Piety Runhaar
Biographic Data
| ID | 4605646 |
|---|---|
| NAME | Piety Runhaar |
| GIVEN NAMES | Piety |
| FAMILY NAME | Runhaar |
| SIGNATURE | RUNHAAR P |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0003-4151-5003 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Promoting team learning in schools
Schools worldwide are implementing team structures as means to cope with ever increasing and changing demands, such as more diverse student population and calls for digitalization. For teams to be effective, team learning is needed. However, research shows that this requires a dramatical change in teachers’ attitude and behaviour. The current study examines to what degree and how Team-based Human Resources Management (THRM)—referring to HR practi…
Who am I? – Exploring secondary education school leaders’ professional identity
This study explored school leaders’ professional identity by examining the guiding standards school leaders pursue in their jobs and the professional roles they identify themselves with. Using professional roles in school leadership that were formulated in (inter)national frameworks, 36 Dutch school leaders in secondary education provided their identity standards and their professional role identification. Standards were grouped per topic for eac…
Collaboration activities in pedagogical development programmes in higher education
Previous studies showed the importance of collaboration among teachers within Pedagogical Development Programmes (PDP). However, due to the varied use of the term collaboration in the literature, it is often unclear how different types of collaboration (from independent to interdependent) are related to various learning outcomes. In this survey study among PDP participants, we distinguished three types of collaboration activities: information exc…
What do we expect from career guidance in schools? A comparison of the intended results in national and school policy
There is an increasing mandate for schools in many Western societies to provide career guidance. Yet the implementation process of career guidance has not been a smooth one. Using the Dutch VET sector as an exemplary case, the current study aims to understand the implementation gap by examining views concerning the intended results of career guidance. A multiple case study, including the viewpoints of actors at different levels of policy making v…
The added value of exploring course innovations university-wide
In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices.Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection questioning the 'who', 'how' and 'for what' of course innovations.This study applied the multifaceted anal…
Thriving on Strengths
The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than teachers who survive. Based on theories on strengths use we propose that strengths interventions which help teachers to identify, use, and develop their strengths can enhance their thriving (vitality and learning) which enables them to perform better. In addition, based on the socioemotional selective theory we…
Mapping course innovation in higher education
This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands. The resulting CIF considers multiple stages of course innovation – intended, implemented and attained…
How vocational education teachers and managers make sense of career guidance
Efforts to create career learning environments which provide students with work experience, skills for making choices and career guidance dialogues, appear to stagnate in vocational education and training (VET) institutions in the Netherlands. In this case study we explore how teachers and their managers make sense of career guidance. We found varying views of career guidance, which may be contributing to the stagnation. Dialogue between teachers…
Fostering teachers' team learning
Teachers' organizational citizenship behaviour
Promoting system-level learning from project-level lessons
Stimulating teachers' reflection and feedback asking
Food for thought
Developing a competency-based framework for teachers’ entrepreneurial behaviour
Developing a competency-based framework for teachers’ entrepreneurial behaviour
Stimulating teachers' reflection and feedback asking
Food for thought
Teachers' organizational citizenship behaviour
Promoting system-level learning from project-level lessons
Fostering teachers' team learning
Mapping course innovation in higher education
This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands. The resulting CIF considers multiple stages of course innovation – intended, implemented and attained…
How vocational education teachers and managers make sense of career guidance
Efforts to create career learning environments which provide students with work experience, skills for making choices and career guidance dialogues, appear to stagnate in vocational education and training (VET) institutions in the Netherlands. In this case study we explore how teachers and their managers make sense of career guidance. We found varying views of career guidance, which may be contributing to the stagnation. Dialogue between teachers…
Thriving on Strengths
The teaching profession is characterized by high demands and teachers who thrive are better able to navigate their demanding context than teachers who survive. Based on theories on strengths use we propose that strengths interventions which help teachers to identify, use, and develop their strengths can enhance their thriving (vitality and learning) which enables them to perform better. In addition, based on the socioemotional selective theory we…
The added value of exploring course innovations university-wide
In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices.Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection questioning the 'who', 'how' and 'for what' of course innovations.This study applied the multifaceted anal…
Collaboration activities in pedagogical development programmes in higher education
Previous studies showed the importance of collaboration among teachers within Pedagogical Development Programmes (PDP). However, due to the varied use of the term collaboration in the literature, it is often unclear how different types of collaboration (from independent to interdependent) are related to various learning outcomes. In this survey study among PDP participants, we distinguished three types of collaboration activities: information exc…
What do we expect from career guidance in schools? A comparison of the intended results in national and school policy
There is an increasing mandate for schools in many Western societies to provide career guidance. Yet the implementation process of career guidance has not been a smooth one. Using the Dutch VET sector as an exemplary case, the current study aims to understand the implementation gap by examining views concerning the intended results of career guidance. A multiple case study, including the viewpoints of actors at different levels of policy making v…
Promoting team learning in schools
Schools worldwide are implementing team structures as means to cope with ever increasing and changing demands, such as more diverse student population and calls for digitalization. For teams to be effective, team learning is needed. However, research shows that this requires a dramatical change in teachers’ attitude and behaviour. The current study examines to what degree and how Team-based Human Resources Management (THRM)—referring to HR practi…
Who am I? – Exploring secondary education school leaders’ professional identity
This study explored school leaders’ professional identity by examining the guiding standards school leaders pursue in their jobs and the professional roles they identify themselves with. Using professional roles in school leadership that were formulated in (inter)national frameworks, 36 Dutch school leaders in secondary education provided their identity standards and their professional role identification. Standards were grouped per topic for eac…
Psychology (10 works) · Pedagogy (9 works) · Political science (9 works) · Computer Science (6 works) · Public relations (6 works) · Social Psychology (6 works) · Sociology (6 works) · Teacher Education and Leadership Studies (6 works) · Business (4 works) · Knowledge management (4 works)