Research conducted by Universities of Applied Sciences (UASs) is frequently driven by professional practice where researchers are challenged with finding solutions to real-life problems. These real-life solutions are significantly enhanced by the participation of stakeholders. Through this inclusion and the resulting interactions, activities, and knowledge transfer, between the stakeholder and research(ers), impacts occur at a micro level. Micro impacts are the normal impacts that occur during the research process through interactions between researchers and stakeholders, that facilitate an unexpected and unplanned effect, be it positive or negative (Lykke et al. 2023, Mapping Research Activities and Societal Impact by Taxonomy of Indicators: Uniformity and Diversity across Academic Fields, Journal of Documentation, 79: 1049–70). Contribution analysis has been recognized as a viable method for evaluating micro impacts. One recognized contribution analysis framework is Kok and Schuit’s (2012, Contribution Mapping: A Method for Mapping the Contribution of Research to Enhance Its Impact, Health Research Policy and Systems, 10: 21) Contribution Mapping. It is also one of the frameworks acknowledged as conforming to several of the recommendations for evaluating UAS research impact. However, to do justice to the nature of Practice Oriented research, a new framework is needed. The purpose of this article is to test how Contribution Mapping works in real-life to answer the question: What can we learn from Contribution Mapping as an impact evaluation tool for a future UAS specific research impact evaluation framework? This article will examine the specificity of UAS research, the relevance of Contribution Mapping for evaluating UAS research, and the theoretical and practical implications of Contribution Mapping. Through inductive analysis conducted on information gleaned from interviews and focus groups, observations, challenges, and limitations are identified, and modifications suggested to take into consideration for a new framework.
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In: Graaf, B., Rinnooy Kan, A., & Molenaar, H. (Eds.). (2017). The dutch national research agenda in perspective : A reflection on research and science policy in practice. Amsterdam: Amsterdam University Press.
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Paperbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Universities of Applied Sciences (UAS) that offer Professional Studies (PS) are required to educate students to become starting professionals with research competence, that enable them to deal with challenging tasks that professionals face in a dynamic knowledge society (e.g. Heggen, Karseth, & Kyvik, 2010). To assess professional and research competence, students at UAS in the Netherlands mostly develop a professional product for an external bidder as their graduation project. The professional product is an artefact that is ideally representative for students’ future professions within a specific domain, e.g. a strategic advice within the economic domain (e.g. Losse, 2016). Due to the integrative and complex character of this task, supervision is essential and we thus need to understand what expertise supervisors need and which are good pedagogic strategies. However, little is known about graduation project supervision at UAS. This literature review aims at providing knowledge about graduation project supervision and at revealing what further inquiry on graduation project supervision should aim at, by answering the following questions: 1. What expertise do supervisors need and what is known about pedagogic strategies in graduation project supervision at UAS? 2. What should further inquiry after graduation project supervision at UAS aim at?
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The knowledge base for Social Work is strengthening. Underpinning of Social Work deriving from scientific research is necessary given the growing complexity of the work and its context. How this research should be conducted and to what type of outcomes it must lead, is part of an ongoing debate. In the Netherlands, practice-based research at Universities of Applied Sciences (UAS) is a relative new approach. Social Work research groups at UAS assert to conduct practice-based research in order to contribute to knowledge and support the objectives of Social Work. The current study was carried out to obtain insight into the characteristics of this research approach. A sample of publications was analysed in terms of knowledge purpose, methodology, and level and type of participation. Results show a strong focus on producing descriptive knowledge and to a lesser extent on control knowledge, using primarily qualitative research methods, and with limited direct participation by stakeholders. In order to practice more what they preach the research can strengthen by doing more empirical research, by diversifying the research in terms of design and methods and increasing the level of participation of stakeholders
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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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Response to the article 'Diamond is a Scientist's Best Friend' by Sible Andringa et al (2024) advocating for diamond open access. This article presents the perspective of a university of applied sciences on diamond open access.
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This study aims to identify factors that impact on the internationalisation of learning outcomes of programmes at The Hague University of Applied Sciences (THUAS). The process of the articulation of learning outcomes has been studied at institutional, faculty and programme levels. Both document analysis and action research with trainers, managers and lecturers provided data for this study. The study describes the broader issue and the layers of contexts in which THUAS operates: the global, European, national, local and institutional. Within the latter two, several strategies are distinguished, i.e. research on employability skills of students and THUAS’ Educational vision. The strategies for internationalisation of learning outcomes at THUAS are then placed in an international perspective. The next section zooms in on current practice on the basis of self-assessment and management reports of THUAS faculties. The analysis of these reports is followed by more detailed observations from individual programmes. Analysis and observations are then connected to professional development for internationalisation of teaching and learning. Three elements of THUAS’ extensive programme for professional development are discussed in more detail. The study ends with the identification of priorities to internationalise learning outcomes across THUAS.
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How come Open Science is a well-shared vision among research communities, while the prerequisite practice of research data management (RDM) is lagging? This research sheds light on RDM adoption in the Dutch context of universities of applied sciences, by studying influencing technological, organizational, and environmental factors using the TOE-framework. A survey was sent out to researchers of universities of applied sciences in the Netherlands. The analyses thereof showed no significant relation between the influencing factors and the intention to comply with the RDM guidelines (p-value of ≤ .10 and a 90% confidence level). Results did show a significant influence of the factor Management Support towards compliance with a p-value of 0.078. This research contributes towards the knowledge on RDM adoption with the new insight that the factors used in this research do not seem to significantly influence RDM adoption in the Dutch context of universities of applied sciences. The research does show that the respondents have a positive attitude in their intention to change, increase or invest time and effort towards RDM compliance. More research is advised to uncover factors that do significantly influence RDM adoption among universities of applied sciences in the Netherland for stakeholders in Open Science and RDM to enhance their strategies.
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This book consists of thirteen chapters with elaborations on several perspectives of the Universities kaleidoscope. The aim of our book is not meant as a purely scientific endeavour, but as a contribution to the future development of universities. The style is popular science, primarily targeted at our lecturers as one of the most important social capitals we have. As the book is addressed to them, all chapters discuss their role, directly or indirectly. The focus is always on the ability to offer students the best possible learning environment. This requires first and foremost a dialogue on the professional diversity of lecturers. Innovative behaviour appears to be crucial for all of them. In addition to these abilities of lecturers, the design of the curriculum is essential for all parties involved. A curriculum largely determines the themes and contents addressed, how work-related, engaging and stimulating learning activities are developed and how lecturers design these on the micro level based on their expertise. Frans Jacobs & Ellen Sjoer (Editors). (See also seperate chapters).
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The integration of research activities in universities of applied sciences (UASs) has led to the transformation of these universities into organisations with two primary processes: research and education. Although many believe in the benefits of combining research and education in one organisation, which is referred to as synergy in this study, research–education synergies have rarely been empirically investigated, particularly in the UAS context. Thus, this research investigates the intended synergy between the research and education of UASs by conducting a document analysis of their university-wide strategic policy. The findings show that UASs aim for synergies among people, UAS organisations and outside UAS organisations, with a focus on education-oriented synergies. This study provides an initial understanding of the strategic aims of UASs considering research–education synergy. The findings provide direction and a framework for future research and form a base for making explicit strategic choices for research–education connections in universities.
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