To design, set up and maintain a number of web pages within the ENPHE domain, that can be used to share best practices on internationalisation among ENPHE-members. We will be using the 10 key-elements from the model developed by Elspeth Jones (Jones, 2011). These dimensions, see picture below, of strategic internationalization development will used as base.

Members (list of core members)

  • Diane Breedijk – Rotterdam University of Applied Sciences (NL)
  • Angelique Hagen – Utrecht University of Applied Sciences (NL)
  • Katrijn D’Herdt – Vrije Universiteit Brussel (BE)
  • Priscila de Brito Silva – Denmark
  • Noemí Valtueña Gimeno – Spain
  • Carme Campoy Guerrero – Spain

Outputs/products (documents/links)

For all the ENPHE members, on each of the key-elements of the Jones-model, at least 5 (English written) examples are available, ready to use within curricula, activities and policy development at higher education institutions. The web pages are easily accessible, members only, have a clear overview, and the documents are easy to download. The links will be provided soon.

Policy / Strategy for internationalisation Governance, leadership, management Internationalisation incorporated in all curricula International campus culture and informal curriculum for all students Student diversity Guidance and support for students outside the classroom Staff development, recognition and reward Meaningful, broad and deep, international partnerships Resources follow strategy Monitoring, reflection, evaluation and review

Policy / Strategy for internationalisation


An effective and comprehensive policy or strategy for internationalisation linked to the university’s vision and values has been determined and clearly communicated.

Is understood by academics/departments and support staff at all levels across the university as well as academic committee, the Governing Body and external stakeholders.


Toolkit 1

Governance, leadership, management


Importance and relevance of internationalization is recognized by the Supervisory and Executive Board and all management, and demonstrated as such across the university.

Explicit in all key university policies and strategies, incorporated into planning processes, aligned and delivered through normal line management routes.

Key areas to include are positioning and profiling, learning and teaching, research strategies, human resources policy, assessment, subsidies (local, national, international) and facilities.

Internationalisation incorporated in all curricula


University-wide strategy is translated to internationalised curricula and international learning outcomes across the university – global perspectives and developing intercultural awareness and sensitivity.

Content, pedagogy, assessment processes and graduate outcomes.

Varied international mobility opportunities to support the international curriculum: e.g. academic study abroad, work placement, international volunteering.

Intercultural learning opportunities in international classrooms, multicultural workplaces.

Build an international reputation in the field of applied research.


Toolkit 3

International campus culture and informal curriculum for all students


An international and multicultural campus culture is evident, well established in the region, including student union clubs, societies and informal gatherings.

Forms the basis of the informal curriculum for students.

International events, displays and activities to support internationalisation at home.

Students are trained to make full use of the international campus culture to deepen their intercultural competences


Toolkit 4

Student diversity


Vibrant divers international and multicultural student community as active participants in campus life.

Students valued for the way in which they enrich classrooms and campus culture.


Toolkit 5

Guidance and support for students outside the classroom


Effective system and services provide support to support internationalisation, including language and intercultural competence development.

Promoting and encouraging internationalization for all students.

Language, cross-cultural capability, academic support, relevant advisory and counselling services.


Toolkit 6

Staff development, recognition and reward


Wide range staff development and recruiting programme to support internationalization, including language and intercultural competence development.

Identification of need along with recognition and reward for engaging in any aspect of international dimension of the university life offered systematically through performance review or appraisal.


Meaningful, broad and deep, international partnerships


Well-maintained and fully utilized (inter)national network of partnerships with universities (applies and research), alumni, industry, research institutes, (local) government, non-governmental organizations and public service organisations.

Be the leading university in triple helix, both in practice and research, to create innovation and build on global citizenship amongst staff and students.


Toolkit 8

Resources follow strategy


Resource allocation and the engagement of management to ensure that the commitment to integrated internationalization can be delivered.

Travel and human recourses policies support international activities, education and research.

Dedicate support to build and maintain combined partnerships (triple helix).

Consistent internal and external communication of positioning and strategy.


Monitoring, reflection, evaluation and review


Body or individual with overarching responsibility for internationalization incorporated within management structures.

Report regularly on progress.

Benchmarking of performance.

Continuous enhancement of internationalization activities and strategy through feedback, reflection and evaluation process.

Revisions to policy and practice.


Jones, E. (2013). The Global Reach of Universities: leading and engaging academic and support staff in the internationalisation of higher education. In Sugden, R., Valania, M. & Wilson, J.R. (Eds) Leadership and Cooperation in Academia: Reflecting on the Roles and Responsibilities of University Faculty and Management. Cheltenham: Edward Elgar. pp 161-183.


The working group Internationalisation is expanded since the seminar in April 2021 with three new members; Priscila de Brito Silva ( University College of Northern Denmark (DK), Noemí Valtueña Gimeno (Universidad Cardenal Herrera CEU (Spain) and Carme Campoy Guerrero (Spain). Together with Katrijn d’Herdt, Angelique  Hagen and Diane Breedijk we form the working group.

In these times of COVID our “internationalization at home” was more actual than ever. We shared our products of best practices on internationalization among ENPHE-members at the ENPHE website in the Jones Model (Jones, 2011) and in our workshops in the seminar in spring and during the conference in autumn 2021.  The material, ready to use within curricula, activities and policy development at higher education institutions, is organized by the 10 key-elements from the model developed by Elspeth Jones (Jones, 2011). Examples of material also include (cultural) diversity and SDG’s  as an aspect of internationalization@ home.

During the last Conference we focused on theory and practice of implementing a Virtual Exchange. We used the Five Stage Model (Salmon, G. ). The five-stage-model provides a framework for a structured and paced programme of e-ctivities (bron: ). Together with almost 15 ENPHE participants in the Vilnius seminar we worked on developing possible Virtual Exchange projects in Physiotherapy around subjects on for example ‘promotion on health and wellbeing’, ‘chronic stroke’ and ‘global problems, local solutions’.

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