For Klaas Stek, teaching at the University of Twente has always been about more than delivering knowledge. It’s about preparing students for the challenges of tomorrow. Through his SUTQ project, Klaas set out to answer a big question: Can students develop strategic thinking in just 10 weeks?
Over five years, Klaas carefully studied how his 10-week course, combining soft-skills workshops and real-life cases, impacted students. His findings? With the right approach, strategic thinking can indeed be nurtured in a short timeframe, where a world of potential for students and educators alike lies ahead.
Insights
Klaas’s research uncovered important factors that influence the development of strategic thinking:
- Students who are result-driven, curious, and open to new experiences showed the greatest progress.
- A moderate level of creativity gave students an edge in thinking strategically.
- High levels of anxiety were a clear barrier to progress, highlighting the need for supportive learning environments.
His research with international business schools also revealed something unique about UT students: their strong analytical skills, which Klaas found to be a key foundation for developing strategic thinking.
Lessons from the SUTQ process
For Klaas, the SUTQ experience was not just about research. It was about growth. Having started his teaching career in the 1980s with a teacher-centred approach, Klaas has embraced a more student-centred philosophy, and the SUTQ helped him refine it further.
Working alongside his cohort of peers was another highlight. “Seeing how others approached similar teaching challenges gave me new ideas and perspectives,” he says.
Staying focused
Klaas admits his biggest challenge was staying focused. “I measured so many things that I got overwhelmed,” he reflects. In hindsight, he would simplify his research objectives. Unexpectedly, his work with international cohorts also revealed key differences in how students approach learning, reinforcing the importance of tailoring teaching methods to specific student groups.
Proud moments
What Klaas is most proud of is the recognition from his students. “They appreciate the effort I put into continuously improving the course,” he says. Sharing his findings at international conferences has also been a rewarding experience, allowing him to contribute to the broader academic community.
Klaas’s advice for future SUTQ participants
“Engage with your cohort and do not be afraid to try new things,” Klaas advises. “The SUTQ gives you the space to experiment, reflect, and grow as a teacher. Take full advantage of it—it will sharpen your skills and build your confidence.” Klaas’s journey highlights what’s possible when educators commit to improving their teaching. His work has enhanced his courses and sparked meaningful discussions about teaching innovation at UT and beyond.
Inspired by Klaas’s story? The SUTQ programme at UT is your chance to explore new ideas, refine your teaching, and make an impact on your students.
