International Journal of Management in Education, 2022
This study explores how international student satisfaction is affected by certain aspects of the ... 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.
Journal of Studies in International Education, 2022
This study investigates differences in academic satisfaction among undergraduate international st... 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.
Intercultural Teaching Competence (ITC) is essential for teaching in
increasingly diverse primary... 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.
Journal of Studies in International Education, 2023
This study examines how the COVID-19 pandemic has impacted the academic experience at internation... 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).
The increasing levels of diversity in primary education make it essential to identify factors tha... 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.
Research in Comparative & International Education, 2023
Despite years of investigation on international students’ adjustment, cultural distance, and cult... 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.
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL , 2023
To understand under what conditions intercultural group work (IGW) leads to more intercultural in... 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.
Compare: A Journal of Comparative and International Education, 2023
Calls for global citizenship education (GCE) in primary education have been making themselves hea... 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.
Journal of Studies in International Education, 2022
Following a rapidly changing external environment, internationalization has become an institution... 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.
International Journal of Management in Education, 2021
What factors influence international student satisfaction, and what is the impact of the COVID-19... 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.
These are the sheets of a presentation at the CHain5 conference in Zagreb on the 11th of March 20... 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.
Compare: A Journal of Comparative and International Education, 2021
Calls for global citizenship education (GCE) in primary education have been making themselves hea... 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.
To deepen the understanding of the long-term impact of study abroad, this qualitative, explorator... 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.
Journal of Studies in International Education, 2019
Abstract
This study uses a quantitative approach drawing on data from the International Student B... 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.
Coelen reageert op het advies van de Onderwijsraad over internationalisering Opinie | door Robert... more Coelen reageert op het advies van de Onderwijsraad over internationalisering Opinie | door Robert Coelen 15 juni 2018 | In het advies van de Onderwijsraad aan OCW wordt de stelling ingenomen dat het gebruik van Engels 'hoger onderwijs qua taal en cultuur zich eenzijdig richt op het Angelsaksische deel van de wereld'. Terecht wijst de Raad ook op de onontbeerlijkheid van beheersing van de Engelse taal voor handel, internationaal politieke en wetenschappelijke communicatie. Het is goed om te zien dat in hetzelfde advies gesproken wordt over een ontkoppeling van de gedachte dat het geven van onderwijs in het Engels overeenkomt met internationalisering. Dit is door onder andere Hans de Wit[1] en Jane Knight[2] al sinds lang betiteld als een van de mythes van internationalisering. Als internationalisering nu wel gelijk staat aan onderwijs in het Engels dan hoefden de hoger onderwijsinstellingen in Engelstalige landen nog maar weinig te doen voor
This article makes the case for firmly tying the knot between internationalisation and 21st centu... more 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.
Het belang van internationalisering is onvoldoende onderbouwd. het wordt tijd om duidelijke leeru... more Het belang van internationalisering is onvoldoende onderbouwd. het wordt tijd om duidelijke leeruitkomsten te formuleren
Dit artikel gaat over de redenen waarom we doorlopende leerlijnen van internationalisering zouden... 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?
International Journal of Management in Education, 2022
This study explores how international student satisfaction is affected by certain aspects of the ... 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.
Journal of Studies in International Education, 2022
This study investigates differences in academic satisfaction among undergraduate international st... 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.
Intercultural Teaching Competence (ITC) is essential for teaching in
increasingly diverse primary... 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.
Journal of Studies in International Education, 2023
This study examines how the COVID-19 pandemic has impacted the academic experience at internation... 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).
The increasing levels of diversity in primary education make it essential to identify factors tha... 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.
Research in Comparative & International Education, 2023
Despite years of investigation on international students’ adjustment, cultural distance, and cult... 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.
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL , 2023
To understand under what conditions intercultural group work (IGW) leads to more intercultural in... 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.
Compare: A Journal of Comparative and International Education, 2023
Calls for global citizenship education (GCE) in primary education have been making themselves hea... 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.
Journal of Studies in International Education, 2022
Following a rapidly changing external environment, internationalization has become an institution... 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.
International Journal of Management in Education, 2021
What factors influence international student satisfaction, and what is the impact of the COVID-19... 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.
These are the sheets of a presentation at the CHain5 conference in Zagreb on the 11th of March 20... 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.
Compare: A Journal of Comparative and International Education, 2021
Calls for global citizenship education (GCE) in primary education have been making themselves hea... 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.
To deepen the understanding of the long-term impact of study abroad, this qualitative, explorator... 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.
Journal of Studies in International Education, 2019
Abstract
This study uses a quantitative approach drawing on data from the International Student B... 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.
Coelen reageert op het advies van de Onderwijsraad over internationalisering Opinie | door Robert... more Coelen reageert op het advies van de Onderwijsraad over internationalisering Opinie | door Robert Coelen 15 juni 2018 | In het advies van de Onderwijsraad aan OCW wordt de stelling ingenomen dat het gebruik van Engels 'hoger onderwijs qua taal en cultuur zich eenzijdig richt op het Angelsaksische deel van de wereld'. Terecht wijst de Raad ook op de onontbeerlijkheid van beheersing van de Engelse taal voor handel, internationaal politieke en wetenschappelijke communicatie. Het is goed om te zien dat in hetzelfde advies gesproken wordt over een ontkoppeling van de gedachte dat het geven van onderwijs in het Engels overeenkomt met internationalisering. Dit is door onder andere Hans de Wit[1] en Jane Knight[2] al sinds lang betiteld als een van de mythes van internationalisering. Als internationalisering nu wel gelijk staat aan onderwijs in het Engels dan hoefden de hoger onderwijsinstellingen in Engelstalige landen nog maar weinig te doen voor
This article makes the case for firmly tying the knot between internationalisation and 21st centu... more 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.
Het belang van internationalisering is onvoldoende onderbouwd. het wordt tijd om duidelijke leeru... more Het belang van internationalisering is onvoldoende onderbouwd. het wordt tijd om duidelijke leeruitkomsten te formuleren
Dit artikel gaat over de redenen waarom we doorlopende leerlijnen van internationalisering zouden... 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?
If we are to use diversity in education, we need to recognise several qualities of diversity that... 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.
This lecture addresses some of the findings published in the book: Internationalisation and Emplo... more 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
International mobility during study is not available to everyone. Indeed, only a very small propo... 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)
Announcement flyer for international conference on professional development of academics in respe... more Announcement flyer for international conference on professional development of academics in respect of internationalisation
Hoe gaat het met de internationalisering van Nederlands onderwijs? Is internationaal inderdaad he... more 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?
Goed gebruik van leerresultaten is geen semantiek van verwoording van wat er te halen valt in een... 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)
Deze lezing legt uit waarom het werken met leerresultaten student gefocust is. Het niet louter om... 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.
Despite all the advances in educational technology, basic principles of the educational setting s... 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.
Slides in relation to a keynote address at an ACA Seminar, October 2016. These slides maybe somew... more Slides in relation to a keynote address at an ACA Seminar, October 2016. These slides maybe somewhat cryptic without the actual presentation
This listing contains my slides for the session and presents a framework for thinking about the i... more 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.
A brief note about a new web-based facility to inform the research community in the field of Inte... 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.
A number of presentations were given by well--known persons in the field of internationalisation ... more A number of presentations were given by well--known persons in the field of internationalisation of higher education at a recent retirement symposium for Hans de Wit. Each of the sets of presentations was followed by panel discussion with experienced individuals from the field. These observations are however not a summary of what was presented, but rather a reflection on a common thread that ran throughout much of the day. It was impossible to attempt to summarise the presentations that passed the revue during this symposium about 'Global and Local Internationalisation'. Together they covered an enormous breadth and depth of internationalisation as has been discussed over the last few years. The symposium was of course a testimony to the influence of Hans on the various debates in this field. The nub of this thread was the question: "what is in it for me?" Why should I be interested in internationalisation of higher education, or indeed, why should this topic detract from all the other important aspects of my course? The often heard complaint is that internationalisation is seen as something that needs to be added on. Something that is new and competing for space/time in a course. Hanneke Teekens widened the frame of reference for IaH by specifically including the teacher education. This would in due course allow well--informed students to join our tertiary education. These would be students who are well aware of the benefits of an internationalised education. They would need no further convincing and would even be demanding that their tertiary education is internationalised. To achieve this, we would need to ensure that their teachers were already convinced of the benefits. The logic of this situation is that unless we prepare the teachers of these students, the students will not able to be taught in such a way as to receive an internationalised education at the secondary (or indeed the primary?) level. At the same time it is a catch--22 situation, since if we are unable to convince our student teachers of the benefits of internationalisation, how then are we to break the cycle? Laura Rumbley touched on this subject in her presentation by asking the question as to how the knowledge and experience that was present at the symposium, by virtue of the many experts, would be able to be disseminated and received by institutions. As she put it, global knowledge was finding it hard to land at the local academic coalface. Was it about the format of the information? Would institutions be able to do something with the knowledge and experience?
This document is a companion to ‘Large sets of learning outcomes rather than summarised competenc... 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.
This discussion paper looks at a set of proposed program learning outcomes (PLOs) related to crit... 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.
As much as this might sound like a cliché, a number of predicted global developments together cre... 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.
Internationalisering van hoger onderwijs is een must om de verbinding met het huidige en toekomst... more 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.
A number of global changes will enhance the urgency with which we must address issues in the deli... 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.
This is an introductory teaching document explaining something about the ontogeny of a diversity ... 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.
This reader is designed to give you background information before embarking on creating a learnin... 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.
This reader is designed to give you some background information before embarking on the learning ... 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.
There is a lot of effort being expended on the creation, development, delivery and testing of int... 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.
This is a workshop conducted with education students taking their primary education degree. It di... more This is a workshop conducted with education students taking their primary education degree. It discusses why internationalisation of education is important.
The basic hypothesis is that all HRM activities will become iHRM as a result of increased globali... more 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.
This book provides insight into an ambitious project to re-invent the educational method practice... 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.
This book contains contributions of colleagues from NHL Stenden University of Applied Sciences. I... 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.
Information about a book that is going to be published halfway through 2019. It is available for ... 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:
Aspects of Internationalisation of Higher Education at NHL Stenden University of Applied Sciences, 2019
This small booklet contains two chapters. One is about the cultural variation in grading student ... more 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.
Offering a range of perspectives on internationalization in higher education from a globally disp... 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 future of IoHE lies in an arena where educational delivery is materially different. It should... 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.
It is an enriching experience to present the idea of active learning to an audience more familiar... more It is an enriching experience to present the idea of active learning to an audience more familiar with passive learning
This chapter looks at the impact of internationalisation activities on employability. There have ... 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 contribution looks at the way in which university leadership can extend their support for in... 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.
Internationalisation has been on the agenda for the last two decades of any institute of higher e... 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.
Valorisation of Internationalisation. Coelen, R., Van der Hoek, K-W., and Blom, H. (eds.) Stenden University of Applied Sciences: Leeuwarden, 2017
This chapter investigates the possible reasons for the observed
proportional imbalance of female ... 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.
KEYWORDS Learner-centred; learning outcomes; transformation; life long learning. As educators, we... 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
The international mobility of students has increased steadily over the last few decades and this ... 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.
The channel information This channel is for educators who have an interest in diversity in educat... 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.
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Papers by Robert Coelen
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.
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.
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.
a definition of GCE which corresponds most with a moral and cultural global citizenship description.
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.
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.
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.
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.
a definition of GCE which corresponds most with a moral and cultural global citizenship description.
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.
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.
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.
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.
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.
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
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
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
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.
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.