Doel. Deze studie is verricht om het verloop van het proces tussen HRM-percepties en HRM-uitkomsten inzichtelijk te maken, waarbij de invloed van HRM-percepties op HRM-uitkomsten werd getoetst. De probleemstelling in dit onderzoek luidt: “Op welke wijze en in welke mate kunnen HRM-percepties bijdragen aan individuele HRM-uitkomsten van medewerkers van het Laurentius Ziekenhuis Roermond?”
Methode. Een vragenlijstonderzoek werd verricht onder werknemers in het Laurentius Ziekenhuis Roermond (N=346), die direct patientencontact ondervonden. De volgende drie HRM-percepties werden als een HRM-bundel onderzocht: training en ontwikkeling, autonomie en interne promotiekansen. De volgende vier HRM-uitkomsten werden meegenomen in het onderzoek: organisationele betrokkenheid, OCB, werknemerstevredenheid en intentie tot vertrek. Gecontroleerd werd voor de variabelen geslacht, leeftijd, gemiddeld aantal werkuren per week en opleidingsniveau.
Resultaten. Tussen HRM-percepties en HRM-uitkomsten bestaan zwakke correlaties, waarbij HRM-percepties en intentie tot vertrek negatief zijn gerelateerd. Daarentegen, HRM-percepties relateren positief met organisationele betrokkenheid, OCB en werknemerstevredenheid. Meervoudige regressieanalyses laten zien dat de aanwezigheid van HRM-percepties bij werknemers een positieve invloed heeft op werknemerstevredenheid en organisationele betrokkenheid (p<,01). HRM-percepties hebben daarentegen een negatieve relatie met intentie tot vertrek (p<,01). Leeftijd is eveneens van invloed op organisationele betrokkenheid en intentie tot vertrek (p<,01). Tussen HRM-percepties en OCB is geen significant verband gevonden.
Conclusie. HRM-percepties hebben geen invloed op OCB. HRM-percepties hebben echter een significante positieve invloed op de individuele HRM-uitkomsten werknemerstevredenheid en organisationele betrokkenheid. Tevens leveren ze een significante negatieve bijdrage aan intentie tot vertrek van medewerkers van het Laurentius Ziekenhuis. De controlevariabele leeftijd blijkt een voorspeller voor organisationele betrokkenheid en intentie tot vertrek: oudere werknemers ervaren een hogere mate van betrokkenheid en een lagere intentie tot vertrek. Kortom, de invloed van een HRM-beleid leidt tot HRM-percepties bij medewerkers, die effect hebben op bepaalde HRM-uikomsten. Het is dus mogelijk om via een HRM-beleid te sturen op medewerkersuitkomsten.
Start-ups, especially those with a focus on technical products or services, are known to be a key driver of innovation. Although engineering students are increasingly interested in founding and their start-ups are of considerable quality, Germany has a small number of new start-ups, as well as an equally low rate of innovation in the knowledge-based and high-technology sector compared to some other leading nations. Engineering students, which are most likely to found a tech related start-up seem to lack knowledge and incentives to start an autonomous venture. A survey of 109 engineering students, targeted this issue. It showed that only that 56,7% of the surveyed students could imagine establishing a start-up after completing their degree, but only 6% of the students actually plan to start a business, which was mostly due to the lack of preparation and the individual fear of failure. To face these challenges, the seminar "How to become an entrepreneur" is developed within the project ELLI 2. The extracurricular seminar provides students with skills they need to generate ideas, setting up a business plan and launch their business. Its program follows a two-pronged teaching approach. Theoretical frameworks as well as hands-on problem solving are integral parts of the learning experience to equip the students not only with knowledge, but with the ability of applying the acquired information. This paper outlines the approach of the developed seminar which is preparing students in an academic setting for applying their entrepreneurial knowledge.
In order to foster sustainable development in politics, society, technology (e.g.energy, mobility, industrial production) and other fields, it is essential to analyze and assess the sustainability of products, processes, strategies, organizations and actions regarding these fields.For that purpose, there are numerous approaches to sustainability assessment.A growing focus lies on multi-method or combined approaches.They offer the potential for integrated and holistic assessments regarding multiple sustainability dimensions, life cycle phases or input types.The variety of approaches impedes comparison and selection of the suitable approach for the respective assessment situation.This can lead to assessment errors and incredibility of results and thus, delay sustainable development.Systematization and comparison frameworks are needed to overcome this gap.This paper provides three main outcomes.Firstly, a review of existing multi-method sustainability assessment approaches gives insights into the status quo and the characteristics of existing approaches.Secondly, a review of frameworks for systemizing and comparing assessment approaches provides an overview of perspectives and criteria for such frameworks.Finally, considering characteristics of multi-method approaches and criteria from existing frameworks, a comprehensive criteria-set is developed.The criteria-set marks the starting point for the development of a holistic systematization and comparison framework in future works.
An often underestimated challenge for lecturers is a considerate use of their voice in teaching auditoriums. Even experienced lecturers are challenged by speaking in front of large classes or in new surroundings for the first time. Universities therefore often offer special voice trainings in which lecturers can be trained to use their voice correctly by a professional voice coach. Those trainings, however, often do not offer a realistic simulation of the lecturers' everyday teaching life. The project "ELLI" (Excellent Teaching and Learning in Engineering Sciences), funded by the federal ministry of education and research in Germany, aims at solving exactly this problem: It will give teachers the opportunity to practice their vocal capabilities in a special Mixed Reality Voice Lab. Within this lab, lecturers are able to participate in immersive voice trainings. Those trainings are adaptable to the lecturers' specific needs and environments and can therefore differ in terms of class size, stereoscopic vision and sonic interaction. The trainings are guided by professional vocal coaches. Currently, a first prototype of the Voice Lab that offers two different settings has been developed. The scenarios will be continuously improved based on user feedback and serve as a basis for the development of a wide range of adjustable settings. In order to generate the specific settings, that match the individual needs of the lecturers, real-life auditoriums have been acoustically measured by using specific professional microphones. The visual representation has been realized by using 360° cameras. In the long run, the immersive Mixed Reality Voice Lab will be deployable to other universities and contexts where it will offer lecturers the opportunity to practice their voice in environments that represent a realistic simulation of their actual teaching scenarios in terms of sound and vision. Additionally, lecturers will also be able to experience their own teaching in replay out of a students' perspective. This allows for a deeper self-reflection of their own vocal performance and serves to foster the learning process.
Mobile robots such as Aldebaran's humanoid Pepper currently find their way into society.Many research projects already try to match humanoid robots with humans by letting them assist, e.g., in geriatric care or simply for purposes of keeping company or entertainment.However, many of these projects deal with acceptance issues that come with a new type of interaction between humans and robots.These issues partly originate from different types of robot locomotion, limited human-like behaviour as well as limited functionalities in general.At the same time, animal-type robots-quadrupeds such as Boston Dynamic's WildCat-and underactuated robots are on the rise and present social scientists with new challenges such as the concept of uncanny valley.The possible positive aspects of the unusual cooperations and interactions, however, are mostly pushed into the background.This paper describes an approach of a project at a research institution in Germany that aims at developing a setting of human-robot-interaction and collaboration that engages the designated users in the whole process.
<p class="Abstract"><span lang="EN-US">In light of the increasing technological developments, working life and education is changing and becoming more complex, interconnected and digital. These changed circumstances require new and modified competences of future employees. Education has to respond to the changing requirements in working life. To prepare for this, a technological-oriented teaching and learning process as well as gaining practical experience is crucial for students. In this context, Virtual Reality (VR) technologies provide new opportunities for practical experience in higher education, where they can further intensify the students learning experiences to a more immersive and engaging involvement in the learning process. To evaluate the potential of immersive virtual learning environments (VLE) for higher education and to understand more deeply which kind of experiences students gain while learning in immersive virtual environments (VE) an experimental research study is carried out. The paper describes education in light of industry 4.0 first and gives an overall view of immersive learning and the role of VR Technologies. Then the user study to measure user experience (UX) in immersive VLE is presented. Preliminary results are outlined and discussed with a view of further research.</span></p>
Far reaching changes in university higher education have taken place in the last ten years. Different factors, e.g. necessity of on-professional competences in engineering education, rising or vast student numbers and new technical possibilities, have influenced the academic teaching and learning process. Therefore interdependence between requirements and didactical-educational possibilities is given. Because of changed circumstances an adaption of teaching methods and concepts is required. At the same time Bologna arrogates students to be placed in the centre of the teaching and learning process and claims on-professional competences for today's students. Especially for XL-Classes this is a specific challenge. One of the questions ensuing is how to increase learning success by the use of specific didactical methods? With a research approach connecting different proven didactical concepts and considering the previously shown conditions, the concept of the lecture "communication and organizational development" (KOE) at RWTH Aachen University has been redesigned. This lecture, organized by the Institute Cluster IMA/ZLW & IfU at RWTH Aachen University, is mainly frequented by up to nearly 1.300 students of the faculty of mechanical engineering and inherent part of the bachelor-curriculum. The following practical example prospects the multi-angulation of didactical concepts and shows up innovative educational teaching.
