ABSTRACT This article argues that the role of the lecturer in an internationalised higher education institution is not limited to teaching internationally or interculturally diverse groups of students. Teaching staff members will normally be required to undertake a variety of tasks, which require different competences. In addition, they will need specific competences to be able to function well in an international working environment. In order to foster the discussion on the topic of staff competences in relation to internationalisation, this article suggests the use an ‘International Competences Matrix.’ This HRM tool is meant to alert both teaching staff and their heads of department to the fact that working in an international environment requires new and additional competences and that training teaching staff
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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.
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This article outlines the expected benefits of ERASMUS+ Teaching/Training Exchanges for individuals, the institution as a whole and the degree programmes of The Hague University of Applied Sciences (THUAS), the Netherlands. The method employed was a series of semi-structured interviews, following initial email contact of 32 (approx. 1.5% of staff) who had been on exchange, or were scheduled to be, during the academic year. Interviews were agreed with 7 staff. Leask (2015) identified a lack of research in this area, and it is hoped this research will help to stimulate thinking on this issue. Despite the small sample size, general preliminary conclusions can be drawn and further research is encouraged. The article examines processes and procedures in place for monitoring such exchanges, and it also explores control and monitoring prior to the exchange taking place, as well as post-exchange outcomes and evaluations. It describes the context and theoretical frameworks and discusses the major findings, including accounts of the participants’ experiences and the benefits for them as individuals, their perceptions, their line manager’s responses and institutional policies and processes. The conclusion has recommendations for improvement based upon the participants’ comments. The main message of this article is the need to set goals for the individual and the institution and to evaluate them upon return.
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As anyone who has travelled the dissertation road knows the process dominatesuntil the end of that road is reached. After the fireworks, it is time, high time, toshare the outcomes outside of a small circle of experts. This monograph is part of the catalytic goals of a study undertaken between 2006 and 2012 in Groningen at the Hanze University of Applied Sciences (HG) where I am employed. The study was originally inspired by my efforts, not always successful, to help my colleagues as their teacher of English and as academic staff developer. Initially it was meant to be an applied, practitioner research to identify needs, in preparation of a pilot project, not a scientific investigation. I wanted very much to understand why Dutch teachers, who received no extra pay or status became involved in international teaching. What motivated them, what kept them going, and most of all what did they need in terms of support in the transition and changes they were experiencing?
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Seven college lecturers and two senior support staff were interviewed during 2021 about their experiences teaching in hybrid virtual classrooms (HVC). These technology-rich learning environments allow teachers to simultaneously teach students who are in class (on campus) and students who are joining remotely (online). There were two reasons for this choice: first, ongoing experimentation from innovative teaching staff who were already using this format before the COVID-19 pandemic; secondly, as a possible solution to restrictions on classroom size imposed by the pandemic. Challenges lecturers faced include adjusting teaching practice and lesson delivery to serve students in the class and those online equally; engaging and linking the different student groups in structured and natural interactions; overcoming technical challenges regarding audio and visual equipment; suitably configuring teaching spaces and having sufficient pedagogical and technical support to manage this complex process. A set of practical suggestions is provided. Lecturers should make reasoned choices when teaching in this format since it requires continued experimentation and practice to enhance the teaching and learning opportunities. When external factors such as classroom size restrictions are the driving force, the specific type of synchronous learning activities should be carefully considered. The structure and approach to lessons needs to be rethought to optimise the affordances of the hybrid virtual and connected classroom. The complexity of using these formats, and the additional time needed to do it properly, should not be underestimated. These findings are consistent with previous literature on this subject. An ongoing dialogue with faculty, support staff and especially students should be an integral part of any further implementation in this format.
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Our society faces many challenges, necessitating collaborative efforts among multiple stakeholders. Our students learn this in living labs. This paper explores preliminary research on introducing co-design to novices. We introduce a case study exploring how design educators can support students in developing co-design competencies. Central to this study is our Co-Design Canvas, introduced as a pivotal tool for fostering open dialogue among diverse stakeholders. This stimulates collaboration through effective teamwork and empathic formation. The research questions aim to discover effective methods for introducing the Co-Design Canvas to living lab students, and to identify the necessary prior knowledge and expertise for both novices and educators to effectively engage with and teach the Co-Design Canvas. The paper advocates for a pedagogical shift to effectively engage students in multi-stakeholder challenges. Through a series of workshops, the Co-Design Canvas was introduced to novices. We found that this required a significant cognitive stretch for staff and students. The paper concludes by presenting a, for now, final workshop format consisting of assignments that supports introducing the Canvas and thereby co design to societal impact design novices. This program better prepares students and coaches for multi stakeholder challenges within living labs.
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When an institution wishes to develop a Masters programme that combines relevance to the profession with preparation for possible 3rd cycle study, there are many things to consider: curriculum design and content, facilities, stakeholderopinion, assessment, likely student intake, etc. But at least as important as any of these is ensuring that the teaching staff are fully engaged with the development process and, if possible, that their activity within the institution reaches into mostor all of the areas that their students are addressing.
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Purpose Self-injury is common in forensic psychiatric settings. Recent research offers some insights into the functions and management of self-injurious behaviour but generally focusses on either the experiences of staff or patients. This study aims to explore the experiences of both staff and patients with non-suicidal self-injury in a Dutch forensic psychiatric hospital. Design/methodology/approach In total, 6 patients and 11 staff members were interviewed about the functions they ascribe to self-injurious behaviour, the emotional experience provoked by this behaviour and the management of self-injurious behaviour. The interviews were transcribed and analysed using a thematic analysis. Findings Four main themes resulted from the analysis: functions; emotional distancing; patient needs; and management. Overall, findings illustrate that staff reports limited knowledge of the different functions of self-injury. To circumvent potential automatic stereotypical judgement, staff should proactively engage in conversation about this topic with their patients. In managing self-injurious behaviour, clarity and uniformity among staff members should be promoted, and collaboration between the staff and patients is desirable. Staff recognised the potential benefit of a management guideline. Staff may find detached coping strategies to be effective but should be vigilant to not let this evolve into excessive detachment. Practical implications Increased knowledge and awareness of self-injury functions among staff can allow for better understanding and evaluation of self-injury incidents. Circumvention of automatic, stereotypical judgement of self-injurious behaviour is warranted, and more accessible explanations of the variety of functions of self-injury should be used. More proactive engagement in conversations about functions of self-injury by staff, can facilitate this. Detached coping can help staff to remain resilient in their job, but requires vigilance to prevent this from turning into excessive detachment. Clarity and uniformity among staff when managing self-injury incidents is considered beneficial by both patients and staff. A guideline may facilitate this. When imposing restrictions on patients, staff should strive to establish collaboration with the patient in determining the course of action and ensure the restriction is temporary. Originality/value The impact of self-injurious behaviour on all those involved can be enormous. More research is needed into experiences of both patients and staff members regarding the impact, motivations, precipitants and functions of self-injurious behaviour, and effective treatment of it.
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Bachelor students of Hotel Management School Maastricht, part of Zuyd University of Applied Sciences in the Netherlands, start their educational program with a semester of orientation on Hotel Operations in theory and practice. The teaching staff was curious about students’ perception of what they learn during their duty in the Teaching Hotel Château Bethlehem. Students were interviewed about the learning environment, the coaching and their learning outcomes. The interview findings gave insight in different unexpected and subconscious learning outcomes together with the conditions under which they occur during practice-based learning. Findings were presented to the teaching staff during a work conference. The entire team emphasised the value of the research method for fine-tuning students’ learning outcomes.
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Background/Objectives: Homecare staff often take over activities instead of “doing activities with” clients, thereby hampering clients from remaining active in daily life. Training and supporting staff to integrate reablement into their working practices may reduce clients' sedentary behavior and improve their independence. This study evaluated the effectiveness of the “Stay Active at Home” (SAaH) reablement training program for homecare staff on older homecare clients' sedentary behavior. Design: Cluster randomized controlled trial (c-RCT). Setting: Dutch homecare (10 nursing teams comprising a total of 313 staff members). Participants: 264 clients (aged ≥65 years). Intervention: SAaH seeks to equip staff with knowledge, attitude, and skills on reablement, and to provide social and organizational support to implement reablement in homecare practice. SAaH consists of program meetings, practical assignments, and weekly newsletters over a 9-month period. The control group received no additional training and delivered care as usual. Measurements: Sedentary behavior (primary outcome) was measured using tri-axial wrist-worn accelerometers. Secondary outcomes included daily functioning (GARS), physical functioning (SPPB), psychological functioning (PHQ-9), and falls. Data were collected at baseline and at 12 months; data on falls were also collected at 6 months. Intention-to-treat analyses using mixed-effects linear and logistic regression were performed. Results: We found no statistically significant differences between the study groups for sedentary time expressed as daily minutes (adjusted mean difference: β 18.5 (95% confidence interval [CI] 22.4, 59.3), p = 0.374) and as proportion of wake/wear time (β 0.6 [95% CI 1.5, 2.6], p = 0.589) or for most secondary outcomes. Conclusion: Our c-RCT showed no evidence for the effectiveness of SAaH for all client outcomes. Refining SAaH, by adding components that intervene directly on homecare clients, may optimize the program and require further research. Additional research should explore the effectiveness of SAaH on behavioral determinants of clients and staff and cost-effectiveness.
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