Publications

Franka van den Hende

• Haines, K. , van den Hende, F. , & Bos, N. (2015). From Training Initiative to Fully-Fledged Innovative International Programme: A Story of Staff and Student Cooperation at the University of Groningen’s Medical School. In W. Green, & C. Whitsed (Eds.), Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health (Vol. 32, pp. 159). (Global Perspectives on Higher Education). Rotterdam: Sense Publishers.
• van den Hende, F. M. (1997). Gender in mediacommunicatie; receptie en interpretatie van een Postbus 51-spotje. Jaarboek Onderzoek Communicatiemanagement , 50 - 58.
• van den Hende, F. M. (1996). De betekenis van gender in de receptie en interpretatie van een Postbus 51-spotje. In G. Lycklema à Nijeholt, & S. van Bommel (Eds.), Mannentaal is de norm, is vrouwentaal beter? (pp. 71 - 75)

Kevin Haines

Haines, Kevin. 2017. Purposeful interaction and the professional development of content teachers: observations of small-group teaching and learning in the international classroom. In Jennifer Valcke& Robert Wilkinson (Eds.), Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Frankfurt: Peter Lang.

Haines, Kevin & Anje Dijk. 2016. Translating language policy into practice: Language and culture policy at a Dutch university. Language Learning in Higher Education 6(2), 355–376.

Haines, Kevin, Franka Van den Hende and Nico A. Bos. 2015. From Training Initiative to Fully-Fledged Innovative International Programme: A Story of Staff and Student Cooperation at the university of Groningen’s Medical School. In Wendy Green & Craig Whitsed (Eds.), Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative accounts from Business, Education and Health, 159–174. Rotterdam: Sense Publishers

Haines, Kevin. 2015. Imagining oneself: Narrative evaluations of the professional identities of learners in a transnational higher-educational setting. Learning & Teaching8(1), 30–49.