In his project, students from Radboud University, HAN University of Applied Sciences and ROC Rijn IJssel work together on practical issues from the business world. The aim is to better prepare students for the complex challenges of the job market. “We focus on what are known as ‘wicked problems’: complex issues that can only be solved by working together. It is precisely this collaboration between different levels of education that is incredibly valuable.”
How do you go about applying for a Comenius grant?
According to Hendrik, it all starts with making a decision: am I really going to do this? This was followed by an exploration of ideas and feasibility together with colleagues. He then asked previous Comenius laureates at Radboud University if he could take a look at their proposals. “That helped enormously. It gives you a sense of what is expected.”
During the writing process, he had several people proofread his application. Input from education experts proved particularly valuable. “People from the education sector can immediately see: what is truly innovative here? What is already happening elsewhere in the country? That perspective is incredibly important.” In his view, many applicants still make too little use of it. “Many proposals describe a good idea, but fail to sufficiently contrast it with existing educational innovations. Yet that is precisely an important assessment criterion.”
The preliminary round is just the start
According to Hendrik, it’s important to put feedback from the preliminary round into perspective. “At the start, I placed too much value on the positive feedback from the first round.” This made it seem as though the proposal was almost ready, whereas the real assessment only begins after that. “In the detailed assessment round, the assessors really dig deep. They take a critical look at feasibility, your CV, your network, the scale of your project: basically everything.”
His advice to future applicants is therefore clear: don’t view a positive shortlisting as confirmation that you’ve already made it. “That initial feedback is really just a starting point. If you make it through to the next round, that’s when the real work begins.”
What makes a proposal strong?
This year, Hendrik is a member of the Comenius Scheme’s assessment panel. As a result, he now gets to see the other side of the process. What strikes him? “Many proposals are either too ambitious or, conversely, too modest. Sometimes people want to involve five degree programmes and all sorts of partners straight away, even though nothing concrete has been finalised yet. In such cases, the panel concludes: this isn’t feasible.”
He also emphasises the importance of clarity and visualisation. “Make your proposal visual. A good diagram, a table or an image helps enormously. If you can’t explain your innovation clearly, it becomes difficult.” He also believes that a proposal must clearly demonstrate exactly what is innovative about it. “The committee really focuses on the core: what are you adding that isn’t there already?”
More than just financing
For Hendrik, the Comenius grant offered more than just funding. Through networks such as the Comenius Circles and national meetings, he came into contact with other educational innovators. “That’s perhaps what I find most inspiring. You see how other institutions approach education and you meet people with the same drive.”
His key message to colleagues? Just explore what’s possible. “I’d advise everyone to think about where their strengths lie in helping students progress; it’s so desperately needed. It takes time, but above all, it’s incredibly rewarding.”
Would you like to find out more about applying for a Comenius grant, or do you have any questions? The Teaching and Learning Centre is organising an information meeting on 23 June. No registration is required, and you can attend online.
