X-factor for innovation : identifying future excellent professionals

Hertog, J.H. den

doi:10.3990/1.9789036542531

Cited by 4 publications

(3 citation statements)

References 95 publications

(216 reference statements)

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“…However, the way in which personal resources can be further developed could possibly differ somewhat. Because honors students were found to be more critical and pro-active in previous studies (Banis-Den Hertog, 2016;Huijts & Kolster, 2020), among other things, the further development of, for instance, self-regulation and inquiry mindedness might differ somewhat. Because honors education generally has to deal with fewer regulations and guidelines than bachelor education, I see it mainly as an opportunity that in honors education interventions can probably be tried out more easily and on a shorter term.…”

Section: In Addition We Recommend Doing More Educational Design Resea...mentioning

confidence: 96%

New insights into ‘how to let them flourish’

Vugteveen¹,

Mannetje²

2023

JEHC

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Section: In Addition We Recommend Doing More Educational Design Resea...mentioning

confidence: 96%

New insights into ‘how to let them flourish’

Vugteveen¹,

Mannetje²

2023

JEHC

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“…They are typically curious and intrinsically motivated (Scager et al, 2012) and desire more thought-provoking and challenging and complex tasks (Shore & Kanevsky, 1993). In addition, they have a creative and innovative mindset (Banis-den Hertog, 2016), are "more flexible in their use of strategies, have better memories, know more, and prefer complexity" (Scager, Akkerman, Pilot, & Wubbels, 2014, p. 659). Honors students do not like courses that are completely structured and organized (Reis & Renzulli, 2010), and they have a need for autonomy to direct their own learning and formulate their own learning outcomes (Wolfensberger & Offringa, 2012).…”

Section: Honors Educationmentioning

confidence: 99%

Relevance and meaningfulness: Student perspectives on the highly talented international business professional profile

Heugten¹,

Heijne-Penninga

Robbe

et al. 2020

JEHC

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Competencies deemed relevant and meaningful by international business professionals and implemented in IB education, still do not produce work-ready graduates. This may be because these competencies are not perceived as relevant or meaningful by students. This study was conducted to gain students’ perspectives on the relevance and meaningfulness of the HTIBP talent competency framework, and how they perceived working with it. Results show that the five competency domains of the HTIBP competency framework are perceived as relevant and meaningful by students, in alignment with the professional field, this was not the case for few associated items (behaviours) ‘showing entrepreneurship’ and ‘improving ideas from others’. The lack of clarity of these behaviours resulted in less experienced relevance and meaningfulness by students. Our findings will help educators to better facilitate students to understand the meaning and relevance of competencies. This may help to improve alignment with the professional field.

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“…By means of selective study programs, termed honors programs, gifted students who are motivated to do more than the regular program offers, are enabled to excel (Wolfensberger, 2015). The growing number of honors programs offered at institutes for Higher Education (ITS, ROA & CHEPS, 2015;Wolfensberger, 2015), the emerging literature on characteristics of honors students and the effects of honors programs on their development (Banis-den Hartog, 2016;Kool, 2016;Kolster et al 2016;Scager et al 2012;Scager et al 2013), and the foundation of the European Honors Council stand testimony to this growing attention for excellence.…”

Section: Introductionmentioning

confidence: 99%