DOCSLIB.ORG

Collective Labour Agreement for Dutch Universities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Collective Labour Agreement for Dutch Universities Collective Labour Agreement for Dutch Universities 1 January 2020 - 31 December 2020 Collective Labour Agreement COLOPHON for Dutch Universities Title: Collective Labour Agreement for Dutch Universities, 1 January 2020 - 31 December 2020 The Hague: VSNU, 2020, 132 pages including appendices Association of Universities in the Netherlands (VSNU) Lange Houtstraat 2 PO Box 13739 2501 ES The Hague T +31 (0)70 302 14 00 F +31 (0)70 302 14 95 E [email protected] www.vsnu.nl © 2020: VSNU Version June 2020 This publication has been produced with the utmost care. Even so, the authors, editors and publisher disclaim all liability for any errors and inaccuracies. Save for the exceptions provided for in the Copyright Act 1912, no part of this publication may be reproduced, stored in a database or retrieval system, or published in any form, without prior permission from the VSNU. The texts of the collective labour agreement and of the corresponding regulations, and the references to current websites, can also be found on the VSNU website (www.vsnu.nl). This translation of the Collective Labour Agreement for Dutch Universities from 1 January 2020 through 31 December 2020 is meant as a service to non-Dutch-speaking employees of said universities. However, in case of a difference of interpretation, this translation cannot be used for legal purposes. In those cases, the Dutch text of the cao Nederlandse Universiteiten 1 januari 2019 tot en met 31 december 2020 is binding. Illustration: Getty Images Design: Haagsblauw 1 January 2020 - 31 December 2020 2 Collective Labour Agreement Dutch Universities January 2020 - 31 December 2020 Contents Parties to and nature of the collective labour agreement 7 Appendix A Financial terms of employment Preamble 8 1 December 2019 to 31 December 2020 77 Section 1 Salary development 78 Chapter 1 General clauses 9 Section 2 Year-end bonus 78 Section 1 Definitions and obligations 10 Section 3 Percentages and amounts of employees’ insurances and Section 2 Obligations of the employer and the employee 14 pensions 79 Section 3 Intellectual property rights 17 Section 4 Salary tables 80 Chapter 2 The employment contract 19 Appendix B Former schemes, including former senior staff policy 83 Chapter 3 Remuneration 27 Section 1 No longer applicable 84 Section 1 General 28 Section 2 Transitional allowances 85 Section 2 Bonuses and compensation 32 Section 3 Life-course savings scheme transitional arrangement 87 Section 3 Allowances for unusual working hours 34 Section 4 2006 Senior staff scheme transitional arrangement 88 Chapter 4 Working hours, holidays and leave 37 Appendix C Consultation Protocol 90 Section 1 Working hours 38 Appendix D Facilities for employees’ organisations 95 Section 2 Holidays 40 Section 3 Leave other than holidays 42 Appendix E Studies and other agreements 98 Section 4 Parental leave on continued payment of wages 44 Section 1 Studies 99 Section 5 Other leave, including sabbatical leave 46 Section 2 Other agreements 101 Chapter 5 Individual choices model 48 Appendix F Schematic overview of working week under vitality pact 105 Chapter 6 Staff policy 53 Appendix G Possible effects of flexible working hours 107 Section 1 The employment contract and staff policy instruments 54 Section 2 Vitality pact scheme 59 Appendix H Regulation on disputes 109 Section 1 Collective disputes 110 Chapter 7 Pensions, social security and social services 62 Section 2 Individual disputes 112 Chapter 8 Termination of the employment contract 65 Appendix I CLA followers 113 Chapter 9 Reorganisations 68 Appendix J Miscellaneous 115 Section 1 Reorganisation 69 Section 2 Social policy framework within reorganisations 70 Appendix K Mobility allowance 117 Chapter 10 Final provisions 74 Appendix L Mobility and long-term employability 119 Section 1 Student assistants 75 Section 2 Medical/clinical academic staff 76 Appendix M More career prospects and job security for junior lecturers Section 3 General 76 and post-doctoral researchers 123 Parties to and nature of the collective labour agreement The parties to this collective labour agreement are: The Association of Universities in the Netherlands, acting in its capacity as an association on behalf of the universities and the employee organisations listed below: FNV AC/FBZ CNV Overheid, part of CNV Connectief AOb all acting in their capacity as associations exercising the full legal rights of staff. The parties hereby declare that they signed a collective labour agreement on 5 June 2020. As such, they have agreed to a collective labour agreement on employment conditions effective from 1 January 2020 up to and including 31 December 2020, the text (including the appendices) of which reads as given below. This collective labour agreement replaces the current collective labour agreement for Dutch Universities 2019–2020 as from 5 June 2020. The Collective Labour Agreement for Dutch Universities is intended to implement the provisions in Section 4.5 of the Higher Education and Academic Research Act (WHW), insofar as agreed at the industry level, and applies to universities as a collective labour agreement within the meaning of the Collective Labour Agreement Act. This collective labour agreement is a standard collective labour agreement explicitly indicating when and to which extent additional interpretations may be given at the institutional level. 6 Collective Labour Agreement Dutch Universities January 2020 - 31 December 2020 Collective Labour Agreement Dutch Universities January 2020 - 31 December 2020 7 Preamble Exceptional times Chapter 1 The parties acknowledge that the collective labour agreement for 2020 was reached at a time of exceptional circumstances. The effects of the coronavirus pandemic have had a dramatic impact on society as a whole. Universities are facing profound changes to what General clauses was previously normal university practice. Where the university used to be a forum for academic debate, its research, education and business operations now take place remotely. Academic education has rapidly moved from on-campus lectures and seminars to remote digital learning. While research continues as much as possible from home, it cannot be denied that there are significant challenges with regard to research and education in laboratories as well as practical training. Many of the supporting activities are also carried out from home. This situation is very demanding for our staff and requires maximum flexibility to ensure that academic activity can continue. High-quality academic research and education have never been more important than in these challenging times. At this moment, the parties are committed to realising a collective labour agreement that expresses appreciation for the efforts and commitment of our employees. The parties have agreed to curtail the negotiation procedure for the collective labour agreement and reach agreement on a limited number of provisions, incorporating this into the collective labour agreement. In this light, an exceptional agreement has been made, which expresses the solidarity and involvement with regard to university staff on temporary contracts in particular. The parties will set aside 0.45% of the pay bargaining range once only for the occasional funding of problems arising from costs incurred as a result of COVID-19 issues. Other issues requiring our ongoing attention are the previously made agreements on work pressure, mobility and long-term employability, more career prospects and job security for junior lecturers as well as post-doctoral researchers, the Vitality Pact and arranged jobs during reorganisations. 8 Collective Labour Agreement Dutch Universities January 2020 - 31 December 2020 Section 1 Definitions and obligations r. Remuneration: the sum of the salary and the bonuses the employee is entitled to pursuant to the provisions in Articles 3.12, paragraph 2, 3.13, 3.14, 3.17, or Article 1.1 Definitions and abbreviations the bonus pursuant to the provisions in Articles 3.15, 3.24 to 3.26 unless it is 1. Definitions established in advance that the bonus is granted for less than one year; a. Universities: the universities in Leiden, Groningen, Amsterdam, Utrecht, Delft, s. Position: the compilation of duties to be performed by the employee pursuant to Wageningen, Eindhoven, Enschede, Rotterdam, Maastricht, Nijmegen, Tilburg, and in accordance with what he has been assigned to do by the employer; VU University Amsterdam and the Open University of the Netherlands in Heerlen; t. Academic staff (wp): members of staff whose respective jobs are classified under b. Institution: the university; the Education and Research job family of the job classification system; c. Foundation: the Catholic University of Brabant Foundation in Tilburg, the Catholic u. Doctoral candidate: staff in the employment of the university whose job is University Foundation in Nijmegen or the VU Foundation in Amsterdam. The classified in the doctoral candidate job profile in the Education and Research job Radboud University in Nijmegen and the Radboud University Medical Centre family of the job classification system; (Radboudumc) form part of the Catholic University Foundation legal entity. v. Support and management staff (obp): members of staff not belonging to the With regard to the applicability of this collective labour agreement (cao) on an academic staff category, including student assistants; institutional level, Radboud University is the employer; w. Medical specialist: a doctor of medicine who, according to the register of the d. Employees’ organisations:
Load more

Recommended publications
  • Political Science in the Netherlands
    POLITICAL SCIENCE IN THE NETHERLANDS REFLECTIONS ON THE STATE OF THE ART QANU Catharijnesingel 56 PO Box 8035 3503 RA Utrecht The Netherlands Phone: +31 (0) 30 230 3100 E-mail: [email protected] Internet: www.qanu.nl Project number: Q0613.SOTA © 2018 QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 State of the Art Political Science CONTENTS Introduction ..................................................................................................................... 5 The NVAO Assessment Political Science ........................................................................... 7 Composition of the NVAO Assessment Panel ........................................................................ 7 Working Method of the Assessment Panel for the State of the Art Report ................................. 7 Terms of Reference for the State of the Art Report ............................................................... 8 Political Science Education in the Netherlands: Reflections on the State of the Art ........ 11 Introduction .................................................................................................................... 11 Purposeful Curriculum Design and Development .................................................................. 11 Debates About Higher Education ........................................................................................ 12 Starting with Outcomes ...................................................................................................
    [Show full text]
  • Tilburg University Changing Incentives for Economic Research In
    Tilburg University Changing incentives for economic research in the Netherlands Kapteyn, A.J.; de Zeeuw, A.J. Publication date: 1990 Link to publication in Tilburg University Research Portal Citation for published version (APA): Kapteyn, A. J., & de Zeeuw, A. J. (1990). Changing incentives for economic research in the Netherlands. (Research memorandum / Tilburg University, Department of Economics; Vol. FEW 461). Unknown Publisher. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. okt. 2021 CBM CBM tih~ J~~~~o~ R ~~o~~o~~`~~~~~~ Q~5 h~0 ~~F. 7626 iiiuuuuuii~uiiiuiuuuui T~ ~C I 1990 461 CHANGING INCENTIVES FOR ECONOMIC RESEARCH IN THE NETHERLANDS Arie Kapteyn Aart de Zeeuw FEW 461 CHANGING INCENTIVES FOR ECONOMIC RESEARCH IN THE NETHERLANDS Arie Kapteyn Cent}:R,Tilburg University, The Netherlands Aart de Zeeuw Tilburg University and Free University, Amsterdam, The Netherlands 1. Introduction The beginning of the eighties in The Netherlands showed a university system largely engaged in recuperating from the many shocks it had ex- perienced since the late sixties.
    [Show full text]
  • Research Support in the Netherlands
    RESEARCH SUPPORT IN THE NETHERLANDS CURRENT SITUATION SUMMARY Researchers at Dutch institutions of higher education are placing ever-growing demands on the field of computing power, networking services and data storage facilities. Access to a high quality, low threshold ICT infrastructure has become a prerequisite to do research. As such, the need for suitable support in order to simplify access for researchers is growing all the time. Although all universities and research institutions are addressing the issue of research support, each institution is taking an independent approach to the matter. To gain a clearer picture of the different research support options available, SURF approached four institutions: Delft University of Technology (TU Delft), Erasmus University Rotterdam (EUR) and the university medical centres in Leiden (LUMC) and Maastricht (MUMC+). These institutions were asked to answer the following questions: • What is your vision for research support? • What e-infrastructure and associated services are available to researchers? • How is research support organised? • What are your plans for the (immediate) future? The report was drawn up as part of the SURF project entitled Support4research. This report is intended to demonstrate how research supporters can organise their support processes and which services, both their own and those supplied by third parties, they can offer. Based on the descriptions from the institutions, we can conclude that research support is a priority. At each of the four institutions, research support
    [Show full text]
  • University Colleges in The
    UNIVERSITY COLLEGES IN THE NETHERLANDS AN INTRODUCTION TO STUDYING IN THE NETHERLANDS UNIVERSITY COLLEGES IN WHY STUDY IN THE NETHERLANDS? THE NETHERLANDS This introduction to studying in the Netherlands will explain why studying in the Netherlands is an excellent choice for international students, and provide important information on admission requirements, procedures and finances, useful websites and contact details for universities across The Netherlands. INDEX Universities in the Netherlands now offer close to 2100 English-taught programs. This is not a recent development: the Netherlands was the first non-Anglophone country to start teaching in English. AN INTRODUCTION TO STUDYING IN THE NETHERLANDS 3 WHY STUDY IN THE NETHERLANDS? 3 Outside the classroom English is widely spoken across the country, and The Netherlands is home VALUE OF A DUTCH DEGREE 3 to a very international population therefore students will not experience a language barrier when ADMISSIONS 4 studying in The Netherlands. ADMISSIONS REQUIREMENTS 4 ADMISSIONS PROCEDURE 4 Education in the Netherlands tends to be interactive and focused on the students’ needs. Students FINANCES 5 are expected to participate actively in discussions, workshops, presentations, in-class simulations IMPORTANT WEBSITES 6 and individual research. In addition, they have the opportunity to do (academic) internships, go on exchange to other universities around the world, take part in honours/excellence programmes, UNIVERSITY COLLEGE? 7 participate in the community and more. THE PERFECT STUDENT FOR UNIVERSITY COLLEGE 7 APPLYING TO UNIVERSITY COLLEGE 7 Dutch Universities are well-represented in international higher education rankings, such as the Times Higher Education World University Rankings, the QS World University Rankings and the AMSTERDAM UNIVERSITY COLLEGE 8 Academic Ranking of World Universities.
    [Show full text]
  • Guide for IB Students Considering Higher Education in the Netherlands
    Guide for IB students considering higher education in the Netherlands This guide provides a brief introduction to the Dutch higher education system and its application process, as well as information specifically relevant to IB students. Context universities of applied sciences are evaluated according to established criteria. All accredited programmes are The Netherlands is one of the most developed nations in listed in the Central Register of Higher Education Study the world, known for its tolerant and liberal ethos. It has a Programmes (CROHO). high quality and international system of higher education that dates back to the 16th century. Despite its relatively Types of HEIs small size, the Netherlands has 13 universities ranked in In the Netherlands, there are three types of higher the top 300 and 5 within the top 100.1 education institutions (HEIs): government-funded, In addition to a wide range of courses in Dutch, the government-approved and private. There are two main Netherlands has more than 2,100 international study types of institutions: Research universities and universities programmes and courses taught in English. You can view of applied sciences. Thirteen of the research universities, available options at: www.studyinholland.nl. These factors the Open University and more than 50 universities of combined with relatively modest tuition fees make the applied sciences are considered government-funded. Netherlands one of Europe’s most popular destinations Research universities mainly offer research-oriented for higher education.2 programmes in an academic setting. However, many of Quality assurance their programmes are in a professional setting or have a professional component and most graduates go on to NVAO guarantees the higher education system’s standard careers that are not necessarily research related.
    [Show full text]
  • Universities in Times of Corona How Dutch Universities Are Working Together and Offering Solutions During the Corona Crisis
    Universities in times of corona How Dutch universities are working together and offering solutions during the corona crisis #connectuniversitiesNL Foreword Contents Dutch universities are actively taking collaboration with scientists all over the steps to combat coronavirus and to world, on new knowledge in this uncertain continue their research, education and time. Together with the fourteen universities, active role in society during this crisis. the Netherlands Organisation for Scientific This takes many different forms, from Research (NWO), the Royal Netherlands current research to voluntary work and Academy of Arts and Sciences (KNAW) and from disseminating digital knowledge many other institutions and companies, we 1 2 3 to the donation of equipment and have joined ResilientSociety. This cocreation materials. It is not just researchers but platform for the COVID-19 crisis allows us to Understanding The pandemic is Our education also students who demonstrate in many work together to make this knowledge even and combating affecting us all. continues. areas that they can achieve a great deal more accessible globally. by pooling their knowledge, strength and coronavirus It affects our lives, On campus, if we flexibility. By collaborating with companies, It is hard work, and there are still significant together well-being and future can, online, because government organisations and other challenges when it comes to research we can. And with a knowledge institutions in the Netherlands projects at this time of working from home and with European and international and the ‘1.5-metre society’. There is still a focus on the well- partners, we show how this time is great deal of uncertainty about education being of our students challenging people and inviting people to in the coming academic year and the work together to come up with creative introduction weeks.
    [Show full text]
  • Leiden University Institutional Plan 2015-2020
    Freedom to Excel Leiden University Institutional Plan - February Content Introduction ................................................................................................. 3 Vision, mission & core values ...................................................................... 6 Societal and political context ....................................................................... 8 Six ambitions ................................................................................................ 11 1. An environment for excellent research ................................................... 11 2. Activating talent ....................................................................................... 14 3. Innovation in teaching and learning ....................................................... 18 4. Impact and innovation ............................................................................ 20 5. Research and teaching in an international environment ....................... 24 6. Campus The Hague .................................................................................. 27 People, resources and organisation ............................................................. 29 Introduction Focus on excellence Since its foundation in Leiden University has had a major influence both in the academic world and in society. From its earliest days, the University has been one of the world’s most international universities, attracting academics and students from all over Europe. The strength of this attraction is still evident
    [Show full text]
  • Guide for IB Students Considering Higher Education in the Netherlands
    Guide for IB students considering higher education in the Netherlands This guide provides a brief introduction to the Dutch higher education system and its application process, as well as information specifically relevant to IB students. Context universities of applied sciences are evaluated according to established criteria. All accredited programmes are The Netherlands is one of the most developed nations in listed in the Central Register of Higher Education Study the world, known for its tolerant and liberal ethos. It has a Programmes (CROHO). high quality and international system of higher education that dates back to the 16th century. Despite its relatively Types of HEIs small size, the Netherlands has 13 universities ranked in In the Netherlands, there are three types of higher the top 300 and 5 within the top 100.1 education institutions (HEIs): government-funded, In addition to a wide range of courses in Dutch, the government-approved and private. There are two main Netherlands has more than 2,100 international study types of institutions: Research universities and universities programmes and courses taught in English. You can view of applied sciences. Thirteen of the research universities, available options at: www.studyinholland.nl. These factors the Open University and more than 50 universities of combined with relatively modest tuition fees make the applied sciences are considered government-funded. Netherlands one of Europe’s most popular destinations Research universities mainly offer research-oriented for higher education.2 programmes in an academic setting. However, many of Quality assurance their programmes are in a professional setting or have a professional component and most graduates go on to NVAO guarantees the higher education system’s standard careers that are not necessarily research related.
    [Show full text]
  • Incoming Degree Student Mobility in Dutch Higher Education 2018-2019
    Incoming degree student mobility in Dutch higher education 2018-2019 Incoming degree student mobility in Dutch higher education 2018-2019 www.nuffic.nl/facts-and-figures 2 INCOMING DEGREE STUDENT MOBILITY IN DUTCH HIGHER EDUCATION 2018-2019 Summary . In 2018-2019, there were 85,955 international degree students and 14,344 homecoming students enrolled in Dutch public higher education. In 2018-2019, the share of international students in Dutch public higher education increased to 11.5% of all students, compared to 10.5% in the previous year. More students from countries outside the European Economic Area (EEA) come to the Netherlands. Over a two-year period, the share of non-EEA students among international students increased from 24.8% in 2016-2017, to 26.9% in 2018-2019. In 2018-19, international students represented a total of 170 different nationalities. The absolute number of international students grew the most for bachelor’s programmes in research universities (RU). In 2017-2018, international students made up 17.8% of the new enrolments in these programmes, increasing to 20.4% in 2018-2019. This growth makes 2018-2019 the first academic year with more international degree students in bachelor’s programmes at research universities (30,500) than at universities of applied sciences (27,186). For master’s programmes, however, the shares of international students are still much higher. Research universities have 25,669 international master’s students enrolled, or 23.6% of all their master’s students, while universities of applied sciences (UAS) master’s programmes have 2,145 international students who make up 20.5% of all UAS master’s students.
    [Show full text]
  • A Beginner's Guide to Dutch Academia
    a beginner’s guide to dutch academia dutch a beginner’s guide to the young academy a beginner’s guide to dutch academia The Young Academy is an independent part of the Royal Netherlands Academy of Arts and Sciences A beginner’s guide to dutch AcAdemiA 1 voetregel 2018 The Young Academy © Some rights reserved. Usage and distribution of this work is defined in the Creative Commons License, Attribution 3.0 Netherlands. To view a copy of this licence, visit: http://www.creativecommons.org/licenses/by/3.0/nl/ the young AcAdemy PO Box 19121, NL-1000 GC Amsterdam T+31 (0)20 551 0702 [email protected] www.dejongeakademie.nl The Young Academy is an independent part of the Royal Netherlands Academy of Arts and Sciences PDF available at www.dejongeakademie.nl Text: Raf de Bont, Tatiana Filatova, Nathalie Katsonis, Christian Lange Layout and editing figures: Ellen Bouma Translation: Balance Amsterdam/Maastricht Photo cover: Steven Snoep isbn 978-90-6984-726-9 A Beginner’s Guide to Dutch Academia, Preferred citation: The Young Academy (2018). Amsterdam. a beginner’s guide to dutch academia A beginner’s guide to dutch AcAdemiA 2018 The Young Academy voetregel 4 a beginner’s guide to dutch academia introduction This guide, an introduction to Dutch research and higher education, serves as a support document for researchers and instructors who are unfamiliar with the Dutch academic setting. We wrote it primarily with new ‘senior’ academic staff in mind, but we hope that postdoctoral and doctoral researchers will also find relevant information in it. The emphasis is on professional challenges and opportunities.
    [Show full text]
  • Radboud University
    Information Guide for international students, staff and guests 2015-2016 Ten reasons for choosing Radboud University International recognition You will be studying at one of the fastest rising Dutch universities in the international university rankings. 1Moreover, the 2010 Nobel Prize in Physics was awarded to a professor connected to Radboud University. You will be studying at a truly excellent institution. Personal approach Our personal style of teaching offers you plenty of opportunity to work closely with leading researchers Extensive freedom of choice 2and excellent teachers in interactive, small seminars, You decide which specialisation and subject choice is ensuring a high-quality Master’s degree. Teachers and most appropriate for you. We offer you a great deal of professors are easily approachable to discuss your 3choice and in many cases, you can put together your study subjects. own made-to-measure programme based on your own interests. This has resulted in stimulating research and interesting study choices. Excellent services Radboud University strives for the highest quality, also Valuable diploma with its services. This has even been acknowledged by After successful completion of the programme, 4the European Commission, who recently stated that you will be awarded a Master’s degree from an Radboud University has ‘an impressive range of activities 5outstanding university and you will have gained for outgoing and incoming students and a high sense of critical skills and an insight into research and concern for quality’. practice within your own subject area. Build a valuable network Career prospects By studying at Radboud University, you ensure yourself As a student, you will benefit from the presence of of the opportunity to build a powerful professional numerous Dutch and international companies and network of valuable contacts.
    [Show full text]
  • Coretrustseal 2016 for Repository Tilburg University Dataverse
    Implementation of the CoreTrustSeal The CoreTrustSeal board hereby confirms that the Trusted Digital repository Tilburg University Dataverse complies with the guidelines version 2017-2019 set by the CoreTrustSeal Board. The afore-mentioned repository has therefore acquired the CoreTrustSeal on April 26, 2018. The Trusted Digital repository is allowed to place an image of the CoreTrustSeal logo corresponding to the guidelines version date on their website. This image must link to this file which is hosted on the CoreTrustSeal website. Yours sincerely, The CoreTrustSeal Board CoreTrustSeal Board W www.coretrustseal.org E [email protected] 1 Assessment Information Guidelines Version: 2017-2019 | November 10, 2016 Guidelines Information Booklet: CTS Requirements 2017-2019 All Guidelines Documentation: Documentation Repository: Tilburg University Dataverse Seal Acquiry Date: Apr. 26, 2018 For the latest version of the awarded https://www.coretrustseal.org/why-certification/certified-repositories/ CoreTrustSeal for this repository: Previously Acquired Seals: None This repository is owned by: Tilburg University, Library and IT Services Goossens Building P.O. Box 90153 5000 LE Tilburg The Netherlands T +31 13 466 2146 F +31 13 466 3370 E [email protected] W https://www.tilburguniversity.edu/about/university-library/ CoreTrustSeal Board W www.coretrustseal.org E [email protected] 2 Assessment 0. Context Applicant Entry Self-assessment statement: Repository Type: Institutional repository Repository's Designated Community: Tilburg University Dataverse is a research data repository for scientists affiliated at Tilburg University, the Netherlands. This concerns researchers in the fields of the social sciences (including economics and law) and humanities. Level of Curation Performed: -A. Content distributed as deposited -B.
    [Show full text]