Professional higher education in the Netherlands

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Professional higher education in the Netherlands
1. April 2008 Erwin van Braam Director of policy
development
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Introduction

• Introduction on Dutch higher education
• The role of universities of applied sciences and
  research universities
• Developing and implementing study programmes at
  UAS
• Introducing applied research in the Netherlands

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Dutch education system
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• Universities of Applied Sciences
• Degree-awarding higher education institutions
  concentrating on applied sciences, arts, teaching
  and technology
• Prepare for a professional career at mainly
  bachelors level
• Close ties with business and industry all
  students follow an internship/work placement
• Master courses in all study fields (with
  relatively small number of students)
• No doctorate programmes

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• Research universities
• Degree-awarding higher education institutions
  concentrating on studies in the arts, social
  studies, medicine, law, economics, science and
  technology
• Prepare for an academic or professional career at
  mainly masters level
• Funded master courses in all study fields
• Close ties between research and education
• Doctorate programmes in all study fields

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Higher education in the Netherlands 39
Universities of Applied Sciences
(hogescholen) 374,000 students (2007) 62 all
students Research universities - 230,000 students
(2007) Growth of number of students since 1994 at
hogescholen over 30
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Introduction bachelor-master in 2002

• Binary higher education system
• Professional bachelor and master programmes
  offered by Universities of Applied Sciences (UAS)
• Academic bachelor and master programmes offered
  by Research Universities
• UAS 4-year programmes neutrally converted into
  4-year bachelor courses
• Universities 4-year study programmes redesigned
  3-year bachelor course and 1- or 2-year master
  course

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Level and orientation
Level
Orientation
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UAS and RU

• The Netherlands a binary system. No mergers
  between UAS en RU possible. On institutional
  level, some UAS en RU work close together.
• Collaboration on programme level linking
  professional bachelor programmes to academic
  master programmes.
• Some collaboration on research and knowledge
  circulation (health, technology).

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• Sectors in Universities of professional education
• Agriculture and the natural environment ( 7.500
  students)
• Behaviour society ( 42.000 students)
• Economics and management ( 148.500 students)
• Education ( 64.000 students)
• Engineering and technology ( 58.000 students)
• Fine and performing arts ( 20.500 students)
• Health care ( 325000 students)
• Most bachelor programmes are 4 year full-time
  (part-time courses exist). Additional master
  courses vary in duration. The ECTS system is
  used, so one year of study equals 60 credits.

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Our graduates

• Roughly 20 of all employees in the Netherlands
  are graduated at a university of applied sciences
  (9 from research universities)
• 40 of graduates are employed by small
  medium-sized enterprises
• In 2007 the general unemployment rate was about
  4
• Most students find a job immediately after
  graduation. Over 85 has a high job satisfaction
• Over 20 continue to study at research
  university, directly or later, after gaining
  working experience.

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Developing study programmes in professional
higher education

• The goal of UAS is to deliver well educated
  professionals with a broad knowledge base who can
  operate in complex working situations. Programmes
  of UAS
• Need to be of good quality (accredited by NVAO)
• Need to be developed in cooperation with the
  world of work
• Always have an internship for at least half a
  year
• Help students to develop generic competencies,
  for example analysis, international focus,
  reflection on ones own work and progress

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Developing study programmes in professional
higher education

• On a national level close cooperation between
  Association of UAS and national employers
  organisations.
• Agreement on standards for developing profession
  profiles and competency profiles
• For every profession on a bachelors level,
  employers associations and professional bodies
  develop profession profiles. These profiles
  contain a broad description of the knowledge and
  skills that are expected from UAS-graduates
• UAS translate these profession profiles into more
  specific competency profiles. Competency profiles
  contain both domain specific competencies and
  generic competencies.
• Representatives from the world of work reflect
  upon each competency profile.
• Competency profiles are the base for study
  programmes offered by UAS. Though there is room
  for variety, depending on local/regional needs
  from the world of work.

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Developing study programmes in professional
higher education

• UAS develop study programmes based on the
  competency profiles
• 60 to 70 of a curriculum is based upon the
  competency profile
• 30-40 of a curriculum is based upon
• Specific local/regional demands from employers
• Programme elements related to the profile of the
  UAS, for example
• Applied research
• Methodological or pedagogical approach
• Every study programme has al local sounding
  board
• Representatives of local world of work
• Feedback on programme
• Quality of internships

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Applied research

• UAS did not have a research tradition, they had a
  limited research staff and research
  infrastructure
• It was felt clearly around 2000 that applied
  research was necessary for UAS to
• Contribute to knowledge circulation and
  innovation for SMEs
• Enhancing quality of staff
• Enhancing quality of study programmes

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Applied research

• In 2001 a scheme to introduce centres for
  application driven research and knowledge
  transfer (Lectoraten)
• In 2007 about 300 professors with each about 2
  fte research staff (on 370.000 students)
• Professors part time
• Preferably also work at an SME, a public
  organisation or research university
• Budget for centres was 50 million Euro in 2007
• No structural budgets for programmatic
  collaboration with SME

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Applied research

• Four key functions of centres
• More applied research in study programmes
• Tight links between UAS and SME (also personnel
  exchange)
• Making applied research available for SME and
  public sector
• Enhancing quality of staff of UAS

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Applied researchthe Raak-programme

• Regional Attention and Action for Knowledge
  circulation (2005)
• Goal double the amount of SMEs with a
  sustainable relation with a knowledge institute
  (10.000 ? 20.000)
• Implementation by Foundation Innovation Alliance
  (SIA)
• The Dutch employers organisations
• HBO-raad
• TNO, national institute for applied research
• Syntens, public intermediary for SME innovation
  advise
• Telematica Insituut, top institute for research
  collaboration on ICT

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Applied researchthe Raak-programme

• Results
• From the start in 2005 over 100 projects
  initiated
• Over 1000 SMEs as project member
• 60 SME with no experience in RD
• High diversity in innovation themes
• In 2006 a Raak programme aiming at the public
  sector was started
• In 2008 a new Raak programme will start,
  focussing on collaboration between SMEs, UAS and
  technology institutes

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Building an international network

• UAS sector is relatively new in the European
  context
• UAS in Netherlands and other countries are still
  in a learning process. This includes learning
  from our European partners
• Important to develop a clear international
  profile for UAS within the European context
• Therefore UAS-network is important
• In 2006 Berlin conference on professional
  education
• In 2008/2009 in depth survey on function and
  benefits of applied research in different
  countries
• In 2009, conference on role of applied research
  in UAS.