The Dutch government has launched a significant review of English-taught bachelor's programs, sparking debate about their necessity and role within the higher education system. With increasing concerns about the number of foreign students studying at Dutch universities, there is mounting pressure from various political factions to switch these programs to Dutch where possible. The review includes assessments of five specific programs, which have defended their use of English amid discussions about potential language shifts.
A major political narrative suggests the rise of international students may be problematic, leading to proposals requiring bachelor programs to justify why they should continue teaching in English. The new language assessment aims to establish whether these programs can demonstrate their relevance to the job market and whether their international character justifies the use of English. Factors such as program location, especially if situated in diminishing population areas, will also influence the decision.
Education Minister Robbert Dijkgraaf called for insights on the reasons programs provide English-taught education and the opinions of students and faculty on transitioning to Dutch instruction. The Education Inspectorate conducted detailed interviews at five institutions to gather perspectives on this language policy review.
Among the programs reviewed were Biomedical Engineering at the University of Groningen, Data Science & Artificial Intelligence from Leiden University, Econometrics and Operational Research at Tilburg University (partially bilingual), Marine Sciences at Wageningen University, and Social Geography & Planning from the University of Amsterdam, which also offers English and bilingual variants.
All five programs expressed well-reasoned support for maintaining their English-language offerings. Said the Inspectorate, "It appears well-considered and careful." A primary reason cited for keeping instruction in English is the global orientation of the job market, as these programs require international students to mitigate workforce shortages. They argue the merging of education and research necessitates the retention of English as the language of instruction, as the educational workforce increasingly comprises international researchers.
Concerns exist around the potential negative fallout from switching to Dutch. Programs fear losing both faculty and students. A chain reaction could ensue where higher pressures are placed on remaining instructors, thereby compromising educational quality. Among current students, there appears to be little appetite for switching to Dutch, especially since they largely anticipate no difficulties finding employment with their English-language diplomas. Many believe their proficiency in Dutch, being their mother tongue, will suffice.
Beyond student preferences, other compelling reasons for maintaining English-language programs are notable. Scientific literature and specialized terminology are often English-centric, and many international companies operate primarily in English. Keeping these programs facilitates smoother transitions for students advancing from bachelor's to master's degrees, especially when pursuing internationally-oriented postgraduate education.
The international classroom experience also allows for richer exchanges among students from diverse backgrounds, fostering intercultural skills and perspectives seen as invaluable by educators. For such programs to thrive, it's equally important to have international faculty, many of whom are encouraged to learn Dutch but will continue teaching in English.
Yet, Dutch universities acknowledge the need to promote Dutch as the academic language. Initiatives are underway to offer Dutch courses to international students, sometimes at their own expense, and to encourage foreign faculty members to acquire the language.
The specter of the language assessment looms large. The Inspectorate has not publicly stated whether the five inspected programs will successfully pass future language evaluations, as this will be conducted by another authority, the Committee for the Effectiveness of Higher Education. This committee's chair has expressed trepidation about the upcoming review process, especially amid budget cuts affecting universities and the political climate surrounding this initiative.
Following discussions with opposition parties, which softened cuts to foreign student numbers, Minister Eppo Bruins committed to revising the international orientation legislation. Important aspects include special provisions for programs located within dwindling population regions, though the practical outcomes of these changes remain to be seen.
Overall, the future of English-taught bachelor's programs hangs in the balance as the Dutch educational community grapples with maintaining academic standards and accessibility amid shifting demographic realities and labor market demands.