Professional Documents
Culture Documents
C O M M U N I C AT I O N
TA B L E O F C O N T E N T S
MANAGEMENT
Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3
Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
AMSTERDAM · DIEMEN
WWW.INHOLLAND.COM
© INHOLLAND University, produced by Marien van den Boom, Dorey Gor-Ziv and Till Wirth
PREAMBLE PREAMBLE
The equipment of our institution is on a very high standard. Modern Computer Recruitment
rooms (Mac and PC) provide free Internet access to all our students. Our staff mem- We are very proud to have more than 50 nationalities in our courses. Cross-cultural
bers also teach modern programs. communication is one of our main subjects but we do more than just lecturing
about it. We practice intercultural communication every day at our institution.
There are also many possibilities to spend leisure time at INHOLLAND University by
joining one of our sport groups, visiting the gym or simply have a drink in the local Double Speed Students
student bar on our campus. The Double Speed Program was invented 3 years ago. In order to give experienced
students the chance to create their own curriculum and their own timetable, we
I wish my colleagues and students a successful academic year 2004/2005! guide them through this program.
It is a pleasure for me to present you this Annual Review 2003/2004 and I hope you
enjoy reading it.
Sincerely
Hanny Westrik
.- Programme Coordinator -
INHOLLAND UNIVERSITY
The INHOLLAND University is one of the larger Universities in The Netherlands. The
University has many national and international partner institutions on several territo-
ries, such as in England, the United States, Middle and Eastern Europe.
Diversity and pluriformity are important characteristics for the University because
INHOLLAND University is an institution with a broad palette (largely) consisting of
higher professional education programmes, almost 40,000 students, 3000 members
of staff and numerous sites.
Diversity and pluriformity are characteristics which the University wishes to retain. In
addition, the University attaches considerable value to a personal approach to stu-
dents and staff. The institutions which comprise INHOLLAND University already apply
this individual way of working. INHOLLAND University wishes to ensure that this
binding element is characteristic of, and a guiding principle in, the development of
its open, social, progressive and ambitious profile and character.
All these aspects make INHOLLAND University an institution in which students and
staff stimulate, encourage and inspire each other to explore their own boundaries
and those of education and society.
THE BACHELOR OF
C O M M U N I C AT I O N
MANAGEMENT
Introduction
A key part of The School of Communication, Media and Art’s (SCMA) strategic poli-
cy is the internationalisation of its curricula. This is partly in response to the trends of
Europeanisation and globalisation that motivates companies and organisations to
value the knowledge, skills and competences of internationally oriented communica-
tion professionals.
The international strategic policy of the SCMA focuses on two areas: the interna-
tionalisation of the Dutch language programmes of the School and the creation of
an international programme. This policy was realised in the launch of the SCMA’s
Bachelor of Communication Management, International Stream, (SCMA-IS)
Programme in 2000. The international orientation, curriculum, lecturers, projects,
placements and type of students of the SCMA-IS are a clear expression of the inter-
nationalisation policy of the SCMA.
The design of the SCMA-IS programme has been based on research into internation-
al definitions of communication professionals and the professional requirements of
the field. This showed that the globalisation and internationalisation of business
require that the SCMA-IS curriculum should be open and brought to market in a
timely manner. These developments, which are continuously monitored, are:
7. corporate sustainability and ethical issues such as the increased vulnerability of Not all of these refer to separate professional groups. If they cover overlapping areas
companies and organisations in an international environment;. of operation, it is because different countries use different names to describe the
8. the importance of auditing as a tool for analysing the quality of communication same thing. This probably explains why there is no clear professional terminology in
processes within international companies and organisations; the field. It may therefore be assumed that the field of communication management
9. cross-cultural communication and branding of international companies. is perceived differently from country to country and that communication profession-
als are consequently deployed differently in business processes.
The internationally perceived roles of communication professionals
In addition to the professional profiles mentioned above, other professionals may be
A broad analysis of the international communication profession, international developments discerned whose roles often closely match the roles of communication management
in the field of communication and communication programmes abroad has demonstrated professionals perceived in The Netherlands. Examples of these are fund raiser, com-
that there is no ready, clear, nor agreed curriculum for an international communication munication advisor, education worker, public spokesperson, events bureau worker,
management programme. In addition, those at the forefront of the communication sci- intranet or Internet communication manager, public relations adviser, marketing
ences have not formulated international standards for a communication management pro- communication worker and copywriter.
gramme nor a job description for an international communication professional.
Finally, it should be noted that the field of international communication manage-
The SCMA-IS has therefore expressly sought to meet the standards set down by the ment is relatively new and is therefore not yet established enough in order to have
document on The Netherlands Higher Professional Education (HBO) requirements produced clear and internationally recognised definitions and roles. The SCMA-IS
produced by the Franssen Commission and CEDOC descriptors concerning the cate- believes it has an important part to play in establishing international communication
gorisation of professions and full and partial qualifications based on the criteria of as a recognised profession.
responsibility, complexity and transfer.
As mentioned above, there is no ready description of what a communication man-
Definition of the international communication profession ager should be able to do. However, it can be said that in the light of such factors as
globalisation and the network economy, and in a field which cannot be easily
The world of communication affects the programme’s curriculum in two ways. The first defined internationally, the knowledge and competences of communication profes-
is that the projects of the Dutch-language programme used as a basis for the interna- sionals are subject to greater demands than before. The professional field of com-
tional programme need to be revised due to the ongoing publication of new interna- munication management is constantly changing. Communication managers are
tional text books and cases. The second is that the abovementioned reference points expected to be not only spokespersons and public relations officers but also advisors
(network society, new business values, etc.) require that the curriculum keep in step and decision-takers. The SCMA-IS curriculum expressly aims to provide the qualifica-
with the rapid pace of change in the communication world and, since communication tions required to function effectively in these roles.
professionals should have not only tactical and operational but strategic competences,
these should be international and cross-cultural in word and image. An important reference in incorporating this shift from public relations to communi-
cation management in an international curriculum can be found in Body of
The SCMA-IS has chosen to inform its curriculum using the following, international, Knowledge (The Netherlands Professional Communication Association, 1998). This
job titles in addition to the traditional titles used in the communication profession. document presents and analyses the results of a survey of working communication
· Information officer managers of the changes in professional field of communication. It distinguishes five
· Internal and external affairs manager areas of interest for communication management.
· Public relations manager
· Marketing communication manager and/or consultant 1. the effectiveness of communication;
· Communication project designer 2. the value and use of communication in organisations;
· Communication project manager 3. communication and ICT;
· Concept director 4. communication and international marketing;
· Press officer 5. communication in Business-to-Consumer and Business-to-Business.
· Account manager
· Computer-mediated communication manager
It can be said that these areas are key to communication management and can be
used to determine the competences which an international communication manager
should demonstrably possess.
The SCMA-IS believes that the term ‘communication’ as understood in the national
context does not deviate from the term as understood internationally. However, it
may be concluded that the international ‘world of communication’ is ‘different ’
because many companies and organisations have cross-border communication
processes (as a result of Europeanisation and globalisation) that have a direct effect
on the traditional fields of internal communication, external communication and
marketing communication. Moreover, many SCMA-IS students intend to work in
companies with an international focus.
There were several stages of research which led to the SCMA-IS vision of an ‘inter-
national classroom’.
The managers of the SCMA-IS and the programme’s curriculum have from the
beginning been informed by the following.
describes the recruitment and admission criteria for students, their implementa- The curriculum, and therefore the final qualifications it aims to produce, are adjusted
tion and accompanying quality control. and supplemented each year, partly based on the annual consultations with the pro-
· A summary of the accreditation levels of the Bachelor of Communication pro- gramme’s Socrates partners. The knowledge gained at these consultations is evaluat-
duced by The Netherlands Conference on Communication Programmes. ed in staff meetings and incorporated into the curriculum.
· A report by the Netherlands Professional Communication Association on profes-
sional profiles used to determine Higher Professional Education (HBO) All the factors, developments and activities mentioned above have been included in
Communication Programme, Academy for Communication, Hogeschool Holland, the curriculum. It has four specialisations: Corporate Communication, Visual
December 1997, and containing the following professional levels: Communication, Mass Communication and Computer-Mediated Communication.
· BNP-A: Communication Assistant (general support level)
· BNP-B: Communication Assistant/Junior Advisor (executive and skilled level); The curriculum also contains elements not offered by non-international programmes.
· BNP-C: Senior Communication Worker (specialised, strategic level); These are:
· BNP-D: Communication Manager (specialised, general strategic level).
· Trends research reported in Communication in Professional Practice, 1999. · Virtual Consultancy (setting up a learning company);
· Course Profile Communications Manager containing detailed points on which · Virtual Office (a competence-based tool for supervising placement students abroad);
curricula and a description of professional practice are based. · Communication Audits;
· Consultation with the SCMA-IS’s Socrates partners: Napier University, Edinburgh, · Knowledge Management;
Southampton Institute, Southampton and University of Plymouth, Exeter, UK; · Customer Relations Management;
Essen University, Essen, Germany; Växjö University, Växjö and Karlstad University, · Creativity and Innovation.
Karlstad, Sweden; Yuväskulä University, Yuväskulä and Turku Polytecnic, Turku,
Finland; Indonesia University, Jakarta, Indonesia; Minho University, Braga, The principles of Higher Professional Education (The Netherlands
Portugal. These consultations aimed to establish HBO)
· exchange routes for the students of the SCMA-IS;
· Master routes for SCMA-IS students after the Bachelor phase; The Bachelor of Communication Management is designed to ensure that students
· consultation with placement supervisors of companies and organisations that acquire a range of defined professional competences that enable them to function
offer placements to SCMA-IS students. at an operational, tactical and strategic level in a professional field that is difficult to
define.
The following are further examples of activities that informed the SCMA-IS pro-
gramme. The four years of the Bachelor programme provides students with the operational,
tactical and strategic competences they require when starting out as communication
· Participation in international forums such as the International Communication professionals. In the fourth year, students are also trained in applied research to help
Association (www.icahdq.org) and seminars and conferences on communication them develop strategic competences. These competences are based on the
and related subjects at Twente University, The Netherlands and at educational Netherlands Conference for Communication Programmes competences.
institutions in New York, San Francisco and Orlando in the U.S. A. and Mainz and The SCMA-IS programme is competence and project-based. Students acquire com-
Stuttgart in Germany. petences by working on projects and practical cases in groups. Competence-based
· Seminars organised at the School at which companies and organisations present- learning bridges the divide between the theoretical, methodological and practical
ed recent developments in ICT and guest speakers from the field gave presenta- aspects of the field and assesses students on their acquired competences. This type
tions. of assessment is what sets the SCMA-IS apart from some of its Socrates partners.
· Programme lecturers have been instrumental in defining the competences by par-
ticipating in the Netherlands Conference for Communication Programmes (LOCO The SCMA-IS final qualifications are based on the recently published Dublin descrip-
– Landelijk Overleg Communicatie Opleidingen). tors (knowledge and understanding, applying knowledge and understanding, mak-
· Programme lecturers contributed to developing a model (Virtual Office) for dis- ing judgements, communication, learning skills) and the ten generic core qualifica-
tance supervision of international placements based on the results of a confer- tions of the Franssen Commission. This will be further developed in the intended
ence on international placements held in Stuttgart in 2003. change to a transparent Major/Minor programme in which students may acquire
final qualifications in a variety of training situations.
An important aspect of competence-based learning is performance in a context. Communication during change processes – the ability to
Students should be able to demonstrate the professional behaviour expected by
employers giving them their first jobs as communication managers. This is why the · manage the stages of communication, in not only the traditional areas of public
programme emphasises teamwork and project work, interpersonal skills and extra- relations and product and service promotion but also communication and policy
mural activities. The programme also contains elements that reflect the variety of development, establishment, and execution;
definitions and job titles used in the field of communication management interna- · organise communication and the knowledge flow in an international company or
tionally. organisation in a cross-cultural context (e.g., external communication and inter-
national branding, internal communication, knowledge management and organi-
The competences of the international communication manager sational learning);
· manage communication in cross-border developments (internationalisation and
Although the field of international communication management is complex and var- globalisation) and change processes;
ied, the SCMA-IS has clearly defined the final qualifications relevant to the field. A · analyse the part played by information provision in organisational change.
newly qualified communication manager has the following competences.
Creativity and innovation – the ability to
Operational and tactical communication management
· think creatively;
· knowledge of general communication processes (principles and basic concepts) · demonstrate a balanced use of analytical and creative tools;
and communication tools (visual, digital and mass media) in an international con- · apply creative techniques to innovation processes in companies and organisa-
text; tions.
· ability to analyse the international communication environment (external, internal
and market) of a company or organisation, formulate, execute and manage com- Communication and information technology – the ability to
munication policy at operational and tactical levels;
· knowledge of factors that affect knowledge, attitude and behaviour; · manage digital internal and external communication (Internet, intranet, commu-
· knowledge of communication structures and their organisation; nities of practice, information management, information on demand);
· ability to apply the appropriate means in communication processes and fulfil a · use digital communication to develop new business values in areas such as cus-
supportive, coordinating and monitoring role; tomer retention and acquisition, consumer and interest group communication,
· ability to formulate draft and definite models of communication processes from network organisations, B2B communication and support the shift from product-
the perspective of the sender and the receiver. oriented to service- and solutions-oriented business processes.
· see also Competences ICT & Communication Management (2002).
Strategic communication management
THE CURRICULUM
The international focus of the SCMA-IS programme is more than simply the fact that
it is given in English. The International Stream is an international communication
programme and this is in part guaranteed by the diversity of student nationalities
which ensures a truly international classroom.
The programme encourages a strong sense of professional identity. This is clearly evi-
dent in the attitude of students and lecturers who are well aware that the pro-
gramme is competence based and clearly related to professional practice. This atti-
tude is visible in the first semester and is further strengthened by the third year
placement and the Applied Research project and Final Dissertation of the fourth
year. Students learn in ever-greater steps to be responsible for their own learning
process and become more and more independent in preparation for actual practice.
The SCMA-IS strives to promote this responsibility by offering a broad, flexible and Project-related Lectures, Core Skills Classes and coaching. Students develop skills in
varied range of choices for students, project groups composed of students of a vari- working effectively in multinational teams.
ety of nationalities, opportunities for students who have already studied abroad or
who have relevant working experience (the Double Speed programme) and didactic Secondly, it prepares them for working on complex communication issues in multidisci-
innovation using ICT (e.g., the e-learning platform Blackboard). It also offers student plinary teams, again, a skill often required in international business. From an early
guidance and support in the form of study career coaching and direct and distance stage, students are asked to focus on one, or possibly two, specialist areas in the proj-
supervision (Virtual Office). ects. This provides them with specialist knowledge, and the collaborative learning
required to complete projects teaches them how to work with other specialists.
European study credits
These two reasons ensure the programme supplies graduates that meet the needs of
The credits awarded for successfully completing the various parts of the programme modern international business.
are EC (European Credits). Each credit is equal to 28 hours of study. EC are recog-
nised Europe-wide and facilitate students studying at institutions throughout Europe. Project-related Lectures and Core Skill Classes
The SCMA-IS is a four-year Bachelor programme in which 240 EC may be earned. It The Core Skill Classes are based on tutorials in which groups of about 25 students
therefore meets the requirements of the Dutch HBO Bachelor system. SCMA-IS staff consider and attempt to solve problems under the supervision of a lecturer. These
regularly check to ensure the credits awarded realistically reflect the amount of study tutorials are supplemented by Project-related Lectures which present theory relevant
time required for each programme component. This is done by means of the quar- to the Core Skill Classes and the current project.
terly evaluations of the programme components (project group meetings between
students and tutors) and evaluation forms. The results of these forms are discussed Students work in teams on projects from the first semester onwards. At the end of
during staff meetings and used to adjust or adapt the programme. the second semester, they are expected to have developed a professional creative
attitude so that they are able to acquire and analyse knowledge and apply the
Curriculum structure essential disciplines of communication management to define and solve problems.
The four year curriculum is divided into 14 projects. Each project has an accompanying The third and fourth semesters focus on developing competences by means of
project book, professional literature and/or syllabus. There are several types of instruction, Virtual Consultancy: students run their own consultancy bureau and therefore devel-
training and methods: Project-related Lectures, Core Skill Classes and Project Groups. The op the basic competences needed to manage a communication consultancy. They
educational method used is therefore a combination of several approaches: project-based are presented with difficult communication problems, mostly acquired from external
learning, Project-related Lectures, Core Skills Classes and traditional lectures. principals, which they try to solve in groups.
Project-based learning Students in the fifth and sixth semesters are required to do a placement of at least
five months. Other options are two five-month placements or a ten-month place-
Students work in small project groups to analyse and solve problems presented to ment. This must be done abroad, so Dutch SCMA-IS students have to do their place-
them in the various projects of the programme. As they progress through the pro- ments outside The Netherlands. Non-Dutch students may do their placements in or
gramme’s projects, their work becomes more and more independent of supervision. outside The Netherlands. They may only do a placement in their own countries if it is
in an international context.
Project-based learning is of exceptional value to the programme because students
from more than 55 countries work together in groups. They are therefore exposed In addition to the placement, students may also go on exchange to one of our Socrates
to different national backgrounds, attitudes and approaches, priming them for work- partner institutions or choose one of the following in the fifth and sixth semesters.
ing in an international environment. This gives them a distinct advantage over stu-
dents graduating from more traditional programmes for two main reasons. · Project 11 – Communication Audit, in which students visit a company, analyse its
communication and suggestion improvements or changes.
Firstly, it helps them find practical solutions to problems encountered when working · Projects 9 and 10 – an additional five-month placement at a company or organi-
with people from different cultures. They receive techniques to help them do this in sation.
The seventh and eight semesters are based on the final three projects: the Challenge The relationship between the curriculum and practice in the field
Project (Project 12), Applied Research (Project 13) and the Final Dissertation (Project
14). This final year therefore focuses on acquiring research skills in order to be able Students of the SCMA-IS are exposed to practice in the professional field at a variety
to independently manage a communication theme and independently apply appro- of levels and moments.
priate scientific knowledge to produce communication management solutions.
Students use this year to prepare for the transition to paid employment. They may From year 1, students work on projects based on examples and cases of the real world.
also focus on moving on to an MA programme. In the Virtual Consultancy of year 2, they run a consultancy bureau and work on a com-
mission acquired from a company or organisation. This commission includes analysis,
From year two, students are also encouraged to consider specialising in the follow- design and delivery. The year 3 placements prepare students for work in an internation-
ing fields: Corporate Communication, Visual Communication, Mass Communication al context (see below). In Applied Research and Final Dissertation of year 4, students
and Computer-Mediated Communication. They are offered opportunities in years work on research projects solicited from the real world. Finally, they are offered a num-
three and four to focus on one or more of these specialisations in their placements, ber of guest lectures given by professionals working in the field.
applied research and final dissertation.
Placement
The professional literature used in the programme
Placements help students acquire competences in practical situations. Placements are
Professional literature is selected and based on consultation with professionals in the done at a Bachelor level, which means that students work at operational, tactical
field, partner institutions and benchmarking studies. The policy is to continuously and strategic levels. They are required to record their competence development in
offer and help develop field-related knowledge and skills that are in line with the logbooks and perform tasks that are assessed by their academic supervisors. The
required final qualifications. programme management also has regular contact with the placement company or
organisation to ensure that the placement is in line with programme requirements.
Professional literature is selected based on the requirements of a Bachelor pro-
gramme. These are the following criteria: knowledge and understanding of commu- Students are required to find a placement themselves. This helps them develop com-
nication processes and phenomena in the disciplines of visual communication, cor- petences in line with the programme’s requirements. Before students start their
porate communication, mass communication and cross cultural communication and placements, they should have completed a number of preparatory activities. They
current theories, methods, techniques and hypotheses within these disciplines. receive lectures on preparing for their placements, are coached before and during
Students should also be able to summarise and clarify current theories, methods, their placements, receive training in the use of Virtual Office and Blackboard and
techniques and hypotheses, use these to analyse processes and phenomena and have to write a placement plan.
finally operationalise competences in context.
Students may go on placement only after having completed the above activities and
Studying professional literature is central to the Project Related Lectures (PRLs) and Core having acquired 52.5 EC. They are expected to reflect on the competences they will
Skill Classes (CSCs). Students are helped to reflect on and analyse the material, reason need and can develop during their placements. In this way, they understand the con-
logically, analyse and conceptualise field-related problems and place them within context. nection between the competences and the various projects and lectures and how the
programme’s list of competences refers to specific tasks. Students should be able to
In projects 12, 13 and 14, studying professional literature is specifically intended to demonstrate which tasks develop competences and should discuss these with their
help students develop generic skills in applied research and strategic communication company or organisation placement supervisor. Students send their logbooks (in which
management. they describe what their accomplished tasks over a four week period) to their academic
supervisors once a month. The academic supervisors assess the tasks in relation to the
Students are also coached to develop study skills. The coaching part of the pro- relevant competences. Students are also required to regularly consult the competence
gramme helps them understand competences and determine their learning goals. list and adjust their learning goals. Academic supervisors intervene if any problems
This is accomplished by means of a personal development plan (PDP). occur and discusses these with the company placement supervisor and student.
Knowledge of professional literature is assessed in the light of acquiring the required com- Upon completion of placements, students discuss these with their academic and
petences. Each part of the programme indicates the competences of a particular project. company supervisors. Placements are finally assessed at these meetings. An essential
part of assessing placements is, in addition to the formal requirements described in Communication field competences – has knowledge of and skills in
the placement handbook, determining the extent to which students have improved · communication processes (internal, external and marketing communication);
their competences. · the provision of business service provision and social and societal service provi-
sion;
Students are expressly exposed to professional practice in the Applied Research and · communication media: visual communication, mass communication, corporate
Final Dissertation projects of the final year. The research subject should be solicited communication and digital communication;
from a company, organisation or other problem owner and must be relevant to com- · analysing and organising all communication to internal and external target groups.
munication practice. The Final Dissertation is assessed partly by external consultants.
Supplementary communication field competences – has knowledge of and skills in
Competence development · creativity and design;
· ICT such as DTP, the Internet and intranet, networks, databanks and telecommu-
The intended final qualifications are related to the performance level of a starting nications;
professional, that is, the 37 competences of the Netherlands Conference for · management techniques to lead and manage communication processes in com-
Communication Programmes. A competence and project-based curriculum has a panies and organisations;
strong practical focus in which students develop skills to become innovative and
effective starting communication professionals. They are also encouraged to develop Specialisation – has knowledge of and skills in
their personal networks (especially do this in their placements) which will help them · analysing processes and developing products in one or more of specialised areas
in their professional careers. In addition, all students receive extensive study career of corporate communication, visual communication, computer-mediated commu-
coaching and have to write personal development plans four times a year. nication and mass communication;
· working operationally, tactically especially strategically in a specific area, sector or
The programme also guarantees that students acquire competences by requiring that target group in an organisation or company.
they have reached a specified level of competence before moving on to the next stage
of the programme. These levels come at specific moments in the programme: Student Portfolios
· At the end of year 1 in the form of the Binding Study Advice (BSA). Students may
only continue into year 2 after having acquired a minimum number of study Portfolios are increasingly becoming a requirement in the professional world.
points or EC. BSAs may also be given at later stages of the programme. Students are required to compile a portfolio as part of study career coaching and
· At the end of year 2 when students may go on placement only if the placement Virtual Office. The coaching portfolio is intended to help students, tutors and coach-
requirements have been met. es assess their progress and competences. In April 2002, Virtual Office was imple-
· At the end of year 3 for the Applied Research and Final Dissertation projects. mented as a means of supervising students on international placements and in
which they could build up a digital portfolio. Virtual Office works effectively as a
Students are assessed on competences in the coaching, placement portfolio and supervision tool, but the portfolio component has been hampered by the fact that
project assessment parts of the programme based on the 37 competences, not only students often have no access to computers that can upload FTP documents to their
by the programme lecturers but also by their peers and professionals in the field portfolios. Many students have solved this problem by maintaining a website offer-
(e.g., during placement). The competences can be summarised as follows. ing their portfolios or storing them on CD-ROM.
General professional competences
· able to function in a professional environment in a disciplined, responsible, result- The Digital University Portfolio application is currently being tested and adapted for
oriented and proactive manner; SCMA-IS use. We hope to have this up and running in the near future and it will
· able to work in teams; become an integral part of study career coaching.
· focused on the needs of internal and external clients and stakeholders;
· focused on the needs of the company in terms of critical skills, cooperation and The programme’s lecturers
analysis of change management;
· able to communicate and interact in writing and speaking in the English language; The SCMA-IS lecturers have a clear vision of the field and keep a close eye on its
· committed to and involved in communication problems, ethical considerations developments. They are encouraged to take a leading role in the field. When there
and corporate sustainability; are job vacancies at the programme, potential candidates are assessed based not
only on their professional qualifications but also on their professional experience and and our international students. The project runs partly in Germany and partly in
contacts in the field. The Netherlands.
Lecturers exchange professional knowledge during weekly staff meetings and are The following are the projects in which students work together with companies in
expected to keep abreast of professional literature. They also take sabbaticals to Germany and The Netherlands.
expand their knowledge. Recent sabbaticals have focused on knowledge in design 2000 - 2001 Communication Audit Project: Preparation and execution of communi-
and visual communication, knowledge management and blended learning and the cation audits in companies
Network University. These sabbaticals are also used to develop the lecturers’ net- 2001 - 2002 Forum of Change Project: An orientation on three forms of confer-
works, as are the contacts made with companies and organisations when supervis- ences, Open Space Technology, Future Search Conference, Real Time Strategic
ing students on placements. Change, The project ended with a conference with participation of external
participants on the future of the communication professional
In addition, lecturers are given the opportunity to attend conferences and seminars 2004 - 2005 Corporate Events Project: Corporate events as a means of internal com-
in The Netherlands and abroad and regularly give guest lectures at Socrates partner munication. Six project teams will do research on the topic within three
institutions in the UK, Finland, Sweden, Germany and Portugal. German and three Dutch international companies. The project will be provided
with a blended learning model to establish a learning community. The project
Lecturers are currently involved in the following projects ends with an event organized by the students and staff.
· Innovation and Creation (The Netherlands);
· Benchmark and Dissemination: ICT and Communication Management (The Finally, the SCMA-IS believes it is important that professional literature used in the
Netherlands); programme is recent and internationally recognised. Its relevance is tested in consul-
· Research Centre (Kenniskring) and Higher Professional Education ‘Professorship’ tation with our Socrates partners and working professionals and at international
(Lectoraat) in Communication Design (The Netherlands); conferences. The programme also keeps a close eye on new publications.
· International Platform for Placement Supervision.
Integral unity of the programme components
Incorporating the latest developments in communication into the
programme The programme is designed around projects that have a clear basis in international
communication practice. The varying themes of the projects provide students with
New developments in the field are regularly discussed during evaluations of projects. the clear understanding of communication processes and tools they will need when
Lecturers also propose new projects such as the Creation and Innovation project men- entering employment as junior communication professionals.
tioned above. The currently proposed new projects are: the impact of ICT on business
processes in small and medium-sized enterprises in European and Asian environments Each year of the programme is divided into themes which together have a clear unity. For
(ICT and SMEs), part of the European Union Asia Link Curriculum Development project example, projects are related to the competences and the accompanying Project Related
(in cooperation with Turku University, Finland and universities in Kuala Lumpur, Malaysia Lectures and Core Skills Classes complement and supplement the projects’ contents and
and Jakarta, Indonesia) and, Network University, in cooperation with Braga University, themes. The contents of the projects, placements and exchange programmes are related
Portugal, and the abovementioned Asian universities. SCMA-IS lecturers also participate and matched. Lecturers are aware of the place of their individual specialisations in the
in various internal and external forums and some are members of professional associa- programme as a whole. And finally, students have indicated in evaluations that they
tions such as the International Communication Association. experience the programme as a coherent whole and also value this. They especially value
the fact that, even though the projects provide broad exposure to the field of communi-
The on going innovative collaboration in DIESCOM (Diemen-Essen- cation management, they still have the freedom to specialise within the projects.
Communication) with the German University of Essen started in 2000 and we
are now at the start of our third project. External parties such as communication The curriculum is set down in a blueprint, the overview of the programme which is
consultancies have been participating in the development and realisation of available upon request. The programme is now in its fourth year presenting its staff
these projects; more specifically do we have to mention CONEX, the Institute for with the opportunity of assessing the way in which its components fit together and
Consulting Training and Management Support in Bonn. Students and staff of fine tuning their further integration. This will take concrete form in the new Major-
both institutes participate in the projects; project groups are a mix of German Minor structure shortly to be introduced.
STUDENT RECRUITMENT One of the main sources of information for potential students is our website. The
importance of the website is growing and it is currently being redesigned. More and
AND ADMISSION more prospective students approach the programme manager directly by means of
the contact information available on our site (e-mail or telephone).
Prospective students approach the Diemen International Office and information cen-
tre. Some contact the Netherlands Education Support Desk (NESO) in Beijing and
Vision and policy Hong Kong, Dutch embassies and NUFFIC. Others hear of the programme through
friends and relatives.
Internationalisation is one of the key elements of INHOLLAND policy. The university
has set out to be the recognised leader in the internationalisation of education in Guest lectures given by SCMA-IS lecturers at Socrates-partner and other institutes
The Netherlands by 2006. Its goal is for four percent of INHOLLAND students to be abroad also contribute to promoting the programme to potential students. These
non-Dutch by 2006. This policy and goal are obviously beneficial to the SCMA-IS institutes are Napier University, Edinburgh, Southampton Institute, Southampton and
programme. Plymouth University, Exeter, in the United Kingdom; Essen University, Essen in
Germany; Växjö University, Växjö and Karlstad University, Karlstad in Sweden;
Direct recruitment Yuväskulä University, Yuväskulä and Turku Polytechnic, Turku in Finland; Minho
University, Braga in Portugal; Petra University, Surabaya and Indonesia University,
Students are directly recruited in a number of ways. The programme uses the chan- Jakarta in Indonesia.
nels and methods of INHOLLAND University such as information pamphlets, printed
and TV advertisements, open days and representation at education fairs. Student mix
Indonesian students are recruited through the Consortium of Dutch Universities The approach to recruitment aims to ensure a heterogeneous international class-
(CDU), a cooperative venture between INHOLLAND University and the Hogeschool of room by recruiting students from a wide range of nationalities. Although no formal
Amsterdam. The requirements, methods and plans are adjusted annually. Students percentages for the countries of origin of students have been established, the pro-
are recruited in Indonesia by the CDU office. Its staff provide information about CDU gramme strives to achieve a mix of 35% Asian, 35% European and 30% other
member programmes to secondary schools in and around Surabaya, Jogjakarta, (Antillean, North American, etc.) although this is of course not always possible.
Malang, Semarang and Jakarta in Indonesia. SCMA-IS staff fly to Indonesia twice a
year to interview potential students and assess their motivation, study skills, English Double speed programme
proficiency and international interest. These visits are regularly evaluated. INHOL-
LAND Diemen is also represented the annual Holland Education Fair organised by A special programme has been developed for students who are usually older and
the Netherlands Education Council in Surabaya and Jakarta. who have relevant educational and working experience. These students may enter
the programme in the second year and complete the programme in 2,5 years. This
Students from Aruba, Curacao and The Netherlands Antilles are recruited at the ‘fast route’ is particularly attractive to students who want to study in more than one
annual education fair in Curacao in cooperation with staff of the INHOLLAND country because they have more freedom in choosing and arranging their studies.
Diemen International Office. They are assigned a supervisor but have great freedom in deciding what, when and
where they study.
The programme is currently designing a campaign to recruit students from the new
accession states of Eastern Europe. This campaign will be launched very soon.
Bachelor programme in which students can attend parts of other programmes as Digital portfolio
part of exchange programmes.
Coaching based on Personal Development Plans, in which students plan their studies
To achieve this, the SCMA-IS is consulting with its partners in countries such as the and reflect on acquired competences, was introduced in the 2003-4 academic year.
United Kingdom and Portugal. The School is also initiating a project named This part of study career coaching will be further developed to include the Digital
Benchmarking and Internationalisation. University Portfolio. It will be shortly introduced in order to monitor student
progress, help students monitor, direct and reflect on their studies and provide a
Masters programme platform on which they compile and disclose their portfolios.
It is also School policy to create a programme in which SCMA-IS graduates are suit-
ably qualified to continue their studies in a MA programme at one of the SCMA-IS’s
Socrates partners.
Blended Learning
The School is investigating which parts of the programme may be offered as relearn-
ing and blended learning.
Gatekeeper Platform
Major-Minor
The Dutch education authorities have decided to implement the Major-Minor system
in higher education. This will give students the freedom to study an individual
Bachelor programme that meets their needs and interests. The form of a Major-
Minor programme is currently being decided. After this is completed, the first year
curriculum will then be adapted to accommodate the Major-Minor system. This will
only apply to the next first year. Existing students will continue to study according to
the existing system.
The second advertisement, shows another masculine characteristic of the American The following two images, taken from two different web-sites of the same company
society: the tendency to polarize: big and more is good and considered to be posi- (Philips) which I am about to show now
tive, so this ad clearly manifests it by stating the American dream: “4 bedrooms, 3 (and later on the two from Calvin Klein) will Clearly, Philips is ready for the future.
baths and 2 Fords”...This ad hence reflects the American values and cultural back- demonstrate the above arguments which I When friends drop by, they are amazed at my new Philips
ground. have given regarding the reflection of the Digital TV. The Real Flat picture tube and amazing images
give a film-like viewing experience that is second to none.
two different Advertising Styles: The
Last but not least, I would like to add the following: Automobile advertisements in American one and the Dutch one. Best of all, I’m ready for the digital transition. Are they? I
have a feeling my friends will be at my house at lot . . .
general in the U.S in clearly illustrate the cultural associations between driving cars
and masculine power, superiority, leadership, and status. When the automobile was The above illustrations shows clearly how When I tell people I can see into the future, they have no
idea I am talking about my TV.
introduced it was automatically labelled as a machine for men. Men regarded the the same company uses different advertising
automobile as an accessory or “toy” for gaining status in society. styles in two different countries: Illustration A part of Philips web-site in the U.S
1, which is taken from Philips campaign in the U.S.A, emphasise and manifests the However, there is not cohesion in the message these ads are trying to pass, as they
American cultural background: showing off, being proud of having luxury equip- derive from two different cultural backgrounds: on the first two ads, representing
ment, status, and in other words: the infinite chase after glory and status. Please pay the campaign in Holland, we can see an image of a rather mannish type, holding his
Illustration 3:
attention to the usage of the typical American statement: “best of all”. Moreover, baby on his chest, and on the second picture, on his shoulders. This is another value,
Philips famous
they also supply the potential consumer with much data and facts, as the direct or shall I say characteristic of a feminine culture like Holland: males can take typically
logo and slogan:
communication style in America tends often to do. female jobs, and show emotions to their children or their wives, rather than being
tough and rough, without being seen as “sissy”.
Illustration 2, taken from Philips web-site in their home base in Holland. In that
advertisement, introducing Philips collaboration with Nike, there is a usage of in- The second part of the pictures (pictures 3+4), which are part of a sales campaign of
direct communication style, whereas not too much text is added, thus the consumer the same company, but this time in U.S.A, which as stated above, has different com-
doesn’t feel he/she is being pushed. There is a usage of symbols and short text:” munication and advertising styles than Holland, and this can be reflected easily:
smart technology that keeps you moving”. The American version of the campaign chose to emphasizes the masculine cultural
aspect of the Americans, by first showing a very masculine guy, with a healthy mas-
This example demonstrates some important Dutch values like: high technology, and culine body shape (which is another American important
innovative modern life, which reflects low uncertainty value: looking good and healthy: please also refer to the
avoidance cultures: the need for change, embracing first assignment / Tommy Hilfinger ad), the woman which
the new and innovativeness, as opposed to traditional touches the man’s body in somewhat erotic way, is kind
collectivistic countries like Spain who show resistance of bending down: so the man is in the top, strong and
to change and desire for stability (which reflects also powerful, and the woman is beneath, and looks to have
value paradox, as in Spain people have the tendency surrendered to him. This is yet another example of a
to become modern, but the paradox is their positive masculine style of advertisement.
attitude towards the traditional ).
Also the fourth picture symbolizes the American masculine cul-
A part of Philips web-site in The Netherlands
Last but not least, I would like to demonstrate how ture, given that there is a group of men, sitting or standing on a
the famous slogan of Philips (which is used also in Holland) and can be seen in kind of a tower, and there is one man who is on the top: he is sit-
Illustration 3, was slightly changed in countries like Spain, as an adaptation to differ- ting above, away from the others: this manifests another charac-
ent communication style in different country with different values. teristic of a masculine culture. Performance and achievement are
In Spain, the slogan “let’s make better” was changed into “let’s make things togeth- important. The American value of winning is strongly reflected
er” (“Juntos hacemos tu vida major”): By dropping “better” and using “together”, here.
a focus is given to “working together”, which clearly manifests the relatively collec-
tivistic culture background of Spain. The value paradoxes which are reflected in the above ads
An example of four advertisements of Calvin Klein in the U.S.A. According to Dr. Marieke De Mooij, some values can easily be recog-
and in Holland nized as a reflection of culture and often we can find opposing ele-
Picture 1+2: Calvin Klein advertise-
ments in one value. Paradoxical values are found within cultures and
ment campaign in The Netherlands
As before, the following images, taken from Calvin Klein’s advertisements campaign between cultures. In the following section I will try to demonstrate the
in U.S.A, and in some European countries such as Holland, will support my above value paradoxes which are reflected in the above ads.
argumentations regarding different advertising styles in Holland and in The States,
which derives from the above mentioned different in cultures backgrounds. The forth picture, introducing Calvin Klein’s perfume “obsession for
men” we can see a group of six men and women sitting or standing close to each
As we can see from the above pictures, we first see a cohesion between the lay-out other, like the picture of Tommy Hilfiger at the first assignment: this is value para-
of all these four ads, namely the name of the perfume in big letters above, next to it dox, as the value reflected here is the value of being together, being in a group, but
the text:” For men”, and underneath the images the logo name is also mentioned in this contradicts the value of an individualistic culture like the American. The value
big letters. paradox appears here since the value of belonging is also a strong value of individu-
The ads of Philips also reflect a value paradox: The innovation Paradox.
In a low uncertainty avoidance culture like Holland, innovativeness and
embracing the new is something implicit. However, when advertising in
other countries like Spain, who has the tendency to resist change, and
prefer stability instead of that. Advertisers who plan a campaign in
countries like Spain should take this into consideration in other for the
campaign to succeed.
Conclusion
RESEARCH Management
INHOLLAND Graduate School. The Netherlands.
The Centre attempts to address these dynamics of knowledge, culture and change as INHOLLAND eLearning Research Programme
they manifest themselves in organisations. The perspectives range from big picture Hanny Westrik – research fellow Learning Objects
analyses to detailed case studies focusing on the evaluation of culture and the meas-
urement of the tangible value of organisational intangibles. The contributions will tra- Introduction
verse a broad terrain, from theory and analysis to practical strategies for action. We know that eLearning means using new multimedia technologies and the internet
to improve the quality of learning by facilitating access to resources and services as
The research topics will cover the following areas: well as remote exchanges and collaboration.
· Communities of Practice and Organisational Learning For teachers and students all over the world this implies radical changes in their
· Linking IC, business culture and organisational performance teaching and learning methods and for quite a few of them those changes are very
· Identification of the critical intangible value drivers in differing cultures difficult. But we also have learned that the longer a teacher is involved in the
· Measuring IC and cultural factors process of teaching with the support of new technologies, the more he or she dis-
· Reporting and disclosing IC in a European and Asian context covers methods to refresh teaching practice.
· Culture and auditing human competences
· Management of change, culture and reward structures How eLearning is changing the classroom provides an endless series of interesting
· Aligning knowledge management with corporate strategy research topics that will help instructors as well as eLearning developers and stu-
· Creating a knowledge-sharing culture in a cross-cultural context dents. The INHOLLAND lectoraat eLearning will start by the first of April 2004 with
· Leveraging knowledge for market success in Euro-Asian business. some research themes – shortly described below – in which not only teachers and
students from the INHOLLAND University will participate, but also researchers from
other universities and companies interested in the topics.
Research topic: Learning objects, building blocks for flexible and made-to-measure
higher education
A learning object is any digital resource that can be reused to mediate learning. The
main idea behind learning objects is to break educational content down into small
chunks that can be reused in various learning environments, in the spirit of object-
oriented programming.
Title / function: Senior Lecturer: Intercultural Communication and Corporate Title / function: Year 2 Coordinator, Bachelor of Communication Management
Communication Programme, tutor, lecturer, coach
Education: MA Communication Arts & Sciences Education: B.Ed (English), CTEFLA, CerTIEB, Diploma in Logistical Management
Specialization: the psychology of communication Specialization: Business English, English Written Communication Skills, Coaching
Work Experience:· Work Experience:· 1991-1997 ICT assistant and helpdesk manager at a
Lecturer in Communication: University of Southern California, USA major Amsterdam hospital;
Lecturer in Communication: Bournemouth University, England 1997-1999 freelance English teacher, translator and copy editor; newswriter
Senior Lecturer in Corporate Communication: Southampton Institute, England at Radio Netherlands;
2003 – present Senior Lecturer in Intercultural and Corporate Communication 1998-2000 Business English trainer, translator and copy editor at Baxter
: INHOLLAND University, Diemen, The Netherlands Business English Communications;
Publications: Journal articles in Corporate Communication: an International Journal, 2000-2002 Business English Trainer, financial translator and copy editor at
Scottish Journal of Communication and other places, plus conference presen- Deloitte & Touche
tations and training courses. 2002-present Coordinator Year 2, tutor, lecturer and coach at INHOL-
Academic and Cultural Interests: Interpersonal communication, Persuasion and LAND University
Influence, Neuro-Linguistic Programming, Training and Development. Publications: Geautomatiseerde Informatievoorziening - Beheer en Ontwikkeling,
Spoken languages: English Gubbels, Kockelkoren, Adams, Academic Service, 1998;
Age: 49 Onderhoud en Beheer Informatiesystemen, Gubbels, Kassenaar, Kockelkoren,
Personal Motto: Do as you would be done-by Pinkster, Dols, Adams, Academic Service, 2001;
Onderhoud en Beheer Informatiesystemen 2, De Graaf, Adams, 2002.
Human behaviour, with its infinite variety, is ultimately reducible to the human con- Academic Interests: Business English, especially written business communications,
dition. However people behave, they are linked by a thread that connects them to writing for the Web, developments in the English language
an essential humanness. Whenever one observes a behaviour that seems strange, Cultural Interests: salsa dancing, walking, music (especially Drum and Bass, elec-
one should take a moment, before condemning the other person for their strange- tronic and Baroque music), cooking, travelling, architecture
ness, to consider the reasons behind the behaviour. It is only by understanding each Spoken languages: English and Dutch
other first and foremost as human beings that we can hope to achieve understand- Nationality: British
ing and lasting peace. Personal Motto: Be what you can be
Antoine Adamowicz Whatever you can do or dream, you can begin it. Boldness has genius, power, and
magic in it. Begin it now. Johann Wolfgang von Goethe
Title / function: Drs. Senior Lecturer Visual communication & semiotics If you say you can or can’t do a thing, you’re right. Henry Ford
Education: Business Economics (MA) and Visual Arts Aut disce aut discede
Specialization: visual communication Carpe diem
Work Experience:· Visual Artist; Strategy Executive FHV/BBDO – Atmosphere,
Amstelveen (Creative marketing agency); Strategy Associate Iguana Studios,
New The Netherlands Foundation for Visual Arts, Design and Architecture 2001
Academic and Cultural Interests: Economics, strategy and visual arts
Spoken languages: English, French, Dutch
Age: 33
Nationality: Dutch/French
Personal Motto: Have a non-cynical day
Title / function: Dr. Senior Lecturer Address: Room A2-22 / willy.geurts@INHOLLAND.nl / 020-4951679
Senior Lecturer Cross-cultural Communication & Title / function: Senior Lecturer Visual Communication and an international trainer
Computer-mediated Communication and developer of programs, projects and workshops on the intersection of
Research fellow at the Centre of Intellectual Capital Visual Communication, Learning (in Organizations) and Creativity
Education: PhD in Arab philosophy Education: Visual Arts, Art Theory, Education a certified trainer of the Creative
Specialization: Knowledge Management and Intellectual Capital Problem Solving Institute, State University New York, Buffalo.
Work Experience:· Specialization: Visual Communication, Design Management and Creativity
· Lecturer Science of Religion Amsterdam and Brussels (1977-1986), Work Experience:·
· Senior lecturer Phenomenology and Islamic Studies Hogeschool Holland & · ENSAM/INHOLLAND Craft, co-operative research project on innovation and
Faculty of Education (1986-2000 product development for SMEs, Parijs /Diemen/Rotterdam
Publications, honors, fellowships, awards: Publications in the field of Arab phi- · Cooperation Projects with the University of Essen (Germany) on auditing
losophy, Asian cultures and Cross-cultural Business Communication communication management within organisations in Germany and The
Academic and Cultural Interests: Cross-cultural issues and international business Netherlands, new forms of Conferencing
communication; Knowledge Management, Intellectual Capital and business · Art expedition to Antarctica (2001)
cultures · Partner of Changing Values, support, coaching, consult and training on deci-
Spoken languages: English, French, German, Dutch sion making
Age: 56 · member of the National Board for Communication Education.
Nationality: Dutch · Staff member and Senior-Lecturer at several courses: Teacher Fine Arts
Personal Motto: Cultures are like software of the mind and symbols for Training, Corporate Communication (Bedrijfspresentatie)
communication
Publications, honors, fellowships, awards:
The economic landscape has changed significantly during the last decade; globalisa- · Research fellow at the Centre of Applied Research in Brand, Reputation and
tion, internet, customer service are keywords presently. The current market has Design Management
evolved to a network society, in which social and media networks are shaping its prime · Member of the Centre of Creativity and Innovation, Diemen - Rotterdam
mode of organisation, and where old business models are to be redefined to maximise · The Professional and Education Profile of a Communication manager.
customer and shareholder value. The impact of the connected economy is seen across · D.v.d.Laan, A.Ruts, W.Geurts, G.v.Santen De gemeenschappelijke stam,
all industries, primarily as changing current business values: information and knowl- Beroeps- en opleidingsprofiel HBO Communicatie, LOCO, Utrecht, 1999.
edge value, organization and management structure, value chain and channel dynam- Spoken languages: Dutch, English, Portuguese, German, French
ics, and customer and product profiles. The connected economy is a growth engine Nationality: Dutch
that is powered by a self-reinforcing virtuous circle. Several trends support this state- Personal Motto: Lo mas importante es el caminho Sancho no la demorada (The
ment: real-time everything, knowledge for everyone, blurring boundaries, free agent most important is the way Sancho not the domicile)
nation, convergence of media, worldwide e-commerce, and nonetheless less impor-
tant: customer relation management and intellectual capital as important assets of any
organization.
Barbados 1 At the Study and Career fair I got the chance to talk with students and schools rep-
Bolivia 1 resentatives on a more personal level with reference to my chosen course and the
Burundi 1 schools multicultural environment.
Cameroon 2
American 1 China 23 What is your dissertation topic?
British 1 Czech Republic 1 What are the principles for brand extension of Swatch?
Burundian 1 Denmark 2
Chinese 5 Egypt 1 What are your professional goals?
Danish 1 Finland 8 At this moment. To broaden and gain more knowledge in the field of business eco-
Dutch 2 Germany 19 nomics. And in the long run, to be a successful, established business woman.
Dutch 1 Ghana 3
German 3 Great Britain 6 How did studying in INHOLLAND University got you closer to your goal?
Greek 1 Greece 2 It helped me understand, recognize and identify the international/ global market,
Hungarian 2 Hungary 3 given that the Communication Management course focuses internationally.
Indonesian 4 Indonesia 69
Mexican 1 Iraq 1 What benefits you gain out of your final dissertation and what skills do you
Lizeila Martijn
Polish 1 Israel 7 gain that will help you in the future as a communication professional?
Singapore 1 Italy 1
To prepare myself for the professional field. And to hopefully gain in depth knowl-
Kenya 2 Age: 22
Trinidadian 1
edge of the tools businesses utilize to develop and what principles they follow prior
Vietnamese 2 Liechtenstein 1 Nationality:
and throughout the process.
Macedonia 1 Dutch, born and raised in
Nationality of Double Speed students Mexico 2 Curacao Netherlands
Please tell us about your school experience or your placement experience.
Mozambique 1 Antilles.
Placement experience:
Nigeria 2
Start of studying:
I did both placements in Curacao, sun, sand and beaches. Who can resist? I assisted
Peru 1
September 2000
Poland 6 in a Study and Career fair and I was a marketing assistant at a bank.
Rwanda 1 Schools experience:
Sierra Leone 2 Working along with multicultural students helped me understand and value other
Singapore 1 cultural beliefs other than the Dutch and my own.
South Africa 1
South Korea 1 Why did you choose to study in Holland (Amsterdam)?
Suriname 2 Holland has internationally a strong business image and it offers quality education to
Tanzania 1 students. And Amsterdam, because it is my # 1 State in Holland and it has, to my
Thailand 1
opinion, more to offer and is very multicultural.
The Netherlands 146
Trinidad en Tobago 1 Why would you recommend to students to come study in INHOLLAND?
Turkey 1
Technologically, my school is very up to date plus it has a wide variety of courses in
Uganda 1
case you want to change and finally it has a nice atmosphere.
Ukraine 1
USA 3
Uzbekistan 1
Venezuela 2
Vietnam 2
Yugoslavia 1
Totaal 337
Nationality of students in the
whole course
How did studying in INHOLLAND University got you closer to your goal?
By providing me with the theoretical foundation that I needed to complement my
work experience in the field of communication.
What is the difference between the DS program and the normal program?
2 Years! Also I have the flexibility in terms of time management which makes it easi-
er to combine student life with my family life.
Why did you choose the DS program, what were the benefits for you?
As above… I get the benefit of an international degree with the convenience of
being able to combine it with my personal life in a short period of time.
Debbie How does being part of the DS program help you getting closer to your
Age: 36
Nationality: What kind of projects are you involved in?
Trinidad and Tobago I am preparing a cooperate and communication strategic plan for a small consultan-
August 2003
What benefits you gain out of your DS program and what skills do you gain
that will help you in the future as a communication professional?
I am learning how to structure my plans in a way that provides a logical sequence
from conceptualisation to implementation to evaluation.
Please give us a say that reflects your school experience or your student DS
experience:
The DS experience allows an individual to “custom design” his/her own study pro-
gram with the aim of filling in the gaps that exist in his/her professional qualifica-
tion. This is something that is not easily obtainable wit other first degree institutions.
The international stream is also one of the best ways to experience study life in an
environment that is relaxed and cosmopolitan.
University of Minho, founded in 1973, is one of the then named “New Universities”
that, at that time, deeply changed the landscape of higher education in Portugal.
Located in the region of Minho, known for its significant economic activity and by
the youth of its population, University of Minho has played the role of development
agent in the region.
The level of the scientific, technological and cultural activity of the University has
granted it international recognition. Its students finish their degrees and diplomas
with a universal perspective, acquiring a rich knowledge and experience that quali-
fies them over a broad range of competences for their professional activity, and
assimilate this reality.
· http://www.ics.uminho.pt
IN AMSTERDAM On a world map, The Netherlands is very small. The longest distance you can drive
from north to south will take about four hours. To the east The Netherlands borders
Germany, to the south Belgium, and to the north and west the North Sea. Several
Amsterdam is a beautiful and unique city. It has plenty to offer for an exiting student
features of the landscape will strike you immediately. To start with, it is extremely
life. As the cutting edge of social, cultural and economic development Amsterdam is
flat. There are a few hills in the southeast corner of the country, but even they barely
famous for its tolerance and openness. It is part of the region of “Randstad”, which
infringe on the broad, unbroken expanse of sky that is so characteristic of Dutch
includes cities like Rotterdam, The Hague, Leiden and Haarlem.
landscape painting.
Water is everywhere – lakes, rivers, and channels of many types. Some 16 million
The centre of the city is rather small and dominated by the 160 canals (Grachten).
people live in an area of some 41,000 square kilometers. Sixty per cent of the popu-
Along those canals you will find lovely houses, most of them build in the 17th and
lation lives in the West Holland conurbation known as the Randstad, which is
18th century.
defined by drawing a line connecting Amsterdam, The Hague, Rotterdam and
Utrecht.
Amsterdam is popular for its nightlife and the cultural diversity. The Dutch word for
the atmosphere is gezellig and describes the open and warm feeling. The capital of
The population
The Netherlands is also the capital of art. Dozen’s of museums
The ethnic Dutch tend to be tall and fair; statistically they are the largest people in
exhibit art from all over the world.
the world. But Dutch society is becoming increasingly multicultural, so you will see
many other physical types as well, especially in the lager cities.
The University is located in Diemen, a suburb of Amsterdam.
By train the “Central Station” of Amsterdam can be reached
The climate
in 10 minutes.
Cool summers, mild winters. Nothing could be less predictable than the Dutch
The earliest proof of a settlement that was to become Diemen
weather. In the morning there may be bright sunshine, but within a few hours the
stems from 1125, which makes Diemen older than its big
wind can change direction and all of a sudden a cold gale is blowing in from the
neighbour Amsterdam. The settlement was built on a plot of
west.
land which included a cemetery and a little wooden church.
In the winter (December – March) there are not too many days below freezing, and
The village got its name from its geographical position: next to
although you will probably see snow, there is seldom a lot of it. In the summer
The Wappen of Amsterdam: the water of the ''Diem''. In the 18th and 19th centuries,
months, June to August, there will be a few fairly hot days. In the months between,
It protects the city from fire, flood and disease. churches, shops, companies, schools and houses were built.
the temperature will vary between 5°C and 15°C during the day.
Today''s Diemen has been shaped by several housing projects
over the last 40 years. In 1840 Diemen only had 845 inhabitants, in 1997 this num-
Transport
ber has grown to more than 24,000. Most of the student accomodations of INHOL-
In The Netherlands you can live very easily without a car. The public transportation
LAND University are located in Diemen
network extends to every remote corner and although train and bus fares are not
cheap, they are sill nowhere near as expensive as buying and running a car.
INHOLLAND University Diemen has a limited capacity of student housing, it offers
For covering short distances or for exploring the country roads, no form of trans-
short-term accommodation to incoming foreign students who are studying at the
portation is better than the one used by most Dutch themselves: the bicycle. You
INHOLLAND University Diemen.
will see a complete cross-section of the population getting around this way. The fact
that a person rides a bicycle is not taken as a sign of relative poverty. In fact, the
Find out more: www.amsterdam.nl
social status has nothing to do with it; there are even members of the parliament
who go to work by bicycle.
C O N TA C T S
INHOLLAND University Diemen
Wildenborch 6
1112 XB Diemen
Postal address:
P.O. Box 261
1110 AG Diemen
The Netherlands