{"id":54830,"date":"2026-08-24T11:50:52","date_gmt":"2026-08-24T09:50:52","guid":{"rendered":"http:\/\/www.turner.nl\/uncategorized\/the-hague-university-of-applied-sciences-improves-processes-in-collaboration-with-turner-and-conclusion\/"},"modified":"2026-08-24T11:51:03","modified_gmt":"2026-08-24T09:51:03","slug":"the-hague-university-of-applied-sciences-improves-processes-in-collaboration-with-turner-and-conclusion","status":"publish","type":"post","link":"https:\/\/www.turner.nl\/en\/education\/the-hague-university-of-applied-sciences-improves-processes-in-collaboration-with-turner-and-conclusion\/","title":{"rendered":"The Hague University of Applied Sciences Improves Processes in Collaboration with Turner and Conclusion"},"content":{"rendered":"\t\t
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Consultancy.nl<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The Hague University of Applied Sciences Improves Processes in Collaboration with Turner and Conclusion<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Consultancy.nl reports on the project that Martijn Walvis of Turner completed together with Jeffrey Koops of Conclusion. Read the article here: <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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The Hague University of Applied Sciences Improves Processes in Collaboration with Turner and Conclusion<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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What do you do when, as a program, you feel that the support provided by the faculty office could be improved? Improvement seems a long way off, and relationships within the program are under strain. The Hague University of Applied Sciences brought in a multidisciplinary team consisting of Turner consultant Martijn Walvis and Conclusion Implementation consultant Jeffrey Koop. <\/em><\/p>

More than 2,000 students are enrolled in social work, pedagogy, and elementary teacher education programs at The Hague University of Applied Sciences\u2019 Faculty of Social Work & Education. The faculty also conducts research on topics such as global education and diversity in education. <\/p>

The faculty office is responsible for supporting education and research. However, among the teaching and teaching support staff, there was a feeling that things could be organized much more effectively and efficiently, which also affected the relationship between the faculty office and the teaching staff. <\/p>

The situation also led to an increased workload, which made it even harder to find the time to resolve the issues. In other words, it was a vicious cycle that the faculty naturally wanted to break. To help with this, they enlisted the assistance of Martijn Walvis, a consultant at Turner, and Jeffrey Koop, a business consultant at Conclusion Implementation. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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20 emails per issue<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u201cI asked that we map out the educational support processes and identify the bottlenecks and areas for improvement in each process,\u201d says Rob Soekhlal, interim manager of the faculty office. \u201cTogether with everyone involved\u2014that is, both the faculty and the educational support staff. In my experience, many problems arise from unclear roles and responsibilities.\u201d <\/p>

Christian Brouwer, a PABO instructor, can attest to that. As a member of the testing and examination committee, he works closely with the faculty office: \u201cResolving relatively minor issues can easily take 20 emails. Think of a student who registered for the wrong exam or wants to review a test after the review period has ended. Because it\u2019s not clear who\u2019s responsible for what, we keep creating our own problems. And that\u2019s how students end up being sent from pillar to post.\u201d <\/p>

This rings true for PABO instructor Christian Brouwer as well. As a member of the testing and examination committee, he works closely with the faculty office: \u201cResolving relatively minor issues can easily take 20 emails. Think of a student who registered for the wrong exam or wants to review a test after the review period has ended. Because it\u2019s not clear who\u2019s responsible for what, we keep creating our own problems. And so the student ends up being sent from pillar to post.\u201d <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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A single comprehensive overview<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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To identify such bottlenecks, Walvis and Koop mapped out the processes in digital workshops with faculty members, their team leaders, and staff from the faculty office. By doing this collaboratively with all the staff involved, the common bottlenecks also became clear. This not only improves the process but also enhances mutual collaboration. <\/p>

Ultimately, the findings were compiled into a process model: a single comprehensive overview of the faculty office\u2019s services. \u201cBecause both education support staff and faculty were involved in the workshops, both parties can relate to the depiction of the processes and the identified challenges,\u201d said Soekhlal. \u201cThat\u2019s important because it allows us all to commit to this way of working and to the potential for improvement that we see.\u201d <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u201cIn return, we get more effective and efficient processes. And\u2014which is ultimately what matters to us\u2014we\u2019re able to better support students.\u201d<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Rob Soekhlal, Interim Director of the Faculty Office<\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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A Closer Look at Examinations<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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One of the processes where things quickly began to go wrong was the assessment and examination process. Since this is such an important process, the team took a closer look at it. Together with all stakeholders, they examined the problems, their causes, and possible solutions. <\/p>

\u201cMartijn and Jeffrey tackled this very thoroughly,\u201d Brouwer recalls. \u201cFor every problem, they kept asking \u2018why?\u2019 That\u2019s how we discovered that various problems always had the same root cause\u2014and that there were also problems with multiple root causes. It was very enlightening.\u201d <\/p>

All themes, challenges, root causes, ideas for improvement, actions, and responsibilities were compiled into a list of improvements, which served as a kind of improvement plan for this process.<\/p>

\u201cMany problems turned out to be surprisingly easy to solve,\u201d says Brouwer. \u201cLet\u2019s send students an instructional video on how to register for exams. Or: let\u2019s include the review period for exams in our academic calendar as well. But of course, there are also more challenging issues that require us to develop new policies.\u201d <\/p>

For example, fraud detection and online testing required extra attention. Brouwer: \u201cHow do we ensure that instructors know the correct steps to take to identify plagiarism? What steps should a teacher take if they suspect plagiarism? When is reporting mandatory? And when it comes to online assessments: as a teacher, when should you use which type of assessment? What can you leave to specialized software\u2014and what shouldn\u2019t you? Now that we have a clear overview again, we can develop very targeted policies for this.\u201d <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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A Valuable Investment<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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In this way, all processes were reviewed with everyone involved. Of course, that required a significant investment. \u201cYes, we put a lot of time into going through all the processes,\u201d Soekhlal acknowledges. \u201cAnd yes, that naturally placed an extra burden on everyone involved. But it\u2019s an investment that will help us all. In return, we\u2019ll have more effective and efficient processes. And\u2014which is ultimately what matters to us\u2014we\u2019ll be able to help students better.\u201d <\/p>

Brouwer, too, is convinced that the investment will pay for itself. \u201cAfter 28 years in Education, I\u2019ve become quite skeptical about improvement initiatives. All too often, as a teacher, they take up a lot of my time and yield only superficial insights. Martijn and Jeffrey, on the other hand, worked incredibly hard to take the pressure off us. At every meeting, there was a solid draft we could work with. And at the end, they always took the reins back. That worked out really well.\u201d <\/p>

Walvis and Koop look back on the joint project with satisfaction. \u201cIt\u2019s really nice to hear how Rob and Christian experienced the collaboration,\u201d Walvis says. \u201cIt\u2019s always great to see how, by diving into the content together, you also build mutual understanding and trust.\u201d <\/p>

\u201cMultidisciplinary collaboration has once again proven its worth,\u201d Koop adds. \u201cIt\u2019s great to see how bringing together different perspectives has led to collaborative solutions.\u201d <\/p>

You can also read the article on consultancy.nl<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Want to know more? <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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