AR 03-04 Double Sided

ANNUAL REVIEW 2003/2004

TABLE OF CONTENTSPreamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3

INHOLLAND University – a short profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

International Communication Management – course profile . . . . . . . . . . . . . . 6-15

The Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-25

Student recruitment and admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26-29

A student essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30-35

Current research projects – Our intellectual capital . . . . . . . . . . . . . . . . . . . . . 36-39

The teacher of INHOLLAND University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-49

The students of INHOLLAND University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50-53

Exchange Programs of INHOLLAND University . . . . . . . . . . . . . . . . . . . . . . . . 54-57

Living and studying in Amsterdam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58-59

Contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

C O M M U N I C A T I O NM A N A G E M E N T

Annual Review 2003/2004

WWW.INHOLLAND.COM

AMSTERDAM · DIEMEN

International Stream

© INHOLLAND University, produced by Marien van den Boom, Dorey Gor-Ziv and Till Wirth

With this annual review we provide you with interesting information about the

International Stream of Communication Management. We have achieved much in

the past year. We restructured our course, prepared for the major/minor system,

internationalised the course by intensive recruitment and expanded our group of

Double Speed Students. The past year was marked by changes and the coming year

will be dominated by it. The major-minor system will be introduced in our university

and is about to change our stream essentially.

Growth

The International Stream of Communication Management has been taught for the

past 4 years at INHOLLAND University in Diemen/Amsterdam. Since we started in

2000 with about 60 students we have expanded this by more than 600 % and

teach now more than 360 students.

Recruitment

We are very proud to have more than 50 nationalities in our courses. Cross-cultural

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.

Double Speed Students

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

guide them through this program.

Exchange and Internship

Experience is one of the main parts in our education approach. Therefore our

students have to complete an internship in the 3rd year and gain experience in a

real working environment.

Our Exchange Program offers students the ability to go to universities abroad and

open up their horizon.

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 -

PREAMBLE

3ANNUAL REVIEW 03/04

ANOTHER YEAR OFGROWTH AND PROGRESS

I am very pleased to present to you this Annual Review 2003/2004. Communication

Management has a long tradition at INHOLLAND University, and since 2000, the

course has been taught in both English and Dutch. The International Stream is a

huge benefit for our institution since it provides perspectives from all over the world.

As a university of professional education we see the preparation towards the real

working world as our main task. Therefore we have close connections to interna-

tional companies, and we send our students on internships.

Our experienced teaching staff comes from several different countries and reflects

the diversity of our students. Cultural differences in communication are experienced

in our stream. The work is mainly based in project group work where students devel-

op concepts and solutions to problems.

The equipment of our institution is on a very high standard. Modern Computer

rooms (Mac and PC) provide free Internet access to all our students. Our staff mem-

bers also teach modern programs.

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

student bar on our campus.

I wish my colleagues and students a successful academic year 2004/2005!

I hope you enjoy your reading.

Ruud Kroezen

- Programme Manager -

PREAMBLE

2 ANNUAL REVIEW 03/04

PREAMBLE

THE INSTITUTION


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.

INHOLLAND University offers you a wide range of internationally oriented programs

covering a variety of professions. One also have the choice of studying at one of a

number of sites throughout the so-called ‘Randstad’- the western coastal region of

The Netherlands. You will be able to combine studying for the profession of your

choice with living in one of Europe’s most culturally diverse and economically vibrant

societies. Wherever you decide to live and study in the Randstad, INHOLLAND

University has a teaching site near you. Through our network of companies and

partner institutions you will have ample opportunities to acquire practical experience

and to study both in The Netherlands and abroad.

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.


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 requirements of the communication profession

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:

1. new factors and contexts in international business communication;

2. creativity and innovation as core qualifications in a changing professional field;

3. ICT and the existence of new business values (e.g., knowledge management);

4. the network society and the emergence of a fourth economy, that is, the knowl-

edge economy in addition to the production economy;

5. new forms of customer relations management and the importance of customer

retention in addition to customer acquisition;

6. new developments in, for example, Asian countries in life-long-learning, interac-

tive and self discovery learning, aging and the leisure society, human resources

management, mobility and professionalisation;

THE COURSE - COMMUNICATION MANAGEMENT


THE BACHELOR OFCOMMUNICATIONMANAGEMENT


Not all of these refer to separate professional groups. If they cover overlapping areas

of operation, it is because different countries use different names to describe the

same thing. This probably explains why there is no clear professional terminology in

the field. It may therefore be assumed that the field of communication management

is perceived differently from country to country and that communication profession-

als are consequently deployed differently in business processes.

In addition to the professional profiles mentioned above, other professionals may be

discerned whose roles often closely match the roles of communication management

professionals perceived in The Netherlands. Examples of these are fund raiser, com-

munication advisor, education worker, public spokesperson, events bureau worker,

intranet or Internet communication manager, public relations adviser, marketing

communication worker and copywriter.

Finally, it should be noted that the field of international communication manage-

ment is relatively new and is therefore not yet established enough in order to have

produced clear and internationally recognised definitions and roles. The SCMA-IS

believes it has an important part to play in establishing international communication

as a recognised profession.

As mentioned above, there is no ready description of what a communication man-

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

defined internationally, the knowledge and competences of communication profes-

sionals are subject to greater demands than before. The professional field of com-

munication management is constantly changing. Communication managers are

expected to be not only spokespersons and public relations officers but also advisors

and decision-takers. The SCMA-IS curriculum expressly aims to provide the qualifica-

tions required to function effectively in these roles.

An important reference in incorporating this shift from public relations to communi-

cation management in an international curriculum can be found in Body of

Knowledge (The Netherlands Professional Communication Association, 1998). This

document presents and analyses the results of a survey of working communication

managers of the changes in professional field of communication. It distinguishes five

areas of interest for communication management.

1. the effectiveness of communication;

2. the value and use of communication in organisations;

3. communication and ICT;

4. communication and international marketing;

5. communication in Business-to-Consumer and Business-to-Business.



7. corporate sustainability and ethical issues such as the increased vulnerability of

companies and organisations in an international environment;.

8. the importance of auditing as a tool for analysing the quality of communication

processes within international companies and organisations;

9. cross-cultural communication and branding of international companies.

The internationally perceived roles of communication professionals

A broad analysis of the international communication profession, international developments

in the field of communication and communication programmes abroad has demonstrated

that there is no ready, clear, nor agreed curriculum for an international communication

management programme. In addition, those at the forefront of the communication sci-

ences have not formulated international standards for a communication management pro-

gramme nor a job description for an international communication professional.

The SCMA-IS has therefore expressly sought to meet the standards set down by the

document on The Netherlands Higher Professional Education (HBO) requirements

produced by the Franssen Commission and CEDOC descriptors concerning the cate-

gorisation of professions and full and partial qualifications based on the criteria of

responsibility, complexity and transfer.

Definition of the international communication profession

The world of communication affects the programme’s curriculum in two ways. The first

is that the projects of the Dutch-language programme used as a basis for the interna-

tional programme need to be revised due to the ongoing publication of new interna-

tional text books and cases. The second is that the abovementioned reference points

(network society, new business values, etc.) require that the curriculum keep in step

with the rapid pace of change in the communication world and, since communication

professionals should have not only tactical and operational but strategic competences,

these should be international and cross-cultural in word and image.

The SCMA-IS has chosen to inform its curriculum using the following, international,

job titles in addition to the traditional titles used in the communication profession.

· Information officer

· Internal and external affairs manager

· Public relations manager

· Marketing communication manager and/or consultant

· Communication project designer

· Communication project manager

· Concept director

· Press officer

· 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.

The educational level of the programme

The basis of the programme’s qualifications

There were several stages of research which led to the SCMA-IS vision of an ‘inter-

national classroom’.

· A round table conference was organised in 1998 by the Academy For

Communication (of Hogeschool Holland, now INHOLLAND University Diemen)

and attended by participants from the field and internationally minded communi-

cation experts. The goal of this conference was to predict and define in greater

detail the core competences required by the profession in 2002.

· Research was done into state-of-the-art developments in the international busi-

ness world by internationally minded staff of the School in the year prior to the

foundation of the International Stream in order to identify and define the profes-

sional competences required by the industry. These developments were noted by

both the English language and the Dutch language departments.

· During the pilot phase of the SCMA-IS, research was done into the professional

qualifications as defined by international communication programmes in The

Netherlands (Ichthus Hogeschool in Rotterdam and Utrecht Hogeschool) and sev-

eral programmes in Sweden and the United Kingdom (see Research on profes-

sional qualifications for the International Stream: how communication is per-

ceived abroad, (Timmer, M., 1999)).

The managers of the SCMA-IS and the programme’s curriculum have from the

beginning been informed by the following.

· The Academy of Communication Policy Plan which defined the programme in

1999.

· Internationalisation Strategic Policy, Hogeschool Holland, 1999, a publication that


10 ANNUAL REVIEW 03/04 11ANNUAL REVIEW 03/04

The curriculum, and therefore the final qualifications it aims to produce, are adjusted

and supplemented each year, partly based on the annual consultations with the pro-

gramme’s Socrates partners. The knowledge gained at these consultations is evaluat-

ed in staff meetings and incorporated into the curriculum.

All the factors, developments and activities mentioned above have been included in

the curriculum. It has four specialisations: Corporate Communication, Visual

Communication, Mass Communication and Computer-Mediated Communication.

The curriculum also contains elements not offered by non-international programmes.

These are:

· Virtual Consultancy (setting up a learning company);

· Virtual Office (a competence-based tool for supervising placement students abroad);

· Communication Audits;

· Knowledge Management;

· Customer Relations Management;

· Creativity and Innovation.

The principles of Higher Professional Education (The Netherlands

HBO)

The Bachelor of Communication Management is designed to ensure that students

acquire a range of defined professional competences that enable them to function

at an operational, tactical and strategic level in a professional field that is difficult to

define.

The four years of the Bachelor programme provides students with the operational,

tactical and strategic competences they require when starting out as communication

professionals. In the fourth year, students are also trained in applied research to help

them develop strategic competences. These competences are based on the

Netherlands Conference for Communication Programmes competences.

The SCMA-IS programme is competence and project-based. Students acquire com-

petences by working on projects and practical cases in groups. Competence-based

learning bridges the divide between the theoretical, methodological and practical

aspects of the field and assesses students on their acquired competences. This type

of assessment is what sets the SCMA-IS apart from some of its Socrates partners.

The SCMA-IS final qualifications are based on the recently published Dublin descrip-

tors (knowledge and understanding, applying knowledge and understanding, mak-

ing judgements, communication, learning skills) and the ten generic core qualifica-

tions of the Franssen Commission. This will be further developed in the intended

change to a transparent Major/Minor programme in which students may acquire

final qualifications in a variety of training situations.



describes the recruitment and admission criteria for students, their implementa-

tion and accompanying quality control.

· A summary of the accreditation levels of the Bachelor of Communication pro-

duced by The Netherlands Conference on Communication Programmes.

· A report by the Netherlands Professional Communication Association on profes-

sional profiles used to determine Higher Professional Education (HBO)

Communication Programme, Academy for Communication, Hogeschool Holland,

December 1997, and containing the following professional levels:

· BNP-A: Communication Assistant (general support level)

· BNP-B: Communication Assistant/Junior Advisor (executive and skilled level);

· BNP-C: Senior Communication Worker (specialised, strategic level);

· BNP-D: Communication Manager (specialised, general strategic level).

· Trends research reported in Communication in Professional Practice, 1999.

· Course Profile Communications Manager containing detailed points on which

curricula and a description of professional practice are based.

· Consultation with the SCMA-IS’s Socrates partners: Napier University, Edinburgh,

Southampton Institute, Southampton and University of Plymouth, Exeter, UK;

Essen University, Essen, Germany; Växjö University, Växjö and Karlstad University,

Karlstad, Sweden; Yuväskulä University, Yuväskulä and Turku Polytecnic, Turku,

Finland; Indonesia University, Jakarta, Indonesia; Minho University, Braga,

Portugal. These consultations aimed to establish

· exchange routes for the students of the SCMA-IS;

· Master routes for SCMA-IS students after the Bachelor phase;

· consultation with placement supervisors of companies and organisations that

offer placements to SCMA-IS students.

The following are further examples of activities that informed the SCMA-IS pro-

gramme.

· Participation in international forums such as the International Communication

Association (www.icahdq.org) and seminars and conferences on communication

and related subjects at Twente University, The Netherlands and at educational

institutions in New York, San Francisco and Orlando in the U.S. A. and Mainz and

Stuttgart in Germany.

· Seminars organised at the School at which companies and organisations present-

ed recent developments in ICT and guest speakers from the field gave presenta-

tions.

· Programme lecturers have been instrumental in defining the competences by par-

ticipating in the Netherlands Conference for Communication Programmes (LOCO

– Landelijk Overleg Communicatie Opleidingen).

· Programme lecturers contributed to developing a model (Virtual Office) for dis-

tance supervision of international placements based on the results of a confer-

ence on international placements held in Stuttgart in 2003.



Communication during change processes – the ability to

· manage the stages of communication, in not only the traditional areas of public

relations and product and service promotion but also communication and policy

development, establishment, and execution;

· organise communication and the knowledge flow in an international company or

organisation in a cross-cultural context (e.g., external communication and inter-

national branding, internal communication, knowledge management and organi-

sational learning);

· manage communication in cross-border developments (internationalisation and

globalisation) and change processes;

· analyse the part played by information provision in organisational change.

Creativity and innovation – the ability to

· think creatively;

· demonstrate a balanced use of analytical and creative tools;

· apply creative techniques to innovation processes in companies and organisa-

tions.

Communication and information technology – the ability to

· manage digital internal and external communication (Internet, intranet, commu-

nities of practice, information management, information on demand);

· use digital communication to develop new business values in areas such as cus-

tomer retention and acquisition, consumer and interest group communication,

network organisations, B2B communication and support the shift from product-

oriented to service- and solutions-oriented business processes.

· see also Competences ICT & Communication Management (2002).



An important aspect of competence-based learning is performance in a context.

Students should be able to demonstrate the professional behaviour expected by

employers giving them their first jobs as communication managers. This is why the

programme emphasises teamwork and project work, interpersonal skills and extra-

mural activities. The programme also contains elements that reflect the variety of

definitions and job titles used in the field of communication management interna-

tionally.

The competences of the international communication manager

Although the field of international communication management is complex and var-

ied, the SCMA-IS has clearly defined the final qualifications relevant to the field. A

newly qualified communication manager has the following competences.

Operational and tactical communication management

· knowledge of general communication processes (principles and basic concepts)

and communication tools (visual, digital and mass media) in an international con-

text;

· ability to analyse the international communication environment (external, internal

and market) of a company or organisation, formulate, execute and manage com-

munication policy at operational and tactical levels;

· knowledge of factors that affect knowledge, attitude and behaviour;

· knowledge of communication structures and their organisation;

· ability to apply the appropriate means in communication processes and fulfil a

supportive, coordinating and monitoring role;

· ability to formulate draft and definite models of communication processes from

the perspective of the sender and the receiver.

Strategic communication management

Effectiveness of communication – the ability to

· determine realistic goals;

· demonstrate that goals have been achieved;

· describe communication processes from the perspective of the sender and the

receiver;

· analyse the positive and negative effects of communication;

· apply new policy instruments in addition to traditional forms of communication

to accomplish changes in knowledge, attitude and behaviour such as interactive

policy formulation;

· manage corporate communication to create a singular corporate image in an

international and cross-cultural context.



Vision on student knowledge acquisition

The SCMA-IS programme prepares students to function in the field of communica-

tion internationally in the most general sense of the word. The field can be charac-

terised in the 21st century as being subject to tension and change because of demo-

graphic, technological and cultural factors. The internationalisation and globalisation

of companies and organisations mean that communication processes are taking

place in a new context.

Principles underlying the curriculum

Practical research, cooperation, competence-based education, advising and design

form the various facets of the programme in which relevant knowledge is provided

from four basic disciplines: Corporate Communication, Visual Communication, Mass

Communication, Cross-cultural Communication and Computer-mediated

Communication. The programme aims to ensure that student acquire knowledge

from: (1) internationally recognised professional literature and study materials based

on professional practice, and (2) student interaction with practice by means of pure

research, practical, applied research and one or more placements.

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.

This diversity engenders knowledge of Western methods of thought, perspective

and analysis, provides exposure to an international and intercultural environment as

a challenging learning experience and provides an opportunity to learn how to work

together with people from a wide range of cultures.

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 CURRICULUM - COMMUNICATION MANAGEMENT


THE CURRICULUM


Project-related Lectures, Core Skills Classes and coaching. Students develop skills in

working effectively in multinational teams.

Secondly, it prepares them for working on complex communication issues in multidisci-

plinary teams, again, a skill often required in international business. From an early

stage, students are asked to focus on one, or possibly two, specialist areas in the proj-

ects. This provides them with specialist knowledge, and the collaborative learning

required to complete projects teaches them how to work with other specialists.

These two reasons ensure the programme supplies graduates that meet the needs of

modern international business.

Project-related Lectures and Core Skill Classes

The Core Skill Classes are based on tutorials in which groups of about 25 students

consider and attempt to solve problems under the supervision of a lecturer. These

tutorials are supplemented by Project-related Lectures which present theory relevant

to the Core Skill Classes and the current project.

Students work in teams on projects from the first semester onwards. At the end of

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

essential disciplines of communication management to define and solve problems.

The third and fourth semesters focus on developing competences by means of

Virtual Consultancy: students run their own consultancy bureau and therefore devel-

op the basic competences needed to manage a communication consultancy. They

are presented with difficult communication problems, mostly acquired from external

principals, which they try to solve in groups.

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-

ment. This must be done abroad, so Dutch SCMA-IS students have to do their place-

ments outside The Netherlands. Non-Dutch students may do their placements in or

outside The Netherlands. They may only do a placement in their own countries if it is

in an international context.

In addition to the placement, students may also go on exchange to one of our Socrates

partner institutions or choose one of the following in the fifth and sixth semesters.

· Project 11 – Communication Audit, in which students visit a company, analyse its

communication and suggestion improvements or changes.

· Projects 9 and 10 – an additional five-month placement at a company or organi-

sation.



The SCMA-IS strives to promote this responsibility by offering a broad, flexible and

varied range of choices for students, project groups composed of students of a vari-

ety of nationalities, opportunities for students who have already studied abroad or

who have relevant working experience (the Double Speed programme) and didactic

innovation using ICT (e.g., the e-learning platform Blackboard). It also offers student

guidance and support in the form of study career coaching and direct and distance

supervision (Virtual Office).

European study credits

The credits awarded for successfully completing the various parts of the programme

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.

The SCMA-IS is a four-year Bachelor programme in which 240 EC may be earned. It

therefore meets the requirements of the Dutch HBO Bachelor system. SCMA-IS staff

regularly check to ensure the credits awarded realistically reflect the amount of study

time required for each programme component. This is done by means of the quar-

terly evaluations of the programme components (project group meetings between

students and tutors) and evaluation forms. The results of these forms are discussed

during staff meetings and used to adjust or adapt the programme.

Curriculum structure

The four year curriculum is divided into 14 projects. Each project has an accompanying

project book, professional literature and/or syllabus. There are several types of instruction,

training and methods: Project-related Lectures, Core Skill Classes and Project Groups. The

educational method used is therefore a combination of several approaches: project-based

learning, Project-related Lectures, Core Skills Classes and traditional lectures.

Project-based learning

Students work in small project groups to analyse and solve problems presented to

them in the various projects of the programme. As they progress through the pro-

gramme’s projects, their work becomes more and more independent of supervision.

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

to different national backgrounds, attitudes and approaches, priming them for work-

ing in an international environment. This gives them a distinct advantage over stu-

dents graduating from more traditional programmes for two main reasons.

Firstly, it helps them find practical solutions to problems encountered when working

with people from different cultures. They receive techniques to help them do this in



The relationship between the curriculum and practice in the field

Students of the SCMA-IS are exposed to practice in the professional field at a variety

of levels and moments.

From year 1, students work on projects based on examples and cases of the real world.

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,

design and delivery. The year 3 placements prepare students for work in an internation-

al context (see below). In Applied Research and Final Dissertation of year 4, students

work on research projects solicited from the real world. Finally, they are offered a num-

ber of guest lectures given by professionals working in the field.

Placement

Placements help students acquire competences in practical situations. Placements are

done at a Bachelor level, which means that students work at operational, tactical

and strategic levels. They are required to record their competence development in

logbooks and perform tasks that are assessed by their academic supervisors. The

programme management also has regular contact with the placement company or

organisation to ensure that the placement is in line with programme requirements.

Students are required to find a placement themselves. This helps them develop com-

petences in line with the programme’s requirements. Before students start their

placements, they should have completed a number of preparatory activities. They

receive lectures on preparing for their placements, are coached before and during

their placements, receive training in the use of Virtual Office and Blackboard and

have to write a placement plan.

Students may go on placement only after having completed the above activities and

having acquired 52.5 EC. They are expected to reflect on the competences they will

need and can develop during their placements. In this way, they understand the con-

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

demonstrate which tasks develop competences and should discuss these with their

company or organisation placement supervisor. Students send their logbooks (in which

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

relevant competences. Students are also required to regularly consult the competence

list and adjust their learning goals. Academic supervisors intervene if any problems

occur and discusses these with the company placement supervisor and student.

Upon completion of placements, students discuss these with their academic and

company supervisors. Placements are finally assessed at these meetings. An essential



The seventh and eight semesters are based on the final three projects: the Challenge

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

to independently manage a communication theme and independently apply appro-

priate scientific knowledge to produce communication management solutions.

Students use this year to prepare for the transition to paid employment. They may

also focus on moving on to an MA programme.

From year two, students are also encouraged to consider specialising in the follow-

ing fields: Corporate Communication, Visual Communication, Mass Communication

and Computer-Mediated Communication. They are offered opportunities in years

three and four to focus on one or more of these specialisations in their placements,

applied research and final dissertation.

The professional literature used in the programme

Professional literature is selected and based on consultation with professionals in the

field, partner institutions and benchmarking studies. The policy is to continuously

offer and help develop field-related knowledge and skills that are in line with the

required final qualifications.

Professional literature is selected based on the requirements of a Bachelor pro-

gramme. These are the following criteria: knowledge and understanding of commu-

nication processes and phenomena in the disciplines of visual communication, cor-

porate communication, mass communication and cross cultural communication and

current theories, methods, techniques and hypotheses within these disciplines.

Students should also be able to summarise and clarify current theories, methods,

techniques and hypotheses, use these to analyse processes and phenomena and

finally operationalise competences in context.

Studying professional literature is central to the Project Related Lectures (PRLs) and Core

Skill Classes (CSCs). Students are helped to reflect on and analyse the material, reason

logically, analyse and conceptualise field-related problems and place them within context.

In projects 12, 13 and 14, studying professional literature is specifically intended to

help students develop generic skills in applied research and strategic communication

management.

Students are also coached to develop study skills. The coaching part of the pro-

gramme helps them understand competences and determine their learning goals.

This is accomplished by means of a personal development plan (PDP).

Knowledge of professional literature is assessed in the light of acquiring the required com-

petences. Each part of the programme indicates the competences of a particular project.



Communication field competences – has knowledge of and skills in

· communication processes (internal, external and marketing communication);

· the provision of business service provision and social and societal service provi-

sion;

· communication media: visual communication, mass communication, corporate

communication and digital communication;

· analysing and organising all communication to internal and external target groups.

Supplementary communication field competences – has knowledge of and skills in

· creativity and design;

· ICT such as DTP, the Internet and intranet, networks, databanks and telecommu-

nications;

· management techniques to lead and manage communication processes in com-

panies and organisations;

Specialisation – has knowledge of and skills in

· analysing processes and developing products in one or more of specialised areas

of corporate communication, visual communication, computer-mediated commu-

nication and mass communication;

· working operationally, tactically especially strategically in a specific area, sector or

target group in an organisation or company.

Student Portfolios

Portfolios are increasingly becoming a requirement in the professional world.

Students are required to compile a portfolio as part of study career coaching and

Virtual Office. The coaching portfolio is intended to help students, tutors and coach-

es assess their progress and competences. In April 2002, Virtual Office was imple-

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

supervision tool, but the portfolio component has been hampered by the fact that

students often have no access to computers that can upload FTP documents to their

portfolios. Many students have solved this problem by maintaining a website offer-

ing their portfolios or storing them on CD-ROM.

The Digital University Portfolio application is currently being tested and adapted for

SCMA-IS use. We hope to have this up and running in the near future and it will

become an integral part of study career coaching.

The programme’s lecturers

The SCMA-IS lecturers have a clear vision of the field and keep a close eye on its

developments. They are encouraged to take a leading role in the field. When there

are job vacancies at the programme, potential candidates are assessed based not



part of assessing placements is, in addition to the formal requirements described in

the placement handbook, determining the extent to which students have improved

their competences.

Students are expressly exposed to professional practice in the Applied Research and

Final Dissertation projects of the final year. The research subject should be solicited

from a company, organisation or other problem owner and must be relevant to com-

munication practice. The Final Dissertation is assessed partly by external consultants.

Competence development

The intended final qualifications are related to the performance level of a starting

professional, that is, the 37 competences of the Netherlands Conference for

Communication Programmes. A competence and project-based curriculum has a

strong practical focus in which students develop skills to become innovative and

effective starting communication professionals. They are also encouraged to develop

their personal networks (especially do this in their placements) which will help them

in their professional careers. In addition, all students receive extensive study career

coaching and have to write personal development plans four times a year.

The programme also guarantees that students acquire competences by requiring that

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:

· 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

points or EC. BSAs may also be given at later stages of the programme.

· At the end of year 2 when students may go on placement only if the placement

requirements have been met.

· At the end of year 3 for the Applied Research and Final Dissertation projects.

Students are assessed on competences in the coaching, placement portfolio and

project assessment parts of the programme based on the 37 competences, not only

by the programme lecturers but also by their peers and professionals in the field

(e.g., during placement). The competences can be summarised as follows.

General professional competences

· able to function in a professional environment in a disciplined, responsible, result-

oriented and proactive manner;

· able to work in teams;

· 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

analysis of change management;

· able to communicate and interact in writing and speaking in the English language;

· committed to and involved in communication problems, ethical considerations

and corporate sustainability;



and our international students. The project runs partly in Germany and partly in

The Netherlands.

The following are the projects in which students work together with companies in

Germany and The Netherlands.

2000 - 2001 Communication Audit Project: Preparation and execution of communi-

cation audits in companies

2001 - 2002 Forum of Change Project: An orientation on three forms of confer-

ences, Open Space Technology, Future Search Conference, Real Time Strategic

Change, The project ended with a conference with participation of external

participants on the future of the communication professional

2004 - 2005 Corporate Events Project: Corporate events as a means of internal com-

munication. Six project teams will do research on the topic within three

German and three Dutch international companies. The project will be provided

with a blended learning model to establish a learning community. The project

ends with an event organized by the students and staff.

Finally, the SCMA-IS believes it is important that professional literature used in the

programme is recent and internationally recognised. Its relevance is tested in consul-

tation with our Socrates partners and working professionals and at international

conferences. The programme also keeps a close eye on new publications.

Integral unity of the programme components

The programme is designed around projects that have a clear basis in international

communication practice. The varying themes of the projects provide students with

the clear understanding of communication processes and tools they will need when

entering employment as junior communication professionals.

Each year of the programme is divided into themes which together have a clear unity. For

example, projects are related to the competences and the accompanying Project Related

Lectures and Core Skills Classes complement and supplement the projects’ contents and

themes. The contents of the projects, placements and exchange programmes are related

and matched. Lecturers are aware of the place of their individual specialisations in the

programme as a whole. And finally, students have indicated in evaluations that they

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-

cation management, they still have the freedom to specialise within the projects.

The curriculum is set down in a blueprint, the overview of the programme which is

available upon request. The programme is now in its fourth year presenting its staff

with the opportunity of assessing the way in which its components fit together and

fine tuning their further integration. This will take concrete form in the new Major-

Minor structure shortly to be introduced.



only on their professional qualifications but also on their professional experience and

contacts in the field.

Lecturers exchange professional knowledge during weekly staff meetings and are

expected to keep abreast of professional literature. They also take sabbaticals to

expand their knowledge. Recent sabbaticals have focused on knowledge in design

and visual communication, knowledge management and blended learning and the

Network University. These sabbaticals are also used to develop the lecturers’ net-

works, as are the contacts made with companies and organisations when supervis-

ing students on placements.

In addition, lecturers are given the opportunity to attend conferences and seminars

in The Netherlands and abroad and regularly give guest lectures at Socrates partner

institutions in the UK, Finland, Sweden, Germany and Portugal.

Lecturers are currently involved in the following projects

· Innovation and Creation (The Netherlands);

· Benchmark and Dissemination: ICT and Communication Management (The

Netherlands);

· Research Centre (Kenniskring) and Higher Professional Education ‘Professorship’

(Lectoraat) in Communication Design (The Netherlands);

· International Platform for Placement Supervision.

Incorporating the latest developments in communication into the

programme

New developments in the field are regularly discussed during evaluations of projects.

Lecturers also propose new projects such as the Creation and Innovation project men-

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

(ICT and SMEs), part of the European Union Asia Link Curriculum Development project

(in cooperation with Turku University, Finland and universities in Kuala Lumpur, Malaysia

and Jakarta, Indonesia) and, Network University, in cooperation with Braga University,

Portugal, and the abovementioned Asian universities. SCMA-IS lecturers also participate

in various internal and external forums and some are members of professional associa-

tions such as the International Communication Association.

The on going innovative collaboration in DIESCOM (Diemen-Essen-

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

consultancies have been participating in the development and realisation of

these projects; more specifically do we have to mention CONEX, the Institute for

Consulting Training and Management Support in Bonn. Students and staff of

both institutes participate in the projects; project groups are a mix of German



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

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

Hong Kong, Dutch embassies and NUFFIC. Others hear of the programme through

friends and relatives.

Guest lectures given by SCMA-IS lecturers at Socrates-partner and other institutes

abroad also contribute to promoting the programme to potential students. These

institutes are Napier University, Edinburgh, Southampton Institute, Southampton and

Plymouth University, Exeter, in the United Kingdom; Essen University, Essen in

Germany; Växjö University, Växjö and Karlstad University, Karlstad in Sweden;

Yuväskulä University, Yuväskulä and Turku Polytechnic, Turku in Finland; Minho

University, Braga in Portugal; Petra University, Surabaya and Indonesia University,

Jakarta in Indonesia.

Student mix

The approach to recruitment aims to ensure a heterogeneous international class-

room by recruiting students from a wide range of nationalities. Although no formal

percentages for the countries of origin of students have been established, the pro-

gramme strives to achieve a mix of 35% Asian, 35% European and 30% other

(Antillean, North American, etc.) although this is of course not always possible.

Double speed programme

A special programme has been developed for students who are usually older and

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

‘fast route’ is particularly attractive to students who want to study in more than one

country because they have more freedom in choosing and arranging their studies.

They are assigned a supervisor but have great freedom in deciding what, when and

where they study.

Current proposals for improving the programme

Internationally certified Bachelor

In view of the variety of nationalities of SCMA-IS students, it is important to create,

in cooperation with our Socrates partners, an internationally certified European

STUDENT RECRUITMENT AND ADMISSION


Vision and policy

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

The Netherlands by 2006. Its goal is for four percent of INHOLLAND students to be

non-Dutch by 2006. This policy and goal are obviously beneficial to the SCMA-IS

programme.

Direct recruitment

Students are directly recruited in a number of ways. The programme uses the chan-

nels and methods of INHOLLAND University such as information pamphlets, printed

and TV advertisements, open days and representation at education fairs.

Indonesian students are recruited through the Consortium of Dutch Universities

(CDU), a cooperative venture between INHOLLAND University and the Hogeschool of

Amsterdam. The requirements, methods and plans are adjusted annually. Students

are recruited in Indonesia by the CDU office. Its staff provide information about CDU

member programmes to secondary schools in and around Surabaya, Jogjakarta,

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

proficiency and international interest. These visits are regularly evaluated. INHOL-

LAND Diemen is also represented the annual Holland Education Fair organised by

the Netherlands Education Council in Surabaya and Jakarta.

Students from Aruba, Curacao and The Netherlands Antilles are recruited at the

annual education fair in Curacao in cooperation with staff of the INHOLLAND

Diemen International Office.

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.

Indirect recruitment

As with indirect recruitment, indirect recruitment is also conducted through a num-

ber of channels.



STUDENT RECRUITMENTAND ADMISSION

Digital portfolio

Coaching based on Personal Development Plans, in which students plan their studies

and reflect on acquired competences, was introduced in the 2003-4 academic year.

This part of study career coaching will be further developed to include the Digital

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

platform on which they compile and disclose their portfolios.



Bachelor programme in which students can attend parts of other programmes as

part of exchange programmes.

To achieve this, the SCMA-IS is consulting with its partners in countries such as the

United Kingdom and Portugal. The School is also initiating a project named

Benchmarking and Internationalisation.

Masters programme

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

The SCMA-IS is striving to establish a ‘gatekeeper platform’ to advise on the content

and quality of the programme. The platform members will be drawn from the rele-

vant professional fields and companies in a number of countries and from partner

universities. These ‘gatekeepers’ will have a number of tasks.

· Guide the four areas of focus of the programme, namely Corporate

Communication, Visual Communication, Mass Communication and Computer-

mediated Communication;

· Evaluate the various parts of the course in relation to the final qualifications and

propose adjustments and improvements;

· Match the final qualifications to developments in the international professional

field;

· Give lectures on the latest developments and best practices.

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 Dutch advertising styles, and several

differences with the American one

The Dutch cultural dimensions are the following:

Low power distance, femininity, and individualism.

It scores relatively high on long term orientation.

The communication style in Holland is, unlike the

U.S.A., in-direct. As a result the entertainment

aspect of advertising is stronger, and thus there is a

significant use of Humour appeals.

At the Dutch advertising campaign hypes and

trends are not appreciated. They also don’t like

pushy presenters, such as in the U.S.A., as they are

perceived as people with authority which does not

fit the Dutch cultural background.

As the Dutch Feminine culture has a clear characteristic of modesty, there is less use

of expressions of “being the best”, than in the U.S.A. As a reflection of its low

power distance, many advertisements in Holland include children and young people

who make some statements, showing their as independence, taking care of their

own lives at an early age. Moreover, the Dutch often reflect the common concept of

‘gezelligheid’ (loosely translated as coziness) as it brings recognition of care, warmth,

intimacy, and being together with the ones one love and care of.

Last but not least, in the Dutch advertisement campaigns, a special attention is given

for granting “special offers”,” special prices”, free samples or presents, with com-

mon statements like:”op=op”(when it’s gone-it’s gone), “2 halen 1 betalen” (get

two, pay for one), and “gratis...”

An example of two advertisements of Philips in the U.S.A.

and in Holland

The following two images, taken from two different web-sites of the same company

(Philips) which I am about to show now

(and later on the two from Calvin Klein) will

demonstrate the above arguments which I

have given regarding the reflection of the

two different Advertising Styles: The

American one and the Dutch one.

The above illustrations shows clearly how

the same company uses different advertising

styles in two different countries: Illustration

A STUDENT ESSAY


The American advertising style reflects its culture in a number of dimensions. The

American communication style is very direct, and is of a low context. It has a clear

usage of “hard selling”(with power words such as:” the best”, number one”,etc...).

The American advertisement campaign includes a lot of data-based arguments and

explicit reasons why the consumer should buy the product, and a direct address is

often personalised, with words like:”You”,”We” and “I”. American ads often use

rhetoric, argumentation, narratives, literary language and imperativeness.

Moreover, tradition and patriotism are important values together with sentimentality.

The language is explicit and clear, and there is often use of persuasive sentences,

which include facts, and ‘reasons why’ the consumer has to purchase that specific

product, and not another.

The following illustration of two old advertisements would demonstrate my above

arguments. Both are ads images from two American vehicle multinational compa-

nies: Ford (r) and Chevrolet (from General Motors(r)).

The above two examples demonstrate clearly the American masculine cultural back-

ground: At the first ad, the text says:” More to be proud of”: this is a rather mascu-

line statement, in which values like proud are of a highly importance: if one has a

new Chevrolet car, one will immediately acquire status and respect, which will make

one proud: status is important to show success.

The second advertisement, shows another masculine characteristic of the American

society: the tendency to polarize: big and more is good and considered to be posi-

tive, so this ad clearly manifests it by stating the American dream: “4 bedrooms, 3

baths and 2 Fords”...This ad hence reflects the American values and cultural back-

ground.

Last but not least, I would like to add the following: Automobile advertisements in

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

introduced it was automatically labelled as a machine for men. Men regarded the

automobile as an accessory or “toy” for gaining status in society.

A STUDENT ESSAY


RESEARCHING THE ADVERTISING STYLE IN THE U.S.A.Kobi Ben-Simchon, student year 3 An old ad for GM’s Chevrolet

An old ad for Ford cars

A part of Philips web-site in the U.S

Clearly, Philips is ready for the future.

When friends drop by, they are amazed at my new PhilipsDigital TV. The Real Flat picture tube and amazing imagesgive a film-like viewing experience that is second to none.

Best of all, I’m ready for the digital transition. Are they? Ihave a feeling my friends will be at my house at lot . . .

When I tell people I can see into the future, they have noidea I am talking about my TV.

However, there is not cohesion in the message these ads are trying to pass, as they

derive from two different cultural backgrounds: on the first two ads, representing

the campaign in Holland, we can see an image of a rather mannish type, holding his

baby on his chest, and on the second picture, on his shoulders. This is another value,

or shall I say characteristic of a feminine culture like Holland: males can take typically

female jobs, and show emotions to their children or their wives, rather than being

tough and rough, without being seen as “sissy”.

The second part of the pictures (pictures 3+4), which are part of a sales campaign of

the same company, but this time in U.S.A, which as stated above, has different com-

munication and advertising styles than Holland, and this can be reflected easily:

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-

culine body shape (which is another American important

value: looking good and healthy: please also refer to the

first assignment / Tommy Hilfinger ad), the woman which

touches the man’s body in somewhat erotic way, is kind

of bending down: so the man is in the top, strong and

powerful, and the woman is beneath, and looks to have

surrendered to him. This is yet another example of a

masculine style of advertisement.

Also the fourth picture symbolizes the American masculine cul-

ture, given that there is a group of men, sitting or standing on a

kind of a tower, and there is one man who is on the top: he is sit-

ting above, away from the others: this manifests another charac-

teristic of a masculine culture. Performance and achievement are

important. The American value of winning is strongly reflected

here.

The value paradoxes which are reflected in the above ads

According to Dr. Marieke De Mooij, some values can easily be recog-

nized as a reflection of culture and often we can find opposing ele-

ments in one value. Paradoxical values are found within cultures and

between cultures. In the following section I will try to demonstrate the

value paradoxes which are reflected in the above ads.

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

other, like the picture of Tommy Hilfiger at the first assignment: this is value para-

dox, as the value reflected here is the value of being together, being in a group, but

this contradicts the value of an individualistic culture like the American. The value

paradox appears here since the value of belonging is also a strong value of individu-

A STUDENT ESSAY


1, which is taken from Philips campaign in the U.S.A, emphasise and manifests the

American cultural background: showing off, being proud of having luxury equip-

ment, status, and in other words: the infinite chase after glory and status. Please pay

attention to the usage of the typical American statement: “best of all”. Moreover,

they also supply the potential consumer with much data and facts, as the direct

communication style in America tends often to do.

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-

direct communication style, whereas not too much text is added, thus the consumer

doesn’t feel he/she is being pushed. There is a usage of symbols and short text:”

smart technology that keeps you moving”.

This example demonstrates some important Dutch values like: high technology, and

innovative modern life, which reflects low uncertainty

avoidance cultures: the need for change, embracing

the new and innovativeness, as opposed to traditional

collectivistic countries like Spain who show resistance

to change and desire for stability (which reflects also

value paradox, as in Spain people have the tendency

to become modern, but the paradox is their positive

attitude towards the traditional ).

Last but not least, I would like to demonstrate how

the famous slogan of Philips (which is used also in Holland) and can be seen in

Illustration 3, was slightly changed in countries like Spain, as an adaptation to differ-

ent communication style in different country with different values.

In Spain, the slogan “let’s make better” was changed into “let’s make things togeth-

er” (“Juntos hacemos tu vida major”): By dropping “better” and using “together”,

a focus is given to “working together”, which clearly manifests the relatively collec-

tivistic culture background of Spain.

An example of four advertisements of Calvin Klein in the U.S.A.

and in Holland

As before, the following images, taken from Calvin Klein’s advertisements campaign

in U.S.A, and in some European countries such as Holland, will support my above

argumentations regarding different advertising styles in Holland and in The States,

which derives from the above mentioned different in cultures backgrounds.

As we can see from the above pictures, we first see a cohesion between the lay-out

of all these four ads, namely the name of the perfume in big letters above, next to it

the text:” For men”, and underneath the images the logo name is also mentioned in

big letters.

A STUDENT ESSAY


A part of Philips web-site in The Netherlands

Illustration 3:

Philips famous

logo and slogan:

Picture 1+2: Calvin Klein advertise-

ment campaign in The Netherlands

alistic culture (also in Holland, another individualistic culture, often peo-

ple have the desire of being “gezellig” together).

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.

Another value paradox that occurred in Philips electronics in their own

country Holland is the usage of the long term orientation statement:”

the future belongs to anyone who’ll listen” combined with the feminine

understatement:” let’s make things better” (please see the above illus-

tration 3).

Conclusion

Advertising is an expression of culture, the symbols, signs and habits

used may even strengthen and support cultural values and strong char-

acteristics of native original advertising styles, such as the Dutch and the

American one, and which was demonstrated above.

A STUDENT ESSAY


Picture 3+4: Calvin Klein adver-

tisement campaign in The U.S.A


opposite page: Rijksmuseum Amsterdam

Willy Geurts, Paul Hughes, Roger Lazenby.

Centre of Applied Research in Brand, Reputation and Design

Management

INHOLLAND Graduate School. The Netherlands.

Surfacing Communication Gaps between Designers and Managers

In this joint research project Lazenby, Hughes and Geurts identify the main problem

areas of communication between designers and managers. They propose a 7 Phase

model to represent the design management process and expose with it the commu-

nication issues between designers and managers. The research has a timeline with

three steps: interviews among designers and managers, followed by a questionnaire

to a larger group of professionals within The Netherlands and last the extension to

professionals in the U.K. and France.

The problem has as its origin the different discourses of the various disciplines. The

concept of a ‘language game’ helped to understand the semantic boundaries of

design and management. Although designers and managers use language in the

sense of the everyday world that provides a common ground for communication,

they also introduce their ‘specialised’ discourses into the communication processes,

which are relatively opaque to each other. The design process has been approached

as one of decision-making in different phases between designers and clients. The

survey has highlighted a number of communication gaps in the design management

process, critically in the briefing and evaluation phases.

INHOLLAND eLearning Research Programme

Hanny Westrik – research fellow Learning Objects

Introduction

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

well as remote exchanges and collaboration.

For teachers and students all over the world this implies radical changes in their

teaching and learning methods and for quite a few of them those changes are very

difficult. But we also have learned that the longer a teacher is involved in the

process of teaching with the support of new technologies, the more he or she dis-

covers methods to refresh teaching practice.

How eLearning is changing the classroom provides an endless series of interesting

research topics that will help instructors as well as eLearning developers and stu-

dents. The INHOLLAND lectoraat eLearning will start by the first of April 2004 with

some research themes – shortly described below – in which not only teachers and

RESEARCH CENTRES


Centre of Intellectual Capital

Marien van den Boom Phd. and Donald Ropes

The economic landscape has changed significantly during the last decade; globalisa-

tion, digital communication, customer service and so on are keywords presently.

Intellectual Capital is the currency of the new millennium. Managing Intellectual

Capital wisely is the key to business success in the knowledge era:

· The only irreplaceable capital an organization possesses is the knowledge and

ability of its people.

· The productivity of that capital depends on how effectively people share their

competence with those who can use it.

· The knowledge economy forces industries to move to new business values, new

ways of production and new services: knowledge intensive intangibles and to

take their tangible value into consideration

The value of current organizations and industries is increasingly located in intangibles

(such as business systems, intellectual property, human competences, design, aes-

thetics, concepts, brand associations), and in this sense, knowledge has become a

factor of production and a main asset.

The Centre attempts to address these dynamics of knowledge, culture and change as

they manifest themselves in organisations. The perspectives range from big picture

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-

verse a broad terrain, from theory and analysis to practical strategies for action.

The research topics will cover the following areas:

· Communities of Practice and Organisational Learning

· Linking IC, business culture and organisational performance

· Identification of the critical intangible value drivers in differing cultures

· Measuring IC and cultural factors

· Reporting and disclosing IC in a European and Asian context

· Culture and auditing human competences

· Management of change, culture and reward structures

· Aligning knowledge management with corporate strategy

· Creating a knowledge-sharing culture in a cross-cultural context

· Leveraging knowledge for market success in Euro-Asian business.

RESEARCH CENTRES


CURRENT FACULTYRESEARCH

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.

The following questions are formulated in this third research track:

· How can Learning Objects contribute to competencies and student driven education?

· Does the INHOLLAND University already develop or use learning objects?

· How do you develop a learning object and which criteria are involved here?

· How can we set up an INHOLLAND database for learning objects?

· How can we make use of international research and development projects in this

domain?

The other research topics of the eLearning Research Centre are:

· How do students and teachers learn? The role of the eTutor, examined from the

point of view of the student in student driven learning

· The added value of eLearning, especially in collaborative learning

RESEARCH CENTRES


Craig Whittaker

Title / function: Senior Lecturer: Intercultural Communication and Corporate

Communication

Education: MA Communication Arts & Sciences

Specialization: the psychology of communication

Work Experience:·

Lecturer in Communication: University of Southern California, USA

Lecturer in Communication: Bournemouth University, England

Senior Lecturer in Corporate Communication: Southampton Institute, England

2003 – present Senior Lecturer in Intercultural and Corporate Communication

: INHOLLAND University, Diemen, The Netherlands

Publications: Journal articles in Corporate Communication: an International Journal,

Scottish Journal of Communication and other places, plus conference presen-

tations and training courses.

Academic and Cultural Interests: Interpersonal communication, Persuasion and

Influence, Neuro-Linguistic Programming, Training and Development.

Spoken languages: English

Age: 49

Personal Motto: Do as you would be done-by

Human behaviour, with its infinite variety, is ultimately reducible to the human con-

dition. However people behave, they are linked by a thread that connects them to

an essential humanness. Whenever one observes a behaviour that seems strange,

one should take a moment, before condemning the other person for their strange-

ness, to consider the reasons behind the behaviour. It is only by understanding each

other first and foremost as human beings that we can hope to achieve understand-

ing and lasting peace.

STAFF OF THE COMMUNICATION STREAM


Antoine Adamowicz

Title / function: Drs. Senior Lecturer Visual communication & semiotics

Education: Business Economics (MA) and Visual Arts

Specialization: visual communication

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

Michael Adams

Title / function: Year 2 Coordinator, Bachelor of Communication Management

Programme, tutor, lecturer, coach

Education: B.Ed (English), CTEFLA, CerTIEB, Diploma in Logistical Management

Specialization: Business English, English Written Communication Skills, Coaching

Work Experience:· 1991-1997 ICT assistant and helpdesk manager at a

major Amsterdam hospital;

1997-1999 freelance English teacher, translator and copy editor; newswriter

at Radio Netherlands;

1998-2000 Business English trainer, translator and copy editor at Baxter

Business English Communications;

2000-2002 Business English Trainer, financial translator and copy editor at

Deloitte & Touche

2002-present Coordinator Year 2, tutor, lecturer and coach at INHOL-

LAND University

Publications: Geautomatiseerde Informatievoorziening - Beheer en Ontwikkeling,

Gubbels, Kockelkoren, Adams, Academic Service, 1998;

Onderhoud en Beheer Informatiesystemen, Gubbels, Kassenaar, Kockelkoren,

Pinkster, Dols, Adams, Academic Service, 2001;

Onderhoud en Beheer Informatiesystemen 2, De Graaf, Adams, 2002.

Academic Interests: Business English, especially written business communications,

writing for the Web, developments in the English language

Cultural Interests: salsa dancing, walking, music (especially Drum and Bass, elec-

tronic and Baroque music), cooking, travelling, architecture

Spoken languages: English and Dutch

Nationality: British

Personal Motto: Be what you can be

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

If you say you can or can’t do a thing, you’re right. Henry Ford

Aut disce aut discede

Carpe diem





Marien van den Boom

Title / function: Dr. Senior Lecturer

Senior Lecturer Cross-cultural Communication &

Computer-mediated Communication

Research fellow at the Centre of Intellectual Capital

Education: PhD in Arab philosophy

Specialization: Knowledge Management and Intellectual Capital

Work Experience:·

· Lecturer Science of Religion Amsterdam and Brussels (1977-1986),

· Senior lecturer Phenomenology and Islamic Studies Hogeschool Holland &

Faculty of Education (1986-2000

Publications, honors, fellowships, awards: Publications in the field of Arab phi-

losophy, Asian cultures and Cross-cultural Business Communication

Academic and Cultural Interests: Cross-cultural issues and international business

communication; Knowledge Management, Intellectual Capital and business

cultures

Spoken languages: English, French, German, Dutch

Age: 56

Nationality: Dutch

Personal Motto: Cultures are like software of the mind and symbols for

communication

The economic landscape has changed significantly during the last decade; globalisa-

tion, internet, customer service are keywords presently. The current market has

evolved to a network society, in which social and media networks are shaping its prime

mode of organisation, and where old business models are to be redefined to maximise

customer and shareholder value. The impact of the connected economy is seen across

all industries, primarily as changing current business values: information and knowl-

edge value, organization and management structure, value chain and channel dynam-

ics, and customer and product profiles. The connected economy is a growth engine

that is powered by a self-reinforcing virtuous circle. Several trends support this state-

ment: real-time everything, knowledge for everyone, blurring boundaries, free agent

nation, convergence of media, worldwide e-commerce, and nonetheless less impor-

tant: customer relation management and intellectual capital as important assets of any

organization.



Willy Geurts

Address: Room A2-22 / [email protected] / 020-4951679

Title / function: Senior Lecturer Visual Communication and an international trainer

and developer of programs, projects and workshops on the intersection of

Visual Communication, Learning (in Organizations) and Creativity

Education: Visual Arts, Art Theory, Education a certified trainer of the Creative

Problem Solving Institute, State University New York, Buffalo.

Specialization: Visual Communication, Design Management and Creativity

Work Experience:·

· ENSAM/INHOLLAND Craft, co-operative research project on innovation and

product development for SMEs, Parijs /Diemen/Rotterdam

· Cooperation Projects with the University of Essen (Germany) on auditing

communication management within organisations in Germany and The

Netherlands, new forms of Conferencing

· Art expedition to Antarctica (2001)

· Partner of Changing Values, support, coaching, consult and training on deci-

sion making

· member of the National Board for Communication Education.

· Staff member and Senior-Lecturer at several courses: Teacher Fine Arts

Training, Corporate Communication (Bedrijfspresentatie)

Publications, honors, fellowships, awards:

· Research fellow at the Centre of Applied Research in Brand, Reputation and

Design Management

· Member of the Centre of Creativity and Innovation, Diemen - Rotterdam

· The Professional and Education Profile of a Communication manager.

· D.v.d.Laan, A.Ruts, W.Geurts, G.v.Santen De gemeenschappelijke stam,

Beroeps- en opleidingsprofiel HBO Communicatie, LOCO, Utrecht, 1999.

Spoken languages: Dutch, English, Portuguese, German, French

Nationality: Dutch

Personal Motto: Lo mas importante es el caminho Sancho no la demorada (The

most important is the way Sancho not the domicile)

Steven Pieneman

Business

Owner of Admanager. Admanager is an online marketing agency. We develop

online marketing campaign and mobile marketing solutions for the Dutch

market. Associate in online marketing agency Triple Trade.

Boardroom trainings for among others GlaxoSmithKline, TPG-Post, D-reizen

and Snowtime.

Clientlist (among others): TPG Post, GlaxoSmithKline, D-reizen, Redd Cross, Daniel

den Hoed Kliniek,. Jobbingmall, Triple Trade, Novis, University of Phoenix, Alex

van Groningen Corporate & Finance Training, Shoppingservice

Member professional organisations

Ipan

Member of the Interactive Professionals Association Netherlands. Branche

organisation for IT, E-business and online marketing.

Within IPAN member of the project groups Online Marketing and Mobile

Marketing.

Jury member Spinawards

The Spinawards are the awards for creativity in interactive communication in

The Netherlands. Every year this award is handed out to the best concepts in

online marketing. Jury member for Best Online Campaign/Best Banner

Publications

- Author Webdesk Adformatie – guideline e-marketing (2002 en 2003)

Responible for the chapter Online Marketing- Interactie in de Marketing Mix

ISBN 90.13.00259.5, Kluwer, Alphen a/d/ Rijn

- Online advertising Step plan

How do I begin with a competition analysis? On which sites can I advertise

best? What are the costs and how are these measured? This step plan was

developed in association with the BVA (Association of Advertisers)





Nik Healey

Title / function: First Year Coordinating Tutor/Lecturer

Education: BA (Hons) - TESOL - HBO

Specialization:Business Communications

Work Experience:·

2001 - INHOLLAND University

1996 - 2001 The University of Professional Education, Hogeschool Holland

1996 - 1998 The World Travel School

Academic Interests: Social Linguistics and The History of Encryption and Decryption

Spoken languages: English and Dutch

Age: 30

Nationality: British

Personal Motto: A degree will help get a job; only the individual can develop a

career.

Peter ‘t Lam

Address: A2-24, [email protected], 020-4951570

Title / function: Coordinator VP&I (one of the predecessors of Communication);

teacher in the field of Public Information, Communication-planning and

Europe

Education: Master degree of Political Science (free University of Amsterdam, 1984)

Specialisation: Public Opinion, International Communication (esp. Europe),

Communication Planning

Work Experience:· teacher in highschools for 5 years; teacher at teachers training

college for several years, founder and coordinator of VP&I, the first communi-

cation study program at Hogeschool Holland

Publications, honors, fellowships, awards: Books: Ondersteboven (for children),

Werkboek Communicatieplanning; Drie millennia Europa (with Doedens and

Mulder) Succesvol Lobbyen in Brussel, gids voor de PUblieke Sector (with

Doedens and Mulder); publications in several magazines

Academic Interests: see above

Spoken languages: Dutch, English, French and German

Personal Motto: I communicate so I am

Mark Tawil

Address:

Qualifications: Accepted: PhD Dissertation research at the Department of War

Studies, King’s College London. Supervision by Prof. B. Heuser and Prof. M.

Dockrill. Title: ‘The British Government and the Press; Perceptions of and Policy

Making for European Integration (1957-1963)’. External examiners: Prof. John

Young & Dr. James Ellison

Master of Science (Msc.Econ) degree in International Relations at the

Department of International Relations, the London School of Economics and

Political Science. (September 1996 - May 1997).

Thesis title: ‘European Security and Defence Co-operation; The Elusive

Quest’.

Diploma in International Relations, from the Department of International

Relations at the London School of Economics and Political Science. (September

1994 - May 1995).

Bachelors Degree with Honours, Department of Political Science, Queen’s

University, Kingston Ontario Canada. (September 1990 - May 1995)

High School, St Andrew’s College (private boarding school for boys), Aurora,

Ontario Canada. Distinctions: Errington Prize for the largest contribution to the

school during his career at St. Andrews.

Current Activities:· Senior Lecturer in the International Relations Department at

Webster University, Leiden

Lecturer and Teacher in Communications and co-leader of 4th year Applied

Research program in the Communication Management Department at the

Hogeschool InHolland in Amsterdam (Diemen).

Lecturer in the Political Science Department at Leiden University (recently

taught two courses, October – April, 2004)

Work Experience:· Researcher at the BBC on British Twentieth Century History for

their Millennium website research project. (January 1999 - January 2000).

Spoken languages: English, French and Dutch

Trained on Internet workshop systems (Passport & Blackboard)

Publications: Conference paper contributed to ‘The Future of Algeria’, at

Birmingham University, United Kingdom, October 1998. Title: ‘The Algerian

War, 1954-1962: Contrasting goals of nation-building versus state-building’.

Conference paper contributed to ‘The Future of the European Union’, at the

Young Scholars Conference in Prague, Czech Republic, April 2003. Title: ‘Euro-

American Relations: Transatlantic Drift?’

Nationality: Canadian

Age: 34



Donald C. Ropes

Title / function: senior lecturer in global communications;

Research fellow at the Centre of Intellectual Capital

Education: B.A. international Affairs, B.Ed, MA Literature Science

Specialization: international business communications

Work Experience:·

Senior Lecturer, 1999 - present

School of Communication, Media and Art, INHOLLAND University

Publications, honors, fellowships, awards:

‘Second – Country Internships for Asian Students’, published in the

Proceedings of the Global International Internship Conference, August 2003.

(Presented at the GIIC3 Conference in Stuttgart, Germany, April 2003.)

‘Describing International Internship Programs’ in Best Practices for

International Internships: A Manual (2003) MSU Press.

‘Dissertations at a Distance: Possibilities for e-Based Guidance of Fourth-Year

Students at The School of Communication Studies’ Paper published internally

by Hogeschool INHOLLAND, April, 2003.

‘The Virtual Office – One Year later’ Unpublished paper presented at the

Sufonderwijsdagen in The Hague, The Netherlands, November 2003.

Academic and Cultural Interests: globalization as a non-western phenomenon;

communication and learning in virtual settings

Spoken languages: fluent in English and Dutch

Age: 40

Nationality: USA

Website: www.growlearn.com

Personal motto: “Growth through learning.”

Through the complex connectivity of the globalizing world, people must learn to

work together in a changing landscape of settings and medias. The rapidly changing

business environment demands a certain flexibility that can only be gained through

an understanding of intercultural communication, computer mediated communica-

tion and a commitment to life-long learning.



Hanny Westrik

Address: [email protected] +31 (0)20 4951756

Title / function: Coordinator Communication Management – International Stream

(till September 2003 - Programme Manager Communication Management)

Research fellow at the Centre of eLearning and Learning Objects

Education:

Postgraduate: 2003 – 2004; Train the trainer in e-learning - Onderwijskundig

Expertise Centrum Rotterdam OECR; 1988 – 1989: Management course,

Education & Research Centre for Business Management, Haarlem; 1987 –

1988: Art History & Archaeology, University of Amsterdam,

MA level: 1976 – 1979: MEd: 3-Dimensial Art & Art History, Amsterdam

BA level: 1973-1976: BA: 3-Dimensial Art & Art History, Maastricht;

1968 – 1972 BA: Theory of Education, Maastricht

Specialization: Visual Communication and Design; Development BA, MA and Post

graduate courses; International education and networking; Blended learning.

Work Experience:·

1997 – to-day: INHOLLAND University, School of Communication, Media &

Art, Diemen, Coordinator - Communication Management – International

Stream; till September 2003 - Programme Manager - Communication

Management - Senior lecturer - Visual Communication

1991 – 1997: The Design Academy / European Design Centre, Eindhoven;

Manager Education Centre; MA Interior Design; MA Industrial Design;

Postgraduate Studies

1980 – 1991: Hogeschool Holland, Teacher Training, 3 Dimensial Art

1976 – 1980 : Teacher High School – 3D Art and Art History, Hoofddorp

Others: 1991 – to-day Member of specific relevant national and international

committees related to the University of Professional Education

Academic and Cultural Interests: New developments in International Education,

international classroom surrounding & cross cultural experiences, blended

learning and network universities.

Spoken languages: Dutch, English, German

Age: 54

Nationality: Dutch

Personal Motto: be always open, reflective and flexible for other realities, cultures

and new experiences.

Plato’s aim in the Republic: The Allegory of the Cave, is to describe

what is necessary for us to achieve reflective understanding. But

even without it, it remains true that our very ability to think

and to speak depends on the Forms. For the terms of the lan-

guage we use get their meaning by “naming” the Forms that

the objects we perceive participate in. http://faculty.washing-

ton.edu/smcohen/320/cave.htm



Margitta Thorborg

Address:

Title / function: Drs Senior lecturer Computer Mediated Communication

SCMA; Communication Management

Lecturer Communication and Marketing

SCMA; Media & Entertainment Management

Education: Minor degree Dutch Literature

Faculty of Literature, University of Amsterdam

Graduate degree Communication Science

Faculty of Political and Social Cultural Sciences, University of Amsterdam

Specialization: Public Studies

Work Experience:· Communication Manager; Graphics Division Avery Dennison,

Process Manager and Contentmanager E-shop; Telfort

Academic and Cultural Interests:

Mass Communication, Cross Cultural Communication, Entertainment Management.

Academic Interests: English, French, German, Dutch

Age: 37

Nationality: Dutch

Personal Motto: Carpe Diem!

Communication. We’re all aware that it’s a necessary part of doing business. But are

you aware of the tremendous impact your ability to communicate has on your suc-

cess-personally and professionally? Time and time again, communication has proven

to be the key factor in determining whether a customer is retained, whether they

increase the amount of business sent our way, and whether our position is secure.



How did you find INHOLLAND University?

From my high school, it had some brochures and the Curacao Study and Career Fair.

At the Study and Career fair I got the chance to talk with students and schools rep-

resentatives on a more personal level with reference to my chosen course and the

schools multicultural environment.

What is your dissertation topic?

What are the principles for brand extension of Swatch?

What are your professional goals?

At this moment. To broaden and gain more knowledge in the field of business eco-

nomics. And in the long run, to be a successful, established business woman.

How did studying in INHOLLAND University got you closer to your goal?

It helped me understand, recognize and identify the international/ global market,

given that the Communication Management course focuses internationally.

What benefits you gain out of your final dissertation and what skills do you

gain that will help you in the future as a communication professional?

To prepare myself for the professional field. And to hopefully gain in depth knowl-

edge of the tools businesses utilize to develop and what principles they follow prior

and throughout the process.

Please tell us about your school experience or your placement experience.

Placement experience:

I did both placements in Curacao, sun, sand and beaches. Who can resist? I assisted

in a Study and Career fair and I was a marketing assistant at a bank.

Schools experience:

Working along with multicultural students helped me understand and value other

cultural beliefs other than the Dutch and my own.

Why did you choose to study in Holland (Amsterdam)?

Holland has internationally a strong business image and it offers quality education to

students. And Amsterdam, because it is my # 1 State in Holland and it has, to my

opinion, more to offer and is very multicultural.

Why would you recommend to students to come study in INHOLLAND?

Technologically, my school is very up to date plus it has a wide variety of courses in

case you want to change and finally it has a nice atmosphere.

THE STUDENTS OF THE SCHOOL THE STUDENTS OF THE SCHOOL

51ANNUAL REVIEW 03/0450 ANNUAL REVIEW 03/04

Lizeila Martijn

Age: 22

Nationality:

Dutch, born and raised in

Curacao Netherlands

Antilles.

Start of studying:

September 2000

American 1

British 1

Burundian 1

Chinese 5

Danish 1

Dutch 2

Dutch 1

German 3

Greek 1

Hungarian 2

Indonesian 4

Mexican 1

Polish 1

Singapore 1

Trinidadian 1

Vietnamese 2

THE STUDENTS

Nationality of students in the

whole course

Nationality of Double Speed students

Nationality

Australia 1

Barbados 1

Bolivia 1

Burundi 1

Cameroon 2

China 23

Czech Republic 1

Denmark 2

Egypt 1

Finland 8

Germany 19

Ghana 3

Great Britain 6

Greece 2

Hungary 3

Indonesia 69

Iraq 1

Israel 7

Italy 1

Kenya 2

Liechtenstein 1

Macedonia 1

Mexico 2

Mozambique 1

Nigeria 2

Peru 1

Poland 6

Rwanda 1

Sierra Leone 2

Singapore 1

South Africa 1

South Korea 1

Suriname 2

Tanzania 1

Thailand 1

The Netherlands 146

Trinidad en Tobago 1

Turkey 1

Uganda 1

Ukraine 1

USA 3

Uzbekistan 1

Venezuela 2

Vietnam 2

Yugoslavia 1

Totaal 337

What are your professional goals?

To provide consultancy services in the area of corporate and marketing communica-

tion.

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.

How does being part of the DS program help you getting closer to your

professional goals?

It provides me with the theoretical background to support my working experience.

What kind of projects are you involved in?

I am preparing a cooperate and communication strategic plan for a small consultan-

cy looking to expand its operations.

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.

Why did you choose to study in Holland (Amsterdam)?

I live here

Why would you recommend to students to come study in INHOLLAND?

To experience the international environment and for the Double Speed program.

THE STUDENTS OF THE SCHOOL


Debbie Wirtjes-Lewis

Age: 36

Nationality:

Trinidad and Tobago

Start of studying:

August 2003


tional emphasis.

Courses that are open for Diemen students going to Turku are Specialisation courses

on: Arts Management and Media Communication Management; Photography

· www.turkuamk.fi/polytechnic/info.htm

· Places Available for Diemen students: 2

VÄXJÖ University, Sweden

Växjö University, the second largest university in southern Sweden with more than

11,000 students, is well known for its strong international profile.

Teaching facilities, library, student accommodation and student entertainment cen-

tres - almost all university and student activities are collected into a single campus

situated south of the Växjö town centre. In a green and compact environment with

a venerable country house - Teleborgs Slott - in the immediate vicinity.

· www.vxu.se/index.html


Napier University, Edinburgh, UK/Scotland

Napier is a vibrant, modern university with a diverse and exciting range of pro-

grammes, over 80% of them vocational - programmes that will get you on your

chosen career ladder.

Napier University Campuses are about fifteen minutes drive from Edinburgh City

Centre and are all within easy reach of the City By-pass. They can be reached both

by private car or coach and by public transport.

· www.napier.ac.uk


Plymouth University, UK/England

The University of Plymouth is one of the UK’s most prominent and dynamic universi-

ties with an educational history dating back to 1862. Consistently Plymouth has

ranked as one of the top three modern universities in UK.

· www.plymouth.ac.uk


Southampton Institute, UK/England

Southampton Institute is the largest general college of higher education in the UK,

with almost 11,000 full-time equivalent students who come from all over the world.

Our courses are designed to meet the needs of today’s economy and the require-

ments of employers, employment and career-minded students.

Southampton Institute is situated in the centre of the City of Southampton on the

south coast of England. With excellent links by rail, road and air the city is an easy

place to travel to.

· www.solent.ac.uk


EXCHANGE PROGRAMME


The Communication Manager in a modern business or organisation, whatev-

er its size, is active on an international playing field. The University is keen

that you explore the international world of the communication professional

by making use of the expanding network of institutions with which the

University has exchange programmes.

At the moment, our partners include:

• Napier University, Edinburgh, United Kingdom

• Southampton Institute, Southampton, United Kingdom

• University of Plymouth, Exeter, United Kingdom

• Universität Essen, Essen, Germany

• Växjö University, Växjö, Sweden

• Karlstad University, Karlstad, Sweden

• University of Jyväskylä, Jyväskylä, Finland

• Turku Polytecnic, Turku, Finland

• University of Minho, Braga, Portugal

• Universitas Indonesia, Jakarta, Indonesia

We hope to add a number of organisations in the USA and Asia to this list in the

near future.

Karlstad University, Sweden

Unlike many traditional universities, Karlstad University is a one-campus university,

characterised by integration and multidisciplinarity. This creates the ideal conditions

for a way of working which promotes considerable openness across disciplines,

between lecturers and students and between research and undergraduate students.

This has led to the development of several unique study programmes, which have

attracted applicants from the whole country: chemical and administrative sciences;

business administration, economics and mathematics; tourism geography; chem-

istry/biology with communication studies or law - to name but a few.

· www.kau.se/eng/


Turku Polytechnic, Finland

Turku Polytechnic enjoys an excellent location in Southwestern Finland, where edu-

cation, culture and technology are engaged in a beneficial cooperation with com-

merce and industry.

In line with New Universities and Fachhochschulen in other European countries Turku

Polytechnic provides degree programmes (BA, BSc) with a more pronounced voca-

EXCHANGE PROGRAMME


EXCHANGE PROGRAMME

Universität Essen, Germany

!!FOR SPEAKERS OF GERMAN ONLY!!

· www.uni-essen.de


University of Jyväskylä, Finland

University of Jyväskylä is one of Finland’s leading and most attractive research and

educational institutions with 13 000 students from 50 different countries. Aiming to

include an international dimension in all education, the University encourages inter-

national mobility of students and staff as well as the joint development of teaching

programmes in cooperation with international partner institutions. The task of the

International Office is to coordinate, evaluate and promote the international cooper-

ation and mobility in the field of education.

· www.jyu.fi/indexeng.shtml


University of Minho, Braga, Portugal

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.

The Institute of Social Sciences is a permanent organic unit of the University of

Minho, responsible for the teaching, research and other specialised services within

social sciences. The Departments of Sociology and Anthropology, History and

Communication Sciences constitute it. The graduate degrees (“Licenciatura”) in the

Institute are the following: History, Sociology (of Organisations and of Social

Policies), Communication Studies and Geography and Planning.

· http://www.ics.uminho.pt

We are looking forward to install connections in Asia, especially in

Indonesia., within the next months.

EXCHANGE PROGRAMME


LIVING AND STUDYING IN AMSTERDAM




Amsterdam is a beautiful and unique city. It has plenty to offer for an exiting student

life. As the cutting edge of social, cultural and economic development Amsterdam is

famous for its tolerance and openness. It is part of the region of “Randstad”, which

includes cities like Rotterdam, The Hague, Leiden and Haarlem.

The centre of the city is rather small and dominated by the 160 canals (Grachten).

Along those canals you will find lovely houses, most of them build in the 17th and

18th century.

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 Netherlands is also the capital of art. Dozen’s of museums

exhibit art from all over the world.

The University is located in Diemen, a suburb of Amsterdam.

By train the “Central Station” of Amsterdam can be reached

in 10 minutes.

The earliest proof of a settlement that was to become Diemen

stems from 1125, which makes Diemen older than its big

neighbour Amsterdam. The settlement was built on a plot of

land which included a cemetery and a little wooden church.

The village got its name from its geographical position: next to

the water of the ''Diem''. In the 18th and 19th centuries,

churches, shops, companies, schools and houses were built.

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-

ber has grown to more than 24,000. Most of the student accomodations of INHOL-

LAND University are located in Diemen

INHOLLAND University Diemen has a limited capacity of student housing, it offers

short-term accommodation to incoming foreign students who are studying at the

INHOLLAND University Diemen.

Find out more: www.amsterdam.nl


The Wappen of Amsterdam:

It protects the city from fire, flood and disease.

Living in The Netherlands

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

features of the landscape will strike you immediately. To start with, it is extremely

flat. There are a few hills in the southeast corner of the country, but even they barely

infringe on the broad, unbroken expanse of sky that is so characteristic of Dutch

landscape painting.

Water is everywhere – lakes, rivers, and channels of many types. Some 16 million

people live in an area of some 41,000 square kilometers. Sixty per cent of the popu-

lation lives in the West Holland conurbation known as the Randstad, which is

defined by drawing a line connecting Amsterdam, The Hague, Rotterdam and

Utrecht.

The population

The ethnic Dutch tend to be tall and fair; statistically they are the largest people in

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 climate

Cool summers, mild winters. Nothing could be less predictable than the Dutch

weather. In the morning there may be bright sunshine, but within a few hours the

wind can change direction and all of a sudden a cold gale is blowing in from the

west.

In the winter (December – March) there are not too many days below freezing, and

although you will probably see snow, there is seldom a lot of it. In the summer

months, June to August, there will be a few fairly hot days. In the months between,

the temperature will vary between 5°C and 15°C during the day.

Transport

In The Netherlands you can live very easily without a car. The public transportation

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.

For covering short distances or for exploring the country roads, no form of trans-

portation is better than the one used by most Dutch themselves: the bicycle. You

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

social status has nothing to do with it; there are even members of the parliament

who go to work by bicycle.


CONTACTS

Course Information Desk:Phone: +31 20 49 51 111Fax: +31 20 49 51 [email protected]

International Office:[email protected]: +31 20 49 51 015

Information for applicants:INHOLLAND University Course Information DeskPostal addressP.O. Box 11251110 VB DiemenThe Netherlands

INHOLLAND University DiemenWildenborch 61112 XB Diemen

Postal address:P.O. Box 2611110 AG DiemenThe Netherlands

GET IN CONTACT

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