To achieve its strategic goals the UvA works together with other regional HEIs, the municipalityand regional corporations on management, strategic and operational level. The strongestcoalitions formed by UvA are with the VU and HvA. UvA and VU work together in a number ofcooperative initiatives aimed at improving the (inter)national and regional position of bothuniversities and strengthening primary processes on several domains. The most concrete of theseare the <strong>Amsterdam</strong> University College, Duisenberg School of Finance, Tinbergen Institute, the<strong>Amsterdam</strong> Graduate School of Science and the cooperation between medical centers AMC andVUmc. Besides this, UvA and VU have strategic meetings about other issues that concern bothuniversities, such as advice regarding international rankings, how to strengthen the position of<strong>Amsterdam</strong> as a knowledge city and the recruitment and placement of international students andemployees.Box 4-2: <strong>Amsterdam</strong> Graduate School of ScienceThe UvA and VU have recently decided to combine their beta Master and PhD programmes in asingle institute, the <strong>Amsterdam</strong> Graduate School of Science (AGSS). By doing this bothuniversities hope to increase the attractiveness of their beta programmes, in particular for foreigntop students in the physics and life sciences fields. AGSS is another initiative which has resultedfrom the increasing cooperation between UvA and VU (together with initiatives such as DSF andAUC). Besides benefiting from more students, the AGSS will also merge programmes wherepossible and thus provide more efficient education. AGSS will start in September 2009.The UvA also works closely together with HvA. Both HEIs for instance have a commonGoverning Body. The cooperation between UvA and HvA is mainly motivated by a need tostreamline the flows of students between both institutions. In the past it was difficult for UvAstudents to switch to the HvA and for HvA students to continue their studies at the Master level atUvA. UvA is also in similar strategic coalitions with the Rietveld Academy and the <strong>Amsterdam</strong>seHogeschool voor de Kunsten. It is also active in the Kenniskring <strong>Amsterdam</strong> (see § 3.3). Inaddition of working together with the UvA, the VU also participates in a coalition withHogeschool INHolland aimed at lowering the thresholds for students to switch from VU toINHolland or vice versa (similar to the UvA-HvA coalition). Recently VU and INHolland havedecided to extend and intensify their cooperation, for instance by locating a branch of INHollandon VU premises, creating a common teacher training programme and establishing a sharedknowledge institution. HvA also participates in a number of initiatives around key regionalstrategic priorities. The domain Media, Creation & Information of HvA participates in twoinstitutes that are geared at regional strengths: the Media Lab and the Institute for Fashion andTechnology (Topinstituut voor mode en technologie). In the Media Lab students of HvA worktogether with UvA students and researchers to develop innovative applications of interactivemedia. The HvA also works together with the Chambers of Commerce (KVK) and the boroughSlotervaart in establishing the Institute for Fashion and Technology, which aims to provideeducation and research in the field of sustainable engineering, fashion and design. Although theHEIs in the <strong>Amsterdam</strong> region predominantly work with each other, they also cooperate with themunicipality and regional companies. For instance, the VU and UvA work together with themunicipality of <strong>Amsterdam</strong> in the <strong>Amsterdam</strong> University College and Duisenberg School ofFinance institutions, as well as with respect to more general issues with which they are confrontedsuch as student accommodation. The VU also closes agreements with the municipality to furtherstrengthen the growth of the Zuidas business district and the interaction of the university withfirms located there. Recently the municipality and VU have closed an agreement as part of whichplots of land on the Zuidas are exchanged, so as to spread the university’s and municipality’sfacilities on the Zuidas. INHolland works together with regional education partners in theRegionaal Samenwerkingsverband Lerarenopleidingen, to improve the knowledge and skills ofits lecturers and reduce the drop-out amongst teachers in the primary and secondary education.For this purpose, masterclasses, courses and networking meetings are organized for lecturers andapplied research is being performed in relation to educational policy. INHolland also participatesin the so-called O3-meetings between the governmental, educational and business sector.90
4.4 Student recruitment and regional employmentThe regional importance of HEIs in terms of recruitment and the relation to employment can beviewed in different ways. If institutes draw a large share of people from the region, ties with theregion are obviously stronger than if most people come from outside the region. However, thereis a difference between ties and importance. It may be important for a region to attract studentsfrom outside the region, for example to supply the region with a well-educated labor force. Ifpeople with a degree subsequently stay in the region, ties are again stronger than if people wouldleave the region. The latter is sometimes called a ‘brain drain’. This is only a good thing for aregion in very specific (and uncommon) circumstances, namely if there is a regional oversupplyof people with a higher education degree.4.4.1 Student recruitment4.4.1.1 Recruitment of national studentsUvA and VU essentially recruit students nation-wide, although the strongest emphasis is placedon regional recruitment. For these universities, the largest inflow of students stems from theprovince of Noord-Holland and Northern parts of Zuid-Holland. This is due to the relativelysmall travel distance. Students from provinces that are further away often have to travel morethan one hour and finding accommodation in <strong>Amsterdam</strong> proves to be difficult, given the excessdemand for student housing. Since the introduction of the Bachelor-Master system in highereducation mobility between education institutes in the <strong>Netherlands</strong> has increased. For the<strong>Amsterdam</strong> region, this seems to have been a positive development: the amount of people fromother provinces who move to the province of Noord-Holland to study and subsequently work islarger than the group of people who are from and study in Noord-Holland but subsequently leaveto another province to work (Figure 4-2 and Figure 4-3). The market for Bachelor students isclearly more regionally in scope than the market for Master students. Master students often moveinto temporary housing for the duration of one year, which makes it easier to findaccommodation. Furthermore, these students are often planning to work in the <strong>Amsterdam</strong> regionafter graduation, which also lowers the threshold to move to <strong>Amsterdam</strong> for a Master programme.To recruit Bachelor students, UvA follows a proactive contact strategy to maximize their marketshare in the <strong>Amsterdam</strong> region in order to take full advantage of the pool of students for the selfselectionprocess. The VU and UvA both organize information days for students nation-wideseveral times a year. Besides this, they also maintain close contact with high schools in theregion. give an indication of the regional origin and destination of students from the VU.91
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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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- Page 147 and 148: 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