This chapter takes stock of current research concerning undergraduate research in Scandinavia. A literature search identified relatively few studies that explicitly employ this concept. There is a strong emphasis on “research-based education” as a principle in all three Scandinavian countries, with a broader view on linking research and education. In recent years, perspectives emphasizing inquiry, student-centeredness and problem-based learning have attracted considerable attention. There are also other indications of practices associated with students behaving as researchers – e.g., the relatively wide use of the bachelors’ thesis and specific examples of institutions and cases where principles from undergraduate research have been employed. More recent developments include theuse of honours programmes.

This chapter explores the depth and range of undergraduate research (UR) in higher education in The Netherlands. It proceeds systematically by charting the range of higher education types and levels in the country, and then focuses in on the cultural and administrative context in which Dutch UR takes place. Thereafter, a survey is conducted into national best practices and UR outcomes. Here, the roots of Dutch UR come to the fore as they emerged in the south-western city of Middelburg under the leadership of Hans Adriaansens, the then Dean of the Roosevelt Academy (now University College Roosevelt), a liberal arts and sciences honours college of Utrecht University. In this chapter it is also explained how UR went on to be taken upacross the country, first through the liberal arts and sciences college network and shortly thereafter by the large research universities. This led to the national student research conference that is organized annually by the Hague-based Association of Universities in the Netherlands (VSNU) in conjunction with a business partner, Science Works Ltd, also based in The Hague.