Amsterdam, Netherlands - SEO Economisch Onderzoek

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LSCA Life Sciences Center AmsterdamMBOMiddelbaar Beroepsonderwijs (Middle Level Vocational Education)MKB-Nederland Koninklijke Vereniging Midden- en Kleinbedrijf Nederland (Royal AssociationMKB Nederland)NFTA Netherlands Film and Television AcademyNISBNetherlands Institute for Systems BiologyNKINederlands Kanker Instituut (Netherlands Cancer Institute)NVAO Nederlands-Vlaamse Accreditatieorganisatie (Netherlands-FlandersAccreditation Organization)NWO Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NetherlandsOrganization for Scientific Research)OCWMinistry of Education, Culture and SciencePAOPlatform Arbeidsmarkt en Onderwijs (Platform Labor Market and Education)PRES Platform Regionaal-Economische Structuur (Platform for Regional EconomicStructure)RAAK Regionale Aandacht en Actie voor KennisdelingRELATE Research Network for International Economics, Logistics and TechnologyRISRegionale Innovatiestrategie (Regional Innovation Strategy)ROAResearchcentrum voor Onderwijs en Arbeidsmarkt (Research Center forEducation and the Labor Market)ROCRegionaal Opleidingscentrum (Regional Education Center)SBIRSmall Business Investment Research RegulationSEAStrategic Agenda for the Economic DomainSERSociaal-Economische Raad (Social Economic Council)SKESubsidieprogramma Kennisexploitatie (Subsidy Programme KnowledgeExploitation)SKOStichting Kennisontwikkeling HBOSMESmall and Medium EnterprisesSTWTechnologiestichting (Technology Foundation)THES The Times Higher Education SupplementTNOOrganization for Applied Scientific ResearchTTOTechnology Transfer OfficeUASUniversity of Applied ScienceUvAUniversiteit van Amsterdam (University of Amsterdam)VMBO Voorbereidend Middelbaar Beroepsonderwijs (Preparatory Middle LevelVocational Education)VNO-NCW Verbond Nederlandse Ondernemingen-Nederlands ChristelijkWerkgeversverbond (Confederation of Netherlands Industry and Employers)VSNU Vereniging van Nederlandse Universiteiten (Association of Universities in theNetherlands)VWO Voorbereidend Wetenschappelijk Onderwijs (Preparatory Scientific Education)VUVrije Universiteit (VU University)VULA VU Law AcademyVUmc Vrije Universiteit medisch centrum (VU University medical center)WOWetenschappelijk Onderwijs (Scientific Education)4
Aim and scope of this studyEXECUTIVE SUMMARYThis report forms the contribution of the Amsterdam region to the OECD reviews of highereducation in regional and city development. In the period 2008-2010 the OECD is executing asecond round of reviews of 15 regions world wide. The aim of these reviews is to study thecontribution of higher education and research to regional and city development. The backgroundof this question is that in order to be competitive in the globalizing knowledge economy, theOECD countries need to invest in their innovation systems at the national and regional levels.Traditionally, the emphasis in innovation and educational policy has been on national goals or onthe pursuit of knowledge with little regard for the surrounding environment. This is nowchanging. There is a growing awareness that higher education institutions must do more thansimply educate and research. The impact they are making in the world starts at their doorstep andconcerns their own city or region. To be able to play their regional role the higher educationinstitutions must engage with others in their regions, provide opportunities for life long learning,collaborate with the business community to boost innovation and contribute to the developmentof knowledge-intensive jobs with added value to the community at large. This has implicationsfor all aspects of these institutions’ activities – teaching, research and service to the communityand for the policy and regulatory framework in which they operate.How can higher education institutions live up to this challenge? The OECD reviews aim toexplore policy measures and institutional reforms that can help them do so. The report on the firstround of reviews in 2005-2007 provided many suggestions for improvement (see OECD, 2007b).The second round of reviews deepens the analysis by including city development as a moreexplicit theme and offers a new set of regions world wide the opportunity to undergo the processof self-reflection and peer review aimed at improving the contribution of higher education toregional and city development.For each region, the review is made up of three steps. The starting point for the review is a selfevaluationreport drawn up by the region. For this report the OECD has provided a set ofguidelines indicating which questions should be answered and how the answers should beformulated (in terms of style and contents). The second step consists of a visit of a peer reviewteam which interviews the main regional stakeholders and conducts research on the basis of theself-evaluation report. Thirdly, the findings of the peer review committee are communicated tothe region in an advisory report. Finally, the general lessons of all reviews are brought together ina separate OECD study.This document forms the self-evaluation report of the review partners in the Amsterdam region.The partners taking part in this review are the Vrije Universiteit Amsterdam, the University ofAmsterdam, the Hogeschool van Amsterdam, Hogeschool INHolland, the City community ofAmsterdam, the Chamber of Commerce and ING-Bank. SEO Economisch Onderzoek was askedto write the self-evaluation report on behalf of these partners. For practical purposes, a soundingboard was formed with representatives from all participating organizations. This project team waschaired by the regional coordinator for Amsterdam, prof. dr. P. Nijkamp from the VrijeUniversiteit. Mr. M. Draisma of the Vrije Universiteit Amsterdam acted as liaison officer andcontact person for the region.ConclusionsA main purpose of this report is fact finding. It reports many details concerning the interactionbetween the higher education sector in the Amsterdam metropolitan area and other stakeholders5
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 10 and 11: Table 4-4: Completion rates of diff
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
Page 171 and 172:
GLOSSARYBologna DeclarationForeign
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