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School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands

Ethnic identity is central to many contemporary discussions of belonging and assimilation of migrant-origin youth. Studies typically focus on a single minority identity. Identity theory implies, however, that individuals may hold multiple ethnic identities, or none, and these may find expression to a greater or less extent depending on context. Using a nationally representative, longitudinal study of Dutch teenagers, we investigate the role of classroom ethnic composition in shaping multiple ethnic identity expression. Framing identity choices as a relational process, we show that the number of ethnic identities that children with a migrant-origin background choose is greater for those students who are exposed to a more ethnically diverse context, while less diverse classrooms foster ethnic identification with no or fewer minority groups. Classification of migrant-origin students with a single (minority) ethnicity may thus be an oversimplification of ethnic identity, even for those from a single country of origin.

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Hart van innovatie

Hart van innovatie is een onderzoeksproject van de Christelijke Hogeschool Ede. Deze publicatie bevat zeven intieme portretten van maatschappelijk bevlogen vernieuwers die zich diep in hun ziel laten kijken. Wat gebeurde er in de aanloop naar hun innovatie?

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Krijgt voeding in het verpleegkundig onderwijs meer vaste grond onder de voeten?

Voeding speelt een belangrijke rol bij de preventie en behandeling van ziekten. In de verpleegkundige basiszorg is voeding een fundament dat alle zorgactiviteiten voor eten en drinken omvat. Het is daarom belangrijk dat er in de opleiding tot bachelor verpleegkundige voldoende aandacht is voor voeding.

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Meaning-making on the ground: an empirical study on interactional framing in environmental conflicts

Purpose:The study aims to explain the communicative basis of conflicts in which actors stand in opposition in defining a negotiated situation and to deepen knowledge of environmental conflict development, in particular on how frames are (re)shaped through discursive choices in interaction.Design/methodology/approach:This study adopts an interactional approach to framing and 1) identifies the frames shaped and reshaped in four environmental debates and 2) analyzes how framing activities affect the course of the debates.Findings:This study contributes to understanding 1) the interactive nature of conflicts; 2) how the reception and interpretation of issue framing depends on the surrounding identity and characterization framing and 3) how framing activities, like identity work, emotional alignment and reframing, can affect the course of environmental debates toward polarizing or bridging.Research limitations/implications:On a methodological level, this study contributes to communication research by applying methodologies for investigating framing processes on a micro-level. This study investigates interactional framing, considering the perspectives of frame strategists engaging in issue arenas. The study provides an in-depth discourse analysis of the debates but lacks an overview on the entire issue arena regarding this conflict.Practical implications:Skilled actors span boundaries by articulating issue frames that accommodate opponents' concerns and values while demonstrating the added value of the new frame, adjusting identity work in favor of relations with opponents. Furthermore, calibrating emotional intensity offers opportunities to mobilize support.Originality/value:This research investigates which communicative competences are essential to act adequately in environmental conflicts, given their intractable nature, and suggests opportunities for cocreation by making discursive choices. This approach helps to uncover the micro-processes that escalate and de-escalate a conflict.

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Dialogues in Sustainable HRM

In the emerging sustainable Human Resource Management (HRM) literature, advocating to ‘rehumanize’ and pluralize HRM, dialogue is put forward as a silver bullet to cope with paradoxical tensions and pluralist workforces. This conceptual paper aims to add to the sustainable HRM literature by examining the position and application of dialogue within sustainable HRM, using ideas and concepts from dialogue literature and complexity thinking. We applied core concepts of complexity thinking (i.e., self-organization, nonlinearity, attractors, and emergence) to deepen our understanding of the positioning of dialogue, the position of power, and the emergence of intended and unintended outcomes. Moreover, through the distinction between intentional and continuous dialogue, the intentional, dynamic, and emergent nature of dialogue was explored. Connecting, sensing, grasping, and influencing the local patterning of continuous dialogue is important for positioning dialogue within sustainable HRM, and intentional dialogical practices can support this. More specifically, based on our literature review, we present a conceptual model that furthers our understanding of (1) conceptualizations of dialogue as both intended and continuous; (2) the role of power in dialogue; (3) how stability and novelty emerge from dialogue. The paper concludes by discussing the implications of the developed perspectives on dialogue for future research as well as management practices.

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Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and selfdirected learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intendedcurriculum is being taught.

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De vakmansschapslijn van de opleiding leraar basisonderwijs van de Christelijke Hogeschool Ede onder de loep

Het doel van dit rapport is het evalueren van de vakmanschapslijn van het huidige curriculum van de opleiding leraar basisonderwijs van de Christelijke Hogeschool Ede op de aansluiting met de vereisten waarover startende leraren moeten beschikken in het toekomstig onderwijs volgens de literatuur en het werkveld en het geven van mogelijke adviezen als startpunt voor het aanpassen van het curriculum. Hierbij is allereerst een literatuuronderzoek uitgevoerd naar de benodigde vereisten voor de startende leraar. Dit resulteerde in criteria. Vervolgens is met behulp van interviews achterhaald wat volgens schoolleiders- en bestuurders belangrijke vereisten zijn en hoe deze een plek krijgen in de huidige kritische beroepssituaties (KBS’en). Het rapport sluit af met een conclusie over de aansluiting van de vakmanschapslijn van het huidige curriculum bij de afgeleide vereisten en met een advies waarin handvatten gegeven worden om te starten met de curriculumaanpassing.

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Bouwen aan een neosociaal perspectief

Dat neoliberalisme dit jaar opnieuw als afzetpunt zou dienen bij de Algemene Politieke Beschouwingen viel te verwachten. De coronacrisis heeft politici van links tot rechts nog sterker de schaduwzijden van neoliberale politiek doen inzien. De vraag is nu hoe de neosociale wending kan worden bevorderd.

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