The panorama of higher education in the Netherlands is dominated by two types of academic institutions: research universities and universities of applied sciences (UAS)1. The former offer theory-oriented curricula and conduct basic scientific research, while the latter provide education with a professional orientation (Nuffic, 2009). In 2002, however, a new law on higher education allowed UAS to develop research programmes under the leadership of a 'lector'. The central task of a lector is to design and conduct research on the edge of theory, education, and practice by involving students, faculty, and professionals in research projects focused on an explicit or latent demand from the professional field (see Figure 1). PhD level research is still a prerogative of research universities (HBO-Raad, 2007). In the eyes of the Ministry of Education, the main role of a lector is to close the gap between fundamental research and businesses, in order to better support a knowledge-based economy and business innovation (Nuffic, 2009). Indeed, it has frequently been noted that research results do not trickle down to businesses. Armstrong (2003, 2004) and Armstrong and Pagell (2003), for example, found that only 3% of academic papers on forecasting contain useful findings, i.e. findings that 1 This research was presented as a poster at the 2012 EuroCHRIE conference in Lausanne. Some of the students involved in the research presented a preliminary report at the 2012 Salon de Wyswert conference in Leeuwarden, 25-27 October 2012. Alongside all involved students I wish to thank Ernst Jonker who was involved in the supervision of the involved Stenden School of Hospitality Management fast track students.