Who are we actually reducing the workload for? And: is there ever really a period with little work? “Switching is not a simple trick, it requires an approach that takes into account the unique context of each university and department.”
As part of the national pilot project ‘a smarter academic year,’ Ploegman engaged with academic and support staff from nine international universities, including VU Amsterdam, in the first half of 2024. “It didn’t turn into a workload analysis; instead, we found that when you discuss the academic calendar, you’re actually talking about a multitude of factors that come together differently at each university and department. So, an adjustment of the academic calendar is often far from a quick fix.”
According to Ploegman, several key considerations come into play regarding a shorter academic year, as shown by his research:
- Does VU’s 8-8-4 structure still meet our needs? “The 8-8-4 structure can lead to an overcrowded year, but it can also be the starting point for creative and ambitious teaching methods with more peace and space.”
- Assessment could be another point of focus for reducing workload. “Can exam periods be used for multiple tasks simultaneously? Can resit periods be different or reduced? Can assessments be improved?”
- Are the benefits solely for lecturers? “Ensure that students and support staff also benefit from workload reduction for teaching staff.”
- Starting with one intervention can have ripple effects. “Monitor what happens closely and adjust as needed.”
- There is no one-size-fits-all solution. “Tailor interventions to the needs of each specific department or faculty.”
In his research report, ‘The shorter, the better? An integrated approach to shortening the academic year and reducing workload,’ Ploegman also mentions that periods 3 and 6 in the 8-8-4 structure were initially intended for different teaching methods. “The content was less intensive at the time and didn’t include regular full-time courses. Perhaps we should evaluate how these periods have gradually evolved into something different?”
Every academic year structure has its pros and cons, and making a change is no small feat. Ploegman concludes that “it’s better to approach what we currently have with courage to see what more it has to offer.” He is now in discussions with faculties to explore the possibilities, and in the coming months, several pilot projects will be launched within VU Amsterdam. “Hopefully, these case studies will soon inspire the entire VU.”