What types of issues does the ombudsman for students deal with?

‘It can really be anything. Often, it concerns procedural matters - students who face obstacles and find that they cannot progress through the primary reporting and complaint facilities. Sometimes, procedures turn out to be unclear or inconsistently applied. In such cases, I can examine what is going wrong and whether improvements are needed.

But it can also involve behavioral issues. Suppose a student feels they have been treated unfairly by a lecturer and wishes to address it, but the lecturer refuses to engage in dialogue. Initially, a confidential counsellor can provide support. However, if there is a recurring pattern that is not being adequately addressed, I can take a broader perspective and assess whether the university is adhering to its own regulations.

Students do not have to wait until a situation escalates - better too soon than too late, as I can always refer them to the appropriate facilities.’

How do you assist students?
‘My role is not to resolve individual complaints substantively, but to assess whether students are being treated fairly and properly within the university. When students approach me, we analyse the situation together: what options are available, what steps have already been taken, and how can I help clarify matters? Sometimes, this means making inquiries with a faculty or identifying that a process is not functioning as it should.

My independent position and neutrality allow me to look beyond individual cases. For instance, I can identify patterns in how students are treated and provide recommendations to the Executive Board, faculty deans, or department directors.’

To what extent do the issues you handle relate to social safety?

‘Social safety is a broad concept and touches many aspects of my work. Because I hold an independent position, I can identify patterns and address them. If certain behaviors or processes repeatedly prove problematic, I can escalate these concerns to the relevant parties within the university.

What matters most to me as an ombudsman is contributing to the university’s capacity for learning and self-improvement. Since I serve as the ‘last step’ in the reporting and complaint facilities,’ I receive a wide range of reports, giving me a clear overview of possible recurring structural issues. By identifying and discussing these problems, I contribute to the university’s learning process and, by extension, its social safety.

My independent and neutral position also enable me to be there for all parties involved in a conflict. In that sense, I act as a kind of ‘shuttle diplomat’: I convey information, address concerns, and help parties understand each other's perspectives. This fosters awareness and, ultimately, leads to structural improvements.’

Do you feel that students can easily find their way to you?

‘That is difficult to say. My schedule is quite full, but I have no way of knowing how many students are unable to find me or choose not to reach out. There can be various reasons for this. Some issues may have already been resolved at an earlier stage, for example, through discussions with teaching staff, an academic advisor, or a confidential counsellor. However, some students may hesitate, unsure whether they will be taken seriously or whether the ombudsman is truly independent. That would be a real shame, as my role is precisely to offer a neutral assessment of whether procedures are being followed fairly. I have no hierarchical ties within the university.

I encourage students to reach out if they feel that procedures have not been followed correctly or that certain policies are disadvantaging them. Speaking with me does not automatically mean filing a formal complaint, but it can provide clarity on what is possible. Accessibility is key in this regard. Online or telephone communication helps, and I notice that students make extensive use of these options.’