Amsterdam, Netherlands - SEO Economisch Onderzoek

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Master in law programme at UvA. To smooth the transition between UAS and university,students can take a minor during their Bachelor to prepare them for the university Master.Universities on their turn often oblige UAS students to follow an ‘intermediary programme’(schakelprogramma) for students in-between their Bachelor and Master. Furthermore, UAS in theregion are increasingly putting effort in recruiting students from MBO schools. As was mentionedearlier HvA and INHolland also run intermediary programmes for MBO students.The links between research universities and other HEIs exist on the executive, strategic andoperational level. Table 4-5 summarizes these links.Table 4-5: Executive, strategic and operational links between research universities and other HEIsExecutive Strategic Operational• UvA-HvA and VU-INHolland have easedthe transition from UASto university and viceversa;• HEIs have formulated acommon strategy torecruit foreign students(Study Amsterdam);• Medical centers of UvAand VU cooperate toattract talented students,scientists and investors;• HEIs cooperate withother organizations instrategic bodies(Kenniskring,AmsterdamseInnovatiemotor (AIM),Amsterdam Topstad,Life Science FondsAmsterdam).• UvA and HvA have acommon GoverningBody;• Governing Body of VUand INHolland meetbiannually ;• Chairmen of UvA andVU meet every sixweeks and there is aperiodical meetingbetween the GoverningBody of both HEIs.Furthermore, UvA andVU share one ‘liaisonofficer’;• HEIs meet regularlywith the alderman of themunicipality around theAmsterdam Topstadinitiative.There are many initiatives inwhich two or more HEIsparticipate:• Amsterdam UniversityCollege (AUC);• Duisenberg School ofFinance (DSF);• Tinbergen Institute• Amsterdam GraduateSchool of Science(AGSS);• Media Lab;• Amsterdam LifeSciences Center(ALSC);• Academic Center forDental Care Amsterdam(ACTA).102
4.8 ConclusionTable 4-6: SWOTStrengths• Diversity of educational supply• Share of highly educated in the laborpopulation• Ties of UAS with the local businesscommunity, especially SMEs• Cooperation between HEIs• International reputation of AmsterdamOpportunities• New initiatives like CASE to spur onentrepreneurship• Internationalization through Bolognaprocess.• Need for reforming labor marketinstitutions• Unused talent among specific groups insocietyWeaknesses• Limited recognition of need for lifelonglearning in business community; probablycaused by market failures• Entrepreneurship among graduates• Failing institutions like PAO: not effectivegoverning body for HE• No structural monitoring of labor marketdevelopments• Supply driven orientation on the part ofVU and UvAThreats• Complexity governmental structures• Housing market• National regulation• Threat of polarization on the labor market:ethnic minorities are underrepresented inHEThe OECD concludes that the Netherlands has an educational system that, viewed in internationalperspective, is strongly oriented towards employer engagement and working life (OECD, 2008a:59). At the secondary level, a large proportion of students study in vocational programmes, whileat the tertiary level perhaps the largest share of students in any OECD country study inprofessionally oriented institutions of higher education, the hogescholen or UAS.StrengthsThe densely populated Amsterdam metropolitan region facilitates many HEIs. For instance,Amsterdam is the only city in the Netherlands with more than one university. This widespreadpresence of HEIs implies a diverse supply of educational programmes. The presence of theseeducational facilities causes a well-educated population: In the Netherlands as a whole the shareof higher educated in the labor market population is 32% (Statistics Netherlands Statline, 2008d).In the Amsterdam metropolitan region this is about 40% (Statistics Netherlands Statline, 2007a).The labor population is also relatively young, which may be a stimulating force for economicgrowth.There are strong links with the business community, especially in UASs. They offer courseswhich are monitored in cooperation with the relevant business sector to ensure that educationalsupply meets demand. Also all students follow some kind of work-based learning, which likewiseestablish ties between the UASs and the business community in the region.The HEIs in the Amsterdam region increasingly work together. This occurs for instance in jointpromotion campaigns for student recruitment, which strengthens the regional ‘educational chain’.Also the HEIs work together in the field of international promotion for Study Amsterdam. Thisaids the international profile of Amsterdam as an attractive knowledge hub. This aim is closelyrelated to the international reputation of Amsterdam, a factor which also figures in the SWOTanalysis for the innovation system.103
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Please cite this paper as:SEO Econo
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2.3 Higher education and the labor
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6.3 Mechanisms to promote regional
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Table 4-4: Completion rates of diff
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LSCA Life Sciences Center Amsterdam
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such as regional authorities and th
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1. OVERVIEW OF THE REGION1.1 Introd
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the southEastern part of Amsterdam
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elatively bad accessibility of the
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metropolitan area exceeded that of
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egion suffer from one of the follow
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Figure 1-7: Dropouts secondary educ
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Figure 1-9: Employment in Amsterdam
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high-tech sectors is relatively hig
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1.4.4 Labor market indicatorsTable
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The central government is responsib
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implemented. There is also an admin
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2 CHARACTERISTICS OF THE HIGHER EDU
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Source: MinOCW (2007a: 68), EU (199
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(ibid: 83). In part, this new syste
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Table 2-1: Student enrolment at UAS
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Figure 2-5: Students at universitie
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Figure 2-6: Participation in tertia
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also show a continued high demand f
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not receive funding from the govern
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of diplomas awarded and the number
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Page 62 and 63: Figure 3-1: Components of an innova
Page 64 and 65: 3.2.3 National funding frameworkThe
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Page 68 and 69: Figure 3-3: R&D expenditures in Noo
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Page 72 and 73: 3.5.3 Life SciencesGiven the high l
Page 74 and 75: Figure 3-4: Employment in Amsterdam
Page 76 and 77: years. Employment in the trade and
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Page 86 and 87: Figure 3-6: Regional innovation sys
Page 88 and 89: HEIs to play this role, as it draws
Page 91 and 92: 4 CONTRIBUTION OF TEACHING & LEARNI
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Page 97 and 98: HvA participates in several initiat
Page 99 and 100: 4.4 Student recruitment and regiona
Page 101 and 102: 4.4.1.2 Recruitment of foreign stud
Page 103 and 104: • HvA has made its educational pr
Page 105 and 106: The HEIs have several external and
Page 107 and 108: Table 4-4: Completion rates of diff
Page 109: 4.7 Enhancing the regional learning
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Page 116 and 117: The challenge for future social pol
Page 118 and 119: The VU likewise develops research p
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Page 122 and 123: the university to improve its energ
Page 125 and 126: 6.1 Introduction6 CAPACITY BUILDING
Page 127 and 128: Figure 6-1: Organization chart Vrij
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Page 131 and 132: Box 6-2: Obstacles for collaboratio
Page 133 and 134: eyond labor market studies, there a
Page 135 and 136: 7 CONCLUSIONS: MOVING BEYOND THE SE
Page 137 and 138: …requires different forms of coop
Page 139 and 140: at higher levels in order to mainta
Page 141 and 142: to increase the interaction between
Page 143 and 144: mobility in the world is slackening
Page 145 and 146: ecause they are better informed abo
Page 147 and 148: REFERENCESAalders, R., A. Bakkeren,
Page 149 and 150: EZ Amsterdam (2006), “Research Bu
Page 151 and 152: MinOCW (2007a), “The Education Sy
Page 153 and 154: SER (2008), “Duurzame Globaliseri
Page 155: Versleijen, A., van der Meulen, B.,
Page 158 and 159: 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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