Transformational change and business process reengineering (BPR): Lessons from the British and Dutch public sector   总被引：1，自引：0，他引：1  

Vishanth Weerakkody  Marijn Janssen  Yogesh K. DwivediAuthor vitae 《Government Information Quarterly》2011,28(3):320-328

Facilitated by electronic government, public agencies are looking for transformational change by making a radical improvement. At first glance, this development is similar to the business process re-engineering (BPR) movement in the private sector. While policy makers and practitioners in the public sector have branded their recent improvements as BPR, the academic and research community have thus far eluded from making any comparisons. This has left a vacuum in terms of understanding the complexity of the challenges facing e-Government re-engineering and resultant change in public agencies. The aim of this paper is to translate the BPR movement findings to the field of e-Government induced change in the public sector. BPR characteristics and challenges are derived using normative literature and compared with two cases of public sector transformation in the UK and Netherlands. The results of these cases show that e-Government-induced change requires a plan for a radical improvement which, in contrast to BPR, is obtained by incremental steps and has a high level of participation. The findings offer policy makers valuable insights into the complexities and possible strategies that may need to be followed in order to succeed in e-Government implementation.  相似文献   

Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach     

Elisa Kupers  Marijn van Dijk  Paul van Geert 《学习科学杂志》2017,26(1):131-166

Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual music lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher–student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching trajectories can unfold over time and how a mixed methods approach can provide valuable new insights for both practice and future research.  相似文献   

Positive experiences as input for reflection by student teachers     

Fred Janssen  Els de Hullu  Dineke Tigelaar 《Teachers and Teaching》2013,19(2):115-127

In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution‐based therapy have inspired us to question whether problematic experiences should always be taken as starting point for reflection. Instead, teachers might learn even more from reflecting on positive experiences. Thus, the aim of the current study is to compare the outcomes of reflecting on difficult, problematic experiences with those of reflecting on positive experiences. We focused on three outcome areas: (1) the content of teachers’ resolutions after reflecting because decisions need to be productive, (2) their motivation to act on their decision because teachers need to implement their resolutions, and (3) the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process. Subsequently, these student teachers indicated their motivation for implementing their resolutions and they reported their emotions evoked by the reflection processes. In order to gain insight into results with respect to the three outcome areas, the content of the teachers’ resolutions was categorized, motivation scores were averaged, and emotions were scored and calculated. Our investigation showed that student teachers who reflected on positive experiences made more innovative resolutions, were more highly motivated to implement these resolutions and had more positive feelings compared to when reflecting on problematic experiences. Implications of the findings include the use of reflection methods based on positive experiences for experience‐based learning and for developing adaptive expertise in teacher education. We also present some avenues for further research.  相似文献   

Measurement and benchmarking foundations: Providing support to organizations in their development and growth using dashboards     

Devender Maheshwari  Marijn Janssen 《Government Information Quarterly》2013

Growth and stage models often lack a sound empirical and theoretical base and do not provide any help for organizations to improve. Measuring and benchmarking (M&B) is necessary for understanding an organization's position and identifying growth opportunities. Yet M&B methods are often not based on generalizations of practice and measure only what is directly visible. They are missing relevant elements that can help further development. In this paper, we propose a multi-level measurement framework utilizing a mix of measurement methods to look deep inside organizations. Whereas benchmarking is often based on a single number, deep insight is given by showing the performance in a broad range of areas and views using a dashboard. Guidance for improvement is created by identifying those elements that need improvements. The illustration of the framework in a case study shows that the process of measuring deep inside organizations might be more important than the actual outcomes and that per area different maturity levels might be possible. We provide seven principles that can serve as a foundation for developing M&B and stage models.  相似文献   

Connecting the dots: social network structure,conflict, and group cognitive complexity     

Petru L. Curşeu  Steffie E. A. Janssen  Jörg Raab 《Higher Education》2012,63(5):621-629

The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups’ cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between communication network density and fragmentation on the one hand and groups’ cognitive complexity on the other hand. The results show that network fragmentation has a positive effect on GCC by fostering task conflict, while network density has a positive impact on GCC by reducing relationship conflict in student groups. The paper makes an important contribution to both theory and practice in the field of collaborative learning, by exploring how groups’ affective and a cognitive dynamics impact on emergent collective cognitive structures.  相似文献   

Differential trust between parents and teachers of children from low-income and immigrant backgrounds     

Marije Janssen  Joep T.A. Bakker  Anna M.T. Bosman  Kirsten Rosenberg  Paul P.M. Leseman 《Educational studies》2012,38(4):383-396

This study was designed to investigate the trust relationship between parents and teachers in first grade. Additional research questions were whether trust was related to ethnicity and reading performance. The five facets of trust; benevolence, reliability, competence, honesty and openness, were measured on a 4-point Likert scale. Reading performance was measured by the three-minute test. Parents were found to have more trust in the reliability, competence and honesty of teachers than teachers in parents. Native-Dutch and immigrant parents have the same trust level towards their children’s teacher. However, teachers reported lower trust levels on all five facets of trust for immigrant parents. Our findings indicated that ethnicity has no influence on parents trust in teachers, but ethnicity may explain teachers’ trust in parents. Some support was found for the assumption that teachers’ trust plays a role in reading performance. Children were found to have higher reading performance when teachers reported higher trust in the benevolence and openness of parents.  相似文献   

Scientific Perspectivism in Secondary-School Chemistry Education     

Landa  Ilse  Westbroek  Hanna  Janssen  Fred  van Muijlwijk  Jacqueline  Meeter  Martijn 《Science & Education》2020,29(5):1361-1388

Science & Education - The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical...  相似文献   

How is gender integrated in the curricula of Dutch medical schools? A quick‐scan on gender issues as an instrument for change     

Petra Verdonk  Linda J. L. Mans  Toine L. M. Lagro‐Janssen 《Gender and education》2006,18(4):399-412

Medical education has not taken on board the growing awareness of sex and gender differences. A nation‐wide project to incorporate sex and gender in medical education aims to establish longitudinal gender and sex specific curricula in all Dutch medical schools that move beyond sex and gender differences in reproduction. A baseline assessment was necessary to gain an overview on the state of the art of sex and gender in Dutch medical curricula and on the courses that were suitable to integrate sex and gender differences. A quick‐scan demonstrates that sex and gender differences beyond reproduction are mostly ignored. Results have been used to create the necessary commitment of policy‐makers in all Dutch faculties to take further steps towards establishing longitudinal gender‐specific medical curricula.  相似文献   

Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration     

Ha Le  Jeroen Janssen  Theo Wubbels 《Cambridge Journal of Education》2018,48(1):103-122

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration.  相似文献   

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students     

Sabine van Vondel  Henderien Steenbeek  Marijn van Dijk  Paul van Geert 《Research in Science Education》2018,48(2):301-324

The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students’ scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students’ real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students’ utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students’ scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.  相似文献