Balancing processes of external contingency and internal P-O fit is amongst the challenges facing innovative HE institutions today. This multi-level case study presents findings from a research & development program targeted to investigate and improve organisational-, leadership- and employees’ capacities to design, select and develop the human capital necessary to meet the strategic demands. The R&D project is framed as a collective organisational learning strategy with continuous alternation of research, design, pilots and implementation activities. Work in progress till 2020. At present 25 strategic personnel plans are developed for degree programs and other organizational units, each of which is tailored to the strategic horizon and market of that specific organisational entity. Furthermore, instrumentation to run a strategic personnel planning process for knowledge institutions is developed transferable to other institutions. Finally, input is provided for the development of strategic HRM for career development & mobility, professionalisation, team development and resourcing strategy. https://www.hec2019.nl/108493/wiki/449361/programme-abstracts
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To ensure the proper education of “future proof” professionals, it is important that higher education institutions make strong connections between research and teaching. The combination of the institutional logics of research and teaching within the Universities of Applied Sciences (UASs) suggests that UASs should strive for synergy between these two logics. Before attempting to improve the synergy, we investigate UASs’ current visions on connecting research and teaching and the subsequent synergistic effects. A grounded coding analysis of university-wide policy documents of six UASs in the Netherlands suggests that universities want to achieve synergistic effects on the level of the student, the professional, education, research, organization and professional practice. To achieve these synergistic effects the universities show a variety of research-teaching connections. The findings have implications for both local and national policy makers.
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Higher education institutions are more and more attempting to connect research to teaching. One way of enhancing this connection is within the work of academics. Currently it is unknown if research and teaching are connected in the work of academics and if this relationship differs between new and old universities. Due to the fading boundaries between new and old universities within binary educational systems, comparing both settings becomes relevant. This research considers the relation between research and teaching in the work of academics by analysing tasks and competencies within job openings of new (N=126) and old (N=246) universities within the Netherlands. Data reduction was done in Atlas.ti8 using coding schemes. Hereafter, a quantitative analysis was applied, containing a descriptive and a correlation analysis. The findings show a negative relation between teaching and research-related tasks and competencies in job openings of new universities, while this relationship is sometimes positive, and sometimes negative in job openings of old universities. These findings yield a discussion about the professional profiles of teachers and researchers appropriate to enhance the connection between teaching and research within new and old universities.
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Vanwege de snel veranderde maatschappij is het van belang dat recent afgestudeerde professionals innovatief kunnen denken en handelen in hun toekomstige beroep. Deze vaardigheden worden in het hoger beroepsonderwijs vaak verbonden aan onderzoeksvaardigheden. De aanwezigheid van onderzoeksleerdoelen in het curriculum kan inzicht bieden in de mogelijkheden voor studenten om onderzoeksvaardigheden te ontwikkelen. Dit onderzoek brengt de leerdoelen op onderzoeksvaardigheden in kaart van alle bacheloropleidingen in één Nederlandse hogeschool, zoals beschreven in onderwijsgidsen en studiehandleidingen. De voorlopige resultaten laten zien dat studenten wel de mogelijkheid krijgen om onderzoeksmethoden te leren, maar dat voor het aanleren van nieuwsgierigheid minder aandacht is. Tijdens de Onderwijs Research Dagen worden de resultaten van alle 70 opleidingen gepresenteerd.
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Integrating professional research into higher education is supposed to intellectually benefit students. However, the literature suggests that students in different academic disciplines experience differing research opportunities. Previous studies have shown how junior students of natural sciences have less opportunity to engage in research than students in ‘soft’ disciplines. To investigate research involvement, undergraduate students (N = 2192) of all seven faculties of a university filled out a survey that included the Research Experience Scale. This scale provides four types of potential research involvement comprised of passive involvement and three types of active research involvement. The categorisation of disciplines was based on the framework constructed by Anthony Biglan, with its distinction between hard/soft and life/nonlife criteria. All disciplines included in this study were applied, thereby excluding Biglan’s pure/applied distinction. A betweengroup analysis showed that each of the types of research involvement yielded a different pattern for students from different study years. The ‘students-as-researcher’ type in particular showed that students of lower study years in the life disciplines were systematically less involved than more senior students. These findings highlight the importance of more precise definitions of research involvement, as well as clearer distinctions between disciplinary differences in research and curriculum design.
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Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers’ perceptions of their students’ attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed.
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Het realiseren van een verbinding tussen onderwijs en onderzoek in het hoger beroepsonderwijs een integrale aanpak variërend van docenttaken en curriculumstructuur, tot organisatie-inrichting en beloningsbeleid. Dat verondersteld een complexe aanpak. De kennis over het verbinden van onderzoek lijkt inmiddels omvangrijk. Tegelijk blijkt dat de huidige stand van de wetenschap over de research-teaching-nexus weliswaar divers is, maar ook vooral normatief en prescriptief. Er is weinig empirisch onderzoek gedaan naar wat er gedaan wordt aan het verbinden van onderwijs en onderzoek en wat het effect is van deze verbinding, bijvoorbeeld op het leren door studenten. Dit symposium combineert papers over onderzoek die de intentie hebben om een meer empirisch inzicht te geven in de praktijken van het verbinden van onderwijs en onderzoek.
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Dutch universities of applied sciences (UASs) had been teaching-only institutes since their legal origin in 1960. The development of higher education (HE) in Europe in the past twenty years requires UASs to embody and become hybrid organ-isations where education and research are integrated. Ever-changing, complex society needs professionals with overarching skills, such as critical, analytical and reflective ones. The Dutch government has framed this as a generic need for research abilities in all higher education students, in addition to framing research as a pedagogy for the development of skills. The new millennium brought Dutch UASs national funding for research and the appointment of lectoren (research professors). In 2015, the Amsterdam University of Applied Sciences (AUAS) board substantiated this national incentive in a renewed university-wide strategy to integrate research in all educational programmes. The AUAS strategic programme ‘Research into Education’ (Dutch: Onderzoek in Onderwijs; OiO) was designed to assist in the implementation of this aim. Educational managers and lecturers were positioned as the central actors in manifesting the intended changes. Five projects were framed, spanning from hands-on, tailor-made assistance of teaching staff to the creation of national and international networks. The aims and mechanisms for change of these projects as well as their results are presented in this chapter.Although AUAS was successful in realizing a broad desire to integrate education and research, monitoring and evaluation of the process shows how little we collectively know about functional connections between research and education, especially in applied higher education. A future strategic programme needs to bring about profes-sional enhancement at all levels to maintain the already-realised awareness and desire and take the process further to effect ability, knowledge, and reinforcement (Hiatt, 2018). It is a work in progress, yet hands-on university development can become empirically founded practice by smart and precise choices and design.
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