IaH in practice: how Saxion seizes the momentum
For the Spatial Development and Public Administration programmes at Saxion University of Applied Sciences, internationalisation is no longer an add-on, but an integral part of the curriculum. Students learn to work with different perspectives – essential for future spatial planners, urban designers, sustainability advisers and public administration professionals. Inge Gijsbers, Senior Lecturer in Urban Studies and Internationalisation Coordinator, shares how Saxion approaches this in practice and the insights it provides for other programmes.
In this series of practice-based stories on Internationalisation at Home (IaH), educational professionals share how they embed internationalisation into their education.
Read this page in Dutch: IaH in de praktijk: hoe Saxion het momentum benut
Why IaH is embedded at Saxion
“Internationalisation is firmly embedded in our 2025-2030 strategy,” Gijsbers explains. “Saxion is rooted in the region, but with our main campus in Enschede and Deventer as a historic Hanseatic city, cross-border collaboration is essential. What happens globally has a direct impact on us.”
Within the School of Spatial Development - which includes programmes such as Climate & Management, Spatial Planning, Public Administration and Urban Design - working with and learning from different perspectives is key. “Professionals in spatial planning and development work with a wide range of stakeholders. Engaging with international examples and diverse perspectives enriches design principles. Students grow both personally and professionally as a result.”
Inge Gijsbers, Senior Lecturer in Urban Studies and Internationalisation Coordinator at Saxion
From strategy to educational practice
According to Gijsbers, it starts with recognising opportunities and making the most of momentum: “Whenever a team plan or curriculum renewal is on the table, I look for entry points for internationalisation so that it becomes part of the process. Our revised curriculum now explicitly states that students must be able to incorporate different perspectives into their professional practice. Internationalisation, communication and research were key starting points in this renewal of the curriculum. As a result, internationalisation is embedded directly in the learning outcomes.”
“I was part of the steering group together with several lecturers from different programmes, an educational advisor and our programme manager. Now that the development plan has been defined, teaching teams across the programmes are taking this forward.”
At the same time, she emphasises the importance of taking practical, manageable steps: “I developed an IaH toolbox that allows lecturers to explore different approaches and find inspiration. This includes accessible steps such as using case studies and incorporating diverse perspectives in reading lists, as well as more extensive formats like Virtual Exchange, such as COIL VE. This also makes it easier for colleagues to reach out to me”.
Challenges in practice
A key challenge is bringing colleagues on board. “Curriculum development is about engaging people. It’s important to make internationalisation relevant to the discipline. I have organised interactive sessions with teaching teams and continually check in on their needs. I also make sure to share updates regularly after steering group meetings.”
Monitoring the progress is equally important: “Now that the development plan is in place, I actively track how internationalisation is integrated into our courses. Communication is direct, with close links between the curriculum committee, management and the International Office. I also work closely with the programme manager and the education manager, who is responsible for internationalisation.”
And then there are budget constraints. “With fewer available hours, internationalisation is sometimes seen as extra. I emphasise that it is actually closely linked to the discipline itself. I try to keep the conversation going with colleagues and show how internationalisation can fit naturally into their teaching – for example, inviting a guest speaker can add real value. I always look at what can be done, rather than what can’t.”