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Students and lecturers share educational experiences, each in their role: Students as part of their learning context and lecturers as part of their work environment. But how much of their experiences are similar? A questionnaire was developed to provide insight into the experiences of research integration of undergraduate students (N = 2336) and lecturers (N = 379). For measurements, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q), and Experience in Research Integration scale were applied to the student survey design. For lecturers, all items of the student surveys were rephrased into items related to lecturers' perceptions of their students' attitudes and experiences. The findings show that students and lecturers share perceptions about the role of research in their related vocational field and about research integration. However, important cognitive and affective differences were found between students and lecturers regarding research practice. Implications for further research and educational design will be discussed.

In this article, we examine how policy documents from three European countries -- the Netherlands, Germany and England -- position a key outcome of higher education: the development of high-level professionals. Our findings show significant differences between the policies in the three countries in terms of in definitions of high-level professionals, the characterization of the education needed to produce high-level professionals, and the mechanisms identified as ensuring the production of high-level professionals. Our findings show that in order to develop a comparative understanding of higher education outcomes across the European Higher Education Area (EHEA), it is necessary to examine the strategic and visionary perspective of national policies in different EHEA countries. This is significant given that the EHEA's claim to ensure common outcomes across its higher education systems.

Integrating professional research into higher education is supposed to intellectually benefit students. However, the literature suggests that students in different academic disciplines experience differing research opportunities. Previous studies have shown how junior students of natural sciences have less opportunity to engage in research than students in 'soft' disciplines. To investigate research involvement, undergraduate students (N = 2192) of all seven faculties of a university filled out a survey that included the Research Experience Scale. This scale provides four types of potential research involvement comprised of passive involvement and three types of active research involvement. The categorisation of disciplines was based on the framework constructed by Anthony Biglan, with its distinction between hard/soft and life/nonlife criteria. All disciplines included in this study were applied, thereby excluding Biglan's pure/applied distinction. A betweengroup analysis showed that each of the types of research involvement yielded a different pattern for students from different study years. The 'students-as-researcher' type in particular showed that students of lower study years in the life disciplines were systematically less involved than more senior students. These findings highlight the importance of more precise definitions of research involvement, as well as clearer distinctions between disciplinary differences in research and curriculum design.

The main aim of vocationally oriented higher education is to train students to become future professionals in their chosen field. Therefore, the effectiveness of research education depends on students' intention to use their research competencies in their future professional practice. This survey study describes the relationships between undergraduate students' (N = 2192) intention to use their research competencies in their future professional practice and their perceptions of and attitudes towards research, students' research activities, and students' research context. To measure students' attitudes, the Research Attitudes in Vocational Education Questionnaire (RAVE-Q) was developed. The findings show that students' intention to use research in their future professional practice correlates highly with their perceptions of and attitudes toward research, whilst research activities and research context have less of an effect. Therefore, to increase the functionality of the integration of research into higher education pedagogies, students' research attitudes should be considered.

The integration of research activities in universities of applied sciences (UASs) has led to the transformation of these universities into organisations with two primary processes: research and education. Although many believe in the benefits of combining research and education in one organisation, which is referred to as synergy in this study, research–education synergies have rarely been empirically investigated, particularly in the UAS context. Thus, this research investigates the intended synergy between the research and education of UASs by conducting a document analysis of their university‐wide strategic policy. The findings show that UASs aim for synergies among people, UAS organisations and outside UAS organisations, with a focus on education‐oriented synergies. This study provides an initial understanding of the strategic aims of UASs considering research–education synergy. The findings provide direction and a framework for future research and form a base for making explicit strategic choices for research–education connections in universities. [ABSTRACT FROM AUTHOR]

It is often assumed that students with a higher potential for excellence are less motivated to collaborate. So far, the question remains whether this is actually the case. This survey study investigated the influence of business students' (N = 389) potential for excellence on their motivation to collaborate on a business-related task. Different aspects of potential for excellence were taken into account, including intelligence, creativity, first-year grade point average (GPA), and personality. A structural equation modeling analysis was applied. The findings demonstrated that only GPA had a negative influence on students' collaborative values, indicating that the assumption that students with a higher potential for excellence are less motivated to collaborate receives limited support. In addition, the findings showed that different aspects of potential for excellence were related to different aspects of motivation to collaborate. This indicates that the relationship between potential for excellence and motivation is more complex than often considered.

During educational change, managers can contribute positively to the professional's sense of coping ability. The question remains as to whether the managers of lecturers can also influence the perception of lecturers on newly formulated organizational aims. Recently, the changes in many European institutes of higher professional education (HPE) have been considerable. The innovations at hand include the Dutch HPE institutes changing from teaching-only institutes toward hybrid organizations for teaching and research. The role of lecturers is central in implementing research into HPE, especially into the educational programmes. Hence, lecturers' view on the new organizational aims are crucial. Based on a quantitative design, lecturers' perceptions on the new organizational aims are measured. As part of a structural equation model, these perceptions are related to how lecturers perceive their direct executives' leadership style, directly as well as mediated by executive-imputed organizational structures as collaboration systems and decision-making processes. The results show that the direct influence of executives based on their leadership style is limited, while initiating lecturers' participation in decision-making processes is an important influence on lecturers' perceptions on new organizational aims. More empirical insight into leadership factors and organizational structures can enlarge the improvement of goal achievement during organizational change.

Higher professional education in Europe has changed from teaching-only institutes to hybrids of teaching and research. The purpose of this study was to examine factors that influence the judgements of lecturers about new organisational goals and perceptions of their new research-related competencies. Lecturers' judgements of new organisational goals and self-efficacy related to newly expected competencies were modelled in a bio-ecological model. Findings show that lecturers' perceptions of self-efficacy can be influenced by an open organisational culture, while lecturers' judgements of new organisational goals can be influenced by decision-making systems. The professional development of lecturers through formal education and participation in research influences both self-efficacy and judgements. Hence, direct executive managers have three steering mechanisms by which they can influence lecturers' perceptions during the implementation of new organisational activities: a) Educational Policy, b) Management Policy and c) Developmental Policy. Implications are discussed.

In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research activities at a higher frequency than before. With this development, they have been accused of academic drift, of striving to receive a status comparable to traditional universities. This study considers the perceptions of both managers and lecturers in non-university higher education concerning the organisational aims for research activities. The intention is to add an empirical base to the debate of academic drift, especially to the potential of academic drift on the staff level. The results show a moderate indication of potential for academic drift on the staff level. In addition, managers have more positive perceptions regarding all aims for research than lecturers, but both groups prioritise that the results of research should, first and foremost, be directed towards improving the quality of education.