Every six years educational programmes in Dutch Universities are accredited to guarantee the quality of the education. In a site visit on April 22 and 23, the accreditation panel assessed the UCT program on the four standards specified by the NVAO. During the visit, the panel could experience whether Self-Evaluation Report (SER) written by the UCT programme reflects the day-to-day reality and could ask clarifying questions to management, staff, and students.
The panel was deeply impressed by the organisation and educational vision of UCT, especially regarding the implementation of the self-directed learning concept. They considered UCT to be not only an example for the University of Twente but also for all University Colleges.
Round table discussions with panel members, students and staff were organised to discuss the evolution of the University College, from the perspectives of:
- internationalisation,
- teacher professionalisation,
- student professionalisation, and
- embedding in society.
Each subject was introduced with a daring proposition. Below follows a short overview the propositions and the conclusions reached through the discussions.
Internationalisation
Proposition: “Internationalisation is being discouraged in the Netherlands and every UC must offer courses in Dutch”
The general outcome of this discussion at all tables was that UC(T) should continue to provide education in English, because of its unique position in the educational environment. For an interdisciplinary UC programme, we want (need) a Diversity of Thought. Having international students makes achieving that Diversity of Thought easier and to attract international students the language should be English. Additionally, English is currently the lingua franca in academics and international business, so also Dutch students can benefit from an English-taught environment.
But there are also challenges:
Integrating local Dutch-speaking stakeholders in projects is more difficult.
By continuing to provide education in English, students are less likely to learn Dutch, which would reduce their opportunities in the Dutch job market. (Regional talent retainment is difficult). For this reason, the university should facilitate free Dutch language courses.
Teacher professionalisation
Proposition: “Innovative education in a UC requires educational research.”
The outcome of this discussion was that, for a UC that presents itself as frontrunner in education, educational research is a must for educational innovation. However, a research orientation should not come at the cost of the teaching. In any case, a stable academic backbone is needed to guarantee the quality of the education.
Student professionalisation
Proposition: “The UCT Core Values are a good indicator for assessment of student performance”.
Here it was concluded that the Core Values can be used very well to acknowledge students 'growth, performance, and achievements throughout the program, but not as something that can be graded. Students should have an internal (rather than an external) motivation. The reason that the Core values are called Core Values is that they are essential for the education in UCT, but their meaning and application can be very personal. For example, trailblazing (one of the five Core Values) will be done differently according to the motives of the student. Grading it will destroy its inspirational or stimulating potential as something that adds to your self-confidence and self-awareness. If we define trailblazing in a rubric, students will most likely start thinking and acting according to the rubric and stop thinking out of the box, thereby losing the whole point of it.
Embedding in society
Proposition: “Every UC requires assignments from organisations, companies, and the government in society-engaged learning projects”
The conclusion was that it is a suitable approach for UCs but that it should not be imposed. It should be set up in a way that benefits students' learning. The design and the complexity of the education needs to be in line with the intended learning outcomes. Enabling students to work with organisations and companies when solving challenges will enhance valuable skills such as problem-solving, applying theoretical knowledge, and collaborating in professional settings. Furthermore, working with organisations allows students to gain insights into how organisations work and possibilities for professional networking, and to experience complex transdisciplinary environments. However, total control over the assignments by the companies can endanger the students’ learning process; alignment of content knowledge is essential for good student performance. Active engagement with various stakeholders when working on a project is important. In this process of engagement, students must be sensitive to the ethical and moral implications of their decisions and choices. Maintaining a relationship with organisations when working on projects will ensure that students can immediately apply disciplinary knowledge to design solutions to real-world challenges.
