The use of bibliometric data for the measurement of university research performance

In this paper we present the results of a study on the potentialities of “bibliometric” (publication and citation) data as tools for university research policy. In this study bibliometric indicators were calculated for all research groups in the Faculty of Medicine and the Faculty of Mathematics and Natural Sciences at the University of Leiden. Bibliometric results were discussed with a number of researchers from the two faculties involved.Our main conclusion is that the use of bibliometric data for evaluation purposes carries a number of problems, both with respect to data collection and handling, and with respect to the interpretation of bibliometric results. However, most of these problems can be overcome. When used properly, bibliometric indicators can provide a “monitoring device” for university research-management and science policy. They enable research policy-makers to ask relevant questions of researchers on their scientific performance, in order to find explanations of the bibliometric results in terms of factors relevant to policy.     

The heterogeneous skill-base of circular economy employment

This paper examines the opportunities and risks of employment, skills and education that are related to a circular economy (CE) in the United States. Combining occupational skills and education data with a newly introduced definition of CE employment, we compare circular- and non-circular-oriented occupations in terms of skills and abilities. Building on the seminal paper by Consoli et al. (2016) and looking at all occupations within a broad range of CE-related industries, we detect and address heterogeneity in job requirements within the CE. We distinguish core activities within CE employment – focusing on renewable energy, repair, re-use of materials and the sharing economy – from enabling activities, which are focused on management, design, and ICT-applicability of the CE. While core CE-activities generally require more manual and technological skills, enabling activities, in contrast, require more complex cognitive skills. Neither core nor enabling CE sectors, however, are entirely cohesive in terms of skill requirements. Part of the education and skills demand is identifiably driven by ‘circularity’, particularly with regard to technical skills for the core of the CE. This may require specific education and training programs for future development of the CE.     

Coordinating learning analytics policymaking and implementation at scale

Many Latin-American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymaking and implementation is mostly missing, leaving a difficult challenge up to practitioners. In this study we propose a coordination model to support future LA initiatives at scale. We explore the problem by comparing two cases in Belgium and Ecuador. Following up we use the LA implementation timeline as a driver for planning the interaction between the policymaking and implementation. We continue by testing an application of the model with LA experts predominantly from Latin-American institutions, asking them to map low-level items of the SHEILA policy framework to four implementation phases. The results of this mapping support that LA policy building can be spread over time, that it can coincide with LA implementation at scale, and that both efforts can be coordinated. It is hoped that this study will provide additional guidance for future Latin-American and other LA initiatives.     

Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning - A review of research studies

The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning.     

Preparing teachers for family–school partnerships: a Dutch and Belgian perspective

Family–school partnerships (FSP) are considered important for student’s academic and social development. However, preparing preservice teachers for these partnerships is seen as a challenge. Most studies on preservice teachers’ preparation for FSP have been conducted in North American contexts, and little knowledge exists from a European perspective. Therefore, a study was conducted to examine all teacher training programmes in Belgium (Flanders) and the Netherlands. Programme managers were asked to complete the Epstein and Sanders’ survey on this topic. Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient. In some programmes, FSP is not included in the curriculum. A third of the managers argued that preparing teachers for FSP belongs in in-service training. This is remarkable given the fact that collaboration with parents is legally required for preservice teachers’ graduation. Furthermore, this study shows that even a decade after Epstein and Sanders’ study, preparing teachers for FSP is still a challenge.     

Scientific Perspectivism in Secondary-School Chemistry Education

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...     

Formative peer assessment in primary school: the effects of involving pupils in setting assessment criteria on their appraisal and feedback style

This experimental study is aimed at examining the effect of involving pupils in primary education in setting assessment criteria and standards on their appraisal of a peer’s work and their peer feedback style. It is expected that our intervention will lead to (1) a criteria-referenced appraisal and (2) more final vocabulary, which is associated with a more authoritative style. In total, 95 sixth grade pupils from The Netherlands were randomly assigned to one of two conditions. In the experimental group, the pupils first received an exemplar, which was followed by a group discussion about appropriate assessment criteria and standards. In the control group, the pupils provided peer feedback without this discussion. Their peer appraisal was measured with a questionnaire and feedback style was determined by analysing the written feedback using a person-oriented approach (cluster analysis). Results showed that the chance that pupils in the experimental group had an authoritative style was three times higher than in the control group. Theoretical and practical implications of the study are discussed.     

Persönlichkeitsentwicklung als ziel der Bildung: Aus der Sicht eines Psychologen

Zusammenfassung Die Persönlichkeit, die fast überall positiv verstanden wird, besteht nicht von Geburt an, sondern entwickelt sich unter Einfluß von Anlagen und Umwelt. Die Jugend, die als Übergang zwischen Kindheit und Erwachsenenalter bezeichnet wird, wirft in vielen modernen Industriestaaten Probleme auf, die aus der oftmals schwierigen Suche nach der eigenen Identität resultieren. Identität wird hier als Wechselwirkung zwischen Anlagen und Umwelt verstanden. Der Jugendliche muß auf dem Weg zur eigenen Persönlichkeit vor sich selbst, der Gesellschaft und dem Leben insgesamt bestehen. Die Psychologie definiert die Persönlichkeit als Summe vieler psychologischer Eigenschaften, in denen sich Unterschiede zwischen den Menschen zeigen. Die Entwicklung dieser Eigenschaften ist in Umwelt, Reifung und Handlung des Individuums zu sehen. Sie wird in Ursachen, Bedingungen und Verläufe unterschieden. Als letzten Punkt führt der Artikel verschiedene Aspekte der Bildungsproblematik an. Der Verfasser kommt zu dem Schluß, daß Persönlichkeitsentwicklung zwar Ziel der Bildung sein sollte, dieses Ziel aber aufgrund des heutigen unklaren Bildungskonzeptes nicht erreichbar ist.

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Personality, which is a term almost always used in a positive sense, does not exist from the moment of birth, but it develops under the influence of heredity and environment. Adolescence, which is seen as a transition from childhood to adulthood, raises difficulties in many modern industrialized countries as a result of the often arduous search for individual identity. In this context identity is seen as an interaction between heredity and environment. While developing his own personality, the young person has to maintain an integral existence vis-à-vis himself, society and life. Psychology defines the personality as the sum of numerous psychological characteristics, through which differences between people are revealed. The development of these characteristics is to be seen in the environment, maturation and actions of the individual. It can be subdivided into causes, conditions and processes. Finally the article discusses various aspects of the general question of education. The author concludes that the development of the personality should be an aim of education, but that this aim is presently unattainable because of a lack of clarity in the concept of education.

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Résumé La personnalité, qui est un terme presque toujours employé dans un sens positif, n'existe pas dès la naissance, mais se développe sous l'influence de l'hérédité et de l'environnement. L'adolescence, que l'on considère comme une période de transition entre l'enfance et l'âge adulte, crée des difficultés dans de nombreux pays modernes industrialisés en raison de la recherche souvent ardue d'une identité individuelle. Dans ce contexte, on entend par identité l'interaction entre hérédité et environnement. Tout en développant sa propre personnalité, l'adolescent doit continuer d'exister par rapport à lui-même, la société et la vie. La psychologie définit la personnalité comme la somme de nombreuses caractéristiques psychologiques, à travers lesquelles se dessinent les différences entre les personnes. On peut observer le développement de ces caractéristiques dans l'environnement, la croissance et les actions de l'individu. On peut les classer en causes, conditions et processus. Enfin, le présent article examine les divers aspects de la problématique de l'éducation. L'auteur conclut que le développement de la personnalité devrait être un but de l'éducation, mais que celui-ci n'est pas présentement réalisé en raison du manque de clarté du concept de l'éducation.

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Höchstes Glück der Erdenkinder sei nur die Persönlichkeit (Johann Wolfgang von Goethe,Westöstlicher Diwan)     

Entanglement and transnational transfer in the history of infant schools in Great Britain and salles d’asile in France, 1816–1881

The historical developments of infant schools in Great Britain and salles d’asile in France – both precursors of present-day preschools – were interconnected. However, historians have not yet analysed specifically how transnational exchange influenced the growth and nature of these institutions. Drawing on archival data and secondary sources, and using a combined comparative and transnational approach, this study aims to remedy this omission. It traces the evolution of British infant schools and French salles d’asile from their beginnings to their affiliation with the education systems in their respective countries – i.e. from 1816, when Robert Owen founded the first infant school in Britain, to 1881, when the salle d’asile was incorporated as an integral part of the French education system (renamed école maternelle). The study also shows how ideas about infant education and the motives and experiences of educators and social reformers spread across British borders and influenced the development of salles d’asile.