Department of Educational Studies

A brief history

The research team “Educational Studies and the Foundations of Education (Onderwijskunde en Fundamentele Pedagogiek)” works within the setting of the Department of Educational Studies. This department is the result of merging earlier departments. In 1999 all researchers linked to a centralized university teacher education (DLO) unit were integrated. October 2012, the “Department of Pedagogy (Vakgroep Pedagogiek)” was partly integrated into the research team.

 

The research programme, set up in the Department of Educational Studies, focused initially (up to 2002) mainly on policy-oriented research. Little PhD-related research, fundamental research, empirical research was set up. This changed from 2002 on when a fundamental reorientation was implemented with a first delineation of research topics and an explicit reduction in the involvement in policy-oriented research. Initially, the number of research topics in the programme was rather limited (dominantly innovation in higher education research, research related to ICT in education, research about peer tutoring, and performance indicator studies). With the growth of the research team, new staff members could develop step-by-step additional research topics. The impact of this reorientation can be clearly observed in the strong increase in PhD output from 2005 on, the gradual increase in ISI-indexed journal article output and the increase in the acquisition of research funds. At the same time, the number of staff in the department grew substantially. The former implies that the research team has a relatively young history.

The research programme, set up in the Department of Educational Studies, focused initially (up to 2002) mainly on policy-oriented research. Little PhD-related research, fundamental research, empirical research was set up. This changed from 2002 on when a fundamental reorientation was implemented with a first delineation of research topics and an explicit reduction in the involvement in policy-oriented research. Initially, the number of research topics in the programme was rather limited (dominantly innovation in higher education research, research related to ICT in education, research about peer tutoring, and performance indicator studies). With the growth of the research team, new staff members could develop step-by-step additional research topics. The impact of this reorientation can be clearly observed in the strong increase in PhD output from 2005 on, the gradual increase in ISI-indexed journal article output and the increase in the acquisition of research funds. At the same time, the number of staff in the department grew substantially. The former implies that the research team has a relatively young history.