30/08/2015Committee on the Future Sustainability of Dutch Higher Education 1 Egbert de Weert (CHEPS) International workshop “Academic Profession in Russia: International and Comparative Perspectives” Higher School of Economics Moscow, June The diversifying academic profession: The case of NL on institutional profiles, teaching and research and professional careers b

Russia – the Netherlands in the golden age (1698) Czar Peter the Great (statue and picture in Zaandam) 2

3 Diversity in the academic profession Looking at the fault lines between teaching and research at three levels:  Level of institutional types and profiles  Programme level  Personal level: the divide between men and women

Diversity of institutional types  Binary divide: Research universities versus professional (teaching) institutions: eg. Germany, Finland, Netherlands  More diversified: research institutes outside the universities: France (national research centers); Russia (institutes of Academy of Science)  Highly layered systems, including private HE institutions: USA, Japan, Russia Governments to decide:  which institutions ought to do what  define budget allocations 4

Distribution of working tasks of faculty  Traditional division teaching (40%), research (40%) and administration (20%)  Now more flexible patterns, no formal standards  Also teaching-only and research-only positions  In Russia teaching load determined according to formal standards corresponding to rank and position. On average 8 hours per week research against 29 hours teaching (G. Androushchak & M.Yudkevich 2012). 5

Binary systems distinguishing Research Universities and Universities of Applied Sciences (UAS)  Vertical degree level: sub-degree programs, bachelor, master, doctoral programs  Academic versus vocational dimensions  Distinction between research and teaching focused institutions 6

Profile of research at Universities of Applied Sciences  Practice-based and practitioner research oriented towards utilization and transformation of knowledge and research results into innovation, mainly on the regional level.  It is customer driven and close to the market, responding to requests from enterprises (mainly SME’s) and other social organizations with product and customer-oriented research for the short and medium term.  It should be relevant for the quality of professional education, for curriculum innovation and the professionalization of the teaching faculty. 7

Views of UAS faculty in NL  Research contributes to innovation of professional practice  Research reinforces the dialogue with business and the professional field  Research benefits teaching and curricular development  Research at UAS is different in nature from university research Higher faculty ranks (strongly) agree more (70-90%) than lower faculty ranks (65-77%) 8

Relative research time spent by higher and lower ranks and institutional type, (7 countries) 9 Higher university ranks are homogenous Lower University ranks high in Norway, Finland, Germany UAS sector more varied: Norway and Portugal close to university UAS lower ranks spent more time on reseach in Norway; higher ranks more in NL

Pressures to pull teaching and research more apart in research universities  Financial support for research separated from funding of teaching  Separate organisation of teaching and research: concentration of research in research institutes, centers, graduate schools  Bologna process of two phases creates divide between teaching at BA and MA level Previous research: synergy between teaching and research increases with level of education Separation of teaching and research tasks possible? desirable? 10

Percent of respondents agreeing with the statement: ‘ teaching and research are hardly compatible with each other’ by teaching time in BA and MA programs (universities) %  Incompatibility increases in the extent to which the teaching proportion in BA programs increases  For Masters it is the reverse: disagreement with the statement relates with a higher teaching time in masters programs.

Per cent of respondents agreeing with the statement: ‘ Your research activities reinforce your teaching’ by teaching time in BA and MA programs (universities) %  The link between teaching and research is stronger when the proportion of teaching at masters’ level is larger.  Added value of productive researchers in BA programs is the lowest.  Gap between frontier knowledge and teachable codified knowledge 12

13 Diversity on the personal level: men and women in Dutch higher education

14 Gender bias  Functional distinctions between teaching and research. Do women carry a disproportionate share of teaching loads?  Are women more committed to teaching/ do they have a preference for teaching over research?  Those who spend more time on teaching have lower levels of job satisfaction? However:  CAP data reveal that:  Male and female hardly differ in their preferences for research or teaching  Male and female hardly differ in the proportion of total working hours devoted to teaching and research

Relationship between teaching time and satisfaction by gender and rank 15

16 Conclusions  In binary systems research and teaching institutions less demarcated. More diverse patterns emerge  More flexibility of teaching and research tasks at BA and MA level (new career trajectories on the basis of teaching qualifications  Teaching and research dimension as such does not account for gender differences. Current national policies on HE:  Emphasis on international rankings/ flagship universities  Priority research areas (Top sectors) /Skolkovo Innovation Center This should not be detrimental to the UAS given their important contribution in the national research agenda (translating research into practice)