Abstract
In many European countries, the distinction between universities and other types of higher education institutions has been a key characteristic of national systems. Although there are overlaps between these main sectors, government maintains a basic distinction as a guarantee of systemic differentiation. The slogan ‘equal but different’ gained the widest currency in typifying binary systems. In most countries, other types – for example polytechnics (Finland, Portugal and formerly in the UK), Fachhochschulen (Germany, Switzerland, Austria), institutes of technology (Ireland), hogescholen (The Netherlands, Belgium) or university colleges (Norway) – have been established to provide vocational programmes at degree and sub-degree level. In order to distinguish it from universities, the higher vocational sector has commonly been termed the ‘non-university sector’ (Lepori, 2008), ‘higher education institutions outside the university sector’ (Kyvik & Lepori, 2010), ‘alternatives to universities’ or ‘second type institutions’ (Teichler, 2007), ‘the other institutions’ or ‘dual arrangement of theoretical and vocational studies’ (Meek & Davies 2009). Most of these terms are derogatory, as they do not do justice to the important place these institutions occupy in national higher education systems and the changing environment in which they function. The sector itself perceives that it is not punching its weight or achieving adequate recognition internationally and therefore have joined forces by establishing a European Network (UASNET) and adopted the name ‘Universities of Applied Sciences’, a term that will also be used in this text.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Adviesraad voor het Wetenschaps- en Technologiebeleid. (2005). Ontwerp en ontwikkeling. De functie en plaats van onderzoeksactiviteiten in hogescholen. Den Haag: AWT.
Andriessen, D., & van Weert, T. (2008). Kwaliteitszorg voor praktijkgericht onderzoek aan hogescholen. Onderzoek van Onderwijs, 37, 27–31.
Arthur, L., Brennan, J., & de Weert, E. (2007). Employer and higher education perspectives on graduates in the knowledge society. London: CHERI.
Beerkens-Soo, M., Dassen, A., Leisyte, L., Vossensteyn, J.J., & de Weert, E. (2010). Professional masters, an international comparative study. Enschede: CHEPS. Retrieved from http://www.utwente.nl/cheps
Borgdorff, H., van Staa, A., & van der Vos, J. (2007). Kennis in context. Onderzoek aan hogescholen. TH&MA, 5, 10–17.
Committee Review Degrees. (2005). Bridging the gap between theory and practice. Possible degrees from the binary system. Den Haag: NVO.
Collins, R. (2002). Credential inflation and the future of universities. In S. Brint (Ed.), The future of the city of intellect (pp. 23–47). Stanford, CA: Stanford University Press.
Committee Veerman (Committee Toekomstbestendig Hoger Onderwijs Stelsel). (2010). Differentiëren in Drievoud. Den Haag: Ministry of Education, Culture and Science.
Donaldson, L. (1975). Policy and the polytechnics. Farnborough: Saxon House.
de Weert, E., & Soo, M. (2009). Research at universities of applied sciences in Europe: Conditions, achievements and perspectives. European Network for Universities of Applied Sciences. Retrieved from http://www.uasnet.eu
de Weert, E., & Leijnse, F. (2010). Practice-oriented research: The extended function of Dutch universities of applied sciences. In S. Kyvik & B. Lepori (Eds.), Thee research mission of higher education institutions outside the university sector (pp. 219–241). Dordrecht: Springer.
Gibbons, M., Limoges, C., Nowotny, H., Scott, P., Schwartzman, S., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
Hazelkorn, E. (2008). Motivating individuals: Growing research from a ‘fragile basis’. Tertiary Education and Management, 14, 151–171.
Healy, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning. In Barnett (Ed.), Reshaping the university (pp. 67–78). SRHE & Open University Press.
HRK. (1997). Profilelemente von universitaten und fachhochschulen.
HRK-Mitgliedergruppe Fachhochschulen. (2007). Forschungspotentiale ausschöpfen für das high-tech-land deutschland. Retrieved November 26, 2007, from http://www.hrk.de
Institutes of Technology Ireland. (IOTI). Framework for the development of research in the institutes of technology 2008–2013.
Koivula, U.-M., et al. (2009). R&D strategies and activities. Comparing universities of applied sciences in Finland, the Netherlands, Belgium and Germany. Tampereen Ammattikorkeakoulu.
Kornhäuser, E. (2009). Die exzellenzinitiative und die fachhochschulen. Beiträge zur Hochschulforschung IHF, 1, 62–72.
Kyvik, S. & Lepori, B. (Eds.). The research mission of higher education institutions outside the university sector. Dordrecht: Springer.
Leijnse, F., Jacqueline Hulst en Loek Vroomans. (2007). Passie en precisie. Over de veranderende functie van de hogescholen. Hogeschool Utrecht: 01 Kennis voor Kennis.
Lepori, B. (2008). Research in non-university higher education institutions: The case of the Swiss universities of applied sciences. Higher Education, 56, 45–58.
Lundvall, B. A. (1992). National systems of innovation. London: Pinter.
Meek, V. L., & Davies, D. (2009). Policy dynamics in higher education and research: Concepts and observations. Report on the UNESCO Forum on Higher Education, Research and Knowledge 2001–2009. Kassel: INCHER.
Neave, G. (1983). The dynamics of integration in non-integrated systems of higher education in Western Europe. In H. Hermanns, U. Teichler, & H. Wasser (Eds.), The Compleat University. Break from tradition in Germany, Sweden and the UAS (pp. 263–277). Cambridge: Schenkman Publishing.
OECD. (2002). The measurement of scientific and technological activities (Frascati Manual): Proposed standard practice for surveys on research and experimental development. Paris: Author.
OECD. (2006). Review of tertiary education in Ireland. Paris: Author.
OECD. (2008). Tertiary education for the knowledge society (Vol. 2, P. Santiago, K. Tremblay, E. Basri, & E. Arnal, Eds.).
Pestre, D. (2003). Regimes of knowledge production in society: Towards a more political and social reading. Minerva, 41, 245–261.
Pratt, J. (1997). The polytechnic experiment 1965–1992. Buckingham: SRHE & Open University Press.
Pratt, J., & Burgess, T. (1974). Polytechnics: A report. London: Pitman.
Rektorenkonferenz der Fachhochschulen der Schweiz. (2008). Forschung & entwicklung an fachhochschulen. Grundsatzpapier. Bern: KFH.
Rip, A. (2004). Strategic research, Post-modern universities and research training. Higher Education Policy, 17, 153–166.
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
Stichting Innovatie Alliantie (SIA). (2009). RAAK! Beleidsevaluatie. Den Haag. Retrieved from http://www.innovatie-alliantie.nl
Spaapen, J., Dijstelbloem, H., & Wamelink, F. (2007). Evaluating research in context. Den Haag: Ministry of OCW.
Stawicki, M. (2007). The quintessence of higher education at universities of applied sciences. Final Conference Balama project.
Stokes, D. E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
Taylor, M. (2010). The master plan at 50: Greater than the sum of its parts – Coordinating higher education in California. Legislative Analyst’ Office (LAO).
Teichler, U. (2007). Higher education systems. Conceptual frameworks, Comparative perspectives, empirical findings. Rotterdam: Sense Publishers.
Tushman, M., & O’Reilly, C. (2007). Research and relevance: Implications of Pasteur’s quadrant for doctoral programs and faculty development. Academy of Management Journal, 50(4), 769–774.
Whitburn, J., Mealing, M., & Cox, C. (1976). People in polytechnics. Surrey: SRHE.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Weert, E.D. (2011). Transformation or Systems Convergence?. In: Enders, J., de Boer, H.F., Westerheijden, D.F. (eds) Reform of Higher Education in Europe. SensePublishers. https://doi.org/10.1007/978-94-6091-555-0_7
Download citation
DOI: https://doi.org/10.1007/978-94-6091-555-0_7
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-555-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)