NEW PERSPECTIVES IN DUTCH HIGHER EDUCATION

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NEW PERSPECTIVES IN DUTCH HIGHER EDUCATION

• Introduction of bachelor/master and its
  consequences

2
OVERVIEW OF THE PRESENTATION

• Why change our academic education and how?
• How are we doing to date?
• Where are we heading?

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Dutch Educational System
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Utrecht University (2004 figures) Type Research
university Founded 1636 Bachelor programmes
47 Master programmes 172 PhDs granted
412 Staff (fte) (including university medical
center) 7863 Full professors

679 Students 26817 Budget (US) approx. 800
million 70 public, 25
external, 5 tuition fees
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Why change our academic education (1)?

• Number of students has grown dramatically since
  the mid seventies
• Students talents, interests and ambitions are
  diverse and not settled when they enter
  university
• Long discussions about success rates (with
  government) and suitability (with employers) of
  education
• Previous efforts Dutch government reform cost
  containment universities without much regard for
  educational demands
• Previous efforts Dutch universities
  differentiation led towards more different
  tracks, not towards flexibility for students
• Both general academic and research skills call
  for interactive capabilities in an inter- and
  multidisciplinary setting

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Increase in students 1950 -2000(the Netherlands)
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Succes rate students(Utrecht University)
8
graduated per year after enrollment(Utrecht
University)
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Why change our academic education (2)?

• Cater to the interest in international experience
  among students, both our own and from abroad
• Need to maintain/increase the international
  profile of the universitys research activities
• Shortage of potential students in some fields
• Need to attract enough new academic potential in
  an internationally competitive environment

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Old wine in new bottles?

• Utrecht University has seized the opportunity to
  implement real innovation in its education.
• Key characteristics
• Bachelors degree programmes allow students
  considerable individual freedom of choice and
  emphasize general academic skills
• Focus on the mutual commitment of students and
  the University
• Small classes and intensive academic counselling
• Masters degree programmes are linked to UU
  strengths, (more or less) selective and include
  international programmes (taught in English).

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University College Utrecht
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Structure of degree programs

• Bachelor
• Major (main subject, up to 75 of program)
• Compulsory Major course modules (limited!)
• Optional Major course modules
• Optional course profile (at least 25 of
  programme) chosen from entire range of courses
  offered by Utrecht University
• Master
• Two-year research masters and one-year
  academic masters, roughly half of it
  coursework, half research project.

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Character of degree programs

• Bachelors degree programs student-driven
• Academic skills (regardless of specific content)
• Gradual focus on a more specific/discipline-orient
  ed interest
• Clarification of possible career ambitions
• Masters degree programs expert(ise)-driven
• Specializations with UU research profile
• Restricted admission
• Tailored to employment profiles

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University-wide teaching framework

• Uniform academic year with four teaching periods,
  starting around 1 Sept, 15 Nov, 1 Feb and 15
  April.
• Standard size of course modules 7.5 ECTS
• Bachelor course modules at 3 levels
• (1) Introductory, (2) Intermediate, (3) Advanced
• Prerequisites formulated for all course modules
• All Bachelor course modules listed in online
  University Course Catalogue
• Standardised enrolment procedure for all course
  modules

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Internal budget and funding policy

• Budget
• Simplified rate structure for teaching
• Financing based on duration of programme
• Bachelor 3 years
• Master 1 or 2 years
• Reduction of effects of delays
• Funding
• Funding of courses
• Funding of academic counselling

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How are we doing (1)?

• Undergraduate programs
• Small scalecommitmentgtgtquality?
• Choicecommitmentgtgtsuccess rates?
• Some major issues
• Matching students to the right program
• selection at the gate versus gradual referral
• Differentiation honors tracks
• Adequate and equitable course funding

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How are we doing (2)?

• Graduate
  Programs
• International programs?
• Selective coupling to UU strengths?
• (International) mobility?
• Selective entrance?
• Some major issues
• In summary getting the old situation out of
  everyones system
• Learning the ways of international competition
• Linking master- and PhD- tracks
• Treating Dutch and international students equally

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How are we doing (3)?

• Organization of education and research
• From 14 Faculties to 7 (domains not disciplines)
• Undergraduate programs organized in domains
• One graduate division (research masters) with
  six graduate schools
• Professional schools (academic masters)
• Division/allocation of responsibilities of
  Faculties and schools
• Incorporation of research institutes/schools in
  graduate division

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PERSPECTIVE (1)

• Bachelor/master will be a success in The
  Netherlands. Why.....?
• Universities are now (finally) stakeholders in
  this operation, together with government,
  sponsors and employers
• Utrecht University is in the forefront in terms
  of goal-oriented implementation but this is not a
  scissors operation for any university
• Proposed (new) legislation now follows relevant
  developments after they have been set in motion

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PERSPECTIVE (2)

• Legislative proposals
• Universities have a complex mission in society
  involving many stakeholders the
  government/public interest is one of them
• Consequently they will fall under private instead
  of public law as much as possible
• Public funding will be tailored to output
  parameters that can actually be influenced by
  performance/good practice of universities

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PERSPECTIVE (2) continued

• Student commitment will be built into the
  financial arrangements available to students
• Student mobility will be stimulated by flexible
  arrangements to draw upon learning rights
• Domains, not (specialistic) educational
  programmes, will form the level of public
  scrutiny of quality-control of education
  (accreditation)

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PERSPECTIVE (2) continued

• International cooperation, both at undergraduate
  and graduate level, will be explicitly promoted
  by leaving universities much freedom to define
  e.g. joint degree programs, with horizontal
  responsibility for quality control and vertical
  responsibility at the level of (international)
  accreditation.
• Focus on strong research profiles will be
  reinforced, but legislation will leave room for
  the universities on how to best achieve
  differentiation and cooperation.