ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Correlational Longitudinal Studies Energy Communities and Energy Citizenship
No full textDatasets collected as part of the project EC2 - Energy Citizenship and Energy Communities for a Clean-Energy Transition within WP4.
Data for this deliverable was collected among various types of energy communities and within different sociopolitical contexts:
A representative sample of the Dutch general population via a pre-recruited panel (based on gender, education, income, and age; 3 waves with 6 months in between) & a gender representative sample of the Spanish general population via a pre-recruited panel (3 waves with 6 months in between).
Members and non-members of a network of local energy initiatives called Buurkracht (which roughly translates to “neighbor power”) in the Netherlands (2 waves with 9 months in between).
Members of the Global Ecovillage Network (GEN) in Europe (2 waves with 12 months in between).
Members of various energy communities in Europe (EU Ecom) via REScoop, the European federation of citizen energy cooperatives, and via the Local Governments for Sustainability global network (ICLEI).
The Polish Housing Cooperative Wroclaw South (HCWS) in which multiple energy community initiatives were initiated such as an initiative among residents to collectively decide to install PV systems on a particular building.
More limited versions of these datasets (e.g., including socio-demographics, levels of involvement in energy communities, number of contacts within energy community, more detailed household energy measures) were published with open access on ZENODO:
https://doi.org/10.5281/zenodo.11401046
The following publications include (a number of) these studies:
Goedkoop, F., Jans, L., Perlaviciute, G., Hamann, K. R. S., Corcoran, K., Held, J., Masson, T., Fritsche, I., & Athenstaedt, U. (2024). Report Correlational Longitudinal Studies (D4.3). Zenodo. https://doi.org/10.5281/zenodo.11402044
Jans, L., Goedkoop, F., Perlaviciute, G., Hamann, K., Masson, T., & Burgerhof, B. (2024). How bottom-up and top-down governance of community energy initiatives affects citizens’ perceptions, acceptability, and willingness to join. Energy Policy, 195, 114389. https://doi.org/10.1016/j.enpol.2024.114389. (Study 1 in this paper, is based on dataset Panel_NL_ES-Longitudinal Data).</p
GUIDE child study 2023 Croatia
No full textGUIDE (Growing Up In Digital Europe: EuroCohort) will be Europe’s first comparative birth cohort survey. This Research Infrastructure that will be an important source of high quality longitudinal statistical evidence to support the development of social policies which will enhance the wellbeing of children, young people and their families across Europe for many years to come. GUIDE will be an accelerated cohort survey including a sample of new born infants as well as a sample of school age children. Both cohorts will be surveyed at regular intervals using a common questionnaire and data collection methodology until the age of 24 years.
The survey consists of two questionnaires. One for the child itself and one for the parent of the child. This dataset contains the answers of the children in the country Croatia.</p
Van papier naar praktijk: integraal werken met risicojeugd
No full textRisicojeugd en -gezinnen hebben problemen op meerdere leefgebieden. Het gaat bijvoorbeeld om schooluitval, middelengebruik, schulden, psychische problemen en (risico op) crimineel gedrag. Deze gezinnen komen regelmatig in crisis terecht en vragen extra aandacht. Deze jongeren en gezinnen hebben tijdige, passende en samenhangende hulp vanuit deze aanbieders nodig, ook wel bekend als integrale zorg. In het project ‘Van papier naar praktijk’ van de Academische Werkplaats Risicojeugd staat het onderzoeken van een integrale aanpak voor risicojeugd in de praktijk centraal. Het doel van het onderzoek was inzicht krijgen in hoe we een integrale aanpak voor risicojeugd verbeteren. Door het volgen van een integraal initiatief voor risicojeugd onderzochten we hoe een integrale aanpak voor risicojeugd, die op papier bestaat uit werkzame elementen, in de praktijk uitpakt. We probeerden zicht te krijgen op hoe een integrale aanpak zo geïmplementeerd en ontwikkeld kan worden dat deze ook in de praktijk goed werkt. We werkten middels actieonderzoek, wat inhoudt dat er een proces van verandering wordt gestimuleerd door het terugkoppelen van direct toepasbare en praktische kennis middels leerbijeenkomsten. Zoveel als mogelijk werd aangesloten bij bestaande gegevensbronnen en gebruik gemaakt van kwalitatieve methoden. Het project richtte zich op professionals en beleidsmakers die in de praktijk integraal werken met risicojeugd en ouders en jongeren die te maken hebben met deze professionals. Tevens hebben we nauw samen met het expertiseteam van Yeph en de Gemeente Utrecht gewerkt
Study 3: Instructional design linking military training and academic education for officer cadets: A scoping review
No full textTitle
Instructional design linking military training and academic education for officer cadets: A scoping review
Authors
Hornstra, S. P. A., Hoogenboezem, J. A., Durning, S. J., & Van Mook, W. N. K. A.
Summary
This study provides a scoping review to investigate a potential prior integration of two instructional design models, both selected to jointly connect military training and academic education within a military academy context.
The complexity of the battlefield has increased rapidly in recent years, driven in part by large-scale armed conflicts in densely populated urban areas (i.e. urban warfare), the diverse roles civilians may assume in such contexts (e.g. refugee, victim, militia member) and the proliferation of (digital) information operations (i.e. cognitive warfare). As complexity intensifies, strategic thinking (i.e. academic education) becomes increasingly important for officer cadets, necessitating expanding academic education programs within the military academy context. For officer education, several efforts have been made to close the gap between traditional military training of skills and the relatively new academic education programs. Until now, little attention has been paid to instructional design as a means of linking military training and academic education within a military academy context. Consequently, we made a plea for an innovative integrated instructional design model that meets the needs of both military training and academic education, based on an instructional design model for military training and an instructional design model for academic education. For this purpose, we selected the Nine events of instruction model and the STAR Legacy model respectively. The Nine events of instruction model is since the second world war the typical instructional design model for military skills training, where these nine events include gaining attention, informing of the learning objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer. On the other hand, the STAR Legacy model is a meticulously structured instructional design model centered on learning objectives for academic education, grounded in the constructivist educational perspective, wherein students collaboratively engage in solving authentic, complex problems. This projected integrated instructional design model aims to provide military trainers and academic educators common ground (i.e. educational language and methods) in order to encourage collaboration. Prior to designing the integrated model, it was considered essential to ascertain that the two selected instructional design models had not previously been integrated. Our scoping review confirmed that the two selected models had not yet been combined at that moment.
Methods
Scoping review.
Data description
Publications included in the scoping review.<BR
Replication Data for the paper titled "Humanitarian concerns and threat perceptions: An analysis of the key drivers of refugee attitudes in Germany"
No full textThis dataset provides guidelines for the replication of the paper, replication data, STATA scripts, as well as the video's that respondents were exposed to are included. These are both for the control as well as treatment groups of respondents
EurekAlert!: An open dataset for science communication research
No full textThis dataset comprises press releases from the EurekAlert! platform, covering the latest research findings and scientific discoveries across a wide range of academic disciplines. EurekAlert! is a global science news service operated by the American Association for the Advancement of Science (AAAS), dedicated to disseminating scientific news to the public and the media.
Dataset Coverage: The dataset spans from the inception of the EurekAlert! platform in January 1996 through March 2025, encompassing a total of 566,566 press releases.
The dataset includes the following basic metadata fields:
- Euid: The unique identifier of press releases.
- Title: The title of the press release, providing a concise summary of the main content. - Institution: The name of the institution or research unit that issued the press release.
- Post_time: The date when the press release was published.
- Description: A brief summary of the press release, highlighting the key information.
- Keywords: Keywords related to the content of the press release, helping users quickly understand the topic.
- DOI (Digital Object Identifier): If applicable, the DOI of the research paper mentioned in the press release.
- Journal: The journal of the research paper.
- Funder: The funder of the research
Study 2: How do undergraduate physiotherapy students experience the initiation of clinical placements in different healthcare settings worldwide?
No full text1. Introduction and rationale
Healthcare students from all disciplines increasingly engage in international placements, during which they are exposed to a wide variety of clinical workplace settings. To modern-day healthcare students, the challenges of undertaking international placements may form an important contribution to their overall education: growing into professionals that are ‘fit-for-practice’, open to ongoing developments in the field of their profession and ready to face future healthcare challenges. During clinical placements healthcare students develop their professional competencies, according to predefined professional standards. By literally stepping out of their familiar local context into an international context of workplace learning, students might feel they are not only challenged on their professional competences, yet also on a more personal level, when they encounter circumstances very different from the ones they have come to know during their education so far. Hence, an international learning experience may not only change their professional outlook, but also affect personal behaviours, such as the way students learn to deal with their own insecurities and manage (implicit) expectations. At the same time students are challenged to overcome personal insecurities and to adjust to the new clinical environment within relatively short time, so that they become ‘legitimate participants’ in practice (Wenger, 2010) that can actively engage with the local team and participate in patient related tasks in order to learn from their clinical environment (Dornan et al, 2015). For these reasons, educational programmes that offer international placements in healthcare settings seem to value these international internship experiences as they enable both personal and professional growth for students. Yet, there is little empirical evidence about the pitfalls and benefits of international healthcare placements in relation to development of professional identity (Van der Zwet et al, 2011) or students’ learning trajectories (Teunissen, 2015).
When engaging in international placements, a number of key differences may affect student learning, such as being in an unfamiliar learning environment, having to follow different protocols and rules, whilst being potentially hindered in communication by linguistic and cultural barriers. There is evidence that students are more likely to engage in practice once they have established a supported role in the workplace (Chen et al, 2014; Duvivier et al, 2014). We hypothesize that this need for ‘supported participation’ (Dornan et al, 2015) is even larger when students engage in international placements, since the student is stepping into an unfamiliar workplace setting where different criteria and expectations apply with regard to professional practice (Wenger, 2010). Sheehan and colleagues (2005) have found that for real learning to occur, the initiation phase of interns in a new workplace environment needs to be completed successfully. Their study presents a model of how interns participate in clinical settings (Figure 1), clearly showing the different influences of the team, clinical supervisor and student on development of work-based learning (Sheehan et al, 2005; Sheehan et al, 2012).
For students in an international context social interaction with the local healthcare team seems highly important in support of real patient learning (Dornan et al, 2015; Van der Zwet et al, 2011). Patient-related learning in practical settings relies on the interaction between a learner and a patient, and can be facilitated or limited by a practitioner (Yardley et al, 2013). Although in the international context language barriers, cultural backgrounds or different expectations might hinder professional interaction between student and supervisor (Newton, Pront & Giles, 2016) evidence shows it is very important to involve the student in patient-related tasks and team activities, as only active engagement will allow the student to become a full participant in professional practice (Dornan et al, 2015; Sheehan et al, 2005).
When studying the initiation phase of clinical practice, it is unclear how students are received and introduced to their new clinical environment in order to adjust. Students need to realign with their social learning context, or, in this case, the international clinical setting to create learning opportunities (Chen et al, 2014; Wenger, 2010), yet might find it hard to establish the right level of participation. They can feel restricted by local rules and healthcare regulations, communication problems or other barriers to participation and learning in the international context (Sheehan et al, 2005; Steven et al, 2014). Since learning conditions are determined by the clinical setting (Van der Zwet, 2011), these should clearly allow for ‘legitimate peripheral participation’ (Lave and Wenger, 1991; Van der Zwet, 2011), engaging students in novel activities to acquire new knowledge, skills and develop a professional attitude (Wenger, 2010). We hypothesize this will most certainly hold true for undergraduate healthcare students, engaging in international clinical placements. Therefore, the purpose of this exploratory research is to investigate initiation of international clinical placements from a student’s perspective.
Theoretical framework / educational background
Underlying this proposal is the social learning theory on ‘communities of practice’ as described by Lave and Wenger (1991). A community of practice, such as a healthcare clinic, can be described as a learning system. To become a member of this community, students must be “able (and allowed) to engage productively with others in the community” (Wenger, 2010). In other words: active student participation is core to the meaning-making processes underlying contextual, social learning (Dornan et al, 2015; Teunissen, 2015; Wenger, 2010). Yet, upon entering a new clinical environment, students are faced with several factors that influence their ability to engage in practice, or, in other words: the “active and dynamic negotiation of meaning over time” (Wenger, 2010). Part of this ‘meaning making’ can be done through building relationships and engaging in interaction with other professionals in the workplace, supporting professional development (Sheehan et al, 2012). Although it is unknown whether the model for intern participation (Sheehan et al, 2005) holds true for undergraduate students from allied health disciplines, it certainly outlines a relevant theory to further investigate the initiation of healthcare students as part of their international clinical placement. We hypothesize this introduction to practice should take no longer than one month, after which workplace learning starts.
2. Aim of research
Our study is aimed to explore how undergraduate physiotherapy students are received, introduced and adjust to different clinical internship settings worldwide. This qualitative exploratory study will be aligned with regular internship procedures as part of the BSc. educational programme of the European School of Physiotherapy at the Amsterdam University of Applied Sciences in the Netherlands. By following first year undergraduates closely and registering their experiences upon entering and adjustment to their first clinical placements, we hope to distinguish how initiation might lead to different student’ experiences and create a better understanding of how initiation impacts on workplace learning. We will investigate individual student’ experiences during the first month of international placements, and explore how these initial experiences can be indicative of a successful learning experience. Therefore, our study will focus on the following research question: how do undergraduate physiotherapy students experience the initiation of clinical placements in different healthcare settings worldwide? The results of this study are expected to inform future educational programmes in allied health care, by creating insight about the initiation of clinical workplace learning in different healthcare settings worldwide.
3. Target group / participants
Within the Amsterdam University of Applied Sciences (Faculty of Health) international health care students engage in local and international placements as part of their undergraduate training. At the European School of Physiotherapy (ESP), around 220 students from different backgrounds and nationalities follow an accelerated honours programme (240 ECTS) to obtain their Dutch Bachelor degree in Physiotherapy after three years of intensive study. We are interested to find out how undergraduate physiotherapy students are received, introduced and adjust to different clinical internship settings worldwide, as this initiation of practice might influence on students’ learning experiences in the workplace. We will invite all students from the first year cohort of the ESP programme (n=54) that are admissible to enter their first clinical placement in June 2018, to capture their personal and professional experiences during the initiation into clinical practice. To do so, students are asked to make individual audio entries with their smart phone, in which they account for their experiences during their first month of placement. To structure the information gathered, we have designed an instruction sheet for audio diaries (see attachment). Students are free to choose the moment and amount of time spent on their audio entries, for which they can follow the prompts indicated on the sheet. They will be asked to create audio entries minimally twice a week during the first four weeks of clinical placement, with additional entries allowed. Based on previous studies (Crozier & Cassell, 2015; Helmich et al, 2017) we estimate 10-12 student participants will be needed to ensure data saturation. As we would like to control for potential dropouts due to the duration of this study, we will aim for 15 participants to start with, which still enables us to include all data to be part of our analysis. In case initial results will show that data saturation has not yet been reached, we will include more student participants from the same cohort, who were unable to meet formal admissibility criteria of the ESP programme in time for the June placements but instead will be scheduled for November 2018.
4. Design and procedure
Data collection for this study will take place in June and July 2018. All students from the first year cohort of the ESP programme that are eligible for their first clinical placement during the summer of 2018 will receive a personal invitation via e-mail, together with an information letter about the proposed research (see 7). Student participants must sign informed consent, after which they will receive further instructions and information about research procedures. They are invited to keep a personal audio diary during the first month of clinical placement. This audio diary is meant to capture their experiences during the initiation of clinical practice. Students are asked to share their thoughts about the following prompts:
- What have you been doing?
- Who did you work with? During what activities?
- What have you learned? Can you provide specific examples of this?
- Were there any difficulties?
- What did you like?
The participants will be asked to use their smartphone to create and share individual audio recordings via data streaming through an application (‘Easy MP3 Streaming Server’) that must be downloaded, according to instructions, before start of the research. This data stream will be connected to the main researcher, who will upload the MP3-files directly into the password-protected network-environment of the AUAS on SURF drive. All audio recordings will be transcribed and coded, before being destroyed.
5. Methods
We will use audio diaries to create more insight in student’ experiences during the initiation of clinical placements. This exploratory study follows a qualitative design, with data collection taking place in June/July 2018. Students will be asked to share their thoughts about experiences within the clinical setting, minimally twice a week, during their first month of practice, following the prompts described above. These audio entries may vary in length, as they should allow for rich narrative data (Monrouxe, 2009). A small pilot study will precede actual data collection. The main researcher will further inform and instruct the students about the purpose and procedures of this research before data collection starts.
6. Analysis
We will apply thematic analysis to analyse the qualitative data. All individual audio entries will be transcribed verbatim. Two researchers (main researcher and research assistant) will individually read the transcripts and perform basic coding, following an iterative process of constant comparison. After initial categories have been established, they will then apply an experience-centered approach to thematic analysis (Worth, 2009) to further analyze the outcomes. Once key elements have been identified, initial results will be shared with the research team to resolve potential conflicts in coding and interpretation, and establish consensus on identified categories before moving on to the conceptual level. All data will be categorized using qualitative data analysis software (Atlas.ti).
7. Ethical considerations
Sampling
All first year students of the European School of Physiotherapy in Amsterdam, the Netherlands (n=54) will be invited to participate in our study, provided they are admissible for their internship in June 2018. This cohort represents students (21M/33F) from different backgrounds and nationalities (6 Dutch/39 EU/9 non-EU), with an average age of 23 years (ranging between 18-41 years). Additional details about placements (such as country and healthcare setting, see Appendix) will be taken from the online database of the School of Physiotherapy at the AUAS, for which students need to sign informed consent. We will include maximally 15 participants, of which 10 students within private practice setting and 5 students within institutions (such as hospital or rehabilitation centre). Participants will be selected on a ‘first come, first serve’ policy, as we expect the first respondents to be most interested therefore likely to commit to research procedures required.
By studying undergraduate students who are entering their first clinical placement, we hope to gain more insight on the initiation of clinical placements worldwide, by means of capturing student’ experiences during the first month of physiotherapy practice.
Justification of research
Workplace learning is of great importance within health professions education, as it contributes to competence development of healthcare students, whilst at the same time preparing future professionals to be flexible and adaptive to ongoing developments in their field. Due to the globalization of health professions education, healthcare programmes are facing an increasing number of international students, incoming as well as outgoing. The proposed study aims to create better insight in the initiation practices during international internships as experienced by undergraduate physiotherapy students, potentially leading to educational changes influencing workplace learning within their professional training.
Information and consent
The proposed study is aimed to expose new, relevant information for future educational programmes in the field of physiotherapy and other allied health professions, in relation to the initiation phase of (international) placements. All first year students from the European School of Physiotherapy (ESP) will receive an information letter and informed consent form via personal e-mail, with an invitation to participate in this research. They will have two weeks to respond to this invitation, after which the main researcher (MW) will contact them again via e-mail or in person. MW works as clinical coordinator at ESP, thus has access to the school’s database. She is not involved in teaching this cohort of students, nor does she play a role in pass/fail decisions regarding individual clinical placements.
Participation in this study is completely voluntary and should hold no disadvantages for students other than time investment, although the audio recordings might make the individual student reflect upon situations experienced, potentially increasing stress or pressure. On the other hand, these reflections might also support individual adjustment to practice, creating opportunities for learning. Students will be compensated for their time investment (estimated at 2 hours, in one month’s time) by receiving a personal iTunes gift card of 25 Euros via e-mail after their participation is completed.
All students are requested to sign informed consent before data collection starts. Students are informed that their audio recordings will be exchanged via a free downloadable Application on their personal smartphone, enabling direct upload into a protected network environment and MP3 files will be destroyed after transcription, making sure that no personal risks are involved. All data gathered during this study will be handled with great care to respect individual privacy. Recorded data obtained is considered private and will not be communicated with third parties. All audio recordings will be transcribed verbatim and coded. Only the main researcher (MW) will have access to individual recordings and to the key of codes, thus to traceable data. The other members of the research team (RD, SR, PT and ED) only have access to coded data. Students are informed about the fact that they can reconsider their options at any time and decide to no longer participate in this study. Participation is voluntary and this decision will have no (personal or professional) consequences for the participant. Research data obtained before this moment will be destroyed immediately after and no longer be used for purpose of this study. Coded research data belonging to this study will be safely stored and kept at Maastricht University for maximally 10 years, in accordance with the Dutch Code of Conduct in Research (VSNU), before being destroyed. All research data will be made anonymous before publication. In case any data obtained in this study might be re-applied for follow-up studies conducted by the main researcher, related to similar research questions, participants will be informed timely. By signing the informed consent form students agree to these conditions.<BR
Study 3: Positive Health dialogue tool and value-based healthcare: a qualitative exploratory study during residents’ outpatient consultations
No full textSummary
Objective
To explore how residents experienced the application of the Positive Health dialogue tool (PH-tool) during outpatient consultations and its influence on the delivery of value-based healthcare (VBHC).
Design
Qualitative study using non-participant observations of outpatient consultations during which residents used the PH-tool, followed by longitudinal individual, semi-structured interviews. To analyse the data from observations and interviews, observational form notes’ summarisation and categorisation, and an iterative-inductive thematic approach was used.
Participants
Eight residents, five from the ear, nose, and throat-department and three from the gastroenterology-hepatology-department, were selected through convenience sampling, accounting for 79 observations and 79 interviews.
Results
Residents had bivalent experiences with using the PH-tool. Residents discussed three main benefits: a gained insight into the individual patient’s context and functioning, a changed dynamics in resident–patient communication, and an increased awareness regarding value in terms of patient-related outcomes and healthcare costs. Three barriers became apparent: doubts regarding the PH-tool’s relevance and scope, boundaries of superspecialised medical professionals, and a lack of demarcation in clinical practice.
Conclusion
The PH-tool use can be beneficial for residents during outpatient consultations with new patients and follow-up in cases of multidimensional problems, particularly in cases of chronic conditions and generalist care. In these situations, the tool yielded valuable patient information beyond physical health, helped foster patient engagement, and enabled tailoring the treatment plan to individual patients’ needs. On the other hand, the PH-tool was not a good fit for simple problems, clearly demarcated help requests, periodic follow-up consultations, or verbose patients. In addition, it was not suitable for superspecialised care, because it yielded an abundance of general information. For particular patients and problems, using the PH-tool seems a promising strategy to increase VBHC delivery. Nevertheless, further research and detailing is needed to better align the PH-tool’s broad intent and clinical practice.
Relevant documents
The interview transcripts can be viewed in ‘InterviewsPositiveHealth’. <BR
Study 5: Enhancing Awareness and Understanding of Predatory Journals: A Delphi-Validated Educational Video
No full textIntroduction
Predatory journals threaten academic integrity, highlighting the need to educate young researchers on identifying and avoiding them. This study aims to develop and validate an educational video to raise awareness of predatory journals and equip future scholars with essential publishing skills.
Methodology
Between August and November 2024, two Delphi processes were carried out. The first involved validation of the video script, incorporating feedback from 10 experts in academia and publishing. The second focused on refining the audiovisual components with input from two graphic and communication designers. Consensus was established at a threshold of 100% agreement. Additionally, 15 young researchers participated to ensure the video was tailored to the target audience.
Results
The final video was produced following a three-round Delphi process to validate the script and a two-round process to finalize the audiovisual features. Validation by the target audience contributed to enhancing the video's quality and ensuring it was well-tailored to the end users. The final video has a duration of 10 minutes and 42 seconds.
Conclusion
This study developed and validated an educational video to raise awareness of predatory journals. Refined through a rigorous Delphi process and audience feedback, the video meets high standards of clarity and usability, offering a valuable tool for young researchers. Future evaluations will assess its effectiveness.<BR