{"id":5823,"date":"2024-06-05T17:43:00","date_gmt":"2024-06-05T15:43:00","guid":{"rendered":"https:\/\/ecio.nl\/praktijkinspiratie\/study-work-strong-at-work-windesheim-project-management\/"},"modified":"2026-05-05T10:48:59","modified_gmt":"2026-05-05T08:48:59","slug":"study-work-strong-at-work-windesheim-project-management","status":"publish","type":"praktijkinspiratie","link":"https:\/\/ecio.nl\/en\/praktijkinspiratie\/study-work-strong-at-work-windesheim-project-management\/","title":{"rendered":"Study-Work | Strong at Work Windesheim (project management)"},"content":{"rendered":"\n
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“In different areas, such as economy, society and personal, it pays off.”<\/em><\/p>\n<\/blockquote>\n<\/div><\/div>\n\n

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How can we build a sustainable bridge between education and employment for students with disabilities? What factors are crucial in this process? In this interview, we talk to Rianne Bieleman<\/a>, project leader of the successful ‘Strong at Work<\/a>‘ initiative of Windesheim University of Applied Sciences. This project, which was awarded the Bridge of Fame Award 2024 as a best practice, offers valuable insights and solutions. Be inspired!<\/strong><\/p>\n\n

Reason for project Strong at Work<\/h2>\n\n

In late 2019, Windesheim launched the Strong at Work initiative. Inspired by the article<\/a> Mind the Gap (B\u00fcscher and De Groot, 2008) and a visit by Gertjan Seegers. During his visit, Seegers spoke with Windesheim students and staff about the difficult transition to the labor market for college graduates with a functional disability. At the time, there was no specific guidance available for this target group, nor was there any specific funding from the Ministry of Education, Culture and Science. Windesheim decided to take action itself and provide funding for the Strong at Work project, which started in 2019. <\/p>\n\n

Research around feasibility<\/h2>\n\n

“In 2022, Bureau Doet carried out a social business case commissioned by Windesheim to investigate the feasibility of making it sustainable nationwide. The goal was to give college graduates with functional disabilities a greater chance of finding and keeping suitable, sustainable jobs after their studies. They also examined the availability of support through the municipality, the UWV and relevant laws and regulations. The conclusion was that there is a lack of specific laws and regulations for this target group,” Rianne says.<\/p>\n\n

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“Pathways such as ‘Strong at Work’ are proving to be rewarding in several areas, including economic, social and personal” – Rianne<\/em><\/p>\n<\/blockquote>\n\n

Challenges during implementation<\/h2>\n\n

“At the start of the project in late 2019, early 2020, we wanted to build a network of companies. It soon became clear that the students, whom we accompany, are not particularly keen on our network. They are much more in need of empowerment to then look for the suitable job autonomously and independently. So from Strong at Work we do not match much, but we help the student to be strong in networking and applying for jobs.”<\/p>\n\n

The approach of Strong at Work<\/h2>\n\n

“Our team consists of four people: project management and career coaches. We reinforce each other and have created a good program. The board provides money and time on behalf of the BoG. In total, we have 1 FTE available, divided among four people, which is currently sufficient. Each week we devote one day to 1.5 days to various tasks, such as supervising students, providing customization and discussing approaches in team meetings. We evaluate regularly to make sure we stay on track. In addition, we consult with our manager of Student Affairs and the CvB regarding the sustainability of the project. Decisions around additional funding and attracting new partners lie with our CvB and management.”<\/p>\n\n

“We work with five parameters that are important for labour market entry: realistic self-image, realistic search profile, social network system mapping, social skills and job application skills. On the basis of a 0 measurement, we determine where the needs of the participants lie and which parameters need attention. In terms of guidance, we mainly focus on empowerment, talents and qualities of the students. We also check at the student level whether the level of education matches the work found and whether the graduate is in the right place.”<\/p>\n\n

Support methods for students<\/h2>\n\n

“We go through a roadmap with the student and have a toolkit of guidance tools and assignments. The student’s needs determine which tool is used. Our guidance staff knows the students well and knows what works or doesn’t work. An example of a tool is “qualities with talents,” which asks questions such as: What do you have to offer? What are you good at and what still needs attention? We also focus on job application skills and a well-constructed resume. Once every three to four weeks, the job club meets. Students can make use of this. The job club is all about application skills and especially learning from and with each other. The participants eventually go out and look for a suitable job themselves.”<\/p>\n\n

Longer-term impact<\/h2>\n\n

“The students who start work remain in the picture for six months, depending on their need for guidance. We maintain e-mail contact with some students who are on the job longer. We also plan to evaluate after a year. Some students remain in view for longer through LinkedIn, for example. When the guidance from Windesheim stops, if necessary, we think along about how further guidance can be solved, for example through a job coach from the UWV or help from the municipality for independent living. This doesn’t happen very often.”<\/p>\n\n

Future plans for Strong at Work<\/h2>\n\n

“We want to make our activities sustainable so that students are not dependent on where or what they study, with a nationwide approach. Our biggest wish is that the pathway is available to all educational institutions and also to all students regardless of diagnosis,” Rianne said. “For this we have set up a working group in which various ministries of OCW, SZW and VWS are represented. The VH is also involved to find out together how such a trajectory can be made sustainable.” <\/p>\n\n

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Read more about inclusive internships and transition to work here<\/a><\/div>\n<\/div>\n\n

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