1. Van Hall Larenstein University of Applied Sciences Institutional Plan 2014-2017
Towards the greenest university
of applied sciences
VHL University of Applied Sciences

2. 2 3
Index Index
and innovative professionals who contribute to a more sustainable world. Index
4 1. Introduction
6 2. Environmental analysis
8 3. Mission, vision and core values
10 4. The profile of VHL University of Applied Sciences
12 5. Strategic objectives
14 6. Education and quality
16 7. Research, knowledge valorisation and quality
18 8. Multi-year financial framework
19 9. Support processes
20 10. Organisation
22 11. Summary of objectives and critical performance indicators
23 Appendix VHL multi-year budget for the years 2014-2018
Our mission
Van Hall Larenstein is a university of applied sciences. We train high-quality, ambitious
Institutional Plan 2014-2017
VHL University of Applied Sciences

3. 4 5
Introduction Introduction
1. Introduction The institutional plan ‘Towards the greenest university of applied sciences’
describes the mission, vision and strategic objectives of Van Hall Larenstein
University of Applied Sciences (VHL) for the period 2014-2017. VHL University
of Applied Sciences and its predecessors have been providing agricultural education
for over 100 years. From the outset, the education provided has matched the
requirements of the professional field. Naturally, the world, the professional
field and hence also the requirements of that professional field have changed
substantially over this long period of time. And VHL University of Applied
Sciences has continued to develop with them.
Based on the requirements
of the setting within which
we operate, we have opted
for a profile with substance
and state the explicit ambition
of being the most sustainable
university of applied sciences.
Based on the requirements of the setting
within which we operate, we have opted
for a profile with substance and state the
explicit ambition of being the most sustainable
university of applied sciences. This is expressed in
our profile, but we also want to be able to demon-strate
it in all of our study programmes and in our
operational management. In doing so, we will strive
for more sustainable collaboration in terms of our
profile with strategic partners; regional, national and
international. Important partners in the Netherlands
naturally include agricultural and other universities
of applied sciences, Wageningen UR and other univer-sities.
We also explicitly seek links with the professional
field; regional, national and international.
In the 2014-2017 institutional plan, VHL University
of Applied Sciences makes strategic choices and
formulates the frameworks for putting them into
practice. The plan was drawn up in a short time-frame
after VHL and Wageningen UR separated
in November 2012, following a period of nearly 10
years of administrative union. During this period,
VHL was guided by the strategy of Wageningen UR.
The main points of this institutional plan have been
discussed in meetings with students, staff and external
stakeholders. Over the coming period, we will decide
annually which objectives we will be putting extra
energy into in the form of specific projects.
In the short term, a number of supporting policy
documents will additionally be drawn up, such as
an educational concept, research framework memo-randum,
internationalisation framework, governance
philosophy and organisational structure.
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Environmental analysis Environmental analysis
Climate change, globalisation, a growing world population and digitisation have 2. Environmental analysis
global consequences. Worldwide, there is a need for knowledge and properly
trained people who are able to contribute towards solutions to problems around
the preservation and sustainable use of land and water, biodiversity, food security
and the transition to a bio-based economy.
VHL University of Applied Sciences wants to
meet the regional demand for training. There
are a number of regions in the Netherlands
that will see a reduction in student numbers as a result
of demographic changes. This will have consequences
for the regional intakes of study programmes bordering
on regions experiencing contraction in student numbers.
For VHL, this is significant in terms of intake. Because
we recruit nationally and sometimes also interna-tionally
for a large part of our study programmes,
a slight growth is possible for VHL.
Nationally, there is a clear demand for an increased
focus on entrepreneurship and international compe-tencies
in the teaching programmes. Higher vocational
education is expected to be ready for the future and
universities of applied sciences will in future be
expected to specialise more. As such, universities of
applied sciences need to transform themselves from
classic teaching institutions into research institutes
where knowledge is acquired and shared, practice-oriented
research takes place and innovation is
on-going, both in the education itself and in the
sectors for which students are being trained. The
rapid technological changes and development of
knowledge mean that simply completing a Bachelor’s
or Master’s degree after secondary school is not sufficient
for an entire career. It is essential to regularly undergo
further training in order to remain up to date with
recent developments.
Based on its position as a university of applied sciences
in the ‘green’ domain with multiple locations and
an international network, VHL University of Applied
Sciences can make a contribution towards addressing
national and international issues. In line with the
agendas of the top sectors, universities of applied
sciences participate in Centres of Expertise (CoEs).
Within these CoEs, entrepreneurs, researchers, lecturers
and students work together to promote the quality
of higher vocational education. Nationally, we align
ourselves with the top sectors Agrofood, Water and
Life Sciences. In the Northern Netherlands, we work
together closely with other research institutes and
businesses on the northern priority areas: agri­business,
water technology and ‘healthy ageing’. In the Eastern
and Central Netherlands, we contribute towards the
ambition of strengthening the innovative food, health
and manufacturing sectors. VHL is particularly involved
in activities around Food Valley. In view of the develop-ments
in the international professional fields of Dutch
business and the profile of our institution, there are
plenty of new opportunities for VHL in the interna-tional
field.
Higher vocational education is expected to
be ready for the future and universities of
applied sciences will in future be expected
to specialise more.
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5. 8 9
Mission, vision and core values Mission, vision and core values
What we are and what we wish to achieve
as VHLUniversity of Applied Sciences
is anchored in the eight points below,
which together form our vision:
• VHL is the most sustainable university of applied
sciences in the Netherlands and demonstrates this
in every study programme, in the content of its
research and in its operational management;
• VHL chooses a clear profile with content that
forms the framework for all our strategic choices in
the field of education and practice-based research;
• Every study programme at VHL contributes towards
at least one of the priority areas of the profile, with
all students learning to work in multidisciplinary
and interdisciplinary fashion;
• VHL is focused on regional, national and interna-tional
students;
• Alongside regular education, VHL wants to meet
the demand for training from the professional
field;
• VHL is a personal institution and therefore wishes
to give space to individual students to develop
their talents in an inspirational environment;
• Through research and knowledge valorisation,
VHL contributes to innovative and sustainable
developments in collaboration with partners from
the professional field;
• VHL is a financially sound and future-proof
organisation.
The core values form the basis of VHL’s identity.
Our core values are:
• Sustainable: In everything we do, we are driven
by the ambition of making a contribution to a
sustainable society, with the aspects ‘people’,
‘planet’ and ‘profit’ being in equilibrium;
• Committed: We are committed to our students,
to each other, to the organisation and to our
partners. We are also committed to the content
of VHL’s domain;
• Enterprising: We are innovative, we keep abreast
of what is going on around us and we seize oppor-tunities
to achieve our goals;
• Responsible: We do what we say and we say what
we do. We are accountable for the contribution we
make to the objectives we want to achieve.
3. Mission, vision
and core values
As a university of applied sciences, we conduct high-quality practice-based
research which enhances both our teaching and our position as a research
institute. As a research institute, we supply practice-based solutions for issues
from national and international business and society. Alongside regular higher
vocational study programmes, we also provide master’s programmes, post-graduate
higher vocational training programmes and courses for regional,
national and international students.
Our mission
VHL is a university of applied sciences.
We train high-quality, ambitious and
innovative professionals who contri­bute
to a more sustainable world.
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6. 10 11
The profile of VHL University of Applied Sciences The profile of VHL University of Applied Sciences
4. The profile of VHL University
of Applied Sciences
With our priority areas, we want to make
a contribution to the development of
a sustainable society, with the sustain-ability
aspects ‘people’, ‘planet’ and ‘profit’ being in
harmony.
Water & land/nature
Half the world’s population lives in delta regions.
The delta provides room for nature, food production
and urban developments. The Dutch delta can be a
unique example for other international deltas. With
our knowledge of water management, nature develop­ment,
landscape architecture, process management
and food production, we are in a position to supply
multi-disciplinary knowledge for sustainable solu-tions
to issues in the delta that enjoy support from
within society. VHL chooses to emphasise the combi-nation
of land and water for the benefit of nature and
food production in densely populated areas and deltas
as a priority area for development.
Food/dairy
The complete food chain (local, national and inter­national)
is an important subject in many VHL study
programmes, both plant-based and animal-based.
From the perspective of the consumer, what matters
is that food is sufficient (Food Security), safe (Food
Safety) and healthy (Health, including sufficient
minerals and proteins). Sustainability is an impor-tant
theme in this regard, which means dealing with
people, animals, living communities and natural
resources in a responsible manner. Dutch agribusi-ness
is strong in this integrated chain approach. VHL
and the other actors in its immediate environment
have distinctive expertise with regard to the dairy
chain. At VHL, we have chosen to work increasingly
with partners in our immediate environment to
develop and apply innovative knowledge in the
Dairy field. In doing so, VHL focuses on the complete
chain: from sustainable dairy farming, logistics and
processing to retail and the consumer.
Animal/animal welfare
VHL is an important knowledge centre in the area
of Animal Welfare. Internationally, the acceptance of
animal welfare concepts in relation to both production
and non-production animals is still limited. We expect
that this acceptance will only grow. We also expect an
increased focus on animal feed for both production
and non-production animals. As regards production
animals, animal welfare is an integral part of sustainable
livestock chains. On one hand, VHL focuses on the
integration of animal welfare in quality assurance
systems, on the other it focuses on the development
and co-creation with users of measurement methods
which can be applied in practice. The focus on non-­production
animals, with the goal being the welfare
of both humans and animals, increases as soon as
the primary needs of humans are met. There is a lot
of expertise in many parts of VHL in horses, domestic
animals, zoo animals, test animals and wild animals
(including marine life). VHL wants to be and remain
a leader across the entire field of animal welfare in
the societal context.
The three priority areas in VHL’s profile are a conse-quence
of the profile characteristics, which provide
the frameworks for all the institution’s strategic and
other policy choices in the field of education, research
and contract activities. Joint activities, mutual coordi­nation
and targeted investment serve to enhance
the efforts of lectureships with regard to the profiles.
In our teaching offering, we differentiate between
profile study programmes, which directly link in with
one of the three priority areas, and core study pro-grammes,
which support one or more priority areas
of the profile. In profile study programmes, we set
ourselves apart not only through quality but also
through the uniqueness of the offering. All majors
and minors also support one or more priority areas
of the profile and are decided across the study pro-grammes.
As articulated in our vision, VHL University of Applied Sciences has chosen a clear
profile with which we differentiate ourselves from other universities of applied
sciences in terms of quality and content. Based on the environmental analysis,
VHL chooses a profile with three related areas of focus.
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7. 12 13
Strategic objectives Strategic objectives
In order to achieve our vision, VHL University of Applied Sciences has made sharp 5. Strategic objectives
choices in terms of our external profile, and we have defined a clear offering for
regional, national and international first-degree (undergraduate) students and
workers. In doing so, we want to achieve some main strategic objectives by
the end of this plan period.
In our mission, we state that we wish to train pro-fessionals
who contribute to a sustainable world.
This also has consequences for the way in which
we structure our teaching and our organisation.
At the end of our plan period, we want to be able
to demonstrate that VHL is the most sustainable
university of applied sciences in the Netherlands by
means of investments and confirmation in the form
of certification. We will do so in the following fields:
• Education: all our study programmes will have
three AISHE stars at the end of the plan period.
Among other things, this means that our sustainable
development vision will be visible in our teaching
and that expertise in sustainable development will
be present right across the study programme;
• Operational management: by structuring our
operational management in a sustainable manner,
we will qualify for the Corporate Social Responsi-bility
quality mark in combination with our study
programmes. The aim is to achieve ‘entry’ level in
2014 and ‘certified’ in 2017;
• Regional development: by 2017 at the latest,
we will acquire the BREEAM sustainable regional
development certificate for our locations in Velp
and Leeuwarden, where our own buildings are
located;
• By the end of the plan period, we will opt for the
NVAO’s (Accreditation Organisation of the Nether-lands
and Flanders) special ‘sustainable education’
quality mark for the individual study programmes
and for VHL as a whole.
VHL University of Applied Sciences wishes to be a
personal institution, where students are satisfied
with their study programmes.
The strategic objectives for education are:
• to improve the quality of the study programmes,
as shown by the rankings. We want:
- VHL as an institution to be in the Top 5 in the
Dutch Guide to Higher Vocational Education
(Keuzegids HBO);
- VHL to achieve an average institutional score
of 3.8 in the National Student Survey (NSE);
• at least 4500 students by the end of the plan
period.
VHL University of Applied Sciences delivers applied
research which is significant for our teaching and
our environment. We will achieve this by:
• Acquiring orders from business, government and
civil-society organisations with a turnover in 2017
worth at least 15% of the VHL total;
• Developing qualitative and quantitative indicators
and defining them in terms of targets for the quality
of research and the significance of the research
for our teaching, stakeholders and customers. The
indicators we have in mind relate to the degree of
participation by students in research projects, the
creation of exposure for the profile and customer
satisfaction.
VHL University of Applied Sciences is a financially
sound and future-proof organisation.
We will achieve this by means of:
• 30% solvency from the end of 2015 and liquidity
based on the current ratio with upper/lower limits
of 0.5 and 1.5, respectively, throughout the plan
period.
VHL University of Applied Sciences wishes to be
a personal institution, where students are satisfied
with their study programmes.
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Education and quality Education and quality
The developments around us have consequences for the education at VHL University 6. Education and quality
In order to be able to achieve the above and
to facilitate cooperation between study
programmes, VHL needs a new educational
concept. In view of the fact that VHL will remain
a personal institution with a limited size, the
educational concept must make it possible for
us to work efficiently, with individual learning tracks
being enabled for students and direct contact being
facilitated between student and supervisor. By means
of ‘learning in communities,’ the connection
between students, lecturers and the professional
field will be strengthened. We do not wish to develop
digital teaching material ourselves. We will look for
partners with proven knowledge and experience to
deliver this for us, while we supply didactic expertise
and content. The digitisation of society also has
consequences for the way in which students learn,
and hence also for the way in which education is
structured. One possible form is for pure knowledge
transfer to be offered digitally and for the material
to be practised in practical working forms, so making
the direct contact between student and lecturer
more intensive.
The development of the educational offering will
be guided by the profile of VHL University of Applied
Sciences. This will involve deciding which study
programmes are to be core study programmes
supporting one or more priority areas of the profile
and which study programmes are profile study
programmes linking in directly with one of the three
priority areas of the profile in terms of content. Based
on the profile, sustainability will be reflected in all the
study programmes. We will investigate which priority
areas we want to develop master’s study programmes
for. The majors and minors of the study programmes
will be coordinated across the study programmes,
based on the profile and the competencies required
of students. Study programmes with minimal intakes
will be critically examined, with their contribution to
the profile being an important factor in the decision
on whether to continue offering particular study pro-grammes.
A recruitment plan will be drawn up, based
on the profile and closely matching the experience
and wishes of prospective students. VHL will use this
plan to advertise its study programmes to prospective
students.
Alongside the study programmes for first-degree
(undergraduate) students, VHL University of Applied
Sciences provides market-oriented and up-to-date
post-bachelor’s educational activities based on our
priority areas, such as tailored programmes, in-company
training, courses, master classes, events and contract
education for national and international business and
society. Student satisfaction is also important for
these post-bachelor’s activities. We want at least
70% of the participants to be satisfied with these
activities.
VHL University of Applied Sciences wants to offer
education of a high quality. Conscious study choices
and properly structured study programmes serve
to reduce drop-out rates and improve the enrolment/
graduation ratio. VHL defines quality using the following
quality standards:
• All study programmes score at least 3.8 in the National
Student Survey (NSE) in response to the question ‘What
do you think of your course in general?’ (scale 1-5);
• At least 70% of the students is satisfied about the
units of study;
• In the Higher Vocational Education (HBO) monitor,
70% of alumni questioned are satisfied or very
satisfied about their courses;
• At least 75% of the full-time bachelor’s students1
gain their diplomas within five years;
• Each lecturer with a permanent post has a sup-plementary
teaching qualification and 80% of
lecturers have a master’s degree or doctorate.
VHL’s quality assurance system supports and guarantees
the achievement of the above quality standards.
of Applied Sciences. In order to be able to meet the demands of the labour market
and students, VHL offers more than just full-time study programmes. The increasing
extent of digitisation in the world must also be reflected in the education provided.
And in order to prepare themselves properly for the professional field, students will
need to be able to work in an interdisciplinary and trans-disciplinary manner,
based on a strong foundation in their own disciplines. In addition, during their
studies we want students to acquire competencies in the areas of internationali­sation,
research and entrepreneurship as part of all study programmes.
A new educational concept must
make it possible for us to work
efficiently, with individual learning
tracks being enabled for students
and direct contact being facilitated
between student and supervisor.
1 Full-time bachelor’s students re-enrolling with the same institute after the first study year
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Research, knowledge valorisation and quality Research, knowledge valorisation and quality
Since 2010, the research function within higher
vocational education has been anchored
and described in the Higher Education and
Research Act. The Higher Education Sector Protocol
(Brancheprotocol HBO, 2009) guarantees the three
objectives of practice-based research: 1. contribution
to knowledge that is relevant to society; 2 contribution
to topicality and research competencies in higher
vocational education; 3. meeting demands from
the professional field. Our ambition is to further
extend the development of practice-based research
within the teaching organisation. Establishing links
between education, practice-based research and the
professional field means that research results are
used in teaching and that students acquire compe-tencies
that match the demands of the professional
field. Within the framework of Life-long Learning,
associate professors play a role in the professio­nali­sation
of lecturers and the professional field. The nature
of practice-based research at VHL is characterised by:
1. relevance and impact for professional practice;
2. scien­tific
validity and focus on the contribution to
general knowledge for the benefit of society and pro-fessional
practice; 3. teaching-related; 4. international
focus.
VHL University of Applied Sciences explicitly chooses
to be distinctive in its chosen profile: water & land/
nature, food/dairy and animal/animal welfare.
VHL’s research contributes towards a sustainable world.
We will encourage the creation of research groups
around the profiles, which are expected to attract
significant contract funding and funding from
govern­ment
agencies. In terms of our profile,
we want to enter into long-term and sustainable
collaborative relationships with a limited number
of preferred partners. The profile provides direction
for the extent of our participation in CoEs. Nationally,
in line with the Higher Education in Agriculture plan,
we are the leader in the domains Animal and Nature
& Living Environment, chairing the Agricultural
Animals Centre of Expertise (Agrodier) and taking
the lead role in the Nature & Living Environment
Human Capital Agenda. Together with the Agricul-tural
Vocational Education Centers (AOC’s) in the
Northern Netherlands and Eastern/Central Nether-lands
regions, we want to build up a solid network
which results in the sharing of staff/expertise, joint
knowledge networks, continuous learning routes
(including Associate degrees) and shared facilities.
Internationally, too, we want to establish preferred
partnerships. The international focus of research and
its connection to teaching will be worked out further
in a memo defining the frameworks. That framework
definition will establish in more detail which coun-tries
and with which partners we wish to conclude
strategic and sustainable partnerships.
7. Research, knowledge
valorisation and quality
At VHL University of Applied Sciences, practice-based research carried out by
associate professors, researchers, lecturers and students is always focused on
improving professional practice. The results of the research must be usable by
companies and professionals in the public sector. Thanks to good links with
companies and institutions in our region and beyond, we are able to support
them with innovative solutions to practical issues and provide a sufficient supply
of highly-trained professionals. The lectorates also contribute to innovation in the
curriculum. Knowledge valorisation takes place through the interaction between
theory and practice, resulting in innovation and knowledge development.
Establishing links between education, practice-based
research and the professional field means
that research results are used in teaching and
that students acquire competencies that match
the demands of the professional field.
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Multi-year financial framework Support processes
By the end of 2015, we will meet our solvency
requirement of 30%. Liquidity, expressed in
the current ratio, will remain between 0.5 and
1.5. In the multi-year budgets, from 2015, 5% will be
reserved for education and research development
and incidentals. As a result of our offering of study
programmes, we expect that our market share within
green Higher Education will display an upward trend
from 2015. Alongside the multi-year operational deve­lopment
plan, changes in cash flow and the balance
sheet will be elaborated in multi-year terms and
monitored as part of the Planning & Control cycle.
The multi-year financial estimate over the plan period
is shown in the appendix.
Our support services deliver quality within
the staffing and financial frameworks. The
national benchmark provides the reference
framework for the extent of the overheads. In terms
of content, we will be looking at the quality of our
service provision to students and our character as a
personal institution. Support processes are crucial for
the satisfaction of students, staff and external stake-holders.
Getting ‘quality with a small ‘q’’ right will be
achieved through close collaboration between study
programmes and support services. Project-based
working and optimisation of the associated processes
and administrative support are essential for the
research projects. In view of the limited size of our
institution, we will strive for maximum synergy and
optimum deployment of resources when configuring
the support processes and systems. In doing so, we
will be choosing standardised support processes and
systems.
In terms of content, the further digitisation of society
and education will play an important role in the support
processes in the time to come. An integrated plan will
be drawn up for communication with students, staff
and stakeholders using internet, intranet and social
media.
The multi-year financial framework of VHL University of Applied Sciences is
aimed at guaranteeing the continuity of VHL based on a sound financial footing,
with sufficient financial scope for development in teaching and research. From
2014, risk management will be given a place in the VHL operational manage­ment
and Planning & Control cycle. In addition, in 2014 we will begin working towards
integrated control, for example through the introduction of quality audits.
The operational management of VHL
University of Applied Sciences will be
structured sustainably, guided by our
strategic sustainability objectives. The
goal of sustainability also entails that we
aim to configure efficient support processes.
8. Multi-year financial
framework
9. Support
processes In view of the limited size of
our institution, we will strive
for maximum synergy and
optimum deployment of
resources when configuring
the support processes and systems.
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11. 20 21
Organisation Organisation
We will be guided by our core values in
deciding how we want to relate to one
another at VHL University of Applied
Sciences. Every staff member and manager is accoun­table
for putting the core values into practice.
Sustainable means dealing with nature and the
available resources in a responsible manner, but also
building sustainable relationships and focusing on a
long-term vision for the institution. With committed
employees, we can achieve our ambitions. We are
enterprising and innovative, and we seize opportuni-ties
to achieve our goals. To do so, we need to closely
monitor the national and international developments
around us - developments among pupils and students,
but also developments in the professional field, among
our partners and in the wider world around us.
Responsible means taking responsibility but also
being accountable. In order to achieve the ambition
and goals of VHL, we set targets at all levels of the
organisation. It is important to be able to call each
other to account for results without this being dama­ging
to personal relationships. The employees are the
most important capital of our organisation. As such,
staff satisfaction is important to VHL.
In order to achieve our ambitions, the configuration
of the organisation will be connected with our profile.
In teaching and research, multidisciplinary working
is essential. This is also reflected in the structure of
the organisation. In order to give proper shape to the
profile, we want to achieve synergy in the manage-ment
of teaching and research. We work with real
assignments, featuring close cooperation between
the professional field, teaching and practice-oriented
research. This means that we need to be able to operate
in networks. There may be differences in the teaching
and research portfolios between locations. However,
these all contribute to the joint profile of VHL.
VHL has a single VHL policy framework for all policy
areas, which is applicable to all locations. The faculty
staff are responsible for achieving efficient and, where
relevant, standardised and uniform work processes in
consultation with the primary process.
VHL University of Applied Sciences aims for the
simplest possible management structure, with each
employee having one immediate superior. Respon­sibilities
are devolved to the lowest possible level
within the organisation, within a clear framework.
A necessary condition in this regard is that at every
level, those with responsibility can count on the
required authority, resources and support. Knowledge
about content lies with the study programmes teams;
this is therefore also where responsibility for develop-ments
in the content of teaching and research must
lie. These teams are responsible for results. This means
there is an individual and joint responsibility for the
results to be achieved. In this regard, the Planning
& Control cycle is the mechanism of management
and accountability within VHL. In 2014, the above will
be worked out in the management philosophy of VHL
and in a plan for the configuration of the organisation.
We will be guided by our core values in deciding how
we want to relate to one another at VHL University
of Applied Sciences. In order to achieve our ambitions,
the configuration of the organisation will be connected
with our profile, with teams responsible for results.
10. Organisation
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Summary of objectives and critical performance indicators Appendix VHL multi-year budget for the years 2014-2018
Teaching
All our study programmes
have 3 AISHE stars
Star acquired 1 January
2018
VHL as institution in the
Dutch Guide to Higher
Vocational Education
Top 5 In 2017
Average score for insti-tution
in the National
Student Survey
3,8 In 2017
Total number of students 4500 31 October
2017
% Foreign students 15% In 2017
New teaching concept Plan ready
Start imple-mentation
1 September
2014
1 September
2015
Customer satisfaction with
post-bachelor’s activities
70% ‘satisfied’ In 2017
Quality of each study pro-gramme
is ‘good’ in accor­dance
with our definition
Study pro-gramme
scores
positively on all
indicators
In 2017
Recruitment plan Plan ready 1 January
2015
Organisation
Governance philosophy Plan ready 1 March 2014
Organisational structure Plan ready
Organisation
structured in
accordance
with plan
1 March 2014
1 September
2014
Financial
Solvency 30% End 2015
Liquidity based on current
ratio
0,5-1,5 Throughout
plan period
Research
Turnover on orders from
business, government
agencies and civil-society
organisations
At least 15% of
the total turn-over
of VHL
In 2017
Development of quali-tative
and quantitative
indicators for research
Implementation of indi-cators
Research
framework
ready
Implementa-tion
in P&C
cycle
1 September
2014
Start
1 September
2014
International focus of
research and its connec-tion
with teaching
Internationa­lisation
frame-work
ready
Participation
in at least one
European sub-sidy
project
Growth of the
number of
international
students at all
locations
1 September
2014
In 2016
Support processes and operational
management
Corporate Social Responsi-bility
quality mark.
‘Entry’ level
‘Certified’ level
In 2014
In 2017
BREEAM certificate for
sustainable regional
development.
Certificate
obtained
In 2017
Teaching/support staff
ratio including agency staff
2,6 Through-out
plan
period
VHL multi-year budget for the years 2014-2018
In amounts x € 1.000 Annual accounts Forecast Budget Estimate
2012 2013 2014 2015 2016 2017 2018
Summary of most important assumptions
General:
• The 2014 budget has been taken as the starting
point for the years 2015-2018;
• the expectation is that the minimum solvency
norm set internally of 30% will be achieved by the
end of 2014. For this reason, the results from 2015
onwards have been budgeted at zero;
• increase in student numbers of 0.5% per year.
Revenue assumptions:
• That revenue from rental will remain the same
in the years 2015-2018 as in the budget for 2014;
• that turnover on contract activities will be main-tained
at the level of the 2014 budget in the years
2015-2018;
• that direct government funding will fall sharply
in 2016 as a result of the cuts to the budget for
Higher Education in Agriculture by the Ministry
of Economic Affairs.
Cost assumptions:
• That staff costs for teaching staff will rise/fall
linearly in line with turnover;
• that further opportunities for efficiencies in staff
costs for the staff services will be explored;
• that the costs of practical learning will fall year-on-
year so that in 2018 only a limited proportion of
out-of-pocket costs will remain. The other activities
can be covered by existing staff/will no longer be
purchased;
• that general costs will change linearly in line with
turnover, with the exception of accommodation
costs, for which the level of the 2014 budget will
be maintained.
Revenues
- Contract research
- Direct government funding
& tuition fees
- Other income
6.783
40.338
2.985
9.281
42.130
2.628
8.465
42.796
2.869
8.465
43.562
2.854
8.465
38.271
2.934
8.465
38.461
2.931
8.465
38.651
2.928
Total revenues 50.106 54.039 54.130 54.881 49.670 49.857 50.044
Costs
- Staff costs
30.723
31.713
33.512
34.831
31.667
31.793
- General costs
15.276
15.995
15.796
15.902
14.235
14.336
- Specific costs
2.671
4.584
3.832
3.982
3.630
3.630
31.945
14.379
3.630
Total costs 48.670 52.292 53.140 54.715 49.532 49.759 49.954
Operating result 1.436 1.747 990 166 138 98 90
Financial income and expenditure -164 -197 -176 -166 -138 -98 -90
Net result 1.272 1.550 814 0 0 0 0
11. Summary of objectives and
critical performance indicators
Appendix VHL multi-year budget for the years 2014-2018
A number of components still need to be worked out in policy, which will
involve a more detailed definition of the critical performance indicators (CPIs).
Institutional Plan 2014-2017
VHL University of Applied Sciences

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Telephone +31(0)26 369 56 95
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Telephone +31(0)317 48 26 30
info@vhluniversity.com
Institutional Plan 2014-2017