Mien Segers

Mien Segers (1960) is full professor at the department of Educational Research and Development of the Faculty of Economics and Business Administration at Maastricht University and at the Centre of Learning in Organisations at the University of Leiden. She obtained her Master degree (‘Licentiate’) in Educational Sciences at the Faculty of Psychology and Pedagogical Sciences of the University of Gent (Belgium). She has a Ph.D. from Maastricht University (‘Quality Assurance in Higher Education: an exploratory study of performance indicators in theory and practice’, 1993).
In 1987, she started her career as a researcher at the department of Educational Development & Research at the University of Maastricht. She was involved in several research projects concerning quality assurance at a national and international (OECD) level. In 1990, she became an assistant professor at the Faculty of Economics and Business Administration (University Maastricht). In 1999, she became associate professor. Since 2003, she is full professor and chair of the Centre for Learning in Organisations at the University of Leiden. Since 2006, she is also full professor at the Department of Educational Research and Development of the Faculty of Economics and Business Administration at the University Maastricht. As part of her educational development activities, she has been developing and implementing innovative learning and assessment environments (such as the OverAll Test and peer assessment). In addition, in 2007, she coordinated the development of the multidisciplinary master programme Management of Learning at the University Maastricht. This initiative is a cooperation between experts in the fields of Labour Economics, Organisation and Strategy and Learning Sciences.

As a researcher, she addresses the influence of (innovative) learning and assessment environments on learning and professional development.  Her research is conducted in educational as well as workplace settings. In this respect, she is the promotor of PhD projects focussing on effects of learning environments on learning behaviour and expertise development in educational settings and effects of professional development programs and tools (such as 360 degree feedback system) on professional learning. Within her research on learning environments, she focuses on collaborative learning approaches. In this respect,  together with W. Gijselaers, E. Boshuizen en P. Kirschner, she obtained a NWO-MES grant for the project “Knowledge sharing and decision-making in collaborative multidisciplinary teams with (a)synchronous computer-mediated environments” (2001).  As part of her research, she is cooperating with the HRD departments of a diversity of organisations such as KLM, DSM, HiTech/Stork, and AMI.

 

webpage: http://www.fdewb.unimaas.nl/educ/Index.htm

 

Recent publications (a selection)

 

  • Bernsen, P., Segers, M., & Tillema, H. (in press). Learning under pressure; learning strategies, workplace climate, and leadership style in the hospitality industry. Journal of Human resource Development and Management.
  • Segers, M., Gijbels, D., & Thurlings, m. (2008). The relationship between students’perceptions of portfolio assessment practices and their approaches to learning. Educational Studies, 34, 1, 35-44.
  • Akkerman, S., Van den Bossche, P., Admiraal, W., Gijselaers, W., Segers, M., Simons, R.-J., et al. (2007). Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives? Educational Research Review, 2(1), 39-63.
  • Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner, P. A. (2006). Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments. Team Learning Beliefs & Behaviors. Small Group Research, 37(5), 490-521.
  • Arts, J.A., Gijselaers, W.H., & Segers, M.S.R. (2006). From cognition to instruction to expertise: measurement of expertise effects in an authentic, computer supported and problem-based course. European Journal of Psychology of Education, XII, 71-90.
  • Segers, M., Nijhuis, J., & Gijselaers, W. (2006). Redesigning a learning and assessment environment: the influence on students’perceptions of the assessment demands and their learning strategies. Studies in Educational Evaluation, 32, 3, 223-242.
  • Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61.
  • Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning & Instruction, 13(5), 533-568.

 

 

 

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