Self-evaluation - Technische Universiteit Eindhoven

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Self-evaluation research programme ESoE students also organize meetings to discuss specific issues concerning their PhD trajectory (‘promovendi overleg’). In a similar fashion, the director of education organizes meetings with the education staff. In addition, the dean organizes four meetings each year (‘kwartaaloverleg’) to discuss current developments in all core tasks of the institute. Typically, most of the ESoE staff is simultaneously involved in the three core tasks of the institute (research, teacher education, innovation). ESoE was established in May 2006 as a joint institute of both Eindhoven University of Technology and Fontys University of Applied Science and operated as such until December 2010. Inducement for this was the decision of Fontys to invest in PhD students in order to strengthen its research profile and the quality of its personnel. During this time PhD students were supervised by ESoE professors, and all PhD students in the field of education of Fontys were placed as one group in one university. Hereto a new institution, the Eindhoven School of Education was established, in which both PhD training in education, and the training of upper secondary education teachers in science and mathematics were housed. To strengthen integration between both participating institutes, a policy was implemented that the PhD students who were employed by Fontys had an associate professor (‘lector’) of Fontys as their daily supervisor. The research topics for which PhD students were appointed were chosen in consultation with these professors. In 2009, ESoE organized a midterm review 16 related to all three core tasks. With respect to the research programme the review committee concluded that despite its young age, the programme had already shown some impressive results. It further concluded that the focus of the programme fitted well with the core tasks of ESoE, that conditions for PhD students were excellent. The committee suggested to provide extra attention to the training and social meeting opportunities for external PhD students, and to search for further measures to enhance cohesion and synergy. As a result of these suggestions, external PhD students were given the same opportunities and support for schooling as internal PhD students, including exchange meetings with foreign partners. Also, the measure was taken to require from all PhD students a schooling and supervision plan as part of their overall research plan proposal. As of January 2011, Fontys decided to end its participation in the joint institute, as a result of which ESoE became fully part of Eindhoven University of Technology. Since that time, ESoE operates as a semi-independent unit of the university, governed by a board (‘bestuursraad’) and (functionally) residing under one of the departments involved in the teacher education programme 17 . The decision by Fontys to end the collaboration has had major consequences, such as a drop in PhD enrolment, decrease in staff and research fte, and the need to refocus strategy (see next sections). 16 The midterm review committee was chaired by prof. dr. F. Hesse (Knowledge Media Research Center, Germany). Its members were prof. dr. A. Aelterman (Ghent University, Belgium), prof. dr. D. Leutner (University of Duisburg, Germany) and dr. J. Streumer (Rotterdam University of Applied Sciences, Netherlands). The complete text of the report can be found in Appendix 12. 17 Since 2011, the ESoE resides functionally under the Department of Mathematics and Computer Science. Between 2006 and 2010 ESoE resided under the Department of Chemical Engineering. 9
Self-evaluation research programme ESoE 2. Composition In Table 2.1, the composition of the ESoE research staff in terms of the different tenure categories is given. In Table 2.2, the research programme is presented in terms of the number of fte involved distributed over the different staff categories. A complete overview of all staff members and PhD students, including the fte involved, can be found in Appendix 1. Table 2.1: ESoE research staff in number of people per category, 2007-2012 2007 2008 2009 2010 2011 2012 Full professor 4 4 4 4 4 3 Associate professor 1 1 1 1 2 2 Assistant professor 3 3 3 2 2 0 Postdoc 0 0 1 2 2 2 PhD 1 3 4 5 7 7 7 Grand total 11 12 14 16 17 14 PhD external 2 19 29 32 29 24 21 1 Only PhD students directly funded by the TU/e or by research grants are displayed; research component is 80%. 2 ESoE hosts a large group of external PhD’s (contract and Fontys), especially as a result of its founding origin. Since they are not funded by the university, they are not included in the totals here. In September 2010, one staff member (den Brok) was promoted from the ranks of associate professor to that of full professor. Two full professors (Bergen, Gravemeijer) retired in 2011, one retired in 2012 (Jochems). Two staff members were promoted from assistant professor to associate professor in a tenure track position (Taconis, van Eijck). Table 2.2: ESoE reseach staff in fte, 2007-2012 2007 2008 2009 2010 2011 2012 Total 2007-2012 Tenured staff 1 1,73 2,70 2,67 2,60 2,20 1,76 13,66 Non-tenured staff 0,00 0,00 0,10 0,40 0,60 0,80 1,90 PhD 2 0,67 2,28 3,05 4,82 5,08 3,22 19,12 Total staff 2,40 4,98 5,82 7,82 7,88 5,78 34,68 1 Tenured staff includes full professors, associate professors and assistant professors. 2 Only PhD students directly funded by the TU/e or by research grants are displayed; research component is 80%. As can be seen in Tables 2.1 and 2.2, ESoE research staff has grown between 2007 and 2011, and is decreasing from 2011 onwards. In Table 2.3, funding of the ESoE programme is displayed in terms of direct funding by the university (‘1e geldstroom’), research grants (‘2e geldstroom’) and contract research 18 (‘3e geldstroom’). As can be seen in Table 2.3, the percentage of direct funding has decreased between 2007 and 2009, after which it more or less became stable. Funding via research grants from NWO has slowly but steadily increased percentually between 2007 and 2012. In 2007 a PhD project grant was obtained from NWO, followed by another one in 2008 and a post-doc grant in 2011. Contract research shows an increase between 2007 and 2010 and a decrease after this period. This can be explained by the temporary funding of the KWTZ (Kenniscentrum Wetenschap en Techniek Zuid), a centre of expertise for innovation and research in the domain of science and technology in primary education in which ESoE strongly participated with research. Funding of this centre ended formally in 2010 19 . 18 Only contract research in the form of PhD projects is included here. This implies that the amounts and percentages displayed in Table 2.3 and 2.4 not necessarily correspond to those mentioned in ESoE annual reports, since in these reports also other types of research projects are included. 19 Some projects of the KWTZ continued over 2011 and 2012, and one PhD project will even continue until 2014. 10
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