At Ghent University, we strive to educate people who dare to think about the challenges of tomorrow. For that purpose, we provide education that is embedded in six strategic objectives: Think Broadly, Keep Researching, Cultivate Talent, Contribute, Extend Horizons, Opt for Quality.
Ghent University continuously focuses on quality assurance and quality culture. The Ghent University's quality assurance system offers information on each study programme’s unique selling points, and on its strengths and weaknesses with regard to quality assurance.

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Ghent University's Education Objectives

Quality Assurance at Ghent University

1. Multidisciplinarity: we train highly qualified engineers who can take on a variety of assignments and positions, mainly in the primary production chain. This production chain starts with the development, production and supply of genetically modified starting materials (seeds, vegetatively propagated plants, young animals, ...), means of production (substrates, fertilisers, cattle feed) and means of investment (machinery, greenhouses, stables). The primary production chain links are plant breeding and animal husbandry.
2. Integration of theory and practice: among our research and experimentation facilities are a testing farm, an in vitro and a phytopathological lab. These facilities allow our students to gain practical and research experience during their Master’s dissertation. They also stimulate their problem-solving capacities and offer an environment for working together in dynamic teams. The application-oriented engineers they will become will have to position themselves as ‘translators’ from concept to product.
3. Multiperspectivism: our students learn to approach problems from different angles and place them in a broader perspective. This is why we also encourage our students to gain international experience and to get in touch with international students or lecturers. The Master’s dissertation and the work placement are linked to topical issues raised by companies or sectors. Incorporating the perspective of the professional field thus comes naturally. Company visits also contribute to this.
4. Student talent development: apart from lectures and practicals, our teaching methods include project teaching, company visits, work placements, workshops and other active methods. These ensure that students can show their talents and develop them further.
5. Knowledge creation: our wide range of well-considered course units and electives guarantees a gradual accrual of knowledge and skills.

1. A permanent quality culture: the Programme Committee manages the information flow and consultations between faculty services, lecturers and students. It also monitors the quality and profile of the study programme. During its monthly meetings, the Programme Committee can promptly address potential issues and important considerations.
2. Dedicated team of lecturers: our study programme features a dedicated team of lecturers from various fields, integrating their passion for teaching with a commitment to globally focused research.
3. Solid study track counselling: students can get personal advice from our well-organised study track counselling to compile their curriculum via an academic bridging programme or a personalised study track.
4. Student involvement: in addition to the traditional channels for representation and quality assurance, including the Programme Committee (programme level) and Quality Assurance Committee (faculty level), students have set up a Participation Committee (PACO). Student representatives place relevant issues on the Programme Committee’s agenda.
5. Approachability: we highly value direct and intensive interaction between our lecturers and students.

1. Internationalisation: still too few students graduate with a study-abroad experience. We aim to inspire our students and emphasise the worldwide scope of their future field of study. For similar reasons, we want to send out more Erasmus students and offer better guidance on compiling suitable modules. Our lecturers’ research is embedded in various international partnerships. Our students can use these contacts for Master’s dissertation or work placement purposes.
2. Sustainability: this topic is not an explicit enough part of our curriculum yet. We have added a new elective on sustainable production systems to the curriculum. However, the topic should be incorporated more explicitly into other course units as well.
3. Feedback: sometimes there is still insufficient feedback on papers and reports. More so than before, we invest in feedback on assignments. This implies that lecturers and students consult each other more on the timing/deadline of these assignments and what is expected of the students.