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As a follow-up to the 24-UUrs in October 2021, this edition was devoted to the project ‘Updating the Utrecht Education Model’.

The past year has seen the conclusion that the foundation of the educational model still stands. The principles on which the Utrecht Education Model is based remain in use. Designing an entirely new model is neither necessary nor appropriate. However, a need has been identified to:

• Clarify the underlying principles and objectives (partly because many (new) instructors and students are insufficiently aware of them)
• Further develop and supplement the model in certain respects (e.g. by incorporating new developments and making theory and practice more similar to each other)

Within the project, five themes are addressed in succession. During this 24-UUrs, the first two themes were addressed: what are UU alumni equipped with?

Keynote Paul Ashwin

After the opening of the conference by Rector Henk Kummeling and Vice Rector Teaching & Learning and Scientific Director CAT Manon Kluijtmans, it was time for the keynote by Paul Ashwin. Paul Ashwin, Professor of Higher Education and Deputy Director of the Centre for Global Higher Education at Lancaster ľ¹Ï¸£ÀûÓ°ÊÓ, focuses his research on ''The role of transformational knowledge and curricula''.

In the keynote, he talks about the importance of being aware of how the knowledge we impart to our students will affect them; how the knowledge will transform them. He therefore argues that when developing the curriculum, it is important to take into account who our students are, to be able to explain why the knowledge we offer is important and to think about how we send them into society with that knowledge.

What are the core competences of a UU alumnus?

After Paul Ashwin's inspiring keynote, it was time to think about which core competences a UU alumnus should have. What kind of students do we want to deliver?

This brainstorming session yielded many possible core competences. Examples of competences that were mentioned were: open attitude, resilience, cross-border thinking, critical thinking skills, self-direction and adaptability.

During the plenary feedback of the brainstorm and the discussion, it became apparent that it might not be necessary to establish UU-wide competences. Paul Ashwin also emphasised that core competences can differ per study programme. It is important to find out which core competences we already give to our students and which are still missing.

Delivering the best education for our students, that is what it’s all about.

Intermezzo by theater duo

To end the first day of the 24-UUrs, we listened to musical duo Beth & Flo: two classically trained pianists and ‘Kleinkunst Festival’ finalists. They combine classical music on a high level with catchy lyrics, physical theatre and a good dose of humour. Afterwards, it was time for drinks, followed by dinner, during which we looked back on a successful first day.

Workshop sessions

On Thursday, during three different workshop sessions we explored the core competences of a UU alumnus further. These workshops focused on how to translate the graduate attributes into a possible core curriculum, the extent to which the Utrecht Education Model can be applied to a lifelong curriculum and the possible (mis)conceptions that starting students have about the UU and vice versa.

These workshops showed, for instance, that the values we strive towards with our education at UU are no different for initial students than for lifelong learners. Anyone following an education at UU in any phase of his or her lifelong development, may expect among other things that this education is based on our research and expertise, is socially engaged and looks beyond the boundaries of disciplines and institutions.

Student Assessor Merel Dekker mentioned that for the future it is especially important to talk with students instead of only about them. In this way, they can become more familiar with the Utrecht Education Model and we, as UU, can better discover who our students are.

Conclusion

The 24-UUrs was concluded by Henk Kummeling and Manon Kluijtmans. The rector stressed that the educational model is not a one-size-fits-all model, nor should it be. He also mentioned the importance of a good onboarding  process for our students in order to get them acquainted with the Utrecht Education Model and what UU stands for. We can look back on a fruitful 24-UUrs with valuable outcomes.