Universiteit Leiden

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Humanities

Programme standards

The objective of the Programme Standards project is to provide clear frameworks for the deployment of staff in the various programmes of the Humanities Faculty.

The project stems from the dialogue that has been conducted within the framework of the organisational structure of the faculty (report It takes two to tango). As a result, the Faculty Board set up a working group with employees in the spring of 2018. They were instructed to draw up guidelines for curricula that on the one hand do justice to the diversity in disciplines, educational practice and size of the BA and (Res)Ma study programmes, and on the other hand include a clear faculty line. Additionally, the working group was asked to give advice on setting up a model for faculty teacher’s task loads, in combination with advice on a possible faculty guideline for the distribution of time for education, research and administrative tasks.

Unity, transparency and justice

The faculty has many programmes with an interdisciplinary nature and differs from most other faculties in that respect. Programme guidelines are being developed to bring more unity to education and its related tasks.

The guidelines should ensure a high degree of honesty and clarity towards students and lecturers, in terms of equality in (implementation of) the choices and possibilities in the curriculum. In addition, the adoption of programme guidelines also provides frameworks for financial resources and the reduction of workload in certain cases. 

A working group, with a broad representation from the faculty, has drawn up guidelines for the curricula that aim to achieve the following goals:

 

  1. Clear frameworks for talks between programme chairmen and directors of teaching and learning about the deployment of staff;
  2. A reducing of the workload through a better distribution of offered courses;
  3. The realisation of a ‘principle of justice’ for students and lecturers, by giving programmes a more or less comparable structure and variation in options;
  4. Strengthening the vitality of the curricula by creating a space for educational reform and thus improving both the educational organisation and the educational content.

 

What does the process look like?

The faculty board wants to have a proper dialogue with the stakeholders within the faculty. This process will take about half a year (until June 2019)

Two sub-projects can be distinguished, which a shorter and longer trajectory respectively, namely;

Sub-project 1:

The development of a Lecturer-education-time Model and a Task assignment Model in the field of education research and management and operations. The implementation of this sub-project can take place fairly quickly after decision-making. The aim is to work according to these models starting from the academic year of 2019-2020.  

Sub-project 2:

Curriculum models – guidelines for educational programmes. During phase 1 an informative and substantive discussion will take place on the nature and scope of the guidelines for curricula. A further analysis will then take place during phase 2. Phase 3 is the implementation phase. As from the academic year 2019-2020, the implementation phase will start. This phase is expected to take three years.

Planning

Once the starting principles of the models have been sufficiently discussed and their effects calculated, decision-making on these principles can take place in mid-2019 (summer 2019).

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