UCL University College was founded 1 August 2018 after the merger between Business Academy Lillebaelt and University College Lillebaelt.
Situated in the Region of Southern Denmark, home to more than 1.2 million Danes, UCL University College provides a talented workforce and offers opportunities for higher and continuing education and applied research to a variety of end users.
UCL University College in Denmark is the result of a merge between Business Academy Lillebaelt and University College Lillebaelt, which took place 1 August 2018.
UCL University College is a regional higher education institution with campuses in the cities of Odense, Svendborg, Vejle, Jelling and Fredericia (satellite).
It has more than 10,000 students and about 1,000 employees. UCL University College is 1 out of 6 University Colleges in Denmark, and is the 3rd largest.
Higher Education Programmes
It offers more than 40 academy and professional higher education programmes (AP-degree programmes, Professional BA programmes and BA Top Up programmes), within Business and Technology, Education and Social Sciences and Health Sciences.
All of the programmes are characterised as first cycle studies within the European Quality Framework, level 5 and 6.
Cooperation and Continuing Professional Development
Every day, UCL University College cooperates closely with national and international workplaces and institutions regarding student placements and projects, applied research, Centres of Excellence and continuing professional development and organisational development.
UCL University College offers Continuing Professional Development aimed at professionals in many fields, for example animation, technology, education, (theory and practice), health, and management in private and public organisations
Regulation and Accreditation
Higher education in Denmark is regulated by the state, and all public institutions are subject to continuous approval and evaluation processes. The regulations define the national standards for Danish higher education to ensure that all students obtain an education of the highest quality.
A nationally established – fully independent – accreditation agency assures the quality and the relevance of higher education programmes. The institutions have a high degree of autonomy, but they are required to follow the national regulations for e.g. teacher qualifications, degree structures and examinations, including a system of external examiners.
UCL University College abides by the Bologna process and its goals; the use of the Diploma Supplement and the ECTS is integrated at all academic departments. The university college holds an extended Erasmus University Charter.
We aim to be a focal point for civic welfare and sustainable growth. Our daily activities are rooted in the society around us; working across disciplines and professions, we develop skills and knowledge in the service of those working on the ground. At the interface between teaching, research and practical reality, we find those solutions that make a difference, both now and in the future.
Our strategic benchmarks
So, our strategic benchmarks for the coming years are that we should:
Further expand our role in the sustainable development of society
Through our work in a wide variety of fields, we contribute to the development of a sustainable society. We enter into binding cooperative ventures with the society around us, in close collaboration with practitioners - convinced that such collaboration should be to the mutual advantage of all concerned. And we employ all our insights and knowledge to get actively involved in current societal issues.
Our learning and research activities are directed at the practical problems that arise in the professional and commercial fields we are dealing with; we act resourcefully in close dialogue with practitioners.
Because we seek constantly to develop ourselves for the benefit of society as a whole, our research and teaching deal with such current major issues as responsible growth and safeguarding public welfare.
Create learning communities of excellence - with and for our students
Because we want our students to learn and develop, we aim to create communities of learning that are challenging, inclusive and welcome diversity. We trial and apply new teaching methods in order to create the best environment for commitment, learning and personal well-being.
Learning occurs through contact with the real world, in laboratories and through experiments - drawing on research and in close collaboration with those in the field.
Our students develop the skills and competencies needed to work with others to find solutions, challenge existing paradigms and break new ground. We embrace diversity and aim for an environment in which everyone can thrive. We train and educate our students to have the courage, desire and ability to keep on learning throughout their lives.
We support and promote multi-faceted social communities and interrelationships.
Our campus environments are lively and creative, inviting people to use them 24/7.
Understand, apply and develop technology
Drawing on technological development, digitalisation and new forms of communication, we are constantly developing new approaches to teaching, research and cooperation with the world around us. Technological and digital solutions are applied to constantly improve the skills of our students and staff.
We contribute to the development and application of new technologies and business models, anticipating the competences vital to tomorrow's world.
Because we understand and apply the latest technologies and digital possibilities, we are able both to develop practice through technology, and develop technology to be used in practice.
Work together across and beyond existing boundaries
Working to find the solutions of the future, we have the courage to challenge and exceed existing boundaries when they no longer facilitate added value: boundaries between the public and private sectors and civil society, between the professions and academic subjects, between college education and practice.
We like to combine our knowledge, skills and resources to think creatively. We negotiate boundary crossings together, shaping new solutions, new areas of knowledge and new courses of study.
We work to remove obstacles to cooperation, constantly challenging entrenched habits in ourselves and in our interaction with the world around us. We have a robust collaborative culture that promotes boundary-crossing solutions and effective action closely involving both students and practitioners.
Create inspiring and challenging communities of work
We create results through robust professional communities, using our ambitions and benchmarks to challenge staff to keep moving forwards.
As a workplace we attract staff who seek holistic solutions that combine a variety of disciplines and cut across existing boundaries - and who assume responsibility for establishing vigorous communities of work, both inside and outside the college.
In order to live up to both political demands and expectations from the workplaces, UCL is responsible for providing students with a skill-set suitable for an internationalised world.
We, at UCL, have to put ourselves on the world map as a strong, relevant and reliable higher education institution which train students for the future.
Our ambitions are to:
- Develop international skills of both staff and students
- Ensure that study programmes continuously focus on- and address international aspects
- Be part of bilateral and strategic collaborations with several international partners who, like us, have a desire to internationalise enhancing the academic and intercultural competences for students and staff
At more levels at UCL, we cooperate on internationalisation meeting the internal ambitions in this field, but also the requirements of the political agenda.
In addition, development and start-up of new projects are carried out. With expert knowledge in Erasmus+, we solve tasks related to mobility of exchange students and staff with our international partners.
The aim is to work closely with our partners, UCL’s own management and international coordinators at the academic departments in order to provide our students and staff with reliable, top-quality and relevant exchange possibilities.
Within 3 different faculties, UCL teaches roughly 40 academy and professional bachelor's programmes.
- Academy Profession programmes (2 years, taught in Danish)
- Professional Bachelor's programmes (3-4 years, taught in Danish)
- Top Up Bachelor's programmes (1½ years, taught in Danish/English)
- Full degree programmes (taught in English)
- Exchange programmes (taught in English)
Business Science and Technology
The Faculty of Business and Technology offers programmes in Finance and Economics; Sales, Marketing, Public Administration and Business Development; and in Events, Leisure and Tourism.
Finance and Economics programmes aimed at careers in the financial sector – i.e. banking, controlling or real estate.
Sales, Marketing and Business Development programmes aimed at careers in sales organisations - B2C and B2B.
Event, Leisure and Tourism programmes supply workforce for hotels, restaurants and theatres, and event managers in businesses and organisations.
Within Technology, programmes are offered in Multimedia and IT; Building Construction; Technology and Energy; and Laboratory, Agriculture and Food Processing.
Multimedia and IT programmes aimed at digital careers in developmental businesses and organisations.
Building Construction programmes target planning and project management careers in the construction sector.
Technology and Energy programmes supply specialists in automation and energy efficiency technologies, which are in high demand.
Laboratory, Agriculture and Food Processing programmes aimed at careers in food processing, analysis and agricultural industries.
Education and Social Sciences
The Faculty of Education and Social Sciences offers programmes in Education; Social Education and Social Work.
Education programmes aimed mainly at teaching in public and private schools (year 1-10).
Social Education programmes aimed at careers in day care, kindergarten and preschools (6 months-6 years) and at careers in special needs institutions.
Social Work programmes aimed mainly at careers in social services and organisations.
The Faculty of Health Sciences offers programmes in Biomedical Laboratory Science; Radiography; Physiotherapy; Occupational Therapy and Nursing.
Biomedical Laboratory Science and Radiography programmes aimed at highly specialised careers in examination and diagnosing, mainly in hospitals.
Physiotherapy and Occupational Therapy programmes aimed at rehabilitation and prophylaxis careers in both public and private healthcare institutions and businesses.
Nursing programmes aimed at a wide range of careers in hospitals, institutions and primary care.
Higher education in Denmark is regulated by the state, and all public institutions are subject to continuous approval and evaluation processes.
The institutions have a high degree of autonomy, but they are required to follow the national regulations for e.g. teacher qualifications, degree structures and examinations, including a system of external examiners.
The regulations define the national standards for Danish higher education and ensure that all students obtain an education of the highest quality.
A nationally established and fully independent accreditation agency assures the quality and the relevance of higher education programmes. Accreditation in higher education in Denmark is undergoing a transition from programme-based accreditation to institutional accreditation.
UCL was positively accredited in 2018.
For further information about accreditation, please visit the The Danish Evaluation Institute.
To guarantee academic standards, all of our educational programmes are subject to internal quality assurance procedures. The internal quality system plays a significant role in the above mentioned accreditation process.
Our internal quality system is the framework for the realisation of our declared intent to deliver strong and relevant educational programmes while playing an active part in the creation of tomorrow’s welfare society.
The quality system supports UCL in realising its vision to:
- Support all academic programmes in their on-going efforts to secure and develop the academic quality, systematics and knowledge sharing.
- Generate data showing the strengths and weaknesses, presenting the documentation of results and providing the possibility to learn from relevant comparisons.
- Secure that any challenges to quality are identified and timely dealt with on an evidence- and well-argued basis.
- Secure systematic and qualified dialogue with our surrounding labour market, stakeholders and society in general.
Besides national quality assurance, UCL also meets European quality standards. All programmes offered follow European standards; UNESCO/OECD guidelines on ‘Quality provision in cross-border higher education’.
We abide by the Bologna process and its goals; the use of the Diploma Supplement and ECTS points is integrated at all academic departments.
All institutions of higher education in Denmark use the European Credit Transfer and Accumulation System (ECTS), which facilitates international credit transfer.
In other words, all education programmes, all courses or modules are organised according to the European Credit Transfer System, which determines an average workload of a student in comparison of time and learning outcome.
1 ECTS equals a student workload of an estimated 25-27 hours, including individual preparation, group work, attending lectures, presentations and exams. Thus, a week is usually counted as 1.5 ECTS, but due to differences in the organisation of programmes it may be more or less.
Students receive certificates or other types of documentation for all completed courses. All students who complete a full degree or a diploma programme receive a Diploma Supplement in English.
If you want to learn more about accreditation and quality assurance in Denmark, please visit the National Student Guide at studyindenmark.dk where you can download the guide.