Browsing by Author "Driel, Jan van"

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Identities of research-active academics in new universities : towards a complete academic profession cross-cutting different worlds of practice
Winkel, Monica van ; Rijst, Roeland van der ; Poell, Rob ; Driel, Jan van
2017, Article / Letter to editor (Journal of Further and Higher Education, (2017), pp. 1-17)This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice.
Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers
Oolbekkink, H. ; Driel, Jan van ; Verloop, N
2014, Article / Letter to editor (Teaching in Higher Education, vol. 19, iss. 7, (2014), pp. 799-811)Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.
In search of a matching knight’s leap? Academics’ role transitions in their expanded role portfolio with researcher roles at new universities: Building profiles
Winkel, Monica van ; Rijst, Roeland van der ; Jurriëns, Jan ; Driel, Jan van
2014, Article in monograph or in proceedings (ECER2014)In many European countries, higher education institutions outside the university sector now have a formal mandate to perform research related to regional needs and the improvement of education and professional practice (Kyvik & Lepori, 2010). The term 'new universities' will be used for those institutions. In our study, we focus on the expansion of academics’ role portfolios at new universities, researcher roles alongside teacher roles. The guiding research question study was: In what different ways do research and teaching active academics understand their roles and role transitions as a consequence of expanding their role portfolio with researcher roles?

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Browsing by Author "Driel, Jan van"

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