University College Utrecht - Selection of Students

Selection of Students

Students admission policy is based on merit, broad academic interest, and motivation. The application procedure includes submission of a letter of motivation, references, an English proficiency requirement, as well as an interview: all this is highly unusual in the Netherlands. It is also still very controversial legally and socially; as a result UCU has acquired somewhat of a reputation for elitism and snobbery, which is occasionally expressed in both national and regional press. This is reflected by studies which focused on student satisfaction and overall quality by magazines like Elsevier etc. UCU's student body is largely of a comparable socio-economic background to the general university population in the Netherlands. Many Dutch and international UCU students need to find loans and jobs, which is not easy given the intensity of the College's academic programme. For this reason, UCU has established a Student Aid Fund and is actively seeking funds; the College has recently encountered difficulties securing scholarships for foreign students. An additional challenge towards UCU's aim to ensure a broad and diverse international student population have been recent government actions that have made it more difficult for some foreigners to obtain a residence permit for the Netherlands.

Read more about this topic:  University College Utrecht

Famous quotes containing the words selection of, selection and/or students:

    The books for young people say a great deal about the selection of Friends; it is because they really have nothing to say about Friends. They mean associates and confidants merely.
    Henry David Thoreau (1817–1862)

    The books for young people say a great deal about the selection of Friends; it is because they really have nothing to say about Friends. They mean associates and confidants merely.
    Henry David Thoreau (1817–1862)

    We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.
    bell hooks (b. 1955)