Advanced Course - Strategische Communicatie Management

Issue: More students suffer from burn-out complaints

Place and date of AC day: Tilburg, Monday 9-7-2018 Name: Sarah BartholomÊ Student Number: 2188970 Course code: 25XGAM701A Lecturers’ name: Daan Oudbier

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Chapter 1: Identity of the organisation Fontys University of Applied Sciences ............................................ 3 1.1

Description of organisation Fontys ........................................................................................................... 3

1.2

Mission ........................................................................................................................................................ 3

1.3

Vision ........................................................................................................................................................... 3

1.4

Corporate communication ........................................................................................................................ 4

1.4.1

Storytelling ......................................................................................................................................... 4

1.4.2

Think Bigger ....................................................................................................................................... 4

1.4.3

Brand philosophy ............................................................................................................................... 4

1.4.4

Communication style ........................................................................................................................ 5

1.5

Principles of the organisation ................................................................................................................... 5

1.6

Core values ................................................................................................................................................. 7

1.7

Strategy ....................................................................................................................................................... 7

1.7.1

For the student .................................................................................................................................. 8

1.7.2

For the organisation: ......................................................................................................................... 8

1.8 2

Improving student counselling.................................................................................................................. 9

Chapter 2: issue analysis .................................................................................................................................. 10 2.1

Issue identification: .................................................................................................................................. 10

 More students suffer from burn-out complaints.......................................................................................... 10 2.2

Criticism on the researches about the issue .......................................................................................... 12

2.3

Issue analysis: Why is this an issue? ....................................................................................................... 14

2.4

Why is it an issue for Fontys according to the Risk threat assessment matrix? ................................. 15

2.5

Why does this issue occur in the emerging issue stage of the Issue Life Cycle? ................................ 16

2.5.1

Media attention in news items....................................................................................................... 17

2.5.2

Media attention in Dutch television programs ............................................................................. 17

2.5.3

Attention for the issue online ......................................................................................................... 18

2.6

Social media Monitoring with Coosto Open .......................................................................................... 18

2.6.1

Activity, sentiment and sources of the term “Students burnout” ............................................... 21

2.6.2

Activity, sentiment and sources of the terms ............................................................................... 22

“Students burn-out”/“Students burn out” ..................................................................................................... 22 2.6.3 3

Chapter 3: Stakeholder Analysis ...................................................................................................................... 24 3.1

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Conclusion on social media monitoring the issue......................................................................... 23

Short list .................................................................................................................................................... 27

Chapter 4 – Strategic Communication Advice ............................................................................................... 33 1

4.1

The Enabling Stakeholders ...................................................................................................................... 33

4.2

Functional stakeholders – input ............................................................................................................. 34

4.3

Functional stakeholders – output ........................................................................................................... 35

4.4

Normative stakeholder ............................................................................................................................ 37

4.5

Diffused stakeholders .............................................................................................................................. 37

5

References ........................................................................................................................................................ 38

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Attachments 1 - Stakeholder Analysis ............................................................................................................ 42 6.1

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Longlist ...................................................................................................................................................... 42

6.1.1

Primary stakeholders (dutch) ......................................................................................................... 42

6.1.2

Secondary stakeholders (Dutch) .................................................................................................... 43

Attachments 2: Dividing the stakeholders in groups (Dutch description per stakeholder) ....................... 45 7.1

Enabling stakeholders.............................................................................................................................. 45

7.2

Functional stakeholders .......................................................................................................................... 47

7.2.1

input—providing labour and resources to create products or services ..................................... 47

7.2.2

output—receiving the products or services (such as consumers and retailers). ....................... 48

7.3

Normative stakeholders .......................................................................................................................... 49

7.4

Diffused stakeholders .............................................................................................................................. 50

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In this chapter, a brief description of the Fontys organisation is given, after which the elements of the identity are explained: the mission, vision, corporate communication, principles of the organisation and the core values.

After that, the organisational strategy is discussed and finally what Fontys is doing in the field of student guidance is described.

Fontys provides education and applied research and accommodates over 44,000 students and more than 4,700 staff members (ACI Fontys, 2018; Fontys, 2017). They claim to form one of the largest university of applied sciences in the south region of the Netherlands (Fontys ACI, n.d.). Of the total number of students enrolled at all universities of applied sciences in the Netherlands, which is more than 446.000, almost 10% study at Fontys (Fontys, 2017, p. 12). There are 29 institutes that provide 81 full-time, part-time and dual bachelor’s programmes in almost all sectors of society (Fontys, 2017). In addition to education, Fontys focuses on research, knowledge innovation and contract activities, including 45 lectureships (Fontys, 2017).

The socially oriented mission of Fontys is as follows: “Providing inspiring, challenging, high-quality higher professional education and conducting applied research that is meaningful for society� (Fontys, n.d.).

Education and research provide by Fontys are directly related to actual and future questions and needs of the student, the professional field and the (regional) society (Fontys, 2017). Together with their partners in the society, they want to co-formulate the question of the future agenda, research and resolve as possible.

The current social context: Fontys is aware that the importance of knowledge and the need to innovate increase through the digital revolution in society. Technological, social and economic developments affect all fields (Fontys, 2016). The challenges facing businesses, society and professionals are constantly changing and becoming more complex. This means that increasingly higher demands are placed on (future) professionals, consequently, talent development during their study program demands more attention of them. Moreover, this also means that it is no longer self-evident that professions that Fontys is currently providing still exist in the future

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(Fontys, 2016). This increases the uncertainty and thereby psychological pressure on students (Greco & Roger, 2003).

In their mission, the talent development of students, professionals/teachers and other employees is inextricably linked to renewal and innovations in the professional field (Fontys, 2017). Within the context of professional practice, education and research form the integrated primary process of Fontys as knowledge institution (Fontys, 2017).

According to Fontys (n.d.), the visual identity of an organisation is determined by the corporate identity with the logo as the most important corporate identity element. This applies to Fontys, as Fontys is the organizational brand, and as the logo, which contains both the word ‘Fontys and the logo ‘the flying fish’, can be seen in all of the organisation's communications. Fontys can be seen as a strong brand, because they have a uniform and recognizable appearance to all her target groups and stakeholders. It gives direction and meaning in the organisation and with it how stakeholders experience the brand (Michels, 2018). This ensures a high level of brand awareness among the target groups of Fontys.

Stories of employees and students form the corporate story of Fontys (Fonys, n.d.). These are important with regard to supporting the image potential students, parents, intermediaries, and other stakeholders form of Fontys. Through these stories, Fontys shows who they are, what they do and how they experience it (Fonys, n.d.). Stories get a place in the communication of Fontys, what happens on social media, on Fontys Connect and all online and offline communication means.

‘Think bigger’ is the positioning of Fontys, the underlying principle of Think Bigger is: ‘Growth through attention and challenge’. Both are the corporate identity they share (Fonys, n.d.).

Fontys (n.d.) wants to be a place where students and employees are challenged and encouraged to develop themselves. They believe that everyone has its own unique talents and personal ambitions. These come forward as Fontys is involved and works with passion to get the best out of their students and employees

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(Fonys, n.d.). They stimulate personal growth by giving each other attention, stimulating and challenging each other: Think Bigger (Fonys, n.d.).

They translate this brand philosophy into the image they want to convey to the outside world and the story they want to tell (Fonys, n.d.): The Fontys student who dares to think, who does, and expresses this. In the photography, they come across as vibrant, challenging and proud, as shown in the picture on the right. They state they are a people’s organisation, therefore their preference is for images with real people, who reinforce the message.

In many different ways, Fontys is in contact with the outside world, their stakeholders and students. The communication style is the way in which Fontys communicates as an organisation. Fontys thereby applies the following principles:  In their communication, they use ‘you’ as a form of address.  The tone of voice is involved, friendly and inviting.  The writing style consists simple language: short & compact, crystal clear.

The corporate communication of Fontys is also reflected in the following principles of the organization in the next paragraph.

In order to develop as a regional knowledge institute, Fontys uses the following three principles as its starting point for their mission and vision (Fontys, 2017). These relate directly to the dialogue to be conducted among students, Fontys employees, professionals, internal and external partners:  Growth through attention and challenge: As mentioned in the vision, Fontys provides each student and employee with the opportunity to develop his talents in the context of social developments. Not only the qualification1 is the core of the education. Also,

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Qualification: What is the student able to do? Which knowledge, skills and attitude do students need in order to manage in the professional field on the required level?

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socialisation2 and personal development3 are of equal importance for the development of student into a future professional (Fontys, 2017). These form one coherent whole in the student’s bachelor’s study.

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Socialisation: How does a student act in their professional practice? Which attitude is expected of them in the future professional practice?

Personal development: What are the student’s values and standards and how do they relate to the world around them?

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 Fontys is great/large in small scale: Even though Fontys is a broad institute which manages a lot of sectors in society, their education is organised on a small scale. The aim is to form the bachelor’s studies as the student’s home base, which is recognisable and personal.  Transparent and approachable: Fontys state that they conduct a professional dialogue with internal and external stakeholders in a transparent manner. Therefore, they are approachable to their actions and their contribution to the changes in society. They claim to take responsibility for their quality and their social significance and actively seek out the opportunities for external justification. Internally, attention goes to addressing each other and taking responsibility. Furthermore, in order to measure the contentment/satisfaction of stakeholders, Fontys conducts satisfaction surveys among students and employees.

Fontys carries out its mission and vision from an intrinsically felt motivation, from core values. The following bold words are the shared values that characterise Fontys as an organization for a long time. They form the moral compass of Fontys and help when making choices and considerations (Fontys, n.d.):  Personal attention for students, professionals and colleagues. Fontys establishes personal contact, the guidance of the student, and the connection with each other centrally.  Everyone gets the chance to develop optimally in a way and in a place that suits each and every one of them well.  Fontys respects and values diversity, because it is precisely the differences between people that enriches and inspires Fontys.  Also, Fontys values being challenging with innovations, with new forms of learning and by learning and working intensively together. Here Fontys provides stepping stones, but at the same time also form a safety net. After all, taking on these challenges requires courage.  Fontys is open and transparent about the quality of their organization, education and research and about how students, employees and professionals perceive this.  People in organisation Fontys give each other constructive feedback on the quality of learning, education and research. In doing so, Fontys also reflects on their own behaviour. In this way, they together fulfil their social mission with integrity. 

The mission, vision, principles and core values are the foundation for formulating the organisation’s objectives. Fontys set up development goals that primarily relate to the student, the professional field and 7

their own organisation in the: Strategic agenda Fontys Focus 2020. The formulated objectives inspire and guide them in their policies and communication:

In the eyes of the organisation, each student has unique talents which he/she can develop in his own way.

The following development goals are especially aimed at the students:  Focus on maximum and optimal development of the student: Students, employees and professionals from the professional field together form a professional learning community, in which there is systematic cooperation to ensure that the student is possible to develop. In this cooperation, it is important that the student is seen as an equal partner and not as a customer. Besides that, Fontys want to create a continuous dialogue between with each other. It is something the organisation wants to establish because it is important to monitor the student its needs.

 A correct study choice based on talent: Fontys has been investing for years in guiding students in their study choice process. In the coming years, they will increase their commitment to achieving a smooth transfer from secondary education (vo) and secondary vocational education (mbo). They ensure that students, directly or indirectly choose the study at Fontys or beyond. Changing studies and possible resulting study delays and/or dropout is at the expense of talent, motivation, energy and means. For the student, Fontys and society as a whole.

 An appropriate training path: Fontys is aware of the large diversity of students in terms of educational background, learning styles and ambitions. Nevertheless, Fontys wants to offer everyone suitable training courses for every student.

According to Fontys, employees are the most important asset in their educational organisation. This implies that they form an important link between Fontys and the students. The following three development goals are especially aimed at the organisation:

 Professional learning community ‘practice what you teach’: As Fontys expect the student to develop, they want every employee to develop professionally as well.

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 An innovative organisation: Progress requires that the organisation is constantly receptive to innovative impulses from within and outside the organisation. This must be translated into their actions and spread/disseminated further.  The innovation of their primary process: Fontys carries out research into teaching and research methodology, with the aim of playing a leading role in educational innovation and innovation in applied research.

With regard to the issue dealt with in Chapter 2: Issue Analysis, student counselling is an important link in this regard. For example, a student who suffers from burn-out complaints will need help with the acceptance and guidance of these complaints. In addition to qualification and socialisation as the core of education, Fontys indicates in its identity that it also takes responsibility for the personal development of a student. Thus, Fontys can play an active role in this issue by aiming to better the student guidance.

In the field of student counselling, Fontys tries to stay in line with the development objectives as described in the strategy above. The board report (Fontys, 2017) shows that Fontys decided to give priority to improving the (study)career coaching and the dialogues between the study career advisor, the student and the student dean. This as a result of the study advance since September 2015: the replacement of the student fund with the possibility of borrowing on favourable terms.

Fontys has deployed various means to improve student guidance:  Since 2017, student deans have also been advising employees at institutions that are involved in student counselling, for example by giving workshops at meetings of the new Fontys wide network Study Career Counselling (SLB). Fontys states this gives a new impulse to the collaboration between study choice advisors, deans, psychologists and study career counsellors.  In 2017, deans have developed the course “Coaching conversation management” for teachers and study counsellors.

The intention of these improvements are in line with that students will receive tailored guidance after their study choice, which will enable them to determine the ideal study route and to discover their talents in their development towards skilled professionals (Fontys, 2017). This fits the strategy Fontys.

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In this chapter, the issue is analysed. First, the issue is identified and explained through scientific and news sources. After that, the criticism of research about the issue will be discussed. It is then argued why it should still be treated as an issue. We will then discuss why this is an issue according to the Risk threat assessment matrix.

We also look at in which stage of the issue life cycle this issue occurs and how this issue received media attention. Finally, the way in which the issue has been visible via social media will be monitored.

ďƒ The frequency of burn-out complaints among students is increasing, as stated in the research line Student welfare of the lectureship Study success of Inholland University of Applied Sciences Inholland (Gubbels & Kappe, 2017, p. 6). In the past six months, two Dutch studies have been published, which show that Dutch students have been increasingly confronted with burnout complaints in recent years.

Research by the National Student Union (LSVb) shows that more than one in three students (34,6%) has an increased risk of burn-out (2017). This is considerably higher than the percentage of the working, healthy population of 15.9% (CBS en TNO, 2018). Therefore, students are 2 times more at risk of burn-out than those in employment (de Boer, 2017). This is, to say the least, worrying.

Previous research by the LSVb has already shown that in addition to depression (both clinical and nonclinical) and stress, emotional exhaustion was one of the most common symptoms reported by students (Schmidt & Simons, 2013). Therefore, burn-out complaints among students already came forward in a Dutch study and for that reason, further research was conducted.

The Research Line Student Welfare (Gubbels & Kappe, 2017, p. 5) uses the following definition of a burn-out: ‘Burnout is a state of emotional, mental and physical exhaustion, caused by excessive and long-term stress (Jacobs & Dodd, 2003) '. The recovery is thereby undermined for a long time, causing the body to be overburdened too much for too long (Meulenberg, n.d.).

Gubbels & Kappe (2017) indicate that this stress mainly manifests itself in persistent fatigue, fretting, concentration problems and irritability. In addition, insomnia, physical complaints such as headaches and abdominal pain, and reduced interest in people and matters are mentioned as common consequences of stress (Gubbels & Kappe, 2017), which is problematic for the student's study performance and success.

There is an increased risk of burnout complaints when someone is emotionally exhausted and cynical (de Boer, 2017). For example, the results of the most recent research by the LSVb (2017) show that 10

approximately three out of four students are emotionally exhausted often or very often, and four out of ten students are cynical about the usefulness of their studies often or very often (de Boer, 2017). The research (de Boer, 2017) states that this is expressed in having a detached attitude towards the study programme and feeling incompetent as a student, with all the consequences that this entails, like burn-out, study delay, study failure and a high study debt.

Various factors are mentioned as the cause of these complaints. What is striking here is that these factors put pressure on the student in a certain way, such as pressure of performance, study pressure, financial pressure, high expectations of oneself, family circumstances and the combination of study, work, CV-building and one’s social life (de Boer, 2017; Gubbels & Kappe, 2017). This pressure comes from both the students themselves and from society (Gubbels & Kappe, 2017). Another result that is worrying for an organisation like Fontys is that it appears that respondents at universities of applied sciences are twice as often affected by the above complaints as university students (Gubbels & Kappe, 2017).

The second research, conducted by doctoral candidate Jolien Dopmeijer (2018) at University of Applied Sciences Windesheim, revealed that one out of four students suffers from burn-out complaints, which express themselves in emotional exhaustion. As in the previously mentioned research of LSVb (2017), many students indicate that performance pressure is an important factor for dealing with burnout complaints, but according to Jolien Dopmeijer there may be other things: "The increased study pressure, the fear of making high student debts and the feeling of missing out because the range of studies and the possibilities of courses is overwhelming during the study, makes many students unable to make it mentally’, says Dopmeijer (Trouw, 2018). Furthermore, ‘personal circumstances are the main reason for students to quit. After that, do things like motivation or a wrong choice of study come into play’ (Trouw, 2018). Dopmeijer’s findings are in line with earlier research, which shows that the students have more health complaints than non-students (Trouw, 2018).

According to Dopmeijer (2018) despite their complaints, students hardly seek any help for this. They find it difficult to seek help with their problems (Gubbels & Kappe, 2017). ‘And the waiting list for the student psychologists is sometimes five to six weeks.’ According to Dopmeijer (de Volkskrant, 2018). Not seeking help can worsen students' (psychological) problems and in many cases lead to study delay or study failure (Gubbels & Kappe, 2017). Raising the alarm in time is very important in order to facilitate recovery.

Dopmeijer (2018) says so: ‘If they seek help at all, they often do so too late in the day, while research has shown that if students do get help with psychological problems, this will have a positive effect on their wellbeing and study performance.’

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Despite the fact that supporters emphasize the necessity of this issue, several critics question the aforementioned two studies. For example, there appear to be some misrepresentations about the issue.

On the basis of the heading 'Three-quarters of students are exhausted', as used by RTL News (2017), commentator Elma Drayer called the LSVb research ‘worthless’ in an interview at NPO Radio 1 (2017). She thinks it is dubious that the 342 respondents came from their own LSVb panel. ‘Then you only get people who already have something to do with the subject. Otherwise, of course, you will not be taking part in the research.’ Moreover, she questions the low response rate: ‘If you know that we have a total of 700,000 students in higher education, 342 is very little’ (2017). She indicates that the research group is far too small to substantiate this claim with regard to all Dutch students.

One day later, the LSVb responds to the criticism in a separate message concerning the research method.

They describe that the survey was carried out under their own panel, but this consists of 5,000 members who did not specifically apply for this survey, but for the panel in general (LSVb, 2017): ‘It is therefore not the case that students interested in the subject of “burn-outs” have applied’. However, in the message, LSVb admits that the panel ‘nevertheless is not fully representative’. With regard to the small number of respondents, the student union describes the following: ‘This seems little but is more than enough for a reliable image. According to them (LSVb, 2017) the survey meets the minimum requirements for a reliable average. In the interview on NPO Radio 1, LSVb chairman Tariq Sewbaransingh responds to the criticism of Drayer. He hopes that the study will mainly lead to more research: ‘It would be good if a national study could be carried out into how this is experienced among all Dutch students. More awareness is desperately needed.’ (2017).

The research carried out at Windesheim University of Applied Sciences is also criticised in news medium Trouw. Jeanette van Rees of the Dutch Institute of Psychologists (NIP) believes that burn-outs among students are ‘hyped’, because the label burn-out is applied too easy to students (Trouw, 2018). According to her, studies and reports in the media often omit the phase of students' lives: ‘Young adults are a turbulent phase of life in which young people have to deal with many new things. It's quite normal that there are obstacles to overcome.’ Jeannette believes that insecurity is part of their age, it is not a psychological problem (Trouw, 2018). Gubbels & Kappe (2017) confirm this image one has of students. They are not often considered to be a vulnerable group in society, given the relatively favourable study climate in the Netherlands and given the specific characteristics of students (Gubbels & Kappe, 2017). However, Dopmeijer (2018) emphasises in the context of the fact sheet of her research that students are in the young adult age phase and that this is a vulnerable phase in terms of personal development.

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Furthermore, Jeanette claims that research lacks a clear understanding of the term burn-out: 'If someone asks you whether you sometimes feel stressed, then, of course, you say yes. But there is quite a difference between the clinical diagnosis of burn-out and a dip’ (Trouw, 2018). According to her, stress can be healthy, which is quite normal at a college or university. However, if a student is under too much stress, he/she can get overburdened. In her opinion, a burn-out goes even further. ‘Then you're just sitting on the couch crying.

Such a diagnosis will only be made after someone have been overworked for a year’ (Trouw, 2018). This implies that students can’t get burn-out complaints according to her definition of burn-out.

However, Jeanette does recognise that the current generation of students feel more stress and are under pressure, but she does not know exactly why: ‘I am also a student psychologist and notice that students want to get the most out of their lives more than previous generations of students, and they often have to cope with high demands and perfectionism’ (Trouw, 2018).

At last, chairman Hannah Konings of the psychology students section of the NIP thinks that this type of research involved a high non-response that is selective (Trouw, 2018): ‘There is often a specific group that reacts, which has reasons to react’. She also questions the research method self-reporting: ‘One of the disadvantages of self-reporting is that you are very dependent on someone's subjective experience. No diagnosis has been made’ (Trouw, 2018). This critic has similarities to the criticism given to the LSVb research.

Jolien Dopmeijer (2018) disagrees with the criticism: ‘We base our data on a representative sample.

Although the questionnaires are anonymous, we do ask characteristics such as age, gender, study and year of study. We compare this with the entire student population and this shows that a cross-section responded.’ According to Dopmeijer, self-reporting is also less of a problem than the NIP outlines (Trouw, 2018). ‘It is a common method for psychological research. In general it is reliable.’

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The aforementioned criticisms can form the perception that it is not so bad with the increasing number of students who have burn-out complaints. The definition is not used correctly in studies and the media and it is therefore not clear how large the group of students is who are struggling with burn-out complaints.

Furthermore, there is implied that the insecurity and obstacles experienced by students are ‘all part of their life phase' and 'it is a fact of our time' to experience performance pressure. This claims that the burn-out label is being used wrongfully among students.

Moreover, the criticisms mainly focus on the form of the research: it would not be representative of the entire student population. This suggests that the issue is being played down by various critics. This is a bad thing, given that the issue still has negative consequences that can be substantiated. Not only for the student, but also for institutes of higher education, such as the Fontys organisation and society.

Despite these criticisms, the researchers send out a clear signal that there is indeed a group among students who are struggling with burn-out complaints. Pim Cuijpers, professor of clinical psychology at the Free University of Amsterdam, says to the Volkskrant (2018): 'In fact, it doesn't matter much whether 20 or 25 percent of the students have burn-out complaints. It is a problem, and this subject must be high on the agenda of universities of applied sciences and universities, and you can already see this happening.’ He acknowledges that many students have psychological problems, including burnout complaints (de Volkskrant, 2018).

The Association of Universities of Applied Sciences also recognise the image that pressure on students is increasing and sees the need to make this issue negotiable for open dialogue: ‘You can see that more and more attention is being paid to it. It is important to talk about it, psychological problems are strengthened by remaining silent’, according to a spokesperson (Trouw, 2018). This simply does not mean that there is no problem that needs to be addressed.

From the above it can be deduced that further research on this issue among students is considered necessary. In addition, there is a call for action to enable students who are struggling with burn-out complaints to recognise them early and to provide them with early guidance. In addition, according to the press release of the LSVb (2017), it is also important to improve the facilities available for students with psychological problems: "It must be clear to all students where they can go". The LSVb also wants the Ministry of Education, Culture and Sciences (OCW) to carry out further research into other solutions to the problem (LSVb, 2017). This is to prevent serious consequences such as study delays and study dropouts.

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The risk threat assessment matrix is a way to get more insight about the probability that the issue will happen and if it happens, what will be the impact of the issue (Dalton, 2011). The matrix is shown in figure 1 below:

Figure 1: Risk threat assessment matrix (Dalton, 2011).

Source: (AC Strategic Communication Management - Slides course 2 Daan Oudbier, 2018)

The likelihood of the issue is high, because of the outcome of the issue analysis above: in research that is done over the past 5 years shows that more students over time deal with burn-out complaints and they find it hard to ask for help for their problems. On top of that, burn-outs are more common among students at universities of applied sciences than among university students, which could imply that an organisation such as Fontys, which offers education of applied research, have to put in more effort to cope with this issue.

When Fontys as organization, who guides students in getting professionals, doesn’t accept and deal with this issue, according to the research, the increase will only get bigger: the burn-out complaints will worsen and in most cases lead to study delay or dropout of students (Dopmeijer, 2018; Gubbels & Kappe, 2017; LSVb, 2017; de Boer, 2017).

Over time, this has a negative impact on the bachelor efficiency of Fontys, which is one of the indicators of study success. This is the proportion of full-time students of a cohort who registers at Fontys after the first academic year and graduates within five years (Fontys, 2017, p. 14). Fontys as educational institute gets funded by the government based on performances like the bachelor efficiency and when a student graduates. In case of study delay, this graduation funding will be postponed until the student graduates.

Moreover, Fontys mentions in their management report (Fontys, 2017) that students who graduate on average take a little longer each year to complete their studies. However, when a student drops out, Fontys doesn’t get this fund. A high dropout rate is not only unfavourable to students, but is also unfavourable to society, as it is a huge cost item (Gubbels & Kappe, 2017). In overall, these factors cause the issue to have a high impact when the issue manifest.

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Issues generally have a lifecycle development that can be represented graphically (Dalton, 2011). The duration is the essential criterion for drawing a distinction between the different stages in which an issue evolves (Meng, 2009). The X-axis represents duration in which an issue evolves, where the Y-axis represents the level of intensity (Meng, 2009). Meng (2009) states that, as the intensity of an issue begins to rise, so does the level of pressure upon the organization for acceptance of the issue. The Issue Life Cycle is shown in figure 2 below:

Figure 2: Issue Lifecycle (Dalton, 2011) Source: (AC Strategic Communication Management - Slides course 2 Daan Oudbier, 2018)

This issue is in ‘stage 2: emerging issue’, as the intensity level of the issue gradually increases. According to Meng (2009), the increase is mainly due to the fact that stakeholders have addressed the issue. In the case of this issue, the term ‘student burn-out’ has found its way into the media. Stakeholders, including LSVb and researchers such as Dopmeijer, have played a prominent role in this regard: their research has established a degree of credibility in their position on the issue and they are asking for the support of other influencers in the interests of the students, such as certain universities and universities of applies sciences, the national interest organisation Interurban Studenten Consultation (ISO), the Lectureship Study Success of Inholland University of Applied Sciences and the Ministry of OCW. The stakeholders try to legitimise the issue with the results of their research and try to get more support from the extensive network of influencers in order to strengthen their position and public acceptance of the issue (Meng, 2009). Furthermore, positions are taken with regard to the issue by various stakeholders, which also implies that the intensity of the issue is gradually increasing.

Unions such as LSVb see that there is momentum: the time is right to approach organisations about their unwanted behaviour (Körver & Helmann, 2010). They want this growing issue to be better recognised and addressed. According to LSVb chairman Tariq Sewbaransing, there should be paid more attention to

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preventing emotional exhaustion: "We need to teach universities how to recognise stress and burn-outs" (EditieNL, 2017).

According to Tariq, more attention should be paid to the prevention of burn-out complaints. "We have to learn at colleges and universities how to recognise stress and burn-outs," says the chairman (EditieNL, 2017).

In addition, Dopmeijer, together with InHolland University of Applied Sciences, Amsterdam University of Applied Sciences and Amsterdam University, established an action plan with the aim of making the issue a subject for discussion and preventing students from having to struggle with their problems for too long (de Volkskrant, 2018). For example, students should be able to undergo annual psychological screening and teachers should be made more aware of student welfare (de Volkskrant, 2018)

The issue is not yet 'top of mind' in government, politics and media, but the impact of the issue is being portrayed more regularly and more clearly via frequent and sporadic media coverage:

The most recent research into the issue was covered by the media, as RTL Nieuws and Metro and a number of local broadcasters wrote about the results of LSVb's research (2017). This identified burn-out complaints among students and described them as problematic. The NOS (2017) even opens a special file in which the personal experiences of students with burn-out are made discussible through interviews. The research at Windesheim University of Applied Sciences in Zwolle also received attention via news reports: AD, Trouw, de Volkskrant, NRC, ThePostOnline (TPO), regional newspapers Stentor and RTV Oost, among others, wrote about this. Based on the researches discussed, it can be deduced from the news items that this is a real problem. According to the stakeholders LSVb and researcher Dopmeijer, the returning call to action in these news items is that something must be done about this.

Furthermore, in recent years, more and more stories have come to light about students who have had to deal with a burn-out as a result of psychological complaints. The taboo of discussing students' burn-out seems to be broken. In news programmes such as Pauw and RTL Late Night, attention is paid to the issue by discussing it with experienced experts, including students. Furthermore, the experiences of students are discussed in more detail in discussion programmes such as Dutch Affairs (Hollandse Zaken) and Speechmaking Affairs (Spraakmakende Zaken). So to speak, a public debate is held in this context, in which students discuss their burn-out with each other, with the experts present and with the parties involved.

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Other things that make the issue grow, is the attention that this issue gets on the internet: there are many websites where help and coaching is offered aimed at burn-out among young people, these are websites where students can also find help and tips, such as jongburnout.nl, ik-student.nl and burnout.anderezorg.nl.

Furthermore, more and more videos can be found on YouTube that deal with students' personal stories about their burn-out and how they deal with it, such as the items of NOSop3 (2017) that show an item about student Jip (23) who has a burn-out. There are even more (short) documentaries of vloggers who are students and who tell their personal story about their burn-out and how they deal with it in order to advise viewers. The University of the Netherlands also published a webinar via YouTube (2017), told by Msc. Psychologist Thijs Launspach, who discusses why so many Millennials (this group includes approximately 452,000 students studying at universities of applied sciences (DUO, 2017)) are suffering from burn-outs. As a result of this online broadcast, Dutch news sites such as AD, Eva Jinek, RTL Z and Linda News published news items in this regard. Thus, the issue is addressed again in the media in a different way.

Monitoring involves forecasting how an issue will develop, its intensity, and potential to cause fear or outcry among key publics (Dalton, 2011). Coosto Open was used for this part and the measuring period is ‘May 19 June 17, 2018’. Because it is the free version, there is no possibility to look back beyond this period and the (social) media sources are limited to Twitter, News, YouTube, Blogs and Fora. However, this monitoring is meant to look at how the issue is discussed online in the past measurement period.

To search the issue with Coosto Open, three terms were used: "Students burnout", "Students burn-out" and "Students burnout". Both the search terms "Students burn-out" and "Students burnout" show the same results, so these terms are treated as one and the same.

There are some developments ongoing about the issue, which can be derived from the monitoring tool. In figure 3 on the next page there is a line chart showing the amount of activity and sentiment in the specific time period.

Another page further, the relevant results are presented and discussed in terms of Activity, sentiment & sources. The following questions serve as a reference:  At which moments is there much activity?  Is sentiment particularly positive or negative and what are the possible reports about the issue?

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 What relevance does this have with regard to the issue and with regard to the organisation Fontys?

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students burnout

students burn-out/students burn out

Figure: 3: Activity & Sentiment of the search terms "Students burnout", and "Students burn-out"/"Students burnout" in the period ‘May 19 - June 17, 2018’ Source: Coosto Open (2018)

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According to Coosto Open (2018), in the past month the term "students burnout" has appeared in 19 messages from Twitter (10), the News (6), YouTube (2) and on a Forum (1).

As shown in figure 4, the average sentiment about all these messages was positive for 9 messages (47%) and negative for 6 messages (32%). It seems that this term is discussed with a more positive than negative sentiment via the mentioned sources.

Figure 4: Sentiment of the term “Students burnout” Bron: Coosto Open (2018) On Twitter there was a lot of activity on 23-5 about the issue and there were mainly positive messages that were aimed at creating more awareness about burn-out students and how to deal with this. Two tweets are written by teachers, one of which is a Fontys teacher.

 23-5-2018 by @TIMEOUT_burnout, an organised informative evening by student organisations, student associations about #stress and #burnout for students of Groningen. TIME OUT! aims to break the taboo of #stress, #performancepressure and #burnouts among young people and make it open for discussion.  28-5-2018 by @rooshijner, HR advice & education and HRM teacher at Utrecht University who has had a conversation with her students following #digitaldetox @Interpolis, which is about pressure on performance and counteracting stress.  13-6-2018 by @richard013, teacher in HRM and Psychology at Fontys Universities of Applied Sciences in Tilburg. He tweets about a project he is setting up with students from his profession, which is about reintegration and burnout events.

The tweets and news with negative sentiment refer to the published YouTube item of AT5 on 9-6. This is about a relevant result from the ‘StudentHealthTest’: Amsterdam students with a non-western background are more likely to be depressed and also more likely to suffer from anxiety complaints (AT5, 2018). This is an interesting development within the issue, as it will undoubtedly also affect some of the Fontys students.

Comments on this video were disabled.

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With regard to news reports, on 22-5 an article on ScieneGuide has come up with the relevant news that parental involvement enhances a student's study results (2018). The majority of the students themselves also like the involvement of parents in the study programme, even if they leave the parental home (ScienceGuide, 2018). The sentiment regarding these messages is positive.

As a result, on 13-6 Trouw (2018) published a report written by Maaike Bezemer on the parenting question: do parents have to guide an adult child through his studies? Carolien Gravesteijn, lecturer in parenting and parental guidance at Leiden University says the following about this: 'Children who are already adults by law also need guidance from their parents' (Bezemer, 2018). In addition, Graventijn argued at a conference about studying effective, that education programmes should actively involve and inform parents. According to Bezemer (2018), it immediately became noisy in the room, but Gravestijn sees that the transition from secondary education to further education is difficult: ‘Young people feel a sense of study choice stress and pressure to work alongside their studies’ (Bezemer, 2018). Gravestijn also regularly hears that young people are not doing well, that they are struggling with burnout, stress or depression. ‘At those moments it's good for parents to step into their parenting role and take control again.’

However, according to Gravesteijn (2018) they have to guide their child instead of solving his or her problems. By involvement, she does not mean that the parent can take the work off their hands. Another approach is, for example, to sit next to the student and help him or her with planning, if they still have difficulties with it . At the end, the effort must come from the student himself (Bezemer, 2018). In view of the above, these insights may be interesting for the stakeholder parents of students.

In the last month, 43 messages from the News (19), Blog (10), Twitter (9), Forum (3) and YouTube (2) contained the term “students burn-out”/”students burnout”.

As shown in figure 5, the average sentiment about all these messages was positive for 4 messages (9%) and negative for 16 messages (37%). It seems that these terms are discussed with a more negative than positive sentiment via the mentioned sources.

Figure 5: Sentiment of the term “Students burn-out” / “Students burn out” Source: Coosto Open (2018) 22

There was a relatively high level of activity on 10-6 and 15-6. In the news, a message of 15-6 is aimed at the increasing number of burn-outs among students who are studying in the hospitality-industry. In blogs this is also referred to, the sentiment is mainly negative.

Furthermore, the NHTV University of Applied Sciences in Breda acknowledges that mental health of the millennium generation is a key area of concern (Bergs & de Koning, 2018). This is their strategy:

‘The NHTV is working with students to gain insight into the struggles of the millennium generation with the aim of increasing the resilience of hotel students in order to be able to deal with the demands and questions arising from their future role as professionals in society, private situation and study (Bergs & de Koning, 2018).’

This strategy corresponds to the identity of Fontys as an organisation. NHTV can also be mentioned as a stakeholder of Fontys and provides insight into how they deal with this issue. Thus, the issue is recognised by them and they involve several groups that need to intervene: "It is time for society to make a concrete contribution to solving an ever-growing social problem in which both universities and employers play a major role (Bergs & de Koning, 2018).’

Via Coosto Open it is striking that, in general, sentiment around the issue is negatively loaded, but this also shows the severity of the issue. Messages with a positive sentiment are the ones about projects or meetings that are intended to inform students and make them aware of burn-out complaints. Teachers and students cooperate and look how they can resolve the issue. Therefore, teachers can be considered as important influencers, when they acknowledge the issue and want to inform and counsel students about it. They are important stakeholders for Fontys, so this is a possible way for Fontys to approach the issue.

Another interesting finding is that parental involvement in the study of their adult child enhances a student's study results, education programmes should actively involve and inform parents (Bezemer, 2018). In times that students struggle with their study, parents can support their adult child. This shows that parents, as a stakeholder of Fontys, could have a lot of influence.

There have been interesting developments in the past measurement period, such as further research with new insights about the issue: Amsterdam students with a non-western background and hospitality-students have more risk getting burn-out complaints. Furthermore, burn-out among hospitality-students is also more recognised by the NHTV. According to them, it is seen as a social problem, in which both universities and 23

employers play a major role (Bergs & de Koning, 2018). Because the strategy of NHTV corresponds with the identity of Fontys, this provides Fontys with a potential guideline on how to deal with the issue themselves.

In this chapter, the relevant stakeholders are identified and specified. These are the stakeholders that have a high influence/authority, a high interest and/or high activity/visibility in regard to the issue. In the attachment, the whole process of prioritizing the most relevant stakeholders is elaborated. The following steps are taken: 1.

A Long List is made in order to identify every possible primary and secondary stakeholder relevant to

organization Fontys, in relation to the chosen issue.

2.

After identifying all the stakeholders, they were narrowed down by their attributes. The

Organizational Linkage model by Grunig & Hunt (1984) is used to consider how these groups are linked to the organisation based on four groups by linkage: enabling, functional (divided into input and output), diffused and normative stakeholders. In figure 6, the model is shown.

Figure 6: Organizational Linkage model, Grunig & Hunt (1984) Source: (AC Strategic Communication Management - Slides course 2 Daan Oudbier, 2018)

3.

Then, divided into the groups of linkage, the stakeholders were placed in charts. The Stakeholder

Analysis Matrix, as shown in Figure 7 on the next page, is used to analyse the relevance of the stakeholders based on the level of power / influence / authority, the level of interest, and their level of activity/visibility with regard to the issue. Based on the results out of Chapter 1 and 2, each level gets a score: low, medium or high.

Based on these scores, it is possible to determine how the organisation could deal with the stakeholders (KĂśrver & Helmann, 2010). This is mentioned in the column ‘Conclusion’ in the charts in the attachment. The most relevant stakeholders are the key players, those are the ones which:

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 Two of the three scores are high: in that case, a long-term relationship must be maintained with the stakeholder (Körver & Helmann, 2010).  All scores are high: there must be active collaboration with the stakeholder or the stakeholder must be actively 'combated' (Körver & Helmann, 2010).

Figure 7: Stakeholder Analysis Matrix Source: (AC Strategic Communication Management - Slides course 2 Daan Oudbier, 2018) The Key players were selected, the stakeholders who are the most relevant related to the issue. These are shown in Figure 8 below. On the next page, they are included in the short list.

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CvB of Fontys ISO

CMR

LSVb

Lectureship Study success Inholland

VH

The Issue: More students suffer from burn-out complaints

Parents of Fontys

Teachers/SLB

iStudent Fontys

Students of Fontys

Lectureships within Fontys

Figure 8: Overview of all the relevant stakeholders regarding the issue

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The most relevant stakeholders related to this Issue, analysed with the help of the questions asked in each column: Stakeholder

College Board of Fontys (CvB) Nienke Meijer – Chairwoman of the college board of Fontys.

Els Verhoef – interim member of the college board.

What kind of stakeholde r regarding Fontys?

Enabling

What is the position of the stakeholder regarding the issue?

What is the nature of the relationship with organization Fontys?

What is important to the stakeholder?

How could the stakeholder contribute to the issue?

How could the stakeholder block the issue?

Strategy for engaging the stakeholder / Key message

Even though Fontys invests in education as addressed in the identity, they notice how many students drop out and how many students take far too long to complete their studies.

But many teams don’t know enough about how to change this (Verhoef, 2017).

Forms the competent authority and acts as the result responsible unit under the Supervisory Board of organization Fontys.

Realising the mission, vision, strategy and objectives and maintaining the quality of the organisation.

To take a clear position on the issue with regard to a part of the group of students who are struggling with this. How can they contribute through a constructive plan and collaboration?

Not acknowledge the issue as an important part of study success.

Explaining the urge and impact of the issue in regard to study success to the stakeholders.

Burn-out complaints aren’t mentioned as a factor.

The CvB is horizontally accountable to stakeholders.

Not acknowledging the possible risks and impact on longterm.

Not taking responsibility and action for providing support in this regard.

Changing the policies of study success and advance.

Asking support for addressing the issue to other involved stakeholders.

Stimulate collaborations with other involved stakeholders who have more knowledge about the issue, both internal and external.  Lobbying

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The Central EmployeeStudent Council (CMR)

Enabling

Not clear, there is no (online) information found about their position.

- An employee participation body

The Association of Universities of Applied Sciences (VH) Nienke Meijer: board member of the VH.

Enabling

Developments regarding the issue are closely followed by them. They have expressed a strong interest in the theme of student welfare, including burnout.

They acknowledge the image that pressure on students increasing and sees the need to make it negotiable.

The CMR is the conversation partner of the CvB (Fontys, n.d.). Fontys maintains horizontal dialogue and accountability to students and employees through this stakeholder.

The CMR consists of employees and students and discusses strategic and tactical issues throughout Fontys with the College Board.

The CMR can give solicited or unsolicited advice on topics that are important to or have consequences for the whole of Fontys (Rommens, 2017).

Fontys is a member of the VH. They influence political decision making and are an important discussion partner for civil society organizations and governments.

Having employee representation on topics/issues in which employees and students within Fontys have an interest.

Employees and students who are or have been affected by burnout complaints can make their voices heard via the CMR.

The same as the CvB.

Furthermore, submit an action plan to the CvB of Fontys to address the issue with a possible solution.

Furthermore, they have the right of assent on a number of subjects.

They want the new government to deploy on the following points: focusing on the student, greater differentiation and flexibility, research is an important foundation and accountability is and will remain necessary (VH, n.d.).

Making it possible to discuss the issue with Fontys and giving guidelines on how to prevent the issue.

The same as the CvB.

The same as the CvB.

The same as the CvB.

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Teachers/study career supervisors (SLB)

Functional - input

Such as: Piet van Beurden @pietvanbeurd en Richard Voddé @richard013

iStudent Fontys (student counselling) - Including student psychologists, study counsellors and study choice consultants

Functional - input

They want to assist students in their study success. They mostly know something about burn-out complaints and guide students who cope with them, but they don’t always know how to recognize and assist students with burn-out complaints. Probably because Fontys doesn’t address this issue directly to them. And students aren’t willing to seek help when they have complaints like this.

Fontys Study counsellors, like Anouk Jansen (van den Nieuwenhuijzen, 2018) acknowledged the seriousness of the problem. She notices that students often name their problems well.

Nevertheless, they have often been around for longer with complaints.

Obviously, early identification and good referral are important to prevent problems such as study delay and drop-out.

Student well-being is

Teachers are an essential part of the organization of Fontys. Teachers have the skills and tools to coach and assist students in their talent development within the context of their study.

As SLB, they are the direct contact person for students, with whom the student has regular contact, monitors the performance and provides useful tips and advice where necessary.

The student counselling is an essential part of the student guidance within organization Fontys.

They help students with their development and discovery of their talent and with questions about, among other things, study delay, finances, undesirable behaviour, administrative activities, and study choice.

They want to help and assist students through their study to graduate.

By being informed about burnout and being trained to guide students through further professionalisation.

Preferably within the time to graduate, for which they are paid. This in order to maintain a good balance in their workload.

By organizing and assisting projects about burnout prevention among students, as was tweeted on Twitter.

Being attentive to each individual student so that they can study successfully at Fontys.

Further professionalisation of student counsellors about this issue and how to train students.

Offering professional workshops about the issue to parties involved with iStudent.

Making complaints about negative study well-being.

Making complaints about them not having the right tools to assist student regards the issue.

Not giving any subsequent advice and not showing any understanding for the student during sessions, because they themselves know too little about the issue and are not trained properly to guide them with this.

This could worsen the issue among students who seek for help at iStudent Fontys.

Informing the stakeholder and getting them aware about the issue.

Emphasizing their big influence in order to help and assist students with this issue.

The same as Teachers/SLB.

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Lectureships within Fontys

Functional input

Students of Fontys

Functional output

absolutely paramount for Anouk Jansen.

At the time, there is no Lectureship within Fontys that specific does research student wellbeing, including burn-out complaints.

Recent research shows that a big part of students suffer from burn-out complaints.

They don’t always know how to cope with these complaints, and therefore don’t seek help easily.

If a student doesn’t suffer from these complaints, it could be that they recognize it with fellow students.

They form the axis of the research function at Fontys. The lectureship is the link between education and research, between teachers and researchers, and between university college, the professional field and society.

Fontys wants to contribute to innovation in professional practice by means of applied research. In doing so, research must provide knowledge, insights and products that solve problems in this practice or further develop them.

Students form an essential part as the ‘users’ from educational programmes of Fontys.

According to Fontys (2017), it's eventually about the student achieving study success. For the student, this means that they develop in such a way that they can be of added value. Not only now but also in the future for

A lectureship can carry out further research into this issue by working together with other lectureships who have been working on this issue for quite some time.

Such as the Lectureship study success of Inholland University of Applied Sciences.

More research means a great contribution of Fontys to the issue.

Being informed about the issue, so they know when to seek for help in case of suffering from burn-out complaints.

Not doing any research about this issue.

Denying that further research about this issue is necessary.

Propose that research into this issue by a Lectureship within Fontys is desirable at this time. In view of Fontys’ identity, it is recommended to work together with a Lectureship that has already done a lot of research regarding this issue.

Ignoring the burnout complaints and not knowing how to cope with it.

Informing and making them aware of the issue.

Increasing students with study delay.

Speak themselves out about the issue.

Increasing students who drop-out of their study.

Stimulate to seek help when they have burn-out complaints.

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Parents of Fontys students

Functional – output

Lectureship Normative Study success of Inholland University of Applied Sciences

Aren’t always aware about burn-out complaints, because a lot of students don’t talk to others about it. Could be that they recognise symptoms, but don’t have the know-how and tools to assist their child.

These stakeholders are indirectly involved with Fontys through the students.

Parents can have an important influence on their child’s regarding the study choice.

Acknowledgement of the issue and the risks, based on their research set up a research line.

One of the goals of this research line is to invite other research and knowledge institutes to collaborate, which is a possible strategy for Fontys.

society and in my field of work.

The study success and the wellbeing of their child.

To research how to reduce a high degree of stress and to improve the wellbeing of students.

Parental involvement enhances a student's study results (ScienceGuide, 2018).

Ensure that the gained insights with their research contribute to possible interventions that can be used to improve the wellbeing of students.

Not supporting their child with their study.

Not recognizing burn-out complaints at their child.

Not doing this kind of research.

Not doing independent research anymore.

Inform about how to recognise and assist their child with possible burn-out complaints.

Inform how they can be involved as a parent in their child’s study.

Let Fontys collaborate with this extern Lectureship in order to get more understanding about the issue and in long-term use the gained insights for their own students.

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LSVb and ISO Tariq Sewbaransingh: Chairman LSVb Rhea van der Dong: Chairwoman ISO

Diffused

Because of the result of the research of LSVb and Jolien Dopmeijer, they want this growing issue to be better recognised and addressed.

It would be carried out into how this affects all Dutch students. It must be clear to all students were they can go if they have problems. And more awareness is desperately needed.

Both LSVb and ISO are members of the student welfare network and have been demanding attention for a long time (van der Dong, 2018). An action plan that is developed needs to be implemented on Universities of Applied sciences.

The LSVb and ISO raises this issue, in the interest of the student. They want universities of applied sciences like Fontys to implement the developed action plan.

The ISO and the LSVb summons higher education to make student welfare an integral part of the institution's policy (van Heest, 2018).

LSVb is the ‘advocate’ of Dutch students, who are committed to better and affordable education, more student participation and good student information and guidance.

Stimulating further research into the scale of students suffering from burn-out complaints.

Not devoting any more attention to this issue anymore.

The same as the normative stakeholder.

Not putting the issue forward in the media anymore.

Further addressing of the issue at enabling stakeholders, such as the CvB and Ministry of OCW.

The ISO is a regular dialogue partner for the Ministry of Education, Culture and Science, the political parties and the domes of universities and colleges of higher education.

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This chapter discusses the strategies of the Enabling, Functional, Normative and Diffused stakeholders. First, the chosen strategy will be argued for each type of stakeholder. After that, the key messages are displayed and then the means of communication are described through which the key messages are communicated. Finally, if available, relevant action points based on the Student Welfare Action Plan (van der Dong, 2018) are displayed.

These serve as guidelines for the strategy of the relevant stakeholder.

 Board of Directors: College Board of Fontys (CvB)  Employee participation body: The Central Employee-Student Council (CMR)  The Association of Universities of Applied Sciences (VH)

Kind of strategy  Lobbying As described in the Stakeholder Analysis, these stakeholders all have some control and authority over the organisation Fontys. The CvB is important for the steering function of Fonts, but luckily they are horizontally accountable to stakeholders. The CvB can be approached by the CMR by lobbying about the issue. Because CMR is the conversation partner of the CvB, they have the ability to lobby about the issue, especially in the interest of the Fontys students. Furthermore, the stakeholder analysis shows that the CvB do not have any internal or external communication about burn-out complaints. Therefore, this is an opportunity to address the CvB about the issue.

The key messages that need to be communicated are:  Explaining the relevance, urge and the impact of the issue in regard to study-success of Fontys her students.  Requesting support for addressing the issue to other involved stakeholders.  Stimulate collaborations with other involved stakeholders who have more knowledge about the issue, both internal and external.

Communication mean: enter into dialogue by a meeting between the chairwoman and other members of the CvB, members of the CMR and the VH about the issue using the key messages above. This is a bridging communication strategy.

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To these stakeholders, it is important to frame the issue as an important problem that has a high probability and a high impact on the organisation Fontys in the long-term. Furthermore, it is important to address possible solutions, like described in the Action Plan Student Wellbeing (van der Dong, 2018). The following action points are set so that they apply to the identity of Fontys:  Issue awareness: reduce stigma related to burn-out complaints and help seeking behaviour of students by setting up awareness campaigns and using role models, like teachers and fellow students (van der Dong, 2018). It is inevitable that the issue that occurs in this time.  Include student wellbeing as subject as a theme to the professionalisation programmes of educational institutions of Fontys (van der Dong, 2018).  Provide sufficient support for students on each university of applied sciences in the form of student psychologists, deans, student supervisors, study advisors and/or external care professionals, like iStudent (van der Dong, 2018).

 Teachers/study career supervisors (SLB)  iStudent Fontys (student counselling)  Lectureships within Fontys

Kind of strategy  partnerships and coalitions These stakeholders are important to Fontys in relation to the issue, because they are the direct contact person for students. Together with the students, Teachers/SLB are the experts in the field. Also, iStudent which includes student psychologists, study counsellors and study choice consultants are important stakeholders concerning the issue. They function as guiders of students in when they have problems.

Therefore, important to provide them with clear information about the possibilities for help and counselling with regard to the issue. It is necessary that they are fully updated about the issue and how they can be approachable for students to speak about their burn-out complaints. Furthermore, in view of Fontys’ identity, it is recommended to work together with a Lectureship that has already done a lot of research regarding this issue.

The key messages to communicate are:  Issue awareness: Informing the stakeholder and getting them aware about the issue.  Emphasizing their big influence in order to help and assist students regarding the issue.  Propose that research into this issue by a Lectureship within Fontys is desirable at this time.

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Communication means: enter into dialogue by meetings, workshops and coaching programmes between the stakeholders above. This is a bridging communication strategy.

For this group, it is important to focus the issue under enhancing the student wellbeing, rather than framing on just reducing burn-out complaints. Nevertheless, labelling the issue as burn-out complaints and keeping the right definition (see the Chapter 2: Issue analysis) is necessary in order for the stakeholders to stay on the same page in their communication. Furthermore, the following action points are an important addition to the key messages shown above:  Normalise openness about burn-out complaints students by being inviting to students who can need help (van der Dong, 2018).  Besides the effort Fontys already puts in student counselling, pay more attention to development of expertise (knowledge, recognition, understanding) of teachers/SLB and student supervisors in areas, such as the issue burn-out complaints among students, early signalling, self-help options for students and assistance for students (van der Dong, 2018).

 Students of Fontys  Parents of Fontys students

Kind of strategy  campaign Research shows that students find it difficult to seek help with their problems (Gubbels & Kappe, 2017).

Therefore it is important to provide students, but also teachers and student counsellors, with clear information about the possibilities for help and advice regarding this issue. Other research shows that parental involvement can enhance the study results (ScienceGuide, 2018).

The key messages for students are as following:  Informing and making them aware of the issue.  Stimulate to seek help when they have burn-out complaints.

The key messages for parents are as follows:  Inform about how to recognise and assist their child with possible burn-out complaints.  Inform how they can be involved as a parent in their child’s study.

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Communication means: informative and engaging events organised by stakeholder teachers about the issue, info monitor, digital newsletter. This is a bridging communication strategy.

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In addition to the key messages as presented above, the following action points are relevant and in line with the identity of Fontys:  Offering help: invest more in online and blog based assistance for students (van der Dong, 2018).  Prevention: pay more attention to the prevention and early detection of burn-out complaints.

 Lectureship Study success of Inholland University of Applied Science

 LSVb and ISO

Kind of strategy  collaboration and conducting research Conducting research that is useful to society is one of the strategic organisation goals of Fontys. This issue is society based, what imply it is useful to Fontys to research.

The key message to this Normative and Diffused stakeholder is:  In line with the identity of Fontys, she is willing to collaborate with this extern Lectureship in order to get more understanding about the issue and in long-term use the gained insights for their own students.

Communication mean: joint projects and researches, in collaboration with: individual study programmes, iStudent, education institutes of Fontys, secondary education (vo) and higher education, secondary vocational education (mbo) and higher education. This is a bridging communication strategy.

Furthermore, one of the action point regarding assistance is recommended by the Action Plan Student Wellbeing (van der Dong, 2018), like investing in a national partnership. They give the option Partnership Student Wellbeing with a steering committee, where universities and universities of applied sciences share knowledge and collaborate in joint research, interventions, professionalisation programmes, and the development of a ‘student wellbeing toolkit’ for all institutions (van der Dong, 2018). An opportunity for Fontys to show they care about the issue and actively want to deal with it in the interest of its students.

37

ACI Fontys. (2018, 5 22). Study at Fontys Academy for Creative Industries in Tilburg, The Netherlands.

Tilburg. doi:https://www.youtube.com/watch?v=y9mt_CqR0AE AT5. (2018, 6 9). Niet-westerse studenten hebben vaker last van psychische problemen. Opgehaald van YouTube.com: https://www.youtube.com/watch?v=5snAm_dBbJc Bergs, Y., & de Koning, S. (2018, 6 15). Mentale gezondheid en stress: de millennial in de hospitality-industrie.

Opgehaald van Hospitality-management: https://www.hospitality-management.nl/mentalegezondheid-en-stress-de-millennial-in-de-hospitality-industrie Bezemer, M. (2018, 6 13). 'Moeten we onze lanterfantende student helpen bij zijn werkstukken?'. de Trouw.

Opgehaald van https://www.trouw.nl/samenleving/moet-je-een-lanterfantende-student-helpen-bijzijn-werkstukken-~aa2db3c1/ CBS en TNO. (2018, 4 20). Resultaten Nationale EnquĂŞte Arbeidsomstandigheden 2017. Den Haag.

Opgehaald van https://www.cbs.nl/nl-nl/maatwerk/2018/16/nationale-enquetearbeidsomstandigheden-2017-resultaten Dalton. (2018, 4 24). AC Strategic Communication Management - Slides course 2 Daan Oudbier. Opgehaald van https://connect.fontys.nl/instituten/aci-vakken/1718/co-2018-strategic-communicationmanagement/Pages/Start.aspx Dalton, J. (2011). Reputation and Strategic Issue Management. UK: London School of Public Relations. de Boer, T. (2017). Van Succes-student naar Stress-student: Hoe groot is het probleem. Utrecht: Landelijke Studentenvakbond. Opgehaald van https://lsvb.nl/wp-content/uploads/2017/10/LSVb-2016Onderzoeksrapport-mentale-gezondheid-van-studenten.pdf de Volkskrant. (2018, 4 7). Veel burn-outs onder studenten: actieplan nodig om 'generatie van zombies' te voorkomen. Opgehaald van volkskrant.nl: https://www.volkskrant.nl/nieuws-achtergrond/veel-burnouts-onder-studenten-actieplan-nodig-om-generatie-van-zombies-te-voorkomen~bc3cc17c/ Dopmeijer, J. (2018, 4 7). Factsheet Onderzoek Studieklimaat, gezondheid en studiesucces 2017. Opgehaald van ISO.nl: http://www.iso.nl/website/wpcontent/uploads/2018/04/Factsheet_Onderzoek_Studieklimaat_april2018.pdf Drayer, E., & Sewbaransingh, T. (2017, 10 23). De LSVb heeft flutonderzoek afgeleverd. (T. van den Brink, Interviewer) Opgehaald van https://www.nporadio1.nl/dit-is-de-dag/onderwerpen/430208-de-lsvbheeft-een-flutonderzoek-afgeleverd DUO. (2017). Ingeschrevenen hoger beroepsonderwijs. Opgehaald van Onderwijs in Cijfers: https://www.onderwijsincijfers.nl/kengetallen/hoger-beroepsonderwijs/deelnemershbo/ingeschreven-hoger-beroepsonderwijs

38

EditieNL. (2017, 10 20). Driekwart van studenten is uitgeput: 'Aan alle kanten werd aan me getrokken'.

Opgehaald van RTLnieuws.nl: https://www.rtlnieuws.nl/editienl/driekwart-van-studenten-isuitgeput-aan-alle-kanten-werd-aan-me-getrokken Fontys. (2016, 4). Onze ambities. Opgehaald van Fontys.nl: https://fontys.nl/Over-Fontys/Wie-zijn-wij/Onzeambities.htm Fontys. (2016, 4 14). Onze uitgangspunten. Opgehaald van Fontys.nl: https://fontys.nl/Over-Fontys/Wie-zijnwij/Onze-uitgangspunten.htm Fontys. (2017). Fontys Bestuurverslag - Kleur bekennen. Fontys Hogescholen. Opgehaald van https://www.fontys.nl/actueel/download/.../bestuursverslagfontyshogescholen2017.pdf Fontys. (2017). Fontys Focus Student. Opgehaald van https://fontys.nl/Over-Fontys/Wie-zijn-wij/Onzeambities.htm Fontys ACI. (n.d.). Fontys Academy for Creative Industries. Opgehaald van Fontys.nl: https://fontys.nl/OverFontys/Fontys-Academy-for-Creative-Industries-1.htm Fontys. (n.d.). De opdracht van Fontys. Opgehaald van Fontys.nl: https://fontys.nl/Over-Fontys/Wie-zijnwij/Onze-missie.htm Fontys. (n.d.). Fontys CMR verkiezingen. Opgehaald van Fontys.nl: https://www.fontys.nl/fontysmagazines/cmr/index.html Fontys. (n.d.). Fontys Focus waardenset - óns moreel kompas. Opgehaald van https://fontys.nl/web/file?uuid=9d5ccff5-e464-4ee6-8e04-8f87f2dcd205&owner=458011ba-35e24ec8-bae3-ef97620e85c6&contentid=123390&elementid=5777653 Fontys. (n.d.). Merkbeleid Fontys. Opgehaald van Fontys.nl: https://fontys.nl/Fontys-Huisstijl-de-stijl-van-hethuis/Huisstijlmanagement.htm Fonys. (n.d.). Merkpositionering Denk Groter en Communicatiestijl. Opgehaald van Fontys.nl: https://fontys.nl/Fontys-Huisstijl-de-stijl-van-het-huis/Stijl-van-het-huis/Merkpositionering-DenkGroter-en-Communicatiestijl.htm Greco, V., & Roger, D. (2003, 4). Uncertainty, stress, and health. Personality and Individual Differences, 34(6), 1057-1068. Opgehaald van https://www.sciencedirect.com/science/article/pii/S0191886902000910?via%3Dihub Grunig, & Hunt. (1984). Grunig’s Organizational Linkage Model. Step 1: define your stakeholders, AC SCM slides course 2 .

Grunig, & Hunt. (2018, 4 24). AC Strategic Communication Management - Slides course 2 Daan Oudbier.

Opgehaald van https://connect.fontys.nl/instituten/aci-vakken/1718/co-2018-strategiccommunication-management/Pages/Start.aspx Gubbels, N., & Kappe, R. (2017). Onderzoekslijn Studentenwelzijn - onderzoeksagenda. Lectoraat Studiesucces, Hogeschool Inholland. Opgehaald van http://docplayer.nl/52867113-Lectoraatstudiesucces.html 39

Jacobs, S., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload.

Journal of College Student Development, 291-303.

Körver, F., & Helmann, F. (2010). Issuemanagement: Een Stappeplan. Den Haag: Boom Lemma Uitgevers.

Launspach, T. (2017, 10 2). Waarom zitten zoveel millennials thuis met een burn-out? Nederland: Universiteit van Nederland. Opgehaald van https://www.youtube.com/watch?v=ZHTknnpZuoM LSVb. (2017, 10 24). Onderzoeksmethode ‘Van succes-student naar stress-student’. Opgehaald van LSVb.nl: https://lsvb.nl/2017/10/24/onderzoeksmethode-succes-student-naar-stress-student/ LSVb. (2017, 10 25). Taboe onder studenten: een op de drie heeft een verhoogde kans op een burn-out.

Opgehaald van lsvb.nl: https://lsvb.nl/2017/10/25/taboe-studenten-op-drie-verhoogde-kans-opburn-out/ Meng, M. (2009, 2 25). Issue Life Cycle clarifies difference between “issues management” and “crisis management”. Opgehaald van Alexanderps.com: http://alexanderps.com/blog/blogissuelifecycle.html Meulenberg, R. (n.d.). Burnout. Opgehaald van Ruudmeulenberg.nl: https://ruudmeulenberg.nl/burnout/ Michels, W. (2018). Branding van je merk. Opgehaald van Fontys.nl: https://fontys.nl/Over-Fontys/Centrumvoor-Ondernemerschap/Fontys-Student-Startup-Festival-2/Branding-van-je-merk.htm NOS. (2017, 10 21). 'Zelfs mijn ouders weten niet van mijn burn-out'. Opgehaald van NOS.nl: https://nos.nl/op3/artikel/2198942-zelfs-mijn-ouders-weten-niet-van-mijn-burnout.html?_sp=4434ed88-48f0-4888-8470-b3590177fdaa.1529076520573 Rommens, B. (2017, 4 13). De CMR: Meer dan alleen slap gelul. Opgehaald van Fontys.nl: https://www.fontys.nl/nieuws/de-cmr-meer-dan-alleen-slap-gelul/ Schmidt, E., & Simons, M. (2013). Psychische klachten onder studenten. Utrecht: onderzoeksbureau van de Landelijke Studenten Vakbond (LSVb). Opgehaald van https://lsvb.nl/wpcontent/uploads/2016/10/Onderzoeksrapport_Psychische_klachten.pdf ScienceGuide. (2018, 5 22). Ouderbetrokkenheid bevordert de studieresultaten. Opgehaald van ScienceGuide.nl: https://www.scienceguide.nl/2018/05/ouderbetrokkenheid-bevordert-destudieresultaten/ Trouw. (2018, 4 7). Angst, depressie en zelfmoordgedachten: studenten gaan er aan prestatiedruk onderdoor. Trouw. Opgehaald van https://www.trouw.nl/samenleving/angst-depressie-enzelfmoordgedachten-studenten-gaan-er-aan-prestatiedruk-onderdoor~a8336942/ Trouw. (2018, 4 17). Studenten massaal opgebrand? Dat valt reuze mee. Trouw. Opgehaald van https://www.trouw.nl/samenleving/studenten-massaal-opgebrand-dat-valt-reuze-mee~ac2820e1/ van den Nieuwenhuijzen, F. (2018, 4 3). Actieplan voor aanpak depressiviteit bij studenten. Opgehaald van Bon.Fontys.nl: https://bron.fontys.nl/actieplan-voor-aanpak-depressiviteit-bij-studenten/

40

van der Dong, R. (2018, 4 7). Zeven op de 10 studenten ervaart prestatiedruk – Actieplan Studentenwelzijn pleit voor integrale aanpak. Opgehaald van iso.nl: http://www.iso.nl/persbericht/zeven-op-de-10studenten-ervaart-prestatiedruk-actieplan-studentenwelzijn-pleit-voor-integrale-aanpak/ van Heest, F. (2018, 3 28). Actieplan om depressies bij studenten bespreekbaar te maken. Opgehaald van scienceguide.nl: https://www.scienceguide.nl/2018/03/actieplan-om-depressies-bij-studentenbespreekbaar-te-maken/ Verhoef, E. (2017, 11 8). Wie in het onderwijs werkt, wil dat studenten succesvol zijn. Opgehaald van Fontysblogt.nl: http://fontysblogt.nl/wie-in-het-onderwijs-werkt-wil-dat-studenten-succesvol-zijn/ VH. (n.d.). Student centraal. Opgehaald van Vereniginghogescholen.nl: https://www.vereniginghogescholen.nl/standpunten/student-centraal

41

This is a list with every possible stakeholder relevant to organisation Fontys, in relation to the chosen issue.

College van Bestuur (CvB): vormt het bevoegd gezag en fungeert als resultaatverantwoordelijke eenheid onder de Raad van Toezicht.

Commissies: In de commissies vindt beleidsvoorbereiding en –ontwikkeling plaats op thema’s binnen het betreffende beleidsterrein en expertisegebied. Ook de evaluatie van resultaten en effecten van het geïmplementeerde beleid vindt plaats in de commissies, die op basis van de evaluatie adviseren over bijsturingsmaatregelen of bijstelling van beleid.

Fontys instituten: zoals Fontys Academy for Creative Industries, Fontys Hogeschool Communicatie en Fontys Hogeschool HRM en Psychologie.

Fontys diensten: zoals Dienst Onderwijs & Onderzoek en Dienst Studentenvoorzieningen.

Medewerkers Docenten Medezeggenschapsorganen en opleidingscommissies: Fontys houd horizontale dialoog en verantwoording naar studenten en medewerkers via o.a. medezeggenschapsorganen en opleidingscommissies.

Ervaringsdeskundigen: studenten met een burn-out. Kunnen hier mogelijk in de media ‘meepraten’ over allerlei onderwerpen.

Fontys studenten Ouders van studenten Studiekiezers Ouders van studiekiezers Alumni Studieverenigingen Kenniscentra: Het centrum initieert, stimuleert en begeleidt ook (praktijk)onderzoek, en organiseert inspirerende en verbindende ontmoetingen tussen professionals rond actuele vraagstukken en ontwikkelingen. Ook adviseert het centrum over leren en ontwikkelen in schoolorganisaties.

Studentpsychologen: zoals Jeanette van Rees van het NIP, maar met name studentpsychologen binnen Fontys.

42

Studiedecanen hoger onderwijs SLB’ers (studieloopbaanbegeleiders) Lectoraten binnen Fontys: vormen de as van de onderzoeksfunctie bij Fontys. De lector is de schakel tussen onderwijs en onderzoek, tussen docenten en onderzoekers, en tussen hogeschool, bedrijfsleven en samenleving • Educatielectoraat Leren en Innoveren: Vergaart en ontwikkelt kennis over het leerproces van leerlingen, leraren en organisaties, en adviseert en begeleidt het werkveld over praktische toepassing.

•

Lectoraat Dynamische talentintervenies: voert binnen de organisatie verschillende onderzoeken uit rondom talentontwikkeling.

•

De Fontys Commissie Lectoraten & Lectoren: een adviesorgaan van het College van Bestuur. Deze adviseert over het instellen van nieuwe lectoraten en bij verleningsaanvragen van bestaande lectoraten.

•

Lectoraat Sociale Veerkracht: onderzoekt maatschappelijke vraagstukken, in het bijzonder de vraag hoe overeind te blijven in onze steeds complexere, diversere en veranderende samenleving.

Centra voor Pedagogische Innovatie (CPI’s): Fontys Hogeschool Pedagogiek bundelt haar krachten met organisaties uit het beroepenveld binnen de Centra voor Pedagogische Innovatie (CPI’s). In de CPI’s werken professionals, studenten en docent-onderzoekers samen aan innovatieve beroepsproducten en nieuwe inzichten over pedagogisch handelen.

Sociaal Innovatie centrum: Het Sociaal Innovatie Centrum (SIC) is een innovatief onderwijsconcept van Fontys in samenwerking met externe partners op het gebied van sociale innovaties. Studenten HRM en Toegepaste Psychologie lopen stage op het SIC en doen onderzoek.

Politiek Overheden Ministerie van Onderwijs, Cultuur en Wetenschap (OCW): bestaat uit een bestuursdepartement en een aantal uitvoerende diensten en inspecties. De ambtelijke leiding van het departement bestaat uit het managementteam OCW, met aan het hoofd de secretaris-generaal (Rijksoverheid, n.d.). Bewindspersonen zijn ministers Ingrid van Engelshoven en Arie Slob.

Inspectie van het Onderwijs: houdt toezicht op het financiële beleid van onderwijsinstellingen.

Wetenschappelijke- en Praktijk onderzoekers: zoals Jolien Dopmeijer en Wilmar Schaufeli, Nederlands arbeids- en organisatiepsycholoog, klinisch psycholoog en hoogleraar Arbeids- en organisatiepsychologie. Hij is in bredere kring bekend als expert op het gebied van burn-out.

Het bedrijfsleven Het (regionale) werkveld: vertegenwoordigd in een raad van advies of werkveldcommissie. Deze bewaakt (mede) de onderwijskwaliteit.

43

Universiteiten: zoals Universiteit Amsterdam. Fontys heeft een samenwerking met vier universiteiten.

Universiteit van Nederland: online platform waar Nederlandse topwetenschappers gratis college geven op internet.

Onderwijsinstellingen, zoals roc’s Hogescholen binnen de regio Hogescholen buiten de regio: zoals Hogeschool Amsterdam Beroepenveld: elk instituut onderhoudt contacten met het beroepenveld via een raad van advies of werkveldcommissie die deze aansluiting toetst (Fontys, 2017, p. 9) Professionals en professionele werkplaatsen Lectoraat Studiesucces van Hogeschool Inholland Decanen van middelbare scholen Vereniging Hogescholen: De Vereniging Hogescholen zet zich dagelijks in voor het beste onderwijs en onderzoek op 36 hogescholen, waaronder Fontys Hogescholen. Samen met hun leden beïnvloeden ze de politieke besluitvorming en zijn ze een belangrijke gesprekspartner voor maatschappelijke organisaties en overheden (Vereniging Hogescholen, n.d.).

Vakbonden, zoals LSVb Belangenorganisatie ISO

44

Stakeholders who have some control and authority over an organization, such as stockholders, board of directors, elected officials, governmental legislators and regulators (Grunig & Hunt, 1984; Esman, 1972; Evan, 1976; Parsons, 1976). These stakeholders provide an organization with resources and necessary levels of autonomy to operate. When enabling relationships falter, the resources can be withdrawn and the autonomy of the organization limited, restricted, or regulated (Grunig & Hunt, 1984; Esman, 1972; Evan, 1976; Parsons, 1976).

College van Bestuur (CvB): vormt het bevoegd gezag en fungeert als resultaatverantwoordelijke eenheid onder de Raad van Toezicht.

Commissies: In de commissies vindt beleidsvoorbereiding en –ontwikkeling plaats op thema’s binnen het betreffende beleidsterrein en expertisegebied. Ook de evaluatie van resultaten en effecten van het geïmplementeerde beleid vindt plaats in de commissies, die op basis van de evaluatie adviseren over bijsturingsmaatregelen of bijstelling van beleid.

Medezeggenschapsorganen en opleidingscommissies: Fontys houd horizontale dialoog en verantwoording naar studenten en medewerkers via o.a. medezeggenschapsorganen en opleidingscommissies.

Overheden Ministerie van Onderwijs, Cultuur en Wetenschap (OCW): bestaat uit een bestuursdepartement en een aantal uitvoerende diensten en inspecties. De ambtelijke leiding van het departement bestaat uit het managementteam OCW, met aan het hoofd de secretaris-generaal (Rijksoverheid, n.d.). Bewindspersonen zijn ministers Ingrid van Engelshoven en Arie Slob.

Name stakeholder

Power?

Machtig?

High High

Level of interest?

Belang bij issue?

High Medium

Activity / visibility?

Conclusion

Low High

Medezeggenschapsorganen en opleidingscommissies: Politiek: Kabinet Rutte III? Overheden

High

High

Low

Key player Keep satisfied Key player

Medium Medium

Medium Medium

Low Low

Ministerie van Onderwijs, Cultuur en Wetenschap (OCW):

High

High

Low

College van Bestuur: Commissies:

Keep satisfied Keep satisfied 45

Inspectie van het Onderwijs:

High

High

Low

Vereniging Hogescholen:

High

High

High

Keep satisfied Key player

Inspectie van het Onderwijs: houdt toezicht op het financiĂŤle beleid van onderwijsinstellingen.

Vereniging Hogescholen: De Vereniging Hogescholen zet zich dagelijks in voor het beste onderwijs en onderzoek op 36 hogescholen, waaronder Fontys Hogescholen. Samen met hun leden beĂŻnvloeden ze de politieke besluitvorming en zijn ze een belangrijke gesprekspartner voor maatschappelijke organisaties en overheden (Vereniging Hogescholen, n.d.).

46

Stakeholders who are essential to the operations of an organization and are divided between:

Fontys instituten: zoals Fontys Academy for Creative Industries, Fontys Hogeschool Communicatie en Fontys Hogeschool HRM en Psychologie.

Fontys diensten: zoals Dienst Onderwijs & Onderzoek en Dienst Studentenvoorzieningen.

Medewerkers Docenten Studentpsychologen: zoals Jeanette van Rees van het NIP, maar met name studentpsychologen binnen Fontys.

Studiedecanen hoger onderwijs SLB’ers (studieloopbaanbegeleiders) Lectoraten binnen Fontys: vormen de as van de onderzoeksfunctie bij Fontys. De lector is de schakel tussen onderwijs en onderzoek, tussen docenten en onderzoekers, en tussen hogeschool, bedrijfsleven en samenleving • Educatielectoraat Leren en Innoveren: Vergaart en ontwikkelt kennis over het leerproces van leerlingen, leraren en organisaties, en adviseert en begeleidt het werkveld over praktische toepassing.

• Lectoraat Dynamische talentintervenies: voert binnen de organisatie verschillende onderzoeken uit rondom talentontwikkeling.

• De Fontys Commissie Lectoraten & Lectoren: een adviesorgaan van het College van Bestuur. Deze adviseert over het instellen van nieuwe lectoraten en bij verleningsaanvragen van bestaande lectoraten.

• Lectoraat Sociale Veerkracht: onderzoekt maatschappelijke vraagstukken, in het bijzonder de vraag hoe overeind te blijven in onze steeds complexere, diversere en veranderende samenleving.

Name stakeholder

Power?

Machtig?

Level of interest?

Belang bij issue?

Activity / visibility?

Conclusion

Fontys instituten Fontys diensten: Medewerkers Docenten Studentpsychologen: Studiedecanen hoger onderwijs SLB’ers (studieloopbaanbegeleiders) Lectoraten binnen Fontys:

High Low Low High Medium High

High Medium Low High High High

Low Low Low High High Medium

Key player Minimal effort Minimal effort Key player Key Player Key player

High

High

Medium

Key player

High

High

Low

Key player 47

Huidige studenten Ouders van studenten Studiekiezers/aankomende studenten Ouders van studiekiezers/aankomende studenten Alumni Het bedrijfsleven Het (regionale) werkveld: vertegenwoordigd in een raad van advies of werkveldcommissie. Deze bewaakt (mede) de onderwijskwaliteit.

Beroepenveld: elk instituut onderhoudt contacten met het beroepenveld via een raad van advies of werkveldcommissie die deze aansluiting toetst (Fontys, 2017, p. 9) Professionals en professionele werkplaatsen

Name stakeholder

Power?

Machtig?

Level of interest?

Belang bij issue?

Activity / visibility?

Conclusion

Huidige studenten Ouders van studenten Studiekiezers/aankomende studenten Ouders van studiekiezers/aankomende studenten Alumni Studenten die binnen de hogeschool bestuurlijk actief zijn in medezeggenschap en opleidingscommissies Het bedrijfsleven Het (regionale) werkveld Beroepenveld Professionals en professionele werkplaatsen

High Low Low

High High High

Medium Medium Medium

Key player Keep informed Keep informed

Low

High

Medium

Keep informed

Low High

Low High

Low High

Minimal effort KEY PLAYER

High High High High

High High High High

Medium Medium Medium Medium

Key player Key player Key player Key player

48

Stakeholders who share a common interest with an organization. These associations or groups share similar values, goals, or problems. are associations or groups with which the organization has a common interest. These stakeholders share similar values, goals, or problems and often include competitors that belong to industrial or professional associations.

Studieverenigingen Universiteiten: zoals Universiteit Amsterdam. Fontys heeft een samenwerking met vier universiteiten.

Onderwijsinstellingen, zoals roc’s Aanleverend voortgezet onderwijs: instroom Hogescholen binnen de regio Hogescholen buiten de regio: zoals Hogeschool Amsterdam Lectoraat Studiesucces van Hogeschool Inholland Universiteit van Nederland: online platform waar Nederlandse topwetenschappers gratis college geven op internet.

Wetenschappelijke- en Praktijk onderzoekers: zoals Jolien Dopmeijer en Wilmar Schaufeli, Nederlands arbeids- en organisatiepsycholoog, klinisch psycholoog en hoogleraar Arbeids- en organisatiepsychologie. Hij is in bredere kring bekend als expert op het gebied van burn-out.

Decanen van middelbare scholen

Name stakeholder

Power?

Machtig?

Level of interest?

Belang bij issue?

Activity / visibility?

Conclusion

Studieverenigingen Universiteiten Onderwijsinstellingen, zoals roc’s Aanleverend voortgezet onderwijs Hogescholen binnen de regio Hogescholen buiten de regio Lectoraat Studiesucces van Hogeschool Inholland Universiteit van Nederland Wetenschappelijke- en praktijkonderzoekers Decanen van middelbare scholen

Low Medium Medium

High High High

Low Medium Medium

Keep informed Keep satisfied Keep satisfied

Medium

High

Medium

Keep satisfied

Medium Medium Medium

High High High

Medium Medium High

Keep satisfied Keep satisfied Key player

Low-medium Medium

High High

Medium High

Keep satisfied Key player

High

Medium

Low

Key player

49

Stakeholders, including publics, who have infrequent interactions with an organization. They become involved with an organization based on the actions of the organization. are the most difficult to identify because they include publics who have infrequent interaction with the organization, and become involved based on the actions of the organization. These are the publics that often arise in times of a crisis; linkages include the media, the community, activists, and other special interest groups.

Via de media: Ervaringsdeskundigen: studenten met een burn-out. Kunnen hier mogelijk in de media ‘meepraten’ over allerlei onderwerpen.

Vakbonden, zoals LSVb Belangenorganisatie ISO Bekende Nederlanders die een burnout gehad hebben, zoals radio-dj Patrick Kicken (3FM, Veronica), televisie- en radiopresentatrice en actrice Sophie Hilbrand (BNN), presentator Manuel Venderbos (RTL 5, EO) en de cabaretier, acteur en zanger Alex Klaassen. Volgens Körver & Helmann (2010, p. 64) kunnen bekende Nederlanders hun gezag weliswaar niet ontlenen aan deskundigheid. Echter, kunnen zij wel belangrijke invloed uitoefenen op de opinievorming als influencer.

Special interest groups Kenniscentra: Het centrum initieert, stimuleert en begeleidt ook (praktijk)onderzoek, en organiseert inspirerende en verbindende ontmoetingen tussen professionals rond actuele vraagstukken en ontwikkelingen. Ook adviseert het centrum over leren en ontwikkelen in schoolorganisaties.

• Centra voor Pedagogische Innovatie (CPI’s): Fontys Hogeschool Pedagogiek bundelt haar krachten met organisaties uit het beroepenveld binnen de Centra voor Pedagogische Innovatie (CPI’s). In de CPI’s werken professionals, studenten en docent-onderzoekers samen aan innovatieve beroepsproducten en nieuwe inzichten over pedagogisch handelen.

• Sociaal Innovatie Centrum: Het Sociaal Innovatie Centrum (SIC) is een innovatief onderwijsconcept van Fontys in samenwerking met externe partners op het gebied van sociale innovaties. Studenten HRM en Toegepaste Psychologie lopen stage op het SIC en doen onderzoek.

Name stakeholder

Ervaringsdeskundige studenten via de media LSVb ISO Ervaringsdeskundige Bekende Nederlanders Kenniscentra, zoals CPI en SIC

Level of Power/ influence / authority Medium

Level of interest?

Belang bij issue?

Activity / visibility?

Conclusion

High

High

Key player

Medium High Medium

High High High

High High High

Key player Key player Key player

High

High

Medium

Key player

50

51