DOCSLIB.ORG

Internationalization in Higher Education in the Netherlands Key

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Internationalization in Higher Education in the Netherlands Key Internationalization in higher education in the Netherlands key figures 2009 1 Introduction Nuffic is the Netherlands organization for international cooperation in higher education. We support the internationalization of Dutch higher education and scientific research and help improve access to higher education worldwide. This also involves the publication of studies and figures about the internationalization of Dutch higher education, to provide visibility into trends and developments in mobility. Key Figures 2009 provides a quick overview of internationalization in higher education in the Netherlands. A distinction is made between diploma mobility, where the student aims to complete an academic programme and gain a diploma or a degree abroad, and credit mobility, where the student enriches his study ‘at home’ with a study component or a placement abroad. An indication is given of foreign students in the Netherlands, where they come from and in which study phase they attend courses. Also the ten most popular Dutch universities are listed, in terms of absolute numbers of foreign students and in terms of the foreign student population as a percentage of the total student population of the university. Furthermore, the number of Dutch students abroad is given, as well as the countries where most of them register. Finally, information is provided on percentages of graduates who went abroad during the course of their study, and on universities with high scores on outward credit mobility. It is well known that Dutch society is very internationally oriented. Dutch universities who rank in the top ten in terms of percentages of foreign students out of their total student population and in terms of percentages of students gaining credits abroad during their study, can be considered to be even more internationally minded. For more detailed information on the internationalization of Dutch education, please see the annual Internationalization Monitor of Education in the Netherlands 2008, which can be downloaded or ordered in print via www.nuffic.nl/mobility. 1 General Higher education in the Netherlands NUMBER OF STUDENTS IN THE NETHERLANDS (2008-09) 219,018 382,878 601,896 at 13 research universities at 41 universities of applied sciences total = 10,000 students ENGLISH -TAUGHT PROGRAMMES 1,040 415 1,455 degree programmes non-degree total programmes = 50 English-taught programmes Mobility trends DIPLOMA MOBILITY * CREDIT MOBILITY ** Inbound: up Inbound: no data Outbound: up Outbound: slightly up * Diploma mobility: to complete a study programme abroad. ** Credit mobility: to gain credits abroad for the study at home. 2 3 Foreign students in the Netherlands (academic year 2008-09) Number of foreign students Diploma mobility Credit mobility 76,000 total 33,000* 17,850 7,250 17,900 EU+EFTA non-EU+EFTA exchange other credit mobile students enrolled students enrolled students students** = 1,500 students FIGURES SHOWN ARE ROUNDED 44,800 in publicly funded higher education 6,050 in privately funded higher education * Including an estimated 2,600 students in privately funded higher education. ** Country of origin unknown. 2 3 Countries and continents of origin (diploma and credit mobility) FOREIGN STUDENTS IN THE NETHERLANDS * Germany 19,750 China 5,000 Belgium 2,500 Spain 1,950 France 1,650 Indonesia 1,350 Italy 1,350 Vietnam 450 Colombia 200 US 1,300 Czech Republic 400 Australia 200 Poland 1,300 Iran 350 Cameroon 200 UK 1,150 Pakistan 350 Latvia 200 Turkey 1,100 Taiwan 300 Slovakia 150 Bulgaria 1,050 Canada 300 Ghana 150 Greece 850 Ethiopia 300 Tanzania 150 Surinam 600 Mexico 300 Saudi Arabia 150 Rumania 550 Japan 300 Switzerland 150 India 550 Thailand 250 Kenya 150 Finland 550 Brazil 250 Slovenia 150 Portugal 500 Denmark 250 Uganda 150 Austria 450 Nepal 250 Israel 150 Russia 450 Nigeria 250 Philippines 100 Sweden 450 Lithuania 200 Singapore 100 Norway 450 Ireland 200 Zimbabwe 100 Hungary 450 Morocco 200 South Africa 100 South Korea 450 Ukraine 200 Source: CFI, IND, Nuffic * Above 100, rounded at 50’s. 4 5 = 100 students 38,000 1,600 11,750 2,700 1,200 200 Total number of foreign students in the Netherlands: 76,000** ** 55,450 as indicated on the map plus roughly 2,600 from unspecified EU and EFTA countries and 17,950 students of unknown origin. 4 5 Diploma mobility Compared to other countries PERCENTAGE OF TOTAL NUMBER OF ENROLLED STUDENTS STUDENTS ENROLLED , WITH A FOREIGN ACADEMIC YEAR 2006-07 NATIONALITY General trend Netherlands* 590,121 6.4% FOREIGN STUDENTS IN PUBLICLY FUNDED DUTCH HIGHER EDUCATION Belgium 393,687 10.5% 44,781 40,779 Germany 2,278,897 11.3% 36,693 34,090 28,194 Denmark 232,194 9.0% Finland 309,163 3.3% 2004 2005 2006 2007 2008 2005 2006 2007 2008 2009 Source: CFI Sweden 413,710 10.3% Source: OECD * Foreign students in publicly funded higher education. 6 7 TOTAL NUMBER OF STUDENTS ENROLLED , PERCENTAGE OF ENROLLED STUDENTS ACADEMIC YEAR 2006-07 WITH A FOREIGN NATIONALITY 8.0% Total of 21 EU countries 17,338,626 3.4% US 17,758,870 3.1% Japan 4,032,625 Source: OECD 6 7 Degree cycle of enrolled foreign students FOREIGN STUDENTS IN PUBLICLY FUNDED EDUCATION , PER PHASE IN 2008-09 post-master’s trad. bachelor’s master’s 1% master’s 22% bachelor’s 77% 2008-09 bachelor’s 34,482 master’s 9,974 trad. bachelor’s master’s 267 post-master’s 58 Total 44,781 Source: CFI 8 9 FOREIGN STUDENTS AT DUTCH HIGHER EDUCATION INSTITUTIONS PER PHASE IN 2008-09 At universities of applied sciences At research universities 44% 56% 53% 47% 96% 4% bachelor’s cycle master’s cycle bachelor’s cycle master’s cycle Source: CFI = 10% Popular subject areas of enrolled foreign students At research universities At universities of applied sciences 1. Economics 1. Economics 2. Behaviour & Society 2. Language & Culture 3. Technology 3. Behaviour & Society 4. Language & Culture 4. Technology Source: CFI 8 9 Popular universities TOP 10 INSTITUTIONS: NUMBER OF FOREIGN STUDENTS IN 2008-09* 1,943 Hanze University of 1,495 Applied Sciences 10 6 Stenden University of Applied Sciences University of Amsterdam 2,649 1587 1,848 7 Saxion University of 2,112 6 1415 3 Applied Sciences 1178 Delft University of Technology 2,266 5 10 5 8 1,546 HAN University of Erasmus University 4 Applied Sciences 9 2,861 Rotterdam 5,077 Fontys University 2 of Applied Sciences 1,834 8 Zuyd University of 1 Applied Sciences Maastricht University Source: CFI = students at research university = students at university of applied sciences * Numbers of centrally registered foreign students. Due to the presence of non-centrally registered foreign students, notably of inbound credit mobile students, actual numbers and percentages are often higher. 10 11 TOP 10 InstItutIOns: FOREIgn studEnts as PERCEntagES OF THE TOtaL STUDENT POPULatION PER INSTITUTION IN 2008-09* 20% Amsterdam School 9 Stenden University of of the Arts Applied Sciences Gerrit Rietveld Academy 43% 23% 6 ArteZ Institute 23% 35% of the Arts 2 5 Hotelschool The Hague 20% 46% 4 10 Royal Academy of Fine 22% Arts, Music and Dance 7 Wageningen University 1 Codarts University for the Arts 20% 8 Design Academy Eindhoven 39% 3 Maastricht University Source: CFI = students at research university = students at university of applied sciences * Percentages of centrally registered foreign students. Due to the presence of non-centrally registered foreign students, notably of inbound credit mobile students, actual numbers and percentages are often higher. 10 11 Dutch students abroad (academic year 2006-07) DUTCH STUDENTS ABROAD Diploma mobility Credit mobility 44,350 Total 11,850 2,900 5,700 23,900 enrolled enrolled exchange other credit mobile within the EU outside the EU students students* = 1,000 students DESTINATION COUNTRIES AND CONTINENTS (DIPLOMA AND CREDIT MOBILITY)* UK 5,000 Belgium 3,650 Germany 1,950 US 1,600 Sweden 1,150 France 1.100 Spain 1.100 Finland 400 Italy 400 Denmark 350 Switzerland 350 Canada 300 Norway 300 Austria 250 Australia 250 Ireland 200 Portugal 150 Turkey 150 Total number of Dutch students abroad: 44,350 = 100 students Source: OECD, Nuffic * Above 100, rounded at 50’s. Please note that the destination of a roughly estimated 23,950 credit mobile students is not known. 12 13 1,950 17,900 250 no data no data 300 Total number of Dutch students abroad: 44,350** Source: OECD, Nuffic ** 20,400 as indicated on the map, plus roughly 23,950 students of whom the destination is unknown. 12 13 Diploma mobility TOTAL NUMBER OF PERCENTAGE OF STUDENTS ENROLLED , STUDENTS ENROLLED IN ACADEMIC YEAR 2006-07 ANOTHER COUNTRY Netherlands 590,121 2.5% General trend 2.7% DUTCH STUDENTS STUDYING FOR A DIPLOMA ABROAD Belgium 393,687 3.9% Germany 2,278,897 14,722 14,194 13,238 12,886 3.0% 12,465 Denmark 232,194 2002 2003 2004 2005 2006 Finland 309,163 3.2% 2003 2004 2005 2006 2007 Source: OECD Sweden 413,710 3.8% Source: OECD 14 15 TOTAL NUMBER OF STUDENTS ENROLLED , PERCENTAGE OF STUDENTS ACADEMIC YEAR 2006-07 ENROLLED IN ANOTHER COUNTRY 2.9% Total of 21 EU countries 17,338,626 0.3% US 17,758,870 1.4% Japan 4,032,625 Source: OECD 15 Outbound credit mobility General trend % OF GRADUATES REPORTING OUTBOUND CREDIT MOBILITY DURING THEIR STUDY 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 41.6 40.1 38.3 38.6 36.1 36.0 36.1 31.6 31.3 29.4 29.1 28.4 26.9 25.3 25.9 24.2 23.2 23.1 22.8 22.0 20.1 20.2 18.3 19.4 18.6 17.2 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Source: ROA = higher professional education = academic higher education = higher education Subject areas where credit mobility is popular At research universities At universities of applied sciences 1.
Load more

Recommended publications
  • Statement on Social Safety in Art Education 20 May 2021
    Statement on Social Safety in Art Education 20 May 2021 In the KUO Sector Agenda 2021-2025, social safety is explicitly named as a theme.1 It is clear that the sector considers social safety a crucial issue and we have decided to elaborate on this theme in a joint approach. This is informed in part by the attention recently paid to various issues of social safety. In this context, studies have been carried out, discussions held, conclusions drawn and policies and procedures reviewed at various art schools. The sector takes a critical look at itself and takes steps where necessary. This statement and the accompanying ‘outline of the social safety code’ are the next step in that process, a joint step that we are taking as a sector. As an art education sector, we wish to send out a clear joint signal. A signal that shows that the sector is aware that social safety is not an ad-hoc matter but requires constant attention. And that social safety consists of various facets and therefore forms an integral part of our organisations and of the dialogue. In addition to the existing approach at the various art schools, a follow-up step is therefore now being taken in which we work together. In art education, everyone should be able to work and study in a good and professional atmosphere that is safe and transparent, both in teaching and in research. It is crystal clear that undesirable behaviour such as bullying, discrimination, intimidation, sexual harassment, aggression, violence and other forms of transgressive behaviour are unacceptable and must be prevented.
    [Show full text]
  • Alright for Some but Others Get No Holiday This Summer P.14
    Van Hall Larenstein and History of VHL is one What next? Wageningen UR split up merger after another Widespread disappointment: Joining Wageningen UR ‘It’s a great pity.’ | p.6 | was a bridge too far. | p.7 | RESOURCEFor students and employees of Wageningen UR nr. 22 – 5 July 2012 – 6th Volume Alright for some But others get no holiday this summer p.14 (5(6SEHHOGLQGG 2 >> labour of love >> BERT + ROCK CLIMBING Bert Heusinkveld, researcher in Meteorology and Air Quality ‘De way is the goal’ Where most of us see a boulder or a steep rock face, Bert Heusinkveld sees a challenge. Like this one, one of the Freyr rocks at Dinant in Belgium. A favourite destination for climbers. ‘How do I get up there? How do I fi gure it out? That’s the essence of it, for me.’ It looks deceptively easy when he conquers a rock face. Just look at the fi lms of him bouldering on Youtube (search term: BertNederland). Or have a go at the climbing wall at the Bongerd. RK RESOURCE — 5 July 2012 (5(6SEHHOGLQGG COVER ILLUSTRATION: PASCAL TIEMAN CONTENTS no 22 – 6th Volume >> 11 >> 20 >> 24 SILLY SEASON CAST IRON WORK ETHIC CHEAP HOLIDAYING Science Information Officer: ‘After Yvonne Rietjens, one of Wageningen’s Hitch a ride to an eastern two dry weeks we start getting leading lights. ‘Women working four European music festival and questions about forest fires.’ days just confirms traditional roles.’ sleep on a stranger’s sofa. SPLITTING UP Last week I heard ex-secretary of state Medy van der Laan talk about collabo- ration between secondary and higher education.
    [Show full text]
  • MJA-Sectorrapport 2015 Hoger Beroepsonderwijs
    MJA-Sectorrapport 2015 Hoger beroepsonderwijs Het I/O-gebouw van de Hogeschool van Arnhem en Nijmegen Colofon Projectnaam: MJA-monitoring 2015 Sector: Hoger beroepsonderwijs Datum: 7-7-2016 Status: Definitief Kenmerk: 2016/WW/157002 Locatie: Utrecht Contactpersoon: Wouter Wienk Ondersteunend adviesbureau: Arcadis Nederland BV Inhoud Samenvatting ......................................................................................... 1 Inleiding ................................................................................................ 4 Hoofdstuk 1. Overzicht ontwikkeling energieverbruik ................................. 4 Hoofdstuk 2. Verklaring verandering energieverbruik ................................. 5 Hoofdstuk 3. Spiegeling aan het MJP ........................................................ 6 Hoofdstuk 4. Resultaten per pijler ............................................................ 6 Hoofdstuk 5. Tabellen ............................................................................ 9 Databaseversie d.d.: 02-06-2016 16:24 Samenvatting Kerngegevens Sectorgegevens Hoger beroepsonderwijs Aantal MJA-deelnemers in 2015 31 Aantal beschouwde bedrijven voor 2015 in dit rapport 31 Aantal toetreders in 2015 0 Aantal uittreders in 2015 0 Werkelijk energieverbruik 2015 (TJ) 1.903 Effecten van maatregelen 2015 t.o.v. 2014 2015 t.o.v. 2005 Procesefficiencyverbetering 2,0% 13,5% Besparing in de keten [TJ] 15,8 33,5 Duurzame energie [TJ] -45,0 1.138 Resultaten Energieverbruik Het totale werkelijke energieverbruik van de sector bedroeg
    [Show full text]
  • Gerrit-Rietveld-Academie-Research
    Gerrit Rietveld Academie research outputs 1 Gerrit Rietveld Academie research outputs 2014-2017 Table of contents 2017.................................... 4 Knowledge development and research........................... 4 - Lectorate Art and Public Space .................................................................................................. 4 - The Lectorate and the educational organization ...................................................................... 6 - Educational projects ................................................................................................................ 10 - Research contracts .................................................................................................................. 11 - Presentations and publications ............................................................................................... 13 Appendix: Lectorate......................................... 16 - Activities of the Lectorate’s members ..................................................................................... 16 - Activities Lecturer .................................................................................................................... 23 2016................................... 25 Knowledge development and research.......................... 25 - Lectorate Art and Public Space ................................................................................................ 25 - The Lectorate and the educational organization ...................................................................
    [Show full text]
  • Kuo Next Agenda 2016-2020
    KUO NEXT AGENDA 2016-2020 Vierde voortgangsrapportage Inhoud 1. KUO NEXT: een korte terugblik 7 2. Ontwikkelingen in het hoger kunstonderwijs en volumebeperking 11 3. Thema Talentontwikkeling 19 4. Thema Flexibilisering 27 5. Thema Onderzoek 31 6. Thema Internationalisering en relaties 37 7. Vooruitblik 43 4 5 6 1. KUO NEXT: een korte terugblik In oktober 2016 presenteerden de hogescholen de nieuwe strategische agenda KUO NEXT 2016-2020. Na de succesvolle uitvoering van het Sectorplan Focus op Toptalent in de jaren daarvoor wilden de hogescholen met kunstopleidingen ge- zamenlijk verder en hun samenwerking intensiveren. Samen wilden ze werken aan de kwaliteit van het onderwijs, daarbij inspelend op vragen uit de samenleving en innovatiebehoef- ten in het werkveld. Verbinding met de omgeving vormde een belangrijke leidraad. In KUO NEXT werden vier thema’s centraal gesteld: talent ontwikkeling, flexibilisering, onderzoek, en inter- nationalisering en relaties. Jaarlijks werd verslag gedaan aan het Ministerie van OCW over de voortgang in de agenda. In deze 1. KUO NEXT: EEN KORTE TERUGBLIK vierde, afsluitende rapportage wordt u uitgebreid geïnformeerd over de opbrengsten van KUO NEXT voor het hoger kunstonder- wijs en over de verschillende thema’s. Binnen alle vier de thema’s laat het hbo-kunstonderwijs stevige ontwikkelingen zien, maar misschien wel de belangrijkste opbrengst van KUO NEXT is dat de relaties tussen hogescholen met kunstonderwijs onderling én met externe partijen, zoals werk-en beroepenveld, cul- turele en maatschappelijke organisaties, overheden en bedrijfsleven verder zijn verdiept. Kennisuitwisseling, kennisdeling en samenwerking waren de afgelopen jaren belangrijke sleutelwoorden. De regelmatig terugkerende werkconferenties, waar interne en externe stakeholders elkaar ontmoetten, zijn een belangrijke katalysator ge- bleken voor samenwerking.
    [Show full text]
  • Authentieke Versie (PDF)
    Nr. 766 9 januari STAATSCOURANT 2017 Officiële uitgave van het Koninkrijk der Nederlanden sinds 1814. Regeling van de Minister van Onderwijs, Cultuur en Wetenschap van 2 januari 2017, nr. 1093834, tot wijziging van de Regeling financiën hoger onderwijs onder meer in verband met de bekostiging in 2017 van een aantal hogescholen ten behoeve van hun Centres of Expertise De Minister van Onderwijs, Cultuur en Wetenschap, Handelende in overeenstemming met de Minister van Economische Zaken; Gelet op het artikel 4.11, eerste lid, van het Uitvoeringsbesluit WHW 2008; Besluit: ARTIKEL I Bijlage 3 van de Regeling financiën hoger onderwijs komt te luiden: Bijlage 3. bij artikel 3, tweede lid, onderdeel a, van de Regeling Bedragen onderwijsopslag hogescholen, bedoeld in artikel 4.11, eerste lid, van het besluit Hogeschool Kwaliteit Kwetsbare Bijzondere Totaalbedrag opleidingen voorzieningen 00IC Katholieke PABO Zwolle € 243.358 € 3.215 € 246.573 00MF HKU € 365.113 € 18.005 € 383.118 01VU Christelijke Hogeschool Windesheim € 610.985 € 134.937 € 745.922 02BY Gerrit Rietveld Academie € 791.149 € 28.293 € 819.442 02NR Hotelschool Den Haag 02NT The Design Academy Eindhoven € 361.309 € 18.005 € 379.314 07GR Avans Hogeschool € 409.754 € 1.172.436 € 1.582.190 08OK Hogeschool De Kempel € 300.314 € 300.314 09OT Iselinge Hogeschool € 270.973 € 270.973 10IZ PC Hogeschool Marnix Academie € 717.993 € 3.858 € 721.851 14NI Codarts, Hs voor Muziek en Dans Rotterdam € 627.889 € 23.792 € 651.681 15BK Christelijke Hogeschool De Driestar € 144.979 € 144.979 21CW Hogeschool
    [Show full text]
  • Topsectoren Agri&Food Chemie Creatieve Industrie Overig
    CENTRUM Healthy ageing PENVOERDER Hanzehogeschool Groningen ANDERE PARTICIPERENDE HOGESCHOLEN Van Hall Larenstein, Stenden, NHL Hogeschool Leeuwarden CENTRUM Energie PENVOERDER Hanzehogeschool CENTRUM Centre of expertise Water technology Groningen PENVOERDER NHL hogeschool ANDERE PARTICIPERENDE HOGESCHOOL Van Hall Larenstein TOEGEKEND IN 2010 CENTRUM Smart Polymeric Materials CENTRUM Creatieve Industrie & ICT PENVOERDER Stenden Hogeschool Emmen PENVOERDER Hogeschool van Amsterdam ANDERE PARTICIPERENDE HOGESCHOOL Christelijke ANDERE PARTICIPERENDE HOGESCHOLEN Hogeschool InHolland, Hogeschool Windesheim Zwolle Amsterdamse Hogeschool voor de kunsten CENTRUM CoE Open Teelten PENVOERDER CAH Vilentum Hogeschool CENTRUM KennisDC Logistiek ANDERE PARTICIPERENDE HOGESCHOOL HAS PENVOERDER Hogeschool van Amsterdam Hogeschool, Hogeschool Inholland ANDERE PARTICIPERENDE HOGESCHOLEN Christelijke Hogeschool (Delft), Hogeschool Van Hall Larenstein CENTRUM TechYourFuture, het Centre of Expertise Windesheim Zwolle Hogeschool Rotterdam, TechniekOnderwijs Hogeschool van Arnhem en Nijmegen, Fontys Hogescholen, NHTV PENVOERDER Saxion Hogescholen ANDERE PARTICIPERENDE HOGESCHOLEN Hogeschool Edith Stein, Christelijke Hogeschool Windesheim CENTRUM Interactieve Media Zwolle PENVOERDER Hogeschool Utrecht CENTRUM CoE Agro Dier CENTRUM Genomics PENVOERDER van Hall Larenstein PENVOERDER Hogeschool Leiden ANDERE PARTICIPERENDE HOGESCHOLEN CENTRUM TechForFuture, het Centre of Hogeschool InHolland, HAS Expertise High Tech Systemen en Hogeschool, CAH Vilentum, Materialen
    [Show full text]
  • Master of Design Design Academy Eindhoven
    Vlindersingel 220 NL-3544 VM Utrecht +31 30 87 820 87 www.AeQui.nl [email protected] Master of Design Design Academy Eindhoven Report of the extensive programme assessment 6 February 2018 Utrecht, The Netherlands April 2018 www.AeQui.nl Assessment Agency for Higher Education Colophon Programme Design Academy Eindhoven M Master of Arts in Fine Art and Design Location: Eindhoven Mode of study: full-time Croho: 49114 Result of institutional assessment: not applied for Panel ir. R.S. Kloosterman, chair A. Midal PhD, domain expert T.A. Triggs BFA, MA, MA, PhD, FiSTD, FRSA, domain expert A. Laederach BA, student J.M. Batteau PhD, secretary The panel was presented to the NVAO for approval. The assessment was conducted under responsibility of AeQui VBI Vlindersingel 220 3544 VM Utrecht The Netherlands www.AeQui.nl This document is best printed in duplex April 2018 2 Table of contents Colophon ........................................................................................................................................................................................... 2 Table of contents ............................................................................................................................................................................ 3 Summary ............................................................................................................................................................................................ 4 Introduction .....................................................................................................................................................................................
    [Show full text]
  • Executive Report 2018 from a Sustainable to the Most Sustainable University of Applied Sciences in the Netherlands
    Summary Executive Report 2018 From a sustainable to the most sustainable university of applied sciences in the Netherlands vhluniversity.com Foreword Foreword Foreword - Executive Board In recent years, we have taken significant steps towards a sustainable university of applied sciences. Thanks to the inspiration and dedication of all our employees, we have also received recognition for this this year's work. This happened with the presentation of the SustainaBul 2018, the sustainability ranking for universities and universities of applied sciences. We can proudly call ourselves “the most sustainable university of applied sciences in the Netherlands”. As a university of applied sciences, we were already awarded with the CSR quality mark “Erkend” (Approved). This sustainability quality mark shows that we have achieved demonstrable results in all the areas mentioned for corporate social responsibility. Many of our study programmes had already been awarded three AISHE stars (Auditing Instrument for Sustainability in Higher Education) in 2017. We also achieved three stars for all our other study programmes in 2018. This certification for the Bachelor’s programmes shows that sustainability is well integrated into our education. In keeping with the Institutional Plan 2018-2021, sustainability remains an important topic. The Master’s programmes achieved three AISHE stars and some Bachelor’s programmes are even planning to reach four AISHE stars in 2019, such as Environment and Coastal and Marine Management. The professorships have linked Sustainable Development Goals to their research programme and will continue to take this into account in 2019. In addition to sustainability, we invest in the quality of our education, research, study career guidance, and the tran- sition from MBO to HBO.
    [Show full text]
  • KLIKKEN OP NEDERLAND 2015 Internetführer Zum Studium in Den Niederlanden
    KLIKKEN OP NEDERLAND 2015 Internetführer zum Studium in den Niederlanden Herausgegeben von: Euregio Rhein- Waal Emmericher Straße 24 47533 Kleve Tel. 0049- (0)2821- 793-00 Fax. 0049- (0)2821-793-030 e-Mail: [email protected] Internet: www.euregio.org Euregio rhein- maas- nord Konrad- Zuse- Ring 6 41179 Mönchengladbach Tel. 0049- (0) 2161-69850 e-Mail: [email protected] Internet: www.euregio-rmn.de Diese Online- Broschüre ist mit finanzieller Hilfe von EURES (EURopean Employment Services ), einer Initiative der Europäischen Kommission zur Förderung der Arbeitsmobilität innerhalb der Europäischen Union, entstanden. Verfasser: Diplom- Volkswirt Robert Marzell und Diplom- Verwaltungswirtin Barbara Marzell Redaktionsschluss: Juni 2015 Kleve, Juni 2015 Copyright: Euregio Rhein- Waal & euregio rhein-maas-nord und Robert Marzell 1 KLIKKEN OP NEDERLAND 2015 Der Internetführer zum Thema Studium in den Niederlanden Inhalt: 1) Einleitung 2) Das niederländische Hochschulwesen und seine Institutionen 2a)Darstellungen des niederländischen Hochschulwesens 2b)Institutionen im Hochschulbereich 3) Suchmöglichkeiten zu niederländischen Studiengängen, -orten und Hochschulen 3a)Suchmaschinen und Datenbanken zu niederländischen Studiengängen und Studienorten 3b)Listen mit allen Hochschulen der Niederlande 3c)Kooperationen von deutschen und niederländischen Hochschulen 3d)Deutschsprachige Websites niederländischer Hochschulen zu ihrem Studienangebot und den Studienbedingungen Stand 2015 4) Webseiten von Deutsche erfahrungsgemäß interessierenden Studiengängen
    [Show full text]
  • Mapping Mobility 2012
    Mapping Mobility 2012 International Mobility in Dutch Higher Education Mapping Mobility 2012 Contents 2 3 1 Introduction and summary 7 1.1 Introduction 8 1.2 Mobility from a Dutch perspective 9 1.3 Mobility from an international perspective 11 1.4 Theme: Internationalisation between secondary school and university: the gap year 12 1.5 Reference guide 12 2 Diploma mobility to and from the Netherlands 13 2.1 Inbound diploma mobility 14 2.1.1 Developments in inbound diploma mobility 15 2.1.2 Countries of origin 5 2.1.3 Ratio of male to female students 20 2.1.4 Bachelor’s or master’s degree programmes 20 2.1.5 Fields of study 23 2.1.6 Higher education institutions 27 2.1.7 Students from Neso target countries 30 2.2 Outbound diploma mobility 36 2.2.1 Developments in outbound mobility 37 2.2.2 Destination countries 37 3 Credit mobility to and from the Netherlands 41 3.1 Inbound credit mobility 42 3.1.1 Developments in inbound mobility 43 3.1.2 Inbound credit mobility under the Erasmus Programme 43 3.2 Outbound credit mobility 48 3.2.1 Developments in outbound credit mobility 49 3.2.2 Ratio of male to female students 51 3.2.3 Fields of study 52 3.2.4 Higher education institutions 52 3.2.5 Work placement or study programme, or both 52 3.2.6 Outbound credit mobility under the Erasmus programme 56 3.2.7 Effects of experience gained abroad during the study programme 59 4 Total mobility 61 2 4.1 International students in the Netherlands 64 3 4.2 Dutch students abroad 68 5 Dutch mobility from an international perspective 71 5.1 The Netherlands’ position
    [Show full text]
  • Van Vwo Naar
    Van profiel naar studie Aanvullende eisen Bekijk welke profielen toegang geven tot welke A8 met Wiskunde A of Wiskunde B studie. Voor sommige opleidingen zijn er naast het B2 met (Bedrijfseconomie of Economie of M&O profiel aanvullende vakken nodig. Ook dit is terug te B6 met Bedrijfseconomie of Economie of M&O vinden. Het overzicht is altijd up-to-date en het B7 met Bedrijfseconomie of Economie of Maatschappijwetenschappen of M&O schema is eenvoudig op te slaan als pdf (om B8 met Biologie digitaal te gebruiken of te printen). Het overzicht is B10 met Biologie en Scheikunde per studierichting op te slaan (bijv. Techniek) of alle B12 met Biologie of Natuur, leven en technologie studierichtingen in één keer. B15 met Wiskunde B en (Bedrijfseconomie of Economie of M&O) E2 met Economie Hoe werkt het schema? E3 met Economie en (Wiskunde A of Wiskunde B) E5 met Economie of M&O of Bedrijfseconomie In de eerste kolom staan de studies die kunnen E6 met Economie of Wiskunde A of Wiskunde B worden gevolgd. De tweede kolom geeft per profiel aan of wel/geen toegang mogelijk is tot de studie of N1 met Natuur, leven en technologie of Natuurkunde dat er een aanvullende eis is. Deze aanvullende eis N2 met Natuur, leven en technologie of Scheikunde wordt aangegeven met een code (letter + cijfer). In N3 met Natuurkunde de laatste kolom staan de instellingen N9 met Natuurkunde en Wiskunde B (hogescholen en universiteiten) waar de opleiding N12 met Natuurkunde of Natuur, leven en technologie wordt aangeboden. S1 met Scheikunde S5 met Scheikunde en Wiskunde A Disclaimer V2 met tweede moderne vreemde taal De data in de online tool Van profiel naar studie wordt continu ververst en is daarmee altijd actueel.
    [Show full text]