Report on Experiences with the TRIPLE Promotion Model

The text below is a literal copy from the website of Utrecht University.

In 2022, Utrecht University implemented the TRIPLE promotion model, designed to broaden recognition of academic contributions and personal developments across six domains: Team Spirit, Research, Impact, Professional Performance, Leadership and Education. The Utrecht Young Academy (UYA) conducted a survey among assistant and associate professors (N = 147) to evaluate how this model is perceived in practice with regards to promotion opportunities and to provide input for improvements.

The results reveal a mixed and offer a critical perspective. The TRIPLE model has strong potential to create a fairer and more inclusive recognition system. However, its current implementation is seen as unclear, uneven, and sometimes detrimental to well-being.

Key Findings

• Transparency and clarity: Over half of respondents reported dissatisfaction with the clarity of promotion criteria and transparency of requirements.
• Supervisory support: Guidance is concentrated in research and education, while the newer TRIPLE areas (impact, leadership, team spirit, professional performance) receive little to no support.
• Well-being: Three-quarters of respondents experienced increased pressure to perform across multiple domains, one-third reported negative effects on mental health, and half perceived that TRIPLE fosters competition among colleagues.
• Inclusivity: Only a minority felt that care responsibilities and international experience were adequately considered in the promotion process.
• Career progression: More than half of respondents indicated they had considered leaving Utrecht University due to uncertainties or frustrations with their promotion trajectory.

Recommendations

• Make criteria transparent and predictable. Publish promotion pathways, concrete exemplars per TRIPLE domain, and an onboarding pack for new staff to reduce uncertainty and stress.
• Equip supervisors for all TRIPLE domains. Provide concise training and tools so supervisors can coach on impact, team spirit, professional performance, and leadership—not only research/education.
• Support realistic, strengths-based careers. Encourage tailored development plans that prioritize individual strengths over across-the-board excellence to increase motivation and reduce workload pressure.
• Embed inclusivity in assessment. Adjust assessment windows to actual working time, value care responsibilities, and recognize achievements outside UU on par with internal ones.

As Utrecht Young Academy, we are hoping that this report allows Utrecht University to strengthen the TRIPLE model by ensuring that promotion processes are clear, inclusive, and supportive and will foster a stronger sense of belonging and recognition across the university.