Bachelor/Master system at Utrecht University

1. Bachelor/Master system at Utrecht University Professor Hans van Himbergen Vice-rector International Educational Affairs Utrecht University, the Netherlands 7 April 2003

2. The Netherlands

3. Utrecht 400 km

4. PhD master 1-2 years bachelor 3 years years HBO bachelor 3 years bachelor 4 years MBO 4 years Appren ticeship training VWO HAVO 3 years VMBO VBO 2 years 1 year 1 year Basic general secondary education 3 years Primary education (age 4-12) 8 years University Dutch Educational System

5. Utrecht University • Type Research university • Founded 1636 • Bachelor programmes 48 • Master programmes 195 • Research schools 21 • Top research schools 4 • PhD theses 390 • Staff (fte) 5.593 • Students 22.400 • PhD students 920 • Budget (US$) 550.000.000 • 75% public

6. Why change our academic education (1)? • Number of students has grown dramatically since the mid seventies • Student’s talents, interests and ambitions are diverse and not settled when they enter the 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 UU: differentiation leads towards more different tracks, not towards flexibility for students • Both general academic and research skills call for interactive capabilities in an inter/multidisciplinary setting

7. Increase in students 1950 -2000(the Netherlands)

8. Succes rate students(Utrecht University)

9. % graduated per year after enrollment(Utrecht University)

10. 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 university’s research activities • Shortage of potential students in some fields • Need to attract enough young academic potential in an internationally competitive environment

11. Old wine in new bottles? With the introduction of the Bachelor/Master system, Utrecht University is seizing the opportunity to implement real innovation in its education. Key characteristics: • Bachelor’s degree programme allows students considerable individual freedom of choice and emphasises general academic skills • Focus on the mutual commitment of students and the University • Intensive academic counselling • Wide choice of research- or profession-oriented Master’s degree programmes (including programmes taught in English)

12. Two phases, each with its own set of objectives Bachelor’s degree programme • Academic skills (regardless of specific content) • Gradual focus on a more specific/discipline-oriented interest • Clarification of possible career ambitions Master’s degree programme Specialisation with a view to: • Scientific research • Professional career at academic level

13. Two phases, each with its own teaching model The Bachelor’s degree programme focuses on expression and development of the student’s talent, interest and ambition: • Restricted choice within context of the Major • Unrestricted choice in optional course profile The Master’s degree programme is mainly expertise-driven • Programmes with UU profile • Restricted admission • Tailored to employment profiles

14. Structure of Bachelor’s degree programme • Major(main subject, up to 75% of programme) • Compulsory Major course modules • Optional Major course modules • Optional course profile(at least 25% of programme) • Chosen from entire range of courses offered by Utrecht University • Either additional course modules within the Major • Or course modules outside the Major that match the student’s ambitions and interests • Or a Minor

15. Total 180 ECTS (90 - )135 ECTS Major (department) Discipline - related subjects standard 105 ECTS Max. 75 ECTS uniform for all major students, - 65 ECTS discipline related optional courses approx. 30 ECTS Academic theories and methodologies Max. 15 ECTS compulsory, min. 7.5 ECTS at level 2 or 3 At least 45 ECTS Optional course profile ( student) Min. 15 ECTS at level 2, if Minor at least 7.5 ECTS at level 3 Academic development portfolio Bachelor degree requirements At least 45 ECTS at level 3

16. External Flux out Flux in Bachelor Master degree from highschool degree Years Optional course profile Scheme of bachelor - master flux in 1 2 3 4 5 = ‘ 17

17. Teaching: the old situation • In spite of a single student records system (OSIRIS), students were unable to access information about courses in other departments • 8 different timetables, many different course lengths and starting dates • Enormous differences in weighting of course modules • Tendency for departments to downgrade credits awarded by other departments

18. 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

19. Internal budget and funding policy • Budget • One single rate for teaching • Financing based on duration of programme: • Bachelor 3 years • Master 1 or 2 years • Reduction of effects of delays • Funding • Simple, effective funding of courses • Funding of academic counselling

20. Undergraduate – Graduate – Research/PhD Division of responsibilities for • Undergraduate phase (Majors and academic development) • Graduate phase (programme and admission of students to Master’s degree programmes) • Research and PhD programme The Dean decides how much time each employee devotes to: • Undergraduate teaching • Graduate teaching • Research and PhD programme

21. Undergraduate programme: roles and responsibilities The University Provides context for and monitors: • Educational framework • Level and nature of academic development • Quality and quality control • Induction of first-year students • Academic counselling Certifies: • Course modules • Majors • Minors

22. Undergraduate programme: roles and responsibilities Deans are responsible for: • Commissioning departments to provide teaching and approving Major/Minor requirements • Ensuring the quality of the teaching staff

23. Undergraduate programme: roles and responsibilities Departments are responsible for: • The induction and academic counselling of Major students • Offering course modules for Major students • Offering a curriculum for academic development • Determining compulsory component of Majors • Offering any course modules for non-Major students • Stipulating what constitutes a Minor within their field of competence • Awarding Bachelor’s degrees in accordance with university requirements • Arranging quality control

24. Undergraduate programme: roles and responsibilities Teaching staff are responsible for: • Participating in the general counselling activities of their department, including the induction of first-year students • Developing course modules in such a way that students who take part in accordance with the indicated guidelines can pass the module • Teaching the course modules as described • Stating sufficiently clearly in the course module descriptions what is required to pass the module • Offering students adequate guidance both within and outside timetabled activities • Notifying students of their final mark within two weeks of the end of any course module

25. Undergraduate programme: roles and responsibilities Students are responsible for: • Enrolling at the department of their initial choice of Major • Establishing their definitive choice of Major within a year • Choosing undergraduate subjects that will best equip them for their choice of graduate programme • Enrolling in course modules and actively participating in coursework and assessment

26. Graduate programme: roles and responsibilities The Graduate School is responsible for • Supervising students (including with regard to future careers) • Offering degree programmes that will lead to Master’s degrees • Defining the admission criteria • Selecting students • Arranging quality control

27. Graduate programme: roles and responsibilities The deans (one or more) are responsible for: • Determining departmental capacity for programmes • Setting final degree requirements • Ensuring quality of teaching staff • Ensuring students are adequately informed about options within the graduate programme • Arranging external accreditation The University is responsible for: • Certifying the programmes • Certifying the admission procedures • Ensuring there is adequate departmental capacity

28. Messages to the Chilean rectors: • Universities should take the lead when considering major changes in higher education • Cherish the ambitions of your prospective students, rather than your own notions of what a ‘programme of education’ should look like • Involve all essential parties from the outset in the process of designing any major changes • Make parties responsible for those parts of the educational process that they can really control; don’t hold them accountable for parts of the process that they cannot directly influence.