the annual report 2013 (

Transcription

ANNUAL REPORT 2014
UNIVERSITY OF AMSTERDAM
CREATING TOMORROW
ANNUAL REPORT 2014
UNIVERSITY OF AMSTERDAM
ANNUAL REPORT 2014 - UNIVERSITY OF AMSTERDAM
TABLE OF CONTENTS
FOREWORD BY THE EXECUTIVE BOARD
6
MESSAGE FROM THE SUPERVISORY BOARD
8
ANNUAL REVIEW OF THE CENTRAL REPRESENTATIVE ADVISORY COUNCIL
12
TEACHING AND RESEARCH
14
1.1
Public profile
15
1.2
Profile and performance agreements
17
1.3
Teaching
19
1.4
Research
23
1.5
Corporate social responsibility and innovation
26
2.1
Quality of staff
31
2.2
Reputation
33
2.3
Reliable and sustainable services
35
2.4
Targeted campus infrastructure
37
2.5
Sustainability
39
2.6
Finances
41
3.1
Corporate governance
43
3.2
Remuneration data
47
4.1
Financial reporting
51
4.2
Continuity
55
ORGANISATION
30
ADMINISTRATION
42
FINANCIAL REPORT
50
APPENDIX 1: TEACHING AND RESEARCH
58
Range of programmes offered
59
Performance agreements
62
Student numbers
64
Study success rates
68
Student satisfaction
74
Professors
75
Staff doctoral tracks
77
Internationalisation
79
Partner institutions
80
APPENDIX 2 ORGANISATION
86
Key data
87
Composition of the workforce
90
Influx and outflow of staff
96
Internal mobility
98
Terms of employment
99
Absence due to illness
101
Target group policy
102
APPENDIX 3: ADMINISTRATION
104
Administrative and managerial staff
105
Statement pursuant to the Dutch Top Incomes (Standardisation) Act
110
APPENDIX 4: FINANCIAL STATEMENTS 2013
112
JANUARI
5
1
FOREWORD BY
THE EXECUTIVE BOARD
The year 2013 was an eventful and exciting year for the Amsterdam
University of Applied Sciences. The anniversary celebrations were the
focus of much attention: 2013 marked the institution’s twentieth year of
existence in its current form. However, its roots date back to 1785, the
year in which the Amsterdam Maritime Training College was established.
The festivities focused on the AUAS’s long history, its role in Amsterdam
and the strong ties between city and institution.
The AUAS’s twentieth anniversary coincided with the ten-year
anniversary of its institutional cooperation with the University of
Amsterdam (UvA). All the more reason, in other words, to reflect
on our current institutional cooperation efforts and the potential for
improvement and expansion in the years to come. The evaluation yields
a largely positive assessment. The only point of criticism would be that
objectives were not formulated in a sufficiently concrete manner at the
time, making it more difficult to conduct an accurate evaluation. All in
all, though, the past ten years have seen consistent efforts to develop
the necessary framework for intensive collaboration between the
institutions. My compliments to all those actively involved in the process.
took up his new position as vice-president of the UvA-AUAS Executive
Board in February 2014.
The Strategic Plan: An Eye for Talent is set to enter its final year in 2014.
We are currently making preparations for the Strategic Plan 2015-2020.
In broad terms, the institution’s current strategy is not set to undergo
any major changes. However, we will be applying relatively minor
adjustments and elaborating specific themes over the coming period.
Naturally, the Strategic Plan is a key document that serves to record our
strategy for the coming years. However, the writing process also offers a
good opportunity for dialogue, and a chance to determine our current
position and main concerns. This process will take place in 2014 and
I look forward to discussions with the many committed, inspired and
inspiring AUAS colleagues involved in its completion. As in 2013,
I expect we will achieve excellent results.
Amsterdam, April 2014
Louise Gunning-Schepers,
President of the Executive Board
At the official opening of the academic year in August 2013 Rector Huib
de Jong presented the proposal for the AUAS-wide ‘Smart, Sound, Slim’
programmes: three programme lines aimed at speeding up our efforts
to achieve the AUAS’s strategic objectives as formulated in our current
Strategic Plan, the Teaching and Research Agenda: Creating Tomorrow
and the related profile and performance agreements. We will continue
on our current path and make every possible effort to achieve the
formulated goals – before the start of the new Strategic Plan 2015-2020
period. A large number of AUAS staff members will play a major or
minor role in implementing these programmes over the course of 2014.
In another major development, the AUAS successfully underwent an
Institutional Quality Assurance Audit in 2013. Over the course of several
weeks in the spring of 2013, the Accreditation Organisation of the
Netherlands and Flanders (NVAO) assessed the AUAS’s quality assurance
system. In preparation for the audit, a ‘Critical Reflection’ was prepared;
a self-analysis describing the institution’s administrative procedures. This
document formed the basis for the assessment by the NVAO committee,
which subsequently spoke with a large number of involved parties.
Thankfully, the committee’s final report deemed the AUAS ‘in control’.
This positive result – which could not have been achieved without the
efforts of a great many people – represents a milestone for the AUAS,
and a source of pride.
In late 2013, our esteemed colleague Paul Doop left the AUAS and the
UvA after an eight-year tenure as vice-president of the Executive Board.
Our loss is the gain of the Executive Board at Haaglanden Medical
Centre (MCH), where he took up a new position at the start of 2014.
We are extremely grateful for his dedication and many achievements,
including the nearly completed AUAS Amstel Campus which could not
have been realised without his inspirational leadership. In October 2013,
we managed to find an excellent replacement in Hans Amman, who
7
1
The Supervisory Board of the AUAS convened with the Supervisory Board of the University of Amsterdam (UvA) in
their standard joint meetings, in which the members of the Supervisory Board of the UvA act to advise the Supervisory
Board of the AUAS. The Board met on six occasions in 2013, including four times together with the Executive Board.
The Board met with the VU University Amsterdam Supervisory Board on two occasions as a part of the Amsterdam
Academic Alliance (AAA) initiative. The main topics in the reporting year were: the Institutional Quality Assurance
Audit, partnerships as a part of the AAA initiative, development of the new Code of Good Governance, ICT in
education, and the filling of vacant positions in the Supervisory and Executive Boards.
MESSAGE FROM
THE SUPERVISORY BOARD
SUBSTANTIVE REPORT
With the Institutional Quality Assurance Audit assessment in spring
2013, the Supervisory Board was able to show its emphatic commitment
to the institution’s quality assurance system. The Board reviewed the
very thorough assessment report and held talks with the assessment
committee. It read the committee’s opinion, which was positive, with
much interest. The Supervisory Board expressed its sincere admiration
to the Executive Board, and in particular to the rector and all the staff
members directly involved in the project, for the AUAS’s exceptional
success in attaining the requisite quality level. The areas for improvement
identified during the audit reflect our existing policies and serve as an
impetus to continue on our current path. The Board was struck by the
level of passion and commitment for educational quality amongst staff
and Executive Board members.
The Board fully supports the Executive Board’s efforts to promote higher
education in Amsterdam at both national and international level. The
Board also supports the various initiatives being taken in this area
within the context of the Amsterdam Economic Board and Amsterdam
Academic Alliance. In autumn, the Supervisory Board conducted
extensive discussions on the collaboration between the AUAS and the
UvA. The Supervisory and Executive Boards discussed the desirability,
focus and objectives of this collaboration in the period ahead on the
basis of a memorandum reviewing the first ten years of the merger
of the two Executive Boards. The Supervisory Board agrees with the
Executive Board’s opinion that this collaboration is exceptionally useful,
even if the results have not always matched the ideals envisioned
at the outset. Over the next several years, efforts must focus on the
formulation of concrete objectives that will strengthen both institutions
and provide a significant boost to the Amsterdam region. The Strategic
Plans being drawn up in 2014 will lay a framework for these objectives.
At the Supervisory Board’s request, the Executive Board provided further
clarification on the various teaching applications of ICT. This topic is
the source of great interest amongst various parties, including the
Minister of Education, Culture and Science. Naturally, ICT has been
applied for a wide range of educational purposes at the AUAS for many
years now. The AUAS’s vision is recorded in the Learning Tomorrow
memorandum, a document which, among other things, outlines our
strategy for optimal application of the digital learning and working
environment and modern communication tools in aid of communication
between students and lecturers. The AUAS is also working to create
an environment that enables lecturers to share their best practices in
this area. The development of blended curricula will also take more
concrete form over the coming period. The Supervisory Board endorses
these developments and will continue to discuss the use of ICT, social
media and new equipment for the further improvement of teaching and
research in its meetings with the Executive Board in 2014.
Another education-related topic discussed with the Executive Board was
the potential of Study Check, an initiative aimed at helping students
8
find the most suitable degree programmes through activities such as
immersion. This will become crucial under the new system of public
loans announced by the government – not only for students but also for
society generally. The Supervisory Board believes that this is an area in
which the collaboration between the AUAS and the UvA should prove
particularly valuable and has met with the Executive Board to consider
the best ways in which to help students choose the right degree
programmes.
As in previous years, the Supervisory Board reserved ample time to
carry out its statutory duty of assessing the AUAS’s financial accounts.
The annual report and financial statements and the management letter
were discussed with the accountant during the April meeting, after
which the Supervisory Board approved the financial statements. The
2014 Budget (including the Accommodations Plan and the ICT project
portfolio) was subjected to a review in December, during which the
Supervisory Board and the Executive Board also discussed the long-term
forecast and financial policies; the budget was subsequently approved.
The Supervisory Board concluded that the previously identified points for
attention were being addressed and improved, with the AUAS showing
gradual development towards a greater degree of control.
Finally, the Supervisory Board reviewed the ongoing development of
the new Sector Code of Good Governance for Universities of Applied
Sciences (Branchecode Goed Bestuur Hogescholen), and concurred with
the various proposed amendments. The Sector Code was adopted in
late 2013 and is currently being implemented. In the Supervisory Board’s
view, transparency must be a key part of the organisational culture in
order to ensure that the institution remains accountable to broader
society. The Supervisory Board is pleased to find that such a culture
is actively promoted by the Executive Board and stimulated where
necessary.
COMPOSITION OF THE EXECUTIVE BOARD
Following Dr M Bussemaker’s appointment as Minister of Education,
Culture and Science, the position of rector of the AUAS and member
of the UvA Executive Board fell vacant. Prof. H.M. de Jong succeeded
to her position on the Executive Board. He brings to the Board a wealth
of administrative experience, earned in both the academic and higher
professional education arenas. With Prof. De Jong’s appointment, the
Executive Board has the optimal composition to further strengthen
teaching and research links between the AUAS and the UvA, and the
Supervisory Board looks forward with interest to how Prof. De Jong
and Rector Magnificus Van den Boom will shape efforts to build up the
relationship between academic and higher professional education.
In late August, Mr P.W. Doop announced that he would be leaving the
AUAS to join the Board of Directors of the Haaglanden Medical Centre
as from January 2014. The Supervisory Board wishes to express its
immense gratitude for his unflagging efforts to maintain the AUAS’s
operational management, finances and property portfolio.
9
As a result of his efforts, the AUAS was able to take possession of a
large part of the Amstel Campus over the last few years, thus creating
a crucial higher education hub at the start of the Wibautstraat. The
AUAS now occupies a far more central location in Amsterdam and has
modernised its financial policy. The development of the various schools,
a process largely initiated under his vice-presidency, has yielded a solid
university of applied sciences with recognisable individual schools;
services at the AUAS and the UvA have largely been merged, resulting
in greater efficiently and better quality. In fact, Mr Doop has played such
a vital role in Amsterdam that the municipality decided to honour him
with an Andreaspenning medal on his departure, and rightly so. His
amiable personality and enthusiastic drive will be sorely missed.
The Board was pleased to be able to find a successor for Mr Doop at
short notice, based on the profile that had already been defined, in
the person of Prof. H.M. Amman. Prof. H.M. Amman has served as
Executive Board vice-president at Utrecht University since 2006, and
prior to this as a Board member at Eindhoven University of Technology.
Having begun his career at the UvA as an Economics lecturer, where
he also took his doctorate and became a professor, Prof. Amman will
be back in Amsterdam from 1 February 2014. The Board looks forward
with confidence to his plans for building on the foundation laid by Mr
Doop.
COMPOSITION AND OPERATION
OF THE SUPERVISORY BOARD
In early April 2013, the Supervisory Board received the sad news of the
sudden passing of Mr A. Baan, who had been on the Supervisory Board
for many years. Mr Baan advised and assisted the AUAS throughout the
term of his appointment, the last part of which he served as an adviser
to and member of the UvA’s Supervisory Board. With his passing, the
Supervisory Board lost a constructive critical voice and a man who was
the conscience of both the AUAS and the UvA. His unexpected death
was an emotional blow to the Board, which will remember this expert
and amiable administrator with the greatest respect and gratitude.
In April, Ms M.A.M. Barth was appointed member of the Supervisory
Board on the recommendation of the Representative Advisory Council.
The Board now consists of a total of four members. In December 2013,
it was determined that this appointment contravened a provision of the
Articles of the Amsterdam University of Applied Sciences Foundation.
The Governance Committee then recommended that the Board amend
the Articles of Association in this area to reflect current legislation. This
amendment will be effectuated in early 2014, after which Ms Barth will
be reappointed.
The Research and Education Committee is comprised of Mr Lamberts
(UvA, chair), Prof. G.P.M.F. Mols (UvA) and Ms M.A.M. Barth (adviser,
AUAS), and met on one occasion to establish a work procedure. The
committee will meet five times a year in order to discuss matters in the
area of quality assurance, education and research with the rector.
The Audit Committee consists of Mr B. Bleker (AUAS) and Ms L.M.T. van
Velden (UvA, chair). It met on five occasions, on which it assessed issues
relating to the AUAS’s operational management, building programme
and financial management together with the vice-president of the
Executive Board.
The Governance Committee is composed of Mr A. Nicolaï (AUAS-UvA,
chair), Mr Lamberts (UvA) and Ms M.R. Milz MBA (AUAS). It met on two
occasions in its new composition and considered the application of the
Sector Code of Good Governance and the preparation of regulations for
the Supervisory Board and its committees to meet the requirements of
this Sector Code.
Pursuant to Article III.4.3 of the Code of Good Governance of the
Netherlands Association of Universities of Applied Sciences (Vereniging
Hogescholen), the Supervisory Board notes that its members are not
remunerated by the AUAS or any of its group entities other than the
reimbursement referred to in section 3.2. They are neither directors
of a corporate entity of which a member of the Executive Board is a
supervisor, nor shareholders in a company related to the AUAS.
All Executive Board members had an annual consultation with the
Supervisory Board during the reporting year. These consultations review
not only individual performance but also the ancillary activities of
members. The Supervisory Board approved all of these ancillary activities.
The consultations with the Representative Advisory Council were also
deemed constructive and worthwhile by the Supervisory Board, which
uses these occasions to consider the general state of affairs at the AUAS
on the basis of the Strategic Plan, Annual Statement of Accounts and/
or Budget.
Amsterdam, April 2014
The Supervisory Board
Atzo Nicolaï
Bart Bleker
Monika Milz
In October 2013 the Supervisory Board conducted a performance selfevaluation that included a critical review of its working methods. With
a large share of its members having been recently appointed, the Board
chose not to engage an external expert to direct the evaluation this
year. There was intensive discussion on how the Board can exercise a
more modern form of engaged supervision that emphasises the AUAS’s
primary process. To this end, the Board made plans for all members to
hold informative meetings with several deans. The evaluation further
resulted in the election of a vice-chair, Prof. S.W.J. Lamberts (UvA) and
the formal institution or reaffirmation of three committees: the Research
and Education Committee, the Governance Committee (formerly the
Remuneration Committee) and the Audit Committee.
10
JANUARI
11
1
The AUAS representative advisory structure is not based on the Works Councils Act (Wet op de ondernemingsraden).
The AUAS has an integrated representative advisory council; one half consists of members elected by and from staff,
while the other half consists of members elected by and from students. In addition to a central representative advisory
council, the individual schools and staff members at the various central departments have their own representative
advisory council. The Central Representative Advisory Council consists of 24 members and acts as consultation partner
for the Executive Board; as regards the representative advisory councils for the schools, the dean – or, in the case of the
representative advisory council for the central departments: the secretary to the Executive Board – fulfils this role. This
annual review exclusively relates to the Central Representative Advisory Council.
ANNUAL REVIEW OF THE
CENTRAL REPRESENTATIVE
ADVISORY COUNCIL
With the exception of the summer recess period, the Executive Board
and Central Representative Advisory Council will meet on a monthly
basis. The AUAS Secretary and Central Representative Advisory Council
Board also hold periodic consultations. These meetings generally serve
to prepare agenda items for subsequent consultations between the
Central Representative Advisory Council Board and the Executive Board.
The Central Representative Advisory Council committees and directors of
the central Planning and Control and Personnel and Organisation staff
departments hold preparatory consultations on the budget and specific
staffing issues. The latter issues are generally also discussed with the unions
within the Local Consultative Body.
A broad range of issues were discussed with the Central Representative
Advisory Council over the course of the reporting year. This Annual Report
merely provides a summary of these discussions. In addition to annually
recurring subjects such as the budget, the Teaching and Examination
Regulations and the Students’ Charter, specific issues such as the
Accommodations Plan, Examination Board Regulations and Employee
Monitor were also discussed. The Central Representative Advisory Council
also discussed the Institutional Quality Assurance Audit conducted by the
NVAO, and expressed its satisfaction regarding the outcome.
Ongoing cooperation with the UvA and the results of this collaboration
also represent a recurring subject of discussion during consultations with
the Central Representative Advisory Council. This issue was the subject of
additional attention during the reporting year, in connection with the UvA’s
plans for more intensive collaboration with VU University Amsterdam.
The Central Representative Advisory Council stressed that it will be crucial
not to lose sight of the AUAS’s position during this process. The Executive
Board confirmed that this would be a matter of course, but showed
understanding for the Central Representative Advisory Council’s concerns.
The Board took this as an opportunity to outline its commitment to more
intensive collaboration in greater detail. It thus hopes to have assuaged any
doubts amongst Central Representative Advisory Council members.
Naturally, consultations with the Central Representative Advisory Council
over the course of the reporting year also focused on the proposed
appointments of new Supervisory Board and Executive Board members.
At the Central Representative Advisory Council’s two-day brainstorming
session in March – attended by the AUAS rector – participants exchanged
ideas and discussed various issues in greater depth. Subjects included
critical self-reflection in preparation for the upcoming Institutional Quality
Assurance Audit and the performance of the Central Representative
Advisory Council itself. All participating parties deemed the consultations
to be extremely worthwhile.
At the end of the reporting year, the Executive Board and Central
Representative Advisory Council met to discuss plans for the AUASwide ‘Smart, Sound, Slim’ programme. These three programmes were
developed in order to speed up current efforts to achieve the
institution-wide strategic objectives as formulated in the Strategic Plan
2011-2014: ‘An Eye for Talent’, the Teaching and Research Agenda
2011-2014: ‘Creating Tomorrow, Let’s Start Today’ and performance
agreements with the Ministry of Education, Culture and Science.
Despite a number of criticisms, the Central Representative Advisory Council
was largely supportive of the plans, which will undoubtedly be the subject of
further debate after the end of the reporting year.
The Executive Board offered a positive assessment of its consultations
with the Central Representative Advisory Council and regards the Central
Representative Advisory Council as a critical, yet constructive consultation
partner. Despite occasional disagreements, the parties work together to resolve
their differences. The Executive Board appreciates the Central Representative
Advisory Council’s efforts and constructive attitude in this regard.
COMPOSITION OF THE CENTRAL REPRESENTATIVE
ADVISORY COUNCIL
At the time of the signing of the 2013 Annual Report, the Central
Representative Advisory Council comprised the following members:1
Name
Body
Unit
Mr F. van Aarst1
Communication
Staff
School of Technology
Staff
Mr D.H.H. Boels
School of Economics and Management
Staff
Mr W.C.M. Brouwer
School of Design and Communication
Staff
Mr W.S.M. van de Giesen
Staff
Mr C. Post
Staff
Mr P.J.M. Rijnierse
Staff
Ms M.C.A.M. Schone
School of Social Work and Law
Staff
Ms W.J. Sundermeijer
School of Health Professions
Staff
Dr J.H. Veld
Staff
Ms W. Zander-Anker
Education and Research
Staff
Mr J. Zoon, BBA
Staff
Mr F. Amraoui
Students
Ms S. de Blok
Students
Mr D. Kamp
Students
Ms R. van Kessel
Students
Mr M. Kloek
Students
Mr A.D.T. Koenders3
Students
Mr A. Koper
Students
Mr M. Oldenhof
School of Education
Students
Ms T. Schouten
School of Education
Students
Mr R. Selvi
Students
Ms V. de Vries
Students
Mr J. van ‘t Westende
Students
Mr M.R. Adhin
2
2
1
2
3
The Central Representative Advisory Council is assisted by a clerk, Ms A.H.M.M. van Furstenberg
Member of the Central Representative Advisory Council Board
Chair of the Central Representative Advisory Council Board
13
1.1 PUBLIC PROFILE
HISTORY AND POSITION
1
The Amsterdam University of Applied Sciences (AUAS) celebrated its
20th anniversary in 2013 with a series of festivities centred around
the theme: ‘Writing History, Creating Tomorrow’. The anniversary
celebrations highlighted the origins of our current institution, the
result of a merger between two large universities of applied sciences:
the Algemene Hogeschool Amsterdam and the Hogeschool van
Amsterdam. At the time of the merger, the two institutions had a total
of 30,000 students, enrolled at 60 different degree programmes. The
Algemene Hogeschool Amsterdam and the Hogeschool van Amsterdam,
in turn, had both been formed through mergers between various
smaller schools. The first round of mergers in 1986 saw twelve smaller
organisations form the Hogeschool van Amsterdam, a new institution
offering a range of degree programmes in the area of health care,
social services and education science. The second round (1993) involved
a merger with the Algemene Hogeschool Amsterdam, an institution
for higher vocational education offering technical, nautical, social,
economic, education science and library studies programmes. In 2004 a
subsequent merger took place with the Hogeschool voor Economische
Studies (University of Applied Sciences for Economics and Management,
HES), followed by another merger with the Stichting Archiefschool
(Archives School) in 2008.
In 2014, the AUAS is the largest knowledge institute in the Netherlands,
with almost 50,000 students and a staff of over 3,500 employees. As a
broadly oriented university of applied sciences, it educates students from
a wide range of backgrounds. A total of approximately 18,000 students
enrolled in a degree programme in the 2013-2014 academic year. The
range of available programmes consists of 69 Bachelor’s and 15 Master’s
degree programmes and 5 Associate Degree programmes.1 Education
is provided through a total of seven schools: The School of Sports and
Nutrition (DBSV); School of Economics and Management (DEM); School
of Health Professions (DG); School of Social Work and Law (DMR);
School of Design and Communication (DMCI); School of Education
(DOO); and School of Technology (DT).
MISSION AND VALUES
The Strategic Plan 2011-2014 ‘An Eye for Talent’2 and the Teaching and
Research Agenda 2011-2014: ‘Creating Tomorrow, Let’s Start Today’3
(and the Education Action Plan derived from it) serve as a basis for
the AUAS’s institutional strategy. This strategy centres around course
content, knowledge, skills and competencies and education based on a
realistic assessment of students’ ability to self-manage. The AUAS strives
to be a reliable, engaged and ambitious university of applied sciences
and serves as a natural home base and meeting place for enthusiastic
people who are keen to drive themselves, their organisations or their
disciplines to the highest possible level.
The Strategic Plan 2011-2014 defines the AUAS’s mission as follows:
The Amsterdam University of Applied Sciences (AUAS) trains a diverse
mix of students in a broad range of professional fields, enabling them to
develop their talents to the full and practise at the top of their chosen
professions. The AUAS is a knowledge institution where teaching and
research share in advancing the community and professional sector in
and around the cosmopolitan City of Amsterdam.
The Strategic Plan defines strategic objectives and key performance
indicators (KPIs) both for the AUAS’s primary activities in the areas of
teaching, research, social responsibility and innovation, and for the
various factors contributing to these goals, including staff quality,
reputation, services, campus infrastructure, sustainability and financial
management. This annual report provides accountability with regard to
the AUAS’s current strategic course.
INTENSIVE COLLABORATION WITH THE UVA
Since 1998, the Amsterdam University of Applied Sciences Foundation
and the University of Amsterdam (UvA) have been collaborating
intensively in an effort to offer students in Amsterdam an optimal and
differentiated range of higher education degree programmes. Over the
years, this collaboration has grown in scale and intensity, concentrating
in particular on facilitating current and prospective students and
maximising their study success through the promotion of a clearly
defined set of complimentary programmes, clearer guideposts and
academic counselling for students during their studies, and a wider and
more substantial range of transfer options. More recently, collaboration
in research has also intensified.
In order to ensure the continuity and further expansion of their
collaboration, the Executive Boards of both institutions decided to enter
into a structural alliance in the form of a single, joint Executive Board
comprising four members. The two institutions have been under the de
facto governance of this single, joint Executive Board since 1 September
2003. Prior to this organisational change, the AUAS and the UvA had
already agreed that their institutional collaboration should be centred on
jointly achieving the following objectives:
1. A situation in which students from both institutions have more
options for transferring to programmes offered by the other
institution.
2. Offering new degree programmes and innovating the existing range
of programmes in response to the needs of broader society and
requests from the students themselves.
3. Achieving economies of scale and improving efficiency by bundling
forces in the area of education and student facilities in the broadest
sense, in order to facilitate the provision of efficient,
customer-oriented services to students while freeing up more
resources for the primary process through cost-cutting measures.4
The original targets for this intensive cooperation effort still apply.
1
2
3
4
15 JANUARY 2013
Professor of Interactive Public Spaces Dr Mettina Veenstra
holds her inaugural lecture on information technology in
public spaces.
See Appendix 1: Teaching and research - Range of programmes offered
See http://www.hva.nl/over-de-hva/profiel/instellingsplan-hva/4
http://www.hva.nl/wp-content/uploads/2011/12/creating_tomorrow_onderwijs_en_
onderzoeksagenda_2011.pdf
Source: ‘UvA-AUAS Institutional Cooperation’, 24 June 1997
23 JANUARY 2013
AMFI’s ‘Individuals’ fashion label kicks
off the Amsterdam International
Fashion Week.
JANUARI
15
1.2 PROFILE AND PERFORMANCE AGREEMENTS
AMSTERDAM ACADEMIC ALLIANCE
Both the ‘Threefold Differentation’ (Differentiëren in drievoud) report
by the Veerman Committee (Future-Proof Higher Education System
Committee) and the 2010 ‘Review of Higher Education in Regional and
City Development, Amsterdam’ OECD report provided a major impetus
for growing sector-wide higher education and research collaboration
in Amsterdam. This resulted in the formulation of a joint letter of
intent between the UvA and VU University Amsterdam in May 2012
concerning the creation of the Amsterdam Academic Alliance (AAA),
alongside the finalisation of their respective institutional profiles and
performance agreements. As an initiative that also emphatically involves
the AUAS, the Alliance aims to develop a differentiated range of
Bachelor’s degree programmes and to foster collaboration in Master’s
degree programmes and scientific research.
The development of the Amsterdam Academic Alliance will provide
an impetus for the existing intensive collaboration between the UvA
and the AUAS, important aims of which are to coordinate Bachelor’s
degree programmes and optimise referrals and transfers. Here, too,
the Strategic Agenda of the Dutch Ministry of Education, Culture and
Science has provided new impulses, such as through the development
of separate higher professional education pathways for pre-university
education (VWO) school-leavers. The availability of rounded, three-year
higher professional education degree programmes designed specifically
for VWO school-leavers is an essential part of ensuring that their diverse
talents are catered for; thanks to their intensive collaboration, the
UvA and the AUAS are well positioned to continue developing such
programmes. Within the framework of the OECD Review, for example,
their collaboration in the teacher-training and Urban Management
programmes is being intensified.
AMSTERDAM METROPOLITAN SOLUTIONS
The municipality of Amsterdam is committed to strengthening its
position in the technology sector. To complement the existing alliance
between the city’s knowledge institutions, the municipality issued a
tender in 2013 for Amsterdam Metropolitan Solutions, an initiative
aimed at boosting technological capacity to tackle urban problems
within the Amsterdam metropolitan region. Following the New York
model, this should take the form of a centre of excellence from which
international technology talent can be recruited to Amsterdam. The
municipality thus aims to provide a stimulus for the economy and to
offer ‘living labs’ where innovations can be tested on a larger scale.
The municipality has earmarked a one-off budget of 50 million from its
reserves.
The winning proposal, submitted jointly by Delft University of
Technology and Wageningen University (with support from the
Massachusetts Institute of Technology), brings to Amsterdam two
renowned institutions active in the technology and agriculture sectors.
The UvA, AUAS and VU University Amsterdam laud this initiative, which
complements Amsterdam’s existing qualities as a knowledge region, and
26 JANUARY 2013
An NRC Handelsblad newspaper article on the complexities of
choosing the right degree programme mentions the Parents’
Study Choice Workshop organised by the AUAS, an initiative
aimed at offering parents more information on their children’s
study choice.
16
JANUARI
welcome the opportunity to contribute.
In addition to the winning initiative, the municipality also allocated
resources for a second initiative, the Amsterdam Institute for Health &
Technology, intended to provide a highly interdisciplinary solution for
optimising the use of medical technology in Amsterdam. Led by the
Academic Medical Center (AMC-UvA) and VU University Medical Center
(VUmc), this initiative also involves groups from the UvA, AUAS, VU
University Amsterdam, the University of Twente and Duke University, as
well as corporate partners Achmea, Danone-Nutricia, Ahold, Vodafone
and AT5. The UvA, AUAS and VU University Amsterdam also developed
another initiative in the form of Amsterdam City Technology (ACT), a
project developed mainly by the institutions’ computer science groups.
They will be implementing their agenda for renewal and expansion of
the computer science curriculum (theoretical and applied) on the basis
of this plan. Efforts are currently underway to find potential sources of
funding in collaboration with the municipality.
In the autumn of 2012, the Ministry of Education, Culture and Science reached performance agreements with almost
all government-funded research universities and universities of applied sciences. The AUAS also reached agreements
on its performance and achievements for the 2013-2016 period. The AUAS profile and performance agreements cover
the aspects of education and study success rates, the prioritisation of research areas, research and valorisation and
differentiated learning. Based on these agreements, more than 7 percent of the overall education budget will be linked
to these performance standards/achievements. The state secretary has definitively allocated 5 percent of these resources
for the 2013-2016 period. Further continuation of this funding over the 2017-2020 period will be subject to realisation of
the performance agreements on programme quality and study success during the period up until 2016. The remaining 2
percent represents the selective budget allocated to the prioritisation of research areas and differentiated learning.
PERFORMANCE AGREEMENTS
The table below provides an overview of results for the various agreed
performance indicators. The 2011 baseline measurement, 2013 results
and the AUAS’s ambitions for 2015 as formulated in the performance
agreements have been specified for each indicator.
2011 (baseline
measurement)
2013 (results)
2015 (ambition)
Dropout rate (HBO 1)
30.0% (C10)
32.3% (C12)
30% (C14)
Switch rate (HBO 2)
12.0% (C10)
13.2% (C12)
12% (C14)
Bachelor's success rate (HBO 3)
58.8% (C06)
54.1% (C08)
60% (C10)
Excellence, propaedeutic phase
-
3.4% (C11)
5% (C13)
Excellence, main phase
-
2.2% (H12)
6% (H14)
N/A
positive
positive
Student rating (HBO 4)
65.0%
67.6%
65,0%t
Lecturer quality (HBO 5)
64.0%
69.5%
72.0%
Performance indicators
Institutional Quality
Assurance Audit
80 %
to be determined5
100%
Indirect costs (HBO 7)
Teaching intensity (HBO 6)
1.49
1.48
1.6
Knowledge development
423
496
increase
Agreements with regard to study success rates will require special
attention, as the current policies have not proven to be sufficiently
effective so far. The year 2014 will see a focus on degree programmes
that have not yet proven capable of improving their students’ study
success. Appendix 1: Teaching and Research - Performance Agreements
features a more detailed report on the performance agreements.
RESEARCH PROFILES
An assessment was conducted in 2012 in order to identify specific areas
in which the AUAS could contribute to the City of Amsterdam. This
resulted in the formulation of a profile based around two priority areas,
each subdivided into three priority programmes:
- Urbanisation: living together in a large city:
o Urban management
o Urban vitality
o Urban education
- Innovative entrepreneurship in an urban context:
o ICT, the creative industry and business services
o Entrepreneurship, innovation and participation in the knowledge
economy
o Logistics and transport
These six priority programmes closely reflect the national Top Sectors
policy and the clusters applied by the Amsterdam Economic Board.
The themes are multidisciplinary and require the linking of knowledge
from the various AUAS schools. Deans from the participating schools
have been appointed coordinators for each priority area. In view of
the selective resources, the AUAS has agreed to invest in four priority
programmes. All priority programmes were allocated a €100,000 budget
in March 2013 in order to facilitate further elaboration of the theme and
the formulation of a research agenda for the coming years.
In accordance with its institutional profile, the AUAS has also established
two Centres of Expertise in cooperation with two other knowledge
institutions and corporate partners: the Logistics Knowledge Distribution
Centre (Kennis Distributie Centrum Logistiek) and Amsterdam
Creative Industries.6 In September 2013, the Review Committee for
Higher Education and Research issued a positive recommendation on
continuation of the two aforementioned Centres of Expertise to the
Minister of Education, Culture and Science. These Centres of Expertise
were assessed on the basis of their efforts in the area of research and
education prioritisation and co-funding from sustainable public-private/
public-public partnerships. The Committee advised the Centres of
Expertise on areas that will require further development in order to build
the sort of solid basis needed for a financially and substantively viable
public-private/public-public partnership by 2014.
In October 2013, a committee of experts (headed by Prof. P.G.M. Apers)
charged with the allocation of selective resources assessed all AUAS
priority programmes on the basis of six criteria: vision, strategy, network,
content, governance, funding strategy and programme management.
The Executive Board adopted the committee’s proposal for the allocation
of selective resources to four of the six priority programmes7 and called
on the relevant priority programmes to prepare a planning schedule
for the monitoring of both progress and investments. Resources will be
allocated on an annual basis; the Executive Board will have final say in
this matter. Each priority programme will also be required to submit a
detailed long-term budget. The plans must be accompanied by detailed
5 See Appendix 1: Teaching and Research - Range of programmes offered
6 See section 1.4: Research for further details on the centres of expertise.
7 Urban management, urban vitality, ICT, creative industry and business services and logistics
and transport.
31 JANUARY 2013
The Nieuw West urban district and AUAS Urban Management programme initiate structural
cooperation. On Thursday 31 January, Joke Goedhart (urban district secretary) and David
de Vries (managing director of the Urban Management programme) sign a letter of intent
outlining the basis for their future cooperation.
JANUARI
17
1.3 TEACHING
substantiating documents in the area of finances and staffing. The
programmes will also be required to prepare a set of key performance
indicators, in accordance with the research indicators to be further
elaborated in early 2014. Finally, all priority programmes will be required
to develop and describe a governance structure.
DIFFERENTIATED LEARNING
As a part of its efforts to comply with profile and performance
agreements, the AUAS has requested funds from the selective resources
in order to develop and implement a series of three-year tracks for
school-leavers at pre-university (VWO) level. The Executive Board has
formulated a procedure (April 2013) for the internal allocation of
selective AUAS resources. Schools that wish to offer a track for VWO
school-leavers and are seeking contributions from the selective resources
will be required to submit an action plan, detailing the following
aspects:
- why this specific programme requires this track for VWO
school-leavers;
- the programme structure (content and didactic concept);
- the procedure for ensuring that the required exit level is attained;
- the target group and admissions policy;
- the quantitative and qualitative objectives, as well as the relevant
criteria, standards and benchmark dates;
- the risks;
- (where applicable) the participating partners’ explicit and structural
commitment;
- the division of tasks, responsibilities and authorisations during
development, implementation and realisation of the track;
- the budget for the development process/application.
The development of three-year tracks for VWO school-leavers
reflects the AUAS’s ambition of appealing to these pupils. All degree
programmes offer incoming VWO school-leavers a choice between one
or a combination of several study tracks:
- the option of taking part in an excellence programme in
supplement to the normal Bachelor’s degree programme,
culminating in graduation with a certificate of excellence;
- the option of taking part in a combined higher professional
education/academic programme, such as the university teachertraining programme for primary school education, which offers
both higher professional education and academic Bachelor’s level
qualifications;
- the option of taking a transfer minor that offers direct access to a
related academic Master’s degree programme during the four-year
Bachelor’s degree programme;
- the option of completing the degree programme in three years; the
regular curriculum will then be offered in a more intensive form.
These study tracks for VWO school-leavers are an ideal example of the
added value yielded by intensive collaboration between the AUAS and
the UvA.
18
EDUCATION ACTION PLAN
The Strategic Plan 2011-2014: An ‘Eye for Talent’ establishes the
framework for offering high-quality education at higher professional
education level. The plan centres around the AUAS’s efforts to ensure
and improve educational quality, and its decision to maintain strong ties
with the City of Amsterdam. The Strategic Plan has been elaborated into
the Teaching and Research Agenda 2011-2014: ‘Creating Tomorrow,
Let’s Start Today’. This document served as the basis for the derived
‘Education Action Plan’, which sets out ten concrete action points in the
area of quality improvement.8
These points are listed in the covenants for the various schools, which
serve to record agreements with the Executive Board. The realisation of
these objectives is monitored on the basis of key performance indicators
(KPIs). These KPIs largely overlap with the performance indicators in
the Strategic Plan, and have been incorporated into the profile and
performance agreements with the Ministry of Education, Culture and
Science. The AUAS-wide Smart, Sound, Slim programmes were launched
in 2013 in an effort to promote further progress in these areas.
SMART, SOUND, SLIM PROGRAMMES
In the run-up to the new Strategic Plan 2015-2020, the Executive
Board introduced a programme-based approach in late 2013 through
introduction of the AUAS-wide Smart, Sound, Slim programmes. These
programmes were introduced in order to allow for more effective
control of the coherence between strategic AUAS objectives, thus
ensuring that the institution’s efforts and resources can be applied more
efficiently and effectively.
An assessment committee appointed by the Executive Board then
assessed the plans on the basis of the above criteria. Based on the
assessment committee’s recommendations, the Board subsequently
approved the following tracks (November 2013):
- Academic Route – a collaboration with the UvA aimed at
encouraging students to transfer to degree programmes at
research universities (School of Social Work and Law and School of
Education);
- Teacher Education in English - international fast-track programme
for VWO school-leavers;
- Teacher Education in Mathematics, Physics, Chemistry, General
Economics and Dutch – fast-track programme for VWO
school-leavers;
- Architecture and Construction Engineering and Civil Engineering –
fast-track programme for VWO school-leavers;
- Finance and Control – fast-track programme for VWO
school-leavers;
- International Business and Management Studies, fast-track
programme for VWO school-leavers.
FEBRUARY - JUNE 2013
In the spring of 2013, the UvA and the AUAS organise a seminar entitled ‘The power of sports’, consisting of a series of five
lectures followed up by education on the real value of sports.
The AUAS offers a diverse range of degree programmes for a differentiated student intake. The programmes offer
Bachelor’s students the knowledge and skills they will need to enter the labour market as young professionals and find
suitable middle and senior management positions. Master’s degree programmes are of a professional nature and offer
students the in-depth knowledge and skills they will need in their professional careers. Those seeking to study (or work)
at the AUAS must be motivated, ambitious and committed.
The Smart programme is centred around effective, intelligently
organised education; education that trains students to become
professionals and culminates in a higher professional education
degree that is universally recognised as a reliable mark of quality. The
programme puts the student at centre stage, and is focused on offering
a stable environment in which freedom of choice is easy to organise and
in which students have the opportunity to benefit optimally from their
learning community.
The Sound programme focuses on the development, monitoring
and implementation of the AUAS’s governance and internal control
mechanisms, in order to ensure continued academic control. The
provision of services to students is key in this regard. The AUAS
aims to achieve academic control by anchoring this theme within
the organisational structure as an active process rather than a static
collection of regulations and procedures.
1 FEBRUARY 2013
Dr Harry van Vliet takes up his new position as professor of
Crossmedia at CREATE-IT applied research, the School of
Design and Communication’s Centre for Applied Research.
6 FEBRUARY 2013
The AUAS organises a ‘Grievances Debate’ in
cooperation with the ASVA Student Union,
offering students an opportunity to air their
worst grievances.
The Slim programme is aimed at optimising the quality of the support
organisation at the lowest possible cost. A high degree of reliability will
require more effective harmonisation between teaching activities and the
support organisation, as well as more uniform and stable working processes
(such as scheduling activities). Improved reliability will improve satisfaction
levels with regard to educational quality amongst all the involved parties.
Lower costs will result in a higher budget for teaching and research.
INFORMATION PROVISION FOCUS AREAS
The aspect of quality is key to all AUAS information services. The
focus is on facilitating students effectively during their study choice
process. After all, students that have chosen the most suitable degree
programme will be more likely to succeed in completing their studies.
Information services centre around painting a realistic picture of
the relevant degree programme, the level of available support, the
profession and the labour market outlook. The emphasis is also on
clearly defining what will be expected of prospective students (ambition,
commitment and effort).
Over the course of the open days in 2013, Communication Department
staff attended information rounds in order to assess a large number
of quality-related aspects: do all prospective students receive clear
information on the amount of time they will be expected to spend on
their studies each week, the labour market outlook, the number of
credits to be obtained during the propaedeutic phase, the structure
of the degree programme, etc. All information officers – lecturers and
senior students – receive both extensive briefings on these aspects, and
subsequently take part in feedback sessions. This is a crucial measure, as
most prospective students will actually visit the AUAS and their degree
programme of choice for the first time during the open days.
The year 2013 saw the introduction of ‘Programme in Figures’ (Studie
in Cijfers, also referred to as the Studiebijsluiter), a succinct document
outlining various key figures on the degree programme. Programme
in Figures is a joint initiative by universities of applied sciences and the
national student organisations LSVB, ISO and LAKS. The AUAS played
a leading role in this development and will ensure that ‘Programme
in Figures’ is featured in all information for prospective students, both
online and in the various programme brochures.
8 See http://www.hva.nl/onderwijskwaliteit/actieplan-onderwijs/
12 FEBRUARY 2013
In his inaugural lecture, professor of Remedial Therapy Bart
Visser addresses the inestimable importance of daily exercise
and the role of remedial therapists.
JANUARI
19
STUDYING WITH A DISABILITY
The Executive Board adopted the ‘Policy framework for physically
disabled students’ in 2013. This policy framework should offer both
prospective and current students with disabilities and staff members at
the various schools (ranging from examination board members to study
advisers) clearer information on the procedures for modifications in aid
of this student population in relation to intake, teaching, examinations,
assessment and student outflow.
EFFECTIVE ORIENTATION AND MATCHING DURING
THE PROPAEDEUTIC PHASE
The AUAS’s policy is aimed at strengthening the orientational, referential
and selective function of the propaedeutic phase. As a part of the
current performance agreements, various arrangements have been
made with regard to dropout and switching. The percentage of students
to drop out during or after the first year has increased slightly to a total
of 32.3 percent (2012 cohort). The percentage of students to drop out
and switch to another degree programme within the AUAS is relatively
high in comparison with mono-sectoral universities of applied sciences
and universities of applied sciences outside the Randstad conurbation
(13.2 percent for the 2012 cohort).
In an effort to reduce both dropout rates and the number of students
switching to another degree programme, prospective students
were invited for an introductory meeting prior to the start of their
degree programmes in 2013. These meetings focus on the content,
organisational structure and culture of the degree programme, the
required higher professional education level and the profession for
which the student is being prepared. The experiences gained over
the course of previous meetings have been taken into account during
implementation of the Quality in Diversity in Higher Education Act (Wet
Kwaliteit in verscheidenheid hoger onderwijs). The AUAS has decided to
make optimal use of the options offered by this new act: participation
in study choice activities will be mandatory as of 2014, and all students
will be issued a recommendation on their choice of degree programme.
Efforts to prepare for these new measures were initiated over the course
of 2013. Preparations for rescheduling of the enrolment period (to the
earlier date of 1 May) were also underway.
Study choice discussions ‘at the gate’ represent the start of student
counselling activities in the propaedeutic phase. All students will
be allocated a study adviser responsible for monitoring their study
progress and discussing any risks that could affect their progress in
a timely fashion. If a student does come to the conclusion that their
current degree programme is not suitable despite these study choice
activities, further supervision will be provided in order to help them
choose another programme that reflects their interests and capacities
more accurately. Students may pursue education at their potential new
programme during the study choice process.
As of the 2012-2013 academic year, the selective function of the first
year has been augmented by raising the standard for a binding study
advice (BS) from 40 to 50 credits across the AUAS. As a result, students
will complete their propaedeutic phase in less time and start on their
main phase with less study delays. This higher BS standard remained in
force in the 2013-2014 academic year.
STUDY SUCCESS IN THE MAIN PHASE
From the second year of enrolment onwards, the objective is to ensure
successful completion of the degree programme, while guaranteeing
educational quality and standards. The success of the propaedeutic
phase should translate into study success during the main phase. The
increase of study success rates is thus a key objective, prompting the
AUAS to include agreements on Bachelor’s success rates in its overall
performance agreements with the Ministry of Education, Culture
and Science. The schools have translated these agreements into
improvement plans, the progress of which is discussed during Periodic
Executive Council meetings between the Executive Board and the deans.
Various AUAS-wide measures have also been taken in order to increase
study success rates. Despite these steps, success rates are currently on a
downward rather than an upward trend. For instance, the AUAS-wide
Bachelor’s success rate dropped slightly to 54.1 percent in 2013 (2008
cohort). This decline is partly attributable to the fact that requirements
in terms of educational quality and graduation have meanwhile been
tightened to the extent that there has been a drop in the number of
graduating students.
The major universities of applied sciences in the Randstad metropolitan
region (G5) have also conducted a study on switch, dropout and study
success rates, which found a ‘Randstad effect’:
- The high-risk groups are over-represented in the Randstad
metropolitan region, and are growing: although the decline in
study success rates is a national trend, the high-risk groups are
over-represented in the Randstad region while successful groups
are under-represented there. Intake figures also show that the
percentage of high-risk groups at G5 institutions is growing at
equal or faster pace than the percentage at other universities of
applied sciences.
- The dropout and switch rates in the Randstad metropolitan
region differ from national figures: for all sub-groups, the dropout
rate after one year of enrolment is higher amongst Randstad
region residents than the sub-groups in the national population.
Remarkably, students from a Dutch background are more likely to
drop out from G5 institutions.
- For the largest part, this variation in performance between G5
universities of applied sciences and other institutions (non-G5) can be
attributed to dropout and switch rates. At G5 institutions, dropout
rates are higher and switch rates lower in comparison with similar
groups nationwide. The difference in dropout and switch rates
between G5 and non-G5 institutions is especially marked amongst
male students from a Dutch background. Further research will be
needed in order to identify the underlying reasons, especially in relation
to the target group of male students from a Dutch background.
1 MARCH 2013
Huib de Jong assumes appointment as AUAS rector and
member of the UvA-AUAS Executive Board. Source: Photo by
Mats van Soolingen - Folia
20
JANUARI
EXCELLENCE PROGRAMMES
The AUAS offers its students a variety of learning tracks that are
optimally tailored to their individual capacities and ambitions. The
emphasis is on challenging students to make the most of themselves.
The AUAS excellence programme reflects this ambition: differentiated
education for a differentiated student population.
The AUAS’s ambitions in this area have been recorded in the
performance agreements. The development of the excellence
programmes is partially funded through the Sirius programme.9 The
Sirius programme has been extended by a period of one year until
the end of 2014, in order to achieve the relevant objectives. The year
2013 saw a focus on increasing the level of sustainability, with the
schools working to embed the excellence programmes in their regular
teaching process. A quality assurance system was put in place and the
examination boards were assigned responsibility for both intra and
extra-curricular education programmes. In another key step towards
greater sustainability, an agreement was reached with Sirius to designate
all existing intra-curricular programmes that meet the relevant excellence
criteria as honours programmes. The assessment criteria applied by
the AUAS were assessed by a panel of Sirius experts and serve as a
guarantee of the programmes’ quality and level. A new procedure
now enables deans to request recognition of these programmes by
the Executive Board. A total of five intra-curricular programmes were
designated honours programmes in early 2014. Participation in the
excellence programmes is expected to increase as a result of this
expansion.
The terms of the agreements reached as a part of the overall
performance agreements and the Sirius programme are currently not
yet being met. This conclusion was also highlighted during the Sirius
audit in December 2013, conducted in the form of a peer review with
HU University of Applied Sciences Utrecht. The Sirius audit committee
lauded the AUAS’s efforts to develop a clear vision and the progress
of its excellence programmes, but voiced concerns about the low
number of students. The schools are working hard to meet performance
agreements by improving information services for potentially excellent
students and generating enthusiasm for participation in the excellence
programmes.
ASSURANCE OF EXIT LEVELS
The quality of degree certificates is crucial to graduates, future
employers and broader society. Examination boards play a key role in the
monitoring and assurance of exit levels. In order to perform optimally,
examination boards must be able to function independently. The
Examination Board Regulations and model annual report were updated
in 2013 as a part of these efforts.
A scheme to facilitate the allocation of hours to examination board and
test assessment committee members was also introduced. The AUAS
Academy also offers a special learning pathway for examination board
and test assessment committee members. This educational content
of this learning pathway was developed in further detail over the
course of 2013. A guideline was developed for examination board and
test assessment committee members, deans, programme managers
and lecturers. This clearly-worded document outlines the relevant
frameworks, legislation and regulations and AUAS policies, and their
relevance to the day-to-day practice.
The AUAS testing policy was adopted in 2013. This policy was
introduced to ensure the standard and quality of all tests and
assessments, in an effort to guarantee that:
- the value of each student’s AUAS Bachelor’s or Master’s degree is
undisputed;
- the quality of all AUAS tests and assessments is undisputed;
- testing procedures meet all legal requirements and national
agreements.
Following publication of the final report by the Committee on external
validation of examination quality in higher professional education
titled ‘Vreemde ogen dwingen’ (Outside Scrutiny) the AUAS received
a grant from the Ministry of Education, Culture and Science for the
development and implementation of joint test development pilot
projects, to be conducted in collaboration with at least two other
universities of applied sciences. The grant was used to fund four pilot
projects and prepare for various activities in this area. For example,
the AUAS Law programme is jointly developing a theoretical test on
Constitutional Law in collaboration with three other Law programmes
from the National Law Education Consultative Platform (Landelijk
Opleidings Overleg Rechten). The AUAS is acting as lead organisation.
The second pilot project concerns the Applied Psychology programme,
which is jointly developing a Psychology test at propaedeutic level
in collaboration with four other universities of applied sciences. The
Communication Management programme is working with two other
universities of applied sciences to assess each other’s graduation
processes and overall product. This will involve an evaluation of the
entire process from application to graduation interview, all requisite
forms, manuals, regulations and agreements. Lecturers from the
various participating institutions will also shadow each other during
a graduation interview. Finally, the Communication and Multimedia
Design programme is working with examination boards at other
institutions to develop workable and mutually beneficial forms of
cooperation. This pilot project can yield useful guidelines and/or sources
of inspiration for future AUAS collaborations with programmes at other
universities of applied sciences.
9 The Sirius programme helps research universities and universities of applied sciences
challenge their students to make the most of themselves. The aim is to identify the best
strategies for achieving excellence and pinpoint current impediments to such progress. The
Ministry of Education, Culture and Science funds the Sirius programme, which is part of the
Bèta Techniek Platform initiative. (Source: http://www.siriusprogramma.nl/)
1 MARCH 2013
Prof. Ben Schouten takes up his new position as professor of
Game Research at CREATE-IT applied research, the School of
Design and Communication’s Centre for Applied Research.
21
1.4 RESEARCH
INSTITUTIONAL QUALITY ASSURANCE AUDIT
The NVAO Institutional Quality Assurance Audit was conducted over
the course of the April-June 2013 period by a committee of external
experts chaired by Prof. C.A.M. (Kees) Mouwen. A positive assessment
was eventually issued on 5 November 2013, underscoring the NVAO’s
view that the AUAS is fully in control of its educational quality across
the full breadth of the institution. According to the committee, the
AUAS has formulated a future-oriented and clearly-defined vision on
educational quality. This vision has been effectively communicated to all
organisational layers and is broadly supported. As a result of this positive
assessment, the relevant programmes will only require a ‘limited’
programme audit.
However, the audit committee report also contains a number of
recommendations aimed at perfecting or further strengthening the
institution’s quality assurance system. Based on its findings during
the audit, the committee recommends that the AUAS implement the
following improvements:
- optimising the PDCA cycle, as an instrument for quality policy
development;
- further clarifying the status and function of various policy
memorandums (limiting the number of memorandums to the
required minimum);
- more structured reporting on qualitative policy information to
higher organisational levels;
- harmonising the underlying organisational structures;
- ensuring that policies for students with disabilities are effectively
implemented;
- conducting trials in response to early warnings or weak signals;
- continuing ongoing initiatives aimed at creating a culture of quality
within the AUAS.
In addition to these recommendations, the committee report also
touches upon the current collaboration between the AUAS and the UvA,
emphasising that these efforts could be put to better use – especially in
terms of research agenda development.
The new Institutional Quality Assurance Audit will take place in 2019.
Until this time, accreditation and reaccreditation will remain subject to
‘limited’ programme audit requirements and accreditation of all AUAS
programmes will apply for the full six-year period.
All practice-oriented research at the AUAS is structured around specific programmes. The AUAS research profile and
research programmes at the various schools are designed to reflect the institution’s urban context. All research programmes
are also explicitly linked to the institution’s education and degree programmes. Amongst other measures, this linkage is
achieved by ensuring that professors are closely involved in education and curriculum development and encouraging the
active involvement of lecturers and students in research activities. All AUAS research projects should contribute to the
development of knowledge – reflected, among other things, in an increase in the number of peer-reviewed academic
publications in English and publications in professional journals – and the valorisation of this knowledge in the professional
practice and broader society (both in the Netherlands as a whole, and the City of Amsterdam).
PROGRAMME ACCREDITATION
Since the introduction of the accreditation system in 2002, accreditation
requirements have been regarded as formal basic quality standards
in the Netherlands and Flanders. All degree programmes capable of
demonstrating compliance with these basic quality standards will
be accredited. The following programmes were issued a positive
accreditation ruling by the Accreditation Organisation of the Netherlands
and Flanders (NVAO) in 2013:
Assessment panels are assisted by an independent external secretary,
who has been trained and certified by the NVAO. In view of the fact that
AUAS internal quality assurance procedures reflect external procedures,
the AUAS strives to ensure that the secretaries involved in its internal
programme audits are also trained and certified. The six AUAS staff
members charged with this task are NVAO-certified through
31 December 2014.
In cases where the institution is seeking to cultivate aspects that are
related to specific objectives rather than the level of its programmes,
a special designation may be applied for. Several AUAS programmes
have been awarded such a special designation. Following a positive
recommendation from Hobéon consultancy, the institution reapplied for
the ‘Top-level sports-oriented’ designation for Johan Cruijff University’s
Marketing Bachelor’s programme and ‘Business’ designation for the
Sports, Management and Business Bachelor’s programme.
RESEARCH AT CENTRES FOR APPLIED RESEARCH
In an effort to raise its national and international profile as a leading
research institution, the AUAS has further focused its research activities
by organising them into discipline-specific centres for applied research
and cross-disciplinary priority programmes. This structure has been laid
down in the ‘AUAS school-based management model’ (Sturingsmodel
HvA in domeinen) memorandum, which was adopted by the Executive
Board in late 2013. These measures were taken in response to the
recommendations issued by the Evaluation Committee (headed by Prof.
Frans Leijnse) as a part of the internal research evaluation in 2012. The
recommendations concerned the need for greater focus and mass in
AUAS research programming. They also serve as a basis for the AUAS’s
strategic objectives, which will be elaborated into a new Strategic Plan
for the 2015-2020 period over the course of 2014.
Each centre for applied research conducts research within the
framework of the relevant school’s research programme. Each school
has one research programme spearheading its specific research focus
area. This generates the necessary expertise and capacity needed to
realise the programme (mass). As a part of this agreement, each school
will be expected to formulate one research programme on behalf of
the centre for applied research before 1 June 2014, accompanied by a
professorship plan and relevant objectives within the framework of the
predetermined AUAS research indicators.
PRIORITY PROGRAMMES
Panel assessments10
School
CROHO
Name of degree programme
Type of
degree programme
Accreditation decision
date
Designated exit
qualifications
Educational
learning environment
Assessment and
testing and final
qualifications
achieved
DEM
34936
B International Business and
Management Studies
full-time
part-time
14/05/2013
G
G
S
N/A
S
DG
34560
B Nursing
full-time
dual
09/07/2013
G
G
S
N/A
S
DMR
70173
M Legal Management11
part-time
02/04/2013
S
S
S
S
S
34641
B Social Legal Services
full-time
part-time
30/05/2013
G
G
S
N/A
S
34610
B Cultural and Social Development
full-time
part-time
dual
10/06/2013
G
S
S
N/A
S
44116
M Social Work
part-time
23/07/2013
S
G
S
N/A
S
44113
M Educational Theory
part-time
17/07/2013
S
S
S
N/A
S
DOO
Urbanisation: living together in a large city
13 AND 14 MARCH 2013
Exceptional students at the teacher-training college for primary education (PABO) attend the International Summit on the Teaching Profession in Amsterdam and advise Minister Bussemaker on
the basis of their findings. This results in the plan for implementation of a junior lecturer system.
22
Graduation
Final assessment
guarantee and
financial facilities
JANUARI
The AUAS has established a total of six cross-disciplinary priority
programmes. In response to recommendations by the Apers committee,
a decision was taken in 2013 to allocate selective resources (as recorded
in the profile and performance agreements) to four of the six priority
programmes. The section below offers a brief overview of developments
at each of these priority programmes over the past year.12
The Urban Management priority programme focuses on the
combination of physical, social, administrative and economic
infrastructure, and trains students to become urban professionals. The
programme is being conducted as a part of the Urban Management
consortium and BOOT (Community Store for Education, Research and
Talent Development) Knowledge Store initiative in which AUAS students
provide services to residents and organisations in disadvantaged
neighbourhoods in Amsterdam under the supervision of lecturers.
For example, students are working to develop an effective approach to
obesity in collaboration with the Urban Vitality priority programme.
The Urban Vitality programme focuses on health, prevention and
the growing demand for care and support. Teaching and research is
aimed at offering an integrated framework that contributes to the care
and revitalisation of citizens in metropolitan settings. In this priority
programme the AUAS cooperates with VU University Amsterdam, the
municipality of Amsterdam, institutions and businesses to build a more
vibrant Amsterdam: a city where residents can enjoy a healthy lifestyle,
take care of one another and participate actively and independently.
Over the course of 2013, programme participants developed an
innovative ICT system that facilitates communication between care
recipients, informal care providers and formal care providers.
Finally, the School of Education’s Urban Education professorship
is responsible for the Urban Education priority programme. The
professorship is part of the same school’s ‘The city’s pedagogical
function’ research programme. This programme aims to prepare
pedagogical professionals for the professional practice at urban
childcare, pre-school and primary education facilities.
Innovative entrepreneurship in an urban context
The ICT priority programme, creative industry and business services
sector have joined forces with the Centre of Expertise under the name
Amsterdam Creative Industries. Amsterdam Creative Industries conducts
its activities in labs. A lab is a specialised programme (in terms of both
content and methodology) designed to facilitate iterative research,
development and testing activities by researchers and students.
The Entrepreneurship, Innovation and Participation in the Knowledge
Economy priority programme focuses on innovative entrepreneurship
in the knowledge economy, with a focus on the small and mediumsized business sector. The objective is to integrate Amsterdam-based
entrepreneurship into teaching and research activities. Before the
programme can begin in earnest, the proposed programme lines
will have to be elaborated in further detail and discussed with other
knowledge institutions and entrepreneurs.
10 Also see section 1.2: Profile and performance agreements
19 MARCH 2013
Robert van den Hoed, professor of Energy and Innovation,
holds his inaugural lecture on the potential and challenges of
sustainable energy sources.
1 APRIL 2013
Dr Frank Jan de Graaf takes up his position
as professor of Corporate Governance
& Leadership at CAREM, the School of
Economics and Management’s Centre for
Applied Research.
JANUARI
23
The Logistics and Transport priority programme centres around
Amsterdam’s position in the World City Network. A number of
degree and research programmes are aligning their activities with the
development of the Mainport Aviation & Logistics (Amsterdam Airport
Schiphol and environs). Over the course of 2013, the selective resources
were applied to conduct a European benchmark study on teaching and
research in the area of Aviation and to develop a computer simulation
in the area of airport systems and capacity. Various projects at the nexus
of capacity and mainport logistics and sustainability, intermodality and
business operations were also initiated in collaboration with the National
Aerospace Laboratory of the Netherlands (NLR).
CENTRES OF EXPERTISE
The AUAS acts as lead organisation at two Centres of Expertise: the
Logistics Knowledge Distribution Centre and Amsterdam Creative
Industries.13
Logistics Knowledge Distribution Centre
With an added value of €55 billion per year and a contribution of over
800,000 jobs, the logistics sector is of crucial economic significance to the
Netherlands. Logistics support our export activities and goods transport,
thus helping to create an attractive business climate. The Netherlands’
position as a logistics hub is currently suffering from a shortage of
qualified staff at all organisational levels. Furthermore, the sector is
characterised by a large number of small and medium-sized businesses
with limited innovative capacity. The accessibility of knowledge and the
need for change are crucial to the future of these companies.
The establishment of a Centre of Expertise – under the name Logistics
Knowledge Distribution Centre – represents a logical step in the process
of supplying practicable knowledge to entrepreneurs in the sector. 2013
saw the start of efforts to build and expand a national network of local
points of contact: Logistics Knowledge Distribution Centres (KennisDC).
Six universities of applied sciences, each with their own specific priority
areas, joined forces with regional partners, logistics companies and
business organisations Transport en Logistiek Nederland (TLN) and
EVO. Each university of applied sciences within the national KennisDC
network will focus on its own focus areas and relevant issues. This will
ensure that research efforts are concentrated or coordinated remotely,
and will avoid fragmentation. The same applies to education funding.
Universities of applied sciences, research universities and Regional
Training Centres (ROCs) cross-pollinate each another; the KennisDC
funnels knowledge to the small and medium-sized business sector, while
the professional practice provides its expertise to the education sector.
Amsterdam Creative Industries
The creative industry is one of the fastest growing leading sectors
in the Amsterdam metropolitan region. This relatively young sector
is characterised by dynamism, increasingly intensive activity and the
continual development of new knowledge. The creative industry is
comprised of a large number of – often small-scale – companies.
As a result, this industry stands to benefit greatly from the active
11 APRIL 2013
The AUAS organises the ninth edition of its annual Education
Conference for all AUAS staff, themed around the issue:
‘Learning Tomorrow: learning, teaching and collaborating in a
rapidly changing education environment’.
24
JANUARI
exchange of knowledge between the professional practice and
education and research institutions. This will enable talented students
to become familiar with all aspects of the creative industry, while
collaboration with researchers will allow the industry to translate new
knowledge into tangible products and services.
With this objective in mind, founding partners Amsterdam University
of Applied Sciences, Amsterdam School of the Arts and InHolland
University of Applied Sciences joined forces to establish Amsterdam
Creative Industries, the Centre of Expertise for the creative industry and
ICT. This Centre of Expertise has created a knowledge infrastructure
that connects the metropolitan region’s largest providers of degree
programmes in the area of the creative industry and ICT, and comprises
a total of 13,000 students, 33 degree programmes, 10 locations
and 20 professors. The Centre of Expertise programme is structured
in accordance with the regional and national Human Capital and
Knowledge and Innovation Agendas for the creative industries. The
programme is also aligned with the national Creative Industry top
sector through CLICKNL, the Dutch Creative Industries knowledge
and innovation network. Following the successful launch of the
Centre of Expertise in June, some 30 research and education projects
were initiated in September 2013 in collaboration with the business
community and public institutions.
KNOWLEDGE VALORISATION
In certain cases, the effective valorisation of AUAS knowledge will
require the formal registration of intellectual property rights. However,
the majority of all knowledge developed at the AUAS finds its way
to the professional practice and broader society via collaborations,
academic and professional publications, reports, teaching modules,
etc., without any active form of protection. This form of knowledge
dissemination represents an equally important form of valorisation,
despite the absence of any direct financial interests.
The AUAS developed regulations for the registration of intellectual
property rights over the course of 2013, which will be implemented in
early 2014. These regulations are designed to provide AUAS staff and
students a set of legal guidelines describing and explaining the institution’s
approach to the commercially viable knowledge (intellectual property or
IP) developed by its students and staff, and the resulting revenues.
Marco Snoek, professor of Learning and Innovation, was elected Professor
of the Year 2013 by the Dutch National Student Association (ISO) and
ScienceGuide news platform. According to the jury, Snoek consistently
challenges his students to develop their professional skills to the fullest
through research and publications. Last spring, he led a group of students
at the teacher-training college for primary education (PABO) delegated to
contribute to the President Obama’s International Summit on the Teaching
Profession. His students drew their own conclusions from this worldwide
debate and incorporated the conclusions into their own research. The
outcomes were then submitted to Minister Bussemaker. As a result of
this dialogue with the Dutch government, their concrete proposal was
incorporated into the Minister’s Teaching Agenda as a practice-based
priority. Their junior teacher concept has thus become a credible policy
alternative in the effort to upgrade the teaching profession.
RESEARCH ACHIEVEMENTS
The AUAS’s research achievements are measured in various ways,
including the number of publications aimed at a professional audience
(professional publications) and publications aimed at an academic
audience (academic publications). As a part of its performance
agreements with the Ministry of Education, Culture and Science, the
AUAS has committed itself to an increase in the number of publications.
As the table below shows, the current research policy is yielding
immediate results. Academic production rose to a total of
496 publications in 2013.
School
Academic
publications
Professional
publications
Total number
of publications
Patents
School of Sports and
Nutrition
27
40
67
1
School of Economics
and Management
23
35
58
School of Health
Professions
38
24
62
School of Social
Work and Law
27
36
63
School of Design and
Communication
68
39
107
School of Education
36
52
88
27
24
51
246
250
496
Total
1
PROFESSORS AND PROFESSORSHIPS
Professors play an important role in the development of practice-oriented
research and research policies. Professors, lecturers, students and external
researchers work together on research programmes to operationalise their
school’s research activities. The AUAS professors are positioned in the
institution’s seven schools. In the year 2013 seven new professorships were
launched. Professors present themselves, their disciplines (professional field)
and their activities to the AUAS community and outside world by means of
an inaugural lecture, which is accessible to a broad public. A total of seven
professors held their inaugural lectures in 2013. One professor was also
appointed at the UvA’s Faculty of Social and Behavioural Sciences.14
22 APRIL 2013
KiK, the School of Sports and Nutrition’s Centre for Applied
Research welcomes Dr Janine Stubbe as its new professor of
Sports Care.
As in previous years, a total of three lecturers earned their doctorate
degrees in 2013. The year also saw a marked rise in the number of
lecturers to start a (AUAS-funded) doctoral programme; nineteen in
comparison with nine in 2012.15 Five AUAS lecturers were also awarded
a doctoral grant for lecturers by the Netherlands Organisation for
Scientific Research (NWO) in 2013, in comparison with three in 2012
(see box on ‘Allocation of doctoral grant by NWO’).
The Ministry of Education, Culture and Science established the RAAK
grant programme in order to help higher professional education
NWO awards doctoral grant to:
-
-
-
-
-
Mr M.A. van Egmond (School of Health Professions):‘
Pre-operative physiotherapeutic risk stratification and tailored
intervention for gastro intestinal cancer patients undergoing
elective surgery’
Ms M.C. Pol (School of Health Professions): ‘Sensor
monitoring to measure and support activities of daily living
for independently living older persons’
Ms M. Snaterse-Zuidam MSc (School of Health Professions):
‘Improving nurse-coordinated cardiovascular care from clinic
to home’
Ms A.M. Verreijen (School of Sports and Nutrition):
‘Evaluation and improvement of current guidelines for
treatment of obesity in older adults’
Ms J.E. de Vries MSc (School of Health Professions):
‘Complaints in (young) adults with Generalized Joint
Hypermobility; Interactions between psychological variables,
physical activities and coping strategies’
institutions and the professional field (businesses and institutions)
collaborate on innovation and the development of new knowledge
through practice-oriented research. 2013 saw only one round of grant
funding for the RAAK public programme, yielding funds for as little as
ten projects. The AUAS’s ‘An end to sports injuries’ project – headed by
professor by special appointment of Sports Care Dr J.H. Stubbe – was
honoured with one of the available grants.
RESEARCH BATTLE
The Research Battle is an annual competition in which AUAS lecturers
and students vie to submit the best research project. The projects
are assessed on the basis of five criteria by an expert jury. Mirka
Janssen won the lecturer award thanks to a ‘powerful and compelling
presentation’ on her successful PLAYgrounds programme, aimed at
encouraging children to exercise more frequently. The award for best
student research project went to Antoine de Schipper. His research
project concludes that toddlers supervised by a physical education
teacher develop motor skills far more quickly than those under the
supervision of a normal teacher. AUAS student Larissa Klaassen won the
audience award for a series of braille characters representing complex
mathematical symbols. Her work will help make mathematics accessible
to the blind and visually impaired. In addition to being incorporated in
the next version of the screen reader, her innovative system has also
attracted serious interest from the United States.
14 See Appendix 1: Teaching and Research - Professors
15 See Appendix 1: Teaching and Research - Professors for a complete overview of all AUAS
professors and past inaugural lectures.
23 APRIL 2013
Professor of Social Science Education, Arie Wilschut, holds his inaugural lecture on the education sector’s role in contributing to the good
citizenship of its students.
JANUARI
25
1.5 CORPORATE SOCIAL RESPONSIBILITY AND INNOVATION
Businesses, social organisations and AUAS staff and students are eager to associate with an organisation that takes its
social responsibilities seriously. With close to 50,000 students, over 80 degree programmes and 7 centres for applied
research, the AUAS has a major impact on the City of Amsterdam and its residents. The AUAS is fully aware of its
influence in this regard. The institution works to accommodate diversity and realises that it plays an emancipatory role
within the Amsterdam metropolitan region. The AUAS makes up an integral part of Amsterdam’s social structure and
is characterised by an enterprising culture and close collaborations with the professional practice and other national
and Amsterdam-based knowledge institutions. It is actively involved in the Amsterdam Economic Board, which works
with other partners to promote economic, social and cultural development in the metropolitan region through a ‘triple
helix’ approach (based around cooperation between government agencies, the business community and knowledge
institutions). With a broad and diverse range of degree and research programmes, the AUAS contributes to technological,
social and economic innovations and the successful coexistence of Amsterdam’s highly diverse population.
knowledge exchange and apply a multidisciplinary approach to the city’s
problems and issues. The AUAS’s social commitment is best exemplified
by its activities within the BOOT (Community Store for Education,
Research and Talent Development) Knowledge Store initiative in which
students work to improve Amsterdam’s disadvantaged neighbourhoods
under the supervision of lecturers. The services provided through BOOT
are focused on developing the talents of local residents and social
activation, varying from homework supervision to free legal assistance.
A fifth BOOT Knowledge Store opened in Studio HvA (Amsterdam East)
in 2013. The store offers a new product in the form of a consultation
hour for former prison inmates.
Biobased plastics
The School of Technology’s CleanTech research programme and
the UvA have joined forces to explore the potential applications
of Glycix, a new biobased plastic discovered by the UvA’s Faculty
of Science. The collaboration between the two knowledge
institutions is being facilitated by the BKT with support from the
Amsterdam Economic Board’s Biobased Connections project
and the AUAS’s RAAK-MKB Design Challenges with Biobased
Plastics project. Lecturers/researchers in the AUAS Engineering,
Design and Innovation programme are developing a variety of
innovative practical uses for this bioplastic, including interior
products. Research is also underway to test different production
processes for this material. As a part of efforts to further
promote the collaboration in 2013, an oven was installed at
the AUAS’s Leeuwenburg location, at less than ten minutes
cycling distance from the Amsterdam Science Park. The new
oven will allow for more intensive production of the sustainable
new bioplastic, facilitating its large-scale application in the
Amsterdam metropolitan region.
PAN-AMSTERDAM TECHNOLOGY TRANSFER OFFICE
COLLABORATION WITH THE UVA
Nowhere does the potential value of collaboration between the UvA
and the AUAS manifest itself so clearly as within the framework of
cooperation in the Amsterdam metropolitan region. The table below
shows several notable distinctions between the AUAS and the UvA that
underscore this. The data were compiled from an English-language
survey held in early 2013 among 600 professors and senior university
lecturers at the UvA and 100 professors and programme managers at
the AUAS.
AUAS: yes
UvA: yes
Have you ever worked in a non-academic sector?
Questions
80%
50%
Over the past 3 years, have you worked in
collaboration at regional level?
50%
20%
At national/international level?
50%
80%
Has the amount of time spent on collaboration
increased over the past 3 years?
75%
45%
Did you feel encouraged to develop collaborative
relationships?
75%
50%
Were the activities you have been involved in
aligned to the specific economic, social or cultural
needs of your region?
75%
50%
Do you (or your unit) have specific goals and
targets for these activities?
40%
20%
In your experience, have your activities which
contributed to the institution’s public good
mission been valued as much as your teaching
and research activities?
30%
15%
When designing teaching programmes, are the
future needs of the regional economy taken into
account?
60%
20%
Comparatively speaking, the AUAS collaborates more frequently with
urban and regional parties. More extensive collaboration and the
blurring of the boundaries between academically-driven and practicebased research at the UvA and the AUAS, respectively, can logically be
expected to provide a positive boost to the institutions’ impact within
the city and the efficacy of the Amsterdam Economic Board.
LOCAL AND REGIONAL COLLABORATION
The AUAS, UvA and VU University Amsterdam are members of the
Amsterdam Economic Board, an organisation for the Amsterdam
24 APRIL 2013
The AUAS hosts the E-Discovery Symposium, at which criminal
investigation departments, police detectives and other leading
experts present the latest investigative technologies.
26
JANUARI
metropolitan region that facilitates mutual cooperation between
government agencies, knowledge institutions and the business
community in order to promote innovation in the city. The mission of the
Board is to maintain and strengthen the region’s long-term welfare and
prosperity through a ‘triple-helix approach’ in which the government,
knowledge institutions and the business community join forces to boost
growth, innovation and collaboration. To achieve its aims, the Board
has defined eight clusters that reflect the region’s strengths: Creative
Industry, Food & Flowers, ICT, Logistics, Life Sciences & Health, Tourism
& Conference, Financial & Business Services and the Manufacturing
Industry. The Board additionally distinguishes the following horizontal,
intersectoral themes: knowledge & innovation, human capital, and
international connectivity. Representatives of the AUAS, UvA and VU
University Amsterdam are closely involved in the aforementioned clusters
and themes on behalf of their respective institutions. For example, in
2013 the AUAS actively participated in an effort to elaborate the Board’s
human capital programme, set to be implemented under chairmanship
of the AUAS rector in a close triple helix-based collaboration. Louise
Gunning serves as Board member in her capacity as president of the
Executive Board.
In addition to its activities within the Amsterdam Economic Board, the
AUAS conducts numerous activities in collaboration with businesses,
organisations and institutions in its immediate environment. In another
noteworthy initiative, students and researchers at the Centre for
Applied Research on Economics & Management (CAREM) are currently
researching new forms of entrepreneurship. They are exploring the
potential for establishing a credit union for and by local entrepreneurs
in Amsterdam East. Small and medium-sized businesses are seeking
alternative forms of financing, such as crowd funding and micro credit.
In another initiative in Amsterdam East, the AUAS and the Amsterdam
East Urban District will collaborate intensively on local issues over the
coming years, as recorded in a joint letter of intent in September 2013.
The Amsterdam East Urban District will serve as a de facto field lab for
the Urban Management education and research programme. A similar
form of cooperation was recorded in an agreement between the Nieuw
West Urban District and the municipality of Amsterdam’s Development
Corporation (Ontwikkelingsbedrijf Gemeente Amsterdam) in April
2013. The participating parties intend to empower each other through
1 MAY 2013
Marleen Barth is appointed member of the AUAS Supervisory
Board (and adviser to the UvA Supervisory Board).
In 2012, the University of Amsterdam, VU University Amsterdam and
their two university medical centres in Amsterdam, AMC-UvA and
VUmc, joined forces with the Amsterdam University of Applied Sciences
and their Amsterdam Centre for Entrepreneurship (ACE) to submit
a joint application for a grant under the Dutch Ministry of Economic
Affair’s valorisation programme.
This grant was awarded in two tranches of €5 million each, which the
institutions had to match with their own funds. One of the key targets
of this funding was the creation of a pan-Amsterdam Technology
Transfer Office (TTO), subsuming the former Knowledge Transfer Office
(BKT).
The BKT offers expert guidance and advice to help staff navigate
from knowledge to the market and society. The office advises on the
acquisition of grants and contracts from clients in the second and third
flows of funds, at both national and international level. It can also
provide specific information on the registration and management of
intellectual property and on procedures for establishing new ventures
arising from academic research. Activities in aid of the AUAS were
further intensified in 2013. As a result, the AUAS is better positioned
to benefit from the BKT’s expertise and legal knowledge in the area
of patents, licences, collaboration agreements and national and
international funding acquisition. The first results of the BKT’s role
as an intermediary between the university of applied sciences, the
research university, the business community and government parties are
becoming visible (see box on ‘Biobased plastics’).
In November 2013, a director with responsibility for establishing the
pan-Amsterdam TTO and implementing the TTO programme was
appointed. The TTO initiative is set to run from 2012 until late 2018,
with funding already secured for the periods up to 2016 (first tranche)
and up to 2017 (second tranche).
ENTREPRENEURSHIP
Amongst other priority areas, the AUAS’s valorisation strategy centres
around promoting entrepreneurship within the education sector. The
aforementioned €5 million valorisation grant served to lend these
efforts a major impulse in early 2013. The Amsterdam Centre of
Entrepreneurship (ACE) plays a key role in this process. The AUAS
Entrepreneurship minor programme is part of the ACE and will be
sharing in the grant funds. These funds will enable the AUAS to further
integrate and promote entrepreneurship in the education sector, in
collaboration with other knowledge institutions. The grants will be
applied to develop a new programme through which students and their
start-up businesses receive supervision and assessments from ACE staff.
Lecturers from the relevant degree programmes will be involved in this
process. This will offer the programmes and lecturers greater insight
into the students’ learning process. The grants will also be applied to
provide more effective support to students and lecturers in the process
of submitting patent applications and marketing new inventions and
technologies.
CORPORATE SOCIAL RESPONSIBILITY
In October 2013, the UvA and the AUAS concluded a unique contract
with Pantar, Amsterdam’s sheltered employment organisation, for the
formation of a joint work experience and training company. Pantar
prepares its target group (consisting mainly of young people at a
distance from the labour market) for the labour market, offering work
experience placements within the AUAS and the UvA. The contract
anticipates the implementation of the Participation Act (Participatiewet),
meant to guide segments at a disadvantage on the labour market to
employment in a regular job. Under this contract, Pantar Amsterdam
will train young people who for whatever reason have been derailed in
the training and labour process and people with disabilities who have
a work capacity of between 40% and 70%, to perform jobs in the
service areas outsourced by the UvA and the AUAS. After completing a
1 MAY 2013
Gerard Mols is appointed adviser to the AUAS Supervisory
Board (and member of the UvA Supervisory Board).
27
course of intensive supervision and training based on specially designed
study paths, participants are assigned a placement within the UvA
and the AUAS to gain experience at a ‘real’ company. In late 2013,
work began to design study paths and work experience placements
keyed to the various service elements. These include services such as
room management, bike management, waste management and site
management. The collaboration will be further developed in 2014.
AMSTERDAM’S ATHLETIC AMBITIONS
Sports activities also contribute to the AUAS’s social impact. The AUAS
and the UvA have established Top-Level Sports Regulations for their
students and facilitate athletes at the Amsterdam Centre for Top-Level
Sports and Education (Centrum voor Topsport en Onderwijs, CTO). In an
effort to facilitate better and more broadly-oriented pairings between
top-level sports and academic activity – both at the institution itself and
in the City of Amsterdam – the AUAS also established the Amsterdam
Top-Level Sports Academy (Topsport Academie Amsterdam, TAA). The
AUAS currently offers a specific Marketing programme in collaboration
with the Johan Cruijff Foundation through its School of Economics
and Management: the Johan Cruyff University (JCU). This programme
enables outstanding athletes to combine an athletic career with studies
at the AUAS, offering both a great degree of flexibility and additional
supervision. At the time of writing, athletes studying at other schools are
not yet able to make use of this additional supervision and flexibility. The
TAA is working to meet this need by offering outstanding athletes the
opportunity to choose from and participate in any of the available AUAS
degree programmes. As a result, it will become the umbrella service
organisation for all degree programmes, classes and activities targeted
at student athletes. The Executive Board commissioned a study in 2013
in order to further elaborate this ambition into a business case. This will
then serve as the basis for further decision-making.
As part of efforts to improve educational and professional perspectives
for outstanding athletes, the UvA and the AUAS signed a plan of action
with the NOC*NSF in 2013. The plan records long-term agreements on
the organisation of courses for student athletes, who have to set aside
a considerable amount of time for training and participation in major
national and international sporting events.
1 MAY 2013
The Executive Board appoints Ietje Veldman dean of the School of Education. She will succeed
Marjan Freriks, who will be stepping down as dean but will remain affiliated with the AUAS.
28
JANUARI
JANUARI
29
2.1 QUALITY OF STAFF
1
2
ORGANISATION
The AUAS seeks to offer high-quality teaching and research facilities. This will require well-motivated professional
staff, and an inspirational personnel policy. After all, our employees are our most valuable asset. This will require that
every employee – both teaching and support staff – apply their own expertise and skills to contribute to the quality of
teaching and practice-oriented research. Employees share responsibility for the development of their individual talents
and careers. The AUAS strives to promote and facilitate this development by providing personal development and
career advancement opportunities. The institution works to increase the mobility of its staff members in order to ensure
their long-term employability.16
LONG-TERM EMPLOYABILITY
The current Strategic Plan outlines a changing approach to labour, as
we shift our focus from job security to employment security. Under this
new approach, the AUAS and its staff members are jointly responsible
for building and maintaining a sustainable employment relationship.
The focus on long-term employability is increasingly central to the
AUAS’s HR policy, and prompted further measures over the course of
2013. The emphasis is on ensuring that employees retain their appeal
to the internal and external labour market. The preamble to the current
Collective Labour Agreement also mentions this as a key theme for
the future. Policies in the area of long-term employability are based
on three cornerstones: professionalisation, vitality and mobility. These
cornerstones form the heart of the AUAS’s HR policy. Key measures were
taken in each of these areas over the course of 2013.
PROFESSIONALISATION
In accordance with the 2012-2013 Collective Labour Agreement for
Universities of Applied Sciences (CAO HBO), the AUAS developed
a strategic framework for the professional development of its staff
members in 2013 in the form of an overall professionalisation plan.
The employee organisations and the representative advisory council
both independently approved this plan, which subsequently took effect
on 1 January 2014. The plan describes basic principles, themes and
facilities relevant to the professional development of employees and
teams. The professionalisation plan provides a balanced framework for
existing AUAS training policies. Prior to implementation of the plan,
the Executive Board adopted a more detailed facilitation scheme in
consultation with the employee organisations in September 2013 in
order to encourage lecturers to enrol in Master’s degree programmes.
In supplement to the current appointments policy in this area
(implemented in 2012), the scheme should help improve educational
quality by increasing the amount of lecturers with a Master’s degree.
In accordance with its performance agreements with the Ministry of
Education, Culture and Science, the AUAS is striving to ensure that 72
percent of its lecturers have obtained a Master’s degree by 2015. This
percentage stood at 69.5 percent at the time of writing in 2013, a 2.8
percent improvement in comparison with 2012.
Leadership development will be crucial in improving organisational
quality. The Strategic Plan emphasises the importance of a management
development track for staff members involved in the primary process.
In order to address this need, a leadership programme for programme
managers was launched in 2013 in close collaboration with Nyenrode
Business University and Kennisland. A total of 39 programme managers
will be taking part in the programme, which is set to run until July 2014.
A group of twelve coordinators also took part in the professionalisation
track for team coordinators (an ongoing initiative that has been
successful for several years now), and a new development track for
controllers was launched.
The AUAS applies the University Teaching Qualification (UTQ) in order to
ensure the didactic quality of lecturers. This UTQ is awarded following
attainment of the didactic qualification. The reporting year saw a
rise in the percentage of new lecturers to participate in the didactic
introductory course. This training course is followed up by another
course culminating in attainment of the didactic qualification. The
number of lecturers with a permanent appointment to obtain a UTQ
certificate increased by approximately 8.8 in comparison with 2012,
to a total of 73.7 percent.
The AUAS Academy provides training, education, consultation
and development services for all AUAS employees, and serves as a
knowledge sharing platform. The AUAS Academy has developed in
leaps and bounds since its launch in 2012. The Academy has been
allocated its own physical and virtual environment within the AUAS. The
past year saw a focus on education and training tracks in the area of
didactics, legislation and regulations, leadership and vitality. As a part of
the Academy’s consultative and development activities, a large number
of employees also received supervision in the area of professional
development. This support is increasingly being offered in the form of
specially tailored team-based tracks.
16 This section provides an account of current HR policies as they relate to the AUAS's strategic
objectives outlined in the Strategic Plan, based on a description of key institution-wide HR
developments. In combination with the relevant key figures, as featured in Appendix 2:
Organisation, this section comprises the AUAS social annual report for 2013.
19 MAY 2013
The AUAS’s hydrogen-powered H2A car wins first place in the
Shell Eco Marathon, setting a new European record.
JANUARI
31
2.2 REPUTATION
The AUAS Academy in facts and figures:
-
-
-
-
-
-
-
554 employees took part in open training courses;
731 employees took part in tailor-made training
courses;
167 employees received individual coaching (35 of
which were referred by the company physician);
79.3% of those surveyed were familiar with the AUAS
Academy;
71.6% of those surveyed made use of the services
offered by the AUAS Academy;
collaborations with the Amsterdam Institute for
Lifelong Learning in Education (CNA) in the area of
didactic professionalisation are of a structural nature;
the range of available training programmes and tracks
has been made available to UvA staff at the joint
service units.
VITALITY
Vital, resilient organisations invest in the vitality and long-term
employability of their staff. As a result, they are better equipped
to respond to new developments such as digitisation, the growing
complexity of work and the new world of work. Greater vitality also
helps improve performance and job satisfaction levels. Over the past
year, the AUAS has made various efforts to raise awareness on vitality
amongst employees, teams and managers. For instance, in 2013 the
second edition of the Vitality Week was held, an event for all AUAS
staff and UvA staff members at the joint service units. Over the course
of the week’s events, staff members were familiarised with the various
aspects and potentials of vitality. All AUAS staff were also issued a copy
of ‘Vitality: working at the AUAS’ magazine. The publication features
inspirational stories on vitality from colleagues’ personal experience, and
practical tips on investing in your personal vitality. The AUAS Academy
also incorporated the theme of vitality into its curriculum. The Academy
offers group training courses and individual coaching. Various service
units received tailor-made training over the course of 2013.
MOBILITY
As a part of the Smart, Sound, Slim programme, 2013 saw the
start of efforts to announce temporary assignments throughout the
organisation, offering employees the opportunity to work in other
parts of the organisation (on a temporary, part-time basis). The aim is
to develop other similar initiatives over the years to come in order to
promote the sharing of knowledge and reduce dependency on external
staff. An internal AUAS job vacancy consultation initiative was launched
in 2013, in supplement to existing matching consultations between
the AUAS, UvA, AMC-UvA, VU University Amsterdam and VUmc. The
latter weekly consultation is aimed at promoting internal mobility. The
participating organisations regard employees nominated through this
consultation process as internal candidates.
5 JUNE 2013
The AUAS Software Energy Footprint Lab (SEFLab) wins
second prize in the final round of the Amsterdam Science
and Innovation Award for its research on software energy
consumption, conducted in collaboration with joint-winners
Software Improvement Group.
32
JANUARI
The AUAS mobility policy also covers the reintegration of former
employees (under the supervision of Margolin). As a self-insured
organisation, the AUAS is legally required to support employees who
have reached or are nearing the end of their employment contract and
who are seeking unemployment benefits under the Unemployment
Insurance Act (Werkloosheidswet, WW) in their transition from job
to job. In 2013 further measures aimed at preventing and reducing
unemployment benefit claims were introduced. Managers are monitoring
this process more intensively and intervening at the earliest possible
stage. Naturally, the current labour market situation significantly limits the
chances of finding new employment. However, the current approach –
based around a more intensive management focus – is expected to yield
positive results.
ORGANISATIONAL PRECONDITIONS
In 2013 the institution focused on accurately analysing the nature
and scope of all external hiring. This resulted in improved registration
and reporting on external staff, yielding a more accurate picture of
deployment and costs. The results of the external hiring assessment
will be announced in 2014. In accordance with the obligation to report
recorded in the Collective Labour Agreement for Universities of Applied
Sciences (CAO HBO), the AUAS does not apply zero-hours or minimum
guaranteed hours (min-max) contracts.
A solid reputation in the outside world starts within the AUAS’s own walls. This is the key principle underlying the
AUAS’s approach to its reputation. In addition to discussing their experiences, ideas and wishes with their own family
and friends, a large portion of the AUAS’s student base (close to 50,000 students) as well as various staff members
choose to do so through social media. The AUAS’s public image is being shaped through digital channels 24/7. A focus
on excellent teaching and research and high-quality services and staff are the cornerstones of all AUAS’s reputation
management activities.
QUALITY AS THE BASIS FOR THE AUAS’S REPUTATION
In 2013 the AUAS focused on the bolstering of educational quality,
in terms of both content and communications. These aspects were
highlighted in both internal and external communications by creating
systematic exposure for best practices submitted by degree programmes,
lecturers and students. The website www.hva.nl features an ‘Education
Action Plan’ case file, with an explanation of the current approach and
an overview of best practices.
The AUAS successfully underwent an Institutional Quality Assurance
Audit in 2013, confirming the effectiveness of its vision and capacity
to organise and guarantee research quality. The NVAO’s confidence in
the AUAS’s approach to quality represents an important signal to the
internal and external environment and lays a solid foundation for the
institution’s good reputation.
The reporting year also saw far-reaching efforts to update and refine
the entry system for staff reimbursements and allowances, in order to
facilitate administrative processing in accordance with the work-related
expenses scheme. In late 2013, the Executive Board decided to introduce
this work-related expenses scheme at both the AUAS and the UvA as
from 1 January 2014. In line with the recommendations issued by the
Internal Audit Department and external auditor, a decision was also taken
to further tighten expense claims regulations. These new regulations
were adopted by the Executive Board in early 2014, and will take effect
on 1 April of this year. The e-HRM project proposal was also approved,
constituting a major step towards digitisation of the various HR processes.
The project proposal will be elaborated into a business case over the
course of 2014.
In addition to the quality of the curriculum, a degree programme’s
organisational structure also affects student perception – and thus the
institution’s reputation. This is reflected in the National Student Survey
and internal Employee Monitor. The ASVA Student Union also organised
a ‘Grievances Debate’ in early February in collaboration with the AUAS.
The event offered students an opportunity to voice any grievances
and issues. Information services, the Student Information System (SIS)
and the availability of the workspaces proved to be the most pressing
issues. The AUAS initiated efforts to address all three aspects after the
debate. This reflects the AUAS’s approach to improving perceptions of
its education and thus the institution’s overall reputation.
The Executive Board approved the management model for the various
schools in close consultation with the deans in late 2013. This step
was taken in response to NVAO recommendations as a part of the
Institutional Quality Assurance Audit, and is aimed at improving
the organisation’s underlying organisational and decision-making
structures. The management model is based around harmonisation of
the organisational structure, consultation and advisory structures and
planning and control cycle at all schools. Implementation of the model
should be completed before the start of the 2014-2015 academic year.
Good, reliable degree programme information is one of the main
cornerstones of the AUAS’s reputation. The emphasis is on quality rather
than quantity. Degree programme information is designed to ensure
that all pupils opting to enrol in a higher education degree programme
do so on the basis of an extensive orientation process and wellconsidered decisions. In practice, many prospective students have proven
to recognise and value this approach. This appreciation is reflected in
the rising number of visitors to AUAS open days (a 10 percent increase)
and the rising number of new first-year students (up by 8 percent). The
introduction of ‘Programme in Figures’ in 2013 and preparations for the
Study Check in 2014 represent two important developments in the area
of degree programme information.17
ONLINE COMMUNICATION:
THE AUAS RECEIVES AWARDS
The Internet and social media are crucial to the AUAS’s efforts to
communicate with its students, staff and external environment. Efforts
to further professionalise these channels and improve the institution’s
findability and recognisability are yielding clear results. For example,
in 2013 the AUAS received a prize for the best university of applied
sciences website in the Netherlands (awarded by Strategy on Demand
and ScienceGuide), while another agency ranked the AUAS the best
higher education institution in terms of social media. According to the
researchers, the AUAS communicates more intensively with its internal
and external target groups than all other Dutch research universities and
universities of applied sciences.
The impact of social media was clearly demonstrated in May 2013,
when an AUAS lecturer tweeted about his efforts to build a handgun
using a 3D printer. The lecturer was simply trying to emulate the US
citizen who had made global headlines the previous day when he
successfully printed out a handgun. As soon as the news spread,
the Executive Board requested that he cease his efforts. Despite the
researcher’s good intentions – to explore the technological possibilities
and start a debate on the relevant ethical aspects – educational
resources should not be used to create weapons. Within the space of
24 hours, nearly two million Dutch citizens learned about the issue for
the first time, mainly via Twitter. An analysis of the subsequent tweets
showed overwhelming support for the Executive Board’s position.
THE AUAS: OF, FOR AND WITH AMSTERDAM
PROVIDING MORE IN-DEPTH DEGREE
PROGRAMME INFORMATION
Amongst other aspects, the profile and performance agreements with
the Ministry of Education, Culture and Science outline the AUAS’s
specific profile. In which areas does the AUAS distinguish itself from
other universities of applied sciences? The answer to this question is:
Amsterdam. In addition to being Amsterdam’s University of Applied
Sciences, the AUAS also works for and with its home city. Students are
trained for careers in an urban environment, where urgent issues require
an interdisciplinary approach.
17 See section 1.3: Teaching for details.
10 JUNE 2013
The festive launch of the Centre of Expertise Amsterdam Creative Industries is held in Pakhuis De Zwijger, Amsterdam.
11 JUNE 2013
AUAS students Paul Koblens, Guus Bruijns and Johannes
Breevaart win the audience award at the 2013 GasTerra Transition Award ceremony for their sustainable railroad switch
heating system.
JANUARI
33
2.3 RELIABLE AND SUSTAINABLE SERVICES
This emphasis on Amsterdam was the focus of a recent Catch Up
session organised by the Amsterdam Economic Board on 19 June in
cooperation with Inholland University of Applied Sciences held in the
Kohnstammhuis. Participants discussed the institution’s interrelationship
with the regional business community and orientation towards
Amsterdam’s labour market. The event – attended by entrepreneurs
from the small and medium-sized business sector, members of the
Amsterdam Economic Board, students and staff – saw presentations
from various entrepreneurs highlighting the added value of cooperation
with the AUAS.
The same Catch Up session also served to formalise a collaboration
agreement between three of Amsterdam’s universities of applied
sciences – including the AUAS. The Executive Board presidents of the
AUAS, Inholland University of Applied Sciences and the Amsterdam
School of the Arts signed an agreement formalising cooperation
between the institutions, in order to meet business sector needs and
cater to Amsterdam’s professional practice more effectively. The new
agreement will help the AUAS further strengthen its position as a
university of applied sciences in cooperation with its partners.
The AUAS support services18 are responsible for sustainably improving the quality of teaching, research and innovation
facilities at the lowest possible cost. Policy objectives in the area of support are geared to achieving higher satisfaction
ratings among students and staff in the National Student Survey and Employee Monitor. Efforts are also underway to
increase efficiency and improve quality in the longer term through collaboration with the UvA service units.
COLLABORATION
In 2013 the various AUAS service units began to collaborate more closely
in areas such as information management, communication and service
desks. This involved investments in effective joint information system
management and the sharing of knowledge, expertise and experience.
At service unit level, the AUAS is also closely cooperating with the UvA
based on the principle of shared service centres. As a part of this intensive
collaboration, Facility Services, ICT Services, Strategic Information Provision
and the Administration Centre worked together to prepare the relocation
to the AUAS Leeuwenburg location. These AUAS and UvA service units
will take up residence at this location in January 2014.
ICT INTEGRATION
In late 2012, the UvA’s Central Computer Services (IC) Department and
AUAS’s IT Services Department took the first steps towards integration
into a single joint ICT Department for both institutions. Division
managers were appointed in mid-2013, and agreements were reached
on the main structure of the future ICT Department. The first step
towards implementation was taken after the summer of 2013, with
the recruitment of three division managers. These newly appointed
managers took up their duties on 1 December 2013. In early 2014,
a decision was also taken to name the UvA and the AUAS’s joint ICT
service ‘ICT Services’. The resulting integration of the UvA and the
AUAS Service Desks will yield broader, more in-depth knowledge while
ensuring a broader staff base. In the past, the IT Services Service Desk
(AUAS) was frequently staffed by temporary employees. The deployment
of temporary staff has since been scaled down. The handling of reports
was rated with an average score of 7.5 in 2013, with customerfriendliness rated slightly higher at 7.8. The AUAS Service Desk thus
managed to exceed its target value in the AUAS Monitor.
following a number of investments. No major infrastructural disruptions
occurred in 2013. This includes the busy period at the start of the
academic year. The network was modified in order to ensure that the
wireless network remains accessible to large numbers of users during
peak times.
SERVICE PROVISION TO THE ORGANISATION
As of 2013, the UvA and the AUAS have been working together to
monitor employee satisfaction in the area of internal services. The results
of the Internal Services Employee Monitor will be discussed at all levels
of the AUAS and the UvA, and will lead to policy adjustments and
concrete improvements where necessary. The Executive Board has also
entered into covenants with the various service units in order to record
agreements on employee satisfaction regarding the services provided.
A number of service units conduct more detailed customer experience
scans for their own development purposes. All units report on the
requests and complaints logged at their service desks. The table below
provides an overview of the employee satisfaction scores for internal
services in 2013.
According to the Internal Services Employee Monitor, employees rated
computer facilities with a 6.3. The ICT Department has been working
hard to develop a new ICT workspace over the course of the past year.
Following completion of the development and testing phases, the
project approach was supplemented with a pilot phase. This phase
saw end users at the various schools and service units test the four
workspace varieties in practice. The pilot phase started in November
2013 and will continue through the first quarter of 2014. The new
workspace will enable users to flexibly use AUAS software on an AUAS
PC or personal device at any location.
According to the Employee Monitor, staff were less positive about the
AUAS’s wireless Internet. This is probably attributable to a number of
major disruptions at the start of the 2012-2013 academic year.
The stability of the digital infrastructure has considerably improved
19 JUNE 2013
The Executive Board presidents of the AUAS, Inholland University of Applied
Sciences and Amsterdam School of the Arts sign a collaboration agreement
that should help the institutions respond more effectively to the needs of the
professional practice.
34
JANUARI
18 Facility Services, ICT Services, Administration Centre, AUAS Library, Campus Real Estate
Development Office and Student Affairs Office.
21 JUNE 2013
The UvA and the AUAS win the Higher Education Web Award on Excellence Day.
The award is presented in recognition of the best research university and university
of applied sciences websites.
35
2.4 TARGETED CAMPUS INFRASTRUCTURE
Internal services
Score (1 -10)
Printing and copying facilities
6.8
Relocations
6.5
Catering
6.4
Personnel and Salary Administration
7.4
Invoice processing
4.8
Information provision
6.6
The AUAS’s accommodations are designed to emphasise the institution’s urban profile: an appealing location in
the city that fascinates and binds its users. A place where research, education and the professional practice meet,
where collaborations are born and students and staff come together to develop and innovate. A breeding place for
development, where knowledge, insights and experiences are shared by and for students, employees, alumni, the
professional practice and visitors alike.
CONCENTRATED ACCOMMODATIONS
Administration Centre
Reporting of wishes/complaints
6.8
Handling of wishes/complaints
6.5
6.7
6.6
IT Services
Facility Services
7.0
6.8
AUAS Library
7.5
Partly in response to low satisfaction scores amongst staff, the
Administration Centre spent the past year speeding up and digitising
the invoice handling process in collaboration with the schools, staff
departments and other service units. As a result, invoices are now
approved and forwarded in less time. Furthermore, budget holders
that fail to approve invoice payments within the specified time frame
now receive phone calls to speed up the process. These measures have
helped to significantly increase the number of invoices that are paid
on time (from under 50 percent to 75 percent). The Administration
Centre expects to see these results improve further in future, as all
invoices are now submitted in digital format and all digital invoices have
been automatically scanned since late 2013. In 2013 the AUAS’s new
OrderDirect system was also introduced. OrderDirect allows users to
order products from over fifteen webshops. The entire ordering process
has been digitised, greatly simplifying the invoice handling process.
The AUAS’s accommodations are modern, efficient and sustainable.
In line with the open city campus concept, all accommodations are
concentrated at four locations throughout the city.
- the Amstel Campus in Amsterdam East on the Wibautstraat, the
largest AUAS location by far;
- Fraijlemaborg in Amsterdam South East at the Amsterdam Arena;
- the health campus in Amsterdam South East at the Academic
Medical Center (AMC-UvA);
- the athletic campus in Amsterdam New West (Osdorp).
The AUAS has opted to concentrate its accommodations at a limited
number of locations throughout the city. This clustering of resources
offers a number of key advantages:
- The concentration serves to create a multidisciplinary environment,
enabling the AUAS to realise its core ambitions. The concentration
of accommodation also contributes to the quality of teaching and
research, while improving study success rates.
- Clustered educational facilities increase our appeal to the business
sector and social organisations while strengthening our relationship
with regional knowledge partners, thus contributing to the
economic and cultural prosperity of the Amsterdam metropolitan
region.
- Clustering also makes it easier to respond to growing or declining
numbers of students and staff members at the various schools.
Flexible building designs and the joint use of spaces help reduce the
number of relocations to a minimum.
- The campuses will serve to raise the AUAS’s public profile and
strengthen the institution’s strategic position in and on behalf of the
City of Amsterdam.
DEVELOPMENT OF THE AMSTEL CAMPUS
The Amstel Campus at the start of the Wibautstraat is home to five
of the AUAS’s seven schools. By 2018, some 30,000 students and
employees will work, study, recreate and live at this facility; in addition
to the various university buildings, the plans also include student
accommodations, sports facilities, car parks and publicly accessible
squares.
The Executive Board approved an updated vision on the Amstel Campus
in June 2013. In brief, the vision defines the Amstel Campus as a
hotspot that serves to connect the various AUAS programmes with
other knowledge institutions and the professional practice; a hub of
activity in the neighbourhood, which is open, modern, sustainable
and typical of Amsterdam. A decision was also taken to appoint a
1 JULY 2013
Launch of the national Centre of Expertise in Logistics.
36
JANUARI
Campus Development communication adviser as of 2014. This adviser
will be responsible – in close collaboration with the schools, the FLOOR
debate and activity centre and the Amstel Campus area manager – for
developing, coordinating and stimulating activities that contribute to the
vitality and appeal of the Amstel Campus.
Muller-Lulofshuis
The new Amstel Campus continued to take shape over the course
of 2013. New construction work remained on schedule, resulting in
commissioning of the Muller-Lulofshuis in mid-2013: a key turning point
in terms of campus perception. The multifunctional building features both
lecture rooms and residential and sports facilities. The Muller-Lulofshuis
is home to several School of Social Work and Law programmes. The
Amstel Campus sports hall and gymnasium with sports café – managed
by the University Sports Centre – were previously put into use in 2012.
The fitness facility was officially opened in 2013. The 154 student housing
units – managed by De Key housing association – are all occupied, largely
by AUAS students. The residents will receive a campus contract that runs
for the duration of their studies.
Wibauthuis and squares
A decision was taken in 2013 to relocate the School of Social Work and
Law and the School of Economics and Management in the Wibauthuis
(currently under construction) in 2015. The highest point of the
Wibauthuis structure was completed in October 2013. Construction work
is on schedule, in terms of both costs and time. Student housing units are
also being built behind the Wibauthuis. The 60 accommodations will be
completed in late 2014 and leased out by De Key housing association.
The plinth of the Wibauthuis will be used to accommodate catering
facilities and retail. The plinth of the residential section will also feature
a catering facility. A definitive design for the Wibauthof courtyard and
Van Musschenbroekplein square was prepared in consultation with the
municipality (East urban district) and local residents. The area is shared
property of the AUAS and the municipality.
Rhijnspoor building
In 2013 further efforts were made to develop the Rhijnspoor building
design in close consultation with its future managers and users. The
Rhijnspoor building is the last accommodation to be constructed on the
Amstel Campus and will be mainly used by the School of Technology.
Based on the current planning schedule, the building will be put into
use in 2018. The provisional design was approved in September 2013,
and can now be elaborated into a definitive design. The zoning plan
amendment procedure was initiated after the end of the summer period.
The procedure should be completed by March 2014.
7 JULY 2013
AUAS student and wheelchair tennis player Jiske Griffioen and
her doubles partner Aniek Koot win the finals of the Wimbledon grand slam tournament.
37
2.5 SUSTAINABILITY
Campus development
Various initiatives undertaken over the course of the past year should
contribute to campus development. In addition to the decision to
appoint a Campus Development communication adviser, a collaboration
was initiated with De Nieuwe Wibaut practical learning programme. This
learning programme was established by the municipality of Amsterdam
in order to help municipal officials adjust to new working methods.
Over the course of a six-month period, participants explored a series of
urban issues, including the question: what makes the Amstel Campus a
campus? This process resulted in assignments for various AUAS minors,
which will now apply their own specific expertise to contribute to the
further development of the Amstel Campus. As a part of the Amstel
Campus programme, MediaLab Amsterdam designed an interactive
installation at the Rhijnspoorplein aimed at offering students a platform
to present their projects to the city. The aim is to raise the AUAS’s profile
in the city. As a part of the same publicity effort, an Amstel Campus
banner was attached to the scaffolding at Wibauthuis.
ICT at the Amstel Campus
ICT has become a crucial component of modern education. The
AUAS-UvA’s ICT Department – ICT Services – regularly takes part in
consultations on the Amstel Campus construction effort. As a result,
ICT Services can gain a clearer picture of the required on-campus ICT
facilities at an early stage of the process. In 2013 the ICT Department
worked hard to complete a fully-HD Wi-Fi network at the Amstel
Campus (offering good coverage for mobile telephones) and implement
the ‘Follow me printing’ system. A pilot project was also launched to
test the New ICT Workspace (NIW), which will be used by all AUAS staff
in future (laptops and desktops). All computers at the various study
workspaces will be replaced as a part of the NIW project. The New ICT
Workspace is set to be implemented throughout the AUAS in 2014.
Relationship with the surrounding environment
surrounding environment and the city as a whole. The courtyards and
facilities (catering, sports, parking) will also be open to local residents,
activities at the FLOOR debate and activity centre will be public and
the campus will offer many opportunities for interaction in the area of
culture, education and sports. As a part of its efforts to build close ties
with its home city, the AUAS maintains relationships with municipal
organisations, housing corporations and local business owners. The AUAS
holds regular consultations with the municipality of Amsterdam to discuss
the capacity and safety of the Weesperplein metro station with a view
to the increase in the number of future users. These consultations are
also attended by the UvA, currently working to build the Roeterseiland
Campus on the other side of the metro station.
STUDENT HOUSING
To be attractive to students and to compete on this front with other
global centres, a city must offer sufficient housing for its students. The
objective was to build a total of 9,000 student housing units between
2011 and 2014. By the end of 2013, a total of 7,000 units have been
completed (or are scheduled for completion). In order to accommodate
the growing number of students in Amsterdam, some 8,000 additional
housing units will have to be built in the 2014-2018 period. Ongoing
projects in this area include Blue-Gray across from the AMC-UvA (348
housing units), Casa 400 (now known as ‘De Feniks’) in the James
Wattstraat (342 units) and the Elsevier building (now known as ‘Dudok’)
in Amsterdam West (226 units). The Amstel Campus programme
strives to make use of the maximum available designated space for
accommodations: a total of approximately 275 student housing units,
set to be managed by De Key housing association after their completion.
This concerns the Boerhaave and Tilanus accommodations taken into use
in April 2013 (154), the Wibaut housing units (60) to be completed in
November 2014 and the Leeuwenhoek accommodations (60) set to be
built from 2016 onwards in accordance with the housing association’s
current planning schedule.
A great deal of attention was devoted to communications with the
The AUAS seeks to be a sustainable knowledge institution. In addition to being integrated into the AUAS’s teaching
and research (thanks to sustainability targets in covenant agreements between the Executive Board and schools, and
other measures) the issue of sustainability is also being incorporated into the Amstel Campus’ operational structure and
construction procedures. Efforts to raise awareness on the importance of sustainability are continuing steadily, while the
number of activities aimed at ensuring a sustainable AUAS are being expanded.
SUSTAINABLE TEACHING AND RESEARCH
Sustainability is an important theme within the organisation. Students
and staff strive to make the AUAS more sustainable through their
teaching and research. For example, the issue of sustainability is a
point of attention during the development of teaching and research
programmes. Interconnections and contacts have been established
between various schools by means of student assignments and other
projects. Each school has its own unique perspective, varying from
sustainable food to applications in the area of sustainable energy
consumption.
Sustainable teaching and research:
An appealing case in point would be the CleanTech research programme
being conducted at the School of Technology. The programme centres
around the introduction, application and commercial exploitation
of sustainable technologies. Amsterdam and its surrounding area
serve as both an object of study and a testing ground for sustainable
technologies. The programme explores areas of application relevant
to the City of Amsterdam, such as E-mobility: CleanTech is currently
working with the municipality to explore the potential for an effective
public charging station infrastructure for electrical vehicles. The
municipality has commissioned CleanTech to analyse the charging
behaviour of electrical car owners at the city’s 800 charging stations.
The information yielded by over 250,000 charging sessions over 2013
enables researchers to analyse charging behaviour during the daytime,
determine differences between the effectiveness of individual charging
stations and identify unique user profiles. The resulting data can be
used to explain and eventually predict the efficiency of specific charging
stations, thus contributing to a more effective municipal distribution and
incentive policy.
-
For more examples of these efforts to integrate sustainability into
AUAS teaching and research, see the box on ‘Sustainable teaching and
research’.
SUSTAINABLE CONSTRUCTION
As a part of the Amstel Campus programme, in 2013 efforts were
undertaken to further develop ongoing sustainable initiatives and assess
the potential for further greening of the Amstel Campus. An appealing
case in point would be the current exploratory studies aimed at
assessing the potential for sustainable measures at the future Rhijnspoor
building construction project. The BREEAM-NL Nieuwbouw monitoring
instrument – an assessment method used to determine the sustainability
performance of existing structures – offers the AUAS the certainty of
a sustainably designed and constructed building. Constant monitoring
of the formulated sustainability targets for the Rhijnspoor building is
1 AUGUST 2013
Prof. Ruben Fukkink takes up his new position as professor at the Urban Education
professorship. This professorship is part of the Centre for Applied Research Education and
focuses on the teaching methods applied by teachers and educators in an urban context.
38
29 AUGUST 2013
The opening of the new academic year is themed ‘Writing
History, Creating Tomorrow’ in recognition of the AUAS’s
twentieth anniversary.
-
-
The Sustainable Systems for Food project headed by
professor of Technical Innovation and Entrepreneurship
Inge Oskam won second prize and the audience award
at the annual RAAK award ceremony held during the
Stichting Innovatie Alliantie (SIA) conference on 21
November 2013. The project is aimed at developing
sustainable food production methods. The researchers
worked with the business sector to assess the potential for
urban vertical farming and other solutions.
In late 2013, a group of AUAS students assessed the
potential for improving the sustainability and profitability
of Haarlem’s small and medium-sized business sector.
One hundred and twenty fourth-year Marketing
students assessed the potential for further greening
at various businesses as a part of the Business Ethics
and Sustainability module. Their solutions ranged
from recommendations in the area of green publicity
to concrete greening measures such as eco vehicle
tuning. The municipality, Haarlemmermeer Nature
and Environment Centre (NMCH), AUAS and the
Haarlemmermeer-Schiphol small and medium-sized
business association have been working together since
2012 in an effort to help businesses become more
sustainable.
The AUAS’s Software Energy Footprint Lab (SEFLab) and its
collaboration partner Software Improvement Group won
second prize at the Amsterdam Science and Innovation
Award finals on 5 June 2013 for their research on
software energy consumption. The jury report emphasised
the unique nature of the AUAS’s applied research on
green ICT. Jury chair Louise Fresco advised the researchers
to elaborate and market their unique concept as quickly
as possible.
yielding results. In addition to the implementation of supplementary
sustainability measures within the available budget, the building is
also set to be 46 percent more energy-efficient than Building Decree
guidelines would require. The process will continue to be monitored
over the coming period, which will also see the completion of studies on
the application of solar panels and green roofing.
30 AUGUST 2013
As a part of the anniversary celebrations, the AUAS and
ASVA Student Union organise the sustainable ‘Students4Food’ event to collect funds for the Amsterdam Food
Bank.
39
2.6 FINANCES
Construction of the Wibauthuis is on schedule and should be completed
by late 2014. The Muller-Lulofshuis was put into use in October 2013.
Both buildings will be connected to a heat/cold storage system. The
buildings have been fitted with LED lighting systems and Join the Pipe
water draw-off points. Join the Pipe is an AUAS collaboration partner
that works to promote and facilitate the use of sustainable water
draw-off points. In follow-up to the 2012 study, a decision was taken
in 2013 to equip the Koetsier-Montaignehuis and Benno Premselahuis
with Join the Pipe draw-off points. These draw-off points will conserve
the amount of electricity consumed by 2.2 households and reduce CO2
emissions by 5.3 tons per year.
Following extensive studies, a decision was also taken in 2013 to install
some 120 solar panels on the roof of the Muller-Lulofshuis. These panels
will generate enough energy for approximately nine households, helping
to reduce CO2 emissions by 17.9 tons per year. This brings the total
number of solar panels to be installed at the Amstel Campus to a total
of around 170.
ENERGY POLICY
The reduction of energy consumption (and thus CO2 emissions) was
one of the main focal points of the AUAS’s sustainability policy over the
past few years. The ultimate objective – ensuing from the Long-Term
Agreements on Energy Efficiency (MeerJarenAfspraken 3, or MJA 3) – is
to improve energy efficiency by 30 percent relative to 2005 by the year
2020. In 2012 the AUAS obtained its second consecutive Renewable
Energy Guarantees of Origin certificate, which attests that all electricity
used at the institution is green in origin. In the Netherlands, these
certificates are issued by CertiQ, a part of the Tennet network company.
Considering current energy market trends, the range of subsidies
and fiscal incentives on offer for investments in renewables and the
implementation of private energy sources in new and rebuilding
projects, there were ample reasons to review the UvA-AUAS energy
policy in 2013. Among other things, a study was initiated to investigate
the possibility of bringing all energy-sourcing activities together under
a single, independent entity. The aims of this are threefold. First,
an integral setup would ensure energy operations can quickly and
effectively respond to changes in the energy market (financial, fiscal,
technical). It would also enable energy operations to better anticipate
demand from researchers at the UvA and the AUAS. A living lab concept
would further make it possible to maximise the innovative capacity of
our own researchers for the benefit of our operations.
ENERGY CONSUMPTION AND CO2 EMISSIONS
Energy consumption
X 1,000,000
Gas in m3
Electricity in kWh
Share generated in-house
Emissions
(x 100,000)
CO2 gas in kg
2010
2011
2012
2013
2.7
2.6
2.4
2.3
20.4
21.7
20.5
20.3
0
0
0
0
2010
2011
2012
2013
4,854
4,674
4,315
4,135
CO2 electricity in kg
12,176
12,952
12,236
12,116
CO2 total in kg
17,030
17,626
16,550
16,251
SUSTAINABLE PURCHASING
In accordance with the objectives formulated in the Strategic Plan 20112014, the AUAS is making intensive efforts to ensure that all products
and services are purchased from sustainable suppliers, based on the
criteria formulated by Netherlands Enterprise Agency (formerly Senter
Novem). As a result, all orders placed via the Facility Services purchasing
department have been 100% sustainable for the second year running.
Tendering procedures are also being supplemented with additional
sustainability criteria. In addition to these measures, the OrderDirect
digital ordering and payment system was rolled out in 2013. This system
streamlines processes and reduces paper wastage. Requirements in the
area of CO2 emissions were included in two tenders. These tenders have
since been published. CO2 measurements will be conducted and made
public over the course of 2014.
SUSTAINABLE WASTE PROCESSING
In 2013 a European tender for waste processing was finalised. The
tender featured a range of sustainability criteria, such as the separate
collection of plastic and the requirement that all selected candidates
must be classified at level three on the CO2 ‘performance ladder’ and
operate a low-carbon vehicle fleet. The AUAS also took steps to increase
the supply of recyclables. As a result of the internal relocations, all old
and obsolete teaching and office furniture will be reused or offered to
charities (higher professional education project in Suriname) and/or staff
and students. The joint work experience and training company (AUAS,
UvA and Pantar) will also use old materials to build new furniture, after
which the remains will be dismantled and collected as separate waste.
Other waste, such as pallets and wood scraps, will also be reused in the
same manner. These measures helped reduce waste flows to a total of
approximately 843 tons in 2013. The majority of this waste consists of
grade B (sortable) commercial waste, followed at a distance by paper
and cardboard. Waste flows are expected to be reduced further over the
course of 2014.
The tables below provide an overview of the AUAS’s total energy
consumption and CO2 emissions over the past few years.
1 SEPTEMBER 2013
The official launch of E.V.A. (Student Excellence Association Amsterdam), the student
association for AUAS students participating in an Excellence Programme alongside
their regular studies. Members meet to discuss relevant issues, share knowledge and
socialise.
40
A solid financial policy is key to achieving strategic education and research objectives. At minimum, the AUAS’s financial
policy aims to ensure a balanced annual budget. In addition to balanced income expenditure, the institution’s continued
existence will require the accumulation of equity. In addition to forming a buffer against future financial risks, solid
equity also provides a healthy financial basis for the desired and/or necessary investments. The AUAS’s long-term
financial model enables the institution to rapidly and effectively respond to external developments, thus ensuring the
continuity and quality of its primary process.
OBJECTIVES
CONTROL AND RISK MANAGEMENT
The Strategic Plan 2011-2014: ‘An Eye for Talent’ formulates the
following target values/objectives with regard to the aspect of finances:
the organisation should be in control by 2014 (at management
control level);
the organisation should have a balanced multi-year operating
budget for education and research as of 2012;
the organisation should have introduced a new allocation model
that reflects its teaching activities more accurately by 2014;
income from contract teaching and contract research;
should have increased by at least 10% by 2014.
The AUAS strives to allocate responsibility to lower organisational levels
in accordance with the ‘trust first, accountability later’ principle. This
approach requires an effectively structured planning & control cycle
and high-quality management information. The reporting year saw
intensive efforts to further develop the AUAS Data data warehouse.
AUAS Data should allow for the generation of reliable and consistent
management information in support of the strategic multi-year cycle
and planning and control cycle. Various components of AUAS Data
were made accessible in 2013; 2014 will see full roll-out and user
training.
In 2013 the first steps were made towards achieving the desired level
of management control. However, significant efforts will have to be
made in order to achieve the required level of management control
throughout the organisation. In concrete terms, this will require
a greater focus on non-financial data, a greater emphasis on riskmanagement and more accurate forecasting at individual unit level. A
continued focus on ensuring financial control at decentralised level will
also be crucial in this regard. The past year saw a focus on improving
the project administration and predictive value of organisational
prognoses with regard to finances and other aspects. The interview
cycle conducted every four months as a part of the planning & control
cycle was also further integrated. The staff departments (Planning and
Control, Personnel and Organisation and Education and Research) were
closely involved in this process. Efforts to achieve greater management
control in 2013 also included the launch of a development track based
around collective and individual professionalisation activities and
specially-themed joint meetings. This collective development track for
controllers is being developed in conjuncture with the AUAS Academy.
The Slim programme – aimed at optimising the quality of the support
organisation at the lowest possible cost – was also initiated in 2013.19
The past year saw the launch of various sub-projects; the programme
is set to run until the end of 2014 and will end before the start of the
new Strategic Plan period).
A zero-sum budget for 2013 was drawn up for the entire organisation.
Results over 2013 – partly due to the additional resources ensuing from
the Autumn Agreement – totalled €8.5 million positive, thus achieving
the budget target. In 2012 the AUAS introduced an internal allocation
model for allocation of the entire government grant. The various AUAS
units are financially interlinked. The AUAS’s broad range of degree
programmes allows the institution to accommodate internal study
choice fluctuations. As a result, some schools may achieve less positive
financial results than others. Some schools failed to achieve a balanced
operating budget for 2014 in accordance with the applicable internal
principles.
1 SEPTEMBER 2013
The AMFI Amsterdam Fashion Institute welcomes Prof. Hein
Daanen, who will be providing expert advice to its new Fashion Technology and Research professorship. Hein Daanen is a
professor at CREATE-IT applied research, the School of Design
and Communication’s Centre for Applied Research.
MULTI-YEAR FORECAST
This annual report also features a section on continuity (long-term
prognosis for 2013 – 2016).20 This section outlines the long-term
financial consequences of policy decisions for the budget year. The
preparation of the multi-year forecast is an integrated process; all units
are requested to submit a multi-year forecast, including a prognosis
on the development of student numbers. Accommodation costs and
staff-related ratios are subject to a normative allocation of funds.
The AUAS multi-year forecast was prepared as a part of the 2014
budgeting process. The forecast for 2013 was substituted by the 2013
actual results.
19 See section 1.3: Teaching for details.
20 See section 4.2: Continuity
3 SEPTEMBER 2013
In his inaugural lecture, Dr Martin Stam – professor of Outreach Work and Innovation – discusses the current revision of
the welfare state and the methods applied by social workers,
who integrate in their clients’ social environments.
41
3.1 CORPORATE GOVERNANCE
1
3
ADMINISTRATION
ADMINSTRATIVE STRUCTURE
Internal structure
The objective of the Amsterdam University of Applied Sciences
Foundation is the establishment and maintenance of one or more higher
education institutions as referred to in Section 1.1(b) of the Dutch
Higher Education and Research Act (Wet op het hoger onderwijs, WHW)
and of legal entities for the purposes of that education, as well as the
performance of all actions connected with, resulting from and beneficial
to such education in the broadest sense.21
The AUAS comprises a total of seven schools. Each of these schools
has a dean, appointed by the Executive Board. This dean is responsible
for the school’s general management. The dean is also charged with
governance and with structuring the institution’s teaching and research
component. The dean is supported by an operational manager, a
controller and a decentralised staff. This decentralised staff consists
of staff members working in areas such as teaching and research,
personnel and organisation, finances and communication. The various
degree programmes at each school are managed by programme
managers. The programme manager is responsible for day-to-day
programme management and ensuring the quality of the education.
Executive Board
The Executive Board forms the management of the Foundation and is
also the management of the institution. The Amsterdam University of
Applied Sciences (AUAS) and UvA have collaborated intensively since
1998 and have been governed by a single, joint Executive Board since
September 2003. As a result, the members of the AUAS Executive
Board are also members of the UvA Executive Board, and vice versa. The
Executive Board consists of the president, the Rector Magnificus of the
University of Amsterdam, one member – also rector of the AUAS – and
the vice-president. Consent for deviating from the statutory threemember board was granted by the Dutch Minister of Education, Culture
and Science on 22 November 2002. The Executive Board:
is charged with governance and control of the institution as a whole;
approves the Strategic Plan and implements institutional strategy;
determines the management structure;
bears final responsibility for the quality of teaching and research;
determines institutional tuition fees and student policy;
is charged with operational management and approves the annual
budget, annual statement of accounts, personnel policy and terms
of employment;
has a functioning system of internal control and risk management;
provides legal protection for staff and students, as well as
participation in decision-making.22
Most internal services are provided by shared service units (with the
UvA), charged with providing suitable and reliable services with the
highest possible degree of efficiency. These services extend to aspects
such as financial, student, personnel and salary administration, facilities
services and automation (ICT). The services are administered by the
Executive Board and are mainly funded through the internal allocation
of individual service costs to users.
The Executive Staff is comprised of the General Affairs Department
(including Administrative Support and Legal Affairs) and five staff
departments: Education and Research, Personnel and Organisation,
Planning and Control, Strategic Information Provision and
Communications. The staff departments are responsible for the
preparation of new policies, monitoring and process support. The
Executive Staff also serves as an advisory committee for the Executive
Board. The staff directors receive assignments from the Executive Board
and develop policy, generally in consultation with the relevant school
officials. They hold work meetings with individual Board members, in
accordance with the Board’s allocation of responsibilities.
Supervisory Board
The Supervisory Board is responsible for supervising the activities of the
Executive Board. The members of the AUAS’s Supervisory Board are
appointed and dismissed by the UvA’s Supervisory Board, the members
of which are appointed and dismissed by the Minister of Education,
Culture and Science. This appointment and dismissal procedure for
Supervisory Board members serves to further strengthen administrative
cooperation between the two institutions. The Supervisory Boards
and their respective committees have not been merged, but are
chaired by the same person and attend each other’s meetings. The
Supervisory Board members vote independently and are not bound by
any instructions. The Articles of the Amsterdam University of Applied
Sciences Foundation feature a protocol for potential conflicts of interest
with members of the Executive Board or Supervisory Board. The issue
of ‘conflicts of interest’ is also elaborated in further detail in the AUAS
Integrity Code. 23
4 SEPTEMBER
AMFI student Sebastiaan Pleus presents his
hat to Minister Bussemaker, who will be
wearing his creation on the State Opening of
Parliament.
21 AUAS Articles of Association, Article 2, paragraph 1
22 This list outlines the main duties ensuing from the law, but is not meant to be exhaustive.
23 Remuneration policy and the figures and terms of appointment for individual members of
the Executive Board are provided in section 3.2, as are the allowances for members of the
Supervisory Board.
19 SEPTEMBER
Over 300 school careers advisers from around the Netherlands
meet in Amsterdam for the annual UvA-AUAS school career
advisers’ symposium. This year’s edition is themed: ‘Study
choice: past, present and future’.
43
BOARD OF GOVERNORS
CENTRAL REPRESENTATIVE
ADVISORY COUNCIL
EXECUTIVE BOARD
SECRETARY
Administrative Support
Legal Affairs
AUAS HOLDING B.V.
STAFF DEPARTMENTS
Personnel and Organisation
Education and research
Planning and Control
Communication
Strategic Information Provision
REPRESENTATIVE ADVISORY
COUNCIL
assurance system. The AUAS’s governance model is aimed at controlling
institutional risks and at providing a reasonable (not absolute) assurance
that activities are carried out effectively, efficiently and in accordance
with the law. Of course, the Executive Board recognises that unforeseen
circumstances may always arise and that certain risks will always remain.
Recognising this is a fundamental part of risk management, which
itself is part of integral management and aimed not only at reducing,
avoiding and safeguarding against risks but also at acknowledging the
risks that remain. Each month, the various units are requested to feature
a risk section in their operational reports, listing the most relevant risks
along with an estimation of their likelihood. The risks involved in major
projects – such as the Amstel Campus programme and large-scale ICT
investments – are closely monitored by means of specific reporting
structures.
The AUAS subscribes to the Code of Good Governance of the
Netherlands Association of Universities of Applied Sciences (Vereniging
Hogescholen), adopted on 3 October 2013.
COMMERCIAL ACTIVITIES
SCHOOLS
SERVICE UNITS
Sports and Nutrition
Economics and Management
Health Professions
Social Work and Law
Design and Communication
Education
Technology
Facility Services*
ICT Services*
Administration Centre*
AUAS Library*
Campus Real Estate Development Office*
Student Affairs Office
* with the UvA
REPRESENTATIVE ADVISORY
COUNCILS
INTEGRAL CONTROL
The AUAS operates through a system of integral management. This
means that every level of the organisation is responsible for ensuring
efficient, effective and lawful use of (mainly public) funds made available
to the institution, the proper management of its rights and property,
and compliance with the statutory rules and regulations laid down in
the WHW, its secondary regulations (including the audit protocol) and
other laws. This system of integral management also explicitly includes
responsibility for the lawful spending of the government grant and for
preventing, detecting and combating fraud. The Executive Board holds
final responsibility.
The internal control system encompasses a full planning and control
cycle, long-term budgeting, monthly reporting and quarterly analyses
and prognoses of income, expenses and cash flows. All schools,
central service units and staff departments have been allocated a
controller, charged with supporting their dean or director in the
process of reporting to the Executive Board. The Supervisory Board
monitors the system’s functioning and results. The tasks, authorities and
responsibilities making up this framework are laid down in the Executive
3 OCTOBER 2013
City Councillor Pieter Hilhorst attends the official opening of
the Muller-Lulofshuis, the latest teaching facility at the Amstel
Campus, which was put into use after the end of the summer
holiday.
44
Board and Administrative Regulations, Authorisation Regulations and
Financial Management Regulations. The AUAS governance model, as
recorded in the aforementioned regulations, was amended, re-adopted
and elaborated into an ‘AUAS school-based management model’
(Sturingsmodel HvA in de domeinen) document in 2013.24
Under this integral management structure, each unit is expected to have
its own systems and processes through which to verify the quality of
performance and compliance with rules. Central audits are conducted by
the Executive Staff (the Education and Research Department is charged
with ensuring the quality of the primary process, while the Planning
and Control Department is charged with general management) and are
intended to enable the Executive Board to examine and assess how well
various facets of the integral management system are functioning, as
well as other aspects.
The focus on compliance with applicable legislation and regulations
has intensified over the past year, partly as a result of various incidents
in the education sector. This development has also affected the
AUAS, although the institution has always had a structured quality
3 OCTOBER 2013
The Kohnstammhuis organises the annual Research Battle, a
research competition open to AUAS students and lecturers.
The schools – and, in some cases, affiliated legal entities and companies
– conduct commercial activities on a limited scale. These activities must
be in line with or relevant to the AUAS’s government-funded education.
However, key commercial activities and spin-offs from applied research
activities are incorporated into legally independent group entities in
accordance with market-based principles. All reporting on market
activities that are not conducted through a separate legal entity must
be as transparent as possible, and based on written result agreements
and a verifiable quality assurance and monitoring system involving
independent external experts.
The Amsterdam University of Applied Sciences Foundation has interests in:
- HvA Holding BV (100 percent);
- Tafelbergschool BV (100 percent);
- Hovamschool BV (100 percent);
- HES Consultancy BV (100 percent);
- Amsterdam Institute for Lifelong Learning in Education (Centrum
voor Nascholing Amsterdam, CNA) (50 percent, the UvA holds the
other 50percent interest);
The Amsterdam University of Applied Sciences Foundation also has a
controlling interest in:
- Stichting Huisvesting Hogeschool van Amsterdam Mauritskade 11;
- Stichting Huisvesting Hogeschool van Amsterdam Wibautstraat 2-4;
- Script Plus Foundation.
In addition to the aforementioned activities, the AUAS also has a group
of approximately 1,000 students that pay institutional tuition fees
rather than statutory tuition fees for their Bachelor’s or Master’s degree
programme. Over the course of the reporting year, the Appeals Tribunal
for Higher Education ruled that these institutional tuition fees do not
‘exceed the limits of acceptable quid pro quo’.25
Non-AUAS students’ participation in minor programmes also constitutes
a commercial activity. These students are regarded as course participants.
If the student is enrolled at an education institution affiliated with the
‘Tailor-made Study Choice’ (Kiezen op Maat) programme, the course fee
will be charged to – or settled with – the relevant institution. The course
fees for students that are not enrolled at a participating institution will
be charged directly to the students themselves.
LEGAL PROTECTION AND HANDLING
OF STAFF COMPLAINTS
The AUAS has introduced a Whistleblower Scheme. This scheme offers
protection to employees seeking to address a malpractice, and is available
for public inspection on the AUAS website. No employees made use
of the Whistleblower Scheme during the reporting year. However, this
should not be taken to mean that employees did not take issue with
specific incidents or practices. In most cases, such incidents or practices
were reported to the relevant employee’s manager. A limited number
of employees discussed perceived malpractices with the ombudsman or
confidential adviser for undesirable behaviour. According to the reports
submitted by the confidential advisers, a limited number of cases involving
undesirable behaviour occurred over the course of the reporting year
(27). In most cases, the parties involved were able to discuss the issue.
In others, mediation was required. Reports of undesirable behaviour did
not result in complaints to the Complaints Committee for Undesirable
Conduct over the course of the reporting year.
Two employees appealed against an assessment over the course of
the reporting year. In one case, the advisory committee recommended
that the appeal be deemed unfounded. This recommendation was
subsequently adopted. No recommendation was issued with regard to
the other appeal, which was retracted by the relevant employee.
In addition to the Whistleblower Scheme, the AUAS also applies an
Integrity Code outlining the procedures for situations in which integrity
is at risk of being compromised. No serious integrity issues were
identified during the reporting year.
LEGAL PROTECTION AND HANDLING
OF STUDENT COMPLAINTS
Students that have a complaint or wish to object or appeal against a
specific decision may do so via the Objections, Appeals and Complaints
Office. This digital service point registers all reports, and refers them
to the body or official charged with handling the relevant complaint,
objection or appeal. The service point receives approximately 1,500
24http://www.hva.nl/wp-content/uploads/2013/03/Besturingsmodel-hva-vastgesteld.pdf
25 Source: CBHO 2013/054
8 OCTOBER 2013
In her inaugural lecture, professor of Youth Spot, Dr Judith
Metz outlines how the professional youth network can
contribute to the social development of young people, both
now and in the future.
45
3.2 REMUNERATION DATA
reports per year. Offset against the total number of decisions per year
that are potentially subject to objections and appeals from AUAS
students, this represents a relatively small number of reports. Despite the
impression created by official media reports and social media, the actual
number of errors is limited.
The vast majority of reports received by the Objections, Appeals and
Complaints Office over the past year concern decisions by examiners
or examination boards, and are often related to the issue of a binding
negative study advice. Most of these cases are subsequently settled
amicably. In concrete terms, this means the Examination Appeals Board
(COBEX) handled a total of over two hundred appeals over the course
of 2013. In approximately twenty to thirty cases, students did not accept
COBEX’s negative decision and launched an appeal with the Higher
Education Appeals Board. Such appeals are successful in a limited
number of cases.
In addition to the Objections, Appeals and Complaints Office and
COBEX, the AUAS also has a Complaints Committee for Undesirable
Conduct. Students did not submit any complaints to this Committee
over the course of the reporting year.
ANNUAL REPORTS BY EXAMINATION BOARDS
In addition to the familiar planning & control cycle and periodic audits
by the central Quality and Accreditation Department, the reporting year
also saw a first-time assessment of the examination boards’ annual
reports. In order to compare the contents of these annual reports
and offset them against the relevant timelines, the AUAS requested
that all examination board reports focus on a number of specific
aspects. Naturally, examination boards are also free to report on other
aspects of their choosing. The annual reports were then assessed and
supplemented with comments by the central Education and Research
and Legal Affairs Departments. Where necessary, issues from the annual
reports will be discussed during the Periodic Executive Council meetings
between the Executive Board and the deans.
This approach serves to supplement the existing quality assurance and
internal risk management system. In addition to promoting organisational
consistency, it also serves to ensure that issues requiring attention and
aspects that have not been handled properly/in a timely fashion are
identified early on and reported to the senior layers of the organisation.
This offers greater insight into the inner working of the examination
boards and the practical application of Executive Board policies – as
recorded in the teaching and examination regulations and other
guidelines – in the primary process. For instance, the annual reports
specify the number of exemptions. The examination boards are also
requested to specify for which modules these exemptions were granted.
PROFILING FUND
EXECUTIVE BOARD
Over the course of the reporting year, a total of €495,476 in financial
assistance was disbursed to students. This financial assistance was
provided through the Profiling Fund. In view of the fact that financial
assistance is paid out on a monthly basis rather than a single instalment,
a portion of the allocated amounts will be paid out in 2014.
The president of the Executive Board and the Rector Magnificus are both
employed by the UvA, while the vice-president and the fourth member,
who is also the rector of the AUAS are employed by the AUAS. In a
letter dated 18 August 2013, the Minister of Education, Culture and
Science classed the AUAS as a university for the purposes of the Dutch
Top Incomes (Standardisation) Act (Wet normering topinkomens, WNT)
(pursuant to Section 2.7, third paragraph of the WNT). The maximum
remuneration permitted under the WNT in 2013 was €228,599 for both
the UvA and the AUAS.
The greater portion of financial assistance (€337,410) was allocated
to students with study completion delays resulting from administrative
activities. For example, student members of the programme committees
(266) were allocated an amount of €128,675 while student members
of the Central Representative Advisory Council (12) and representative
advisory councils for the schools (54) received €132,258. Finally, 28
students were awarded administrative body membership grants, for a
total amount of €76,477. The relevant students served in administrative
positions at ten different student associations.
A total of €53,066 was allocated as financial assistance in special
circumstances. Most of these cases concerned illness or family
circumstances.
Internationalisation and top-level sports are key AUAS policy issues,
and receive support from the Profiling Fund. Thirty-five outstanding
international students received financial assistance totalling €105,000
as a part of the Amsterdam Talent Scholarship (ATS) programme.
Four students received financial assistance as compensation for study
completion delays incurred due to their athletic activities.
In the event that a request for financial assistance requires in-depth
assessment, the Executive Board will seek the advice of the commission
for the Financial Relief Fund for Students (FOS Commission). A total of
63 recommendations were issued over the course of the reporting year.
In 55 cases, the Committee recommended that financial assistance be
granted; in 8 cases, it recommended that no assistance be granted.
These recommendations were adopted by the Executive Board. The FOS
Committee prepares annual reports on its activities, which are posted on
the AUAS website.
46
The remuneration of Board members is shared between the UvA and
the AUAS based on a 50:50 distribution formula. The remuneration
of Board members was thus charged to the respective institutions as
follows in 2013:
Executive Board members
AUAS
Total
Dr L.J. Gunning-Schepers
€112,442
€112,442
€224,884
Prof. D.C. van den Boom
€113,147
€113,146
€226,293
€87,779
€87,780
€175,559
€117,824
€117,824
€235,648
Prof. H.M. de Jong
Dr L.J. Gunning
Schepers
Prof. D.C.
van den Boom
Prof. H.M. de
Jong
Mr P.W. Doop
president
Rector Magnificus
member, AUAS
rector
vice-president
Term commenced
01 April 2012
01 Oct. 2007
01 March 2013
01 Oct. 2006
Current term ends
31 March 2016
30 Sept. 2015
28 Feb. 2015
31 Dec. 2013
38/week
38/week
38/week
38/week
€184,761
€185,953
€142,076
€192,718
€0
€0
€0
€0
Position
Working hours
Gross salary
Taxed
reimbursements
Pension
contribution
(employer)
€33,166
€33,383
€27,529
€35,785
Total relevant
under WNT
€217,927
€219,336
€169,605
€228,503
Social security
contributions
€6,957
€6,957
€5,954
€7,145
€224,884
€226,293
€175,559
€235,648
Total
remuneration
Mr P.W. Doop
The following amounts are apportioned to Board members in
connection with the ‘crisis tax’, which is not applied to the remuneration
but is a final income tax of 16% levied in March 2014 over taxable pay
in 2013 in excess of €150,000.
Executive Board members
Crisis tax over 2013
€3,309
€3,638
Prof. H.M. de Jong
Remunerations for Board members are determined in accordance
with the Decision dated 6 August 1998 on the legal status of board
members of public universities (now revoked, Bulletin of Acts and
Decrees 518). Board members are not entitled to bonuses, supplements,
other performance-based remuneration or taxable expense allowances.
They also endorse the Education Minister’s ‘moral appeal’ calling for
Board members not to receive more than the maximum remuneration
for universities permitted under the Act, and to refrain from using the
transitional arrangement under the Act, except where necessary to allow
the advance payment of holiday pay.
Remuneration
UvA
Mr P.W. Doop
€0
€3,461
Board members are reimbursed for expenses in accordance with the
rules that apply to all staff members at the institution at which they
are employed. Over the year 2013, the Board members submitted the
following expense claims to the UvA and the AUAS. The statement
includes:
- reimbursements for expenses and services claimed by Board
members;
- expenditures made using a personal credit card provided by the UvA
or the AUAS, if applicable;
- national and international travel and accommodation expenses for
business trips made on behalf of the UvA or the AUAS.
The seat of the member, also rector of the AUAS was vacant from 4
November 2012, following Dr Jet Bussemaker’s ministerial appointment,
and has been filled by Prof. Huib de Jong as from 1 March 2013.
The AUAS does not outsource government-funded education to third
parties. In the rare cases where non-AUAS staff do provide governmentfunded education, this takes place on the basis of a contract for services
under the responsibility and authority of the examination board.
9 OCTOBER 2013
Official opening of Kennis DC Logistiek Amsterdam: a regional
collaborative venture in the area of knowledge and innovation
aimed at ensuring the continuous exchange of knowledge
and experience between the professional field and education
sector (senior secondary vocational education, higher professional education and university education), coordinated by the
AUAS and its Logistics professorship.
The table below gives an overview of remunerations of the Executive
Board members in 2013, in the form prescribed in the WNT. A full
overview in the form prescribed by Sections 4.1 and 4.2 of the WNT
is provided in Appendix 3. Administration - Statement pursuant to the
Dutch Top Incomes (Standardisation) Act.
from October 2012 (replacing the vice-president of the AMC-UvA
during his illness), for which he received no additional remuneration. He
stepped down as a member of the Executive Board and the Executive
Board of the AMC-UvA at the end of 2013. Prof. H.M. Amman was
appointed to succeed him as a member of the UvA-AUAS Executive
Board as from 1 February 2014.
The vice-president was additionally named a member of the Executive
Board of the AMC-UvA, with responsibility for finance and real estate,
15 OCTOBER 2013
The NVAO issues a positive opinion on the AUAS’s quality
assurance system. As a result, the AUAS is deemed to meet
the criteria of the NVAO’s institutional audit, a key national
quality assessment for research universities and universities of
applied sciences.
10 NOVEMBER 2013
Honour’s students Teun Coumou and Alexander Hunink win one of the three
annual Dutch Aviation and Aerospace Awards in recognition of their research
on aircraft approaches and measures to improve aviation safety.
47
Costs
Prof. D.C.
van den Boom
Prof. H.M. de
Jong
Mr P.W. Doop
UvA
AUAS
UvA
AUAS
UvA
AUAS
UvA
AUAS
Representation
expenses
€467
€0
€2,510
€0
€0
€125
€108
€0
National travel
expenses
€33,842
€0 €13,262
€0
€0
€7,006
International
travel
expenses
€17,625
€0 €20,376
€0
€1,561
€0
€4,511
€0
Other costs
€2,162
€0
€4,682
€0
€0
€2,850
€4,310
€1,800
€0 €40,830
€0
€1,561
€9,981
€9,074 €14,461
Total
€54,097
€145 €12,661
Of these expenses, €56,956 is associated with the use of hired cars.
International travel expenses include the participation of the president
in a trade mission to China and of the Rector Magnificus in a delegation
to Brazil. The president further made two trips to New York, the Rector
Magnificus travelled to Vancouver and the vice-president made a trip to
Boston, alongside several other working visits within Europe.
SUPERVISORY BOARD
The Supervisory Boards of the UvA and the AUAS have not been
merged, but are chaired by the same person and attend each other’s
meetings. As both UvA and AUAS Supervisory Board members attend
each other’s meetings and consultations in the capacity of advisers they
also receive a consultancy reimbursement from the other institution.
The table below features an overview of the allowances and consultancy
reimbursements paid out over 2013 (including VAT, where applicable).
Supervisory Board
members
Term
Start
Allowance
Consultancy
reimbursement
End
UvA
AUAS
UvA
July 2012 June 2016
€15,000
€7,500
€0
€0
Mr A. Baan2
June 2005 May 2013
€2,700
€0
€0
€945
Prof. S.W.J. Lamberts
Nov. 2012 Oct. 2016
€10,000
€0
€0
€3,500
Ms L.M.T. van Velden
July 2012 June 2016
€10,000
€0
€0
€3,500
Mr A. Nicolaï1
AUAS
Sept.
2006
Aug.
2014
€0
€10,000
€3,500
€0
Ms M.R. Milz, MBA
Oct. 2008
Sept.
2016
€0
€10,000
€3,500
€0
Prof. G.P.M.F. Mols
May 2013 Apr. 2017
€6,667
€0
€0
€2,334
Ms M.A.M. Barth3
May 2013 Apr. 2017
€0
€0
€2,334
€6,667
Mr B. Bleker
1. Chair
2. Mr Baan passed away unexpectedly on 5 April 2013, shortly before the end of his term.
3. The appointment of Ms Barth will require an amendment to the AUAS Articles of Association, and subsequent
formalisation (both effectuated in 2014).
12 NOVEMBER 2013
Roeland van Geuns, professor of Poverty and Participation at the AUAS,
holds an inaugural lecture outlining new perspectives on the causes of
poverty and effective approaches to deal with these problems.
48
49
4.1 FINANCIAL REPORTING
2013 RESULT
The Amsterdam University of Applied Sciences ended the year 2013
posting a positive result of €8.5 million against a budgeted result of
zero. A condensed statement of income and expenditure for the year
2013 is set out below.
1
4
2014 Budget
2013 Actual
2013 Budget
(Amounts x €1
million)
(Amounts x €1
million)
(Amounts x €1
million)
Income
362.7
362.7
350.6
Expenses
354.2
345.7
342.0
8.5
17.0
8.6
-8.5
-8.5
-8.6
0.0
8.5
0.0
FINANCIAL REPORT
Balance of income and
expenses
Financial income and
expenses
Net result
The result recorded for 2013 amounts to €8.5 million. Total income was
€12.1 million higher than budgeted and total expenditure €3.7 million
higher than budgeted.
-
-
costs of staff employed by the AUAS were €4.3 million lower than
budgeted. Other staff expenses were €0.3 million lower and the
revenues from sick pay were €1.1 million higher than budgeted.
This is offset by an overrun of €3.1 million for work performed by
third parties. The movement in employee benefits was €6.6 higher
than budgeted, of which 6.1 is attributable to the reorganisation
provision formed for the School of Economics and Management.
Depreciation is in line with the budget.
Accommodation expenses exceed the budget by €3.2 million.
Write-downs on leased properties taken out of service account for
the overrun. Energy costs exceed the budget by €0.5 million as a
result of the severe winter of 2012-2013. Maintenance costs exceed
the budget by €0.6 million due, among other things, to additional
fire safety measures.
Other expenses were €3.5 million lower than budgeted. This is
mainly attributable to the fact that no explicit financial aid was
sought from the €3.2 million in Risk and Innovation funds.
Financial income and expenses are in line with the budget.
INCOME
The variance in income is mainly attributable to the factors summarised
below:
The government grant was €8.9 million higher than budgeted due
to an interim increase in the macro budget for higher professional
education of €3.6 million, €0.3 million was added to the funds for
the ‘Vreemde ogen dwingen’ (Outside Scrutiny) quality assurance
audit, and €0.8 million in revenues from teacher grants. Following
the Autumn Agreement between the coalition parties and a
number of opposition parties an additional €4.1 million was added
to the 2013 government grant.
Tuition fees were €0.9 million higher than budgeted. The average
number of students was around 700 students higher than
budgeted.
The income from work performed for third parties was €0.4 million
higher than budgeted.
Other income was €1.9 million higher than budgeted. Of the
€4.7 million budgeted gain resulting from the dissolution of
Waarborgfonds (a guarantee fund for the higher professional
education sector), €2.6 million was actually paid. The remaining
€2.1 million owed is recorded under off-balance sheet rights. When
government-funded higher education was introduced in 1988,
the Ministry of Education, Culture and Science made available a
€3.6 million permanent cash advance in the light of the possibility
of collecting tuition fees in instalments. The amount was released
from non-current liabilities and recorded under off-balance sheet
commitments. This is a contingent liability which does not need to
be repaid provided that the conditions continue to be met.
The variance in expenditure is mainly attributable to the factors
summarised below:
Staff expenses were €4.2 million higher than budgeted. The wage
15 NOVEMBER 2013
Marco Snoek, professor of Learning and Innovation, is elected
Professor of the Year 2013 by the Dutch National Student
Association (ISO) and ScienceGuide news platform.
Government grants
The table below shows the total government grant for the year 2013
against budget and the actual results for the year 2012.
2013 Actual
2013 Budget
2012 Actual
€250.3 million
€241.4 million
€231.9 million
Number of governmentfunded units
40,629
40,629
37,925
Average income per student
(government-funded and
non-government funded
students)
€5,311
€5,201
€5,001
2013 relative to 2012
6.21%
-
-
Number of governmentfunded units 2013 relative
to 2012
7.13%
-
-
Government grant
The number of government-funded units on the reference date is the
sum of the number of government-funded enrolments (the nominal
duration of the Bachelor’s programme with an applied emphasis is four
years) plus the number of government-funded diplomas.
The 2013 government grant was €8.9 million higher than budgeted,
of which the normative grant received from the Ministry of Education,
Culture and Science exceeded the budget by €4.1 million. This is mainly
due to the following:
An addition to the macro budget for student-related funding
(around €26.5 million in the third government grant letter),
representing an increase in the government grant of €2.6 million
for the AUAS (including a cost-of-living adjustment in wages).
18 NOVEMBER 2013
Paul Doop is awarded the Andreaspenning medal by the
City of Amsterdam in recognition of his contributions to the
city upon stepping down as vice-president of the UvA-AUAS
Executive Board.
51
-
-
-
An addition to the funds for the external institutional quality
assurance audit (referred to as ‘Vreemde ogen dwingen’ or ‘Outside
Scrutiny’) amounting to approximately €0.3 million for the AUAS.
The funds earmarked for the Profiling Fund for students studying
longer than the set period were added to the lump sum on a
one-off basis (€0.9 million for the AUAS) due to the reversal of the
measure against the extended duration of study.
An adjustment in the fourth (definitive) government grant letter
arising from the National Education Agreement in which a
cost-of-living adjustment for 2013 was later granted to the AUAS,
the funds made available under the Autumn Agreement and a
number of small macro-budget realignments amounting to €4.1
million for the AUAS.
The AUAS received €4.5 million in selective funds for the purpose of
the Profiling Fund, differentiated learning and two centres of expertise.
These activities were undertaken at a later date on account of the late
announcement of the definitive allocation of these funds, which will
be granted annually through to 2016. Expenditure relative to these
funds amounted to €0.9 million in 2013. A special purpose reserve
was formed in order to keep track of, and allocate to the appropriate
activities the €3.6 million in selective funds not spent in 2013.
Comparison of 2013 actual results versus 2012 actual results
The income from work performed for third parties was €3.5 million
higher than the previous year. The number of projects increased over the
previous year, and several multi-year projects were completed in 2013.
OTHER INCOME
Comparison of 2013 actual results versus 2013 budget
Other income was €1.9 million higher than budgeted for two reasons:
- The budget included €4.7 million in revenues arising from the
dissolution of Waarborgfonds. In 2013 €2.6 million of the above
amount was paid and recognised in the result. In accordance with
the Netherlands Association of Universities of Applied Sciences
(Vereniging Hogescholen) best practice, the unpaid portion is
recorded under off-balance sheet rights.
- When government-funded higher education was introduced
in 1988, the Ministry of Education, Culture and Science made
available a permanent cash advance of €3.6 million. This amount
was released from non-current liabilities and recorded under
off-balance sheet commitments.
TUITION FEES
As a result of the gain from Waarborgfonds and writing off the debt
owed to the Ministry of Education, Culture and Science for the cash
advance in 2013 other income was €5.1 million higher than in 2012.
The table below shows the tuition fees for the year 2013 against budget
and the actual result for the year 2012.
EXPENDITURE
Tuition fees for students
Average number of students
2013 Budget
2012 Actual
€81.1 million
€80.2 million
€76.3 million
47,130
46,419
46,375
€1,721
€1,728
€1,645
Staff expenses including social security benefits comprise the following
elements
2013 Actual
2013 Budget
2012 Actual
(Amounts x €1
million)
(Amounts x €1
million)
(Amounts x €1
million)
206.2
210.4
195.2
-1.6
-0.5
-1.8
2013
Wage costs (employed staff)
4.62%
Less: social security
contributions
Employee contributions
Tuition fees were €0.9 million higher than budgeted due to the higher
than budgeted average number of students (around 700 students).
Average income per student on the other hand was slightly lower than
budgeted.
External staff
Other staff expenses
Movements in employee
benefits
Total
2.3
2.2
1.5
24.6
21.5
26.8
9.4
9.7
9.2
Income was €0.4 million higher than budgeted. The number of projects
increased and several multi-year projects were completed in 2013. The
revenues from contract activities performed by the Amsterdam Institute
for Lifelong Learning in Education (CNA) and HES Consultancy B.V. were
€0.7 million lower than budgeted.
19 NOVEMBER 2013
The AUAS organises an event aimed at preparing students for
the labour market - De Werkfabriek - in collaboration with
the Floor learning centre, ASVA Student Union and Jongeren
aan Zet.
52
Wage costs (employed staff)
Average number of FTEs
2013 Actual
2013 Budget
2012 Actual
€206.2 million
€210.5 million
€195.2 million
2,827
2,819
2,699
€72,952
€74,664
€72,323
2013 gross annual salary
relative to 2012
0.87%
-
-
Average number of FTEs
4.72%
-
-
Wage costs per FTE
Wage costs over 2013 were €4.3 million lower than budgeted despite
the higher average number of staff. The variance can be accounted for
by the lower average wage costs per FTE against budget, resulting in
a positive price difference of €4.9 million. The higher than budgeted
average number of staff (8 FTEs) accounts for a negative volume
difference of €0.6 million.
Wage costs were €11 million higher in 2013 relative to 2012. The
average number of staff was up by 128 FTEs in 2013 relative to 2012.
The higher number of staff resulted in higher wage costs of €9.2
million. The remaining €1.8 million is attributable to the higher average
wage costs per FTE arising from developments in the Collective Labour
Agreement and annual increments.
EXTERNAL STAFF
External staff expenses were €3.1 million higher than budgeted. The
overrun is attributable to vacancies temporarily filled by external staff.
Furthermore staff absent due to illness or on maternity leave were
replaced by external staff. This is offset by €1.6 million in revenues.
The total overrun for external staff expenses remains within the budget
reserved for staff expenses.
6.6
0.0
0.9
247.5
243.3
231.8
External staff expenses were €2.2 million lower in 2013 relative to 2012.
MOVEMENTS IN EMPLOYEE BENEFITS
INCOME FROM WORK PERFORMED
FOR THIRD PARTIES
Contract activities and third-party grants are recorded under the above item.
scheduled to take three years. In addition other employee benefits were
adjusted by approximately €0.5 million.
The table below shows 2013 wage costs against the budget and the
actual results.
Staff expenses
2013 Actual
WAGE COSTS
Staff expenses were €4.2 million higher than budgeted and rose by
€15.7 million relative to 2012. €11.0 million of the higher staff expenses
is attributable to higher wage costs (employed staff) while a higher
movement in employee benefits accounts for €5.7 million of that
amount.
21 NOVEMBER 2013
The AUAS Sustainable Systems for Food research project
wins second prize and an audience award for innovative
practice-driven research at the RAAK award event held during
the Stichting Innovatie Alliantie (SIA) conference.
The movement in employee benefits was €6.6 million higher than
budgeted. A reorganisation provision amounting to €6.1 million was
formed for the School of Economics and Management in 2013. The
School drew up an improvement agenda in 2013 relating to the format
and organisation of degree programmes. From a strategic point of
view, the degree programmes offered by the School must be organised
differently. This means that costs will be incurred for reducing the
workforce, counselling and project support. The reorganisation is
The variance between the actual results for 2013 and 2012 of €5.7
million is mainly due to the formation of the reorganisation provision
referred to above.
DEPRECIATION
Depreciation was €0.2 million lower than budgeted. On the one hand
this is attributable to the lower level of investments in 2012, later
occupancy of the Muller-Lulofshuis in 2013 and the later completion of
the Leeuwenburg accommodation for the School of Technology and the
service units. On the other hand, backlog depreciation of €0.7 million
occurred on the Theo Thijssenhuis and, due to the disposal of leased
property (2014 and 2015), asset depreciation was either accelerated
or the depreciation period adjusted in accordance with the actual lease
period (total €1.2 million)
Depreciation rose by €0.4 million relative to 2012. Due to €3.0 million
in total downward value adjustments made in 2012, depreciation was
relatively high in that year. The Muller-Lulofshuis was put into use in
2013 and the Leeuwenburg premises were upgraded.
ACCOMMODATION EXPENSES
Accommodation expenses were €3.2 million higher than budgeted. The
budget overrun is attributable to a number of factors. At the end of 2013
the Europahuis situated on James Wattstraat, the lease agreement of which
expires at the end of October 2014, was no longer used. The remaining
lease periods totalling €2.3 million are recognised as a loss in the 2013
balance sheet. As stated above, energy expenses exceeded the budget by
€0.5 million. Fire safety measures primarily account for the €0.6 million
budget overrun incurred on maintenance costs referred to earlier.
Accommodation expenses were €4.3 million higher in 2013 relative
to 2012. Rental expenses were €2.3 million higher than budgeted on
account of the leased property on James Wattstraat (Europahuis) no
longer being used, due to which the remaining rental expenses were
recognised in full. Maintenance costs were up €1.4 million over 2012
whereas €1.0 million had been budgeted for 2013. Cleaning and
security costs were €0.7 million higher. The higher actual figures had
been incorporated in the 2013 budget.
OTHER EXPENSES
Comparison of 2013 results versus 2013 budget
Other expenses were €3.4 million lower than budgeted. No explicit
financial aid was sought from the Risk and Innovation funds, the effect
of which was €3.2 million.
21 NOVEMBER 2013
AUAS students enrolled in the Customer Media minor
programme win first and second prize at the Student Talent
Award, an annual incentive award for students responsible
for developing the most effective and innovative customer
media concept.
53
4.2 CONTINUITY
TREASURY POLICY
Other expenses were €2.5 million higher in 2013 relative to 2012. The
costs incurred for external advisers were €0.8 million higher than in
2012. In 2013 investment projects were written down, for which €0.5
million was activated for the costs of external advisers. The costs of
office supplies were €2.1 million higher than in 2012, part of which had
been budgeted for 2013 (approximately €1.0 million). The costs incurred
for smaller purchases exceeded the budget by €0.8 million partly on
account of putting new premises into use and relocations. The costs
incurred for providing degree programme information were €0.8 million
lower than in 2012.
The AUAS pursued a prudent and cautious treasury policy in the
reporting year in accordance with the institutional policy guidelines.
All transactions accordingly effected qualify as falling within the scope
of the ‘Investment and borrowing regulations for education and
research institutions’ issued by the Ministry of Education, Culture and
Science. The AUAS complies with the letter issued by the Minister of
Education, Culture and Science on 20 November 2012 concerning the
use of derivatives by the education sectors. The AUAS does not make
use of derivatives. As planned, surplus cash was placed on deposit
at the Ministry of Finance to optimise interest revenues. The deposits
elapsed at the end of 2013. At the beginning of 2014 the AUAS again
proceeded to place on deposit the surplus cash released (for a shorter
or longer period, and with a view to the construction of the Amstel
Campus).
FINANCIAL INCOME AND EXPENSES
The actual results are in line with the budget. This item can be quite
accurately predicted partly due to the fact that funds are held on deposit
for a year.
LONG-TERM FORECAST
Continuity is a new section (the long-term forecast for 2014-2016)
in the 2013 Annual Report. The long-term forecast forms part of the
annual budget process and makes the financial consequences of policy
choices for the budget year visible over the longer term.
A2. Statement of Income and Expenditure - long-term forecast
All schools submit a long-term forecast, which includes the expected
development of student numbers. The forecasts submitted by the
support services include accommodation expenses, ICT expenses and
investments. The cost forecasts are subsequently offset against the
expected development of student numbers.
The tables below are derived from the long-term forecast drawn up
during the 2014 budget process, in which the 2013 forecast was
substituted by the 2013 actual results.
FINANCIAL POSITION
Actual
The financial position is summarised below.
2013
2012
2011
2010
2009
Balance sheet total
€468.3
million
€450.3
million
€452.4
million
€442.4
million
€373.1
million
Total income
€362.7
million
€330.9
million
€326.4
million
€309.4
million
€284.1
million
Equity
€122.5
million
€114.0
million
€113.5
million
€101.0
million
€93.2
million
Percentage of balance
sheet total
26.2%
25.3%
25.1%
22.8%
25.0%
Percentage of total
income
33.8%
34.5%
34.8%
32.6%
32.8%
Return on equity
Solvency ratio
Liquidity
6.9%
0.4%
11.0%
7.6%
14.2%
26.2%
25.3%
25.1%
22.8%
25.0%
0.9
1.2
1.5
1.9
1.7
Budget
Long-term forecast
2013
2014
2015
2016
1,682
1,780
1,856
1,905
Support and
management staff
1,151
1,160
1,184
1,196
Total average FTEs
(internal)
2,833
2,940
3,040
3,101
47,130
48,616
47,668
47,389
A2. Long-term balance sheet forecast
Actual
Budget
2013
2014*
2015
2016
Amounts x
€ million
Amounts x
€ million
Amounts x
€ million
Amounts x
€ million
343.6
368.2
359.5
356.9
1.4
1.3
1.3
1.4
345.0
369.5
360.8
358.3
Current assets
123.3
82.8
84.5
78.8
Total assets
468.3
452.3
445.3
437.1
Equity
122.5
122.5
122.5
122.5
- General reserve
117.2
Tangible and intangible fixed
assets
Financial fixed assets
Total fixed assets
The solvency ratio - the capital asset ratio - rose by 25.3% in 2012 to
26.2% in 2013. The 2013 positive result was added to equity. Longterm loan capital declined by €11.4 million, of which €7.6 million was
taken to current liabilities to redeem contracted loans. Furthermore a
€3.6 million tuition fee cash advance was debited from non-current
liabilities and recorded under off-balance sheet commitments.
- Special purpose reserve
(public)
3.6
- Special purpose reserve
(private)
1.7
Long-term forecast
12.7
11.2
10.0
8.8
Non-current liabilities
199.1
195.8
189.0
182.2
Current liabilities
134.0
122.8
123.8
123.6
Total liabilities
468.3
452.3
445.3
437.1
Provisions
Liquidity declined from 1.2 to 0.9. Cash at bank and in hand recorded
under current assets fell by €20.7 million. The decrease in liquidity is in
line with our financing schedule with an outflow of funds earmarked for
investment in the Amstel Campus and other projects.
2014
2015
2016
Amounts x
€ million
Amounts x
€ million
Amounts x
€ million
Amounts x
€ million
250.3
249.7
256.0
264.0
Tuition fees
81.1
84.0
85.3
84.7
Other income
31.3
29.0
29.4
29.4
Total income
362.7
362.7
370.7
378.1
Staff expenses
Long-term forecast
247.5
258.9
263.7
269.0
Depreciation
21.5
23.8
25.7
27.6
Accommodation expenses
32.4
24.5
24.4
19.7
Other expenses
44.3
47.0
48.5
53.8
Total expenses
345.7
354.2
362.3
370.0
-8.5
-8.5
-8.4
-8.1
8.5
0.0
0.0
0.0
Financial income and
expenses
Teaching staff
Total average
number of
students
Net tangible and intangible assets were up €38.7 million over 1 January
2013. This is attributable to depreciation and disposals of €21.6 million
in total and total investments of €60.1 million, of which €40.2 million
relates to the Amstel Campus.
Budget
2013
Government grants
A1. Personnel and number of students
End-of-year
Actual
Result
The 2014 budget and the long-term forecast are based on the Strategic
Agenda for Higher Education, the National Education Agreement,
the current coalition agreement and the government’s 2014 Budget
Memorandum. The outline performance agreements also serve as input
for both the 2014 budget and long-term forecast.
Demographic forecasts show that the potential number of students will
continue to rise. Amsterdam is highly attractive to prospective students.
The high number of students seen in the 2013-2014 academic year
partly relates to the projected implementation of the student loan
system.
Based on internal forecasts from the schools, compared with previous
years on balance a lower number of students are projected with effect
from the 2014-2014 academic year.
The development of staff numbers is extracted from the development
of student numbers (T-2 financing). The AUAS long-term forecast
provides a breakdown of teaching staff and support and management
staff. No further breakdown is made. Teaching staff comprises teaching
and research staff, while support and management staff includes
management-level staff. Staff expenses (standardised at 71%) and FTEs
follow the development of income based on average staff expenses. The
surplus for 2015 and 2016 is allocated to teaching staff and support
and management staff on an 80/20 basis. Staff expenses are set to rise
in the years ahead in the light of the qualitative objectives set out in
performance agreements.
The government grant for the years ahead is based on the latest
information received from the Ministry of Education, Culture and
Science.
* The 2014 budget includes the 2013 end-of-year result.
26 NOVEMBER 2013
AUAS employee Bregje Dijksterhuis wins the Robbert Dijkgraaf
award at the Gala van de Wetenschap event (Science Gala)
in recognition of her essay, which connects the City of Amsterdam, science and journalism.
54
1 DECEMBER 2013
Dr Eltje Bos is appointed professor of Cultural and Social
Dynamics at the School of Social Work and Law.
5 DECEMBER 2013
The Executive Board appoints Willem Baumfalk dean of the
School of Economics and Management. He succeeds Ineke van
der Linden, who will be taking up a position as president of the
Executive Board at ROC TOP in Amsterdam.
55
The Amstel Campus investment activities will continue to be completed
in accordance with the financial schedule, and will result in a planned
increase in depreciation costs.
Accommodation expenses will fall as a result of the disposal of leased
property. A decision on the development of the Rhijnspoor premises,
situated adjacent to the Kohnstammhuis, will be taken in the period
ahead.
The AUAS’ current financial position is sound. Our financial policy
aims to safeguard continuity. And to ensure continuity, in addition to
balanced income and expenditure a buffer capital must be formed
based on a minimum solvency ratio of 25%. In connection with the
construction of new buildings, this percentage has temporarily been
fixed at a 20% minimum. On the one hand a solid buffer capital will
help absorb future financial risks while forming a sound financial basis
for the desired and/or necessary investments on the other.
RISK MANAGEMENT
Section 3.1: Corporate governance (Integral management) describes the
system of integrated risk management.
With a view to the long-term forecast the key risks and uncertainties
facing the AUAS in the years ahead are as follows:
- the continuation of funds earmarked for profiling and performance
agreements;
- the effect of the student loan system on future student numbers,
and developments surrounding part-time programmes.
For reasons of prudence, the long-term forecast includes a margin of
one percent. Aside from the above, we apply a flexible framework to
staff, by using temporary employment contracts and external staff, and
to accommodation (leased property versus owned property).
6 DECEMBER 2013 – 19 JANUARY 2014
As a part of the Amsterdam Light Festival, buildings and locations
throughout Amsterdam are illuminated with special light sculptures,
projections and installations. A group of international AUAS students
contributed to this year’s edition by designing an ‘interactive urban
projection’. Photo source: Janus van den Eijnden
56
9 DECEMBER 2013
The 2013 edition of the annual UvA/AUAS Dictation Contest
is held in the chapel of the Lutherian Church. This year’s
edition was written and read by AUAS lecturers Thomas van
Aalten and Binnert de Beaufort.
Photo source: Monique Kooijmans
57
Range of programmes offered
(reference date 1 September 2013)
Range of programmes registered in the Central Register of Higher Education Study Programmes (CROHO)26 for the 2013-2014 academic year27
Degree programme
LANGUAGE
VARIANT
CROHO
D
full-time
35025
D/E
full-time
34599
D
full-time
34579
SCHOOL OF SPORTS AND NUTRITION
1
B Teacher Education in Physical Education
APPENDIX 1
B Sports, Management and Business
B Nutrition and Dietetics
SCHOOL OF ECONOMICS AND MANAGEMENT
AD Accountancy
D
(dual)
80008
AD Financial Services Management
D
(part-time)
80093
B Accountancy
D
full-time / (dual)
34406
B Finance and Control
D
full-time / part-time (dual)
34401
B Business Management Studies
D
34139
B Marketing
D
34402
B Financial Services Management
D
full-time / part-time
34414
B Tax Law and Economics
D
full-time
34140
B Human Resource Management
D
34609
B International Business and Languages
E
full-time
34407
B International Business and Management Studies
E
34936
B Trade Management for Asia
E
full-time
34041
D
(PART-TIME)
70098
D
full-time
34574
D/E
full-time
34570
HES POST-GRADUATE PROGRAMMES28
M Master in Controlling
SCHOOL OF HEALTH PROFESSIONS
B Occupational Therapy
B Physiotherapy
B Mensendieck KineticsTherapy
D
full-time
34572
B Nursing
D
full-time / (dual)
34560
M European MSc in Occupational Therapy
E
part-time
69312
SCHOOL OF SOCIAL WORK AND LAW
B Public Administration
D
34464
D
full-time / part-time / dual
34610
B Laws
D
39205
B Social Work and Social Services
D
34616
D
34641
B Social Educational Services
D
34617
B Applied Psychology
D
34507
M Legal Management
D
part-time
70173
M Social Work
D
part-time
44116
M Urban Management
D
part-time
70165
B Business IT & Management
D
39118
B Communication
D
34405
B Communication and Multimedia Design
D
full-time
34092
B Information Technology
D
34479
B Media, Information and Communication
D
34105
D/E
full-time
34254
D
full-time
34475
SCHOOL OF DESIGN AND COMMUNICATION
B Fashion and Technology
B Computer Science
26 In addition to the programmes in the CROHO register, various other unregistered - commercial - programme tracks are also offered.
27 Programmes or variants with (...) are being scaled down or are no longer offered.
28 Trade name of HES Consultancy BV (abbreviated as: HES PGP). The Amsterdam University of Applied Sciences Foundation is sole shareholder in this company. In organisational terms, the company
is accommodated in the School of Economics and Management.
59
SCHOOL OF EDUCATION
B Engineering, Design and Innovation
D
39240
AD Teaching Assistant in Catering and Hospitality
D
part-time
80052
B Forensic Science
D
full-time
34112
AD Teaching Assistant in Welfare and Health Care
D
part-time
80045
B Logistics Management (Economics)
D
full-time
34436
AD Teaching Assistant in Technology
D
part-time
80051
B Logistics Management (Engineering)
D
34390
B Education in Primary Schools (age 4-12)
D
34808
B Maritime Officer
D
full-time
34384
B Teacher Education in Geography
D
35201
B Industrial Engineering and Management
D
34421
B Teacher Education in General Economics
D
35202
M Structural Engineering
D
part-time
70174
B Teacher Education in Finance and Control
D
35203
B Teacher Education in Biology
D
35301
B Teacher Education in Building Technology
D
35382
B Teacher Education in Construction Techniques
D
35383
B Teacher Education in Catering and Hospitality
D
35423
B Teacher Education in Electrical Engineering
D
35384
D/E
35195
B Teacher Education in French
D
35196
B Teacher Education in History
D
35197
B Teacher Education in Welfare and Health Care
D
35388
B Teacher Education in Graphics Technology
D
part-time
35484
B Teacher Education in Social Studies
D
35411
B Teacher Education in Mechanical Technology
D
35385
B Teacher Education in Technology and Society
D
35208
B Teacher Education in Automotive Technology
D
35386
B Teacher Education in Physics
D
35261
B Teacher Education in Dutch
D
35198
B Teacher Education in Educational Theory: Philosophy of Education and Child Rearing
D
35204
B Teacher Education in Chemistry
D
35199
B Teacher Education in Technology
D
35254
B Teacher Education in Mechanical Engineering
D
35387
B Teacher Education in Mathematics
D
35221
B Educational Theory
D
35158
M Teacher Education in General Economics
D
part-time
45275
M Teacher Education in English
D
part-time
45262
M Teacher Education in French
D
part-time
45266
M Teacher Education in History
D
part-time
45267
M Teacher Education in Dutch
D
part-time
45269
M Teacher Education in Mathematics
D
part-time
45263
M Educational Theory
D
part-time
44113
M Integral Leadership for Primary, Secondary and Professional and Adult Education Administrators
D
part-time
70045
M Professional Mastery
D
part-time
70132
B Aviation
D
full-time
39225
B Mathematics and Applications
D
full-time
35168
B Architecture and Construction Engineering
D
34263
B Construction Management
D
34261
B Civil Engineering
D
full-time
34279
B Electrical and Electronic Engineering
D
full-time
34267
B Teacher Education in English29
AMSTERDAM INSTITUTE FOR LIFELONG LEARNING IN EDUCATION (CNA)30
SCHOOL OF TECHNOLOGY
60
29 The programme is also offered in an English-language version, under the name International Degree in English and Education (IDEE).
30 CNA is a cooperative alliance in the form of a general partnership between the AUAS and UvA, more specifically the School of Education, the Interfaculty Teacher- Training Programmes (ILO), the
Graduate School of Child Development and Education and the Kohnstamm Institute. CNA also takes part in the Educatief Meesterschap Amsterdam consortium, an alliance between the University
of Amsterdam and Amsterdam University of Applied Sciences, VU University Amsterdam and CNA responsible for developing the Academic Mastery Master’s programme (75092/ Brin number:
21PK) at the request of the Dutch Institute for Masters in Education (NIME).
61
PERFORMANCE AGREEMENTS
This appendix features – in supplement to section 1.2: Profile and
performance agreements – a more detailed report on the AUAS’s
performance agreements with the Ministry of Education, Culture and
Science.31
DROPOUT AND SWITCH RATES
The dropout rate is the percentage of full-time Bachelor’s students that
is no longer enrolled at the same higher education institution after one
year.32 According to the performance agreement with the Ministry of
Education, Culture and Science, the dropout rate for first-year students
enrolling in a full-time programme for the 2014-2015 academic year
must be less than 30 percent. The dropout rate for first-year students
increased in comparison with the baseline measurement, from 30.0
percent (2010 cohort) to 32.3 percent (2012 cohort). This rising trend
should gradually reverse, with a mild decline expected for the coming
period.
The switch rate is the percentage of full-time Bachelor’s students (firstyear higher education students) to be enrolled at a different degree
programme at the same institution after one year of study.33 According
to the performance agreement with the Ministry of Education, Culture
and Science, less than 12 percent of first-year students enrolled in a fulltime programme for the 2014-2015 should have switched to another
AUAS programme after one year of study. In comparison with the
baseline measurement, the switch rate for first-year students increased
from 12.0 percent (2010 cohort) to 13.2 percent (2012 cohort).34
The AUAS implements a range of policy measures aimed at reducing
dropout and switch rates. These measures help ensure compliance with
performance agreements, and consist of:
- information services centred around painting a realistic picture of
the relevant degree programme, profession and labour market
outlook;
- a compulsory study check for all prospective students;
- efforts to increase teaching intensity (number of contact hours);
- a greater emphasis on the propaedeutic phase’s orientational,
referential and selective function;
- enforcement of the higher Binding study advice (BS) standards;
- more effective scheduling of lessons / improved study load (via the
Smart programme);
- improved student supervision (via the Smart programme);
BACHELOR’S SUCCESS RATE
The Bachelor’s success rate is the percentage of full-time Bachelor’s
students to re-enrol at the same institution (re-enrolled students) after
the first year of study and obtain a Bachelor’s degree from the same
institution within the nominal study period plus one year (C+1).35
The Bachelor’s success rate decreased from 58.8 percent (2006 cohort)
to 54.1 percent (2008 cohort). This means the Bachelor’s success rate is
currently lower than the agreed target. The long-term Bachelor’s success
rate figures and interim results for the 2008, 2009 and 2010 cohorts are
seeing a downward trend.36
62
The AUAS is implementing various measures in an effort to increase
Bachelor’s success rates and contribute to attainment of the relevant
performance agreements:
- a greater emphasis on the propaedeutic phase’s orientational and
selective function;
- more effective scheduling of lessons / improved study load (via the
Smart programme);
- enforcement of the higher Binding study advice (BS) standards;
- improved student supervision (via the Smart programme);
- efforts to increase teaching intensity during the main phase
(number of contact hours);
- the implementation of assessment policies;
- the professionalisation of lecturers (via the AUAS Academy).
EXCELLENCE IN THE PROPAEDEUTIC
AND MAIN PHASES
Participation in excellence programmes during the propaedeutic phase
totals 3.5 percent (2011 cohort), and 2.2 in the main phase (main phase
2011 cohort). Based on the anticipated intake figures for intra-curricular
excellence programmes, targets for the main phase in 2015 (6 percent)
are expected to be met. In an effort to ensure that agreements regarding
the main phase are met, the AUAS launched the ‘Sustainability of
Special Programmes’ (Verduurzaming bijzondere programma’s HvA)
sub-project as part of the overarching Smart programme in early 2014.
This project focuses on increasing the sustainability of excellence
programmes.
QUALITY: INSTITUTIONAL QUALITY ASSURANCE
AUDIT, STUDENT RATINGS AND LECTURER QUALITY
Institutional Quality Assurance Audit
The AUAS has committed itself to the goal of passing the Institutional
Quality Assurance Audit. The NVAO administered the Institutional
Quality Assurance Audit at the AUAS in the spring of 2013. The AUAS
successfully passed the audit, obtaining a good score.37 These positive
results reflect the AUAS’s successful efforts to improve the quality of its
programmes and adequate internal quality assurance system. The NVAO
issued various recommendations, which will be implemented over the
coming period.
STUDENT RATINGS
The ‘student rating’ indicator reflects students’ general degree of
satisfaction with the degree programme. According to the performance
agreement, this constitutes the percentage of respondents (full-time
students) in the February 2010 and 2015 National Student Surveys,
respectively, who claimed to be ‘satisfied’ (score in category 4) or highly
satisfied (score in category 5) about the general quality of their degree
programme, offset against the total number of full-time students at the
institution. Based on the provisions of the performance agreement, this
percentage should be at least 65.
The number of students to rate the National Student Survey (NSE)
question on ‘satisfaction with the degree programme’ with a score
in category 4 or 5 totals 67.6 percent (NSE, 2012). This represents an
increase relative to the benchmark measurement (NSE, 2010: 65.8
percent. The following priorities were identified based on the outcomes
of the NSE: student counselling, information provision and quality
assurance. The following measures for improvement were subsequently
formulated:
-
improved student supervision (via the Smart programme);
-
the timely publication of study timetables and test results and
assessments (via the Smart programme);
-
the improvement of communications between degree programmes
and students regarding the outcomes of teaching evaluations.
Lecturer quality
Lecturer quality is defined as the percentage of lecturers (teaching
staff) with a Master’s or PhD degree offset against the total number
of lecturers (teaching staff).38 This group of lecturers with a Master’s
degree also includes lecturers to have obtained a degree / qualification
one level above higher professional education level. This includes MO-B
programmes (first-level teaching qualification), secondary programmes
(HSAO, HGZO, HTO, Sports).
The percentage of lecturers with a Master’s degree increased by 5.5
percent in comparison with 2011, to 69.5 percent. The performance
agreement on Lecturer Quality specifies that at least 72 percent of all
lecturers must have obtained a degree certificate from an academic or
higher professional education Master’s degree programme by the end
of 2015.39 This degree certificate must be obtained from an institution
registered in the CROHO register (DUO). International degree certificates
are subject to the Nuffic standards for credential evaluation and
equivalence.
Lecturers with an appointment that do not have a Master’s degree
are subject to a training policy. The 2013 professionalisation plan
offers a range of guidelines and frameworks in this area. The AUAS
‘Appointments policy and lecturer quality’ (Aannamebeleid en
docentkwaliteit) policy framework also stipulates that lecturers entering
into service must have a Master’s degree (higher professional education
or academic education-level). Exceptions may be made in cases where
teaching activities are being hampered or the employee’s appointment
totals less than 0.2 FTE. Such exceptions must always be submitted to
the P&O Department for recommendation and approved by the dean in
advance, and must be recorded in the employee file. This procedure was
evaluated and tightened over the course of 2013. Progress in the area of
lecturer quality is discussed during Periodic Executive Council meetings
between the Executive Board and deans.
TEACHING INTENSITY
Teaching intensity is defined as the percentage of full-time Bachelor’s
degree programmes with over 12 scheduled contact hours (clock hours
per week, based on 42 weeks of lessons per year) in the first year.
According to the performance agreement, all degree programmes are to
ensure that their propaedeutic phase includes at least 12 contact hours
by 2015. An assessment conducted over the past year showed that contact
hour data is still not consistent and reliable. The statement on contact
hours over 2013 thus states ‘to be determined’. However, agreements are
currently being reached with all programmes that do not currently meet
the required standard in order to ensure that they also meet requirements
as of the 2014-2015 academic year. Efforts are also underway to develop a
system that allows for the uniform registration of contact hours.
INDIRECT COSTS
The performance agreement on indirect costs relates to the ratio between
teaching and support staff (FTE). The AUAS’s definition of teaching and
support staff and the detailed definition applied by the Review Committee
for Higher Education and Research are not entirely consistent. These
differences mainly concern teaching and research support positions. Based
on the benchmark definitions applied by Berenschot, these positions are
classified in category 9: teaching-related overhead.
The teaching / support staff ratio decreased slightly in comparison
with last year (1.49) to 1.48. The target for 2015 has been set at 1.6.40
Late 2013 saw the launch of the Slim programme, aimed at creating a
smarter and more efficient overhead structure. The Slim programme has
commissioned KPMG to assess the organisational structure of support
activities in aid of the primary process at both central and decentralised
level, and identify the optimal ratio.
A trend report was prepared in order to offer insight into the
development of the teaching and support staff complement and wage
costs over the past five years in relation to the number of students.
KNOWLEDGE DEVELOPMENT
Knowledge development constitutes the number of academic
publications and publications in professional journals. In an
institution-wide effort, the AUAS has committed itself to the goal of
increasing the number of peer reviewed English-language academic
publications and publications in professional journals.
Globally speaking, the number of publications has increased. This is
only to be expected in view of the gradual increase in the number
of professors since 2010. In the run-up to the new Strategic Plan,
efforts are underway to develop multiple (supplementary) performance
indicators in the area of research.
31 Further details on current progress in terms of the prioritisation of research areas and differentiated learning (allocation of selective budget) are already included under section 1.2: Profile and performance agreements, and therefore do not make up part of this appendix.
32 Source: www.rcho.nl
34 Also see Appendix 1: Teaching and Research - Study Success Rates
36 Also see Appendix 1. Teaching and Research - Study Success Rates
37 See www.nvao.net
39 Also see Appendix 2: Organisation – Composition of the workforce
40 Also see Appendix 2: Organisation – Composition of the workforce
63
STUDENT NUMBERS
STUDENT INTAKE
(Reference date: 1 September)
Previous education
Student intake figures for each school
School
2010
2011
2012
2013
#
#
#
#
#
DBSV
656
727
788
850
960
DEM
3,842
4,485
5,154
4,758
4,530
820
1,004
1,219
1,159
1,296
1,910
2,308
2,924
2,604
3,239
DMR
DMCI
1,807
1,935
2,382
2,228
2,794
DOO
1,616
1,912
2,299
2,295
2,664
DT
1,566
1,670
2,187
2,084
2,379
12,217
14,041
16,953
15,978
17,862
Total
2010
2011
2012
#
#
#
#
#
406
445
491
470
432
1,370
1,462
1,667
1,753
1,811
44
42
34
37
46
Higher Professional Education (HBO)
152
173
165
136
426
Senior secondary vocational education (MBO)
350
421
513
526
580
-
3
2
1
1
FOREIGN
223
203
222
199
158
OTHER
142
139
79
57
52
2,687
2,888
3,173
3,179
3,506
2009
2010
2011
2012
2013
#
#
#
#
#
250
280
323
318
291
2,561
2,698
3,117
3,267
3,410
35
38
33
23
15
287
481
566
560
1,109
1,923
2,304
2,749
2,789
2,974
-
33
33
27
16
51
59
54
65
60
779
512
373
288
235
5,886
6,405
7,248
7,337
8,110
2009
2010
2011
2012
2013
#
#
#
#
#
687
711
751
725
745
3,296
3,198
3,540
3,725
4,189
62
56
41
26
21
245
308
367
290
994
1,613
1,648
1,833
1,942
2,403
-
35
27
22
17
FOREIGN
137
163
231
260
214
OTHER
604
343
260
211
139
6,644
6,462
7,050
7,201
8,722
2009
2010
2011
2012
2013
#
#
#
#
#
305
367
413
486
489
1,737
1,651
1,794
1,889
1,987
165
161
200
221
272
1,050
1,205
1,231
1,267
1,753
892
983
1,096
1,101
1,185
-
38
57
28
8
FOREIGN
109
110
120
132
154
OTHER
864
683
618
401
247
5,122
5,198
5,529
5,525
6,095
Pre-university education (VWO)
2009
DG
2009
Senior general secondary education (HAVO)
Academic Education (WO)
21PL
Total
Previous education
STUDENT NUMBERS PER PREPARATORY EDUCATION PROGRAMME
Number of enrolled students for each preparatory education programme and school.
School of Sports and Nutrition
Previous education
2009
2010
2011
2012
2013
#
#
#
#
#
345
1,068
OTHER3
Total
1,146
361
1,213
380
1,333
361
1,366
9
8
8
4
6
32
48
78
60
236
382
460
500
503
544
-
1
1
1
0
14
15
30
33
55
232
157
49
45
33
2,082
2,189
2,240
2,359
2,601
21PL1
FOREIGN2
354
21PL
FOREIGN
OTHER
Total
Previous education
National higher professional education admission exam
Preparatory education abroad
3
Other preparatory education programmes
2013
1
2
21PL
Previous education
21PL
FOREIGN
OTHER
Total
2009
2010
2011
2012
2013
#
#
#
#
#
940
1,056
1,174
1,200
1,068
7,189
7,309
7,861
7,738
6,855
49
45
37
23
18
614
759
831
674
3,661
4,123
4,276
3,872
-
157
118
84
54
434
589
679
School of Education
Previous education
1,483
3,293
408
Total
480
1,612
887
655
526
424
14,105
14,308
15,388
15,200
14,254
21PL
Total
64
65
Previous education
Senior secondary vocational education
(MBO)
21PL
FOREIGN
OTHER
2009
2010
2011
2012
2013
#
#
#
#
#
551
623
676
718
728
2,671
2,720
3,126
3,223
3,458
16
13
7
7
7
146
218
219
171
514
1,206
1,270
1,336
1,312
1,357
-
16
11
11
8
80
81
94
80
79
335
Total
239
5,005
193
5,180
121
5,662
5,643
6,363
Previous education
2009
#
#
#
#
#
3,484
3,836
4,189
4,297
4,114
19,892
20,184
22,318
22,928
23,076
380
2011
363
2012
360
2013
341
2,526
3,192
3,457
3,158
6,515
Senior secondary vocational education
(MBO)
9,659
10,747
12,150
12,449
12,915
-
283
249
174
104
FOREIGN
1,022
1,065
1,340
1,448
1,200
OTHER
4,568
2,960
2,227
1,649
1,342
41,531
42,630
46,290
46,444
49,651
Total
STUDENT NUMBERS PER PROGRAMME VARIANT
Number of enrolled students for each programme variant and school.
Full-time
Part-time
Dual
Total
Total
Variant
Full-time
2010
2011
2012
#
#
#
#
#
2,082
2,189
2,240
2,359
2,601
-
-
-
-
Part-time
-
-
-
-
-
2,189
2,240
2,359
2,601
66
2009
2010
2011
2012
#
#
#
#
#
10,963
11,319
12,231
12,220
12,053
1,732
1,548
2013
#
2,431
2,628
2,926
2,972
3,299
-
-
-
-
-
256
260
247
207
207
2,687
2,888
3,173
3,179
3,506
2009
2010
2011
2012
2013
#
#
#
#
#
4,839
5,343
6,183
6,448
7,300
879
889
888
729
654
173
177
160
156
5,886
6,405
7,248
7,337
8,110
2009
2010
2011
2012
2013
#
#
#
#
#
Full-time
6,262
6,091
6,678
6,854
7,967
Part-time
382
371
372
347
578
-
-
-
-
177
6,644
6,462
7,050
7,201
8,722
2009
2010
2011
2012
2013
#
#
#
#
#
Full-time
2,909
2,958
3,280
3,439
3,852
Part-time
2,213
2,240
2,249
2,086
2,243
-
-
-
-
-
5,122
5,198
5,529
5,525
6,095
2009
2010
2011
2012
2013
#
#
#
#
#
Full-time
4,653
4,840
5,342
5,380
6,112
Part-time
352
340
320
263
251
-
-
-
-
-
5,005
5,180
5,662
5,643
6,363
2009
2010
2011
2012
2013
#
#
#
#
#
34,139
35,368
38,880
39,672
43,184
Total
Variant
Dual
Total
School of Education
Variant
Variant
Total
1,629
#
168
-
2,082
1,705
2012
#
2013
Full-time
2011
#
Part-time
Dual
Variant
2010
#
Dual
Total
2009
2009
Dual
Variant
Part-time
Dual
385
21PL
Full-time
212
AUAS total
2010
Variant
2013
AUAS total
Variant
1,326
Dual
1,437
1,360
1,425
1,432
875
Total
14,105
14,308
15,388
15,200
14,254
Full-time
Part-time
5,531
5,469
5,561
4,973
5,052
Dual
1,861
1,793
1,849
1,799
1,415
Total
41,531
42,630
46,290
46,444
49,651
67
STUDY SUCCESS RATES: DROPOUT AND SWITCH RATE INDICATORS
(reference date 2009 through 2011: 30 September / 2012 reference date: 1 October 2013; source ‘1 cijfer HO’)
Number of incoming students and percentage of this total to drop out1 or switch2 to another programme after one year. Percentage calculated on the
basis of the number of incoming higher education students at the AUAS.3
CROHO programme
Intake cohort 2009
Intake cohort 2010
Intake cohort 2011
Intake cohort 2012
CROHO programme
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
#
%
%
#
%
%
#
%
%
#
%
%
SPORTS AND NUTRITION
Intake cohort 2010
Intake cohort 2011
Intake cohort 2012
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
#
%
%
#
%
%
#
%
%
#
%
%
99
30
16
77
32
9
53
30
17
60
30
33
42
31
17
252
55
10
197
27
14
267
28
15
263
33
13
57
19
25
1,367
35
8
1,336
26
7
1,552
25
8
1,675
30
10
161
54
8
111
35
8
171
25
9
162
36
12
34579
144
20
11
137
38
10
136
28
10
161
34
8
34405
B Communication
34599
179
24
5
190
21
5
195
27
6
212
26
6
34475
B Computer Science
35025
B Teacher Education in Physical
Education
215
30
3
221
37
4
228
41
7
221
38
5
34479
538
25
6
548
32
6
559
33
8
594
32
6
39118
B Business IT and Management
92
27
9
93
26
26
91
27
22
68
37
16
297
29
14
278
28
18
249
31
14
265
30
21
46
48
28
43
49
19
72
29
40
91
35
37
35158
B Educational Therapy
174
43
7
158
35
6
198
36
5
203
40
9
29
16
405
26
23
481
33
22
423
36
22
35195
B Teacher Education in English
119
50
12
110
53
13
125
66
13
138
59
7
654
32
16
35196
10
70
10
12
50
17
10
40
10
19
47
5
35197
82
40
17
73
48
15
77
60
10
97
46
8
29
35
35198
25
44
20
31
52
13
33
39
15
30
43
13
Total
ECONOMICS AND MANAGEMENT
34041
34139
34140
34401
425
829
35
11
777
29
12
750
34
13
96
53
17
106
31
16
128
40
16
28
22
136
25
21
155
30
30
153
Total
EDUCATION
34808
B Education in Primary Schools (age
4-12)
34402
B Marketing
34405
B Communication
34406
B Accountancy
160
34407
B Int Business and Languages
137
36
15
132
35
20
132
33
18
176
35
16
35199
3
33
33
4
0
50
9
67
0
7
14
29
34414
84
31
30
54
31
22
70
34
24
53
30
32
35201
13
15
15
21
33
10
26
54
8
22
27
5
35202
B Teacher Education in General
Economics
15
7
20
19
32
11
15
33
7
17
29
12
35203
B Teacher Education in Finance and
Control
2
50
0
2
100
0
1
0
0
3
33
0
35204
B Teacher Education in Educational
Theory: Philosophy of Education and
Child Rearing
5
60
0
6
50
17
8
13
25
2
50
0
35208
and Society
-
-
-
-
-
-
1
100
0
1
0
0
14
29
21
16
44
19
19
47
11
12
25
25
-
-
-
3
0
0
-
-
-
2
50
0
34436
46
30
15
41
22
12
77
26
3
34609
135
39
10
150
30
20
148
43
16
154
38
18
34936
B Int Business and Mgt Studies
279
33
16
257
32
19
283
30
18
309
24
24
39118
38
42
16
34
29
18
78
36
15
-
-
-
2,664
34
14
2,506
29
17
2,714
33
18
2,346
32
21
Total
HEALTH PROFESSIONS
34560
B Nursing
157
32
6
207
32
7
230
33
3
226
36
4
34570
B Physiotherapy
325
27
7
317
28
7
347
26
11
276
24
7
35221
35254
34572
B Mensendieck Kinetics Therapy
34
15
9
46
20
9
80
25
3
84
26
4
34574
79
33
4
89
26
7
132
27
7
127
32
14
35261
5
0
20
6
67
0
5
40
20
7
43
0
7
35301
15
53
13
23
30
0
28
46
4
27
22
4
35388
B Teacher Education in Welfare and
Health Care
5
0
0
11
27
0
11
45
0
12
33
0
35411
27
56
19
22
59
9
26
58
15
31
52
6
35423
B Teacher Education in Catering and
Hospitality
4
25
0
3
33
0
9
11
0
10
20
0
679
45
11
631
42
10
772
43
9
802
42
9
B Forensic Science
51
29
6
62
26
3
56
38
2
57
21
4
82
24
12
79
19
18
97
38
15
65
26
15
265
24
9
238
25
13
208
31
10
196
22
17
Total
595
28
6
659
29
7
789
28
7
713
29
SOCIAL WORK AND LAW
34464
-
-
-
-
-
-
45
36
9
59
32
8
34507
171
20
2
199
28
6
240
27
5
239
24
10
34610
108
38
13
89
34
11
91
32
5
85
42
6
34616
221
25
9
230
22
8
291
28
7
135
42
7
Total
34617
192
26
1
249
21
4
262
26
5
304
23
5
TECHNOLOGY
34641
219
28
11
188
26
8
256
31
10
240
31
18
34112
39205
B Laws
Total
425
35
15
437
39
10
459
41
13
447
49
15
34261
1,336
29
10
1,392
29
8
1,644
32
9
1,509
35
11
34263
B Architecture and Construction
Engineering
34267
58
24
7
65
17
18
53
26
19
75
29
24
34279
B Civil Engineering
84
21
25
71
24
21
68
26
19
80
29
15
DESIGN AND COMMUNICATION
34092
B Communication and Multimedia
Design
242
38
9
209
24
8
222
35
10
211
35
10
34105
B Media, Information and
Communication
560
24
7
613
24
5
702
17
3
688
26
10
236
34254
68
Intake cohort 2009
Intake
36
4
264
30
3
301
33
4
315
33
34384
B Maritime Officer
27
19
4
42
31
2
41
44
0
52
33
13
34390
86
26
14
62
37
15
106
38
15
128
34
13
34421
B Industrial Engineering and
Management
66
30
6
64
22
16
86
33
26
85
26
18
5
69
CROHO programme
Intake cohort 2009
Intake cohort 2010
Intake cohort 2011
STUDY SUCCESS RATES: INDICATOR FOR BACHELOR’S SUCCESS RATES
Intake cohort 2012
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
Intake
Dropout
after 1
year
Switch
after 1
year
#
%
%
#
%
%
#
%
%
#
%
%
70
37
9
27
11
22
32
38
6
39
36
13
41
32
12
34436
35168
39225
B Aviation
39240
Total
AUAS total
1
2
3
343
38
14
323
34
20
326
34
17
328
30
169
40
9
174
28
8
249
32
9
251
31
10
30
12
1,212
28
14
1,329
33
13
1,428
29
14
33
11
8,284
30
12
9,359
32
12
9,067
32
Dropout rate definition: the percentage of full-time Bachelor’s students (first-year higher education students) that is no longer enrolled at the same higher education institution after one year (Source: www.rcho.nl).
Switch rate definition: the percentage of full-time Bachelor’s students (first-year higher education students) enrolled at a different degree programme at the same institution after one year of study (Source: www.rcho.nl).
The tables feature the figures for each CROHO programme. In the case of the smaller programmes, these percentages may vary greatly.
Number of re-enrolments and Bachelor’s success rates1 for each higher professional education intake cohort from 2005 through 2008. Percentage
calculated on the basis of the number of re-enrolments in AUAS higher education programmes.2
CROHO programme
18
1,258
8,437
(reference date 2005 through 2007: 30 September / 2008 reference date: 1 October 2013; source ‘1 cijfer HO’)
13
Intake cohort 2005
Intake cohort 2006
Intake cohort 2007
Intake cohort 2008
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
#
%
#
%
#
%
#
%
113
87
75
80
90
76
88
76
87
77
118
69
112
62
116
58
122
70
129
79
140
74
157
66
322
78
322
76
342
70
361
66
34579
34599
35025
B Teacher Education in Physical
Education
Total
ECONOMICS AND MANAGEMENT
34041
34139
79
39
94
33
82
27
61
43
168
57
199
58
237
47
224
34140
43
9
44
21
33
25
48
23
35
34401
34402
182
45
243
45
233
42
292
37
B Marketing
473
60
552
53
584
52
581
34405
48
B Communication
29
38
31
48
35
49
34406
B Accountancy
72
33
104
39
86
37
123
33
34407
B Int Business and Languages
63
37
88
41
81
35
72
40
34414
34
53
51
49
46
41
38
39
34436
37
54
49
59
35
69
34609
83
72
109
74
94
65
108
68
34936
B Int Business and Mgt Studies
131
39
133
49
138
42
158
44
39118
17
41
20
60
23
52
1,377
51
1,694
51
1,699
47
1,680
44
Total
HEALTH PROFESSIONS
34560
B Nursing
102
76
101
79
102
64
115
71
34570
B Physiotherapy
170
76
250
72
224
69
264
80
34572
B Mensendieck Kinetics Therapy
9
89
15
73
17
88
17
82
34574
69
78
56
71
52
92
41
95
350
77
422
74
395
72
437
79
Total
SOCIAL WORK AND LAW
34610
77
58
58
48
66
45
47
40
34616
145
78
156
76
128
77
138
83
34617
159
68
205
68
199
76
174
66
34641
118
70
129
65
135
61
116
66
39205
210
47
226
46
212
50
214
42
709
63
774
61
740
63
689
60
Total
DESIGN AND COMMUNICATION
70
34092
B Communication and Multimedia
Design
124
64
146
68
113
51
135
54
34105
B Media, Information and
Communication
283
64
413
59
586
53
512
54
34254
217
74
179
73
175
70
164
71
71
CROHO programme
Intake cohort 2005
Intake cohort 2006
Intake cohort 2007
Intake cohort 2008
CROHO programme
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
#
%
#
%
#
%
#
%
34405
B Communication
34475
B Computer Science
34479
39118
Total
4-12)
35158
35195
Intake cohort 2006
Intake cohort 2007
Intake cohort 2008
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
Re-enrolment
Obtained
degree
after 5 years
#
%
#
%
#
%
#
%
49
59
34279
B Civil Engineering
35
69
33
67
47
62
48
52
58
66
39
41
57
61
52
46
34384
B Maritime Officer
24
79
22
73
15
67
15
60
192
65
158
62
112
34
105
31
34390
49
65
48
52
70
67
71
56
25
32
34421
58
47
57
64
56
58
41
67
935
63
1,043
54
1,042
54
B Industrial Engineering and
Management
45
874
34436
27
48
35168
14
79
21
52
20
55
21
71
39225
B Aviation
108
60
99
46
139
52
156
46
EDUCATION
34808
Intake cohort 2005
Re-enrolment
150
47
151
50
116
39
109
39
89
72
87
66
89
71
92
61
39240
B Teacher Education in English
53
38
74
39
60
42
53
30
Total
35196
6
17
15
47
8
38
6
33
AUAS total
35197
36
53
34
26
38
29
36
36
35198
15
47
17
53
19
32
7
43
35199
5
20
7
57
-
-
3
33
35201
2
0
10
50
-
-
6
67
35202
B Teacher Education in General
Economics
11
55
10
20
6
67
4
25
35203
B Teacher Education in Finance and
Control
5
40
-
-
1
100
-
-
35204
B Teacher Education in Educational
Theory: Philosophy of Education and
Child Rearing
6
67
4
0
5
40
3
33
35221
B Teacher Education in Technology and
Society
13
31
7
43
9
33
10
50
35254
2
50
-
-
-
-
1
0
35261
4
25
4
75
8
25
3
33
35301
11
36
14
36
10
60
9
44
35383
-
-
1
0
-
-
-
-
35384
B Teacher Education in Welfare and
Health Care
-
-
-
-
1
100
-
-
35385
1
0
-
-
1
0
-
-
35388
B Teacher Education in Catering and
Hospitality
-
-
-
-
1
100
9
78
35411
4-12)
10
40
14
36
10
50
5
20
35423
64
52
55
51
72
44
85
48
640
65
658
61
806
60
848
55
4,693
61
5,258
59
5,408
56
5,414
54
Bachelor’s success rate definition: the percentage of full-time Bachelor’s students to re-enrol at the same institution (re-enrolled students) after the first year of study and obtain a Bachelor’s degree from the same institution within the nominal
study period plus one year (C+1) (Source: www.rcho.nl).
2
The tables feature the figures for each CROHO programme. In the case of the smaller programmes, these percentages may vary greatly.
1
Total
2
100
4
25
1
100
1
0
421
50
453
47
383
47
357
44
TECHNOLOGY
72
34112
B Forensic Science
17
88
45
64
39
82
47
62
34261
74
65
76
64
105
51
106
58
34263
B Architecture and Construction
Engineering
137
63
153
71
187
71
153
65
34267
73
75
59
64
48
69
62
60
73
STUDENT SATISFACTION
PROFESSORS
STUDENT SATISFACTION
PROFESSORS
Response to the question: ‘How satisfied are you in general about your degree programme?’ from the National Student Survey (NSE), specified for
each school. Percentages calculated on the basis of total response.1
(reference date 31/12/2013)
AUAS-affiliated professors and the relevant professorships, specifying the relevant school and starting date.
HOW SATISFIED ARE YOU IN GENERAL ABOUT YOUR DEGREE PROGRAMME?
(FULL-TIME STUDENTS, 2013 NSE)
Professor
School
Professorship
Professor H.M. Toussaint
DBSV
Human Movement Sciences
01/01/2003
Dr P.J.M. Weijs
DBSV
Weight Management
01/01/2009
Dr J.W. Janssens
DBSV
Sports Business Development
01/04/2009
Dr J. Stubbe
DBSV
Sports Care
22/04/2013
Dr M.G.M. Meerman
DEM
Differentiated HRM
01/04/2004
70%
Dr W. van Winden
DEM
Amsterdam Knowledge Economy
01/04/2008
60%
Dr J.W.M. de Wit
DEM
Internationalisation of Education
17/08/2009
50%
Dr J.W.J. Weltevreden
DEM
Online Entrepreneurship
01/04/2010
Dr F.J. de Graaf
DEM
Corporate Governance
01/04/2013
Dr W.J.M. Scholte op Reimer
DG
Evidence-based Nursing
01/06/2007
Dr R.H.H. Engelbert
DG
Patients with Complex Health Care Problems
01/01/2008
20%
Dr B. Visser
DG
Remedial Therapy
14/06/2011
10%
Dr M.H. Kwekkeboom
DMR
Community Care
01/01/2010
Dr L. Boendermaker
DMR
Implementation in Youth Care
01/02/2010
Professor R.C.H. van Otterlo
DMR
Legal Management
01/11/2010
Dr A.J.M. Straathof
DMR
Management and Cultural Change
11/11/2010
Dr R. van Geuns
DMR
Poverty and Participation
01/04/2012
Dr J. Metz
DMR
Youth Spot
01/10/2012
Dr M. Stam
DMR
Outreach Work and Innovation
01/10/2012
Dr E. Bos
DMR
Cultural and Social Dynamics
01/12/2013
Dr G.W. Lovink
DMCI
Network Culture
01/01/2004
Professor B.J.A. Kröse
DMCI
Digital Life
01/02/2004
Dr J. Henseler
DMCI
E-discovery
01/06/2009
Dr M.J.A. Veenstra
DMCI
Interactive Public Spaces
01/09/2010
Dr G.J. van Bussel
DMCI
Digital Archiving and Compliance
01/01/2012
Dr H.M.M. van Vliet
DMCI
Cross Media
01/02/2013
Professor A.M. Schouten
DMCI
Game Research
01/03/2013
Professor H. Daanen
DMCI
Fashion Technology and Research
01/09/2013
Mr M. Snoek
DOO
Learning and Innovation
01/08/2003
Dr J. van der Waals
DOO
VMBO (preparatory secondary vocational education)
01/02/2008
Dr E. van den Berg
DOO
Science and Technology
01/08/2008
Professor R.J. Oostdam
DOO
Tailored Learning and Instruction
01/11/2008
Dr A. Wilschut
DOO
Social Science Education
01/01/2012
Professor R. Fukkink
DOO
Urban Education
01/08/2013
Dr D.A. van Damme
DT
Logistics
01/09/2003
Ms I.F. Oskam
DT
Technical Innovation and Enterprise
01/02/2007
Dr J. Kluck
DT
Water In and Around The City
01/11/2008
Dr R.J. de Boer
DT
Aviation Engineering
01/09/2009
Mr W.C. Verbaan
DT
Real Estate Economics
01/09/2009
Dr C.J. de Poot
DT
Forensic Research
01/02/2010
Dr R. van den Hoed
DT
Energy and Innovation
19/01/2011
Dr C. Vervoorn
AUAS
Top-Level Sports and Education
04/02/2010
100%
90%
80%
40%
30%
0%
DBSV
DEM
DBSV
Satisfied
Neutral
Dissatisfied
1
80.1%
15.0%
4.9%
DG
DMR
DEM
61.0%
28.9%
10.1%
DMCI
DG
70.0%
25.8%
4.2%
DOO
DMR
71.8%
23.9%
4.3%
DT
DMCI
67.5%
24.4%
8.2%
HvA
DOO
63.8%
25.8%
10.4%
DT
70.7%
23.0%
6.2%
AUAS
67.7%
25.1%
7.3%
Source: 2013 NSE Data File
Performance agreements with the Ministry of Education, Culture and Science in the area of quality specify that the percentage of students to rate
the question “How satisfied are you in general about your degree programme?” with a 4 or 5 score should be consolidated to 65 percent. This
percentage stood at 67.6 in 2013.
1
2
74
1
Resigned as professor effective 1 May 2013.
2
Resigned as professor effective 1 September 2013.
Starting date
75
STAFF DOCTORAL TRACKS
STAFF DOCTORAL TRACKS
The following professors held their inaugural lectures in 2013 (in chronological order):
School
Professorship
Dr M.J.A. Veenstra
DMCI
Interactive Public Spaces
15/01/2013
Dr B. Visser
DG
Remedial Therapy
12/02/2013
Doctoral candidate
School
Start
Completion
19/03/2013
Mr N.F.H. Bolte
DMR
2006
2014
23/04/2013
Ms E. Hommel
DMR
2006
2014
03/09/2013
Dr D. Heinhuis
DMCI
2006
2013
DT
2006
2014
DG
2007
2013
Mr R. van den Hoed
Dr A. Wilschut
Dr M. Stam
DT
Energy and Innovation
DOO
Social Science Education
DMR
Outreach Work and Innovation
Starting date
(reference date 31/12/2013)
Doctoral candidates, specified for each school and start and (expected) completion year.
Professor
1
Dr J. Metz
DMR
Youth Spot
08/10/2013
Mr M.P. Horikx
Dr R. van Geuns
DMR
Poverty and Participation
12/11/2013
Ms F.A. Nes, MSc2
Ms L.N.H. van der Valk
Ron Oostdam was also appointed professor in 2013, and held his inaugural lecture:
1
Professor
School / faculty
Title of inaugural lecture
Professor R.J. Oostdam
DOO / FMG
Taking Care of Our Teachers (Zorgen voor de
juf en mees)
1
University of Amsterdam Faculty of Social and Behavioural Sciences
Also see: http://www.hva.nl/nieuws/2013/11/07/oratie-ron-oostdam-zorgen-voor-de-juf-en-mees/
Date
22/11/2013
DMR
2007
2014
Ms R.L.A. Breuer
DMCI
2007
2014
Ms S.M.C. Niederer, MA
DMCI
2007
2014
Mr M. Teitsma
DMCI
2007
2014
DT
2007
2014
Ms D.M. de Haan, BSc MBA
Mr G.G.M. Boosten
DBSV
2008
2015
Ms E. Leistra, MSc
DBSV
2008
2014
Mr A.H. Ballafkih
DEM
2008
2015
Mr P.B. Blok3
DEM
2008
2013
DG
2008
2014
Mr M. Gerrebrands
DMR
2009
2014
Mr A.M.W. Bosschaart
DOO
2009
2014
Ms M. Janssen MSc
DBSV
2010
2014
Ms N. Arbonés Aran
DEM
2010
2014
Ms M.J. van Hartingsveldt, MSc
Mr M.C. Scheper, MSc
DG
2010
2015
Mr J. Gradener
DMR
2010
2015
Mr M. de Kreek, MA
DMR
2010
2014
Mr R. Wilshaus
DOO
2010
2013
Ms S. Neugebauer
DMCI
2010
2014
Ms N.F. Wesseling-Weijers
DMCI
2010
2014
DOO
2010
2014
DG
2011
2017
Mr S.E. Abdallah, MA
DMR
2011
2014
Ms S.A.C. Hauwert
DMR
2011
2015
Ms R.N. Metze
DMR
2011
2015
Ms P.L.F. Sedney
DMR
2011
2015
Mr A. Nait Aicha
DMCI
2011
2015
Mr H.W. Brouwer
2014
4
Mr H. Nieuwelink
Ms M.C. Pol
DOO
2011
Mr R.P.G. Jonker
DT
2011
2015
Mr E. Melet
DT
2011
2015
2015
Ms F.A. Nycolaas
DT
2011
Mr J. Demmers, MSc
DEM
2012
2015
Mr D. van den Buuse, MSc
DEM
2012
2015
Ms P. Koeleman
DEM
2012
2016
Ms A.A.M. Hunkar
DEM
2012
2016
DG
2012
2017
Ms P.B. Goense, LL.M.
DMR
2012
2015
Mr W. Smit
DMR
2012
2016
DT
2012
2016
Mr J. van den Dool, MSc
Ms M. de Gruijter, MSc
76
77
INTERNATIONALISATION
Doctoral candidate
School
Start
Completion
Ms A.A. Mapes, MSc
DT
2012
2016
Ms J.M. den Broeder, MPH
DBSV
2013
2016
Mr W.G. van Kernebeek
DBSV
2013
2017
Mr P.J.J. Moonen, MBA
DBSV
2013
2017
Ms V. Rashid
DBSV
2013
2017
Mr M.C.J. Knoppel, MSc
DEM
2013
2017
Mr J.T.P. Dobber
DG
2013
2018
Ms M. Minneboo
DG
2013
2017
Ms M. Snaterse, MSc
Mr M.A. van Egmond, MSc
DG
2013
2018
ERASMUS
The European Lifelong Learning Programme (LLP) stimulates European cooperation, exchanges, lifelong learning and internships by offering grants.
All higher education institutions can take part in the programme.
Erasmus is a part of the LLP and serves to support the European activities undertaken by higher education institutions while promoting the mobility
and exchange of students, lecturers and staff members. The table below provides an overview of mobility in the 2008-2009 through 2012-2013
academic years.
Academic year
SMS - Study
Students
SMP - Internship
Grants
Students
STA - Guest lecturership
Grants
Guest lecturerships
STT - Staff training
Grants
Staff training
courses
OM1
Grants
Total
Grants
Grants
DG
2013
2018
#
€
#
€
#
€
#
€
€
€
Mr M.A. Hoijtink
DMR
2013
2017
2008-2009
202
195,000
101
120,750
36
21,850
1
575
34,092
372,267
Mr I. Timmer
DMR
2013
2017
2009-2010
254
288,750
68
85,500
42
25,200
2
1,200
31,535
432,185
DMCI
2013
2017
2010-2011
303
285,200
117
150,750
69
30,075
8
4,200
48,160
518,385
Ms E.S.L. van Batenburg, MA
DOO
2013
2017
2011-2012
272
277,200
127
139,480
65
35,925
1
525
45,600
498,730
Ms P.M. Kruit
DOO
2013
2017
2012-2013
321
313,060
135
143,220
76
49,200
7
5,325
58,400
569,205
Mr T. van Straaten
DOO
2013
2017
Mr E.A. de Graaf, MSc
DT
2013
2017
Mr A.H. de Boer, MSc
DT
2013
2017
Ms I.F. Oskam
DT
2013
2017
Mr D.V. van Dijk
1
Mr A. Stander, MSc
DT
2013
2017
Mr R.G. Memelink
DBSV
2014
2018
Ms M. Rusthoven, MSc
DEM
2014
2017
DMCI
2014
2017
Ms E.E. Hammelburg
Obtained doctorate on 16 October 2013.
Obtained doctorate on 13 June 2013.
3
Obtained doctorate on 5 December 2013.
4
Left the AUAS in 2013.
1
2
Funding for organisational mobility (OM), intended to support student mobility.
The European Lifelong Learning Programme also includes intensive language courses for incoming Erasmus students (Erasmus Intensive Language
Course, EILC). In the summer of 2013, the AUAS provided two beginner-level EILCs to a total of 26 participants. The AUAS received a total grant of
€18,736 (€9,368 per EILC) for its efforts in this regard.
AMSTERDAM TALENT SCHOLARSHIP
The AUAS seeks to attract excellent students from around the world. Students from outside the EU/EEA may be eligible for an Amsterdam Talent
Scholarship (ATS). The ATS is a €3,000 scholarship, awarded for a maximum period of four years. Excellent non-EEA students may apply for the
scholarship once they have paid the high institutional tuition fee (€7,570) and met the supplementary requirements (60 credits for current academic
year courses with an average mark of 7). The table below provides an overview of ATS figures over the past five-year period.
Academic year
ATS candidates
Allocated ATS scholarships
#
#
Percentage
%
2008-2009
26
6
23%
2009-2010
146
17
12%
2010-2011
125
25
20%
2011-2012
168
34
20%
2012-2013
205
35
17%
A total of 205 students from outside the EU/EER paid the high institutional tuition fee for the 2012-2013 academic year. A total of 35 scholarships
were awarded for this academic year, representing a total value of €105,000.
VSB FUND
The VSB Fund supports initiatives and projects that contribute to the quality of Dutch society by providing access to financial resources, knowledge
and networks. The VSB Fund seeks to promote personal development and social commitment.
The VSB Fund grant with a maximum of €10,000 is intended for students seeking to further their education abroad after graduating from a Dutch
higher education institution through follow-up studies or research projects. The AUAS received 34 applications for the VSB Fund grant in 2013, of
which the maximum number of nine candidates (plus one substitute candidate) were nominated for a scholarship. A total of nine candidates were
eventually awarded a grant.
78
79
PARTNER INSTITUTIONS
PARTNER INSTITUTIONS
(reference date 31 December 2013)
Number of exchange students (incoming and outgoing) in 2012-2013, per partner institution and country.
Partner institution
Universidad Argentina de la Empresa (UADE)
80
Country
Argentina
Partner institution
Incoming
Outgoing
#
#
2
0
DTU (IHK) Copenhagen
Country
Incoming
Outgoing
#
#
Denmark
0
4
Denmark
8
2
Universidad del Salvador (USAL)
Argentina
0
2
KEA Copenhagen School of Design an Technology
Edith Cowan University
Australia
1
1
Metropolitan University College
Denmark
6
4
Queensland University of Technology
Australia
2
8
Sjaelland University College Roskilde
Denmark
0
1
Denmark
3
2
Royal Melbourne Institute of Technology
Australia
7
6
TEKO
University of Newcastle
Australia
0
5
University College Copenhagen (UCC)
Denmark
4
5
University of Southern Queensland
Australia
1
2
University of Northern Denmark (UCN)
Denmark
3
6
Artesis Hogeschool Antwerpen
Belgium
3
0
University of Southern Denmark, Odense
Denmark
5
4
Artevelde Hogeschool Gent
Belgium
4
8
Alice Salomon Hochschule Berlin
Germany
1
0
Hogeschool Gent
Belgium
7
2
Fachhochschule Dortmund
Germany
7
0
Hogeschool Kortrijk
Belgium
0
1
Fachhochschule Düsseldorf
Germany
0
1
Hogeschool-Universiteit Brussel
Belgium
3
0
Fachhochschule Hildesheim
Germany
1
1
ICHEC Bruxelles
Belgium
2
0
Fachhochschule München
Germany
1
0
Karel de Grote Hogeschool Antwerpen
Belgium
1
4
Georg Simon Ohm Hochschule
Germany
2
2
Germany
1
1
Katholieke Hogeschool Leuven
Belgium
3
2
Hamburg University of Applied Sciences
PHL, Provinciale Hogeschool Hasselt
Belgium
1
0
Hochschule Asschaffenburg
Germany
0
2
Plantijn Hogeschool Antwerpen
Belgium
0
4
Hochschule der Medien Stuttgart
Germany
6
0
St. Lukas Brussel
Belgium
0
2
Hochschule für Technik und Wirtschaft
Germany
5
5
Ibmec Rio de Janeiro
Brazil
1
2
Hochschule für Wirtschaft und Recht Berlin
Germany
11
12
PUC-Rio
Brazil
1
2
Hochschule Hof
Germany
1
0
Universidade Federal da Bahia
Brazil
1
0
Hochschule Niederrhein
Germany
1
0
Universidade Federal do Estado do Rio de Janeiro
Brazil
1
0
TFH Beuth Berlin
Germany
3
2
Bishop's University
Canada
3
1
Universidad del Pacifico
Ecuador
0
3
John Molson School of Business, Concordia University
Canada
6
1
Talinn University
Estonia
1
0
Estonia
5
3
McGill University
Canada
0
6
Tartu Aviation College, Tartu
Memorial University of Newfoundland
Canada
0
2
Åbo Akademi
Finland
4
1
Saint Mary's University
Canada
1
1
Finland
6
2
Université du Québec à Montréal
Canada
6
6
Helsinki Metropolia University of Applied Sciences,
Espoo Vantaa
University of Manitoba
Canada
7
2
Laurea University of Applied Sciences
Finland
3
0
Ryerson University, Faculty of Communication and
Design
TAMK University of Applied Sciences
Finland
5
1
Canada
1
3
University of Helsinki
Finland
1
0
University of Ottawa
Canada
4
5
University of Jyvaskyla
Finland
1
1
Universidad de Talca
Chile
0
2
Ecole Supérieure de Commerce de Rennes
France
6
3
Dong Hua University
China
0
6
Ecole Supérieure de Commerce La Rochelle
France
6
4
Jiangxi University of Finance and Economics (JUFE)
China
0
6
Ecole Supérieure de Management Lille / Espeme
France
2
1
Lingnan (University) College, Sun Yat-sen University
China
0
10
Ecole Supérieure de Management Nice/ Espeme
France
2
4
Shanghai University of Finance & Economics (SUFE)
China
7
8
ENSAAT
France
2
1
Southwest University of Finance & Economics (SWUFE)
China
4
1
ENSAAT
France
1
0
University of Macau/Umac
China
6
6
EPSCI School of International Management
France
8
6
Euromed Management
France
6
5
Xiamen University
China
0
14
University of the Netherlands Antilles
Curaçao
3
3
Groupe ESCEM/Poitiers Campus
France
2
0
Frederick University Cyprus
Cyprus
1
0
Groupe ESG - Paris Graduate School of Management
France
2
3
Business Academy Aarhus
Denmark
1
1
Groupe Supérieure de Commerce de Troyes
France
2
1
Business Academy Copenhagen North
Denmark
0
1
IDRAC Ecole Supérieure de Commerce, Lyon
France
0
5
81
Partner institution
Incoming
Outgoing
#
#
Partner institution
Country
Incoming
Outgoing
#
#
INSEEC Paris
France
5
2
FH Joanneum, Graz
Austria
1
2
Université Paris Descartes (F PARIS005)
France
2
0
Padagogische Hochschule Wien
Austria
4
0
Alexander Technological Educational Institute
Greece
2
0
Universidad San Ignacio de Loyola (ISG)
Peru
0
6
Technological Educational Institute Athens
Greece
2
0
Cracow University of Technology, Cracow
Poland
6
5
Caledonian University
United Kingdom
2
0
4
2
United Kingdom
1
0
Jagiellonian University, Institute of Economics and
Management
Poland
Cork Institute of Technology
Edinburgh College of Art
United Kingdom
1
0
Escola Superior de Comunicacao Social Li
sbon
Portugal
1
1
London Metropolitan University
United Kingdom
2
4
Escola Superior de Saude Cruz Vermelha Portuguesa
Portugal
0
5
Manchester Metropolitan University
United Kingdom
1
0
Plekhanov Russian Academy of Economics
Russia
3
3
Napier University
United Kingdom
0
8
St. Petersburg University
Russia
1
0
Robert Gordon University
United Kingdom
1
3
14
10
United Kingdom
2
2
Nanyang Business School - Nanyang Technological
University
Singapore
Sheffield Hallam University
University of Brighton
United Kingdom
6
6
University of Creative Arts
United Kingdom
0
5
University of Zilina
Slovakia
1
0
EAE Business School Barcelona
Spain
2
2
Escola Superior de Disseny (ESDI)
Spain
1
0
University of Hertfordshire
United Kingdom
1
4
University of Plymouth
United Kingdom
4
6
UEM Centro Adscrito de Valencia (formerly known as
Fundacion Estema)
Spain
4
6
University of Portsmouth
United Kingdom
3
3
Universidad Carlos III de Madrid
Spain
2
8
University of Salford
United Kingdom
0
1
Universidad Catilla-La Mancha
Spain
2
0
University of Southhampton
United Kingdom
0
1
Universidad Complutense de Madrid
Spain
11
6
University of Sunderland
United Kingdom
0
2
Universidad d'Allicante, Alicante
Spain
7
1
University of the Arts London (LCF)
United Kingdom
1
2
Spain
6
5
University of the West of Scotland
United Kingdom
2
3
Universidad de Barcelona, Unitat de Relacions
Internacionals Empresarials
The Hong Kong Polytechnic University
Hong Kong
3
8
Universidad de Cádiz
Spain
2
2
Universidad de Córdoba, Instituto Universitaria de la
Compañía de Jesús (ETEA)
Spain
4
3
Universidad de Deusto; Dep. of Accounting & Finances
Spain
7
6
Universidad de Lleida
Spain
1
0
Universidad de Málaga
Spain
2
1
Universidad de Navarre
Spain
1
0
Universidad de Sevilla
Spain
2
0
Spain
6
0
Budapest College of Communication and Business
Hungary
1
0
Eötvös Loránd University Budapest
Hungary
1
1
International Business School Budapest
Hungary
0
2
Semmelweis University
Hungary
1
0
Institute of Technology Carlow
Ireland
7
5
National Institute of Fashion and Technology
India
0
2
Universitas Pelita Harapan
Indonesia
5
8
Politecnico di Milano
Italy
0
3
Universidad Europea de Madrid, Centro Universitario
Valencia
Sapienza Universita di Roma
Italy
1
0
Universidad Politecnica de Valencia, Valencia
Spain
5
0
Spain
1
3
Università Carlo Cattaneo
Italy
3
3
Universidad San Pablo-CEU
Universita Cattolica del Sacro Cuore
Italy
2
2
Universitat Autonoma de Barcelona
Spain
3
0
3
Universitat de les Illes Balears, Palma de Mallorca
Spain
3
0
Taiwan
0
6
Akita International University
Japan
3
Kansai Gaidai University
Japan
0
4
Ming Chuan University
Kyushi University
Japan
1
4
National Sun Yat-sen University College of Management
Taiwan
4
3
Chulalongkorn University, Faculty of Commerce and
Accountancy
Thailand
6
8
Stamford International University
Thailand
4
0
University of Hradec Králové
Czech Republic
2
1
University of Prague
Czech Republic
2
1
University of West Bohemia
Czech Republic
2
0
VSB-Technical University of Ostrava
Czech Republic
0
1
Ege University, Izmir
Turkey
2
1
Hacettepe University
Turkey
2
1
1
Istanbul Bilgi University
Turkey
2
6
Turkey
4
4
Turkey
1
0
Momoyama Gakuin University (St. Andrew's University)
Japan
0
4
Seinan Gakuin University
Japan
0
2
Universiti Sains Malaysia
Malaysia
0
1
Instituto Tecnológico Autónomo de México (ITAM)
Mexico
4
0
ITESM/TEC de Monterrey
Mexico
5
10
Universidad Iberoamericana
Mexico
4
3
Auckland University of Technology
New Zealand
2
0
Oslo and Akershus University College of Applied
Sciences
Norway
3
13
Sor Trondelag
82
Country
Norway
1
Fachhochschule Voralberg
Austria
0
4
Istanbul University Faculty of Business Administration
Fachhochschule Wien
Austria
4
3
Middle East Technical University
83
Partner institution
Incoming
Outgoing
#
#
Mimar Sinan University of Fine Arts
Turkey
4
2
Yeditepe University Istanbul
Turkey
0
4
Baruch College, City University of New York
United States
2
4
Birmingham Southern College
United States
1
0
California State University, Chico
United States
1
0
California State University, Fresno
United States
0
1
California State University, Long Beach
United States
16
3
California State University, San Marcos
United States
2
3
Champlain College
United States
1
1
Fort Lewis College
United States
2
1
Kennesaw University
United States
1
0
Loyola University Maryland
United States
0
4
State University of New York at Buffalo
United States
1
2
University of Central Oklahoma
United States
1
4
University of Miami
United States
4
3
University of the Free State
South Africa
0
4
Hanyang University
South Korea
1
10
Yeungnam University
South Korea
7
4
Halmstad University
Sweden
0
2
Hogskolan I Boras The Swedish School of Textiles
Sweden
0
1
Jon Köping University
Sweden
1
0
Karolinska Institut
Sweden
1
2
Mid Sweden University Sundsvall
Sweden
2
5
Örebro University
Sweden
6
6
Stockholm University
Sweden
6
3
Pedagogische Hochschule Bern
Switzerland
4
0
Pedagogische Hochschule Zurich
Switzerland
2
0
Zürich University of Applied Sciences
Switzerland
Total
84
Country
2
1
525
574
85
KEY DATA
MALE TO FEMALE EMPLOYEE RATIO
Number of employees, per gender. Percentages calculated on the basis of total number of employees.
1
APPENDIX 2
ORGANISATION*
Employees
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
Male
1,443
46.5
1,481
46.1
1,521
45.6
1,590
44.9
1,612
44.9
Female
1,658
53.5
1,731
53.9
1,812
54.4
1,949
55.1
1,981
55.1
Total
3,101
100.0
3,212
100.0
3,333
100.0
3,539
100.0
3,593
100.0
NUMBER OF EMPLOYEE AND FTES PER ORGANISATIONAL UNIT
Number of employees and FTEs per organisational unit.
Category
Education
Central Service Department
Unit
#
162
116.0
743
601.6
219
165.9
532
408.5
520
416.6
School of Education
332
250.4
407
315.4
80
70.8
14
13.4
153
137.2
AUAS Library
49
39.9
ICT Services
75
71.5
75
61.3
General Affairs
25
22.8
Communication
24
21.5
23
19.0
46
37.5
24
22.8
20
17.6
Amsterdam Institute for Lifelong Learning in
Education (CNA)
69
48.9
Facility Services
Central Office - Other
Transfer point
Total
FTEs
#
Campus Real Estate Development Office
Executive staff
Employees
1
0.9
3,593
2,859.4
In comparison with 2012, the total number of AUAS employees has grown by 1.53 percent while the staff complement has grown by 2.5 percent.
This means the average scope of employment has increased slightly.
Several School of Economics and Management programmes were accommodated in the School of Design and Communication in 2013. This
development largely explains the declining number of employees at the School of Economics and Management.
*
Appendix 2: Organisation features the figures on all staff members employed by the Amsterdam University of Applied Sciences Foundation. The financial statements are based on consolidated
reporting, and thus on figures relating to the Amsterdam University of Applied Sciences Holding.
87
TEACHING STAFF/SUPPORT AND MANAGEMENT STAFF FTE PERCENTAGES
MALE/FEMALE AND TEACHING STAFF/SUPPORT AND MANAGEMENT STAFF FTE RATIOS
FTE percentages for teaching staff and support and management staff. Percentages calculated on the basis of total number of FTEs.
FTEs per organisational unit, specifying percentages for teaching staff and support and management staff and male/female employees.
Category
Education
Central service department
Unit
%
%
%
27.8
100.0
74.8
25.2
100.0
77.6
22.4
100.0
76.7
23.3
100.0
71.3
28.7
100.0
School of Education
74.1
25.9
100.0
71.7
28.3
100.0
0.0
100.0
100.0
Campus Real Estate Development
Office
0.0
100.0
100.0
2
88
Category
Teaching
Central service department
Unit
Teaching staff
Support and management staff
Total
Male
Female
Total
Male
Female
Total
#
#
#
#
#
#
38.0
43.3
81.3
10.5
24.1
34.7
116.0
243.6
200.1
443.7
50.6
107.4
158.0
601.6
48.0
79.1
127.1
10.7
28.1
38.8
165.9
115.7
192.9
308.6
24.3
75.5
99.8
408.5
155.1
137.3
292.4
36.0
88.2
124.2
416.6
School of Education
82.8
100.6
183.4
14.5
52.5
67.0
250.4
166.1
64.3
230.4
41.4
43.6
85.0
315.4
70.8
0.0
0.0
0.0
25.2
45.6
70.8
0.0
0.0
0.0
7.8
5.6
13.4
13.4
0.0
0.0
0.0
96.5
40.8
137.2
137.2
Facility Services
0.0
100.0
100.0
Facility Services
AUAS Library
0.0
100.0
100.0
AUAS Library
0.0
0.0
0.0
16.7
23.2
39.9
39.9
ICT Services
0.0
100.0
100.0
ICT Services
0.0
0.0
0.0
61.8
9.6
71.5
71.5
84.0
100.0
1.3
8.0
9.3
10.0
42.1
52.0
61.3
16.0
General Affairs
4.2
95.8
100.0
General Affairs
1.0
0.0
1.0
7.6
14.2
21.8
22.8
Communication
0.0
100.0
100.0
Communication
0.0
0.0
0.0
5.6
15.9
21.5
21.5
Education and research
0.0
100.0
100.0
0.0
0.0
0.0
4.5
14.5
19.0
19.0
0.0
0.0
0.0
10.6
26.9
37.5
Executive staff
37.5
0.0
100.0
100.0
0.0
100.0
100.0
0.0
0.0
0.0
15.5
7.3
22.8
22.8
0.0
100.0
100.0
0.0
0.0
0.0
11.1
6.5
17.6
17.6
Amsterdam Institute for Lifelong
Learning in Education (CNA)
5.4
24.1
29.5
7.3
12.2
19.5
48.9
Transfer point
0.0
0.0
0.0
0.0
0.9
0.9
0.9
857.0
849.7
1,706.7
468.2
684.5
1,152.8
2,859.4
Amsterdam Institute for Lifelong
Learning in Education (CNA)
Total
The teaching staff comprises the following Hay positions:
-
-
-
-
Total
72.2
Transfer point
1
Support and management staff2
Executive staff
TeachingStaff1
Research group professor (1 and 2)
AUAS senior lecturer
lecturer (1, 2 and 3)
practical training instructor (1, 2 and 3)
68.1
31.9
100.0
0.0
100.0
100.0
59.7
40.3
100.0
Total
The average scope of appointments amongst male staff is 0.82 FTE (0.79 FTE for teaching staff and 0.88 FTE for support and management staff).
On average, the number of working hours amongst female staff is smaller, at 0.77 FTE (0.75 FTE for teaching staff and 0.81 FTE for support and
management staff).
Support and management staff comprises all other positions.
89
COMPOSITION OF THE WORKFORCE
MALE/FEMALE FTE RATIOS
TEACHING STAFF/SUPPORT AND MANAGEMENT STAFF FTE PERCENTAGES
Number of FTEs, per gender. Percentages calculated on the basis of total number of FTEs.
FTE percentages for teaching staff and support and management staff. Percentages calculated on the basis of total number of FTEs.
FTEs
FTEs
2009
2010
2011
2012
2013
2009
2010
2012
2013
%
#
%
#
%
#
%
#
%
Male
1,149.3
48.2
1,189.4
47.6
1,231.4
47.1
1,290.1
46.2
1,325.2
46.3
#
%
#
%
#
%
#
%
#
%
Female
1,237.3
51.8
1,307.0
52.4
1,383.2
52.9
1,500.1
53.8
1,534.2
53.7
1,414.5
59.3
1,491.1
59.7
1,563.8
59.8
1,668.0
59.8
1,706.7
59.7
Total1
2,386.6
100.0
2,496.4
100.0
2,614.6
100.0
2,790.2
100.0
2,859.4
100.0
972.1
40.7
1,005.3
40.3
1,050.8
40.2
1,122.2
40.2
1,152.8
40.3
Teaching support staff
-
-
-
-
201.8
7.7
238.4
8.5
252.4
8.8
Other support and
management staff
-
-
-
-
849.0
32.5
883.8
31.7
900.3
31.5
2,386.6
100.0
2,496.4
100.0
2,614.6
100.0
2,790.2
100.0
2,859.4
100.0
Teaching staff
Support and management
staff1
Total2
FTE total = appointment + expansions
The male and female staff complements grew at almost equal pace in comparison with 2012; the ratio between the male and female staff
complement remained almost equal.
Support and management staff are classified as either teaching support staff and other support and management staff on the basis of the AUAS job matrix. The teaching support staff is comprised of positions within the teaching and
research support and student-oriented support job groups. This classification was implemented from 2011 onwards.
2
1
MALE TO FEMALE FTE RATIO
The size of the total teaching support staff in FTEs has increased by 25.1 percent over the past three years, in comparison with a 6.0 percent increase
amongst other support and management staff. This means the greatest expansion of support and management staff is being applied for teaching
and research support.
TEACHING STAFF AND SUPPORT/MANAGEMENT STAFF FTE PERCENTAGES
1800
Number of FTEs
1
1600
1400
1200
800
1400
600
1200
400
1000
Male
200
800
0
600
400
Teaching staff
200
0
1800
1000
1600
2009
2010
2011
2012
Female
2009
2010
2011
2012
2013
FTE PERCENTAGES PER JOB CATEGORY
2013
Number of FTEs per job category.
TEACHING STAFF/SUPPORT AND MANAGEMENT STAFF RATIO
Job category
FTEs
Ratio between teaching staff and support and management staff.
Management
100.5
#
Research group professor (1 and 2)
Teaching staff/support
and management staff
ratio
2009
2010
2011
2012
2013
Lecturer (1, 2 and 3)
1.45
1.48
1.49
1.49
1.48
The teaching staff/support and management staff ratio is incorporated into performance agreements with the Ministry of Education, Culture and
Science. It describes the ratio between teaching staff and support and management staff. The objective is to achieve a teaching staff/support and
management staff ratio of 1.60 by 31 December 2015. This means every support and management staff FTE must be offset by 1.6 teaching staff FTE.
The teaching staff/support and management staff ratio decreased slightly in comparison with 2012 over the course of the reporting year; support and
management staff grew slightly relative to the number of teaching staff.
90
2011
#
Practical training instructor (1, 2 and 3)
25.3
21.5
1,617.7
42.2
Support staff1
1,009.8
Total
2,816.9
1
Not including support and management staff in salary scale 13 and upwards (= management job category)
91
FTES PER AGE CATEGORY
FTE DISTRIBUTION: PERMANENT AND TEMPORARY APPOINTMENTS
FTEs per age group, specifying percentages for teaching staff and support and management staff and male/female employees. Percentages calculated
on the basis of total number of FTEs.
Number of FTEs, itemised for permanent and temporary appointments. Percentages calculated on the basis of total number of FTEs.
Category
Teaching staff
Male
Female
Total
Male
Female
Total
#
#
#
#
#
#
#
%
15-24
2.2
6.9
9.1
9.2
12.6
21.8
30.9
1.1
25-29
35.0
66.9
101.8
41.9
70.8
112.6
214.5
7.5
30-34
97.6
135.1
232.8
59.3
101.9
161.2
393.9
13.8
35-39
Permanent1
Temporary
Total2
100.4
177.1
389.0
13.6
40-44
96.4
112.9
209.4
61.8
95.1
156.9
366.3
12.8
45-49
110.0
120.5
230.5
65.9
94.3
160.1
390.6
13.7
50-54
139.8
118.8
258.6
54.9
101.8
156.7
415.3
14.5
55-59
149.6
88.0
237.6
53.6
57.7
111.3
348.9
12.2
0,9
60-65
134.7
72.5
207.2
44.4
49.2
93.7
300.9
10.5
0,8
5.8
2.0
7.7
0.6
0.8
1.4
9.1
0.3
0,7
857.0
849.7
1,706.7
468.2
684.5
1,152.8
2,859.4
100.0
0,6
2013
%
#
%
#
%
#
%
1,845.2
77.3
1,946.7
78.0
2,040.3
78.0
2,189.9
78.5
2,280.3
79.7
541.4
22.7
549.7
22.0
574.3
22.0
600.3
21.5
579.1
20.3
2,386.6
100.0
2,496.4
100.0
2,614.6
100.0
2,790.2
100.0
2,859.4
100.0
76.7
2012
#
Employees with permanent appointment have a D2 or D3 contract.
212.0
2011
%
2
126.0
Total
2010
#
1
85.9
>65
2009
Employment
Total
FTE DISTRIBUTION PERCENTAGES: PERMANENT AND TEMPORARY APPOINTMENTS
0,5
The average age of male teaching staff (48 years) is higher than that of female teaching staff (44 years). The average age of male and female support
and management staff is almost equal, at 43 years.
0,4
0,3
0,2
0,1
AGE DISTRIBUTION PERCENTAGES
0
0,16
2009
2010
2011
2012
2013
Permanent
Temporary
0,14
0,12
0,1
0,08
0,06
0,04
0,02
0
92
2012
15-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-65
>65
2013
93
FTES PER APPOINTMENT TYPE
LECTURERS WITH A PERMANENT APPOINTMENT WITH DIDACTIC QUALIFICATION, PER SCHOOL1
Number of FTEs, per appointment type. Percentages calculated on the basis of total number of FTEs.
Lecturers with a permanent appointment with a didactic qualification, per organisational unit (school). Percentages calculated on the basis of total
number of lecturers.
Appointment type
D21
D3-1
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
1,793.6
75.2
1,920.3
76.9
2,013.0
77.0
2,166.2
77.6
2,258.6
79.0
2
49.3
2.1
24.1
1.0
26.7
1.0
22.1
0.8
17.1
0.6
D3-23
2.4
0.1
2.3
0.1
0.6
0.0
1.6
0.1
4.6
0.2
D4-14
287.2
12.0
257.4
10.3
277.0
10.6
292.0
10.5
208.9
7.3
D4-2
254.2
10.6
292.4
11.7
297.3
11.4
308.3
11.0
370.2
12.9
2,386.6
100.0
2,496.4
100.0
2,614.6
100.0
2,790.2
100.0
2,859.4
100.0
5
Total
D2 = permanent contract
2
D3-1 = annual contract with the option of a permanent appointment (counts as a permanent contract)
3
D3-1 = second annual contract with the option of a permanent appointment (counts as a permanent contract)
4
D4-1 = temporary contract
5
D4-2 = second temporary contract
1
LECTURER EDUCATION LEVEL
School
2012
Lecturers with a
didactic qualification2
2013
Lecturers without a Total number
didactic qualification
of lecturers
Lecturers with a didactic
qualification2
Lecturers without a
didactic qualification
Total number
of lecturers
%
%
#
%
%
#
92.0
8.0
88
91.7
8.3
96
58.6
41.4
488
71.7
28.3
441
85.5
14.5
110
89.8
10.2
128
50.2
49.8
263
48.2
51.8
280
78.1
21.9
228
89.2
10.8
269
School of Education
74.0
26.0
177
92.8
7.2
181
54.1
45.9
209
58.1
41.9
215
Total
64.9
35.1
1,563
73.7
26.3
1,610
1
As of 2012, the annual report specifies the number of lecturers with a permanent appointment with a didactic qualification. This reflects the current appointments policy, under which the obtainment of a didactic qualification is applied as
a precondition for permanent appointment. The didactic qualification is applied as a benchmark for the University Teaching Qualification (UTQ certificate).
2
The group of lecturers includes employees with the following positions: lecturer 1, lecturer 2, lecturer 3 and AUAS senior lecturer. Employees with permanent appointment have a D2 or D3 contract. A CEDEO-certified didactic qualification
and/or first-level teaching qualification serves as evidence of sufficient didactic preparation.
1
Lecturer education levels, per organisational unit (school). Percentages calculated on the basis of total number of lecturers.
School
2012
Lecturers with a
Master's degree
(including PhDs)2
2013
Other level of
education
Total number of
lecturers
Lecturers with a
Master's degree
(including PhDs)2
Other level of
education
Total number of
lecturers
%
%
#
%
%
#
52.0 (4.9)
48.0
102
55.9 (5.4)
43.2
111
69.0 (3.0)
31.0
629
71.1 (2.7)
25.6
550
58.0 (3.5)
42.0
143
59.3 (4.8)
40.7
167
73.1 (2.5)
26.9
357
75.3 (2.9)
22.6
381
60.8 (2.9)
39.2
309
64.2 (3.4)
35.5
355
School of Education
76.3 (9.3)
23.7
236
86.2 (9.6)
13.0
239
61.0 (3.8)
39.0
264
61.9 (3.7)
33.6
268
Total
66.7 (3.9)
33.3
2,040
69.5 (4.1)
28.5
2,071
The percentage of lecturers with a permanent appointment to have a didactic qualification in 2013 is 8.8 percent higher in comparison with 2012.
As of 2012, annual reports specify lecturer education levels in accordance with the performance agreements with the Ministry of Education, Culture and Science. The objective is to ensure that 72 percent of all lecturers employed by the
AUAS have obtained a Master’s degree by 31 December 2015.
2
The group of lecturers includes employees with the following functions: lecturer 1, lecturer 2, lecturer 3 and AUAS senior lecturer. Lecturers with a Master’s degree have completed a higher professional education or academic Master’s
degree programme or have obtained their doctorate degree.
1
The percentage of lecturers with a Master’s degree in 2013 is 2.8 percent higher in comparison with 2012.
94
95
INFLUX AND OUTFLOW OF STAFF
INFLUX PER AGE GROUP
REASONS FOR TERMINATION OF EMPLOYMENT CONTRACT, IN NUMBERS
(reference period 1 January through 31 December 2013)
Number of incoming employees1 per age group, specifying percentages for teaching staff and support and management staff and male/female
employees. Percentages calculated on the basis of total number of incoming employees.
Reasons for termination of employment contract, in numbers.
Reasons
Age
Teaching staff
2009
2010
2011
2012
#
#
#
#
#
Termination of temporary
employment contract
136
160
154
169
224
Voluntary termination of
employment
83
82
103
88
80
6
5
1
2
4
Total
Male
Female
Total
Male
Female
Total
#
#
#
#
#
#
#
%
15-24
4
8
12
30
14
44
56
13.2
25-29
13
20
33
34
25
59
92
21.7
30-34
25
25
50
18
20
38
88
20.8
35-39
11
20
31
12
3
15
46
10.9
Work and Income (Capacity for
Work) Act1
Death
2013
1
2
6
1
0
Termination for other,
non-voluntary reasons2
12
85 4
18
19
12
Settlement agreement
-
-
-
18
8
-
-
-
0
4
1
0
40-44
8
22
30
8
9
17
47
11.1
45-49
13
8
21
8
9
17
38
9.0
50-54
7
8
15
2
6
8
23
5.4
55-59
9
2
11
1
0
1
12
2.8
Dissolution of contract by district
court
60-65
7
0
7
1
3
4
11
2.6
Dismissal with immediate effect
2.4
FPU / Retirement
34
35
78
79
49
100.0
FPU
30
28
61
62
35
100.0
Retirement
4
7
17
17
14
272
369
360
358
369
2013
>65
Total
Total %
6
2
103
60.0
115
20.0
8
218
80.0
1
115
10.0
1
90
10.0
2
205
10
423
20.0
3
Total
1
Appointment or re-appointment within the year
Work and Income (Capacity for Work) Act (Wet Werk en Inkomen naar Arbeidsvermogen, WIA)
As of 2012, the ‘Termination for other, non-voluntary reasons’ regulation will be elaborated into specific categories.
3
FPU (Flexible Pension and Retirement Scheme)
4
Of which 65 employees were transferred to Windesheim University of Applied Sciences.
1
2
OUTFLOW PER AGE GROUP
Number of outgoing employees1 per age group, specifying percentages for teaching staff and support and management staff and male/female
employees. Percentages calculated on the basis of total number of outgoing employees.
STAFF TURNOVER
Age
Teaching staff
Staff turnover in percentages. Percentages calculated on the basis of average number of employees.
Total
Male
Female
Total
Male
Female
Total
#
#
#
#
#
#
#
%
2
2
4
18
11
29
33
8.9
15-24
25-29
11
11
22
16
21
37
59
16.0
30-34
8
16
24
10
10
20
44
11.9
35-39
13
13
26
6
12
18
44
11.9
40-44
11
9
20
5
7
12
32
8.7
45-49
7
10
17
7
5
12
29
7.9
50-54
13
8
21
5
3
8
29
7.9
55-59
7
10
17
2
2
4
21
5.7
60-65
30
15
45
7
4
11
56
15.2
>65
14
1
15
4
3
7
22
6.0
369
100.0
Total
116
95
211
80
78
158
Total %
63.6
4.5
68.2
18.2
13.6
31.8
1
Staff
Average number of employees
2009
2010
2011
2012
#
#
#
#
#
2,956
3,159
3,273
3,434
3,566
Number of outgoing employees
272
369
360
358
369
Turnover percentage (%)
9.2
11.7
11.0
10.4
10.3
Staff turnover is calculated by dividing the number of outgoing staff members by the average number of staff members employed during the
reference period. The turnover percentage has been declining since 2010. This may be attributable to the recent economic crisis, as a result of which
people are less prone to seeking a new employer.
100.0
Date of termination from 1 January through 31 December.
The past five-year period has seen an expansion of the staff complement; each year, the number of incoming employees has exceeded the number of
outgoing employees. However, the difference between influx and outflow was lower in 2013 at a total of 54 employees (206 in 2012), resulting in a
lower growth rate.
96
97
INTERNAL MOBILITY
TERMS OF EMPLOYMENT
EMPLOYEE TRANSFERS
FTES PER SALARY SCALE
Number of employees with a D21 or D32 contract to transfer to a new position. Percentages are based on the total number of employees with a D2
or D3 contract.3
Number of FTEs per salary scale, specifying percentages for teaching staff and support and management staff and male/female employees.
Percentages calculated on the basis of total number of FTEs.
Transfers
2009
2010
2011
2012
2013
Salary scale
Teaching staff
Total
#
%
#
%
#
%
#
%
#
%
Male
Female
Total
Male
Female
Total
193
8.5
253
10.5
256
10.2
224
8.3
188
6.7
#
#
#
#
#
#
#
%
2
0.0
0.0
0.0
0.8
0.0
0.8
0.8
0.0
3
0.0
0.0
0.0
1.4
0.0
1.4
1.4
0.0
4
0.0
0.0
0.0
6.8
2.7
9.5
9.5
0.3
5
0.0
0.0
0.0
16.5
6.6
23.1
23.1
0.8
CHANGES IN APPOINTMENT
6
0.0
0.0
0.0
48.2
75.6
123.9
123.9
4.3
Number of employees with a D21 contract to have transferred to a higher teaching position (without guarantee of salary).
7
0.0
0.0
0.0
30.4
119.3
149.7
149.7
5.2
8
7.8
9.4
17.2
54.8
117.2
172.0
189.2
6.6
5.1
2
D3 = annual contract with the option of a permanent contract
3
The total number of employees with a D2 or D3 contract on 31 December 2012 is 2,788.
1
9
9.2
3.9
13.1
45.7
88.3
134.1
147.1
D2
10
65.6
124.0
189.6
55.9
84.3
140.2
329.8 1
1.5
#
11
363.5
402.2
765.7
65.0
69.4
134.4
900.1
31.5
1
12
378.0
296.3
674.3
56.9
62.8
119.7
794.0
27.8
Lecturer 1
46
13
12.9
8.6
21.5
54.0
34.2
88.2
109.7
3.8
Lecturer 2
35
14
0.0
0.0
0.0
18.9
17.9
36.8
36.8
1.3
Lecturer 3
2
15
7.2
3.5
10.7
5.0
0.0
5.0
15.7
0.5
84
16
12.8
1.8
14.6
6.0
6.0
12.0
26.6
0.9
18
0.0
0.0
0.0
2.0
0.0
2.0
2.0
0.1
857.0
849.7
1,706.7
468.2
684.5
1,152.8
2,859.4
100.0
30.0
29.7
59.7
16.4
23.9
40.3
Position
Total
1
Total
Total %
100.0
NUMBER OF EMPLOYEES TO RECEIVE AN INCREMENT IN AUGUST
(reference date 1 August 2013)
Number of employees to receive an increment on 1 August. Percentages calculated on the basis of total number of employees on 1 August 2013.
Employees
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
With salary increase
1,242
40.4
1,284
39.3
1,290
38.2
1,333
37.5
1,414
39.9
Without salary increase
1,718
55.9
1,869
57.2
1,971
58.4
2,113
59.4
2,047
57.8
111
3.6
112
3.4
116
3.4
113
3.2
80
2.3
3,071
100.0
3,265
100.0
3,377
100.0
3,559
100.0
3,541
100.0
Newly appointed as of 1
August
Total
SALARY INCREASES
(reference date 1 August 2013)
Number of employees to receive an increment.
SALARY CHANGE
EMPLOYEES
Highest salary scale
2,012
#
Newly appointed as of 1 August
With salary increase
Without salary increase
Total
80
1,414
35
3,541
This table comprises a differentiation of the (previous) table ‘Number of employees to receive an increment in August’.
98
99
ABSENCE DUE TO ILLNESS
NUMBER OF EMPLOYEES IN HIGHEST SALARY SCALE
ABSENCE DUE TO ILLNESS1
Number of employees to have reached the highest possible salary scale for their position. Percentages calculated on the basis of total number of
employees on 31 December.
Average absence due to illness in percentages, differentiated in short, medium, long and longer than 1 year. Percentages calculated on the basis of
the total number of available days.
Employees
Highest salary scale
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
1,609
51.9
1,709
53.2
1,798
53.9
1,912
54.0
1,998
55.6
Other
1,492
48.1
1,503
46.8
1,535
46.1
1,627
46.0
1,595
44.4
Total
3,101
100.0
3,212
100.0
3,333
100.0
3,539
100.0
3,593
100.0
Average absenteeism
percentage
2010
%
%
%
%
Brief2
0.85
0.76
0.83
0.79
Medium3
0.70
0.63
0.77
0.71
Long
1.87
2.15
2.28
2.15
Longer than 1 year5
1.05
0.95
0.74
0.79
Total
4.47
4.50
4.62
4.45
4
The number of staff members to have reached the highest salary scale for their position increased by 24.2 percent over the past five years.
2011
2012
2013
SALARIES FOLLOWING INTRODUCTION OF JOB CLASSIFICATION SYSTEM
1 In 2013, the AUAS introduced the new sector-wide definition for absence due to illness, in accordance with the Falke Verbaan toolkit. The above percentages were all calculated on the basis of this definition.
2 Absence of 7 days or less
3 Absence period of 8 to 42 days
4 Absence period of 43 to 365 days
5 Absence period of > 365 days
Number of employees per guaranteed salary scale and market level salary. Percentages calculated on the basis of total number of employees.
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
478
15.4
407
12.7
350
10.5
306
8.6
269
7.5
Salary reflects position
2,623
84.6
2,805
87.3
2,983
89.5
3,233
91.4
3,324
92.5
Total
3,101
100.0
3,212
100.0
3,333
100.0
3,539
100.0
3,593
100.0
With guarantee of salary
The number of staff members with a guarantee of salary decreased by 43.7 percent in comparison with 2009 over the course of 2013. On average,
the number of staff members with a guarantee of salary decreased by a total of 52 per year.
LABOUR MARKET ALLOWANCE
2009
2010
2011
2012
6%
5%
4%
3%
2%
Number of staff members with a labour market allowance.1 Percentages were calculated on the basis of the total number of employees in service.2
Employees
ABSENCE DUE TO ILLNESS PERCENTAGES
Absence due to illness in %
Employees
1%
2013
#
%
#
%
#
%
#
%
#
%
141
4.2
137
3.8
142
3.8
186
4.8
160
4.0
0%
2010
2011
2012
2013
Short (7 days or less)
Medium (8 - 42 days)
Long (43 - 365 days)
Longer than 1 year (> 365 days)
Total
Absence due to illness decreased slightly in comparison with 2012. The average frequency of absences at the AUAS was 1.01 in 2013.
The average absence period was 16.4 days, while the zero absence rate stood at 49.3 percent.
In practice, the labour market allowance is also applied as a recruitment and retention tool.
Total number of employees in service over the 1 January through 31 December 2012 period is structured as follows:
number of staff members in late 2012: 3,539
number of incoming staff members in 2013: 423 +
total number: 3,962
1
2
LABOUT MARKET ALLOWANCES PER END DATE
Number of employees with a labour market allowance1, both ‘with’ and ‘without’ an end date.2 Percentages were calculated on the basis of the total
number of employees with a labour market allowance.
Employees
With end date
Without end date
Total
1
2
100
2010
2011
2012
2013
#
%
#
%
#
%
#
%
90
65.7
102
71.8
153
82.3
99
61.9
47
34.3
40
28.2
33
17.7
61
38.1
137
100.0
142
100.0
186
100.0
160
100.0
In practice, the labour market allowance is also applied as a recruitment and retention tool.
The distinction between staff members with labour market allowances ‘with’ and ‘without’ end dates was not applied until 2010.
101
TARGET GROUP POLICY
PARENTAL LEAVE
Number of employees to take up parental leave. Percentages calculated on the basis of total number of employees in service.1
Employees
1
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
120
3.6
130
3.6
138
3.7
158
4.1
203
5.1
The total number of employees in service over the period of 1 January through 31 December 2012 totalled 3,960.
SENIOR STAFF SCHEME
Number of employees subject to the senior teaching staff scheme. Percentages calculated on the basis of total number of employees in service.1
Employees
1
2009
2010
2011
2012
2013
#
%
#
%
#
%
#
%
#
%
194
5.7
243
6.8
254
6.9
295
7.6
282
7.1
The number of employees in service over the period of 1 January through 31 December 2012 totalled 3,960.
SENIOR POSITIONS
Number of senior positions (salary scale 13 and higher), per gender.1
Job title2
Male
Female
#
#
#
Department head 1
5
6
11
School director
1
1
2
Policy director 1
2
3
5
Policy director 2
0
0
0
Policy director 3
0
1
1
Executive Board
2
0
2
Service director 1
2
0
2
Service director 2
2
0
2
Dean
3
3
6
Institute director 1
1
0
1
1
0
1
1
1
2
Research group professor 1
14
2
16
Research group professor 2
13
5
18
Operations manager 1
1
2
3
Operations manager 2
1
0
1
Education manager 1
1
1
2
Education manager 2
6
7
13
15
Programme manager 1
8
7
Programme manager 2
21
14
35
Total
85
53
138
61.6
38.4
100.0
Total %
1
2
102
Total
Senior staff members employed by the Amsterdam University of Applied Sciences Foundation
Job titles reflect the AUAS job matrix.
103
ADMINISTRATIVE AND MANAGERIAL STAFF
SUPERVISORY BOARD
At the time of the signing of the 2013 Annual Report, the Supervisory Board comprised the following members:
1
APPENDIX 3
ADMINISTRATION
Name
Mr A. Nicolaï
Position
President
In office since
1 July 2012
Rotation schedule
30 June 2016
Primary activities
President, DSM Nederland
Other activities
Chair, Board, Vogelbescherming Nederland
Member, Board, Dutch Bach Society
Chair, Fonds van Sociale Instellingen
Vice-President, Association of the Dutch Chemical Industry
Member, Board, Pension Fund DSM
Commissioner, Chemelot Campus
Member, Academie De Gouden Ganzenveer
Member, Advisory Board, Bonnefantenmuseum Maastricht
Member, Executive Board, Confederation of Netherlands Industry and Employers
Member, Executive Board, Limburgse Werkgeversvereniging
Member, Board, Limburg Economic Development
Member, Strategic Committee, Brainport 2020
Member, High Level Steering Group for a Biobased Economy
Name
Mr B. Bleker
Position
Member
In office since
1 September 2006
Rotation schedule
31 August 2014
Primary activities
Director and owner, Bleker Toezicht en Advies
Other activities
Chair, Supervisory Board, Woonbedrijf Ieder 1, Deventer
Commissioner, Stichting Hendrick de Keyser, Amsterdam
Commissioner, De Alliantie, Huizen
Chair, Board, Capella Amsterdam
Name
M.R. Milz, MBA
Position
Member
In office since
1 October 2008
Rotation schedule
30 September 2016
Primary activities
Independent management adviser
Other activities
Chair, Board, Green Deal
Member, Supervisory Board, SNS Reaal NV
Member, Supervisory Board, Railway Museum, Utrecht
Member, Supervisory Board, Conquaestor Holding BV and Conquaestor Beheer BV
Member, Stichting Administratiekantoor Parnassia Group
105
Name
Ms M.A.M. Barth
EXECUTIVE BOARD
Position
Adviser
At the time of the signing of the 2013 Annual Report, the Executive Board comprised the following members:
In office since
1 May 2013
Rotation schedule
30 April 2017
Primary activities
Vice-Chair, Royal Dutch Medical Association
Name
Owner, Marleen Barth Advies
Position
President
Chair, Labour Party (PvdA) in the Upper House of the Dutch Parliament
Guest lecturer, Leiden University’s The Hague Campus
Chair, Nationale Vereniging ‘De Zonnebloem’
Chair, Supervisory Board, Bureau Jeugdzorg Noord Holland
Member, Integrity Committee, (Dutch) Public Broadcasting System
Chair, Banning Werkgemeenschap for the Dutch Labour Party (PvdA)
Member, Advisory Committee, Netherlands, Antilles and Suriname SKAN-fonds
Member, Board, Stichting Prinsjesdag Ontbijt
Member, Board, Stichting 2012 Themajaar Historische Buitenplaatsen
Member, Advisory Board, Frans Hals Museum, Haarlem
Member, Board, Trouw (daily newspaper)
In office since
1 April 2012
Ancillary activities
Crown-appointed member, Social and Economic Council of the Netherlands
Chair, Academic Advisory Council, Aids Fonds
Member, Board, Concertgebouw
Member, Board, Stichting VSB Vermogensbeheer
Member, Supervisory Board, Stichting VSB Fonds
Member, Supervisory Board, Schiphol Group (since 1 April 2014)
Member, Social Advisory Council, VO-raad (Secondary Education Board)
Member, International Academic Advisory Council, Heidelberg University
Member, Advisory Council, Postdoc Career Development Initiative
Positions pursuant to Board positions at the UvA and the AUAS:
Vice-Chair, Association of Universities in the Netherlands
Member of ERC Identification Committee
Member, Amsterdam Economic Board
Member, Steering Committee, Centre for Humanities and Technology (CHAT)
Member, Recommendations Committee, De Gezonde Stad
Chair, Partners Board, Stichting de Nationale DenkTank
Member, Municipal Poverty Prevention Team
Name
Prof. H.M. Amman
Position
Vice-Chair
In office since
1 February 2014
Other activities
Name
Ms L.M.T. van Velden
Position
Adviser
In office since
1 July 2012
Rotation schedule
30 June 2016
Primary activities
Chief Financial Officer, Nederlandse Waterschapsbank NV
Other activities
106
Member, Board, Stichting TPE digitaal (digital economics magazine)
Member, Audit Committee, Dutch Ministry of Education, Culture and Science
Name
Prof. S.W.J. Lamberts
Position
Adviser
In office since
1 November 2012
Rotation schedule
31 October 2016
Primary activities
Primary activity: Director of International Relations, Erasmus Medical Center
Other activities
Chair, Netherlands Diabetes Federation
Chair, Supervisory Board, Netherlands Genomics Initiative
Member, Health Council of the Netherlands
Member, Royal Netherlands Academy of Arts and Sciences
Name
Prof. G.P.M.F. Mols
Position
Adviser
In office since
1 May 2013
To step down on
30 April 2017
Primary activities
Scientific director at The Maastricht Forensic Institute
Professor of criminal law and law of criminal procedure, Maastricht University
Other current activities
Chair, Supervisory Board, Zuyd University of Applied Sciences
Chair, Supervisory Board, Bibliocenter, Weert
Member, Advisory Council, International Museum for Family History
Guest Professor, Yogyakarta State University
Chair, Examination Board, Legal Training Programme, Nederlandse Orde van Advocaten
Editor-in-Chief, Computational Economics (academic journal)
Professor of Computational Economics at the University of Amsterdam
Treasurer, Stichting Pica
Chair, Supervisory Board, WTCW NV (Watergraafsmeer Science & Technology Centre)
Member, Supervisory Board, UvA Holding BV
Governor/Director, Hovamschool BV
Governor/Director, Tafelbergschool BV
Chair, Board of Stichting Huisvesting Hogeschool van Amsterdam Wibautstraat 2-4
Chair, Board of Stichting Huisvesting Hogeschool van Amsterdam Mauritskade 11
Member, Supervisory Board, AUAS Holding BV
107
Name
Prof. H.M. de Jong
SCHOOLS
Position
member, AUAS Rector
At the time of the signing of the 2013 Annual Report, the AUAS had the following deans:
In office since
1 March 2013
Chair, Complaints Committee for the Code of Good Governance in Secondary Education
Deputy member, National Committee for the Code of Good Governance for International
Students in Higher Education
Professor, School of Management and Governance, University of Twente
Member, Advisory Council, Netherlands Society for Trade and Industry
Member, Board of Trustees, International School of Philosophy
Vice-Chair, Nationaal Regieorgaan Pratijkgericht Onderzoek SIA
Member, Board, Stichting Pica
Name
School
Position
Dr J. Ravensbergen
DBSV
Dean
Mr W.W. Baumfalk
DEM
Dean
Dr R. de Vos
DG
Dean
Prof. J.N. Tillie
DMR
Dean
Member, Strategic Working Group on Practice-Oriented Research, Netherlands Association of
Universities of Applied Sciences
Member, Governing Committee on ICT, Netherlands Association of Universities of Applied
Sciences
Chair, Steering Committee, Human Capital Agenda Amsterdam Economic Board
Member, regional consultation for senior secondary vocational and higher professional education
(MBO-HBO)
Member, Platform Arbeidsmarkt en Onderwijs Amsterdam
Member, Steering Committee, Amsterdamse Onderwijs Opgaven
Dr G.R. Meijer
DMCI
Dean
Ms I.M.J. Veldman
DOO
Dean
Mr G.R.M. van Haarlem
DT
Dean
AUAS SECRETARY
The official AUAS secretary at the time of the signing of the 2013 Annual Report.
108
Name
Name
Position
Position
Rector Magnificus of the UvA
Ms G.M. van Velzen
AUAS secretary
In office since
1 October 2007
None
Chair, Board of Commissioners, Amsterdam University Press AUP BV
Chair, Board, Allard Pierson Foundation
Chair, Supervisory Board, Spinoza Centre
Member, Board, Stichting Rudolf Lehmannfonds
Member, Governing Board, OECD Institutional Management in Higher Education
Member, University of Sheffield Council
Member, Supervisory Board, The Hague Institute for Global Justice
Member, Advisory Board, AIESEC (global platform for youth leadership development)
Member, Advisory Board, Exellius
Chair, Commissie Geschiedschrijving (Historiography Committee)
Member, Curatorial Panel, Chair in Art and Society
Vice-Chair, Evaluation Committee, Netherlands Organisation for Scientific Research
Chair, Advisory Council, Oefenweb
Member, Board, Stichting de Nationale DenkTank
Chair, Board, Stichting Gastenverblijven
Member, Council of Representatives, SURF
Member, Advisory Council, VSBfonds (public service fund)
Chair, Jury, Hélène de Montigny Prize
Member, Jury, Excellente Scholen
STAFF DEPARTMENTS AND SERVICE UNITS
Staff department and service unit directors at the time of the signing of the 2013 Annual Report.
Name
Body
Position
Mr C. Schut
Director
Mr K. Lammers, MCM
Director
Mr P.M. Helbing
Communication
Director
Mr G.H. Swartjes, MBA
Facility Services
Director
Ms M.A.M. Heijne
AUAS Library
Director
Mr L.J.D.C. Voorbraak
ICT Services and Strategic Information Provision
Director
Mr C.L. Koppenol, LL.M.
Legal Affairs
Director
Ms M.R. Peeters
Director
Ms C.C. Vermolen
Director
Mr R. Liefting RA
Director
Mr L.L.M. van Dée, LL.M.
Director
109
STATEMENT PURSUANT TO THE DUTCH TOP INCOMES
(STANDARDISATION) ACT
Statement of the remuneration of executive officers and former executive officers pursuant to Section 4.1 of the Dutch Top Incomes (Standardisation)
Act (Wet normering topinkomens, WNT). All held their positions throughout 2012 and 2013, unless otherwise stated. There were no payments to
executive officers or former executive officers in connection with terminations of employment.
Remuneration
Pension contribution
Taxable allowances
Social security contributions
Scope of employment
Remuneration
Pension contribution
Taxable allowances
Social security contributions
2012
Scope of employment
2013
Dr L.J. Gunning-Schepers1 (President)
100%
184,761
33,166
0
6,957
100%
144,828
20,385
0
5,043
Prof. D.C. van den Boom (Rector Magnificus)
100%
185,953
33,383
0
6,957
100%
185,953
31,116
0
6,723
Prof. H.M. de Jong3 (member, AUAS Rector)
100%
142,076
27,529
0
5,954
-
-
-
0
-
Mr P.W. Doop (Vice-President)
100%
192,718
35,785
0
7,145
100%
192,028
33,316
0
6,894
Executive officer
EXECUTIVE BOARD
2
SUPERVISORY BOARD
Mr A. Nicolaï4 (Chairman)
7.5%
7,500
-
0
-
7.5%
3,750
-
0
-
Mr B. Bleker (Member)
5%
10,000
-
0
-
5%
10,000
-
0
-
Ms M.R. Milz, MBA (Member)
5%
10,000
-
0
-
5%
10,000
-
0
-
From 1 April 2012, paid by the University of Amsterdam
Paid by the University of Amsterdam
From 1 March 2013
4
From 1 July 2012
1
2
3
In March 2014, the AUAS paid a total crisis tax of 3,461 on behalf of the Executive Board vice-president.
Pursuant to Section 4.2, paragraph 1 of the WNT, the AUAS does not employ any staff members whose annualised remuneration exceeds the
threshold set out in Section 2.3 of the Act (€228,599 excluding social security contributions).
Statement pursuant to Section 4.2, paragraph 2(c) of the WNT of the remuneration of persons who for reasons other than an appointment or an
employment contract were paid an allowance for a period of more than six months that (when annualised) exceeded the threshold set out in Section
2.3 of the Act (€228,599 excluding VAT).
Officer
Duration
Scope
Remuneration incl. VAT
2013
Director of Campus Real Estate
Development Office
12 months
0.41 FTE
€99,000
Deputy dean
12 months
0.64 FTE
€184,800
Project manager
12 months
0.82 FTE
€204,351
The internal mandate provides that the hire of external staff for a fee in excess of the WNT threshold requires prior permission from the Executive
Board. The foregoing statement was compiled on the basis of the relevant Executive Board decisions alongside registered data on external staff in the
personnel database and statements requested from the organisational units on external hires.
110
JANUARI
111

the annual report 2013 (

Transcription

Similar documents

Stadsschouwburg, Amsterdam - Rabo Zaal 2009

Bouldering at Amsterdam

Beer World: Amsterdam - Adrian Bell`s Website

FOR LEASE

Free Walking Tour Map - Original Amsterdam Tours

travel agent concessions

poster

nieuw hoog catharijne - OeverZaaijer architecture and urbanism

cruise the magnificent dutch waterways

advertentie als PDF