Lifelong learning

How can I, as an employee, take control of my own development, and what support do I need from my manager? This question is central to this research line. At the micro level, the focus is on professionals who take ownership of their own development as much as possible. Do they know what is needed for this? Do they want it? Are they able and willing to take steps, and are there resources and opportunities available to make this happen? Employers play a crucial role in this process. On a close level, managers often provide the direct support employees need to take charge of their own development. The key question here is: How can I, as an employee, take control of my own development, and what support do I need from my manager?

For more information about this research line, please contact Evelien Petter- Mikx(opens in new tab).

How can employees take ownership of their tasks and work to remain sustainably employable? In this project, we collaborate with Stichting OOM to develop a practical tool that supports employees in taking ownership of their learning and development at work.

• Researchers: Menno Vos, Rosalie Korevaar, Evelien Petter-Mikx
• Partner: Stichting OOM, funded by the Dutch Ministry of Social Affairs and Employment

Background

Today’s labour market increasingly requires employees to take more ownership for their own development in order to remain sustainably employable. A supportive learning-oriented work environment is essential in enabling this. Such environments contribute to greater flexibility, motivation and well-being, and help employees adapt to ongoing change.

At the same time, taking ownership of one’s development does not always come naturally. This is also recognised by Stichting OOM. To support employees in this challenge, Stichting OOM and the Lifelong Learning research group are developing the Self-Directed work development Compass.

This tool builds on the Self-Directed learning and development Model developed by our research group in collaboration with sectoral training and development funds and social partners, TNO and the Universities of Applied Sciences Arnhem-Nijmegen.

Objective

This pilot focuses on the development and testing of a digital tool: the Self-Directed work development Compass. The tool consists of:

• A questionnaire that provides insight into an individual’s level of ownership of theire learning and dvelopment at work
• A personalised report with tailored practical recommendations

Based on their own results, employees gain insight into their current situation and are supported in identifying concrete steps to take greater control over their work. Following the pilot phase - during which the tool is developed and tested within organisations affiliated with Stichting OOM - the aim is to further optimise the tool and make it widely available.

Impact

The Self-Directed Work Development Compass supports:

• Employees taking ownership of their learning and development at work
• The creation of learning-oriented workplaces that facilitates continuous development
• Organisations in fostering a culture where employees actively shape their own development

More information

For more information, please contact Evelien Petter-Mikx(opens in new tab).

This project explores how interventions based on the 3R model (Direction, Space, and Support) help employees experience greater autonomy and control over their work. The goal is to enhance organizational agility by empowering employees.

Why this matters

For both organizations and employees, adaptability is increasingly crucial. The ability to respond to change depends heavily on employees’ flexibility. When they have the ability, willingness, and permission to take charge of their careers and employability, they can better navigate labor market shifts and workplace developments.

However, in many organizations, strict processes limit employees' ability to shape their own work. This can hinder the development of self-management skills, making employees less adaptive and putting organizational agility at risk.

Project goals

Windesheim, in collaboration with SPDI (AWVN, FNV, and CNV), supports 12 organizations in enhancing employee autonomy. Using the 3R model, the project examines whether targeted interventions improve employees' ability to take charge of their work and long-term employability.

Approach

Researchers monitor company pilots through a mixed-method approach, including impact, realist, and process evaluations. A survey measures how 3R interventions influence employees' perceived autonomy. The study also analyzes how interventions work, their implementation context, and real-world execution. SPDI assists companies in implementing interventions and coaches leaders on fostering autonomy and employee self-management.

Want to Learn More?

Contact Evelien Petter-Mikx(opens in new tab)

This project explores how vocationally trained workers in the energy sector can be supported and motivated to move into emerging occupations driven by the energy transition.

• Researchers: José Pook-Kooken, Joris Visser
• Partner: Saxion University of Applied Sciences
• Funder: Instituut Gak

Background

The energy transition - the shift from fossil fuels to sustainable energy sources - has a significant impact on the nature, content and number of jobs in energy-related sectors.

This transition creates an urgent demand for new and differently skilled professionals. At the same time, it raises an important societal challenge: how to effectively reskill and upskill workers to prepare them for emerging roles.

Practically educated workers and self-employed professionals (ZZP) are a key target group in this transition. However, mobilising this group towards new opportunities requires insight into both barriers and enabling factors for learning and career mobility.

Objective

The project aims to:

• Identify barriers and drivers that influence the willingness and ability of practically educated workers and self-employed professionals to engage in reskilling and upskilling
• Develop and share practical recommendations for companies, education providers and social partners
• Support the design of effective initiatives for reskilling, upskilling and job-to-job transitions

Through this, the project contributes to a broader societal dialogue on how to engage more people in the energy transition.

Approach

This project follows a participatory design research approach, working through four iterative design phases.

In close collaboration with workers, self-employed professionals, organisations and social partners, the project addresses the central question: How can we support practically educated workers in the energy sector to prepare for future occupations shaped by the energy transition?

The approach focuses on developing concrete tools, insights and learning-oriented interventions that can be applied in practice.

Impact

The project contributes to:

• Increased engagement of workers in lifelong learning and career development
• Better alignment between labour market needs and workforce skills
• The creation of learning-oriented pathways that support transitions into new roles

More information

For more information, please contact Evelien Petter-Mikx(opens in new tab).

How can organizations make it attractive for employees to develop themselves? This research line seeks to answer this question at the meso level. We aim to encourage organizations to create a learning culture that focuses on enriching tasks, collaborative learning, a safe environment where experimentation and mistakes are allowed, leadership that fosters learning, learning processes integrated into existing structures and workflows, and the structural acquisition of knowledge and experience from outside the organization. The key question is: How can knowledge about the building blocks of a learning culture be concretely implemented within organizations so that professionals feel invited and challenged to continuously develop themselves?

For more information about this research line, please contact Menno Vos(opens in new tab).

This project focuses on scaling up, further developing and testing learning culture interventions, enabling network partners to effectively strengthen learning cultures within SMEs.

• Researchers: Rosalie Korevaar, Evelien Petter-Mikx, Ineke de Ruiter, Julia Slatius
• Partner: Saxion Research Group Employability Transition, CIVON, Pioneering, Stichting OOM, Volandis, Wij-Techniek, Bouwend Nederland, VNO-NCW, Metaalunie, Human Capital Zwolle
• Funder: TechOOST

Background

Technological developments offer SMEs significant opportunities for innovation. Increasingly, organisations recognise the importance of learning and development in the workplace. At the same time, there is a clear need for practical and accessible ways to embed learning into daily work.

This project builds on previous experience with learning culture initiatives and responds to this need by supporting network partners - such as sector organisations, networks, and training and development funds - and their SMEs in strengthening a future-oriented learning culture.

Objective

The project aims to further develop and scale an existing toolbox of learning culture interventions.

This toolbox supports network partners and SMEs to:

• Gain insight into their current learning culture
• Implement practical approaches that fit daily work practices
• Strengthen learning-oriented tasks, collaborative learning, and reflexivity and experiential learning

The project builds on existing initiatives, refines them in collaboration with partners, and scales them up to reach a broader group of SMEs. In addition, a practical roadmap will be developed, and interventions will be evaluated to identify what works in embedding learning and development into everyday work.

Expected outcomes

The project strengthens learning cultures within SMEs in the eastern Netherlands through close collaboration with existing networks.

Key results include:

• Sustainable collaborations with sector organisations, networks, and training funds
• Practical, low-threshold interventions that align with daily work practices
• A step-by-step approach enabling SMEs to independently develop their learning culture
• Learning-oriented workplaces where employees continuously develop skills
• A digital toolbox that allows network partners and SMEs to directly apply tools and methods

The approach ensures that learning and development become an integral part of daily work, aligned with organisational goals and future challenges.

More information

For more information, please contact Evelien Petter-Mikx(opens in new tab).

In collaboration with TNO, Windesheim is developing a Quickscan Learning Culture, a tool that quickly assesses whether an organization fosters a strong learning culture.

Why this matters

The Dutch Ministry of Social Affairs and Employment launched a multi-year program in late 2023 to promote lifelong learning and development. The goal is to make learning an integral part of daily business operations. As part of the program’s "Support and Facilitate" track, TNO and Windesheim are developing the Quickscan Learning Culture. This accessible tool raises awareness and provides organizations with an initial impression of their learning culture.

Project Goals

Help organizations recognize their current learning culture and identify areas for improvement. Gain insights into the learning culture of a broad range of organizations across the Netherlands.

Approach

The Quickscan is based on validated learning culture models (Korevaar et al., 2020 & Van der Torre et al., 2020) used in previous research. The project involves: A preliminary study to refine the concept. Developing a digital tool that provides instant feedback to organizations. A pilot phase with SMEs to test and optimize the tool. A final rollout to make the Quickscan widely available.

Want to learn more?

Contact Evelien Petter-Mikx(opens in new tab).

How can skills take a more central role in today’s tight labour market? This project introduces a practical tool for skills-based recruitment and development of employees.

• Researcher: José Kooken
• Commissioned by: Province of Overijssel
• Partner: Saxion University of Applied Sciences, Research Group Strategic HRM

Background

A more inclusive, dynamic and skills-based labour market is essential to strengthen the Dutch economic resilience and enable major societal transitions. This requires a shift towards labour markets where both the development of skills and the matching of people and work are increasingly based on skills.

In practice, however, many organisations - particularly SMEs - still rely on traditional approaches to recruitment and development. As a result, they are often unfamiliar with the long-term benefits of a skills-based approach. In addition, recruiting and selecting candidates based on skills can initially require more time and attention compared to conventional methods focused on diplomas and certifications.

Objective

This project developed a practical tool, building on existing insights and initiatives related to the skills-based labour market.

The tool supports organisations in:

• Applying skills-based recruitment in a structured and accessible way
• Strengthening employee development through a focus on skills
• Creating learning-oriented pathways for continuous development

By making skills explicit and actionable, organisations are better equipped to align people, work and development opportunities.

Ouput

A practical tool for skills-based recruitment(opens in new tab) and development is available.

More information

For more information, please contact Menno Vos(opens in new tab).

To initiate lifelong learning for individual employees, the broader environment of the organization also plays a role. This context—the ecosystem—consists of other (private) organizations, social partners, governmental bodies, and educational institutions. It should be designed in such a way that it not only strengthens a positive learning culture within organizations at the meso level but also enhances the learning and innovative capacity of professionals at the micro level. The key question is: How can such public-private learning communities be structured to effectively contribute to professionals' ability to continuously develop themselves?

For more information about this research line, please contact Jeltje Talen(opens in new tab).

The national research and innovation programme Smart Skills@Scale develops knowledge and tools that support companies and professionals in working in a human-centred and future-oriented way.

• Researchers: Jeltje Talen, José Kooken, Menno Vos
• Funder: NWO
• Knowledge partners: Saxion Research Group Employability Transition, Radboud University, TNO, KU Leuven, University of Twente, Maastricht University, Vrije Universiteit Amsterdam, University of Amsterdam

Background

The manufacturing sector and Smart Industry are evolving rapidly due to technological and societal developments such as digitalisation and sustainability transitions. These changes call for new ways of working, learning and collaborating within organisations.

For many companies and production workers, existing practices and skills are no longer sufficient. Smart Skills@Scale addresses this challenge through a practice-based, human-centred and scalable approach that supports organisations and professionals in adapting to ongoing change.

The consortium connects Smart Industry communities, 450 SMEs, social and educational partners, and academic research groups.

Objective

Smart Skills@Scale aims to collaborate with companies, knowledge institutions and societal partners to build a human-centred, sustainable and resilient Smart Industry.

The programme is structured around four key themes:

• Human-centred technology implementation
• Renewed appreciation of craftmanship
• Skills development and lifelong learning
• A future-oriented labour market

Together, we contribute to a resilient Smart Industry in which people and technology reinforce each other.

Expected outcomes

Smart Skills@Scale develops knowledge, tools and approaches that are directly applicable in practice, such as:

• Smart production environments where people and technology collaborate effectively
• Future-proof jobs that strengthen craftsmanship and support continuous development
• Learning-oriented workplaces where employees continuously develop new skills
• Strong ecosystems in which companies, educational institutions and other partners collaborate to strengthen a resilient industrial sector

More information

For more information, please contact Jeltje Talen(opens in new tab).

The SMART4L project aims to enhance the learning capacity of logistics companies and improve the employability of logistics employees by fostering (inter)regional collaboration on ICT-driven innovation.

Why this matters

In a rapidly evolving technological landscape, logistics companies and their employees must quickly adapt. However, many ICT innovations remain underutilized due to a lack of relevant skills among workers. SMART4L bridges this gap by strengthening the learning capacity of logistics companies and boosting workforce employability. The key questions are:

• How can employees keep up with new ICT technologies and contribute to their adoption?
• How can organizations create the right conditions to promote and facilitate ICT learning and innovation?

Project Goals

SMART4L focuses on redesigning and optimizing three regional learning communities:

1. Port of Twente
2. Logistics Lab Zwolle
3. Kansen met Data – Datalab

These learning communities bring together businesses, knowledge institutions, educators, and industry associations to collaborate, co-create, and adopt ICT-driven innovations.

Approach

In collaboration with research institutions and industry partners, we investigate how and when learning communities can drive sustainable ICT innovation in logistics and support the development of necessary workforce skills. The project focuses on three key accelerators:

1. Designing and developing sustainable learning communities (CLCs).
2. Building an ICT platform for knowledge sharing and co-creation.
3. Optimizing social dynamics to enhance learning, knowledge exchange, and innovation adoption.

Want to learn more?

Contact Jeltje Talen(opens in new tab).

Continuing professional development for healthcare and social care professionals does not always align with the needs of dementia care. Learning communities offer new opportunities for learning and innovation, contributing to a better quality of life for people living with dementia.

• Lead researchers: dr.ir. Simone de Bruin, dr. Marieke Veltman and dr. Menno Vos
• Partners: Windesheim University of Applied Sciences (Research Groups Living Well with Dementia and Lifelong Learning); Utrecht University; Radboudumc; Eindhoven University of Technology; Leiden University of Applied Sciences; Alzheimer Netherlands (including regional branches Drenthe and IJssel-Vecht); Article 25 Foundation; Beleef Dementie BV; Driezorg; Ideon; Netwerk 100; Dementia Network Drenthe; Stichting Into D’mentia; WijZ; Zonnehuisgroep IJssel-Vecht; Pleyade; and various healthcare and social care organisations involved in the learning communities
• Funding: Enable-dem (project number: KICH1.HC01.20.003) is part of the research programme Human Capital: Learning Communities as Innovation Accelerator, funded by the Netherlands Organisation for Scientific Research (NWO)

Background

Healthcare and social care professionals play a key role in creating environments that enable people with dementia to live well at home. However, their education and professional development do not always match the demands of dementia care in practice. In addition, professionals often experience limited organisational learning structures that support continuous learning and development.

As a result, new approaches to learning and development are needed to accelerate the uptake of innovations that support living well with dementia. Learning communities are emerging as a promising approach: collaborative settings in which organisations and professionals learn, work and innovate together.

Objective

The Enable-dem project studies and connects four existing learning communities that contribute to living well with dementia. The project aims to both facilitate knowledge exchange and deepen understanding of how learning communities function and how they can be strengthened.

Key questions include:

• How do learning communities contribute to lifelong learning and innovation?
• How can they be effectively designed and sustained?
• How can people with dementia and informal caregivers be meaningfully involved?

The learning communities focus on themes such as culturally sensitive care, dementia-friendly societies, interprofessional collaboration, and the use of technology.

Approach and impact

By strengthening collaboration between research, education and practice, the project contributes to improved and more innovative care and support services.

• Healthcare and social care organisations enhance their services through continuous learning and innovation
• Professionals engage in collaborative learning and learn from each other across disciplines
• Education programmes align more closely with practice-based questions and emerging insights

This contributes to learning-oriented environments in which professionals continuously develop their skills and are better equipped to respond to developments in dementia care. At the same time, educational programmes are strengthened by integrating current research and practical insights, with increased attention to how to design, organise and facilitate “living well with dementia”.

More information

For more information, please contact Marieke Veltman(opens in new tab).