With just one week to go until the start of the new academic year and the inauguration of the new University Council, we're looking back on the past year. In this blog, we share contributions from council members in which they describe their experiences of council work. This time: Prof. Jessica de Bloom, a member of the Personnel Faction, reflects on the ‘Smarter Academic Year’. This blog was written in February 2026.

The original blog is in Dutch, the English version is a translation.

Workload in higher education has been a cause for concern for many years. Teachers, researchers and students often experience stress due to tight deadlines, limited time for rest and a constant stream of obligations. To bring about change in this area, De Jonge Akademie has launched the ‘Smarter Academic Year’ (SAY). This proposal aims to reduce the workload by incorporating more rest and flexibility, without compromising the quality of education. The idea of a better-balanced academic year is widely embraced, both by the academic community and by students.

The Young Academy Groningen has also addressed this issue in a recent report. Although the SAY shows great promise, there are important considerations to ensure that it actually delivers the benefits it promises. We, the staff group of the University Council, therefore make six recommendations for the successful implementation of the SAY.

1. Actively Involve the Academic Community in the Implementation
The SAY can only succeed if it is shaped in collaboration with teachers and students. In addition to the advisory and consent rights of the faculty councils and programme committees, it is essential that the entire community is involved in its implementation. This ensures that the SAY does not remain merely a top-down decision, but becomes a joint project that meets everyone’s needs.

2. Evaluate and Adapt Continuously
The SAY should not be static, but a dynamic model that can adapt based on feedback. Establish a continuous evaluation process, with clear mechanisms for gathering insights, concerns and suggestions. In this way, the SAY can be viewed as an experiment, in which the academic community actively contributes to improvements.

3. Share Best Practices Across Faculties
Not every faculty needs to reinvent the wheel. By sharing experiences and successful approaches, faculties can learn from one another. What works well in one faculty may well be applicable elsewhere. This not only promotes efficiency but also ensures a fairer and more consistent implementation of the SAY.

4. Financial Support for a Smarter, Not Just a Shorter, Academic Year
A shorter academic year is not enough—it must also become smarter. This means that teachers must be given time and resources to redesign their teaching and develop new teaching methods. This also includes support for teaching assistants, who play a crucial role in teaching. Without this investment, there is a risk that the SAY will simply lead to increased workload.

5. Evening and Weekend Teaching Only in Exceptional Circumstances
Evening and weekend lectures must remain the exception, not the rule. If they do take place, this should only be with teachers who explicitly choose to do so. This contributes to a better work-life balance and prevents unnecessary strain.

6. Flexibility for Specific Programmes
Not all degree programmes are the same. Some, such as biology, for example, involve longer periods of fieldwork that do not simply fit into a standard timetable. The SAY must allow for flexibility and exceptions, so that it works for everyone—without losing sight of the core principles of rest and balance.

The SAY is an important step towards a healthier and more balanced academic environment. If the above recommendations are taken into account during implementation, it can really make a difference. Let’s work together to ensure that this becomes not only a shorter, but above all a smarter academic year—a year that combines rest, quality and flexibility, for the benefit of everyone in our university community.

What do you think? Do you have any personal experiences of workload in higher education, or ideas for the SAY? Share your thoughts! We’re keen to hear your perspective