I’ve become increasingly fascinated by one of the explicit goals of education, namely to support and guide the development of the individual within a social context. I am very interested in understanding how individual and context characteristics influence individuals’ opportunity to realize their potential. In a knowledge economy, fostering the professional development of employees is a key challenge in addressing the changes and innovations that organizations face. It is this professional development of individuals that has triggered my enthusiasm. I hope to make a contribution to the deepening of our current body of knowledge concerning the interplay between self and others in professional learning.
In my PhD project, I focus on the extent to which self- and social regulated learning of team members in organizations enhance team innovativeness. I will include important individual (e.g. pro-active personality, past learning initiatives) and team (e.g. team diversity, team climate) characteristics that possibly affect self- and social regulation and team innovativeness. A longitudinal mixed method design is used to study individual employees and teams while working at innovative products over a period of time to assess how the dynamic interaction between team self- and social regulation in relation to team innovativeness changes over time.
PhD candidate, Twente University, Enschede (promotor: prof. dr. Veldkamp, daily supervisor: dr. Endedijk).
MSc, Research Master Educational Sciences: Learning in Interaction, Utrecht University, Utrecht.
BA Liberal Arts & Sciences, major: Educational Sciences, Utrecht University, Utrecht.