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The Continuing Education Programme (OvP) 'Leadership in Culture' started in 2013 as an innovative national programme and now exists in several thematic, sectoral and regional variants. The programme is aimed at professionals in the cultural field who play an active role in programming. LinC is one of the most successful OvP programmes within the UU, in terms of numbers of participants, impact and exploitation. After over 20 editions, this project by Paul Adriaanse, Mirko Noordegraaf and Iris van der Tuin carries out systematic evaluation research, with lessons for other OvP programmes. The main question is: In what ways has LinC contributed to the professionalisation of the cultural field?

With the Engagement in UniCity project, Sanne Akkerman, Ivar Troost and Jeroen Vermeulen will explore the first pilot projects in a UU-wide transdiciplinary, city-focused programme called UniCity. The programme aims to create a place where university and city meet, and where students can explore unity in collaboration with diverse audiences around relevant themes in city life. The aim is to support the iterative development of the intended programme and educational model by conducting systematic stakeholder engagement research.

Research and the creation of learning opportunities in higher education is often done in collaboration with external partners. However, a systematic overview of the most relevant barriers and facilitators for such collaborations is lacking. Within their project, Gerda Andringa, Hans de Bresser, Marie-Jet Fennema, Lotte Henrichs, Willemijn Schot and Jan van Tartwijk are exploring, based on literature, what the barriers and facilitators are within collaborations, in order to formulate a set of recommendations that can improve future collaborations.

(Bio)medical students are not optimally prepared for the transition from formal learning in the bachelor's to informal workplace learning in the master's and professional life. This negatively affects learning in the latter two contexts. To help bridge this gap, this project by Marije Hennus, Renske de Kleijn, Marije Lesterhuis and Marieke van der Schaaf will examine the transfer of student learning (focusing on self-regulated learning and feedback literacy) from a new interprofessional training programme aimed at equipping students with the essential knowledge, skills and attitudes needed to recognise and optimise informal workplace learning to everyday practice in internships. Transfer of learning is in fact the hallmark of real learning and indicative of an effective training programme.

With their project, Claudy Oomen, Frans Prins and Paul Drijvers aim to use a mixed method of literature and data from teachers and students to evaluate how incremental grading can best be applied in teaching at the Graduate School of Teaching.

Frank van Rijnsoever and Annet van Royen-Kerkhof investigate, using GPT4.0 for example, how adaptive expertise in students can best be measured.

In his research, Christian Köppe, supervised by Wouter van Joolingen and Johen Jeuring, will use a systematic review to identify the technological elements of effective interventions related to Student Self-Assessment, and develop a model based on this.

In the context of Community Engaged Learning (CEL), Rahul Pandit and Helena Pennings will explore the influence of informal interactions on student learning in CEL context in this study.

Gisela van der Velden, Christine Fox, Marije Lesterhuis and Janine Geerling will study the effect of the Life Sciences & Society programme at the Graduate School of Life Sciences, on students' attitudes towards their role as scientists within society and the learning mechanisms that contribute to the formation of students' professional identity.

With this project, Bo van Leeuwen will further explore the effects of virtual 3D models in augmented reality (AR), as an animal-free alternative to learning spatial anatomy by veterinary students.

With this project, Marie Steffens and Rozanne Versendaal will evaluate the effectiveness of Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT). This will be used to identify factors that influence perception and develop strategies to boost student motivation.