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A country divided
Dutch debate on curbing internationalisation in higher education has provoked polarised opinions
The Netherlands has recently sparked debate with its plans to stop English instruction in its universities. What does this mean for the country’s higher ed sector?
By Julia Gilmore, Contributing Writer
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Cycling along Amsterdam's canals, discovering new artists at music festivals and rummaging through weekend flea markets - these images instantly come to mind when one travels to Netherlands. With a large number of English-taught programmes, it's no wonder that the European country is consistently one of the most popular destinations for students seeking higher education abroad.
Recently however, fears from the Dutch government over what they believe to be an ‘excess’ of internationalisation, driven by reports of overcrowded lecture halls, high workloads, and a worsening of the student housing crisis, has led to Minister for Education, Robbert Dijkgraaf, proposing a bill that aims to limit classroom instruction in languages other than Dutch.
The Dutch Ministry of Education, Culture and Science reports that 40 percent of new university students now come from outside the Netherlands (up from 28 percent in 2015). Dijkgraaf’s proposal, aiming to go into effect in the 2025/26 academic year, stipulates that only one third of course credits on specific programmes may be taught in a language other than Dutch. According to Nuffic, the Dutch organisation for internationalisation in education, 28 percent of bachelor’s degrees and 77 percent of master’s degrees in the Netherlands are taught in English.
The proposal has proved polarising among both staff and students at Dutch universities. Proponents argue that action is needed to ensure the student experience is beneficial for both local and international students, while detractors worry that talent will either leave or not be attracted to the Netherlands, with the ‘knowledge economy’ threatened, impacting innovation and growth. At the time of writing, 99 public responses to the consultation are available online, with arguments in favour including that fewer international students taking flights will be positive for climate change, and arguments against highlighting the importance of science as an “international affair”, largely practiced in English.
Dijkgraaf’s proposal is being mooted in favour of limiting the number of non-Dutch citizens on courses, as has been suggested recently in Canada, to promote the Dutch language and preserve the national identity of Dutch universities. In a debate in the Dutch parliament, New Social Contract Party MP Pieter Omtzigt advocated for education being offered primarily in Dutch. “That is a core task of higher education. The freedom of choice of the international student is the limitation of choice of the Dutch student.”
The Bill will mean that programmes that want to deviate and offer more than a third of tuition in English must meet certain conditions: if students are being trained for a profession in which there are staff shortages; if the programme is among top levels internationally and English-language tuition improves the Dutch position in the field; and if there are very few Dutch-speaking teachers in the field.
Internationalisation is not the same thing as teaching all programmes in English. We should start disentangling these two topics.
The Bill will help “bring back the balance” in Dutch universities.
However, the collapse of the Dutch government in July 2023 could hinder the progress of the bill. Dijkgraaf’s proposal was drafted and expected to be presented by the end of Summer 2023, but now is on hold until further notice. In September, the Tweede Kamer (House of Representatives of the Netherlands) voted on which topics and legislative proposals will be deemed controversial. Topics deemed as such will not appear on the parliamentary agenda until a new government has taken office.
Speaking to QS Insights Magazine, Lotte Jensen, Professor of Dutch Cultural and Literary History at Radboud University, is in favour of the bill. While Professor Jensen is keen to make clear that she supports internationalisation in higher education, she believes that the Bill will help “bring back the balance” in Dutch universities. “If you start teaching so much in English, the entire organisation has to change its language – the institution changes, its identity changes…multilingualism, or parallel use of languages, would be ideal.”
Professor Jensen responds to critics of the bill who argue that the policy is an attempt to retreat within national borders: “Internationalisation is not the same thing as teaching all programmes in English. We should start disentangling these two topics, because it looks as if critical voices are opposed to internationalisation. We’re not. We are opposed against teaching so much in English.” She also notes that it “remains important to develop Dutch writing and presentation skills in different fields of study – universities turn their back to Dutch society in a way as well by switching so massively to English.”
Although some, like Jensen, welcome the Bill, it has also attracted criticism. Jan Bouwens, Professor of Accounting at the University of Amsterdam, expresses his “disappointment” at the proposal to QS Insights Magazine. “People seem to be led by emotions rather than by information…that seems to be at the heart of politics these days,” he says. “I think it's the task of politicians to convince people through information rather than emotions.”
He also points to the principles of the EU, which aims to facilitate knowledge exchange between European nations. “We want to promote emancipation among at least European citizens. And, if possible, extend it to other citizens. [It makes us] more tolerant, and to better understand how people make decisions.”
Critics also express concern over what it might mean for attracting top talent and teaching staff, something that Professor Bouwens notes as a key issue at his own institution. “If we are forced to teach a bachelor programme in Dutch, it will have an effect because half of the staff don't speak Dutch. So, are they going to be out of a job?” There is a caveat in the proposal that over a third of a programme can be taught in a language other than Dutch if there are very few Dutch-speaking teachers in the field, but this has led to fears that the implementation of this policy will mean fewer non-Dutch speaking staff will want to apply for these positions.
“If we are forced to teach a bachelor programme in Dutch, it will have an effect because half of the staff don't speak Dutch. So, are they going to be out of a job?”
This is a complex topic, with passionate voices on each side of the debate.
International students are also undoubtedly beneficial to Dutch universities’ bottom line, with tuition fees of up to €17,000 for non-Dutch European students and between €69,000-€94,000 for non-Europeans. Professor Bouwens thinks this can be used to the advantage of Dutch students without affecting the language of tuition. “Wouldn't it be much easier to raise tuition fees and reduce access to the grant for students from outside the Netherlands, while at the same time increasing the grant in the Netherlands?” he observes. "The price for the non-Dutch resident will then be high enough to keep them away.” Certainly, a key point that frequently arises in response to the consultation is the need for an overhaul in Dutch higher education.
What is eminently clear is that this is a complex topic, with passionate voices on each side of the debate. The issue has far-reaching implications, touching upon the delicate balance between internationalisation and preserving national identity within universities. Advocates argue that the Bill is necessary to ensure a valuable educational experience for both local and international students, believing that a more balanced approach to multilingualism can maintain the unique identities of Dutch institutions while fostering inclusivity. Critics fear that the move may deter talented students and teaching staff, impacting the knowledge economy and European co-operation principles.
The proposal's fate is uncertain due to the Dutch government's collapse, with the Bill currently in limbo. Regardless of the outcome, this debate will continue to shape the future of Dutch higher education, influencing its stance on internationalisation in the global academic arena. The resolution of this issue will hold significant implications for Dutch universities and their educational direction, as well as the role of the Netherlands on the global stage.