Curriculum vitae

Personal details

Title(s), initial(s), first name, surname: Prof. Dr. Mien S.R. Segers
e-mail: segers@fsw.leidenuniv.nl or m.segers@erd.unimaas.nl

Master
Universiteit Gent
Date: 1983 (cum laude)
Main subject: Educational Sciences (Master thesis: Learning problems of children with
behavioural disorders)

Doctorate
Universiteit Maastricht
Date: 18 November 1993
Supervisor (‘Promotor’): Prof. Dr. W. Wijnen
Titel of thesis: “Kwaliteitsbewaking in het hoger onderwijs. Een exploratieve studie naar
prestatie-indicatoren in theorie en praktijk” (Quality Assurance in Higher Education. An
exploratory study of performance indicators in theory and practice)

Work experience since graduating

• October 1983 - June 1984: Lecturer Didactics and Psychology, Hoger Technisch
Instituut St. Antonius Gent, H.P.O.K.T.S.P (fixed- term)
• September 1984- February 1987: Pedagogue at a Medical Pedagogical Centre for
Mentally Retarded Children, Roosdaal (Belgium) (tenured-term)
• March 1987 - December 1988: NWO Researcher, Project Quality Assurance in
Higher Education (funded by the Ministry of Education), Department of
Educational Development and Research, Universiteit Maastricht (fixed-term)
• December 1988 - November 1989: Researcher, OECD/CERI project ‘International
Educational Indicators’, Department Educational Development and Research,
Universiteit Maastricht (fixed-term)
• December 1988 - June 1990: Assistant professor, Faculty of Health Sciences,
Teacher Training Program, Universiteit Maastricht (fixed-term)
• June 1990 – May 1999: Assistant professor, Faculty of Economics and Business
Administration, Universiteit Maastricht (tenured term); project leader
Development and Implementation OverAll Test (case-based assessment
instrument, measuring the extent to which students are able to use knowledge
as a tool to define, analyse, solve and evaluate authentic business problems)
• May 1999 – September 2003: Associate professor Faculty of Economics and

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 Business Administration, Universiteit Maastricht (tenured term); project leader
Internal Quality Assurance
• September 2003 – December 2009: Full Professor, Faculty of Social Sciences,
Universiteit Leiden (tenured term); Chair of the department Educational
Studies, Director of the research Program Self-regulation and Learning
• December 2009 - now: Full Professor Corporate Learning, Faculty of Economics
and Business Administration, University Maastricht; coordinator of the MSc
Management of Learning programme (www.managementoflearning.nl)

Summary of research over the last five years

Inspired by the insights from current learning theories and cognitive psychology,
many educational programmes have developed and implemented so-called
innovative learning environments, such as Problem-Based Learning (PBL)
environments. During the past years we have performed meta-analyses on the
effectiveness of problem-based learning environments in terms of students’
knowledge and skills. These studies indicated robust positive effects on students’
skills development. Additionally, in a series of studies we intended to find more
empirical evidence for the conditions under which PBL results in cognitive gains.
Therefore, (quasi-) experimental research studies were conducted in the domain of
Teacher Training and Economics and Business Administration. Beside measuring
cognitive gains, a series of studies focussed on the effect of learning and
assessment environments on students’ learning approaches (PhD project J. Nijhuis).
We investigated to what extent different learning and assessment environments,
including PBL environments, support the adoption of deep learning strategies. We
studied the variability of learning strategies during consecutive courses and the
relation with students’ perceptions of the learning and assessment environment.
Within this line of research, a PhD project (J. Arts) has been focusing on how
expertise develops within the discipline of management sciences and how the
design of the learning environment affects expertise growth. This PhD project took
a cognitive perspective in measuring effects. Currently, we are exploring the same
question within secondary education (PhD project Q. Elvira). Another PhD project
(B. Rienties) has taking a socio-cognitive perspective in studying the effects of
virtual and blended learning environments where cooperative learning and authentic
learning tasks are the main features. This project addresses how social networks
between students enhance or hinder the effects of the learning environment on
their study approaches and performance.

A second strand of research addresses specifically learning in the workplace. We

address the differential effects of learning environments on the transfer of
knowledge and skills from the educational program to the workplace or daily life.
PhD-projects are conducted within MBA programs (N. Pham) and adult education
(M. De Greef). With respect to the latter, we are coordinating a Grundtvig research
project (EDAM; www.socialinclusion.eu) on how social inclusion of vulnerable adults
participating in adult education can be enhanced by transfer features of the learning
and by participants’ life circumstances. Aforementioned projects study learning in a
formal educational setting. In addition, in one of the PhD projects (J. Vanderrijt) we
explore informal learning in the workplace in order to better understand feedback
seeking behaviour of professionals.

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 A third strand of research focuses on the assessment of learning and more
specifically, the validity of new modes of assessment in innovative learning
environments. During the past fifteen years, we developed the OverAll Test, a case-
based assessment instrument, measuring the extent to which learners are able to
solve novel problems within their domain of study. This instrument is currently
widely implemented in teacher training programs. The research studies on the
generalizability and validity of this new assessment instrument mainly showed
positive results. In the most recent studies, we focussed on the effects of the
OverAll Test on student learning (consequential validity). As this instrument is very
popular in Dutch teacher training programs, this was an ideal setting for our studies
on the consequential validity of the OverAll Test. Besides the OverAll Test, we
studied the validity of self- and peer assessment in review studies. Morevover, we
conducted research on the validity of peer assessment and portfolio assessment.
These studies indicated the conditions for these modes of assessment to support
student learning. This line of research is currently continued in different PhD
projects on the conditions for assessment to support learning. In a PhD project (R.
Pat-El) we address the (mis-)match between teachers and students in how they
perceive the formative aspects of the assessment practice and its effect on
students’ motivation and performance. In two other PhD-project, we study under
which conditions portfolio assessment inform and support learning. One project is
conducted in elementary schools (D. Baas), one in workplace settings (S.
Beausaert). Finally, a PhD project is focussing on the interpersonal conditions for
multirater feedback (peer assessment as well as 360 degree feedback) to enhance
learning in school and workplace settings.

A fourth strand of research focuses on team learning and how interpersonal

variables influence the development of shared mental models and enhance team
performance, Results showed that both interpersonal factors and socio-cognitive
processes have to be taken into account to understand the formation of mutually
shared cognition, resulting in higher team performance. Interdependence, task
cohesion, psychological safety, and group potency, as aspects of the interpersonal
context, appeared to be crucial for the engagement in team learning behaviours. To
further develop this line of research, we have recently received funding from the
Network Social Innovation (NSI) for a PhD project on the effects of team learning
for expertise development from a socio-cognitive perspective. Moreover, we
investigate the role of shared mental models, transactive memory systems and
learning behaviours in coordination teams (Command On Scene teams) that are
involved in emergency incidents (PhD project S. Van de Haar).

A selection of publications

Segers, M., & Dierick, S., & Dochy, F. (2001). Quality Standards for new modes of
assessment. An exploratory study of the consequential validity of the OverAll test.
European Journal of Psychology of Education, 16, 4, 569-588.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of
problem-based learning: a meta-analysis. Learning and Instruction, 13, 533-568.
(impact factor 1.617)

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of
Problem-based Learning: A Meta-analysis from the Angle of Assessment. Review of
Educational Research, 1, 27-61.

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Arts, J. A., Gijselaers, W. H., & Segers, M. R. S. (2006). From Cognition to
Instruction to Expertise: Measurement of Expertise Effects in an Authentic,
Computer Supported, and Problem-based Course. European Journal for Psychology
of Education, XXI, 71-91.

Van den Bossche, P., Gijselaers, W., Segers, M., & Kirschner. P. (2006). Social and
Cognitive Factors Driving Teamwork in Collaborative Learning Environments. Team
Learning Beliefs & Behaviors. Small Group Research. 37,5, 490-521.

Nijhuis, J., Segers, M., & Gijselaers, W. (2007). The interplay of perceptions of the
learning environment, personality and learning strategies: a study amongst
International Business Studies students. Studies in Higher Education, 32, 1, 59-77.

Akkerman ,S., Van den Bossche, P., Admiraal, W., Gijselaers, W., Segers, M.,
Simons, R.J., Kirschner, P. (2007). Reconsidering Group Cognition: From Conceptual
Confusion to a Boundary Area between Cognitive and Socio-cultural Perspectives?
Educational Research Review,2, 1, 39-63.

Gijbels, D., Segers, M., & Struyf, E (2008). Constructivist learning environments:
Can students’ perceptions of assessment demands and their learning strategies be
changed in the desired direction? Instructional Science. 36, 5, 431-443.

Raemdonck, I., de Grip, A., Segers, M., Thijssen, J., & Valcke, M. (2008).
Zelfsturing in leren en loopbaan als predictoren van employability bij
laaggeschoolde werknemers. Gedrag en Organisatie, 21, 4, 386-405.

Van Gennip, N., Tillema, H., & Segers, M (2008). Peer assessment in teams.
Opleiding en Ontwikkeling, 21, 9, 19-23.
Bernsen, P., Segers, M., & Tillema, H. (2009). Learning under pressure; learning
strategies, workplace climate, and leadership style in the hospitality industry.
International Journal of Human Resource Development and Management, 9, 4, 358-
373.
Van der Haar, S., Jehn, K.E. & Segers, M.R.S (2009). Towards a model for team
learning in multidisciplinary crisis management teams. International Journal of
Emergency Management. 5, 195-208.
Rienties, B.M.A., Tempelaar, D.T.. Van den Bossche, P., Gijselaers, W.H., & Segers,
M.S.R. (2009). The role of academic motivation in Computer Supported
Collaborative Learning. Computers in Human Behavior, 25, 6, 1195-1206.
Ploegh, K. , Tillema, H.H., & Segers, M. S. R. (2009). In Search of Quality Criteria in
Peer Assessment Practices. Studies in Educational Evaluation, 35, 2-3, 102-109.
Tanilon, J, Segers, M., Vedder, P., & Tillema, H. (2010). Development and
validation of an admission test designed to assess samples of performance on
academic tasks. Studies in Educational Evaluation, 35, 4, 168-173.
Van den Bossche, P., Segers, M., & Janssen, N. (2010). Transfer of training: the
role of feedback in supportive social networks. International Journal Training and
Development, International Journal of Training and Development, 14, 2, 81-94.
Van Gennip, A.E., Segers, M.S.R., & Tillema, H. H. (2010) Peer assessment as a
collaborative learning activity: The role of interpersonal variables and conceptions.
Learning and Instruction, 20, 280-290.

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 Van Gennip, N., Gijbels, D., Segers, M., & Tillema, H. (2010). 360 degree feedback.
International Journal of Human Resource Development and Management, 10, 4,
362-379.
Pham, N., Segers, M., & Gijselaers,W. (2010). Understanding Training Transfer
Effects from a Motivational Perspective. Business Leadership Review VII:III, 1-25.
de Greef, M., Segers, M., & Verté, D. (2010). Development of the SIT, an
instrument to evaluate the transfer effects of adult education programs for social
inclusion. Studies in Educational Evaluation, 36, 42–61.

Awards

• European Association for Research on Learning & Instruction (EARLI) 2001

Nomination for the EARLI outstanding publication award for:
Dochy, F., Segers, M., & Buehl, M. (1999). The relation between assessment
practices and outcomes of studies: The case of research on prior knowledge.
Review of Educational Research, 69, 147-188.

• American Educational Research Association (AERA) 2006

Best published paper award 2006 for:
Dochy, F., Segers, M., Van den Bossche, P., & Struyven, K. (2006). Students'
Perceptions of a Powerful Learning Environment. Learning Environments
Research, 7, 41-66.

• Best Dissertation Award for the PhD thesis “Minds in Teams” written by Piet
van den Bossche (2006) (supervisors: Prof. dr M, Segers & Prof. dr. W.
Gijselaers) and awarded by the Dutch / Flemish Association for Educational
Research.

Research networks

• 1998-2003: elected as the coordinator of the Special Interest Group on

Assessment of the European Association for Research on Learning and Instruction
(EARLI).

• 2003-2007: elected as the coordinator of the Special Interest Group Higher

Education of the European Association for Research on Learning and Instruction
(EARLI).

• 2003-2007: member of the Editorial Board of the EDINEB (Educational Innovation

in Economics and Business Administration) Book Series (Kluwer Academic
Publishers)

• Member of the American Educational Research Association (AERA) and NCME.

• Member of the AERA Special Interest Group Teaching and Teacher Education.

• Member of the Educational Innovation in Economics and Business Administration

Network (EDINEB).

• Member of the European Association for Research on Learning and Instruction

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 (EARLI).

• Member of the EARLI Special Interest Groups of Assessment, Higher Education,

Teaching and Teacher Education.

• Reviewer of the journals Learning and Instruction, Studies in Higher Education,

Higher Education, Studies in Educational Evaluation

• Fellow KNAW (National Academy for Sciences) accredited Research School:

METEOR – Maastricht Research School of Economics of Technology and
Organizations