Among politicians and businessmen in the Netherlands, the general feeling is that integrity comes first in their businesslike relationships. Corruption is something that goes on in the Third World. This perception is strengthened annually by Transparency International’s publication of the so-called ‘Corruption Perceptions Index’ (CPI), which ranks the Netherlands, more often than not, among the top ten countries of the world in terms of integrity.What do observers from their posts in international agencies see as the reality? Do they agree? The following documentation contains data and views from sources made available by UNODC, UN Global Compact, OECD, GRECO (Council of Europe), Transparency International, European Union, and others, which do not conform to the prevailing views held by Dutch politicians and businesspeople concerning their own integrity.
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In this paper we examine policy texts in three European societies to consider the ways in which they construct a view of how each society ensures the production of knowledgeable professionals. Based on an analysis of national policy texts in England, Germany and the Netherlands, we argue that there are differences in the ways in which higher education is positioned as being responsible for producing knowledgeable professionals; the ways in which employment is defined, and the roles that research is expected to playin the production of professionals. These differences are related to the national structure of the higher educational system and more fundamental notions of the role of higher education in society. We argue that these differences offer helpful alternative ways of thinking about the relations between higher education and employment.
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Overall the research integration in higher education is considered meaningful. It has also been argued that the inclusion of students in research through the curriculum differs between disciplines. Students of ‘hard’ disciplines are supposed to gain more seniority before the research discipline includes them, while students in ‘soft’ disciplines are invited sooner. While previous studies do confirm this trend line, also contradictoryresults have been found. Furthermore, the Biglan Framework (1973) provides more disciplinary differences than the often studied hard/soft divide. Moreover, the notion of involvement in research is more diverse than‘doing research’. Through an online survey this study systematically investigates undergraduate students’ experienced research integration for all study years of seven different faculties (N=2192). The findings indicateconfirmation of the claim that students of different disciplines are included in research at different moments in their educational track. However, this difference is not always based on the hard/soft divide.
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