Onderzoek naar Stagebegeleiding, BPV en Werkplekleren

Sectie I

Werkplekleren & Theorie

30 bronnen

1. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
2. Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
3. Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Allen & Unwin.
4. Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Springer.
5. Billett, S. (2016). Integrating practice-based experiences into higher education. Springer.
6. Bouw, E., Zitter, I., & de Bruijn, E. (2019). Characteristics of learning environments at the boundary between school and workplace: A literature review. Educational Research Review, 26, 1–15.
7. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
8. Dewey, J. (1938). Experience and education. Macmillan.
9. Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.
10. Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.
11. Fuller, A., & Unwin, L. (2004). Expansive learning environments. Journal of Education and Work, 17(4), 411–427.
12. Gherardi, S. (2006). Organizational knowledge: The texture of workplace learning. Blackwell.
13. Hager, P., & Hodkinson, P. (2009). Moving beyond the metaphor of transfer of learning. British Educational Research Journal, 35(4), 619–638.
14. Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge.
15. Illeris, K. (Ed.). (2009). Contemporary theories of learning: Learning theorists … in their own words. Routledge.
16. Illeris, K. (2011). The fundamentals of workplace learning: Understanding how people learn in working life. Routledge.
17. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
18. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
19. Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace. Routledge.
20. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
21. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company. Oxford University Press.
22. Onstenk, J. (1997). Lerend leren werken: Brede vakbekwaamheid en de integratie van leren, werken en innoveren [Proefschrift]. Eburon.
23. Polanyi, M. (1966). The tacit dimension. Doubleday.
24. Raelin, J. A. (2008). Work-based learning: Bridging knowledge and action in the workplace. Jossey-Bass.
25. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
26. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
27. Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130–154.
28. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
29. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
30. Yorke, M. (2006). Employability in higher education: What it is, what it is not. Higher Education Academy.

Sectie II

Begeleiding, Feedback & Reflectie

28 bronnen

31. Ajjawi, R., & Regehr, G. (2019). When I say … feedback. Medical Education, 53(7), 652–654.
32. Anseel, F., Beatty, A. S., Shen, W., Lievens, F., & Sackett, P. R. (2015). How are we doing after 30 years? A meta-analytic review of the antecedents and outcomes of feedback-seeking behavior. Journal of Management, 41(1), 318–348.
33. Boud, D., & Molloy, E. (Eds.). (2013). Feedback in higher and professional education. Routledge.
34. Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings. BMJ, 337, a1961.
35. Carless, D. (2015). Excellence in university assessment. Routledge.
36. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
37. Brand, M. (2026). Het Kleine Stageboek voor Begeleiders. Haystack.
38. Ceelen, L. (2024). Pedagogic practices in healthcare placements [Proefschrift]. Open Universiteit.
39. Ceelen, L., Khaled, A., Nieuwenhuis, L., & de Bruijn, E. (2023). Pedagogic practices in workplace learning. Journal of Vocational Education & Training.
40. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
41. Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254–267.
42. Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
43. Eva, K. W., & Regehr, G. (2013). Effective feedback for maintenance of competence. CMAJ, 185(5), 388–390.
44. Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1, 3–31.
45. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
46. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
47. Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Scott, Foresman.
48. Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., & Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. Empirical Research in Vocational Education and Training, 9, artikel 9.
49. Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
50. Rogers, C. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103.
51. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
52. Sargeant, J., Mann, K., van der Vleuten, C., et al. (2008). Directed self-assessment: Practice and feedback within a social context. Journal of Continuing Education in the Health Professions.
53. Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
54. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
55. Swager, R., Klarus, R., van Merriënboer, J. J. G., & Nieuwenhuis, L. F. M. (2015). Constituent aspects of workplace guidance in secondary VET. European Journal of Training and Development, 39(5), 358–372.
56. Telio, S., Ajjawi, R., & Regehr, G. (2015). The "educational alliance" as a framework for reconceptualizing feedback in medical education. Academic Medicine, 90(5), 609–614.
57. Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education. Routledge.
58. Winters, A., Meijers, F., Kuijpers, M., & Baert, H. (2009). What are vocational training conversations about? Analysis of vocational training conversations in Dutch vocational education from a career learning perspective. Journal of Vocational Education and Training, 61(3), 247–266.

Sectie III

Stagebeleid, Kwaliteit & EU-kaders

22 bronnen

59. Cedefop. (2015). Work-based learning in continuing vocational education and training. Publications Office of the European Union.
60. Cedefop. (2019). Analytical framework for apprenticeships.
61. Cedefop & OECD. (2021). The next steps for apprenticeship.
62. Council of the European Union. (2014). Council Recommendation on a Quality Framework for Traineeships.
63. Council of the European Union. (2018). European Framework for Quality and Effective Apprenticeships.
64. European Commission. (2015). 20 guiding principles for high-performance apprenticeships and work-based learning.
65. European Training Foundation. (2014). Work-based learning: A handbook for policy makers and social partners.
66. Inspectie van het Onderwijs. (2024). Stagediscriminatie in het mbo.
67. Inspectie van het Onderwijs. (2025). Kwaliteitsborging van stages in het mbo.
68. Ministerie van OCW. (2023). Stagepact mbo 2023–2027.
69. MBO Raad & SBB. (2021). BPV-protocol.
70. Muehlemann, S., & Wolter, S. (2013). Return on investment of apprenticeship systems for enterprises. IZA Journal of Labor Policy.
71. OECD. (2018). Seven questions about apprenticeships: Answers from international experience.
72. Onderwijsraad. (2011). Begeleiden van leren in de praktijk.
73. SBB. (2024). BPV Monitor 2024.
74. Verwey-Jonker Instituut. (2021). Ongelijke kansen op de stagemarkt.
75. KIS. (2018). Gelijke kansen op gelijke stages.
76. SCP. (2020). Ervaren discriminatie in Nederland II.
77. Lippens, L., Vermeiren, S., & Baert, S. (2023). The state of hiring discrimination: A meta-analysis of (almost) all recent correspondence experiments. European Economic Review, 151, 104315.
78. Staatscommissie tegen Discriminatie en Racisme. (2026). Discriminatie doorbreken [Eindrapport].
79. ECBO. (2017). Stagematching in het mbo.
80. SEO Economisch Onderzoek. (2023). Het proces van stagematching in het mbo.

Sectie IV

Matching, Cultuur & Organisatie

20 bronnen

81. Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17(1), 1–25.
82. Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace. Wiley.
83. Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
84. Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Free Press.
85. Mintzberg, H. (2009). Managing. Berrett-Koehler.
86. Schein, E. H. (2013). Humble inquiry: The gentle art of asking instead of telling. Berrett-Koehler.
87. Van Maanen, J., & Schein, E. H. (1979). Toward a theory of organizational socialization. Research in Organizational Behavior, 1, 209–264.
88. Sennett, R. (2008). The craftsman. Yale University Press.
89. Crawford, M. B. (2009). Shop class as soulcraft: An inquiry into the value of work. Penguin Press.
90. Rose, M. (2004). The mind at work: Valuing the intelligence of the American worker. Viking.
91. Deming, W. E. (1986). Out of the crisis. MIT Press.
92. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books.
93. Grant, A. (2013). Give and take: A revolutionary approach to success. Viking.
94. Illich, I. (1971). Deschooling society. Harper & Row.
95. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
96. Liker, J. K. (2004). The Toyota way: 14 management principles from the world's greatest manufacturer. McGraw-Hill.
97. Sutherland, R. (2019). Alchemy: The surprising power of ideas that don't make sense. W. H. Allen.
98. Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
99. Hager, P., Lee, A., & Reich, A. (2012). Practice, learning and change: Practice-theory perspectives on professional learning. Springer.
100. Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339–366.

Sectie V

Vertrouwen & Verantwoording

5 bronnen

101. Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
102. Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709–734.
103. O'Neill, O. (2002). A question of trust: The BBC Reith Lectures 2002. Cambridge University Press.
104. Power, M. (1997). The audit society: Rituals of verification. Oxford University Press.
105. ten Cate, O. (2005). Entrustability of professional activities and competency-based training. Medical Education, 39(12), 1176–1177.

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