Terugblik | Webinar International students & sense of belonging

Based on research where the wellbeing of (international) students showed an alarming decline, a team of skills teachers and study advisors of HAN International School of Business developed a mandatory first and second-year course called Life Skills Coaching. Embedded in the first-year curriculum, the students focus on becoming a student (transition from high school to university) in semester 1 and on being a young professional in semester 2. The courses (5 credits) entail workshops, multiple reflection tools, personal meetings and personal support. Students work in home groups and have one hour per semester scheduled time with their life skills coach. In the second year, the programme focuses on students becoming a global citizen (preparation for internship and study abroad) and group dynamics (working in multicultural groups).
The wheel of student wellbeing was developed in consultation with students, staff, and experts. It highlights the themes through which HAN aims to positively influence the well-being of its students. This initiative is driven by the belief that students who feel good about themselves are better equipped to develop both professionally and personally. The seven themes are: academic and social integration, tailored support, self-regulation and resilience, safe and inclusive university, significant (learning) experiences, flexible and attainable education and healthy lifestyle
Jasmin is a first-year student of International Business from Sint Maarten, Netherlands Antilles who participates in the program: “The Life Skills Coaching program helped me feel welcome in the Netherlands and at the university. I love being part of a community that embraces different cultures and offers a variety of activities. My life coach played a crucial role in this experience, helping me improve my communication skills and fostering connections with both Dutch and international students. Through group sessions and frequent check-ins, my life coach creates a supportive environment.” 

Inclusive education is a topic we often hear about, as we strive to provide all students with equal opportunities for academic success. However one of the groups experiencing challenges once in school are Dutch-Caribbean students. This isn’t just an issue at The Hague University of Applied Sciences; it’s a nationwide concern. These students have the necessary qualifications, talent, and big dreams. Plus, they’re often fluent in four languages: Papiamento, Spanish, English, and Dutch. But despite all this, half of them drop out in their first year, with only a handful managing to graduate. The Caribbean Empowerment Network (CarE) is a support network within The Hague University of Applied Sciences aimed at students originating from Aruba, Curaçao, Bonaire, Saba, Sint Maarten, and Sint Eustatius (CN-Students). Despite having the same opportunities on paper as Dutch students, these students face complex challenges once in the Netherlands.
CN-students live between two worlds: they hold Dutch passports but experience their studies like international students. Despite their Dutch nationality, they do not receive the same facilities as international students, leading to a high dropout rate among CN-students. CarE researches the lived experiences of CN-students, examining their connection to the Netherlands and the university, academic and social success, and socio-cultural challenges. Some research findings highlight themes such as the transatlantic transition, struggles with the Dutch language and culture, limited social networks, new responsibilities, financial challenges, exclusion and discrimination, and doubts about their choice of study. These themes are categorized into four pillars: social, economic, cultural, and academic experiences, summarizing the overall experience of CN-students studying at The Hague University of Applied Sciences

Arnhem Student Point (ASP) organizes meetings between (mostly international) students of different cultures, backgrounds and lifestyles. Being a foundation of Christian origin, ASP reflects with students on life questions. They focus on making a community and getting students together with both get-to-know-each-other activities and deeper activities, such as reflecting on what matters in life, what inspires them and how they want to live their lives. In addition to these joint activities, ASP also facilitates a buddy project, hosts support groups, organizes walk-in moments for students to talk and organizes silent retreats for students to recharge.
APS has several success factors that make them reach many students. One of them is the so-called “Tuesday Evening Activities”. Organizing activities on the same day every week provides clarity to students and enables students to plan these activities. In addition to that, it is mentioned that organizing both fun activities with a low barrier to join and more serious activities and workshops about life questions and mental health makes ASP an important foundation for a broad range of students.
During the session, two international students spoke about their experiences with ASP. They both felt warmly welcomed and nowadays try to visit ASP activities as much as possible. They followed workshops on personal growth, meditation, and mental health, but also attended board game nights, movie nights and workshops on cooking. Both students met many other students at ASP and consider ASP an important part of their student life.

ISA is a student-led organization or department within universities that primarily caters to the needs and concerns of international students studying in the Netherlands. ISA serves several purposes to enhance the wellbeing and experience of international students: ISA helps international students feel like welcomed student members at HAN, be comfortable and enjoy campus life, make new friendships, and enhance their overall sense of belonging to the university community. Overall, ISA plays a crucial role in ensuring that international students in the Netherlands have a positive and enriching experience during their time abroad by providing essential support, fostering a sense of belonging, and advocating for their needs.

The program is tailored for approximately 14 to 40 students, offering a diverse range of backgrounds, ages, and educational backgrounds. A key emphasis is placed on self-care, recognizing that students live independently and are fully committed to their studies. The AIM program aims to provide a soft landing for students in Rotterdam, focusing on social skills and self-sufficiency. Due to the small number of students, there is close contact between faculty and students. The onboarding process involves various activities, including exploring the city on bikes, receiving information about cultural institutions, and cooking together. Workshops cover topics such as cultural habits, practical skills like cleaning and cooking, navigating the city by bike, and managing homesickness and budgets.
Transition writing exercises encourage students to reflect on their current life circumstances and explore new feelings. Communication workshops focus on nonviolent communication techniques. Key learning points highlighted during the session include the importance of seeking support and commitment, starting from the beginning, and emphasizing student participation.
During the Q&A session, it was clarified that participation in the program is mandatory and integrated into the curriculum, with credits awarded accordingly. Plans for the future include expanding the program to other faculties and offering more to students. While the program is primarily for dance students, informal connections exist with other international Codarts students. Addressing homesickness involves normalizing the experience and encouraging students to talk to their peers and seek support from faculty.

Cheryl presented the training program International Competences at the International Business School for all staff (management, support staff and teachers) of Hogeschool Rotterdam. This training consists of four workshops spread over thirteen months. During this course, there was a lot of dialogue between the participants. This is an important step in developing intercultural competence; it enables the participants to see something from a different perspective. Before starting the course everyone had to partake in the global mind monitor, which is a psychological test to determine to which degree someone has the qualities to develop intercultural competence. The data gathered from the global mind monitor was also used for research. Partly to conclude how participants scored before and after the training program. It shows that non-Dutch staff outperformed the Dutch staff, but also that in general there is an increased awareness of the influence of cultural perspective on teaching.
Inclusively teaching international students starts by knowing their expectations of studying and studying abroad as well as your expectations of how a student should behave. Teachers were challenged to reflect on questions like: What do you know about what a student from France or Japan expects from a teacher in terms of respectful student-teacher interaction? Apart from such differences, teaching international students brings more challenges such as how to deal with conflicts that are going on around the world in your classroom, for example when you have both students from Russia and Ukraine. So, what is needed for teachers to offer an inclusive, intercultural environment? It can be challenging and perspectives vary a lot. It starts with an individual framework, self-knowledge and knowledge about other cultures.