Students in the field of (mental) health are driven by their passion to make a profound, positive impact on the lives of patients. As technology-enhanced healthcare continues to advance, it presents us with exciting opportunities to enhance healthcare efficiency and extend our reach to more patients. On the other hand, technological advancements can also challenge the traditional role of the healthcare professional as a careprovider, and thereby threaten their professional identity (e.g., Jussupow, Spohrer, Heinzl, & Link, 2018).

To pave the way for the successful integration of innovative technologies in (mental) healthcare, our students must not only embrace these new tools but also embark on a journey to refine and reaffirm their professional identities: What does it mean to be a health care professional with increasing technological innovations that are reshaping the landscape of patient care?

In close collaboration with study programs in (mental) healthcare, this PhD project aims to examine the professional identity development of students as future health professionals in relation to the implementation of innovative health technologies. In this way, the PhD research will contribute to supporting future (mental) healthcare professionals in dealing effectively and in a meaningful way with the expanding role of technology in (mental) healthcare, ensuring their effectiveness and meaningful engagement in patient care.

Your job
As a PhD student, you will implement mixed methods to understand the different ways students in the (mental) healthcare field give meaning to their professional identity and the role of technology within it. Our ultimate goal is to develop tools and interventions that will guide and support these students in seamlessly integrating technology into their professional identities.

You will start with conducting focus groups and interviews to identify and develop personas representing different types of students in the (mental) healthcare field and how they integrate technology into their professional identity. These personas will inform the adaptation of a tool called the Career Compass (see https://thecareercompass.app/cc-1) that, in the current form, provides insight into STEM students’ professional identity. The adapted version will measure students’ personality, values, interests, competencies and technology-related attitudes and aims to identify the diversity in professional identities in (mental) healthcare in relation to technology.

Next, you will conduct a large-scale cross-sectional study across students in (mental) healthcare to validate the Career Compass and use Latent Profile Analysis to identity the different health care students’ professional identities in relation to technology. Based on the outcomes of the analyses, you will develop a feedback tool for health care students to provide insight in their professional identity and develop interventions to facilitate students’ further development in relation to the integration of technology in their studies or internship.

The research will have an interdisciplinary approach, which is also mirrored in the composition of the supervision team. The main supervisors will be dr. Marlon Nieuwenhuis, prof. dr. Matthijs Noordzij and prof. dr. Maaike Endedijk.

Reference: Jussupow, E., Spohrer, K., Heinzl, A., & Link, C. (2018). I am; we are-conceptualizing professional identity threats from emerging technologies.

• An MSc-degree in (social, health or educational) psychology, health sciences, educational science or a related discipline (also candidates close to graduating are encouraged to apply)
• Experience with (advanced) quantitative research methods and data management
• Experience with or an interest in developing interventions and tools
• Demonstrably good (scientific) writing skills
• Good English conversation skills, writing skills, and presentation skills. As you will be working with students and teachers in degree programs in the Netherlands, proficiency in Dutch is a pre
• A professional attitude and conduct that includes organisational sensitivity, pragmatism, and good communication skills
• The ability to think independently
• A hands-on mentality, good team spirit and likes to work in an interdisciplinary and internationally oriented environment

• A fulltime 4-year PhD position (1.0fte), starting between January – April 2024.
• Gross monthly salary of € 2.770,- in the first year to € 3.539,- in the fourth year
• Excellent benefits including a holiday allowance of 8% of the gross annual salary, and end-of-year bonus of 8,3%, a solid pension scheme and health care benefits
• 29 holidays per year in case of fulltime employment
• Excellent mentorship in a stimulating research environment with excellent facilities
• A personal development program within the Twente Graduate School. You will have a training programme as part of the Twente Graduate School where you and your supervisors will determine a plan for a suitable education and supervision
• A green campus with free access to sports facilities and an international scientific community
• A family-friendly institution that offers parental leave (both paid and unpaid)

At the department of Technology, Human and Institutional Behaviour (HIB), we are specialists in the science of behaviour change and the interplay between human behaviour and technology. Why do we behave the way we do, and how does our behaviour change? Why is it that some people can successfully adapt their diet or lifestyle, and others seem unable to? What drives behavioural changes among people and groups? How can our governments help us to behave in ways that are healthy, sustainable and inclusive, or that will make our countries, societies and cities a safer place to live? What role can technologies play – from virtual reality or artificial intelligence to human-media interaction and value-based design – in influencing our behaviour for the better? And, conversely, what does our behaviour tell us about how these new technologies should be developed? These are some of the key questions we deal with as researchers, educators and societal problem solvers at the HIB department.