Practice-based research at universities of applied sciences

Practice-based research is a relatively new task for universities of applied sciences. In 2001, the Minister of Education, Culture and Science and the Netherlands Association of Universities of Applied Sciences (HBO-raad) (legal predecessor of the Association of Universities of Applied Sciences (VH)) concluded a covenant to reinforce the knowledge function of universities of applied sciences by appointing professors and developing lectorates. Since the conclusion of this covenant, structural and temporary funds have been released by the central government for the development of this research function, which we know today as practice-based research.

In the Administrative Agreement on Higher Education and Science in 2022 it was agreed that the Minister of Education, Culture and Science (OCW) would invest 100 million annually in the first and second flow of funds for practice-based research. By 2023, these funds will have been fully disbursed for the first time. The administrative agreement also stipulates that the VH will improve the monitoring of the use of funds for research. Commissioned by the VH, the Rathenau Institute therefore released the second Monitor practice-based research in 2025.

Practice-based research is characterised by focusing on the connection of practice-based research with professional practice and education. To enable this connection, networks are essential: connection and cooperation with professional practice, education and other knowledge institutions working on the same or adjacent themes. That is why practice-based research, from the question to the implementation of the final product, takes place in networks of parties from education, research and professional practice.

The three largest funding flows of practice-based research are the first flow of funds, the second flow of funds and the third flow of funds. As the figure below shows, the total funds spent on practice-based research more than quadrupled over the period 2009-2023. Funds for practice-based research increased from €101 million in 2009 to €447 million in 2023.

In 2023, compared to 2022, total funds increased by 27%. First-flow funding in particular increased due to additional investments from the Higher Education and Science Administrative Agreement 2022. Almost 60 per cent of research funds come from the first flow of funds (government funding), a third from the second flow of funds and less than a tenth from the third flow of funds and other funds. First, second and third flow of funds increased by 34%, 22% and 8% respectively compared to 2022. In 2022, compared to 2021, they were 16%, 19% and 4% respectively. 

Universities of applied sciences, relatively speaking,  contribute fewer resources

Thanks to the extra funds from the administrative agreement, the universities of applied sciences have to contribute relatively less from the state contribution that is actually intended for educational activities. The universities of applied sciences do this to give practice-based research an extra boost. In 2022, 38% of the total funds deployed in the first-flow funding came from additional funds intended for educational activities. In 2023, this share decreased to 29% of the total deployed first-flow funds. However, the absolute contribution remains the same as in 2022: around €75 million.
 

In addition, the extra resources lead to an increase in research staff. The figure below shows the growth in the number of professors, both in number of persons and FTE. Up to and including 2009, the number of professors grew rapidly: from 270 in 2007 to 486 in 2009. After this, growth continues steadily. In 2023, the universities of applied sciences collectively include 772 professors (+7% compared to 2022). In recent years, the focus in the development of the lectorates has further shifted from growth to perpetuation through firmer embedding and professionalisation.

Between 2009 and 2023, the number of FTE professors increased by 286 and grew by 5% to 11% per year during this period. The average part-time factor ranged from 0.53 (2010) to 0.70 (2023). In 2023, the growth of 11% (FTE) compared to 2022 was strong. The number of FTE professors grew faster than the number of professors in persons, indicating that the average part-time factor of the professor appointment increased. 

In 2022, 80% of professors had a permanent appointment. In 2023, the proportion of professors with a permanent appointment decreased to 67%. Newly appointed professors are more likely to have temporary appointments. In 2023, as in 2022, almost a third of the professors had a double appointment (database on professors, Regieorgaan SIA). In this case, the professor has an appointment with the university of applied sciences in addition to an appointment with industry, university or another institution. In 2023, 41% of all professors were women (2022: 42%, 2019: 39%). 

85% of professors were active in more than one education sector in 2023. In the figure below, we see that most professors are active within STEM, social studies, healthcare and economics. We also see that the agro and food, social studies, healthcare and arts sectors have above-average numbers of professors in relation to the proportion of students, whereas in the economy sector, this proportion is below average. This corresponds to the results in 2022.

The lectorate is the basis of practice-based research. In addition to one or more professors, each lectorate consists of lecturer-researchers, PhD students, postdocs and support staff. Staff at lectorates usually have a part-time appointment for their work for the lectorate. For example, the average part-time factor among lecturer-researchers is 0.34 and among PhD students 0.45. For a picture of the overall development over time, we therefore look at the development of the number of FTEs.

In the figure below, we see that not only the number of professors is growing, but also the other staff involved. Looking at the development of staff at lectorates, we see an 11% increase (in FTEs) in the total number of FTEs in 2023 compared to 2022.

In terms of percentage, the number support staff (FTE) increased the most: by 27%. In absolute terms, the number of lecturer-researchers increased the most (from 1,697 FTEs in 2022 to 1,891 FTEs in 2023). Among lecturer-researchers, thanks to the additional resources, the focus has shifted more towards research. On average, they get more time for research within their appointment.

Another thing that stands out is the drop in the number of postdocs. Until 2021, the hbo-postdoc scheme offered an allowance for appointing a postdoc for 2 years. Postdocs appointed under this scheme finished by 2023. This may explain the decrease in the number of postdocs (-28% in 2023 compared to 2022 (FTE)).

In addition, in 2023 the start of the pilot for the position of professional doctorate took place, a PhD track at a university of applied sciences. In 2023, the first 32 candidates started at 15 universities of applied sciences in the seven fields in which the pilot is taking place.

Education at universities of applied sciences prepares students for professional practice. High-quality education and a good connection to professional practice require continuous renewal of the curriculum. Therefore, universities of applied sciences consider it important to invest in linking practice-based research with education, partly reflected in the survey among professors at the universities of applied sciences (survey facilitation of professors, Association of Professors 2024). According to 76% of the professors, this connection is managed from within the university of applied sciences. This happens in various ways, such as the development of new teaching materials (according to 81% of the professors), through teaching (88%), by training lecturer-researchers (75%) and through internships and thesis supervision (77%) (Outcomes survey facilitation of professors, Association of Professors 2024). 

A measure of the connection of research with teaching, is the number of students per professor. The number of students per professor (FTE) improved from 1388 in 2011 through 986 in 2022 to 860 in 2023. Big differences are shown between sectors and universities of applied sciences. Achieving the target of 720 students per 1 FTE of professor would require an additional 104 FTE of professors compared to the professor-student ratio in 2023. To eventually reach the professor-student ratio of 1:500, an additional 386 FTE of professors would then be needed compared to the professor-student ratio in 2023, as well as the research and support staff required in the process.

Practice-based research at universities of applied sciences is working towards full integration in the knowledge ecosystem at regional, national and international levels. This means that universities of applied sciences are increasingly seen by other knowledge institutions as fully-fledged knowledge partners in tackling social issues. Universities of applied sciences are more often involved in a granted application in 2023 than in 2022. There is also more emphasis on connecting national expertise with relevant European developments.

In recent years, universities of applied sciences have developed their own profiles in which choices have been made in terms of educational offering, research and focus. One way in which they can specifically implement this focus is through the ‘Centres of Expertise’. In these public-private or public-public ecosystems, companies, researchers, teachers, students and professionals work together on societal challenges and transitions. The Centres of Expertise have a considerable size and approach complex societal challenges from multiple disciplines. 

In 2023, universities of applied sciences together count  46 Centres of Expertise (see figure below). The number of Centres of Expertise remains fairly stable in the last five years, indicating that universities of applied sciences stick to their chosen profile. It also indicates that the focus of practice-based research has shifted from laying a foundation to professionalisation and strengthening.