Titlepage
School
Hogeschool Saxion Deventer
Module
Business English 2 (2023-2024 SEM 2)
Term
Year 2 | Period 4
,Table of contents
1. Task 1: Summary ................................................................................................................................ 3
2. Task 2: Service poster ......................................................................................................................... 4
3. Task 3: Interview summary.................................................................................................................. 5
4. Task 4: Feasibility report ..................................................................................................................... 6
1. Introduction ...................................................................................................................................... 6
2. Target group .................................................................................................................................... 7
3. Current available services................................................................................................................ 8
4. Hospitality services options.............................................................................................................. 9
5. Feasibility analysis ......................................................................................................................... 11
6. Feasibility Checklist ....................................................................................................................... 13
7. Conclusion ..................................................................................................................................... 14
5. Task 5: Executive summary of the feasibility report .......................................................................... 15
6. Task 7: Bibliography .......................................................................................................................... 16
7. Task 8: Topic glossary ....................................................................................................................... 17
2
, 1. Task 1: Summary
The Rise of International Students in Dutch Universities
More and more students are opting to pursue their studies at foreign universities. Not too long ago, it
was mostly English-speaking countries that attracted most international students. However, in recent
times, non-English-speaking countries like Germany or the Netherlands have been attracting more
international students. The number of these students in Dutch universities has rapidly increased,
doubling over the past decade. According to Statista (2024), the number of international students in
the Netherlands stood at just under 54,000 in 2011, and by 2022, it had reached around 122,300. This
increasing in foreign students over the last years, reflects a shifting landscape in global higher
education.
According to CBS (2023) over three-quarters of international students in the Netherlands originate
from Europe, with the majority hailing from Germany, followed by a notable contingent from China.
The close geographical proximity, cultural ties, and strong academic partnerships between the
Netherlands and Germany contribute to this influx. Additionally, there is a presence of students from
China, further enriching the diverse foreign student community in Dutch universities. Besides Germany
and China, there are substantial numbers of international students in the Netherlands originating from
various parts of the world. The diversity of countries of origin contributes to a multicultural learning
environment in the Netherlands, often perceived as a valuable aspect of international education. The
mix of international students in the Netherlands, mainly from Europe and Chine, creates a multicultural
educational setting, enhancing the overall academic experience in Dutch universities (Rienties &
Tempelaar, n.d.).
International students arrive in the Netherlands through a variety of channels, as highlighted by
Mastersportal (n.d.) Many opt for direct admission to Dutch universities, navigating the standard
application procedures and meeting the academic requirements. Another common avenue is through
exchange programs, where students participate in study abroad initiatives organized by their home
institutions, providing them with an opportunity to experience Dutch education for a defined period.
Scholarships play a significant role, attracting students who receive financial support from Dutch or
international organizations, covering tuition fees and living expenses (University of South Alabama,
n.d.). Additionally, students from EU member states take advantage of EU programs, capitalizing on
the freedom of movement within the union to pursue studies in the Netherlands. Some students attend
language schools or preparatory courses in the Netherlands before pursuing formal degree programs,
especially if they need to improve their language skills. Each of these pathways reflects the diverse
and inclusive nature of the educational opportunities available in the Netherlands.
3
School
Hogeschool Saxion Deventer
Module
Business English 2 (2023-2024 SEM 2)
Term
Year 2 | Period 4
,Table of contents
1. Task 1: Summary ................................................................................................................................ 3
2. Task 2: Service poster ......................................................................................................................... 4
3. Task 3: Interview summary.................................................................................................................. 5
4. Task 4: Feasibility report ..................................................................................................................... 6
1. Introduction ...................................................................................................................................... 6
2. Target group .................................................................................................................................... 7
3. Current available services................................................................................................................ 8
4. Hospitality services options.............................................................................................................. 9
5. Feasibility analysis ......................................................................................................................... 11
6. Feasibility Checklist ....................................................................................................................... 13
7. Conclusion ..................................................................................................................................... 14
5. Task 5: Executive summary of the feasibility report .......................................................................... 15
6. Task 7: Bibliography .......................................................................................................................... 16
7. Task 8: Topic glossary ....................................................................................................................... 17
2
, 1. Task 1: Summary
The Rise of International Students in Dutch Universities
More and more students are opting to pursue their studies at foreign universities. Not too long ago, it
was mostly English-speaking countries that attracted most international students. However, in recent
times, non-English-speaking countries like Germany or the Netherlands have been attracting more
international students. The number of these students in Dutch universities has rapidly increased,
doubling over the past decade. According to Statista (2024), the number of international students in
the Netherlands stood at just under 54,000 in 2011, and by 2022, it had reached around 122,300. This
increasing in foreign students over the last years, reflects a shifting landscape in global higher
education.
According to CBS (2023) over three-quarters of international students in the Netherlands originate
from Europe, with the majority hailing from Germany, followed by a notable contingent from China.
The close geographical proximity, cultural ties, and strong academic partnerships between the
Netherlands and Germany contribute to this influx. Additionally, there is a presence of students from
China, further enriching the diverse foreign student community in Dutch universities. Besides Germany
and China, there are substantial numbers of international students in the Netherlands originating from
various parts of the world. The diversity of countries of origin contributes to a multicultural learning
environment in the Netherlands, often perceived as a valuable aspect of international education. The
mix of international students in the Netherlands, mainly from Europe and Chine, creates a multicultural
educational setting, enhancing the overall academic experience in Dutch universities (Rienties &
Tempelaar, n.d.).
International students arrive in the Netherlands through a variety of channels, as highlighted by
Mastersportal (n.d.) Many opt for direct admission to Dutch universities, navigating the standard
application procedures and meeting the academic requirements. Another common avenue is through
exchange programs, where students participate in study abroad initiatives organized by their home
institutions, providing them with an opportunity to experience Dutch education for a defined period.
Scholarships play a significant role, attracting students who receive financial support from Dutch or
international organizations, covering tuition fees and living expenses (University of South Alabama,
n.d.). Additionally, students from EU member states take advantage of EU programs, capitalizing on
the freedom of movement within the union to pursue studies in the Netherlands. Some students attend
language schools or preparatory courses in the Netherlands before pursuing formal degree programs,
especially if they need to improve their language skills. Each of these pathways reflects the diverse
and inclusive nature of the educational opportunities available in the Netherlands.
3
