Hogeschool van Amsterdam

Seminar Research in the Curriculum

SMAAKMAKER XXL - A full day programma for higher education professionals


Implementing research in the curriculum of an educational programme? In this full day seminar four international experts will share their conceptual models and how-to's with professionals in higher education. You will be facilitated to apply your new insights into the educational programme of your university in team sessions.

Photo by Faculty of Technology

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The programme is an alternation between lectures and reworking the learned content. Ideally colleagues of the Amsterdam University of Applied Sciences (AUAS) and other universities will attend this seminar with at least two persons of the same team with which they can do the reworking. The experts and two deans of the AUAS will join in the reworking at the tables.

During the day, teams are asked to collect their new insights on a poster. This will provide a base for some more debate during drinks at the end of the day. The content of de seminar is applicable to both bachelor and master programmes.


Registration & coffee


Opening by Professor Jean Tillie, dean of Faculty of Applied Social Sciences and Law and programme owner Research in Education


Introduction to the programme by Didi Griffioen, programme leader Research in Education


VIDEO Lecture 1: Research-informed professionals: A model for educating themProfessor Linda Evans, Manchester University, England


Working in teams


VIDEO Lecture 2: Explicit Research Skills Development: How to build research into your curriculum? - Professor John Willison, University of Adelaide, Australia

12.00 Working in teams




VIDEO Lecture 3: Does engaging undergraduate students in research transform their understanding of knowledge? - Professor Paul Ashwin, Lancaster University, England


Working in teams


VIDEO Lecture 4: Connecting research, teaching and the professional field - Professor Jens-Christian Smeby, Oslo & Akershus University, Norway


Working in teams


Discussing posters during drinks


Closing remarks by Professor Wilma Scholten Op Reimer, dean Faculty of Health and programme owner of Master Development.



Summary lectures

Professor Linda Evans, Manchester University, England

​First published in 2008, Linda Evans's conceptual models of professionalism and professional development have been translated into Dutch, French and Czech and are increasingly used by other researchers as analytical frameworks. Introducing the models in this keynote address, Linda will argue that developing people – whether professionally, or as researchers – involves enhancing their professionalism, and that their professionalism, in turn, is multi-dimensional, comprising behavioural, attitudinal and intellectual components.

Collectively, these three components are made up of various dimensions (of which Linda Evans currently identifies eleven), such as the processual, the competential, the perceptual, and the analytical dimensions of people's professionalism. The key message is that, in developing people, we must not be blinkered into focusing narrowly on the behavioural dimensions of their professionalism – such as how they physically go about their work, their output, and their skills and competences – we must also consider the dimensions of attitudes and their intellectuality.

Linda's keynote address will encompass several strands. She will show how the models may be of interest and of use to professionals in their work, and she will also show how, adapted to the context of researcher professionalism and researcher development, university academics may incorporate consideration of them into their courses and their teaching aimed at encouraging professionals to embrace research and to develop into research-informed professionals and practitioners - and, in doing so, how university academics themselves develop their own professionalism as researchers.

Professor John Willison, University of Adelaide, Australia

What difference does explicit Research Skill Development (RSD) in multiple subjects of a degree make to graduates of professionally-oriented programs? This presentation will first present the voices of employed graduates in order to provide a sense of outcomes of degrees with RSD embedded in content-rich subjects and in research-technique subjects. Next, the reasons why the RSD was devised and the influences on its development will be addressed, before detailing the core parameters of the framework.

Anticipating the workshop time, the presentation will then focus on how to use the RSD in shaping individual subjects and especially whole degree thinking. The presentation will set you up to apply the RSD to big-picture curriculum mapping before you sit back, relax and digest this over lunch.

Professor Paul Ashwin, Lancaster University, England

Advocates of the research-teaching nexus argue that engaging students in research offers an important way to help students to develop more critical relations to knowledge. However, this argument is based on the assumption that engagement in research will in some way transform students' understanding of their academic subject.

In this presentation, I examine this assumption by discussing research that examined what happened to students' understanding of their subject after they were involved in a research project. The findings suggest that students' engagement in research on its own does not improve their understanding of their academic subject. I explore the implications of these findings for the research-teaching nexus and how we design activities that attempt to use research activities to engage students with their programmes of study.

Professor Jens-Christian Smeby, Oslo & Akershus University, Norway

Practically orientated research is an important component of the educational programs offered by university colleges. The links to research areimportant to make sure that curriculum is up to date and to develop students’ ability to use this kind of knowledge in an appropriate and critical way in their professional work. Nevertheless, the emphasis of research may imply an academic drift and lack of relevance for professional work.

The theory-practice gap is an old issue inherent in all kinds of professional education. Professional competence embraces complex relationships between theoretical knowledge, practical skills as well as ethical norms and values. There is no single solution to these problems; multiple bridges have to be developed to bridge the gaps.

Moreover, students’ perspectives have to beemphasized. The key challenge is how to encourage and stimulate students’ experience of meaningful relationships of the different kinds of knowledge and skills that compose professional competence.

Speakers biographies

Linda Evans is professor of education at the University of Manchester in the UK, having worked previously at the Universities of Warwick and Leeds. Her research focuses on professional working life, and she has particular expertise in the fields of researcher development, academic leadership and research leadership. Frequently in demand as an invited speaker, she has presented keynotes in France, Germany, Portugal, Australia, Russia, Mauritius, the Republic of Ireland, and, of course, the UK. She has published over seventy papers or chapters and seven books, with her eighth book, Professors as academic leaders: Expectations, enacted professionalism and evolving roles, due to appear in 2018. She is an associate editor of the journal, Educational Management, Administration and Leadership, and the vice-chair of the Society for Research into Higher Education.

John Willison has twenty-five years of experience in formal education, and throughout that time has been most enthralled in how to help students engage in research-based learning, This began in earnest with Secondary School classes, where he strived to make science laboratories hands-on and minds-on, and subsequently in Primary and Tertiary Education. When he moved to the University of Adelaide in 2004 John formalised this work and developed early versions of the Research Skill Development (RSD) framework. Colleagues in First Year Human Biology began to trial the RSD, followed by other courses in various contexts, demonstrating positive outcomes for students.

This success inspired Dr Willison to lead two five-university Australian Learning and Teaching Council Innovation and Development projects, one for subject-level implementation of RSD (2007-2009) and the other for whole-of-degree implementation (2011-2013). These projects and Australian Qualification Framework research requirements led to demand for RSD to inform coursework Masters programs and Dr Willison held a National Teaching Fellowship on this theme 2014-2015.

As the use of the RSD escalates nationally and internationally, he is currently keen to bring the RSD ‘full-circle’ and begin to influence Faculties of Education through High Schools’ use of the RSD, as well as consolidate RSD use in undergraduate, Masters and PhD studies across all disciplines. This is the focus of the National Senior Teaching Fellowship he currently holds from the Australian Government's Department of Education and Training, and involves partnerships with universities in Cambodia, Indonesia, Nations of the South Pacific, Unites States of America and Vietnam.

​Paul Ashwin is Professor of Higher Education and Head of Department at the Department of Educational Research, Lancaster University, UK. Paul’s research focuses on teaching–learning and knowledge–curriculum practices in higher education and their relations to higher education policies. Paul’s books include ’Analysing Teaching-Learning Interactions in Higher Education’ (2009, Continuum) and ’Reflective Teaching in Higher Education’ (2015, Bloomsbury). Paul is a researcher in the ESRC and HEFCE funded Centre for Global Higher Education, a coordinating editor for the international journal ‘Higher Education,’ and co-editor of the Bloomsbury book series ‘Understanding Student Experiences of Higher Education’.

Jens-Christian Smeby has expertise in sociology and education. He started his academic career at the Nordic Institute for Studies in Innovation, Research and Education (NIFU) and he has since 2006 been professor at the Centre for the Study of Professions (CSP) at Oslo and Akershus University College of Applied Sciences. He has also been an adjunct professor at Linnæus University in Sweden and Charles Sturt University in Australia.

His work is characterized by broadness including studies of professional learning in education and work, the nature of professional knowledge, the research – teaching nexus as well as studies of higher education and research more broadly. Ability to combine academic publications on an international level with the contribution to public policy and the field of practice is emphasized as one of his qualifications. Smeby is an experienced research leader and he has been deputy and acting director at CSP and member of rector's management team.

Since the beginning in 2011, he has been the editor in chief of Professions and Professionalism. He has managed and contributed to a number of large research projects and he is currently he is involved in in the project Contradictory Institutional Logics in Interaction? funded by the Research Council of Norway.

Practical information

​Date: November 9th 2017, 9-17 hrs

Location: Tolhuistuin, Tolhuisweg 5 in Amsterdam, room Tuinzaal. Take the ferry (Buiksloterwegveer) at the back of Central Station. It takes 3 minutes to reach the other side. You'll find the entrance of Tolhuistuin (IJ-ingang) about 50 metres from the ferry (left).


Maximum of 80 participants. Admission fee is €125 for non-AUAS partners. Admission fee for employees of AUAS is €60.

About the strategic programme

The strategic programme 'Research in Education' (dutch: Onderzoek in Onderwijs, OiO) is part of the strategic mission of Amsterdam University of Applied Sciences (2015-2020). These strategic programmes are led by a faculty dean (in this case by prof. dr. Jean Tillie) who is assisted by a programme leader. The direction of the programme OiO is given by two formal university aims:

  • All educational programmes are expected to (re)consider their perspective on the position of research in the related vocational field, and hence in their educational programme (before the end of 2017)
  • All educational programmes are expected to re-design their curricula accordingly (before the end of 2020).

These are wide and generic assignments, which is a necessity since educational programmes are many and very diverse. Based on the recent implementation of research in universities of applied science, educational teams find these assignments rather challenging. The strategic programme Research in Education supports educational teams, as well as faculties in fulfilling this assignment.

This event is a 'Smaakmaker XXL', organised together with the strategic programme 'Master programmes'. For more information please check mijnhva.nl/oio (only accessible with AUAS login). 


If you have any questions, please contact Didi Griffioen, d.m.e.griffioen@hva.nl.

This event is part of a series of expert meetings organized by the strategic program Research in Education. The language is English.

Masterclass Developing Leadership in Research

7 nov 10.00-13.00 uur

Meeting on Research in Master Programmes

8 nov 12.30-16.30 uur

Seminar Research in the Curriculum

9 nov 9.00-17.00 uur

Workshop on the Development of Students’ Discipline-Specific Research Skills

10 nov 13.30-15.30 uur

Gepubliceerd door  Afdeling Communicatie 12 maart 2018