Educational concept

Together we create education. The educational concept of the Artevelde University College is our vision on what good education is all about. Be inspired to think about this.

  1. Professional Development
  2. Personal Development
  3. Development to be a Global Citizen
  1. Students
  2. Lecturers
  3. Management Board and Staff Members from Offices and Degree Programmes
  4. Professional World & Alumni
  5. Social Network
  6. Society
  1. A Meaningful Learning Environment
  2. A Goal-Oriented  Learning Environment
  3. A Learning Environment Aiming at Co-Creation
  4. A Learning Environment with Attention to Diversity
  5. An appreciative Learning Environment

Three Goals  

At the Artevelde University College we believe that people are capable of self-development. We start from this idea to define the professional identity of both our students and our staff members and stimulate them to think critically, to act professionally and to become the person they can and want to be.

Professional Development

The Artevelde University College educates students to be competent professionals with good professional opportunities. We use a learning environment that stimulates students to think, act and feel. Both our students and lecturers are passionate about what they do. Apart from their subject-related professional skills, our graduates have also received a broad education and they are enthusiastic to be life-long learners. They are willing to face new societal challenges and can come up with creative and innovative solutions.

Personal Development

The Artevelde University College stimulates authenticity and entrepreneurial spirit for students and lecturers. Our education helps them to reflect on their own strengths and weaknesses. From our thrust in people’s capability of self-development the University College has high expectations and offers people the opportunity to become the person they can be (as a consequence of their training, experience and capacity to learn) and want to be (because of their motivation and willingness). If you believe in who you are as a person, you will also feel confident about as a student, employer or employee. Our attention to personal development creates meaningfulness, self-realisation and well-being.

Development to be a Global Citizen

The Artevelde University College challenges students and lecturers to look beyond their immediate environment. Within the framework of the degree programme it is our education that connects them with the rest of the world. Our lecturers fulfil an exemplary roll in a world with daily challenges of diversity, globalisation, digitalisation and ecology. They are honest, care about the environment and about the social, economic and organisational wellbeing and they treat other cultures in a respectful manner. We encourage our students to react with empathy and to engage themselves in local or international cooperation.


Six Partners

1. Students

Students accept the responsibility to invest more and more in their development as a person, as a professional, and as a global citizen. They engage in learning experiences and cooperate with their lecturers and fellow students to learn. They are willing to reflect on their own performances and to take part in the dynamical learning community of the Artevelde University College and shape their own development.

2. Lecturers

Lecturers are the pedagogical, didactical and subject-matter experts, who guarantee qualitative education. It is of a crucial importance that they are capable of transferring their own knowledge to the students and that they can coach them in their learning process. By cooperating with each other and continuing to work on their own professional, personal and social development they are a role model for their students and for the kind of education they strive for. Their personal engagement and commitment will continue to inspire future generations.

3. Management Board and Staff Members from Offices and Degree Programmes

The management board and staff members from offices and degree programmes create a transparent, relevant, up-to-date and goal-oriented policy. They take into account the necessary preconditions and work in a well-substantiated manner. They work on a daily basis to achieve a transparent organization with a clear communication and a qualitative culture that is borne by the school society. They strive for feasibility and a continuous improvement of quality, taking into account the needs and well-being of the students and lecturers.

4. Professional World & Alumni

There is a continuous interaction between the professional world and alumni on the one side and the degree programmes and policy on the other hand. They are actively involved in education, research and services and provide the degree programmes with a dynamical and ambitious input. Year after year they are inspired by new generations of graduates and by innovations that were developed by the University College and its partners. They also provide possibilities for on the job training, an essential part of all of our degree programmes. That way, they take on the role of ambassador for the University College and its degree programmes.

5. Social Network

Students’ motivation, learning strategies and well-being is determined considerably by their social network. It takes a lot of skills for students to combine education, work, free time, family life and/or entrepreneurship. The Artevelde University College stimulates students to learn and live together. It communicates in a clear and transparent way about what is expected from the students and invites them to have a realistic image about how their education fits into their personal life.

6. Society

The society offers the framework for our University College to provide education. It creates the needs the Artevelde University College wants to meet. It inspires our education by exchanging worldwide trends and international initiatives. It offers our students learning opportunities on a daily basis when they talk to their fellow-students, their friends, their parents, when they do voluntary work, communicate with their city, their country and their world. They offer the context in which our students can become who they can be and want to be.


Five Characteristics of our Stimulating Learning Environment

In a stimulating learning environment students can start from their own strengths to learn and it is the relevant content that draws their fascination. They will feel like they belong there, thrust their own possibilities and receive sufficient autonomy to realize the learning objectives that were set out. The Artevelde University College focusses on deep and meaningful learning and an ongoing dialogue with the students.

1. A Meaningful Learning Environment

Scientific evidence and meaningful content form the basis of our degree programmes. The Artevelde University College wants to provide its students with qualitative insights, skills and attitudes. Primarily it are our pedagogical, didactical and subject-matter experts or lecturers who will make this possible. Further our interaction with the business world and our internship companies give our students the opportunity to put theory into practice and to let them have a first experience with the newest insights, technologies and methods. Our libraries, practical classrooms and digital learning environment enable the use of a diverse range of teaching methods and methods of evaluation and assessment.

The Artevelde University College is a dynamical centre of expertise which makes existing knowledge and insights available, but it also creates new knowledge, insights and products. Students are involved in this co-creation during educational activities, research, project work and on the job training. Our passion for qualitative content and a continuing search for new and relevant insights result in an attitude of lifelong learning through the interaction between research and education. At the Artevelde University College we strive for specific learning pathways for research competences in all vocational bachelor's degree programmes. At the same time, lecturers receive information, advice and coaching on how they can introduce research-oriented methods in the programme.

The Artevelde University College trains the students into adapting a respectful attitude towards different views when discovering and creating new insights and to reflect on the quality and relevance of these views.
 

2. A Goal-Oriented  Learning Environment

Our goal-oriented learning environment offers the students a structural framework and stimulates them to achieve goals in a challenging context of their own choice.

The Artevelde University College and its programmes focus on transparent and coherent study programmes that guide our students through their education. For lecturers these form the connection between their own course unit and the rest of the study programme, as well as society and the professional world. Lecturers will always try to link the learning content to the future profession of the students.

The programme profiles contain carefully constructed learning pathways and define the desired learning results. The ECTS sheets and course guide provide the students with correct information about what is expected from them. The educational concept, the assessment policy, strategic goals and daily practice are intertwined to create a coherent view.

The Artevelde University College combines this structure with the room for individual choices to facilitate the students’ autonomy. No freedom without boundaries. Students are trained to look at themselves in a critical and reflective manner and to think and act goal-oriented so they can take control of their own professional, personal and social development.


3. A Learning Environment Aiming at Co-Creation

A learning environment that aims at co-creation invites students to lifelong and meaningful learning.

Co-creation occurs when different parties (students, lecturers, staff members, the business world and society) jointly look for solutions for complex problems. This has a positive influence on the motivation of all parties involved as they can contribute in their own way and with their own talents and specialisation to achieve a mutual valued outcome and really make a difference. Co-creation stimulates the creativity and the initiative of these parties as they are challenged to spot opportunities, to approach problems from a different angle and to come up with innovative alternatives.

The ‘learning by developing’-concept contains a method to achieve co-creation. New skills and knowledge are developed in authentical research and development projects that aim at innovation and problem solving. The interdisciplinary cooperation between all parties involved is a crucial factor in this process.

The emphasis on the social and active process that learning involves automatically implies the importance of language in this process. Starting from the idea that language connects people, lecturers try to stimulate the linguistic development of the students in their classes. Certain course units, optional study tracks and programmes are taught in a foreign language. That way we provide our students with a better chance to study or work abroad. Incoming students and staff bring the world into our University College and next to that we stimulate international co-creation through education, research and services.

In a co-creative environment the possibility to share knowledge gains importance. Therefore the Artevelde University College invests in the implementation of educational technology. Through blended learning students are offered more opportunities to a profound processing of knowledge, practicing skills, communication and cooperation with lecturers, fellow-students and partners nearby and abroad. This way graduates are able to participate actively in a fast evolving, highly technological, mediatised and networked knowledge society.


4. A Learning Environment with Attention to Diversity

A learning environment which pays attention to the existing diversity amongst the students uses respect and strength to connect.

At Artevelde University College, we believe diversity is an asset. Therefore we invest in an accessible learning environment and we use learning and evaluation methods as a basis for differentiation. All staff members take on an exemplary role in dealing with diversity. We want provide all of our students with equal opportunities to gain information, solve problems, make well-considered choices and to participate in education.

Whenever possible and desirable our programmes offer diverse study tracks (distance learning, dual learning, modular learning ...) and reasonable modifications. We offer students the opportunity to define their own professional identity through optional course units, extracurricular course units and activities, internationalisation@home or during training or an internship abroad.


5. An appreciative Learning Environment

The Artevelde University College encourages its students by focussing on values, strengths, goals and needs. Apart from a well-known focus on remediation and correction we choose to use strengths as a working basis.

Through individual coaching, the students are free to ask for advice, receive guidance and coaching. Our guidance aims at increasing the autonomy and well-being of the students. Individual guidance at the Artevelde University College tries to reduce economical, physical and psychological obstacles for education on the one hand and stimulate remediation of necessary skills and reflection through study track coaching.

In a warm and appreciative environment our students and lecturers feel encouraged to dedicate themselves completely. They are enthusiastic to practice, learn and develop further.


15,000 Dreams

With our educational concept we actively help to create the society we dream of: where people are allowed to become the best version of themselves, where they are appreciated even if they fail, where they share and where they take care of each other.

The History of Co-Creation

  • September- October 2014: O&I office in co-creation with its partners
  • November 3, 2014: Educational Development Forum
  • December 10, 2014: Artevelde council
  • February 16, 2015: Artevelde University College Student Council
  • February 19, 2015: Artevelde Services Forum
  • February 25, 2015: Artevelde Council