To cultivate the talent development of its students and lecturers, the study programme pursues a policy that promotes well-being and is sensitive to diversity. The study programme ensures an optimal orientation, remediation, supervision and challenges for all students throughout their entire study trajectory. In addition, the study programme adequately allocates its lecturers to the various course units, considering their experience, profile, and expertise. The study programme promotes the active participation of its lecturers in education support initiatives (individually and as a team) and encourages innovative teaching practices.

What?

Ghent University study programmes foster a teaching environment where students and lecturers can nurture their talents. In other words, study programmes carefully choose the best way to develop the talents of their students and staff. The development of talent hinges on how well a study programme addresses the diversity and well-being of students and staff.  

 

 

Supporting talent involves ensuring that students receive proper guidance, support, supervision, and appropriate challenges

 

The study programme takes action to attract a wide range of talents through accessible and understandable communication vis-à-vis prospective students on their website, in brochures, during information sessions, detailing the programme’s purpose and content, as well as the expected starting competencies. The SIMON test can serve to support the orientation of prospective students.  Admission into some study programmes is subject to a (mandatory) benchmark test. Such a tool can be helpful in the transition from secondary to university education. Lateral entry (in Dutch: zijinstroom) from other academic programmes or university colleges is facilitated by an offer of preparatory programmes and academic bridging programmes tailored to the characteristics of the student group (in terms of timetables and support).    

 

A Programme Committee develops a suitable and accessible support offer tuned to the diversity of the student population and complementary to the existing initiatives organised by the faculty. This offer takes the form of initiatives integrated into the regular course units and extracurricular initiatives.  At defining moments during the academic year (the announcement of results at the close of the first term for first-year students, or the end of the resit exam period for all-year students), specific support initiatives are available to help students make the right subsequent study choice.  

 

The study programme monitors the study success rate of its students, taking into account several background characteristics (gender, scholarship status, disability, mother tongue, migration background, their parent’s level of education, and prior education).  The Programme Committee takes actions to optimise the study success rate, e.g. such as carefully planning course units in the curriculum, thoughtfully allocating lecturers and promoting a proper feedback culture.  The study programme provides opportunities for students who require an additional challenge, for instance by actively encouraging their participation in an honours programme.

 

The study programme creates a learning environment where students feel at ease and at home. Special care goes out to newly arrived and first-year students: together with the faculty, the Programme Committee installs a proper reception policy for new arrivals.  Another crucial element contributing to one's well-being and academic success is establishing a strong rapport with and receiving support from fellow students. Newly arrived students do not always possess the social skills necessary to build a network with their peers.  The study programme should therefore set up initiatives to facilitate peer support.  The study programme should promote the (physical) accessibility of their learning environment and take action to remove potential structural obstacles. These measures may include the removal of physical, digital or financial barriers.   

 

 

The study programme promotes the talents of its staff 

 

A Programme Committee adequately allocates its lecturers to the various course units, considering their experience, expertise, motivation and potential. In addition, it is aware of the diversity (age, gender, social and cultural background, nationality, ...) in the team, and uses or advances that diversity to everyone’s advantage. A possible action is to take diversity into account in its recruitment policy.  The more diverse the team, the wider the range of approaches (in terms of content) that can be covered. This, in turn, can strengthen the sense of belonging of a diverse student group.  

 

The Programme Committee encourages pedagogical expertise and innovation in the teaching practice. It encourages lecturers to participate in education support initiatives (either individually or in groups) and promotes the exchange of pedagogical expertise among the teaching staff.  Study programmes can set up initiatives for professional development, in collaboration with their faculty and/or the university’s education support staff.  If there are specific idiosyncratic points to consider at an individual level or the level of the study programme, this may call for tailor-made support or training.    

 

The course feedback by students is a solid indicator of student satisfaction. It gives the Programme Committee a good idea of the teaching practice in the different course units.  Lecturers with glowing feedback reports from the students should be endorsed in their strengths and motivated for the future. Conversely, lecturers with less favourable feedback reports merit guidance and support.  An important step in this support chain is to have a meeting with the Programme Committee chair and/or the Director of Studies. Such a meeting can then form the basis for an individual action plan containing points to consider and remedial actions, that are followed up during a subsequent round of course feedback.

 

The Programme Committee monitors the well-being of lecturers, detects potential tensions and frustrations caused by a heavy workload, conflicts or other inappropriate behaviour, and intervenes appropriately.  It should adopt a position of commitment and concern to uncover the causes and find possible solutions. Lecturers who feel appreciated will be more motivated and will identify with the study program more easily. In the event of psychosocial issues that go beyond a Programme Committee’s competence (harassment, violence, sexual intimidation) a referral to specialised help (Trustpunt) is advised.

Why?

In Ghent University’s dynamic education context, our six strategic education objectives are important guiding principles for making choices in the education policy area, both now and in the future. At Ghent University, we continuously benchmark our education (-related ambitions) against these objectives. In so doing, we always deliver state-of-the-art education.  

 

At Ghent University, each study programme is expected to align with and implement our six strategic education objectives. One of these objectives is to “Cultivate Talent”.