Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international competition. Emerging markets such as India, China and Russia are gaining economic power. Global challenges demand world-wide solutions. Production and marketing networks span the globe and various forms of migration have resulted in a large cultural diversity within nations. As a result, societies and labour markets are changing as well. In order to deal with these societal changes adequately and to succeed in today’s labour market, graduates need to be equipped with international competencies. In a survey among 500 chief executives, ICM Research (on behalf of Think Global and The British Council, 2011) showed that employers strongly value staff members who are able to work in an international and multicultural environment. Similar results were found in Diamond et al. (2011), in which ‘multicultural teamwork’ was considered most important. The Hague University of Applied Sciences seeks to prepare its students adequately for the world of tomorrow. The University’s development plans (e.g. HogeschoolOntwikkelingsPlan, HOP 7, 2009-2013 and HOP 8, 2014-2017) indicate that its vision is to train students to be globally-minded professionals with an international and multicultural perspective, who are world-citizens, interested in global issues and able to deal with diversity in a constructive manner. They are to be professionals, who possess the competencies to function well in an international and intercultural environment. Internationalization is therefore high on the agenda of The Hague University of Applied Sciences (THUAS) which is illustrated by the fact that, as of 2014, new students in all academies have to fill 12.5% (30 ECTS) of their four-year Bachelor program with international activities. These activities can range from an internship or semester abroad (student mobility) to participating in full programs of study or minors in which English is the medium of instruction, or an internationally themed minor (Internationalization at Home, IaH). And this is only the beginning. Internationalization is a means, not an end. All THUAS courses are looking into ways in which they can internationalize their curriculum. And in doing so, they need to be innovative (Leask, 2009) and keep in mind the specific needs and wishes of alumni and their employers with regard to international competences. The THUAS research group International Cooperation supports these internationalization policy objectives by investigating various aspects, such as: • The acquisition and development of international competencies among students. • The extent to which lecturers possess international competencies and what their needs and wishes are for further development. • The international competencies THUAS graduates have acquired as part of their degree and how THUAS has stimulated this development. • The international competencies that employers and alumni consider important. Although international competencies and employability have received growing attention in internationalization research, existing studies have mainly focused on: • The effects of study abroad on the development of international competence (cf. Hoven & Walenkamp, 2013). • The effects of an experience abroad (study, internship, voluntary work) on employability. • A more general analysis of the skills employers look for in prospective employees.
PV systems are used more and more. Not always is it possible to install them in the optimal direction for maximum energy output over the year. At the Johan Cruijff ArenA the PV panels are placed all around the roof in all possible directions. Panels oriented to the north will have a lower energy gain than those oriented to the south. The 42 panel groups are connected to 8 electricity meters. Of these 8 energy meters monthly kWh produced are available. The first assignment is to calculate the energy gains of the 42 panel groups, and connect these in the correct way with the 8 energy meter readings, so simulated data is in accordance with measured data.Of the year 2017 there are also main electricity meter readings available for every quarter of an hour. A problem with these readings is that only absolute values are given. When electricity is taken of the grid this is a positive reading, but when there is a surplus of solar energy and electricity is delivered to the grid, this is also a positive reading. To see the effect on the electricity demand of future energy measures, and to use the Seev4-City detailed CO2 savings calculation with the electricity mix of the grid, it is necessary to know the real electricity demand of the building.The second assignment is to use the calculations of the first assignment to separate the 15 minute electricity meter readings in that for real building demand and for PV production.This document first gives information for teachers (learning goals, possible activities, time needed, further reading), followed by the assignment for students.
In the past 5 years Electric Car use has grown rapidly, almost doubling each year. To provide adequate charging infrastructure it is necessary to model the demand. In this paper we model the distribution of charging demand in the city of Amsterdam using a Cross-Nested Logit Model with socio-demographic statistics of neighborhoods and charging history of vehicles. Models are obtained for three user-types: regular users, electric car-share participants and taxis. Regular users are later split into three subgroups based on their charging behaviour throughout the day: Visitors, Commuters and Residents
