To foster talent development among students and lecturers, the study programme follows a policy that promotes well-being and is sensitive to diversity. The study programme ensures optimal orientation, remediation, supervision, and challenge for all students throughout their studies. In addition, the study programme allocates its lecturers to the various course units in a way that takes into account their experience, profile, and expertise. The study programme promotes lecturers' active participation in education support initiatives (individually and as a team) and encourages innovative teaching practices. Ghent University study programmes foster a teaching environment in which students and lecturers can nurture their talents. In other words, study programmes carefully choose the best ways to develop the talents of their students and staff. Talent development depends on how well a study programme addresses the diversity and well-being of students and staff.

What?

Ghent University study programmes foster a teaching environment in which students and lecturers can nurture their talents. In other words, study programmes carefully choose the best ways to develop the talents of their students and staff. Talent development depends on how well a study programme addresses the diversity and well-being of students and staff. 

 

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

The study programme attracts a wide range of talent through accessible, clear communication for prospective students on its website, in brochures, and during information sessions, detailing the programme’s purpose and content, as well as the expected starting competencies. The SIMON test can support prospective students' orientation. Admission to some study programmes requires a (mandatory) benchmark test. Such a tool can help students transition from secondary to university education. Lateral entry (in Dutch: zijinstroom) from other academic programmes or university colleges is supported by preparatory and academic bridging programmes tailored to the characteristics of the student group (in terms of timetables and support).    

The Programme Committee develops a suitable and accessible support offer, tailored to the diversity of the student population and complementary to the faculty’s existing initiatives . This offer takes the form of initiatives integrated into the regular course units as well as extracurricular initiatives. At key moments during the academic year (the announcement of results at the end 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 next study choice. 

The study programme monitors its students’  success rate, taking into account several background characteristics (gender, scholarship status, disability, mother tongue, migration background, their parents’ level of education, and prior education). The Programme Committee takes action to optimise the study success rate, for example by 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 in which students feel at ease and at home. Special care is taken of newly arrived and first-year students: together with the faculty, the Programme Committee implements a proper reception policy for new arrivals. Another crucial element of well-being and academic success is building 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 its learning environment and remove potential structural obstacles. These measures may include removing physical, digital, or financial barriers.  

 

The study programme promotes the talents of its staff 

The Programme Committee allocates 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. One possible action is to consider diversity in its recruitment policy. The more diverse the team, the wider the range of approaches (in terms of content) it can cover. This, in turn, can strengthen a diverse student group's sense of belonging.   

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

Student course feedback reliably indicates student satisfaction. It gives the Programme Committee a clear picture of teaching practice across the different course units. Lecturers with glowing student feedback should be commended for their strengths and encouraged to continue. Conversely, lecturers with less favourable feedback reports merit guidance and support. An important step in this support chain is to meet with the Programme Committee chair and/or the Director of Studies. Such a meeting can then form the basis for an individual action plan with points to consider and remedial action, which are followed up during a subsequent round of student course feedback.   

The Programme Committee monitors lecturers’ well-being, identifies potential tensions and frustrations arising from heavy workloads, 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 identify more easily with the study programme. 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 guide decision-making on education policy, both now and in the future. At Ghent University, we continually benchmark our ambitions for education against these objectives. In doing so, we consistently deliver state-of-the-art education.  

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