We studied the reliability of a Dutch version of the Social Support for Exercise Behaviors Scale, originally developed by Sallis, Grossman, Pinski, Patterson, and Nader, using a sample of 461 older adults between 55 and 65 years of age. Cronbach alpha for the three subscales was calculated, respectively, as .69, .71, and .26, which are lower than the alphas reported in the original study. This may be due to the cultural differences between The Netherlands and the United States and differences between the samples of the two studies.

The purpose of this study was to assess the reliability and validity of a Dutch translation of a questionnaire to measure self-efficacy in leisure-time physical activity. The questionnaire consisted of three subscales measuring three dimensions of self-efficacy. It was completed by 461 participants, 55–65 years old. Fifty-nine participants took part in a test-retest study. Factor analysis and correlations between the sum-scores of the 3 scales confirmed that each scale measures a different dimension of self-efficacy. The criterion-related validity of 2 of the scales was found to be moderate. All 3 scales had a satisfactory internal consistency, indicating that they are reliable. Stability was assessed with a test-retest procedure, which yielded satisfactory results for 2 of the 3 scales. The results revealed an improvement in self-efficacy for 2 of the scales over a 4-week time period. When outliers were excluded, satisfactory values were obtained for intraclass correlation coefficients between the first and second measurements.

The CEFR will only achieve its potential in higher education if it is embedded in a meaningful way in the wider processes of the university. One means of embedding the CEFR is through policy, and in this article we report the development of a language policy in the broader context of internationalization at a Dutch university. We describe some the challenges involved in developing and extending this policy to stakeholders across the complex environment of a modern university, particularly from the perspective of one of the key players in this process, the university Language Centre. A growth of English-medium instruction (EMI) programmes has coincided with a greater emphasis on internationalization in the university’s strategy, and this has resulted in the establishment of an International Classroom (IC) project and a supporting Language and Culture (L&C) policy. The L&C policy aims to be both top down and bottom up, with a dual language focus on English and Dutch, while also recognizing the inter-relation between linguistic and intercultural skills. We believe that the growth of EMI programmes has acted as a catalyst for the extension of the L&C policy beyond the EMI setting to the university as a whole, and that the CEFR can play a role in providing a bridge from an EMI-focused perspective on internationalization to a discussion of language policy as it affects the entire university community.

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