R Wesselink
Biographic Data
| ID | 4516379 |
|---|---|
| NAME | R Wesselink |
| GIVEN NAMES | R |
| FAMILY NAME | Wesselink |
| SIGNATURE | WESSELINK R |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0002-2737-8471 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Making sense of healthy and sustainable food: Adolescents’ voices on what it means, why it matters, and future change
Despite growing research on school food interventions aimed at promoting sustainable and healthy diets, the perspectives of adolescents regarding those interventions remain underexplored. This study explores adolescents’ understanding, perceived importance, and proposed strategies for (facilitating) healthy and sustainable food choices. A mixed-methods study was conducted among 296 adolescents (aged 12–16) at four Dutch secondary schools. Data wa…
From Theory to Practice: Using the Exploratory Sequential Design to Develop a Continuous Professional Development Framework
There are limited studies on the application of exploratory sequential design as a mixed methods approach to intervention development. Accordingly, the methodological purpose of this paper, using an agricultural education example, is to illustrate how the mixed methods exploratory sequential design can be used in the development of a continuous professional development framework. The paper incorporates 35 semi-structured interviews, 70 survey res…
Determinants, behaviour change techniques and pedagogical approaches used in secondary school-based food and nutrition programmes: A qualitative study of the SWITCH project
It seems promising for food and nutrition programmes at secondary schools to expand their current focus beyond knowledge and skills, to also target environmental, social and other essential individual determinants during adolescence which are now under-reported, such as identity. Moreover, our study revealed the importance for programmes to be tailored to adolescents' worldviews and to stimulate adolescents to be actively involved
The food environment through the eyes of adolescents: Exploring socioecological factors and opportunities for healthy and sustainable food choices
While navigating the food offer in their homes, schools and other food outlets, adolescents balance more healthy and sustainable food choices at home with more autonomous, but less healthy and less sustainable, choices outside of their homes. To support adolescents in making more healthy and sustainable choices, environments in and around schools should be designed to promote healthy and sustainable options that are affordable, while also facilit…
Integrating health and sustainability: Food and nutrition programmes in the Dutch secondary school context
This study explores how health and sustainability are integrated in Dutch secondary school-based food and nutrition programmes, as well as how those programmes embed the two themes in the broader school context, using the whole school approach (WSA) as an analytical framework. Fifteen online semi-structured interviews were conducted with programme representatives, supplemented by a document analysis of scientific and grey literature. Half of the …
Responsible innovation across societal sectors: A practice perspective on Quadruple Helix collaboration
To address societal challenges, research and innovation approaches, involving a wide range of actors, are increasingly promoted by policy communities. This paper explores the practice of Quadruple Helix collaborations for responsible innovation and how these implement the theoretical ambition of including actors from different societal sectors in innovation, including actors from the fields of arts, media and civil society, which is conceptualize…
Enabling shared values for sustainability transformation: Empirical lessons from a case of promoting cross-group collaboration in China
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
Learning Organization for Corporate Social Responsibility Implementation: Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics
Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from…
Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches
For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence – the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems…
An Agonistic Approach to Technological Conflict
Traditional approaches to conflict are oriented towards establishing (or re-establishing) consensus, either in the form of a resolution of the conflict or in the form of an ‘agree-to-disagree’ standstill between the stakeholders. In this paper, we criticize these traditional approaches, each for specific reasons, and we propose and develop the agonistic approach to conflict. Based on Chantal Mouffe’s agonistic democratic theory, the agonistic app…
Teachers as brokers: Adding a university-society perspective to higher education teacher competence profiles
Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder …
Discussion structures as tools for public deliberation
We propose the use of discussion structures as tools for analyzing policy debates in a way that enables the increased participation of lay stakeholders. Discussion structures are argumentation-theoretical tools that can be employed to tackle three barriers that separate lay stakeholders from policy debates: difficulty, magnitude, and complexity. We exemplify the use of these tools on a debate in research policy on the question of responsibility. …
Social labs as an inclusive methodology to implement and study social change: The case of responsible research and innovation
The embedding and promotion of social change is faced with a paradoxical challenge. In order to mainstream an approach to social change such as responsible research and innovation (RRI) and make it into a practical reality rather than an abstract ideal, we need to have conceptual clarity and empirical evidence. But, in order to be able to gather empirical evidence, we have to presuppose that the approach already exists in practice. This paper pro…
Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making
Professional development status of teaching staff in a Ugandan public university
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff's job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching sta…
Encouraging sustainability in the workplace: A survey on the pro-environmental behaviour of university employees
The current status of teaching staff innovation competence in Ugandan universities: Perceptions of Managers, Teachers, and Students
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher edu…
Learning apart and together: Towards an integrated competence framework for sustainable entrepreneurship in higher education
Self-directed lifelong learning in hybrid learning configurations
Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, au…
Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions
Developing competence profiles for educators in environmental education organisations in the Netherlands
This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practition…
Developing competence profiles for educators in environmental education organisations in the Netherlands
This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practition…
Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches
For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence – the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems…
Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making
The current status of teaching staff innovation competence in Ugandan universities: Perceptions of Managers, Teachers, and Students
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher edu…
Enabling shared values for sustainability transformation: Empirical lessons from a case of promoting cross-group collaboration in China
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
Professional development status of teaching staff in a Ugandan public university
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff's job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching sta…
Developing competence profiles for educators in environmental education organisations in the Netherlands
This qualitative study explores the meanings and possible merits of introducing competence profiles for enhancing professional development in the environmental education sector in the Netherlands. It presents the three most important environmental education jobs and their underlying competencies alongside their core professional challenges, as identified by environmental educators and experts in the Netherlands. The jobs are: education practition…
Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions
Learning apart and together: Towards an integrated competence framework for sustainable entrepreneurship in higher education
Self-directed lifelong learning in hybrid learning configurations
Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, au…
Encouraging sustainability in the workplace: A survey on the pro-environmental behaviour of university employees
The current status of teaching staff innovation competence in Ugandan universities: Perceptions of Managers, Teachers, and Students
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher edu…
Professional development status of teaching staff in a Ugandan public university
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff's job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching sta…
Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making
Teachers as brokers: Adding a university-society perspective to higher education teacher competence profiles
Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder …
Discussion structures as tools for public deliberation
We propose the use of discussion structures as tools for analyzing policy debates in a way that enables the increased participation of lay stakeholders. Discussion structures are argumentation-theoretical tools that can be employed to tackle three barriers that separate lay stakeholders from policy debates: difficulty, magnitude, and complexity. We exemplify the use of these tools on a debate in research policy on the question of responsibility. …
Social labs as an inclusive methodology to implement and study social change: The case of responsible research and innovation
The embedding and promotion of social change is faced with a paradoxical challenge. In order to mainstream an approach to social change such as responsible research and innovation (RRI) and make it into a practical reality rather than an abstract ideal, we need to have conceptual clarity and empirical evidence. But, in order to be able to gather empirical evidence, we have to presuppose that the approach already exists in practice. This paper pro…
An Agonistic Approach to Technological Conflict
Traditional approaches to conflict are oriented towards establishing (or re-establishing) consensus, either in the form of a resolution of the conflict or in the form of an ‘agree-to-disagree’ standstill between the stakeholders. In this paper, we criticize these traditional approaches, each for specific reasons, and we propose and develop the agonistic approach to conflict. Based on Chantal Mouffe’s agonistic democratic theory, the agonistic app…
Learning Organization for Corporate Social Responsibility Implementation: Unravelling the Intricate Relationship Between Organizational and Operational Learning Organization Characteristics
Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from…
Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches
For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence – the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems…
Responsible innovation across societal sectors: A practice perspective on Quadruple Helix collaboration
To address societal challenges, research and innovation approaches, involving a wide range of actors, are increasingly promoted by policy communities. This paper explores the practice of Quadruple Helix collaborations for responsible innovation and how these implement the theoretical ambition of including actors from different societal sectors in innovation, including actors from the fields of arts, media and civil society, which is conceptualize…
Enabling shared values for sustainability transformation: Empirical lessons from a case of promoting cross-group collaboration in China
Experts' perceptions on motivators and barriers of healthy and sustainable dietary behaviors among adolescents: The SWITCH project
The interplay of influences shaping dietary behaviors of adolescents needs to be well-understood to develop effective strategies stimulating healthy and sustainable behaviors. This study aimed to identify the most relevant, urgent, changeable and effective motivators and barriers of healthy and sustainable dietary behaviors among adolescents (10-19 years), as perceived by an inter- and transdisciplinary expert panel. Experts working in practice (…
Determinants, behaviour change techniques and pedagogical approaches used in secondary school-based food and nutrition programmes: A qualitative study of the SWITCH project
It seems promising for food and nutrition programmes at secondary schools to expand their current focus beyond knowledge and skills, to also target environmental, social and other essential individual determinants during adolescence which are now under-reported, such as identity. Moreover, our study revealed the importance for programmes to be tailored to adolescents' worldviews and to stimulate adolescents to be actively involved
The food environment through the eyes of adolescents: Exploring socioecological factors and opportunities for healthy and sustainable food choices
While navigating the food offer in their homes, schools and other food outlets, adolescents balance more healthy and sustainable food choices at home with more autonomous, but less healthy and less sustainable, choices outside of their homes. To support adolescents in making more healthy and sustainable choices, environments in and around schools should be designed to promote healthy and sustainable options that are affordable, while also facilit…
Integrating health and sustainability: Food and nutrition programmes in the Dutch secondary school context
This study explores how health and sustainability are integrated in Dutch secondary school-based food and nutrition programmes, as well as how those programmes embed the two themes in the broader school context, using the whole school approach (WSA) as an analytical framework. Fifteen online semi-structured interviews were conducted with programme representatives, supplemented by a document analysis of scientific and grey literature. Half of the …
Making sense of healthy and sustainable food: Adolescents’ voices on what it means, why it matters, and future change
Despite growing research on school food interventions aimed at promoting sustainable and healthy diets, the perspectives of adolescents regarding those interventions remain underexplored. This study explores adolescents’ understanding, perceived importance, and proposed strategies for (facilitating) healthy and sustainable food choices. A mixed-methods study was conducted among 296 adolescents (aged 12–16) at four Dutch secondary schools. Data wa…
From Theory to Practice: Using the Exploratory Sequential Design to Develop a Continuous Professional Development Framework
There are limited studies on the application of exploratory sequential design as a mixed methods approach to intervention development. Accordingly, the methodological purpose of this paper, using an agricultural education example, is to illustrate how the mixed methods exploratory sequential design can be used in the development of a continuous professional development framework. The paper incorporates 35 semi-structured interviews, 70 survey res…
Political science (12 works) · Psychology (12 works) · Pedagogy (10 works) · Sociology (9 works) · Computer Science (8 works) · Medicine (8 works) · Public relations (8 works) · Environmental Education and Sustainability (7 works) · Business (6 works) · Sustainability (6 works)