Tomorrow's education

Research-based education is the foundation of our university. We realise this by translating our high-quality research into innovative academic education. In doing so, we use our inherent qualities as a cornerstone. We also focus on multi-perspectivism in our education; we approach complex issues from various angles and are a socially engaged and pluralistic university.

In recent years, we have invested heavily in the quality and future-oriented nature of our education. We have focused on the talent development of both students and staff, with trust as our guiding principle. In addition, we have taken steps in the further digitisation of education, the strengthening of activating teaching methods and the professionalisation of teachers. We want to build on these evolutions in the next policy period. We have chosen to strengthen what works in a targeted manner, with well-considered actions that contribute to sustainable, high-quality and innovative education.

Strengthened multi-perspectivism by focusing on interdisciplinarity

Our academic programmes produce critical and committed graduates with a broad view of current challenges. We will continue to invest in this and strengthen our multi-perspectivism by further integrating activating didactics and interdisciplinary collaboration into our programmes.

A concrete example of such an activating didactic approach is ‘Challenge-Based Education’ (CBE), an approach that we developed within ENLIGHT, together with our European partners. CBE focuses on complex current problems and stimulates cooperation with relevant stakeholders. Such activating didactics are also multi- or interdisciplinary by nature. We aim to offer targeted support (e.g. stimulating knowledge sharing via learning networks and online platforms, and direct guidance for teachers) to teachers who want to further develop their methods of activating education or collaborate with stakeholders. Naturally, the autonomy of the teacher is always respected.

Just as we want to strengthen interdisciplinarity in research, where necessary and relevant, we also want to do this in our education, by taking students through various perspectives and even different disciplines. That is why we advocate targeted measures, such as guiding programme committees and coaching teachers who want to redesign a subject. We will also examine whether optional modules from other programmes can be made available within degree programmes.

We will explore the possibility of developing a new, university-wide course on complex current themes such as sustainability. This could encourage students to approach climate issues from various angles. In addition, we want to investigate the extent to which university-wide courses can be organised at master’s level.

Strengthening digitisation, AI and infrastructure

Digitisation is no longer a supporting process, but has become an integral part of our education. We want to make maximum use of the possibilities of digitisation and artificial intelligence to enrich the learning experience of students and support teachers. In the coming policy period, we want to focus even more on the further development of digital learning environments (through support for teachers and courses and through the necessary infrastructure) and actively consider the pedagogical impact of AI in higher education. In doing so, we will take into account many questions that teachers and students have.

We want to explore concrete possibilities for using AI tools to support students and teachers, for example through automatic transcription, personalised learning pathways and language support. At the same time, we must safeguard academic integrity and ensure that AI remains a tool and does not replace essential academic skills such as critical thinking, creativity, argumentation and independent research. This requires clear guidelines and training for students and teachers on the responsible use of AI. In addition, we will examine how we can implement AI skills in the curriculum so that students learn how to use AI and critically reflect on its impact. Specifically for the master’s thesis, we are considering a broad programme with all stakeholders to investigate how AI and essential academic skills can go hand in hand.

Ghent University primarily offers on-campus education because interaction between students and between students and teachers is essential for the learning process and social well-being. This does not exclude the fact that a well-considered combination of on-campus and online education also offers advantages. We are thinking about the possibilities of a simulation for practising complex skills, offering practice opportunities via various digital practice platforms and the use of extended reality. Programme committees and teachers can make a conscious choice in this regard. When offering recorded lessons, the impact on the learning process and the various forms of interaction must be taken into account. Online alternatives are important for working students, students with reduced mobility or students with long-term illnesses.

In the coming policy period, we want to invest in a modern educational infrastructure that supports our digital ambitions. Auditoriums and classrooms will be equipped with up-to-date technology, such as recording and streaming facilities, to facilitate flexible, activating and inclusive education. We aim to expand the number of recording studios so that teachers can record their interactive in-person lessons and make them available via Ufora. We also will focus on digital inclusion and ensure that all students have access to the tools and skills they need to learn optimally. We are considering initiatives to further reduce the digital divide, such as improving access to laptops and the use of AI. In addition to strengthening our infrastructure for hybrid and online education, we want to focus more generally on modern and well-equipped classrooms and innovative lab and study facilities. We intend to renovate outdated buildings in a targeted manner to provide accessible and comfortable learning, study and workplaces that meet the needs of a modern university.

Efficient organisation and deepened appreciation of education

Strong academic education requires efficient and user-friendly administrative processes. We want to focus even more on streamlined administration and digitisation, so that staff and students do not lose time to complex procedures. Transparency and accessibility are priorities in this regard. We will always seek a balance between quality control and workability, so that administrative burdens do not place unnecessary pressure on staff and students.

The new senior academic career model offers professors the opportunity to set their own priorities in education or research. This requires a balanced distribution of tasks and roles within departments and programmes, in which department and programme committee chairs, together with HR committees, play a crucial role. We aim to deepen appreciation – including through these HR committees – for teachers who take on additional teaching tasks.

In addition, we want to explore – in dialogue with all stakeholders (i.e. with students and teachers as well as all other faculty and university staff involved) – whether and how an adjustment of the academic calendar can contribute to a better organisation of education, taking into account study load, quality of education, and national and international coordination.

Achieving a strong and inclusive student policy

Equal educational opportunities, promoting diversity and striving for inclusion and a sense of belonging remain priorities for our university. We want to realise a stronger and more inclusive student policy in a university where all students feel welcome. In the first place, we will do this by improving students’ study trajectory from secondary education to higher education. We want to engage in more intensive dialogue with secondary schools about clear expectations regarding the competencies with which our students arrive at Ghent University. In addition, we aim to improve study trajectory and guidance, in close cooperation with university colleges and the Ghent University Association, so that students can choose the programme that best suits their talents and interests in a more targeted way. In this context, we are investigating whether the system of non-binding aptitude tests, which we already have for some courses, should be expanded. We want to continue to monitor the evidence-based application of this orientation mechanism, and its possible consequences for disadvantaged groups.

We will encourage educational programmes and teachers to monitor the intake and study progress of specific groups in their programme – male/female/x students, students from immigrant backgrounds, etc. – and to look for appropriate responses to the specific needs of these groups, supported by expertise from other educational programmes and from university services. After all, the emancipatory character of university education must always be guaranteed. We plan to take targeted measures for disadvantaged groups who experience extra challenges during their studies, such as additional language support, accessible student psychologists and an adequate policy for students with disabilities. All this with great care and without stigmatisation.

Finally, we want to focus on giving a warm welcome to new students, both first-year and transfer students. We will provide clear information about how to use the various electronic platforms, because many students do not know how to do this. In addition, easily accessible IT support can significantly ease the stressful start of a university career.

Develop new internationalisation initiatives

Studying at a foreign university, whether for a semester or an academic year, is an extraordinarily enriching experience. We want to further encourage and support our students to take that step by continuing to lower administrative and other barriers and by offering social support. All Ghent University students, regardless of their personal situation, should have the opportunity to experience international study mobility.

In addition, we want to focus on new forms of internationalisation in the coming policy period. The recent ‘Blended Intensive Programmes’ (BIPs) offer many possibilities for this. These programmes make it possible to collaborate internationally in specific fields of study and they offer a more accessible programme for more students. Ghent University has taken the lead in developing these BIPs within ENLIGHT. We aim to scale up these initiatives and offer both substantive and practical support to teachers who want to get started with them.

Language too often remains a stumbling block for incoming international students. We do not want to systematically anglicise our education, but we do want to investigate how AI tools can play an active role in integrating students who do not (yet) have a command of Dutch, so that they can make optimal use of our educational programmes.

Continuing to focus on lifelong learning through targeted communication and support

The (inter)faculty academies are the driving force behind lifelong learning at Ghent University. They are responsible for organising and implementing the lifelong learning programmes within a variety of study areas. In the coming policy period, we want to give the academies even more visibility and to better disseminate initiatives for continuing education and professionalisation.

To this end, we will focus on targeted communication, cooperation with companies and organisations, and the further expansion of flexible learning pathways. In addition, we plan to provide specific support for teachers by guiding them in the development of micro-credentials. We also intend to support alumni in their further professional development by offering access to targeted training courses, micro-credentials and subject-specific refresher courses.

Future-oriented research policy

Research is and will remain one of the three core tasks of our university. Ghent University has excellent researchers and conducts groundbreaking research in many fields with very important scientific, economic and social impact. To maintain our strong position and strengthen it where possible, we are committed to a programme that combines stability and trust with a future-oriented and internationally oriented research policy. Explicit attention will be paid to collaboration across disciplines and research infrastructure, to the specific needs of disciplines and to the support of young researchers.

Creating optimal working conditions for our researchers is a spearhead in our programme. We strive for a healthy balance between giving opportunities to established and starting researchers in an international context. Because indeed, in the year 2025, internationalisation is not a goal that is separate from other objectives; it is not a nice-to-have but a must-have. Scientific research, academic education and social engagement at a university that is among the best internationally requires an international perspective. We stand for a university that aims to be a leader not only locally but also internationally, opening itself up to the challenges and opportunities that present themselves locally and internationally, without ignoring the importance of local anchoring and embedding in society.

Creating a haven for independent, high-risk research

Universities are pre-eminently places where independent, high-risk scientific research can, may and must be carried out. Adequate funding of this scientific research is crucial, not only for universities and their researchers, but also for society as a whole. This funding is sometimes under pressure. We will strongly defend its importance, both within and outside Ghent University, and in line with this, not only advocate for sufficient operating funds and BOF funds (Bijzonder Onderzoeksfonds or Special Research Fund), but also for better funding of the FWO-Vlaanderen.

Strengthened support through adequate funding

For some time now, researchers have been receiving excellent support from various teams in the university services. We will reinforce our good practices deemed as valuable in this support throughout the entire course of each research project. We must continue to focus on close cooperation between university services and researchers. Specifically with regard to acquiring research funding, we are convinced that focusing even more strongly on bringing together the creativity and excellence of our researchers and the insights and experiences of dedicated support teams will improve the chances of success for applications by Ghent University researchers.

We also want to continue tapping into new sources of funding, including through endowed chairs, strategic collaborations with public and private partners, and alumni activities. This will strengthen the structural support for research at Ghent University.

We will also enter into dialogue with the other Flemish universities and the Research Foundation - Flanders to make adjustments to the current application and selection procedures, with a special focus on the chances of success for young researchers and recent graduates.

Basic funding as the key to a future-oriented research policy

Ghent University is setting an international example with the introduction of basic funding. This basic funding has provided more stability within Ghent University, allowing researchers to optimally focus on conducting research. It aims to stimulate collaboration within and between disciplines, reduces internal competitive pressure between colleagues and offers researchers a solid basis for long-term projects.

We commit to monitoring this basic funding model over the course of the next policy cycle, whereby the principle (and the established amounts) are not up for discussion: they are considered to be acquired. Nevertheless, we are aware that there are research disciplines that require considerable operating funds and (expensive) equipment. We will investigate how researchers in these disciplines can receive additional support, and consider it essential that young researchers receive ongoing attention and that extreme forms of competition are avoided in order to maintain a sustainable, cooperative research environment.

In short, we are convinced that basic funding offers many advantages, but we are equally aware that the allocation of basic funding does not meet all needs. Evidence-based monitoring must identify the highest priority remaining needs in order to be able to implement appropriate policies.

Supporting and optimising core facilities

The core facilities at Ghent University bring together specialised scientific expertise and infrastructure that is out of reach for individual researchers; in this way, they promote collaboration between researchers and contribute to the efficient use of resources. It is our ambition to continue supporting this system of core facilities and to optimise it where necessary to guarantee access for all Ghent University researchers.

From the existing core facilities, we sometimes receive signals that their funding is insufficient. We take these signals seriously. In the coming years, we must examine how the core facilities can be supported more structurally, financially and/or otherwise. Among other things, possibilities for generating income from the core facilities (e.g. through scientific services) must be actively explored and supported. Perhaps our TechTransfer and Industrial Research Fund (Industrieel Onderzoeksfonds, IOF) activities can contribute to this.

Promoting interdisciplinarity

Scientific research and the answering of major scientific and social challenges undoubtedly benefit from interdisciplinarity and interaction between staff (and students) from various disciplines, each with their own individuality. We want to enter into dialogue with the university research community to bolster this. Avenues that we have already put forward in this regard are organising ‘dialogue days’ between researchers and setting up (virtual) ‘Institutes for Advanced Studies’ where researchers are given the opportunity to devote themselves to a scientific theme for a certain period of time with other researchers and other relevant stakeholders. We also are considering how to incorporate interdisciplinarity as added value in our policy for the recruitment and selection of researchers.

We believe that (boundaries between) formal structures such as departments, faculties, clusters of faculties, university services and faculties, etc. sometimes form an obstacle to interdisciplinarity. We will explore opportunities for more ‘cross-entity’ collaboration. The way IDC and IOF consortia work can provide inspiration for this: they are good examples of thematic collaboration across the boundaries of departments and faculties, based on shared interests and ambitions that are not imposed top-down but are established bottom-up and then supported.

Sabbaticals as a driver for in-depth and broadening research

A scientific sabbatical is a period in which academics temporarily distance themselves from their regular teaching duties and policy functions to focus entirely on research, study or academic innovation. These sabbaticals lead to in-depth and innovative research, the acquisition of new knowledge or skills, the creation of opportunities for resourcing or reorientation and new or strengthened international collaborations. We want to revise the current policy framework for sabbaticals and foreign residencies to eliminate obstacles such as financing, administrative burdens and limited replacement options. We are striving for a simple and flexible system in which as many researchers as possible in all career phases – including young parents – can more easily claim a sabbatical and/or an international research residency. We will also examine which obstacles, if any, can be removed to enable Ghent University to host top external researchers. We want to explore how we can encourage and support ‘internal sabbaticals’ that stimulate interdisciplinary research.

Evaluating research and guaranteeing scientific integrity

Ghent University has implemented an innovative evaluation model that reinforces academic freedom and emphasises qualitative rather than quantitative assessments. Ghent University is clearly taking the lead here. This new model reduces bureaucratic burdens and promotes a culture of trust and responsibility. We want to further strengthen the transition to a holistic approach to the evaluation of research, avoiding a purely quantitative approach. We will focus on fostering trust by globally assessing research and guaranteeing scientific integrity, taking into account developments in the field of artificial intelligence.

Scientific integrity (in all its forms) is crucial, especially at a time when public confidence in science is under pressure. We will review our internal procedures on scientific integrity, with particular attention to making them more widely known, and to the swift and adequate handling and (where possible) resolution of internal complaints. We intend to work together with other Flemish universities, colleges and research institutions to give the Flemish Commission for Scientific Integrity every opportunity to fully assume its role as a second advisory body. Moreover, we should continue emphasising to our staff the essential importance of scientific integrity. We believe it is important to communicate transparently (also to the outside world) within the legal frameworks about violations of scientific integrity at Ghent University and the consequences for them. We also want to encourage open discussion among researchers about good practices in scientific research with regard to scientific integrity, and we are not afraid to identify and discuss the grey areas that sometimes exist. Finally, we will further encourage researchers to move towards ‘open access’ of data and publications where possible.

Integrating AI as an engine for progress

Artificial intelligence (AI) is a game changer for scientific research. It enables researchers to analyse complex data sets faster, discover patterns that were previously invisible and accelerate innovations in various disciplines. It promises to become an important tool in overcoming significant challenges that await us. We recognise the crucial role of AI and strive to be a frontrunner in its responsible and ethical use in our research activities. Our ambition is to see AI not only as a tool, but as an engine for progress, in which we want to work closely with other knowledge institutions to develop and share good practices.

Transparency, reliability and social responsibility are central to this. By integrating AI in a well-considered manner, we want to strengthen the quality of our research and contribute to its broad scientific and social impact. However, we do not want to focus solely on technological progress. We are convinced that Ghent University can also take a leading role in the debate on ethical frameworks and sustainable applications of AI. In this way, we can work together to build a future in which AI supports and enriches science and society in a responsible manner, with active input from all knowledge domains.

Expanding the Ghent University Global Campus into a global player

The Ghent University Global Campus (GUGC) plays a pioneering role in international higher education and research. As the first European university on the Incheon Global Campus in South Korea, the GUGC is an important player in connecting academic expertise in Europe and Asia. Since its founding in 2014, the GUGC has offered (four-year) bachelor’s programmes in environmental technology, food technology and molecular biotechnology, with the goal of training students to become future-oriented professionals who can tackle global challenges. Over the past year and a half, we have worked hard to develop an ambitious vision for the next ten years (2024–2034). Many colleagues who are active at the GUGC were involved in this process, resulting in a particularly strong support base. Work is currently being done on the accompanying implementation plan, in which important steps have already been taken and the ties between the GUGC and Ghent University as a whole have been strengthened. Along with colleagues who are permanently active on the GUGC campus, many colleagues within the participating faculties and our university services (in Ghent, Kortrijk and/or Ostend) are also working hard on the further expansion of the GUGC.

In addition to the involvement of the faculties of Bioscience Engineering, Science, and Engineering and Architecture (the three faculties that have been developing GUGC activities from the start) In the past year, colleagues from the faculties of Pharmaceutical Sciences, Medicine and Health Sciences, and Arts and Philosophy have also formulated proposals for educational and/or research collaboration. This will create additional opportunities to interact with Korean research institutes, companies and governments, and it also offers new opportunities for student exchange. We are extremely proud of what has already been achieved at the GUGC, and we are convinced that we must continue along this path in the coming years.

Social commitment

Ghent University opens its doors even wider to the world

In a world of polarisation, serious conflicts and exclusionary mechanisms, Ghent University must fully embrace its role in society by prioritising connection. The place of universities and other knowledge institutions in the social debate has been a topic of discussion in recent years both at home and abroad. Sometimes that place is even under pressure. That could lead to us retreating into the rooms of our own institution. But that is not the university we stand for.

We want our university to continue to take its rightful place in social debates and not shut itself away – or allow itself to be shut away – in its own rooms. The university should continue to adopt a critical stance, even with regard to seemingly obvious assumptions about its own institution. Moreover, we want our university to continue to open its rooms and do so more often than is already the case. We therefore advocate strong social involvement by and from the university. A university where frequent and mutual connections are made between research, education and social services. Together, we must continue to look for ways to do this as well as possible.

This social involvement is rooted in a number of essential characteristics of our university: Ghent University is a socially engaged and pluralistic university that is open to all students and staff, regardless of their philosophical, political, cultural and social background. Furthermore, Ghent University presents itself from a broad international perspective, emphasising its individuality in terms of language and culture. It is a university that is firmly rooted in society: our staff members, both in the faculties and in the university services, work hard for it day in and day out.

Strengthening the wealth of social involvement

During the past board period 2021–2025, we made close connections with the world to which we belong. Examples of this are the wonderful and very diverse achievements of the IDCs, the interdisciplinary consortia aimed at societal impact; the achievements of the many partnerships that connect our researchers, teachers, other staff and students to the whole world; the special education and research achievements within the European network ENLIGHT; our cooperation with and integration in the city; our pioneering role in the realisation of an equal partnership with the Global South; the prominent presence of many staff members in the media and in the social debate; the many efforts of researchers to bring their knowledge to policymakers, civil society and the general public; etc. This and so much more clearly demonstrates that our university is not an island and does not want to be one.

In short, we have focused on social engagement in recent years and we want to continue in this vein.

We intend to provide even better support to staff members who want to become directly involved in social engagement. Not as a ‘must’ for every researcher or within every discipline, but as an opportunity for those who want it. We will provide concrete help to researchers by, for example, setting up learning networks where they can share their experiences, advice and best practices. The broad knowledge of staff in the faculties and university services about strategies for realising social impact together with other academic and non-academic actors can be further shared with interested staff who have less experience in that area. We are also considering specific training and guidance for PhD students, postdocs, senior academic and technical staff; a proactive and more prominent role for communications staff in the faculties and university services; making what staff and students achieve more visible on Ghent University websites and via social media; making research results accessible, especially for groups and prospective students for whom the road to university is less obvious; etc. These are just a few of the possibilities we want to realise in the coming years.

Informing staff – especially new staff – about opportunities for research or educational collaboration at home and abroad also remains crucial. After all, research and education are the seeds from which our social impact grows.

Socially engaged students

Social involvement is also important for our students. We must continuously make them aware, from multiple perspectives, of the social framework in which they function now and in the future and of their social role in that framework. Course units that focus on community service learning, on coaching programmes or on direct social engagement, and activities aimed at bringing students into contact with businesses and other social actors are just a few examples of this. The way in which students are involved in ENLIGHT’s activities and take full responsibility and commitment in the process can be taken as inspiration in our other initiatives.

Deepening the bond between UZ Gent (Ghent University Hospital) and Ghent University

Our collaboration with a number of preferential partners in the Flemish landscape deserves our full attention, because it is partly thanks to this collaboration that UGent can fully fulfil its social role. It goes without saying that UZ Gent offers enormous added value to Ghent University, and vice versa. The close cooperation between many departments and employees of UZ Gent and colleagues within Ghent University, based on excellence and care in all their facilities, gives us unique leverage for social involvement. Through joint initiatives and interdisciplinary projects, we actively contribute to the many aspects of prevention, healthcare and health policy. The close relationship between UZ Gent and Ghent University makes it possible to translate scientific knowledge and innovations in many research areas directly into better healthcare.

UZ Gent is an integral part of Ghent University. In recent years, a great deal of effort has been put into cooperation between UZ Gent and various entities within our university. We want to continue and even intensify these effort where possible. At the Flemish and Belgian level, the importance of the ‘U’ in ‘UZ Gent’ should be emphasised. Political policymakers must be made aware that university hospitals occupy a crucial and specific place that cannot be (fully) filled by other (general) hospitals. In recent years, too little attention has been paid to this at the Flemish and Belgian policy levels.

During the corona crisis, it became very clear why university hospitals are important. But even when there is no acute global health crisis, they deserve special attention and support. After all, university hospitals such as UZ Gent have a special mission, namely to offer and develop hospital care at an international top level, tailored to the needs of patients and in line with the university’s core tasks of education, research and services.

As well as SOCs, science parks and many others

The Flemish Strategische Onderzoekscentra (SOCs) or Strategic Research Centres (VIB, IMEC, Flanders Make, VITO) are important strategic partners of our university. Ghent University has specific partnerships with each of them. We wish to maintain these and strengthen them where possible, for example in the context of the core facilities operation. Steps can also be taken to increase joint external visibility at home and abroad, emphasising the individuality and excellence of the SOCs, UZ Gent and Ghent University as a whole.

Of course, we also create social impact in our science parks (Tech Lane Ghent Science Park, Ostend Science Park and Health & Care Valley Aalst). In the past administrative period, a great deal of attention was paid to their further development. Our TechTransfer and Industrial Research Fund (Industrieel Onderzoeksfonds, IOF) activities were strengthened, with the explicit aim of creating an inclusive policy: contributions are being made from all faculties and therefore from a very wide range of knowledge domains to the translation of research results into applications, services and products that ultimately find their way into society. We are proud of this and we want to continue along this path and broaden it. For example, structural collaborations with art and culture organisations in, for example, a ‘UGent Science & Arts Festival’, in which GUM (Ghent University Museum) & Botanical Garden can also play a prominent role and offer a platform for innovative projects in which science and art come together.

Increased focus on the Global South and human rights

Last but not least, further developing an equal partnership with the Global South is high on our agenda. Ghent University has always been very explicit in its commitment to this, and we will to continue to do so. We therefore unequivocally advocate support for funding applications that focus on this; for further participation in programmes such as Scholars at Risk; for the realisation of a participatively created vision of responsible internationalisation; and for the widespread promotion of the importance of human rights.

With regard to the latter, Ghent University has played a unique pioneering role for many years, not only in the Flemish university landscape but also internationally. We fully support the human rights and dual-use policy pursued by Ghent University and want to strengthen and further promote that policy.

Continue to focus on trust and well-being

In the last two terms of office, Ghent University has worked hard for the welfare of staff and students in many areas, by developing new policies and putting them into practice. Have all the problems of the past been solved? No. But many important steps have been taken in the right direction. We would therefore like to express our appreciation to the many staff and students who have contributed to this.

When employees are feeling well and feel that they belong and matter, they derive more fulfilment from their work and feel more motivated to perform their duties. Students who feel content are more motivated to learn and grow allowing them to get more out of their time at Ghent University. We therefore fully commit to the well-being of all Ghent University members, maintain what currently works and adjust what needs improvement.

Trust and support remain central guiding principles

Ghent University has resolutely opted to foster trust amongst and provide support for its staff: unnecessary competition, formal evaluations and red tape have been phased out. The new career model for our professors and a non-competitive basic research budget can be called revolutionary in that respect.

The same goes for the decision to take care of our scholarship holders and give them full status, based on the principle of guaranteed four-year funding and rights that employees should receive. For our academic staff, we introduced the recruitment of permanent contracts as the new standard. Concern for the financial situation of our international PhD students and postdocs without Ghent University appointments led us to propose Ghent University minimum standards, both internally and with regard to foreign grant providers. In the coming period, we intend to follow up on this through necessary differentiation within this heterogeneous group of researchers.

In addition, Ghent University strengthened the legal position (including the right to meaningful HR feedback) of all doctoral researchers – assistants, scholarship holders, academic staff and PhD students without an appointment – and anchored it in a separate Education and Examination Regulations for PhD students. For our ATP community, too, feedback and coaching were provided, with minimal formal evaluations – only where required by decree. Still for our ATP members, we created pathways for horizontal mobility within and between university services and faculties.

This has certainly set new standards. However, the work is not finished and that is why we want to put this theme back high on the agenda in the coming board period, for all Ghent University staff and students.

Bolster career support

The reform of university services allowed Ghent University to create a Human Resources department. With the central and decentralised support of the new HR business partners in faculties and management, we want to take a number of follow-up steps in the coming board period and make adjustments where necessary. We will optimise the system of positive periodic career support via HR committees (e.g. in terms of the composition of the committees; possible additional training for members; improved reflections on the ‘leadership’ component and examining the possibility of integrating 360° feedback; following up on needs and signals that emerge in HR committees), without compromising our ambition to reduce the administration linked to these processes.

In parallel, we want to focus on generalised mentoring programmes for our professors and postdocs: if they wish, they should be able to rely on a mentor who offers insight, support and a sounding board for growth, choices and self-development. This will support certain groups – particularly women – in taking new steps in their careers, such as moving into leadership positions. For the same reason, it is important that PhD students, postdocs and ATP members have an annual feedback meeting with their supervisors and managers, to receive and give feedback on and to receive support for their projects as well as their careers. Training, continuing education and specific support opportunities should be a regular topic of discussion, and agreements made in this regard should be honoured. Of course, this must take into account what is feasible for all parties involved. Attention will also be paid to the administrative burden.

There is a great deal of potential in terms of leadership within the university, but at the same time further steps need to be taken. For example, it is important to provide those in leadership positions with even better and more regular training in inclusive leadership and to regularly engage in dialogue with them about mutual expectations and the needs that managers in the faculties and university services experience. Both colleagues who manage a large number of employees (e.g. department chairs, directors, managers of large teams, etc.) and colleagues who manage smaller teams deserve our attention.

We want to create more international opportunities for ATP members. We are convinced that opportunities for international development are important for ATP employees, and not just for students, researchers and teachers. Ghent University is one of the world’s top universities. This ambition brings with it a responsibility towards all our employees. And so ATP members who wish to do so and want to develop their careers or increase their skillset should be given more opportunities to gain international experience.

We are improving the mentoring of and career guidance for postdocs, especially towards the end of their employment at Ghent University, with attention to both academic and non-academic career prospects. Not all postdocs aim for an academic career. In addition to broad training, providing leadership training for postdocs who take on a role as a supervisor, for example, can create opportunities for postdocs to gain experience in non-academic environments within their careers at Ghent University.

Facilitating solidarity

We want to create more physical space and opportunities for international researchers to meet each other. This will increase a sense of community and belonging and also contribute to their mental well-being. We will take initiatives to make psychological support more accessible to this group as well. To help enable non-Dutch-speaking colleagues to take Dutch lessons, we ensure that language courses are accessible, and weekly tasks and the curriculum of the doctoral programme allow time for their language studies.

Furthermore, we owe all Ghent University staff, Belgian and international, a warm and sincere welcome: We want to build on this, for example by embedding it more actively in our communities (Ghent University, faculties, management, research groups, etc.), by supporting on-campus receptions and training programmes, and by holding clear interviews to discuss expectations when a position is taken up. After all, clear interviews about expectations provide guidance on tasks, supervision, feedback and work ethics. And they help clarify mutual boundaries and standards of behaviour within Ghent University.

Ghent University has made giant strides in the latter areas in recent years. And that was necessary. An enhanced integrity framework has been established through a Ghent University policy vision, an amended code of conduct for inappropriate behaviour, clear rules on conflicts of interest, family ties and intimate relationships, and a comprehensive code of ethics for Ghent University staff. These frameworks provide direction for the culture of integrity to be realised in the daily actions of everyone at Ghent University in the coming years. We want to continue to focus on an even better and continuous flow of information about these frameworks, and on training and support for their implementation at all levels of the institution.

Choosing dialogue

We are resolutely committed to a culture of trust and dialogue. We want a university where staff feel supported to the extent that problems can be addressed in the first instance through discussion, and where feedback is listened to, even when it is negative. We believe that this should include sufficient informal opportunities for colleagues to meet.

In line with this, a good balance must be sought between working on campus and teleworking. This balance has already been found in many workplaces within our university. But we cannot ignore the fact that this has not yet been achieved in some workplaces. Sometimes overly strict rules are imposed; sometimes employees who work on campus experience a feeling of loneliness because too many close colleagues (in their perception) telework too often; etc. During the corona crisis, we all experienced how important personal proximity and meetings are. Naturally, the option of working from home offers advantages and should not be radically scaled back. But where the pendulum has swung too far and there is a lack of closeness and human connection, adjustments may be necessary. In any case, we must have the courage to address these challenges and strive for arrangements that lead to a pleasant working environment for all involved.

Because we do not all speak the same (mother) tongue, we want to look into technological possibilities to overcome language problems in meetings and other gatherings. This will benefit the dialogue and the exchange of information and ideas and also ensure that those who do not feel comfortable in, for example, Dutch or English can still express themselves well.

Effective reporting centres and disciplinary procedures

Even in a culture of dialogue and trust, there must be clear lines and boundaries. In recent years, strong criticism has been levelled at the lack of response to situations of unacceptable behaviour (towards staff and students) and some approaches to theses issues deemed as inadequate. Internal and external reporting centres and procedures were under particular scrutiny. Sometimes rightly, sometimes wrongly. An external audit has provided useful insights and brought nuance. This has enabled Ghent University to develop a powerful improvement plan. In the coming months and years, we want to prioritise the implementation and monitoring of this plan, together with the employees and services involved, in the interest of all employees and students. One of the elements of this is the introduction of exit surveys in the most sensible and feasible way.

For a while, there was a lack of confidence in our internal disciplinary bodies and procedures. They have therefore been reformed, with a majority of external members in the disciplinary bodies. The selection of these members has begun and the new disciplinary bodies will be in place by the next academic year. The procedures themselves have also been made more accessible for reporters, with better protection against possible reprisals and revictimisation. These new disciplinary bodies and procedures must be closely monitored, evaluated and, where necessary, adjusted, including with regard to processing times and the support of (Ghent University) witnesses. In parallel, a Ghent University protection framework was created for whistleblowers and reporters. We believe in the importance of this framework and we want to give it every opportunity to succeed.

Care centre for student welfare

Ghent University has drawn up a student welfare policy plan for the coming years specifically for students, and we have co-invested in the establishment of Zorg Campus, a Ghent care centre for the mental wellbeing of students, which opened its doors in Sint-Pietersnieuwstraat in March 2025. With Zorg Campus, all higher education institutions in Ghent and the city of Ghent are joining forces to provide students with better and more targeted help in the immediate vicinity of their studies. By offering affordable and accessible help, problems will be detected at an early stage and students will be helped more quickly than is currently the case.

Ghent University took the initiative for this care centre, but we developed it together with all the other higher education institutions in Ghent and the city of Ghent. This collaboration is important because students do not recognise boundaries between institutions, let alone doors that open for their own students but remain closed to others.

It goes without saying that we are fully committed to the realisation and further expansion of this initiative in the coming years. We owe it to ourselves, our students and our children and young people in general.

Choosing for a strengthened ATP policy

Our university could not function without the unbridled dedication of its administrative and technical staff. Their work often takes place behind the scenes, which means it is less visible to the outside world. However, this does not in any way diminish the contribution of our ATP colleagues. On the contrary, without their dedication and expertise, we would not be the outstanding university that we are, conducting research at the highest level and offering exceptional education,.

From logistical support to administrative processes, from technical expertise to policy contributions: the work of the ATP is indispensable and deserves recognition.

Building on existing expertise

Some ATP staff feel they lack appreciation and a say. We recognise that in the past board period, opportunities for meaningful (and even necessary) participation were sometimes missed. This can and must be improved. We are committed to ensuring that this happens in the coming board period.

Many ATP members are highly involved in university policy. In addition to adeptly performing individual tasks, they actively contribute ideas for improvements within Ghent University. Thanks to their extensive experience and broad insight into the workings of the university, they are able to make concrete proposals that have a positive impact on the entire organisation. That is why we want to strengthen their position by focusing on recognition, talent development and work-life balance.

Recognition, talent development and work-life balance

Team leaders must be given the time, resources and tools they need to lead their teams effectively and empathetically, based on trust, responsibility and transparent policies. Many team leaders already do this. Their good practices should be shared with colleagues who have less experience or want to hone their skills.

ATP employees deserve a work environment in which they can grow and optimally utilise their skills. Their tasks should be matched as closely as possible to their talents, with sufficient opportunities for further training and internal mobility. Learning networks can form an important pillar for talent, knowledge and skills development. They can also provide mutual support.

We therefore want to focus on the further expansion of such learning networks. A good and direct connection between these networks and supervisors and management will also make it possible to respond more quickly to the needs in the workplace and to optimally match tasks to the talents of each employee. This will enable all parties involved to discover and develop opportunities for more cooperation in a more timely fashion. Finally, this will contribute to creating a work environment in which signals that something is going wrong are picked up more quickly and, if necessary, adequate intervention can take place. In short, we want to strengthen the positive impact of the learning networks.

The workload within the ATP delegation must remain manageable. A fair distribution of responsibilities should prevent overburdening any individuals and ensure that tasks are carried out effectively and efficiently. We will investigate how new technologies such as AI can contribute to this and how teamwork can ensure that tasks can be distributed among several ATP members at peak times.

In addition, a more systematic coordination of new policy initiatives is necessary. New developments must be manageable and should not increase the workload unnecessarily. Coordination between the university services and the faculties helps to avoid this. Let us be honest and admit that in the past, we have not always fully ensured this. We intend to do better in the coming board period.

Consolidating the reorganisation

The recent reorganisation of the university services has demanded a great deal of effort and flexibility from all the employees involved. The result is impressive: within the renewed university services, there is more cooperation across the boundaries of the former directorates and departments. There is also more consultation between the university services and the faculties.

Is everything running perfectly today? No. Evaluation and optimisation of the reforms remain important. But this too can be said clearly and unequivocally: the priority now is to bring stability. We have every confidence in the knowledge and skills of our ATP members in the university services and faculties. We want to offer maximum support to our administrative and technical staff, both in the university services and in the faculties.

Achieving visibility

In recent years, many administrative processes at our university have been digitised, which has often led to improvements. However, we realise that these new ways of working have also sometimes led to ATP colleagues disappearing from view, as it were. However, we believe it is important to know which ATP colleagues are responsible for what and to be aware of their special expertise and skills. That is why it is our ambition to make the ATP colleagues behind the administrative and technical work more visible again. This will lead to more appreciation and satisfaction in the immense work they do.

In short, we want to give the ATP an even stronger voice and position within Ghent University. We are committed to a modern, efficient and respectful working environment in which ATP members feel valued and supported and can fully develop their talents.

Sustainability

Technological developments have globally ensured a better standard of living than ever before. But when these developments stem from unsustainable technologies, they can threaten our standard of living in the longer term. Scientific research around climate disruption shows that we are at a crucial point in human history where the carrying capacity of our planet is at risk.

We refuse to be paralysed by doomsday scenarios but recognise that there are major challenges to be tackled urgently and decisively. Moreover, we are convinced that universities have a crucial role to play in the transition to a more sustainable society and that Ghent University, with its many research and teaching disciplines, is ideally placed to be a pioneer in this respect. This is based on our characteristic multi-perspectivism, because a multifaceted approach is important. After all, the United Nations Sustainable Development Goals (SDGs) clearly show that there are economic, political, social, technological and cultural aspects to the sustainability issue.

Further realising sustainability roadmap

During the 2021-2025 governance period, a sustainability roadmap was envisaged that essentially combines two objectives: on the one hand, to set an ambitious multi-year policy framework and, on the other, to come up with concrete priorities and corresponding targets for the next four years. All this takes into account the available people and resources.

We fully support the further elaboration and realisation of this roadmap. Moreover, we are committed to devote the necessary time and attention to it ourselves. In this way, we will actively contribute to the creation of a support base for, and active participation of staff and students in, an impactful sustainability policy within Ghent University’s own activities and buildings. In doing so, it should be recognised that there are still many steps to be taken, but at the same time, what has already been achieved should be recognised and appreciated as such. We believe that in this way we can make a difference not only within Ghent University, but also beyond its walls: Ghent University should be a beacon in sustainability policy, based on a positive approach and averse to doom-mongering. Let us fully commit to positive activism, based on scientific insight, multi-perspectivism and the ambition to create impact.

Form critical and sustainability-conscious students

Ghent University should make all its students aware of sustainability issues, regardless of the course they chose. In addition, we want all Ghent University students to be taught how they can contribute to solutions to these issues. This is based on a positive approach: we believe that our students, together with our teachers, researchers and all other employees, are capable of a great deal. And therefore also capable of making impactful contributions to solutions for sustainability issues.

Further ground-breaking research

We are delighted that many researchers at Ghent University are already conducting excellent research today on various aspects of sustainability such as environmental law; animal ethics; climate history; literary imagination as a lever for ecological awareness; micro-credits; commodity deals; climate liability; environmental protection; climate migration; food production; chemistry and materials; medicine production; energy carriers; marine and maritime growth (blue growth), etc. We intend to further encourage this research.

Of course, this does not imply that all research themes at Ghent University should focus on aspects of sustainability, but it does imply that we want to be ambitious in the field of sustainability and dare to put forward this ambition explicitly.

Ghent University Sustainable Materials & Energy Innovation Hub

To tackle the current challenges at an accelerated pace, Ghent University can play a crucial and central role by setting up a large-scale research and innovation programme in addition to the existing expertise centres. Two crucial questions are taken as the starting point here. First, ‘How do we deal with energy in an intelligent and sustainable way?’ and second, ‘How can climate challenges be tackled through innovative production technologies and sustainable use of materials and raw materials?’.

In concrete terms, this could be realised through the establishment of a Ghent University Sustainable Materials & Energy Innovation Hub, in which scientists, companies, policymakers and citizens collaborate on pioneering solutions to climate issues. This hub could function as a multidisciplinary knowledge centre bringing together relevant expertise from all faculties and university departments, actively involving both staff and students. This would ensure a (much-needed) holistic and impactful approach. In this context, it should be stressed that we did mention ‘all faculties and university departments’ above. We did so deliberately because we believe that a holistic approach across all knowledge disciplines is an absolute necessity. As a large, high-quality, comprehensive university, Ghent University is in fact well placed to realise such a holistic approach.

Can Ghent University solve the existing problems on its own? Of course not. In order to accelerate, international cooperation is crucial. To this end, Ghent University can position itself as a coordinating centre within Europe and enter into partnerships with other knowledge institutions.

Obviously, an initiative of this scale requires substantial funding. We propose setting up a fund for this purpose and actively seeking Flemish, Belgian and international funding (e.g. via Horizon Europe or with resources made available within the framework of the European Green Deal). At the same time, we propose to focus on collaborations with companies, where we can use existing strategic partnerships, but also realise new collaborations. Finally, we want to tap philanthropic organisations and existing investment funds, with a view to developing so-called breakthrough technologies.

Besides research and technology development, with input from all relevant knowledge disciplines, education is also a key component. We remain committed to supporting programmes and course units that focus on sustainability. In time, Ghent University may launch new master’s programmes and specialisation programmes, underpinned by the expertise available within the Ghent University Sustainable Materials & Energy Innovation Hub to be set up and aimed at both students and professionals. In this context, we aim for even greater visibility of Ghent University amongst the general public and in schools in particular, making the most of our social commitment to future generations.

By establishing such a hub, by collaborating with top institutes worldwide, and by establishing a robust funding mechanism, Ghent University can become a leading actor in the global fight against climate change. Such an approach would not only contribute to scientific progress but also provide concrete solutions to the pressing climate challenges of the 21st century.

Learning and working environment

The charter of ‘UGent Verbeeldt 2050’ - the strategic roadmap mapped out by the Board of Governors to reshape Ghent University’s infrastructure in view of the challenges of the future, including sustainability, digitalisation and social engagement - includes an important chapter: ‘Working Together, Thinking Together, Coming Together’.

The premise of that chapter is clear: new knowledge and insights arise in collaboration, now more than ever. We are convinced that the togetherness between students and staff not only stems from personal connections but is also strongly influenced by the physical spaces in which they come together. This is the core of ‘UGent Verbeeldt 2050’: creating high-quality, inspiring and accessible places where all can find their place, develop and feel connected to the wider community.

Ensuring a diversity of working and learning environments

We would like to realise this plan and adapt Ghent University’s infrastructure accordingly by creating learning and working environments that promote meeting, collaboration and cross-fertilisation. In other words, we want to focus on developing buildings and campuses where education and research merge, in spaces that are inspiring and inviting. Think high-tech auditoriums equipped with digital tools, interspersed with classrooms where chalkboards are deliberately chosen to best support different didactic approaches. We strive to ensure not only that our classrooms and auditoria are up to scratch, but also that the necessary technical and logistical support is provided so that students and teachers can use the available facilities without hindrance.

Different types of classrooms meet the changing needs of students and teachers. Besides classical classrooms and auditoria, we provide places where livestreaming and interactive technologies break the boundaries between physical and digital learning. Activating learning environments are central and support collaborative learning, and in these flexible workspaces students can work in small teams on practice-oriented cases. This fits in with Ghent University’s vision of activating and practice-oriented education, in which learning is not only knowledge transfer but also a dynamic and interactive process.

Working on inspiring places

The campus of the future should not only be functional but also inspiring. Teaching and learning environments should respond to diverse educational needs while creating a dynamic, sustainable and inclusive environment.

Continuing along the path already embarked upon, Ghent University Museum & Botanical Garden can substantially contribute to a strengthened policy around openness, meetings, interdisciplinary thinking and debate. This creates a dynamic environment where science, dialogue and social engagement are central.

Between offices and laboratories, we want to create space for informal interaction: meeting places that are essential for breaking down the boundaries between disciplines and stimulating interdisciplinary thinking. The new campus clusters, as outlined in ‘UGent Verbeeldt 2050’, will be designed as lively, atmospheric environments. They are intended not only for the Ghent University community but also for the city and society in which they are anchored. For example, we always strive to ensure that spaces around buildings are accessible to the neighbourhood as much as possible and actively consider opportunities to make our buildings available to third parties at ‘quiet’ times.

Through a participatory process

The formulation of ‘UGent Verbeeldt 2050’ in the 2021-2025 governance period brought many people together. People from different backgrounds. UGhentians with their own needs, wishes and ideas. They shaped ‘UGent Verbeeldt 2050’, which has now become a powerful compass that offers direction and guidance when making decisions about our learning and working places. It is obvious that the participative way in which ‘UGent Verbeeldt 2050’ came about has contributed to its quality and impact. We call for the power of participation to also be used as a basis for the concrete elaboration of ‘UGent Verbeeldt 2050’ in the coming years, for example through processes that structurally involve users in the development of the new infrastructure.

Working together for more study places

In recent years, our students have regularly pointed out the need for more places to study. Ghent University has already taken responsibility in this respect: today, significantly more study places are made available than before, not only in our libraries but also in other locations. However, more is needed. Together with the university departments and faculties, we will examine whether we can provide even more places for students to study, striving for a more extensive offering in each Ghent University cluster: the centre, middle and south clusters. During the corona crisis, our students proved that they are willing and able to take responsibility for the realisation of more study places (by developing an efficient reservation app, among other things). We want call on our student again to join us in helping to increase the number of study places.

Commitment to affordable and high-quality student housing

In line with this, student housing also deserves our attention. During the 2021-2025 term, Ghent University took the lead in debates and policy development for decent student housing. Together with many staff members and thanks to the extremely valuable input of students, we succeeded in putting our appeal for more high-quality and affordable student housing very high on the political agenda. We are proud of that.

In this context, consultations with the Flemish Government on the dire shortage of student housing led to an exemplary dossier in which quick and constructive work was (and still is) made of a policy that will benefit all Flemish higher education institutions and, in particular, our students. For example, a loan of 32 million euros was granted to Ghent University by the Flemish government, to be used for the renovation of two student houses (‘Boudewijn’ and ‘Fabiola’).

This is part of the Ghent University’s Housing Master Plan, which was recently drawn up and includes the prospect of doubling the supply of existing student houses in addition to renovating existing ones. Fully in line with this plan, contracts have already been concluded for 800 extra student rooms!

Utilising the expertise available in our university services and taking into account active input from our students, we intend to secure more quality and affordable student rooms in the coming years as well, within a realistic and achievable framework. In short, we want to continue down on this path in the next administrative period.

All UGhent: growing in participation

Ghent University traditionally relies on a participatory decision-making model at all levels. The involvement of students and staff in policy-making is high. This is as it should be, because these decisions have a direct impact on who we are and what we achieve together. In the coming administrative period, too, we will focus more than ever on strong participation, connection and cooperation, so that Ghent University as an academic community can fully valorise its potential.

Working together on a strategic vision of the future for Ghent University

‘All UGhentians’ means that all of us, regardless of our position, help shape the university’s identity, embrace the values Ghent University stands for and support a clear vision of the future. The successful formulation of UGent Verbeeldt 2050, with a future vision for our buildings and campuses, shows that we benefit from a strategic plan that serves as a compass for future policy. In the coming policy period, we want to work in a thoroughly participative manner on a comprehensive vision of the future for Ghent University, which will guide strategic choices in our three central tasks, education, research and services.

Strengthening advisory and decision-making bodies

Participation within the university usually indicates the involvement of the various ‘sections’ in management and advisory bodies, which is essential but also presupposes that all parties are sufficiently equipped to play their role effectively. This is not always the case, especially for the OAP, ATP and student representation. With their direct involvement, we want to examine how they can be even better supported and represented, so that democratically elected or appointed representatives can exercise their mandate as well as possible, in the name and for the benefit of the largest possible number of Ghent University staff members. We are considering organising a comprehensive onboarding for new representatives, recurring sessions on policy processes, decision-making and advocacy, as well as connecting experienced representatives to new representatives (mentoring) and recognising policy positions taken up by students, ATP and OAP staff.

A strong participation model requires advisory and policy bodies to play their full role. Staff involvement in these bodies can only be meaningful if the bodies themselves contribute meaningfully to policy-making and their members perceive their presence as meaningful. We therefore want to determine how effectively working groups, advisory and policy-making bodies function and contribute, both university-wide and in the faculties, , and examine how we can revalue their role and membership where necessary. At the same time, we acknowledge that a meeting culture that goes too far is pernicious for the organisation, and for staff motivation. The need for and desirability of meetings should also be sought in terms of real impact, reasonableness and feasibility.

Participation processes for and by all Ghent University staff

Thorough participation requires more than formal representation. In our governance model, the broad university community is not very closely involved in policy development. And certainly not when it comes to matters that are the responsibility of, say, the Flemish Government or Parliament, such as flexibility in higher education, the orientation policy or the so-called ‘hard cut’. Thus, many feel they are outside the decision-making process, despite students, teachers, researchers and employees in the faculties and university departments being affected by it on a daily basis.

That is why we will organise university-wide participation processes on issues that concern us all, on both Ghent University questions and choices we decide on ourselves and on issues imposed on us by others, in which open consultation and broad exchanges of views form the oxygen for broadly supported decision-making, coupled with transparent feedback. Indeed, informed decision-making benefits pre-eminently from a mix of participatory processes, where everyone has the opportunity to contribute ideas or challenge them.

As the Rectorial Team, we also want to offer a listening ear outside these broad participative processes by organising open consultations at regular intervals, without a formal agenda. In this way, we can better capture what is going on within UGent.