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DEBAT Er der mon mod nok? DEBATE Do we have enough courage?

 

En studerendes perspektiv på strategiprocessen

Først og fremmest vil jeg understrege, at jeg som studerende ved samfundsvidenskabeligt fakultet er opløftet ved tanken om denne strategi-proces, måden hvorpå den er blevet afviklet, og de perspektiver, jeg selv og de mange, jeg har snakket med på fakultetet, ser i processen.

De politiske vinde har længe varslet om forandringer, og det glæder mig, at vi på SDU har været modige og taget bladet for munden allerede nu. Diskussionerne, processen har affødt, også forud for panelmøderne, men i særlig grad til panelmøderne, har italesat emner, der ellers notorisk har været svære at indgå åbent på tværs af grupperingerne ’studenterrepræsentanter’, ’studieledere’, ’institutledere’, og ’dekanat’.

Vi har fordomsfrit (og i nogle tilfælde ligefrem bramfrit) italesat følelsen af vildrede, som store undervisningshold, der forsøges undervist efter ’aktiverende undervisning’-mantraets principper, kan efterlade underviser såvel som studerende med. Vi har som studerende fordomsfrit kunne spørge vores studieledere, foran disses ledelse, hvorfor der ikke gøres ”mere”, hvorefter disse har haft rummet til ærligt at svare, igen foran ledelsen; ”det kan simpelthen ikke lade sig gøre under de eksisterende rammer.”

Panelmøderne har med andre ord været et, for os, godt rum at få, og se, mange af fakultetets udfordringer belyst. Men endnu vigtigere tror vi, at den kommende proces vil være. For måden hvorpå denne viden vil blive behandlet, vil være afgørende. Bruges den til at justere marginalt på det eksisterende set-up, eller bekræfte allerede etablerede forestillinger og planer, ser vi et kæmpe potentiale efterladt. Bruges den derimod til at træffe modige beslutninger om såvel pædagogik, struktur og ledelse tror vi på, at fakultetet kan udvikle sig forbilledligt og til inspiration for såvel de andre fakulteter, som universitetsverdenen generelt.

Processen indtil nu har været modig. Lad os nu alle fortsætte herfra med et tilsvarende mod og kræve af hinanden ærlighed og beslutsomhed, så vi kan skabe os en indstilling, der vil tillade, at vi forkaster forældede dyder til fordel for eksperimenteren og forandring.

Andreas Munk Jensen, de studerendes repræsentant i SDU’s bestyrelse



A student’s view of the strategic process

Above all, I would like to stress that, as a student at the Faculty of Business and Social Sciences, I feel upbeat about this strategic process, the way it has been conducted, and the potential that I and many others I have spoken to in the Faculty see in it.

The political winds of change have long been felt, and I am pleased that SDU has had the courage to bite the bullet already at this point. The discussions prompted by the process even before the panel meetings – but particularly in connection with the panel meetings – have articulated topics that have otherwise been notoriously difficult to address openly across the categories of “student representatives”, “Heads of Studies”, “Heads of Departments”, and “the Dean’s Office”.

Putting aside all prejudice (and in some cases quite directly), we verbalised the feeling of bewilderment that both the lecturer and the students in large classes can be left with from attempts to teach according to the principles of the mantra of “activation teaching”. We students had the chance, open-mindedly, to ask our Heads of Studies, in front of management, why “more” is not being done, and afterwards, they were given the opportunity to give a frank answer, again in front of management: that “it simply cannot be done under the existing circumstances”.
In other words, the panel meetings were a useful forum for us to shed light on and see many of the challenges faced by the Faculty. However, we believe that, going forward, the process will be even more important, because the decisive factor will be what we do with this knowledge.

If it is used just to tinker around the edges of the existing set-up, or to reaffirm established concepts and plans, we will be squandering tremendous potential. If, on the other hand, it is used to make courageous decisions about teaching, structures and management, we believe the Faculty will be able to develop in an exemplary way and be an inspiration not only to other Faculties but also to the world of universities in general.

So far, the approach to the process has been courageous. Let us now all continue from here with the same level of courage, and demand honesty and decisiveness from one another so we can devise an approach that will permit us to reject outmoded virtues and be open to experimentation and change.

Andreas Munk Jensen, representing the students in the SDU board

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