Amsterdam, Netherlands - SEO Economisch Onderzoek

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Table 4-4: Completion rates of different ethnic groups at the University of Amsterdam ............. 99Table 4-5: Executive, strategic and operational links between research universities and other HEIs..................................................................................................................................................... 102Table 4-6: SWOT ........................................................................................................................ 103Table 5-1: SWOT ........................................................................................................................ 114Table 6-1: Executive and supervisory boards of the Amsterdam HEIs ....................................... 118Table 7-1: Scenario’s and action plans for the Amsterdam metropolitan area ............................ 138Figure 1-1: The geographical location of the Amsterdam metropolitan area ................................ 10Figure 1-2: Population by age and gender ..................................................................................... 15Figure 1-3: Net migration rates ..................................................................................................... 16Figure 1-4: UAS students by gender ............................................................................................. 18Figure 1-5: University students by gender .................................................................................... 18Figure 1-6: Higher education students by social group (2007-2008) ............................................ 19Figure 1-7: Dropouts secondary education and MBO ................................................................... 20Figure 1-8: Employment in Amsterdam by sector ........................................................................ 21Figure 1-9: Employment in Amsterdam by sector (1990-2007) ................................................... 22Figure 1-10: Higher education students by place of living ........................................................... 27Figure 2-1: Structure of the higher education system in the Netherlands ..................................... 34Figure 2-2: Student enrolment at UAS (HBO) and universities (WO) ......................................... 38Figure 2-3: Inflow of first years students at UAS (HBO) and universities (WO) ......................... 38Figure 2-4: Students at UAS by broad disciplines ........................................................................ 40Figure 2-5: Students at universities by broad disciplines .............................................................. 41Figure 2-6: Participation in tertiary education, relative shares, by ethnic groups ......................... 43Figure 2-7: Public funding of universities and hogescholen (% of GDP) ..................................... 47Figure 2-8: Publicly funded educational budget of universities (per student) ............................... 48Figure 3-1: Components of an innovation system ......................................................................... 54Figure 3-2: Actors in the field of Dutch innovation policy ........................................................... 56Figure 3-3: R&D expenditures in Noord-Holland (NH) and the Netherlands (NL) as a % of(regional) GDP .............................................................................................................................. 60Figure 3-4: Employment in Amsterdam by sector ........................................................................ 66Figure 3-5: Type of activities at BioMedical companies in the Amsterdam metropolitan region 69Figure 3-6: Regional innovation system ........................................................................................ 78Figure 4-1: Unemployment per education level in the Amsterdam region (%) ............................ 84Figure 4-2: Regional origin of VU graduates ................................................................................ 92Figure 4-3: Regional destination of VU graduates ........................................................................ 92Figure 4-4: Percentage of employees in the Netherlands participating in lifelong learning, bycompany size ................................................................................................................................. 96Figure 6-1: Organization chart Vrije Universiteit ....................................................................... 119Figure 6-2: Organization chart University of Amsterdam ........................................................... 119Figure 6-3: Organization chart Hogeschool INHolland .............................................................. 1202
LIST OF ACRONYMSACEACSACTAAGSSAHKAIMAMAAMCAMSIAMS-IXARWUAUCAWTBKTBOOTCASECCAACISCNVCOROPCPBCWIDALYDSFEPOFNVFP7GDPGVAHBOHEIHAVOHvAINHollandIPIPAIPRIVMKKAKIAKNAWKVKLNVLSBUAmsterdam Center for EntrepreneurshipAmsterdam Center of Conflict StudiesAcademisch Centrum Tandheelkunde AmsterdamAmsterdam Graduate School of ScienceAmsterdamse Hogeschool voor de KunstenAmsterdamse Innovatiemotor (Amsterdam Innovation Motor)Amsterdam Metropolitan AreaAcademisch Medisch Centrum Universiteit van Amsterdam (Academic MedicalCenter University of Amsterdam)Amsterdam Centre for Service InnovationAmsterdam Internet ExchangeAcademic Ranking of World UniversitiesAmsterdam University CollegeAdviesraad voor het Wetenschaps- en Technologiebeleid (Advisory Council forScience and Technology Policy)Bureau Kennistransfer UvA (Bureau Knowledge Transfer UvA)Buurtwinkel, Onderwijs, Onderzoek en TalentontwikkelingCenter of Amsterdam Schools for EntrepreneurshipCreative Cities Amsterdam AreaVU Center for International DevelopmentChristelijk Nationaal Vakverbond (Federation of Christian Trade Unions)Coördinatie Commissie Regionaal OnderzoeksProgrammaCentraal Planbureau (Netherlands Bureau for Economic Policy Analysis)Centrum voor Werk en Inkomen (Center for Work and Income)Disability Adjusted Life YearsDuisenberg School of FinanceEuropean Patent OfficeFederatie Nederlandse Vakbeweging (Federation of Dutch Labor Unions)Seventh Framework ProgrammeGross Domestic ProductGross Value AddedHoger BeroepsonderwijsHigher Education InstitutionHoger Algemeen Voortgezet Onderwijs (Higher General ContinuingEducation)Hogeschool van AmsterdamHogeschool INHollandIntellectual PropertyIntellectual Property ActIntellectual Property RightsInstituut voor Milieuvraagstukken (Institute for Environmental Studies)Kenniskring Amsterdam (Knowledge Circle Amsterdam)Kennisinvesteringsagenda (Knowledge Investment Agenda)Koninklijke Nederlandse Akademie van Wetenschappen (Royal NetherlandsAcademy of Arts and Sciences)Kamer van Koophandel (Netherlands Chamber of Commerce)Ministry of Agriculture, Nature and Food QualityLondon South Bank University3
Page 1 and 2: Please cite this paper as:SEO Econo
Page 6 and 7: 2.3 Higher education and the labor
Page 8 and 9: 6.3 Mechanisms to promote regional
Page 12 and 13: LSCA Life Sciences Center Amsterdam
Page 14 and 15: such as regional authorities and th
Page 17 and 18: 1. OVERVIEW OF THE REGION1.1 Introd
Page 19 and 20: the southEastern part of Amsterdam
Page 21 and 22: elatively bad accessibility of the
Page 23 and 24: metropolitan area exceeded that of
Page 25: egion suffer from one of the follow
Page 28 and 29: Figure 1-7: Dropouts secondary educ
Page 30 and 31: Figure 1-9: Employment in Amsterdam
Page 32 and 33: high-tech sectors is relatively hig
Page 34 and 35: 1.4.4 Labor market indicatorsTable
Page 36 and 37: The central government is responsib
Page 38 and 39: implemented. There is also an admin
Page 41 and 42: 2 CHARACTERISTICS OF THE HIGHER EDU
Page 43 and 44: Source: MinOCW (2007a: 68), EU (199
Page 45 and 46: (ibid: 83). In part, this new syste
Page 47 and 48: Table 2-1: Student enrolment at UAS
Page 49 and 50: Figure 2-5: Students at universitie
Page 51 and 52: Figure 2-6: Participation in tertia
Page 53 and 54: also show a continued high demand f
Page 55 and 56: not receive funding from the govern
Page 57 and 58: of diplomas awarded and the number
Page 59: decision is up to the HEI itself. I
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Figure 3-1: Components of an innova
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3.2.3 National funding frameworkThe
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challenge for the years to come wil
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Figure 3-3: R&D expenditures in Noo
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Amsterdam Topstad programme.Creativ
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3.5.3 Life SciencesGiven the high l
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Figure 3-4: Employment in Amsterdam
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years. Employment in the trade and
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employment has no upward or downwar
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and more efficient exploitation of
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mostly happens in the context of R&
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income related to IP rights. The fa
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Figure 3-6: Regional innovation sys
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HEIs to play this role, as it draws
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4 CONTRIBUTION OF TEACHING & LEARNI
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housing market, on the ‘buying ma
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transport, finance, financial manag
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HvA participates in several initiat
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4.4 Student recruitment and regiona
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4.4.1.2 Recruitment of foreign stud
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• HvA has made its educational pr
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The HEIs have several external and
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Table 4-4: Completion rates of diff
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4.7 Enhancing the regional learning
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4.8 ConclusionTable 4-6: SWOTStreng
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Amsterdam is matched by a relative
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The challenge for future social pol
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The VU likewise develops research p
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directing, documentary directing, s
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the university to improve its energ
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6.1 Introduction6 CAPACITY BUILDING
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Figure 6-1: Organization chart Vrij
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There are also examples of more spe
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Box 6-2: Obstacles for collaboratio
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eyond labor market studies, there a
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7 CONCLUSIONS: MOVING BEYOND THE SE
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…requires different forms of coop
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at higher levels in order to mainta
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to increase the interaction between
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mobility in the world is slackening
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ecause they are better informed abo
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REFERENCESAalders, R., A. Bakkeren,
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EZ Amsterdam (2006), “Research Bu
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MinOCW (2007a), “The Education Sy
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SER (2008), “Duurzame Globaliseri
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Versleijen, A., van der Meulen, B.,
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Institution City Type ofHEIANNEX B:
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Groningenculture)Hogeschool Amsterd
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ANNEX C: KEY ECONOMIC INDICATORSTab
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ANNEX E: REGIONAL PARTNERSHIPS OF A
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AmsterdamUniversity CollegeOther re
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ANNEX F: BUSINESSES REPRESENTED IN
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GLOSSARYBologna DeclarationForeign
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