This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.
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This article takes the 3rd Global Survey Report of the International Association of Universities (IAU) as a starting point. The results of this worldwide survey were published in September 2010. The article discusses four questions from the survey that include internationalisation at Home (IaH) and internationalisation of the curriculum as response items. outcomes of these four questions are commented on and, where relevant and possible, compared to the results of the previous survey, which was conducted in 2005 and published in 2006. It is argued that the sections of the Global Survey that mention internationalisation of the curriculum and IaH use terminology that is not always adequate for the purpose and at times even seems contradictory. The Global Survey includes a question on internal obstacles to internationalisation, which will also be discussed here. These obstacles include the lack of engagement and limited expertise of academic staff in relation to the internationalisation process. The response items for this question do not connect these obstacles to internationalisation of the curriculum explicitly, but it is argued here that a relationship indeed exists. The same is true for issues around foreign language proficiency, which may have a strong impact on internationalisation of the home curriculum. In the conclusion, several additional questions are raised that could serve to get a clearer picture of the development of internationalisation of the curriculum in a global perspective.
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Aeres University of Applied Sciences has placed internationalisation as a key driver in its overall strategy. By prioritising the internationalisation of education and educational consultancy the university has created solid opportunities for students, lecturers, and partners at regional, national, and international levels. Currently, more strategic development on internationalisation in applied research at Aeres is needed. There is an opportunity to utilise highly proficient researchers, state-of-the-art facilities, and an impressive national research portfolio, and for this, there is a need to develop international research agenda, a key priority for AeresResearch4EU. To address this need, Aeres University of Applied Sciences aims to strengthen its internationalisation efforts with its research activities, opening the door to many opportunities, and most importantly, creating an international research agenda spanning the university's three locations. The main objectives of AeresResearch4EU are to analyse the existing research strategy and professorships and develop them towards a global research agenda for the European Union. By focusing on international research projects, Aeres can further enhance its reputation as a leading institution for applied research in agriculture, food, environment, and green technologies. AeresResearch4EU aims to create new partnerships and collaborations with researchers and institutions across Europe, allowing Aeres to contribute to developing innovative and sustainable solutions to global challenges. With its strong commitment to internationalisation and its focus on applied research, Aeres University of Applied Sciences is poised to become an essential player in the European research landscape.
“Empowering learners to create a sustainable future” This is the mission of Centre of Expertise Mission-Zero at The Hague University of Applied Sciences (THUAS). The postdoc candidate will expand the existing knowledge on biomimicry, which she teaches and researches, as a strategy to fulfil the mission of Mission-Zero. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter. The candidate aims to recognize the value of systematic biomimicry, leading the way towards the ecosystems services we need tomorrow (Pedersen Zari, 2017). Globally, biomimicry demonstrates strategies contributing to solving global challenges such as Urban Heat Islands (UHI) and human interferences, rethinking how climate and circular challenges are approached. Examples like Eastgate building (Pearce, 2016) have demonstrated successes in the field. While biomimicry offers guidelines and methodology, there is insufficient research on complex problem solving that systems-thinking requires. Our research question: Which factors are needed to help (novice) professionals initiate systems-thinking methods as part of their strategy? A solution should enable them to approach challenges in a systems-thinking manner just like nature does, to regenerate and resume projects. Our focus lies with challenges in two industries with many unsustainable practices and where a sizeable impact is possible: the built environment (Circularity Gap, 2021) and fashion (Joung, 2014). Mission Zero has identified a high demand for Biomimicry in these industries. This critical approach: 1) studies existing biomimetic tools, testing and defining gaps; 2) identifies needs of educators and professionals during and after an inter-disciplinary minor at The Hague University; and, 3) translates findings into shareable best practices through publications of results. Findings will be implemented into tangible engaging tools for educational and professional settings. Knowledge will be inclusive and disseminated to large audiences by focusing on communication through social media and intervention conferences.
Het postdoc-onderzoek Building Adaptive Tourism Areas beoogt om een bijdrage te leveren aan het vergroten van de adaptiviteit van toeristische bestemmingen. Adaptiviteit is een essentiële eigenschap in de huidige dynamische netwerk samenleving en globaliserende economie. Toeristisch-recreatieve bestemming moeten meebewegen met zaken als toenemende concurrentie en professionalisering, veranderend consumentengedrag, nieuwe technologieën die nieuwe kansen en uitdagingen met zich mee brengen, de maatschappelijke roep om duurzaamheid, kortere levenscycli van concepten, de vraag om bestemmingen in balans als gevolg van ‘overtourism’ en zo meer. In dit onderzoek nemen we het perspectief dat bestemmingen complexe, open systemen zijn die de potentie hebben om adaptief te zijn. Complexe systemen omdat een veelheid aan actoren en factoren de ontwikkelingsrichting van bestemmingen beïnvloeden. Open systemen omdat vele invloeden van buitenaf komen die op vrijwel autonome wijze ontwikkelingsrichtingen van bestemmingen beïnvloeden. Adaptiviteit is het vermogen om mee te bewegen met dergelijke dynamiek door middel van series van stapsgewijze aanpassingen. Het onderzoek Building Adaptive Tourism Areas focust specifiek op het beter begrijpen van wat de ambitie van het vergroten van het adaptieve vermogen in de praktijk betekent. De studie bestaat uit drie stappen: 1.) duiden van “key conditions” voor adaptiviteit: de elementen die noodzakelijk zijn voor adaptief vermogen, en deze vertalen naar de context van het toerisme; 2.) identificeren van ‘traps’: condities voor adaptiviteit komen met implicaties en daarmee samenhangende praktische beperkingen 3.) uiteenzetten van ‘practicable strategies: acties die helpen om te bouwen aan adaptieve bestemmingen. De output van het project zijn diverse artikelen en academische journals en professionele tijdschriften. De bevindingen worden (direct) ingebracht in de opleidingen van de Academy of Leisure & Tourism van NHL Stenden Hogeschool en verder ontplooid binnen het European Tourism Futures Institute (ETFI – www.etfi.eu).
