- Leiden, Zuid-Holland, Netherlands
- NHL Stenden University, Research, Faculty Memberadd
- Research, Transnationalism, Internationalization, Internationalization of higher education, Internationalisation of Higher Education, Transnational Education, and 10 moreEducation, Research Methodology, International Branch Campuses, Higher Education Policy, International Higher Education, Internationalisation of the curriculum, International student mobility, Globalization And Higher Education, Cross Border Higher Education, and Higher Educationedit
- Thinking about the relationship of diversity and internationslisationedit
This study explores how international student satisfaction is affected by certain aspects of the learning and living experience, including university reputation, size and proportion of international students, as well as student gender and... more
This study explores how international student satisfaction is affected by certain aspects of the learning and living experience, including university reputation, size and proportion of international students, as well as student gender and stage of study. It draws on data from undergraduate international students enrolled in full time, on-site programs at 32 universities located in the UK that administered the International Student Barometer (ISB) in Fall 2017 (N = 11,652). Multi-level linear regression revealed that international student satisfaction was predicted by stage of study, the reputation of the university and the proportion of international students enrolled. Comments from the survey are used to better understand these findings. This study gives institutional leaders insight into what factors influence the international student experience, allowing them to better prepare for the challenges confronting international higher education today.
Research Interests:
This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution.... more
This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution. It draws on data from 2,145 undergraduate international students enrolled at four home campuses and their six affiliated IBCs that responded to the 2018 International Student Barometer (ISB). Results indicate that international students studying at IBCs were significantly less satisfied with their academic experience—including constructs of academic and teaching quality, academic environment, and academic engagement— than international students studying at the associated home campuses. Results have important implications for how institutions carry out internationalization amid uncertain times; in particular, ensuring that the unique experiences of students are understood and considered in the planning and provision of transnational education.
Research Interests:
Intercultural Teaching Competence (ITC) is essential for teaching in increasingly diverse primary schools. However, research has not sufficiently addressed the meaning and development of ITC, including whether study abroad during teacher... more
Intercultural Teaching Competence (ITC) is essential for teaching in
increasingly diverse primary schools. However, research has not sufficiently
addressed the meaning and development of ITC, including whether study abroad during teacher education contributes to the dimensions included. Therefore, this study seeks to determine which dimensions of ITC the respondent teachers report and whether there is a difference in ITC between teachers with or without study abroad experience. Survey data from 155 Dutch primary school teachers measure dimensions of ITC selected from prior literature, of which five can be measured reliably. Furthermore, compared with teachers without study abroad experience, teachers with such experience score significantly higher on the ITC dimensions of openness and storytelling.
increasingly diverse primary schools. However, research has not sufficiently
addressed the meaning and development of ITC, including whether study abroad during teacher education contributes to the dimensions included. Therefore, this study seeks to determine which dimensions of ITC the respondent teachers report and whether there is a difference in ITC between teachers with or without study abroad experience. Survey data from 155 Dutch primary school teachers measure dimensions of ITC selected from prior literature, of which five can be measured reliably. Furthermore, compared with teachers without study abroad experience, teachers with such experience score significantly higher on the ITC dimensions of openness and storytelling.
Research Interests:
This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders,... more
This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).
Research Interests:
The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute... more
The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management,
enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-sectional survey among 155 Dutch primary school teachers were examined with linear regression analyses. The results showed that some characteristics at the classroom level have a strong significant relationship
with dimensions of Intercultural Teaching Competence, whereas school characteristics did not.
enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-sectional survey among 155 Dutch primary school teachers were examined with linear regression analyses. The results showed that some characteristics at the classroom level have a strong significant relationship
with dimensions of Intercultural Teaching Competence, whereas school characteristics did not.
Research Interests:
Despite years of investigation on international students’ adjustment, cultural distance, and cultural intelligence, the definitions of and the relationship between these concepts are not yet sufficiently well established. This article... more
Despite years of investigation on international students’ adjustment, cultural distance, and cultural intelligence, the definitions of and the relationship between these concepts are not yet sufficiently well established. This article further explores the three concepts and their possible interrelations. We propose a hypothesized model that considers
subjectively perceived cultural distance (PCD) a variable of specific importance, wherein we assume that the relationship between PCD and international students’ adjustment is moderated by students’ cultural intelligence (CQ). Our model aims to better explain the dynamics between these variables; it posits that students’ CQ level will
affect whether and how PCD may influence international students’ psychological, sociocultural, and academic adjustment in the host country. Consequently, the model offers several implications for future research and possible interventions to support international students’ adjustment in higher education.
subjectively perceived cultural distance (PCD) a variable of specific importance, wherein we assume that the relationship between PCD and international students’ adjustment is moderated by students’ cultural intelligence (CQ). Our model aims to better explain the dynamics between these variables; it posits that students’ CQ level will
affect whether and how PCD may influence international students’ psychological, sociocultural, and academic adjustment in the host country. Consequently, the model offers several implications for future research and possible interventions to support international students’ adjustment in higher education.
Research Interests:
To understand under what conditions intercultural group work (IGW) leads to more intercultural interactions, a survey was conducted among local students (n = 80) and international students (n = 153) in Dutch universities. In this study,... more
To understand under what conditions intercultural group work (IGW) leads to more intercultural interactions, a survey was conducted among local students (n = 80) and international students (n = 153) in Dutch universities. In this study, students were more inclined to engage in intercultural interactions when they perceived that working with culturally diverse others prepared them to work and live in a diverse setting. The positive association was strengthened when students perceived that diversity, in terms of nationality within their work group, was also beneficial for accomplishing their group task. The findings demonstrate the significance of students’ perceptions of IGW, including the perceived general value for personal development and intellectual benefits related to specific tasks. This implies that institutions and teachers could be made responsible for engaging with innovative educational methods to address and incorporate student diversity into curriculum.
Research Interests:
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers have to be equipped with the necessary... more
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers have to be equipped with the necessary competencies required to accomplish this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and related global teaching competencies. Global citizenship typology provides the article's theoretical frame for the investigation. The study used a Delphi study to reach consensus on a definition of GCE and what a globally competent primary school teacher should do to support the learning of diverse learners and engage them in GCE. The results show an extensive profile with foundational, facilitation, and curriculum design competencies and a definition of GCE which corresponds most with a moral and cultural global citizenship description.
Research Interests:
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains.... more
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.
Research Interests:
What factors influence international student satisfaction, and what is the impact of the COVID-19 pandemic on those factors? This study explores how international student satisfaction is affected by certain aspects of the learning and... more
What factors influence international student satisfaction, and what is the impact of the COVID-19 pandemic on those factors? This study explores how international student satisfaction is affected by certain aspects of the learning and living experience, including the university's reputation, size, and proportion of international students, as well as the student's gender and stage of study. It draws on data from undergraduate international students enrolled in full time, on-site programs at 32 universities located in the United Kingdom that administered the International Student Barometer (ISB) in Fall 2017 (N=11,652). Multi-level linear regression revealed that international student satisfaction was predicted by stage of study, the reputation of the university, and the proportion of international students enrolled. Using these results as a baseline, the effect of the COVID-19 pandemic on international student satisfaction is explored. This study gives institutions new understanding of some factors that are influential in the student experience, allowing them to support and attract international students amid a rapidly changing higher education landscape.
Research Interests:
These are the sheets of a presentation at the CHain5 conference in Zagreb on the 11th of March 2021. This conference is about EQF level 5 programs that are also known as Associate Degrees in the Netherlands. This presentation looks at... more
These are the sheets of a presentation at the CHain5 conference in Zagreb on the 11th of March 2021. This conference is about EQF level 5 programs that are also known as Associate Degrees in the Netherlands. This presentation looks at Internationalisation activities and what they might yield in the way of outcomes for students. It pitches the outcome of intercultural competence as one competence to relate to individuals with one particular source of diversity (another culture). The presentation also makes the point that the personality characteristics that allow a person to interact effectively with cultural others may also apply to interactions with diverse others, where diversity has a range of sources (e.g. professional background, age, gender, socio-economic status, etc.). In addition, the presentation has some data obtained from a survey conducted amongst Dutch level 5 programs.
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary... more
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE andrelated global teaching competencies. A global citizenship typology provides the article’s theoretical frame for the investigation. This study used the Delphi method to reach consensus on a definition of GCE and what a globally competent primary school teacher should do to support the learning of diverse learners and engage them in GCE. The results show an extensive profile with foundational, facilitation, and curriculum design competencies and
a definition of GCE which corresponds most with a moral and cultural global citizenship description.
a definition of GCE which corresponds most with a moral and cultural global citizenship description.
Research Interests:
To deepen the understanding of the long-term impact of study abroad, this qualitative, exploratory study examines the self-reported relationship between study abroad and professional teacher behaviour. Findings illustrate an enduring... more
To deepen the understanding of the long-term impact of study abroad, this qualitative, exploratory study examines the self-reported relationship between study abroad and professional teacher behaviour. Findings illustrate an enduring impact of study abroad on personal and professional development of the interviewed teachers, even after twenty years of teaching experience. This suggests that the impact of study abroad may continue throughout a teacher's career. The applicability of the outcomes, however, is dependent on the primary school as working environment. Influential factors such as high workload and beginning teachers' dilemmas lead to fewer opportunities to utilise the study abroad experience.
Research Interests:
Abstract This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian,... more
Abstract
This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.
This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities.
Research Interests:
An article to provide a different view to that of David de Costa about IBCs
Research Interests:
Research Interests:
Short update on the plans for educational reform emanating from the 19th CPC Congress in China
Research Interests:
This article makes the case for firmly tying the knot between internationalisation and 21st century skills and proposes that internationalisation should start at school, well before tertiary education.
Research Interests: Internationalisation of the curriculum, Higher Education, Internationalisation (Learning and Teaching), Internationalisation of Higher Education, Internationalization of higher education, and 6 morePrimary School, High School, Primary Education, Primary School Education, High School Students, and Higher Secondary School Students
Het belang van internationalisering is onvoldoende onderbouwd. het wordt tijd om duidelijke leeruitkomsten te formuleren
Research Interests:
Dit artikel gaat over de redenen waarom we doorlopende leerlijnen van internationalisering zouden moeten willen creëren om onze jonge mensen voor te bereiden op de wereld van morgen. Nederland verkeert in een situatie met een mooie... more
Dit artikel gaat over de redenen waarom we doorlopende leerlijnen van internationalisering zouden moeten willen creëren om onze jonge mensen voor te bereiden op de wereld van morgen. Nederland verkeert in een situatie met een mooie samenloop van omstandigheden waarin de kans bestaat dat we een ruime voorsprong kunnen nemen in deze ontwikkeling. De vraag is of Nederland deze kans wil grijpen?
Research Interests:
In het debat over de internationale campus van de Rijksuniversiteit Groningen bleek dat er verschillende visies zijn op wat de meerwaarde van internationale hoger onderwijs zijn. Stenden-lector Robert Coelen legt uit wat de branch... more
In het debat over de internationale campus van de Rijksuniversiteit Groningen bleek dat er verschillende visies zijn op wat de meerwaarde van internationale hoger onderwijs zijn. Stenden-lector Robert Coelen legt uit wat de branch campussen van Stenden studenten en staf heeft gebracht.
Research Interests:
Legislative changes are expected after parliament debated new laws to facilitate internationalisation of Higher Education in the Netherlands
Research Interests: Internationalisation of the curriculum, Higher Education, Internationalisation (Learning and Teaching), International Education, Higher Education Management, and 4 moreInternational Higher Education, Internationalisation of Higher Education, Internationalization of higher education, and International Branch Campuses
Visie Kansen verzilveren in internationalisering 13 december 2016-Woensdag staat het Algemeen Overleg internationalisering van het onderwijs op de agenda in Tweede Kamer. Lector internationalisering Robert Coelen (Stenden) blikt vooruit.... more
Visie Kansen verzilveren in internationalisering 13 december 2016-Woensdag staat het Algemeen Overleg internationalisering van het onderwijs op de agenda in Tweede Kamer. Lector internationalisering Robert Coelen (Stenden) blikt vooruit. " Onder het huidige bewind is Nederland, mondiaal gezien, een zeer vooruitstrevende positie aan het verwerven. " " Op 14 december gaat de Tweede Kamercommissie voor Onderwijs, Cultuur en Wetenschap Algemeen Overleg voeren over internationalisering van het onderwijs. In dit overleg komen een viertal zaken aan de orde. De voortgangsbrief van minister Bussemaker van 19 september aan de Tweede Kamer (De waarde(n) van de wereld – de voortgangsbrief over de internationale dimensie van ho en mbo), de juridische (on)mogelijkheden om internationale studenten te weren uit studies met een numerus fixus, onregelmatigheden inkomende mobiliteit Erasmus+ en het advies van de Onderwijsraad 'Internationaliseren met ambitie'. Internationalisering bedient de onderwijskwaliteit In dit bericht wil ik graag alle drie van de vier onderwerpen behandelen in samenhang met een wat meer algemene beschouwing van het onderwerp internationalisering. Laat ik vooropstellen dat Nederland, onder het huidige bewind, mondiaal gezien, een zeer vooruitstrevende positie aan het verwerven is, die ons en vooral onze kinderen geen windeieren gaat leggen. De alom belangrijke stelling dat we ons vooral moeten concentreren op het verbeteren van onderwijs in ons eigen land, wordt in feite met de activiteiten onder de vlag van internationalisering op haar wenken bediend. Immers, onderwijs stoomt onze jonge mensen klaar voor het leven en werken in de toekomst. Hoe beter dit onderwijs die voorbereiding doet des te beter we de uitdagingen van de toekomst het hoofd kunnen bieden. Er ligt nu al bewijs dat internationalisering niet alleen internationale
Research Interests:
Research Interests:
An article about the extent of institutional control over IBCs and the mechanisms that effect this.
Research Interests:
Despite a long history of internationalization activities at the institutional level and at times program level, many faculty members still struggle with the imperative to internationalize their classes or programs. Given the learning... more
Despite a long history of internationalization activities at the institutional level and at times program level, many faculty members still struggle with the imperative to internationalize their classes or programs. Given the learning outcomes of internationalisation - which should include intercultural effectiveness amongst others - and given the tremendous forces of globalisation that include significant migration (which according to UN data involved 210 million people in 2010), it is hard to understand why anyone would still question the need for this response by those directly responsible for delivering education.
Research Interests: Tourism Studies, Internationalisation of the curriculum, Higher Education, Internationalisation (Learning and Teaching), Hospitality Management, and 5 moreHuman Resource Management, Internationalisation of Higher Education, Internationalization of higher education, Business studies, and Management Studies
This chapter brings together the results of the study 'Internationalisation of Higher Education', commissioned by the European Parliament (EP). The overall objective of this study was to scrutinise internationalisation strategies in... more
This chapter brings together the results of the study 'Internationalisation of Higher Education', commissioned by the European Parliament (EP). The overall objective of this study was to scrutinise internationalisation strategies in higher education, with a particular focus on Europe. The study provides an overview of the main global and European trends and related strategies at the European, national, and institutional level, but also of the underlying gist of what internationalisation is and should be aiming for, in the form of a scenario for its future.
Research Interests:
The Report on a study into international competences of alumni of ‘International Business and Management Studies (IBMS) Programmes at six Dutch Universities of Applied Sciences and a control group of alumni from the bachelor programmes... more
The Report on a study into international competences of alumni of ‘International Business and
Management Studies (IBMS) Programmes at six Dutch Universities of Applied Sciences and a control group of alumni from the bachelor programmes International Business Administration and InternationalEconomics & Finance of a Dutch Research University
Management Studies (IBMS) Programmes at six Dutch Universities of Applied Sciences and a control group of alumni from the bachelor programmes International Business Administration and InternationalEconomics & Finance of a Dutch Research University
Research Interests: Internationalisation of the curriculum, Internationalisation (Learning and Teaching), Internationalization, Business and Economic Education, Internationalisation of Higher Education, and 4 moreBusiness and management education, Internationalization of higher education, internationalization of SMEs, and Internationalization of Curriculum
Research Interests:
Dutch Higher Education is characterised by a public-funded binary system of Research–intensive Universities and professionally focused Universities of Applied Sciences. The total enrolment in the system is about 700,000 students. European... more
Dutch Higher Education is characterised by a public-funded binary system of Research–intensive Universities and professionally focused Universities of Applied Sciences. The total enrolment in the system is about 700,000 students. European programs have exerted substantial influence on internationalisation. Whilst the quality of the Dutch HEI’s and availability of English language instruction is high, in terms of incoming and outgoing mobility performance the Netherlands occupies a place in the middle of the European range. Contributory factors to the average performance have been not so much any particular factor, but more general inefficiencies at multiple levels. Recent renewal of government interest in internationalisation through articulation of the benefits to Dutch society offer new opportunities for HEI’s to strengthen their internationalisation efforts.
Good European comparable statistics are vital to monitor what is going on, where to find best practices, and to avoid re-inventing the wheel in different places in Europe. A paradigm shift in our efforts is required, fuelled by the development of more qualitative and embedded internationalisation, to realise predictable learning outcomes related to intercultural competency and international in order to improve societal benefits from all this energy.
Good European comparable statistics are vital to monitor what is going on, where to find best practices, and to avoid re-inventing the wheel in different places in Europe. A paradigm shift in our efforts is required, fuelled by the development of more qualitative and embedded internationalisation, to realise predictable learning outcomes related to intercultural competency and international in order to improve societal benefits from all this energy.
Research Interests:
This paper discusses why the author thinks that if you are not internationalising your education, you are failing your students.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
If we are to use diversity in education, we need to recognise several qualities of diversity that are important. Diversity that is being used must be task-relevant. Teachers must ensure that their student come to understand the value of... more
If we are to use diversity in education, we need to recognise several qualities of diversity that are important. Diversity that is being used must be task-relevant. Teachers must ensure that their student come to understand the value of using diversity. So, it must be made explicit. Early adoption of the use of diversity and ensuring that all students are able to contribute are other important charachteristics.
Research Interests:
Research Interests:
Research Interests:
This lecture addresses some of the findings published in the book: Internationalisation and Employability in Higher Education (edited by Robert Coelen and Cate Gribble), Abingdon, UK: Routledge
Research Interests:
International mobility during study is not available to everyone. Indeed, only a very small proportion of students are mobile in this way. It is slowly becoming clear that such mobility activates or enhances transversal skills that are... more
International mobility during study is not available to everyone. Indeed, only a very small proportion of students are mobile in this way. It is slowly becoming clear that such mobility activates or enhances transversal skills that are desired by employers. The biggest prize therefor of international mobility may well be this enhancement that requires apparently no specific educational interventions, unlike the more established outcomes of international awareness, intercultural competence, and language acquisition. This presentation makes this case and is based on a forthcoming book (link supplied)
Research Interests: Teaching and Learning, Employability, Internationalisation of the curriculum, Higher Education, Learning and Teaching, and 6 moreInternationalisation (Learning and Teaching), Internationalization, Employability Skills, Graduate employability, Internationalisation of Higher Education, and Internationalization of higher education
Research Interests:
Een verhaal over het waarom van internationaliseren van basis en middelbaar onderwijs.
Research Interests:
Research Interests:
Research Interests:
Announcement flyer for international conference on professional development of academics in respect of internationalisation
Research Interests:
Hoe gaat het met de internationalisering van Nederlands onderwijs? Is internationaal inderdaad het nieuwe normaal? Welke uitdagingen liggen er om zoiets inderdaad vorm te geven?
Research Interests:
Goed gebruik van leerresultaten is geen semantiek van verwoording van wat er te halen valt in een leergang, maar een student-gecentreerde aanpak waarbij een docent zich meer gedraagt als coach dan bron van kennis. Voor het hoger onderwijs... more
Goed gebruik van leerresultaten is geen semantiek van verwoording van wat er te halen valt in een leergang, maar een student-gecentreerde aanpak waarbij een docent zich meer gedraagt als coach dan bron van kennis. Voor het hoger onderwijs zijn leerresultaten een noodzaak voortvloeiende uit de nieuwe Europese richtlijnen and standaarden (ESG 1.3 - Yerevan Communiqué)
Research Interests:
Deze lezing legt uit waarom het werken met leerresultaten student gefocust is. Het niet louter om een semantische vertaling van competenties, maar meer om de manier van werken die de nadruk legt op de docent als leer coach en begeleider... more
Deze lezing legt uit waarom het werken met leerresultaten student gefocust is. Het niet louter om een semantische vertaling van competenties, maar meer om de manier van werken die de nadruk legt op de docent als leer coach en begeleider in plaats van iemand die informatie uitdeelt.
Research Interests:
Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues... more
Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues of virtualisation, including trust development in collaborative teams, and (amongst other aspects) the emergence of virtual leaders. In all this we must not forget to equip our academics with the right skills and knowledge to mitigate the pitfalls and to enhance the benefits. Last but not least, in our globalised world the use of virtual teams is steadily increasing. We owe it to our students to give them the opportunity to learn this new way of working together across the globe.
Research Interests:
Presentation at the SKVC Conference in Vilnius, Lithuania
Research Interests:
Slides in relation to a keynote address at an ACA Seminar, October 2016. These slides maybe somewhat cryptic without the actual presentation
Research Interests:
Research Interests:
Research Interests:
This listing contains my slides for the session and presents a framework for thinking about the issue of changes in the student experience in higher education over the last 10 years. It also mentions some caveats.
Research Interests:
These are all the slides of Fiona Hunter and I from a session at the 2015 EAIE meeting in Glasgow
Research Interests:
These are my slides form a session at the 2015 EAIE in Glasgow that was chaired by Nannette Ripmeester and co-presented by Mika Saarinen. These slides give an overview of the global forces that I think are important and how they need to... more
These are my slides form a session at the 2015 EAIE in Glasgow that was chaired by Nannette Ripmeester and co-presented by Mika Saarinen. These slides give an overview of the global forces that I think are important and how they need to be factored into any discussion as to why we should internationalise our education.
I have added some links to some slides that do not function in pdf (they contained little movies of moving graphs).
I have added some links to some slides that do not function in pdf (they contained little movies of moving graphs).
Research Interests:
Research Interests:
This paper discusses some global trends and their impact on the future of internationalisation of (higher) education. The global trends are creating the perfect storm for inter-cultural specialists to come to the foreground and assist... more
This paper discusses some global trends and their impact on the future of internationalisation of (higher) education. The global trends are creating the perfect storm for inter-cultural specialists to come to the foreground and assist education to develop interventions that produce intercultural effectiveness for all students.
Research Interests:
This paper discusses the use of education agents in the recruitment of international students. It gives an overview of the do's and don'ts and points out what institutes should be mindful of when engaging such organisations.
Research Interests:
This is a slide set used for a session presentation at the Going Global 2015 conference to show some of the results of the expert opinion on the future of IoHE in Europe
Research Interests:
A brief panel presentation on the issues in EMI as I have seen and experienced them in different contexts
Research Interests:
Research Interests:
De maatschappij om ons heen en die van andere landen ondergaan enorme veranderingen. In nog geen 15 jaar tijd woont 66% van de mondiale middenklasse in Azië, zijn er veel Fortune 500 bedrijven die in die regio gevestigd zullen zijn. Dit... more
De maatschappij om ons heen en die van andere landen ondergaan enorme veranderingen. In nog geen 15 jaar tijd woont 66% van de mondiale middenklasse in Azië, zijn er veel Fortune 500 bedrijven die in die regio gevestigd zullen zijn. Dit heeft enorme implicaties voor onze jonge mensen die nu in opleiding zijn of dat juist gaan beginnen. De banen waarvoor ze opgeleid worden bestaan nu vaak nog niet en banen waar we nu op kunnen rekenen gaan verdwijnen. Wie heeft er nog een taxichauffeur nodig als de auto zichzelf kan besturen? Hoe staat dat met het beroep van accountants? De voorspellingen zijn dat deze en vele andere banen er in twintig jaar tijd niet of nauwelijks meer zullen zijn. Onze jonge mensen moeten maximaal hun talenten kunnen ontwikkeling door een keten van leren waarin de sectoren een goed begrip van elkaar hebben over wat een leerling of student allemaal kan. Ook de werkgever moet bereid zijn om mee te doen aan het denken over wat ze nodig hebben aan vaardigheden in de toekomst. Hoe kunnen ze hun bedrijf doorontwikkelen en toekomst bestendig maken? Wat hebben hun werknemers daar voor nodig? We kunnen er van uit gaan dat globalisering blijft toenemen en dat we steeds meer rekening moeten houden met collega's en klanten die vanuit een andere cultuur hebben leren denken. We kunnen er ook van uit gaan dat met de toenemende wereldbevolking ons bewustzijn over de wederzijdse invloeden die we op elkaar hebben versterkt zal moeten worden om harmonieus op deze wereld te kunnen blijven bestaan. Het is dan ook nodig om goed te kijken naar wat we kunnen doen om de internationale bewustwording te versterken en op welk niveau in het onderwijs wij bepaalde dingen kunnen bijbrengen. Ook moeten er oplossingen komen voor het verlies van interculturele effectiviteit die kleine kinderen hebben en die ze na 14 jaar onderwijs klaarblijkelijk kwijt zijn. We ontvangen ze namelijk in het hoger onderwijs met de boodschap dat ze intercultureel incompetent zijn. Ook het idee dat alles in blokken van onderwijs moet gebeuren (onze onderwijs blokkendoos) en dat er dunne lijntjes van verbinding zijn tussen die blokken (tenminste wat communicatie betreft) mag wel eens serieus bekeken worden. Hoe kunnen we in de huidige structuur onze jonge mensen de beste kansen bieden om hun gevarieerde talenten uit te buiten en verder te ontwikkelen? Terwijl er logistieke vragen te beantwoorden zijn, moet onze inzet zijn om de leerder centraal te zetten in onze benadering, grenzen te vervagen, en doorlopende leerlijnen te creëren van primair onderwijs tot de werkplek en een zinvolle deelname aan de maatschappij in onze woelige wereld.
Research Interests:
Learning outcomes are intended for all stakeholders, but various stakeholders have different needs. Whilst a diploma supplement requires 15 - 20 learning outcomes, a program could be described in many more (a superset of for example... more
Learning outcomes are intended for all stakeholders, but various stakeholders have different needs. Whilst a diploma supplement requires 15 - 20 learning outcomes, a program could be described in many more (a superset of for example 45-60). The use of a superset allows for more tailoring for the intended target audience and gives graduates a comprehensive description of their program in terms that they could use to address selection criteria for jobs. The marketing department can focus on those learning outcomes that are unique to the particular program and use these on which to base their marketing materials.
Research Interests:
Wanneer moeten we met internationalisering beginnen? Wat moeten we doen op welk moment en hoe staan de onderdelen van de onderwijsketen met elkaar in verband? Wat weet het werkveld over dit onderwerp en hoe zien ze dit? Deze en vele... more
Wanneer moeten we met internationalisering beginnen? Wat moeten we doen op welk moment en hoe staan de onderdelen van de onderwijsketen met elkaar in verband? Wat weet het werkveld over dit onderwerp en hoe zien ze dit? Deze en vele andere vragen liggen op het terrein van een succesvolle samenwerking tussen alle spelers die hoer bij betrokken zijn. De bijgevoegde dia's geven een beeld van de voorbereidende presentatie die gehouden werd ten behoeve van de workshop
Research Interests:
Discussion about the motivation and issues that relate to the establishment and development of IBCs
Research Interests:
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected... more
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior
international officers are expected to be even more responsive in making tough strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
international officers are expected to be even more responsive in making tough strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
Research Interests:
Examination of what lies ahead of us in internationalisation of higher education in the near future. Presented as a way to create discussion with colleagues from the People's Republic of China
Research Interests:
This workshop presentation is more about learning outcomes in general and the application of learning and teaching taxonomies to ensure good structure of LO's as they develop throughout the various levels of a program
Research Interests:
Recently the Erasmus Impact Study (EIS) was published. It was the largest investigation on the impact of international mobility in Europe. The study looked at, amongst other aspects, the impact of Erasmus mobility on the development of a... more
Recently the Erasmus Impact Study (EIS) was published. It was the largest investigation on the impact of international mobility in Europe. The study looked at, amongst other aspects, the impact of Erasmus mobility on the development of a number of attributes that were related to employability. More specifically, 6 characteristics were investigated through the use of psychometric testing. These included tolerance of ambiguity, curiosity, confidence, serenity (awareness of one’s strengths and weaknesses), decisiveness, and vigour (ability to solve problems). The EIS showed significant improvement in these six factors with just over half the mobile students. It was shown that students who became internationally mobile, already scored higher for these personality traits before going abroad.
Just before the release of the EIS, the Centre for International Mobility (CIMO) in Helsinki released an English language version of a study they had conducted recently. In this publication they revealed that international mobility was associated with development of a number of ‘hidden’ competences.
Traditionally, international mobility has been shown to enhance intercultural competence, international awareness and openness. The focus has been on this for quite some time. The investigation by CIMO revealed that international mobility also was associated with development in the domains of curiosity, resilience, and productivity. More specifically, the CIMO study showed good concordance between international mobility and traits such as efficiency, analytical ability, problem solving, and reliability, interest in new issues, cooperation, self-awareness, and persistence. Like the EIS, this study did not just rely on self-perception.
Some time before this, investigators in Florida had demonstrated increased creativity, both general and cultural, and it had been observed that graduates with international mobility were more likely to create new products and be promoted.
Yet, the Flash Eurobarometer (304) showed that employers were not very interested in international experience. The investigation showed that international internships were slightly more appreciated than international study abroad. Indeed, the so-called traditional traits of intercultural competence and language skills did not fare so well in this compared to skills such as being able to adapt to new situations, analytical and problem-solving skills.
Indeed, in the CIMO study it was found that less than 9% of employers would take an international experience into account, yet there was near universal appreciation for the transversal skills and traits that, according to the CIMO study and EIS were positively influenced by international mobility. The EIS reported about double the proportion of employers were interested in graduates with international experience (two-thirds) compared to a survey 7 years ago. This appears to be a paradoxical result that needs further attention. The main moral of this story however is that I believe we have, due to the absence heretofore of substantial evidence, been underselling the true value of an international mobility experience in terms of mobility. I am saying nothing about the attributes of a global citizen here. It is clear to me that we need to approach employers with a different message about the benefits of international mobility. In the mean time we are left with yet another important question that touches the education of the majority of non-mobile students. Is there any way we can create interventions that replicate the benefits of international mobility under the umbrella of internationalisation at home?
Just before the release of the EIS, the Centre for International Mobility (CIMO) in Helsinki released an English language version of a study they had conducted recently. In this publication they revealed that international mobility was associated with development of a number of ‘hidden’ competences.
Traditionally, international mobility has been shown to enhance intercultural competence, international awareness and openness. The focus has been on this for quite some time. The investigation by CIMO revealed that international mobility also was associated with development in the domains of curiosity, resilience, and productivity. More specifically, the CIMO study showed good concordance between international mobility and traits such as efficiency, analytical ability, problem solving, and reliability, interest in new issues, cooperation, self-awareness, and persistence. Like the EIS, this study did not just rely on self-perception.
Some time before this, investigators in Florida had demonstrated increased creativity, both general and cultural, and it had been observed that graduates with international mobility were more likely to create new products and be promoted.
Yet, the Flash Eurobarometer (304) showed that employers were not very interested in international experience. The investigation showed that international internships were slightly more appreciated than international study abroad. Indeed, the so-called traditional traits of intercultural competence and language skills did not fare so well in this compared to skills such as being able to adapt to new situations, analytical and problem-solving skills.
Indeed, in the CIMO study it was found that less than 9% of employers would take an international experience into account, yet there was near universal appreciation for the transversal skills and traits that, according to the CIMO study and EIS were positively influenced by international mobility. The EIS reported about double the proportion of employers were interested in graduates with international experience (two-thirds) compared to a survey 7 years ago. This appears to be a paradoxical result that needs further attention. The main moral of this story however is that I believe we have, due to the absence heretofore of substantial evidence, been underselling the true value of an international mobility experience in terms of mobility. I am saying nothing about the attributes of a global citizen here. It is clear to me that we need to approach employers with a different message about the benefits of international mobility. In the mean time we are left with yet another important question that touches the education of the majority of non-mobile students. Is there any way we can create interventions that replicate the benefits of international mobility under the umbrella of internationalisation at home?
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
A brief note about a new web-based facility to inform the research community in the field of Internationalisation of Education (IoE) at https://cie.webhosting.rug.nl The free site allows Master's or PhD candidates to place their projects... more
A brief note about a new web-based facility to inform the research community in the field of Internationalisation of Education (IoE) at https://cie.webhosting.rug.nl The free site allows Master's or PhD candidates to place their projects on a map of the globe.
Research Interests: Intercultural Communication, Internationalisation of the curriculum, Higher Education, Learning and Teaching, International Education, and 13 moreComparative & International Education, Cross-Cultural Psychology, Intercultural Education, Cross-Cultural Studies, Cross-Cultural Management, Learning And Teaching In Higher Education, Cross-cultural studies (Culture), InterCultural Studies, Cross-Cultural Communication, International Higher Education, Internationalisation of Higher Education, Internationalization of higher education, and International & Intercultural Communication/Marketing
Research Interests:
Research Interests:
This document is a companion to ‘Large sets of learning outcomes rather than summarised competence profiles’ (Coelen, 2015). It is proposes a practical method of evolving from the current Framework Competencies IBMS (2011) to a nationally... more
This document is a companion to ‘Large sets of learning outcomes rather than summarised competence profiles’ (Coelen, 2015). It is proposes a practical method of evolving from the current Framework Competencies IBMS (2011) to a nationally agreed profile that uses Program Learning Outcomes (PLOs) as a way of defining the attributes that an IBMS graduate will possess upon graduation. The detailed motivation for this can be found in the accompanying document (Coelen, 2015).
It should be noted that this document deals at once with what needs to be done at the national platform level as well as at the individual programs. The reason for presenting this in a single document is that the two elements are closely linked and one cannot exist without the other and vice versa. Whilst at the national level the Platform should be defining PLOs, the individual programs should deal with the pathways to these PLOs (consisting of one or more MLOs). Of course it is perfectly possible that a particular PLO is the result of a learning activity that does not extend beyond a single module or course and in such a case a PLO is equivalent to an MLO form that learning activity. I do not believe the national framework should specify the learning lines (consisting of MLOs) leading to a PLO. Instead this should be the prerogative of individual programs. Such an approach could lead to a better differentiation of the various IBMS programs present at different HEIs.
It should be noted that this document deals at once with what needs to be done at the national platform level as well as at the individual programs. The reason for presenting this in a single document is that the two elements are closely linked and one cannot exist without the other and vice versa. Whilst at the national level the Platform should be defining PLOs, the individual programs should deal with the pathways to these PLOs (consisting of one or more MLOs). Of course it is perfectly possible that a particular PLO is the result of a learning activity that does not extend beyond a single module or course and in such a case a PLO is equivalent to an MLO form that learning activity. I do not believe the national framework should specify the learning lines (consisting of MLOs) leading to a PLO. Instead this should be the prerogative of individual programs. Such an approach could lead to a better differentiation of the various IBMS programs present at different HEIs.
Research Interests:
This discussion paper looks at a set of proposed program learning outcomes (PLOs) related to critical learning. It analyses each of the proposed PLOs to arrive at a reduced set of PLOs with (in part) different wording. The analysis is not... more
This discussion paper looks at a set of proposed program learning outcomes (PLOs) related to critical learning. It analyses each of the proposed PLOs to arrive at a reduced set of PLOs with (in part) different wording. The analysis is not exhaustive, but practical, and it is quite likely that other valid analyses could be used, resulting in different final outcomes.
Research Interests:
As much as this might sound like a cliché, a number of predicted global developments together create a period of unprecedented change. Never before has the knowledge explosion been this massive and have individuals had the opportunity to... more
As much as this might sound like a cliché, a number of predicted global developments together create a period of unprecedented change. Never before has the knowledge explosion been this massive and have individuals had the opportunity to reach millions with consummate ease. Think of video clips going viral on the internet as an example of this. Such events have had enormous societal effects. The Arab spring is but one such example.
The combined effects of the change of location of major business activity, enhanced mobility of professionals, global re-distribution of middle classes, urbanisation, development of globally interconnected network of new urban centres, and job polarisation, produce a globalised work environment in which international awareness and inter-cultural effectiveness are no longer an optional extra, but a sine qua non for the attributes of new graduates. Indeed, if these economic developments do not force the hand of Higher Education Institutes in this respect, the need for the same attributes to address global challenges like climate warming, availability and distribution of food and water, and that of conflict motivated migration most certainly will.
Equally relevant is the question whether this important task should be left to higher education institutes. Just like we are starting to realise that creativity is being stymied by our education system, are we destroying a young child’s innate ability to get along with peers of many different cultures? May be there are aspects of intercultural communication and international awareness that are best dealt with early in education and not left until our students arrive at university, apparently inter-culturally ineffective and insufficiently internationally aware.
The combined effects of the change of location of major business activity, enhanced mobility of professionals, global re-distribution of middle classes, urbanisation, development of globally interconnected network of new urban centres, and job polarisation, produce a globalised work environment in which international awareness and inter-cultural effectiveness are no longer an optional extra, but a sine qua non for the attributes of new graduates. Indeed, if these economic developments do not force the hand of Higher Education Institutes in this respect, the need for the same attributes to address global challenges like climate warming, availability and distribution of food and water, and that of conflict motivated migration most certainly will.
Equally relevant is the question whether this important task should be left to higher education institutes. Just like we are starting to realise that creativity is being stymied by our education system, are we destroying a young child’s innate ability to get along with peers of many different cultures? May be there are aspects of intercultural communication and international awareness that are best dealt with early in education and not left until our students arrive at university, apparently inter-culturally ineffective and insufficiently internationally aware.
Research Interests:
Internationalisering van hoger onderwijs is een must om de verbinding met het huidige en toekomstige werkveld te verbeteren. De benodigde ontwikkelingen zullen gecreëerd moeten worden in samenwerking met het werkveld en studenten.
Research Interests:
A number of global changes will enhance the urgency with which we must address issues in the delivery of education. These changes include global changes as a result of man’s impact on the planetary environment, increased globalisation,... more
A number of global changes will enhance the urgency with which we must address issues in the delivery of education. These changes include global changes as a result of man’s impact on the planetary environment, increased globalisation, the shift of the global economic centre point of gravity, and the polarisation of jobs. Government is urging institutes of higher learning to differentiate and to increasingly focus on student-centred learning. The same pressures are arising in primary and secondary education, resulting for example in the council of secondary education advising the government to adjust legislation so that students may finish their secondary education in possession of differentiated diplomas matched to their specific talents.
To be able to answer to these pressures, institutes of higher learning need to re-organise their educational delivery from class or program specific delivery to student-centred delivery. This will be significantly enabled by enhanced clarity of the outcomes of individual units of learning so that students and their learning coaches may select the most appropriately matched track of learning for individuals to maximise their potential after graduation.
Broadly defined national competence profiles to which programmes at individual institutes adhere, provide little clarity on what is on offer, much less clarity on what differentiation is available at the various institutes. Indeed, competences are something of an individual and they arise not purely the result of a programme of learning, but are also significantly influenced by other factors not under control of the educational programme.
A larger and more specific set of learning outcomes, defined according to the Tuning methodology (developed with European funds), will assist creating clarity as to what students can achieve by following certain parts of a programme, assists academics in developing assessment that proves that learning outcomes were achieved, and avoids students having to reverse translate a set of broadly defined competences into their own unique profile based on their talents and the programme they undertook. If this larger set of programme learning outcomes has been prioritised by the various sectors of employment, and if students, through their continual appraisal of the learning outcomes they have achieved, are better able to present what they are capable of, their chances to gain employment specifically matching their talents is much improved.
This paper therefore argues for a larger set of more specific learning outcomes instead of the summarised version in the form of a set of competences. Such a set will be more useful to all stakeholders and have other uses in the development of flexibilised learning and institutional specialisation and efficacy, the explanation of which is beyond the scope of this paper. The author is available to discuss this concept and has developed a method for the realisation of such a set of learning outcomes that is believed to be workable and efficient.
To be able to answer to these pressures, institutes of higher learning need to re-organise their educational delivery from class or program specific delivery to student-centred delivery. This will be significantly enabled by enhanced clarity of the outcomes of individual units of learning so that students and their learning coaches may select the most appropriately matched track of learning for individuals to maximise their potential after graduation.
Broadly defined national competence profiles to which programmes at individual institutes adhere, provide little clarity on what is on offer, much less clarity on what differentiation is available at the various institutes. Indeed, competences are something of an individual and they arise not purely the result of a programme of learning, but are also significantly influenced by other factors not under control of the educational programme.
A larger and more specific set of learning outcomes, defined according to the Tuning methodology (developed with European funds), will assist creating clarity as to what students can achieve by following certain parts of a programme, assists academics in developing assessment that proves that learning outcomes were achieved, and avoids students having to reverse translate a set of broadly defined competences into their own unique profile based on their talents and the programme they undertook. If this larger set of programme learning outcomes has been prioritised by the various sectors of employment, and if students, through their continual appraisal of the learning outcomes they have achieved, are better able to present what they are capable of, their chances to gain employment specifically matching their talents is much improved.
This paper therefore argues for a larger set of more specific learning outcomes instead of the summarised version in the form of a set of competences. Such a set will be more useful to all stakeholders and have other uses in the development of flexibilised learning and institutional specialisation and efficacy, the explanation of which is beyond the scope of this paper. The author is available to discuss this concept and has developed a method for the realisation of such a set of learning outcomes that is believed to be workable and efficient.
Research Interests:
This is an introductory teaching document explaining something about the ontogeny of a diversity competent teaching model. Basically it arose form the background of intercultural competent teaching. It is being used in a Master's program... more
This is an introductory teaching document explaining something about the ontogeny of a diversity competent teaching model. Basically it arose form the background of intercultural competent teaching. It is being used in a Master's program on International Teacher Education at NHL Stenden University of Applied Sciences. The document also refers to a video on this topic.
Research Interests:
This reader is designed to give you background information before embarking on creating a learning track for internationalisation of associate degree programs. I am aware that such a track may compete with other priorities for space and... more
This reader is designed to give you background information before embarking on creating a learning track for internationalisation of associate degree programs. I am aware that such a track may compete with other priorities for space and time in the program, but I would like to stress the value of internationalisation learning outcomes. Not only do they just enhance students’ abilities to work with individuals from other nations or ethnic backgrounds, but more generally it equips them to collaborate with diverse others regardless of the source of diversity. Indeed, for educators, the flip side of this coin is that other sources of diversity may also be used to engender the same skills, attitudes, values, and ethics. Notwithstanding this consideration, this reader also provides you with an impetus as to why international collaboration is gaining in importance more generally. This document also supplies an overview of current trends in Internationalisation of Higher Education (IoHE). It focuses on international mobility (Study Abroad) and internationalisation at home (IaH) since these aspects are of particular importance for the contextualisation of IoHE in Associate Degree Programs. Needless to say the recent developments as a result of the SARS-COV-2 pandemic have further enhanced the use of IaH as a mainstay of internationalisation activities. This may well have brought about a re-balancing of the two most frequently used components of such activities.
Research Interests:
This reader is designed to give you some background information before embarking on the learning track for internationalisation of associate degree programs. It provides an overview of recent trends in Internationalisation of Higher... more
This reader is designed to give you some background information before embarking on the learning track for internationalisation of associate degree programs. It provides an overview of recent trends in Internationalisation of Higher Education (IoHE). It also focuses on international mobility (Study Abroad) and internationalisation at home (IaH), since these aspects are of particular importance for the contextualisation of IoHE in Associate Degree Programs.
Research Interests:
There is a lot of effort being expended on the creation, development, delivery and testing of intercultural competence of students, but students are often left wondering why this is important? Whilst the explanation for this needs to be... more
There is a lot of effort being expended on the creation, development, delivery and testing of intercultural competence of students, but students are often left wondering why this is important? Whilst the explanation for this needs to be dealt with comprehensively and not done away with as 'we are preparing you for a globalised world' The latter is just too glib and a short hand for a complex development that many people are struggling to come to terms with. This lecture/workshop aims to present some cogent thoughts on this matter and to stimulate students to explore what use intercultural competence would be to their future.
Research Interests:
This is a workshop conducted with education students taking their primary education degree. It discusses why internationalisation of education is important.
Research Interests:
The basic hypothesis is that all HRM activities will become iHRM as a result of increased globalisation. Thus, iHRM is the internationalisation response to the effects of globalisation that relate to the HRM function.
Research Interests:
This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education,... more
This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education, whilst the other practiced Problem-Based Learning. The choice to combine the advantages of both methods, as well as to develop an entirely new concept that provided a better response to the fast and ever-increasing pace of changes in the workplace, was made by both institutions together. This approach was called Design-Based Education (DBE).
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
Research Interests:
This book contains contributions of colleagues from NHL Stenden University of Applied Sciences. It is about the practice of internationalisation of higher education at our institution and contains recommendations for the implementation of... more
This book contains contributions of colleagues from NHL Stenden University of Applied Sciences. It is about the practice of internationalisation of higher education at our institution and contains recommendations for the implementation of IoHE practices.
Research Interests:
Information about a book that is going to be published halfway through 2019. It is available for pre-order at... more
Information about a book that is going to be published halfway through 2019. It is available for pre-order at https://www.routledge.com/Internationalization-and-Employability-in-Higher-Education-1st-Edition/Coelen-Gribble/p/book/9780815368342 It is part of:
Internationalization in Higher Education Series - Series Editor Elspeth Jones
In recent years internationalization has become of vital concern in Higher Education and all indications are that this will be increasingly the case. Globalization, privatization and mobility of students seeking internationally accredited qualifications relevant to a globally-mobile workforce are increasing the pressure on institutions around the world to take action in internationalizing curricula and professional practice.
This series addresses key themes in this internationalization with books written and/or edited by leading thinkers and writers in the field. Up to the minute and international in both appeal and scope the books in the series focus on delivering:
Contributions from a wide range of international contexts
Theoretical perspectives and practical examples for implementation
Evidence-based practice with an emphasis on evaluation of outcomes
See:
https://www.routledge.com/Internationalization-in-Higher-Education-Series/book-series/INTHE
Internationalization in Higher Education Series - Series Editor Elspeth Jones
In recent years internationalization has become of vital concern in Higher Education and all indications are that this will be increasingly the case. Globalization, privatization and mobility of students seeking internationally accredited qualifications relevant to a globally-mobile workforce are increasing the pressure on institutions around the world to take action in internationalizing curricula and professional practice.
This series addresses key themes in this internationalization with books written and/or edited by leading thinkers and writers in the field. Up to the minute and international in both appeal and scope the books in the series focus on delivering:
Contributions from a wide range of international contexts
Theoretical perspectives and practical examples for implementation
Evidence-based practice with an emphasis on evaluation of outcomes
See:
https://www.routledge.com/Internationalization-in-Higher-Education-Series/book-series/INTHE
Research Interests:
This small booklet contains two chapters. One is about the cultural variation in grading student work and the other about aspects of intercampus staff mobility at an University of Applied Sciences.
Research Interests:
Research Interests:
Research Interests: Intercultural Communication, Internationalisation of the curriculum, Higher Education, Learning and Teaching, Internationalisation (Learning and Teaching), and 7 moreIntercultural Education, Internationalization, Globalization And Higher Education, Higher Education Management, Internationalisation of Higher Education, Internationalization of higher education, and Discursive perspectives on internationalisation of Higher Education
Offering a range of perspectives on internationalization in higher education from a globally dispersed group of authors, this book reflects the many facets of the theme. It reminds us that, while internationalization is strongly connected... more
Offering a range of perspectives on internationalization in higher education from a globally dispersed group of authors, this book reflects the many facets of the theme. It reminds us that, while internationalization is strongly connected to the globalization of society, at the same time it is deeply embedded in local political, economic and social structures, systems and cultures.
The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions:
• Internationalization in Local and Global Contexts
• Local and Global Drivers for Change
• Global and Local Dimensions of Curriculum Internationalization
• The Outcomes of Local and Global International Education
• Internationalization for Local and Global Employability
• Regional and National Cases of Local and Global Internationalization
The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions:
• Internationalization in Local and Global Contexts
• Local and Global Drivers for Change
• Global and Local Dimensions of Curriculum Internationalization
• The Outcomes of Local and Global International Education
• Internationalization for Local and Global Employability
• Regional and National Cases of Local and Global Internationalization
Research Interests:
The future of IoHE lies in an arena where educational delivery is materially different. It should be student-centred and delivered in such a way that students are aware a priori why and what they will learn from engaging with their peers... more
The future of IoHE lies in an arena where educational delivery is materially different. It should be student-centred and delivered in such a way that students are aware a priori why and what they will learn from engaging with their peers in an environment that is created for them to attain intended learning outcomes. Learning outcomes are not so much a semantic exercise to describe one’s program, but a way of delivering education that will initially be experienced as challenging by lecturers. Their role must change from fount of knowledge to coach, whilst accepting that there will be students who will surpass them. So much the better, as we have, often unknowingly, made a right old mess of this globe of ours. We need able young people who will surpass us to solve global issues as they come together regardless of creed, race, culture, or whichever locality they may be from. Their education cannot therefore be like ours.
Research Interests:
Diavoorstelling van een lezing bij Hogeschool Erasmus Brussel
It is an enriching experience to present the idea of active learning to an audience more familiar with passive learning
Research Interests:
向更为熟悉被动学习实践的观众介绍积极学习的想法是丰富的经验
Research Interests:
Set of slides as part of my talk on programme Learning Outcomes
Research Interests:
This chapter looks at the impact of internationalisation activities on employability. There have been two main literature streams on the concept of employability, one from the perspective of work-based learning, another based on research... more
This chapter looks at the impact of internationalisation activities on employability. There have been two main literature streams on the concept of employability, one from the perspective of work-based learning, another based on research in higher education. This chapter will approach the impact of internationalisation from the perspective of the combined dimensions of employability and a different categories of internationalisation activities. These combined factors of employability are human capital or being able to apply disciplinary knowledge, social capital or the transversal skills (including, but not exclusively, communication, teamwork, critical thinking, creativity, empathy for diversity), lifelong learning and flexibility or career development skills, intrapersonal skills or self-management, emotional stability, self-efficacy, and a healthy work-life balance (Römgens et al., 2020). It has been known for some time that international mobility, as one of the internationalisation activities enhances transversal skills. These skills are part of the gamut that enhances employability in the sense that it increases the chance of becoming employed. However, whether employers appreciate international mobility of graduates or not, career development also appears to be enhanced for previously internationally mobile graduates. Internationalisation at Home (IaH) as a counterpart of international mobility may also provide some of the benefits of international mobility. The recent decline in global mobility due to the COVID-19 pandemic, has given IaH activities a more prominent role. Not being mobile in itself may allow graduates to develop greater opportunities for mastery experiences with the consequent greater potential to develop self-efficacy. Regardless whether internationalisation activities occur at home or abroad, the enhancement of intercultural skills, given the increased globalisation, remains an important aspect of enhancing employability. Measuring whether someone is interculturally competent (defined as being able to effectively and appropriately interact with cultural, ethnic, or international others), relies on five personality factors, including open mindedness, emotional stability, social initiative, flexibility, and cultural empathy (Van Oudenhoven and Van der Zee, 2002). Four of these five characteristics are likely to be of influence in effectively interacting with other forms of diversity. Companies that embrace diversity, depending on type of industry and location, generally perform better than those that do not. Thus, one may argue that intercultural competence relies on important characteristics most of which are also important in being able to work with diverse others, where the source of diversity is something other than ethnicity, another nationality, or another culture. The important step in all this is to see internationalisation activities as exposing students to one type of diversity in a world that is increasingly aware of many other sources.
This work has been published as a chapter in the The SAGE Handbook of Graduate Employability, Edited by: Tania Broadley, Yuzhuo Cai, Miriam Firth, Emma Hunt and John Neugebauer
This work has been published as a chapter in the The SAGE Handbook of Graduate Employability, Edited by: Tania Broadley, Yuzhuo Cai, Miriam Firth, Emma Hunt and John Neugebauer
Research Interests:
This contribution looks at the way in which university leadership can extend their support for internationalisation, taking a leaf out of the book of Frederick I Barbarossa who influenced the life of international scholars and students... more
This contribution looks at the way in which university leadership can extend their support for internationalisation, taking a leaf out of the book of Frederick I Barbarossa who influenced the life of international scholars and students alike within his realm.
Research Interests:
Internationalisation has been on the agenda for the last two decades of any institute of higher education (HEI) that has sought to provide an international environment for the education of its students. The rhetoric increasingly has been... more
Internationalisation has been on the agenda for the last two decades of any institute of higher education (HEI) that has sought to provide an international environment for the education of its students. The rhetoric increasingly has been to provide an education that prepares the graduate to function excellently across cultural boundaries in a globalised work space. The reality of findings from research is showing that many activities under the banner of internationalisation are not delivering what they promise, although a number of interventions are having some of the desired effects. Over the last 3 to 4 years there has been a debate about the future of inter-nationalisation of higher education and the contours of what this entails are becoming visible. The nexus between research and education is receiving significant attention and has a role to play in the development of future curricula. This contribution will discuss the changes envisaged and taking place and give the reader more insight in the most recent developments in the development of new curricula. It will discuss best practices in development of international hospitality curricula and identify opportunities and pitfalls for successful experiences in inter-nationalisation.
Research Interests:
This chapter investigates the possible reasons for the observed proportional imbalance of female student participation in intercampus mobility at Stenden University of Applied Sciences. This observation follows global trends in non-degree... more
This chapter investigates the possible reasons for the observed
proportional imbalance of female student participation in intercampus
mobility at Stenden University of Applied Sciences. This observation
follows global trends in non-degree study abroad participation. Data
obtained from Stenden’s intercampus mobility shed no additional light on
this. This chapter also addresses the question why intercampus mobility
grew faster than exchange over the observation period. The addition of
two campuses early in the period may account for most of the growth, since
that time the growth rate for both exchange and intercampus mobility have
been similar. Despite this, intercampus mobility remains more popular than
exchange, this may be accounted for by several factors including the
presence of friends, familiarity with the education system and
uncomplicated transfer of credits achieved during such mobility.
proportional imbalance of female student participation in intercampus
mobility at Stenden University of Applied Sciences. This observation
follows global trends in non-degree study abroad participation. Data
obtained from Stenden’s intercampus mobility shed no additional light on
this. This chapter also addresses the question why intercampus mobility
grew faster than exchange over the observation period. The addition of
two campuses early in the period may account for most of the growth, since
that time the growth rate for both exchange and intercampus mobility have
been similar. Despite this, intercampus mobility remains more popular than
exchange, this may be accounted for by several factors including the
presence of friends, familiarity with the education system and
uncomplicated transfer of credits achieved during such mobility.
Research Interests:
KEYWORDS Learner-centred; learning outcomes; transformation; life long learning. As educators, we need to be aware of the forces that shape the future of education and the world for which we prepare our graduates. In an idealistic way,... more
KEYWORDS Learner-centred; learning outcomes; transformation; life long learning. As educators, we need to be aware of the forces that shape the future of education and the world for which we prepare our graduates. In an idealistic way, one can consider internationalisation of higher education the sector's response to globalisation. This is one of the most significant forces shaping the world. Another effect of greater economic interrelation is the growth of the global middle class, arguably the economic and social motor of the world. Emerging middle classes (when sufficient in number) enable a country to transform from an export-driven economy to one of domestic consumption. They demand quality and not just access to services. This was aptly demonstrated by the massive demonstrations against the government in Chile in the middle of 2011. After many decades of high economic growth (with the consequent development of the middle class segment), students and others demonstrated to implore the government to provide excellent education at low cost (Pezzini 2012). Despite promises of a reform by President Michelle Batchelet, the students remain active in 2015 claiming inadequacy of the reforms. Globalisation and greater economic wealth, in heretofore-developing areas, will dramatically change the order of things. After all, through the educational programs we create, we intend to prepare students to participate as global citizens. We prepare them for a (professional) world that is changing at an ever-increasing pace, fuelled by the demands of a burgeoning global middle class. The role of internationalisation of higher education will increase in urgency and importance. It is the intention of this paper to demonstrate that we need a paradigm shift in institutional culture in how we think and act to deliver education. The rate of global change will accelerate over the next decade and-a-half and educators need to ensure that our graduates will be able to work and contribute gainfully over more than three times that period. If, as many institutes of higher education (IAU Global Survey on Internationalization of Higher Education – 2003, 2005, 2010, 2014) claim, our graduates are educated in such a way as to be able to apply their skills and knowledge in any cultural context both locally and globally, then we have our work cut out to make sure that our education delivers on that promise. Other often quoted reasons for internationalising higher education include the improvement of academic quality, the strengthening of research, attracting new students, generating revenue, and more and more enhancing prestige and reputation (Egron-Polak 2012). Of particular concern in all this is to place the learner central to our thinking. For too long we have considered the various levels in education as separate entities that, although ostensibly connected, have developed too much in isolation. The impact of learner-centred education is that we smooth out transitions between the various levels. Probably more important is that we learn to let go of aspects of our own institution's education if we know that personal growth and capabilities see these aspects better addressed elsewhere. For example, linguists have told us that the ability to learn foreign languages decreases dramatically in quality after about 12 years of age. Why then do we wait in many educational systems until after that age to start giving foreign language instruction? The notion that internationalisation of higher education is in part a response to globalisation says little about what it actually is. The term internationalisation has been used
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The international mobility of students has increased steadily over the last few decades and this is not expected to stop in the foreseeable future. This creates two particular challenges for Higher Education Institutes: on the one hand... more
The international mobility of students has increased steadily over the last few decades and this is not expected to stop in the foreseeable future. This creates two particular challenges for Higher Education Institutes: on the one hand they need to provide international students with an appropriate learning environment and on the other hand to ensure that local students can avail themselves of all the possibilities of such an international learning environment.
Problem Based Learning (PBL) and internationalisation are able to contribute to the learning of students in such a way as to prepare them for a fast changing globalised society in which to live and work. Stenden University of Applied Sciences has a student population that is significantly diverse in terms of nationality, more than 25% of the students are from outside the Netherlands. Its International Branch Campuses are similarly diverse.
In this paper the authors describe the challenges and the opportunities that are provided by this international problem based learning environment. These include the impact of cultural diversity on collaborative learning and learning styles, and the implementation of PBL in an international context. In conclusion the authors make recommendations for future research with one clear goal in mind: The improvement of the learning environment in such a way as to enhance the growth of students into global professionals.
Problem Based Learning (PBL) and internationalisation are able to contribute to the learning of students in such a way as to prepare them for a fast changing globalised society in which to live and work. Stenden University of Applied Sciences has a student population that is significantly diverse in terms of nationality, more than 25% of the students are from outside the Netherlands. Its International Branch Campuses are similarly diverse.
In this paper the authors describe the challenges and the opportunities that are provided by this international problem based learning environment. These include the impact of cultural diversity on collaborative learning and learning styles, and the implementation of PBL in an international context. In conclusion the authors make recommendations for future research with one clear goal in mind: The improvement of the learning environment in such a way as to enhance the growth of students into global professionals.
Research Interests:
The channel information This channel is for educators who have an interest in diversity in education. Diversity as a resource is a powerful instrument to get teams to deliver more and better, but it takes time to let students develop the... more
The channel information This channel is for educators who have an interest in diversity in education. Diversity as a resource is a powerful instrument to get teams to deliver more and better, but it takes time to let students develop the right attitudes, skills for using, and feelings about diversity. This is why we should start allowing students to reflect on diversity early in their education (like from primary education onwards) so that when they leave education, they are fully prepared to work together with others, regardless of the source of diversity. They are then said to have intercultural competence, where intercultural relates to all types of culture, be they national, ethnic, (these two are usually thought of first when talking about intercultural competence), religious, gender, disciplinary, professional, or any other source. Even though this video seemingly deals with primary and secondary education, it is just as relevant for educators in higher and vocational education. Your comments are appreciated and can also be mailed to the email address attached to the channel.