Summary
The Research theme was one of the eight ambition themes in the first Fontys ICT Ambition Plan 2013-2016, The ambition theme focused on improving research skills within education and the professionalisation of lecturers. An important aspect of this was the creation of a shared framework of concepts for conducting applied research (the language). The DOT (Design Oriented Triangulation) framework [1, 2] was chosen as a tool and implemented as a guideline for conducting applied research and education regarding research skills at Fontys ICT. Not only Fontys ICT chose the DOT framework. Other HBO-i universities of applied sciences also made the DOT framework the guiding framework for research. The DOT framework has its basis in the Design Research paradigm. Together with the regulatory cycle and Daan Andriessen's (chairman Expertgroep Protocol) definition of applied research [3], the DOT framework became the standard, which was further elaborated in the next Ambitionplan #2023 OPENUP by the Themateam Research & Development with the integration of education and research in mind.

The DOT framework is allocated in applied research to arrive at a solution or yield from an application context-related question or opportunity in a methodically structured way. The yield usually consists of professional products as indicated in Andriessen's definition of applied research [3].

“Research is the methodical answering of questions that leads to relevant knowledge” when creating professional products
- (Expert Group Protocol, 2014, pp. 30-31).

Figure 1
Research process with five strategies for research.
Source: Van Turnhout et al (2013).

While for the professional bachelor the creation of professional products is the final goal of applied research, the professional master is expected that his or her applied research above that also leads to generic (ICT) domain knowledge that enriches the Body of Knowledge (BoK). This means that for a professional bachelor the scope of applied research is determined by the practice of the work field (practice) and for a professional master by the ICT knowledge domain (Body of Knowledge). Thus, we can speak of a local context for the bachelor and a broader context for the master in which the master makes a transfer from the local to the broad context (generalisation). Nevertheless, the DOT framework can be allocated to both the professional bachelor (level 3 of the HBO-i domain description and professional master (level 4) with each having their specific soundness requirements (modest for the bachelor and in-depth for the master [4] (Andriessen, 2014, p. 42) ) and practice versus domain scope.

The DOT framework consists of five layers:

• The domains,
• The information needs,
• The strategies,
• The methods and
• The research design patterns.

The three domains of application context, available work and innovation space form the basis of the framework and are linked during the process of conducting applied research. The information needs are the motivating force(s) that ensure the flow of information across the three domains and through which different methods of different strategies are linked (method chaining). Strategies are collections of methods appropriate to the strategy. The nature of a strategy is determined by its position in relation to the domains and the process flow. The methods are the concrete actions described using method cards. There are several method card sets such as the:

• cmdmethods.co.uk and
• ictresearchmethods.co.uk

The Research Design Patterns are patterns within the research process flow described at the strategy level. The pattern navigator helps to find and set up matching patterns for specific parts of the research process with matching methods.
Research design patterns are hierarchically linked to the hourglass (hourglass) or part of the bowtie (bowtie) prototype pattern (see Figure 2).

Figure 2
The two prototype patterns in applied research: hourglass and bowtie.

Hourglass (partial) patterns connect the three domains while a bowtie-based triangle pattern always connects only two of the three domains. This means that the 'natural' process of applied research will mostly follow the hourglass shape while the two triangles in the bowtie pattern serve a specific purpose: the 'realise as required' pattern (left triangle of the bowtie) can be allocated when the project is exploratory in nature and thus there is no or little relevant available work while the 'realise as an expert' pattern (right triangle of the bowtie) is aimed at one's own (personal or organisational) knowledge and skills development or enhancement.

The use of the DOT framework in education is secured using the learning line for methodical problem solving and the teaching method Research Based Learning (RBL) . The learning line describes how applied research themes are offered and incorporated into education using the DOT framework across the phases of the curriculum. The RBL teaching method is leading for the design of the teaching units from the fourth semester onwards and aims to link education and applied research so that students are challenged to learn through research. This means that within Fontys ICT applied research, using the DOT framework as an instrument, is not only considered a professional skill (investigative problem solving) but also the way a student learns (Research Based Learning). The DOT framework also plays a role in lecturer professionalisation in terms of research skills development. Within the Fontys ICT Mid-level Teaching Qualification (MKO) research, being able to provide education around applied research is one of the learning outcomes.â The DOT framework poster (version 2022) is used at all Fontys ICT locations as an implicit reminder and therefore contributes to the culture of applied research and the connection with education. (See Figure 3).

Figure 3
The DOT framework poster (version 2022).
Be used at all Fontys ICT locations as an implicit reminder and therefore contributes to the culture of applied research and the connection with education.

Eduresources-research-page

1. Turnhout, K. van, Bakker, R. , Craenmehr, S., Holwerda, R, Menijn, M. & Zwart, J.P. (2012). Eindverslag werkgroep doorlopende onderzoeksleerllijn ICA 2011-2012. [HAN internal report].
2. Turnhout, K. van, Craenmehr, S., Holwerda, R., Menijn, M., Zwart, JP. & Bakker, R. (2013). Triangulatie: een basis voor de onderzoeksleerlijn in ICT en Media Onderwijs. Arnhem: Hogeschool van Arnhem en Nijmegen. Retrieved 3 July 2017, from https://www.researchgate.net .
3. Expertgroep Protocol (2014). Beoordelen is mensenwerk: bevindingen over de wenselijkheid en mogelijkheid van een gezamenlijk protocol voor het beoordelen van (kern)werkstukken. Commissioned by the Vereniging Hogescholen. Accessed 31 January 2018 from http://www.onderzoekscoach.nl/category/publicaties/.
4. Andriessen, D., Hogeschool Utrecht [Public course], 2014. Praktisch relevant én methodisch grondig? Dimensies van onderzoek in het HBO, 2014. Retrieved 3 July 2017 from http://www.onderzoekscoach.nl/wp-content/uploads/2014/04/Openbare-Les-Daan-Andriessen1.pdf.