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Step 2b

Step 2b. Insight into the current and desired situation. Analysis of the degree programme.


In order to gain an understanding of the current and desired situation of a diversity-sensitive curriculum, two steps are required:

  1. gain a picture of student experiences and
  2. gain a picture of the degree programme.

These two steps can take place simultaneously.


What are the results of this step?

Insight into the extent to which individual subjects in the programme offer diversity-sensitive teaching and learning and, in the view of the coordinators, what improvements are required. On the basis of discussion and reflection on the information regarding the individual subjects, an overview is created of the current situation and of points for improvement for the degree programme as a whole.


Who is involved in this step?

The process coordinator (who guides the sessions) and the subject coordinators of the programme (or of the part of the programme involved in this process).

What happens in this step?

Firstly, the subject coordinators fill in the Tool to scan and improve the diversity sensivity of academic courses for their subject. The tool contains a number of questions about the following aspects of diversity-sensitive teaching and learning at subject level: rationale, learning objectives, assessment, teaching formats and inclusive learning environment. The tool always requires answers about the current situation and the desired situation. Then, two overarching questions are asked about the most important acquired insights and the command of lecturer competences for diversity-sensitive teaching and learning.

NB. Is this a scan for a number of specific aspects of the curriculum? Then when filling in the tool the subject coordinators need only answer the questions dealing with these aspects! The tool is intended to be discussed during a work session with all subject coordinators. This serves to provide insight into the level of the programme (or the part involved in this process). In addition, the work sessions immediately serve as a forum for considering and exchanging ideas about possible improvements. The work sessions require a supervisor who ensures that the meeting takes place in a structured manner and who can guide the discussion at the substantive level. The tool can be filled in during the work session, or the subject coordinators can be asked to do this in preparation for the work session. Another option is that the subject coordinators fill in the questionnaire during a joint work session, with opportunities for exchange and feedback. The meeting is led by the process coordinator or Director of Studies.

Secondly, the process coordinator creates an overview that covers all subjects. Taking all subjects into account, what insights does this provide into the strong points of the degree programme, the shortcomings and the points for improvement?

Finally, the most important findings and conclusions from the student interviews and from the work session(s) with lecturers are recorded by the process coordinator, in consultation with the core team.


How much time is needed for this step?

  • A minimum of two work sessions, each lasting 2 hours. It is not usually possible to address all aspects of the curriculum in one work session. If the scope of the process is confined to just a number of aspects, then one work session may be enough.
  • Analysis and description of the findings: 2 days.






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