Facts & Figures

 

University revenue 2011

figuur-1b-Baten-universiteiten-BJV-2012

Figure 1 shows the income of the universities in the year 2011. The overview includes the income of all fourteen

 

universities, including the OU. Amounts are in millions of Euros.

 

Source: OCW/DUO, Financiële Gegevens Wetenschappelijk Onderwijs, jaarrekeningen 2007 t/m 2011, edited by VSNU

 

Number of students in 2011 and 2012

figuur-2b-Number-of-students-in-2010-2011-en2012

Figure 2 shows the number of students enrolled in university education on 1st October 2011 and 1st October 2012. Only first registrations have been included. Students studying for a second degree are not included in this figure.

 

Because of the impending “long study fine”, more students graduated in 2011/2012 and fewer students are currently registered. The number of registered students is expected to go up again next year.

 

Source: VSNU/CBS 1cHO 2012 Aggregaat ingeschrevenen. Hoofdinschrijvingen on 1st October 

 

Number of staff in fte in 2011 and 2012

figuur-3b-Number-of-staff-in-fte-2010-2011-en-2012

Figure 3 shows the number of employees working at Dutch universities on 31st December 2011 and 31st December 2012. Compared to 2011, the total number of staff has increased slightly by 200 FTEs.

 

The number of support staff has fallen by almost 200 FTEs. The figures are shown as full-time equivalents. Since certain appointments are part time, the universities actually employ more people than indicated here.

 

Source: WOPI, reference date 31-12

 

Number of graduates 2011-2012

figuur-4b-Number-of-graduates-in-2011

Figure 4 shows the number of students who left university in the Netherlands with a degree in the academic year 2011/2012. The figures are based upon the number of degrees that were awarded. In the academic year 2011/12, it was possible to receive a “long study fine”, which meant that those who were enrolled for their studies for a time that significantly exceeded the nominal study time would receive a fine on top of their university fees. In addition, in 2012/2013 more universities introduced the so-called

 

“hard cut” (harde knip), which means it is now only possible to continue to the master’s course if the student has a bachelor’s degree.
These measures have resulted in an increase in study pace. This increase can be partially explained by students applying for their degree faster after meeting the required conditions. The number of doctoral (=doctorandus) degrees is falling steadily and will disappear completely once the bachelor-master’s structure has been fully introduced.

 

Source: VSNU/CBS 1cHO 2012 Aggregaat diploma’s

 

Scientific publications published in 2010

figuur-5b-Number-of-research-publications-in-2011 

Figure 5 shows the number of scientific publications published in 2011 by Dutch university staff. The figures take account of all scientific publications (including academic theses) and professional publications of that particular year. In total, the number of publications has increased by approx. 1400. This is mainly due to an

 

increase in the number of refereed articles, which rose by 2300 when compared to 2010. Conference proceedings, non-refereed articles, books and professional publications show a slight decrease.
The number of people receiving a PhD increased by 120, thereby continuing the steady increase since 2008.

 

Source: Onderzoeksinzet en -output 2011

 

Citation-impact score Dutch universities

figuur-6-Citation-impact-score-Dutch-universities

Figure 6 Universities contribute significantly to the international visibility of the Netherlands as a research country. Dutch researchers published around 33,000 publications in 2011, which equates to around two publications per 1000 inhabitants. This ranks the Netherlands in fifth place across the globe.
Dutch researchers are not just productive; their publications are also well received across the border. This can be measured by the overall citation impact, which measures the extent to which fellow scientists value particular scientific publications. The citation impact is measured by counting the number of times fellow scientists cite another article in their own publications.

 

There is a strong correlation between publishing a great deal and a high citation impact score.
It is common practice to use a size- independent variable for the assessment of citation impact. Here, this is done using a field-normalised citation impact score, which indicates whether the publications have scored above or below the world average (=1.00).
Figure 6 shows that the citation impact of the Dutch universities is high and still increasing. In the period 2007 to 2010, the publications of researchers at Dutch universities were cited 45 per cent above the world average.

 

Source: Trends in citation impact per institutional sector Thomson Reuters/CWTS Web of Science. Edited by: CWTS/NIFU. (updated 15/06/2012)

 

Field normalized impact score of countries

figuur-7b-Citatie-impact-en-publicatie-output

Figure 7 shows the citation impact score of all researchers in the Netherlands is 44 per cent above world average and that

 

Dutch researchers overall rank third of a worldwide benchmark.

 

Source: OESO; Thomson Reuters/CWTS Web of Science. Edited by: CWTS/NIFU. (updated 15/16/2012)

 

Investments in higher education institutes as a % of GDP, 2008

figuur-8b-OECD-EAG-2012 

Figure 8 shows the investments of the ten most competitive OECD countries in the world with regard to higher education, expressed in a percentage of their gross domestic product. The figures are broken down into state investments and private investments.
Public investments in the Netherlands are just above average in this top 10, while

 

private investments are below average.
Reference countries such as Switzerland, Sweden, Finland and Denmark publicly invest more in higher education and only the United Kingdom and Japan invest less overall. To achieve the average investment level (1.97% of the GDP) of these ten countries, the Netherlands will need to invest approximately two billion Euros extra each year.

 

Source: OECD, Education at a glance 2012
Table B2.3. Expenditure on education institutions as a percentage of GDP, by source of fund and level of education (2009)  
Rank order of the Global Competiteveness Index 2012-2013, World Economic Forum. Numbers refer to the position of the OECD countries on the index.

 

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