Annual reports

Breda University of Applied Sciences renders account, among other things, in its annual report.

Annual report 2021


As a specialist higher education institute, BUas strives to be a leading international knowledge institute with innovative, high-quality education and research and a strong relevance for business and society.

The year under review was the fourth year of our strategic plan Creating Professional Value. We evaluated and formed a new four-year strategy collaboratively. This year was also the second year in which the Covid-19 pandemic swept across the world, resulting in multiple lockdowns, travel restrictions and limited options to make use of our campus.


State-of-the-art education is at the heart of our strategic plan. In the last year, we saw improvements in the widespread use of digitisation in education and testing, as well as a broad acceptance of blended learning as the new norm. The resources related to the quality agreements enabled us to take extra steps into the direction of further improving our education. The introduction of the Nationaal Programma Onderwijs enabled us to speed up the further improvement of our education, and to counteract the impact of the pandemic.
Within all degree programs, actions were taken to improve study success, which resulted in a bachelor’s success rate of 77%, exceeding BUas’ strategic ambition of 75%. The drop-out rate in the propedeutic phase dropped to 19,5%, exceeding BUas’ ambition of 26%, though this was heavily influenced by the decision to postpone the binding study advice.
Traditionally, internationalisation has been hardwired into the DNA of our organisation. BUas now has more
international students than ever (1466), which is 20,9% of our student population. 14,9% of our teaching staff is of international origin. However, the number of BUas students travelling abroad to participate in an exchange or placement has reduced sharply, as countries across the world closed their borders and travel restrictions became the norm.

Knowledge development and connect to industry and social institutions

In order to obtain an internationally recognised position in research, affiliation with international research programmes and participation in international networks is essential. Based on our research profile and research themes, efforts were made to keep advancing our collaboration with the industry and other external partners.
Even though the hospitality, leisure and tourism industries have been hit exceptionally hard by the worldwide pandemic and the travel restrictions associated with it, collaboration with our industry partners as well as with our public sector partners remains strong.
One of our Centres of Expertise, the Centre of Expertise on Leisure, Tourism, Hospitality (CELTH), is taking the lead in the development of a doctorate for universities of applied sciences in the CELTH domain.

Community building, student and staff wellbeing

With the outbreak of the Covid-19 pandemic, we focused specifically on the wellbeing of our staff and students. BUas’ student counsellors and the BUas psychologist are offering help and advice to students whose world has become quite small studying from home. A limited group of vulnerable students were granted access to the campus facilities. We have developed a dedicated student wellbeing program for all students and a soft landing program for new first-year students. We were limited in our possibilities to organise extracurricular activities for students, since the various Clubs@BUas, Ucademy and BEST trainings were restricted from meeting in person and on campus.

Professionalisation and operational excellence

BUas’ professionalisation efforts concentrated on digitising its education. Lecturers professionalised in using digital tools and digital didactics so as to be able to offer high-quality online education. Efforts towards improving out staff’s English proficiency also continued. Other elements within our professionalisation program were include the new role of the lecturer in learning communities, didactics training, and the BKE (basic qualification 4 for examiners) and SKE (senior qualification for examiners). For all staff in management or leadership roles, a training course was organised with a focus on distance leadership during lockdowns. 

Unfortunately, the full annual reports are only available in Dutch