This protocol explains the new system for assessing research quality at research universities located in the Netherlands. It discusses the legal and historical background for establishing a new system of quality determination in research, describes the essential aspects of the research assessment process and the particular tasks of…

In response to changing government philosophy concerning higher education, including increased institutional autonomy alongside greater pressure for accountability and internal renewal, Dutch universities have developed a system for external quality assessment under the aegis of the Association of Dutch Universities. Its evolution and results to…

The Dutch quality improvement model in higher education has successfully maintained the delicate balance between internal improvement and external accountability, but the faculty's clear ownership of the system (as contrasted with government ownership in some nations) has made continuous quality improvement a dominant feature of the current Dutch…

Describes the system of external institutional evaluation in Netherlands universities, distinguishing between the organizations conducting the assessment itself and the follow-up. The primary assessing organization is a private one, funded and governed by the 14 universities, and uses discipline-based assessment teams. The follow-up assessment is…

Reports on a Dutch study examining qualitative aspects of internationalization in Dutch higher education institutions, and examines the ways Dutch institutions evaluate Dutch students' academic experiences abroad. Raises the question of whether existing systems meet stated standards for quality assurance. Makes some recommendations for…

This document presents the most recently revised guide to the protocol and review process for external review of universities in the Netherlands. Part 1 consists of a description of the review process, an explanation of the protocol, and the roles of the parties involved, with further discussion of the actions of the visiting committee, the…

First, the role of the association of universities in the Netherlands in external institutional evaluation is examined. Then, three basic tenets of program assessment are discussed: (1) university programs must be of academic quality; (2) program content must not be too compressed; and (3) programs should be challenging for students. (MSE)

This article explores the following questions: first, "Do colleges of higher vocational education vary in the mean success of their graduates on the labor market?" and, second, "Are the differences between these colleges stable over time?". The analysis drew upon school effectiveness, quality assurance and labor market…