Zuyd Onderzoek: Lectoraten
Onderzoek van Zuyd

Global Minds @ Work

Established in September 2020, the research centre Global Minds @ Work conducts research on the development of young professionals’ Global Competences: ‘the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development’ (OECD, 2018, p.12).

The research centre is a continuation of the Global Mind Programme at research centre International Relationship Management led by Lector Mark Pluymaekers, with whom we continue to collaborate and with whom we share resources.

Inauguration Dr. Ankie Hoefnagels

On 17 September 2021 at 12.30h Dr. Ankie Hoefnagels was installed as professor of the research centre Global Minds @ Work. The title of her inaugural speech is: ‘The astronaut and the empathy wall: it takes a school to raise a global mind'. 

Read the inaugural speech
  • Vision and mission

    In order to prepare (young) professionals for an internationalised labour market in an era of complex technological, social and environmental transitions, it is imperative that they develop their competence in (EU) regional, international and intercultural professional contexts.

    The research centre Global Minds @ Work wants to contribute to the development of young professionals’ global competence by means of 1) innovative, interdisciplinary, applied research and education and 2) by translating (valorising) this into real-world applications in education and professional domains and 3) by engaging a wide variety of stakeholders from different disciplines.

    We conduct applied research to advance knowledge and praxis of  young professional’s global competence development and we valorise the insights from our own research and that of other academics within education, the professional domain and society. Though we distinguish ourselves from other research centres that focus on internationalisation in higher education, or on global citizenship in the broad sense of the word, we are very much aware that young professionals should not only be ready to work in an international labour market, but also in an increasingly diverse social environment.

  • Education

    Global Minds @ Work contributes to the education at Zuyd in different ways. We have developed tools such as the Global Mind Monitor, and the Curious People blog platform which are now used in the curricula of different programmes at Zuyd. We also offer staff training and where possible, we involve students in our research projects.

    Some examples of our involvement in education:

    • Global Minds at Boostcamp: we are involved in the onboarding of new students at different academies by means of a wide range of gaming activities such as simulations, role plays and games;
    • The Global Mind Conference at Hotel Management School Maastricht:  every semester we co-organise the homecoming day of the operational interns with a one day programme with speakers, break-out sessions and in which the students are enabled to de-brief their international and intercultural experiences;
    • Curious People at Hotel Management School Maastricht: a blog platform developed with the portfoliotool Simulise. On this platform, students post and share their intercultural experiences in blogs and students and teachers give feedback and interact with the students;
    • European Sustainability Hackathon at Hotel Management School Maastricht: every semester, we co-organise a two day online Hackathon on the Unesco SDGs together with our partner International University of Bad Honnef in Germany;
    • Japanese for Business: together with the academy Oriental Languages and Communication and Maastricht University, one of our lecturer-researchers teaches a course on Japanese language and culture;
    • Intercultural communication: four of our lecturer-researchers teach intercultural communication courses at their academies, for instance European Studies, Oriental Language and Communication and Hotel Management School Maastricht.

    Educators who are interested in collaborating with us to develop and innovate their global competence programme are more than welcome to get in touch: ankie.hoefnagels@zuyd.nl

  • News and Media (Dutch)
    • Leren van de Duitsers, De Limburger, oktober 2020 (pdf)
    • Bouwen aan internationale competenties in een post-corona curriculum: de docent als gamechanger, Science Guide, november 2020 (read more
    • Van contact tot begrip en meer, De Limburger, december 2020 (pdf)
    • Leven in een ingetogen bubbel, De Limburger, januari 2021 (pdf)
  • Research projects

    The research centre Global Minds @ Work has two main research lines.

    1. Educating Global Minds
    2. Global Minds & Work

    Educating Global Minds

    The development of students’ and professionals global competence in education has been addressed at the IRM research centre and we aim to continue and extend this programme. Our two main tools for research and education are currently the Global Mind Monitor and the Global Blog platform ‘Curious People’. These quantitative and qualititative tools allow us to investigate the extent to, and ways in which students’ develop global competence, and how this is supported in (higher) education programmes.

    We realise that, for international learning to be effective, the context in which it is offered matters. Ideally it is part of a comprehensive research-informed learning programme in which a mix of evidence-based tools and acitivities leads to clearly formulated international learning outcomes. Yet in real life this is often difficult to achieve or to maintain. There is still much we do not know about the effectiveness of learning in the (inter)national classroom.

    In this research line, we would like to investigate which factors are blockers or enablers of global competence development, and what mechanisms can be developed to overcome or optimise them, focussing on the role of the teacher. An intended outcome of this research is tailormade staff professionalisation for different domains. After all, a teacher at the Hotel Management School Maastricht has a different academic context than a teacher of Nursing, Accountancy, Pedagogy or Social Work. Yet all of them need to prepare their students for an international labour market and/or a multicultural society.

    Objectives for the Research line Educating Global Minds

    • gain more insight in the conceptualisation of global competence in different professional sectors;
    • develop and test learning tools and embed them in the curricula of several Zuyd domains;
    • gain insight in which factors are blockers or enablers of global competence development in education and what mechanisms can be developed to overcome or optimise them;
    • optimise staff professionalisation in global competences.

    Some current projects in the research line

    1. Global Mind Monitor. In this project, we investigate that effects of international learning (at home and abroad) on the development of students’ intcultural competences. The Global Monitor is co-created with ETIL and its number of users is 8000 and rising. The current study with GMM data focuses on the differential effects of ‘internationalisation at home’ and the international classroom. The growing database offers rich opportunities for knowledge development. This can be realised in collaboration with other Zuyd programs and with other institutes in Higher Education. For instance, we would like to gain insight in how intercultural competences are developed over time: within the time span of a programme and beyond graduation. We are also interested in how intercultural competence is developed across educational domains, and across countries.In the project ‘Global Mind Monitor prototype for vocational education’ we investigate, together with Vista and Gilde opleidingen, the development of a version of the Global Mind Monitor that is suitable for students in intermediate vocational education (MBO). The development of international competences is equally relevant for these young professionals as for those in higher education. The deliverables of this project are a prototype and a series of staff trainings. The project is funded by the Province of Limburg in the context of strenghtening the connection between education levels in the Euregion.
    2. Global Blog. In this project, we currently investigate the linguistic markers of intercultural competence in students’ reflective blogs, written in the context of an international learning experience. The data are collected on the Curious People platform in two Zuyd courses, hospitality management and oriental languages and communication. This project is based on a large and still growing dataset and offers many opportunities for further research from both linguistic and educational perspectives. Therefore questions such as how the feedback provided by teachers can be optimised, how the educational design can be optimised, and what didactical skills supervisors need to provide an optimal learning experience for their students can be addressed in follow-up studies, for instance a (professional) doctorate.
    3. Perceptions of inclusion in the international classroom. In this project, in collaboration with the Academy of Oriental Languages and Communication, we investigate the student perceptions of (inclusion in) the international classroom. So far, two programs have been investigated (FASOS at Maastricht University) and Hotel Management School Maastricht. Survey data are analysed by 3rd year students from the department of Oriental Languages and Communication who provide recommendations for improvement to the programme management. This project combines research and education in an innovative manner, since the data are collected by the research centre, but are made available for students.
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    Global Minds & Work

    Through globalisation and technological developments, ‘contact with people from different cultures’ is no longer an exclusive privilege of those working in hospitality & tourism or in multinational firms. A paramedic, a facility manager or IT specialist at a Brightlands Campus in Limburg is just as likely to interact across cultures and borders. Limburg is called the ‘most international province of the Netherlands’ with reason. The Provincial Policy Framework 2019-2023 ‘ Vernieuwend Verbinden’ explicitly mentions the optimal development of young people as global citizens: ‘a competitive and innovative Limburg needs employees and enterpreneurs who do not only have knowledge and skills, but also an internationaly oriented attitude’ (translation author).

    Therefore, it is important that just as we do research on how to optimise international learning in RL1 Educating Global Minds, we investigate it in several professional domains as well, to gain better insight in the manifestation of global competence in customer and work relations. The outcomes of these  projects will enhance research-informed teaching and curriculum development.

    Objectives for the research line Global Minds and Work

    • gain more insight in the knowledge domain of global competences in a professional context;
    • develop and test training tools for different professional domains;
    • gain more insight in the importance of – and the demand for – global competences in professional contexts such as hospitality & tourism, healthcare and international business.

    A glimpse of current projects in this research line

    1. Hopeful career state
      Together with Penn State University (USA) we conduct a cross –cultural study in the USA and Europe on the effect of employees’ cultural intelligence on their ‘hopeful career state’. Employees who are hopeful, optimistic, and resilient are more likely to “weather the storm” of dynamic circumstances than peers with lower hopefulness levels (Snyder et al., 1996). In this project, our research centre conducts the European leg of the study. The results of this project will not only help us to gain insight in the extent to which cultural intelligence enhances people’s attitude towards  their careers, it will also allow us to valorise this in advice to different professional sectors, who are facing challenges of attracting and retaining qualified staff members.
    2. Global Mind at work: who is she/he/it?
      Global competence is still a diffuse and broad concept for many professional domains. The lector found this in her own doctoral research where hotel managers instinctively knew it mattered but found it difficult to pinpoint it in their policies. Therefore, it is important to further identify what characterises global competence in different professional domains. This can be done by means of interviews, but also by data mining global competence in job vacancies across the world. The outcome of this project could lead to a menu card that companies and organisations in different sectors can use to implement global competence in their strategies and policies.

    Our current (2021) project Policy Leaders and Intercultural Competence Collaborative Writing Project fits into the Global Mind at Work line. We are partner in a global project initiated by the World Council on Intercultural and Global Competence, aiming to gain insight in how global competence is advanced through policy and those who influence it. We contribute to this project by interviewing members of governing boards of Dutch vocational education (MBO). The data are analysed and published in a professional publication by an international team of researchers.

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  • About the lector and the team

    Ankie Hoefnagels

    Dr. Ankie Hoefnagels is Lector and Research Director at Zuyd University of Applied Sciences, Hotel Management School Maastricht. Born and raised in Heerlen, she studied English and Comparative Literature at the University of Utrecht and obtained a doctorate from Radboud University’s Nijmegen School of Management on the subject of intercultural competence in the hospitality sector in 2014. Her professional interest and expertise is heavily inspired by the effects of globalization on service delivery in the hospitality and tourism industry. She enjoys teaching the international classroom, coaching students, developing new courses and research projects with co-authors and in co-creation with industry partners. Ankie has successfully developed two educational tools to enhance students and staff’s global mindset: the Global Mind Monitor and the Curious People blog platform. The Global Mind Monitor, an online learning environment to support international learning outcomes, is now used by more than 8,000 users at different Dutch and Belgian higher education institutes. Ankie’s publication record covers, among others, a textbook about intercultural communication in the hotel and tourism industry, multiple book chapters, several papers, among which an award winning paper in the Journal of Service Management (500+ citations).

    • Joris Boonen
      Affiliation Zuyd: Oriental Languages and Communication
      Academic background: Ma Comparative & International Politics, KU Leuven; Ma Journalism, Vrije Universiteit Brussel; PhD Social Sciences, KU Leuven
    • Isabelle Grosch  
      Affiliation Zuyd: Oriental Languages and Communication
      Academic background: Ba Educational Sciences, Friedrich-Schiller-University, Jena, Germany; Ma International Business Communication,  Radboud University, Nijmegen / The Netherlands
    • Hilde Hanegreefs    
      Affiliation Zuyd: Hotel Management School Maastricht
      Academic background: Ma Spanish Linguistics, KU Leuven; Ma Business Studies, KU Leuven; PhD Spanish Linguistics, KU Leuven
    • Marlene van Heel- Bradbury 
      Affiliation Zuyd: Oriental Languages and Communication
      Academic background: Ma Education-English language and literature, Fontys University of Applied Sciences, Tilburg; Ma Applied Linguistics, University of Melbourne, Melbourne; Ba Education - English language and literature, Fontys University of Applied Sciences, Tilburg; Postgraduate Diploma in Education; Japanese, University of Queensland, Brisbane, Australia; Japanese language and culture, Ba Japanese language and culture,  University of Queensland, Brisbane, Australia
    • Tom Kuypers    
      Affiliation Zuyd: Hotel Management School Maastricht
      Academic background: Bsc International Business Studies (SBE), Maastricht University; Msc Organisation: Management, Change and Consultancy (SBE), Maastricht University; PhD Organisation and Strategy (SBE), Maastricht University
    • Martine Prins    
      Affiliation Zuyd: European Studies
      Academic background: Ma Africa Studies, Leiden University 
    • Lyvie Schoenmakers    
      Affiliation Zuyd: Hotel Management School Maastricht
      Academic background: Bsc Facility Management
Global Minds @ Work
Lyvie Schoenmaeckers (secretary)
Bethlehemweg 2
NL-6222 BM Maastricht