Prof. Jan Vermunt

Short Bio

Prof. Jan Vermunt

Visiting Professor
Department of Psychology
EXPERTISE

My expertise areas are the learning sciences, with a focus on students’ learning in and outside education and teachers’ learning and professional development. Special research interests include cognitive, affective and regulative processes in learning, promoting deep, self-regulated and collaborative learning, and innovation in education and pedagogies.

SHORT BIO

Professor Jan Vermunt is a Visiting Professor of Psychology and Education at the Department. He received his doctoral degree from Tilburg University for a thesis on student learning in higher education.  He moved to Leiden University in 1995, where he worked for six years, during two periods, as an Associate Professor at ICLON – Graduate School of Teaching. From 1999 to 2002 he joined Maastricht University as a Professor of Educational Development and Research at the Faculty of Health Sciences. He was a Visiting Professor of Educational Innovation in Higher Education, University of Hasselt, Belgium. From 2004 he served as Professor of Teaching and Teacher Education at Utrecht University. In 2012 Jan was elected Professor of Education at the University of Cambridge. In his Cambridge years he was also Deputy Head, Director of Research, and Director of Teaching and Learning of the Faculty of Education, Head of the Psychology and Education Academic Group, and Fellow of Wolfson College. During this period he also served as Editor-in-Chief of Learning and Instruction, one of the leading journals in the world in the field of Educational Research. In 2016 the University of Antwerp awarded him a honorary doctorate in Educational Sciences for his scholarly work. In December 2018 Jan was appointed as a Professor of Learning Sciences and Educational Innovation at Eindhoven University of Technology, where he has also served as the Scientific Director of Eindhoven School of Education.

 

Selected Publications
  • Görtzen, J. J. H., Stollman, S, H. M., Schellings, G. L. M., Vermunt, J. D. & Nieveen, N. M. (2025). Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs. Studies in Educational Evaluation, 86, https://doi.org/10.1016/j.stueduc.2025.101483
  • Helker, K., Bruns, M., Reymen, I. M. M. J., & Vermunt, J. D. (2025). A framework for capturing student learning in challenge-based learning. Active Learning in Higher Education, 26(1), 213-229. https://doi.org/10.1177/14697874241230459
  • Doulougeri, K., Vermunt, J. D., Bombaerts, G., & Bots, M. (2024). Challenge-based learning implementation in engineering education: A systematic literature review. Journal of Engineering Education, 113, 1076-1106. https://doi.org/10.1002/jee.20588
  • Murtonen, M., Aldahdouh, T. , Vilppu, H., Trang, N. T. T., Riekkinen, J., & Vermunt, J. D. (2024). Importance of regulation and the quality of teacher learning in student-centred teaching. Teacher Development, 28(4), 534-552. https://doi.org/10.1080/13664530.2024.2318329
  • Vermunt, J. D. (2023). Understanding, measuring and improving simulation-based learning in higher education: Student and teacher learning perspectives. Learning and Instruction, 86, https://doi.org/10.1016/j.learninstruc.2023.101773
  • Vermunt, D., Vrikki, M., Dudley, P., & Warwick, P. (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education, 133, 104295. https://doi.org/10.1016/j.tate.2023.104295
  • Hofmann R., & Vermunt J. D. (2021). Professional learning, organisational change and clinical leadership development outcomes. Medical Education, 55, 252-265. https://doi.org/1111/medu.14343
  • Lonka, K., Ketonen, E., & Vermunt, J. D. (2021). University students’ epistemic profiles, conceptions of learning, and academic performance. Higher Education, 81, 775-793. https://doi.org/10.1007/s10734-020-00575-6
  • Vermunt, J.D., Vrikki, M., Van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73. https://doi.org/10.1016/j.tate.2019.02.009
  • Warwick, P, Vrikki, M., Færøyvik Karlsen, A.M., Dudley, P., & Vermunt, J. D. (2019). The role of pupil voice as a trigger for teacher learning in lesson study professional groups. Cambridge Journal of Education, 49(4), 435-455. https://doi.org/10.1080/0305764X.2018.1556606
  • Fryer, L.K., & Vermunt, J.D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1), 21-41. https://doi.org/10.1111/bjep.12169
  • Vermunt, J.D., Ilie, S., & Vignoles, A. (2018). Building the foundations for measuring learning gain in higher education: A conceptual framework and measurement instrument. Higher Education Pedagogies, 3(1), 266-301. https://doi.org/10.1080/23752696.2018.1484672
  • Vermunt, J.D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299. https://doi.org/10.1007/s10648-017-9414-6
  • Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61, 211-224. https://doi.org/10.1016/j.tate.2016.10.014
  • Endedijk, M.D., Brekelmans, M., Sleegers, P., & Vermunt, J.D. (2016). Measuring students’ self-regulated learning in professional education: bridging the gap between event and aptitude measurements. Quality and Quantity, 50, 2141-2164. https://doi.org/10.1007/s11135-015-0255-4
  • Martínez-Fernández, J.R., & Vermunt, J.D. (2015). A cross-cultural analysis of the patterns of learning and academic performance of Spanish and Latin-American undergraduates. Studies in Higher Education, 40(2), 278-295. https://doi.org/10.1080/03075079.2013.823934
  • Vermunt, J.D. & Endedijk, M.D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294-302. https://doi.org/10.1016/j.lindif.2010.11.019
  • Bakkenes, I., Vermunt, J.D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548. https://doi.org/10.1016/j.learninstruc.2009.09.001
  • Beijaard, D., Verloop, N., & Vermunt, J.D. (2000). Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8
  • Vermunt, J.D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280. https://doi.org/10.1016/S0959-4752(98)00028-0
PROJECTS
  • The Pedagogy of Challenge-based learning (2020 – 2025), Eindhoven University of Technology, funded by the Bachelor College of Eindhoven University of Technology
  • Professional learning and development of higher education teachers in the context of educational innovations (2020-2024), Eindhoven University of Technology in collaboration with a consortium of 19 universities in The Netherlands, funded by the Netherlands Initiative for Educational Research
  • Lesson Study as a vehicle for improving achievement in Mathematics (2020-2024), University of Nicosia in collaboration with a consortium of four universities in Europe, funded by the Erasmus+ programme of the European Union
  • Fostering Challenge-based learning through TU/e innovation Space (2020 – 2024), Eindhoven University of Technology, funded by the Comenius Programme of the Netherlands Initiative for Educational Research
  • EuroTeQ Engineering University (2020-2023), Technical University of Munich in collaboration with a consortium of six universities of Technology in Europe; funded by the Erasmus+ programme of the European Union
  • Measurement of learning gains in higher education across disciplines (2015-2018), University of Cambridge, funded by Higher Education Funding Council for England
  • Evaluation of the Chief Residents’ Leadership and Management Programme in Medicine (2016-2017), University of Cambridge, funded by Cambridge University Health Partners
  • Teacher learning and lesson study in Mathematics higher order teaching and learning (2014-2016), University of Cambridge, funded by London Schools Excellence Fund
  • Teaching and student learning in different types of teaching-learning environments (2007-2012), Utrecht University, funded by the Dutch Research Council
  • Quality of self-regulation of learning processes in new training arrangements (2005-2011), Utrecht University, funded by the Dutch Research Council