This is shown by master's research conducted by UT-student Susan van Soest. Van Soest polled students and teachers of three UT-Master's programmes set up specifically for foreign students. The aim was to gain insight into the problem areas students experience in these programmes and their possible solutions.
'At first sight there seem to be few problem areas, if looking at the outcome of the poll,' Van Soest admits. 'But when taking a closer look, another picture emerges.'
Example: at the three programmes between 25 and 50 percent of the students indicate that their academic skills are not up to scratch. Van Soest: 'Taking into account that a number of people gives socially desirable answers the real percentage is probably higher. Add to that the conclusions of the teachers I interviewed, and one can conclude that there is a problem.'
In general the foreign students of the educational programmes investigated ædo not satisfy that which is considered a good academic attitude in Dutch higher education,' Van Soest concludes. Among the academics skills involved here are looking at and applying a theory critically, writing a paper, giving a presentation, searching for information, and being able to express one's opinion in speech and in writing.
The problems with the latter skills are not only attributable to lack of command of English; the language skills of foreign students is a problem in itself, as indicated by both students and teachers in the research. Van Soest therefore advises to increase the norm for the language test prospective students have to take. Furthermore, Van Soest advocates in her research to give clear information to foreign prospective students on the nature and standards of scientific education in the Netherlands. Van Soest: 'My impression is that the teachers invest a great deal of time in guiding students, in fact more time than is available. The weaker students fare well, but it also means that there is less time to encourage and challenge the better students. I think that in an educational programme one should make a clear choice. Either accept a lower starting level and bring the students up to standard in the course of the programme (and ask higher tuition fees for that), or demand a higher starting level and invest less in guidance. But not something in between.'
transl. DvA
