HAN Annual Report 2015 HAN Annual Report 2015 | Content

HAN University of Applied Sciences

Content

Foreword by the Executive Board 5

Introduction 7

1. The institution’s policies 10 Mission and vision 11 Direction and profile 12 Professional learning communities 12 Bildung 13 Centres of expertise 13 Valorisation 14 Internationalisation 14

2. Education 15 Number of students 16 Results of performance targets: education 17 Quality assurance: education 21 Student facilities 23 Internationalisation and student mobility 26

3. Research 28 Links to centres of expertise/development of minors and Masters 31 Quality assurance in research 31

4. Professional practice and the region 32 Centres of expertise 33 Valorisation and entrepreneurship 35 Working and learning 39

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Masters courses 41 Alumni policy 42

5. Quality is a human product 43 Culture of quality to drive the realisation of our goals 45 Staff and organisation development 48 Professional development and professional culture 49 Absenteeism 52 Employee satisfaction 53 Unemployment benefits and top-up benefits 53 Pay and Conditions Negotiations/Decentralised Employment Conditions Fund 53

6. Operational excellence 55 Information services/ICT 56 Accommodation 57 Implementation of the energy covenant 58 Facility Services 58 Compliance 59

7. Governance 60 HAN’s organisation 61 Planning and control 62 Sector code for good governance of universities of applied sciences 63 Executive Board 64 Supervisory Board 67 Report of the Supervisory Board 70 Participation Council 72 Horizontal and vertical accountability 72 Risk management 73 Financial instruments 76 Public/Private 77 Assessment against enrolment and funding regulations 78 Clarity Memo 79

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8. Financial Report 80 Summary financial statements 81 Financing 85 Treasury 85 Continuity section 86 Balance sheets for 2014-2017 88 Statement of operating income and expenditure for 2014-2017 89

Appendix 1 94

A Course offerings 95 B Intake and enrolments per faculty 99 C List of research groups and professors on 31/12/2015 101 D International mobility, figures and trends 105 E Organisation and key figures 2015 120

Appendix 2 127 Results of performance targets HAN Institutional Plan 2012-2016 Knowledge in Interaction

A Overview results of objectives and performance targets 128 B Notes on results of HAN Institutional Plan 2012-2016 and performance targets 130 C. Definitions and sources for indicators of HAN Institutional Plan 2012-2016 164

4 HAN Annual Report 2015 | Foreword by the Executive Board

Foreword by the Executive Board

2015 was a busy year for higher education: the minister presented a new Strategic Agenda; there were preparations for experiments with part-time education; a new student loans system was launched; adjust- ments were made to legislation on high incomes in the public sector; the student occupation of the University of Amsterdam’s Maagdenhuis led to much discussion on having a say in higher education; the Dutch National Research Agenda was adopted; and much more. Many at our institution watched these events from a safe distance. We did not see this as a problem: our pride and focus should always be, first and fore- most, on providing excellent education and training for our students, most of whom are young and hail from vocational and higher general secondary schools in the region. This was what 2015 was all about for us. And in this respect, we can report many positive developments.

With pleasure and pride, we look back on the results in the year under review, including: 1 The high degree to which we achieved the performance targets. 2 The excellent results in the area of our practice-based research. 3 Our healthy financial position. 4 Our leading position in part-time education. 5 The steady improvement in accreditation scores and student satisfaction. 6 The increase in our people’s levels of ambition and the many great innovations in education and research.

All these great results have largely been due to the strong motivation of our colleagues, who rally together for the good cause of education and research, have a strong sense of community, and are encouraged by the direction we have chosen. We are particularly pleased with the way in which the atmosphere at our institution has developed.

5 HAN Annual Report 2015 | Foreword by the Executive Board

In this respect, the Large Scale Dream, held in the Gelredome on 12 June 2015, was a special day. Thousands of our colleagues and students spent a whole day reflecting in solidarity on the future of teaching and research, on the future of HAN, on trust and the fact that people make the difference, on inspirational partnership, and on what this all means for what we do. It resulted in a short, powerful and jointly produced new institutional plan for 2016-2020. That day is etched in our collective memory.

We are aware that we were able to do our work in 2015 in Arnhem and Nijmegen in peace and prosperity. We did not have to flee, we did not face mass redundancies on New Year’s Eve, we worked in well-equipped buildings and we did not have to teach our classes under a bridge, like some in India.

There are also areas where we still need to learn and improve. We want to become even better, both in terms of what we do and how we do it. There is now a broad awareness of where we want to go and what this will demand of us. As a board, we are proud of the results, and pleased with the atmosphere and great efforts being made by many at HAN. In the end, it is after all about just one thing: giving our students an unfor- gettable, high-quality education, enriched and deepened with relevant practice-based research.

Concerning this latter aim, we were also very successful in 2015. This is clear from the RAAK grants we received, one of which was won as part of the RAAK award for best practice-based research.

We would like to express our thanks and appreciation to all our HAN colleagues, students and external partners who contributed to our many achievements in 2015.

The Executive Board, Kees Boele, Diana de Jong and Frank Stöteler

6 HAN Annual Report 2015 | Introduction

Introduction

7 HAN Annual Report 2015 | Introduction

Introduction

This year’s annual report is a special report. In this 2015 Annual Report, we account not only for the developments and results of our objectives in the previous year, but also for the entire 2012-2015 period, for which HAN, like other educational institutions, had agreed on performance targets with the Minister of Education, Culture and Science. This annual report thus serves as an important basis for the minister’s final assessment of the results of these performance targets. As such, this annual report is especially important for HAN, and it is slightly more detailed than our usual reports.

The structure and contents of this annual report are still based on the ‘old’ HAN Institutional Plan 2012-2016, in line with the annual reports of the last three years. In 2015, HAN adopted a new HAN Institutional Plan 2012-2016. This will form the basis for annual reports from the next reporting year onwards.

In Chapter 1 we describe the institution’s policies and take a brief look at the new institutional plan. In chapters 2 to 8 we reflect on the events and developments of 2015, and give an account of the results of our objectives and performance targets.

The explanatory tables and key figures from chapters 2-8 can be found in Appendix 1.

Appendix 2 contains a brief summary of the results of our objectives and performance targets for the period 2012-2015 (with 2011 serving as the baseline). This appendix provides explanatory notes on each aspect regarding the results of the objective and performance target. The explanatory notes are preceded by a concise summary of the target, the situation in 2011, the measures taken, the results and our plans for the future.

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This appendix is particularly relevant for the Review Committee’s assessment and recommendations to the minister on whether HAN has adequately met its performance targets.

9 HAN Annual Report 2015 | 1. The institution’s policies

The institution’s policies

10 HAN Annual Report 2015 | 1. The institution’s policies

HAN University of Applied Sciences (HAN) is one of the largest and most prominent universities of applied sciences in the Netherlands. The successful synergy between our education and research, professional practice and society has yielded high satisfaction ratings, strong growth figures and increased ties within the region. Our most important objective is to maintain and further optimise this synergy on the basis of quality, responsibility and trust, an objective that we will also continue to pursue in our international education in the coming years.

Mission and vision

In 2015, our students, lecturers, staff and external stakeholders made a joint effort to draft and write a new institutional plan for the period 2012-2016. This laid the foundations for our updated mission:

HAN’s mission is to qualify, socialise and train students for their future professional careers, for citizenship, and for producing innovations in a dynamic, globalising and complex society. We train students to be self-confident individuals who can realise their own potential and push boundaries, and who are able to innovate in professional practice. This requires an interdisciplinary perspective that stimulates learning and innovation. By means of professional learning communities that link education and research, student and professional practice, we aim to maximise personal impact and societal innovation.

Two of HAN’s distinguishing characteristics play a key role here: • excellence in the quality, intensity and impact of the relationship between education, research and professional practice, so as to pro- duce well-qualified professionals who are not afraid to explore new paths, who are constantly developing, are socially committed and have a strong moral conscience; • excellence in partnerships within HAN, based on the principle of a ‘culture of quality’: a systematic focus on a) the content and quality

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of the work, b) an environment in which everyone takes professional responsibility for this and c) an atmosphere characterised by team spirit, pride and trust.

Direction and profile

HAN has two campuses, each with its own profile both in the Nether- lands and internationally. The Arnhem campus is mainly focused on technical disciplines and economics, whereas Nijmegen focuses largely on health, sport, social studies and education. Both campuses offer a wide range of courses in economics and primary school teacher education.

We seek to further reinforce our strong position on the market for teaching working individuals through a more selective, high-quality range of part-time and work-study courses. These courses are subject to the three criteria of social value (preferably added social value), sufficiency of scale and an above-average quality. Our priority is to develop professional Masters courses and practice-based research that ties in with education and the professional field. This will enable HAN to develop further as a university of applied sciences.

Professional learning communities

We have reinforced our professional learning communities with the development of a culture of quality and by placing ownership of the education with lecturers and staff. After all, students and future employers deserve the very best, which is why – in addition to the mandatory performance targets agreed upon with the government (conditional financing) – HAN has also adopted a series of strict internal performance targets and values. These combined targets form the basis of our institutional plan.

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Bildung

In addition to students’ professional development (Ausbildung), we increasingly focus our education on students’ personal development in relation to their professional training and the development of global citizenship (Bildung). We have a 21st-century understanding of Bildung: one based on entrepreneurship, partnership, communication, critical and creative thinking, recognising moral dilemmas, the confidence to take considered risks and acting with integrity.

In this way, we teach our students to act independently of a given context and to think critically as professionals: to be reflective and socially engaged; to handle knowledge critically and assess its value; and to be critical of their own behaviour and be able to deal positively with conflicting rationalities and dilemmas. These and other guiding principles of Bildung (e.g. in relation to the professional context, the discipline and the role and task of the professional (socialisation) and in relation to suitable reinforcement of student supervision and management of the transition from secondary to higher education) are also anchored in our new HAN Institutional Plan 2016-2020, which allows the course departments to in- terpret this in their own way.

Centres of expertise

In addition to the range of Bachelors courses and the ties between research, education and the professional field, we have also developed a number of key areas: synergetic concentrations of high-quality research, excellent Masters courses and minors. These centres of expertise allow us to play an important role in the region and the socio-economic development of the region.

The centres of expertise use public-private or public-public partnerships to pursue this goal. The centres also contribute to the Human Capital Agendas, the means by which HAN’s new institutional plan is focused

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on three regional economic top sectors: Health, Sustainable Energy & Environment and Smart Region.

Valorisation

The social and economic utilisation of knowledge is obviously a key task for an institution such as HAN, with its roots firmly embedded in professional practice. For modern professional education, this involves valorisation in two directions: that of developed knowledge to professional practice and that of knowledge gained in the professional practice to education.

Internationalisation

A key feature of our policies is internationalisation, which is viewed as a requirement for the quality of education and research. Many of the courses have developed an international dimension, and we aim to ensure that every single course has one in the future. The shape and extent of this international dimension depends on the profession for which the students are being educated. An important focus here is the further strategic development of our international network.

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Education

15 HAN Annual Report 2015 | 2. Education

HAN provides more than 80 Bachelors and Masters courses (full- time, part-time and work-study) for more than 33,000 students. We also offer a large number of Associate degree programmes, short courses and training programmes.

Quality awareness at the institution is increasing even more nota- bly: a growing number of courses are accredited with a ‘good’ rating for one or more standards, and student satisfaction has risen from 7.3 to 7.4. Major investments are being made to render part-time education future-proof, in part owing to the positive spin-off into full-time courses. Through more intensive recruitment, we hope to turn the tide on the falling intake in the Masters courses.

Number of students

In 2015, 9,830 students chose to enrol for a degree course at HAN. This represents 7,8%1 of the Bachelors intake at universities of applied sciences, an increase of 0.3% compared to last year. Of these students, 8,245 chose a full-time Bachelors course and 1,200 chose a part-time or work-study Bachelors course. There were 385 new students who began a Masters course. This brought the total number of students at HAN to 33,428 (32,291 in Bachelors courses and 1,137 in Masters courses). The majority of students are enrolled at the Nijmegen campus, and around 30% study at the Arnhem campus.

According to the national outlook published by the Ministry of Education, Culture and Science, the intake in universities of applied sciences will increase by around 5% by 2020. This will be followed by a prolonged period of decline, in which intake could fall by more than 10% by 2030. The out-

1 A different definition has been used here from that in previous annual reports. We have always looked at the market share within our own portfolio, but due to the current trend of combining degree courses, we are no longer able to use this definition. As the text explains, this is our market share relative to the whole sector of universities of applied sciences.

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look for HAN is largely in line with this national picture, although there is significant divergence in the population growth within the recruitment area. An overview of our degree courses can be found in Appendix 1A.

See Appendix 1B of this annual report for the intake and enrolment overview.

Results of performance targets: education

See Appendix 2 to this annual report for a statement showing the current status of the realisation of the performance targets.

Academic success The percentage of students who re-enrolled after one year had been relatively stable in past years, and is now showing quite a sharp increase. This means we amply achieved our performance target in this area. In recent years we have made major investments in working together with the feeder schools, in providing information services and matching, in strengthening student supervision, and in increasing contact hours and student facilities in the areas of study skills, switching courses, disability and psychological support. As a result, we are becoming better at retaining more students in the first year and limiting study completion delay by means of the matching and selection process.

The percentage of students who switch courses in the first year was relatively stable in the period 2011-2015, and is below the agreed target rate (13%). In addition, a large group of students switch courses within a domain and/or switch to a common first-year programme.

Although there was a slight improvement in the Bachelors graduation rate for the 2010 intake, we have not met the performance target here, despite all the measures taken on information services and orientation, matching, student supervision, professional development of lecturers

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and curriculum and organisation. With the slight increase for the 2010 intake, it remains unclear as to whether we have broken through the long-term trend. It appears that the destabilising effect of raising the graduation level for the Bachelors courses is slowly disappearing; for many students, the bar was raised during their studies, which made it more difficult for them to progress with their courses successfully and/ or in good time. In recent years, we have also seen an increase in the number of students incurring a study completion delay at the start of their studies. We are therefore intensifying student supervision through more interaction between students and lecturers, based on more targeted use of study progress information.

Student satisfaction The average level of student satisfaction rose substantially in 2015 in comparison with the two previous years. Among full-time students, the level of satisfaction rose from 7.3 to 7.4. This means that we amply met our performance target for 2016 (7.3). The general level of student satisfaction at HAN is significantly above the national average. Students are happy with the course content, lecturers, skills, research, preparation for their professional careers and class size.

Students are less satisfied with the information provided about their courses and the timetables. These findings have remained more or less stable. The performance targets state that all courses must score satisfaction ratings of at least 7.0. We have now taken measures following discussions with students to remedy the shortfall in the targets for the Masters and part-time courses. The practical implementation of the measures is being closely monitored as part of specific management agreements between the Executive Board and the relevant management teams.

Contact hours All full-time students in the first and second years are required to have, on average, a minimum of 15 full contact hours a week during the teaching periods (not including work placements). In the first year, every student has at least 15 contact hours per week. In the second year, this tar-

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get was achieved for all but two degree courses. Students are generally satisfied with the amount of contact hours. The Dutch National Student Survey (Nationale Studentenenquête) shows that HAN students enjoy considerably more contact hours than the average at universities of applied sciences.

Excellence programmes We have developed programmes for students who have the desire and ability to achieve more. These programmes are based on a policy plan that was drawn up in partnership with internal and external partners who specialise in developing excellence programmes. We distinguish a number of types of excellence programmes, namely intra-curricular and extracurricular excellence programmes and special learning programme for excellent students: Nursing; Physiotherapy; Occupational Therapy; Speech and Language Therapy; Nutrition & Dietetics; Social Educational Care; Automotive Engineering; Academic Teacher Education in Prima- ry Schools and all courses at the Faculty of Business Management and Law. With this, we have achieved the target that was set in 2012.

University preparatory education The introduction of three-year programmes for VWO (university preparatory education) students, as agreed in the performance targets, has been delayed due to the 180 ECTS now required by legislation. In advance of the new legislation, we decided to already allow programmes of 240 ECTS in order to compensate for the delay incurred in the performance targets. The updated legislation on offering three-year programmes with 240 ECTS is expected to come into force in September 2016.

HAN currently has fast-track programmes for VWO students for Ap- plied Sciences, in which students earn 240 ECTS credits over three years. The Nursing degree course plans to offer a fast-track programme as of the 2017 academic year, in line with new legislation on education in nursing. The Health courses also have long-term plans for a three-year programme linked to a Masters degree.

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Course selection guidance and academic success It is HAN’s aim to improve its current academic success rate for full- time Bachelors courses and reduce the dropout rate. Careful course selection guidance can help here, for example Studie in cijfers (‘the course in numbers’). In 2015 compulsory course selection checks were carried out for all applicants indicated under the Quality in Diversity Higher Education Act (Wet kwaliteit in verscheidenheid). An evaluation of the course selection checks shows that students give the instrument a rating of 7.4. The highest ratings are given to course selection checks in which educators and students meet to talk with prospective applicants.

Every year we provide feedback on the academic success of first-year students to the schools from which they come and we work with those schools to coordinate course selection guidance and information activities. In addition, in 2015 a large study was carried out on the academic success of former pupils from HAN’s partner feeder schools over their whole Bachelors careers (6 cohorts up until 2010). The results will be shared with the schools (60 secondary schools and 7 vocational schools), analysed in detail and discussed.

Decentralised selection In 2012, we indicated that we want to become a widely accessible multi- sector university of applied sciences and that we are reluctant to use decentralised selection. At the same time, however, it is important to safeguard the quality of our courses, which might be at issue if the enrolment numbers are too high. We also need to take into account the situation in the labour market.

The unexpected number of students enrolling in 2015 was the reason for decentralised selection for more full-time Bachelors courses than planned: Nursing; Nutrition & Dietetics; Allied Medical Care; Applied Psychology; Physiotherapy; Dental Hygiene; Sport, Health and Manage- ment; Sport and Physical Education; Occupational Therapy; Chemistry; Biology and Medical Laboratory Research / Life Sciences; Teacher Edu- cation in English; Teacher Education in History.

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Quality assurance: education

Last year’s accreditations show that HAN’s degree courses are meeting at least the basic quality conditions. Our degree courses are increasingly being rated as ‘good’ for one or more standards. Two Bachelors degree courses and two Masters courses received an overall rating of ‘good’ by the Accreditation Organisation for the Netherlands and Flan- ders (Nederlands-Vlaamse Accreditatieorganisatie, NVAO). Most degree courses, however, have yet to achieve a ‘good’ rating for standard 3.

Accreditations in 2015 In 2015 HAN achieved positive accreditation decisions for 15 degree courses as part of the limited course assessment. The limited course assessment is the result of a positive Institutional Quality Assurance Au- dit (Instellingstoets Kwaliteitszorg), which remains valid until 2019. For In- dustrial Engineering and Management and the Masters in Teacher Edu- cation in Dutch, this brought the recovery period to an end. The Masters in Teacher Education in Dutch is still under administrative measures.

Degree course Accreditation Rating per standard Total date rating 1 2 3 M Physician Assistant 30-01-2015 S S S S M Control Systems Engineering 30-01-2015 G G G G M Human Resources 30-01-2015 S S S S Management M Advanced Nursing Practice 31-03-2015 G G G G M Teacher Education in Dutch 31-08-2015 S S S S M Sports and Movement Innovation 30-09-2015 S S S S

B Laws 31-03-2015 S G G G

B Speech and Language Therapy 29-05-2015 G G S S

B Teacher Education in Primary Schools 30-04-2015 G G S S

B Bio-informatics 31-03-2015 G G G G B Information Technology 29-05-2015 G G S S B Computer Science 29-05-2015 G G S S B Business IT & Management 29-05-2015 G G S S

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Degree course Accreditation Rating per standard Total date rating 1 2 3 B Electrical and Electronic Engineering 30-06-2015 S G S S B Industrial Engineering & Management 30-09-2015 S S S S

M=Masters course, B=Bachelors course, G=good, S=satisfactory

The Bachelors in Education Science received a positive assessment after a recovery period. The course has applied for new accreditation.

Visitation assessments We have received definitive visitation reports for the following Bache- lors courses. HAN will apply for accreditation for these courses in early 2016.

Courses Rating per standard Total 1 2 3 4 Teacher Education in Geography G G G S S Teacher Education in Biography G S S S S Teacher Education in German G G S S S Teacher Education in Economics G S G G G Teacher Education in English G G S S S Teacher Education in French G G S G G Teacher Education in History G G S G G Teacher Education in Physics G G S G G Teacher Education in Dutch G G G G G Teacher Education in Educational Theory G G G G G Teacher Education in Chemistry G G S G G Teacher Education in Mathematics G S S S S International Business & Languages S S S S S

S=satisfactory; G=good

Note: These degree courses were assessed by the panels in accordance with the four standards in the NVAO protocol that has been in force since De- cember 2014. 1 = Exit qualifications, 2 = Programme, 3 = Examination system and 4 = Level achieved. Standards 3 and 4 used to form a single standard (3).

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External validation of final assessments (implementation of the recommendations of the Bruijn Committee) Following the recommendations made by the Bruijn Committee in its report Vreemde ogen dwingen (‘outside perspectives have more impact’), we have further strengthened the external validation of examinations and final assessments. The boards of examiners are now functioning better and have at least one external member. All examiners and members of the boards of examiners also participate in training, national workshops and conferences. In addition, the boards regularly involve external figures, often members of professional and advisory boards, in final assessments.

Our exam committees are working to improve the protocols for the assessment of projects and graduation projects and the guidelines for the design of final assessments. In many degree courses, the exam committees monitor the quality of examinations and final assessments by taking a random sample. There are various forms of partnership with other universities of applied sciences, such as exchanges of examiners, development of progress tests and/or mutual assessment of products.

Student facilities

Student counselling Given that increasing numbers of students are using the services of the Student Counselling Office (around 10% of the total number of students), we have expanded the office’s staff. As a result, the waiting time for an appointment has been brought back to around two weeks, also depending upon the student’s availability. Many of the students’ questions relate to financial issues, something we expect to increase with the introduction of the new student loan act.

Studying with a functional disability National research has shown that about 14% of students in higher education have a functional disability.

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Half of these students (i.e. around 7%) are seriously hindered in their studies. If these figures are translated to HAN, then around 2,400 HAN students have a disability that seriously interferes with their studies. When requested, we support these students wherever possible with modifications and additional facilities, in conformity with the principles set out in the policy plan Studying with a Functional Disability (Studeren met een functiebeperking). Using research that is being conducted in the 2015-2016 academic year, together with other partners, we plan to map out and increase our understanding of how the students concerned make the transition from learning to working.

Ombudsman In 2015 the ombudsman handled 81 complaints from students. When submitting their complaint, many students said they felt that they had been treated unfairly. Decisions still have greater consequences for students than for the organisation, but we are pleased to report that the majority of complaints were resolved successfully thanks to mediation. In addition, the ombudsman also helped staff to find relevant regulations and points of contact for their questions/complaints.

Study Support Centre The Study Support Centre (Studieondersteuningscentrum, SOC) offers students crisis management, intake, needs assessments, supervision, referrals and emergency shelter, in compliance with the framework defined by the Dutch Association of Psychologists Nederlands( Instituut van Psychologen). Two student psychologists were recently hired as a result of increasing demand from students.

In addition to the SOC, a Study Expertise Centre (Studie-expertisecentrum, SEC) was set up in 2015. Its purpose is to help students find their way to the appropriate office quickly, and to help lecturers and personal tutors become more skilled in identifying study problems at an early stage. A sub-project of the SEC is the Study Skills Centre (Studievaardigheden- centrum, SVC). The aim of the SVC is for students to follow training in the area of study skills, personal development and language skills.

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This service is more rapid, more efficient and more accessible for students, partly because individual student portals have been established.

Complaints and Disputes Office In 2015 the office received 246 complaints, objections and appeals and forwarded them to the appropriate authorities (as compared to 165 complaints in 2014). In addition to these complaints, objections and appeals, the office also received emails with questions about what procedures to follow and/or questions and complaints that are not, or not yet, formally designated as complaints, objections or appeals. The questions and complaints in this latter category were referred to the relevant organisational unit and answered or resolved satisfactorily.

The table below gives a breakdown of the complaints/objections/appeals for which a formal procedure was begun in 2015.

Examina- Disputes Complaints Board of Complaints Appeals Com- Preli- tion Appeals Advisory procedure Examiners about unac- mittee for minary Board Committee ceptable Staff Mem- procedure/ behaviour bers other

2015 1002 20 73 26 1 3 23 (n=246) 2014 51 13 37 36 2 2 24 (n=165)

Financial Support Fund The Financial Support Fund offers financial assistance to students experiencing delays in their studies as a result of special circumstances. In 2015, a total of 130 applications were filed (compared with 95 in 2014), 109 of which concerned special circumstances such as illness, disabilities, special family circumstances, pregnancy, the practice of elite sport,

2 As expected, more appeals were submitted to the Examination Appeals Board. This was due to the withdrawal on 1 September 2015 of a preliminary procedure used by the board of examiners that turned out to be an unlawful form of an objection period.

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course set-up and other circumstances, and 21 of which were related to having an administrative role. All of these applications were granted. Of the 109 applications relating to ‘special circumstances’, 103 applications were granted, two applications were rejected and the remaining four are currently under consideration.

The total claims on the Financial Support Fund for 2015 came to €354,661 (in 2014: €338,752). This includes claims on the fund based on support awarded in previous years and allowances for public transport (OV) cards. As was the case last year, and in accordance with prevailing laws and regulations, this only concerned EEA students.

Internationalisation and student mobility

Present social and economic developments are making international and intercultural competences a necessity rather than a luxury. This also applies to HAN students who remain in the Netherlands for the whole of their studies.

As such, HAN has made it a performance target for all courses to realise an international dimension by 2016. In 2015 HAN carried out an interim evaluation of this performance target. This evaluation provided an overall insight into how the internationalisation of the HAN curriculum is progressing and thereby also served as input for the new institutional plan. The resulting evaluation report provided us with enough information to be able to embark on a discussion about potential follow-up activities, which would help our degree courses to anchor internationalisation more strongly in their curricula.

The quality of internationalisation has not yet been officially safeguard- ed throughout the curriculum, but many positive steps are being taken. The Faculty of Engineering has developed a new English-taught degree course in Electrical and Electronic Engineering and the Life Sciences department is establishing a joint study programme with Dundee Univer- sity in Scotland.

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We have also improved the English-language version of the website and work is underway on new student accommodation at a walking distance from the campus. In the introduction for international students, HAN is working more closely with the Van Hall Larenstein and ArtEZ universities of applied sciences. A substantial intake of international students is an important element of HAN’s international dimension. On 1 Janu- ary 2015, HAN implemented a single international recruitment unit for the entire institution, for both the Bachelors and Masters courses, to increase the intensity and focus of efforts to recruit international students. The key countries for international recruitment are Germany, China, India, Brazil, Oman, Indonesia, Russia, South Korea, Thailand, Vietnam, Lithuania, Poland, Bulgaria, Latvia, Estonia, Romania and the Caribbean islands of Saba, Saint Martin, Curaçao, Aruba and Bonaire.

Exchanges We have seen a rise in both the incoming and outgoing mobility of exchange students. In 2015, outgoing mobility rose by almost 30% to 998 outgoing students, including students who left to do work placements or graduation projects abroad. Incoming mobility rose even more than 30%, to 372 incoming students. In 2015 the number of incoming international students for degree courses remained more or less the same: an intake of 561 in 2015, compared to an intake of 558 in 2014.

The students originate from 48 different countries, with the largest groups of international students coming from Germany, China and Vietnam. The total number of international students at HAN fell by 8%, from 2,127 in 2014 to 1,955 students in 2015. Appendix 1D contains an overview of the partner institutions, with detailed figures for incoming and outgoing students.

27 HAN Annual Report 2015 | 3. Research

Research

28 HAN Annual Report 2015 | 3. Research

Our research groups and centres of expertise focus on extensive practice-based research and knowledge innovation. Research at HAN contributes to our efforts to improve the quality of education and professional practice. The research is conducted in networks of internal and external stakeholders and is often multidisciplinary and interdisciplinary in nature. It generates knowledge, insights and products that contribute to the development of professional practice and our degree courses. The achievements in practice-based research offer grounds for great satisfaction.

Numerous examples show how highly the research conducted at HAN is valued: • The prestigious 2015 RAAK prize, awarded by the national coordi- nating body for practice-based research, the SIA/NWO, was won by HAN Automotive Institute’s ‘Fast and Curious’ project, an achievement of which we are immensely proud. On the whole, HAN did very well in the 2015 RAAK indirect funding round. For example, RAAK/ SME projects on nutrition, the automotive sector and sustainability were honoured along with four RAAK PRO projects on ICT and education, the automotive sector and bio-discovery. The latter even scored two projects in a single round – a unique achievement! • HAN also did well in other funding rounds. The Business Develop- ment and Co-creation Research Centre was granted funding by the Smart Urban Regions of the Future programme, and the Quality of Learning Research Centre scored no fewer than four times when landing subsidy from the Netherlands Initiative for Education Re- search (Nationaal Regieorgaan Onderwijsonderzoek, NRO). • In November 2015, it was announced that the Royal Dutch Society of Engineers (Koninklijk Instituut Van Ingenieurs, KIVI) had put its name to a research group at a university of applied sciences for the first time. This honourable KIVI designation is for the Architecture in Health Research Group, led by Dr Masi Mohammadi. • On 10 December 2015, King Willem-Alexander visited the HAN Therm- ion on-the-job training centre in Nijmegen-Lent, where he spoke with researchers and students from Physiotherapy and Occupational Therapy.

29 HAN Annual Report 2015 | 3. Research

See Appendix 2 for a more detailed picture of the results of the performance targets discussed below.

Research at HAN is part of the quality agenda for education. Our objective was for all courses to incorporate a research learning track into their programme by 2016, something we achieved in 2015. In 2015, the number of research FTEs grew to 162.28 FTE, which means we have comfortably achieved our target for 2016.

In addition to the research funding that we receive annually from the Ministry of Education, Culture and Science (also called first-flow funding), part of the intended growth is also financed by funding achieved from the market (second, third and fourth flows).The performance target here is that by 2016 every faculty must raise a minimum of €150,000 per FTE professor from external (second, third and fourth) funding, with a targeted average across HAN of €200,000 per FTE professor. In 2015, three of the four faculties succeeded in achieving the lower limit of €150,000 per FTE professor. The HAN average was thereby €200,142 per FTE professor.

In 2015, we set up a HAN-wide learning working group in which lecturers from various backgrounds can optimise their vision and expertise on doing research at a university of applied sciences.

Over 2015 as a whole, HAN employed 39 professors and 13 associate professors. An overview of the situation on 31 December 2015 can be found in Appendix 1C. Three professors (by special appointment) held inaugural lectures and were thereby inaugurated by the Executive Board: Dr Marian de van der Schueren, professor of Nutrition in Relation to Sport and Health, Prof. Luc van Loon, professor by special appointment of Nutrition in Relation to Sport and Health, and Dr Miranda Laurant, professor of Organisation of Healthcare and Services.

30 HAN Annual Report 2015 | 3. Research

Links to centres of expertise/ development of minors and Masters

Our performance targets specify that we seek to expand the range of professional Masters courses and unique minors, to reflect our choices for centres of expertise. In 2015, this meant an involvement in nine Mas- ters courses and more than 20 minors. The centres of expertise succeeded in giving the business community and institutions a prominent role in the education and research, by involving them in the development of course material, projects, guest lectures and putting forward case studies. Besides unique minors and Masters, some centres are also developing specific Bachelors courses (e.g. on-the-job training courses for the energy industry) and honours programmes. These efforts are part of the Human Capital Agendas of the relevant industries. Nevertheless, extra attention should be paid to internal positioning, because the anchoring of the centres of expertise within HAN may otherwise come under pressure in the long term.

Quality assurance in research

In early 2015 the Faculty of Engineering carried out an external research evaluation. As part of this, the external committee expressed its appreciation for the research undertaken by the Technology and Society Re- search Centre.

At the end of 2015, the new national Protocol for Research Quality As- surance (Brancheprotocol Kwaliteitszorg Onderzoek, BKO) was adopted for the period 2016-2022. The new protocol provides the basis for a national quality assurance system for practice-based research at universities of applied sciences. In 2015 we began to adjust our own research quality assurance in line with the BKO.

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Professional practice and the region

32 HAN Annual Report 2015 | 4. Professional practice and the region

Education, research and professional practice are now inextricably linked within HAN. HAN focuses its efforts initially on the broad region, including the EUREGIO. In 2015 we again increased the intensity of these ties. We firmly believe that knowledge, and its circula- tion, is the engine that drives social and economic development. This has led us to select eight key areas, which we refer to as centres of expertise:

Centres of expertise

• ACE Automotive Centre of Expertise (Faculty of Engineering) • SEECE Sustainable Electrical Energy Centre of Expertise (Faculty of Engineering) • HAN Biocentre, Centre of Expertise in Biotechnology & Analysis (Faculty of Engineering) • Centre of Expertise for Quick and Optimal Recovery (Faculty of Health and Social Studies) • Centre of Expertise for Social Transition for Rural Areas (Faculty of Health and Social Studies) • Centre of Expertise for Athletic Talent Identification and Develop- ment (Faculty of Health and Social Studies) • Centre of Expertise for Learning with ICT (Faculty of Education) • Centre of Expertise for Logistics (Faculty of Business Management and Law, in partnership with five other universities of applied sciences)

In 2015, an interim review was undertaken of all centres of expertise. This revealed that the ties between education, research and the professional field are indeed becoming stronger. It is also clear that the emphasis can differ per centre of expertise: some centres may focus more on education (and the Human Capital Agenda), and others may focus more on doing research. The fact is that all of the centres of expertise are actively involved in regular education through the development and/or implementation of minors, honours programmes, Masters, work placement and graduation projects, on-the-job training placements and suchlike.

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Some programmes also offer English-taught education and follow an international partner policy.

It is the case for all centres of expertise that relationships with the professional field, other expert institutes and government bodies have been strengthened and, above all, that their expertise is recognised. Our centres of expertise are organised as public-private or public-public partnerships involving many external partners (regional and national). Some examples of partners per centre: • SEECE: kiEMT, Tennet, Alfen, DNV-GL, Alliander • Social Transition for Rural Areas: Gelderland sports federation (Gelderse Sportfederatie), National Association of Rural Areas (Landelijke Vereniging voor Kleine Kernen) and the Province of Gelder- land’s expert network on liveability and community services (Kennis- netwerk Leefbaarheid en Gemeenschapsvoorzieningen Provincie Gelder- land) • Centre of Expertise for Logistics: EVO industry organisations, TLN, Gelderland logistics centre of expertise, various care institutions, including Maasstad Ziekenhuis, CWZ, Gelre Ziekenhuizen • Quick and Optimal Recovery: Radboud UMC, ZZG Zorggroep, Health Valley, Thermion, Syntein, Klimmendaal, SIZA Dorpgroep, St. Maartenskliniek, Zorggroep Maas en Waal • Learning with ICT: 11 school boards with over 200 schools, the Open University • HAN Bio Centre: Novio Tech Campus, Radboud University, Utrecht University of Applied Sciences, Shell, Syngenta, Holland Health, many SMEs. In this sense, our centres of expertise are making an important contribution to the development of a distinctive HAN profile. As stated above, more attention needs to be paid to internal positioning, with an eye to the aim of strengthening the synergy between education and research.

SEECE (Sustainable Electrical Energy Centre of Expertise) The positive development of the SEECE, recognised and partly financed by the Ministry of Education, Culture and Science, is continuing. It is

34 HAN Annual Report 2015 | 4. Professional practice and the region

anticipated that most of its objectives, both qualitative and quantitative, will be amply met. As recommended in the 2014 midterm review, a new business plan is in preparation for the next phase of this centre of expertise.

The centre is developing a multiple revenue model: subsidies and private contributions for research and projects; contributions to Bachelors and Masters education; and commercial in-job training and continued education. In doing so, the SEECE is developing a strong profile for both the Faculty of Engineering and for HAN, because this is having a positive impact on recruitment. Major success factors are: the unique profile; the strong ties with the Human Capital Agenda and top sectors; the societal relevance of the theme; the demand for labour and, of course, the people and businesses linked to the centre of expertise. The SEECE enjoys close partnerships with founding partners such as Tennet, Alliander and KieMT. In addition, the number of partners and project participants has increased sharply.

Valorisation and entrepreneurship

The Centre for Valorisation and Entrepreneurship creates and stimulates new partnership ties and links, in valorisation projects and innovation hubs, among others.

It also strengthens entrepreneurship among lecturers, by training them in entrepreneurship education, and among students, by teaching entrepreneurship, stimulating student companies and supervising boot camps. Furthermore, the centre provides advice on grants, which increases the opportunities for practice-based research. The centre draws together all the expertise and experience relating to entrepreneurship as part of the curriculum; knowledge utilisation by companies and institutions; and the formation of alliances and realisation of opportunities for grants.

Knowledge valorisation See Appendix 2 for details of the results of the performance targets.

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Valorisation is all about linking expertise and partners, and building networks. To allow even more access to our expertise for social and economic purposes, we have intensified our policy.

Besides professors, researchers and lecturers, our students also make an important contribution. One instrument that works well and that has proven successful is the innovation hubs1. Last year, an innovation hub was launched at ICER in Ulft with various companies (Ottevanger, Ulamo, Stanstechniek and ICER itself). In addition, Hodi in Veenendaal and the Veenendaal town council have started a hub. In 2015, there were ten innovation hubs in total.

The purpose of the Gelderland valorisation project, Gelderland valoriseert!, is to strengthen the region’s innovative capacity. This is done by providing various facilities for entrepreneurs, students, researchers and others with innovative ideas. This speeds up the process from idea to company, resulting in successful innovations. The project will run from 2012 until 2017. HAN acts as secretary, and the 24 partners include: ArtEZ Institute of the Arts, Radboud University, the Province of Gelder- land, the kiEMT foundation, Oost NV, Van Hall Larenstein University of Applied Sciences, Rabobank Arnhem en Omstreken, and Rabobank Rijk van Nijmegen.

In the spring of 2015, the visitation committee of the Netherlands En- terprise Agency (Rijksdienst voor Ondernemend Nederland) evaluated the progress and activities of Gelderland valoriseert! The committee made positive recommendations to the Minister of Economic Affairs, who adopted the recommendations. The key performance indicators (KPIs) for this project are shown in the table below. This shows that all of the targets for 2015 were amply achieved.

1 What sets an innovative hub like this apart is that leaving students are replaced with new ones (continuity). Another feature is that each innovation hub is directed by a hub manager (a graduate from a university of applied sciences).

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KPIs for Gelderland valoriseert! Total Realisation Standard Realisation At 31/12/2015 target 2012 % % 2012 to 2017 to 2015 to 2015 to 2015 No. of leads 1,181 1,291 75% 109% No. of innovation lab projects 66 106 75% 161% No. of boot camps 51 90 75% 176% No. of innovative start-ups 90 124 75% 138% No. of instances of funding 28 77 100% 275% Amount of funding awarded 3,100,000.00 3,100,000.00 100% 100%

In 2013, the EnergieNext web portal was set up for the Energy sector within the Gelderland valoriseert! programme. The website was revamped in 2015, so that it was able to meet modern requirements such as readabil- ity on a tablet or mobile phone. New functions were also added, such as a section on staff supply and demand. In 2015, 15,000 users visited more than 30,000 pages on EnergieNext.

Grants • In 2015, HAN was awarded more than 8 million euros of funding. This included three RAAK SME projects, four RAAK PRO projects, six provincial projects (Gelderland and Flevoland), various ZonMW projects, one INTERREG project, three projects for the Ministry of Education, Culture and Science and the Ministry of Health, Welfare and Sports, and a TKI project. HAN is working on these projects with many different partners. The following are a small selection: The INNOSPORT partnership for the development of a Dutch expertise centre on sports doping, with partners such as the Dutch Olympic Committee/Dutch Sports Federation (NOC/NSF), Wageningen University and Research Centre and Topsport Gelderland. • In the ELEGANT! project, the nematode C. elegans is used as an alternative test model for measuring complex responses (reproductive tox- icity and obesity). Among others, HAN is working on this with Utrecht University of Applied Sciences and CAH Vilentum, and also with the following companies: Fytagoras, Shell Health, Koppert, Syngenta, Trial Centre, Pivot Park Screening Centre and LabTIE. Utrecht University and Leiden University are also participating. • In the iXpeditie Maatwerk project, HAN is working with a consortium

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of primary schools from Arnhem and the surrounding region, Rad- boud University, Utrecht University and other relevant partners. A multidisciplinary team is developing and researching a hybrid game simulation known as iXpeditie Maatwerk, allowing education professionals to become competent at systematically answering questions on their own practice. • In the CVRM dietary treatment project (Dieetbehandeling bij CVRM), HAN is working with various dietary practices, Diëtisten Groep Ned- erland and Vialent-Dietheek, the Netherlands Association of Dieti- cians (Nederlandse Vereniging van Diëtisten, NVD), the Netherlands Dieticians Cooperation (Diëtisten Coöperatie Nederland, DCN) and the NIVEL research institute. As a professional group, dieticians are facing the challenge of making their contribution to dietary care in treatment more transparent. • In the COMPL-aid project, HAN’s partners include Inholland Univer- sity of Applied Sciences, Amsterdam University of Applied Sciences, the Netherlands Aerospace Laboratory and TU Delft. Besides FOCWA and Scabro Composieten BV, 11 car repair companies, two FRP repairs specialists, one FRP producer and four FRP training specialists are participating in the project.

They are working on a practical tool for identifying the best possible way to repair specific damage. At present, car repair companies have limited experience with repairing fibre-reinforced plastics (FRPs). As the value of such a tool would not be limited to the car industry, a considerable number of parties from the fibre-reinforced plastics industry have joined the initiative.

Entrepreneurship ‘HAN seeks to pursue a stronger focus on entrepreneurship education, in part because the professional field and the region have explicitly requested this as one of HAN’s strengths.’ 2 The performance targets include three targets for the scope of entrepreneurship education in the available

2 Source: Opinion on performance targets from the Higher Education Review Committee to the Minis- ter, September 2012.

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courses. Two targets relate to the majors and one to the minors. See Appendix 2 for a more detailed picture of the results of the performance targets discussed below.

The progress of the targets for the majors was mapped out in 2013, using a baseline measurement. This showed that half of the courses had included entrepreneurship education in their majors. It is concentrated chiefly in the first and second years of the course and focuses on awareness and learning to do business. A second measurement was made in the autumn of 2015. This shows that the first standard (65% minimum 1%) was not met at the follow-up measurement (60%). There was clear growth relative to the baseline (45%).

The second standard (30% minimum 3%) was amply met at the follow- up measurement (49%). We can thus conclude that there is a trend towards increasing entrepreneurship education at HAN.

There are three minors in entrepreneurship education: Entrepreneurship, Entrepreneurship and Innovation, and Consultancy. In 2015, 4.4% of graduates took a minor in entrepreneurship education and 35 HAN student companies were set up within various departments. With an average number of six students per student company, this means many students learned about the ins and outs of entrepreneurship again this year.

Working and learning

Given that HAN is one of the largest providers of part-time education in the Netherlands, this type of education is of great importance to us. Our basic principle is to provide high-quality education for the working population, with a focus on earning a diploma.

Based on the preferences of the target demographic and the professional field, we have opted for a new, flexible, modular structure with a carefully considered combination of contact hours, online learning and

39 HAN Annual Report 2015 | 4. Professional practice and the region

on-the-job training. Implementation of our new educational concept is going well: in 2016, all degree courses will be offered in line with this concept.

In 2015, our portfolio once again developed at a rapid rate. Of our 60 part-time courses, 18 were established in line with the new educational concept. The first results show that we are on the right track. More part- time students are choosing HAN, meaning that we have become the market leader in terms of enrolments. For some degree courses, enrolments have even risen by more than 30%. Student satisfaction – as shown by the National Student Survey – has grown considerably, meaning we have exceeded the national average. Industry organisations and employers in the region are particularly enthusiastic about the opportunities offered by the modular structure, and many other universities of applied sciences are coming to us for expertise and inspiration.

The Ministry of Education, Culture and Science has held experiments making it possible for universities of applied sciences to capitalise upon extra flexibility in laws and regulations. HAN submitted two proposals: one to participate in experiments with flexibilisation and one to experiment with demand-based funding.

Both proposals were granted on 15 January 2016. A grant of 2 million euros has been awarded for the experiments with flexibilisation. HAN thus has the space to adapt its education even more effectively to the preferences of students and employers. We are pleased to report that our application for flexibilisation experiments was judged the best of the 32 proposals submitted by universities and universities of applied sciences.

On a more limited scale, we are experimenting with a form of demand- based funding with the aim of getting more students to gain diplomas. For example, students are given a voucher for six months of study, which they can spend at a recognised university of applied sciences, including private universities of applied sciences. This experiment also involves

40 HAN Annual Report 2015 | 4. Professional practice and the region

looking at whether the interest of students and employers increases or not. As part of this experiment, HAN’s part-time degree course in Elec- trical and Electronic Engineering will be offered in separate modules. This part-time course can also be provided throughout the Netherlands, for example at a student’s workplace.

The developments are not limited to part-time education. Full-time education is also affected, directly and indirectly. Developments such as blended learning and increased flexibility, as well as the developments in the funding set-up, also impact the full-time courses. The environment is becoming more competitive, partly due to the experiments and the sharp rise of private providers, which creates a context in which to shape the modern university of applied sciences in a changing regional society.

Masters courses

As set out in the HAN Institutional Plan 2012-2016, we are focused on increasing our intakes and offering high-quality education.

Intake The student intake in 2015 was very similar to that in 2014 (385 in 2015, as opposed to 392 in 2014), with a total of 1,137 enrolments (1,136 in 2014). This was despite the great efforts made to increase the student intake. We should also note that just four HAN lecturers took a Masters course at HAN in 2015, while 16 HAN lecturers did so in 2013 and 2014. The Masters courses succeeded in setting off this decline against the intake of other students. Appendix 1B contains an overview of the intake and enrolment figures.

Quality The quality of the HMP Masters courses is good, as shown by the accreditation evaluations. The courses saw their ratings in the National Student Survey rise pretty much across the board, and they now come

41 HAN Annual Report 2015 | 4. Professional practice and the region

to an average of 7.5 (7.3 in 2014). In particular, the lecturers (92%) and the practice-based research (93%) received high ratings.

Developments in course offering In order to make the offering more attractive, 11 of the 18 course departments worked towards making the structure of their study programmes more flexible and more modular last year. In September 2015, students were able to enrol for one or more modules from eight degree courses. We are cautiously optimistic about the level of interest in these modules. This flexible offering will be further expanded in the 2016-2017 academic year.

In addition to exploring new Masters courses, we are exploring possibilities for applying for funding for one or more Masters courses that are not yet government funded. Significantly reducing the tuition fees could strengthen the position of these Masters courses compared to university Masters courses and lead to a higher number of students. A number of courses are currently dealing with a structural shortage of new students. The Masters course portfolio will be evaluated in 2016.

Alumni policy

The key principle for our alumni policy is that the individual faculties, institutes and course departments are mainly responsible for its development. A number of institutes took initiatives on alumni policy in 2015.

In 2015, a start was also made on the introduction of a customer relationship management system, which also covers alumni contacts. In March (Arnhem) and April (Nijmegen) we organised alumni events based on the theme of sustainability (from sustainable development to sustainable enterprise), in which more than 700 HAN alumni took part.

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Quality is a human product

43 HAN Annual Report 2015 | 5. Quality is a human product

HAN’s social task and ambitions represent one side of the story. The other lies in how they are given shape and realised. Our knowledge institution can only develop if it has a strong organisation of inspired professionals, and it is our ambition to live up to our reputation as a good employer at all times.

The ongoing development into a fully-fledged university of applied sciences, combined with Bildung, professional governance and a culture of quality, demand continual efforts to increase our people’s professionalism and passion.

To HAN, helping professionals, particularly the younger generation, to obtain their qualifications is a task that serves our continually evolving society. The demographics of the labour market show a shrinking proportion of young workers and a growing proportion of older workers. Generation Y is also emerging: a digital generation without borders, but with an intrinsic motivation and an urgent desire for authenticity. Another visible trend is that education, research and the workplace are becoming more closely entwined.

HAN challenges its students to uncover and develop their talents in whatever manner suits them, and is geared to providing optimum support in facilitating this. This is the core task not only of educators, but also of researchers, managers and everyone in a supporting role or job. One of the key success factors in our desire to realise our ambitions for the quality of education, research and the transition to the profession is our workforce, and the ongoing efforts to increase professionalism.

With that in mind, in 2015 we again invested significantly in the professional development of our people and managers. For example, a range of professional development and certification products has been developed for lecturers as a follow-up to the Lecturers Professionalisation Guide (Handboek Professionalisering Docenten) from 2014, which lists every role filled by lecturers in combination with the required skills. Dur- ing the coming years, the entire lecturer population will be certified as

44 HAN Annual Report 2015 | 5. Quality is a human product

examiners using those products, and all new lecturers at HAN will complete an overhauled set of didactics for universities of applied sciences, which are currently being developed.

That new didactic standard, which will be implemented throughout the sector, is expected to result in a register of lecturers by 2017. In addition to these courses, frequent use is made of the education, training and coaching opportunities that are offered by the HAN Academy and have generally been developed and are now taught by HAN staff.

The dynamic environment in which HAN operates places a high demand for adaptability on its business set-up. In light of the continually evolving requirements and preferences of both the profession and the existing and prospective student population, digitalisation, demographic developments and changing laws, HAN will invest in increasing its flexibility during the coming years. This will involve increasing the scope of HAN’s own workforce on the one hand and investing in con- trols on the use of external workers.

Culture of quality to drive the realisation of our goals

In recent years a constructive dialogue has formed within HAN about how to shape the quality of our education and how to assure that quality. Previously this was done on a relatively small scale, by adjusting the existing frameworks or dealing with them differently, for example to reduce the perceived bureaucracy and restrictions within the quality assurance system and instead use it as a boost for improving quality. As a result, the issue of creating a culture of quality has undergone a shift toward becoming a structural organisational development, and one that has an increasingly clearer direction. It raises fundamental questions about who we want to be, what we believe in, what we promise and how we shape this based on the core values that we pursue.

45 HAN Annual Report 2015 | 5. Quality is a human product

We regard the quality of culture as the basis for our policy and the engine driving the realisation of our goals, and to this end we focus on a) a distinctive, collective and substantive ambition, b) professional independence and responsibility, and c) an inspiring climate characterised by a sense of safety, mutual feedback and trust.

Our organisational strategy is based on the principle of ‘professionals governance’: less focus on rules and procedures, more self-organisation and a greater focus on substance and quality of work. We do this with a firm conviction that the individual is the ultimate point of reference for quality, regardless of level or professional aspects. We will continue to draw inspiration from our search for the proper balance between ‘the system’ and our own culture of quality, not least in relation to graduation rates and external reporting.

At various places within HAN this has already visibly changed how the course departments organise themselves, the way in which managers exercise control and an increased engagement among students in shaping and implementing education.

Over the past year we have invited our students, staff and external stakeholders to take part in a series of joint activities where they could share their input on HAN’s future. Working together to create an institutional plan for the 2016-2020 is a wonderful example of the culture that we hope to create. Working together in various different groups, and with a sense of openness and team spirit – a great example being the successful and exciting Large Scale Dream Day on 12 June – we have defined an inspiring and shared ambition.

The development process for creating the 2016-2020 HAN Institutional Plan has contributed to improving the quality and scope of the dialogue within HAN, and is helping us to channel our positive energy toward a definite point on the horizon. All in all, it has boosted our staff’s sense of engagement with the organisation and its future.

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To amplify the culture of quality, and at the same time give expression to it, the second edition of the HAN Parade was held immediately after the opening of the academic year.

Through theatre, film and cabaret, in song and story, the audience of more than 800 visitors were treated to wonderful examples of our collective ambitions. Drawing more and more visitors, the HAN Parade is certain to become an annual tradition for sharing and experiencing HAN together.

In 2015, drawing inspiration from the Large Scale Dream and the HAN Parade, numerous experiments were conducted throughout the institution in alternative ways of organisation, shifting responsibility to professionals based on the motto ‘listen to the expert’.

A practical example of this is the various units of the Services Depart- ments, which are now experiencing a change in focus, with the support they provide now increasingly being shaped in self-organising teams and geared toward the requirements of the course departments and the institutes. These alternative approaches call for a change in mindset from our staff, which they are enthusiastically answering with passion for their jobs and in their own respective roles.

Various efforts were introduced throughout the institution last year to strengthen our culture of quality. The following are a small selection: • Engineering courses received support, financially and otherwise, to improve their quality (in terms of accreditation and of student and employee satisfaction). This generated a multitude of activities, rang- ing from shared input on teaching materials to consultation with colleagues to improve quality in respect of students. • We introduced the Talent Identification process to encourage ownership of identifying and utilising our staff’s talents. • We launched an Honours programme, or Talent Academy, for excellent students of economics and management, where HAN lecturers and professors work in partnership with professors from Radboud University1.

1 All supporting services at HAN are incorporated in the Services Department.

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• We continued our efforts to develop professional learning communities (involving students, lecturers and representatives from the workfield). The dynamism of all these developments is evidenced by an ever-increasing level of teamwork within the separate institutes, the faculties and even HAN as a whole. At the same time, data about academic progress also increasingly show that our students and their studies are benefiting. The Faculty of Business Management and Law has set up what it terms ‘base camps’ for each of the course departments to stimulate the development of professional learning communities. • Focus is shifting to self-organisation and team play, to leadership development that revolves around facilitating teams and leading by example. More and more powers and responsibilities are being transferred to the course coordinators and teams, as is the responsibility for quality. • Another area of focus is knowledge development and knowledge sharing, as illustrated by Matchpoint. Matchpoint brings together support staff seeking to actively boost their careers on a voluntary basis.

Together they form a network with a shared purpose and so create ca- reer opportunities: the Matchpoint Community. Matchpoint organises exploratory and inspiring activities aimed at and shaped by staff, such as Talent Speeddate, where people can discuss the concept of talent with colleagues with whom they were previously unacquainted, or a scheme where secretaries can observe their peers at work.

Staff and organisation development

See Appendix 1E for the facts and figures discussed below. SeeAppen - dix 2 for precise details of the realisation of the performance targets discussed below.

The size of the workforce increased by 5.7% relative to 2014 (from 2,609 to 2,759 FTEs). In numbers of staff, this means an increase from 3,364 to 3,536 (+5.1%). The proportion of temporary contracts remained virtually unchanged at 21.5%, compared with 21.5% in 2014.

48 HAN Annual Report 2015 | 5. Quality is a human product

In 2015 we gave further shape to the theme of flexibilisation. For example, we implemented the new Dutch Work and Security Act (Wet werk en zekerheid), added further details for the rules for outsourcing work to external workers (not on our payroll) and gave further shape to developments relating to mobility.

HAN employed more women than men in 2015: 2,107 (59.6%) women against 1,429 (40.4%) men. Women are particularly well represented among teaching support staff (TSS), where the ratio is more than 2:1. Teaching staff (TS) include 20% more women than men. The number of women in management positions (40) is virtually the same as the number of men (41); ten years ago, this same ratio was 1:4.

TS/TSS performance target

The TS/TSS ratio (in FTEs) was further improved in 2015, and is now 64.7%/35.3%. This means that we have nearly reached the performance target for indirect costs.2 On the one hand we have concentrated on improving support processes (learning tracks) and business operations (central purchasing), restraint in deployment and appointment of TSS. On the other hand we have focused on steadily expanding the faculty over the long term. HAN regularly participates in Berenschot’s overhead benchmark for universities of applied sciences. Of the large institutions included in this study, HAN has the lowest overheads.

Professional development and professional culture For a more detailed picture of the results of the performance targets below, please see Appendix 2.

2 Ratio agreed with the Ministry of Education, Culture and Science (OCW), using a standard of 1.86. The actual figure is 1.83.

49 HAN Annual Report 2015 | 5. Quality is a human product

HAN pursues an encouraging policy of professional development to realise the performance target for the number of lecturers with Masters degrees and PhDs. This performance target calls for 72% of lecturers to have a Masters degree and 8% to have a PhD by 2016.

New lecturers must have a Masters degree in order to be appointed, incumbent lecturers without Masters degrees are offered sufficient facilities to attain an academic title as yet, and individuals working toward their PhDs (over 57 in number) are given the best support available. This number includes 28 lecturers who were eligible, subject to a series of predefined conditions, for HAN’s advanced degree funding scheme in 2015. In total, a sum of €665,000 was set aside for this purpose. Of the 28 lecturers pursuing their PhDs, seven stopped and as many started, while four lecturers completed their dissertations and received their PhDs. The expectation is that eleven of these projects will be completed in 2016, and seven in 2017 or beyond. Positions coming available will be filled by new individuals studying toward their doctorates.

Masters/Doctors performance target (lecturer quality) In finalising the reporting on the performance targets we found that the definition we use relating to lecturers with at least a Masters degree is not complete from an auditing point of view due to the lack of a specifi- cation of one teaching staff category – the instructor/practical training lecturer category. In addition, it appeared that lecturers pursuing a PhD had mistakenly not been included in the baseline measurement.

Because this category (as one of nine) is not explicitly excluded in the definition used at the baseline, a difference of interpretation has aris- en as to whether this category belongs to the target group or not. In HAN’s view, the Ministry of Education, Culture and Science and Review Committee agreed to the set definition (i.e. excluding the category instructor/practical training lecturer) when concluding the performance targets. The HAN policy regarding the efforts to increase the quality of lecturers and/or increase the percentage of lecturers with a Masters degree is not aimed at the category instructor/practical training lecturer.

50 HAN Annual Report 2015 | 5. Quality is a human product

This is partly because of the fact that it usually concerns lecturers who have a vocational rather than a university of applied sciences degree. During the final measurement, it became clear that in the Ministry’s interpretation, this category should belong to the category of lecturers with a Masters degree.

In consultation with the Ministry, it was decided to present both vari- ants (including and excluding instructor/practical training lecturer) here. We adjusted the baseline and the related target value for 2015 for the measurement including instructor/practical training lecturer. Below we present this key figure both with (in accordance with the Ministry’s definition) and without (in accordance with HAN internal definition) including the category instructor/practical training lecturer.

Taking into account the instructor/practical training lecturer category, the actual figure for 2015 was 74%, with a target of 77%. Not taking into the account the instructor/practical training lecturer category, the actual figure for 2015 was 78%, with a target of 79%. Baseline, results and target value have been specified for both definitions and included in appendixes A and B (under notes on HBO5).

The substance of HAN’s policy calls for an increased number of Mas- ters degrees in accordance with the definition used within the institution (i.e. without the category of instructors/practical training lecturers). The target for 2015, which called for a 15% increase in the number of lecturers with Masters degrees relative to the baseline, was virtually achieved – a major undertaking.

In 2012 it became policy to only hire lecturers with Masters degrees. In 2012, faculties and institutes formulated goals that have been implemented in the long term, supported by a central investment budget in the form of a Masters and PhD fund to facilitate the release from teaching and replacement of lecturers who are doing a Masters degree or a PhD.

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Management Development Last year we defined the outline for development of our managers, to help them in the process of reinforcing our culture of quality. It will aid managers in a process-based approach to pursuing the dimensions of substance, responsibility and climate and in learning from each other with this in mind. In our view good leadership, in which we explicitly include the course coordinators, is a vital factor in realising our ambitions: this group is in direct charge of the primary process and the professionals who make up that process. They communicate with their people on a day-to-day basis, they are responsible for the quality of the tuition and the business set-up within the team and they transfer ownership of their responsibilities to their teams.

At 9.8%, expenditure on professional development for 2015 fell short of the budgeted target of 11.5%, although it was significantly more than the performance target of at least 5% of HAN’s total payroll.

HAN Academy gave a total of 4,544 training courses for staff and managers of HAN in 2015. The range of available courses was rated favourably.

Absenteeism

We are encouraged by the sick leave figures:absenteeism fell to 3.9% in 2015 (from 4.5% in 2014). This represents a departure from the pattern of rising and stabilising numbers. It appears that our extra efforts and spearhead policy are starting to bear fruit. We are on track and in sight of the targets defined in both the institutional plan and the 2015 service plan with health and safety service Arbo Unie (target: 4.2%). See Appen- dix 1E for a full overview.

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Employee satisfaction

Our employee satisfaction rating has been stable at 7.6 since 2012. Despite our efforts, we did not succeed in achieving our target of 7.8 in 2015. Particular areas where employees are less happy are the timetables (lecturers) and ICT facilities. These areas are rated visibly lower than in 2013 (in 2014 we conducted the Long-Term Employability survey), being scored >-0.3. Timetables are down by 0.5, and ICT facilities by 0.4.

Unemployment benefits and top-up benefits

The risk of unemployment benefits and top-up (supra-statutory) benefits lies with HAN. As an element of good employment and in order to manage the cost of these benefits, former HAN employees receive assistance during the process of moving from one job to the next. In 2015, the costs of unemployment benefits and top-up benefits totalled €1,324,750 (not including administration costs). HAN’s excess for benefits under the Dutch Sickness Benefits ActZiektewet ( ) was €57,337 (not including administration costs).

Pay and Conditions Negotiations/ Decentralised Employment Conditions Fund HAN met with the trade unions four times in 2015 in Pay and Condi- tions Negotiations. The topics discussed were the expenditure of the Decentralised Employment Conditions Fund, HAN’s annual report and the addendum to the annual report (the ‘social annual report’), the can- cellation of the repayment arrangement for PhD students and the introduction of two sub-categories in the performance rating of ‘good’. The trade unions were also informed of the latest developments in current staff-related matters at HAN, for example the introduction of the Dutch Participation Act (Participatiewet), the reorganisation of the Institute

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of Social Studies, the new institutional plan, the Flexibilisation project, student numbers and performance targets.

In principle, all expenditure from the Decentralised Employment Condi- tions Fund covers the long term. The purposes of this expenditure did not change in 2015, although the specific budgets were adjusted where deemed necessary. HAN’s proposal to allow the arrangements for older employees (Seniorenregeling), scales 1 to 5, to lapse has been put off until the first Pay and Conditions Negotiations meeting in 2016. SeeAp - pendix 1E for an overview.

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Operational excellence

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As a major university of applied sciences, HAN is a complex and professional organisation that faces a challenging social task. Reliable business operations are therefore vital to support education and research. This means operational excellence: attaining a high level of reliability and cohesion at the various support services and processes within the faculties and the Services Department. This allows our lecturers to spend more time on their core duties and professional development. The core tasks at HAN are education and research.

Information services/ICT

With ICT becoming an ever-more important feature of more and more processes, the various units are demanding a great deal from the ICT and Functional Administration service unit.

All ICT projects were completed on schedule, with two exceptions: • one faculty has put off the introduction of Xedule as an application for budget monitoring and resource utilisation planning for six months; • the sub-project Sturen op Studiesucces (‘Pursuing Academic Suc- cess’) could not be completed, as the product (which is to be deliv- ered by an external supplier) is not yet fully operational. Completion has been moved back until 2016. However, we are proud to announce that the transition of the entire organisation, including students, to our new information system Alluris went without a hitch in 2015.

The uniform digital workplace has been successfully realised for several hundreds of employees. The knowledge and experience that this has given us will be used for further educational application. This will allow us a much simpler and less costly way of facilitating interaction between students and lecturers.

The KUBUS project, a partnership with five other universities of applied sciences, has yielded a schedule of requirements that a common Infra- structure as a Service solution must satisfy.

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SURF (the collaborative organisation for ICT in Dutch education and research) has put together a proposal based on that schedule. Its proposal offers the possibility to serve as the basis for future infrastructure choices.

A large number of internal audits (over 30) of applications and their administration were conducted to ensure information security and personal data protection. The scheduled test of the backup and recovery procedure for eleven digital services was completed. We also prepared appropriate measures to ensure compliance with the amendment to the Dutch Data Protection Act (Wet bescherming persoonsgegevens) on 1 January 2016, specifically the introduction of a duty to disclose data leaks.

Accommodation

No new premises were completed in 2015. However, renovation work has started on a number of lecture buildings, chiefly in Arnhem, to create an inspiring environment where lecturers know their students and that allows for differentiation in the methods of teaching provided. Those buildings have also been designed to accommodate flexible workspaces.

The renovations serve to enhance the culture of quality that HAN pursues and that centres on professional learning communities. The most extensive renovations were made to the premises of the Faculty of Busi- ness Management and Law. Similar concepts were applied in the renovation work on parts of the buildings of the Faculty of Engineering, where significantly more areas have been added for independent study. The work in Nijmegen included adding a practice lab and a central kitchen to Bisschop Hamerhuis for the Food & Business course. At Kapittelweg 33, the premises of HAN SENECA and Nursing Studies have been reorgan- ised to improve the connection between education and practice.

Late in 2015, and as required by the new institutional plan, we began work on the strategic accommodation plan 2016-2020.

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Implementation of the energy covenant

In 2005 HAN entered into an energy covenant with the Dutch Ministry of the Interior. The purpose of that covenant, which has a duration of 16 years, is to cut energy consumption by 30%. We are now one of the few universities of applied sciences to have completed the entire process so far. We are now ready to enter the final phase, where we must realise another 5% or so of the total energy savings. The advantages for HAN are primarily the financial benefits of reduced energy expenses and the sustainable profiles of the buildings as described in HAN’s institutional plan 2016-2020.

At the same time, our involvement contributes toward the further development of a certified energy/environmental care system.

Facility Services

The collaborative relationship between the Services Department and the educational parts of the organisation has been reinforced with the Facility Services Unit becoming one of the strategic partners of the Facility Man- agement course. User consultation opportunities and customer panels have been set up for course departments, with the ICT unit’s assistance, and ties with faculty councils and student associations have been improved. This partnership has been given tangible shape in the extensive HAN Card, Printing and Copying project. Ultimately the project was a success in terms of timing and cost.

The foundations for professional procurement were laid in 2015. Given the large number of processes, this is one of the basic conditions for a legitimate procurement set-up. Implementation of the electronic order- ing system HeB has started, which will make it easier to comply with the complex rules.

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Compliance

Increasingly, monitoring and further improving compliance in education is shifting from centralised to decentralised. The faculties are taking more and more control of compliance, monitoring and organising the necessary support, with the added responsibility of ensuring the legal quality of the education in ‘professionals governance’, where necessary with ‘central’ support.

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Governance

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HAN is eager to provide openness and transparency about its goals, its methods and its results. This annual report is an example of how this is given effect. The annual report, the management reports, the institutional plan, the corporate governance and organisational structure and a great deal more information can be viewed on www.han.nl.

HAN’s organisation

The pillars on which HAN is built are its four faculties: Education; Health and Social Studies; Business Management and Law; and Engi- neering. Each faculty comprises a cluster of related institutes, which are the organisational units and the ‘homes’ of their Bachelors courses. The faculties also include the research groups, to optimise the exchange of knowledge and expertise relating to the profession in question. The research groups are gathered into clusters known as research centres. To create a favourable synergy between education and practice, the contract activities are also organised at the faculty level wherever possible.

HAN’s Masters courses are contained in the interfaculty institute HAN Master Programmes. HAN’s support services make up the Services De- partment (Facility Services; Financial and Economic Affairs; Informa- tion and Communication Technology; Marketing, Communication and Public Relations; Human Resources; Student Affairs; Education & Re- search; International Office; Legal Affairs; Quality Assurance and Infor- mation Management).

Some activities are shaped separately, for example the Centre for Val- orisation and Entrepreneurship, and Financial Control. The Executive Board is responsible for managing HAN as a whole, and renders account to the Supervisory Board and the Participation Council. See Ap- pendix E for an organisational diagram.

On 1 September 2015, thanks to a successful and inspiring collaborative effort involving staff, students, the profession and the Participation Coun-

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cil, the Institute of Social Studies was split into three separate institutes: • Institute of Arts Therapies and Applied Psychology; • Institute of Social and Sociocultural Work; • Institute of Social and Educational Work. This new structure better reflects HAN’s administrative vision of putting the separate institutes in charge of its education and the national developments triggered by the Meer van Waarde (‘more value’) report presented by the exploratory committee for higher education in social and community work.

Planning and control

In its annual Framework Memorandum (Kaderbrief), the Executive Board sketches the financial and other framework for the annual budgets and management contracts of the faculties and the Services Department.

The Executive Board adopts the consolidated HAN budget, following prior approval by the Participation Council of the main outline of the budget as set out in the Framework Memorandum, and following the Participation Council’s opinion and the Supervisory Board’s approval of the actual budget. The approved budget is taken as the basis for semi- annual written and unwritten internal management reports, in which the faculties and the Services Department explain their progress toward realising the goals. The Executive Board discusses HAN’s management reports and the annual report with the Supervisory Board. The Executive Board adopts the financial statements and the annual report, following prior approval by the Supervisory Board.

Drawing inspiration from the new HAN Institutional Plan 2016-2020, a new structure was conceived for the Framework Memorandum in 2015, resulting in a new Framework Memorandum 2016 in which for the first time the budgeting process is based on strategic and ‘policy-rich’ con- siderations. The Framework Memorandum 2016 defines a limited number of policy themes to give the budgeting process direction.

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The budgets then translate those policy choices into financial terms. The new Framework Memorandum serves to improve the control and budgeting cycle by: 1) identifying the institution’s priorities for the coming year at an early stage; 2) reaching a consensus about those priorities with institute managements and participation bodies; 3) allocating the resources and preparing the budget accordingly. This approach also gives shape to the Participation Council’s new right of approval for the main outline of the budget.

Sector code for good governance of universities of applied sciences HAN acts in compliance with the sector code for good governance of universities of applied sciences (branchecode goed bestuur hogescholen). All our internal rules meet the standards of that code. Those rules include the institution’s Articles, the management and control regulations, the regulations governing the Supervisory Board, the integrity code, the rules for unacceptable behaviour and the complaints procedure.

These rules, and others that are required by law or listed in the sector code, are also available on the HAN website.

HAN has not, or not yet, implemented a number of aspects described in the sector code: • The institution is involved in numerous forms of partnerships with other knowledge institutions, companies and other organisations. At the heart of the new HAN Institutional Plan 2016-2020 lies realisation of an optimum connection between education, research and the professional practice. That institutional plan is the foundation on which the institution’s policy for new partnerships is based. As such, no separate central policy for partnerships is in place, since this matter is part of the institution’s integrated control and policy.

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• In practice, the institution makes provision for valuable horizontal dialogue (see the relevant section elsewhere in this chapter). That horizontal dialogue is part of the institution’s integrated control and policy. • The Supervisory Board makes its assessments based on the institution’s Articles, the management and control regulations and the regulations governing the Supervisory Board and its various committees, and discusses the manner in which it shapes its supervisory function. As such, no separate framework for assessment is necessary. • The internal financial and other reports, such as the management reports, are not audited. These reports are viewed as internal documen- tation.

Executive Board In 2015, the Executive Board comprised the following members: • Dr C.P. Boele, Chair of the Board, appointed for the period until 1 December 2016; • Dr D.M. de Jong, Board Member, appointed for the period until 1 November 2018; • F.H.J. Stöteler, Board Member, appointed for the period until 1 Janu- ary 2018.

Breakdown of the remuneration of the Executive Board in 2015 HAN is compliant with the sector’s maximum remuneration figures for directors at universities of applied sciences, in accordance with the Remuneration Code for Directors of Universities of Applied Sciences (Bezoldigingscode bestuurders hogescholen) and the maximum remuneration under the Dutch Standardisation of Remuneration of Key Execu- tives in the Public and Semi-Public Sector (Wet normering bezoldiging topfunctionarissen publieke en semipublieke sector, WNT).

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REMUNERATION OF THE EXECUTIVE BOARD IN 2015

Dr C.P. Boele Dr D.M. de Jong F.H.J. Stöteler Chair of the Member of the Member of the Title(s) Executive Board Executive Board Executive Board Duration of employment in 2015 1/1 - 31/12 1/1 - 31/12 1/1 - 31/12 Employment ratio (in FTEs) 1.0 0.81 1.0 Former top executive? no no no Actual or fictitious employment? actual actual actual

Individual maximum under WNT 178,000.00 178,000.00 178,000.00

Remuneration Gross annual salary 174,616.63 152,083.74 146,178.43 Company car step-up 8,524.43 4,730.52 7,108.20 Taxable expense allowance - - - Remuneration payable in the future 16,763.94 16,014.08 15,856.92 Anniversary bonus 8,327.50

199,905.00 172,828.34 177,471.05 Subtotal less: erroneously paid - - -

Total remuneration 199,905.00 172,828.34 177,471.05 (= remuneration paid) Contractual remuneration 199,905.00 174,011.01 169,672.50

REMUNERATION OF THE EXECUTIVE BOARD IN 2014

Dr C.P. Boele Dr D.M. de Jong F.H.J. Stöteler Chair of the Member of the Member of the Title(s) Executive Board Executive Board Executive Board Duration of employment in 2014 1/1 - 31/12 1/11 - 31/12 1/1 - 31/12 Employment ratio in 2014 (in FTEs) 1.0 0.82 1.0

Remuneration in 2014 Gross annual salary 164,674.48 17,749.88 127,263.75 Company car step-up 7,062.24 118.55 8,023.50 Taxable expense allowance - - - Remuneration payable in the future 27,677.16 3,297.68 22,176.00 Total remuneration in 2014 199,413.88 21,166.11 157,463.25 Maximum remuneration for the university of applied sciences 199,905.00 199,905.00 199,905.00 sector

1 The remuneration of Dr De Jong has been converted to 1.0 FTE. 2 Idem

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Ms K.F.B. Baele was also employed as a Member of the Executive Board from 1 January 2014 to 31 March 2014. Her remuneration was as follows: Duration of employment: 01-01-2014 - 31-03-2014 Employment ratio: 1.0 FTE Gross annual salary: €46,609.26 Company car step-up: €1,108.26 Taxable expense allowance: – Remuneration payable in the future: €6,244.32 Remuneration in 2014: €53,961.84

Statement of expenses claimed by the Executive Board in 2015*

Dr C.P. Boele Dr D.M. de Jong F.H.J. Stöteler Representation costs 852.50 - - Domestic travel 1,823.35 196.63 - Foreign travel - 192.03 - Other expenses - 344.44 - Total remuneration 2,675.85 733.10 -

* The Executive Board has additional, fixed net expense allowance of €265.46 for a number of specific expenses. The rules for expense claims by the Executive Board (Regeling declaraties College van Bestuur) dictate the permitted uses for this allowance.

Other affiliations The chair and the members of the Executive Board had the following other affiliations in 2015:

Dr C.P. Boele: – Member of the board of the Netherlands Association of Universities of Applied Sciences (unsalaried); – Chair of the Administrative Committee for Education of the Nether- lands Association of Universities of Applied Sciences (unsalaried); – Member of the board of Stichting Fondsbeheer Gelderland valoriseert! (unsalaried); – Member of the Economic Board Arnhem/Nijmegen (unsalaried); – Member of the Nijmegen Economic Council (Economische Raad Nijmegen) (unsalaried);

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– Member of the Arnhem Management Network (Directienetwerk Arn- hem) (unsalaried); – Member of the Confederation of Netherlands Industry and Employ- ers (VNO NCW) Central Region (unsalaried).

Dr D.M. de Jong: – Member of the advisory board for Geography, Planning and Environ- ment of Radboud University (unsalaried); – Member of the Supervisory Board of the Secondary Education Al- liance (Alliantie Voortgezet Onderwijs) (salary goes to Need & Care Foundation); – Member of the Supervisory Board of ACE (unsalaried); – Member of the steering committee of Gelderland valoriseert! (unsalaried); – Member of the steering committee of Novio Tech Campus (unsalaried); – Member of the board of directors of OPuS (unsalaried); – Member of the Advisory Board of Velo-city 2017 (unsalaried);

F.H.J. Stöteler: – Chair of Stichting Kennisinnovatieve Organisaties Gelderland (unsalaried); – Member of the executive board of Stichting Hope XXL (unsalaried); – Chair of the advisory board of Care Alliance (unsalaried); – Member of the advisory board of OAB Dekkers (unsalaried);

Naturally HAN and the Executive Board seek to avoid any form or appearance of conflicts of interests. No resolutions were passed this year, nor any transactions conducted, involving any conflicting interests with material bearing on the institution or the members of the Executive Board.

Supervisory Board

The Supervisory Board oversees how the Executive Board carries out its work and exercises its authority. The Supervisory Board is the Executive Board’s employer and advises the Executive Board.

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The Supervisory Board was composed as follows in 2015: – Mr R.L.M. Hillebrand, chair, first appointment effective 1/4/2012, ending 31/3/2016; – Dr C.C. Krijger, member and deputy chair, second appointment effective 1-1-2013, ending 31/12/2016; – Prof. C.W.P.M. Blom, member, second appointment effective 1-3- 2012, ending 29/2/2016; – Prof. H. Maassen van den Brink, member, second appointment effective 1/1/2013, ending 31/12/2016; – Dr A.G.J.M. Hanselaar, member, second appointment effective 1/12/2015, ending 30/11/2019; – H.P.M.G. Steeghs, member, second appointment effective 1/6/2014, ending 31/5/2018.

The Supervisory Board has formed three committees, which on the one hand offer greater depth in discussions with the Executive Board and on the other serve to prepare and advise on certain matters in respect of the Supervisory Board.

The committees are the following: – Remuneration Committee, made up of Mr R.L.M. Hillebrand and Dr C.C. Krijger. This committee met twice in 2015 to prepare the remuneration policy and the accompanying reports (see the Report of the Supervisory Board); – Audit Committee, made up of Dr A.G.J.M. Hanselaar and Mr H.P.M.G. Steeghs. This committee met four times in 2015 in connection with the budget, financial statements and management reports (see the Report of the Supervisory Board); – Education Committee, made up of Prof. H. Maassen van den Brink and Prof. C.W.P.M. Blom. This committee, which was formed in 2015, met twice during that year. It discussed the developments in quality assurance for both education and research, considering among other factors the implementation of the Bruijn Committee’s recommendations, with a focus on improving external validation of examinations and final assessments.

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The Supervisory Board ensures that no conflicts of interest arise that have material bearing on the institution or the members of the Supervi- sory Board. The members of the Supervisory Board are compliant with the independence criteria set forth in the sector code. Ms Maassen van den Brink is a member of the Higher Education Review Committee (Re- viewcommissie Hoger Onderwijs). To eliminate any form or appearance of conflicts of interest, arrangements are in place about her role and how she must act when discussing HAN’s performance targets among the Supervisory Board.

HAN is compliant with the sector’s maximum remuneration figures for directors at universities of applied sciences, in accordance with the Remuneration Code for Directors of Universities of Applied Sciences, which is based on the Dutch Standardisation of Remuneration of Key Executives in the Public and Semi-Public Sector (Wet normering bezoldiging topfunctionarissen publieke en semipublieke sector, WNT).

Remuneration of the Supervisory Board in 2015 The Supervisory Board uses a system of three levels of gross remuneration: €12,098 for its chair, €8,444 for its members and €9,452 for members who are on its committees, including the net expense allowance of €500. The Supervisory Board adopted these amounts during its meeting on 15 December 2014.

The remuneration for the Supervisory Board’s chair and members in 2015 was as follows:

Name Role Committee Gross remunera- (Net of VAT) tion Net expense allowance Remuneration Mr R.L.M. Hillebrand Chair 11,598.00 500.00 Committee Member and Remuneration Dr C.C. Krijger 8,952.00 500.00 deputy chair Committee Prof. C.W.P.M. Blom Member Education Committee 8,952.00 500.00 Prof. H. Maassen van den Member Education Committee 8,952.00 500.00 Brink Dr A.G.J.M. Hanselaar Member Audit Committee 8,952.00 500.00 H.P.M.G. Steeghs Member Audit Committee 8,952.00 500.00

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This remuneration is compliant with the WNT and the rules for pay- ment for supervision at universities of applied sciences (Honorering toezichthouders hogescholen), the maximums for which in 2015 are €26,700 for chairpersons and €17,800 for members. On 8 April 2015 the Supervisory Board adopted a memorandum stating the purposes for which the net expense allowance of its members is intended.

Report of the Supervisory Board

The Supervisory Board conducted four meetings in 2015, in the presence of the Executive Board.

• During those meetings, it spent much of the time discussing the HAN Institutional Plan 2016-2020, both the creation process and the substance of the plan. To this end, in September the Executive Board and the Supervisory Board held an inspiring session to discuss the new institutional plan with HAN staff. The result was that at the end of the reporting year the Supervisory Board proudly, and with conviction, approved the HAN Institutional Plan 2016-2020. • The Executive Board provides the Supervisory Board with frequent and complete information about the manner in which it gives shape to horizontal and vertical accountability, as described below in the section Horizontal and vertical accountability. In the Supervisory Board’s opinion, the Executive Board does so satisfactorily. The Supervisory Board considers the creation of the institutional plan to be a good example of this, with the Executive Board involving all internal and external stakeholders. • The budgeting process in 2015 began with a policy-rich framework memorandum that sets out not only the main technical but also substantive outlines of the budget. The framework memo is taken as the basis for establishing the policy priorities for the next year, allowing focal points to be defined sufficiently far in advance. At the end of the reporting year, the Supervisory Board approved the budget for 2016, in part because it is based on the Framework Memorandum.

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• In addition to these two major themes, the Supervisory Board also approved the 2014 annual report and the 2014 financial statements, and in the autumn discussed the developments during the first six months of the year, based on a management report. The lengthy discussion of the 2014 financial statements was conducted by the Audit Committee, with the external auditor present. The 2014 audit report and the 2014 and 2015 management letters were also discussed on that occasion.

The Audit Committee also looked at the movements in income throughout the year, and besides the 2014 financial statements also considered the preparations for the 2016 budget, including the related risk matrix. It also discussed progress reports for major projects in various areas, such as ICT (discussions included testing the backup and recovery procedures) and Accommodation. • The Supervisory Board approved the Executive Board’s decision to launch European tendering procedures for ICT workspace equipment. This approval is required under HAN’s Articles, as the obligations involved exceed the limit of €2.5 million. • On top of this, in its role of employer the Supervisory Board discussed and adopted the 2014/2015 remuneration report, conducted annual reviews with the members of the Executive Board and established the remuneration for 2016 for the Executive Board’s members in a remuneration decision. These decisions were prepared in the Remuneration Committee. • On the subject of its own organisation, the Supervisory Board reports that following an opinion in which the Participation Council declared itself in favour, Mr A.G.J.M. Hanselaar has been appointed for a second term of office, running from 1 December 2015 to 30 No- vember 2019. In addition, a set of rules for the Education Commit- tee (Reglement van de Onderwijscommissie) were adopted, as well as rules setting out the various expense categories (Reglement overzicht kostensoorten). The latter rules describe the purposes for which the annual €500 net expense allowance for the members of the Supervi- sory Board is intended.

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The Supervisory Board meets with the Participation Council twice every year in the presence of the Executive Board. The character of these meetings is constructive and open.

Participation Council

The Participation Council was consulted on numerous intended decisions of the Executive Board in 2015, some under its right of consent and others in the form of a prior recommendation. The Participation Council translates the views of students and staff into opinions and proposals for initiatives that it presents to the Executive Board. The Coun- cil’s activities are guided by a series of annual policy priorities. The Par- ticipation Council dealt with a wide array of issues in 2015, including quiet workplaces for students, the new right of consent for the main outline of the budget, the framework for division of tasks, sustainable employability and the HAN Institutional Plan 2016-2020. Investments were made to modernise the participation, with the guidance of Profes- sor Goodijk of consultancy firm GITP.

The Executive Board attended every meeting of the Participation Coun- cil in 2015, for clarification or consultation on specific issues. In addition, the Council’s administrative board and the chair of the Executive Board held regular meetings every month. Consultations between the Participation Council and the Executive Board again were constructive and congenial this year.

Horizontal and vertical accountability

HAN renders vertical account to the bodies to whose oversight it is subject, including the Supervisory Board (internal) and the Ministry of Education, Culture and Science, the Accreditation Council of the Neth- erlands and Flanders (NVAO) and the labour inspectorate as external supervisory authorities.

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HAN also renders horizontal account. For example, it consults students, lecturers and staff with some regularity on matters such as how the available education should be set up and given shape. These consultations are ad hoc and/or with the regularity of meetings of participation bodies and degree course committees. The Executive Board visits a wide array of course departments, institutions and services every year to discuss their situation.

As a social organisation, HAN arranges its education, research and knowledge valorisation to match the needs of the community. The subject matter is determined with input from the professional field and from employers, including in the form of degree course committees, professional advisory committees and sometimes an advisory council. HAN also conducts regular management consultations with the mu- nicipal authorities of Arnhem and Nijmegen, the Gelderland provincial authorities, Radboud University, other universities of applied sciences and universities, the region’s principal employers and other relevant organisations. For example, in 2015 we worked with the Gelderland provincial authorities to prepare a four-year partnership agenda that will be signed in the spring of 2016.

HAN has formed a wide range of strategic partnerships with knowledge institutions, companies and other organisations to realise its mission and objectives for education, research and knowledge valorisation. See Chapter 4, ‘Professional practice and the region’ for examples of our numerous partnerships.

Risk management

HAN has maximised the integration of its risk management into the planning & control cycle. The purpose of risk management is to minimise the risks of failure to achieve performance targets and comply with legislative and regulatory requirements and the risk to the continuity of business operations.

73 HAN Annual Report 2015 | 7. Governance

The risk matrix, which measures the realisation of the objectives from the institutional plan, is updated whenever new measurement data become available. As a rule this parallels the management reports. We use the risk matrix to identify progress toward the objectives as set out in the management reports for realisation of the performance targets. The aggregated result of these measurements is shown in Appendix 2.

The values presented in the 2015 annual report provide the following information about realisation of the performance targets: 1 For Academic Success, we achieved the performance targets for the first-year dropout rate and switch, but not forGraduation Rate; 2 We achieved the performance target for Student Satisfaction (Quality and Excellence); 3 We achieved the performance targets for Measures. However, it should be noted here that HAN applies an internal ratio of 65%/35% for TS/TSS, while the arrangement with the Ministry, which uses a different number of TS divided by TSS, shows a net non-realisation. A similar note applies to the key figure for lecturers with a Masters degree, which when finalising the reporting on the performance targets turned out to be interpreted differently by the Ministry of Educa- tion, Culture and Science and HAN due to the definition not being entirely clear.

For each target (1, 2 and 3), non-realisation means a cut of 1/3 x 5% of the central government grant per year for the 2017-2020 period (€3.3 million less per year based on the present government grant). At the time of writing, the opinion of the Higher Education and Research Re- view Committee and the Ministry’s decision on whether or not to cut part of the central government grant for 2017-2020 are not yet known.

As part of the budget cycle, HAN also prepares a risk matrix that shows the five greatest threats to HAN (broken down by impact, likelihood and possibility to influence the outcome). These risks are presented in the text of the HAN budget and are shared with the Supervisory Board and the Participation Council.

74 HAN Annual Report 2015 | 7. Governance

The impact (specifically the financial impact) ofintroducing a voucher system for funding part-time education is potentially high. However, it is more difficult to quantify as the final decisions at the political level have not yet been made. HAN seeks to influence the effect by investing in its plans for improving part-time education. HAN has registered one relatively small Bachelors course (Electrical and Electronic Engi- neering, with an annual intake of 30 students) for demand-based funding for three cohorts during the experimental period (01/09/2016 to 31/08/2024). An initial evaluation will be made in 2018, after which it will be decided whether three further cohorts will be added to the experiment. Based on the final evaluation in 2021, a decision will be made whether the demand-based funding experiment (or at least parts of it) will be structurally embedded, and if so how, and whether the applicable legislative process will be set in motion.

The demographic developments – the intake of students is projected to start falling in 2020 – have two potential effects: accelerated impairment of buildings that are no longer necessary and overstaffing. Both these long-term effects are taken into consideration when the strategic accommodation plan and the strategic staffing plan are updated. The technical effects of accelerated impairment (amount and compensa- tion through equity) are discussed with the external auditor. The stricter rules for self-employed workers are diminishing the flexibility in terms of staff. Owing to natural turnover (retirement) the long-term movements in staffing appear to be largely synchronous to the drop in student numbers forecast for the period beyond 2020.

The effect ofnot attaining a course accreditation is potentially significant – depending on the size of the course and the damage to its reputation – though the likelihood is small. However, courses in the process of recovery, as it is commonly known, demand additional attention, in part with a view to appropriate communication to the outside world. The accreditation results are improving. Nevertheless, every year a number of course departments are forced to implement numerous remedies in preparation of the visitations. The quality of research and education is

75 HAN Annual Report 2015 | 7. Governance

the subject of internal audits, midway through the accreditation cycle, at the separate courses and the research centres. Management of the faculties are given reports on the progress that is being made with the plans for improvements, as based on the findings of the audits. The internal audits at the course departments also look at compliance with the Dutch Higher Education and Research Act (Wet op het hoger onderwijs en wetenschappelijk onderzoek). The Executive Board discusses the findings with the management of the faculties.

Developments in staffing and finance are the subject of monthlyprog - ress reports (including projections of the annual results). Pursuant to the Treasury Charter, HAN seeks to maintain its liquidity (minimum of 3% central government contribution to cash and cash equivalents) and solvency (target of 35%) at sufficient levels.

The announcement in the outlook section of HAN’s 2013 Annual Report that HAN would drop below two of the three danger thresholds of the Education Inspectorate (Onderwijsinspectie), for both long-term returns and liquidity, triggered an investigation by the Education Inspectorate into HAN’s financial continuity. The conclusion that the investigation (investigation number 277432) yielded was that based on the organisation’s current and projected financial position HAN’sfinancial continuity is not at risk for the foreseeable future. The outlook section of the present financial statements also explain that – in anticipation of the additional revenue expected from the student loans system from 2018 forward – HAN is in compliance with its arrangements about advance investments with the Ministry of Education, Culture and Science, in the form of the losses projected in the budgets for 2016 and 2017. The Edu- cation Inspectorate will be informed of this separately.

Financial instruments

We utilise financial instruments in our ordinary operations that expose HAN to market and/or credit risks. These financial instruments com-

76 HAN Annual Report 2015 | 7. Governance

prise items recognised on the face of the balance sheet, for example accounts receivable and payable. We do not trade in these financial instruments, nor do we use derivative financial instruments. HAN adheres to procedures and conduct guidelines to limit the extent of its credit risk in respect of counterparties. HAN’s long-term borrowed capital is sourced from the Dutch Ministry of Finance and the Municipality of Arnhem.

Credit risk Accounts receivable comprise amounts receivable from students and other receivables. These receivables are generally limited in amount, as is the related credit risk.

Interest rate risk The interest rate risk is limited to possible changes to the market value of borrowings. HAN has two long-term borrowings: the interest on the loan from the Municipality of Arnhem will remain fixed at 2.12% until 31 December 2023 (end of the contract); the interest on the loan from the Ministry of Finance will remain fixed until July 2020, until which time it is 3.09% per year. It is our policy not to utilise derivative financial instruments to hedge interest rate fluctuations in the meantime.

Liquidity risk We safeguard our liquidity position by means of successive liquidity budgets. Management ensures that the institution has sufficient liquid assets available at all times to meet its obligations. We also ensure that sufficient financial scope is available at all times under the available facilities to remain compliant with the loan covenants.

Public/Private

HAN is a university of applied sciences with a public orientation. As such, it does not prioritise commercial operations. However, HAN has a social responsibility to offer a carefully selected range of educational facilities and refresher courses that are financed by the professional field and students and that private parties do not provide. In addition to this contract

77 HAN Annual Report 2015 | 7. Governance

education, contract research and consultancy also form part of HAN’s private sector activities.

HAN does not outsource its government-funded education to private organisations. The central government grant is similarly not utilised for capital investments in private operations. All commercial operations must reflect HAN’s objectives, and the targeted budget is for them to at least cover their costs. Realisation of the positive-earnings target is monitored in the management reports submitted to the Executive Board. These are discussed in the management consultations between the Ex- ecutive Board and management of the separate faculties, and adjusted where necessary. On top of this, all professors have a minimum earn-in target (see Chapter 3 and Appendix 1A).

Where possible, income and expenditure are allocated to the relevant government-funded educational activities or the other market-funded activities. From a financial accounting perspective, HAN can guarantee a proper separation of public and private operations. The external financial reports separate income from public and private activities, and the private operations are explicitly assigned positive income targets. If the results fall short of these targets, however, appropriate measures are implemented either to restore the profitability or else terminate the operations or – where possible – pass them on to another party.

Assessment against enrolment and funding regulations HAN uses an internal system to assess and coordinate its interpretation of statute and ministerial regulations for enrolment and funding. A separately formed Enrolment and Funding Assessment Committee (Toetscommissie Inschrijving en Bekostiging, TIB) is charged with advising on interpretations of the relevant regulations in extraordinary cases as the need arises.

78 HAN Annual Report 2015 | 7. Governance

In 2015, this committee advised on the possibilities for receiving a financial consideration for products from publicly funded education, on how a partly shared propaedeutic exam will impact the study recommendation system and on the possibilities for adapting the set-up of the fast-track programme for VWO students to the Academic Teacher Education in Primary Schools course (academische lerarenopleiding pri- mair onderwijs, ALPO).

HAN also has one central Student Administration Office with instruc- tions and procedures that are applied uniformly. Lastly, the external auditor audits the accuracy of the public funding data every year, and issues a separate assurance report on its findings.

Clarity Memo

For the implementation of the issues raised in the Memorandum on Clarity in the Public Funding of Higher Education (Notitie Helderheid in de bekostiging van het Hoger Onderwijs) in 2015, HAN ensures that preliminary degree courses are not outsourced to other organisations (whether or not they are funded from public sources). Nor have any public funds been invested in private operations.

Customised programmes Customised contract Ad Civil Engineering/Project Preparation and Re- alisation with CIVILION B.V. for 33 students.

Exchanges See Appendix 1D for a summary of the number of students who spent time studying at partner institutions abroad with which HAN has a contract and the number of foreign students from partner institutions who spent time at HAN. These bilateral contracts are available at HAN’s International Office.

79 HAN Annual Report 2015 | 8. Financial report

Financial report

80 HAN Annual Report 2015 | 8. Financial report

HAN has a financial policy that pursues healthy business operations in the short and long term. Where necessary, a loss shown in the budget is used to release funds from the reserves and enable investments in strategic themes. In 2015, investments were made in Masters courses for our lecturers, spearheads defined in the institutional plan and plans to improve our part-time education.

HAN’s principal key financial figures are set out in the table below. x €1,000, except where stated otherwise 2015 2014 2013 2012 Income 294,372 288,102 273,102 263,066 Balance of income and expenditure -2,106 9,246 6,890 3,480 from business operations Earnings -3,822 7,511 4,781 1,077 Solvency (equity/total capital) 39.0% 40.3% 37.1% 34.3% Liquidity 0.5 0.6 0.6 0.8 Return -1.3% 2.6% 1.8% 0.4%

The principal developments characterising the 2015 financial years are more income than budgeted, lower expenditure than budgeted and consequently on balance a smaller loss than budgeted, bringing with it a higher balance of liquid assets than budgeted.

The earnings for 2015 show a loss of €3.8 million, which has been taken to the reserves, lowering equity from €93 million to €90 million. Solvency (which expresses HAN’s ability to meet its financial obligations in the long term) came to 39.0% in 2015, putting it above the standard demanded by the Smits Committee (35%). At 0.5, the liquidity position (which expresses HAN’s ability to meet its financial obligations in the short term) fell short of the 1.0 standard for universities of applied sciences. HAN seeks to avoid holding more cash than is necessary, though with the flexible layer in the budget (3% of the central government grant) as the absolute minimum.

Summary financial statements

The financial summaries in this chapter have been derived from the 2015 -fi nancial statements, on which an unqualified audit opinion has been issued.

81 HAN Annual Report 2015 | 8. Financial report

Consolidated statement of income and expenditure derived from the 2015 financial statements x € 1,000 Realisation Budget Realisation 2015 2015 2014 Income Ministry of Education, Culture and 199,355 197,646 192,892 Science grant Other government grants 3,867 4,433 3,826 Tuition fees 61,852 60,952 58,715 Income from work commissioned by third 19,963 19,598 20,532 parties* Other income 9,335 9,996 12,469 Total income 294,372 292,625 288,434

Expenditure Employee costs 230,209 231,606 217,874 Depreciation and amortisation charges 12,800 14,036 11,634 Costs of accommodation 17,620 15,987 17,008 Other institution expenditure* 35,849 40,494 32,672 Total expenditure 296,478 302,123 279,188

Balance of income and expenditure -2,106 -9,498 9,246

Balance of financial income and -1,716 -1,576 -1,735 expenditure

Net earnings -3,822 -11,074 7,511

* The data for 2014 have been adjusted. The provision for loss-generating projects has been deducted from the work-in-progress positions, causing a shift from other expenditure (€332k) to income from work for third parties (€332k).

Income exceeded the budget by €1.7 million in 2015, through an additional central government grant of €1.7 million and higher tuition fees of €0.9 million. Other income fell €0.9 million short of budget, largely as a result of lower grants.

Expenditure came in €5.6 million below budget, caused principally by lower employee costs (fewer FTEs utilised and lower employer costs) and lower other institution expenditure (chiefly through not using government funding and shifting part of the budget for planned improvements in part-time education to 2016). The balance of financial income and expenditure fell €0.1 million short of budget as a result of reduced revenue (caused by lower interest rates) on outstanding funds.

82 HAN Annual Report 2015 | 8. Financial report

The following table shows the financial split between HAN’s public and market operations in 2015: x € 1,000 Market Public Total Total income 13,946 280,426 294,372 Total expenditure 13,770 282,708 296,478 Financial income and expenditure 0 -1,716 -1,716 Results 176 -3,998 -3,822

At €0.1 million, the total earnings from market operations exceed the amount budgeted despite a lower revenue than budgeted (€13.9 million against €14.3 million).

Consolidated balance sheet derived from the 2014 financial statements after appropriation of earnings, x €1,000 31-12-2015 31-12-2014

Assets Fixed assets Property, plant and equipment 196,414 195,880 Financial fixed asset 0 0 Total fixed assets 196,414 195,880

Current assets Inventory 87 177 Accounts receivable* 6,786 7,179 Cash and cash equivalents 26,635 28,513 Total current assets 33,508 35,869

Total assets 229,922 231,749

Liabilities

Equity 89,667 93,489 Provisions 18,161 15,638 Long-term liabilities 54,257 57,196 Current liabilities* 67,837 65,426 Total liabilities 229,922 231,749

* The data for 2014 have been adjusted. The provision for loss-generating projects (€73k -) has been deducted from the work-in-progress positions in the accounts receivable (€1k -) and liabilities (€72k), which last year was presented under the provision for loss-generating projects..

83 HAN Annual Report 2015 | 8. Financial report

Property, plant and equipment rose by €0.5 million relative to 2014, owing primarily to the capital invested in ICT projects. Cash and cash equivalents fell by €1.9 million, largely as a result of the capital investments in buildings. On balance, the provisions (amounts reserved for future expenditure) rose by €2.5 million as a result of additions to the provision for major repairs and the employee provisions. Current liabilities are up by €2.4 million, largely as a result of an increase in prepaid tuition fees.

Equity consists of the general reserve (€86.9 million) and the appropriated reserve (€2.8 million). The general reserve is available to the Executive Board. The appropriated reserves are earmarked for specific purposes. The board may release the funds in them at its own discretion.

The statement below shows the provisions and the movements in the separate provisions: x € 1,000 31-12-2014 Net 31-12-2015 Movement

Other provisions Major repairs 8,433 1,648 10,081 Graduation fund 245 -95 150

Employee provisions: Tideover allowances 3,555 435 3,990 Anniversary bonuses 1,489 506 1,995 Disability benefits under the WAO/WIA 1,916 -655 1,261 Reduced working hours for older em- - 684 684 ployees

Total provisions* 15,638 2,523 18,161

* The data for 2014 have been adjusted. The provision for loss-generating projects has been deducted from the work- in-progress positions in the accounts receivable and liabilities, which last year was presented under the provision for loss-generating projects

The largest addition is the addition to the provision for major repairs based on the long-term maintenance plan.

84 HAN Annual Report 2015 | 8. Financial report

Financing

x € 1,000 Realisation Budget Realisation 2015 2015 2014 Cash flow from operating activities 14,372 2,113 14,242 Cash flow from investing activities -13,334 -15,117 -18,507 Cash flow from financing activities -2,916 -2,939 -2,893 Movement in cash and cash equivalents -1,878 15,943 -7,158

The cash flow from operating activities is more positive than budgeted, with earnings causing a smaller loss than budgeted for 2015 (a loss of €3.8 million rather than the budgeted loss of €11.1 million). The cash flow from investing activities shrank chiefly because investments in accommodation were less than budgeted.

Treasury

HAN has a Treasury Charter that lays down guidelines for risk management and the use of financial instruments. The charter follows the minimum standards demanded by the Dutch Investing and Borrowing Regulations 2010 for Education and Research Institutions (Regeling beleggen en belenen door instellingen voor onderwijs en onderzoek 2010) (Ministry of Education, Cul- ture and Science). The treasury policy serves to guarantee HAN’s financial continuity and to minimise the financial risks and finance costs. HAN main- tains a minimum liquidity level of 3% of the central government grant (the amount of the flexible layer in the budget). HAN’s funds are deposited with the Ministry of Finance, where they can be called on demand and are not exposed to any risk. HAN also has a savings account with ING Bank for private funds, which can similarly be called on demand.

HAN’s long-term borrowings are drawn from the Municipality of Arnhem, under a mortgage loan taken out at year-end 1993, with a 30-year maturity (annuity-based). The outstanding balance at year-end was €9.5 million. In- terest is fixed at 2.12% until 31 December 2023 (the end of the contract). Other borrowings are drawn from the Ministry of Finance (treasury bank-

85 HAN Annual Report 2015 | 8. Financial report

ing). The outstanding balance of that loan is €45.8 million; the remaining term to maturity is 25 years. Interest is fixed at 3.09% until 2 July 2020. HAN does not use derivatives.

Continuity section

The presentation of the summary tables and the explanatory notes is in accordance with the Continuity Section Guidelines for the Higher Education Sector (handreiking continuïteitsparagraaf sector Hoger Onderwijs) as they apply from the 2015 reporting year forward. The projected data for year T to year T+3 has been derived from HAN’s budget for 2015 and the long-term estimates that are included.

The budget for 2016 was adopted in December 2015, i.e. before the 2015 financial year was closed. This means that the balance sheet positions cannot be reconciled directly to the balance sheet positions as presented in the 2015 financial statements (compiled in February 2016). Any resulting material discrepancies are explained separately below.

Staff and student numbers, 2015-2018

Key figures at 31/12 Actual Projected 2015 2016 2017 2018 Workforce in FTEs Management/directors 78 78 78 78 Primary process 1,784 1,838 1,832 1,835 Support staff 897 912 908 906 Total 2,759 2,828 2,818 2,819

Enrolled students 32,291 32,838 33,698 34,384 (Bachelors courses) Enrolled students 1,137 1,073 1,142 1,180 (Masters courses)

86 HAN Annual Report 2015 | 8. Financial report

Notes to the key figures

Workforce The stricter policy that the Dutch Tax and Customs Administration now pursues for self-employed lecturers means that fewer of these lecturers are being hired and the number of staff in HAN’s employment is increasing. At the same time, the additional income from the central government grant and tuition fees has resulted in additional funds, some of which have been utilised to reduce workloads (more staff). Starting in 2016, additional staff (53 FTEs at the level of HAN overall) will be utilised to ensure the availability of more staff for student performance coaching.

Student numbers The number of enrolled students is more or less stabilising, as expected. The intake of full-time students is likely to stabilise at the 2014 level, while the intake of part-time, work-study and Masters degree students will rise, causing the number of enrolled students to increase once more in 2016 and beyond. Looking at the demographic developments, the expectation is that the numbers of students will remain mostly stable until 2020 and that the demographic developments (falling intake) will present HAN with a decline in the numbers of enrolled students in the years following.

87 HAN Annual Report 2015 | 8. Financial report

Balance sheets for 2014-2017

Actual Projected x € 1,000 2015 2016 2017 2018

Assets Fixed assets Intangible assets 0 0 0 0 Property, plant and equipment 196,414 189,596 180,789 169,927 Financial fixed asset 0 0 0 0 Total fixed assets 196,414 189,596 180,789 169,927

Current assets Inventory 87 177 177 177 Accounts receivable 6,786 7,180 7,180 7,180 Securities 0 0 0 0 Cash and cash equivalents 26,635 14,177 17,986 33,154 Total current assets 33,508 21,534 25,343 40,511 Total assets 229,922 211,130 206,132 210,438 Liabilities Equity General reserve 86,853 78,038 77,130 84,539 Appropriated reserve, public 464 309 201 16 Appropriated reserve, private 2,350 2,176 2,364 2,666 Appropriated fund, public 0 0 0 0 Appropriated fund, private 0 0 0 0 Total equity 89,667 80,523 79,695 87,221

Provisions 18,161 17,554 16,952 16,718 Long-term liabilities 54,257 51,294 48,308 45,298 Current liabilities 67,837 61,759 61,177 61,201 Total liabilities 229,922 211,130 206,132 210,438

88 HAN Annual Report 2015 | 8. Financial report

Statement of operating income and expenditure for 2014-2017

Actual Projected x € 1,000 2015 2016 2017 2018 Income Ministry of Education, Culture 199,355 203,670 205,357 211,287 and Science grant Other government grants 3,867 3,810 4,196 4,639 Tuition fees 61,852 63,680 66,722 69,649 Income from work commissioned 19,963 22,972 23,517 24,417 by third parties Other income 9,335 9,176 9,107 9,528 Total income 294,372 303,308 308,899 319,520

Expenditure Employee costs 230,209 240,950 239,511 240,774 Depreciation and amortisation 12,800 14,407 14,014 13,983 charges Costs of accommodation 17,620 16,782 17,155 17,233 Other institution expenditure 35,849 39,672 37,530 38,568 Total expenditure 296,478 311,811 308,210 310,558

Balance of income and expendi- -2,106 -8,503 689 8,962 ture from ordinary operations Balance from financial operations -1,716 -1,597 -1,517 -1,436 Balance of exceptional income 0 0 0 0 and expenditure

Total earnings -3,822 -10,100 -828 7,526

89 HAN Annual Report 2015 | 8. Financial report

Key financial figures for 2015-2018

2015 2016 2017 2018 Return -1.3% -3.3% -0.3% 2.4% Solvency* 39.0% 38.1% 38.7% 41.4% Liquidity** 0.5 0.3 0.4 0.7

* HAN has adopted a target solvency (equity/balance sheet total) of 35%. ** The ratio is expressed as current assets (including cash and cash/current assets). HAN has adopted a ratio of lower than 1.0 and as a lower limit in cash and cash equivalents an amount of 3% government contribution (€6.0 million based on the current contribution). This amount corresponds to the flexible layer in the budget.

Notes to the key figures

Statement of operating income and expenditure The 2015 loss of €3.8 million was smaller than budgeted (loss of €11.1 million) and more or less in line with the earnings projected for 2015 in the 2016 budget (loss of €2.9 million).

As such, the reconciliation between the actual figures for 2015 and the long-term projection does not deviate materially from the assumptions in HAN’s budget for 2016.

The principal differences in earnings for 2015 lie in the additional income from a higher central government grant in 2015 and the lower costs for 2015, in part because new additions to the workforce were pushed back, because some budgets were not completely exhausted and because funds for the part-time education improvement project were moved back from 2015 to 2016. With the loss being less than budgeted, both solvency and liquidity are higher than budgeted. This offers greater possibilities for drawing on the reserves to realise strategic goals than was assumed in the 2015 budget and its accompanying long- term estimate for 2016-2018.

In anticipation of the additional ‘student loan’ funds expected from 2018 (additional central government grant) and as described in The Value of

90 HAN Annual Report 2015 | 8. Financial report

Knowledge, the Ministry of Education, Culture and Science’s Strategic Agenda for Higher Education and Research 2015-2025, and in accordance with its arrangements with the Ministry HAN will continue to make investments in 2016 and 2017 from its reserves based on budgeted losses.

In addition to the existing capital investments (HAN Masters Fund, Spearheads and Part-Time Education Improvement Programme), further funds will be added for student performance coaching (€4.3 million per year) and research (one-off boost of €1.5 million) for 2016 and beyond. Contract activities/third funding flow activities are not core activities for HAN.

Balance The higher accruals and deferrals at year-end 2015 mean that both current liabilities and cash and cash equivalents at year-end 2015 are higher than was assumed in the projection for 2015. These differences with the assumptions in the 2016 budget will be largely eliminated in the 2016 financial year, likely leaving a reduction in cash and cash equivalents of approximately €0.8 million compared with the calculations in the 2016 budget by 2016 as set out in the long-term estimates.

The most important issues in the long-term balance sheet are the following: As indicated in the HAN Institutional Plan 2016-2020, both the strategic accommodation plan and the strategic ICT plan will be updated during the first six months of 2016. to reflect not only the substantive goals, but also the amount of cash available. In accordance with HAN’s policy of not retaining more cash than necessary (3% of the central government grant, i.e. the flexible layer in the faculty budgets), liquidity (current ratio) will remain below the 1.0 standard for higher professional education, and during B-2016 and 2017 will in fact stay below the 0.5-1.5 bandwidth stipulated by the Asset Management of Educational Institutions Committee (Commissie Vermogensbeheer Onderwijsinstellin- gen, or Commissie Don). HAN applies a target of €6 million (3% of the central government grant, i.e. the same as the flexible layer in the budget) as the minimum cash in its treasury policy.

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This minimum cash in HAN’s treasury policy ensures that we will always be able to pay our people’s salaries. We have the additional option of drawing extra cash from the overdraft facility (10% of the central government grant, i.e. €20 million) under the Ministry of Finance’s ‘treasury banking’ arrangement. We budget our cash so as not to have to call on that facility. Cash and cash equivalents will reach their lowest levels (€14.2 million) in 2016, while remaining above the minimum required under HAN’s treasury policy (€6 million).

The danger thresholds that the Education Inspectorate uses for assess- ing the financial positions of universities of applied sciences are not the same as the amounts described above. HAN is not compliant with two of the danger thresholds (no negative budget in the long term and liquidity in excess of 0.50), though it satisfies the solvency limit (greater than 0.30). As explained above, this non-compliance with the Education Inspectorate’s limits stems from deliberate policy choices, in part owing to the realisation of the arrangement with the Ministry of Education, Culture and Science that capital investments will be made from the reserves in the years leading up to the additional resources from student loans system (2018 and beyond). By monitoring our finances closely, in particular our cash position, HAN will remain sufficiently in control to absorb the losses using its reserves. The risks to which we are exposed (in particular relating to the central government grant) are described in the risk section accompanying the 2016-2019 long-term budget. The potential financial impact of those risks is not reflected in the budget or the long-term estimates, given the uncertainty surrounding them. Where such risks do in fact manifest, HAN will take appropriate measures to mitigate their financial impact.

As described in connection with the movements in student numbers, we assume that our student population will remain more or less stable until 2020. In preparation of a potential drop in student numbers beyond 2020, our year-end closing procedures already include annual assessments of the impairment risk (accelerated write-down of buildings for underutilisa- tion). Our conclusion is that no risk of impairment exists at present.

92 HAN Annual Report 2015 | 8. Financial report

Report on the existence and operation of the internal risk management and control system See Chapter 7 for the report on the risk management and control system Governance Risk Management.

93 HAN Annual Report 2015 | Appendix 1

Appendix 1

A. Course offerings B. Intake and enrolments per faculty C. List of research groups and professors on 31/12/2015 D. International mobility, figures and trends E. Organisation and key figures 2015

94 HAN Annual Report 2015 | APPENDIX 1A Course offerings

Course offerings

95 HAN Annual Report 2015 | APPENDIX 1A Course offerings

Bachelors courses (B), Associate degree courses (Ad) and Masters courses (M) on 31-12-2015 Degree course Full- Part-time Work- Language time study

EDUCATION B Teacher Education in Geography • • D B Teacher Education in Economics • • D B Teacher Education in Biology • • D B Teacher Education in German • • D B Teacher Education in English • • D B Teacher Education in French • • D B Teacher Education in History • • D B Teacher Education in Physics • • D B Teacher Education in Dutch • • D B Teacher Education in Educational Theory • • D B Teacher Education in Chemistry • • D B Teacher Education in Mathematics • • D B Education Science • • D B Teacher Education in Primary Schools • • D

ENGINEERING B Automotive Engineering • • D & E Ad Automotive Engineering • D B Electrical and Electronic Engineering • • D B Embedded Systems Engineering • • D B Mechanical Engineering • • D Ad Mechanical Engineering • D B Industrial Design Engineering • D Ad Industrial Engineering & Management • • D B Architecture and Construction Engineering • • D B Civil Engineering • • • D Ad Civil Engineering • D Ad Civil Engineering • D B Biology and Medical Laboratory Research / Life Sciences (LS) • • D & E B Chemistry • • D B Bio-informatics • D

96 HAN Annual Report 2015 | APPENDIX 1A Course offerings

Degree course Full- Part-time Work- Language time study B Computer Science • • D B Business IT & Management • • D B Information Technology • • D B Information & Communication Technology • • B Communication and Multimedia Design • • D

HEALTH AND SOCIAL STUDIES B Physiotherapy • D B Occupational Therapy • D B Speech and Language Therapy • D & G (FT) B Nutrition & Dietetics • D B Dental Hygiene • D B Allied Medical Care • D B Nursing • • • D B Teacher Education in Healthcare and Welfare • D Ad Teacher Education in Health Care and Welfare • D B Health Care Management • • D Ad Health Care Management • • D B Sport, Health and Management • D B Teacher Education in Physical Education • • D B Sports and Physical Education • D B Social Work and Social Services • • D B Social Educational Care • • • D & G (PT) B Educational Theory • • D B Cultural and Social Development • • D & G (PT) B Arts Therapy • • D B Applied Psychology • D

BUSINESS MANAGEMENT AND LAW B Marketing • • • D B Small Business and Retail Management • • D B International Business & Languages • D B Food & Business • D

97 HAN Annual Report 2015 | APPENDIX 1A Course offerings

Degree course Full- Part-time Work- Language time study B International Business and Management Studies • E B Communication • • • D & E (FT) B Logistics Management (Economics) • • • D & E (FT) B Facility Management • • • D B Business Management Studies • • • D B Human Resource Management • • D B Laws • • D B Accountancy • • • D Ad Accountancy • • • D B Finance and Control • • D & E (FT) B Tax Law and Economics • D B Financial Services Management • • D

MASTERS COURSES M Control Systems Engineering • • E M Management and Innovation in Social Enterprise • D M Human Resources Management • D M Master of International Business • • E M Advanced Nursing Practice • D M Physician Assistant • D M Molecular Life Sciences • E M Educational Theory • D M Business Administration in Health and Services • D M Social Work • D M Teacher Education in General Economics • D M Teacher Education in English • D/E M Teacher Education in Dutch • D M Teacher Education in Mathematics • D M Neurorehabilitation • D M Automotive Systems • • D M International Master of Arts Therapies • • D/G M Sports and Movement Innovation • D M Musculoskeletal Physiotherapy • D

98 HAN Annual Report 2015 | APPENDIX 1B Intake and enrolments per faculty

Intake and enrolments per faculty

99 HAN Annual Report 2015 | APPENDIX 1B Intake and enrolments per faculty

Student numbers 2015 Enrolments Intake 2015 Growth 2015 Growth Faculty of Education 4,147 -2.8% 1,184 -15.2% Full-time 3,036 -5.0% 826 -21.2% Part-time 1,111 +3.5% 358 +2.6%

Faculty of Business Management and Law 9,692 +5.6% 3,145 +0.5% Full-time 8,950 +6.0% 2,929 -0.7% Part-time 496 -4.2% 150 +19.0% Work-study 246 +12.3% 66 -22.2%

Faculty of Health and Social Studies 11,751 -1.6% 3,096 -5.7% Full-time 10,412 -0.3% 2,728 8.2% Part-time 1,225 -9.9% 342 -20.8% Work-study 114 -19.7% 26 -10.3%

Faculty of Engineering 6,701 +4.3% 2,020 -5.6% Full-time 5,711 +4.8% 1,762 -5.3% Part-time 988 +3.1% 257 -7.6% Work-study 2 -88.9% 1

HAN Master Programmes 1,137 -0.4% 385 -0.5% Full-time 85 +19.7% 36 0.0% Part-time 700 -3.0% 237 +3.0% Work-study 352 +1.1% 112 -7.4%

Bachelors courses 32,291 +1.5% 9,445 -5.1% Masters courses 1,137 -0.4% 385 -0.5% Total 33,428 +1.4% 9,830 -4.9%

NB: the HAN enrolments and intake are based on internal definitions; figures may differ from those in national publications.

100 HAN Annual Report 2015 | APPENDIX 1C List of research groups and professors on 31/12/2015

List of research groups and professors on 31/12/2015

101 HAN Annual Report 2015 | APPENDIX 1C List of research groups and professors on 31/12/2015

Faculty of Education

Research Centre for Quality of Learning

Educating Professionals Professor L. Nieuwenhuis Professor M.H. Kral Learning with ICT Associate professor A. van Loon Designing Innovative Learning Arrangements Professor B. de Vries (leading professor) Developing Competences in the Workplace Professor R. Klarus Associate professor G.M.T. Geerdink (with Research Qualities of Teacher Educators Group for Designing Innovative Learning Arrange- ments) Associate professor T.M.M.L. van Schilt-Mol (with Testing and Assessment Research Group for Designing Innovative Learning Arrangements)

Faculty of Health and Social Studies

Research Centre for Sustainable Care

Professor L.C.M. Vloet Department of Emergency and Critical Care Associate professor L. Verharen Associate professor S. Berben Primary Healthcare Professor R. van der Sande E-Health Associate professor L. Beijer (with Research Group for Innovation in Healthcare) Innovation in Care Professor M.J.M Adriaansen (leading professor) Professor M. Laurant Organisation of Healthcare and Services Associate professor by special appointment H. Hamers Associate Professor A. van Vught (at Research Group Management of Care and Services for Organisation of Care and Services) Associate professor E. Verschuur (with Research Top Care Group for Innovation in Healthcare)

102 HAN Annual Report 2015 | APPENDIX 1C List of research groups and professors on 31/12/2015

Research Centre for Social Support and Community Care

Autism Through the Lifespan Professor J.P.W.M. Teunisse Professor M.A.W. van Biene (leading profes- Planned Social Change sor) Associate professor E.L. Jansen Professor H.M. Pijnenburg Key Factors in Youth Care Associate professor M.J.C. van Hattum

Care for People with Intellectual Disabilities Associate professor M. Hermsen

Social Psychiatry and Mental Health Nursing Professor B.W. Koekkoek

Research Centre for the Public Sector

Governance and Innovation Dynamics Professor F.J. de Vijlder (leading professor ) in the Social Sector Innovation in the Public Sector Professor E. de Vries

Research Centre for Rehabilitation, Work and Sports

Professor Y.F. Hadley (leading professor) Occupation and Health Professor J. Engels Athletic Talent Identification and Development Professor M.T. Elferink-Gemser Musculoskeletal Physiotherapy Professor B. Staal Professor B.J.M. de Swart Neurorehabilitation Associate professor E. Steultjens Professor M.A.E. de van der Schueren Professor by special appointment Nutrition in Relation to Sport and Health L. van Loon Associate professor E. Naumann

103 HAN Annual Report 2015 | APPENDIX 1C List of research groups and professors on 31/12/2015

Faculty of Engineering

Research Centre for Technology and Society

Architecture in Health Professor M. Mohammadi Sustainable Energy Professor P.J. Sonneveld Industrial Microbiology Professor B.C. Lokman (leading professor) Professor V. Wiegel Lean/World Class Performance Professor J. Slomp Control Systems Engineering Professor A.J. de Graaf Media Design Professor T.M. van der Geest Mobility Technology Professor F. Tillema Model-Based Information Systems Professor S. Hoppenbrouwers Professor by special appointment R. Ross Reliable Power Supply (with Research Group for Control Systems Engi- neering) Networked Applications Professor R.R. Bakker Vehicle Mechatronics Professor P.A. Veenhuizen

Faculty of Business Management and Law

Research Centre for Business Development & Co-Creation

Financial Control Professor J. Wagensveld Human Communication Development Professor E.C.M. van der Pool Human Resources Management Professor A.H. de Lange Legal Consequences of the Privatisa- Professor H.G. Warmelink tion of Public Tasks Logistics and Alliances Professor S.J.C.M. Weijers

104 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

International mobility, figures and trends

105 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Incoming and outgoing student mobility

The number of students who do part of their studies abroad is growing worldwide, HAN students included. In 2015, outgoing mobility grew by 29% with 998 outgoing HAN students. Incoming mobility grew even more, by 33% with 372 incoming international exchange students. Stu- dent mobility takes place for the purpose of study, work placement or research.

Mobility for study The top 10 destinations of HAN students who go abroad for their studies:

70 60 50 40 30 20 10 0

Spain China France Finland Ireland Norway Belgium Germany Australia

United States United Kingdom

106 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

The top 10 of incoming international exchange students:

40 35 30 25 20 15 10 5 0

Spain Brazil France Austria Canada Finland Belgium Germany United States

United Kingdom

Work placements abroad A second category of mobility students are HAN students who go abroad to do a work placement. In 2015, 460 did a work placement abroad.

Top ten work placement destinations abroad:

70 60 50 40 30 20 10 0

China Spain

Germany Indonesia Suriname Philippines South Africa United States Dutch Antilles United Kingdom

107 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

International graduation projects A third category of mobility students are students who go abroad to do their final graduation project. In 2015, 64 did a work placement abroad.

Student mobility per partner institution The table below gives an overview of the outgoing and incoming exchange students for each international partner institution in 2015, as recorded in the MoveOn mobility database.

Outgoing Incoming

Argentina 1 1 Buenos Aires - Universidad del Salvador 1 1 Australia 15 10 Adelaide - University of South Australia 2 1 Brisbane - Griffith University 2 Melbourne - La Trobe University 5 2 Melbourne - Victoria University 1 1 Perth - Curtin University of Technology 2 1 Sydney - University of Sydney 1 2 Wollongong - University of Wollongong 2 3 Austria 9 19 Dornbirn - FH Vorarlberg University of Applied Sciences 5 6 Wels - Upper Austria University of Applied Sciences 1 3 Linz - University of Education Upper Austria 1 7 Graz - FH JOANNEUM - University of Applied Sciences 1 2 Salzburg - University of Education Salzburg 1 Vienna - Vienna University of Education 1 Belgium 14 17 Antwerp - Karel de Grote University College 6 2 Brussels - University College vzw Odisee 2 Brussels - Haute Ecole 'Groupe ICHEC - ISC Saint-Louis - ISFSC' 1 2 Ghent - Artevelde University College 4 9 Ghent - Ghent University Ghent - University College Ghent 3 1 Leuven - University of Leuven 1 Brazil 1 1 São Paulo - University of São Paulo 1 1

108 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Canada 9 13 Edmonton - Grant MacEwan University 5 3 Halifax - Dalhousie University 1 1 Oakville - Sheridan Institute of Technology & Advanced Learning 2 4 Windsor - University of Windsor 1 5 Chile 6 3 Santiago - University of Chile 3 3 Santiago - Andrés Bello National University 3 China 14 11 Beijing - University of International Business and Economics 2 Hong Kong - The Hong Kong Polytechnic University 4 Shanghai - Shanghai University of Finance and Economics 2 4 Shanghai - Shanghai University of International Business and Economics 5 Xiamen - Xiamen University 6 2 Czech Republic 8 11 Prague - Czech Technical University in Prague 2 1 Prague - University of Economics, Prague 6 10 Denmark 9 2 Copenhagen - Erhvervsakademiet Copenhagen Business Academy 2 1 Copenhagen - University College Capital 1 1 Lyngby - Technical University of Denmark 5 Risskov - Via University College 1 Finland 26 24 Helsinki - Haaga-Helia University of Applied Sciences 6 2 Helsinki - University of Helsinki 2 1 Helsinki - Helsinki Metropolia University of Applied Sciences 7 6 Jyväskylä - JAMK University of Applied Sciences 6 1 Jyväskylä - University of Jyväskylä 1 Kajaani - Kajaani University of Applied Sciences 2 Kauniainen - HUMAK University of Applied Sciences 3 4 Mikkeli - Mikkeli University of Applied Sciences 1 Tampere - Tampere University of Applied Sciences 1 Turku - Turku University of Applied Sciences 1 6 Vantaa - Laurea University of Applied Sciences France 39 19 Angers - École Supérieure des Sciences Commerciales d'Angers (ESSCA) 3 2 Cergy-Pontoise - University of Cergy-Pontoise 1 La Rochelle - University of La Rochelle 1 Levallois-Perret - ESTACA - École Supérieure des Techniques Aeronautiques 0 1 et de Construction Automobile Lyon - Catholic University of Lyon 5 1 Lyon - Jean Moulin University Lyon 3 4 1 Marseille - Aix-Marseille University

109 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Montpellier - Montpellier Business School 4 4 Montpellier - Montpellier 2 University 3 1 Mont-Saint-Aignan - NEOMA Business School 5 2 Orléans - University of Orléans 1 Paris - École Supérieure du Commerce Exterieur 5 6 Paris - Institut des Hautes Etudes Economiques et Commerciales (INSEEC) 5 Paris - Institut Superieur de Reeducation Psychomotricite et Relaxation 1 Toulouse - Université Toulouse - Jean Jaurès 2 Toulouse - Université de Toulouse II - Le Mirail Germany 30 25 Berlin - HTW Berlin - University of Applied Sciences 7 Berlin - Katholische Hochschule für Sozialwesen Berlin 1 Duisburg and Essen - University of Duisburg-Essen 1 4 Freiburg - Pädagogische Hochschule Freiburg 1 Hannover - Gottfried Wilhelm Leibniz Universität Hannover 1 1 Hannover - Hochschule Hannover 3 Heidelberg - Ruprecht-Karls-Universität Heidelberg 1 Cleves - Rhine-Waal University of Applied Sciences 2 2 Munich - Munich University of Applied Sciences 3 Paderborn - University of Paderborn 1 Potsdam - University of Potsdam 1 Regensburg - Universität Regensburg 1 Reutlingen - Reutlingen University 3 6 Sankt Augustin - Bonn-Rhein-Sieg University of Applied Sciences 7 5 Trier - Trier University 1 Wildau - University of Applied Sciences Wildau 3 Greece 0 8 Arta - Technologiko Ekpaideutiko Idrima (TEI) Epirou 2 Ioannina - Panepistimio Ioanninon 3 Patras - University of Patras 3 Hungary 5 4 Györ - Széchenyi Istvan Egyetem 1 Pécs - University of Pécs 5 3 India 0 3 Bengaluru - Christ University 2 Chennai - SRM University 1 Indonesia 12 3 Jakarta - Binus University 8 1 Jakarta - STIKOM London School of Public Relations Jakarta (LSPR) 2 Yogyakarta - Gadjah Mada University 4 Ireland 25 7 Dublin - Dublin Institute of Technology 8 2

110 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Dublin - St Patrick's College - Colaiste Phadraig 7 2 Limerick - Mary Immaculate College 1 3 Maynooth, Co. Kildare. - Maynooth University 1 Tallaght - Institute of Technology Tallaght 8 Italy 7 5 Bologna - University of Bologna 2 Castellanza - Università Carlo Cattaneo 7 2 University of Perugia 1 Japan 6 0 Akita - Akita International University 6 Kazakhstan 0 1 Almaty - Kazakhstan Institute of Management, Economics and Strategic 1 Research Korea, Republic of 8 6 Suwon - Ajou University 8 6 Kyrgyzstan 1 3 Bishkek - American University of Central Asia 1 3 Latvia 1 0 Riga - Rîgas Starptautiskâ Ekonomikas un Biznesa Administrâcijas Augst- 1 skola Lithuania 1 1 Vilnius - Vilniaus Kolegija 1 Vilnius - International Business School at Vilnius University 1 Mexico 5 3 Guanajuato - University of Guanajuato 1 2 Monterrey - Monterrey Institute of Technology and Higher Education 4 1 (ITESM) New Zealand 1 0 Auckland - Unitec New Zealand 1 Norway 19 2 Elverum - Hedmark University of Applied Sciences 1 Kristiansand - University of Agder 10 1 Molde - Molde University College 3 Oslo - Norwegian School of Sport Sciences 2 Oslo - Oslo and Akershus University College 3 1 Philippines 3 4 Cebu City - University of San Carlos 1 4 Manila - Ateneo de Manila University 2 Poland 1 1 Poznan - Poznan University of Economics 1 1 Portugal 8 4 Porto - Oporto Polytechnic Institute Lisbon - Polytechnic Institute of Lisbon 2

111 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Lisbon, Beiras, Braga and Porto - Catholic University of Portugal 8 2 Russian Federation 1 3 Moscow - Plekhanov Russian University of Economics 1 3 Slovakia 0 3 Nitra - University of Constantine the Philosopher 3 Slovenia 0 6 Ljubljana - University of Ljubljana 6 South Africa 10 0 Bellville - Cape Peninsula University of Technology 2 Bellville - University of the Western Cape 4 Port Elizabeth - Nelson Mandela Metropolitan University 3 Pretoria - University of Pretoria 1 Spain 64 35 Alicante - University of Alicante 2 Barcelona - University of Barcelona 9 6 Bilbao - University of Deusto 7 5 Castellôn - Universitat Jaume I 9 3 Granada - Universidad de Granada 2 2 Madrid - Autonomous University of Madrid 1 Madrid - Charles III University of Madrid 7 3 Madrid - Complutense University of Madrid 13 3 Madrid - Comillas Pontifical University 1 Malaga - University of Malaga 2 Matarô - Escola Universitària del Maresme 1 2 Mondragôn - Mondragon University 2 Seville - University of Seville 6 2 Sevilla - Pablo de Olavide University 2 4 Valencia - University of Valencia 5 Sweden 13 4 Göteborg - Chalmers University of Technology Kalmar and Växjö - Linnaeus University 4 1 Karlstad - Karlstad University 2 Malmö - Malmö University 1 Stockholm - Karolinska Institutet Umea - Umeå University 6 3 Switzerland 1 5 Brugg - University of Applied Sciences and Arts Northwestern Switzerland 1 2 Kreuzlingen - Thurgau University of Teacher Education 2 Zürich - University of Applied Sciences of Special Needs Education 1 Taiwan 3 0 Kaohsiung - National Sun Yat-Sen University (NSYSU) 3 Thailand 4 0

112 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Pathum Thani - Rangsit University 4 Turkey 1 2 Istanbul - Yeditepe University 1 2 United Kingdom 51 25 Belfast - St Mary's University College 4 Belfast - Stranmillis University College 1 2 Birmingham - Birmingham City University 3 4 Birmingham - Newman University 4 1 Brighton - University of Brighton 4 Cheltenham - University of Gloucestershire 4 Coventry - Coventry University 2 2 Dundee - University of Dundee 1 5 Glasgow - Glasgow Caledonian University 7 Huddersfield - University of Huddersfield 4 2 Hull - University of Hull 4 Kingston-Upon-Thames - Kingston University 3 Lancaster - University of Cumbria 5 Leicester - De Montfort University 2 Liverpool - Liverpool Hope University 2 1 Northampton - The University of Northampton 3 6 United States 40 38 Ada - Ohio Northern University 1 Albany - University at Albany, The State University of New York 2 Farmville - Longwood University 1 Flagstaff - Northern Arizona University 4 5 Greensboro - University of North Carolina at Greensboro 1 1 Greenville - East Carolina University 3 9 Laredo, TX - Texas A&M International University 3 2 Mankato - Minnesota State University, Mankato 8 13 San Francisco - San Francisco State University 7 7 St. Cloud - St. Cloud State University 2 Stout - University of Wisconsin – Stout 1 1 West Hartford, Connecticut - University of Saint Joseph 2 Whitewater - University of Wisconsin – Whitewater 5

Total 472 332

113 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

The above overview does not include incoming mobility students, students who take part in our Summer Courses or who study with us as ‘freemovers’ (students studying at HAN temporarily who do not fall under a contract with our partner institutions). An overview of these two groups below:

2015 Summer Course

Incoming Australia 29 Brisbane - Griffith University 20 Melbourne - Victoria University 3 Perth - Curtin University of Technology 6 Canada 4 Edmonton - Grant MacEwan University 1 South Africa 3 Port Elizabeth - Nelson Mandela Metropolitan University 3 United Kingdom 3 Hull - University of Hull 3 United States 11 Laredo, TX - Texas A&M International University 1 West Hartford, Connecticut - University of Saint Joseph 10 Total 97

2015 Freemovers

Incoming France 9 Chambery et Annecy - Université Savoie Mont Blanc 9 Germany 4 Berlin - Hochschule für Technik und Wirtschaft Berlin 1 Bocholt - Westfälische Hochschule Bocholt 3 Total 26

114 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Outgoing mobility students per faculty and category

Numbers Outgoing student mobility 2015 Study Work Graduation Total study place- project + work ment placement Faculty of Education College of Education for Primary School 7 25 32 College of Education for Secondary School Teachers 50 59 109 Education Science 1 1 Total for Faculty of Education 57 85 142 Faculty of Business Management and Law Financial Management 22 4 1 28 Business Administration and Law 66 14 4 84 Business & Communication 241 93 24 358 Total Faculty of Business Management and Law 329 111 29 470 Faculty of Health and Social Studies Health Studies 8 41 11 60 Social Studies 19 78 2 99 Nursing 5 44 49 Sports and Exercise Studies 7 30 3 40 Total for Faculty of Health and Social Studies 39 193 16 248 Faculty of Engineering Automotive 12 4 8 24 Engineering 1 6 2 9 Applied Sciences 13 15 9 37 Built Environment 6 13 19 Academy for Communication and Information Tech- 16 33 49 nology Total for Faculty of Engineering 48 71 19 138

Total abroad 473 460 64 998

NB: these figures are based on records kept at the HAN International Office.

115 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Distribution of incoming mobility students per faculty and category:

Incoming student mobility 2015 Total Total Total Study Work placement Faculty of Education EIP (Education in International Perspective, primary) 26 26 EIP (Education in International Perspective, secondary) 29 29 Total for Faculty of Education 55 0 55 Faculty of Business Management and Law ABS Exchange Course 152 152 BLM 10 10 Finance and Control 1 1 Unknown 6 2 8 Total for Faculty of Business Management and Law 169 0 171 Faculty of Health and Social Studies Health Studies 1 1 Health Professionals in International Perspective 7 7 International Sustainable Development Cooperation 4 4 exchange course Creativity and Art at Work exchange course 16 16 Arts Therapy 1 1 Social Work and Social Services 6 1 7 Social Educational Care 1 1 Nursing 1 1 Internationalisation exchange course 9 9 Public Health 4 4 Sport Performance Enhancement exchange course 9 9 Sport Tourism exchange course 2 2 Sport and Nutrition exchange course 6 6 Nutrition & Dietetics 2 2 Dental Hygiene 2 1 3 Total for Faculty of Health and Social Studies 71 2 73 Faculty of Engineering Exchange Master in Automotive Systems 1 1 Powertrain 1 1 Automotive Dynamics and Testing exchange course 3 3 Automotive Development and Design 9 9 Automotive Development and Engineering 3 3 Automotive Engineering 1 1 Participating in a Research Project exchange course 3 3

116 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Life sciences 5 5 Molecular Pathogenesis exchange course 6 6 Dutch Architecture exchange course 5 5 Wind Energy exchange course 15 15 Placement Office 302 & Minor 4 4 Big Information Design semester 2 2 Create a Rich Internet Application 6 6 Create Audiovisuals for Internet exchange course 3 3 Develop a Web Application exchange course 2 2 Develop Information Systems exchange course 2 2 Create a Game exchange course 2 2 Total for Faculty of Engineering 73 0 73

Total of HAN students doing study and work 368 2 372 placements abroad

International students studying for a degree In 2015 the number of incoming international students studying for a degree remained more or less the same: an intake of 561 in 2015, compared to an intake of 558 in 2014.

Number of international students

5000 4500 4000 3500 3000 2500 2000 1500 1000 500 0 2010 2011 2012 2013 2014 2015

117 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

Over 65% (1,283) of the total number of international students studying for a degree at HAN come from Germany. The overview below shows the countries where the remaining 628 international students studying for a degree come from.

International students studying for a degree per continent

23 19 22

253 355

Asia Europe (min. Germany) United States Africa Others

The top five countries where our international students studying for a degree come from:

Top five countries

32 56 64 67

1283

Germany Vietnam China Indonesia United Kingdom

118 HAN Annual Report 2015 | APPENDIX 1D International mobility, figures and trends

The international students are divided as follows across the different HAN faculties and HAN Masters programmes (HMP):

International students studying for a degree per faculty and HMP

58 2

221 544

1131

FED HMP FEM FGGM FT

Social Studies (the largest group in the figure above) are practically all from Germany.

119 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

HAN organisation and key figures 2015

120 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

Organisation chart

Institute of Health Studies C ollege of Education for Institute of Business Admi- Institute of Applied Secondary School Teachers nistration and Law Sciences Institute of Arts Therapies and Applied Psychology College of Education for Institute of Financial Ma- Institute of Automotive Primary School nagement Institute of Social and Institute of Built Sociocultural Work Institute of Business and Environment Communication Institute of Social and Institute of Engineering Educational Work Institute of Working and Learning Academy for Institute of Sports and Communication and Exercise Studies Information Technology

Institute of Nursing

Research centres and Research centres and Research centres and Research centres and groups for Health and groups for Education groups for Business groups for Engineering Social Studies Management and Law Courses and post-graduate HAN VDO training, advice programmes and coaching

Degree courses Surgeon’s Assistant and Anaesthetist

HAN SENECA

Centre for Valorisation and Entrepreneurship

HAN Masters Programmes

Faculty Council Faculty Council Faculty Council Faculty Council Faculty of Health and Faculty of Education Faculty of Business Faculty of Engineering Social Studies Management and Law

Services Department

Participation Council Control Department Executive Board

Supervisory Board

121 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

The Stichting Hogeschool van Arnhem en Nijmegen is registered in Arnhem. In addition to the Stichting Hogeschool van Arnhem en Ni- jmegen, there is also HAN Holding BV. HAN Flex BV is part of In HAN Holding BV, and provides in-house services and personnel services for HAN. The Stichting Hogeschool van Arnhem en Nijmegen is the only shareholder of HAN Holding BV. As the management team, the HAN Executive Board is charged with the governance of HAN Holding BV.

Key figures at HAN on 31-12-2015 Number of Bachelors students 32,291 full-time 28,109 part-time 3,820 work-study 362 Number of Masters students 1,137 Student satisfaction 7.4

Number of employees 3,536 Number of FTEs 2,759

Employee satisfaction 7.6 (2013: 7.6 / 2014 no rating)

Number of Bachelors courses 63 Number of Masters courses 19 Number of Associate degree programmes 7 Number of research groups 41

Total income €294.4 million earned from market operations €13.9 million

122 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

Staff and organisation development

Number of FTE per organisation unit

Executive Board 17.1% Faculty of Business Services Department Management and Law 22% 529.19%

Centre for Valorisation and Entrepreneurship 16%

HAN Faculty of Education Master Programmes 286.10% 49.2%

Faculty of Engineering 455.16%

Faculty of Health and Social Studies 808.29%

Developments in workforce 2009-2015

3700 3536 3500 3364 3180 3300 3186 3073 3100 3013 2984 2900 2759 2700 2609 2471 2500 2455 2278 2283 2361 2300 2100 2009 2010 2011 2012

Staff in numbers Staff in FTEs

123 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

Teaching staff (TS) and teaching support staff (TSS)*: male and female

TSS TS Total M F M F M F 369 830 1,060 1,277 1,429 2,107 31% 69% 45% 55% 40% 60%

* These are numbers, which is why the percentages do not match up with the performance target expressed in FTEs.

Workforce in FTE by age

250

200

150

100

0 <-25 25-29 29-34 35-39 40-44 45-49 50-54 55-59 60-65 66-70

Female Male

The trend in absenteeism over the past six years

2015 2014 2013 2012 2011 2010 2009 HAN 3.9% 4.5% 4.5% 4.4% 4.4% 4.1% 4.1% Total Dutch Unknown Unknown 4.1% 4.1% 4.2% 4.2% 4.3% universities of applied sciences

124 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

Reasons for staff outflow

Reasons for departure 2015 2015 2014 2014 number in % number in % Employee's own request 108 30.50% 82 25.90% End of project appointment 183 51.70% 152 48.10% Disability pension 3 0.80% 2 0.60% By mutual agreement 26 7.30% 14 4.40% Termination by district court - - 2 0.60% Retirement pension 32 9% 59 18.60% Deceased 2 0.50% 5 1.60% Total 354 100% 316 100%

Employees according to salary scale

M F Total In % 01 t/m 05 80 70 150 4.2% 06 t/m 08 137 474 611 17.3% 09 t/m 11 688 1,140 1,828 51.7% 12 t/m 13 468 380 848 24.0% 14 t/m 17 52 42 94 2.7% 18 or higher 4 1 5 0.1% Total 1,429 2,107 3,536 100.0%

125 HAN Annual Report 2015 | APPENDIX 1E HAN organisation and key figures 2015

Decentralised Employment Conditions Fund

Fund 2015 budget Actual 2015

Available from previous year 626,093 Available annual amount 2,182,937 Total available amount 2,809,030

1 Paid maternity leave 600,000 574,811 2 Positive action: costs Job Seekers Employment Act 10,000 3 Policy for older employees: scales 1-5 25,000 14,378 4 Additional bicycle scheme 0-10 km 250,000 188,013 5 Childcare contribution 640,000 707,676 6 Company fitness plan (HAN and Fitland) 200,000 168,814 7 ICT allowance scheme - Professional development policy (incl. adm. sup- 8 135,000 130,563 port) 9 HAN Vitaal health checks at HAN 35,000 16,860 10 Parking costs/travel expense scheme 15,000 16,487 11 Research on sustainable employability - 12 IPAP partial occupational disability 400,000 376,106 Total 2,310,000 2,193,708 Remaining available amount 499,030 615,322

126 HAN Annual Report 2015 | APPENDIX 2

Appendix 2

Results of performance targets HAN Institutional Plan 2012-2016 Knowledge in Interaction

A Overview results of objectives and performance targets B Notes on results of HAN Institutional Plan 2012-2016 and performance targets C Definitions and sources for indicators of HAN Institutional Plan 2012-2016

127 HAN Annual Report 2015 | APPENDIX 2A Overview of results of objectives and performance targets

Overview of results of objectives and performance targets

128 HAN Annual Report 2015 | APPENDIX 2A Overview of results of objectives and performance targets

REALISATION OBJECTIVE* ON TRACK? Indicator 2011 2014 2015 2015-16 ministry (baseline)

EDUCATION Survival (after one year of enrolment at the institution, Bachelors) ft 69.2% 70.8% 73.9% 70% pt 71.6% 71.9% 77.2% 74% ws 67.6% 78.9% 81.7% 71% Graduation rate after 5 years (survivors, Bachelors) ft 65.9% 61.9% 62.5% 70% 61.8% 60.9% 63.2% 62% ws 69.9% 70.4% 66.2% 71% HBO1 Dropout (after one year of enrolment at the institution, Bachelors) ft 30.2% 28.3% 23.7% ≤ 30% HBO2 Switch (after one year of enrolment at the institution, Bachelors) ft 11.3% 11.2% 10.5% < 13% HBO3 Graduation rate (survivors, Bachelors) ft 66.2% 63.1% 64.7% ≥ 66% Student satisfaction ft 85.7% 91.8% 94.9% 100% Percentage courses with a minimum of 7.0 pt 78.6% 71.1% 90.6% 100% ws 71.4% 80% 100% 100% HBO4 inst 7.2 7.3 7.4 7.3 Average student satisfaction m 7.3 7.3 7.5 7.4-7.5 Scheduled contact hours HBO6 Course with less than 15 contact hours in 1st year ft 17.8% 1.7% 0.0% 0% Course with less than 15 contact hours in 2nd year ft 43.0% 0.0% 3.5% 0% RESEARCH

Number of FTEs for research inst 116.7 146.4 162.3 134.2 FTEs

Implementation research learning track in curriculum ft 69.0% 84.7% 100.0% 100%* Funding for research Percentage of faculties that raised 150,000 euros per FTE professor from external sources inst 75% 75% 75% 100% Average acquisition of external resources per FTE professor inst € 202,000 € 193,000 € 200,142 € 200,000 PROFESSIONAL PRACTICE AND REGION Staff for valorisation and entrepreneurship inst 8.0% 7.9% 8.3% 8.0% Funding for valorisation and entrepreneurship inst 5.5% 6.2% 6.7% 5.5% Turnover contract teaching inst 6.0% 5.5% 4.8% 6.0% Student participation in entrepreneurship education Percentage courses with a minimum of between 1% and 3% of entrepreneurship education ft — unkn. 59% 65% Percentage courses with more than 3% of entrepreneurship education ft — unkn. 49% 30% Percentage of graduates that took the Entrepreneurship minor inst 3.8% 3.6% 4.4% 1.0% QUALITY IS A HUMAN PRODUCT Teaching staff with a Masters degree/PhD** HBO5 Lecturer quality incl. instructor / practical training lecture inst 62.0% unkn. 74.3% 77% HBO5 Lecturer quality excl. instructor / practical training lecture inst 64.0% 72.2% 77.9% 79% Employee satisfaction inst 7.8 unkn. 7.6 min. 7.8 Absenteeism inst 4.4% 4.5% 3.9% 4.0% Professional development expenditure inst 5.6% 10.8% 9.8% min. 5% HBO7 Ratio teaching staff/teaching support staff (in FTE) inst 1.56 1.75 1.83 1.86

* The underlined values relate to the objectives of the mandatory performance targets for 2015. The other objectives relate to the year 2016, the year in which the 2012- 2016 institutional plan will be completed. ** In consultation with the Ministry of Education, Culture and Science, we have adjusted the baseline and the corresponding target value for 2015, and we present this key figure both with (in accordance with the Ministry’s definition) and without (in accordance with HAN internal definition) including the category instructor/practical training lecturer. In view of HAN’s internal policy, in which the category instructor/practical training lecturer does not fall into the target group to be educated to the Masters degree level, the explanatory note was written on the basis of the development excluding this category.

Results 2015 2016 ft full-time inst. institution unkn. unknown > 98.5% or more > 95% or more pt part-time m Masters TBA to be announced > 97% and < 98.5% > 90% and < 95% ws work-study < 97% < 90%

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Notes on results of HAN Institutional Plan 2012-2016 and performance targets

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This section contains an explanatory note on each aspect regarding the realisation of each objective and performance target. The explanation is preceded by a concise summary of the target, the situation in 2011, the measures taken, the results and our plans for the future.

Quality and excellence

Student satisfaction Target for 2015 7.3 Baseline 2011 7.2 1. Intensify teaching 2. Improve information services, renovation and new construction Measures 3. Optimise operational processes 4. Develop culture of quality 5. Extra support for underperforming courses Result in 2015 7.4 Follow-up in 2016 and Strengthen student supervision and improve transition from previous beyond school

The average level of student satisfaction rose from 7.3 to 7.4 in 2015. This means that we amply met our performance target (7.3). Student satisfaction rose steadily in the period 2011 to 2015 over the whole range of courses. Satisfaction in relation to assessment, quality assurance, information services, and the content and structure of education rose especially strongly.

In the preceding period we concentrated our efforts on measures aimed at intensifying our education by incorporating practice-based research into the curricula, increasing contact time, introducing more work placements, encouraging student involvement in teaching activities, and improving the quality of assessment (form, content and procedure). In addition, we devoted a great deal of attention to improving information services and we made substantial investments in renovation and new construction. These measures are supported by a greater concentration on operational processes and the development towards a stronger culture of quality, in which an emphasis on content, responsibility and climate are key principles.

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Courses that do not meet with satisfaction are given additional attention and support.

Satisfaction regarding personal tutoring, information services, timetables, study load and student involvement in improving education will continue to be priorities in the coming years. Strengthening student supervision in all its aspects is above all a key priority, with a particular emphasis on the transition to the university of applied sciences.

If we assume that part of the effect of the newly introduced policy and the development that HAN is now undergoing is not yet visible in the current scores, we can also assume that general student satisfaction at institutional level will continue to gradually rise over the next few years. However, we must also realise we will be in a transition phase in the next few years.

Throughout the institution, students, staff and people from the professional field are engaged in a dialogue – discussing, searching and experimenting – about better and/or different ways to carry out our public task.

It is not only existing conceptual frameworks that are increasingly under discussion: we are also increasingly able to demand and use the space and freedom needed to respond properly to the – often unpredictable – changes in our playing field. This process releases a great deal of positive energy, but will also be accompanied by uncertainties, setbacks and inconvenience.

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Academic success

First-year dropout Target for 2015 ≤ 30% Baseline 2011 30.2% 1. From marketing to matching 2. Strengthen student supervision Measures 3. Increase contact hours 4. Expand student facilities Result in 2015 23.7% Follow-up in 2016 and 1. Tackle avoidable dropout beyond 2. Strengthen involvement/ownership of teaching teams

The first-year dropout rate fell sharply in the period 2011-2015 and is below the level agreed as a target. The reduction in the dropout rate was evident for both men and women, but particularly among HAVO and VWO students.

We have done a lot of work on moving from ‘marketing to matching’, while providing honest and transparent information on this subject. We have set ourselves the goal of providing prospective students with more factual and comparable information about the content and the structure of courses. We achieved this in 2013 by revising our information about courses and including objective information on the quality of the course in the information material Studie in Cijfers. In cooperation with the student unions, HAN was a major initiator in the development and nationwide introduction of Studie in Cijfers.

In the preceding period, we worked on the organisation of good-quality intake and introductory interviews. Initially the focus was mainly on degree courses without a clear picture of what the corresponding professions involve and/or the competences required to succeed in those professions. Now a course selection check has been introduced for every degree course, to be completed by every applicant. We have also invested a great deal in working together with the feeder schools, in strengthening student supervision, in increasing contact hours, and in

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improving student facilities related to study skills, switching courses, disability, and psychological support.

It is possible that other factors, which cannot be influenced by the institution, have also had a positive effect on the fall in the first-year dropout rate, such as the relatively unfavourable conditions on the labour market and changes to the student grant system. These issues might have restrained students from abandoning their studies. However, this is not clearly evident.

The dropout rate is still high and we can clearly identify a proportion of these dropouts as ‘avoidable’. Based on the evaluation of the results of our HAN Institutional Plan 2012-2016, we shall again take a critical look at what we can do to reduce this part of the dropout rate further. The focus here is not only on the question ‘what works where’, but also on ensuring that the teaching teams are sufficiently involved and have ownership of information & orientation, matching and student supervision. See also section on Bachelors graduation rate.

In view of the considerable investment in the preceding period, the effect of which cannot yet be fully seen, it is expected that the dropout rate will fall somewhat further.

Switch in first year Target for 2015 ≤ 13% Baseline 2011 11.3% 1. From marketing to matching Measures 2. Course transfer desks

Result in 2015 10.5% Follow-up in 2016 and Pursue policy further beyond The percentage of students who switch courses within the first year remained fairly constant in the period 2011-2015 and is below the agreed target rate (13%). In addition, a large group of students switch courses within a domain and/or switch to a common first-year programme. The percentage of students who switch to a different domain is lower.

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This issue principally concerns the investment made in information services and matching, and in student facilities related to courses transfers. The services of the course transfer desks have been expanded to assist students who want to or are required to switch. They guide students with doubts towards a new course or motivate them to persevere with their current study programme. The course transfer desks have allowed for more time and space for this guidance.

Students who want to switch courses and then opt for a study programme with a restricted intake have to follow the same procedure as prospective first-years. This can limit the possibility of switching courses because time is then often too short. These students also have to do a new course selection check.

It is expected that the percentage of switchers will decline slightly due to the conversion of existing degree courses (croho numbers) to course domains, with or without differentiations.

The conversion of existing degree courses to broader Bachelors with differentiated graduation profiles could lead to a lower percentage of switchers in the future. This only concerns course transfers within a domain. There is as yet no reason to assume that transfers to a course in a different study domain will change much in the coming years.

Bachelors graduation rate Target ≥ 66% Baseline 2011 66.2% 1. See dropout and switch 2. More intensive supervision in graduation phase Measures 3. Guidance for students who have fallen behind in their studies 4. More intensive personal tutoring 5. Monitoring of study progress/results Result in 2015 64.7% Follow-up in 2016 and From separate measures to coherent approach with focus on situa- beyond tion in the classroom

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The Bachelors graduation rate dropped in 2015 compared with 2011, although there was a slight increase from the 2010 intake. This means we did not meet this performance target, despite all of the measures taken on information & orientation, matching, student supervision, the professional development of lecturers and curriculum & organisation.

The Bachelors graduation rate declines due to an increase in the percentage of students that fall behind in the later stage of the course. The drop in academic success affects above all students with a vocational degree and international students, and men more than women, with the result that the difference in performance between men and women and between students from a VWO secondary school and other groups has increased. Although the picture can vary greatly from one institution to another, we can assert that, with respect to the graduation rate, men in the educational, economic and social domains show the weak- est performance. In the first year this concerns students with a vocational degree and international students in the field of economics.

The declining trend in academic success is a national development. The developments at HAN not only follow this national trend, but also academic success rates, which is also at the same level after five years of study. The performance of women at HAN is slightly better than in the rest of the country, as is that of students with a vocational degree. How- ever, the differences are small.

If we look back over an extended period, it appears we were wrong-foot- ed by the fairly stable graduation rates of the 2005 to 2007 cohorts. The decline in academic success among students with a vocational degree, students from HAVO secondary schools, and international students seemed to have halted, but the decline actually started again with the 2008 cohort.

Academic success is influenced by a multitude of factors of which the effects are hard to measure, particularly as regards to how they are connected. This makes it difficult to identify or address the causes of the

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decreasing academic success rates. The decline in academic success started a long time ago and manifests itself throughout the entire population of university of applied sciences students, with certain groups being more strongly affected than others. From this perspective it makes sense to look for the causes in the cumulative changes that have taken place over the years at universities of applied sciences and thus also at HAN. Here too, this concerns in particular the interventions that focus strongly on enhancing ‘quality’.

In the preceding period, great effort was made to raise the quality of education at universities of applied sciences with, as important regulatory measures, the introduction and further development of the accreditation system, the Improved Governance Act and the Quality Assurance Reinforcement Act for Higher Education (Wet Versterking besturing and Wet Versterking kwaliteitswaarborgen hoger onderwijs), the incorporation of research skills in the curricula and exit qualifications, Masters qualifications for lecturers, and excellence programmes. We have allowed this to be accompanied by an undesired absolutism with respect to ‘quality’ based on an instrumental approach. We have not only raised the bar, but in doing so we have also narrowed the qualification function of universities of applied sciences. This has a negative impact particularly on the achievements we hope for from the weaker students, but also from average students.

We must also realise that the negative impact of this development was even greater for the 2009 and 2010 cohorts, because this tightening, especially of the level required for graduation, took place during their time as students.

In the university of applied sciences sector, this is sometimes referred to as ‘academisation’, but it seems rather to concern the ‘deschooling’ of education at universities of applied sciences. It has become less a place where there is plenty of ‘free time’ to teach and learn, where things are not always planned and earmarked in advance, and where we are restrained in making judgements and proving ourselves right. The school

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where we experience and investigate the ‘Full Life’, as Ligthart called it. Or as Biesta put it: ‘The school as a training ground for interacting with the other as an adult; a safe place where there is dialogue between the child and the world’.1

The deterioration of the transition from preparatory education to higher education at universities of applied sciences probably also plays a role, although HAN cannot substantiate this with hard figures.

We refer here to the negative consequences of the transition from de- ductive to inductive teaching in preparatory education. The overwhelm- ingly inductive, context-focused approach has led to reduced emphasis on knowledge relevant to student transfer and skill-related aspects and has also led to fragmented knowledge and skills and their application. In addition, the easing of admission requirements for students with a vocational degree and students from HAVO schools in the preceding period has resulted in first-years being academically less well equipped. It is also less clear what is expected of them, which has not been helpful for course selection.

Finally, destabilisation of the educational organisation also plays a role, as a result of the sharp rise in student numbers. The strong growth in student numbers has been an above-average challenge for HAN. The rise in student intake and enrolment numbers at HAN has not only been strong, but it is also far above the national average. In our 2012 institutional plan, we indicated that we were practising restraint concerning decentralised selection, because we believe it is important for a university of applied sciences to be accessibility. However, we have had to abandon this restraint to some extent, because the rise in student numbers in a number of degree courses was simply too great for us to be able to guarantee the quality of those course.

1 See: https://nl.wikipedia.org/wiki/Jan_Ligthart and http://onderzoekonderwijs. net/2014/05/19/gert- biesta-over-het-prachtige-risico-van-onderwijs/

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There are innumerable measures to improve academic success. What works and where depends greatly on the individual situation. Over the past few years, many measures have been taken in the intervention areas information & orientation, matching, student supervision, professional development of lecturers, and curriculum & organisation. This not only concerns measures as described above under dropout and switch rates, but also intensifying guidance and supervision of students working on their graduation projects, actively approaching and supervising students who have fallen behind in their studies, and developing and implementing a system for monitoring and directing student’s academic progress/results. It appears that the effectiveness of the measures in the individual areas is often not clearly visible and is hard to demonstrate.

In the future, we will no longer concentrate our efforts on ‘separate’ measures, but we will instead create a framework to enable systematic and systemic consideration of actions to support academic success and of the way in which we organise and implement those actions so that they jointly increase the impact on academic success. The focus here will no longer be on peripheral facilities, but on the core of our education – the classroom situation.

Although the 2010 cohort once again shows a slight upturn, the graduation rate is expected to decline further again in the coming years, given the increasingly large group of students from the recent cohorts who did not obtain a propaedeutic certificate at the end of their first year. After all, once students fall behind, it is not easy for them to catch up.

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Measures

Lecturer quality including instructor/practical training lecturer Target for 2015 77.0% Baseline 2011 62.0 % 1. Central targets and consistent focus on achieving them Measures 2. Investment fund for Masters and PhDs 3. Adjustment of admission policy Result in 2015 74.3% 1. Greater focus on pedagogical, didactic and organisational Follow-up in 2016 and quality of lecturers beyond 2. Improve transition from first degree to Masters in terms of course content

Lecturer quality excluding instructor/practical training lecturer Target for 2015 79% Baseline 2011 64% 1. Central targets and consistent focus on achieving them Measures 2. Investment fund for Masters and PhDs 3. Adjustment of admission policy Result in 2015 77.9% 1. Greater focus on pedagogical, didactic and organisational quality of lecturers Follow-up in 2016 and 2. Improve transition from first degree to Masters in terms of beyond course content 3. Train home-grown lecturers

Further explanation of double presentation In finalising the reporting on the performance targets, we found that the definition we use relating to lecturers with at least a Masters degree is not complete from an auditing point of view due to the lack of one teaching staff category – the instructor/practical training lecturer category. In addition, it appeared that lecturers pursuing a PhD had mistakenly not been included in the baseline measurement.

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In consultation with the Ministry of Education, Culture and Science, we have adjusted the baseline and the corresponding target value for 2015, and we present this key figure both with (in accordance with the Ministry’s definition) and without (in accordance with HAN internal definition) the category instructor/practical training lecturer. In view of HAN’s internal policy (in which the category instructor/practical training lecturer does not fall into the target group to be educated to the Masters degree level), these explanatory notes were written based on developments excluding this category.

The percentage of teaching staff with at least a Masters degree showed an enormous rise in the period 2011-2015. Including the correction of the incomplete baseline measurement, we virtually achieved the intended rise of 15% in comparison with the baseline.

Faculties and institutes have formulated goals that have been translated into firm targets at the central level, with the achievement of these targets being supported by an investment budget in the form of a Masters and PhD fund to facilitate exemption from teaching and replacement of lecturers who are doing a Masters degree or a PhD. Faculty and institute managements consistently provide direction to support the achievement of these targets. On the one hand, they make clear agreements with individual staff members about gaining a Masters degree within the desired period and provide them with the necessary facilities, and on the other hand they consistently require a Masters degree when appointing any new lecturers.

In particular degree courses with a relatively high turnover of staff due to retirement have been able to attract a relatively large number of new lecturers with at least a Masters degree. With the aim of increasing the percentage of staff with at least a Masters degree, HAN has also responded to the need of many lecturers to deepen/broaden their specialist knowledge or their roles related to pedagogy and teaching practice. The added value of completing a Masters programme, which can be both seen and felt by the individual lecturer and the teaching team, has worked as a real

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stimulant. With their enthusiasm for doing a Masters programme and their use of work placement assignments in their own teaching practice, staff members have motivated one another to do a Masters degree. Lec- turers who do a degree or a PhD programme often bring new energy with them to the course department and a drive to update the curriculum.

This does not alter the fact that achieving quality among lecturers has been a major undertaking. Doing a part-time Masters degree is a challenging task. It is not easy to combine work, private life and study, particularly if the Masters programmes last longer than two years. This sometimes leads to people falling behind in or even abandoning their studies. Some lecturers are confronted with the fact that there is no relevant professional Masters programme for them. In such cases it is no easy matter to make a well-considered choice. Due to repayment rules, the number of those who abandon their course completely has ultimately remained low. Another challenge is finding suitable replacements for lecturers who are studying, especially for courses that are undergoing a lot of change.

The removal of possibly experienced teaching staff does not benefit the primary process. The tightening of requirements for new lecturers makes it more difficult to attract new teaching staff. In some domains the pay scale is not attractive enough, and HAN faces competition not just from the business sector, but also from other universities of applied sciences, particularly in the Randstad. Competition for lecturers could increase in the future, if and when the labour market really starts to pick up. Furthermore, some domains have relatively few practical training staff with a Masters degree.

Finally, there are situations in which Masters degrees are simply not the norm. Degree courses with a relatively large number of practical training staff (including teaching staff) have a relatively low percentage of employees with at least a Masters degree. Practical training staff are teaching staff who usually come from professional practice and mostly have a vocational or university of applied sciences degree. They support students in gaining practical skills. An Automotive Institute engineer, for

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example, must be able to think in terms of hardware and do mechanical work and experiments. Traditional manual skills are thus required, which lecturers who have obtained Masters degrees, in particular, often lack.

We are going to take a critical look at whether Masters qualifications can be better aligned with degree course requirements and whether the quality of the Masters courses taken is sufficient. In doing this, we are aware that a Masters qualification does not necessarily have a positive effect on the content and form of the education. It can be at the expense of the inclu- siveness we are striving for, not only because lecturers with Masters degrees or PhDs tend to set the bar higher, but also because in their teaching, either consciously or unconsciously, they focus on the ‘classically’ cleverer students. We need to take this into account. We will also create more possibilities for training new lecturers at HAN, particularly in areas where it is difficult to recruit lecturers with Masters degrees. Here, we will pay more attention to the pedagogical, didactic and organisational side of things.

In 2016 the percentage of staff members with at least a Masters degree will rise further to 80%. In parts of the institution where the objective is not yet being achieved, such as the Automotive Institute, there is a desire to increase the percentage of staff with at least a Masters degree. This is necessary in order to have more lecturers on the staff who are better able to move with the times, who can bring more interdisciplinar- ity to the course, and who, while doing this, can deal with the continuous changes in professional practice.

Quality of education (contact hours) Target for 2015 0% Baseline 2011 18%

1. Central targets and consistent focus on achieving them Measures 2. Investment for extra lecturers 3. Adjustment of curricula

Result in 2015 0% Follow-up in 2016 and Maintenance beyond

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The percentage of full-time courses with a minimum of 15 contact hours in the first academic year rose from 80% in 2011 to 100% in 2015. The percentage of courses with a minimum of 15 scheduled contact hours in the second year even rose from 50% in 2011 to 96.5% in 2015. We are certain to reach our target of 100% for 2016. Students are generally satisfied with the amount of contact hours.

The National Student Survey shows that HAN students enjoy considerably more contact hours than the average at universities of applied sciences. Faculties and institutes formulated their aims in 2011 and then translated these into specific agreements at the central level, supported by an investment budget for extra lecturers. In some places the curriculum has been adjusted where necessary.

As yet there are no plans to abandon the standards for contact hours. It is possible that in the future the wish for greater flexibilisation, differentiation and customisation in education will lead to changes. This does not necessarily have to mean that teaching time will be intensified.

Indirect costs (ratio teaching staff/teaching support staff Target for 2015 1.86 Baseline 2011 1.56 1. Improve support processes and business operations Measures 2. Restraint in hiring and appointing teaching support staff 3. Expansion of faculty over the long term Result in 2015 1.83

Follow-up in 2016 and 1. Clearer direction on overheads (allocation) beyond 2. Improve cooperation in the education and support chain

The teaching staff/teaching support staff ratio improved from 1.56 to 1.83 in the period 2011-2015. This means that we nearly achieved the standard for the performance target (or in the words of the Review Committee: achieved it ‘to a sufficient extent’). The target for 2015 is 65%/35% and the performance achieved was 64.7%/35.3%, so the difference is really mini- mal.

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On the one hand we have concentrated on improving support processes (learning tracks) and business operations (central purchasing), and restraint in deployment and appointment of teaching support staff. On the other hand we have focused on steadily expanding the faculty over the long term. Meeting the target was made more difficult in the preceding period by the fact that we also invested substantially in matters connected with academic success; creating a distinct profile and determining priority areas; and operational excellence. As a result there was a relative increase in support staff (the costs precede the benefits) due to the deployment of additional staff for: • developing the part-time portfolio and the corresponding learning environment, information, communication and marketing; • developing and implementing the infrastructure for course selection, information and student supervision (course selection check, course expertise centre, and course transfer desks); • the research, valorisation and networking function of HAN; • the HAN Academy (staff professional development); • increasing the efficiency of the administrative business operations with the implementation of systems (CRM, Alluris, Procura).

In addition, we have tried to ease the load on the primary process by as- signing to support staff the tasks that are closely related to the process and were previously part of lecturers’ responsibilities.

In some sectors the task of attracting additional lecturers is made more difficult by a shortage of good lecturers in the labour market and the relatively unfavourable position of HAN in the labour market when compared with the business world and other universities of applied sciences (salaries, temporary contracts).

In addition, it is not always possible to make clear the dividing line between teaching and support processes. The indicator suggests a fictitious reality and it is sometimes difficult to give direction based on the question ‘what ratio is necessary to achieve good education?’

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We are again going to examine how we manage the indirect costs. We are also going to consider how we can more clearly allocate responsibility and timely capacity for this, and as part of that we will also look closely at the allocation system. In recent years there have been improvements in the way certain activities function, such as invoicing, timetabling, enrolment, purchasing, management information and suchlike. It is probable that more improvements can be made if, within the chain (teaching support), we work together to better use the available expertise and focus more on our operational excellence, so that relatively less support is necessary.

In the 2016 budget there is the expectation that in the coming years the teaching staff/teaching support staff ratio will continue to hover around 65%/35%.

Positioning, valorisation and key areas

Centres of Expertise Target for 2016 Development of key areas Baseline 2011 Eight centres in the initial phase 1. Investment fund Measures 2. Allocation of funds on the basis of business plans 3. Annual monitoring and assessment of progress - All centres are actively involved in teaching - Clear strengthening of relationships with professional field, Result in 2015 knowledge institutions and authorities - External positioning strongly developed - Centres well on the way to self-sufficiency after 2016 Follow-up in 2016 and Extra attention to internal positioning and strengthening beyond of relationship between centres of expertise and research centres

In 2012 we stated that we want to make room for positioning and excellence by means of an in-depth strategy: in addition to the range of Bachelors courses and the more basic connection between research and education, we are developing key areas – synergistic concentrations

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of high-quality research, excellent Masters programmes and minors. Top choices for HAN’s key areas were the top sector policy, regional socio-economic development, the connection with our own strengths, and our contribution to the development of these regional top sectors. Based on a thorough assessment process, the following key areas were selected: Automotive Centre of Expertise (ACE); Sustainable Electri- cal Energy Centre of Expertise (SEECE); Biodiscovery; Quick and Opti- mal Recovery; Social Transition for Rural Areas; Talent Development in Sports; Business and Entrepreneurship; Logistics Knowledge DC; and Learning with ICT.

A key area is a coherent whole made up of degree courses, practice- based research and knowledge valorisation. Demand management from the sector is of central importance. All the key areas are designed according to the model of the centres of expertise and are supported either by public-private or public-public partnerships.

The centres of expertise are organised in the form of programmes that run right through the existing organisational entities of research centres and education. A centre of expertise will preferably have an international and/or EU regional dimension. A centre of expertise also stimulates and facilitates interfaculty and multidisciplinary cooperation. Further- more, we aim for the centres of expertise to be financially self-sufficient after 2016.

For the development of the centres of expertise, we have set up an investment fund (€10 million) with funding allocated on the basis a positive evaluation of business plans and annual monitoring and evaluation of progress. In the years 2013, 2014 and 2015 all centres of expertise received their contribution from the Investeringsfonds speerpunten (key area investment fund). Reports were drawn up on the assessments of 2013 and 2014 in the relevant annual reports. Two key areas have been evaluated as official centres of expertise within the framework of the performance agreements with the Ministry of Education, Culture and Science, and have received funding of €1 million for a period of four years.

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These are SEECE (Sustainable Electric Energy Centre of Expertise) and Logistics Knowledge DC. Logistics Knowledge DC is a collaborative partnership of six universities of applied sciences, with Amsterdam Uni- versity of Applied Sciences as coordinator. The Automotive Centre of Ex- pertise, a collaborative partnership of three universities of applied sciences, was approved in the first round for centres of expertise. SEECE and Logistics have been reviewed twice in recent years by the Higher Education and Research Review Committee and have received a positive assessment.

As regards the planned Centre of Expertise for Business and Entrepre- neurship (Ondernemen en Ondernemerschap): after various attempts to develop a business plan that fulfils the criteria, it has finally been decided not to launch this centre of expertise. The most important reason for this was that there is insufficient support for the development of a public-private partnership in our region. However, the creation of a research group on this subject is currently in progress.

The interim review of the centres in 2015 showed that education and research are continuing to be developed further in close connection with the professional field. Although the emphasis (education or research) can vary from one centre of expertise to another, all centres are actively involved in regular educational work, developing and/or offering minors, honours programmes, Masters programmes, work placement and graduation projects, places for work placements, etc.

There has been a definite strengthening of relationships with the professional field, knowledge institutions and public authorities, in which external positioning in particular has developed strongly, with expertise being recognised and acknowledged. Virtually all centres of expertise are positive about being self-sufficient after 2016, specifically in relation to operational activities.

We also note that this external recognition and appreciation of expertise is often greater than it is internally. Extra attention should be paid to

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internal positioning, in order to ensure that the centres of expertise are firmly embedded within HAN over the long term.

The relationship between research groups and centres also requires additional attention. This is because centres of expertise are in a de- pendent position to some extent when deploying research groups, as research groups/centres sometimes see the activities of the centres of expertise as being in competition with their own activities. The future funding of the programme office also needs to be examined critically.

For the final assessment of the centres of expertise in December 2015, the centres were asked to develop a revised business plan for the 2016- 2020 period. The plans must answer the questions of whether a sufficient foundation has been laid in the past years for continuation in the years 2016 to 2020, and whether the centre contributes sufficiently to the achievement of the new HAN Institutional Plan 2016-2020. The overall conclusion is that there is sufficient confidence that the majority of centres of expertise will continue to develop successfully.

SEECE An account of SEECE is given in a separate report by HAN.

In advance of this it can be said that this centre of expertise is continuing to develop positively: we expect that most objectives will be amply met. The expertise of the centre is recognised and acknowledged both internally and externally. Electrical energy is positioning itself increasingly strongly, both for the Faculty of Engineering and for HAN as a whole, which is demonstrably resulting in greater recruiting power. Major success factors that have been identified are: the unique profile; the strong ties with the Human Capital Agenda and top sectors; the social relevance of the theme; the shortage (more students needed) and, of course, the people and businesses linked to the centre of expertise. The centre of expertise cooperates closely with relevant founding partners (Tennet, Alliander, KiEMT, Alfen, and DNV-GL) and, in addition, the number of partners and project participants has increased sharply. The centre is de-

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veloping a multiple revenue model: grants and private contributions for research and projects; contributions to Bachelors and Masters education; and commercial in-job training and continuing education. Certainly in view of the results to date, it is expected that the centre of expertise will continue to exist and will be self-sufficient after 2016.

After three years there is thus sufficient confidence that our centres of expertise will continue to develop. We will further stimulate this development over the next few years in light of the new HAN Institutional Plan for 2016-2020 Learning and Innovation: Working Together in Trust and Confidence.

Based on a new analysis of our environment, a choice was made in this plan for three HAN-wide priority areas (health, sustainable energy & environment, and smart region) with which HAN wishes to position itself regionally, nationally and internationally over the next four years. The centres of expertise play an important role in drawing up an agenda for these priority areas, specifically as regards the ties between education, research and the professional field, in which the centres of expertise have proved their strength.

Link between centres of expertise and development of minors and Masters In 2015 the centres of expertise were involved in designing and implementing nine Masters courses and more than 20 minors.

The centres of expertise succeeded in giving the business community and institutions a prominent role in education by involving them in the development of course material, projects, guest lectures and putting forward case studies. Besides unique minors and Masters, some centres are also developing specific Bachelors courses (such as on-the-job training courses for the energy industry) and honours programmes. These efforts are part of the Human Capital Agendas of the relevant industries.

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Honours programmes, talent programmes and fast-track programmes for VWO students Nursing, Physiotherapy, Occupational Therapy, Speech and Language Therapy, Nutrition & Dietetics, Social Educational Target for 2016 Care, Automotive Engineering, Academic Teacher Education in Primary Schools and all courses at the Faculty of Business Management and Law. Baseline 2011 Programmes in development Policy planning and implementation in cooperation with Measures internal and external partners Result in 2015 Target met Follow-up in 2016 and Fast-track programmes for VWO students in Applied Sciences beyond and Nursing

We have developed tracks for students who want to and can achieve more. These tracks are based on a policy plan that was drawn up in partnership with internal and external partners who specialise in developing excellence tracks. We distinguish various types of excellence tracks, namely intra-curricular and extracurricular excellence tracks and special degree course tracks for excellent students. The following courses are involved: Nursing; Physiotherapy; Occupational Therapy; Speech and Language Therapy; Nutrition & Dietetics; Social Educational Care; Au- tomotive Engineering; Academic Teacher Education in Primary Schools and all courses at the Faculty of Business Management and Law.

The introduction of three-year tracks for VWO students, as agreed in the performance targets, has become slightly delayed due to the 180 ECTS credits now required by legislation. In advance of the new legislation we have decided to already allow tracks of 240 ECTS credits. At present, HAN has accelerated tracks for VWO students taking the degree course in Applied Sciences, in which students earn 240 ECTS credits over three years. At the Faculty of Education, VWO students can take the Academic Teacher Education in Primary Schools course. The Nursing degree course plans to offer an accelerated track as of the 2017 academic year, in line with new legislation on education in nursing. The Health courses also have long-term plans for a three-year track linked to a Masters degree.

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Staff deployment and research funding 116.2 FTEs for research and €200,000 of acquisition of fun- Target for 2016 ding per FTE professor Baseline 2011 €202,000 1. Investment fund Measures 2. Central agreement aimed at funding growth in research from external funds 134.2 FTEs for research and €200,000 of acquisition of fun- Result in 2015 ding per FTE professor Follow-up in 2016 and Expansion of position in practice-based research in the field beyond of economics

To strengthen our research position, in 2012 we concentrated strongly on expanding the volume of research. The number of FTEs for research grew substantially from 117 FTE in 2011 to 162 FTE in 2015. Each year we have earmarked a sum from central funds for research and also agreed with the faculties that part of the intended growth in research will be paid for out of external funding. The target here is that by 2016, every faculty must raise a minimum of €150,000 from external funding (second, third and fourth flows), with a targeted average of €200,000 per FTE professor. In 2015 the average acquisition of funding per FTE professor was €200,000, but not every faculty had managed to reach the lower limit of €150,000 per FTE professor. This was partly due to a broad reorientation of the position of practice-based research in the field of economics.

Research learning track Target for 2016 A research learning track for all degree courses Baseline 2011 69%

1. Central targets and consistent focus on achieving them 2. Active involvement of professors Measures 3. Central funding for professional development and certification of lecturers in the principles of research

Result in 2015 100% Follow-up in 2016 and Improve vision and knowledge regarding research capability beyond in education

In 2012 we formulated the objective that in 2016 all degree courses would have incorporated a research learning track. The percentage of courses with such a learning track rose from 69% in 2011 to 100% in

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2015. The professors and research centres are actively involved in development and quality assurance. Using central funding, we have invested in professional development and certification, and lecturers are trained in the principles of research.

In 2015, we also set up a HAN-wide learning working group in which lecturers from various backgrounds can optimise their vision and expertise related to doing research at a university of applied sciences.

Valorisation infrastructure Basic staffing level (8%), funding (5.5%) and contract tea- Target for 2016 ching (6%), professionalisation of valorisation infrastructure

Basic staffing level (8%), funding (5.5%) and contract tea- Baseline 2011 ching (6%), and basic quality of networks 1. Development and implementation of valorisation strategy 2. Development of and participation in valorisation program- Measures mes 3. Development of centres of expertise 4. Expansion of Centre for Valorisation and Entrepreneurship Result in 2015 Basic staffing level (8.3%), funding (6.7%) and contract teaching (4.8%), expansion and strengthening of valorisation network and activities Follow-up in 2016 and Continue existing policy beyond

As well as expanding and developing the centres of expertise and research centres, which themselves make an important contribution to valorisation and valorisation infrastructure, we have also invested specifically in professionalising the valorisation infrastructure. In 2012 we indicated that we wanted to do this in close cooperation with partners in the region (with entrepreneurs, knowledge institutions and public authorities). The focus of this investment was not so much on increasing the number of people and increasing funding, but above all on improving the quality of the networks.

In order to ensure that we have sufficient volume to do this well, in 2012 we set a minimum level for the level of staffing, funding and contract

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teaching in relation to HAN’s total revenue. We succeeded in maintaining this minimum level in all areas except in contract teaching. Revenue from contract activities did not decline in absolute terms, but did not rise sufficiently in line with the total revenue of HAN either. This is partly a result of the disposal of Interstudie NDO. It is also the result of our cautious policy in relation to carrying out commercial activities and our focus on our public task and on shaping life-long learning on the basis of our part-time portfolio. In addition, some sections are affected by a lack of recruitment.

In 2013 we set out our valorisation strategy in the document Leren Valo- riseren (learning to valorise). The strategy was drawn up under the direction of Paul Iske, professor of Innovation at Maastricht University, together with various HAN employees. It describes how valorisation is defined in HAN’s policy. Following the publication of this strategy, we organised a conference about valorisation with the aim of creating clos- er links on this topic.

Major drivers of the valorisation infrastructure are the Gelderland valoriseert! programme, the centres of expertise and the Centre for Valorisa- tion and Entrepreneurship. As coordinator of the Gelderland valoriseert! programme, HAN worked closely together in the preceding period with the ArtEZ Institute of the Arts in Arnhem and Radboud University in Nijmegen.

The aim of the programme is to strengthen the region’s innovative capacity. Students and researchers with an innovative idea are facilitated in accelerating the process from initial idea to commercialisation, with the focus on the top sectors chemistry, sustainable energy and creative industry. During implementation of the programme, the network of knowledge institutions was further expanded with Van Hall Larenstein University of Applied Sciences.

Together with Saxion University of Applied Sciences, we developed the innovation hub concept, and elaborated it further in cooperation with entrepreneurs. An innovation hub is an organisation that gives students

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the opportunity to carry out a challenging work placement project or graduation project and that allows the organisation to continue innovat- ing. It is an inspiring and innovative working environment that prioritis- es the exchange of knowledge and good supervision of students. There are now 12 innovation hubs. The programme runs from 2012 to 2017 and the results have been exceptional. By the end of 2015 all KPIs for 2017 had already been amply achieved. Work is now being done on developing a follow-up programme in cooperation with the two other valorisation programmes in the region – Start Life and Redmedtech Ventures.

With its centres of expertise, HAN has established strong links between education, research and the professional field in relation to specific topics. The centres of expertise operate as hubs for valorisation, with topics that tie in with national top sector policy and the regional and provincial agenda. In addition, various field labs have been developed.

In a field lab, new tools and working methods are tested in practice and those involved consider how an innovation can be brought to market. The theoretical knowledge of the drawing board is then enriched by ex- periences and practical tips from users. As a result, right from the development stage, designers take account of, and respond to, specific wishes from professional practice.

One example of such a field lab is Thermion in which HAN collaborates with the healthcare sector and Radboud University Medical Centre with the aim of significantly reducing the time needed between the development and the implementation of innovations in healthcare.

In the preceding period, the HAN Centre for Entrepreneurship developed further into the Centre for Valorisation and Entrepreneurship, with the aim of developing internal and external partnerships, and helping faculties to achieve their ambitions in relation to valorisation and entrepreneurship, among other things in valorisation projects and innovation hubs. In this way HAN-wide services on this theme are bundled together. In each faculty, valorisation officers have been appointed, who

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together – and supported by the Centre for Valorisation and Entrepre- neurship – form the Expertisegroep Valorisatie (valorisation expertise group) for exchanging knowledge and insights, and achieving cross- fertilisation. In 2015 a Valorisation Day was organised for internal and external contacts of HAN, aimed at giving participants an impression of what valorisation at HAN involves and gathering ideas for future col- laboration.

Entrepreneurship education 65% of degree courses address entrepreneurship and 30% Target for 2016 focus on it strongly; 1% of graduates have done a minor in entrepreneurship Scale of entrepreneurship education in majors unknown and Baseline 2011 3.8% have done a minor in entrepreneurship 1. Central targets 2. Improve vision and knowledge regarding entrepreneurship education Measures 3. Adjust curricula and support from Centre for Valorisation and Entrepreneurship 4. Expand range of minors at Centre for Valorisation and Entrepreneurship 59% of degree courses cover entrepreneurship and 49% Result in 2015 focus on it strongly, with 4.4% of graduates having done a minor in entrepreneurship Follow-up in 2016 and Continue existing policy beyond

The Centre for Valorisation and Entrepreneurship also strengthens entrepreneurship both among lecturers, by training them in entrepreneurship education, and among students, by teaching entrepreneurship, stimulating student companies and supervising boot camps. Further- more, the centre provides advice on grants, which increases the opportunities for practice-based research. The centre draws together all the expertise and experience relating to entrepreneurship as part of the curriculum; knowledge utilisation by companies and institutions; and the formation of alliances and realisation of opportunities for grants.

In 2012 we indicated that we wanted to do more with entrepreneurship education – which is, after all, one of HAN’s strong points – in response to explicit requests from the professional field and the region. At the

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time, we formulated three objectives relating to the importance of entrepreneurship education in the courses available. One objective is that in 2016 at least 65% of courses will address this theme in their majors. In relation to 2012 (47%) we have made a considerable leap and with 59% we are well on the way to achieving the objective in 2016. The percentage of courses that focus strongly on entrepreneurship/enterprise is already higher than the objective for 2016 (49% versus the goal of 30%). In the preceding period we further shaped our vision and expertise regarding entrepreneurship education. The Centre for Valorisation and Entrepreneurship has supported the courses in this effort by adapting and improving their curricula. Depending on the specific requirements of a profession, this could involve ‘traditional’ entrepreneurship (running a company on one’s own account and at one’s own risk) and/ or educational activities focused on acquiring the knowledge, skills and attitudes needed for entrepreneurial behaviour and conduct.

The percentage of graduates in 2015 who had done a minor in entrepreneurship (4.4%) already exceeded the goal for 2016 (1%). The expansion in the range of minors offered by the centre plays a role in this, but so does the fact that students’ interest in entrepreneurship ranges much more widely than just the economic sector.

Internationalisation of Curriculum Target for 2016 All courses have a substantial international dimension Baseline 2011 N/A 1. Sharpen vision and increase knowledge relating to internationalisation of curriculum Measures 2. Support and advice to courses 3. Interim assessment Result in 2015 Great progress made Follow-up in 2016 and Assure quality of internationalisation further, with or wit- beyond hout European internationalisation certificate

We have made great progress towards achieving the ambition of giving all courses a substantial international dimension. An interim assessment in 2015 showed that the quality of internationalisation does not – or not yet –

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enjoy formal safeguards in the curriculum, but that many good steps have been made: in the preceding period, courses have further sharpened their vision and increased their knowledge of internationalisation. The Educa- tion and Research service unit and the International Office are supporting this with knowledge-exchange meetings and advice. A number of courses are already making preparations to apply for the European certificate for quality in internationalisation.

Part-time portfolio Maintain market position with more selective but high- Target for 2016 quality offering Baseline 2011 N/A 1. Evaluation and quality and reorientation of part-time portfolio Measures 2. Development and implementation of new educational concept 3. Participation in national experiment on flexibilisation

Of 60 degree courses, 18 started with new educational concept, increased intake, market leader, rise in student Result in 2015 satisfaction and positive assessment of applications for participation in experiments on flexibilisation and demand- based funding

Follow-up in 2016 and Continue existing policy beyond

In 2012 we stated that we wanted to maintain our position in the market for learning for people in employment and develop a more selective, but high-quality range of courses in part-time education. We evaluated the entire part-time portfolio with the help of an external committee. On the basis of this evaluation, each faculty put forward a proposal for the future, concerning both their course offerings and quality. Based on this, an updated range of part-time courses began to be offered as early as 2014.

Running parallel to this process and guided by national developments, we have developed a new educational concept and have begun to implement it. Our aim for this concept is to meet the needs of the target group and the professional field. We have therefore opted for a new, flex-

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ible, modular structure with a carefully considered combination of face- to-face teaching, online learning and on-the-job training. The results are encouraging! Of the 60 part-time courses, 18 have been launched according to the new educational concept, the intake is again increasing and HAN is currently the market leader. The satisfaction of our part- time students has risen sharply to above the national average. We submitted one application to participate in experiments with flexibilisation and one to experiment with demand-based funding. Both applications have now (beginning of 2016) been approved. We are pleased to report that our application for flexibilisation experiments was judged the best of the 32 proposals submitted by universities and universities of applied sciences.

Alumni Target for 2016 Strengthen links with alumni Baseline 2011 N/A 1. Research and sharper focusing of alumni policy Measures 2. Develop customer relationship management system

Responsibility and ownership invested in education, annual Result in 2015 HAN-wide alumni event, start implementing CRM

Follow-up in 2016 and Continue existing policy beyond

In 2012 we took the decision, partly in relation to our positioning, to strengthen links with our alumni. After evaluating our alumni policy in early 2013, we tightened this policy by giving clear responsibility and ownership to the individual faculties, institutes and courses.

We have deliberately chosen not to set up a central alumni office, but to opt for a joint approach involving different elements, such as organising an annual HAN alumni day and using a system for customer relationship management. More than 700 alumni took part in the HAN Alumni Event in 2015, which focused on the topic Sustainability (from sustainable development to sustainable enterprise).

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Decentralised selection Target for 2016 Restraint in decentralised selection Baseline 2011 7 courses with decentralised selection Measures Critical consideration of request for decentralised selection Result in 2015 12 courses with decentralised selection Follow-up in 2016 and Continue critical consideration; in addition to quality, labour beyond market can also be criterion

In 2012, we indicated that we want to become a widely accessible multi- sector university of applied sciences and that we are reluctant to use decentralised selection.

At the same time, however, it is important to safeguard the quality of our courses, which might be prejudiced if the enrolment numbers are too high. Due to the unexpectedly large student enrolment in 2015, more full-time Bachelors than planned made use of decentralised selection:

Nursing; Nutrition & Dietetics; Allied Medical Care; Applied Psychol- ogy; Physiotherapy; Dental Hygiene; Sport, Health and Management; Sport and Physical Education; Occupational Therapy; Chemistry; Biol- ogy and Medical Laboratory Research / Life Sciences; Teacher Educa- tion in English; Teacher Training in History.

Quality is a human product

Development into a high-profile knowledge institution is made possible by the people who work there, in an organisation consisting of and made by professionals. In this connection, in 2012 we also formulated the goal that HAN would continue to uphold its reputation as a good employer, as evidenced by high employee satisfaction, low absenteeism, and promotion of expertise and professional development.

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Employee satisfaction Target for 2016 7.8 Baseline 2011 7.8 1. Monitoring, evaluation and follow-up to evaluation of employee satisfaction 2. Investment in timetabling, ICT and accommodation Measures 3. Attention to manager quality and strengthening culture of quality 4. Review of division of tasks Result in 2015 7.6 Follow-up in 2016 and Strengthening culture of quality beyond

In 2012 we expressed our aim for HAN staff to show their satisfaction about their work and their employer, and for us to score consistently high rates of 7.8 or higher on the measure of employee satisfaction. Since 2012 employee satisfaction has been around 7.6. Staff are satisfied above all with the content, level, variety and organisation of their work, as well as the atmosphere and cooperation. Dissatisfaction concerns specifically mobility, remuneration and teaching logistics (timetables, communication and ICT).

In the first instance the results of the employee satisfaction survey are discussed with staff in each individual part of the organisation. It is then decided locally what the desired measures are. The results are also discussed in the management teams, with the aim of deciding what measures are needed at the higher levels of the organisation. This has led, for example, to more attention to timetables and investment in ICT and accommodation, and a clearer direction regarding management quality and the culture of quality. The high work pressure experience by staff prompt- ed HAN to examine and revise the division of tasks, and move from a division by the line manager according to uniform, strict rules and standards to a division in consultation with the lecturers and teaching teams, who are then responsible for agreements on the allocation of tasks within the relevant degree course.

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In this way, lecturers can themselves give direction to their teaching and to the structure that is most appropriate to their specific course. This revi- sion was done in consultation with the Participation Council, the teaching coordinators and institute directors.

There is no clear explanation as to why there appears to be little change in general satisfaction. In the implementation of our ambitious institutional plan, there is a strong need to apply, increase and develop the knowledge, skills and convictions of staff. Introducing the course selection check; increasing contact hours; Masters qualifications for lecturers; scaling up research; creating key areas; incorporating more research and internationalisation activities into the curriculum; the scale and focus of the range of minors; developing fast-track programmes for VWO students and excellence tracks; and the reconstruction and new construction of the teaching environment have been accompanied by sometimes constructive fric- tions, uncertainties, setbacks and inconvenience.

This does not necessarily lead to greater satisfaction. The strong focus on improving the quality of our teaching with the tightening of accreditation and the Improved Governance Act and the Quality Assurance Reinforce- ment Act for Higher Education (Wet Versterking besturing and Wet Versterking kwaliteitswaarborgen hoger onderwijs) has also demanded additional effort.

For the years to come it is expected that employee satisfaction will increase, influenced by the development of a strong culture of quality in which individual control of content, responsibility and atmosphere are the most important principles.

Absenteeism Target for 2016 4.0% Baseline 2011 4.4% 1. Tightening absenteeism policy Measures 2. Strengthening sustainable employability Result in 2015 3.9% Follow-up in 2016 and Continue existing policy beyond

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In contrast, absenteeism shows a positive development. Absenteeism fell from 4.4% in 2011 to 3.9% in 2015, which means that we achieved our objective for 2016. This was due not only to the tightening of the absenteeism policy (monitoring and absenteeism guidance), but also to considerable efforts to reinforce the sustainable employability of staff, for example by providing support and facilities for physical and psychological health.

Professional development expenditure Target for 2016 5% of total payroll Baseline 2011 5.6%

1. Facilitating teaching exemption for lecturers enrolled in Measures Masters course 2. Target for lecturers with at least Masters degrees and PhDs

Result in 2015 9.8% Follow-up in 2016 and Continue existing policy beyond

Our aim to spend at least 5% of the total payroll on professional development was amply achieved. Expenditure on professional development rose from 5.6% in 2011 to 9.8% in 2015. Specifically the increased investment in facilitating teaching exemption for lecturers enrolled in a Masters course (from 0.2 to 0.4 FTE based on full-time employment) caused a sharp increase in expenditure on professional development. This was a great help in achieving the goal for lecturer quality.

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Definitions and sources for indicators of HAN Institutional Plan

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Mandatory indicators for performance targets

HBO1) Academic success: Dropout Definition: The proportion of the total number of full-time Bachelors students (first-years in higher education) who, after one year, are no longer enrolled at the same institution of higher education. Method: DUO Source: DUO/1CHO

(HBO2) Academic success: Switch Definition: The proportion of the total number of full-time Bache- lors students (first-years in higher education) who, after one year of study, are enrolled in a different course at the same institution. Method: DUO Source: DUO/1CHO

(HBO3) Academic success: Bachelors graduation rate Definition: The proportion of full-time Bachelors students who after the first academic year enrol again at the same institution (re-enrolled students) and who obtain a Bachelors degree in the nominal study time + one year (C+1) at the same institution. Method: DUO Source: DUO/1CHO

(HBO4) Quality/excellence: Student evaluation of the degree course in general Definition: Student evaluation of the degree course in general Method: The five-point scale is converted into a report figure based on the following transformation formula: Report figure = (General Evaluation_01*1.1247634467092^3.091- 6424726512). This conversion formula was arrived at

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on the basis of regression formulas, in which account is taken of the difference in the patterns of answers on a 5-point scale and a 10-point scale, as calculated by Re- searchned. It refers to a weighted average in line with the weighting factor included in the benchmark group. Source: NSE National Student Survey benchmark group

(HBO5) Measures: Lecturer quality1 Definition: The proportion of lecturers (teaching staff) with a Mas- ters degree/PhD in relation to the total number of lecturers (teaching staff). Method: Using the baseline, a staff list was drawn up with theac- ademic qualification for each staff member. The HR officers went through this list with the institute managements to check whether there were any omissions. If there was any doubt, the staff member in question was contacted. This procedure is repeated for every annual measurement. Teaching staff refers to all staff members who, in line with the Hay position, are classified as senior lecturer, lecturer, researcher, professor, associate professor or instructor/trainer/adviser in the headcount. Teach- ing assistants and sport/exercise trainers, although they are teaching staff, are not included in the count, because they do not belong to the teaching staff selection that is relevant here. The Hay position for each staff member is determined on the basis of the HAN job structure model, which is made up of job descriptions as described according to the Hay method. Source: Edukaat/EHRM

1 Checks of the performance targets showed that this definition is incomplete, because the teaching staff category instructor/practical training lecturer is missing. Because the Ministry of Education, Cul- ture and Science interpretation is that this category is included in the lecturers with Masters degrees and the HAN interpretation is that this category, in line with the policy implemented, is not included in the lecturers with Masters degrees, it was decided, in consultation with the Ministry of Education, Culture and Science, to present both categories in this annual report.

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(HBO6) Measures: Intensification of teaching Definition: The proportion of full-time Bachelors students with fewer than 12 scheduled contact hours (clock hours each week) in the first year. Method: Instead of the standard of 12 scheduled contact hours, HAN applies the standard of at least 15 scheduled contact hours. This refers to the weekly average of clock hours (60 minutes) per academic year scheduled in the course for education activities in which the lecturer is physically present. The number of weeks refers to the teaching period outside the work placement period. Source: Description of units of study (as part of appendix to the EER).

(HBO7) Measures: Indirect costs Definition: Ratio teaching staff/teaching support staff (FTE) Method: The teaching staff/teaching support staff ratio is calculated on the basis of the Hay position for each staff member, as registered in the institution’s Edukaat/EHRM administration. When appointed, each staff member is classified according to a Hay job description. The Hay position for each staff member is determined on the basis of the HAN job structure model, which is made up of job descriptions as described according to the Hay method with the HAN job matrix . If a staff member changes jobs, he or she is classified in another Hay position. If the staff member performs several jobs, the job description is used which refers to the key task involved. Source: Edukaat/EHRM

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Other indicators for HAN Institutional Plan 2012-2016

Survival after first year (after one year of enrolment at HAN) Definition/method: Proportion of intake at HAN that is still enrolled at HAN after 1 net year. Intake according to the current IMI definition. Source: CATS (institution administration)

Graduation rate after 5 years (survivors) Definition/method: Of the students who have not dropped out of HAN 1 net academic year after enrolling at HAN and who, 5 years after intake, leave HAN with a degree certificate. Source: CATS (institution administration)

Number of FTEs for research Definition/method: Derived from the definition used by the Neth- erlands Association of Universities of Applied Sciences, to which HAN reports annually as part of sectoral reporting for the Ministry of Education, Culture and Science. The number of FTEs for research in the past calendar year that are connected with the activities of the research centres of the past calendar year; the doctoral research financed or partly financed by HAN of which the FTEs are not part of the research centres; and the share of FTE staffing for research in the faculties that is externally funded but is not part of the research centres. This concerns the following staff categories: professors, associate professors, lecturers and other researchers, staff pursuing PhDs, support staff, students.

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Source: Annual reports of research centres, overview of staff pursuing PhDs, programme manager for research, coordinated with policy officers for research in faculties and Human Resources De- partment, FTEs doing externally funded research outside the research centres, through financial statements of controllers and policy officers for research.

Research learning track in curriculum Definition/method: The continuous research learning track consists of a logical sequence of elements in the curriculum in which students develop research skills that they need in order to demonstrate they have mastered the competences / professional tasks at the final level. This runs from the intake level in year 1 to the end of the degree course in year 4 (including graduation), related to the learning outcomes of the course. Source: Institute directors based on descriptions of units of study (as part of appendix to the EER).

Research funding Definition/method: Derived from the definition used by the Netherlands Association of Universities of Applied Sciences, to which HAN reports annually as part of sectoral reporting for the Ministry of Education, Culture and Science, with the exception that the funds obtained outside the research centres are also included. This refers to: indirect funding consisting of RAAK resources and other second flows; third flows consisting of contract income and charitable funding; and fourth flows consisting of foreign income and philanthropic income for research, including funds outside the research centre.

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Source: Decentralised funding: annual reports of research centres (financial statements of faculties). Cen- tralised funding: HAN financial statements.

Staff for valorisation and entrepreneurship Definition/method: The deployment of FTE staff for the develop- mentand implementation of a valorisation infrastructure within the institution, with reference to: policy development; project management; account management and relationship management; demand articulation and matching and grant acquisition; entrepreneurship; project implementation; facilities; organisation of work placements and graduation projects; and contract teaching. Source: Questions to the institution.

Funding for valorisation and entrepreneurship Definition/method: Refers to the costs of staff deployment (see above); extra funding (in cash) for infrastructure and activities which are not wage costs; and the financial contribution to relevant networks. Source: Questions to the institution.

Revenue contract teaching Definition/method: Includes revenue of the departments ECEM (FEM), CPM (Engineering), VDO (Health and Social Studies), Interstudie NDO and the Col- lege of Education for Secondary School Teachers (Education) in 2011 with respect to the provision of contract teaching (open courses, tailor-made courses, training courses and consultation) for the benefit of companies, government institutions and individual professionals. Source: Financial statements

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Student participation in entrepreneurship education Definition/method: Substantial timetabling of entrepreneurship/entrepreneurial education in the curriculum (full- time), which is linked in content and form to the specific requirements of the profession. Source: Centre for Valorisation and Entrepreneurship (previously Centre for Entrepreneurship) on the basis of questions to institute managements based on description of study units (as part of appendix to the EER).

Employee satisfaction Definition/method: The average score of all items in the employee satisfaction survey in which the five-point scale is converted into a report figure. Source: HAN employee satisfaction survey.

Expenditure on professional development Definition/method: Recorded out-of-pocket costs (decentralised, Masters fund, 20% of the wage costs of professors) plus lost-time costs (minus income from teacher grants and funding for the distribution of teaching staff over pay scales functiemixgelden( ). Source: Financial statements

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