uu77

The university is strongly dedicated to adjusting the quality and quantity of student guidance to meet today’s needs. We will ensure that the quality of student guidance is defined and measured, and then managed accordingly. In addition, the aim is to determine the necessary capacity and adjust this where needed.

We will ensure clarity on the roles and tasks of student guidance staff, as well as ensuring professionalisation, to contribute to more proactive and preventative guidance. In doing so, we will mandate and facilitate structural dialogue, professionalisation and knowledge exchange among student guidance staff. A learning pathway will be developed for all students, via which students of all years can work on their personal and professional development (PPD) in a partially tailor-made manner under the guidance of a coach.

A key feature of this PPD learning pathway will be its tailor-made character. The learning pathway will comprise a personalised approach and a broad range of workshops, training sessions and free elective space. In this way, with the help of a coach, each student can compose their own, partially personalised, guidance package to suit their own needs. The aim is that by 2024, all degree programmes will be able to offer a PPD learning pathway for all students of all years.

Want to know more about what the development of the PPD learning pathway could mean for you? Then contact the project leader of your faculty. You can find their contact details at the bottom of this webpage. 

By making the range of student guidance options transparent (what, for whom and in what situation?), students will know who they can approach for guidance. Improving the provision of information and harmonising the work procedures of student guidance staff will help to make student guidance more accessible.

It is important to approach student wellbeing across the entire university from a shared perspective. To this end, an RU vision on student wellbeing is necessary, as well as structural embedding of this topic within the organisation. For international students, too, we must offer accessible and practical guidance.  

• Quality criteria have been produced for student advisors, career officers, study and career counselors and student trainers. Student counselors and student psychologists still formulate their own quality criteria based on conversations about quality. With the help of these criteria it will be possible to continue the conversation about quality of guidance in the future. 
• A calculation model for student advisors has been developed in order to determine the necessary capacity of student advisors. These calculation models provide insight into potential bottlenecks. The calculation models contribute greatly to the conversation about capacity and supervision tasks. 
• A flexible pool of student advisors has been set up, comprising three staff members (2.0 FTE). In this way, student advisors who are absent due to illness or pregnancy, for instance, can be quickly replaced. Considering the positive responses to this flexible pool, it has been structurally embedded within the university.
• A procedure has been established by which all new student advisors become members of the National Association of Student Advisors (LVSA).

• Frameworks have been developed regarding Personal and Professional Development.
• Frameworks have been developed regarding PPD coaching within degree programmes, including the desired profile of a coach.
• A  for PPD has been set up by the Teaching and Learning Centre (TLC).
• PPD inspiration sessions have been organised (in collaboration with TLC) on topics such as PPD frameworks, coaching, everyone’s role in terms of PPD in the faculties/degree programmes and assessment in relation to PPD. These sessions will be continued within the organisation. 
• Professionalization for coaches PPO set up with Educational Advice & Teacher Development. This department provides training for teachers/staff who will take on this role.
• Bundling of university-wide PPO offerings for students on a new web page. 
• A work package for student advisors has been established.
• An  has been developed as the result of an away day for the entire student support chain.
• Interactive cases have been created to serve as inspiration for student guidance staff.
• A flyer for lecturers has been created on the role of lecturers regarding student guidance, with information on signalling and referring. 
• Development of professionalisation of student advisors completed, including basic training for new student advisors and continuing education for current student advisors. Division HR and Division Student Support are coordinating on its implementation.

• A student target group team has been set up within the Marketing & Communications department.
• A student communications officer has been appointed at every faculty.
• Communication on student guidance has been added as a permanent agenda point in the structural meetings between the faculties and the Marketing & Communications department. 
• Improved and restructured information on the website, clustered within the themes of student wellbeing and personal development.
• An infographic on student guidance has been created for students. A new step by step plan to guide students towards the right kind of guidance has also been created.
• A board game on student guidance has been developed by student advisors at the Nijmegen School of Management to make students more aware of the guidance network at uu77. The game will be available at all faculties as from the 2023/2024 academic year.
• University-wide agreements on the use of English-language terminology regarding student guidance have been included in the Radboud in'to Languages translation database. This promotes simplicity and clarity in English-language communications on the topic. 
• Microsoft Bookings has been set up as an online appointment system for all student guidance staff at uu77. 
• More information and handouts for student advisors on taking interview notes in Osiris and monitoring students.

• A student wellbeing coordinator has been appointed at the Student Affairs unit within the Academic Affairs department for the duration of the programme.
• Together with a project leader, this coordinator organised events and activities regarding student wellbeing for all students of uu77 during the duration of the programme.
• Advice has been issued on how student wellbeing can be worked on within the organisation in a structural and integral manner. This has led to the structural appointment of a policy officer and coordinator for student wellbeing as from 1 January 2024, among other measures.
• During the duration of the programme, student wellbeing ambassadors had been appointed at the faculties. There are now structural wellbeing officers at all faculties dealing with student wellbeing at the faculty level.
• Three social workers (1.4 FTE) have been appointed within the Student Support unit of the Academic Affairs department for the duration of the programme. They offer accessible and practical support to international students. The evaluation showed that the social workers are a good addition to the chain of student support and becomes a structural position.
• A Radboud-wide vision on student wellbeing has been developed.