The support for connections between research and education is widespread. This connection yields the promise of educating students for the knowledge society. With the curriculum as the most important carrier of planned higher education, the lack of systematic insight in how research can be integrated into the curriculum is an important omission. This systematic review considers how empirical studies provide input for the integration of research in the higher education curriculum. Moreover, it provides a structured insight into the current body of knowledge on research in the curriculum. Based on a first set of 5815 journal articles, 121 articles were selected for further analysis. The model of Curriculum Aspects by Van den Akker (2003) was used to categorise the articles, which shows a body of knowledge on research in the curriculum with the largest focus on learning aims and learning activities. Furthermore, this review shows how few studies consider the effects of curriculum design on student learning, which calls for more empirical studies to benefit student learning.
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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.
