Strategic Objectives

Strategic Objectives

Howest is an agile and values-driven organisation

  • In the implementation of its mission and vision, Howest opts for differentiation and accountability in the realisation of its strategic goals. In doing so, Howest is guided by its values (serve, empower, care). 
  • The policy of Howest is aimed at supporting study departments and services in mutual commitment in their choices of projects that contribute to the realisation of the Howest vision.  
  • A high-performance management inspires the staff members, facilitates the proper functioning of the organisation and monitors the realisation of the strategic goals. 
  • Howest adopts a sound financial policy within the contours made available to it by the government and encourages its staff members to generate extra resources through research and service provision.
  • A balanced data-informed policy supports the policy processes and quality assurance processes.
  • The functioning of the clusters of study departments and services, in particular the cross-horizontal cooperation between both, is further shaped and adjusted where necessary.
  • Howest identifies, connects and professionalises the expertise and talents of its staff members. To this end, the university of applied sciences and arts invests in professionalization tracks that meet the needs of the organisation and of its staff members.
  • The policy of Howest is aimed at strengthening the physical, mental and social well-being of its students and staff members and that of others within the community. Through the Healthy Howest programme, Howest facilitates them, from a holistic approach, in making conscious healthy choices. 
  • For its study programmes and services, Howest refines the transparent quality assurance cycle in line with the organisational model and the quality requirements of the stakeholders.

Howest maximises its impact by means of an innovative and future-oriented study programme and research portfolio

  • In view of attracting new target groups and based on current insights into research and educational innovation, Howest is taking up a pioneering role. Howest does so by continuing to build up an up-to-date and innovative study programme and research portfolio. 
  • Howest responds to the need for lifelong learning by developing relevant and tailor-made study programmes for a wide range of target groups and qualification levels.
  • Howest shares its expertise with its stakeholders. To this end, Howest develops valorisable knowledge and attunes it to challenges in the relevant regional work field. It translates knowledge and expertise into a format that is manageable for the end user.
  • Results from research and services are made widely accessible, linked to their context and enriched with metadata to maximally facilitate follow-up projects and further valorisation.
  • Howest wants to be a privileged partner in strong learning networks. To this end, Howest enters into sustainable, trust-based partnerships with international and regional experts, companies and non-profit organisations. 
  • The work field is a structural partner at every level in the mapping and development of the study programme and research portfolio.
  • In its external and internal communication, Howest profiles itself to all stakeholders as a valuable partner and a strong brand.
  • Howest creates a network of ambassadors who widely communicate the study programme and research portfolio. 

Howest creates an actual and attractive learning and research environment

  • Howest creates a real professional context with authentic learning situations that takes into account the competencies already acquired, the intended goal and the social, cultural and linguistic context of the student.
  • Howest maximally valorises the value of previously acquired qualifications and competencies and, by doing so, creates attractive (follow-up) tracks and the shortest possible time-to-graduation.
  • For its students, Howest pursues an optimal study choice and study progress. Flexible study tracks allow the student to develop his talents to a maximum degree, in line with his level of ambitions. The student gradually takes control of his own learning process. 
  • A wide range of guidance tools allows a diversified inflow of students to acquire the desired competencies. 
  • The choices within the learning environment are based on evidence-informed educational research. These choices ensure an increase in flexibility and effectiveness of learning and are supported by educational technology, learning analytics and a strong interaction with the work field.
  • Howest aims for a learning and research environment in which students and staff members have maximum opportunity to gain international/intercultural (learning) experiences
  • Curricula are attuned to guarantee multidisciplinary cooperation with the work field. 
  • Thematic research and service labs, in which infrastructure and expertise are shared, facilitate cooperation between stakeholders and secure the results, the cooperation with the study departments and the work field.
  • Centres of expertise for long-term research projects ensure a continuous innovation process and dissemination of knowledge. The results of these are integrated in the study programmes.
  • Howest staff members share their experiences and competencies with each other. They are active internal and external networkers who inspire and oxygenate the organisation.  
  • The integrated and sustainably designed and managed campuses are the vibrant biotopes for the learning community of students, staff members and partners. They constitute physical and virtual open communities, they are meeting places that transcend strict learning and research. Making the facilities physically and virtually accessible to the maximum extent is a priority for the organisation.