Presentation at the EAPRIL conference, Nijmegen, 23-25 November 2011

1. BRIDGING THE GAP
BETWEEN RESEARCH AND TEACHING
IN PROFESSIONAL HIGHER EDUCATION
Praxis in a conceptual framework
DIDI GRIFFIOEN 4 combined presentations
EAPRIL Nijmegen
STAFF DEPARTMENT
EDUCATION AND APPLIED RESEARCH, O2 23-25 November 2011
Didi Griffioen
Raoul Engelbert
Wietse v/d Linden
Katelijne Boerma
1

2. DUTCH PROFESSIONAL HIGHER EDUCATION
• Part of Secondary Education (1968 -1995)
- No research tradition or academic culture
- Lecturers were usually not selected on research capabilities
- Professional research task by Educational Act (WHBO, 1986)
• Binair system of University and Professional Higher Education (1995)
• Public research funding for professional higher education (2001)
• 4 goals:
- Update the curricula
- Increase the quality of teaching
- Innovate the professional field
- Add to the body of professional knowledge
2

3. EFFECTS OF IMPLEMENTING RESEARCH ACTIVITIES
Professionals need to be able to handle more knowledge in their work
(Brew, 2008).. Therefore..
- More knowledge based content in professional higher education
- Educate / select lecturers on new competences
- The organisation needs to adapt: teaching only  hybrid organisation
- Change in:
• Structure and culture of (interaction between) research and
teaching
• Lecturers’ position, due to researchers’ position
• Development of an academic / research / critical culture
3

4. PROBLEMS
Professional education usually has little experience in educating
research competences, therefore..
Several topics are often discussed intertwined:
- The importance of research for the professional field (push/pull)
- The type of research (methods / questions) relevant in the
professional field
- The relevant educational goals
- The relevant methods / orientation / didactics in education
- The conditions (organisation, HRM, culture, funding)
- The information flow between research and teaching
4

5. PROBLEMS
Professional education usually has little experience in educating
research competences, therefore..
Several topics are often discussed intertwined:
- The importance of research for the professional field (push/pull)
- The type of research (methods / questions) relevant for the
professional field
- The relevant educational goals
- The relevant methods / orientation / didactics in education
- The conditions (organisation, HRM, culture, funding)
- The information flow between research and teaching
5

6. GOALS FOR RESEARCH IN EDUCATION
(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating)
knowledge
6. Develop curiosity towards disciplinary (professional) developments
6

7. ORIENTATIONS OF RESEARCH
(ELSEN ET AL, 2008)
STUDENTS AS PARTICIPANTS
I II
RESEARCH- RESEARCH- EMPHASIS ON
EMPHASIS ON TUTORED BASED RESEARCH
RESERCH PROCESSES
CONTENT III IV AND
RESEARCH- RESEARCH- PROBLEMS
LED ORIENTED
STUDENTS AS AUDIENCE
7

8. THREE EDUCATIONAL PROGRAMS:
8

9. EXAMPLE 1
‘THE TEACHER AS RESEARCHER’
STUDENT TEACHERS’ DEVELOPMENT OF
A POSITIVE ATTITUDE TOWARDS RESEARCH AND
RESEARCH KNOWLEDGE AND SKILLS IN PRIMARY TEACHER
EDUCATION
Wietse van der Linden
supervised by:
dr. A. Bakx, dr. A. Ros & prof. dr. D. Beijaard

10. BACKGROUND OF MY PROJECT
-Introduction of conducting and using results of
research in the curriculum primary teacher education
(PTE)
-Design based research (Van den Akker et al., 2007)
-Summer 2008-2012
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

11. CONTEXT OF RESEARCH PROJECT
-Primary Teacher Ed. Bachelor degree Professional higher
education
-Lack of ‘research culture’ in PTE and in primary schools (Alcorn,
2006; Anderson & Herr, 1999; Gemmell, Griffiths, & Kibble, 2010)
-Unclear what works in PTE
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

12. WHAT? (GOALS OF OUR INTRODUCTION COURSE)
Developing a positive attitude towards research
together with
Developing research knowledge and skills
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

13. POSITIVE ATTITUDE TOWARDS RESEARCH
(BASED ON E.G., AJZEN, 2001; BANDURA, 1986)
A positive attitude towards teacher research occurs when
student teachers:
know why and how research is done in practice and are
convinced of the importance and the feasibility of
conducting and using results of research;
like conducting and using results research;
have confidence in own capabilities of conducting and
using results of research;
take action to be(come) teacher researchers and plan to
conduct and use it.
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

14. Teacher research…
…makes use of appropriate methodologies and meets regular
research criteria like reliability and validity, without reducing the practical
relevance
Teacher researchers:
have knowledge about the different phases in teacher research;
have knowledge of different appropriate research designs and methods;
be able to choose (fitting the research questions), develop, execute and
analyze appropriate methods of data collection;
have knowledge of the criteria of quality of teacher research and skills to
apply this knowledge in their own research;
be able to report research in a way colleagues in education get a clear
view of the process, the results and the practical implications.
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

15. COMPARED TO VERBURGH ET AL. (2009)
Learn about the results of research
Know about methodological / theoretical foundation of
results
Develop instrumental research skills
Develop the competence of being a researcher
Develop a critical attitude towards information, and
(creating) knowledge
Develop curiosity towards disciplinary (professional)
developments
 Focus on teacher research
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

16. ELEMENTS OF THE COURSE: ATTITUDE,
KNOWLEDGE AND SKILL DEVELOPMENT
Tune on student teachers’ prior knowledge and preconceptions of research;
It must become obvious for students why they are confronted with teacher
research in this stadium of their teacher education;
Alternating learning activities, tasks and used examples are authentic for the
students;
Learning activities and tasks appear from ‘easy-to-difficult’;
The opportunity to choose subjects of authentic tasks which connect to students’
urgent concerns;
The introduction course needs to be an integral part of the overall curriculum;
Student collaboration in couples or groups/peer feedback
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

17. INTRODUCTION COURSE
-PTE Tilburg: second year student teachers (N= +/- 100)
-11 meetings of 2 hours, Sept.-Jan.
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

18. EXAMPLE (1):
MEETING(S) ON ‘RELIABLE RESOURCES’
Discussion about ‘what is (your/the) truth’?:
-Arguing students’ opinions towards different
propositions
-Why are you ‘more right’?
-What can we do to become more convincing?
What is important in searching for arguments and how
can you do it?
Task
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

19. EXAMPLE (2):
MEETING(S) ABOUT ‘RESEARCH METHODS’
Five authentic examples of teacher research (up to the
research questions)
Discussing in groups which method(s) are appropriate and
why?
Presenting results + peer feedback
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

20. COMPARED TO ELSEN ET AL. (2009)
Research-tutored (writing and discussing tasks, challenging insights);
Research-based (students undertaking authentic research activities,
contributing to own insights);
Research-oriented (learning the process of knowledge construction by
practicing research activities)
Students are participants in learning from research
processes and problems
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

21. METHODS
Questionnaire (attitude)
Mind maps (knowledge)
Evaluating student research reports (skills)
Group interviews (course elements)
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

22. RESULTS UP TILL NOW
Attitude: important and complex
Knowledge & skills: less in ‘developing methods’ and ‘research design’
Course elements: Working together on authentic tasks, retrieved from
examples from practice
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

23. TO DO…
Analyses of second ‘cycle’ (2010-2011)
Translating findings into design principles
Finishing dissertation…
Thanks for your attention!
EAPRIL 2011 | Contact:
Wietse.vanderlinden@fontys.nl

24. EXAMPLE 2
BRIDGING THE GAP BETWEEN RESEARCH AND
TEACHING IN PROFESSIONAL HIGHER EDUCATION:
RESEARCH IN BUSINESS STUDIES
KATELIJNE BOERMA
EDUCATIONAL MANAGER & TEACHER
SPORTS, MANAGEMENT & BUSINESS
UNIVERSITY OF APPLIED SCIENCES
AMSTERDAM
24

25. SPORTS, MANAGEMENT & BUSINESS, HVA
• National and international students: n = 750
• Staff: n = 35
• ≠ ‘sportsmanager but manager in the sport’
25

26. FOUNDED 10 AGO: A CHANGING SPORTS CULTURE

27. The starting
professional
Interests, Desires &
Needs of student
4 Vision & Profile building
Innovation & strategic action
3
Entrepreneurship & internship
Analyze & Develop
2 Project & market research
1 Orientate & Organize
Events
Knowledge
Sport
& Skills
Work context Coaching

28. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF
SPORTS MANAGEMENT AND BUSINESS
Previously:
10 ECTS,
1st semester education 2 times 75 minutes per week
2nd semester, the conducting of the research project within
sports speciality
Guidance was initiated by students themselves
28

29. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM
OF SPORTS MANAGEMENT AND BUSINESS
Results:
Problem as ≤ 20 % finished the project within the 3rd year
Large group of students hadn’t finished the research
project prior to their graduation project
Skills weren’t incorporated and
≠ Take action to become researchers and plan to conduct
and use it
Evaluated as a ‘stand alone’ subject with the curriculum
29

30. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM
OF SPORTS MANAGEMENT AND BUSINESS
Change:
1st semester: business plan + 3 different supporting subjects
(finance, accountacy & marketing management) = 24 ECTS
Focus = business plan!
Research project ‘fifth wheel on the wagon’
Incorporation research project within business studies
30

31. RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM
OF SPORTS MANAGEMENT AND BUSINESS
Results:
70% finishes the project within the year
Students are involved and understand why and how research is done in
practice
Transfer of developed skills and attitude (graduation project)
Both research project as the business plan benefit
= no isolation of research project!
What is on student’s mind, what is a relevant (work) context?
31

32. GOALS FOR RESEARCH IN EDUCATION
(VERBURGH ET AL, 2009)
Curriculum goals:
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating)
knowledge
6. Develop curiosity towards disciplinary (professional) developments
32

33. COMPARED TO ELSEN ET AL. (2009)
Research orientation:
Research-oriented (learning the process of knowledge
construction by practicing research activities)
33

34. THANK YOU FOR YOUR ATTENTION
K.BOERMA@HVA.NL
34

35. EXAMPLE 3
BRIDGING THE GAP BETWEEN RESEARCH AND
TEACHING IN PROFESSIONAL HIGHER EDUCATION:
CLINIMETRICS IN PHYSIOTHERAPY
RAOUL ENGELBERT, PHD
DIRECTOR AND ASSOCIATE PROFESSOR
EDUCATION OF PHYSIOTHERAPY
UNIVERSITY OF APPLIED SCIENCES
AMSTERDAM
35

36. EDUCATION OF PHYSIOTHERAPY HVA
• National and international students: n = 1300
• Staff: n = 80
• Professional in the lead
• Education - patient care - research
 Evidence based practice – practice based evidence
 Clinimetrics
 Classification - guidelines
 Clinical reasoning
 Diagnostics - tailored care
36

37. UNIVERSITY OF APPLIED SCIENCES (HVA) + UNIVERSITY HOSPITAL AMSTERDAM (AMC)

38. CLINIMETRICS WEEK
2010

39. GOALS FOR RESEARCH IN EDUCATION
(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating)
knowledge
6. Develop curiosity towards disciplinary (professional) developments
39

40. FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS
• What can be measured, how and why ?
• How to measure reliable – valid ?
• Standard operating procedure
• Training, reliability study
40

41. FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS
• Hypothesis
• Measurements
• Data - analysis and interpretation
• Presentations
• Experts opinion
Research-based (Elsen et al, 2008):
• students participate in the development of new knowledge,
• learn the procedures and processes of data gathering 41

42. Meetstations
I Demografisch II Biomechanische III Inspannings
Activiteiten kenmerken vermogen
18 Stations
Demografisch Demografisch Fysieke Spierkracht Fysieke
Vragenlijsten testen Mobiliteit inspanningsvermogen
• Questionnaires D1 Vragenlijst algemene,
D5 Meten
B 9 Kracht: HHD abductie
lichaamskenmerken
sport, roken, alcohol, schouder, dorsiflexie voet, I 16 Ästrand test
• Physical performance voeding
lengte/gewicht/
omvang
flexie heup
• Biomechanical properties D2 Vragenlijst fysieke
B 10 Kracht:
activiteiten (SQUASH, D6 Pijndruk meter I 17 Harvard Step test
• Physical fitness
handknijpkracht
Baecke, IPAQ)
D3 Vragenlijst angst en D7 Vetplooi meting, huid B 11 Kracht: CIMT, I 18 Longfunctietesten VC
depressie laxiteit inspiraoire kracht etc
185 students, 3rd year
D4 Vermoeidheid
D8 Bloeddruk meting B 12 Kracht: sprongkracht
CIS
measured
B 13 Mobiliteit; Sit and
reacht test, stand, zit
200 students, 2nd year
B 14 Mobiliteit:
goniometrie pols, enkel,
knie, elleboog
B 15 Mobiliteit:
Breightonscore
Bulbena score

43. Meetstations
I Demografisch II Biomechanische III Inspannings
Activiteiten kenmerken vermogen
Demografisch Demografisch Spierkracht Fysieke
Vragenlijsten Fysieke testen Mobiliteit inspanningsvermogen
D1 Vragenlijst D5 Meten B 9 Kracht: HHD
algemene, sport, lichaamskenmerken abductie
I 16 Ästrand test
roken, alcohol, lengte/gewicht/ schouder, dorsiflexie
voeding omvang voet, flexie heup
D2 Vragenlijst
fysieke activiteiten B 10 Kracht:
D6 Pijndruk meter I 17 Harvard Step test
(SQUASH, Baecke, handknijpkracht
Tegner)
B 11 Kracht: I 18
D3 Vragenlijst angst D7 Vetplooi meting,
CIMT, inspiraoire Longfunctietesten
en depressie huid laxiteit
kracht VC etc
D4 Vermoeidheid B 12 Kracht:
D8 Bloeddruk meting
CIS sprongkracht
B 13 Mobiliteit; Sit
and reacht
test, stand, zit
B 14 Mobiliteit:
goniometrie
pols, enkel, knie, elleboo
g
B 15 Mobiliteit:
Breightonscore
Bulbena score

44. Meetstations
I Demografisch II Biomechanische III Inspannings
Activiteiten kenmerken vermogen
Demografisch Demografisch Spierkracht Fysieke
Vragenlijsten Fysieke testen Mobiliteit inspanningsvermogen
D5 Meten B 9 Kracht: HHD
D1 Vragenlijst
lichaamskenmerken abductie schouder,
algemene, sport, roke I 16 Ästrand test
lengte/gewicht/ dorsiflexie voet,
n, alcohol, voeding
omvang flexie heup
D2 Vragenlijst
fysieke activiteiten B 10 Kracht:
D6 Pijndruk meter I 17 Harvard Step test
(SQUASH, Baecke, handknijpkracht
Tegner)
B 11 Kracht: I 18
D3 Vragenlijst angst D7 Vetplooi
CIMT, inspiraoire Longfunctietesten
en depressie meting, huid laxiteit
kracht VC etc
D4 Vermoeidheid B 12 Kracht:
D8 Bloeddruk meting
CIS sprongkracht
B 13 Mobiliteit; Sit
and reacht
test, stand, zit
B 14 Mobiliteit:
goniometrie
pols, enkel, knie, elleboo
g
B 15 Mobiliteit:
Breightonscore
Bulbena score

45. RESULTS
Research questions examples:
• Is range of joint motion associated with blood pressure ?
• Are hypermobile students more depressed ?
• Is fatigue associated with physical fittness ?
• Is muscle strength associated with gender ?
45

46. RESULTS
• One week: 8.00-17.00: 50.000 data gathered
• Judgement students: 7.5
• Costs: 20.000 euro (staff, equipment, food)
• Reference values for
• 3 articles
• Control group for study National ballet
• Protocols for research
• Motivated students and teachers participate in (international) research
46

47. GOALS FOR RESEARCH IN EDUCATION
(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating)
knowledge
6. Develop curiosity towards disciplinary (professional) developments
47

48. GOALS FOR RESEARCH IN EDUCATION
(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating)
knowledge
6. Develop curiosity towards disciplinary (professional) developments
48

49. ASHP / HvA
r.h.h.engelbert@hva.nl

50. CONCLUSION & DISCUSSION
Three experiences of combinations of goals and orientation..
• Implications for educational practise / curriculum building
• Implications for the models (content / usability)
50