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68 - Undergraduate Research in the Netherlands

From LAS College Oddity to University-Wide Normality

from Part IV.4 - Europe

Published online by Cambridge University Press:  11 August 2022

By
Michael Burke
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

This chapter explores the depth and range of undergraduate research (UR) in higher education in The Netherlands. It proceeds systematically by charting the range of higher education types and levels in the country, and then focuses in on the cultural and administrative context in which Dutch UR takes place. Thereafter, a survey is conducted into national best practices and UR outcomes. Here, the roots of Dutch UR come to the fore as they emerged in the south-western city of Middelburg under the leadership of Hans Adriaansens, the then Dean of the Roosevelt Academy (now University College Roosevelt), a liberal arts and sciences honours college of Utrecht University. In this chapter it is also explained how UR went on to be taken upacross the country, first through the liberal arts and sciences college network and shortly thereafter by the large research universities. This led to the national student research conference that is organized annually by the Hague-based Association of Universities in the Netherlands (VSNU) in conjunction with a business partner, Science Works Ltd, also based in The Hague.

Keywords

Association of Universities in the Netherlands (VSNU)Hans Adriaansensliberal arts and sciencesInterdisciplinarityhonours programmeshonours collegesRoosevelt AcademyStudent Research Conferenceundergraduate researchUtrecht University
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 616 - 622
Publisher: Cambridge University Press
Print publication year: 2022

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References

Bastiaens, E., & Nijhuis, J. (2012). From problem-based learning to undergraduate research: The experience of Maastricht University in the Netherlands. Council on Undergraduate Research Quarterly, 32(4), 38–43.Google Scholar
Jenkins, A., & Healey, M. (2010). Undergraduate research and international initiatives to link teaching and learning. Council on Undergraduate Research Quarterly, 30(3), 36–42.Google Scholar
Leisyte, L., Enders, J., & De Boer, H. (2009). The balance between teaching and research in Dutch and English universities in the context of university governance reforms. Higher Education, 58(5), 619–635.CrossRefGoogle Scholar
Schimank, U., & Winnes, M. (2000). Beyond Humboldt? The relationship between teaching and research in European university systems. Science and Public Policy, 27(6), 397–408.Google Scholar
van der Rijst, R. M., & Visser-Wijnveen, G. J. (2011). Undergraduate research and inquiry in the Netherlands. Council on Undergraduate Research Quarterly, 32(2), 32–36.Google Scholar

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