Maaike D. Endedijk

• PhD
• Professor at University of Twente

Higher education institutions are challenged to educate students for an uncertain future. Adaptive expertise (AE) is needed to thrive in an uncertain future: the ability to respond successfully to altered situations and changing circumstances. Work-based learning (WBL) environments would allow students to develop AE. However, knowledge about how WB...

Boundary objects help collaborators create shared meaning and coordinate their work across differences. Acknowledging the complex dynamics of such processes, we propose a multimodal alternative to studies' traditionally static view of boundary objects and ask: How do boundary objects "shape-shift"? How do they emerge in varying forms across visual,...

This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their s...

Teams are nowadays seen as the cornerstones of organizations. Previous research has shown that team reflexivity is positively related to team performance. Traditionally, team reflexivity is conceptualized as a process that occurs during transition moments, ignoring reflexive moments during teams’ action phases. Moreover, most studies used self-repo...

Team member differences can be found in various characteristics and be seen as both perks and perils. But what makes one group focus on certain dimensions and differences’ positive implications, while another collective notices other aspects and sees trouble ahead? We address this question in the context of interorganizational teams’ first stages,...

Teams are at the core of every organisation, composed of individuals who continuously collaborate, exchange knowledge and ideas, and constantly learn from one another through formal or informal learning experiences. Team learning is therefore a continuously changing phenomenon that develops and evolves over time as teams interact. In this chapter,...

The endeavor of transitioning to nearly-zero emission buildings presupposes upskilling the existing workforce in the construction and energy industry to meet new standards. For many professionals in this sector, this is accomplished via micro-trainings, aimed at updating their competences. However, evaluating the effectiveness and impact of trainin...

Learning communities (LCs) can be seen as an promising concept to shape professional development and thereby enhance innovation for the energy transition. However, as the design of an LC is dependent on the needs of the participating organizations and the problems they want to solve, no general blue prints are available for shaping an LC. Therefore...

In the workplace, employees are increasingly expected to take responsibility for their own professional learning. However, there is high variability in the capability of professionals to self-regulate their own learning. Previous descriptive and explanatory studies on self-regulation of professional learning (SRpL) have explored the operationalizat...

In interorganizational teams, processes are more complex and structures less clear than in intraorganizational settings. Different perspectives come together and authoritative positions are often ambiguous, which makes establishing what to do problematic. We adopt a ventriloquial analytical lens and pose the question: How exactly do interorganizati...

In deze publicatie vatten we de belangrijkste resultaten samen van ons onderzoek naar het aantrekken, behouden en aantrekken van technisch talent.

The increased complexity of modern sociotechnical systems (STS) necessitates the need for a manageable representation of their attributes, to augment our understanding and enable the development of ways through which we can increase their effectiveness, efficiency, and safety. Although many of the methodologies developed in the Human Factors domain...

In deze publicatie presenteren we hoe we samen met bedrijven zijn gekomen tot concrete ontwerp-principes voor een learning community en laten we met een praktijkvoorbeeld zien hoe een learning community kan worden vormgegeven. De aanpak en het ontwerp is uitgevoerd binnen de context van de energietransitie; de generieke ontwerpaanpak en de vormgevi...

One of the key tasks of teacher education (for primary and secondary education) is to support student teachers to develop competencies that enable teachers to continue professional learning, also after graduation. Two decades ago, the Inventory Learning to Teach Process (ILTP) was developed to get insight in student teachers' process of learning to...

In the Netherlands, there has been a shortage of qualified technical workforce for many years. This is not only due to the number of students entering engineering degree programmes, but also due to the number of graduates that leave engineering right after their graduation. Around 42% of the engineering graduates does not start working in an engine...

Objectives: In clinical reasoning, clinicians need to switch between automatic and effortful reasoning to solve both routine and non-routine problems. This requires the ability to recognise when a problem is non-routine and adapt one's reasoning mode accordingly, that is to 'slow down' the reasoning process. In the current study, we explored the p...

Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreove...

This multiple case study of a contracting firm contributes to understanding the barriers that organizations face during the implementation of building information modeling (BIM) by providing insights into the impact of these barriers across different organizational levels (i.e., from top management to project teams) and by relating these barriers t...

How do we attract more students to engineering education and how do we keep them in the engineering field after their graduation? What makes them stay in engineering? In the project Mind the Gap we found that their professional identity is a key concept to understand the study and career choices they make. In the project Bridge the Gap, a continuat...

Masculine work contexts form an important source of social identity threat for working women. But what aspect of masculine work contexts is most threatening to women’s gender identity at work: A numerical majority of male colleagues (i.e., numerical male dominance), working in a profession in which women are negatively stereotyped (i.e., normative...

In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives. Previous research has shown that efficient communication, high-quality coordination, and coping with stress are particularly essential for high performance. However, precisely and objectively capturing these team interactio...

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with extern...

Table S2. COREQ quality assessment (qualitative studies).

Table S3. MERSQI quality assessment (quantitative studies).

Table S1. Detailed description of the included studies.

Objectives Research has suggested beneficial effects of self‐regulated learning (SRL) for medical students' and residents' workplace‐based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successf...

This study seeks to explore why around 40% of the alumni of technical degree programmes in higher education in the Netherlands leave the technical sector in spite of the high number of technical vacancies available. The study is part of a larger project called Mind the Gap that explores professional identity as a constellation that provides a key t...

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening...

Purpose: School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders’ formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn...

In 'Leerprocessen en leerpatronen' worden de belangrijkste inzichten en praktijkimplicaties uit onderzoek naar hoe leraren-in-opleiding leren geschetst.

Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgr...

Self-regulated learning has benefits for students’ academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers’ regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgr...

To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teac...

Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening...

Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that l...

This study aimed at describing the individual differences in student teachers' self-regulated learning to teach in postgraduate professional teacher education programmes. Cross-sectional data were collected from 28 student teachers about their regulation activities and conceptions of learning to teach through open question logs from multiple learni...

Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical opin...

One of the tasks of teacher education is to support student teachers to develop a learning pattern that enables lifelong learning. To support this development, scientific knowledge is needed about the influencing factors, and how these learning patterns develop over time. Oosterheert has established a framework for studying individual differences i...

In school-based teacher education, where learning takes place both at the teacher education in- stitute and in practice through internships, student teachers need to actively combine what they learn from theory and practice. The quality of student teachers’ learning therefore depends to a significant extent on their ability to self-regulate their l...

One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was a...

This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude inst...

Better understanding of critically reflective work behavior (CRWB), an approach for work-related informal learning, is important in order to gain more profound insight in the continuing development of health care professionals. A survey, developed to measure CRWB and its predictors, was distributed to veterinary professionals. The authors specified...

Critically reflective dialogues (CRD) are important for knowledge sharing and creating meaning in communities. CRD includes different aspects: being open about mistakes, critical opinion sharing, asking for and giving feedback, experimentation, challenging groupthink and research utilisation. In this article we explore whether CRD aspects change ov...

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain sci...

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about te...

Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of...

The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the professional development of a teacher. Therefore, it i...

University-based teacher education is more often organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice at schools. These innovative programmes call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether student tea...

University-based teacher education is more and more organized in dual learning programmes in which two types of learning environments are combined: studying at the university and learning from practice at schools. These innovative programmes often call upon a high degree of self-regulated learning in student teachers. However, it is unclear whether...

Universitaire lerarenopleidingen bestaan steeds vaker uit duale programma’s waarbij het leren in twee leeromgevingen, het instituut en de school wordt gecombineerd. Deze programma’s vragen vaak een hoge mate van zelfregulatie van docenten in opleiding (dio’s): ze moeten een persoonlijk ontwikkelingsplan maken, leerbehoeftes formuleren, het leerproc...

University-based teacher education is more and more organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice in schools. These programmes often call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether these student...

Teacher education is more and more organized in dual learning programmes in which two types of learning environments are combined: studying at the university and learning from practice in schools. These programmes call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether student teachers are willin...