Internationalisation is not just an exchange of students abroad. At Universities of Applied Sciences it also concerns learning competences to understand and respect other cultures. The role of teachers is crucial in this.

Internationalisation: a hot topic. But what does it actually mean? And how do we put flesh on the bones? A closer inspection shows that there are quite different views about its interpretation in higher education. At universities, this mainly concerns English-taught master's programmes and the direct exchange of students. Universities of Applied Sciences give a broader interpretation to it. Here, in addition to exchange, internationalisation is seen as attention for intercultural differences of the students or within the professional field, the so-called Internationalisation at home. According to Nuffic, the organization for internationalisation in education, the Netherlands currently has 25 English-language higher professional training courses at twelve Universities of Applied Sciences, compared to 52 English-language masters at eight universities.

The aim of Internationalisation at home is to improve the international and intercultural competences of students. For example, by including international topics in the curriculum or offering international projects. Most students who go abroad do so mainly through the Erasmus+ programme. Colleges and universities work with a number of so-called preferred partners to guarantee the quality of exchange partners.

Internationalisation at home is therefore a concept that is often classified and may also lead to some confusion and where further explanation is needed. Because it also includes diversity and inclusion. Nikolien van Lidt de Jeude, internationalisation officer explains: 'In a world in which land borders are blurred by internationalisation, these factors are perhaps even more important. We are connected in our world. That is why it is important that students learn to look at things from a global perspective and are aware of their "Dutch glasses". You can learn from other perspectives. 'As an example, she mentions the city of Utrecht, which has set itself the goal of wanting to be more sustainable and healthier. 'Utrecht is not unique in this endeavour. You don't have to reinvent the wheel. Therefore, look at other countries and cities. What can you learn from each other. Exchange is therefore a means to achieve cultural diversity. '

Logical link

Not every programme within the HU is internationally oriented. You should therefore look at the most logical link. This is different at International Business than at Social Work. At International Business, for example, students from various European study programmes make a plan for a companytakeover. Social Work students can do an internship in Suriname or South Africa. The Skin care course is the only one in the Netherlands. It is logical that they look abroad at how they offer education.

One programme is therefore much further along in the integration of internationalisation than the other. There are many ways in which this can take place. Via bachelors, masters, minors, summercourses, research projects, virtual exchange, internships or honours projects.

Students with international ambitions who are doing an education, where internationalisation is not on the map, have plenty of other opportunities to go abroad. In any case, there is sufficient supply.

• • •

Adina Kapela Mawata (25) studies Management in Healthcare at HU Amersfoort. She is in her second year. She was born in the Netherlands, but she has foreign roots as her parents were both born in Congo. Recently, she joined HU Cultural Mix, and she started working as a language coach. She guides refugees and other students who struggle with the language barrier. Even though the fact that Adina has a very rare brain condition, she is very motivated, and it doesn’t stop her from anything.

Do you feel at home at the HU?

‘Yes. Teachers and students are friendly, and I never feel left out here. Racism and discrimination exist, I am very aware of that, but I do not experience this myself at school. Recently I joined HU Cultural Mix, and it is fun to get together with other foreign students. Besides that, I am a language coach and am often in contact with foreign students. I get into contact with people that have many different cultures. I met most of them at Cultural Mix. That's refreshing. I did not know that there are so many nationalities at the HU. I was also at the Iftar, where there were many foreign students present, I think about three hundred.’

Do you experience struggles due to the mix of different cultures in the classroom?

‘No, not personally. I did have an experience, where a teacher reacted strongly to students that spoke to each other in their own language during class. He found that unacceptable. The students were having a private conversation with each other. In the moment, I didn't understand why he found that annoying. They understood each other better in their own language. I'm an immigrant myself and grew up with people who don't have Dutch as their first language, so I'm quite used to it. But afterwards, I did understand the teacher’s point of view a bit more.’

What do you think could be improved?

“I must say that I do appreciate that we have the language coaching system. Those are really important. Students who do not speak the language are often being discriminated: they are not invited to participate in group assignments or to making reports together and are left out. I wouldn't know what we can change about that, but that's something to think about. Another thing is that some teachers react racist towards some students. Often this is also about language. For example, a remark to a student about speaking Dutch pourly. These are small comments, but they can hit someone very hard.”

‘In terms of accessibility there is room for improvement for people with disabilities. For example, I wish that there were more toilets for disabled people. At HU Amersfoort there is only one restroom that I can use in the entire building. That's inconvenient. Because of my rare brain disorder Sca7, I am visually impaired, and I have a balance disorder. Occasionally I must use a wheelchair, and otherwise I am dependent on my walker. I am well helped by fellow students, but walking far, just to reach a specific entrance that I can use, or a restroom, is annoying and takes a lot of time and energy.’

‘Finally, I wish that there was more recognition for HU Home and Cultural Mix, and that more people would be familiar with it. It wasn't until the end of my second year that I knew this existed, before I had never heard of it. A girl from Aruba stopped in block A last year because she had trouble with the language barrier. Maybe she could have continued studying, if someone would have coached her.’

• • •

Curro Martín Martinez (19) is a second-year Creative Business student. He is from Spain and has been living in Utrecht for one year because he wanted to explore the international field and find people that share his passion for creativity. He loves going out with his Spanish and international friends and takes part in various honours courses at the HU. In his third year, he will return to Spain for an internship and an international minor course.

Do you feel at home at the HU?

‘I don’t think I can say that it feels like home, but it’s a nice environment. Because I am in my second year, and the first year was all online, I haven’t really been able to experience the feeling of coming to school every day. But I do feel, there is a family environment at the HU. There is always someone to talk to, the teachers are very welcoming and warm. The HU puts in effort to make it us, the international community, feel at home.’

Was it easy for you to connect with people at the HU?

‘Yes it was. During summer, before I started school here, we were put into a large group chat with many internationals. It was pleasant to meet people before actually getting to school and starting classes. When classes started, people were putting in a lot of effort to have a social life with their classmates besides school.’

What international paths have you taken part in?

‘A lot actually! I have taken part in a few international honours courses, such as a virtual exchange. The HU partnered with universities from Spain, Finland and Poland. It gave us a huge insight in what it is like to be working with companies abroad. During the assignments, we shared our different views and the way we would come up with solutions and innovations from our own perspective.’

What is it like to be in an international classroom?

‘Interesting. There is definitely a difference in the working habits of students: the German people I met all are very academically driven and serious. If I were to compare them with students that I have met that come from Spain, Italy or Eastern-European countries, they are more socially driven and put their social life above their academic goals. It is also interesting to see how each person approaches the teachers differently. Some students are used to addressing them formally by their last name, others, like me, just address them by their first names.’

What do you think could be improved at the HU?

‘Email communication is solely given in English when it is crucial, for example the coronavirus updates. Apart from that, all emails sent by the organization, are written in Dutch. I think that they could put more effort. They offer international courses so why would they write everything in Dutch?’

• • •

Thu Tang (21) is a Vietnamese Creative Business student. She is in her second year, but this is her first year in the Netherlands. The entire first year she studied from home in Vietnam. She chose Utrecht to experience a new approach to education and finds the city "liberating".

Do you feel at home at the HU?

'I have lived in Vietnam my entire life, so this was my first time living alone and living abroad. When I came to Utrecht it was super intimidating and scary. Luckily, I already knew some people from the HU that I had met through my online classes, and therefore it made me feel at home faster. Apart from the fact that the HU helped me get a house in the city, it was mainly the people that helped me get comfortable in Utrecht.'

'Because I studied the entire first year from home, I did not qualify for housing. Therefore, it was an enormous struggle to find housing, which is a big issue among internationals. Because I was panicking and unable to find housing on my own, I sent the university an email and they helped me along.’

Did you experience a culture shock that took you some time to get used to?

'The classroom culture in Utrecht is insanely different from the one in Vietnam.They try to make all classes interactive for students, by group work and projects and such. That also helps with making friends. On a more general basis I did encounter a huge difference, but in a positive way. In Vietnam it is not generally accepted to go out as a girl and party. It is not considered a good thing for a girl to do. My parents would always objectify going out late, smoking or drinking alcohol. It bothered me, but when I came here it was a totally normal thing to do for woman. It was very liberating when I first realized that it was all possible.’

International focus within the studies?

'I would say there is a focus on international careers during our studies, there is a lot of stress on diversity and inclusiveness. During our tasks and assignments, we should ensure that we leave nobody out of our campaigns.'

Do you experience struggles due to the mix of different cultures in the classroom?

'Our generation goes online so much that I don’t feel a difference between me and someone from a different culture. Everyone in the classroom has different experiences and cultural differences, but we always find common grounds and a kind of universal understanding.’

• • •

At the Institute for Media, internationalisation has been woven into the curriculum for a long time. The Journalism program has a built an exceptional international network, which laid its roots in 2003, right after the start of the “Erasmus Exchange program”. A generic international professional profile has also been composed, which all international institutions that the journalism department is partnered with, adhere to. This makes exchange a lot easier. From their third year of study, students decide which direction they want to take. Do they want to focus on the Dutch work field, or do they wish to explore the options of an international career? If so, they can choose specific international specialization paths.

For the cultural broadening, they offer the so-called ‘intercultural classroom’ in the third, or fourth year. In the English course ‘Cross-Border journalism’ there are between 24-30 students. The group consists of partially international students who take the course as a minor, and the rest consists of journalism students, and other students from Dutch institutions. During six months, students will learn the ins and outs of cross-border journalism, will learn more about global affairs and they will create reportages and write stories about foreign issues. The students will also go on a mandatory excursion to Brussels, where they will talk to companies and create detailed stories on what they have learned. Students are also obligated to go on their first individual reporting trip, to a self-chosen country.

Those who have ambitions to become a foreign reporter can opt for the international orientation in the third and fourth year. Part of this is a mandatory internship abroad or working at a foreign editorial office. During this international path of the studies, students can also work on honours stars.

• • •

HU Home has set up a system to couple refugee students to a language buddy and a mentor. As language is the access to everything, this is extremely important.

When refugee student Memo Kara Khalil was a student at the English Teacher Training college a few years ago, he experienced that little or nothing was done within the HU to properly accommodate students like him. After his studies, it was a reason for the establishment of HU Home. At HU Home students can become mentors or language companions of students who have fled or come from the Caribbean.

The aim is that these students can learn to feel more at home in the classroom, at the HU and in Dutch society. HU Home has been around for about five years and welcomes between thirty and forty students at the beginning of the academic year for a kickoff. During these meetings, the language buddies and mentors are presented, and groups are formed. These groups are formed based on age similarity, hobbies and discipline amongst the students. If people study in the same building, the groups are already proven useful: they can meet each other at the coffee machine and have a small network. They immediately have someone to talk to, which is crucial if you need to work on your language skills, one of the mayor obstacles during one’s study path.

During Covid, the online ‘language café’ was created, where students can talk to each other every week, on a basic level. It was a big success because it gave everyone the opportunity to participate. Having to come to school, traveling from their homes and fitting it into their daily schedules, just to have a chat, can be a big threshold for many refugees. Just tuning in through your laptop is easier and the language café will therefore continue to exist online.

The students who sign up as mentors commit themselves to guiding a student for at least half a year. It is a paid job, the HU does not work with volunteers, and it is also possible to obtain honours stars for these efforts. Refugee students who have had a mentor themselves also tend to sign up when they are further along in their studies, as they have managed to become proficient Dutch speakers.

It is without a doubt a buddy system, and not just coaching, says Ira Pel, who works at HU Home. If a student needs of extra guidance, he or she should go to a dean. HU Home can ensure that students improve their language but does not guarantee integration into the classroom. It also puts a responsibility on the training and teachers because it is precisely this language barrier that causes loneliness and a feeling of exclusion. Refugee students are often hard, driven workers and do not have time for social activities. These students do not always find a connection in a class, precisely because of the language gap. According to Pel, it should be an obvious theme that teachers always should have an eye for.

Lees ook het verhaal van Bayan Ghannam

• • •

Nicolas Delboni Penna (18) is an International Business student. He is in his first year and originally comes from Brazil. Besides his studies, he works at Picnic where he met lots of his international friends. Nicolas speaks many languages and plans to go on an exchange in his third year, to learn even more.

Do you feel at home at the HU?

‘I think that the HU does a nice job in making us feel at home. During my courses, I always have the option to work in groups. This makes it so easy to get to know people from different backgrounds. We have a very diverse classroom, with people from South-America, many Europeans, people from Africa and even Asia. Because of these differences, I feel very much at home here. It is very different from my hometown in Brazil, where I never met any people from other places, but definitely super nice to get to know people from all over the world.’

Was it easy for you to connect with people at the HU?

‘Yes! It was really easy. In the beginning I didn’t know any Brazilians. Due to the lack of connection with home, I was obliged to connect with different people, and therefore I got to know so many people from different cultures. Now I also hang out with a large Brazilian community which is fun as well. I met them through Facebook, and we talk on a daily basis in a group called ‘Brazilians in Utrecht’, we have over three hundred members!’

What is it like to study and engage with so many different people?

‘It’s been amazing to eat with new people, cook for each other and just hang out. I am very interested in philosophy and the cultural kind of field, so I am always having conversations about different histories, and love getting to know the history of their culture from their perspective. I have a really close Ukrainian friend, who taught me so much about the Ukrainian history. It helped me to follow what is happening in the news, from a closer vision.’

Do you feel like, during your studies, you are educated to work in the international field?

‘Yes, I have taken part in a class called culture and organization. We learned how to behave in groups with different cultural backgrounds. We also have done many projects with people from abroad, the HU is always trying to make us exercise this part. We even set up a sustainable business with people from Australia.’

Do you experience struggles due to the mix of different cultures in the classroom?

‘Sometimes I have to control myself to be less impulsive of my own culture and to be more subtle in how I express myself. There was a colleague from Suriname. I feel like his culture is more conservative. In Brazil, we are not so conservative and more free-minded, just like people are in the Netherlands: you get to be whatever you want. During conversations I had with him, I could clearly see his background and therefore I would take that in mind. It’s not an issue in the classroom apart from that. We all know we are different from each other, so people respect each other.’

• • •

Bayan Ghannam (36) is a part-time student at the Chemistry teacher training programme. Seven years ago, she fled Syria. She has been living in the Netherlands for five years and is fluent in Dutch. She lives with her two-year-old daughter in Utrecht and often participates in events organized by 'HU Home', where she talks to other refugees studying at the HU.

Do you feel at home at the HU?

'When I first started at the HU, I didn't really feel at home. I felt like a lot was expected of me. This year I have started to get used to the atmosphere more and I have very nice teachers and I know that I can always go to them with questions. I also felt a bit lost and it was difficult to connect with my classmates because of my knowledge of the culture and the language. Now that they know I've been living here for five years, they're much more understanding and help me on my way. For example, when they talked about Tata Steel, and I had no idea what it was, I felt a little stupid. Afterwards we laugh about it and I feel much more at ease now.'

Was it easy for you to connect with different people?

'Not really! The people in my class are very open and honest. The majority of them are native Dutch, and the ages vary quite a bit, but I had no problem connecting with them. In addition to my classes, I participate in events organized by HU Home where I met people from Syria, Iran and Turkey. It was so much fun to exchange both our experiences at the HU and our experiences with coming to the Netherlands. It gives me peace of mind that I'm not alone, and that my struggles in the first year weren't just me.'

'We do an online language café once a week, where we talk about each other's lives, the food here, who we still speak to from home and how we got here. We also have language coaches, who guide us once a week. They are also students of the HU. It's nice to get to know people like this.'

Do you experience struggles through the mix of different
cultures in the classroom?

'Before I came to the Netherlands I thought "oh I'm going to be in Europe, this is going to be very difficult". But when I got here, I was completely surprised. Because I wear a hijab, I was afraid that people would look at me or judge me. It turned out to be a perfectly normal thing, and that so many other women wear them. I actually think the society here is quite beautiful, with so many open and hospitable people. I feel very much at home in the Netherlands: I feel really well integrated, I have my own character and my own culture and I am proud of that. The HU is also very open to people from other cultures and religions. During Ramadan, I came across a room specially decorated as a space where people could pray and where religious gatherings were held. I never expected to find something like this here, at the HU or even in the Netherlands. It was a very surprising experience.'

• • •

Floor Brands (24) is a Dutch journalism student. She is in her fourth year of study, lives in Amsterdam and has a busy social life, ‘probably because of the nice weather and the lockdown being over’. She took a gap year and studied in Lebanon.

Do you feel at home at the HU?

‘I do feel at home here. The students that I interact with, the journalism students, they are very open minded, kind and funny. I also feel at home here, because of my involvement in different student councils. In these councils we talk about the policies that are being made, important decisions about the education such as the influence of corona and other regulations.’

Do you meet people from different cultures?

‘A few weeks ago, I went to an ‘iftar’ meeting that was organized to encourage people to get in touch with students from different religions and backgrounds, to write an article. It was very nice, but I don’t know anyone that knew about this event, which is a pity. The communication about these events falls short in my opinion. Within my studies, I have never met any internationals. Obviously, this is because my studies are given in Dutch, so it’s not interesting for internationals to apply in our field of study.’

Have you taken part in any international paths within your studies?

‘I did take part in one of the specializations called Cross-Border Journalism which is both offered in Dutch and in English. I took part in the Dutch program because it was more fitting with my study path, so therefore, there were no internationals in my classroom. I did have a focus on international journalism, but it was still not very internationally oriented I would say. One thing that stood out for me was the exchange I did to Beirut, the capitol of Lebanon in The Middle East. I studied there for one semester.”

What was the preparation for your exchange like?

‘I had to do lots of preparation by myself by just figuring things out on my own. There wasn't much guidance by the HU. I’m quite independent but I can imagine that it can be an issue for students who are a bit more dependent on help and who need more direction.’

What did you learn from your exchange?

‘I had a great time in Lebanon but it’s still a really fucked-up and difficult country. There is an enormous hyperinflation going presently and if I hadn’t known this I would have been shocked upon my arrival. Both the HU and the University in Beirut didn’t prepare me on the situation in the country. People at the HU should give us information of the countries that they send their students to. I had to find out everything myself, but I think it would be better if the coordinators have individual conversations and guide us a bit more.’

‘The things I learnt most happened outside of the classroom. One remarkable experience I can share is about a protest that took place. Even though Lebanon is not considered a safe country, I always felt safe. But on October 14th last year there was a political protest that got out of hand: a sudden mini war had started on the streets, with automatic guns and people getting killed. It was surreal to be in the same city while this was happening, being locked up at the university. In the evening me and my roommates were just sitting in our apartment, drinking a bear thinking, “what the hell has happened here”? Life just went on after that. Such a strange moment.’

• • •

How can we deal with so many different cultures and views in the classroom, while we live in a world full of international conflicts and polarization? It is an occurring issue, with students who have different opinions that are gathered in the classroom and can lead to tensions. The role of the teacher is critical, but they often don’t know how to deal with these situations. Therefore, a new plan is proposed.

In 2015, they wanted to keep a moment of silence during a lecture right after the terrorist attack on the office of the satirical weekly Charlie Hebdo in Paris. The attack was claimed by al-Qaeda. A mixed audience sat in the lecture halls and the teacher announced the minute of silence as a conclusion. That did not go down well with everyone. A group of students stood up and wondered aloud why they remembered these victims, but not the victims who live every day in the Middle East. One of them was still spit on in the morning, because she was linked to terrorism because of her headscarf. While she was convinced that these perpetrators are not Muslims, because terrorism is not part of their faith.

Other students responded to that. They didn't think it was respectful if she didn't want to observe a minute's silence. It clashed. The teacher did not know how to deal with this and continued his lesson. A number of students have run away with a conflict.

Nadezda Broshuis, among others coordinator Islam and Society at Social Work, together with her colleague Homayoun Mehrani, called the most involved students together and they solved the conflict.

It's an example of how something can totally escalate, when it may not have to. Not only with something as big as a few years ago in Paris. There are many topics that are thought about differently and are daily cause for intense conversations and reactions: conflicts in the Middle East, refugee problems, the Armenian question, the war in the Ukraine, LGBTIQ, Trump, whether or not to vaccinate... and so on. Sensible topics or current issues that are also discussed in a class.

This is just an example of how situations can easily escalate, while it did not have to lead that way, not just with large matters as the terrorist attack in Paris. On many topics that are discussed in the classroom, students have various opinions, and they are a daily cause for intense conversations and tough reactions. Things such as conflicts in the Middle-East, refugee flows around the world, the war in Ukraine, LGBTIQ+, Trump or whether or not to vaccinate: sensible topics or ongoing issues that are also discussed during class.

Uncomfortable situations

To tackle the issue, Nadezda Broshuis started the project 'sensitive issues in the classroom' last year. What does this have to do with internationalisation? Broshuis: 'They have to do with each other, for example that many sensitive issues are international themes or they are discussed in class around international events. And it's not just about cultural differences. Differences in political opinions can also lead to uncomfortable situations.

It is sometimes difficult for teachers how to act in these situations, without them escalating. According to Broshuis, the role of the teacher is crucial. Is he or she in a role of "I am here as a teacher and I am facilitating and want to create a safe learning environment”, or is it "I am here as a teacher to teach you something and I also do that by giving my opinion”?

'The latter happens quite often', Broshuis says. 'And that creates special situations in the classroom, in which students sometimes turn against the teacher and can be quite intimidating. There are often about 150 students at a lecture and if half of them turn against you, then you just go for it. '

For the 'sensitive issue in the classroom' project, all HU teachers were invited to a digital meeting in May last year. Sixty teachers signed up and another forty indicated that they wanted to know more about it.

This meeting was used as an inventory moment to conduct a survey amongst teachers. This showed that teachers often do not discuss sensitive themes in class and that they immediately switch to the curriculum of the day. They tend to be afraid to start the discussion. Many teachers also indicated that they wanted to be trained in do's and don'ts. They want to be given tools.

Nadezda draws the project from Social Work for the entire HU. A logical role, because they are experienced, within the institute, to discuss difficult issues within the curriculum. The network of Diversity and Inclusion and Teaching and Learning are supportive, and they are currently developing workshops for (starting) teachers that will start in autumn.

Brosveld emphasizes that it is not just about teachers. Students also have to deal with this. For example, not so long ago, a Jewish guest speaker was invited to speak about Judaism at an institute. After the lecture, she got into an argument with a student who was present, about political/religious issues. While the guest speaker was still talking to the student, she and some of her peers, stood up and walked out of the room. This was very uncomfortable for the other students. The teacher remained in the background. It is also an issue for students themselves, because how safe do you feel as a student to express your opinion or how do you learn to act respectfully?

As a graduation project in September, a number of Social Work students are investigating what is going on among students in this area. They are tackling this HU-wide, so everyone can benefit from it. A nice step in the right direction?

• • •

Ariya Isak-Zai (27) is in her last year of the full-time studies Finance, Tax and Advice. She grew up in the Netherlands, but was born in Afghanistan. When she finishes her studies, she wishes to work in the United Kingdom as a banking advisor. Besides here studies, she is a member of the school council (HSR).

Do you feel at home at the HU?

‘Yes absolutely. I experience the people in my studies and institute to be very social, sweet, and caring. This makes me feel at home so much. The students that are at the HU, both Dutch and international students, are very well integrated. I have never gotten the impression from anyone that I am a foreigner: I am always invited to have dinner, go out to a club or visit a festival. These are the things that truly make me feel at home. But the lecturers make me feel at home as well: when I was in my first year, I had issues with the language barrier. The lessons are in Dutch and during assignments you are only allowed to make two language-mistakes. The teachers definitely showed their understanding, and they guided me with extra exercises and help.’

Did you connect with different people?

‘It sometimes can be hard. When I meet someone, people are very eager to ask about the war back home in Afghanistan. They mean well, but within a short period of time, the conversation is mostly about the Taliban or my family back home, and how they are doing. I sometimes find it hard to talk about, because it is such a personal topic. I know that people are very curious by nature, and it is nice that they show their interest. But it does confront me with the reality: there are many girls in Afghanistan that are not allowed or able to study, and I can. It could just have been the other way around. I feel guilty about that.’

Have you taken part in any international paths within your studies?

‘Yes, actually a quite unique experience. Because me and my peers wanted to explore the finance and tax work field in another country, we organised a field trip to London with students and teachers. The HU made it possible that we could go on this study trip. We visited interesting companies and truly put our education and knowledge into an international perspective. Unfortunately, I didn’t end up taking a minor our internship abroad, but after my studies I hope to be working as an advisor for banking companies in the United Kingdom.’

Do you discuss topics about internationals, internationalization, diversity or inclusivity in the Hogeschoolraad?

‘Lately we have been talking about students or teachers that could be closely affected by the war in Ukraine. How can we shelter Ukrainian refugees, offer them education or how can we support the students that were already studying here? We also discussed this when Kabul was taken over by the Taliban in 2021. The topics diversity and inclusivity have been very high on our agenda as well. Last year an actual diversity officer was hired. Another effort of reaching more inclusivity was the rainbow bike path that is spread among the Science Park, and HU Home also held an iftar-event. Both religious as well as non-religious people were invited. These are just a few of the many efforts that are taken at the HU.'

• • •

Dragoș-Ștefan Țintăreanu (22) is in his third year of Creative Business. He is originally from Bucharest, Romania. He recently started his own start-up, where he also works in addition to his studies. He also did a minor at the HU, specializing in Cross-border Journalism.

Do you feel at home at the HU?

'It depends. In terms of college, it's like my high school because people are very nice. I could hang out with almost anyone from school. But on the other hand, I don't like all the policies very much. I'm a smoker and I met a lot of my friends while I smoked and chatted. Now that it's banned at Science Park, I can't do that anymore. In my country at home, there is a less strict smoking policy.'

Do you feel that during your studies you will be prepared for a future international career?

"I don't think we are actively being trained to be 'global citizens' and trained to work in the international field. During my creative entrepreneurship studies, we have so few courses based on 'how to become an entrepreneur', and the focus of our degree is more on becoming an employee of a large company, rather than focusing on independent work in the field. It also depends on what you do in addition to your studies. If you take initiative, it will take you further.'

How do you experience the mix of different cultures in the classroom?

'It's a nice atmosphere. A fact that is well known is that some Romanians tend to have problems with Hungarians, and vice versa. I met a lot of people who came from Hungary during my studies, but we have never had any cultural quarrels, it was nice to meet them. Me and my Hungarian friends found so many similarities between our cultures, which was also very interesting.'

What do you think needs to be improved in the field of internationalisation at the HU?

'A large part of my studies and classes were given online because of covid. If you look at the digital programs that were used, such as Canvas, Osiris or Onstage, it is usually written in Dutch. Completely. Every time I have to pick up my phone and translate everything first. It's a fairly well-known problem among internationals. On the other hand, one thing I really appreciated during covid was the flexibility. Their policy of going back to Romania was great in my case.'

• • •

Lindsey Lepelblad (25) is in her fourth year of the studies Financial Service Management, a dutch full-time studies at the institute of finance and accounting. She always surprises people when they hear about her background, because she doesn’t seem like she has different roots.

Do you engage with people from different backgrounds during your studies?

‘I don’t feel like I engage with many other people than the students of my own institute. We do have a quite mixed classroom: about half of the people have a different background, or are not completely Dutch, like me. I really appreciate being surrounded by so many different cultures. For example, I have a couple of girls in my class that took part in the Ramadan. I try to take this into consideration because I want to show my respect, so I didn’t eat in front of them. I do notice that people have quite varying opinions about this, and that not everyone tries to show their respect. Of course, we all have our own opinions and views, but I can find these situations challenging. Can I say something about that, or should I leave it be? I personally tend to avoid discussions, it feels unnecessary, I don’t want to judge them either.’

‘I do wish that I would meet with more people, outside of my bubble. Now I just see the same people every day, I don’t ever meet any internationals. I think that it is important for your personal and academic development to get to know others, specifically people that have such different experiences and ways. I must say that I partially blame this on myself, but because the focus of our studies is so much on the Dutch work field, I haven’t really been challenged to get out there.’

Do you feel like your partially foreign background has an influence on the way that people act around you?

‘Well, that’s a funny thing. When people see me, they tend to think that I am just a Dutch girl. My half-Surinam background always surprises people. They do tend to start asking questions, like “why are you completely white?”. But I do not feel personally offended, I just find it funny. They also always ask what the rest of my family looks like. In the beginning I had to get used to it, but it just leads to fun conversations. I feel like most people at my studies, and probably at the HU in general, are very respectful towards people with a different cultural background. In the past I have had someone call me albino, because I am white. These prejudices are weird and a bit offensive, but they gladly don’t happen anymore.’

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During business & management studies, students gain loads of international experience. In addition to the ‘ordinary’ exchange, were students go abroad for a semester, they are already working on this competence at home, building an international learning experience into the curriculum in various ways. They do this in collaboration with eighty partner universities, already starting in the first year.

For example, in the studies International Business, the approximately 300 first-year students are divided into two groups. For the marketing course, they have to spend ten hours with students from another country, to investigate how the distribution from a company is organized. When they do an assignment with Spanish students, they can see how the working culture and organization differs from businesses at home. For example, large fashion retail company Zara: is its supply chain the same in the Netherlands as in Spain?

Another great example of online international student collaboration is organized at Finance & Accounting. In this project, third-year students from different universities abroad, work together on a merger or acquisition of a listed company. Covid has ensured that these types of projects run more smoothly and have taken off, due to better digital communication possibilities. Before that, it was sometimes complicated by a bad Skype connection.

By allowing international students to work together, their international perspective is improved, is the idea. The project lasts seven weeks. During this period, students are taught to become aware of cultural differences and the project also has a practical part. This year, a funding was applied for and received for this project from the ministry of Education (OC&W).

Sustainability

OC&W promotes virtual exchange based on sustainability and inclusion. That is why the ministry organizes several funding opportunities every year, where educational institutions can apply for a fund of 15,000 euros, to spend on an online international education project. Since 2021, money has also been available for blended intensive programs through the Erasmus+ program. In this partly online, partly physical programme, students work together with colleagues from at least three different universities. They visit each other for five days and work on a professional product. The great thing about this project is that it is accessible to many students, even if you have no money or little time for an international experience. Many students can participate because of Erasmus funding.

During the international minor Globalising Business, students are accurately collaborating and working together. They work on a real assignment for an SME company that wants to operate internationally in one of the countries of the project.

In practice

It all sounds good, but how does it work in practice? The most important thing is to find a good partner and build a strong relationship with it. ‘Especially partnerships that started during the pandemic have not yet been established, and no good foundation is built yet', Jelly Offereins says, who works as an internationalisation manager at the Business Institutes. It stands or falls with confidence and having understanding for each other. In addition to this, the planning must be correct, so that the activities match, and schedules coincide. In our country, for example, the academic year starts earlier than in Spain or the United Kingdom. Therefore, international collaborations do require an extra workload from teachers, and are more time-consuming. It can also be difficult because what if a partner’s curriculum suddenly changes?

As far as the organization is concerned, it is easier to work together with a university that is in the same time zone. This is also easier for students. Again, in the end, you are talking about partners with whom you can work well together and that share common interests and mutual trust.'

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