In 2001, higher professional education received a research function by law. This new research role is incorporated into so-called lectureships. In these lectureships, which are analogous to university chairs to some degree, experts in specific fields function as intermediaries between higher professional education and the networked knowledge society. Their role is to 1) develop and distribute knowledge, 2) provide human resource development for teachers, 3) improve the curriculum, and 4) support innovation in business and non-profit organisations. This contribution presents the preliminary results of a participative action research in the lectureship Pedagogy of vocational and professional education. The aim of this research is to help professionals in this lectureship develop a research identity as part of their professional development and as such constituent for their innovations. Our research question is: how can we improve their professional development as action researchers and consequently their innovative practices? We present first an overview of the Dutch debate about the new research role. Then we will focus on our own Institution and its HRM policies on research. Third, we describe the School as Career Centre and our translation of its design rules into our lectureship. Then we give a historical account of our lectureship, followed by an outline of the action research we, the professor and senior researcher, conduct and of how we try to help the professionals in our lectureship. We conclude with some general remarks about the new research role for higher professional education.
The aim of the paper is a contextual analysis of universities in the Netherlands: an analysis of the key issues and external developments, and how they affect the academic organization, the organization of academic work and the characteristics and preferences of scientists. Subsequently, we will discuss effects of these developments on the HRM system and policy (and in specific the management of talent or excellence). We will use multiple theoretical frameworks and perspectives grounded in organizational theory to describe Dutch universities and their context: structural frame, professional frame, cultural frame and political frame. Most literature discusses one aspect of the academic organization: education or research aspect, HRM aspect, financial aspect et cetera. Seldom the different aspects have been presented as one integrated entity. We want to show that using multiple frames or lenses will lead to an integrated, enriched and more balanced view of a situation.
This research investigates to what extent lecturers at universities of applied sciences do regard differentiated rewards—intended to develop and/or display professionalism—to be fair, and to what extent, and in which form, do these stimulate their willingness to (further) professionalise and/or display professionalism. This was a case study research design, and a factorial survey measurement technique was used to collect data. We argue that lecturers believe it is fair that forms of differentiated rewards are used and applied in order to have them develop and/or display more professionalism. Especially the viewpoints/practices that relate to coordination, consultation, and consideration for personal circumstances have an influence on the justice perceived. This paper contributes to the HRM literature confirming that lecturers appreciate financial stimuli enhancing their professionalism; however, elements such as consultation, respect, coordination, and communication are appreciated even more. It appeals to HRM to design new practices which have more stimulating effect on personal and professional growth in subject-specific knowledge.
