Barriers and opportunities in engaging practically educated citizens with Utrecht University

Abstract

There is a growing realisation in the scientific community that public engagement is of crucial importance in solving many of the contemporary societal issues. Utrecht University has also expressed the need to structurally engage with the public, mainly though the embracement of the open science movement and its principles. At the same time, a distance between the practically educated demographic and science can be observed. In general, practically educated citizens show significantly less trust in science and the impact science can have on their lives. This distance is problematic, as it could pave the way to a less just society, which is already polarized. The building of mutual trust and understanding could thus be of essential aid in the societal polarization issue. Furthermore, science could better fit the needs of the practically educated when this demographic is engaged more with science. To contribute to a solution to this problem, this thesis explores the factors involved in the engagement with the practically educated demographic, with Utrecht University as a case study. Data has been gathered in the form of interviews with a range of different people working at Utrecht University, as well as strategic plans and policies. Through the usage of four analytical levels -individual, university, practically educated citizens, and systemic- barriers and opportunities have been uncovered in the context of Utrecht University. Most significant opportunities were found in education, community engaged learning, recognition and rewards, and intrinsic motivation of individuals. Most significant barriers were found in the targeting of practically educated citizens and the normative state of the education system and the Dutch knowledge economy. The embracement of the open science movement by Utrecht University proves to be a strong base to act upon regarding these barriers and opportunities.