Development and challenges of the credit point system in Dutch higher education

This article will focus on the credit point system and especially on the Dutch system. In many countries such a system has a long history, but in others it is a relatively new phenomenon. In the first section, the objectives of credit point systems will be introduced. In the second section the emerg...

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Bibliographic Details
Published inTertiary education and management Vol. 8; no. 2; pp. 167 - 178
Main Authors De Jong, Uulkje, Van Hout, Hans
Format Journal Article
LanguageEnglish
Published Dordrecht Taylor & Francis Group 01.01.2002
Springer Nature B.V
Subjects
Accountability
Careers
Colleges & universities
Curricula
Dentistry
Educational Policy
Higher education
Intercollegiate Cooperation
Intergroup Education
Organization development
Recognition (Achievement)
Self study
Strategic management
Student behavior
Students
Studies
Study abroad
Study Skills
Transparency
Universities
Workloads
Netherlands
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Summary:This article will focus on the credit point system and especially on the Dutch system. In many countries such a system has a long history, but in others it is a relatively new phenomenon. In the first section, the objectives of credit point systems will be introduced. In the second section the emergence and characteristics of the credit point system in the Netherlands will be presented. In the third section, some results of student behaviour in the first year in Higher education will be shown for different groups of students, such as how many credit points on average they earned and how many hours per week on average they studied. The findings demonstrate how empirical results from student behaviour, combined with the norms of the credit point system, can be used to evaluate the accountability of the academic programmes. In the last section, some challenges for the use of credit point systems in the nearby future will be discussed. Recently, one can see a rapid change from the traditional ways of testing to the assessment of competencies of students and student portfolios.
ISSN:1358-3883
1573-1936
DOI:10.1080/13583883.2002.9967076