{"id":7341,"date":"2023-09-19T20:51:00","date_gmt":"2023-09-19T18:51:00","guid":{"rendered":"https:\/\/ecio.nl\/handreiking\/guide-4-quadrant-model-article\/"},"modified":"2025-11-18T13:50:54","modified_gmt":"2025-11-18T12:50:54","slug":"guide-4-quadrant-model-article","status":"publish","type":"handreiking","link":"https:\/\/ecio.nl\/en\/guideline\/guide-4-quadrant-model-article\/","title":{"rendered":"Guide | 4 quadrant model (article)"},"content":{"rendered":"\n<div class=\"wp-block-media-text is-stacked-on-mobile\" style=\"grid-template-columns:35% auto\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"768\" src=\"https:\/\/ecio.nl\/wp-content\/uploads\/2025\/09\/4-kwadrantenmodel-1.jpg\" alt=\"4 quadrant model (1)\" class=\"wp-image-4894 size-full\"\/><\/figure><div class=\"wp-block-media-text__content\">\n<p class=\"has-large-font-size wp-block-paragraph\"><em>&#8220;To take good care of students is to secure knowledge<em>.<\/em>&#8220;<\/em><\/p>\n\n\n<style>.kb-table-of-content-nav.kb-table-of-content-id4887_1a9b21-b8 .kb-table-of-content-wrap{padding-top:var(--global-kb-spacing-sm, 1.5rem);padding-right:var(--global-kb-spacing-sm, 1.5rem);padding-bottom:var(--global-kb-spacing-sm, 1.5rem);padding-left:var(--global-kb-spacing-sm, 1.5rem);}.kb-table-of-content-nav.kb-table-of-content-id4887_1a9b21-b8 .kb-table-of-contents-title-wrap{padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;}.kb-table-of-content-nav.kb-table-of-content-id4887_1a9b21-b8 .kb-table-of-contents-title{font-weight:regular;font-style:normal;}.kb-table-of-content-nav.kb-table-of-content-id4887_1a9b21-b8 .kb-table-of-content-wrap .kb-table-of-content-list{font-weight:regular;font-style:normal;margin-top:var(--global-kb-spacing-sm, 1.5rem);margin-right:0px;margin-bottom:0px;margin-left:0px;}<\/style><\/div><\/div>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><\/blockquote>\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n<p class=\"wp-block-paragraph\">How do you work in a planned and sustainable way to promote teacher expertise to achieve accessible education for these students? Much has been said and written in recent years about teacher learning and professionalization. This learning and professionalization takes place both informally, for example in the interaction with students in the classroom and through exchange with colleagues, and formally, by following training courses or educational programs.  <\/p>\n\n<p class=\"wp-block-paragraph\">Regarding expertise in the field of studying with a disability, the Maatstaf Committee states in its advisory report that institutions should actively promote expertise on support options, facilities and resources at the educational and institutional levels. It advises investing in knowledge development and structural assurance. The importance of this is also evident from research among students with support needs from the <g id=\"gid_0\">NSE<\/g>. They appreciate the understanding they experience from lecturers, but at the same time indicate that the substantive knowledge of lecturers about support needs and accessibility is rated less highly.   <\/p>\n\n<h2 class=\"wp-block-heading\">What does the model offer?<\/h2>\n\n<p class=\"wp-block-paragraph\">The four-quadrant model supports institutions in planning the professionalization and safeguarding of knowledge about studying with a disability.<\/p>\n\n<h2 class=\"wp-block-heading\">Who is the model for?<\/h2>\n\n<p class=\"wp-block-paragraph\">The model has been developed for professionals from higher education institutions, who are concerned with the professionalization of teachers at the educational or institutional level. It is about professionalizing in the field of studying with a disability and the accessibility of education for students with a support need. <\/p>\n\n<h2 class=\"wp-block-heading\">The Quadrant Model<\/h2>\n\n<h3 class=\"wp-block-heading\">Four scenarios of professionalization<\/h3>\n\n<p class=\"wp-block-paragraph\">The four-quadrant model distinguishes four scenarios that show how professionalization around accessible education for students with support needs can be organized within an institution.<\/p>\n\n<p class=\"wp-block-paragraph\">On the vertical axis is <em>organization<\/em> versus <em>individual<\/em>: this axis indicates who within the institution takes the initiative for professionalization.<br\/>On the horizontal axis are <em>ad hoc<\/em> and <em>policy<\/em> versus each other: this axis indicates the extent to which professionalization arises from a shared vision and structural policy, or, on the contrary, is incidental and based on separate initiatives.<\/p>\n\n<p class=\"wp-block-paragraph\">The combination of these axes produces four scenarios. Each scenario can describe <g id=\"gid_0\">who<\/g> professionalizes, <g id=\"gid_1\">what<\/g> the subject is, <g id=\"gid_2\">how<\/g> the professionalization takes place, why it happens and what effects it has. Of course, there are also hybrid forms and variants of these scenarios.  <\/p>\n\n<h3 class=\"wp-block-heading\">Questions for dialogue<\/h3>\n\n<p class=\"wp-block-paragraph\">Within courses and institutions, the model can be used to support dialogue about planned professionalization. Three key questions guide this process: <\/p>\n\n<ol class=\"wp-block-list\">\n<li>What scenarios fit the current situation?<\/li>\n\n\n\n<li>Which scenarios match the desired situation?<\/li>\n\n\n\n<li>What actions, stakeholders and resources are needed to get there?<\/li>\n<\/ol>\n\n<p class=\"wp-block-paragraph\">Teachers within an institution request training on studying with ADHD. The institution&#8217;s professionalization academy offers this training, but due to too few registrations, the training has been repeatedly canceled. <\/p>\n\n<h3 class=\"wp-block-heading\">Case example<\/h3>\n\n<p class=\"wp-block-paragraph\">Therefore, in a conversation with an HR professional, the following questions came up:<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Who has the professionalization needs?<\/li>\n\n\n\n<li>Is it an individual desire or does it stem from the vision of the organization?<\/li>\n\n\n\n<li>Is there a central policy, or does the responsibility lie with individual teachers or programs?<\/li>\n<\/ul>\n\n<p class=\"wp-block-paragraph\">The four-quadrant model proved to be a useful tool here. It helped to identify the current situation (scenario I) and to formulate ambitions and actions to move toward the desired scenarios (II, III or IV). <\/p>\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Scenario<\/th><th>Initiative<\/th><th>Degree of policy<\/th><th>Features<\/th><th>Impact\/risk<\/th><\/tr><\/thead><tbody><tr><td>I &#8211; Individual &amp; ad hoc<\/td><td>Teacher or staff member<\/td><td>No or limited policy<\/td><td>Professionalization arises from personal interest or direct need of the students.<\/td><td>Enthusiasm and commitment, but fragile and unsustainable.<\/td><\/tr><tr><td>II &#8211; Organizational &amp; ad hoc<\/td><td>Training \/ team \/ service<\/td><td>Not yet embedded in policy<\/td><td>Departments or teams organize training sessions or workshops on current questions.<\/td><td>Rapid response, but risk of fragmentation and varying quality.<\/td><\/tr><tr><td>III &#8211; Individual &amp; policy<\/td><td>Teacher or staff member<\/td><td>Supported by policy and vision<\/td><td>Personal initiatives align with institutional policies or qualification pathways (such as BKO\/SKO).<\/td><td>Enhances individual motivation, but may have limited reach.<\/td><\/tr><tr><td>IV &#8211; Organizational &amp; policy<\/td><td>Institution\/Faculty<\/td><td>Structurally embedded in policy<\/td><td>Professionalization is part of established policy, systematically included in pathways and quality assurance.<\/td><td>Broad assurance, sustainable anchoring and consistent quality.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n<p class=\"wp-block-paragraph\">The model shows where an institution is now and what direction it wants to develop. Professionalization often starts in scenario I (individual, ad hoc) and works toward scenario IV (organizational, policy-based) in order to achieve sustainable assurance. <\/p>\n\n<h2 class=\"wp-block-heading\">Get started right away!<\/h2>\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/ecio.nl\/en\/knowledge-base\/?2332340748=post%2Chandreiking%2Conderzoek%2Cpodcast%2Cpraktijkinspiratie%2Cproject%2Cstudentervaring%2Cterugblik%2Ctool%2Cvideo&#038;2901694729=58\">Read more about quality assurance here<\/a><\/div>\n<\/div>\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>How do you work in a planned and sustainable way to promote teacher expertise to achieve accessible education for these students? Much has been said and written in recent years about teacher learning and professionalization. This learning and professionalization takes place both informally, for example in the interaction with students in the classroom and through&#8230;<\/p>\n","protected":false},"featured_media":4889,"template":"","meta":{"_acf_changed":false,"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","wds_primary_filter_domein":0,"wds_primary_filter_ondersteuningsbehoefte":0,"wds_primary_filter_sector":0,"wds_primary_filter_uitgave":0,"footnotes":""},"filter_domein":[106],"filter_ondersteuningsbehoefte":[],"filter_sector":[135,138],"filter_uitgave":[140],"class_list":["post-7341","handreiking","type-handreiking","status-publish","has-post-thumbnail","hentry","filter_domein-quality-assurance","filter_sector-hpe-en","filter_sector-ue-en","filter_uitgave-ecio-en"],"acf":[],"taxonomy_info":{"filter_domein":[{"value":106,"label":"Quality assurance"}],"filter_sector":[{"value":135,"label":"HPE"},{"value":138,"label":"UE"}],"filter_uitgave":[{"value":140,"label":"ECIO"}]},"featured_image_src_large":["https:\/\/ecio.nl\/wp-content\/uploads\/2025\/09\/handreiking.jpg",1900,501,false],"author_info":[],"comment_info":"","_links":{"self":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/handreiking\/7341","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/handreiking"}],"about":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/types\/handreiking"}],"version-history":[{"count":1,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/handreiking\/7341\/revisions"}],"predecessor-version":[{"id":7342,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/handreiking\/7341\/revisions\/7342"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/media\/4889"}],"wp:attachment":[{"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/media?parent=7341"}],"wp:term":[{"taxonomy":"filter_domein","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_domein?post=7341"},{"taxonomy":"filter_ondersteuningsbehoefte","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_ondersteuningsbehoefte?post=7341"},{"taxonomy":"filter_sector","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_sector?post=7341"},{"taxonomy":"filter_uitgave","embeddable":true,"href":"https:\/\/ecio.nl\/en\/wp-json\/wp\/v2\/filter_uitgave?post=7341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}