Utrecht University: Reflections on Its Past, Present, and Future

Introduction

Recently, I had the pleasure of attending the Utrecht University alumni dinner in Singapore. It was most enjoyable, and well attended. Interestingly, only a few of the alumni had grown up in the Netherlands, and those who had, had a family history of migration, including myself. Many had spent a semester or more, or still live and work in the Netherlands, and all cherished the memories of good and formative times.

Utrecht University is the largest university in the Netherlands in terms of student numbers, and arguably one of the best. Both my parents were lecturers at this esteemed institution, but the invitation for the alumni dinner came as a bit of a surprise since I never contributed anything to the Utrecht University Fund. In fact, after three years of studying in Utrecht, I transferred to the Leyden University due to the political turmoil in the Faculty of Humanities in Utrecht in the 1980s, which made continuing my studies there impossible. Although the situation resolved after a year, it was a scenario that seems unimaginable today. Therefore, I can say that I know "the good, the bad, and the ugly" of Utrecht University from the inside.

Will the English logo disappear now?

Utrecht University's Recent Achievements

Let us focus on the good. For a small country like the Netherlands, the Dutch university system as a whole punches well above its weight with a dozen or so world-class universities, depending on the ranking you consult. In the Shanghai ranking, the Utrecht University is ranked first, mainly because of two recent Nobel Prize winners in theoretical physics, Gerard 't Hooft and Martinus Veltman, both colleagues of my father. These two emerged thanks to investments in the 1950s in attracting talent from other universities in the Netherlands and abroad. The University counts a total of 10 Nobel Prize winners among its ranks.

The decision in the 1960s to open De Uithof, a spacious campus just outside the city, allowed the university to provide research facilities for world-class scientists in disciplines that require modern laboratories. Uithof literally means "the garden beyond." As Voltaire wrote: "Il faut cultiver notre jardin" (we must cultivate our garden, meaning develop our individual qualities), and Utrecht University certainly did. Voltaire had profound appreciation for the country's values of tolerance and freedom, and apparently today's alumni still have, but for how long?

Next, the university's decision in the 1980s to concentrate all earth sciences, veterinary sciences, and dentistry schools in the Netherlands in Utrecht has provided a critical mass of researchers needed for academic excellence and to be a player in the global competition for talent.

Regrettably, the power of the government in The Hague over Dutch universities has always been great, too great, especially when it comes to the limited financial autonomy of the universities. Moreover, it is the only advanced country where the rector is appointed by the government and not by the university board or elected. Fortunately, so far universities have found clever ways to keep out recycled politicians proposed by the government, in most cases.

Challenges Facing Dutch Universities

Today, there are two more fundamental threats to Dutch universities that attack the very essence of their being. The previous minister for higher education decided to put back in use a language requirement, thus restricting internationalization. The insanity of such a measure for a country that over half a century or more has made internationalization its distinguishing characteristic is beyond words to describe.

This government, has made deep cuts to university budgets, that will compromise educational quality and research capabilities. Universities are grappling with the challenge of maintaining their standards while facing reduced funding, which could impact faculty retention, student services, and innovative research projects. Since in the Dutch system their revenue does not depend on tuition, these cuts hit them hard. The long-term benefits of investing in higher education for the country's intellectual and economic growth are apparently not understood or perceived by the most recent governments.

Personal Reflections and Well Wishes

Let me end on a happy and more personal note. First, I want to congratulate the current dean of earth sciences, Dr. Wilco Hazeleger, on his appointment as Rector effective March 25, 2025. It is not under the most auspicious circumstances that he takes over, but I am confident he will rise to the occasion. As an emeritus rector myself, I can only wish him the best of luck with this challenge, which is greater than you can initially imagine. In the Netherlands, this challenge is even greater due to the limited autonomy of the universities.

Secondly, I want to thank the Utrecht University, where I graduated in 1988 in history, for providing a platform to gain a deep understanding of the humanities and social sciences. I look back on my university career with happy bewilderment. Despite an inauspicious beginning as a cleaner and later sous-chef in the Veritas university canteen, my studies in Utrecht led to winning one of the two PhD scholarships for the European University Institute, becoming a professor at the age of 30 at ULACIT, the Latin American University of Science and Technology in Costa Rica, and then in 2012 being appointed as the Vice-Chancellor (Rector) of UNITECH, the Papua New Guinea University of Technology. Of course, I had carefully planned and fully anticipated this career path.

On a more serious note, it was only as rector in Papua New Guinea, with its more than 800 different languages and cultures, that I understood the true value of a genuine and broad education in the humanities and social sciences for which my studies at the Utrecht University laid the foundation. If I had followed my father's wish to study geophysics in the faculty of earth sciences, I would certainly have had a more straightforward career, but also a less interesting life.

Good luck to the new rector, Dr. Wilco Hazeleger!

Disclosure: the Mistral LLM was used to polish the language. Here is the prompt: "Act as an experience editor and social media expert. Write a clear, cohesive and concise blog post, without changing the content or omitting any detail, based on this draft:" As a result, my draft was slightly modified, grammatical errors and typos were removed.

Navigating the Future of Learning: Integrating LLM-Based Decision Simulations in High School Education

Abstract

Large Language Models (LLMs) are rapidly transforming various sectors, and education is no exception. This article explores the potential of integrating LLM-based decision simulations into high school teaching practices. We delve into the pedagogical benefits, implementation strategies, challenges, and ethical considerations associated with this innovative approach. By examining current research, best practices, and potential future directions, this article aims to provide educators with a comprehensive understanding of how to effectively leverage LLMs to enhance student learning and engagement.

Created with Bing image creator

Introduction

The educational landscape is constantly evolving, driven by technological advancements and a growing need for innovative teaching methods. In recent years, the emergence of Large Language Models (LLMs) has presented a unique opportunity to revolutionize how we approach learning, particularly in the realm of simulations. Traditional simulations, while valuable, often lack the dynamic and personalized nature that LLMs can provide. This article explores the potential of LLM-based decision simulations to create more engaging, authentic, and effective learning experiences for high school students. We will examine the pedagogical benefits, implementation strategies, challenges, and ethical considerations associated with this innovative approach, drawing upon current research and best practices.

The AI Development Fallacy: Why Technology Alone Won't Transform the Global South

The recent essay by Dario Amadei “The Machines of Loving Grade” proposes rosy projections about using AI to rapidly boost economic growth and development in the poorest parts of the world fail to grapple with the stark realities in those societies. The author paints a picture of AI-powered epidemiology and economic planning sweeping away entrenched barriers to progress, but the track record of technological leapfrogging in the developing world tells a very different story.

My Tumultuous Journey as Vice-Chancellor: Navigating the Tortuous Road Towards Better University Governance

As I reflect on my time as Vice-Chancellor of the University of Papua New Guinea, I'm filled with a mix of emotions - pride, frustration, and a deep sense of responsibility for the challenges we faced. It was a journey marked by both remarkable achievements and gut-wrenching setbacks, all in the pursuit of transforming this institution into a beacon of integrity and excellence in the South Pacific region.

When I first accepted this role, I knew I would be confronting a daunting set of issues – structural underfunding, corruption, maladministration, and a severe lack of accountability that had permeated every aspect of the university's operations. Students were disillusioned, their studies often interrupted, and the professional community had all but lost faith in the institution's ability to fulfill its mission.

My Journey as Vice-Chancellor: Driving Educational Change in Papua New Guinea

In 2012, I embarked on an incredible journey as the Vice-Chancellor of the Papua New Guinea University of Technology. It was a childhood dream come true—an opportunity to make a real difference in a country close to my heart. Over the next six years, I poured my energy into transforming the university to better serve its students and the nation.

One of my proudest achievements was making the university the first in the world to provide campus-wide broadband internet via the innovative O3B satellite system. This was a game-changer, opening up a world of knowledge and collaboration for our students and faculty. We also became the first university in PNG to adopt open-source Ubuntu software on all student laptops, empowering them with valuable IT skills.  

Navigating the Ivory Tower: Lessons from a Lifetime in Education

Introduction

Looking back 30 years after obtaining my doctorate, I can reflect on the profound influence my teachers and professors had on my intellectual development and academic journey. Of course, they do not bear sole responsibility, as the path I ultimately chose was a function of my own decisions and the guidance of my highly educated parents - a Dutch theoretical physicist father who loved mathematics, and an Italian comparative literature scholar mother who continued publishing into her 90s.

Enthusiastic PNG University of Technology students
after boycotting classes for 5 weeks to demand good 
University governance

The spectrum of educators I encountered ranged from the exceptional to the abysmal, with the majority falling somewhere in the middle. The average professors have become entirely forgettable, their names long since faded from memory. Yet the average schoolteachers, through the culture of constant assessment, managed to impart the fundamental knowledge and skills required for their subjects, leaving an indelible mark.

From Chalkboards to Chatbots: The Promise and Perils of Emerging Educational Technologies

Bullet points summary

🌍 Core-Periphery Model of Technological Diffusion: Describes the uneven geographical spread of technology, with core regions adopting innovations faster than peripheral regions. However, this model can lead to geographical determinism and overlook alternative strategies in peripheral areas.

📈 Product Life Cycle Model: Outlines the stages of technology adoption, from invention to widespread usage and eventual obsolescence. This descriptive model provides insights into the pace of technological change, but has limited explanatory or predictive power.

💥 Disruptive Innovation Model: Explains how new entrants can successfully challenge and displace established firms by targeting underserved market segments with simpler, less sophisticated products that gradually improve and transform industry dynamics.

⏱️ Productivity Paradox: Explores the observed phenomenon where significant investments in information technology do not immediately translate to increased productivity. Factors like initial disruption, incremental improvement, path dependence, and measurement challenges contribute to this time lag.

🏫 Educational Technology Integration: Examines the contrast between the slow pace of change in visible classroom practices and the transformative effects of information and communication technology quietly reshaping educational practices in the background.

🧠 Psychological Barriers: Identifies key psychological obstacles to educational technology adoption, including resistance to change, technological anxiety, generational divides, and concerns about teacher replacement.

🏢 Organizational Impediments: Highlights the rigidity, bureaucracy, and resource constraints that hinder the integration of educational technologies, especially emerging AI-powered tools, within complex institutional structures.

Introduction

The landscape of educational technology is in the midst of a transformative shift, as the recent widespread adoption of public access large language models has catalyzed a renewed reflection on the historical patterns of technological integration within the education sector. As an economic historian, specialized in technological innovation and large technological systems, I believe that a deeper understanding of these historical trends is crucial in shaping our approach to the emerging technological advancements (Schram, 1997). As I wrote elsewhere, this is particularly relevant for educational institutions in low-income countries in order to tackle the global education crisis and make progress towards achieving the UN's Sustainable Development Goal four (SDG -4"access to quality education").