News
Quality of Education Update
As we move forward into the 2025 academic year, the department is not only striving to refine its educational practices but also to create a more inclusive, engaging, and transparent academic environment for students. The changes being discussed and implemented reflect a growing recognition of the need to balance tradition with innovation while maintaining academic integrity and fostering student well-being.
One of the most pressing changes within the department is the increasing integration of artificial intelligence (AI) into the curriculum. With the University of Amsterdam (UvA) lifting its AI ban, the department is preparing for a new phase in educational technology. The decision is viewed as a positive step toward embracing the future of learning, where AI will play an integral role in enhancing both teaching and learning experiences.
However, this shift comes with its own set of challenges and opportunities. Faculty and students alike must become proficient in the responsible and ethical use of AI. The department has recognized the need for AI literacy to be embedded into the curriculum, ensuring that students are not only equipped with the technical skills to navigate AI tools but also understand the broader ethical and social implications of their use.
AI’s integration into the learning process will undoubtedly change the way students interact with course materials, instructors, and their peers. However, the department is committed to maintaining a balance. While AI will enhance educational experiences, traditional academic values, such as independent writing and critical thinking, will remain central to the curriculum. Students will be encouraged to use AI as a tool to support their learning, not as a replacement for their intellectual efforts.
In response to the changing academic landscape, the department has made several adjustments to core courses, such as the AcSki I and II programs. These changes, while aimed at improving the overall educational experience, have generated mixed feedback from students.
In AcSki I, the recent change to have the first two essays written onsite has been well-received. This adjustment offers an opportunity for students to learn how to structure their essays without the aid of AI, helping to foster independent writing skills. It was noted that reactions differed between International Baccalaureate (IB) and non-IB students. While non-IB students experienced more challenges in adapting to this new format, there is a belief that, over time, they will develop stronger writing abilities.
Conversely, the transition to take-home essays in AcSki I has been met with a more positive reception. This change allows students greater freedom to approach assignments in a way that suits their personal work style. It has been particularly welcomed by those who feel that the previous format didn’t fully allow them to showcase their analytical skills.
When it comes to AcSki II, however, the feedback has been more frustrated. Students were disappointed to see the first essay replaced with an argumentation exam. This change came right after they had just started to feel more confident in their writing, thanks to the final two AcSki I essays and the RP1 assignment. Many students expressed that they felt like they had lost another valuable opportunity to continue honing their writing skills. While they acknowledged that the argumentation exam had its merits, particularly in testing reasoning abilities in a controlled environment, it did not contribute to their development as writers. Several students noted that the exam format reminded them of high school assignments—narrow in scope and not reflective of the depth expected at the university level.
This negative feedback has been taken seriously by the department, and they are currently looking into ways to improve the course structure for next year.
The department’s commitment to continuous improvement is evident in the ongoing discussions regarding the MA Political Science program for the 2025-2026 academic year. The Master’s Committee, working closely with the Masters Director, has been exploring changes to the curriculum to ensure that it remains responsive to the evolving needs of students and aligns with broader trends in the political science field. These revisions aim to better equip students with the skills needed for academic success and professional development in a rapidly changing world.
One of the key objectives of the reforms is to enhance the program’s Research Design & Methods courses, ensuring they align with both student expectations and the demands of the political science discipline. This includes better integration of research skills into the program, providing students with the tools they need to conduct high-quality, independent research. Another important change is the update to the MARP (Master’s Research and Professional Practice) structure. The committee has emphasized the need for a more practical, focused approach to the thesis project, allowing for clearer supervision and more targeted research guidance.
The changes include several significant revisions, particularly within the first and fourth blocks of the program. In Block 1, the focus will shift toward track-specific qualifications, which will enable students to tailor their education to their specific academic interests. This will be supported by 9 EC specialization modules and a 3 EC "State-of-the-Art Political Science" course that introduces the latest developments in the field. In Block 4, a new 6 EC Research Design & Methods course will run in parallel with the 24 EC MARP thesis project. This course will provide students with essential research skills that complement their thesis work.
In regard with the course “State-of-the-Art”, which replaces the former 6 EC Transnational Politics course, several issues were raised by the Master’s Committee, including insufficient learning opportunities due to short meetings, the need for more in-person interaction with supervisors, and a heavier workload than the 3 EC credit suggested. Other concerns included imbalanced group knowledge, especially between Dutch and international students, and the connection between mandatory readings and the research proposal. Additionally, the use of Perusall was problematic as students are not allowed to use AI but are graded through it. These feedbacks were shared by me to Joost and Gijsbert in the PC, and they decided to revise the portfolio format to better link it with the readings and to have more flexibility in the course format, with additional guidance from supervisors.
Additionally, a major shift in the master’s programme structure involves downsizing the MARP from 30 EC to 24 EC. This change is designed to streamline the thesis process while allowing for more focused supervision. The committee has also emphasized the importance of balancing the increased research focus with student workload. The proposed changes aim to enhance the quality of the thesis without overburdening students.
The department is committed to using student feedback, particularly from exit surveys, to refine these reforms. Students’ experiences with the current MARP structure have been taken into account, and their insights will continue to shape the future direction of the program. The discussions have been positive, with a consensus that the proposed changes will help elevate the program and better support students in achieving their academic and professional goals. The implementation of these revisions will begin in the 2025-2026 academic year, with careful attention paid to ensuring a smooth transition.
The Education Committee has also been focused on improving student engagement in lectures and addressing issues related to lecture attendance and exam quality. In a productive meeting with Sander van Harperen and Norah, the question of "What drives lecture attendance?" was explored in depth. Attendance in the Research Methods (RM) course, in which Sander is a lecturer, had been dismal, prompting the question to expand to how methods courses can be taught more effectively.
Students shared a variety of perspectives. Some noted that the decision to attend lectures often came down to the perceived value of the lecture content versus the readings. One student commented that lectures felt supplementary to the readings, especially after hearing that most exam content would come from the readings. Others expressed a preference for lecture recordings, especially as they often felt that PowerPoints did not capture all the content discussed. The lack of in-person interaction was also cited as a drawback, as group work and tutorials did not always allow for enough time to digest complex material.
There was also feedback regarding the varied quality of lectures across courses. For example, in the Violence & Security course, the lecturer added valuable content beyond the readings, making the lectures more engaging. In contrast, other courses, like DAT, were seen as mainly summarizing the readings, which felt less impactful. Some students also discussed how lecture attendance was affected by external factors like travel time or personal well-being.
Sander and Norah acknowledged the diverse needs of students. Sander raised the question of whether a different teaching format might be more effective for methods courses, and whether a balance between live interaction and recorded content could provide better learning outcomes. The idea of offering more flexibility, including additional guidance from supervisors, was well-received, particularly in methods courses.
At the conclusion of the meeting, Sander emphasized that while efficiency and academic community participation were both important, they needed to find a way to balance these elements effectively. Feedback from students was seen as valuable and appreciated. Sander is also working on an initiative to better connect with students through a newsletter and student profiles, aiming to foster a stronger academic community.
In addition to enhancing lecture accessibility, the department has also worked to address longstanding issues with Dutch exams. Feedback from students highlighted that formatting and grammar errors in past exams, particularly in the PPG, IPRES, and HOPT exams for first-year students, caused significant confusion and frustration. These mistakes were taken very seriously by the first-year coordinator, Norah, who has been actively working to ensure that such issues will not occur again. She is committed to making sure that future Dutch exams are clearer, more precise, and better aligned with academic standards, so they do not negatively affect Dutch students' performance during the exams.
Career orientation remains a priority within the department, and significant efforts are being made to ensure that students have access to valuable internship opportunities. At the beginning of the year, Robin Pistorius, the internship coordinator, proposed adjusting the distribution of Credits (EC) for internships to reflect the varying workloads. After we had thorough discussions with the feedback from the education committee, however, it was determined that the workload issues related to internships stemmed more from the logistical aspects of arranging the internships rather than the actual workload itself. Consequently, the existing EC distribution will remain unchanged.
Another initiative designed to enhance career development is the introduction of an internship fair, organized by the Professional Committee of Machiavelli in collaboration with the department. This annual event, which will take place in May, will allow students to showcase the skills and knowledge they have gained during their internships through poster presentations. Robin Pistorius believes that this fair will not only provide students with networking opportunities but also offer a platform for them to reflect on and communicate their learning experiences.
For future years, the fair may become a mandatory part of the curriculum, and discussions are ongoing about how to make this a compulsory event for all students. The event will help to bridge the gap between academic learning and professional practice, enabling students to gain practical insights into their field and build valuable connections.
The department is also working to make internship opportunities more accessible to all students, including first-generation students and international students, who may lack the same professional networks as their Dutch counterparts. By creating more targeted initiatives to support these students, the department aims to level the playing field and ensure that all students have equal access to the career development opportunities provided by internships.
In an effort to better integrate career development into the curriculum, the department is compiling an overview of courses that focus on professional skills. This will help students identify which courses will equip them with the skills necessary for their future careers. Furthermore, course coordinators are being encouraged to explicitly indicate how their courses contribute to students' professional development, fostering a culture of best practices and collaboration among lecturers.
Another area of concern within the department is the uneven distribution of workload across core modules. Some students have reported that certain courses require significantly more effort and time than others, which has not only impacted their academic experience but also their overall well-being. The department recognizes the importance of maintaining a balanced workload and is actively engaged in discussions on how to better distribute tasks and responsibilities across the modules. These conversations are essential to ensure that students do not experience undue stress or burnout from disproportionately heavy workloads. A more equitable workload distribution will allow students to engage more meaningfully with their studies and maintain a healthier work-life balance. This feedback has been taken seriously by the department, and these concerns will be discussed further in the Programme Committee (PC) to explore ways to address the uneven distribution of workload and improve the overall academic experience for students.
As the political science department continues to adapt and evolve in response to technological advances, student feedback, and the changing demands of the job market, it remains committed to providing a high-quality education that prepares students for success in the real world. The ongoing reforms—ranging from the integration of AI into the curriculum to the restructuring of courses and the introduction of career-oriented initiatives—represent a comprehensive approach to addressing the needs of both current and future students.
With these changes, the department is ensuring that students receive the education and skills they need to thrive in an increasingly complex and dynamic political landscape. Whether through embracing technological advancements, enhancing student engagement, or improving career prospects, the department is forging a path toward a more inclusive, equitable, and forward-thinking educational experience.