Keynote speakers

Learning and professional development in science: Young researchers' acquistion of expertise

Prof. Dr. Hans Gruber 

University of Regensburg (Germany) and University of Turku (Finland)

As the title suggests, the keynote addresses issues how to understand (and foster) young researchers’ careers, if the perspective of EARLI SIG 14 research is taken, in particular research about expertise. An overview will be presented about current findings of research about expertise: the role of (deliberate) practice, the role of knowledge and knowledge restructuring, the role of experience and its reflection, and the role of guidance and of active participation in networks. Obviously, the findings require an elaborate understanding of the nature of the domain of (educational) science. This domain comprises much more than skills in research methodology and broad theoretical knowledge, e.g. academic writing, fund-raising, visibility at conferences, mastery of science administration techniques.

More information can be found on this website

From Mustivation to Wantivation to learn: The critical role of a need-supportive teaching style 

Prof. Dr. Maarten Vansteenkiste

Ghent University (Belgium)

Several motivational frameworks (e.g., expectancy-valence accounts) consider motivation from a quantitative viewpoint, suggesting that being more strongly motivated will yield more positive outcomes. From the perspective of Self-Determination Theory (SDT; Ryan & Deci, 2017; Vansteenkiste, Niemiec, & Soenens, 2010), however, quality of motivation matters as well. Within SDT, two broader types of motivation are distinguished, that is, autonomous motivation (i.e., “wantivation”) which refers to a willing and psychologically free engagement in a learning activity and controlled motivation (“mustivation”) which refers to a pressured and conflicted engagement in a learning activity. Furthermore, recent research indicates that several reasons can underlie learners’ lack of motivation as well, with some learners displaying amotivation, which involves a sense of helplessness and discouragement, and others displaying controlled non-participation, which involves feeling pressured to not partake in the learning activity (e.g., to save face; out of peer pressure). Correlational and experimental research will be reviewed suggesting that dynamics of autonomy versus control are paramount and critical for learners’ performance, persistence, and well-being across ages and cultures. Further, it is maintained that a need-supportive teaching style, involving the combination of high autonomy support and structure, is critical to foster high quality motivation, while a need-thwarting style, involving the combination of control with chaos, can better be avoided as it relates to poor motivation and disengagement. Specifically, a newly developed circumplex model will be introduced, which differentiates the teaching styles of autonomy support, structure, control and chaos into two subareas each and orders these eight subareas along a circumplex. The circumplex provides more nuanced and richer insights in the teaching practices that are most motivating and demotivating. 

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The importance of work-related learning in workplaces: Are students prepared?

Prof. Dr. Eva Kyndt

University of Leuven (Belgium)

It has been recognised that the current situation of young individuals embarking on their careers has become increasingly difficult since the economic crisis in 2008. When entering the labour market, young individuals are increasingly confronted with structural barriers in finding (high-quality) jobs as evidenced in the increasing levels of youth unemployment or underemployment. Both students and employers experience a gap between education and the labour market. Moreover, it has been stated that education is not able to keep up with the many changes on the labour market. Consequently, employers have started recognising that rather than hiring graduates because of the job-specific skills they possess, they are looking for employees who possess the ability and motivation to continue learning and developing throughout their careers.

Over the past years, many different definitions and concepts (e.g., workplace learning, (in)formal learning, mimetic learning, etc.) have been used for studying work-related learning across a variety of settings. This keynote will start with unravelling the conceptualisation of work-related learning. Taking the diversity in theoretical frameworks and research traditions (e.g. educational sciences vs. occupational psychology) into account, the importance of work-related learning will be highlighted from the perspective of the individual as well as the organisation. However, work-related learning should not be taken for granted and requires effort from both the individual as well as organisation. Organisations need to provide support and opportunities, and individuals need to possess the right attitude and competences. While more and more educational institutions are recognizing that they should play a role in preparing students for the labour market, little attention seems to be given to preparing students for work-related learning. Starting from our research on the transition from education to work, the question if students are actually (being) prepared for work-related learning will be discussed. 

More information can be found on this website