Universities in Times of Corona How Dutch Universities Are Working Together and Offering Solutions During the Corona Crisis
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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 ................................................................................................... -
Journal of European Integration History 2/2016
Journal of European Integration History /2016 Revue d’Histoire de l’Intégration Européenne 2Volume 22 Zeitschrift für Geschichte der europäischen Integration Pages 221-430 Editors: Published twice a year by the European Union Liaison Committee of Historians (Groupe de liaison des professeurs d’histoire contemporaine auprès de la Commission européenne), this publication is part of an independent international network of scholars and researchers. All articles submitted are double blind peer reviewed. The Journal is financed by the Liaison Committee. Editorial Board: Antonio VARSORI (chairman), Università di Padova (Jean Monnet Chair) | Charles BARTHEL, Archives Nationales, Luxembourg | Gérard BOSSUAT, Université de Cergy-Pontoise (Jean Monnet Chair) | Elena CALANDRI, Università degli Studi di Padova | Michel DUMOULIN, Université catholique de Louvain (Jean Monnet Chair) | Michael GEHLER, Universität Hildesheim (Jean Monnet Chair) | Fernando GUIRAO, Universitat Pompeu Fabra, Barcelona (Jean Monnet Chair) | Johnny LAURSEN, University of Aarhus | Wilfried LOTH, Universität Duisburg-Essen (Jean Monnet Chair) | N. Piers LUDLOW, London School of Economics | Kiran Klaus PATEL, Maastricht University | Nicolae PĂUN, University of Cluj-Napoca | Sylvain SCHIRMANN, Institut d'études politiques, Strasbourg | Gilbert TRAUSCH, Centre Robert Schuman, Université de Liège | Jan VAN der HARST, University of Groningen (Jean Monnet Chair) www.eu-historians.eu Contents / Table des matières / Inhalt Jan VAN DER HARST Introduction ..................................................................................... -
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. -
PDF Hosted at the Radboud Repository of the Radboud University Nijmegen
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/30926 Please be advised that this information was generated on 2021-09-24 and may be subject to change. The binational city Eurode The binational city Eurode Thesocial legitimacy of a border-crossing town Een wetenschappelijke proeve op het gebied van de Managementwetenschappen Proefschrift ter verkrijging van de graad van doctor aan de Radboud Universiteit Nijmegen op gezag van Rector Magnificus, prof. mr. S.C.J.J. Kortmann, volgens besluit van het College van Decanen in het openbaar te verdedigen op maandag 26 november 2007 om 13.30 uur precies door Gertrude Andrea Nicole Ehlers geboren op 3 november 1970 te Heerlen Promotor: Prof. dr. H. Ernste Copromotores: Dr. B.M.R. van der Velde Dr. H.J. van Houtum Manuscriptcommissie: Prof. dr. F.W.M. Boekema Prof. dr. H.W. Breuer (RWTH Aachen) Prof. dr. A. Knotter (Universiteit Maastricht) Language editor: Michelle Mellion Cover design: Shaker Verlag Cover photograph: D’r Waechter, Nieuwstraat/Neustraße, Jo Ramakers (1991) Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de. Zugl.: Radboud Universiteit Nijmegen, Diss., 2007 Copyright Shaker Verlag GmbH, Aachen. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers. -
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 -
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. -
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 -
Host Institution: Universiteit Maastricht Erasmus Code: NL MAASTRI01 Website: the Universit
Host Institution: Universiteit Maastricht Erasmus Code: NL MAASTRI01 Website: www.maastrichtuniversity.nl/web/show The University of Maastricht can easily call itself the most international university in the Netherlands, almost 40% of students and 30% of the teaching staff come from abroad. Most of the programmes taught at Maastricht are taught in English, and the university currently has 13,100 students enrolled and 3,500 members of staff. Maastricht is located in the southern part of the Dutch province of Limburg, and is situated on both sides of the Meuse river. Maastricht is widely known as a centre of tradition, history and culture, and is popular with tourists for shopping and recreation. Maastricht has a moderate climate and is known as the sunniest city in Holland. Location: By plane : Maastricht is served by nearby Maastricht Aachen Airport and is situated approximately 10km north of Maastricht’s centre. By train : The Dutch Railways serve both the main station in Maastricht and a station located near the business and university district (Maastricht Randwyck). International trains run through Maastricht; a hourly service connects Maastricht with Liege, Belgium. There is also a cheap, direct high-speed train connection to Brussels where you can switch trains to Paris and London. By Bus: Various bus lines serve the vast majority of the city and its suburbs. Costs: Housing: (Information taken from Maastricht’s website) Maastricht does not have long waiting lists for a place to live. The city has plenty of housing, and you will be able to find a place relatively quickly. It is however wish to start your search early. -
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. -
Study Abroad Programs
Terry College of Business STUDY ABROAD PROGRAMS UGA AT OXFORD BUSINESS IN CANADA Oxford, England Vancouver, British Columbia INSURANCE 14 MARKET IN 15 7 BUSINESS IN EUROPE LONDON 16 1 Central and Eastern London, England BUSINESS IN CHINA 6 INSURANCE MARKET Europe + INTERNSHIP 4 Beijing, Shanghai, IN BERMUDA 11 Bermuda China 12 PMBA TRAVELS UGA IN CORTONA Barcelona, Spain and Cortona, Italy EMBA TRAVELS 13 Cortona, Italy Beijing, China and Ho Chi 5 STUDENT EXCHANGE PMBA students visiting Minh City, Vietnam Semester-long programs give you greater Barcelona, Spain explored EMBA students, led by Executive immersive experiences to fortify the global practices in supply and Professional MBA programs global competencies that employers want. UGA IN COSTA RICA chain management, director Rich Daniels, met Exchange programs give you special access innovation technology, and Costa Rica with high-level Chinese and to study business, language, and culture cyber security. Another Vietnamese executives in a in some of the top institutions and cities group, led by Dr. David 9 variety of companies to acquire around the world. Popular exchanges for BUSINESS IN PANAMA Sutherland, traveled to a greater understanding of the business majors are: Panama City, Panama Cortona, Italy, and used integration of local with global 1 “design thinking” to rebrand Vienna University of Economics and business practices. Business, Austria a local landmark. 2 University of Sydney, Australia 3 University of Chile, Chile FTMBA TRAVELS 4 Peking University, China Lima, Peru 5 University -
Quality Agreements
Quality Agreements 2019-2024 Short version Index Introduction 4 Quality Agreements 4 Chapter 1 Process 5 Introduction 5 1.1 The role of participatory bodies 5 1.2 Involvement of broader UM community 6 1.3 Facilities for the participatory bodies 6 Chapter 2 Quality improvement 7 2.1 UM’s Vision on Education 7 2.2 Ambitions 7 Theme 1. Intensive and small-scale education 7 Theme 2. More and better student guidance 8 Theme 3. Study success 9 Theme 4. Education differentiation 10 Theme 5. Appropriate facilities 11 Theme 6. Professional development of teaching staff 12 Colophon Text: Executive Board Design: Mockus Photography: Philip Driessen, Arjen Schmitz Maastricht University Minderbroedersberg 4-6 6211 LK Maastricht www.maastrichtuniversity.nl 2 | Quality Agreements 2018 Quality Agreements 2018 | 3 Chapter 1 process INTRODUCTION Criterion 2 – Sufficient involvement of the internal stakeholders in 1.1 THE ROLE OF PARTICIPATORY BODIES Maastricht University (UM) is a young research university in the The Quality Agreements relate to the period 2019-2024. At the drawing up the plan and sufficient support among internal and The ambitions laid down in this plan have been developed heart of Europe, with a distinct European and global perspective. time of signing the Sector Agreement, UM was already in full external stakeholders. by the Executive Board and staff and students from the First and foremost, UM strives to be an open and inclusive preparation mode for the ITK and CeQuInt. The Executive Board, in University Council with input from relevant internal and academic community with a good balance between Dutch, close consultation with the Management Team2 and the University In this chapter the process that led up to the Quality Agreements external stakeholders. -
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.