Een herdefinitie van de professionele autonomie als voorwaarde tot rationeler organisatie van het universitair onderwijs

Samenvatting

A study of the professional status of the faculty of the department of Germanic philology of the catholic university of Leuven is presented. Traditionally, the power to make decisions regarding the course of a department has been in the hands of the faculty, specifically the full professors. Dissatisfaction with this situation has led to increasing calls for democratization. In a department where 90% of the graduates go on to become teachers, the pedagogical aspects of the education receive little attention. Proposed changes in the program of study were relatively unknown to people in the department in that these changes were generally proposed and carried out by the full professors. On a national level, there are revisions being suggested for the training of teachers, often without taking the nonpedagogical courses into account. This process cannot be considered democratic. In order to make it so, there must be more participation of the teaching faculty who have not attained the rank of full professor, as well as students. The teaching function may to some extent be taken over by individualized or programmed instruction; whether this is necessarily an improvement is not yet certain. It is clear that the special position of full professor will undergo some deprofessionalization in the future. P. Tiersma.