Generation Z (Gen Z) will account for a growing proportion of the global workforce in the coming years. Therefore, it is vitally important to understand this generation’s unique perspectives and preferences regarding work. This exploratory study examines the prioritisation and desirability of Gen Z work values according to respondents’ nationality. Data for this study was collected through a survey among 1188 undergraduate students enrolled in one university each in China, Germany, the Netherlands and Thailand. ANOVA test and Tukey post-hoc analysis were used to find out the difference between the groups based on nationality. Findings indicate nationality serves as a key differentiator in work value preferences. The findings challenge the concept of a global Generation Z as only two of the measured values, learning and visible results, were found to have universal appeal across the nationality groups. Despite increased levels of global interconnectedness and accompanying crossvergence of values, the results show significant statistical differences in work values based on the respondents’ nationality. Due to the scope and explorative design of the present study, it cannot be certain that the findings are exclusively from Gen Z characteristics or influenced by other, non-cultural, variables. This study suggests there is a need for study programmes at a tertiary level to embed experiential learning components and individual study pathways in their curricula to enable students to develop realistic expectations about the workplace and their place in it. In turn, these programmes will be able to develop a competitive advantage in HE landscape. The insights gained can be leveraged by internationally oriented study programmes, such as International Business (IB), to better address Gen Z needs and expectations.
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In this paper, we study cross-cultural differences in strategic reasoning in turn-taking games, as related to game-theoretic norms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment to investigate how these aspects play a role in reasoning in simple turn-based games, known as centipede-like games, across three cultures, that of The Netherlands, Israel and India. While there is no significant main effect of nationalities on the behaviour of players across games, certain unexpected interactive effects are found in their behaviour in particular games.
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During the K4I lunch debate Hanze UAS PhD level researchers of different nationalities presented their ideas about their EU in 2050 in terms of intrinsic qualities. They discussed how the EU should look in 2050, taking their PhD content into account and will share their views on actions that we should undertake today as a priority. They will also examine to what extend these priorities are in balance with today's practice. This Younger's Revolution is the core of this lunch debate.
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At the 75th anniversary of the end of the Second World War, questions arise if contemporary audiences still find historical accounts relevant. Fundamental to understanding the relevance of stories from the war is assessing their emotional impact on leisure participants from various social groups. We used the social identity theory framework to assess differences in emotional reactions of Dutch and German visitors to stories of the Second World War presented at a Dutch museum exhibit. Emotional reactions were measured using physiological signals of heart rate and heart rate variability as well as self-report. Emotions experienced were mixed and often, but not always, different between Dutch and German participants. Patterns in the physiological and self-report data differed. Many of the significant differences were generally consistent with a collective guilt account of German social identity, but the findings as a whole were more complex than could be predicted by existing social identity accounts. Specifically, participants did not simply categorize themselves with either national or human identities of characters based on what their respective stories emphasized. We conclude that stories of the Second World War are still relevant, but touch on audiences’ nationalities in a complex way, beyond simple historical categories.
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Purpose: The authors provide a personal insight into how they see the potential of urban culture as a vehicle for creative placemaking. The purpose of this study is to highlight the opportunities for the tourism industry to embrace this global youth culture now that one of its pillars, breakdance, is on the brink of becoming an Olympic discipline in 2024, thus nudging this youth culture from underground to mainstream. Design/methodology/approach: The authors interviewed two Dutch pioneers in the field of urban culture: Tyrone van der Meer, founder of The Notorious IBE (IBE), an international breaking event, and Angelo Martinus, founder of the urban scene in Eindhoven and initiator of EMOVES, an urban culture and sports event. Findings: The authors illustrate the added value of urban culture to creative placemaking by addressing the initiatives of previously mentioned Dutch pioneers. Their urban culture events on Dutch soil, yearly attract thousands of participants and visitors from the urban scene, covering over 40 nationalities, to the South of The Netherlands. Originality/value: This study provides a glimpse into a global youth culture that is primarily invisible to the tourism industry and a foresight in how the tourism industry and other stakeholders (e.g. policy makers, city marketeers, tourism managers and event organisers) can pick up on this evolving trend. The study is meant as a wake-up call.
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Higher education has the potential to act as ecosystem catalysts, connecting with the places our institutions which they are a part of, for learning-based changes with wicked (sustainability) challenges. This, however, calls for reorienting and rethinking of the higher educational narratives and subsequent practices towards more ecological and relational ones. In this study, a pilot aimed to connect a course at The Hague University of Applied Sciences (The Netherlands) to an industrial park next to the university which is undergoing transition towards a sustainable living space. The pilot, which ran from September 2020 to February 2021, included 17 students from 9 nationalities and 12 different bachelor programmes, and was designed according to the concepts of an ‘ecology of learning’. In this semester long course, called Mission Impact, students reflected every five-weeks, to capture their learning experiences using a combination of arts-based and narrative reflection methods. Two questions guided the analysis: (1) what are the key design characteristics of an ecological approach to higher education that connects to sustainability transformations (in times of COVID-19) and (2) what does this type of education asks from to learners. The reflective artefacts were analysed using Narratives of T-Mapping and juxtaposed with autoethnographic insights maintained by the first author for triangulation. Preliminary results of this pilot include the structure in chaos, space for transformation, openness for emerging futures & action confidence as components of such an ecological education that connects to and co-creates sustainability transformations.
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The Research Group International Cooperation investigates the acquisition of international competencies by internships or study abroad, the international competencies of lecturers, the needs and demands for international competencies of alumni and employers and which factors are important to attract international students to stay and work in the Netherlands. Sending students abroad is, by itself, not enough to develop international competencies, just as bringing students of different nationalities together in an international classroom is, by itself, not enough. The Research Group International Cooperation has therefore developed a training module to prepare students for the purposeful acquisition of international competencies (PREFLEX, Preparation for your Foreign Learning Experience). The Hague University of Applied Sciences wishes to be and to present itself as an international institute of higher education. That requires both a whole package of interventions to strengthen its international character and a clear message to Dutch and foreign partners and to prospective international and Dutch students. In order to bring policy, implementation, profiling and research together, The Hague University of Applied Sciences organized on 15 March 2013 an international conference for team leaders and directors, for internationalization and internship coordinators, for researchers and foreign partners and for international Dutch and foreign students. The aim was to sharpen the vision and the profile of The Hague University of Applied Sciences and to equip the participants with the ideas and the tools to engage all lecturers and students in international cooperation. After the introduction by Susana Menéndez and the keynote lecture by Lisa Childress, the workshops gave the participants an opportunity to go deeper into various aspects of internationalization and to engage actively in discussions with the workshop chairs, who introduced the topics. I hope that these proceedings will give all participants an insight in all workshops and also that non-participants can taste the fruits of this most inspiring and informative gathering.
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ClimateCafé is a field education concept involving dierent fields of science and practice for capacity building in climate change adaptation. This concept is applied on the eco-city of Augustenborg in Malmö, Sweden, where Nature-Based Solutions (NBS) were implemented in 1998.ClimateCafé Malmö evaluated these NBS with 20 young professionals from nine nationalities and seven disciplines with a variety of practical tools. In two days, 175 NBS were mapped and categorised in Malmö. Results show that the selected green infrastructure have a satisfactory infiltration capacity and low values of potential toxic element pollutants after 20 years in operation. The question “Is capacity building achieved by interdisciplinary field experience related to climate change adaptation?” was answered by interviews, collecting data of water quality, pollution, NBS and heat stress mapping, and measuring infiltration rates, followed by discussion. The interdisciplinary workshops with practical tools provide a tangible value to the participants and are needed to advance sustainabilityeorts. Long term lessons learnt from Augustenborg will help stormwater managers within planning of NBS. Lessons learned from this ClimateCafé will improve capacity building on climate change adaptation in the future. This paper oers a method and results to prove the German philosopher Friedrich Hegel wrong when he opined that “we learn from history that we do not learn from history”
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In this paper, we study cross-cultural differences in strategic reasoning in turn-taking games, as related to game-theoretic norms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment to investigate how these aspects play a role in reasoning in simple turn-based games, known as centipede-like games, across three cultures, that of The Netherlands, Israel and India. While there is no significant main effect of nationalities on the behaviour of players across games, certain unexpected interactive effects are found in their behaviour in particular games.
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