Windesheim Honours College, Windesheim University of Applied Sciences

Mailing address: 
PO Box 10090, 8000 GB Zwolle
0031 88 469 7767
Head of Institution/Senior Applicant Name: 
Liesbeth Rijsdijk
Head of Institution/Senior Applicant Title/Position: 
Head of Institution/Senior Applicant Email:
Focal point 1 - Name: 
Maria Garcia Alvarez
Focal point 1 - Title: 
Senior Lecturer and Coordinator Value Creators
Focal point 1 - Email:
Focal point 2 - Name: 
Ria Hoogeveen
Focal point 2 - Title: 
Lecturer and Coordinator International Project Management Bureau
Focal point 2 - Email:
Focal point 3 - Name: 
Maike Verhagen
Focal point 3 - Title: 
Lecturer and coordinator Honours Minor Managing Projects in a Globalized World
Focal point 3 - Email:
Please provide a brief description of your academic structure: 
Our three aims – education, research and entrepreneurship – are reflected in the way the university is organized. We have four divisions, each made up of related study programmes and research centres: 1. Health Care and Social Work 2. Human Movement and Education 3. Engineering and ICT 4. Business, Media and Law As well as the campus in Zwolle, there is a campus in Almere offering education, research and entrepreneurship. The university also has two services departments to support its primary processes. Our divisional structure is illustrated in the organization chart. Windesheim Honours College is part of the Division Business, Media and Law, however we offer a cross faculty programme Global Project and Change Management.
Please describe briefly any activities your institution is already carrying out, which are relevant to UNAI and its principles: 
Windesheim Honours College educates students to become highly competent professionals, who are active across public and private domains, have a reflective attitude, a global mindset, and promote intercultural diversity and sustainability. In order to create a challenging educational environment, Windesheim Honours College makes use of an educational concept based on 5 core values: 1. Diversity and Inclusiveness 2. Learning community 3. Personal Leadership 4. Value Creation 5. Experiential Learning & Critical Thinking Our students work on SDG related projects from day 1. The first two years these projects are local and regional focused (such as a project from the municipality of Zwolle on how to address the issue of loneliness among elderly people by connecting them with younger generation), the last two years international focused (for instance a project from the Psychosocial Support and Children's Rights Resource centre in Manilla, doing research and developing a project proposal on addressing natural disaster risk reduction in the Dumagats Tribe in the Philippines. We promote and support co-creating solutions in an international learning community. One way we do this is by facilitating students to connect with networks and professionals related to a SDG that they are passionate about in the Value Creators semester. During this semester, students get a lot of academic freedom to choose and create value in co-creation with relevant networks on a SDG challenge they want to have an impact on. We support the students by coaching them in this co-creation process in different ways, by facilitating workshops on their request, facilitaitng learning by following MOOCS, attending conferences and connecting to our (international) networks like UN Habitat, NESI, Climate Camous etc. We developed our own method for co-creation, the 4Emodel for Value Creation, based on Theory U and Connectivism Theory, which faciltates co-creation with a diversity of stakeholders for a particular complex SDG challenge. We are currently setting up a Value Creators Lab for a Sustainable and Inclusive Society. This VC Lab aims to support and connect students, researchers, professionals from business, governmental organisations, NGOs and CBOs, in the transition process related to SDGs. We do this by providing (in-company) training, workshops and co-creation sessions. Students are considered as talented young professionals who have an equal position in these learning communities for social and behavioural transition processes.