About SBP

Abstract

A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach.

Grooters, S., Zaal, E. L., & Gerkema, M. P. (2021). Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master's track for societal integration of Science. Tuning Journal for Higher Education, 8(2), 119-164. https://doi.org/10.18543/TJHE-8(2)-2021PP119-164

Abstract

The Science, Business and Policy Program (SBP) of the University of Groningen has been a work-based learning program for science master students since two decades. This program, a direct consequence of the Bologna declaration of education in Europe, has a distinctive position in European science curricula. Here, we use a web-based survey (N = 242), comparing alumni perceptions on the SBP program (N = 111) with a research oriented master (ROM, N = 131). Alumni from both programs predominantly had a content-driven motivation to choose for either the ROM or SBP format. For SBP alumni, this preference was also inspired by the master’s focus on society and a career outside academia. We assessed self-perceived learning outcomes using an extended version of the Science Student Skills Inventory. Both groups were positive about the academic level of their program. Scientific content knowledge and practical research skills were perceived as sufficient by both groups, although significantly higher in the ROM group. Both groups were equally positive about obtained skills in academic reasoning and would have preferred more disciplinary content knowledge. The SBP group perceived their skills on teamwork, multidisciplinary working, leadership, ethical thinking and project work to be significantly higher compared to ROM alumni. The SBP group felt significantly more prepared for a career outside academia and the ROM group for a career in academia. Relatively the ROM group missed career preparation. Both specific work-based learning and classical research approaches were seen as valid ways to obtain a high-quality, science master level, although for different career ambitions.

Grooters, S., Zaal, E., Ongena, Y., & Gerkema, M. (2022). Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach. Cogent Education, 9(1), Article 2133506. https://doi.org/10.1080/2331186X.2022.2133506

Abstract

Career development of Science students seems dependent on more than disciplinary education, such as the nature and focus of career preparation. In this study we compare graduate outcomes of science students at the University of Groningen, completing two master-level program streams with different focal points, by using career progress surveys from alumni (n=242) with self-reported societal development data. The first program is a classical research-oriented master (ROM), that aims to prepare students for a career within academia. The second program, called Science, Business and Policy (SBP) focusses on a societal profile and aims to prepare for a career outside academia. SBP is different from ROM because it has a practical and multidisciplinary orientation (vs a theoretical and mono-disciplinary orientation in ROM) and it includes a long work-placement outside academia, a form of work based learning. The differences in the tracks translate to differences in career paths. Both profiles resulted in good but distinct career opportunities, corresponding to alumni's discipline and sector. Although ROM-alumni felt especially prepared for an academic career, only a quarter actually continued in academia and many we employed in education. In contrast, most SBP-alumni were employed in business or policy. Targeting specific job preparation seems more successful with a societal profile. Reflecting on skills, in both groups research-related skills decreased during careers while soft skills increased. Alumni were generally satisfied with their first job and also with their current job, with SBP-alumni scoring significantly higher on satisfaction with income, status, appreciation and perspective. It can be concluded that diversification in educational profiles changes the societal career paths of science students.

Grooters, S., Zaal, E., Ongena, Y., & Gerkema, M. (2023). Do alumni practise what you teach? Impact of Science master-tracks: preparation for academic careers versus preparation for societal-oriented careers. Journal of Teaching and Learning for Graduate Employability, 14(1), 119-135. https://doi.org/10.21153/jtlge2023vol14no1art1666

Abstract

The need for employees in the exact and natural sciences sector with both work experience and academic qualifications, especially combined with an entrepreneurial mindset, is rising. The University of Groningen offers an alternative Master’s program entitled Science, Business and Policy (SBP). SBP combines entrepreneurship education with the integration of a disciplinary science domain and thereby prepares students in science advising. This includes a work placement of 6 months, provided by companies, policy organisations and NGOs. To examine the impact of work placements from the perspective of the employer, this article analyses 20 semi-structured interviews with providers of placements. The results show that employers judge students who have undertaken a work placement as attractive future employees, and the quality of science advice given by students is seen as high. From a work floor perspective, work placements are a strong component in the optimal education of future employees. Integrating academic theory and experience in practice contributes to the employability of science students. The impact of work placements goes further than employability, since employers also indicate a direct effect on work dynamics and see the direct impact of advice reports in their organisation. The work-based learning approach chosen to achieve this specific entrepreneurship education fits the need of industry and other non-academic employers.

Grooters, S., Zaal, E., & Gerkema, M. (2023). Beyond entrepreneurship, raising broad academic professionals: Work-based learning in science from the employer’s perspective. Industry and Higher Education, 37(4), 512-523. https://doi.org/10.1177/09504222221140077

Abstract

Work-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.Design/methodology/approach<jats:p/>The authors carried out a case study, in which the authors interviewed 20 Dutch science professors to examine their vision on the master track Science, Business and Policy (SBP), a WBL program offered for over 15 years.Findings<jats:p/>Generally professors are positive about its added value and recommend the track, especially for students with career ambitions outside academia. WBL is perceived to have a positive contribution to academic level. Professors indicated that for academic skills development, compared with a traditional master's program, SBP is evaluated neutral to positive.Originality/value<jats:p/>Altogether the current climate at the university of Groningen towards WBL seems predominantly positive. The educational change towards a solid inclusion of WBL in the regular curriculum seems supported by one of the key players, the professors. This track could thereby be an example for other WBL programs worldwide.

Grooters, S., & Zaal, E. (2024). Start of the work-based learning revolution? The impact on academic quality of Dutch science masters, perceived by university professors. Higher Education, Skills and Work-Based Learning, 14(1), 197-217. https://doi.org/10.1108/heswbl-05-2023-0120