Browsing Han Publications by Author "Rijst, Roeland van der"

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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, M. 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?
Understanding lecturers’ development in novel researcher roles in the context of new universities in transition. A longitudinal, qualitative analysis of weekly written narratives
Jurriëns, Jan ; Rijst, Roeland van der ; Poell, Rob ; Winkel, M. van
2012, Article in monograph or in proceedings (SRHE)Due to the changing role and context of (new) universities, roles of lecturers are renewed and diversified. In this study, weekly written narratives from lecturers on their development in novel researcher roles at new universities are collected over time and analyzed correspondingly. Understanding how individuals accomplish role transition is important to the health of individuals and organizations alike. The method provided examples of configurations derived from within-case analyses and illustrates lecturers’ work and learning activities, kinds of support and affirmation succeeded each other which resulted in changes of intermediate outcomes during lecturers’ development trajectories. In studying lecturers’ role transition, outcomes such as role learning, identity and competence development, and strides in building up research capacity are taken into account. The analysis of the narratives provides meaningful insights into the inspiring, challenging, and ambiguous, erratic nature of the transition into researcher roles at new universities, as experienced by the lecturers.
Lecturers’ Conceptions of the Expansion of their Portfolio of Teacher Roles with Research Roles at New Universities
Winkel, M. van ; Rijst, Roeland van der ; Poell, Rob ; Jurriëns, Jan
2012, Article in monograph or in proceedings (ECER 2012)Since 2001, newer universities in the Netherlands have expanded their core business of teaching by including research activities. The installation of professors and research groups at these institutions is one example of the change in policy. The current innovations place serious demands on the flexibility and innovative power of the lecturers. They have to engage in novel research roles, while maintaining the quality of their current teacher roles. In our study, we focus on theexpansion of lecturers’ role portfolios. Paper presented for individual presentation on the European Conference on Educational Research, Cádiz, Spain.
Lecturers’ second chance in their careers : An integrative literature review on the transition into researcher roles
Winkel, M. van ; Poell, Rob ; Rijst, Roeland van der ; Jurriëns, Jan
2011, Article in monograph or in proceedings (2011 SRHE Annual Research Conference)Universities of Applied Science in the Netherlands started in 2001 with an expansion of their core business teaching with research. Lecturers are confronted with novel researcher roles in combination with current teacher roles. Enhancing their research expertise is seen as fundamental for achieving a sustainable research climate. The aim of this study is to increase our understanding of key features of learning arrangements in newer universities to enhance the research expertise of lecturers.
Lecturers’ transition into novel researcher roles at new universities : The heuristic value of a new developed conceptual framework
Winkel, M. van ; Jurriëns, Jan ; Rijst, Roeland van der ; Poell, Rob
2011, Article in monograph or in proceedings (Annual Newer Researchers and Postgraduate Researcher Conference SRH)Since 2001, Dutch Universities of Applied Sciences are expanding their core business teaching with research. Lecturers have to engage in novel researcher roles while maintaining their performance in teacher roles. First, we present a framework that acknowledges the intricacies of this double role transition. We draw on theories on role transition and on work-related learning. We raise the question whether using Bourdieu’s theory of practice (1977) as a unifying framework, offers a practical way to strengthen an interdisciplinary and multilayered approach in studies on role transition. Second, the framework is applied in an explorative study on the role transitions of lecturers in a Dutch U.A.S. Using two vignettes, we show how role transitions are regulated both by lecturers’ personal identities and proactive agency, and measures taken in the institutional context. Despite measures taken, planned/implemented/in-progress, the findings suggests that the situation in the U.A.S. is still too weak to reach ambitions.

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