Piet Van den Bossche professor

Research Piet Van den Bossche

Research team

Interacting minds, interacting bodies: Research infrastructure for psychophysiological sensor technologies and applications. 01/06/2022 - 31/05/2026

Abstract

This project is geared towards discovering and developing new applications of state-of-the-art psychophysiological sensor technologies (using computational and AI techniques) to help people with different needs work, learn and play in our modern society, ensuring that this tracking is meaningfully and responsibly applied. To accomplish this, our consortium is suitably interdisciplinary. This undertaking requires well-controlled lab studies and (near-)continuous psychophysiological tracking in real-life settings 'in the wild'. The research infrastructure applied for enables flexible movement from lab explorations of promising markers to checking their robustness in realistic, ecological contexts, and back again.

Researcher(s)

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Project type(s)

  • Research Project

FWO sabbatical 2021-2022 (Prof. P. Van Den Bossche). 01/10/2021 - 30/09/2022

Abstract

The objectives of this sabbatical leave are situated within and contribute to my longstanding line of research on team learning. This research aims to understand how teams can bring multiple perspectives and rich problem conceptualization to complex problems by studying the knowledge sharing and development that team learning entails. I will use this sabbatical leave to accelerate our research on team learning with following foci: (1) development of a dynamic team learning model, that outlines and guides the choices in measurement and analysis; (2) study the dynamic interaction between team learning and leadership in teams. (3) Propose a methodology to analyse stress at the team-level and its relation to team learning and team leadership. This will be done by conducting a review, lab and field study. Also the further development of our Antwerp Social lab, incubator of research designs as explored in this sabbatical, is an explicit goal. The three research leaves that are scheduled enable collaboration with researchers at research groups that provide complementary expertise with regard to the three foci (e.g. leadership, process measures, dynamic conceptualisations, EDA, ...). Also they provide access to two renowned social sciences lab

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

BOF Sabbatical 2021-2022 - Piet Van den Bossche. 01/10/2021 - 30/09/2022

Abstract

The objectives of this sabbatical leave are situated within and contribute to my longstanding line of research on team learning. This research aims to understand how teams can bring multiple perspectives and rich problem conceptualization to complex problems by studying the knowledge sharing and development that team learning entails. I will use this sabbatical leave to accelerate our research on team learning with following foci: (1) development of a dynamic team learning model, that outlines and guides the choices in measurement and analysis; (2) study the dynamic interaction between team learning and leadership in teams. (3) Propose a methodology to analyse stress at the team-level and its relation to team learning and team leadership. This will be done by conducting a review, lab and field study. Also the further development of our Antwerp Social lab, incubator of research designs as explored in this sabbatical, is an explicit goal. The three research leaves that are scheduled enable collaboration with researchers at research groups that provide complementary expertise with regard to the three foci (e.g. leadership, process measures, dynamic conceptualisations, EDA, ...). Also they provide access to two renowned social sciences lab.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Quality Dual Learning: supporting learning during work 01/05/2021 - 30/04/2023

Abstract

Provincial Education Antwerp is at the forefront of tackling the shortage of technically skilled workers. To this end, it is strongly committed to offering qualitative dual learning paths. The challenge is to effectively integrate learning into the work environment. Questions that arise here have to do with the pedagogy of this learning environment: How do we design practical situations that optimally facilitate learning? What support do we provide? And what does this ask of the student ? This project provides insights and practical tools for each of these elements.

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Project type(s)

  • Research Project

A Tale of Two Processes. The dynamic interplay between emotion and cognition when learning from texts. 01/01/2020 - 31/12/2023

Abstract

This project aims to investigate how the integration of narratives in didactic texts can optimize the processing of the information through the dynamic interplay of emotional and cognitive processes and thereby lead to desired learning outcomes. The first objective of this project is to develop valid and reliable dynamic measures of emotional processes during the reading of texts, relying on a multi-method approach (combining self-reports and think-aloud methods, with eye-tracking and psychophysiological measures). Building on the findings from the first research phase, the second objective of the project is to study the dynamic interplay between cognitive and emotional processing and during processing of texts augmented with narrative elements (in different formats). The third objective is to examine how the dynamic interplay between cognitive and emotional processes affects learning outcomes.

Researcher(s)

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Project type(s)

  • Research Project

Evaluating to improve: designing and applying an evaluation methodology for the periodic training of professional drivers. 01/09/2019 - 31/12/2022

Abstract

With this project we want to evaluate the impact and effectiveness of the periodic training programs of drivers. In other words, we want to assess to what extend the investment in training does or does not result in observable behavioral changes in the job (=transfer of training). Additionally, we want to find out what characteristics of the current situation stimulate of prevent this transfer of training to day-to-day reality and what can be done to improve the transfer.

Researcher(s)

Research team(s)

Project type(s)

  • Education Project
  • Research Project

Teams under pressure: Dynamics of stress and information processing. 01/10/2017 - 30/09/2021

Abstract

In many situations, teams of experts are made responsible to react accurately and swiftly to critical situations. Examples are command-and-control teams during crisis-situations, management teams, or flight crews. Given the evident importance of effective teamwork in these circumstances, there is a pressing need to understand behaviors and abilities of teams when solving problems that are time-compressed and high-stake, supported by complex, ambiguous data. What did remain mostly out of sight in this line of research, is the specific influence of stress. This does not mean that 'pressure' is not acknowledged, but it is mainly considered a contextual issue, and it is seldom questioned how stress impacts the processes studied. Only actual and continuous measurement of stress in these situations can provide insight in the dynamics of stress within these teams and its effect on information processing. The current project proposal forwards research that applies the measurement of physiological markers of stress via wearable sensors in the context of teamwork. This allows questioning the effect of dynamics of stress on information processing in teams under pressure. It does so by applying both quantitative and qualitative methodologies to study the interrelationship between stress, as measured through Electrodermal Activity, and information-processing. We start with rigorous work under controlled conditions, and conduct thereafter studies in ecological valid team-settings.

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Project type(s)

  • Research Project

Learning strategies in social and informal learning contexts 01/01/2017 - 31/12/2021

Abstract

From 2011 until the end of 2015 we have been coordinating the WOG scientific network on 'learning patterns in transition: dimensions, validity and development'. This network deepened current understandings about the nature of student learning in different formal learning contexts taking an individual learner perspective into account. It also increased fundamental research and collaboration regarding the validity of learning patterns across different cultures and development of regulative and cognitive learning strategies across time (Gijbels, Donche, Richardson & Vermunt, 2014). By building on the constructive outcomes of our former WOG-network, this proposal for a new and expanded network aims to deepen our current understanding of learning strategies by moving the research focus from individual to social learning contexts and from formal to informal learning contexts. This twofold shift of research focus also goes along with important methodological questions which forms the third research focus in this new network

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Project website

Project type(s)

  • Research Project

The assessment of job readiness for dual learning. 15/12/2016 - 30/06/2017

Abstract

This research contributes to the conceptualisation en operationalisation of the concept of 'arbeidsrijpheid' (workplace learning readiness) in the new context of dual learning in Flanders. It will answer questions such as: 1) what does it mean to be 'arbeidsrijp', and 2) which are the quality criteria for an instrument measuring 'arbeidsrijpheid'.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Team Performance 'when the heat is on'. Measuring team stress via physiological markers. 01/04/2016 - 31/03/2017

Abstract

The current project proposal forwards research that applies the measurement of physiological markers of stress via wearable sensors in the context of teamwork. This allows questioning the effect of dynamics of stress on knowledge sharing processes in teams under pressure.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Project Workplace learning 01/01/2016 - 31/12/2017

Abstract

This project entails the development of an instrument to measure learning readiness / employment readiness for workplace learning in formal learning trajectories. This project is in cooperation with 'provinciaal Onderwijs Vlaanderen'

Researcher(s)

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Project type(s)

  • Research Project

Moving it or improving it? How schools deal with underperforming teachers. 01/01/2015 - 31/12/2018

Abstract

Findings from over four decades of school effectiveness research have shown that the quality of teachers outperforms school features and classroom features (such as social composition) in explaining variation in pupils' learning results. This implies that pupil results of ineffective teachers are generally increasing less than those of effective teachers. Cumulative effects of such ineffective teachers are alarming and measurable for at least four years. (Representative) data on the number of underperforming teachers in Flemish education are not available. Moreover, internationally, little is known about the ways schools deal with underperforming teachers. As such, the current scientific knowledge base fails to present conceptual and thorough empirical work on how schools (can) deal with underperforming teachers. Fundamental research and theory building on the topic are urgently needed. Besides describing the features and occurrence of underperforming teachers this study aims at explaining differences in how schools deal with underperforming teachers. To understand which processes are employed it is crucial to understand that the reaction by the school (principal) is context specific and that there is no one-size-fits-all set of activities. To fully capture this variation, we build in different types of underperformance in our framework and a broad range of strategies to deal with it. In addition, we acknowledge that (under-)performing teachers are embedded in a specific social context. Therefore, we distinguish between two sets of influencing (supporting and constraining) factors: school cultural and leadership characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish primary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on how schools deal with underperforming teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of the selected cases.

Researcher(s)

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Project type(s)

  • Research Project

STEM/F, increasing the inflow into STEM- industries through adapted language in job-descriptions and study-brochures. 01/04/2014 - 30/09/2015

Abstract

This project represents a formal research agreement between UA and on the other hand KdG. UA provides KdG research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

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Project type(s)

  • Research Project

Dead wood or untapped expertise? Intergenerational knowledge brokerage in school teams. 01/01/2014 - 31/12/2017

Abstract

As the European labour market is characterized by a large outflow of older employees, the ability to retain knowledge of employees close to retirement potentially becomes a key feature of successful schools. Whereas older teachers are described by some as 'dead wood', workers who have little potential and a low level of performance, others argue that the explicit and implicit knowledge of the workers close to retirement is largely underestimated. The current scientific knowledge base fails to present conceptual and empirical work on how schools can capitalise on the knowledge of teachers close to retirement. The concept of 'intergenerational knowledge brokerage' (IKB) focuses on the facilitation of sharing knowledge between knowledge demands and knowledge supply over generations. Besides describing the current processes and results of intergenerational knowledge brokerage this study also explains differences in intergenerational knowledge brokerage . It distinguishes between three sets of influencing factors: individual teacher, team and school characteristics. A carefully designed multi method approach is used. The ecological validity of the conceptual framework is guaranteed on the basis of a literature study and a Delphi study. In the quantitative part of the empirical phase, written surveys are organized in a representative sample of 80 Flemish secondary schools. Alongside this survey, 6 in-depth case studies provide qualitative data on intergenerational knowledge brokerage in subject teams between teachers that are close to retirement and the other teachers. Data are gathered using logbooks and semi-structured in-depth interviews. Additionally, a network perspective will enrich the qualitative understanding of intergenerational knowledge brokerage in the selected cases.

Researcher(s)

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Project type(s)

  • Research Project

Return on Expectation measurement project (ROEM). 01/04/2013 - 31/03/2016

Abstract

This project represents a formal service agreement between UA and on the other hand Bedrijfsopleidingen bvba. UA provides Bedrijfsopleidingen bvba research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

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Project type(s)

  • Research Project

Audit and reporting Expertise Network for Cultural Education (KEN). 01/11/2012 - 31/12/2014

Abstract

UA provides KEN research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Learning above the size: customized learning towards a higher learning efficiency through the synchronization of professionalisation in the teaching competence of knowledge workers. 01/09/2012 - 31/08/2013

Abstract

Investing in professional development of employees, especially knowledge workers, is crucial for an organization's success in contemporary society. A significant part of professional development activities nowadays consists of formal, group-based trajectories adopting a standardized curriculum in content and mode of delivery. Questions have been raised on the efficiency and the quality of learning outcomes of these training activities. Adapting training trajectories to the learning preferences of participants is hypothesized to increase efficiency and quality of outcomes (the so-called matching hypothesis). The current poster presents the outline of a project investigating this hypothesis, by exploring knowledge worker's cognitive, meta-cognitive an motivational learning preferences and relating these to their training needs and learning outcomes. The project proposes four research-aims: - RA1: Can we develop a valid and reliable instrument for measuring knowledge workers' cognitive, meta-cognitive and motivational learning characteristics? - RA2: Can we identify learning competency profiles, based on knowledge workers' cognitive, meta-cognitive and motivational learning characteristics? - RA3: Are differences in learning competency profiles related to differences in preferences regarding to the mode of delivery of professional development initiatives? - RA4: Is the degree to which training initiatives are adapted to learning competency profiles related to the learning outcomes training initiatives reach? The research-instrument proposed in RA1 will combine adaptations of existing instruments in the context of higher education to the context of professional learning (notably the Inventory of Learning Styles-SV) with existing instruments, such as the Cognitive Style Indicator and Kolb's Inventory of Learning Styles. Various quantitative and qualitative techniques will be used to validate the instrument, identify learning competency profiles and relate these profiles to training needs and learning outcomes. Results of this project will help gain insight in the complex processes of learning in a professional setting, but will also provide guidelines for improving the design of training-trajectories.

Researcher(s)

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Project website

Project type(s)

  • Research Project

Learning at the workplace during formal education 01/01/2012 - 31/12/2012

Abstract

Although both research and policy advocate the use of workplace learning, the understanding of what high-quality workplace learning, as part of professional education, entails, remains limited. Much can be gained from an increased understanding of the nature of high-quality workplace learning. Moreover, both education and workplace are looking for crucial success factors in designing workplaces as learning environments. We recently collected data on both issues. We investigated how future engineers differ in their engagement in cognitive and regulative learning activities during their internship in companies. Also, we conducted a research study on the development of a methodology to determine, coach and assess competences in workplace learning. The aim of the current project proposal is to valorise the research that has been conducted in previous projects, resulting in research publications in international journals.

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Project type(s)

  • Research Project

Development methodology competency determination workplace learning. 15/03/2011 - 15/07/2011

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project