Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing…

In higher education intermediate assessment is used in different ways. In her PhD research Indira Day shows that lecturers should be able to continue to have the freedom to use various test forms, because not one type of test is optimal.

How do students’ interests develop over time and which interests are subsequently pursued in the higher educational choice of students?

The main interest of this project concerns learners’ perceived learning outcomes in massive open online courses and the factors related to their perceived learning outcomes.

How can we improve quality of life and study success in young, high-functioning adults with autism?

ICLON conducts research into further and higher education.

Evidencing academic policy to everyday practice from the Erasmus COALITION project

The current dissertation presents a review study and three empirical studies, focusing on the understanding of the state of the art of research about PjBL in higher education and the investigation of the relation between PjBL and student outcomes in the context of Chinese higher education.

This research intends to study the why, what, how and the possible outcome of internationalisation in higher education institutions of fine art and design.

Inaugural lecture held by prof.dr. Roeland van der Rijst on the acceptance of the post of professor of educational science at Leiden University on 13 September 2024.

Higher design and engineering educators have different views on what a new or renewed curriculum should entail, content-wise as well as pedagogically. This research aims to describe how these ‘curriculum perspective perceptions’ influence working definitions, end goal formulation, and the scope of results…

In what way can teachers support and enlarge student engagement in a blended learning context?

Language learners in higher education increasingly conduct out-of-class self-directed learning facilitated by mobile technology. This project aims to explore how university students use mobile technology for their self-directed language learning and investigate factors that influence their self-directed…

Leiden University Graduate School of Teaching

The aim of this study was to provide insight into how teachers in higher education can be supported in the design, implementation and evaluation of group assignments by developing a theoretical and evidence-based framework for the design of group assignments.

This dissertation aims to explore how university students use mobile technology for their self-directed language learning and investigate factors influencing their self-directed learning with mobile technology.

In higher education, Open Educational Resources (OER) are available for anyone to use, but they are not widely used.

Learning analytics tracks students’ online learning activities in order to support their learning. But what if most of their learning takes place offline, out of sight of digital eyes?

What is students’ engagement in problem-based learning (PBL) and case-based learning (CBL) in teacher certification programs?

How do learners engage during project-based learning (PBL) and what is the impact of PBL on their learning outcomes?

U-Multirank is an alternative approach to international ranking of higher education institutions (HEIs) worldwide. This analytical tool is user-driven and multi-dimensional by design. The current version (2016/2017) includes 1 600 HEIs. The ranking system compares the relative performance of HEIs (mostly…

One-size-fits-all digital gamification sometimes hinders students’ learning due to the ignorance of individual differences. This project aims to explore how tailored digital gamification can be used in higher education and its effects on university students’ motivation and learning outcomes.

Promotores: Prof.dr. W.J.G.M. Peijnenburg & Dr. M.G. Vijver

How do lecturer-researchers at Dutch Universities of Applied Sciences perceive their academic identity after expanding their teaching-only work portfolios to include researcher roles, and how do they navigate attached identity-based role transitions, while balancing personal goals, institutional expectations,…

Promoting academic equity for students with ADHD through evidence-based accommodations and inclusive teaching methods in higher education.

This 3-year EU Erasmus+ co-funded project focuses on the strengthening and improvement of teaching qualitative research methods across a range of disciplines in the Social Sciences and Humanities in Bhutan.

The discussion on employability of higher education graduates has been around for several years, with more emphasis in the 21st century. Yet, universities are still challenged in the pursuit of providing work-ready graduates who can meet industry expectations.

The organising committee of the congress 'Social Benefits of Higher Education' has decided to postpone the congress.

James Shires has contributed a chapter to the proceedings of the 13th International Conference on Cyber Conflict (CyCon 2021), which gathers 20 articles from the law, technology and strategy domains.

The goal of the Kenniswerkplaats Diversiteit is to answer research questions schools in the Hague have in collaboration with the schools. The aim is to offer all children the same opportunities to develop through education.

Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing…

This project seeks to develop a conceptual framework and provide empirical evidence on academic leadership that builds a fairer world and fosters trust in polarised times.

Publication (in Dutch) about mentoring in higher education.

What development pathways support teaching faculty members in research-intensive universities in becoming informal educational leaders?

What mechanisms shape faculty members' perspectives on their teaching role in research intensive universities?

The dissertation by Max Kusters (PhD at ICLON) examined ‘teacher agency’: the capacity of university lecturers to actively and purposefully influence their teaching practices and work conditions.

Learning is easiest out of interest. But interest is often multiple, and expands in various directions. How do you organize education accordingly?

Galikyan’s dissertation examines how the multidimensionality of learner­learner interaction data and the multifacetedness of learner-learner interaction itself impact the measurement of learner-learner interaction in digital learning environments.

Antonia Lamers, PhD at ICLON, researched how to create a TNE teaching and learning environment that is in line with the expectations of the British programmes offered to students in Oman.

What are the characteristics of impactful education for student application of inclusive design principles in design and technology programs?

How are interests embedded and experienced in daily life and to what extent can their origin and development be understood in terms of this contextualization?

In what ways does Atelier education contribute to skills development, active learning, interactions between students and staff, and connections between disciplines of law?

How do university lecturers perceive and exercise teacher agency, and what approaches can effectively explore agentic actions and underlying beliefs?

E-book on Inclusive student-centred pedagogies

In order for professionals to keep learning throughout their careers, it is necessary to be able to steer their own learning process

Effective innovation methodologies which lead to sustainable educational transformation require room for the development of teacher agency and at same time solve systemic problems. The Change Laboratory methodology combines both.

In a virtual game environment, one of the positive effects of anonymity is the absence of one's prejudice toward others, which can give a person the freedom to change and experiment (Bartle, 2003). This project will adopt anonymity to be added to online cross-cultural collaborative learning in higher…

The aim of this EU+ project is to study and develop instructional tools for inclusive pedagogies in higher education.