Program Development Report and Recommendations to the Faculty of Behavioral, Management & Social Sciences University of Twente Interdisciplinary Learning Sciences and Technology Research (ILLUSTRATE) Program development report and recommendations to the faculty LEARNING: BMS Research Theme Development February 19, 2018 The activities described in this report were carried out by the Learning Working Group (LWG), the Learning Advisory Board (LAB) and/or the SEP staff (other researchers at BMS who, together, constitute the learning group that SEP would visit). This report was written by the LWG, with constructive feedback from the LAB. The LWG members are: Susan McKenney (voorzitter), Willem Verwey, Bernard Veldkamp, Andreas Weber, Maaike Endedijk, Don Westerheijden, Mieke Boon. The LAB members are: Mireille Hubers, Thomas van Rompay, Frank van der Velde, Ton Spil, Hans Vossensteyn, Rainer Harms, Tessa Eijsink. Further, the activites described here were supported by an external consultant (Christian Schunn), a project assistant (Miriam Knoef) and a student assistant (Steffi Olbrich). 2 Draft internal report: Not for citation or further circulation Executive Summary In 2017, the Faculty of Behavioral, Management and Social Sciences (BMS) at the University of Twente (UT) launched several new programs of research. Based on broad interest and an outstanding track record, the theme of learning was selected as one of the programs to be elaborated. To leverage recent changes in the organizational structures within the faculty, and to ensure that the new research program would meet the criteria established in the current national evaluation protocol, the investigation described in this report was undertaken. This document provides transparency into the investigation process, as well as recommendations for moving forward. Based on analysis of the current context, the goal of the investigation was to identify the core characteristics of a plan for developing a robust learning research program within BMS at the UT. Learning was defined in a broad sense, and relationships between learning research the university’s mission were articulated. This yielded a rich variety of aspects being studied, including variety in learners, learning pathways and learning environments, as well as variety in learning contexts, learning disciplines, and types of learning goals. The investigation blended top-down/bottom-up and rational/exploratory approaches to identify which focal areas the program should target, which assets can be leveraged and which needs must be met, and core design requirements for the program. Data were collected through three consecutive staff survey approaches (questionnaire, interview and focus groups) as well as analysis of documents (funding records, publications, and requests for proposals). In addition, workshops held with BMS learning researchers as well as external experts and local stakeholders provided valuable insights. From this investigation, four thematic areas were identified as salient to current and prospective BMS work, and as high-leverage for a robust research program. These are: Depth/Quality, Inclusion/Equity, Adaptability/Flexibility, and Differentiation/ Personalization. Assets and needs were identified in relation to human, material, and structural resources. Design requirements were articulated in relation to the themes as well as collaboration, organization, and resources. Learning is the cornerstone of societal development. Focusing on the four themes identified can support the development of individuals, groups and systems that carry our heritage forth, enrich our existing experiences, create new and better ways to care for our environment and one another, and provide structures to enable social, economic and political reform. BMS learning research can accomplish this through scientific contributions which are theoretical as well as methodological. It can also impact society at large by directly influencing three interacting layers: learners, learning environments, and the systems to which these are connected. To realize the vision described above, targeted investments are needed to develop the human, material and structural aspects of infrastructure that can enable this work to thrive. Short term priorities should focus on institutionalization, community building, and (capacity for) scientific quality. In addition, developing outreach capacity establishing long-term partnerships will support the team’s ability to yield relevant and meaningful societal impact. NB: For readers seeking information relevant to the Part 5 of the Standard Evaluation Protocol mid-term review, this is given in chapter 6, Recommended contours for the BMS learning research program (p. 33). 3 Draft internal report: Not for citation or further circulation Contents 1. Background and context ............................................................................................................ 6 Launching the development of new research programs .............................................. 6 Standard Evaluation Protocol.................................................................................................. 6 BMS learning research................................................................................................................ 6 2. Core ideas framing the present investigation ................................................................... 8 Principles guiding our work ..................................................................................................... 8 Characteristics of research in the learning strand .......................................................... 8 Healthy variety .............................................................................................................................. 9 3. Methods ......................................................................................................................................... 10 Goal and questions .................................................................................................................... 10 Respondents ................................................................................................................................ 10 Core activities.............................................................................................................................. 10 Envisioned outputs ................................................................................................................... 12 Operationalization .................................................................................................................... 13 4. Findings ......................................................................................................................................... 15 Q1. Focal areas ............................................................................................................................ 15 Q2. Assets and needs ................................................................................................................ 17 Q3. Design requirements ........................................................................................................ 20 5: Discussion of key findings...................................................................................................... 23 Brief recap .................................................................................................................................... 23 What should the program focus on? .................................................................................. 23 How will these focal areas contribute to scientific understanding? ..................... 25 How will these focal areas contribute to societal impact? ........................................ 28 What infrastructure is needed to achieve all this? ....................................................... 30 6. Recommended contours for the BMS learning research program ........................ 33 Domain challenges .................................................................................................................... 33 Scientific contribution ............................................................................................................. 33 Societal impact ............................................................................................................................ 34 Infrastructure .............................................................................................................................. 34 Appendices ........................................................................................................................................ 36 Appendix A. Meet the team/guests .................................................................................... 37 Appendix B. Questionnaire: Sharing passions about research on learning ....... 58 Appendix C. Questionnaire results ..................................................................................... 61 Appendix D. Interview protocol .......................................................................................... 69 Appendix E. Interview results .............................................................................................. 70 Appendix F. Focus group protocol ...................................................................................... 77 4 Draft internal report: Not for citation or further circulation Appendix G. Focus group results ........................................................................................