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.
The scope of policies within universities and professional practices is becoming increasingly global and more and more networks of professionals and researchers are conducting collaborative programmes and research projects. Translating these collaborations into flourishing practices is often more challenging than initially anticipated especially if there is an international dimension. In these circumstances participants often experience challenges triggered by power relations, differences in culture, contexts, and perspectives on practice and research. This paper is underpinned by an educational psychology perspective and falls within an interpretive paradigm. The metaphor of the patchwork quilt is used during learning and teaching seminars to explain collaborative practice and research because the steps involved serve as a useful visual aid for further comparison and reflection. Using data from four studies, we discuss the experiences of international participants conducting collaborative research over the course of an international Masters programme in Europe and the experiences of alumni of the programme attempting to conduct research after the completion of the Erasmus Mundus (EM) Masters Programme We argue that international collaborative practice and research take time, especially in the initial stages. They have the potential to support bridging and bonding universally and lead to enrichment and enhancement for the participants.
