There will be more emphasis on the connection with practice, also in master programmes. “The world around us is changing so fast that as a university, you don’t want to educate students for a job that won’t exist later”
A one-year master, focusing on one specific subject and without a (compulsory) internship. Now still widely available all over the campus, but extinction looms. In future, there will be more emphasis on the connection with practice. Rector Magnificus Huib Pols referred to this in his speech during the Dies Natalis: “The connection with our surroundings is – literally – the foundation of our university.”
Will nominal become even more normal? Will problem-based learning self-destruct? And how can students be better prepared for a changing labour market? Six experts share their thoughts on what the higher education landscape will look like ten years from now. Read the other predictions on our website or in EM #5.
Interesting participants on labour market
One of the predecessors in terms of focus on practice is the Toga aan de Maas programme at Erasmus School of Law. This is a double degree programme, with students completing two full master programmes and learning practical skills during visits to over 25 legal firms and courts. “The world around us is changing so fast that as a university, you don’t want to educate students for a job that won’t exist later,” says Ruben Houweling, Professor of Labour Law and one of the initiators of Toga aan de Maas. He therefore expects that students graduating in 2027 will need different skills than current alumni. “By making the connection with practice, you prevent students failing to fulfil the requirements of the labour market. Students learn skills and have a broader education, making them much more interesting participants on the (inter)national labour market.”
Downside
According to Houweling, there are some pitfalls to be aware of over the next ten years. “We will always be an academic institution and we cannot deny our main purpose, so the balance between theory and practice is very important. But that conflict does offer plenty of opportunities for programmes to uniquely shape their connection with practice.” Claire Hofman, coordinator of the Toga aan de Maas programme, also sees a downside. “These ‘active academic learning programmes’ really work well because of their small scale. The question is how to organise a programme like Toga aan de Maas for 200 to 500 students without compromising on the quality.”
