Skip to main content
SpringerLink
Log in

The Road to Maastricht Research-Based Learning

  • Chapter
  • First Online:
Research-Based Learning: Case Studies from Maastricht University

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 15))

Abstract

The Dutch Ministry of Education, Culture, and Science established the Sirius Programme in 2008 as an official initiative designed to strengthen the innovative capacity of the Netherlands by enhancing the public knowledge infrastructure. The Ministry invited all higher education institutions (research universities as well as universities of applied sciences) to submit a plan for the promotion of excellence, either independently or in collaboration with other institutions. The largest portion of the Sirius budget, €48.8 million, was allocated to bachelor’s programmes and was launched in 2008. Maastricht University applied for funding from the Sirius Programme to develop bachelor’s research opportunities as a new form of problem-based learning, which is the characteristic educational format of the university. Maastricht University named this bachelor’s excellence programme Maastricht Research-Based Learning for excellence or MaRBLe. With the introduction of MaRBLe, Maastricht University was given the opportunity to introduce new forms of problem-based learning to extend the research experience of students. This chapter explores a number of educational concepts within the content of the MaRBLe programme.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.

    Article  Google Scholar 

  • Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines. New York: McGraw-Hill International.

    Google Scholar 

  • Beckman, M., & Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. CUR Quarterly, 29(4), 40–44.

    Google Scholar 

  • Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. Columbus: McGraw-Hill Education (UK).

    Google Scholar 

  • Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research and Development, 22(1), 3–18.

    Article  Google Scholar 

  • Council on Undergraduate Research. (n.d.). About the Council on Undergraduate Research. Retrieved from http://www.cur.org/about_cur/

  • Crosier, D., & Parveva, T. (2013). The Bologna process: Its impact in Europe and beyond. Paris: UNESCO: International Institute for Educational Planning, 86.

    Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educational process. Lexington: Heath.

    Google Scholar 

  • Dominick, J., Buffington, L., Rowland, L., & Warren, R. (2000). Undergraduate research: A review of the research literature.

    Google Scholar 

  • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3–4), 391–450.

    Article  Google Scholar 

  • Elsen, M. G., Visser-Wijnveen, G. J., van der Rijst, R. M., & van Driel, J. H. (2009). How to strengthen the connection between research and teaching in undergraduate university education. Higher Education Quarterly, 63(1), 64–85.

    Article  Google Scholar 

  • EU. (1990–1999). The history of the European Union – 1990–1999. Retrieved from http://europa.eu/about-eu/eu-history/1990-1999/index_en.htm

  • EU. (2014a). Bologna-an overview of the main elements. Retrieved from http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area/bologna-basics/Bologna-an-overview-of-the-main-elements.aspx

  • EU. (2014b). What is the Bologna process? Retrieved from http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area/bologna-basics.aspx

  • Gibbons, M. (1998). Higher education relevance in the 21st century. Washington, DC: The World Bank.

    Google Scholar 

  • Gijbels, D., Dochy, F., van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61.

    Article  Google Scholar 

  • Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507–542.

    Article  Google Scholar 

  • Healey, M. (2003). Promoting lifelong professional development in geography education: International perspectives on developing the scholarship of teaching in higher education in the twenty-first century. The Professional Geographer, 55(1), 1–17.

    Google Scholar 

  • Healey, M. (2005a). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). Maidenhead: McGraw-Hill/Open University Press.

    Google Scholar 

  • Healey, M. (2005b). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183–201.

    Article  Google Scholar 

  • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher Education Academy.

    Google Scholar 

  • Hensel, N. (2012). Characteristics of excellence in undergraduate research. Washington, DC: Council on Undergraduate Research.

    Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Article  Google Scholar 

  • Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. York: Higher Education Academy.

    Google Scholar 

  • Keeling, R. (2006). The Bologna process and the Lisbon Research Agenda: The European Commission’s expanding role in higher education discourse. European Journal of Education, 41(2), 203–223.

    Article  Google Scholar 

  • Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 2003(93), 5–18.

    Article  Google Scholar 

  • Lee, O., Hart, J. E., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021–1043.

    Article  Google Scholar 

  • Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222). doi:10.1126/science.1261757.

  • Ministerie van Onderwijs, Cultuur en Wetenschap. (2007). Rijksbegroting 2007. Retrieved from http://www.rijksbegroting.nl/2007/voorbereiding/begroting?hoofdstuk=40.19

  • Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2), 159–171.

    Article  Google Scholar 

  • Norman, G., & Schmidt, H. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557–565.

    Article  Google Scholar 

  • Platform-beta-techniek. (2014). Sirius Programma: Excellentie in het hoger onderwijs. Retrieved from http://siriusprogramma.nl/

  • Ritzen, J. M. M. (2010). A chance for European universities: Or, avoiding the Looming University crisis in Europe. Amsterdam: Amsterdam University Press.

    Google Scholar 

  • Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3.

    Article  Google Scholar 

  • Schmidt, H. G., & Moust, J. H. (1999). Probleemgestuurd onderwijs: Praktijk en theorie. Groningen: Wolters-Noordhoff.

    Google Scholar 

  • Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740.

    Article  Google Scholar 

  • van Berkel, H. (2010). Lessons from problem-based learning. Oxford: Oxford University Press.

    Book  Google Scholar 

  • van der Rijst, R. M., & Visser-Wijnveen, G. J. (2011). Undergraduate research and inquiry in the Netherlands. Council on Undergraduate Research, 32(2), 32–36.

    Google Scholar 

  • Waterreus, I. (2008). Incentives voor extra onderwijskwaliteit. Onderwijsraad, Excellentie versus massaliteit, 24–27.

    Google Scholar 

  • Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26(4), 393–409.

    Article  Google Scholar 

  • Wood, W. B. (2003). Inquiry-based undergraduate teaching in the life sciences at large research universities: A perspective on the Boyer Commission Report. Cell Biology Education, 2(2), 112–116.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Maastricht University, Maastricht, The Netherlands

    Jonathan van Tilburg, Jeroen van Merriënboer & Ellen Bastiaens

Authors
  1. Jonathan van Tilburg
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jeroen van Merriënboer
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ellen Bastiaens
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jonathan van Tilburg .

Editor information

Editors and Affiliations

  1. Maastricht University, Maastricht, The Netherlands

    Ellen Bastiaens

  2. Maastricht University, Maastricht, The Netherlands

    Jonathan van Tilburg

  3. Maastricht University, Maastricht, The Netherlands

    Jeroen van Merriënboer

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

van Tilburg, J., van Merriënboer, J., Bastiaens, E. (2017). The Road to Maastricht Research-Based Learning. In: Bastiaens, E., van Tilburg, J., van Merriënboer, J. (eds) Research-Based Learning: Case Studies from Maastricht University. Professional Learning and Development in Schools and Higher Education, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-50993-8_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-50993-8_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-50991-4

  • Online ISBN: 978-3-319-50993-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation