Xenia Dees


Jeppe Bandringa


Fons van de Wetering


Jamie Bick


Björn de Ruiter

  1. Xenia Dees

  2. Jeppe Bandringa

  3. Fons van de Wetering

  4. Jamie Bick

  5. Björn de Ruiter

  6. Nadien Abou Elmagd

  7. Lina de Los Rios Torres

  8. Iddo Geerse

  9. Ebrar Kaya

  10. Elise Clarke-Céron

11. Maarten van Zuijlekom

12. Neele Boelens

13. David Tempelman

14. Katja van Rooten

15. Ids Hofman

16. Margreet Oele

17. Busra Bayraktar

18. Moena Al Homsi

19. Daniël Scheurwater

20. Sterre Rooijakkers

  • Improve the information provision for students. Where can you find information about the BSA, an internship or other extracurricular possibilities? Where do you have to go if you have a complaint, or if you need help? We find that students have difficulties with accessing the information about their study and extracurricular options. With a university website that is more like a labyrinth, the availability and retrievability of information is a university-wide problem. However, with 53 different programs within our Faculty, spread over two cities, it is extra important that students can access the information they need. Therefore, we propose the following improvements, available in our party programme.​


  • A equal position for students at the Campus The Hague. There are several faculties represented in Campus The Hague. Our faculty is as well, by International Studies and Urban Studies. However, sometimes it seems that students or even the Board are not aware that we are one faculty in two cities. For example, not all students in The Hague know that the assessor in Leiden is our faculty complaints coordinator, and that they can approach him or the Faculty Council for problems. Furthermore, the Faculty Board should also pay more attention to the problems in The Hague. There is, for instance, a huge shortage of study places for years now; our Faculty Board must also help to find an appropriate solution. Our starting point is: the facilities should be the same for students in both cities!


  • To create more international minors and internationals-orientated Career Service activities. At this moment, there is little choice in minors for international students, since most minors are Dutch. As a result, international students are limited in their choice. Furthermore, almost all activities of the Humanities Career Service are in Dutch or focused on the Dutch job market. There should be a larger supply of activities and information for international students about the international job market. 


  • To safeguard small studies and specializations. Our faculty offers by far the most courses and programs. All these small studies and specializations embody special knowledge in our faculty. This unique position in the (national) educational offer must be guaranteed. This is especially important to pay attention to this, if the Faculty chooses to implement their intended plans for more broad bachelors.  


  • Study advisers and study coordinators. At the Faculty of Humanities there is a shortage of study coordinators due to dropout and a too high workload. This often makes it difficult for students to ask questions about their study options or to ask for help. To resolve this, we propose to revise the current system. The tasks of a study coordinator must be limited to just the logistics organization of one or more study programs. In addition, all study programs should have a study advisor, who is trained to help students with their study progress and personal development.


  • All the elective credits in one semester. The elective credits in BA3 should be completely in the first semester. Currently, these credits are spread over two semesters. This makes it difficult to take minors from other faculties or universities, or to do an large internship, or to plan to study abroad for a semester. Because of the current situation, students can experience study delay and can experience the current set-up as a barrier to use these elective credits as desired. We propose to implement this proposal into the upcoming ‘Programmanormen’ (Programme norms) – a plan to reorganize and harmonize all the programmes within the Faculty of Humanities.


  • A Faculty skills center. Much help has already been provided to students to improve their writing skills, language skills or other study skills. However, this offering is fragmented within our faculty and is spread over the POPcorner, the Academic Language Center, Expertise Center for Academic Skills and the Career Service. We would like to see them join forces, respond better to the needs of students and be more visible to all students. After all, one center is more visible than several separate centers.


  • Implementation of (academic) skills courses within the programme, instead of courses without credits organized by the Expertise Center for Academic Skills. Some of the current programmes require their students to take a skills course for zero credits. These courses are considered as too basic and useless. Therefore, we advise either to provide a in-depth faculty-wide skills course for credits, or implement skills training into existing courses.


  • Core curricula. All programs have two faculty core courses. At the moment, some of these courses are not in line with student’s own study or are considerd as less useful, while other core curricula, such as the core curriculum 'Introduction to Religious Studies', do fit better. We would like to see the latter become the case for all core curricula. The faculty should examine, together with the programs, how the content of these curricula can better relate to student’s own study program.

  • Keep improving the co-participation. In the Faculty Council, LVS has made a strong case to improve the co-participation. This must be continued in the coming years: keep the committee structure within the Council, keep the Programme Committee Buddy system, and increase the compensation for councilors in the Faculty Council and Programme Committees.