College of Europe - CoE Speciality : Education
programme: Interdisciplinary Studies

The programme is simply not worth the investment. In fact, at times, it is difficult to call it an educational experience at all.

## 1. Academic Content and Teaching Methods

The curriculum in the first semester is heavily focused on Polish history and, more broadly, historical and cultural topics. Rather than offering a genuinely European or regional perspective, a substantial part of the programme is devoted specifically to Poland. If your primary objective is to study European integration, this is definitely not the programme for you.

The problem extends beyond the choice of subjects to the entire teaching methodology. In both semesters, the academic process is remarkably limited. A typical course consists of approximately 20 hours of lectures, and that is essentially it. There are virtually no practical assignments, structured discussions or meaningful opportunities for students to exchange ideas. You simply sit in a classroom and listen. There is little intellectual engagement, no sustained debate and very limited interaction with the material.

Assessment is equally questionable. In most courses, students are expected to sit an examination worth 100 points, with only a few subjects requiring additional work, such as an essay. Some courses also involve study trips, including one that is devoted almost entirely to Poland. The educational value of this format is difficult to justify, particularly when the programme offers so little in the way of substantive academic engagement.

## 2. The Quality of Teaching

The quality of teaching is another major concern. Many lecturers are very elderly, and some struggle to deliver their material coherently, frequently losing track of their arguments or becoming confused in the course of their own explanations. On one occasion, a lecturer reportedly overslept and had to be located, woken up and escorted to class by an academic assistant.

More importantly, the overall quality of the academic content is disappointing. In many cases, the material covered is already familiar to students before they even begin the programme. Rather than providing advanced knowledge, introducing new perspectives or challenging students intellectually, the lectures often offer little that is genuinely new.

In practice, students are left to do most of the meaningful learning independently. Given the tuition fee of approximately €30,000, one has to question the value of paying such a substantial amount for an educational experience in which much of the actual learning must take place outside the classroom.

## 3. A Mismatch Between Students’ Academic Backgrounds and Programme Content

The College presents the diversity of students’ academic backgrounds as one of its strengths. In practice, however, this can be a significant disadvantage.

Students arrive with vastly different educational backgrounds: some have studied foreign languages, others mathematics, while others have already completed degrees in international relations or related disciplines. Naturally, a course designed to accommodate such a diverse group will not offer the same intellectual value to everyone.

For students without a background in European studies, some of the material may be useful as an introduction. However, if you have already studied European integration, EU institutions and European politics in depth, you may find that much of the content adds little to your existing knowledge.

At the same time, the examinations do not always appear to reflect what is actually taught in class. Some questions are exceptionally long and demand detailed answers on topics that have not been adequately discussed during lectures. It is difficult to understand how students are expected to demonstrate knowledge of material that has received little or no attention in the classroom.

Ultimately, the programme fails to strike a reasonable balance between accommodating students with different academic backgrounds, providing genuinely advanced instruction and ensuring that assessments correspond to the material taught.

## 4. An Exhausting Programme That Leaves Little Time for Actual Learning

Obtaining the diploma is a challenge in itself, and not necessarily for the right reasons.

The programme is extremely intensive, with a large number of subjects and an overwhelming amount of material to cover. Students are expected to absorb vast quantities of information while attending classes throughout the day, often from 9 a.m. to 6 p.m. Yet, as explained above, the quality of teaching frequently leaves much to be desired.

This creates a fundamental contradiction: students are expected to master an enormous amount of material, but the lectures themselves often provide little meaningful guidance or explanation. There is barely enough time to study everything independently, let alone engage critically with the material or explore subjects in greater depth.

The reading lists do not necessarily make things easier. Recommended literature is often outdated and insufficiently updated, leaving students to identify more relevant sources and supplement the material themselves.

The result is an exhausting academic routine in which students spend most of the day attending lectures that may offer limited educational value, only to face an enormous amount of independent study afterwards. The intensity of the programme does not necessarily translate into academic rigour or a better learning experience.

## 5. Inadequate Academic Support

The academic support system is another source of frustration. Academic assistants are supposed to help students navigate the programme, clarify difficult material and provide guidance when questions arise. In practice, however, their ability to offer meaningful assistance can be limited.

Many are recent graduates of the College themselves, with little professional or academic experience beyond their own studies. When students approach them with substantive questions, they may struggle to provide clear answers or demonstrate sufficient familiarity with the subject matter.

This is not necessarily a reflection of individual shortcomings; it is also a question of how the institution structures its support system. Nevertheless, the result is the same: students who are already struggling with an intense workload often find that the people expected to help them cannot offer the guidance they need.

When the teaching is inadequate, the reading materials are outdated and the academic support is limited, students are effectively left to fend for themselves.

## 6. An Unprofessional Attitude Towards Students

Another particularly troubling aspect of my experience was the behaviour of some lecturers towards students. There were instances of what I perceived as persistent bullying and inappropriate remarks, including comments relating to gender equality and nationality.

What made this especially concerning was the impression that such behaviour was not treated as an exceptional occurrence but was, to some extent, normalised within the academic environment.

An institution that brings together students from different countries and presents itself as a centre of European values should be particularly attentive to questions of respect, equality and professional conduct. Discriminatory or humiliating behaviour by teaching staff should never be dismissed as an unfortunate but unavoidable part of academic life.

Students should not have to tolerate inappropriate treatment from lecturers simply because the institution enjoys an international reputation or because challenging academic authority may feel uncomfortable.

## 7. The Administration and Institutional Culture

The administration also appears insufficiently receptive to criticism and substantive discussion about the programme’s shortcomings. There is little sense that student feedback leads to meaningful engagement with the problems being raised.

At times, the institution seems to operate in a world of its own, largely disconnected from the actual experiences and concerns of its students. Rather than approaching criticism as an opportunity to improve the academic experience, the administration can come across as defensive and reluctant to engage in an open discussion about the programme’s quality.

For an institution with such an established international reputation, one would expect greater transparency, accountability and willingness to address legitimate concerns. Unfortunately, my experience did not meet those expectations.

## 8. Career Prospects: A Prestigious Diploma Is No Guarantee of Employment

One of the biggest misconceptions about the College of Europe is that its name and reputation will automatically open doors professionally. They will not. A College of Europe diploma guarantees absolutely nothing when it comes to finding a job, securing a position in an EU institution or even obtaining a Blue Book traineeship.

I know of graduates who have spent six months or longer unemployed after completing the programme. Some had previously held reasonably good jobs with promising career prospects, which they gave up to attend the College. They ultimately found themselves without their former jobs and without new opportunities, holding a prestigious diploma that did not translate into employment.

The College’s reputation may look impressive on a CV, but it does not exempt graduates from the realities of an increasingly competitive job market. Professional experience, relevant expertise, personal connections, language skills and the availability of suitable positions continue to matter enormously. Prospective students should be under no illusion that completing the programme will automatically improve their career prospects or provide a reliable route into EU institutions.

Given the financial cost, the opportunity cost of spending ten months away from the labour market and the uncertainty of the job market afterwards, this is a risk that deserves far more serious consideration than the College’s marketing might suggest.

A prestigious name on your CV is not a substitute for a viable career strategy, nor is it a guarantee that employers will value the qualification enough to offer you a job.

## 9. Social Life and the Closed-Campus Environment

The social environment is another aspect that prospective students should consider carefully.

You spend ten months living on a closed campus, largely separated from the outside world. While this may initially sound appealing, it can become a significant challenge in practice.

Classes typically run from 9 a.m. to 6 p.m., and if you enrol in foreign-language courses, your academic commitments may extend into the evening. This leaves limited time and energy to explore your surroundings, maintain a life outside the College or develop social connections beyond the campus.

You are effectively immersed in the same environment, surrounded by the same people, day after day. Access to and exit from the campus are controlled by a pass system, reinforcing the sense that you are living in a relatively closed community.

This is not necessarily an environment in which everyone will thrive. Spending ten months in such a setting can take a considerable emotional toll, particularly if you are accustomed to a more independent lifestyle, a wider social circle or greater freedom to organise your time and surroundings.

Prospective students should understand that this is not simply a university where you attend classes and then go about your own life. The campus becomes your entire world for the better part of a year, and that degree of isolation can be difficult to cope with.

## 10. A Party Atmosphere That Is Not for Everyone

If you are not particularly fond of parties, loud music and a permanently active social scene, be prepared for a potentially frustrating experience.

Parties are a regular feature of campus life, and loud music can be a persistent source of disturbance. For students who want to concentrate on their studies, get sufficient rest or simply enjoy some peace and quiet, this can become exhausting.

The atmosphere can sometimes feel less like that of a demanding postgraduate institution and more like an extended university party. Some students appear to approach the ten months primarily as a social experience rather than an opportunity for serious academic development.

At times, the College can give the impression of being a place where children of wealthy families and diplomats come to spend ten months socialising in an international environment. It can feel as though, for some students, the experience is less about academic achievement and professional development and more about enjoying an extended period of campus life.

Of course, not every student fits this description, and there are undoubtedly people who take their studies seriously. Nevertheless, the contrast between the programme’s demanding academic expectations and aspects of its social culture can be striking.

Combined with the closed-campus environment, the constant social activity can make it difficult to find the right balance between studying, resting and maintaining your own personal space.

The College’s social environment may be appealing to some, but it should not be mistaken for an inherently enriching or universally enjoyable experience. If you are looking for rigorous academic training, a professional atmosphere and a lifestyle that allows you to maintain some independence, it is worth considering whether the reality of campus life matches your expectations.

## 11. Interpersonal and Intercultural Challenges

Living and studying alongside people from different countries can be enriching, but it also comes with challenges that should not be underestimated.

Students arrive with different personalities, expectations, cultural norms and political perspectives. Bringing together people from such diverse backgrounds does not automatically create a harmonious or intellectually stimulating community. Friction, misunderstandings and interpersonal tensions are inevitable.

The current international political climate can make these dynamics even more complicated. Political disagreements and conflicting national perspectives may spill over into everyday interactions, making it particularly challenging to navigate relationships within such a close-knit environment.

When you spend almost all your time in the same community, there is limited opportunity to distance yourself from tensions or seek a change of environment. Disagreements that might otherwise be manageable can become particularly draining when you have to encounter the same people in your classes, accommodation and social life every day.

This is another reason why prospective students should think carefully about whether the closed-campus lifestyle is right for them. The international environment is not automatically a positive experience simply because it brings together people from different countries.

## 12. Is It Worth the Investment?

For a programme costing approximately €30,000, the expectations are understandably high. Students should be able to expect rigorous academic content, experienced and engaging lecturers, meaningful intellectual exchange, transparent assessment practices, adequate academic support and an institutional culture that takes student feedback seriously.

They should also be able to expect that a programme marketed as a significant investment in their professional future will offer an educational experience that justifies the time, money and career opportunities they sacrifice to attend it.

Unfortunately, my experience falls well short of these expectations.

The academic content is often disappointing, teaching methods are largely passive, reading materials can be outdated, academic support is limited, and examinations do not always correspond to what is taught in class. The workload is intense, but that intensity does not necessarily translate into a better education. The administration is not particularly receptive to criticism, while the closed-campus environment can be socially and emotionally challenging.

Most importantly, the diploma offers no guarantee of employment or career advancement. Graduates still have to compete in the same difficult job market, and some find themselves unemployed for months after completing the programme.

If you already have a solid academic background in international relations, European studies or European integration, I would strongly encourage you to think twice before enrolling. You may find that the academic content adds relatively little to your existing knowledge, while the teaching methods, assessment practices and closed-campus environment make the experience considerably less rewarding than anticipated.

The College’s reputation and international student body may be attractive, but they should not be confused with academic quality. Nor should the prestige associated with its name be mistaken for a guarantee of professional success.

Ultimately, the question is not whether the programme looks prestigious on paper, but whether it delivers an educational experience that justifies the financial, professional and personal investment.

In my view, it does not. Not even close.