Yvette Baggen
Biographic Data
| ID | 5898702 |
|---|---|
| NAME | Yvette Baggen |
| GIVEN NAMES | Yvette |
| FAMILY NAME | Baggen |
| SIGNATURE | BAGGEN Y |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0001-6284-3925 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Supporting convergent thinking in entrepreneurship education
Convergent thinking is increasingly recognised as a critical skill for university students, yet it has received far less attention in education than divergent thinking. This gap is particularly evident in entrepreneurship education (EE), where opportunity identification (OI) lies at the core of learning. Although OI requires students to both generate and evaluate ideas, most teaching approaches emphasise idea generation (divergent thinking) while…
The Peradex
Higher education has the responsibility to educate students to take up grand societal challenges, such as climate change or threats to global health. To this end, students and professionals need to develop adaptive expertise (AE), which is the ability to perform at a high level when facing new or changing problem situations. Scholars struggle with measurement of AE. Various questionnaires that measure AE are self-assessments, which might lead to …
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Logics at play
Most entrepreneurial ecosystem research has focused on the actors and interactions within a focal (often regional) entrepreneurial ecosystem. This entails the often-implicit assumption that entrepreneurs mainly interact with actors within their own entrepreneurial ecosystem. We argue that this assumption limits entrepreneurial ecosystem research and address this limitation by exploring the research question: What influences interactions across th…
The social forming of professionals’ adaptive performance
Adaptive performance of professionals describes task achievement under conditions of novelty or uncertainty. Research shows that this type of performance can be trained, and that social interaction often plays an important role in it. This study sought to clarify that role, by posing the research question of how social interaction shapes professionals' sensemaking in adaptive performance. Our conceptual model integrates two concepts from organisa…
Clinician-Scientists in-and-between Research and Practice
Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs' training and career development, this study aims to gain insight into CSs' social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17…
Complex Problems in Entrepreneurship Education
In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem‐solving (CPS). OI, as a domain‐specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain‐general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to i…
Linking complex problem solving to opportunity identification competence within the context of entrepreneurship
Today’s working life is increasingly characterized by entrepreneurial challenges. Entrepreneurial challenges start at an individual level with the identification of entrepreneurial opportunities, which is acknowledged as one of the key competencies for lifelong learning. Since the identification of entrepreneurial opportunities relies heavily on the opportunity identification competence (OIC) of individuals, understanding the meaning of OIC is re…
Linking complex problem solving to opportunity identification competence within the context of entrepreneurship
Today’s working life is increasingly characterized by entrepreneurial challenges. Entrepreneurial challenges start at an individual level with the identification of entrepreneurial opportunities, which is acknowledged as one of the key competencies for lifelong learning. Since the identification of entrepreneurial opportunities relies heavily on the opportunity identification competence (OIC) of individuals, understanding the meaning of OIC is re…
Linking complex problem solving to opportunity identification competence within the context of entrepreneurship
Today’s working life is increasingly characterized by entrepreneurial challenges. Entrepreneurial challenges start at an individual level with the identification of entrepreneurial opportunities, which is acknowledged as one of the key competencies for lifelong learning. Since the identification of entrepreneurial opportunities relies heavily on the opportunity identification competence (OIC) of individuals, understanding the meaning of OIC is re…
Complex Problems in Entrepreneurship Education
In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem‐solving (CPS). OI, as a domain‐specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain‐general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to i…
Clinician-Scientists in-and-between Research and Practice
Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs' training and career development, this study aims to gain insight into CSs' social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17…
The social forming of professionals’ adaptive performance
Adaptive performance of professionals describes task achievement under conditions of novelty or uncertainty. Research shows that this type of performance can be trained, and that social interaction often plays an important role in it. This study sought to clarify that role, by posing the research question of how social interaction shapes professionals' sensemaking in adaptive performance. Our conceptual model integrates two concepts from organisa…
The role of academic and extra-academic actors in transdisciplinary challenge-based learning
To solve societal, sustainability-related issues, higher education requires new and innovative didactical concepts in learning. We introduce the concept of transdisciplinary-CBL (T-CBL) to explicate the role of diverse disciplinary and extra-academic actors in learning processes where students work in teams to co-create innovative solutions to societal challenges. To increase our understanding of how students learn from different actors in T-CBL,…
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Logics at play
Most entrepreneurial ecosystem research has focused on the actors and interactions within a focal (often regional) entrepreneurial ecosystem. This entails the often-implicit assumption that entrepreneurs mainly interact with actors within their own entrepreneurial ecosystem. We argue that this assumption limits entrepreneurial ecosystem research and address this limitation by exploring the research question: What influences interactions across th…
Supporting convergent thinking in entrepreneurship education
Convergent thinking is increasingly recognised as a critical skill for university students, yet it has received far less attention in education than divergent thinking. This gap is particularly evident in entrepreneurship education (EE), where opportunity identification (OI) lies at the core of learning. Although OI requires students to both generate and evaluate ideas, most teaching approaches emphasise idea generation (divergent thinking) while…
The Peradex
Higher education has the responsibility to educate students to take up grand societal challenges, such as climate change or threats to global health. To this end, students and professionals need to develop adaptive expertise (AE), which is the ability to perform at a high level when facing new or changing problem situations. Scholars struggle with measurement of AE. Various questionnaires that measure AE are self-assessments, which might lead to …
Psychology (6 works) · Computer Science (5 works) · Business (4 works) · Entrepreneurship (4 works) · Entrepreneurship Studies and Influences (4 works) · Knowledge management (4 works) · Political science (4 works) · Higher education (3 works) · Innovation and Knowledge Management (3 works) · Sociology (3 works)