Robert Coelen
Biographic Data
| ID | 1500245 |
|---|---|
| NAME | Robert Coelen |
| GIVEN NAMES | Robert |
| FAMILY NAME | Coelen |
| SIGNATURE | COELEN R |
| AFFILIATIONS | University of Groningen |
| ORCID | 0000-0002-4601-8586 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Internationalization of the Curriculum at Home (IoCaH): Why Academic Disciplines Matter
To reach the non-mobile majority, universities in many contexts, especially in the Global North, are investing in the internationalization of the curriculum at home (IoCaH); however, experience shows that top-down strategies are implemented differently across disciplines. It has been suggested that the role of academic disciplines, an under-investigated dimension, can explain this variation. Through a systematic literature review of nine discipli…
Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate
Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. …
Deployment of academic staff and disciplinary contexts in strategies for curriculum internationalization: A dynamic resource-based view of organizational change
In higher education literature, academic staff have long been considered the main blockers in internationalizing study programs, but recent research suggests that the real blockers are the many changes required in their disciplinary contexts.However, both perspectives have not been based on organizational change theory including academics and their disciplinary contexts.This article examines the recurring institutional issues with strategies, res…
The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students
This study investigates the dynamics between perceived cultural distance (PCD), cultural intelligence (CQ), and international students’ sociocultural, psychological, and academic adjustment. It examines whether CQ (its total score and four sub-components separately from the total CQ) moderates the relationship between PCD and adjustment. By investigating all three dimensions of students’ adjustment, and also distinguishing the four aspects of the…
An Organizational Change Perspective for the Curriculum Internationalization Process: Bridging the Gap Between Strategy and Implementation
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and i…
Through the Looking Glass: How the Covid-19 Pandemic Changed International Branch Campuses’ Academic Experience and Home Campus Relationship
This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increas…
Making the Grade: Do International Branch Campuses and Their Home Campuses Differ in International Student Satisfaction With the Academic Experience
This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution. It draws on data from 2,145 undergraduate international students enrolled at four home campuses and their six affiliated IBCs that responded to the 2018 International Student Barometer (ISB). Results indicate th…
The relationship between intercultural teaching competence and school and classroom level characteristics
The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management, enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-se…
Global teaching competencies in primary education
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and related global teaching competencies. A global citizens…
Beyond the 'welcome-back party: The enriched repertoire of professional teacher behaviour as a result of study abroad
Beyond the 'welcome-back party: The enriched repertoire of professional teacher behaviour as a result of study abroad
The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students
This study investigates the dynamics between perceived cultural distance (PCD), cultural intelligence (CQ), and international students’ sociocultural, psychological, and academic adjustment. It examines whether CQ (its total score and four sub-components separately from the total CQ) moderates the relationship between PCD and adjustment. By investigating all three dimensions of students’ adjustment, and also distinguishing the four aspects of the…
Global teaching competencies in primary education
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and related global teaching competencies. A global citizens…
Beyond the 'welcome-back party: The enriched repertoire of professional teacher behaviour as a result of study abroad
Global teaching competencies in primary education
Calls for global citizenship education (GCE) in primary education have been making themselves heard in recent literature in different national and international contexts. Primary school teachers must be equipped with the necessary competencies required to carry out this broader task appropriately. This article seeks to understand how experienced teachers and teacher educators look at GCE and related global teaching competencies. A global citizens…
Making the Grade: Do International Branch Campuses and Their Home Campuses Differ in International Student Satisfaction With the Academic Experience
This study investigates differences in academic satisfaction among undergraduate international students studying at international branch campuses (IBCs) and their home campuses, considering student stage of study, gender, and institution. It draws on data from 2,145 undergraduate international students enrolled at four home campuses and their six affiliated IBCs that responded to the 2018 International Student Barometer (ISB). Results indicate th…
The relationship between intercultural teaching competence and school and classroom level characteristics
The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management, enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-se…
An Organizational Change Perspective for the Curriculum Internationalization Process: Bridging the Gap Between Strategy and Implementation
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and i…
Through the Looking Glass: How the Covid-19 Pandemic Changed International Branch Campuses’ Academic Experience and Home Campus Relationship
This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increas…
Deployment of academic staff and disciplinary contexts in strategies for curriculum internationalization: A dynamic resource-based view of organizational change
In higher education literature, academic staff have long been considered the main blockers in internationalizing study programs, but recent research suggests that the real blockers are the many changes required in their disciplinary contexts.However, both perspectives have not been based on organizational change theory including academics and their disciplinary contexts.This article examines the recurring institutional issues with strategies, res…
The dynamics in the relationship between perceived cultural distance, cultural intelligence and adjustment of international students
This study investigates the dynamics between perceived cultural distance (PCD), cultural intelligence (CQ), and international students’ sociocultural, psychological, and academic adjustment. It examines whether CQ (its total score and four sub-components separately from the total CQ) moderates the relationship between PCD and adjustment. By investigating all three dimensions of students’ adjustment, and also distinguishing the four aspects of the…
Internationalization of the Curriculum at Home (IoCaH): Why Academic Disciplines Matter
To reach the non-mobile majority, universities in many contexts, especially in the Global North, are investing in the internationalization of the curriculum at home (IoCaH); however, experience shows that top-down strategies are implemented differently across disciplines. It has been suggested that the role of academic disciplines, an under-investigated dimension, can explain this variation. Through a systematic literature review of nine discipli…
Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate
Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. …
International Student and Expatriate Challenges (9 works) · Pedagogy (9 works) · Higher Education Governance and Development (6 works) · Psychology (6 works) · Sociology (6 works) · Global Education and Multiculturalism (5 works) · Higher education (5 works) · Mathematics education (5 works) · Political science (5 works) · Business (4 works)