Utrecht University of Applied Sciences
Nationwide, the number of students in higher professional education (HBO) who earn a degree within five years is declining, and the percentage of students who drop out early or switch programs remains high. The administration of the Faculty of Nature & Technology at Utrecht University of Applied Sciences also recognized this problem: high dropout rates and low completion rates in the introductory and major phases. They therefore wanted to take a comprehensive and structural approach to improving student success, and Turner provided advice and assistance in this effort.
First, students were segmented based on test results, attendance, motivation, and academic progress. These insights helped identify the causes of delays, dropouts, and success. Next, improvement teams consisting of both faculty and students were formed. These teams implemented interventions. The effects of these interventions are being monitored, and adjustments are being made accordingly.
Thanks to this collaborative approach, cooperation between the degree programs, students, and support services has improved. Quality awareness has been strengthened. And academic success is now a key priority throughout the entire faculty. Working toward academic success is therefore no longer a one-off activity. Thanks to the structured improvement cycle, academic success is now under control and is being sustainably improved.
The key to success was the collaboration between students, faculty, and administrative staff in the improvement teams. The vision was developed not about each other, but together. This generated the energy needed to work together to bring about lasting improvements to the degree programs.
