The Research group Vocational Education studies the processes of learning, training and professionalisation for the purpose of acquiring what is needed to practice a particular profession. The scope of our research includes vocational education both prior to and during one's professional career.

Lines of research within the research group

How do people become agile professionals? Which learning processes does this involve? How can we best supervise these learning processes at school and at the workplace? How can we scientifically substantiate these learning processes with research in professional practice?

How should learning environments be designed that occupy the boundary between school and the workplace? Our research considers the copious opportunities that lie between learning a profession in school or at the workplace. It is also not limited to an either/or dichotomy between theory and practice, but includes the rich palette of pertinent hybrid forms.

How, in vocational education, do we best go about making decisions about the outcomes of certain learning processes while simultaneously stimulating these learning processes? Our research considers assessment issues within a module or course, as well as larger issues that pertain to the educational degree programme itself.

Projects

  • Assessors’ decision-making during performance assessments in vocational education

The Research group Vocational Education started in 2016 with three research workplaces. These workplaces combine the resources of professional practice with senior secondary vocational education (MBO), higher professional education (HBO) and research.

Performing vocational education

The research workplace for ‘Uitvoeren van beroepsonderwijs’ (‘Performing Vocational Education') focusses on practical issues related to supervising and teaching students in adaptive vocational education.

Adaptive vocational education meets the learning needs of students, while also responding flexibly to developments in professional practice and the labour market. The research workplace is concerned with supervision strategies that lecturers can deploy. How are these strategies best used in concrete terms and are there any good examples of this?

In the research workplace, vocational lecturers and researchers nourish each other with their knowledge. Lecturers conduct (small-scale) practice-based research projects that are embedded in their own educational practice, while the researchers are primarily concerned with their own doctoral research and practice-based research projects.

Our research is about:

  • The professionalisation of workplace trainers regarding the supervision of students in the workplace
  • Supervision strategies for working with integrated professional tasks
  • Shaping and supervising education in terms of critical thinking
  • Organising peer support and channelling the benefit thereof for students, lecturers and the degree programme
  • Using scaffolding as a supervision strategy in the development of problem-solving abilities for work-related issues
  • Learning and supervising during work-related interactions

The research workplace is coordinated from within the Research group Vocational Education by Anne Khaled. If you are you interested in participating, please contact Anne.

Assessment in vocational education

The ‘Beoordelen in beroepsonderwijs’ ('Assessment in vocational education') research workplace focusses on practical issues related to assessment.

These issues relate, for example, to testing programmes in higher professional education, tracking student development through formative testing, and collaborating with the workplace in testing. Two HU lecturers are conducting their doctoral research within the parameters of the research workplace.

In practice, the problems we are concerned with are:

  • The predictive value of testing during the foundation year
  • Involving students in formative testing and developing learning objectives and success criteria
  • Using assessment as a form of testing and the student’s experience with this
  • Making more use of formative assessment in education (during the lessons)
  • Student experiences with programmatic testing
  • The development and trial of KIT2.0

This research workplace is coordinated by Liesbeth Baartman. If you are you interested in participating, please contact Liesbeth.

Designing vocational education

The goal of the research workplace ‘Ontwerpruimte Beroepsonderwijs’ (‘Design Space for Vocational Education’) is to optimise existing practices in vocational education. More specifically, its focus is on the boundary between education and professional practice.

Our work is based on the theoretical framework of boundary crossing. The learning mechanism of 'transformation' is hereby further shaped by the concept of the 'hybrid learning environment'.

In the ‘Design Space for Vocational Education’ research workplace, teachers from senior secondary vocational education (MBO), higher professional education (HBO) and researchers participate in a 'knowledge community'. All participants conduct practice-based research from a design perspective. For MBO and HBO lecturers, this involves short-term research - in 'guerilla style’ - which is embedded in their own design practice. When it comes to the researchers, it involves, for example, doctoral research and practice-based research projects.

The ‘Design Space for Vocational Education’ research workplace is coordinated from within the Research group Vocational Education by Ilya Zitter. If you are you interested in participating, please contact Ilya.

Research workplaces

The Research group Vocational Education started in 2016 with three research workplaces. These workplaces combine the resources of professional practice with senior secondary vocational education (MBO), higher professional education (HBO) and research.

The research workplace for ‘Uitvoeren van beroepsonderwijs’ (‘Performing Vocational Education') focusses on practical issues related to supervising and teaching students in adaptive vocational education.

Adaptive vocational education meets the learning needs of students, while also responding flexibly to developments in professional practice and the labour market. The research workplace is concerned with supervision strategies that lecturers can deploy. How are these strategies best used in concrete terms and are there any good examples of this?

In the research workplace, vocational lecturers and researchers nourish each other with their knowledge. Lecturers conduct (small-scale) practice-based research projects that are embedded in their own educational practice, while the researchers are primarily concerned with their own doctoral research and practice-based research projects.

Our research is about:

  • The professionalisation of workplace trainers regarding the supervision of students in the workplace
  • Supervision strategies for working with integrated professional tasks
  • Shaping and supervising education in terms of critical thinking
  • Organising peer support and channelling the benefit thereof for students, lecturers and the degree programme
  • Using scaffolding as a supervision strategy in the development of problem-solving abilities for work-related issues
  • Learning and supervising during work-related interactions

The research workplace is coordinated from within the Research group Vocational Education by Anne Khaled. If you are you interested in participating, please contact Anne.

The ‘Beoordelen in beroepsonderwijs’ ('Assessment in vocational education') research workplace focusses on practical issues related to assessment.

These issues relate, for example, to testing programmes in higher professional education, tracking student development through formative testing, and collaborating with the workplace in testing. Two HU lecturers are conducting their doctoral research within the parameters of the research workplace.

In practice, the problems we are concerned with are:

  • The predictive value of testing during the foundation year
  • Involving students in formative testing and developing learning objectives and success criteria
  • Using assessment as a form of testing and the student’s experience with this
  • Making more use of formative assessment in education (during the lessons)
  • Student experiences with programmatic testing
  • The development and trial of KIT2.0

This research workplace is coordinated by Liesbeth Baartman. If you are you interested in participating, please contact Liesbeth.

The goal of the research workplace ‘Ontwerpruimte Beroepsonderwijs’ (‘Design Space for Vocational Education’) is to optimise existing practices in vocational education. More specifically, its focus is on the boundary between education and professional practice.

Our work is based on the theoretical framework of boundary crossing. The learning mechanism of 'transformation' is hereby further shaped by the concept of the 'hybrid learning environment'.

In the ‘Design Space for Vocational Education’ research workplace, teachers from senior secondary vocational education (MBO), higher professional education (HBO) and researchers participate in a 'knowledge community'. All participants conduct practice-based research from a design perspective. For MBO and HBO lecturers, this involves short-term research - in 'guerilla style’ - which is embedded in their own design practice. When it comes to the researchers, it involves, for example, doctoral research and practice-based research projects.

The ‘Design Space for Vocational Education’ research workplace is coordinated from within the Research group Vocational Education by Ilya Zitter. If you are you interested in participating, please contact Ilya.

Publications


Education

We actively develop and share knowledge with senior secondary vocational education (MBO) and higher professional education (HBO) institutions. Current practical issues and topics thus determine the research agenda of our research group and we seek the connection between education, professional practice and research. Together with Windesheim University of Applied Sciences, we provide the master’s programme in Professional Vocational Education.

 
Practical technology class Elly de Bruijn | Professor of Vocational Education

“The long trajectory from research to education and learning is important and necessary, not only with a view to knowledge development, but also because this trajectory harbours the value of vocational education.”

Elly de Bruijn Professor of Vocational Education

Collaboration

We work together with various partners, including lecturers, trainers, education managers, researchers, project leaders and policy makers from both MBO and HBO institutions and other knowledge partners. We also maintain an intensive collaboration with the Expertisecentrum docent HBO (Centre of Expertise for Teachers in Higher Professional Education).

De Leermeesters
ECBO
ROC Midden Nederland

Our professors and researchers

Elly de Bruijn | Professor | Research group Vocational Education

Elly de Bruijn

Professor Vocational Education Show profile
Sue Ashley | Researcher | Research group Vocational Education

Sue Ashley

Researcher Vocational Education Show profile
Liesbeth Baartman | Researcher | Research group Vocational Education

Liesbeth Baartman

Researcher Vocational Education Show profile
Annoesjka Boersma | Researcher | Vocational Education

Annoesjka Boersma

Researcher Vocational Education Show profile

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