Het is de week van de internationale student. Centraal staat het opdoen van een internationale ervaring. Wist je dat dit breder is dan enkel naar het buitenland gaan? Internationale competenties opdoen kan ook met internationalisaton at home (IaH). In deze aflevering van de podcastserie "Nuffic Actueel" gaan we in op een veelbesproken onderwerp: internationalisation at home. Wat is dat nu eigenlijk? En hoe ziet dit er uit in de praktijk? We gaan in gesprek met expert Eveke de Louw van het lectoraat Global Learning van de Haagse hogeschool. Ook studenten Thijs (Windesheim), Jan (HAN) en Alex (Hogeschool Leiden) sluiten aan en delen hun ervaring.
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This chapter revisits the concept of internationalisation at home in light of the COVID pandemic and also of experiences and ongoing discourses on internationalisation. These include how internationalisation at home relates to diversity, inclusion and decolonisation of curricula. It discusses how the COVID pandemic has led to increased attention to internationalisation at home but also that confusion about terminology and the desire for physical mobility to be available to students may lead us to return to pre-COVID practices, in which internationalisation is mainly understood as mobility for a small minority of students and internationalisation of the home curriculum is a poor second best. A component of this chapter is how Virtual Exchange and Collaborative Online International Learning (COIL) have moved into the spotlight during the pandemic but were already in focus areas well before. This will be illustrated by some recent developments in internationalisation at home, mainly from non-Anglophone, European and particularly Dutch perspectives.
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Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible.
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What is the current career of alumni from the International Business School of hte Hanze University of Applied Sciences. Where do they work and what is the relevance of Internationalisation in the careers of these Alumni.IBS Hanze alumni work Internationally, some 30 % of the Dutch and Germnan alumni work in other countries than their nationality. For alumni of other nationalities both germany and the Netherlands seem te be countries of settlement. Alumni work in majority for larger companies that operate Internationally. This research explores if and how the career of IBS Hanze UAS alumni can be considered international.Country of settlement, nationality and home base of the employing company were considered in a descriptive research. Data was collected form the public LinkedIn profile of 2050 alumni as well as Hanze UAS internal databases. A smal qualitative research was conducted with 46 respondents to explore the questions why and how Internationalisation was relevant for the alumni.
