‘As Education Portfolio Holder within the Faculty of Behavioural and Movement Sciences (FGB), I am working on translating the central academic career paths – as part of the Recognition and Rewards programme - to our faculty. I find it very important that we integrate professionalisation opportunities in the field of education into our faculty plans. My strength lies in education management, and I put that to use during the plan-forming process.
In general, the emphasis in terms of tasks and activities within FGB is traditionally placed on research. This makes sense, as we are primarily trained as researchers and selected for research skills. Nevertheless, teaching is often also a large part of our tasks. Fortunately, VU Amsterdam offers plenty of support for many teaching tasks, it is now much easier for academics to follow BKO, SKO and LOL programmes or participate in examination board training courses. This wasn’t possible before, you usually had to do it in your own time, so I applaud the development.
However, if, as a good senior lecturer, course coordinator or programme director, you want to grow and excel in, for example, initiating and implementing educational innovations, we, as a university, are not entirely prepared. If you want to make a career in education and develop particularly in educational leadership, academic support and varied career prospects are often still lacking. I think that needs to change. At the same time, I realise that this task involves a certain complexity, because you simply cannot honour all individual wishes as a faculty. Also, the number of senior positions is limited. Nevertheless, I think that in general there is room for improvement and opportunities. We have already had good initial discussions about this within the faculty.
Managers should have more conversations with team members about their strengths in the future. It is a good thing that there is more room for conversations about someone’s ambitions, despite the fact that this doesn’t always translate into a higher position right away.’
Maurits van Tulder, Dean Faculty of Behavioural and Movement Sciences
‘Within our faculty, we have already implemented a number of changes in light of recognition and rewards. For example, there are two associate professors on our policy board. Previously, you could only be on the board if you held a higher position. Also, certain positions, such as department and section head, remain filled by the same person for four to a maximum of eight years. This way, we offer colleagues continuous opportunities to grow. It is also healthy for the faculty because each person brings a different perspective and approach.
In the coming period, we will talk specifically to colleagues who have proportionally more teaching tasks in their portfolio. How do they envision their future careers? This input will help us as a board to further shape faculty plans for academic career paths. I think it is important that we take good care of our colleagues and listen to their career aspirations. At the same time, not every assistant professor can become an associate professor. So it is equally essential not to raise false expectations. I feel responsible for ensuring a good alignment between the career paths of individual employees and what the faculty and departments need.’
Join the conversation with your team
If you’re looking for more information as input for conversations about academic careers or recognition and rewards in general, visit the webpage or check out VU's academic career paths.