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Papers by Hanneke Assen
Research in Hospitality Management, 2013
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.
Journal of Vocational Education & Training, 2019
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.
Journal of Hospitality, Leisure, Sport & Tourism Education
2.5 Conclusions and Discussion 2.5.1 Tutor interventions 2.5.2 Change of teacher role 2.5.3 Limit... more 2.5 Conclusions and Discussion 2.5.1 Tutor interventions 2.5.2 Change of teacher role 2.5.3 Limitations and practical implications 3. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed-methods study Abstract 3.1 Introduction 3.1.1 Tutor beliefs 3.
Research in Hospitality Management, 2013
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.
Journal of Vocational Education & Training, 2019
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.
Journal of Hospitality, Leisure, Sport & Tourism Education
2.5 Conclusions and Discussion 2.5.1 Tutor interventions 2.5.2 Change of teacher role 2.5.3 Limit... more 2.5 Conclusions and Discussion 2.5.1 Tutor interventions 2.5.2 Change of teacher role 2.5.3 Limitations and practical implications 3. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed-methods study Abstract 3.1 Introduction 3.1.1 Tutor beliefs 3.