Phd Thesis Higher professional education aims to prepare graduates for the complexity of professional practices. The development of conceptual understanding is important to deal adequately with this complexity, especially in an unstructured professional domain such as international business. The aim of this dissertation is to investigate the concept conceptual understanding in this professional domain, how it can be measured, what it looks like, how it changes, and in what ways it differs between students. The dissertation comprises five empirical studies for which data collection took place at a university of applied sciences in the Netherlands.
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This paper presented at the American Speech and Haering Association Convention provides information on the accomplishments in international cooperation, education, consumers issues and collaborative research projects on cluttering
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This thesis contributes to the knowledge and insights regarding the competenciesdescribing a highly talented international business professional – here managersand leaders – according to professionals themselves, resulting in a competencyframework or profile related to talent. In addition, international perspectives onthe competencies of talented international business professionals are obtained,which will contribute to better alignment of honours programmes in international business education with expectations from the field.
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Nowadays companies need higher educated engineers to develop their competences to enable them to innovate. This innovation competence is seen as a remedy for the minor profitable business they do during the financial crises. Innovation is an element to be developed on the one hand for big companies as well as for small-and-medium sized companies through Europe to overcome this crisis. The higher education can be seen as an institution where youngsters, coming from secondary schools, who choose to learn at higher education to realize their dream, what they like to become in the professional world. The tasks of the Universities of applied Sciences are to prepare these youngsters to become starting engineers doing their job well in the companies. Companies work for a market, trying to manufacture products which customers are willing to pay for. They ask competent employees helping achieving this goal. It is important these companies inform the Universities of applied Sciences in order to modify their educational program in such a way that the graduated engineers are learning the latest knowledge and techniques, which they need to know doing their job well. The Universities of applied Sciences of Oulu (Finland) and Fontys Eindhoven (The Netherlands) are working together to experience possibilities to qualify their students on innovation development in an international setting. In the so-called: ‘Invention Project’, students are motivated to find their own invention, to design it, to prepare this idea for prototyping and to really manufacture it. Organizing the project, special attention is given to communication protocol between students and also between teachers. Students have meetings on Thursday every week through Internet connection with the communication program OPTIMA, which is provided by the Oulu University. Not only the time difference between Finland and the Netherlands is an issue to be organized also effective protocols how to provide each other relevant information and also how to make in an effective way decisions are issues. In the paper the writers will present opinions of students, teachers and also companies in both regions of Oulu and Eindhoven on the effectiveness of this project reaching the goal students get more experienced to set up innovative projects in an international setting. The writers think this is an important and needed competence for nowadays young engineers to be able to create lucrative inventions for companies where they are going to work for. In the paper the writers also present the experiences of the supervising conditions during the project. The information found will lead to success-factors and do’s and don’ts for future projects with international collaboration.
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Background: Globalisation trends such as increased migration to andwithin European countries have led to even greater cultural diversityin European societies. Cultural diversity increases the demand ofcultural competency amongst professionals entering their workfield. In particular, healthcare professionals need knowledge and skillsto equip them to work with clients from different cultural backgrounds.Within higher education (HE), the professional developmentof cultural competency should ideally feature in undergraduate educationand is often promoted as a by-product of a study abroadperiod. However, recognising that logistical and financial barriersoften exist for extended study abroad, one alternative approachcould be participation, at home or abroad, in a short-term internationalprogramme set within students’ own HE institutions.Purpose: The aim of this study was to explore HE students’ experiencesof participating in international ‘short-term mobility week’programmes at three European universities.Methods: Each university involved in the research offered short termprogrammes for healthcare professions students at their owninstitution, where both local students and students from abroadcould participate. Participants were healthcare students in theprogramme at one of the three universities. Data were collectedthrough focus group interviews (4–8 students per group; n = 25).The data were transcribed and then analysed qualitatively, usinga content comparison method.Results: The analysis identified six categories, which reflectedstudents’ journeys within the short-term international experiences.Conclusions: The analysis suggested that, for these students,engagement in a short-term mobility week programme providedvaluable opportunities for encounters with others, which contributedto personal and professional development, greater confidencein the students’ own professional identities, as well as anincreasing sense of cultural awareness.
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This groundbreaking handbook serves as a guide to internationalization of higher education and offers new strategies for its further development and expansion in the years to come. With a decidedly global approach, this volume brings together leading experts from around the world to illustrate the increasing importance of internationalization. International Education as we have known it has evolved from a fragmented approach on study abroad and international students into a strategic and comprehensive internationalization concept that affects all aspects of higher education. The text encompasses the diversity and breadth of internationalization of higher education in all its thematic facets and regional impacts.
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The Forum Orthopaedic Educational Programs from the Netherlands and Belgium (Flanders)took the initiative to promote the developement of international standards for education and training in the field of orthopaedic shoe technology.
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Treatment guidelines difer signifcantly, not only between Europe and North America but also among European countries [1–4]. Reasons for these diferences include antimicrobial resistance patterns, accessibility to and reimbursement policies for medicines, and culturally and historically determined prescribing attitudes. The European Association of Clinical Pharmacology and Therapeutics’ Education Working Group has launched several initiatives to improve and harmonize European pharmacotherapy education, but international diferences have proven to be a major barrier to these eforts [5–7]. While we have taken steps to chart these diferences [6, 8], it will probably not be possible to fully resolve them. Rather than viewing these diferences as a barrier, we should perhaps see them as an opportunity for intercultural learning by providing students and teachers a valuable lesson in the context-dependent nature of prescribing medication and the diferent interpretations of evidence-based medicine. Here, we extend our experience with interprofessional student-run clinics [9, 10], to report on our first experiences with the “International and Interprofessional Student-run Clinic.” We organized three successful video meetings with medical and pharmacy students of the Amsterdam UMC, location VU University (the Netherlands), and the University of Bologna (Italy). During these meetings, one of the students presented a real-life case of a patient on polypharmacy. Then, in a 45-min session, the students split into smaller groups (break-out rooms) to review the patient’s medication, using the prescribing optimization method and STOPP/ START criteria [11, 12]. The teachers rotated between the diferent rooms and assisted the students when necessary. Teachers and students reconvened for 60 min for debriefng, with students presenting their fndings and suggestions to revise the medication list and teachers stimulating discussion and indicating how they would alter the medication list. Participation was voluntary, and the meetings were held in the evenings to accommodate students in clinical rotations. Third-to-fnal-year medical and pharmacy students participated in the three meetings (n=17, n=20, n=12, respectively). They reported learning a lot from each other, gaining an international and interprofessional perspective. Moreover, they learned to always consider the patient’s perspective, that evidence-based medicine is context-dependent, and that guidelines should be adapted to the patient’s situation.
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Innovation is crucial for higher education to ensure high-quality curricula that address the changing needs of students, labor markets, and society as a whole. Substantial amounts of resources and enthusiasm are devoted to innovations, but often they do not yield the desired changes. This may be due to unworkable goals, too much complexity, and a lack of resources to institutionalize the innovation. In many cases, innovations end up being less sustainable than expected or hoped for. In the long term, the disappointing revenues of innovations hamper the ability of higher education to remain future proof. Against the background of this need to increase the success of educational innovations, our colleague Klaartje van Genugten has explored the literature on innovations to reveal mechanisms that contribute to the sustainability of innovations. Her findings are synthesized in this report. They are particularly meaningful for directors of education programs, curriculum committees, educational consultants, and policy makers, who are generally in charge of defining the scope and set up of innovations. Her report offers a comprehensive view and provides food for thought on how we can strive for future-proof and sustainable innovations. I therefore recommend reading this report.
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World globalisation drives companies to undertake international expansion with the aim of retaining or growing their businesses. When companies globalize, managers encounter new challenges in making international marketing strategy (IMS) decisions, which are influenced by perceived cultural and business distance between their home- and foreign country. Telkom Indonesia International (Telin) was formed by Telkom Indonesia (i.e. the state-owned company in the telecommunication industry in Indonesia) to engage in international business within a global market. The central question in this study is to what extent do managers’ perceived cultural and business distance between home- and foreign country influence their IMS decisions? A mixed research strategy will be employed by applying qualitative and quantitative methods concurrently. The data collection will involve interviews with CEOs and managers, alongside a web survey to 55 managers of Telkom's. Results suggest important consequences for IMS decisions and emphasizes the need for dialogue on perceptions of cultural and business characteristics of countries.
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