Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace

Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades. In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed. In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and coach. Three stakeholder groups (i.e., students, teachers, and workplace training supervisors) involved in secondary VET programs in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity in the futur

Interface enhancement of Gilbert damping from first-principles

The enhancement of Gilbert damping observed for Ni80Fe20 (Py) films in contact with the non-magnetic metals Cu, Pd, Ta and Pt, is quantitatively reproduced using first-principles scattering theory. The "spin-pumping" theory that qualitatively explains its dependence on the Py thickness is generalized to include a number of factors known to be important for spin transport through interfaces. Determining the parameters in this theory from first-principles shows that interface spin-flipping makes an essential contribution to the damping enhancement. Without it, a much shorter spin-flip diffusion length for Pt would be needed than the value we calculate independently

Direct Method for Calculating Temperature-Dependent Transport Properties

We show how temperature-induced disorder can be combined in a direct way with first-principles scattering theory to study diffusive transport in real materials. Excellent (good) agreement with experiment is found for the resistivity of Cu, Pd, Pt (and Fe) when lattice (and spin) disorder are calculated from first principles. For Fe, the agreement with experiment is limited by how well the magnetization (of itinerant ferromagnets) can be calculated as a function of temperature. By introducing a simple Debye-like model of spin disorder parameterized to reproduce the experimental magnetization, the temperature dependence of the average resistivity, the anisotropic magnetoresistance and the spin polarization of a Ni$_{80}$Fe$_{20}$ alloy are calculated and found to be in good agreement with existing data. Extension of the method to complex, inhomogeneous materials as well as to the calculation of other finite-temperature physical properties within the adiabatic approximation is straightforward.Comment: Accepted as a Rapid Communication in Physical Review

Comprehensive competence-based vocational education : the development and use of a curriculum analysis and improvement model

Competentiegericht beroepsonderwijs is zowel nationaal als internationaal een populair concept. Een eenduidige definitie ontbrak echter, maar is wel noodzakelijk als uitspraken moeten worden gedaan over de effectiviteit er van. Door middel van het vaststellen van acht principes, die zijn uitgewerkt in vier fasen is een comprehensive (ofwel allesomvattend en samenhangend) model ontwikkeld dat beschrijft wat competentiegericht beroepsonderwijs inhoudt. Het model laat onder andere zien dat als competentieontwikkeling het doel van beroepsonderwijs is, de instructiemethoden daarop moeten worden aangepast. Met behulp van dit model is nader onderzoek gedaan hoe competentiegericht beroepsonderwijs zich manifesteert in de onderwijspraktijk. Op basis hiervan kan worden geconcludeerd dat competentiegericht beroepsonderwijs daadwerkelijk plaatsvindt in het agrarische MBO en HBO in Nederland; zowel studenten als docenten herkennen in zekere mate de principes van competentiegericht beroepsonderwijs in hun dagelijkse onderwijspraktijk. Dit vereist vervolgens andere rollen en taken van docenten. Naast expert, zijn de rollen ontwikkelaar, onderzoeker, coach en manager belangrijk volgens de docenten. Tot slot biedt het model handvatten om de verbinding tussen leren in de school en leren in de praktijk te verbeteren

A Processual Approach to friction in Quadruple Helix Collaborations

R&D collaborations between industry, government, civil society, and research (also known as ‘quadruple helix collaborations’ (QHCs)) have recently gained attention from R&D theorists and practitioners. In aiming to come to grips with their complexity, past models have generally taken a stakeholder-analytical approach based on stakeholder types. Yet stakeholder types are difficult to operationalise. We therefore argue that a processual model is more suited for studying the interaction in QHCs because it eschews matters of titles and identities. We develop such a model in which the QHC is represented as a process of generating four types of value: research value, market value, political value, and societal value. We then apply this processual model in analysing reallife cases of friction in QHCs. Friction is seen, not as an interpersonal clash, but as a discrepancy between two or more value-creation processes that compete for limited resources (some overperforming while others under-performing)

Developing Innovation Competence Profile For Teaching Staff In Higher Education In Uganda

Higher education across the globe is under increasing pressure to prepare students with innovation capacities to address challenges facing humanity in the 21st century and beyond. A call for innovative graduates without first understanding the factors that impede higher education institutions from acting as catalysts of innovation is not judicious. One of the notable factors that has been advanced is the lack of adequate competent teachers to let students develop innovation skills. This paper explores competence domains with their underlying competencies teaching staff require to act competently in the innovation field as well as being able to prepare students with the capability to foster innovation at the place of work. The study employed a mixed research design involving systematic literature search, exploratory survey, and three focus group discussions. The study was conducted in four stages. After stage one, four teacher innovation competence domains and 17 underlying competencies were identified. After the consultation questionnaire and focus group discussions, one competence domain was added to the profile and two competencies considered irrelevant were omitted. The study presents five innovation competence domains (teaching staff as: an innovator, knowledge society developer, networker and collaborator, higher education designer and developer, and entrepreneur) and15 underlying competencies