WereldwijsOnderwijs en Onderzoek, de koers van Stenden 2012-2016

World-wise Education and Research, Stenden’s Compass for 2013-2017

World-wise Education and Research, Stenden’s Compass for 2013-2017

An Institutional Plan 2013-2017

Stenden

Leeuwarden/Emmen

Spring 2013

Foreword

Our Institutional Plan, ‘World-wise, Research and Education, Stenden’s Compass for

2013 – 2017’ charts our course for Stenden University of Applied Sciences in drastically

changing times and environs. It outlines the different demands imposed upon us, as well

as those we have set for ourselves.

This Institutional Plan is the result of a continuous dialogue with our stakeholders:

students, lecturers, staff, members of industry, the business community, and the

government. We have also related it to our Education and Research Vision, which was

created separately in the early phases of the previous Institutional Plan. In that context,

World-wise is also a sign of the times: Stenden’s strategic course also emphatically - and

integrally - comprises our Vision on Education and Research.

In the years ahead, we will further develop our three core functions of teaching, research,

and service to the community, based on this Institutional Plan. Such developments will

be firmly entrenched in our vision on the task handed to us. They will be created and

executed in continuous dialogue with our stakeholders. This will allow us, in the context

of our own recognisable profile, to contribute in a substantial way to the development of

higher education in the Netherlands and beyond.

Leendert Klaassen

Klaas-Wybo van der Hoek

Executive Board Stenden University

Motto Stenden University Bali

“I listen and I forget, I see and I remember, I do and I understand.”Confucius

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Summary

offer and reduce the dropout rate. In addition, cooperation with other higher education

institutions, especially in the North of the Netherlands, is extremely important to ensure

an effective and high-quality infrastructure for higher education in the region.

‘World-wise’ describes the Performance Agreements that Stenden made with the Dutch

Ministry of Education, Culture and Science. These agreements concern, among other

aspects, issues such as study success and the quality of the education and research.

‘World-wise’ is our compass for the years ahead. Our ultimate goals are: to educate

and develop young passionate professionals in an environment where applied research,

as a form of curiosity, is part of the core. Our graduates must come to treasure the

attitude that planet, people and profit must remain in balance. If we achieve to make

them passionate about what they do, they will also bring the impact and the capacity

to ‘serve to make a better world’.

This Institutional Plan is firmly entrenched in our mission statement of ‘unleashing

potential in students staff and surrounding communities, and enriches our vision of

‘serving to make a better world’. The continuity of our vision and mission is the starting

point for our Institutional Plan. An important part of the Institutional Plan is an

actualised version of our desired profile. Choices made in the past have created a unique

profile built on three pillars:

· Problem Based Learning;

· Research;

· Internationalisation.

This Pillars of this Plan will are fundamentally based on the curious human being. This

curiosity must serve a greater purpose than only individual goals. Stenden seeks and

wants to nurture lecturers, staff and students with a passion for

education. This will give meaning to Stenden’s values

against the background of its vision.

The Plan outlined here is also our response to the

unquestionable intrinsic and extrinsic demands of

continuous improvement of the quality of education.

It also guides our organisation. It addresses fulfilment

of our agreements with the government (as laid down

in agreed-to key performance indicators), and planned

developments of our student body.

More specifically, this Institutional Plan describes a number of

frameworks for each of the three pillars of development. These frameworks give room

within which we will achieve our goals. Problem Based Learning for example, requires

further integration into the organisation. It also needs an enhanced profile, as well as

more attention to development of the PBL process itself. A number of quantitative and

qualitative frameworks have been determined for our research. The same goes for

internationalisation. Amongst others it has the goal of further consolidating the

integration of the International Branch Campuses (IBC) in Stenden’s educational system.

In this regard, the unique Grand Tour® intercampus mobility appeals to the imagination.

It must be nurtured and developed even further.

‘World-wise’ also deals with other factors that influence higher education in our region

and more generally. The decrease in numbers of students in the region who are

participating higher education is a point of concern. It needs to be addressed through

further consolidation of our cooperation with primary, secondary, and intermediate

(professional) education. This will serve to enhance alignment of students with what we

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Table of ContentsForeword 3

Summary 7

TableofContents 11

1.Introduction 13

2.Ourprofile:

PBL,ResearchandInternationalisation 17

3.ProblemBasedLearning 23

4.Research 31

5.Internationalisation 37

6.Otherpolicydeterminingfactors 45

AccessedSources 51

Appendix1:Abbreviations 56

Appendix2:ListofInterviewedStakeholders 57

1.Introduction

The three pillars are explained in more detail in chapters 3 to 5. Each chapter is con-

cluded with goals that determine our policies for this period.

The Plan outlined here is also our response to the unquestionable intrinsic and extrinsic

demands of continuous improvement of the quality of education. It also guides our

organisation. It addresses fulfilment of our agreements with the government (as laid

down in agreed-to key performance indicators), and planned developments of our

student body. This is covered in Chapter 6.

Stenden, as an institute of higher education has had a societal mission since 1845.

This mission suits Stenden, since according to our vision; we wish to work towards the

betterment of the world. We know that higher education can fulfil this role: highly

educated people have a perspective on a better existence for all, they are leaders in their

communities, and they enjoy healthier and longer lives. Herein lies our passion. It is also

a mission that suits us, because “Education is the most powerful weapon you can use to

change the world” (Nelson Mandela).

A knowledge institution is all about

education and research. This

document is in principle the

Institutional Plan for Education and

Research for Stenden University of

Applied Sciences (SUAS) for the

2013 – 2017 period. It sets the

course in which the Executive

Board wishes to take Stenden. This

document fulfils three functions:

· In the sense intended in the

Dutch Higher Education and

Scientific Research Act (WHW), ‘World-wise’ is an Institutional Plan

that describes Stenden’s intentions. It indicates how Stenden wishes

to further promote and improve the quality and structure of its education.

It specifies how Stenden contributes to the desired development perspective

for Dutch higher education and research, as outlined in the government’s

Strategic Agenda for Higher Education, Research and Science and the agendas

of the top sectors;

· As a compass for a period of four years, this document also provides the framework

for more concrete one-year plans in the described period;

· Finally, this document also serves as an overarching account of the course chosen for

and with all the stakeholders of Stenden.

The starting point for dialogue and meetings with internal and external (listed in

Appendix 2) stakeholders were a number of existing strategic documents. Thus, this Plan

is firmly based on relevant publications, supplemented with the views gathered through-

out the consultative process both internally and externally.

The title that was chosen for this Plan is ‘World-wise’. This is a clear reference to the

previous Educational Plan, ‘World-wise Education’. It emphasises the continuity of our

policies and does justice to Stenden’s international profile.

In chapter 2, we emphasise the continuity of the vision and mission, and we also offer

an updated explanation of Stenden’s desired profile. That profile rests on three pillars:

· Problem Based Learning;

· Research;

· Internationalisation.

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2.Our profile: PBL, Research and Internationalisation

Our mission statement says that we will ‘unleash potential in students, staff and

surrounding communities’. We carry out this mission based on our vision of ‘serving to

make a better world’.

This is the starting point from which Stenden wishes to contribute to the development

of the disciplines for which we educate. It also sets the agenda for our contributions to

society at large. We will do this with motivated students, lecturers, and other staff. We

want to give meaning to phenomena, processes, and systems, in a world where so many

talents must be recognised, acknowledged and developed. In this way, we can be of

significant assistance to companies, institutions, communities, and regions, to continue

their development.

During the past policy period, Stenden profiled itself as a very international institution

in which Problem Based Learning (PBL) played a central role. In the next four years and

beyond, applied research will be added to our profile as a third defining element. On the

one hand, this matches the developments included in the extensive academic enhance-

ment programme that have already commenced at Stenden. On the other hand, it

responds to the task given to higher education by the government.

Thus, Stenden’s profile consists of four important building blocks. Firstly a foundation,

which is that of the inquisitive human being. The next three building blocks make up the

pillars of our profile: Problem Based Learning (PBL), Research, and Internationalisation.

Based on these 4 integrated elements Stenden will contribute to the development of the

inquisitive human being in such a way as to match his attitude to life and learning style.

The connections between PBL, research and internationalisation, and their application to

the disciplines (learning companies, internships, real world learning) ensure a strong and

distinctive profile for Stenden.

Stenden is a value-driven organisation ‘(...) that respects the Christian,

philosophical and social values (...) and that acknowledges the

significance of the diversity of values (...)’, as determined by its

statutes. A ‘culture of care’, as formulated by the International

Branch Campuses, goes hand in hand with these values. Students,

lecturers and other staff know that they are recognised and

acknowledged. Our values are translated more concretely in the

concepts of: mastery, being intercultural and enterprising. These

values indicate that which we consider important and what

our priorities are.

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The inquisitive human being constitutes the foundation of our profile. The inquisitive

human being is always searching for information. He wants to know the value of

research, a theory, or a solution, and their applicability to people, organisations, or

society. The image of the ‘inquisitive human being’ refers to the image of man formed in

the Renaissance (16th and 17th century), the age of the ‘classical’ Grand Tour.

The Grand Tour was focused on the general development and establishment of social

networks: making young people worldly. Windows were opened, vision was focused on

the outside world, and original sources were studied to enable the student to make their

own judgements and develop values. Curiosity served a higher purpose than merely

being for the benefit of the individual. Stenden’s values of ‘Mastery’, ‘Enterprising’, and

‘Intercultural’ obtain their meaning against the background of the vision, ‘Serving to

make a better world’. Students can attach these values to information and knowledge.

They learn to put such information and knowledge into contexts. They become able to

relate these to traditions. Finally they will learn to judge the application of information

and knowledge and the effects this may have.

The development of the inquisitive human being, which began in the Renaissance, is

more valid today in our technological world than it ever was before. Stenden considers

this as its task: to appeal to, and stimulate, the potential curiosity of the student. We

want to challenge students to get the best out of themselves. This is formulated in our

mission: ‘unleashing potential in our students, staff and surrounding communities’. We

want to show and teach our students personal and sustainable leadership, so that they

will learn to connect people, profit, planet with passion.

Motto Stenden University Qatar

“ We want to be producers of knowledge and not only consumers of knowledge” Sheikh Hamad Bin Khalifa Al Thani

Foundation/mission/vision

Inquisitive human being

PB

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Res

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Value-driven

Mastery Intercultural Enterprising

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3.Problem Based Learning

Knowledge ConstructionThe social and cultural context is essential to our vision of learning. Learning begins

when the student experiences differences in encounters and interactions: differences

in knowledge, as well as differences between one’s own world vision and that of others.

The student does not simply accept new information and insights. He works with this,

building on his prior knowledge, on existing and new skills, and on expectations and

needs, to come to a new level of understanding. He interprets knowledge and puts it

into a context in the world. That way, he constructs knowledge and attaches meaning

to it. Our leading motive is meaningful learning. The practice-oriented context in which

the student constructs knowledge and skills makes it directly applicable and therefore

more attractive to acquire. In addition, the student does not only internalise knowledge,

but also develops the ability to acquire new knowledge. This enables him to solve new

problems and face new challenges.

Social constructivismSocial constructivism is based on the assumption that students mirror their own

knowledge and understanding against that of others. This creates a learning environ-

ment with room for differences. It also creates a safe environment for discussion,

dialogue and contradiction. The Stenden characteristics, value-driven and intercultural,

go hand in hand with this. The enormous diversity in the cultural and philosophical

backgrounds of our students and staff serves as a source of inspiration. The international

character of the curriculum creates opportunities for meaningful encounters that also

invite reflection.

Social constructivism

The foundations of constructivism were laid down in the work of Piaget, Gestalt

psychologists Bartlett and Bruner, and in John Dewey’s educational philosophy. There is

no such thing as a uniform constructivist learning theory or movement. Some construc-

tivists focus on the active cognitive construction of knowledge based on prior knowl-

edge, but without taking the context into account. Others, however, also refer to the

influence of the social environment on the learning process. Social constructivism

emphasises the social component in the construction of knowledge: the learning human

being constructs the knowledge not only as an individual, but specifically also in

collaboration with others by attaching meaning to the experiences in the world around

him. Social constructivism is based on the ideas of Vygotski (1896 – 1934), who

emphasised the role of the social and cultural factors in the learning process. According

to his view, knowledge is placed in the context of the culture of the community, which is

characterised by specific concepts and ways of thinking. (A modification of the source

document: Ecent, Constructivisme, 2008/12).

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Focus on the studentThe PBL concept focuses on the student and enables him to discover and experience the

impact of knowledge independently. PBL contributes to the transformation process that

students experience during their studies. The contribution to the students’ development

is not limited to the cognitive aspects. They also learn to collaborate in intercultural

teams whilst working on practice-based issues. Such a learning experience also brings

various disciplines together. Stenden does not only view PBL as a didactical learning

method, but much more as a conceptual approach to the curriculum. It is not only the

academics, but also support staff and the executives who must understand the vision we

share on education and the choices we have made for educational methods.

Our execution of PBLIn PBL meetings, students work intensively under the supervision of a qualified lecturer

(tutor) in small groups. These PBL groups are as much as possible, composed of students

from a variety of cultural backgrounds. This will maximise the opportunity for intercultural

collaboration. Working in small groups contributes to acquiring an understanding of how

people work. It also guarantees stimulating encounters. It offers students the opportunity

to hone their leadership skills and to develop their capacity to be a self-starter. We know

from our consultations with industry that these attitudes are much appreciated by

employers. Graduates of Stenden are thereby given a head start as they commence

employment, both in the Netherlands and abroad.

A PBL-based curriculum consists mainly of PBL meetings in which the students develop

the theme of a learning module in the form of a number of tasks. The student is further

supported to develop the theme with other activities including practical exercises,

lectures, tutorials, and assignments in learning companies. These additional activities

augment our main pedagogical method so that important skills, not otherwise devel-

oped, can also be acquired. Lectures for example, are used to provide an additional body

of knowledge and to enhance interest in the field as role models.

We strive to establish a balance between theory and practice, between distance learning

and classroom learning, and between supervised and unsupervised learning in each

degree programme. The lecturer therefore plays a crucial role as an expert both in terms

of content, as well as the teaching and learning process, as a learning

facilitator, and as a role model.

A well-equipped, modern study landscape, PBL rooms, a library, and a

variety of electronic resources are indispensible conditions for the

proper implementation of PBL. In today’s world, this also means

access to authoritative digital journals and other (full-text) databases.

ContextPBL is a good way of bringing our social constructivist vision of learning into practice.

Active learning in context sets high standards to that context. It must enable meaningful

encounters. It must elicit questions that make the student want to develop the knowl-

edge and skills he needs to be able to become a critical professional. PBL provides such

context. Students can work on theme-based cases from professional practice. The

knowledge they create can be applied directly. In that regard, PBL challenges students to

actively look for (as yet) undiscovered knowledge in literature, research and encounters

at the University (with lecturers) and in the industry. They can then mirror their personal

knowledge and understanding against professional practice. In this way, the student also

develops an understanding and greater capacity of how to learn.

To be able to solve a case (a practical problem from the industry), the student must inter-

pret knowledge from different disciplines, connect this, and develop ideas for new

practices. Through this process knowledge acquires new meaning. This will sow the seeds

of professionalism and mastery.

DevelopmentsBrain research conducted in recent years has shown that the brain only matures at the

age of about 25 and not, as previously thought, at 17 or 18. Parts of the brain that are

used in skills such as structuring and planning, in particular, continue

to develop after secondary school. For that reason, Stenden

schedules more contact hours and more personal coaching in

the student’s first year, while the tasks in the main phase of

the studies become increasingly complex.

Four core elementsPBL consists of four core elements:

· Working on tasks in small groups;

· Thematic interdisciplinary education;

· Substantial emphasis on skills training;

· Attitude development and progress tests.

Based on these elements, our PBL methodology fulfils an important function in our

education: it provides structure. The structure is recognisable at Stenden in a clear

one-year planning involving holistic learning modules. Our education has a curriculum

based on a professional competency profile and a body of knowledge. It has degree

programmes with their own recognisable places, a well-equipped learning environment,

and an accessible ICT structure to provide support.

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In Summary · Our main focus is the student, but the lecturer also has a crucial role as ‘learning

facilitator’ and coach in the education process;

· Students work, according to clearly structured methods, in small PBL groups under

the supervision of a tutor. They tackle problems derived from the industry;

· A great deal of attention is given to feedback and the development of skills;

· PBL groups are, as much as possible, culturally diverse in order to stimulate curiosity

and (intercultural) encounters;

· The complexity and scope of the tasks or cases increase during the course of

the programme.

To be able to consolidate our profile with this pillar and to further improve the education

at Stenden, we will vigorously pursue the following goals:

Goals · Quality standards are set for PBL (amongst others for module books, tasks, tutor

instructions, and the training of the tutors);

· Stenden-wide agreements are made concerning the roles of the students in PBL

groups (including the chairperson, the secretary and the minute taker);

· PBL has a uniform character in the first year (‘seven-step’, a maximum of 12 students

per group). In later years the methodology will vary as required by the specific discipline;

· All the degree programmes carry out longitudinal progress tests and use a range of

different test methods to conclude each of the learning modules;

· Tutors and lecturers are certified to have achieved certain standards in relation to

the conduct of PBL. Support staff and executives are also well versed in the PBL

methodology;

· All forms of communication about Stenden (including those related to HRM) refer to PBL

as the core of our educational methodology, coupled with a realistic learning environ-

ment (Skills Laboratories and Learning Companies) to further enhance our profile;

· PBL becomes a topic of research itself (via the PBL Lab).

Design and structure

Stenden’s degree programmes have a modular, thematic and integrated structure. An

academic year consists of four module periods of ten weeks each. Each module deals with a

single holistic theme, which is related to the practice of the profession. In the first year of a

programme the PBL system works with the seven-step system. In later years this methodol-

ogy may be varied depending on the pedagogical needs. This also means that students can

also carry out more complex tasks in the form of case based work or complete projects.

The Bachelor’s programme consists of a major and a number of minors (electives).

These enable the student to both broaden and deepen his knowledge and understanding.

Once the student has passed the core requirements of the major, he is considered to have

fulfilled all the professional and domain-specific final qualifications. The minors contribute

to his broad professional and social development.

The IBC’s offer core curriculum (for part of our student body) and minors during the

Grand Tour®. These minors are often related to the environment in which the campus is

located (region, tradition, culture and/or philosophy/religion). Examples of this concept

are: Wild Life Management in South Africa and Spa & Health on our campuses in Asia.

Realistic learning environmentsWe provide realistic learning environments that include skills-laboratories and learning

companies, where the students can improve their knowledge and skills based on tasks

that reflect their future professional practice (competency-oriented learning). Stenden

enables its students to connect to the industry in the form of, among other aspects, its

own learning companies. These form an essential component of our didactic concept.

Stenden’s Skills Laboratories

A Skills Laboratory is an environment in which students can gain practical experience and

apply their theoretical knowledge of their discipline. Students thereby actively acquire

knowledge of the industry and business community.

The Skills Laboratories can include assigments from the industry. Students enrolled in the

Teacher Education programme can have such assignments during their class room practice.

A special form of Skills Laboratories are the Stenden Learning Companies. These perform

(realistic and market-compliant: real-world learning) work for Stenden as well as for

external parties. The students work under supervision and coaching of lecturers. Senior

students also coach junior students throughout the process. These learning companies

provide students with networks, knowledge sources and specialised knowledge. The

learning companies provide the students and lecturers with a great laboratory for doing

research and carrying out pilot programmes.

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4.Research

Stenden has chosen to integrate research and education. Our research must be valuable

to students, staff, industry and society (valorisation). Research constitutes part of our

education and is planned into all the degree programmes. In other words, our education

no longer only uses published outcomes of research (evidence based practice), but

students and lecturers also actively produce new research outcomes.. In most cases, this

will be done in cooperation with industry. Research helps to shape to value of Mastery.

Problem Based Learning and research are an excellent match and can effectively

strengthen one another. The students consider together with our academics the

questions that need to be asked to create solutions. In that way, research contributes to

the development of the students into critical, and investigating professionals. In

addition, it enhances the quality of our education and the professionalism of our

lecturers. The integration of applied research into our educational programmes requires

them to have a solid grounding in research.

Research at Stenden serves our educational goals. It also provides a practice orientation,

which at the same time seeks collaboration with industry. It further serves industry in that

the student acquires the knowledge and skills required of a truly professional employee.

Centres of ExpertiseThe research at Stenden is very connective. It develops links between Tourism, Leisure

and Hospitality, between many aspects of Education (in relation to behaviour and

society), between Technology and Sustainability, and between Business and Commerce.

Stenden has specific ambitions in three fields, each within one of these linked domains,

which contribute to our profile and the creation of core areas of activity.

These ambitions are also expressed in the performance agreements with the Ministry of

Education, Culture and Science. Specifically, they relate to the Centre of Expertise for

Tourism (in collaboration with NHTV and Hogeschool Zeeland; Stenden’s School of Leisure

& Tourism, School of Hospitality and ETFI participate in this Centre). They include the

Centre of Expertise Care/Healthy Ageing (together with the other universities of applied

sciences of Sectorplan Noord), and a consortium for Knowledge and Innovation (TKI)/

Centre for Open Chemical Innovation (COCI) (in which Windesheim and Stenden PRE

participate). The TKI and the COCI are additionally aligned with the national government’s

Top Sector Policy. These three ‘Centres’ form part of Stenden’s research core.

Plans are being made for the further development of research in the Business/Commerce

cluster. In addition, we believe that our School of Education can and should contribute to

the improvement of the level of education in primary schools in the northeastern region

of the Netherlands. To that end, we are collaborating with NHL and Hanzehogeschool to

establish an Expertise Centre Education North (EEN).

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In Summary · Research adds value to the contextual character of our education

(one of the characteristics of PBL);

· Connections are established between the competences necessary for PBL

and Research;

· Professors undertake applied research of value to the industry. They involve

students and lecturers in this research;

· The recognisable Research Centres / Centres of Expertise are aligned with the

agendas of the government authorities (for example, the Top Sector Policy) and

are set up, to the greatest extent possible, in collaboration with industry and other

knowledge institutions;

· The investment in improving the qualifications of our staff (reading for Master’s and

PhD degrees) continues unabated;

To further profile our research pillar and improve education, we have determined the

following goals for the policy period ahead:

Goals · Eighty per cent of our lecturers participate in research groups within a period of five

years of their appointment;

· By 2015, fifty per cent of all students will be involved in research via specific

programme modules (such as research competences or statistics);

· By 2015, five per cent of all students will have taken part in research for credit;

· The ratio of staff with a doctoral degree or in a doctoral programme to students

will be 1:150;

· The ratio of lecturers/staff involved in research to students will be 1:100;

· Stenden is making optimal use of the recommendations of the Advisory Board for

‘Research and Academic Enhancement’;

· At least one (part-time) ‘research lecturer’ will be appointed to each degree programme.

Stenden’s strategic pillars of PBL, research, and internationali-

sation, are themselves subjects of research. The results

of such research will inform how we carry out our tasks.

By utilising these outcomes we will enhance the quality

of our education.

Applied nature of researchStenden’s research is characterised as having an applied

nature: the relevance, outcomes, and applicability are clear.

In many instances, our research is concerned with giving

further meaning to a system. In this context, ‘system’ may

refer to organisations, processes and/or people. The research at

Stenden is, to the greatest extent possible, conducted within research clusters.

Thus, the research of students, staff (reading for research degrees), and professors

come together to provide focus and impact.

The external research evaluation of the Social Work and Arts Therapies (SWAT)

professorship revealed that it engaged the professional practice in an exemplary way in

its research activities. The SWAT professorship therefore functions as an excellent

example of the fusion of research, education and industry.

The purpose of the SWAT professorship is to conduct research that is closely aligned

with the mission of the Social Work (SPH) and Arts Therapies (CT) degree programmes.

This mission is focused on realising societal impact. The research in question is aimed at

the realisation of innovations to improve the position of the vulnerable human being in

society. The professorship conducts this research for the benefit of our region. Specifi-

cally, it conducts research into innovations in community organisations in all the aspects

of social work. The research uses the N of 1 or single subject trials that are directly

aligned with interventions in the care practice. It lends itself uniquely to testing the

effectiveness of interventions on a client-by-client basis. This is an important aspect,

because the social demand for effectiveness in the care sector has grown substantially.

The N of 1 methodology was chosen in preference to the Random Clinical Trials (RCT)

method, since the latter method is often not viable in the situations under investigation.

The professorship contributes in this way to the development of a research infrastructure

that serves both the programmes of SWAT and the profession.

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5.Internatio-nalisation

Education and research are given an extra dimension due to the rich intercultural

environment of Stenden. Internationalisation thereby realises substantial added value for

education and research at Stenden University of Applied Sciences. This creates an

inspiring breeding ground for the development of the students in their disciplines and as

human beings. Internationalisation and interculturalisation are not so much about travel

as they are about learning to cooperate with people from different cultures and

backgrounds. Our students learn to look beyond their own borders and to adopt an open

approach to the unknown. These are formative and significant experiences that enrich

the student, as a human being and as a potential employee; something that is also

referred to as bildung.

High-quality internationalisation

The activities under the umbrella of Internationalisation are manifested in three

different ways at Stenden: Abroad (programme mobility), student and staff mobility,

and at Home (IaH). ‘Internationalisation Abroad’ covers our campus sites in Qatar,

South Africa, Thailand, and Indonesia. At our IBC’s we offer full degree programmes

for foreign students..

First and foremost, the campus sites abroad are the foundation for our international

inter-campus mobility: The Grand Tour®. This is to be understood as the international

network of Stenden campuses for students, staff and the related employer industries.

We establish international knowledge circulation and offer students the opportunity

to learn and work in different cultures. They can undergo formative and significant

intercultural experiences without incurring study delays and whilst staying within the

boundaries of our educational paradigms. We also practice regular international

exchange with partner institutes for our staff and students.

Internationalisation at home (IaH) represents the way in which we prepare our

students for work and life in a globalised environment at all our locations. The range

of internationalisation activities are substantiated in both the formal curriculum - with,

e.g. international programmes, intercultural minors, international curricula and the

internationally composed student groups - and in the informal curriculum. Our

international learning environment enables us to align ourselves with the needs of

the inquisitive human beings, who want to look beyond borders and develop their own

ideas. In addition, we also accommodate the demand from the employers and society

at large for graduates who are accustomed to working in international and intercultural

teams, and who can think ‘inclusively’.

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“(…) The internationalisation policy of SUAS differentiates this

institution from others in the Netherlands, and indeed it could be

called a unique and defining feature of the university. SUAS is

the only Dutch Institute of Higher Education (HEI) that delivers

education at IBCs and as such has taken on a unique pioneering

role within the Dutch Higher Education System (…).”

“(…) Indeed we are of the opinion that Stenden University of

Applied Sciences is on its way to becoming a model of best practice in

international education for other universities not only in the Netherlands,

but worldwide. The international dimension of SUAS is carried forward in a

spirit of altruism among the faculty, staff and especially the students. Many

SUAS students while on Grand Tour are involved in community development,

as the expert panel observed clearly in South Africa, where the students are involved in

teaching economic development and entrepreneurship, working in social programmes in

local communities, proving that individualism and solidarity can go hand in hand,

something highly appreciated by the local community. This experience is also a life

changing one for students (…)”.

(The Internationalisation Expert Panel in its 2011 Report)

Internationalisation is also a conditio sine qua non for the knowledge economy. There is

a worldwide demand for, and supply of, knowledge today. As a result of our internation-

alisation activities, we are open to that situation. Stenden educates its students for an

internationalised employment market. This is brought about by the very nature of our

programmes, such as Hotel Management, Tourism, International Business and Manage-

ment Studies, International Teacher Education for Primary Schools, and

International Business and Languages. As in the case of the

international employment market, which is intercultural, the

national employment market is also increasingly demanding

intercultural experience. Working internationally is also a question

of quality.

Institutional and national performance can be

measured against those of other countries. Our

wish to further develop internationalisation

and the observed economic growth in some

regions of the world are invitations for an

expansion of our activities abroad.

Our strength in innovation is clearly shown through our

international positioning and network of International

Branch Campuses (IBCs). The enormous value of our

internationalisation activities is becoming more and more

evident since we have left the pioneering phase. We have created

an inspiring breeding ground for the development of students,

staff, and our programmes alike. Our internationalisation activities

provide the opportunity to add depth to other elements (research and

PBL) of our profile. This applies to the opportunities we offer the students and staff

for gaining experience abroad with the Grand Tour®, as well as to the intercultural

learning environment.

Grand Tour ®Stenden’s Grand Tour® is a classic, yet innovative, example in the field of internationali-

sation. The Grand Tour® offers Stenden’s students, staff and industries the opportunity

to become part of the international network of its IBCs. This network literally provides

international knowledge circulation between people, programmes and companies. We

offer a structured international, intercultural, and safe learning environment in very

different places and diverse societies. It is for a good reason that the Stenden Grand

Tour® refers to the age in which the classical Grand Tour was ‘invented’: The Renais-

sance. The cosmopolitan attitude was then (and now!) considered extremely important.

It ensured renewal as well as economic, artistic and cultural success. The Grand Tour®

is one of Stenden’s unique selling points; we wish to nurture and consolidate it.

Motto Stenden Rangsit University Thailand

“ Thousands of candles can be lit from a single candle, and the life of the candle will not be shortened.”Buddha

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Recognition and acknowledgement by staffInternationalisation is very broadly supported at Stenden. The 2012 staff satisfaction

survey revealed that nearly 70% of all Stenden staff considered this to be the most

important of the three strategic pillars. Internationalisation has also become a pillar for

Stenden in an economical sense. The decline in the number of Dutch students over the

past few years was compensated by an increased intake of foreign students. Many Dutch

and European students moreover choose Stenden because of the Grand Tour®. The IBCs

together make a positive contribution to Stenden’s consolidated annual accounts.

In Summary · Internationalisation and interculturalisation provide additional value to the

contextual character of our education (one of the characteristics of PBL) and

the development (bildung) of the students;

· Internationalisation and interculturalisation are vitally important to the curricula

of most of Stenden’s programmes.

· The Grand Tour® brings ’inquisitive’ students in contact with international and

intercultural living and working environments in a ‘classical’, yet innovative, way;

· The internationalisation of Stenden prepares the students for an international and

intercultural employment market, both nationally and internationally.

· There is a close relationship between internationalisation, PBL and research.

Goals · Stenden observes all the recommendations issued by the Internationalisation Expert

Panel; a permanent Internationalisation Advisory Board is to be set up;

· The MINT instrument (NUFFIC), which measures the level of internationalisation

in higher education institutions and highlights improvement points, will become

a component of the regular PDCA cycle;

· The number of foreign students continues to grow by 2 to 3% a year;

· Stenden is currently determining whether opening one or more additional IBCs

would further enhance internationalisation;

· Each IBC offers at least two programmes, at least two IBCs offer Grand Tour® minors

for each programme, and all Stenden’s IBCs are subject to (external) audits;

· The programmes at the IBCs are equivalent to the programmes with the same name

offered by the Dutch campuses in terms of the intended final qualifications, the

teaching environment, the testing, and the realised final qualifications;

· Stenden will also set up a research unit for internationalisation;

· The IT facilities are developed to ensure a broader connection between the IBCs and

Stenden Netherlands.

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6.Other policy determining factors

QualityQuality will continue to be the keyword in (higher) education in the period ahead. This is

about the quality of the processes and the organisational structure. Quite emphatically

this is also about the level of our education. It further relates to the so-called ‘minor

quality’ of the basic processes as experienced by students, including class scheduling,

and timely feedback on tests and assignments.

Quality for us means: “Do as we promise”. Thus, we promise to provide an excellent

education and to conduct excellent applied research. Determining what constitutes

good arises from the Dutch Higher Education and Scientific Research Act, other rules

and regulations, the agreements with the government authorities and industry sectors.

Our dialogue with all stakeholders provides us with important determinants of quality.

Quality will flourish if it is expressed in an environment that is clean and open and one

that knows rest and regularity.It is important to ensure quality, synergy and efficacy, at

all our locations by ensuring there is no variation in our educational offerings as a result

of mobilising programmes. This goes for our campuses in the Netherlands as well as our

IBCs. Any exceptions to this rule must be rare and clearly legitimate.

Stenden is organised in such a way as to be able to influence the course we are on,

depending on what the future will bring. Our degree programmes and Schools sustain

their links with industry and the student market. Signals that arise from these alignments

can and must be responded to. These signals will be discussed at all levels in Stenden to

ensure that our policies, strategy, and the course we are on remains both responsive and

responsible. The Executive Board makes all final strategic choices.

The quality and efficiency of our educational offerings can be enhanced further by

effective cooperation with other higher education institutions, particularly with those in

the north of the Netherlands.

Our private activities (Stenden University Hotel, MeetingU, Stenden contract operations/

Lumius, and the IBCs) serve Stenden University of Applied Sciences’ primary assignment

to provide education and to conduct research. They contribute to knowledge circulation

and valorisation. In any event, the private activities are required to generate positive

financial results, even though profit generation is not their main objective. These units

and the research conducted by the professorships can also increase the research funding.

Development of the student numbersThe number of incoming students

from secondary schools will decline in the

near future, even though the societal tasks

of higher education will remain unchanged. We will

therefore need to implement some measures.

According to our view of the future (and in accordance with the

declarations of Sectorplan Noord), Leeuwarden, Emmen and Gronin-

gen have been identified as cities where Higher Education can

continue to flourish. These are therefore the cities upon which we will

focus in case of reduced resources, and diminished opportunity. Stenden is also

established in Meppel and Assen. We offer programmes from the School of Education

there, but it is our intention not to deliver any other degree programmes. The main

assessment criteria, when making decisions about the further rationalisation of our

locations and educational programmes, will be their quality, continuity and sustainability.

Despite the anticipated decline in the student population in the north of the Netherlands,

Stenden is banking on a modest growth of 1 to 3% a year. This growth will be realised by:

· Consolidation of the current distinctive portfolio of degree programmes, and in

particular the Associate Degree and Master’s programmes;

· Renewal of existing programmes;

· Developments in relation to life-long learning;

· Growth of the number of foreign students by 2 to 3% a year;

· The attraction of the Grand Tour®;

· Growth of the number of students at the IBCs by 3 to 5% a year.

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The right choice of degree programme and the student’s preparation are the top

priorities in this regard. They are key factors in reducing the dropout rates and in

improving the percentage of graduates from each cohort. We also think that by

increasing our requirement for students, to at least complete 51 EC in their first year of

study will put them in the right frame of mind from the outset of their studies. This

requirement will be introduced from the academic year 2013/14 onwards. Thus, the

students will be challenged to keep up and not fall behind. As an additional benefit,

students will start their second year with little left to catch up. They will also form a more

homogenous cohort in second year, as a result of which the quality of the PBL process

will be enhanced and likely that the passing rate be improved.

The degree programmes will set up their curriculum in first year (both in structure and

examinations) such as to ensure that the completion requirement of 51 EC will effectively

contribute to the reduction of dropouts and improve the passing rate. Of course we

prefer students to switch rather than to drop out. After all, it is better to keep students

than to let them leave the university altogether.

The course and goals outlined in this document are focused on providing excellent

education and research. They ensure that our University of Applied Sciences will be able

to fulfil its performance agreements, but even more to ensure we will be able to fulfil our

task embodied in our vision ‘Serving to make a better world’ and our mission ‘Unleashing

potential in our students, staff and surrounding communities’.

Performance indicatorsThe government has made performance agreements with individual Universities of

Applied Sciences with the aim of guaranteeing the quality of the education. The

following are our key performance indicators:

MandatoryindicatorsAmbition

Stenden

Asof

October1st

2015Subject Baseline

measurement

Studysuccess* Dropout rates 28,6% 27%

Switch 3% 4,5%

Success rate

(bachelor’s programmes)

69,8% 72%

Quality/

Excellence

NSE student opinion ‘overall

satisfaction with the study

programme in general’

63,1% 65%

Measures Educational intensity:

12 clock hours of contact in

the first year of study

50% of all

the study

programmes

100% of

all the study

programmes

Indirect costs 1,46 1,5

Quality of teaching staff 53% master’s

degree/PhD

65%

* Definitions: see Assessment Framework and Overview Indicators Review Committee

on Higher Education and Research.

Key Performance indicators for 2015

The cooperation with the Community Colleges and Secondary Education partners will be

further intensified (partly against the background of the performance agreements) to:

· mutually and effectively align the educational content;

· effectively reduce the dropout rates to increase the yield;

· keep the intake as much as possible at acceptable levels.

Motto Stenden South Africa

“There is nothing like returning to a place that remains unchanged to find the ways in which you yourself have altered”Nelson Mandela

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Appendix

Appendix 2: List of Interviewed Stakeholders

Sector organisations

NOM Mr S. Jansen (Director)

MKB Noord Mr R. van Gent (Director)

VNO-NCW Noord Mr L. Zwiers (Director)

Chamber of Commerce Ms M. Bouma

(Director Ondernemersplein Leeuwarden)

Government

Municipality Emmen Ms M. Thalens-Kölker (Alderman)

Municipality Leeuwarden Ms T. Koster (Alderman)

Province of Groningen Mr R.J.H. Wolters (Policy Officer)

Municipality Meppel Mr D. Azzouzi (Policy Officer)

OCSW Groningen Ms M. Hall (Director)

Educational Organisation

VO-Raad Mr S. Slagter (chairman)

(Secondary Education Board)

Advisory Boards

AB OLB Mr P. Moltmaker

AB OLB Ms S. Amels

AB IBMS Mr J. Zeinstra

AB Technology Mr P. Roper

AB IHM Mr J. Roersma and Mr A. Rouwendal

AB Logistics & Economics Mr F. Hes

AB SWAT Ms D. Scholten

AB P&A Mr J. Schagen

AB RBS Mr J. van Nuenen

Secondary Education

Hondsrug College Mr A. van Oosten (Associate Dean)

Esdal College Mr J.J. de Boer

Werkman College Ms E. Mellema (Associate Dean)

Gomarus College Ms R. van der Velde (Associate Dean)

Piter Jelles College Mr G. Dijk (Associate Dean)

Appendix 1: Abbreviations

COCI: Centre for Open Chemical Innovation

EEN: Expertise Centre Education North

ETFI: European Tourism Futures Institute

IBC: International Branch Campus (also referred to as (foreign) campus sites)

IHM: International Hotel Management

MINT: Mapping Internationalisation

NOM: Noordelijke Ontwikkelings Maatschappij

(Northern Development Corporation)

NSE: Nationale Studenten Enquête (National Student Survey)

PBL: Problem Based Learning

PDCA: Plan Do Check Act

PRE: Polymore Research & Education

RBS: Retail Business School

SUAS: Stenden University of Applied Sciences

TKI: Topconsortium voor Kennis en Innovatie

(Top Consortium for Knowledge and Innovation)

SWAT: Social Work and Arts Therapies

VO: Voortgezet Onderwijs (Secondary School)

WHW: Wet op het hoger onderwijs en wetenschappelijk onderzoek

(Dutch Higher Education and Scientific Research Act)

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Partners

Randstad Mr H. van der Veen (Director)

Supervisory Board (plenary session during the meeting)

Stenden University

Meetings in every School

Meetings between Schools and Corporate Office

58