It’s a Wrap! Wittenborg Hosts Good Start Project’s Final Events

Activities Featured Insightful Keynote Session on Cybersecurity and Digital Hygiene

Wittenborg hosted two engaging and inspiring Erasmus+ events from 3 to 4 October: the Multiplier Event for the Good Start project and its final partners' meeting. 

Launched in November 2022, the Good Start project aims to support start-ups in acquiring and developing key competencies, such as critical thinking and collaboration in technological fields, to address the skills gap in digital hygiene practices in our fast-changing world. For nearly two years, the initiative provided training modules on digital skills and digital hygiene readiness to start-up companies in partner countries. 

In addition to Wittenborg, the project also includes the organisations Mugla Sıtkı Kocman University (Turkey), Fundacja Eduvibes (Poland), Mathemagenesis Idiotiki Kefalaiouchiki Etaireia (Greece) and eLearning & Software (Romania). 

One of the highlights of the Multiplier Event, held on 3 October at the Spoorstraat Campus, was the keynote session ‘Digital Hygiene: Securing Startups and Businesses against Cyberthreats’. 

Delivered by Raymond Rothengatter, founder and owner of RayFlexCom, the activity was aimed at students, lecturers, business owners and business managers. Rothengatter explained the concept of digital hygiene and its importance, discussing measures such as the implementation of strong password policies, two-factor authentication, regular software updates and backing up important data.

Additionally, he emphasised that organisations must educate their teams on how to defend against phishing scams and social engineering, and utilise security tools such as firewalls and antivirus programmes. 

The guest lecturer mentioned that he enjoyed discussing these topics, noting that the audience was interested and engaged in the session, participating actively in its interactive activities. “One of the participants asked how the eduroam Wi-Fi connection can be secure while being used by universities worldwide. I explained how it works, noting that some aspects are the responsibility of the universities, while others are managed by the central eduroam systems.” 

The activities concluded on October 4 with a meeting at the Brinklaan Campus, bringing together the project’s partners to conduct the initiative’s final discussions and procedures. 

Wittenborg Erasmus + Project Administrator and Researcher Jian Liu said that the two events marked the culmination of this collaborative effort and the success the participating organisations have achieved with this project. 

“Maintaining good digital hygiene is paramount for start-ups to ensure business continuity and success in today's rapidly evolving digital landscape. Our project, co-financed by the Erasmus+ programme, addressed this issue and provided many relevant insights,” he remarked. 

Wittenborg CEO Maggie Feng highlighted that Apeldoorn aims to become a city renowned for its expertise in digital technology and cybersecurity. “These are important elements not only for the Netherlands but also for the rest of Europe and beyond. I am immensely proud of our Research Centre and our team, who have done such a wonderful job in this Erasmus + project with all other European partners. We know there is more to be done and we are looking forward to more collaborations.” 

WUP 14/10/2024 
by Ulisses Sawczuk 
©WUAS Press

Transitioning into a new career

 While pursuing her degree, Somayyeh had the opportunity to intern at various businesses, including Royal Schilder, a painting company, where she worked as an administrative assistant and improved her Dutch skills. This experience also allowed her to become acquainted with Dutch work culture. 

Later, she got an internship at renowned international furniture company IKEA’s headquarters in Haarlem, where she worked in the Talent Development Department. “I had heard a lot about IKEA, and I was interested in the company’s focus on sustainability; that’s why I chose it for my internship. During my time there, I participated in various HR-related activities including organising ‘Talent Day’, which was very special. This internship helped me understand how to create a more positive workplace culture.” 

Soon after concluding her internship, Somayyeh applied for another position at IKEA and was hired as a Product Quality & Recovery Manager. In her current role, she is responsible for ensuring that products with defects are repaired and either resold at lower prices or donated to prevent the wasting of resources. Moreover, she helps the company address issues, improve the quality of its products and optimise sales processes, focusing on sustainability and cost efficiency. “One of our initiatives is the ‘Second Chance Corner,’ a specific area in our stores where we display and sell recovered products,” she says.  

For Somayyeh, transitioning into this new career was both challenging and rewarding. “I believe that people seek variety in their lives, and I myself do not like repetitive things. In my view, when you stop evolving, you start dying. So, I am thrilled with my new career as it has allowed me to learn and grow, particularly in the field of sustainability. IKEA is like a university; we’re learning all the time there and there’s plenty of variety and interesting professional opportunities.” 

Regarding the future, Somayyeh would like to keep building on her skills and developing her career at IKEA. She also plans to become fluent in Dutch.  

The graduate advises current Wittenborg students not to give up in the face of difficulties, to always trust yourself and concentrate on your goals. According to her, perseverance, self-confidence, motivation, respect and assertiveness are essential for professional success.  

“Everything in life is possible when you stay positive and work hard for it. When I look back at all I have achieved lately, I feel very happy that I made it in the Netherlands. I am especially glad to be giving my son the opportunity to grow up in this country; he’s 15 now and can already speak Persian, English, Dutch and German fluently. This makes me realise that all the challenges I faced were worth it.” 

WUP 11/10/2024 
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg’s Approach to AI in Higher Education So Far 

Ethical Use and Academic Integrity at the Forefront of Wittenborg's AI Strategy

As Artificial Intelligence (AI) continues to shape industries, Wittenborg University of Applied Sciences has taken a proactive approach to integrating AI into its educational framework. Over the past year, the institution has steadily adapted to the opportunities and challenges posed by AI, with a focus on promoting ethical use while maintaining academic integrity.

Rauf Abdul, Head of the School of Business, explained the motivation behind this approach: “Wittenborg was initially motivated to integrate AI into our educational approach due to its growing importance in industry and the necessity to adapt higher education curricula accordingly. It has become an integral part of the modern business landscape, making it essential for our educational system to evolve.”

Ethical AI use and academic integrity

Wittenborg has developed a comprehensive strategy to ensure that AI tools are used responsibly in education. “Our goal is not to control AI usage but to promote it ethically and robustly,” Abdul noted.

A key part of this strategy includes measures to prevent the misuse of AI in academic assessments. “We’ve implemented multiple measures, including tools like Turnitin to detect plagiarism and AI-generated text, as well as conducting oral defences for written assignments,” he added.

Wittenborg has also established a clear Artificial Intelligence Policy that guides students in the use of AI tools, ensuring that advances in technology are balanced with academic integrity. The policy emphasises that while paraphrasing tools can be useful for refining language, the use of AI writing tools in graded assignments is closely regulated. "We’re strict about the AI rate, allowing no more than 40% of AI-generated text in all assignments. Anything higher than 40% will be regarded as misconduct,” explained Dadi Chen, Deputy Head of the School of Business.

Students are required to declare their AI usage through a statement to maintain transparency in their academic work. This policy underscores Wittenborg’s commitment to upholding high standards, as excessive reliance on AI for written work can compromise originality and academic honesty. The goal is to ensure students develop essential skills for their future careers while responsibly navigating the use of AI.

Adapting the curriculum and supporting faculty

Incorporating AI into the curriculum has been a key part of Wittenborg’s AI strategy. “We conducted relevant research and integrated AI into the specialisations and modules,” Chen shared. “We also encourage lecturers to integrate it into their content and pedagogy.” This has led to careful revisions and updates to various programmes, ensuring students are equipped with the skills necessary for an AI-driven future.

While Wittenborg has made significant progress, formal training for faculty remains a priority for the coming year. Workshops are planned for September 2024 to support teachers in integrating AI more effectively into their teaching.

Challenges and opportunities for students and teachers

The transition to AI integration has not been without challenges. Initially, both students and faculty struggled with adapting to the new technologies. “However, with continuous support and clear instructions, both groups are finding it increasingly manageable and beneficial to their learning and teaching processes,” Abdul said.

Chen further highlighted the potential benefits and challenges: “Teachers usually hope students could learn how to use AI smartly and improve their learning. Students benefit a lot from AI in self-exploration but need guidance and training to benefit more in research and design.”

Chen also stressed the limitations of current AI tools: “It’s important to note that current AI is still not ideal in generating accurate information in many ways.”

Lucy Omwoha, Examinations Manager & Senior Lecturer, also emphasised the importance of maintaining integrity in the face of AI advancements: "Any use of AI to complete assignments, projects, or assessments on behalf of students is considered academic malpractice, which is taken seriously."  

She highlighted Wittenborg's strict policies to deal accordingly with such violations, ensuring that academic achievements remain genuinely earned and that AI serves as a supportive tool rather than replacing student input.

WUP 10/10/2024 
by Erene Roux 
©WUAS Press 

Let’s Get Moving! Wittenborg Students Can Now Use Accres Sports Facilities

Agreement Signed by School to Promote Health and Quality of Life

Wittenborg students now have even more opportunities to practise sports, promoting their mental and physical well-being. The school has signed a three-year contract with Accres, a sports company based in Apeldoorn that operates multiple facilities in the city. 

Through this agreement, Wittenborg students can use Accres’ indoor sports and training halls for activities such as futsal, volleyball, basketball, handball and badminton. Additionally, students can participate in various group activities and access the company’s swimming pools for recreational and training sessions. Special swimming lessons can also be arranged if required. 

The facilities will be available during Accres’ regular opening hours, and Wittenborg students must identify themselves as students to gain access, as well as pay the entrance fees. For more information about the facilities and activities, students can consult the websites Sporthallen Apeldoorn and Sportplein Apeldoorn.  

Wittenborg CEO Maggie Feng highlights that by signing this agreement the school aims to support its students and enhance their quality of life. “Sports are a great way to decompress and take care of one’s health and well-being. We want our students to have the best possible experience in the Netherlands. This means providing a well-rounded experience in every aspect, not just academically. For this reason, we go the extra mile by offering services like housing at the beginning of their journey and this new initiative with Accres,” she says. 

Head of Education Development and Quality Management Kriszta Kaspers-Rostás points out that Wittenborg is pleased to start a new partnership with a company from Apeldoorn. “One of our goals is to continue expanding our strategic network of local partners. This is not only beneficial for Wittenborg, but also for the economy and community of Apeldoorn.”

WUP 09/10/2024 
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg Student Joins National Commission of Higher Education in the Netherlands

Arvin Gharib Represents All International Higher Education Students in the Country

Wittenborg student Arvin Gharib recently became even more engaged in student affairs by joining the Student Advisory Board of the National Commission of Higher Education in the Netherlands (Gedragscode Hoger Onderwijs). Originally from Iran, Arvin is studying for an MBA degree in International Management. Since January 2024, he has also been serving as the chairperson of Wittenborg’s Student Representatives.  

In his new role as a volunteer at the National Commission, Arvin represents all international students enrolled in higher education institutions in the Netherlands. He explains that the organisation is responsible for the Code of Conduct for International Students in Dutch Higher Education, an instrument of self-regulation aimed at ensuring that higher education institutions provide international students with proper assistance and information. Moreover, the Code of Conduct also establishes English-language requirements for international students wishing to pursue their education in the Netherlands. 

“On top of that, the Commission has the authority to handle petitions submitted throughout the country based on the provisions of the Code of Conduct,” Arvin comments.  

The Commission is a team of five members, being composed of representatives from the three umbrella organisations pertaining to the segments of research universities (Universiteiten van Nederland), universities of applied sciences (Vereniging Hogescholen) and private education institutions (NRTO). Additionally, it includes an independent chairperson and a representative of the international students. 

Through his role as chairperson of Wittenborg’s Student Representatives, Arvin was invited by the organisation to apply for membership, and later went through several rounds of reviews. He emphasises that he has always been involved in student representation, starting from his elementary education in Iran. 

“I do enjoy representing people and researching, and this work involves a lot of research to gather factual data. I thought this could be a way to contribute to the international student community in the Netherlands and maybe help someone along the way. So, it was an opportunity I couldn’t miss.”

Arvin’s path at Wittenborg 

Having previously earned a bachelor’s and a master’s degree in Translation Studies in Iran, Arvin worked in education, education management and business before moving abroad to further his studies. He decided to move to the Netherlands to seek new career opportunities, also drawn by the country’s diversity, international character, nature, culture and quality of life. 

“I chose Wittenborg because its multiple intakes made my life easier, given my schedule at the time. On top of that, I liked the facilities and the content of the school’s programmes. I decided to trust the staff and the teachers, and it has paid off; I’ve been very satisfied with my education so far.” 

At Wittenborg, Arvin has developed important skills such as working with people from diverse backgrounds and perspectives. He has also broadened his knowledge in various business topics including strategic management, marketing and sustainability. 

Additionally, Arvin had the opportunity to intern at the school as an Education Quality Assistant in the Education Development and Quality Management department. This experience allowed him to gain deeper insights into the higher education sector and become acquainted with the perspectives of various stakeholders. “This will be helpful for my future career, and I also built on my skills in research, critical thinking and quality assurance,” he points out.  

Currently, Arvin is busy with his studies and learning Dutch. His master’s thesis will focus on the emergence and impact of Generative Artificial Intelligence (AI) on higher education. “After I graduate, I would like to work in education, as I find it a fascinating field with many dimensions. I feel that my communication and interpersonal skills align well with education, but I am also interested in business, so I will try to find opportunities in the intersection between both.” 

He concludes by encouraging other current students to be bold and create opportunities for themselves. “Opportunities don’t just appear; you have to take risks and create your own chances. You have to seize the moment and make things happen.” 

WUP 08/10/2024 
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg Lecturer Delivers Session on Leadership in Business to Indian Students

https://www.wittenborg.eu/wittenborg-lecturer-delivers-session-leadership-business-indian-students.htm

Nikita Pahwa Discusses Different Styles and Emerging Trends in Leadership

Wittenborg Assistant Professor Nikita Pahwa recently delivered an insightful guest lecture in partnership with the International Institute of Management Studies (IIMS), Pune, India. 

Titled ‘The Role of Leadership for Business Success in the Context of Future Business Leaders’, the online session was offered to students pursuing a Post Graduate Diploma in Management (PGDM) at IIMS.  

The guest lecture discussed various leadership styles and methods for choosing the right approaches in different managerial and leadership positions. 

Pahwa highlighted that academic literature as well as a survey of nearly 200,000 people in 81 organisations around the world defines four key characteristics in leadership. These include being supportive, operating with a strong results orientation, seeking different perspectives and solving problems effectively. 

In her presentation, she explained the differences between a manager and a leader, pointing out that, among other characteristics, the former depends on authority and inspires fear, while the latter relies on goodwill and generates enthusiasm.  

The Assistant Professor also discussed different strategies to choose a leadership style, including experimentation, seeking a mentor, asking for feedback and being authentic. Additionally, the session addressed the emerging concept of ‘servant leadership’, as well as the characteristics of great leaders from history, pitfalls to avoid as business leaders and trends regarding the future of leadership. 

According to Pahwa, the outcome of the guest lecture was very positive, with students being actively engaged in the discussions. “The role of leadership styles in organisational success is an important topic, especially for future managers and leaders, and I was happy to share my knowledge with such an enthusiastic group. I am looking forward to future collaborations,” she remarked. 

WUP 07/10/2024 
by Ulisses Sawczuk 
©WUAS Press 

Wittenborg Meets Prospective Students at Study Abroad Road Show in Milan

Wittenborg's Allegra Zazzaro Connects with Students and Agents in Milan

On 18 September, Allegra Zazzaro, Admissions Administrator at Wittenborg University of Applied Sciences, represented the business school at the Study Abroad Road Show in Milan, organised by Inventa Wide. The event brought together educational institutions from across Europe and beyond, giving students in Milan the chance to learn about studying abroad.

It was a great opportunity for students interested in studying in another country, as well as agents looking to partner with universities and business schools. Zazzaro shared her experience: "I had the opportunity to talk with many students interested in studying abroad, especially those considering the Netherlands as a place to study."

Originally from Italy and now living in the Netherlands, Zazzaro connected with students on a personal level, offering them valuable advice on Wittenborg’s programmes and what life is like in the Netherlands.  

Her presence highlighted Wittenborg’s commitment to helping prospective students make informed choices about their education.

The day concluded with a casual networking session, where Zazzaro and other exhibitors enjoyed appetisers and chatted in a relaxed setting.

Wittenborg’s participation in the event demonstrates its ongoing commitment to connecting with students internationally and supporting their study abroad journeys.

WUP 03/10/2024 
by Erene Roux 
©WUAS Press 

Wittenborg Students Excel in Web Portfolios and Social Media Marketing Projects

Explore Wittenborg's Student Portfolios and Marketing Insights

Wittenborg students are making their mark with impressive web portfolios and innovative social media marketing projects. Under the guidance of lecturer Cansu Tor Kadioğlu, students from the (EBA) Entrepreneurial Business Administration and Social Media Marketing courses have demonstrated exceptional creativity and practical skills, blending academic theory with real-world applications.

In the EBA course, students created personal websites and digital portfolios, resulting in standout examples. Kadioğlu expressed her pride in their achievements: “The examples I shared stood out to me because they highlight the diversity and talent within my class. Some students have gone on to establish their own companies, leveraging the websites they designed in my class to advance their businesses.”

Meanwhile, in the Social Media Marketing course, students were tasked with analysing real-world social media strategies. Ali (Freddy) Talei, an EBA student in Amsterdam, took a deep dive into the social media approach of Dutch retailer Etos.  

He explained his process: “I first started going through Etos' social media accounts and platforms and saw how they used them. Certain platforms were being utilised in a certain way. For example, with LinkedIn, people were using it professionally, so they were mostly doing B2B stuff. However, when it came to Instagram and TikTok, they were mostly using a B2C or business-to-customer approach.”

Talei noted how this experience broadened his understanding of social media's role in business: “I believe the main goal for this course is to be able to become the social media manager for a corporation or business and be able to manage their social medias accordingly... Working on this project also allowed me to expand my vision on these platforms further because I thought it was just social media and people were browsing it for fun.”

For Talei, the hands-on project aligned closely with his entrepreneurial aspirations. “The thing that I enjoyed about this project was it was quite close to what I am trying to do with my own business... working on an existing business helped me understand how they utilise it and deliver their content in a specific way to a specific audience and how segmentation works.”

Praising Kadioğlu’s approach, Talei added: "Cansu was fantastic... She asked us to look up certain things in order to figure out what they mean. Then things connected, and the presentation required us to actually do work by ourselves, which didn't hinder the progress of others.”

Kadioğlu emphasised the importance of bridging theory with practice: “By analysing various companies, students can see how the theoretical knowledge they acquire applies to actual business scenarios. This practical application is crucial for their learning experience.” Her students are not just learning – they are preparing for the future, equipped with both academic knowledge and practical skills.

You can view some of the web portfolio examples here, here, and here. 

WUP 02/10/2024 
by Erene Roux 
©WUAS Press 

A Place for Prayer and Meditation: Wittenborg Opens New Multi-faith and Well-being Room

New Space Aims to Promote Staff and Students’ Mental Health and Inclusion

As part of its commitment to fostering an inclusive and supportive environment for its diverse staff and student body, Wittenborg recently implemented its first Multi-faith and Well-being Room on the Brinklaan campus, in Apeldoorn. 

Located on the building’s ground floor, the room is available during school hours without the need for prior booking. Multiple people can use the space simultaneously, as long as they respect each other's activities. For faith-based or meditative practices that require quiet or solitude, students have the option to book private time for an undisturbed environment. Additionally, anyone who wishes to use it individually or as a group may put up a ‘Do not disturb’ sign indicating that the room is in use, so that interruptions can be avoided. 

Users are expected to leave the room clean and tidy after use. The space is meant to be a place of peace, reflection and mindfulness, so users should not engage in loud conversations or any kind of disruptive behaviour. 

It is important to note that the room remains multifunctional and can still be used for meetings or final project presentations if all consultation rooms are occupied. However, most of the time, it is available for anyone seeking a quiet moment, prayer or meditation. 

Wittenborg's Head of Education Development and Quality Management, Kriszta Kaspers-Rostás, emphasises that the institution aims to create a neutral and harmonious atmosphere that welcomes all students and staff, regardless of their religious or non-religious background. 

“The room is designed to support the spiritual and emotional well-being of our students and staff, particularly within our multicultural environment. It promotes mental health, visibly fosters inclusivity and, especially for staff, encourages work-life balance. Our main goal is to enhance the student and staff experience, foster a sense of belonging and contribute to the personal development of the people who are part of the Wittenborg community.” 

Kaspers-Rostás comments that, in the future, depending on student demand and available spaces, the school may implement similar rooms at other study locations.  

Education Support Administrator Hanna Abdelwahab, who has used the room, describes it as “cosy and peaceful”, adding that it is a brilliant addition to the Brinklaan campus. “Having a dedicated space for reflection, meditation, prayer or just mental well-being shows Wittenborg’s commitment to the diverse needs of its community. This is especially important for Wittenborg, where students and staff come from a variety of cultural and religious backgrounds. It’s a versatile space that students or staff can use whenever they need a quiet moment or just to take a break from work or class. Taking ‘time out’ is important and it is highly beneficial for mental, physiological and psychological health,” she says. 

Abdelwahab underlines that the school will collect user feedback regularly and review the use of the room periodically. “This way, we want to make sure that all the room users are happy with the space,” she concludes.  

WUP 30/09/2024 
by Ulisses Sawczuk 
©WUAS Press