This document has been made available through Purdue e-Pubs, a service of the Purdue University L... more This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information.
An increasing number of universities around the world have adopted a learner-oriented approach to... more An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour.
A rationale for problem-based hospitality management education Principles and theoretical foundat... more A rationale for problem-based hospitality management education Principles and theoretical foundations of PBL The key components of PBL Various formats of PBL PBL compared to other educational concepts The performance of PBL Critical remarks about PBL PBL in Hospitality Management Education Conclusion Conceptions of education The practice of problem-based hospitality management education Tasks in problem-based learning Teamwork The seven-step procedure Concept mapping in PBL Tutor interventions Assessment Future directions: From PBL to Design-Based Education Contribution to knowledge, implications for practice and 28 recommendations for further research and development References Annex to critical appraisal 1. Published works 41 2. Contribution statements co-authored publications 43 3.
The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way stud... more The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way students apply the seven-step procedure will help us understand how students work in a problem-based learning curriculum. So far, little is known about how students rate the performance and importance of the different steps, the amount of time they spend on each step and the perceived quality of execution of the procedure. A survey was administered to a sample of 101 students enrolled in a problem-based hospitality management program. Results show that students consider step 6 (Collect additional information outside the group) to be most important. The highest performance-rating is for step two (Define the problem) and the lowest for step four (Draw a systemic inventory of explanations from step three). Step seven is classified as low in performance and high in importance implicating urgent attention. The average amount of time spent on the seven steps is 133 minutes with the largest part of...
This study explored career-oriented dialogues between study career coaches (SCCs) and first-year ... more This study explored career-oriented dialogues between study career coaches (SCCs) and first-year students in a social constructivist learning environment. Four types of orientation in career-oriented dialogues were identified: action, evaluation, analysis and design. Additionally, the type of dialogue, the topics of the career-oriented dialogue, the way of guidance, and the dialogical skills of SCCs were analysed. A multi-method approach was used. A 41-item questionnaire was filled out by 27 SCCs, 8 of whom were also interviewed. In addition, 141 first-year students wrote a narrative essay. Findings suggest action and evaluation types of the career-oriented dialogues; SSCs were mainly focused on giving information and advice and rarely focused on career issues. Meaning making was hardly a part of the dialogue.
The purpose of this study was to gain knowledge about sexual harassment as perceived and experien... more The purpose of this study was to gain knowledge about sexual harassment as perceived and experienced by male and female restaurant employees. The research was carried out by using an online survey and five interviews. The 137 participants of the survey and the five interviewees are all students at a university of applied sciences in the Netherlands who work or have worked in the restaurant industry. The results indicate that females label more incidents as sexual harassment than males; that females experienced more incidents of sexual harassment from guests than males did; and that sexual harassment negatively affects both females’ and males’ motivation and well-being. Based on the incidence and impact of sexual harassment, we recommend raising awareness and educating people from an early age regarding sexual harassment and to insist that every restaurant has a proper policy and training programme to prevent and penalise sexual harassment.
Conceptions of education Every educational programme can be considered to be an operationalisatio... more Conceptions of education Every educational programme can be considered to be an operationalisation of a particular educational philosophy. Using the main areas of philosophy as a framework, we could say that the educational philosophy consists of particular ideas about knowledge and knowing (epistemology), the nature of being (ontology), acting (ethics), reasoning (logic), and the supernatural (metaphysics). In this paper only the first of these five areas will be more closely examined. While epistemology is often defined as covering both the nature of knowledge as well as the nature of knowing (Hofer and Pintrich, 1997; Hofer, 2000), we prefer to split the two parts. Our definition of epistemology will be restricted to the first part, which concerns a subject's conceptions of knowledge. The second part, on the nature and process of knowing, will be categorised as conceptions of learning. Both sets of conceptions are supplemented by two further sets of conceptions, about instruction and assessment, together creating what we identify as a conception of education (see Figure 1). We further assume that all conceptions of education are located on a continuum ranging from a traditional to a constructivist orientation toward education (Samuelowicz and Bain, 2002). Some indicators for each of these two broad orientations are included in Figure 1. The success of a particular conception of education as propagated by a particular institution will depend on the successful implementation of its principles and policies. Implementation in turn will depend on the acceptance and actions by staff and students. We hypothesise that if the institutional and individual conceptions of education are in alignment, improved performance will be realised. Beside the match between the conceptions of education held by the institution on one side and by the students and instructors involved on the other, we are also interested in the internal structure of the four constituent parts of a subject's conception of education. More specifically, we like to find out whether someone can have a traditional conception of knowledge while at the same time embracing a constructivist view on assessment. Is the orientation on all four subsets of conceptions independent of or dependent on each other? First, the different sets of conceptions will be explained, starting with conceptions of assessment. Conceptions of assessment Conceptions of assessment have to do with the format,
Journal of Hospitality and Tourism Education, 2009
ABSTRACT The aim of this study is to investigate international hospitality management students&am... more ABSTRACT The aim of this study is to investigate international hospitality management students' beliefs about knowledge and their conceptions of teaching and learning in a problem-based learning environment. Structural Equation Modeling (SEM) was used to investigate the relation between epistemological beliefs and conceptions of teaching and learning. Results show structural relations between several dimensions of epistemological beliefs and constructivist and traditional conceptions of teaching and learning. Congruency exists between the constructivist nature of the problem-based learning environment, the students' constructivist conceptions of teaching and learning, and the students' beliefs in hard work and in learning effort. Our findings indicate that hospitality management students' epistemological beliefs and their conceptions of teaching and learning are in alignment with the demands of problem-based hospitality education. Moreover, students from different cultural backgrounds may benefit from their learning experiences in a problem-based environment.
Journal of Problem Based Learning in Higher Education, Dec 18, 2014
This study investigates how hospitality management students appreciate the role and application o... more This study investigates how hospitality management students appreciate the role and application of the seven-step procedure in problem-based learning. A survey was developed containing sections about personal characteristics, recall of the seven steps, overall report marks, and 30 statements about the seven-step procedure. The survey was administered to a sample of 101 first-, second-and third-year hotel school students. Results show a low recall but positive opinion about the seven-step procedure. Particularly step 4 (conceptualizing), step 6 (self-study between tutorials) and step 7 (synthesizing new information) need attention. Some suggestions are put forward for strengthening the process of problem-based hospitality education.
This document has been made available through Purdue e-Pubs, a service of the Purdue University L... more This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information.
An increasing number of universities around the world have adopted a learner-oriented approach to... more An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour.
A rationale for problem-based hospitality management education Principles and theoretical foundat... more A rationale for problem-based hospitality management education Principles and theoretical foundations of PBL The key components of PBL Various formats of PBL PBL compared to other educational concepts The performance of PBL Critical remarks about PBL PBL in Hospitality Management Education Conclusion Conceptions of education The practice of problem-based hospitality management education Tasks in problem-based learning Teamwork The seven-step procedure Concept mapping in PBL Tutor interventions Assessment Future directions: From PBL to Design-Based Education Contribution to knowledge, implications for practice and 28 recommendations for further research and development References Annex to critical appraisal 1. Published works 41 2. Contribution statements co-authored publications 43 3.
The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way stud... more The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way students apply the seven-step procedure will help us understand how students work in a problem-based learning curriculum. So far, little is known about how students rate the performance and importance of the different steps, the amount of time they spend on each step and the perceived quality of execution of the procedure. A survey was administered to a sample of 101 students enrolled in a problem-based hospitality management program. Results show that students consider step 6 (Collect additional information outside the group) to be most important. The highest performance-rating is for step two (Define the problem) and the lowest for step four (Draw a systemic inventory of explanations from step three). Step seven is classified as low in performance and high in importance implicating urgent attention. The average amount of time spent on the seven steps is 133 minutes with the largest part of...
This study explored career-oriented dialogues between study career coaches (SCCs) and first-year ... more This study explored career-oriented dialogues between study career coaches (SCCs) and first-year students in a social constructivist learning environment. Four types of orientation in career-oriented dialogues were identified: action, evaluation, analysis and design. Additionally, the type of dialogue, the topics of the career-oriented dialogue, the way of guidance, and the dialogical skills of SCCs were analysed. A multi-method approach was used. A 41-item questionnaire was filled out by 27 SCCs, 8 of whom were also interviewed. In addition, 141 first-year students wrote a narrative essay. Findings suggest action and evaluation types of the career-oriented dialogues; SSCs were mainly focused on giving information and advice and rarely focused on career issues. Meaning making was hardly a part of the dialogue.
The purpose of this study was to gain knowledge about sexual harassment as perceived and experien... more The purpose of this study was to gain knowledge about sexual harassment as perceived and experienced by male and female restaurant employees. The research was carried out by using an online survey and five interviews. The 137 participants of the survey and the five interviewees are all students at a university of applied sciences in the Netherlands who work or have worked in the restaurant industry. The results indicate that females label more incidents as sexual harassment than males; that females experienced more incidents of sexual harassment from guests than males did; and that sexual harassment negatively affects both females’ and males’ motivation and well-being. Based on the incidence and impact of sexual harassment, we recommend raising awareness and educating people from an early age regarding sexual harassment and to insist that every restaurant has a proper policy and training programme to prevent and penalise sexual harassment.
Conceptions of education Every educational programme can be considered to be an operationalisatio... more Conceptions of education Every educational programme can be considered to be an operationalisation of a particular educational philosophy. Using the main areas of philosophy as a framework, we could say that the educational philosophy consists of particular ideas about knowledge and knowing (epistemology), the nature of being (ontology), acting (ethics), reasoning (logic), and the supernatural (metaphysics). In this paper only the first of these five areas will be more closely examined. While epistemology is often defined as covering both the nature of knowledge as well as the nature of knowing (Hofer and Pintrich, 1997; Hofer, 2000), we prefer to split the two parts. Our definition of epistemology will be restricted to the first part, which concerns a subject's conceptions of knowledge. The second part, on the nature and process of knowing, will be categorised as conceptions of learning. Both sets of conceptions are supplemented by two further sets of conceptions, about instruction and assessment, together creating what we identify as a conception of education (see Figure 1). We further assume that all conceptions of education are located on a continuum ranging from a traditional to a constructivist orientation toward education (Samuelowicz and Bain, 2002). Some indicators for each of these two broad orientations are included in Figure 1. The success of a particular conception of education as propagated by a particular institution will depend on the successful implementation of its principles and policies. Implementation in turn will depend on the acceptance and actions by staff and students. We hypothesise that if the institutional and individual conceptions of education are in alignment, improved performance will be realised. Beside the match between the conceptions of education held by the institution on one side and by the students and instructors involved on the other, we are also interested in the internal structure of the four constituent parts of a subject's conception of education. More specifically, we like to find out whether someone can have a traditional conception of knowledge while at the same time embracing a constructivist view on assessment. Is the orientation on all four subsets of conceptions independent of or dependent on each other? First, the different sets of conceptions will be explained, starting with conceptions of assessment. Conceptions of assessment Conceptions of assessment have to do with the format,
Journal of Hospitality and Tourism Education, 2009
ABSTRACT The aim of this study is to investigate international hospitality management students&am... more ABSTRACT The aim of this study is to investigate international hospitality management students' beliefs about knowledge and their conceptions of teaching and learning in a problem-based learning environment. Structural Equation Modeling (SEM) was used to investigate the relation between epistemological beliefs and conceptions of teaching and learning. Results show structural relations between several dimensions of epistemological beliefs and constructivist and traditional conceptions of teaching and learning. Congruency exists between the constructivist nature of the problem-based learning environment, the students' constructivist conceptions of teaching and learning, and the students' beliefs in hard work and in learning effort. Our findings indicate that hospitality management students' epistemological beliefs and their conceptions of teaching and learning are in alignment with the demands of problem-based hospitality education. Moreover, students from different cultural backgrounds may benefit from their learning experiences in a problem-based environment.
Journal of Problem Based Learning in Higher Education, Dec 18, 2014
This study investigates how hospitality management students appreciate the role and application o... more This study investigates how hospitality management students appreciate the role and application of the seven-step procedure in problem-based learning. A survey was developed containing sections about personal characteristics, recall of the seven steps, overall report marks, and 30 statements about the seven-step procedure. The survey was administered to a sample of 101 first-, second-and third-year hotel school students. Results show a low recall but positive opinion about the seven-step procedure. Particularly step 4 (conceptualizing), step 6 (self-study between tutorials) and step 7 (synthesizing new information) need attention. Some suggestions are put forward for strengthening the process of problem-based hospitality education.
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