In response to globalisation and internationalisation of both higher education and the job market, The Hague University of Applied Sciences (THUAS) has seen a considerable increase in English-medium courses, i.e. non-language subjects taught through English. Internationally, the rise of English-medium instruction (EMI) has led to research on, and discussion about the possible side-effects of a change in instructional language. More specifically, whether using a foreign language as the medium of instruction has a negative impact on teaching and learning. This paper reports the findings of a pilot research project into the implications of English-medium instruction (EMI) as perceived by students and teachers of the bachelor program Commercial Economics at the Faculty of Business, Finance and Administration at THUAS. Research methods used to collect data include face-to-face interviews with both students and lecturers involved in EMI subject courses, a student questionnaire, and lesson observations. Despite regular exposure to English and an adequate self-perceived English proficiency, results show that a considerable number of students, as well as teaching staff are experiencing difficulties with English-medium instruction and that for many EMI is not as efficient in transferring academic content as instruction in the mother tongue.
On 13 June 2018, Susana Menéndez said farewell as member of the Executive Board of The Hague University of Applied Sciences. To mark that occasion, a symposium was held on leadership in the internationalization of higher education, of which Susana has been a champion over the past ten years.
The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study.
