Amsterdam, Netherlands - SEO Economisch Onderzoek

More documents

Recommendations

Info

students. During this programme students are familiarized with entrepreneurship from anacademic perspective and during a period of several months set up and run their own business.Another initiative in which UvA and VU participate is the Center of Amsterdam Schools forEntrepreneurship (CASE), which aims to improve education in the field of entrepreneurship.CASE strives to make entrepreneurship a core quality of Amsterdam students and connectsstudents with regional entrepreneurs. CASE also organizes networking meetings, summer schoolsand workshops for students who start their own business. Moreover, the VU offers a minor inentrepreneurship as part of its regular educational programme. The practice-related componentsof this programme anticipate on local problems, such as the security, the role of retailorganizations and corporate transfers. At HvA and INHolland learning programmes inenterprising take a more prominent role than at the research universities. Entrepreneurship playsan explicit role in all educational programmes at these institutions. At HvA there is a diversesupply of minor programmes in which entrepreneurship forms a central part of the curriculum.Examples of these minors are: Media Entrepreneurship, Health Promotion, CulturalEntrepreneurship, Social Entrepreneurship, Entrepreneurship in Engineering, Entrepreneurshipand Public Law for Entrepreneurs. At INHolland students are required to participate in learningworking-companies(leerwerkbedrijven) in years two and three of their Bachelor programme. Inyear two the focus is on learning to enterprise and in year three on innovation development incooperation with the working field.4.3.2 The integration of students in the regionStudents at HEIs in the Amsterdam metropolitan region contribute to regional development invarious ways, such as through internships, volunteering work and possible positive spill-overeffects they generate as inhabitants of the city. In general it can be said that students fromresearch universities are less integrated in the region compared to UAS students in terms ofcourse placements, given that universities aim for a more generalist preparation and research.UAS courses on the other hand are more influenced by regional labor market demand.Nevertheless, research universities do promote regional integration of students through internshiparrangements and volunteering initiatives. For instance, UvA offers every student the opportunityto spend several periods during their studies to gain practical experience at regional companiesand institutions. Internships and educational research are the vehicles through which this ismostly achieved. For instance, all first year students in medicine have to follow a compulsoryinternship at one of the hospitals in Amsterdam or Noord-Holland. In the economics and lawfaculties it is also common that Master students spend a part of their studies to do an internship atone of the companies in the region. Besides internships, the UvA also undertakes some specificinitiatives aimed at contributing to the city’s development itself. Two examples of this are theproject Buurtwinkel, Onderwijs, Onderzoek en Talentontwikkeling (BOOT) and the educationalmodule Maakbaarheid in de grote stad. BOOT is an initiative of UvA and HvA. As part ofproject BOOT students transfer their knowledge and expertise to people in disadvantagedneighborhoods in Amsterdam. As part of the educational module Maakbaarheid in de grote stadstudents in four multidisciplinary teams solve four pressing urban problems with which themunicipality is being confronted. The VU has also initiated several projects directed atcontributing to regional development. Two examples are Campus Nieuw West and ProjectVooruit. In the initiative Campus Nieuw West students at VU learn youth in Amsterdam Westabout entrepreneurship. Six different projects are part of Campus Nieuw West. These projects arefocusing on career orientation and improving skills that adolescents need to be successful in theirprofessional career. Campus Nieuw West also functions as a mediator between employers andyouth. Project Vooruit is a cooperative venture of VU and W&S Transition- and InterimManagement in Amstelveen. As part of this projects students from VU receive free housingaccommodation in Amsterdam West in return for ten hours of volunteering work with foreignDutch national (allochtone) children and adults.At HvA and INHolland students contribute to regional development through internships andvolunteering work. Internships are a vital part of educational programmes at HvA. Besides this,88
HvA participates in several initiatives that promote regional development through volunteeringactivities. For instance, at practical and research center De Karthuizer (see § 3.5) students worktogether with Amsterdam residents and professionals to solve particular urban social problems.INHolland has also set up a number of initiatives aimed at regional development. Two examplesare volunteering activities that students undertake in the Meerwijk borough in Haarlem and theRAAK-financed project Passend Onderwijs – Passende Methodieken. In the Meerwijk projectstudents of INHolland conduct volunteering work to enhance the livability, entrepreneurship,participation and care in the Meerwijk borough in Haarlem. In the initiative Passend Onderwijs –Passende Methodieken students work together with care institutions in the Haarlem region todevelop an effective method to successfully prepare physically or mentally challenged childrenfor a regular school. All four HEIs work together in the City Academy (Academie van de Stad)initiative (see also Annex E) that aims to improve the interaction between students whichparticipate in projects, professionals working in the boroughs of Amsterdam and activeinhabitants of Amsterdam.4.3.3 Postgraduate activity and regional needsPostgraduate activity is geared towards meeting regional needs in a number of ways. At theresearch universities, there are several channels through which technology transfer to companiesand institutions can take place:• Dual PhD’s;• Extraordinary professors (bijzonder hoogleraren);• Companies and institutions recruit trainees from universities.Both universities have a substantial number of dual PhD students who are simultaneouslyemployed at companies and (semi) governmental institutions in the region. Moreover, there aremany companies, institutions and foundations that finance extraordinary professors to stimulateresearch into a particular field. Within VU the same mechanisms are at work. The economicsfaculty of VU has a number of extraordinary professors who receive their salary from an externalorganization in the Amsterdam region, such as in the disciplines of investment analysis,derivatives and spatial economics. At HvA technology transfer to regional stakeholders takesplace mainly through internships, lectors (lectoraten), and its educational and researchprogrammes. All departments of HvA have employed one or more lectors. For instance, lectorsworking at the department of health work at the AMC, which is a large regional provider ofhealth care. These lectors are knowledge experts in their field and are specialists in theapplication of knowledge in professional context within companies and organizations. HvA alsohas multiple educational and research programmes that contribute to knowledge transfer toregional stakeholders. For instance, HvA has several institutes that conduct research gearedtowards meeting regional needs. Examples are De Karthuizer and a newly created institute forfashion and technology. The research performed within the domains of HvA itself often also havea regional character. For instance, the domains Media, Creation & Innovation, Education &Raising and Engineering have invested in several practice related research programmes.4.3.4 Strategic regional coalitionsIn recent years HEIs in the Amsterdam metropolitan region have become more aware of the needfor and value of coalitions of regional expertise and knowledge around key regional strategicpriorities. The number of partnerships and networks in which multiple HEIs in the Amsterdamregion are participating is increasing. A good example of this is the Platform Arbeidsmarkt enOnderwijs (see §4.3.1) in which the UvA, HvA and INHolland are participating. An interestingdevelopment among the two research universities is that their perception of each other is shiftingfrom a competitive one to a more cooperative one. Nowadays UvA and VU work closely togetherin a large number of initiatives. The UvA has formulated its strategic goals concerning educationand research in the strategic agenda Leren Excelleren: Instellingsplan 2007-2010 (UvA, 2007).89
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 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
Page 62 and 63: Figure 3-1: Components of an innova
Page 64 and 65: 3.2.3 National funding frameworkThe
Page 66 and 67: challenge for the years to come wil
Page 68 and 69: Figure 3-3: R&D expenditures in Noo
Page 70 and 71: Amsterdam Topstad programme.Creativ
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
Page 78 and 79: employment has no upward or downwar
Page 80 and 81: and more efficient exploitation of
Page 82 and 83: mostly happens in the context of R&
Page 84 and 85: income related to IP rights. The fa
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
Page 93 and 94: housing market, on the ‘buying ma
Page 95: transport, finance, financial manag
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 and 110: 4.7 Enhancing the regional learning
Page 111 and 112: 4.8 ConclusionTable 4-6: SWOTStreng
Page 113: Amsterdam is matched by a relative
Page 116 and 117: The challenge for future social pol
Page 118 and 119: The VU likewise develops research p
Page 120 and 121: directing, documentary directing, s
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
Page 129 and 130: There are also examples of more spe
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:
Page 160 and 161:
Groningenculture)Hogeschool Amsterd
Page 163 and 164:
ANNEX C: KEY ECONOMIC INDICATORSTab
Page 165 and 166:
ANNEX E: REGIONAL PARTNERSHIPS OF A
Page 167 and 168:
AmsterdamUniversity CollegeOther re
Page 169 and 170:
ANNEX F: BUSINESSES REPRESENTED IN
Page 171 and 172:
GLOSSARYBologna DeclarationForeign
show all

Amsterdam, Netherlands - SEO Economisch Onderzoek

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?