Jannemieke Geessink (project leader)

has worked at HAN UAS as a programme manager and senior lecturer of intercultural awareness for more than 15 years. Her interest in the crossroad of learning and culture resulted in this project. Most valuable for her were the interviews with students. The realisation of how unusual and difficult several experiences must have been for some of them nurture the belief that a thoughtful didactic approach is essential for a successful international classroom. 

Ingrid Van Rompay-Bartels

has worked as a senior researcher and lecturer of intercultural awareness since 2001. Her interest in cultural differences emanates from her own experiences of growing up as a Dutch child among Japanese (Brazilians) in the north of Brazil. Most valuable for her were the dialogues with the students during the interviews. Beyond understanding the differences, this project focuses on building solutions required to navigate the challenges of dealing with peer feedback in the international classroom. Insights in these aspects are crucial for inclusive education. 

Karola Gierke-Goergens

her foreign language teaching background (German Language and Culture in Business) was the cradle for her interest in inter-cultural issues in general, and in the more linguistic aspects of this project in particular, starting with English as common language of operation in ISB at HAN UAS. As a next step, she is working on implementing some of this project’s ideas into my training sessions.

Esther van Popta

has worked at HAN UAS as a policy advisor on Education, Research and ICT for more than 18 years. She started her PhD in 2010 on peer feedback. Her model of the process of online peer feedback was used in this project to design the peer feedforward trajectory for the students in providing peer feedforward in four steps. 

Pauline Sleven

has worked as lecturer of Business Communication and as Personal & Professional Development coach in ISB at HAN UAS for 20 years. As a personal coach to many international students she has witnessed how much students  appreciate receiving peer feedback as it helps them grow and develop. In her project and language classes, where peer review plays an important role, some students find it hard to formulate constructive and thus effective feedback in an intercultural setting. By designing a glossary linked to each stage of the feedback process, students now share a   common language which stimulates mutual understanding and respect.