This case study describes a special edition of the European Project Semester at the course Sustainable Packaging Design and Innovation at the Faculty of Industrial Design Engineering at The Hague University of Applied Sciences (Fall Semester 2017). In this special edition, unique cooperation took place between 12 parties. The parties were three research institutes, six universities, and three companies. Some parties have developed an educational module focused upon sustainable and circular packaging design, including the use of a dedicated tool for life cycle assessment. This module was embedded in the regular EPS. At The Hague University of Applied Sciences, an international class of 16 students worked in four teams on a real-life design assignment. They were offered a wide range of lectures, workshops, pitches, and presentations. The chapter concludes with a review of the followed processes and organizational, managerial, and practical concerns. Although run as a unique edition, all parties discuss to continue this cooperation.
This study aims to identify factors that impact on the internationalisation of learning outcomes of programmes at The Hague University of Applied Sciences (THUAS). The process of the articulation of learning outcomes has been studied at institutional, faculty and programme levels. Both document analysis and action research with trainers, managers and lecturers provided data for this study. The study describes the broader issue and the layers of contexts in which THUAS operates: the global, European, national, local and institutional. Within the latter two, several strategies are distinguished, i.e. research on employability skills of students and THUAS’ Educational vision. The strategies for internationalisation of learning outcomes at THUAS are then placed in an international perspective. The next section zooms in on current practice on the basis of self-assessment and management reports of THUAS faculties. The analysis of these reports is followed by more detailed observations from individual programmes. Analysis and observations are then connected to professional development for internationalisation of teaching and learning. Three elements of THUAS’ extensive programme for professional development are discussed in more detail. The study ends with the identification of priorities to internationalise learning outcomes across THUAS.
Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international competition. Emerging markets such as India, China and Russia are gaining economic power. Global challenges demand world-wide solutions. Production and marketing networks span the globe and various forms of migration have resulted in a large cultural diversity within nations. As a result, societies and labour markets are changing as well. In order to deal with these societal changes adequately and to succeed in today’s labour market, graduates need to be equipped with international competencies. In a survey among 500 chief executives, ICM Research (on behalf of Think Global and The British Council, 2011) showed that employers strongly value staff members who are able to work in an international and multicultural environment. Similar results were found in Diamond et al. (2011), in which ‘multicultural teamwork’ was considered most important. The Hague University of Applied Sciences seeks to prepare its students adequately for the world of tomorrow. The University’s development plans (e.g. HogeschoolOntwikkelingsPlan, HOP 7, 2009-2013 and HOP 8, 2014-2017) indicate that its vision is to train students to be globally-minded professionals with an international and multicultural perspective, who are world-citizens, interested in global issues and able to deal with diversity in a constructive manner. They are to be professionals, who possess the competencies to function well in an international and intercultural environment. Internationalization is therefore high on the agenda of The Hague University of Applied Sciences (THUAS) which is illustrated by the fact that, as of 2014, new students in all academies have to fill 12.5% (30 ECTS) of their four-year Bachelor program with international activities. These activities can range from an internship or semester abroad (student mobility) to participating in full programs of study or minors in which English is the medium of instruction, or an internationally themed minor (Internationalization at Home, IaH). And this is only the beginning. Internationalization is a means, not an end. All THUAS courses are looking into ways in which they can internationalize their curriculum. And in doing so, they need to be innovative (Leask, 2009) and keep in mind the specific needs and wishes of alumni and their employers with regard to international competences. The THUAS research group International Cooperation supports these internationalization policy objectives by investigating various aspects, such as: • The acquisition and development of international competencies among students. • The extent to which lecturers possess international competencies and what their needs and wishes are for further development. • The international competencies THUAS graduates have acquired as part of their degree and how THUAS has stimulated this development. • The international competencies that employers and alumni consider important. Although international competencies and employability have received growing attention in internationalization research, existing studies have mainly focused on: • The effects of study abroad on the development of international competence (cf. Hoven & Walenkamp, 2013). • The effects of an experience abroad (study, internship, voluntary work) on employability. • A more general analysis of the skills employers look for in prospective employees.
“Empowering learners to create a sustainable future” This is the mission of Centre of Expertise Mission-Zero at The Hague University of Applied Sciences (THUAS). The postdoc candidate will expand the existing knowledge on biomimicry, which she teaches and researches, as a strategy to fulfil the mission of Mission-Zero. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter. The candidate aims to recognize the value of systematic biomimicry, leading the way towards the ecosystems services we need tomorrow (Pedersen Zari, 2017). Globally, biomimicry demonstrates strategies contributing to solving global challenges such as Urban Heat Islands (UHI) and human interferences, rethinking how climate and circular challenges are approached. Examples like Eastgate building (Pearce, 2016) have demonstrated successes in the field. While biomimicry offers guidelines and methodology, there is insufficient research on complex problem solving that systems-thinking requires. Our research question: Which factors are needed to help (novice) professionals initiate systems-thinking methods as part of their strategy? A solution should enable them to approach challenges in a systems-thinking manner just like nature does, to regenerate and resume projects. Our focus lies with challenges in two industries with many unsustainable practices and where a sizeable impact is possible: the built environment (Circularity Gap, 2021) and fashion (Joung, 2014). Mission Zero has identified a high demand for Biomimicry in these industries. This critical approach: 1) studies existing biomimetic tools, testing and defining gaps; 2) identifies needs of educators and professionals during and after an inter-disciplinary minor at The Hague University; and, 3) translates findings into shareable best practices through publications of results. Findings will be implemented into tangible engaging tools for educational and professional settings. Knowledge will be inclusive and disseminated to large audiences by focusing on communication through social media and intervention conferences.
HTIT-EN (Hospitality, Tourism, Innovation & Technology Experts Network) unites professors and researchers from five leading academies in hospitality and tourism (Hotelschool The Hague, Hotel Management School Maastricht / Zuyd, Breda University of Applied Sciences, Saxion Hogeschool, NHL Stenden). Our primary goal is to coordinate efforts in setting a joint research agenda, focused on the overall question: "How can the Dutch hospitality and tourism sector, which has a profound societal presence and encompasses a diverse range of workers and stakeholders, leverage its transversal character to generate extensive societal impact through the utilization of emerging technological innovations?" Early industry adoption of emerging technologies, including robotics, immersive experiences, and artificial intelligence, make hospitality and tourism ideal contexts to serve as a catalyst for innovation and societal impact. By integrating complementary expertise of the leading professors in areas like strategic foresight, disruptive transformations, technology management, and digital transformation and by engaging in collaboration with external knowledge institutions (MBO, HBO, WO), the Centre of Expertise Leisure, Tourism & Hospitality, business professionals, and industry associations, our vision is to acknowledge the hospitality and tourism industry as a dynamic basis for generating technology-driven, positive societal change. HTIT-EN's ultimate goal is to rise to the status of a globally renowned knowledge platform, specializing in technological innovation within the domain of hospitality and tourism, within the next 5 years. To achieve this aspiration, we are committed to fostering collaboration and aligning expertise across the participating institutions, as well as extending an invitation to additional partners from both the practical and academic fields related to this network. This collaborative effort will enable us to leverage each other’s expertise and resources and fully utilize the transversal characteristics of the Dutch tourism and hospitality industry, developing it to a catalyst for technology-driven innovation with wide and lasting societal implications across the Netherlands.
Een iteratief proces van kwaliteitsverbetering gedurende de periode september 2023 - september 2027. Hiermee kunnen de GC en het Graduate Network (GN) in het domein Leisure, Tourism en Hospitality zich ontwikkelen tot een lerende en sturende netwerkstructuur. Deze moet in staat zijn om de professionele organisatie van de derde cyclus in onze organisaties te leiden. Collaborative partnersSaxion Hogeschool, Stichting Zuyd Hogeschool, InHolland, Hotelschool The Hague, HZ University of Applied Sciences, NHL Stenden Hogeschool.
