From Wittenborg MBA to Award-Winning Carbon Capture Project

https://www.wittenborg.eu/wittenborg-mba-award-winning-carbon-capture-project.htm

Ali Aqaalaei's Journey From International Student to Planning Major Energy Projects

Moving to a new country and building a career from scratch is rarely straightforward, even for experienced professionals.

When Ali Aqaalaei arrived in the Netherlands from Iran in 2021 to study for an MBA in International Management at Wittenborg, he already had years of experience in project planning and controls. What followed was not a search for a first job, but an effort to establish himself in a new market while navigating language barriers, visa requirements and the challenge of gaining local experience.

After graduating in 2023, Ali focused on finding opportunities that aligned with his professional background. Rather than pursuing multiple career paths, he concentrated on project planning and controls, the field in which he had already built substantial expertise.

During his orientation year, he worked on short-term assignments, collaborated with a project management consultancy and continued investing in professional development. Alongside gaining Dutch industry experience, he earned PRINCE2 certification and further strengthened his skills in Primavera P6 and Power BI.

That combination of experience and persistence helped him secure a senior planning role within the energy sector.

Working on a recognised sustainability project

One of the highlights of Ali's career so far has been his involvement in the Porthos carbon capture and storage project.

The project received the IMPACT CCUS Project of the Year Award at the Carbon Capture Global Summit 2026, recognising its contribution to carbon capture and storage development.

"One of my proudest achievements since graduation has been working as the dedicated planner on the Porthos project," Ali said. "Being involved in a project that plays an important role in sustainability and carbon capture infrastructure in the Netherlands and Europe has been a major milestone in my career."

For Ali, the experience offered the opportunity to contribute to a large-scale project while further developing his expertise in planning major capital investments.

Building on experience

Ali now serves as a Portfolio Planner for TAQA, supporting planning and governance activities across a portfolio of more than 110 projects.

Reflecting on his time at Wittenborg, he believes the MBA broadened his understanding of leadership, management and international business, all of which have proved valuable in professional environments involving diverse teams and stakeholders.

"The MBA in International Management equipped me with a broader perspective on business operations and leadership," he said.

He also credits Wittenborg's international environment with helping him develop cross-cultural communication skills that remain relevant in his day-to-day work.

Advice for current students

Looking back, Ali's advice to students is practical.

"Learn Dutch early, continue developing professional skills and focus on opportunities that genuinely match your strengths and experience."

He also encourages graduates to remain patient when entering the job market.

"Professional growth requires persistence, continuous learning and confidence in your own abilities and ambitions," he said.

For Ali, that approach helped turn the challenges of starting a new chapter in the Netherlands into a career that continues to grow within the energy sector.

WUP 04/11/2026 
by Erene Roux 
©WUAS Press 

Tags
#Internationalisation
#internationalstudent
#Alumni
#SDG4: Quality Education
#SDG8: Decent Work and Economic Growth

Wittenborg Students Gain Practical Roadmap to Enter the Dutch Job Market

https://www.wittenborg.eu/wittenborg-students-gain-practical-roadmap-enter-dutch-job-market.htm

Workshop Equips International Graduates With Career, Networking and Employment Strategies

Wittenborg welcomed Nima Sagharichiha, founder of ProContext Expat Academy, to the Apeldoorn Campus for a four-hour interactive workshop designed to help international students prepare for their first job in the Netherlands after graduation.

Titled Launch Your Career with Confidence, the session guided final-year bachelor's students and master's students through a practical five-step framework covering career direction, networking, personal branding, interviewing and employment regulations.

Throughout the workshop, students were encouraged to view their job search as a strategic project rather than a matter of chance.

“Finding a job in a new country is a project, not luck. Today you build the plan,” Sagharichiha told participants.

Finding direction before applying

The workshop began with a focus on helping students identify their career goals and understand where their skills align with labour market demand.

Sagharichiha encouraged students to reflect on their strengths, the problems they can solve and the sectors that match their interests and experience. He argued that having a clear target role and industry is more effective than sending large numbers of unfocused applications.

“One clear direction is stronger than 50 random applications,” he said.

Students explored industries where international graduates are frequently recruited, including IT and data, finance, engineering, energy, logistics and hospitality.

Reflecting on the challenges international students face, Sagharichiha later explained that many graduates struggle not because they lack skills, but because they struggle to communicate the value they can bring to employers.

“Many international students have great skills but struggle to communicate their value,” he said. “They often focus on listing their qualifications rather than explaining how their experience can help a company solve a specific problem.”

Networking the Dutch way

The second part of the workshop focused on networking and relationship building, with students learning how professional contacts often lead to opportunities before vacancies appear on job boards.

Sagharichiha introduced participants to what he described as "lifelines", including alumni, lecturers, former internship supervisors, recruiters and professional networks.

Rather than immediately asking for employment, students were encouraged to seek advice, information and connections.

“Don't start by asking for a job,” he said. “Start by building genuine relationships.”

Participants also practised developing a concise 60-second professional pitch and learned how to approach professionals on LinkedIn with personalised and respectful messages.

Building a strong personal profile

A significant portion of the workshop was dedicated to helping students improve their CVs, cover letters and LinkedIn profiles.

Sagharichiha explained the characteristics of a Dutch-style CV, including concise formatting, measurable achievements and clear information about residence permit status.

Students were encouraged to focus on results rather than responsibilities and to demonstrate impact through evidence and data wherever possible.

The workshop also highlighted the importance of tailoring applications to specific opportunities.

“Finding a job is not just about sending applications,” Sagharichiha said. “It's about having a clear strategy, understanding your strengths, targeting the right opportunities and taking consistent action.”

Understanding Dutch workplace culture

Interview preparation and cultural awareness formed the fourth stage of the programme.

Using the STAR method, students practised structuring interview answers around specific situations, tasks, actions and results. The session also explored cultural aspects of working in the Netherlands, including direct communication, flat organisational structures and the importance of initiative.

According to Sagharichiha, Dutch employers often value proactivity, independence, teamwork, communication skills and a willingness to learn.

“Dutch employers appreciate people who take the initiative and speak up,” he said. “During a meeting, don't just listen and agree. Ask a thoughtful question, share an idea or suggest an improvement. This demonstrates confidence and engagement.”

Navigating contracts, salaries and residence permits

he final section focused on practical aspects of employment, including salary expectations, contract terms and immigration regulations.

Students received an overview of the transition from the orientation year residence permit to the highly skilled migrant route, as well as guidance on understanding employment contracts and approaching salary negotiations professionally.

Sagharichiha stressed the importance of researching salary ranges and evaluating employment packages as a whole, including training opportunities, travel allowances and hybrid working arrangements.

Supporting students beyond graduation

Following the workshop, Sagharichiha praised the level of engagement shown by participants.

“I really enjoyed the workshop and was impressed by the interest, engagement and thoughtful questions from the students,” he said. “It clearly showed how relevant this topic is for international students preparing to enter the Dutch job market.”

He also encouraged students to begin career preparation well before graduation.

“Don't wait until graduation to build your network,” he said. “Attend industry events, connect with professionals on LinkedIn and arrange informal conversations with people working in your target field.”

Sagharichiha concluded by reminding students that their international backgrounds should be viewed as a strength rather than a limitation.

“Focus on what you can offer rather than what you lack. Your international background can be a real strength if you know how to present it.”

Students interested in further support were invited to contact ProContext for a free introductory career conversation and personalised guidance tailored to their career ambitions and circumstances.

WUP 28/10/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG8: Decent Work and Economic Growth
#Internationalisation
#internationalstudent
#apeldoorn
#highered

TourXpeRience Explores How VR Could Change the Way Tourism Students Learn

https://www.wittenborg.eu/tourxperience-explores-how-vr-could-change-way-tourism-students-learn.htm

Teachers Complete XR Training Designed to Create More Immersive Learning Experiences  

What if tourism students could practise handling a customer complaint, managing a travel disruption or making marketing decisions before ever entering the workplace?  

That question was at the centre of the Erasmus+ TourXpeRience XR Teacher Training Programme, which recently concluded at Wittenborg.  

Over four sessions, around 15 educators per session explored how Extended Reality (XR) technologies, including Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR), can be used to create more engaging and practical learning experiences in tourism education.  

The programme, led by Emmah Muchoki, Lecturer & Education Support, and Vajihe Shojaei, Assistant Professor of Applied Sciences, formed part of the wider TourXpeRience project, a European initiative focused on modernising vocational education and training in the tourism sector through immersive technologies.  

Beyond the headset  

While VR headsets and immersive environments may sound futuristic, the focus of the training was not technology alone. Instead, participants were encouraged to think about how XR can solve real classroom challenges and help students develop practical skills.  

During one workshop, educators were asked to identify areas where students often struggle and consider whether immersive technology could offer a better learning experience.  

“Think of a situation in your classroom where students struggle, or where they need more practical training,” Shojaei told participants.  

Rather than simply teaching concepts, educators explored how students could learn through experience. One example involved a virtual travel agency where students take on the role of a customer service representative dealing with an unhappy client. The choices students make influence how the scenario develops, creating a realistic environment in which mistakes become learning opportunities.  

As participants discovered, effective XR learning starts long before the technology is switched on. Learning objectives, student roles, settings and decision-making moments all need to be carefully designed to create meaningful experiences.  

“Not all learning objectives are suitable for XR,” Shojaei explained. “You need to think about whether the technology genuinely adds value.”  

Rethinking the role of the teachers as educators  

For Muchoki, one of the most interesting outcomes of the programme was the way participants reflected on their role as educators.  

“I’m really pleased with how involved the teachers were with the idea of stepping back from giving learners the answers and instead guiding them towards the answers,” Muchoki added. “The discussion about being a facilitator rather than an instructor was a highlight for me during the workshop.”  

The training took participants through a step-by-step process, beginning with the pedagogical value of XR technologies and ending with the design of their own XR-enhanced learning activities.  

“We wanted teachers to go from simply using XR content to designing immersive learning themselves, and to feel confident doing it,” she said.    

By the final session, every participant had developed a first draft of an immersive learning activity that could be further developed in the next phase of the project.    

Tackling real challenges  

The programme also addressed a reality faced by many educational institutions: introducing new technology in teaching and learning is rarely straightforward.  

“The teachers’ biggest worry was very practical: for example, how would you run an XR lesson with 24 students and only six headsets?” said Muchoki.  

Discussions focused on practical solutions, classroom management and building confidence among educators who may be using XR technologies for the first time.  

Another key takeaway was that successful adoption requires ongoing support.  

“One workshop isn’t enough,” Muchoki said. “Teachers need ongoing training and regular chances to use XR and talk to each other about it, because the technology keeps changing and confidence only grows with practice.”  

Preparing students for a changing industry  

The wider TourXpeRience project aims to help vocational education keep pace with changes in the tourism sector through the use of XR technologies. For students, this could mean more interactive classes, realistic simulations and more opportunities to develop professional skills before entering the industry.  

The journey continues on 4 November, when Muchoki and Shojaei will host another TourXpeRience VR training session in Apeldoorn.  

WUP 26/10/2026 
by Erene Roux 
©WUAS Press 

Tags
#research
#ResearchCentre
#Erasmus+
#SDG17: Partnerships to achieve the Goal
#GRT1: Digital Revolution

Hungary Staff Mobility Opens New Collaboration Opportunities for Wittenborg

https://www.wittenborg.eu/hungary-staff-mobility-opens-new-collaboration-opportunities-wittenborg.htm

Vajihe Shojaei and George Bosire Share Insights From Erasmus+ Mobility Trip      

For Vajihe Shojaei and George Bosire, a recent Erasmus+ staff mobility programme in Hungary offered an opportunity to step outside their usual academic environment and see how institutions across Europe are approaching teaching, research and internationalisation.    

The two Wittenborg staff members visited John von Neumann University in Kecskemét, Hungary, joining lecturers, researchers and project partners from different countries for a week of presentations, discussions and cultural exchange. 

Speaking during Wittenborg's Erasmus Days staff mobility briefing on 12 October, both described an experience that was as much about building relationships as it was about learning from different educational approaches.    

Shojaei said the process of arranging the mobility was straightforward, thanks to support from Wittenborg's Research Centre. 

The programme began with participants introducing their institutions and sharing information about their activities, research interests and potential areas for cooperation. Throughout the week, they attended presentations, networking events and meetings designed to encourage dialogue between participating institutions.    

Beyond the formal programme, the visit provided an opportunity to explore Kecskemét, a city Shojaei later described as "a lovely surprise".    

"The sightseeing, the visit to the Town Hall, and the Leskowsky Musical Instrument Museum were very enjoyable," Shojaei said. "I also appreciated experiencing the local atmosphere, as it made the mobility more memorable and gave me a better sense of the city and its culture."  

The setting left an impression, but it was the conversations that proved most valuable.    

After returning to the Netherlands, Shojaei found her inbox filling up.    

"I received lots of emails and messages from lecturers or other project owners. They would love to collaborate with us."    

Among the ideas now being explored are Erasmus+ projects, research partnerships and mobility opportunities involving both staff and students. She is also developing an Erasmus+ research proposal and hopes to involve some of the academics she met during the visit.    

John von Neumann University has already expressed interest in expanding cooperation with Wittenborg, including staff exchanges, student mobility and joint initiatives.    

Seeing education through a different lens   

For Bosire, one of the most valuable aspects of the programme was hearing how institutions in different countries approach common challenges.    

"It was quite a good opportunity to meet educators from different backgrounds, different institutions."    

Discussions covered topics ranging from internationalisation and educational quality to teaching methods and student engagement.    

Bosire said the exchange highlighted practical ideas that could be adapted or explored further, including guest lectures, collaborative online learning, international case studies, research exchanges and seminars.    

"I saw opportunities for collaboration, especially in terms of guest teaching," he said. "Joint learning, for example, coming up with an international case study, a collaborative online project, a research exchange and seminars."    

He was particularly interested in the emphasis many institutions place on bringing international perspectives into teaching, regardless of their size.    

Are you next?    

Wittenborg staff members interested in joining the Erasmus+ outgoing staff mobility programme are encouraged to contact the Research Centre. Recent staff mobility destinations have included Hungary, Romania, Ireland and Türkiye, with opportunities available through Wittenborg's growing international network.  

WUP 23/10/2026 
by Erene Roux 
©WUAS Press

Tags
#Erasmus+
#research
#ResearchCentre
#Internationalisation
#SDG17: Partnerships to achieve the Goal

Wittenborg Champions Entrepreneurship at Ninth Apeldoorn Business Awards

https://www.wittenborg.eu/wittenborg-champions-entrepreneurship-ninth-apeldoorn-business-awards.htm

Renewed Partnership and New Connections Mark a Standout Evening at Orpheus

On 15 October, the spotlight was firmly on Apeldoorn's entrepreneurial spirit as the Apeldoorn Business Awards took place at Theater Orpheus.

As a Premium Founder and one of the event's main sponsors, Wittenborg helped kick off the evening with the presentation of the Wittenborg Starters Award, won by Retro Empire Gaming.  

The event also marked an important milestone for Wittenborg, following the recent extension of its sponsorship agreement with the Apeldoorn Business Awards for a further three years.

Before the awards ceremony, Wittenborg's Karen Penninga, Maike Zürcher and Aydan Holtrigter represented Wittenborg at a new VIP networking dinner, bringing together entrepreneurs, sponsors and community leaders from across the region. Guests changed tables between courses of the three-course meal, creating opportunities to meet new people, exchange ideas and build new connections.

New conversations, new opportunities

For Holtrigter, the networking format was one of the highlights of the evening.

"It was the first event of its kind organised as part of the awards and I thought it worked very well. I particularly enjoyed the keynote speaker, who gave a short training on communication.

"I also made new contacts and discovered opportunities to work with local partners to increase the impact of Wittenborg's  Knowledge Hub."

Those conversations were just the start of an evening focused on celebrating the people and organisations helping to shape Apeldoorn's future.

Celebrating Apeldoorn's best

This year's winners reflected the strength and diversity of the region's business community:

• Retail: Sandmann Optiek
• Wholesale & Services: Talen Vastgoedonderhoud
• Industry & Technology: SPL
• Hospitality & Tourism: Teun Apeldoorn
• Social Organisation: Parc Spelderholt
• Wittenborg Starters Award: Retro Empire Gaming
• Student Encouragement Award: Get Nailed JMC
• Audience Award: Parc Spelderholt

A room full of pride

For Penninga, however, it was not only the winners that made the evening memorable.

"During the evening, the atmosphere was excellent, and it was inspiring to see so many successful local businesses being recognised.

"What stood out for me was the pride and enthusiasm of the entrepreneurs and employees alike, all celebrating their organisations and achievements.

"In the Wittenborg Starter Award category, there were some outstanding nominees who will undoubtedly continue to thrive and further develop their businesses in the years ahead.

"I also felt that Parc Spelderholt was a very deserving winner of both the Audience Award and the Social Organisations category. Congratulations to all the winners and organisers for a fantastic evening."

Beyond the awards themselves, the event also highlighted a defining characteristic of Apeldoorn's business community: its ability to balance international ambition with a strong local connection.

Global impact, local roots

Zürcher said that it was wonderful to see the variety, quality and diversity of businesses in Apeldoorn.  

"I think as a city we can be very proud that we have many companies doing business globally while at the same time they are very connected to the local community, often family-run and modest rather than flashy.

"It was also very nice to see that many companies have a social component and intentionally run their businesses in a way that contributes to the community, too. The venue was a very nice setting with lovely music and entertainment."

Looking Ahead

Wittenborg was also represented throughout the evening by Nicoleta Salaru, Allegra Zazzaro, Sean Machaya, Anastasija Kok, Erene Roux and Raymond Rothengatter, owner of Rayflex.

As the evening drew to a close, attention was already turning to the future.  

The 2026 event marked the ninth edition of the Apeldoorn Business Awards, with organisers now gearing up for a major milestone: the 10th Apeldoorn Business Awards in 2027.

WUP 21/10/2026 
by Erene Roux 
©WUAS Press

Tags
#apeldoorn
#societalimpact
#Internationalisation
#internationalstudent
#SDG17: Partnerships to achieve the Goal

Wittenborg Marks Erasmus Days with Staff and Student Mobility Briefings

https://www.wittenborg.eu/wittenborg-marks-erasmus-days-staff-and-student-mobility-briefings.htm

Sessions Showcase Erasmus+ Opportunities for International Study, Training and Collaboration

On 12 October, Wittenborg University of Applied Sciences marked Erasmus Days with dedicated Erasmus+ mobility briefings for staff and students, highlighting a programme that has grown steadily since its current mobility activities began in 2024.

Organised by the Research Centre, the sessions were designed to give participants a practical understanding of how Erasmus+ works at Wittenborg, from eligibility and funding to destinations and application procedures.

Opening the staff session, Aydan Holtrigter, Head of Research Partnerships and International Mobility, walked colleagues through the process of applying for mobility opportunities abroad.

She acknowledged that Erasmus+ applications can appear daunting because of the paperwork involved, but said the Research Centre helps staff navigate each step, from identifying a host institution and securing approvals to arranging funding and completing the required documentation.

Holtrigter explained that most staff mobilities at Wittenborg are short-term exchanges lasting between two and five working days. Teaching exchanges require a minimum of eight teaching hours, while training mobilities allow staff to participate in professional development activities at partner institutions and organisations.

While many opportunities are available through Erasmus+ partnerships across Europe, Wittenborg's network also extends further afield through agreements with institutions in countries including Georgia, Egypt, Tunisia, Jordan and Algeria.

"Of course, it's for you, for your professional development and improvement, but it's also for Wittenborg as an institution to learn from its peers," she said.

Wittenborg's international engagement will continue in November when the institution hosts its own International Week from 2 to 6 November. More than 15 participants from partner universities are expected to visit, creating opportunities for Wittenborg colleagues and faculty to connect with international peers, exchange best practices and explore future collaboration in research, mobility programmes and other joint initiatives.

Learning from mobility experiences

The briefing also gave staff the opportunity to hear directly from colleagues who had recently returned from mobility programmes.

Nicoleta Salaru, Front Office & Housing Coordinator, shared her experience in Romania, while Vajihe Shojaei, Assistant Professor of Applied Sciences, and George Bosire, Senior Lecturer and BBA Programme Coordinator, spoke about their recent mobility in Hungary.

Attendees later heard from Temenuzhka Ivova Shtereva (Menekse Onbasi), founder of Artmonia Foundation, a Netherlands-based non-profit organisation that combines arts, education and community-based practices to inspire social change.

Having contributed to Wittenborg's Summer School earlier this year, she introduced additional opportunities through Artmonia, including training courses, learning mobilities and international projects that bring together participants from different countries. Her presentation highlighted initiatives focused on wellbeing, youth work, emotional awareness and community engagement.

Opportunities for students

Later in the day, students attended a dedicated Erasmus+ Student Mobility Briefing covering study-abroad and internship opportunities, partner destinations, application procedures and available funding.

For many students, these opportunities are already a reality. Earlier this year, Wittenborg students travelled to Romania and Türkiye through Erasmus+ mobility programmes, working with peers from across Europe on collaborative academic and professional projects.

Staff and students interested in Erasmus+ opportunities can contact the Research Centre for further information on destinations, funding and application procedures.

WUP 16/01/2026 
by Erene Roux 
©WUAS Press

Tags
#research
#Erasmus+
#ResearchCentre
#Internationalisation
#internationalstudent
#SDG17: Partnerships to achieve the Goal

Research Centre Gears Up for Globalisation Forum and International Projects

https://www.wittenborg.eu/research-centre-gears-globalisation-forum-and-international-projects.htm

October Meeting Highlights Global Collaboration, Student Engagement and TourXpeRience

Wittenborg’s Research Centre met online on 7 October, bringing together updates on research, international collaboration and upcoming projects and events.

Head of Research Partnerships and International Mobility Aydan Holtrigter opened the meeting with preparations for the Globalisation Forum, before Erasmus+ Project Coordinator & Researcher Jian Liu shared developments from TourXpeRience. Updates on the research proposal cycle, publication policy and Erasmus+ Days completed the agenda.

Globalisation Forum takes shape

With the Globalisation Forum approaching on 2 and 3 November, Holtrigter outlined preparations for the two-day event and the involvement of Wittenborg colleagues, students and international partners.

The Forum opens at Apenheul Conference Hall in Apeldoorn on Monday, 2 November, before moving to Wittenborg’s Apeldoorn Campus on Tuesday, 3 November.

Bringing together participants from different fields, it will explore how globalisation is shaping the world while creating opportunities to exchange research, ideas and perspectives. Bachelor’s and master’s students will be part of the audience, with students also playing an active role in presenting and sharing knowledge.

The event will have a distinctly international character. Representatives from around eight partner universities are expected to participate, with institutions from Egypt, Tunisia, Jordan, Georgia and Türkiye among those mentioned.

The programme is built around Wittenborg’s 10 research themes, but the discussions themselves will leave room for participating experts to shape the conversation.

Wittenborg Dean Rauf Abdul raised this point during the meeting, asking how moderators should approach potentially interconnected panel themes and whether they could work directly with panellists to establish the focus of their sessions.

Holtrigter encouraged that flexibility, explaining that moderators and panellists could shape their discussions around their expertise while keeping the broader research themes and student audience in mind.

“We leave that fully to the moderators and the panel members to decide,” Holtrigter said.

The approach gives participating academics space to draw on their different backgrounds and perspectives, while keeping discussions relevant and accessible to the wider Forum audience.

TourXpeRience explores new approaches to tourism education

Liu then updated colleagues on TourXpeRience, including its current and upcoming activities and opportunities for further involvement.

The project explores how Extended Reality (XR) can help transform vocational education and training (VET) in tourism. It incorporates technologies including Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) to create more interactive approaches to teaching and learning.

TourXpeRience responds to the tourism sector’s changing skills needs by supporting the development of digital competencies alongside environmental awareness and sustainable entrepreneurship. It also seeks to help educators integrate emerging technologies into their teaching.

Collaboration plays a central role in the project, bringing together VET and higher education institutions, industry stakeholders, third-sector organisations and policymakers. The aim is to develop approaches that can strengthen tourism education while contributing to a more digitally skilled and environmentally conscious workforce.

Liu’s update invited colleagues to look beyond the project’s technology and consider opportunities to contribute to its ongoing and upcoming activities.

Proposal cycle and publication policy

Research processes formed another part of the October agenda, with Holtrigter providing updates on the proposal cycle and publication policy.

Both subjects had already been explored in greater depth during an earlier teachers’ meeting, allowing the Research Centre session to focus on relevant updates.

The two areas form part of the Research Centre’s wider work to support the development and publication of research across Wittenborg.

All in all, together with the Globalisation Forum and TourXpeRience, these updates reflected the connections between research, education and international cooperation running across the meeting.

From preparing for international discussions in Apeldoorn to exploring XR applications in tourism education, the October session provided a snapshot of the range of activities currently bringing Wittenborg researchers, students and international partners together.

WUP 14/10/2026 
by Erene Roux 
©WUAS Press 

Tags
#research
#ResearchCentre
#Internationalisation
#Erasmus+

Wittenborg's Amy Abdou Examines What Social Change Really Looks Like

https://www.wittenborg.eu/wittenborgs-amy-abdou-examines-what-social-change-really-looks.htm

Abdou's PhD Explores Social Exclusion in Amsterdam Zuidoost

For years, Amsterdam Zuidoost has been the focus of efforts to tackle educational inequality, unemployment and social exclusion. Governments invested in urban renewal. Schools introduced support programmes. Community organisations and social enterprises launched initiatives aimed at improving opportunities for residents.  

Yet despite these interventions, many of the challenges they were designed to address remain. Why?  

That question sits at the centre of a PhD by Wittenborg's Amy Abdou, whose dissertation, Social Entrepreneurship and Social Exclusion: A Multi-Level Analysis of Education and Employment Initiatives in Amsterdam Zuidoost, examines how social enterprises operate, why some appear more effective than others, and what policymakers can learn from them.  

Rather than asking whether social entrepreneurship "works", Abdou asks a more nuanced question: under what conditions can social enterprises contribute to reducing social exclusion?  

Across four case studies her research suggests that organisational structure alone does not determine success. Instead, stakeholder participation, community trust, entrepreneurial adaptability and institutional support all shape outcomes.  

Social Exclusion in Amsterdam Zuidoost  

The first case study examines the history of urban renewal in Amsterdam Zuidoost and the relationship between residents, policymakers and redevelopment projects.  

Abdou's analysis suggests that physical investment alone does not necessarily translate into improved social and economic outcomes. While new housing, infrastructure and businesses can transform a neighbourhood, lasting change is harder to achieve when residents have limited influence over decisions affecting their communities.  

A recurring theme throughout the dissertation is that participation matters. Social enterprises, governments and public institutions are more likely to gain legitimacy and community support when stakeholders help shape programmes rather than simply receive them.  

Educational Inequality and Homework Support  

One of the dissertation's most detailed studies focuses on a non-profit homework-support programme serving hundreds of children in Amsterdam Zuidoost.  

The findings were encouraging. Half of the participating pupils were ultimately advised to enter a higher level of secondary education than had been indicated in their preliminary school recommendation. Pupils reported greater confidence, improved Dutch-language skills and increased participation in school, while parents and staff were generally positive about the programme.  

However, Abdou is careful not to claim causality. Educational outcomes are influenced by many factors, including schools, teachers, parents and home environments.  

Instead, the research highlights organisational practices associated with positive outcomes, including small-group learning, strong relationships between tutors and pupils, parental involvement and safe learning environments.  

Digital Literacy and Technology Education  

Another case study examined two organisations working to expand access to digital literacy and technology education.  

The research found that early exposure to technology often influences whether young people continue exploring digital skills later in life. Access to devices, role models, supportive learning environments and extracurricular opportunities all appeared to play an important role.  

Although the organisations took different approaches, both relied heavily on partnerships and community engagement. Rather than waiting for large-scale policy reforms, they worked with schools, libraries, volunteers and donors to create learning opportunities and address unequal access to educational resources.  

Sustainable Employment and the Energy Transition  

The dissertation also explores employment initiatives linked to the renewable-energy sector.  

With growing demand for technical workers, policymakers often view the energy transition as a source of future employment opportunities. Abdou examined whether existing training initiatives were accessible to residents who are vulnerable in the labour market.  

Her findings suggest that private-sector programmes generally provide stronger pathways to long-term employment through recognised qualifications and clearer career progression. Community and non-profit organisations, meanwhile, were often more accessible and provided mentoring, coaching, networking opportunities and support for entrepreneurship.  

Their contribution extended beyond employment, promoting sustainability awareness, strengthening local networks and creating opportunities for collaboration between communities, governments and employers. 

What Makes Social Enterprises Effective?  

One of the strongest conclusions to emerge from the dissertation is that there is no single organisational model that consistently outperforms the others.  

Community enterprises, non-profits, social businesses and private-sector initiatives all displayed strengths and limitations. Some were better at reaching underserved groups, while others were more successful at creating pathways to employment or scaling their activities.  

Across all four case studies, one finding appears repeatedly: stakeholder participation matters.  

The research concludes that efforts to address social exclusion are more likely to succeed when they combine meaningful stakeholder involvement, diversified funding, adaptable organisational practices and strong relationships between public institutions and local communities.  

For Abdou, the challenge is not simply designing better programmes. It is understanding how change happens, who gets involved in shaping it, and how social enterprises, governments and communities can work together to create opportunities that last.

WUP 12/10/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG11: Sustainable Cities and Communities
#Internationalisation
#Diversity
#research
#societalimpact

Wittenborg Meets Prospective Students at BSN University Fair 2026

https://www.wittenborg.eu/wittenborg-meets-prospective-students-bsn-university-fair-2026.htm

Admissions Team Engages with International School Community in Voorschoten

Wittenborg participated in the BSN University Fair on  24 September, connecting with more than 600 students considering their options for higher education.

Held at The British School in the Netherlands’ Senior School Voorschoten, the annual fair brought together higher education institutions from the Netherlands and elsewhere in Europe. Representing Wittenborg were Admissions Assistant Hoang Du Le and Admissions Administrator Patience Orukpe.

Throughout the event, Le and Orukpe answered questions about studying at Wittenborg and helped students better understand the programmes available, entry requirements and application process.

Le described the event as a success, particularly because of the interest shown by those visiting Wittenborg.

“The event was a great success, with many prospective students showing strong interest in Wittenborg’s programmes,” he said.

Orukpe valued the opportunity to hear directly from students about what they were looking for as they considered their next educational step.

“I personally enjoyed engaging directly with students and discussing their study interests and future opportunities,” she said.

Connecting through international education

With nearly 90 nationalities represented within the Senior School Voorschoten community, the fair reflected the international environment familiar to Wittenborg, which brings together more than 120 nationalities.

This diversity made the event particularly relevant for Le, who highlighted “International Education in a Multicultural Environment” as the aspect he enjoyed most. His conversations with students from different backgrounds gave him an opportunity to learn about their ambitions while offering practical guidance on studying at Wittenborg.

Building connections beyond the fair

The event also created opportunities to strengthen connections with the wider school and higher education community.

Le spoke with several teachers from Senior School Voorschoten, who expressed interest in learning more about Wittenborg and its educational programmes. Orukpe, meanwhile, exchanged perspectives with representatives from other universities and gained further insight into the factors students consider when choosing where to study.

For Wittenborg’s Admissions Team, these exchanges complemented their conversations with students and made the fair an opportunity not only to provide information but also to better understand the questions and priorities shaping prospective students’ higher education choices.

WUP 07/10/2026 
by Erene Roux 
©WUAS Press 

Tags
#SDG4: Quality Education
#Internationalisation
#internationalstudent
#studyinholland

Walmart Ethics Spark Lively Student Debate at Wittenborg

https://www.wittenborg.eu/walmart-ethics-spark-lively-student-debate-wittenborg.htm

Students Put Walmart’s Social Value on Trial during Intercollegiate Debate in Amsterdam

Students from Wittenborg and the IES study abroad programme recently came together in Amsterdam, for a lively intercollegiate debate on the ethics and social value of Walmart.  

Founded by Sam Walton in the United States in 1962, Walmart grew from a single discount store into one of the world’s largest retailers. The Walton family continues to hold a significant stake in the publicly traded company, making Walmart an interesting case for examining family business, corporate governance and social responsibility.  

Organised by Wittenborg’s Amy Abdou, the debate started with students presenting different perspectives on the retailer. They explored Walmart’s development as a family business, its strengths and weaknesses and criticism surrounding its low-price business model and social impact.  

Then it was time to choose sides.  

Students were split into two teams, with one arguing that Walmart creates social value and the other making the case that it does not. Abdou encouraged students to challenge themselves by considering a position they might not normally take. And the debate quickly came alive.

Students defending Walmart argued that its low prices benefit consumers, particularly lower-income households, while its size creates jobs and opportunities for employees to move into management.  

On the other side, students questioned what those low prices mean for workers, suppliers and smaller businesses. They challenged Walmart’s impact on local communities and raised questions about wages, employee benefits and supply chains.

Challenging the arguments  

As the discussion gathered pace, students did more than deliver prepared points. They challenged statistics, questioned sources and responded directly to each other.  

A discussion about the effect of Walmart stores on local businesses, for example, prompted competing arguments about jobs and consumer savings. When sourcing came up, students began examining precisely what it means for products to be “made”, “grown”, “assembled” or “sourced” in a particular country.  

The conversation soon moved beyond Walmart itself. Students debated wages, healthcare, competition and the respective responsibilities of businesses and governments. They also explored whether complying with the law is enough for a company to be considered socially responsible.  

One student argued that social responsibility meant stepping back from what is legally required and considering “what’s morally right”.

More than an academic exercise  

For Abdou, that exchange of ideas is an important part of the format.  

She regularly organises intercollegiate debates around recognisable companies and industries. Previous discussions have covered Spotify and music rights, as well as Tony’s Chocolonely and ethics in the cocoa industry.  

Abdou has noticed that students particularly enjoy the social aspect of the debates, which was something hoped the format would encourage.  

That social element continued after the final arguments, when Wittenborg and IES students sat down for lunch together.

WUP 05/10/2026 
by Erene Roux 
©WUAS Press

Tags
#SDG11: Sustainable Cities and Communities
#SDG16: Peace, Justice and Strong Institutions
#Internationalisation
#internationalstudent