On Tuesday, April 21st, Ruth Graham visited (online) the Education Design festival at WUR. Around 40 people – lecturers, policy makers, educational scientists and teacher support staff – were present. Ruth first shared the main findings from the Teaching Culture Survey (waves 2019-2022-2025) for WUR, specifically, after which an engaged discussion highlighted ideas for further improving the teaching culture at WUR.
Advancing Teaching Culture at WUR
At Wageningen University & Research (WUR), teaching culture is under the spotlight through the international Teaching Culture Survey led by Ruth Graham. This initiative, spanning 28 universities across 13 countries, explores how teaching is valued, rewarded, and embedded in academic careers.
WUR’s 2025 results show strong performance globally, particularly in providing a supportive environment for teaching improvement. Progress is also visible, for example, in reduced perceptions that teaching-focused roles limit career advancement—linked to the Academic Career Framework.
However, challenges remain. A significant gap persists between how important teaching should be for promotion and how it is currently valued. Differences between academic groups are notable, with lecturers, early-career, and female academics reporting less positive experiences.
Leadership engagement—especially at the chair group level—emerges as a key driver for change. These insights will inform ongoing developments, including WUR’s Teaching Academy and Continuous Professional Development framework.
Some ideas for further improvement, recognising and rewarding education
· Make the Academic Career Framework visible and lived: Integrate the ACF into everyday conversations—beyond formal moments like Let’s Talk—and clearly communicate and collaboratively develop opportunities for growth in both lecturer and education-focused tenure track pathways.
· Showcase educational innovation more actively: Increase the visibility of teaching initiatives within and beyond WUR through conferences (e.g. SEFI, CDIO Initiative), newsletters, and institutional platforms, while actively encouraging staff participation.
· Reframe CPD as an opportunity, not an obligation: Position courses and professional development as valuable investments in personal, educational, and team growth—highlighting their relevance, impact, and recognition.
· Open up and promote funding opportunities: Make educational grants more transparent and accessible, and actively support and motivate staff to apply and engage.