The professional development of teaching staff in relation to the internationalisation of higher education institutions has not received the attention that it deserves from managers in higher education. This requires an HRM policy that explicitly addresses the issue of competence development of teaching staff in an international perspective. This paper will introduce the readers to the International Competences Matrix and the Intercultural Competence Learning Lab, two HRM tools that were developed at Hanze UAS and have both been awarded the status of Good Practice in Internationalisation by the Accreditation Organisation of the Netherlands and Flanders (NVAO). This paper will also outline plans for the development of a professional development track for teaching staff in relation to the international higher education environment. The International Competences Matrix was developed in response to the need for a practical HRM tool which could serve to alert both teaching staff members and their superiors to the fact that working in an international environment requires new and additional competences and that training teaching staff in ‘weak’ competence areas may be necessary in order to make a university’s internationalisation policy a success. The introduction of the International Competences Matrix in the HRM interview cycle has been an incentive for the development of a range of personal and professional development options available to teaching staff members. The Intercultural Competence Learning Lab, for instance, represents an innovative approach to intercultural awareness training. The ICLL provides a safe environment for teaching staff for sharing intercultural (classroom) experiences or incidents, for critical reflection on experiences and current IC models, and for discussing self-development issues related to intercultural competence.
Recently, there has been an increased interest in the well-being of students in higher education. Despite the widespread consensus on the importance of student well-being, a clear definition continues to be lacking. This study qualitatively examined the student perspective on the topic through semi-structured interviews at a university of applied sciences in the Netherlands (n = 27). A major recurring theme was well-being as a balance in the interplay between efforts directed towards studies and life beyond studies. This method of perceiving well- being deviates from theoretical definitions. Students mentioned various factors that influence their well-being. Responses ranged from personal and university related factors to external factors beyond their educational institution. This study contributes to the body of knowledge on the well-being of students in higher education and provides suggestions for educational institutions, such as incorporating a holistic perspective on students and learning; and focus points for the development of policies and practices.
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The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.
