- Hollandseweg 1
6706 KN Wageningen
Netherlands - +31620677340
Martin Mulder
Wageningen University, Department of Social Sciences, Faculty Member
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Competence, Competence Development, Competence Assessment, Competence Modelling, Vocational Education, Vocational Training, and 10 moreTalent management, Professional Development, Research in Higher Education, Human Resource Management, Professional Education, Human Resource Development, Computer Supported Collaborative Learning (CSCL), Argumentation Theory and Critical Thinking, Training and Development, and Performance Studies edit
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Martin Mulder is Emeritus Professor of Education at Wageningen University and was Head of the chair group of Educatio... moreMartin Mulder is Emeritus Professor of Education at Wageningen University and was Head of the chair group of Education and Competence Studies. He specialized in competence theory and research. He did research in the field of human resource development, vocational and professional education and higher education. He has been leading a research and education program with around 40 coworkers and 30 PhD students. Currently he is Chair of the Academic Board of Salta Group Higher Education. edit
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Entrepreneurship, Sociology, Economics, Education, Small Business, and 10 moreEducation Research, Entrepreneurial Learning, Learning, Competence, Social Science Research Network, Business and Management, Entrepreneurship Education, Instructional Strategies, Competency based training, and Competence Development
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For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence-the understanding of complex interrelationships among the... more
For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence-the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems thinking competence by simultaneously using multiple, real-world, and innovative learning approaches. To address this gap, we conducted a pre-test-post-test exploratory experimental study involving higher education students (n = 36). The study explored the contributions of field trips and collaborative learning in combination with mobile learning and paper-and-pencil note taking. The study simultaneously implemented a combined set of learning approaches in a real-world environment. The results suggest that the learning approaches and the real-world environment contribute to fostering the systems thinking competence of participants by exposing them to complex real-world systems and enabling the exchanging of diverse ideas among collaborating participants. As such, our study contributes to social constructivist learning discourses in education for sustainable development by indicating specific combinations of learning approaches and environments that facilitate the meaningful engagement and motivation of learners through self-regulated learning.
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Teaching and Learning, Environmental Education, Mobile Learning, Higher Education, Ethiopian Studies, and 15 moreConstructivism, Learning and Teaching, Constructivist Education, Sustainability Education, Learning And Teaching In Higher Education, Environmental Sustainability, Constructivist Grounded Theory, Collaborative Learning, Heutagogy, Systems Thinking and Problem Solving, Competencies, Curriculum and Pedagogy, Education for Sustainable Development, Sustainability, and ENVIRONMENTAL SCIENCE AND MANAGEMENT
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains... more
Previous research revealed significant differences in the effectiveness of various feedback sources for encouraging students’ oral presentation performance. While former studies emphasised the superiority of teacher feedback, it remains unclear whether the quality of feedback actually differs between commonly used sources in higher education. Therefore, this study examines feedback processes conducted directly after 95 undergraduate students’ presentations in the following conditions: teacher feedback, peer feedback and peer feedback guided by tutor. All processes were videotaped and analysed using a coding scheme that included seven feedback quality criteria deduced from the literature. Results demonstrate that teacher feedback corresponds to the highest extent with the majority of the seven identified feedback quality criteria. For four criteria, peer feedback guided by tutor scores higher than peer feedback. Skills courses should incorporate strategies focused on discussing perce...
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Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive... more
Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tas...
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As economies become more innovation‐driven, the need for entrepreneurial behaviour amongst employees working for existing companies increases in order to enhance the organisations’ capacity to develop new ideas, products and services.... more
As economies become more innovation‐driven, the need for entrepreneurial behaviour amongst employees working for existing companies increases in order to enhance the organisations’ capacity to develop new ideas, products and services. Hence, entrepreneurial learning and the development of entrepreneurial competencies of employees on‐the‐job become more important. One of the most crucial competencies in this regard is the ability to identify potential business opportunities, referred to as opportunity identification competence (OIC). In this empirical study, antecedents of OIC were investigated in a small and medium‐sized business context. Based on the 3‐P (i.e. presage, process, product) model, specific learner, work environment, and process factors influencing OIC as an outcome variable were studied. More than 200 employees from 12 companies completed a questionnaire. Results of a backward regression analysis underline the importance of investing in programmes that focus on entrepr...
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Psychology, Computer Science, Instructional Design, Knowledge Management, Computer Supported Collaborative Learning CSCL, and 15 moreComputer Mediated Communication, Group Dynamics, Transactive Memory, Collaborative Learning, Memory, Multidisciplinary Collaboration, Cooperative Learning, Web-based Learning and Instruction, Comparative Analysis, Interdependence, Transactive Memory Systems, Scripting Language, Learning and Instruction, Multidisciplinary Approach, and Internet
First, the existing confusion about competence-based education is described: the behavioristic, generic and holistic approach. The following definition is formulated: Competence-based education is creating opportunities for students and... more
First, the existing confusion about competence-based education is described: the behavioristic, generic and holistic approach. The following definition is formulated: Competence-based education is creating opportunities for students and workers, close to their world of experience in a meaningful learning environment (preferable the professional practice) wherein the learner can develop integrated performance-oriented capabilities to handle the problems in practice. The principles described in this article have been formulated by various authors. Central question in this paper is: What are the experiences of the different groups involved with competence-based education, and to what extent do those experiences influence the principles formulated? Most principles are useful, but more attention has to be paid on coaching.
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In the open innovation management literature, it is widely acknowledged that individuals play a crucial role in collaborative knowledge creation processes. However, the literature tends not to explore the human side of open innovation... more
In the open innovation management literature, it is widely acknowledged that individuals play a crucial role in collaborative knowledge creation processes. However, the literature tends not to explore the human side of open innovation teams. The present article therefore examines the competencies that professionals need for working in open innovation teams (specific but not necessarily unique to open innovation) and to cope with the challenges they face. A qualitative study consisting of explorative interviews and focus group discussions was conducted, resulting in a competence profile for open innovation professionals. The profile adds a new perspective to the field of open innovation management by focusing on how individuals involved in open innovation teams can enhance open innovation success. It reveals, among other things, how professionals can generate new knowledge, build trust, and deal with low reciprocal commitment in open innovation teams. Especially, brokering solutions and being socially competent seem to be important for open innovation professionals. Companies should focus on these competencies when supporting their professionals in open innovation teams.
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For solving many of today's complex problems, professionals need to collaborate in multidisciplinary teams. Facilitation of knowledge awareness and coordination among group members, that is... more
For solving many of today's complex problems, professionals need to collaborate in multidisciplinary teams. Facilitation of knowledge awareness and coordination among group members, that is through a Transactive Memory System (TMS), is vital in multidisciplinary collaborative settings. Online platforms such as ICT tools or Computer-supported Collaborative Learning (CSCL) have the potential to facilitate multidisciplinary learning. This study investigates the extent to which establishment of various dimensions of TMS ( ...
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The expectations with regard to competence-based education (CBE) are high; students would be more motivated to finish their educational programmes and experience less transition problems when entering the labour market. Looking at... more
The expectations with regard to competence-based education (CBE) are high; students would be more motivated to finish their educational programmes and experience less transition problems when entering the labour market. Looking at evaluations of the implementation of competence-based qualifications profiles at country level, it becomes clear that it is not sufficient to solely determine whether competence-based qualification profiles are implemented to be able to generate answers regarding the effectiveness of CBE. In this chapter, it is emphasised that it is necessary to take the design of the curriculum, teaching, learning and assessment into account when trying to answer questions regarding the effectiveness of CBE. Four steps are necessary for designing effective CBE: (1) defining summative competence-based assessment programmes (CBAs), (2) identifying related practical learning situations (including supportive knowledge and skills), (3) formulating relevant personal learning questions and (4) composing corresponding learning activities and materials and putting these together in a personalised learning environment. Implementing CBE is a complex process and includes the coherent application of CBE principles in teaching, learning and assessment activities and alignment of these activities. This chapter describes models and principles to design competence-based vocational and professional education in practice. It goes into the role of vocational core problems in competence-based qualification profiles, and describes steps in the process of designing competence-based learning arrangements. The chapter concludes with the description of a series of authentic and inspiring learning environments as examples of competence-based vocational and professional education.
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Business, Entrepreneurship, Economics, Horticulture, Human Resource Development, and 11 moreSmall Business, Human Resource Management, Small & Micro Business Growth, Work Environment, Competence, Entrepreneurship and Small business Management, Business and Management, Entrepreneurship Education, Entrepeneurship, Micro and Small Business Entrepreneurship, and Entrepreneurial competence
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Psychology, Informal Learning, Lifelong Learning, Workplace Learning, Choice and preference (Learning), and 8 moreExperiential Learning, Social Science Research Network, Business and Management, relational Learning, Competence Development, Labor mobility and human capital, Open Learning, and Training Development
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This book provides a rich collection of research and practice perspectives around central topics in the field of work-based learning (WBL). Based on an extensive prior literature review of the current state of research on WBL in TVET... more
This book provides a rich collection of research and practice perspectives around central topics in the field of work-based learning (WBL). Based on an extensive prior literature review of the current state of research on WBL in TVET contexts on a global scale, key themes of interest for a competence-based perspective were chosen to call for contributions from researchers and experts in VET from all around the world. Inspired by research evidence from a diversity of recent national projects, the book offers new insights in conducive factors for learning on the level of the individual subject and the work environment. The papers pick up regional and national challenges in supporting WBL and in developing and implementing curricula based on actual work processes. They take a closer look at the role of tutors in WBL and show new options in the transfer and recognition of knowledge, skills and competences. The research approaches presented in this book are meant to support everyone in meeting their TVET objectives, regardless of region and scale.
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Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization... more
Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying 280 CSR professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation.