowledge society. This paper reviews historically the changing role of Chinese universities from the planned economy to the knowledge economy, analyses their contribution of knowledge and knowledge workers, and critically reflects on the mechanisms driving or confining their future contribution to the knowledge economy.

scholarly journals Quality for online language courses – a coaching program for teachers

2019 ◽  
pp. 236-240
Author(s):  
Kirsi Korkealehto
Keyword(s):  
Applied Sciences ◽  
Peer Feedback ◽  
Language Teachers ◽  
Face To Face ◽  
Universities Of Applied Sciences ◽  
Language Courses ◽  
Digital Pedagogy

Finnish universities of applied sciences are building a shared digital course offering, and therefore, digital pedagogy and teachers’ competences are being developed via the eAMK project which provides a nationwide coaching program. The program started early in 2018 to ensure that the staff competence in digital pedagogy is timely and that the quality of the courses offered through CampusOnline.fi is consistent and as high as possible. Language teachers take part in the coaching program as a subgroup in which the focus is on language specific topics and issues. The aim was to cover all language competences and to offer suitable digital solutions for them all. The coaching program includes webinars, online and face-to-face meetings, and guidance and workshops. The participating language teachers considered the coaching program beneficial; especially peer feedback, webinars, and workshops were regarded as supportive. The sessions were arranged according to the teachers’ timetables which enabled regular participation.

scholarly journals Beliefs about Student Achievement Held by Teachers at Dutch Universities of Applied Sciences

2019 ◽  
Vol 8 (5) ◽  
pp. 45
Author(s):  
Abdel Hafid Ballafkih ◽  
Daniel Van Middelkoop
Keyword(s):  
Applied Sciences ◽  
Student Achievement ◽  
Personal Development ◽  
School Administrators ◽  
European Countries ◽  
School Level ◽  
Active Citizenship ◽  
Universities Of Applied Sciences ◽  
Public Debates ◽  
Dutch Universities

Student achievement is a frequently debated issue in many European countries. In most public debates, it is assumed that all school-level stakeholders hold the same beliefs about student achievement. This paper contributes to the debate by presenting the results of research on the beliefs of teachers regarding student achievement.The results reveal four beliefs about student achievement held by teachers. The beliefs are centred on student efficiency, learning and enhancing skills, personal development, and active citizenship. The dominant belief is about the preparation for a profession in which a high-achieving student has good prospects of becoming a successful professional in a particular field. The results also show that the dominant belief held by school administrators (management), namely that student achievement is the same as student efficiency (how quickly students complete their studies), is questioned by teachers. 

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