Already in the beginning of the nineties Prof. Sylvia van de Bunt Klokhuis from the VU (Vrije Universiteit Amsterdam) published a dissertation about the do’s and don’ts of using English as instruction language. Main outcome was that it asks a integrated policy, and doesn’t contribute in every case to student results. If all the students are Dutch, and the subject is language sensitive, Dutch students are less sensitive for all the subject manner so they miss part of the learning targets.

Hans de Wit, lector of HvA (Amsterdam University of Applied Sciences), member of the accreditation committee in the Netherlands of the NVAO (Dutch-Flanders Accreditation Organization) considers that business schools are using to strongly an instrumental vision about internationalization. “The instrument (of using English) must not be developed as a target. You can also be international if you don’t held education in English and without international students if preparation on an international world is the target. Especially when most of the students are Dutch to. Because if it is not a natural language for them, they miss some subtleties’. For internationalization is education in English, or on international subject of international class not sufficient. (Nuffic magazine March 2011).

The success of some international studies like International Business and Management Studies (IBMS) around 14 universities of applied science in the Netherlands attracts now some 10.000 students. While English is standard, in some studies the participation of Dutch students is now 80%. This reduces the effect of an international study.