Corporate Brochure Maastricht University

Based in Europe, focused on the world. Maastricht University is a stimulating environment. Where research and teaching are complementary. Where innovation is our focus. Where talent can flourish. A truly student oriented research university.

CE33-12

www.maastrichtuniversity.nl

Leading in Learning The art of networking

Leading in Learning The art of networking

Preface Maastricht University considers itself to be the foremost international university of the Netherlands. Ever since the institution was founded, education and research at Maastricht University have been thematic, multidisciplinary and inspired by societal issues, often focusing on international and European themes.

Maastricht University provides education at a high academic level that responds to relevant social issues. The educational opportunities on offer are unique, thanks to both the content of the study programmes and our Problem-Based Learning (PBL) teaching model. PBL is characterised by small-scale, student-centred, activating and collaborative learning. Students not only learn the content of their field, but also acquire competences in cooperation, leadership and research. Further, our successful Leading in Learning programme will continue to act as a catalyst for quality and innovation in education, as well as for specific issues such as the international classroom and study success.

Last but not least, Maastricht University is further defined by its development towards becoming an international network university. We reinforce internationalisation through target country policy and other means; we participate in international and national networks; and we help to strengthen regional cooperation and the regional economic structure. In the true spirit of its young history, our university will continue to be a learning organisation, responding to the needs of the region and the country as a whole, but also aware of its special role in cross-border developments and internationalisation.

Prof. dr. Martin Paul, President

Our research approach revolves around a set of thematic priorities that are studied in a truly interdisciplinary fashion: Learning and Innovation, Quality of Life, and Europe and a Globalising World. These themes will continue to be addressed in a differential manner, ranging from fundamental, curiosity-driven research, to applied, innovation-oriented research. The aim is to contribute to solving the ‘grand challenges’ or problems that we face as a society and that are addressed within these themes.

2

Leading in Learning | Preface

3

Based in Europe, focused on the world. Maastricht University is a stimulating environment. Where research and teaching are complementary. Where innovation is our focus. Where talent can flourish. A truly student-oriented research university.

The art of networking Cell division is the foundation of life. This process ensures that cells are multiplied and disseminated, which results in growth. Knowledge, too, behaves in the same way: when you disseminate your knowledge, it multiplies.

Maastricht University is a true international network university, with both feet planted firmly on Dutch-Limburg soil. From our home in the Euregion, we enter into worldwide collaborations with partners who are pursuing the same quality and focus. The key is to align ourselves with people and organisations whereby 1 + 1 equals not 2, but 3, with the ultimate goal of connecting with the society of both today and tomorrow. Here in Maastricht, we understand this.

In this brochure, we bring networking to the fore by way of our people. They weave the networks that are vital in today’s globalised society. Or, as one of them put it: “By collaborating with staff and students from universities around the world with different economic and societal realities, UM works in a truly global context. You learn a lot from that. This is not only an irreplaceable source of knowledge and experience but also widens the university’s international perspective.”

4

Leading in Learning | The art of networking

5

Contents Preface . ........................................................................ 2 Job van den Hurk, MSc, Tom de Graaf, MSc The art of networking ............................................... 5 & Michelle Moerel, MSc .............................................. 10 Maastricht University Executive Board................. 8 Prof. Piet Eichholtz ....................................................... 12 Prof. HenriĂŤtte Maassen van den Brink .................. 13

1. Strategy ................................................................. 14 Prof. Anita Jansen ........................................................ 19 2. Education, Students & Alumni ......................... 22 Dalindyebo Shabalala, J.D. ......................................... 20 3. Research ................................................................ 28 Prof. Edwin Mariman & Prof. Marleen van Baak . .. 21 4. Valorisation .......................................................... 34 Dr Anita van Gils . .......................................................... 27 5. Staff, Governance & Operations . .................... 42 Dr Carine Germond ...................................................... 33 Janneke Frambach, MA, MSc . ................................... 39

Facts & figures . ........................................................ 52 Prof. Graeme Evans . .................................................... 40 Education & research 2011/2012 ........................... 66 Prof. Jos Smits & Dr Dorine Collijn ............................ 41 Dr Jamiu Busari . ............................................................ 47 Prof. Harald Schmidt ................................................... 48 Wang Zhen, MSc .......................................................... 49 Prof. Monica Claes ....................................................... 50 Dr Ross McLennan . ....................................................... 51 Esther Kim ..................................................................... 60 Prof. Leonie Cornips . .................................................... 61 Annechien Deelman, MSc, MHPE & Geraldine van Kasteren, MD, MHPE.......................... 62 Felix Spira, BA . ............................................................... 65

6

Leading in Learning | Contents

7

Maastricht University Executive Board Prof.dr. Martin Paul, (Germany) President

Maastricht University stands for regional engagement and an international perspective. But these are in no way contradictory; instead, they are the logical cornerstones of a continuum. By providing excellent education and research as well as attracting the best brains nationally and internationally, one of our main roles is to help build and expand the knowledge-based economy of Limburg, the Euregion and beyond.

Prof.dr. Gerard Mols, (Netherlands) Rector Magnificus until 31 August 2012

Maastricht University is big on small-scale education. This makes UM a good host for anyone who wishes to develop their talent to the best of their ability. We strive to form a genuinely international community where the preconditions are more than met to get the best out of our students and staff.

8

Leading in Learning | Maastricht University Executive Board

The art of networking Prof.dr. Luc Soete, (Belgium) Rector Magnificus starting 1 September 2012

Few universities in the world have an international staff and student body like Maastricht University. It represents our international networking asset: as education and research become increasingly accessible around the world, being a student or staff member in Maastricht today makes all the difference.

AndrĂŠ Postema, MSc, (Netherlands) Vice President

We are living in a network society. And as a university, we live the network society, preparing our students for a future of collaboration – between firms and organisations, between disciplines, and between nationalities.

9

Job van den Hurk, MSc: “We aim to let people experience the intriguing and rapidly growing field of brain science.

We’re developing an app that allows you to explore the brain interactively by yourself or with friends. At www.brainmatters.nl we present the latest international brain research on a level that, while accurate, is easy to understand.”

Tom de Graaf, MSc: “Our work is hot stuff: books, documentaries and newspapers regularly report on brain research. This general interest is encouraging, but also emphasises our responsibility. We have a chance to share our fascination with the brain, highlighting the fantastic while avoiding fantasy. In brain science, fact is even better than fiction!”

Michelle Moerel, MSc: “Why Maastricht? It brings together an international and interdisciplinary team of scientists fascinated by the brain. They inspire each other and make this place unique. And the future is bright! The Brains Unlimited project will bring three high-field MRI scanners to Maastricht, which promises to produce fascinating neuroscientific research for years to come.”

Job van den Hurk, MSc, Tom de Graaf, MSc and Michelle Moerel, MSc (Netherlands), Faculty of Psychology and Neuroscience.

Researchers at the Maastricht Brain Imaging Centre.

As the ‘Brain in Focus’ team, these researchers won the

‘audience prize’ of the national 2011 Annual Academic Award.

Their work was featured in a TV report.

10

Leading in Learning

11

Prof. Piet Eichholtz (Netherlands), School of

Business and Economics. Professor of Real Estate and Finance, chair of the Finance Department.

Has provided extensive services to society, mainly

through board memberships of organisations in the property sector, but also as an adviser to various

government agencies and private-sector organisations.

Prof. Henriëtte Maassen van den Brink (Netherlands), Faculty of Humanities and Sciences.

Professor of Evidence Based Education and scientific coordinator of the Top Institute for Evidence Based

“Demographics and sustainability are the two dominant trends of tomorrow’s real estate markets. The shrinking and ageing population that we see in Limburg has different real estate needs compared to other markets.

Our research helps society to cope with these fundamental trends. As for sustainability, we’ve just launched the GRESB, the Global Real Estate Sustainability Benchmark, which is the result of close cooperation with a network of global property investors.”

12

Leading in Learning

Education Research (TIER).

Professor of Economics at the University of Amsterdam, and a leading Dutch academic in the field of evidencebased education and education economics.

“Education practice and policy are not sufficiently based on academic evidence, and there’s a large gap between education research, education practice and education policy. The Top Institute for Evidence Based Education Research (TIER) of the universities of Amsterdam, Groningen and Maastricht serves to close this gap. Its research can be directly applied in teaching as well as in educational and economic policy.”

13

1

Europe and a globalising world

Greenport Venlo

TRIPLE HELIX university/industry/government the art of networking international classroom Maastricht Health Campus 14

Leading in Learning | Strategy

Our direction learning and innovation

Chemelot Campus

successful alumni

quality of life

inspired by quality Brainport 2020

crossing borders

That’s our strategy‌ 15

It’s in our DNA

Joint faculty forces in Eat Well

In our network society, innovation and economic activity primarily come about through crossborder cooperation. This is where the borders are blurring not just between disciplines and countries, but especially between the government, the business sector and knowledge institutions. Here in the south of the Netherlands, Maastricht University and the Maastricht UMC+ have joined the Province of Limburg and DSM as leading partners in a ‘Triple Helix’ of collaboration. Typically, helix is a term that describes the structure of our DNA.

To promote life-long healthy eating habits and nutrition: this is the aim of ‘Eat Well’, a research and education programme that brings together the strengths of four Maastricht University (UM) faculties: the Faculty of Health, Medicine and Life Sciences, the Faculty of Psychology and Neuroscience, the School of Business and Economics and the Faculty of Law.

Joining forces in this way leads to the development of new knowledge and activity, including the Chemelot Campus and the Maastricht Health Campus. Partners such as RWTH Aachen University, Siemens, APG and the University of Liège are working together to achieve the regional ambitions set out in Brainport 2020, the strategy that aims to see the southeastern Netherlands leading the international knowledge economy.

Given Maastricht’s proud history of pioneering collaboration that paves the way for innovation, we can rightly claim: It’s in our DNA.

A new healthcare strategy has been established through collaboration between the Faculty of Health, Medicine and Life Sciences and the Maastricht academic hospital. This strategy focuses not only on illness, treatment and recovery, but also on disease prevention and the promotion of a healthy lifestyle. The research school NUTRIM serves at the hub for translational research on these topics, and is leading the Eat Well programme.

The objective of Eat Well is to promote health and decrease chronic metabolic diseases through healthy nutrition, by: • conducting groundbreaking interdisciplinary research • engaging in active communication and health promotion in society • forging international partnerships in science and policy • developing new commercial activities in the areas of healthy lifestyle and personalised nutrition.

The master’s programme in Health Food Innovation Management, which was accredited in 2010, also fully utilises the combined expertise of the four faculties.

With the creation of the interfaculty Eat Well programme, Maastricht aims to capitalise on its unique strengths and make a relevant contribution to global concerns on nutrition and health.

And with initiatives such as the Personalised Lifestyle Centre and Brains Unlimited, the Maastricht Health Campus is expected to serve as an engine behind this translation process. The programme will also actively seek collaboration with a limited number of excellent European centres.

As a whole, UM intends to develop a select range of ambitious interfaculty programmes, addressing issues of societal relevance that will further enhance the unique position of both the university and the Maastricht academic hospital.

16

Leading in Learning | Strategy

17

Linking research with business In recent years, Maastricht University (UM) has launched various collaborative projects with the business and government sectors to reinforce and expand its work in the sciences.

The Chemelot Campus in Sittard-Geleen, for example, brings together research, teaching, valorisation and new and existing business activities. This led to the launch of the Maastricht Science Programme in 2011. The campus also serves to meet the needs of our business partners for master’s and PhD graduates in biomaterials and systems biology. The government has designated the Chemelot Campus as being of ‘national importance’.

“Obesity is a major global health problem that is growing dramatically.

Although it’s easy to overeat and gain weight, it’s extremely difficult to lose weight. In my Vici project I’ll try to unravel the psychological mechanisms of losing weight successfully. The focus will of course be global; experts from all over the world will participate in our scientific discussions.”

Prof. Anita Jansen (Netherlands), Faculty of Psychology and Neuroscience.

Professor of Experimental Clinical Psychology, specialising in eating disorders and obesity.

Received a prestigious €1.5 million Vici grant

from the NWO to investigate the psychological mechanisms of losing weight.

Meanwhile, the Maastricht Health Campus is home to the largest academic health science cluster in Europe. In its flagship project, Brains Unlimited, UM joins forces with Siemens.

Both campuses will be more closely integrated in the near future, serving as innovation laboratories to link research with business in the context of our Learning and Innovation research theme.

18

Leading in Learning | Strategy

19

Dalindyebo Shabalala, J.D.

Prof. Edwin Mariman (Netherlands),

Assistant professor of International Economic Law.

Professor of Functional Genetics.

(South Africa), Faculty of Law.

Appointed with additional funding from the

Maastricht University India Institute to research and assist with capacity building in India.

Faculty of Health, Medicine and Life Sciences,

Prof. Marleen van Baak (Netherlands),

Faculty of Health, Medicine and Life Sciences, Professor of Physiology of Obesity.

Together received a TOP grant from ZonMW to further

“Maastricht University has not only made it possible for me to expand my research in India, but also to broaden my perspective to Brazil and China, and to bring my own networks and experience in Africa to bear. These research and institutional collaborations have made teaching at Maastricht a more interesting and exciting experience than I could have hoped for.”

expand their research into the underlying mechanisms of yo-yo dieting; in 2011 they patented the yo-yo gene.

Edwin Mariman: “The biology of weight gain after losing weight is a new aspect of obesity research.

Ultimately we hope to be able to develop tests to identify people at higher risk, which will allow preventive measures to be taken.

UM provides fertile ground for this research as well as a great basis for national and international collaboration, both of which are preconditions for top-level research.”

Marleen van Baak: “Obesity is a multifactorial problem. To arrive at a more effective approach we need complementary expertise from many different disciplines. This can only be achieved by collaborating between these disciplines and looking across borders. UM places great emphasis on stimulating this collaboration, which works very well.”

20

Leading in Learning

21

2

Our heart

intercultural competence

highly ranked

case competitions

alumni across the globe

Problem-Based Learning moot courts

vibrant academic community 22

Leading in Learning | Education, Students & Alumni

European student hotspot worldwide exchanges think tanks

global awareness

regional connections

student centered

joint degrees

That’s how we educate‌ 23

Health from a global perspective For students interested in the health-related impacts of global epidemics, natural disasters and unequal access to health services, the Master of Science in Global Health is a great challenge.

UM is primarily responsible for the courses focusing on European law, international law and comparative law, which in the bachelor’s phase amounts to about 40% of the curriculum.

This programme is unique in Flanders for three reasons: its European comparative approach, the use of Problem-Based Learning, and the attention it pays to both legal English and legal French.

This one-year programme reflects the essence of the international classroom, bringing together the efforts of: • Maastricht University • Thammasat University, Bangkok, Thailand • Manipal University, Manipal, India • McMaster University, Hamilton, Canada.

Graduates of the master’s programme are qualified for direct entry to the various legal professions in Belgium. For the Dutch market, several additional courses are required.

On a global scale, the programme addresses the complex relationships between health, healthcare, technology, international business, economic development, politics, sociocultural environment and management.

How successful is Maastricht University (UM) in providing its students with the knowledge and skills necessary to succeed in the labour market? How do Maastricht University alumni look back on their time in Maastricht?

It also offers ample opportunities for both real and virtual staff and student exchanges.

Students work in intercontinental teams on shared assignments, and come together during a two-week Learning Symposium to exchange ideas and experiences and to lay the groundwork for future collaboration. As one current student puts it, “Through Problem-Based Learning and international teamwork, I believe that Maastricht University is fully preparing me for the ‘real world’.”

Since 1990, the Research Centre for Education and the Labour Market (ROA) of the School of Business and Economics has been conducting annual surveys on the labour market position of our alumni.

Transnational legal programme

Go alumni!

The 2011 survey showed that almost 90% of the alumni would choose UM again. Around 93% have paid work 6.5 years after graduating; 95% after 11.5 years. Seven out of ten respondents think that their study programme is still useful to very useful for their current job. Almost 60% would like to become more involved in the university’s network, so that current students can learn and profit from their experiences. This is in line with UM’s strategic goals for the coming years.

In the transnational bachelor’s programme in Law, the value of sharing knowledge and expertise across borders are clear to see. Maastricht University (UM) has been offering this programme in collaboration with the Belgian universities of Hasselt and Leuven since 2008.

Every year, it attracts hundreds of (mainly Flemish) students for training in Belgian and European as well as comparative law. In 2011, a master’s programme in Law was also launched as part of this partnership.

24

Leading in Learning | Education, Students & Alumni

25

Dr Anita van Gils (Netherlands),

Learning together, samen leren, gemeinsam lernen, apprendre ensemble, 一起學習, imparare

insieme, birlikte ög˘renme, lære sammen A community in which students and staff feel at home, regardless of background. Where their similarities and differences serve to both inspire and challenge. This is the aim of the International Classroom project at Maastricht University (UM), which goes much further than merely bringing together students of almost 100 nationalities in Maastricht.

Students who are educated in a genuinely international classroom are best prepared to work in a rapidly internationalising and globalising labour market for highly educated professionals.

However, the interaction between students of different nationalities at UM remains a concern. As part of the Leading in Learning programme, which focuses on innovation in education, the university will continue to invest in improving the international classroom.

The University College Maastricht (UCM) is the positive exception. Its 50 different nationalities mix and mingle in an environment that is both intellectually and socially stimulating. What’s more, the UCM programme ranked number 1 of all Dutch colleges in the latest Dutch University Guide.

26

Leading in Learning | Education, Students & Alumni

School of Business and Economics.

Associate professor of Entrepreneurship.

Coach of the project ‘The e-portfolio and

developing reflective practitioners’, one of the university’s numerous projects aiming

to maintain its ‘Leading in Learning’ position.

“We aim to stimulate the entrepreneurial behaviour of students and professionals. This project gives us the opportunity to actively develop students’ competence profiles, and to better adapt the educational programme to the needs of the job market. A diverse range of entrepreneurs and business professionals are involved in the Entrepreneurship and Small Business Management specialisation of the MSc in International Business, adding value for both students and staff.”

27

3

European administrative governance

intellectual property law

biomaterials forensics

EAT WELL for you

technological innovation

cardiovascular diseases

global South

cognitive neuroscience migration 28

Leading in Learning | Research

Our discoveries corporate engagement

human rights

global economics

acces to knowledge

social learning

cultural memory

cultures of innovation healthy aging

That’s our research profile‌ 29

Unlimited brain research Fourteen foundation stones were laid on 3 October 2011 by 14 participating parties in the prestigious Brains Unlimited project. This marked the start of construction of the brand new scanner lab on the Maastricht Health Campus, where three powerful fMRI scanners – including an ultra-high field 9.4 Tesla scanner – will be housed. Together, scientists and commercial participants aim to unravel the mysteries of common disorders such as Alzheimer’s and Parkinson’s disease, epilepsy, schizophrenia and MS. In addition to research, the campus will offer education in the fields of neurophysics and neuroimaging. With this, it is set to become a leading European hotspot for groundbreaking biomedical research, excellent education, top clinical care and entrepreneurship, as well as a meeting place between academics and industry.

The budget for the entire project stands at over €40 million. Given the project’s significance for the regional knowledge economy, €10 million of this was granted by the Province of Limburg.

One (study) for all As of 2010, 10,000 residents of South Limburg are being followed for 10 years in a study on chronic diseases, especially type 2 (adult-onset) diabetes. The Maastricht branch of the study is headed by CARIM, one of the largest cardiovascular research institutes in Europe. In terms of its scale and focus, this study is the only one of its kind worldwide.

South Limburg was an obvious location for the study. In addition to an ageing population and shrinking proportion of young people, the region also faces lower life expectancies caused by unhealthier lifestyles than elsewhere in the Netherlands. The study is partly funded by the Province of Limburg.

Lots of talk, little action Almost all Limburg residents see sustainable development as important. But they still let their daily routines and needs determine their behaviour. They do want to live more sustainably, but only if it costs them no extra time or money. And they lack concrete examples of exactly what they could do to live more sustainably. Like elsewhere in the Netherlands, the people of Limburg expect the government to lead them – but sustainable development can only succeed through cooperation between citizens, the government, the business sector, and the education and research sectors.

These were the conclusions of PhD candidate Annemarie van Zeijl-Rozema from the International Centre for Integrated assessment and Sustainable development (ICIS) in May 2011. Her research on the barriers to sustainable development was commissioned by the Province of Limburg.

One of the goals of the research was to clarify these barriers so that the government can tackle them in a more focused manner. The Province will take the findings into account in future sustainability policies.

Type 2 diabetes serves to accelerate other chronic diseases, such as cardiovascular diseases and depression. “This makes the study of great importance,” says Professor Thomas Unger, the new scientific director of CARIM, “not only to gain better insight into the development and treatment of chronic diseases, but also to help control the costs of healthcare through prevention.”

30

Leading in Learning | Research

31

Dr Carine Germond (France),

Faculty of Arts and Social Sciences.

Assistant professor of Contemporary European History.

Received a two-year Intra-European Marie Curie Fellowship for her

In the footsteps of Marie Curie Last year the Faculty of Arts and Social Sciences landed no fewer than three Marie Curie fellowships, which young researchers can use to fund stays at universities like Harvard or Cambridge. International experience is a crucial part of a research career, as is the ability to find independent research funding. But for the university’s network, too, it is important that researchers spread their wings beyond Maastricht.

Carine Germond will be heading for the University of Portsmouth, where she will work on organised farm interest groups and the Common Agricultural Policy from the late 1960s to the MacSharry reforms of 1992. At the University of Cambridge, Karolina Pomorska will study the consequences of the establishment of the European External Action Service (EEAS). Finally, Hylke Dijkstra will make his way to the University of Oxford. He aims to find out why sovereign states delegate important tasks (such as the deployment of military troops) to international civil servants, and what the consequences are.

32

Leading in Learning | Research

research project ‘Farmers in Brussels: Agricultural interest groups and the Common Agricultural Policy’ at the University of Portsmouth.

“I look forward to experiencing the British university system to complement my prior experiences abroad, both in Europe and in the United States. Working in a different national and institutional context will further develop my ability to transfer academic best practices in research and teaching. Also, it will help to generate new international collaborations and create long-term synergies between Maastricht and Portsmouth.”

33

4

Our solutions

science-business ecosystem

licensing

start-up company science park

knowlegde-to-business

preseed fund

entrepreneurship

venturing

business creation

community of practice

34

Leading in Learning | Valorisation

strategic valorisation dartboard facility sharing

intellectual property

knowledge portal incubator

proof of concept

That’s our added value‌ 35

A disability with possibilities How to solve the problem of staff shortages due to the ageing of the population and the shrinking proportion of young people? ‘New’ target groups, such as people with disabilities, could be the answer. Because they are unable to perform regular work, they often end up on welfare benefits. By gearing the labour market to what they can do, suitable jobs could be found for many of them.

Contributing to this new approach is the method Inclusive Redesign of Work Processes (Dutch acronym: IHW), jointly developed by the Faculty of Psychology and Neuroscience (FPN).

Inclusive labour organisations are able to retain people with work disabilities over the long term, and to prevent employees from dropping out of the labour force with limitations due to illness or ageing.

The FPN established an endowed chair in Inclusive Labour Organisation two years ago, sponsored by the Atlant Groep in Helmond and held by Professor Frans Nijhuis. With this chair, the Atlant Groep aims to forge a direct link between research and practice.

Top-level criticism on request How can we stimulate public debate on Europe through innovative means, such as social media or e-learning? This is the question that the new Maastricht Centre for European Administrative Governance is set to tackle. In the summer of 2011, the European Commission awarded a prestigious grant to the Faculty of Arts and Social Sciences to establish this Jean Monnet Centre of Excellence.

The centre will be coordinated by the professors Thomas Christiansen and Sophie Vanhoonacker. They expect the centre to lead to better interaction between academia and society, and to cross-border collaboration throughout the region.

For a new generation “By thinking and acting responsibly you are no longer part of the problem, but part of the solution.” This quote, attributed to the Hungarian philosopher Ervin László, sums up why Maastricht University’s School of Business and Economics (SBE) has joined the Global Responsible Leadership Initiative (GRLI). The GRLI is the world’s largest community of businesses and business schools focused on developing a ‘new’ generation of globally responsible leaders.

“This fits with our ambition to be an internationally networked school, and our belief that in a world as complex as ours nothing can be developed and sustained in isolation any more.

Cooperation with other schools as well as with companies on socially relevant topics is of crucial importance”, says Professor Mariëlle Heijltjes, Associate Dean of Strategic Development and Internationalisation at SBE. “For example, together we’ve developed a globally responsible leadership diagnostic (called The GRID™) that helps leaders move beyond thought leadership and advocacy. The GRID is now publicly available and being used in corporate leadership development programmes as well as MBA programmes.”

Jean Monnet was a French diplomat who paved the way for European unification. The centres of excellence that bear his name are charged with conducting independent and critical research on issues relating to the European Union. This means intensive collaboration with the University of Cologne, for example, but also with local partners such as the European Institute of Public Administration (EIPA) in Maastricht.

36

Leading in Learning | Valorisation

37

Janneke Frambach, MA, MSc

Students advise residents As of 2016, the traffic on the A2 motorway will not drive straight through Maastricht, but underneath the city. The construction works are already in full swing.

At the request of the A2 Project Office, in April 2011 the Faculty of Law launched the A2 Maastricht Damages Information Point to support residents affected by the works. Third- and fourth-year law students received special training in providing independent advice to residents on, for example, the compensation available for damages due to the planning, construction works or inconvenience. The launch of the Information Point brought to fruition the hopes of the A2 Neighbourhood Platform, which has long been calling for appropriate information provision on issues such as damages.

Given the valuable role the Information Point played in its first year, the decision has been made to continue the initiative. The Information Point is funded by the A2 Project Office and supported by the Maastricht city council and the construction firm Avenue2.

38

Leading in Learning | Valorisation

(Netherlands), Faculty of Health, Medicine and Life Sciences.

PhD candidate at the Department of Educational Development and Research .

Investigates the cross-cultural applicability of

Problem-Based Learning (PBL), which involves

visiting universities in East Asia, the Middle East and Africa.

“When I visit universities around the world that use PBL, the name Maastricht always rings a bell: ‘Yes, the PBL guru’. But the ‘Maastricht style’ of PBL should not just be copy-pasted elsewhere without considering the cultural and contextual sensitivities. As a leading PBL university, we need to value diverse approaches to PBL, critically evaluate our own, and assist others in implementing PBL in culturally sensitive ways.”

39

Prof. Graeme Evans (United Kingdom),

Evans’s post in Maastricht is co-funded by the

Extraordinary professor of Culture & Urban

prompted by the region’s bid for the European

Faculty of Arts and Social Sciences.

Development and Chair of Design at Brunel University School of Engineering & Design, London, where he also directs the Creative

Industries Collaborative Research Network.

City of Maastricht and the Province of Limburg, Capital of Culture in 2018, investment in its urban

infrastructure and the promotion of the Euregion as a knowledge hub.

“Networks are now an essential response to, and function of, globalisation, social cohesion and the knowledge economy. Culture and governance lie at the heart of such networks. The latent power of the networks linking and empowering cultural communities can transcend national and regional boundaries. My research therefore seeks to articulate local and cultural aspirations in the context of global and urban development.”

Jos Smits: “If you want to build sustainable partnerships, including in India, having a common interest is essential. Take affordable healthcare, for example; this is not only an Indian need but also a Dutch one. So we join forces, bundling together the best of both sides, to come up with one solution to two problems.”

Dorine Collijn: “Our strategy to get a foothold in India has been to stay focused, to use the strengths from our major research areas as a starting point to challenge potential partners. The partnerships we’ve established in recent years prove that this approach has worked. But you have to keep on investing. Networking means staying actively involved with your partners.”

Prof. Jos Smits

(Netherlands), Faculty of Health, Medicine and Life Sciences.

Professor of Pharmacology and Associate Dean for Research.

Dr Dorine Collijn

(Netherlands), Faculty of Health, Medicine and Life Sciences.

Head of the faculty’s Research Policy Department.

Active in the Maastricht

University India Institute.

40

Leading in Learning

41

5

Our backbone bright side of life

innovative HRM policy internationally networked

talent development

bilingual

creative people

inquisitive atmosphere

responsive leadership

42

Leading in Learning | Staff, Governance & Operations

green office

good fringe benefits

39% international academic staff

career development

state-of-the-art facilities

student life cycle management

That’s the secret behind our vitality‌ 43

Welcome to UM! When you apply for a university programme, you want the process to run as quickly and smoothly as possible. So, too, do the Student Services Centre and the faculties. Since 2011, the units involved in admissions at Maastricht University (UM) have been working in close ­cooperation to remove obstacles in the application process.

As part of these efforts, a series of ‘SAMEN’ meetings has been initiated to give all relevant staff the opportunity to participate in the thought process. This has given rise to a sense of university-wide community, where personal contact promotes the sharing of knowledge and cooperation.

The necessary changes were due in part to the introduction of new laws and regulations, which have greatly complicated the application process in recent years. This process, including the supporting ICT system, has now been simplified. The result is more transparency for staff and faster definitive answers for applicants. In addition, applicants now receive less correspondence from UM, and the correspondence still in use has been made more accessible.

Lab between the smokestacks

Maastricht University has also made the lab available to chemistry students from regional institutions of intermediate (MBO) and higher (HBO) vocational education. As a result, all chemistry programmes in the region are now clustered in the ‘Chemelot Innovation and Learning Labs’, the national expertise centre for chemistry.

Not just a library A university that is ‘Leading in Learning’ and doing innovative research needs a library that is more than just a library. It needs a study centre where knowledge creation and interaction take centre stage. A visible, inviting and distinctive place, where the academic community can shine.

In recent years the Maastricht University Library has been transformed from a traditional library into a study centre. The focus has shifted from hardcopy collections to a digital learning environment, and this direction will be strengthened in the coming years.

In the project ‘Learning Space 2020’, staff and students are working together to create 200 extra study places to accommodate the growing student population. Further, the service provision will be made even more client-oriented and personal, and courses will train students to deal with the enormous amount of academic information online. All this will help the library to serve the wishes of the Maastricht academic community even better.

The Chemelot Campus in Geleen lies just a stone’s throw from the Chemelot industrial site, home not only to multinationals like Sabic and DSM, but also to SMEs that could be of real future interest to students. Since the completion of its 500m2 research lab, this campus has been the home away from home for bachelor’s students in the Maastricht Science Programme.

These students spend an average of one day per week in the chemistry, biology and physics lab.

In the coming years, this state-of-the-art laboratory will also play host to master’s courses as well as research. And under the ‘biobased materials’ theme, collaboration is already underway with the R&D departments of companies and knowledge institutions such as RWTH Aachen University.

44

Leading in Learning | Staff, Governance & Operations

45

Dr Jamiu Busari (United Kingdom),

Faculty of Health, Medicine and Life Sciences alum.

Paediatrician and medical manager at the Atrium

Medical Centre and associate professor of medical education at UM.

Committed to employees A happy employee is a productive employee. One of the tasks for Human Resource Management in 2011 was to come up with ways to be even more user friendly. At the core of its new approach is Employee Self Service, which allows staff to consult not only information about facilities and regulations online, but also their own data, from their annual statements to pension provisions.

In March 2011 the nationwide cutbacks resulted in a hiring freeze, meaning that new staff could be appointed only under strict conditions. This served to prevent redundancies, and researchers across the various faculties sought and found indirect government and contract research funding with which to continue their work.

The available training budget was directed mainly at young, talented employees with management ambitions. By offering the Academic Leadership Programme for these staff, the university is taking dedicated steps to foster its future talent. Maastricht University remains committed to getting the best out of its employees, now and in the future.

46

Leading in Learning | Staff, Governance & Operations

One of the first students of the Master in Health

Professions Education (MHPE). Has since studied and practiced medicine in different cultural

contexts, including Nigeria, the Netherlands, Curaçao and the USA.

“Maastricht University has played important roles in the development of my career.

The Nigerian university where I obtained my first medical degree was part of a community-based medical education network with UM. Once I came to Maastricht, I became fascinated with Problem-Based Learning and ended up stuck in South Limburg, in a positive way.

The inquisitive atmosphere at UM matched my personal and international background right from the start.”

47

Wang Zhen, MSc (China),

School of Business and Economics.

Prof. Harald Schmidt, MD, PhD

(Germany), Faculty of Health, Medicine and Life Sciences.

Professor of Pharmacoloy and Personalised Medicine.

International leader in drug discovery and therapy,

recipient of the European Advanced Investigator award, and community engagement advocate via Rotary

International and as a referee at the Homeless World Cup for street football, held this year in Mexico.

“I like to work in stimulating environments that strive for excellence and benchmark themselves internationally.

This enables me to do high-risk research and achieve outcomes relevant for patients and society.”

48

Leading in Learning

Master’s student of Econometrics and Operations Research, Artificial Intelligence alum.

Works as a student assistant for the China Country Team at the Marketing and Communications Department, visiting fairs in China and recruiting new Chinese students.

“Cultural diversification is the most fascinating feature of our society. Cultural diversity means different ways of working, thinking and cooperating; bringing people with different backgrounds together to achieve the same goal.

My study and work experience at Maastricht University have provided me with the opportunity to see and explore these differences, which is the most valuable thing in my life.”

49

Prof. Monica Claes (Belgium),

Faculty of Law.

Professor of European and Comparative Constitutional Law.

Head of EuNaCon, the European and

National Constitutional Law Project;

member of the Young Academy (DJA) of the Royal Netherlands Academy of Arts and Sciences (KNAW).

Dr Ross McLennan

(United Kingdom),

CEO of Brains Unlimited BV.

Responsible for the operations, realisation and exploitation of this prestigious mega-project:

“I study the similarities and differences between the different legal systems of the EU member states. My team, which includes people from all over the world, also makes normative judgements about how Europe should deal with these: ‘What kind of Europe do we want to live in?’ We collaborate with a network of national experts within the member states.

This university, in the ‘city of European citizenship’, is really the place for such pioneering research.”

50

Leading in Learning

a new international centre of excellence for clinical imaging with state-of-the-art MRI scanners.

“Establishing and strengthening a network is an important part of my job. Not only have we created a unique, integrated platform that brings together technology, academic research and clinical expertise; but our success, and that of our partners, comes about by building strong, complementary collaborations with industry, universities and hospitals throughout the Netherlands, Europe and further afield. In this respect, Maastricht is well placed to succeed.”

51

Registered students

Facts & figures Registered students Intake of students Registered foreign students Intake of foreign students (%) Exchange students Degrees

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

..................................................................................................................................................................................

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

....................................................................................................................................................................................................................................................

Dissertations per faculty Scientific and specialist publications Staff Alumni

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.............................................................................................................................................................

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Financial figures

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

53 53 54 54 54 55 56 56 57 57 58

Faculty Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance Sciences Total

Of which in “additional programme”

09/10 3,731 3,939 2,037 1,714 1,496

197 11 592 167 49

167 - 557 121 -

139 594 94 -

15,916

14,497

13,744

Source: SLM (1 December count),

The 2009/10 numbers exclude the tUL students and “basisarts” students, in total 238 student which ad up to (13,982).

692

Intake of students Faculty

Health, Medicine and Life Sciences BA

MA

School of Business and Economics BA

MA

Law BA

MA

Arts and Social Sciences BA

MA

Psychology and Neuroscience BA

MA

Humanities and Sciences Department of Knowledge Engineering BA

MA

ICIS MA University College Maastricht BA Maastricht Graduate School of Governance MA Sciences BA

BA

MA Source: SLM (1 December count)

Leading in Learning | Facts & figures

10/11 4,084 3,945 2,324 1,749 1,550

896

Total

52

11/12 4,325 4,403 2,573 1,880 1,719

11/12 993 622 1,615 972 678 1,650 581 456 1,037 545 298 843 340 293 633

10/11 868 589 1,457 790 678 1,468 481 484 965 608 247 855 325 244 569

09/10 671 389 1,060 1,014 478 1,492 565 300 865 513 221 734 429 130 559

49 23 72 11 160 80 49 3,689 2,461

42 35 77 - 175 77 - 3,289 2,354

36 21 57 155 61 3,383 1,600

6,150

5,643

4,983

53

Registered foreign students By continent of origin Africa Asia Europe: EU non-EU Central and South America North America Pacific Other (unknown) Total Total number of registered students % registered foreign students % intake of foreign students Source: SLM (1 December count)

Degrees 11/12 52 187 6,482 6,340 142 42 39 6 28

10/11 40 165 5,909 5,829 80 34 44 5 29

09/10 53 156 5,539 5,464 75 38 47 6 26

6,836 15,916

6,226 14,497

5,865 13,744

43% 51%

43% 45%

43% 47%

Total Source: SLM (1 December count)

Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering University College Maastricht Total

09/10 19 139

08/09 53 266

Subtotal

Faculty Bachelor’s degrees Health, Medicine and Life Sciences Doctor of Medicine School of Business and Economics Law Arts and Social Sciences

26

158

319

10/11 723 - 674 302 375

09/10 542 - 601 274 353

08/09 615 569 260 296

13 - 168 -

14 - 147 -

21 124 -

2,506

2,180

2,088

10/11 304 345 787 443 239 212

09/10 298 173 525 319 210 195

08/09 296 347 309 194 165

16 - - 67

20 - - 58

22 60

Subtotal

2,413

1,798

1,393

Faculty Total degrees Health, Medicine and Life Sciences Doctor of Medicine School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance

10/11 1,027 371 1,461 745 614 463

09/10 859 312 1,126 593 563 444

08/09 964 266 916 569 490 368

29 - 168 67

34 - 147 58

43 124 60

Total

4,945

4,136

3,800

Subtotal

Faculty Master’s degrees Health, Medicine and Life Sciences Doctor of Medicine School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance

11/12 23% 69% 39% 78% 52%

10/11 18% 64% 34% 67% 44%

09/10 18% 64% 32% 72% 40%

60% 64% 60% 85% 82%

57% - 52% 70% -

44% 59% 80% -

51%

45%

47%

Exchange students

Faculty

10/11 0 26

Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance

Intake of foreign students (%) Faculty Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance Sciences

Faculty ‘Doctoraal’ degrees* Health, Medicine and Life Sciences Doctor of Medicine

Incoming 10/11

09/10

Outgoing 08/09 10/11

117 589 124 149 53

70 511 105 105 39

69 522 104 99 44

- 131

3 101

1,163

934

09/10

08/09

696 720 99 259 133

659 569 82 216 94

597 522 50 200 64

- 80

4 140

4 127

4 87

918

2,051

1,751

1,524

*Degrees awarded under the former (pre-BA/MA) educational system, roughly equivalent to a MSc. Source: until 2009/10 ISIS+, as of 2009/10 SLM Note: above mentioned numbers are NOT funding data! Note: including master diplomas tuL

251

249

203

Source: input faculties

54

Leading in Learning | Facts & figures

55

Dissertations per faculty Faculty Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance Total Source: (CoD) Overview UM dissertations per person

Scientific publications

Staff 2011 133 26 14 8 14

2010 128 32 15 1 10

2009 131 18 12 5 19

3 1 - 14

4 5 - 10

3 2 4

213

205

194

Refereed 2011

2010

Non Refereed* 2009 2011 2010

Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance TIER / TA

2,350 315 290 103 330

2,165 281 295 100 265

2,178 288 331 69 280

150 64 55 105 1

190 290 38 66 -

186 259 70 112 1

76 32 9 46 16

76 36 8 18 20

72 26 14 15 -

12 4 2 60 4

6 7 1 29 21

16 16 1 24 -

Total

3,567

3,264

3,273

457

648

685

Faculty

Source: Input faculties

* Non-Refereed: FHML, FPN incl. letters to the editor. FL concerns annotations

2009

Staff (full-time equivalent)

2011

2010

2009

Academic staff Men

Women

Administrative and support staff Men

Women

Other Men

Women

980 892 1,873 595 826 1,421 8 5 13

942 831 1,773 599 805 1,404 16 8 24

Total

984 900 1,884 598 805 1,403 3 4 7 3,295

3,306

3,200

International staff (%)

Men Women

25.2% 25.3%

24% 24.8%

22.4% 22.5%

Total

25.4%

24.4%

22.4%

Staff (numbers)

2011

2010

2009

Academic staff Men

Women

Administrative and support staff Men

Women

Other Men

Women

1,139 1,032 2,171 654 1,065 1,719 34 23 57

1,098 962 2,060 700 1,072 1,772 13 3 16

Total

1,144 1,045 2,189 658 1,051 1,709 14 16 30 3,917

3,947

3,848

International staff (%)

Men Women

25.1% 23.3%

23.9% 22.8%

24.0% 20.8%

Total

24.1%

23.3%

22.4%

Source: VSNU WOPI, reference date Dec. 31

Specialist publications Faculty Health, Medicine and Life Sciences School of Business and Economics Law Arts and Social Sciences Psychology and Neuroscience Humanities and Sciences Department of Knowledge Engineering ICIS University College Maastricht Maastricht Graduate School of Governance TIER / TA Total

2011 250 160 261 179 41

2010 300 114 283 186 109

2009 296 57 134 197 70

17 4 5 12 13

15 5 6 27 44

15 4 8 27 -

942

1,089

808

Alumni

Alumni living in the Netherlands Alumni living in other European countries Alumni living outside Europe

2011 30,279 8,483 1,026

2010 28,290 7,220 943

Total

39,788

36,453

Source: Input faculties

56

Leading in Learning | Facts & figures

57

Financial figures Consolidated balance sheet per 31 December amounts x F 1,000

Consolidated operating results amounts x F 1,000

Assets

Revenues

2011

2010

Fixed assets Intangible assets Tangible fixed assets Financial fixed assets

- 210,545 32,410

212,633 15,837

Total fixed assets

242,955

228,470

2011

2010

Direct government funding, excl. azM Tuition and examination fees Research revenues Other revenues

194,564 26,627 85,802 36,428

187,889 23,716 78,246 42,362

Total revenues

343,421

332,213

Staff costs Depreciation Housing Other institutional costs

232,556 20,506 19,902 73,982

231,287 20,001 19,273 76,240

Total costs

346,946

346,801

Balance of revenues and costs Balance of financials revenues and costs Results from ordinary operation

-3,525 1,991 -1,534

-14,588 803 -13,785

Results participation

-1,298

2,458

Operating balance

-2,832

-11,327

Costs Current assets

Inventories 33 Accounts receivable 52,515 Liquid assets 38,651

Total current assets Total assets

Equity and liabilities Equity capital Capital Regular reserve Assigned reserve Total equity capital

Provisions

239 58,505 46,979

91,199

105,723

334,154

334,193

2011

2010

93,169 38,580 50,881

93,169 39,698 52,569

182,630

185,436

15,082

13,711

Long-term debts

Short-term debts

8,345

9,185

128,097

125,861

Total equity and liabilities

334,154

334,193

58

Leading in Learning | Facts & figures

59

Esther Kim (United Kingdom),

Prof. Leonie Cornips (Netherlands),

European Law School English Language Track.

Extraordinary professor of Linguistic Culture in

Faculty of Law. Third-year bachelor’s student,

One of UM’s top 3% students, honours

Delivered her inaugural lecture in May 2012, and

and Communications Department.

Variation at the Meertens Institute (KNAW).

“Being truly at the heart of Europe, Maastricht University and Problem-Based Learning facilitate independent learning and the development of original ideas. Moreover, the international atmosphere enables students to foster their passion for Europe and its future, whilst Maastricht University itself is a stimulating institution that allows students to strive further and to think ‘big’.”

Leading in Learning

Limburg, co-financed by the Province of Limburg.

programme participant, and former student

assistant at the law faculty and the Marketing

60

Faculty of Arts and Social Sciences.

also works as a senior researcher in Language

“Languages are always in a state of flux, always changing. As our world becomes more globalised, cultures, ideas and media products, as well as people and languages, move around the world. All these developments have an impact on how we identify ourselves and with whom. The aim of my research is to gain more insight into the significant role that linguistic culture plays in regional and social identification.”

61

“By collaborating with staff and students from universities around the world with different economic and societal realities, UM works in a truly global context. You learn a lot from that. This is not only an irreplaceable source of knowledge and experience but also widens the university’s international perspective.”

Annechien Deelman MSc, MHPE (Netherlands), Project manager (MUNDO).

Manages capacity-building projects with universities

and other institutes worldwide; currently focusing on Mozambique and Sierra Leone.

“UM’s SHE Collaborates helps institutes around the world to develop customised, student-centered education aimed at improving healthcare. Through exposure to other environments we can reflect better on our own situation, which ultimately leads to improved education in Maastricht as well. This is our mission: SHE Cares!”

Geraldine van Kasteren, MD, MHPE (Netherlands), Faculty of Health, Medicine and Life Sciences.

Coordinator, project manager and tutor, School

of Health Professions Education: SHE Collaborates, and partner in the MUNDO UM network.

Currently working on collaborative projects in various countries, including Ghana, Kenya, Yemen, Indonesia and Saudi Arabia.

MUNDO was established 15 years ago with the aim of forging partnerships between UM and universities in the developing world. It has

since evolved into a network of UM experts,

based in units such as SHE Collaborates, who

are engaged in cooperation around the globe that makes sense for all parties involved.

62

Leading in Learning

63

Maastricht University Green Office The Maastricht University Green Office was founded in 2010 as a result of the growing importance of sustainability in university policies. It is a student-driven university department acting as a changemaker from within, initiating sustainability projects in the fields of operations, education and research throughout the university community.

The Green Office is run by seven students and student volunteers in cooperation with Maastricht University’s environmental adviser.

More information: www.greenofficemaastricht.nl

Felix Spira, BA (Germany),

Faculty of Humanities and Sciences.

UCM alumnus and co-founder of the Maastricht University Green Office.

Commitment is a gift Maastricht University is constantly looking for additional resources to improve the quality of its research and education and to fund special projects. This includes scholarships for talented students, special academic chairs, pioneering research and special materials for education and research. For this, UM seeks support from, and cooperates with, companies, institutions, alumni and private donors in and outside the region. The University Fund Limburg/SWOL is UM’s preferred partner for fundraising. www.ufl-swol.nl

64

Leading in Learning

“Fueled by the vision to promote sustainability and to boost student empowerment, friends and I are establishing an organisation to create more student-driven Green Offices at European universities. We strive that the Green Office concept tested at Maastricht University will inspire similar success stories, and bring UM’s name to the forefront of best practices for sustainability in higher education.”

65

Education 2011/12 Language of instruction: 1 Only in English 2 Part Dutch; part English 3 Available in both English and Dutch 4 Only in Dutch

UM in Bangalore, Brussels and Venlo

* Graduate programme for professionals, NVAO accredited ** Graduate programme for professionals, in the process of NVAO accreditation *** Graduate programme for professionals, NVAO accreditation will be initiated **** Master’s programme in the process of NVAO accreditation and approval by Ministry of Education

Scientific research and education are increasingly being conducted within networks of educational institutes and businesses. Globalisation offers opportunities to share the knowledge and skills of our university with relevant parties all over the world. We have already taken advantage of these opportunities in Bangalore, where the Maastricht Education and Research Centre currently develops projects for education and research together with relevant parties.

For more information on NVAO, please visit www.nvao.nl

Bachelor’s programmes Arts & Culture Arts and Culture / Cultuurwetenschappen (BA) 3

The Campus Brussels offers postgraduate mid-career education on European issues, short courses and a part-time master’s programme. The campus is also a meeting place and a workplace for students, staff and alumni.

In Venlo, the official satellite campus of Maastricht University, two master’s programmes are being offered, one in the field of logistics and one in agro-food. And there are plenty of plans for expansion: for research facilities, and other master’s programmes and courses for regional businesses.

Behavioural & Political Sciences European Studies (BA) 1 Psychologie (Psychology) (BSc) 4 Business & Economics Econometrics and Operations Research (BSc) 1 Economics and Business Economics (BSc) 1 Fiscale Economie / Fiscal Economics (BSc) 2 International Business (BSc) 1 Health & Life Sciences Gezondheidswetenschappen (Health Sciences) (BSc) 4 European Public Health (BSc) 1 Geneeskunde (Medicine) (BSc) 4 Biomedische Wetenschappen (Biomedical Sciences) (BSc) 4

Law

European Law School (LLB) 3 Fiscaal Recht (Tax Law) (LLB) 4 Rechtsgeleerdheid (Law) (LLB) 4

Education & research 2011/2012 Bachelor’s programmes Master’s programmes and graduate programmes for professionals New initiatives at UM Research institutes and areas

Liberal Arts & Sciences University College Maastricht (BA/BSc) 1 +A Maastricht Science Programme (BSc) 1 +B

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

....................................................................................................................................................................................

66

Leading in Learning | Education & research

67 68 69 70

Sciences Knowledge Engineering (BSc) 1 A

The English-language programme offered by University College Maastricht is intended for students with broad academic interests who do not wish to immediately restrict themselves to one discipline. The College offers close to 150 courses in almost every academic discipline.

You compile your own programme for each semester from these courses, which will give you access to a broad range of master’s programmes.

67

Master’s programmes Arts & Culture* • Master in Arts & Culture, with the following programmes: - Arts and Heritage: Policy, Management and Education /Kunst, cultuur en erfgoed (MA) 3 - Art, Literature and Society/Kunst, literatuur en samenleving (MA) 3 - Politics and Society/Politiek en samenleving (MA) 3 • Master in Arts & Culture (research), with the following programme: - Research Master in Cultures of Arts, Science and Technology (MSc) 1 • Master in European Studies, with the following programme: - European Studies on Society, Science and Technology (MA) 1 • Master in Media Studies, with the following programme: - Media Culture (MA) 1

Behavioural & Political Sciences • European Public Affairs (MA) 1 • European Studies, 3 specialisations (MA) 1

• Globalisation and Development Studies (MA) 1 • Psychology, 6 specialisations (MSc) 1 • Public Policy and Human Development, 4 specialisations in Behavioural & Political Sciences (MSc) 1 ** • Research Master in European Studies (MSc) 1 • Sustainability Science and Policy (MSc) 1

Business & Economics (All programmes Triple Crown accredited: AACSB, EQUIS and AMBA) • Advanced Master in Intellectual Property Law and Knowledge Management (LLM, MSc) 1 • Econometrics and Operations Research, 4 specialisations (MSc) 1 • Financial Economics, 3 specialisations (MSc) 1 • Fiscale Economie/Fiscal Economics (MSc) 2 • Global Supply Chain Management and Change (MSc) 1 • Human Decision Science (MSc) 1 • Infonomics (MSc) 1 • International Business, 11 full-time and 7 part-time specialisations (one of which is in Dutch) (MSc) 1 • Economic Studies, 6 specialisations (MSc) 1 • Management of Learning (MSc) 1 • Public Policy and Human Development, 3 specialisations in Business & Economics (MSc) 1 ** • Research Master in Business Research, 4 specialisations (MSc) 1 • Research Master in Economic and Financial Research,5 specialisations (MSc) 1 Graduate programmes for professionals • Executive Master of Finance and Control (EMFC/MSc/RC) 4 • International Executive Master of Finance and Control (part-time EMFC/MSc/RC) 1 • MBA (International Executive Modular, Dutch Executive Modular and Euro) 3

Education • Master of Evidence Based Innovation in Teaching (MSc) 4

Health & Life Sciences • Arts-Klinisch Onderzoeker/Physician-Clinical Investigator (MSc, MD) 4 • Biology of Human Performance and Health (MSc) 1

68

Leading in Learning | Education & research

• Epidemiology (MSc) 1 • European Public Health (MSc) 1 • Forensic Psychology (MSc) 1 • Geneeskunde/Medicine (MSc, MD) 4 • Global Health (MSc) 1 • Healthcare Policy, Innovation and Management (MSc) 1 • Health Education and Promotion (MSc) 1 • Health Food Innovation Management (MSc) 1 • Mental Health (MSc) 2 • Molecular Life Sciences***, 4 specialisations (MSc) 1 (within transnational University Limburg, tUL) • Psychology, 6 specialisations (MSc) 1 • Research Master in Cognitive and Clinical Neuroscience, 5 specialisations (MSc) 1 • Research Master in Health Sciences, 4 specialisations (MSc) 1 • Sports and Physical Activity Interventions (MSc) 1 • Work, Health and Career (MSc) 1 Graduate programmes for professionals • Affective Neuroscience (MSc) 1 • Health Professions Education (MSc) 1

Law • Advanced Master in Intellectual Property Law and Knowledge Management (LLM, MSc) 1 • Advanced Master in International and European Economic Law (LLM) 1 • European Law School (LLM) 1 • Fiscaal Recht/Tax Law, 2 specialisations (LLM) 3 • Forensica, Criminologie en Rechtspleging / Forensics, Criminology and Law (LLM) 3 • Globalisation and Law, 3 specialisations (LLM) 1 • International and European Tax Law (LLM) 1 • International Laws (LLM) 1 • Nederlands Recht/Dutch Law, 6 specialisations (LLM) 4 • Recht en Arbeid/Law and Labour, 2 specialisations (LLM) 4

Sciences (within transnational University Limburg, tUL) • Artificial Intelligence (MSc) 1 • Operations Research (MSc) 1

New initiatives at UM • Executive Master in MRI (MSc) 1 The programmes under ‘New initiatives at UM’ are currently in the process of NVAO accreditation. For more information about these programmes and their expected starting dates, please consult www.maastrichtuniversity.nl/newinitiatives * Due to a national restructuring operation in the Humanities field, some changes have occurred in our Arts & Culture sector.

If you wish to apply for one of the above master’s programmes, you will have to select its overarching master’s title in Studielink.

For more information, please visit www.maastrichtuniversity.nl/fasos. ** This programme is offered as a double degree in collaboration with United Nations University. *** The master’s programme in Molecular Life Sciences is currently in the process of name change approval by the Ministry of Education; its proposed new title is Biomedical Sciences.

69

Research Faculty, department, institute or school

Domain

Faculty of Health, Medicine and Life Sciences

Limburg Institute of Financial Economics (LIFE)

Focuses on research in financial economics

Maastricht Academic Centre for Research in Services (MAXX)

Focuses on services marketing

Maastricht Accounting and Audit Research Centre (MARC)

udit research institute, financial and managerial accounting A research, research in information management

Network Social Innovation (NSI) partner of INSCOPE

F ocuses on social and organisational innovations to improve the development and use of talent and knowhow and ultimately firm performance

Service Science Factory (SSF)

erges research, education and valorisation by bridging M academia and business in efforts to co-create innovative services

Maastricht Centre for Entrepreneurship (MC4E)

A centre of excellence in entrepreneurship education and new venture creation

The following research institutes are also graduate schools: School for Public Health and Primary Care – CAPHRI

Public health and primary care, focusing on healthcare innovation, ranging from prevention to rehabilitation and leading to the improvement of the population’s health

School for Cardiovascular Diseases – CARIM

ardiovascular diseases: thrombosis and hemostasis; C cardiac function and failure; vascular biology

School for Oncology and Developmental Biology – GROW

( Epi)genetic, cellular and (micro) environmental factors and mechanisms underlying normal (embryonic and fetal) and abnormal (cancer) development, with emphasis on translational research aiming at innovative approaches for individualising prevention, patient diagnostics, and treatment

School for Mental Health and Neuroscience – MHeNS

School for Nutrition, Toxicology and Metabolism – NUTRIM

School of Health Professions Education – SHE

he emphasis is on translational neuroscience focusing T on the complex interplay between fundamental brain mechanisms, neurocognitive function and psychopathology, related to neuropsychiatric and neurological conditions ranslational research into metabolic and chronic T inflammatory disorders with a high societal burden (obesity, diabetes, COPD, IBD, NASH) that will contribute to personalised lifestyle and medicine approaches with a focus on nutrition and metabolism L earning and innovative learning environments; assessment and evaluation

School of Business and Economics aastricht Research School of Economics of Technology M and Organisations (METEOR)

United Nations University – Maastricht Economic Research Institute on Innovation and Technology (UNU-MERIT)

Research Centre for Education and the Labour Market (ROA)

70

Leading in Learning | Education & research

ccounting and information management; Development A and utilisation of human resources; Econometrics, finance and monetary economics; Economic theory, behaviour and computing; Marketing and supply chain management; Technology, innovation and industrial dynamics Micro-based evidence research on innovation and technolo­gical change; The role of technology in growth and development; Knowledge and industrial dynamics; Innovation, global business strategies and host country development; The governance of science technology and innovation Dynamics of the labour market; Education and occupational career; Training and employment

Graduate School: Maastricht Research School of Economics of Technology and Organisation (METEOR)

Faculty of Law I nstitute for Corporate Law, Goverance and Innovation Policies – ICGI

Corporate law, governance and innovation policies

Institute for Globalisation and International Regulation – IGIR

International economic and trade law

Institute for Transnational Legal Research – METRO

Comparative and transboundary legal research

Maastricht Centre for Human Rights

lobalisation and human rights; Criminal law and criminology G with a multinational perspective

Maastricht European Private Law Institute – M-EPLI

European private law

Montesquieu Institute

European parliamentary systems

Maastricht Centre for European Law

European institutional and substantive law

Maastricht Center for Taxation

European and international taxation

Graduate School: The Maastricht Graduate School of Law

Faculty of Psychology and Neuroscience Clinical Psychological Science – CPS / research center Experimental Psychopathology (EPP)

xperimental research in psychopathology, esp. clinical E psychology; Behaviour medicine; Food & addiction disorders; Forensic psychology

ognitive Neuroscience – CN / Maastricht Brain Imaging C Centre – M-BIC

Human perception and cognition, in combination with the development of advanced methods in neuroscience

Work and Social Psychology – WSP

ork and organisational psychology in combination with applied W social psychology

71

Neuropsychology and Psychopharmacology – NP&PP

Brain-behavior relationships

Graduate School: Graduate School Psychology and Neuroscience

Faculty of Arts and Social Sciences Research Institute for Arts and Social Sciences – FASoS

olitics and Culture in Europe; Science, Technology P and Society; Arts Media and Culture; Globalisation and Development Initiative

Centre for Gender and Diversity – CGD

ender as a formative social, cultural, economic and G symbolic system

Centre for Urban and Euregional Studies – CUES

he CUES develops and promotes the research theme of T urban and regional development, particularly of transborder regions in Europe, and the challenges of smaller towns and cities in the context of globalisation and metropolitanism

Maastricht Virtual Knowledge Studio – M-VKS

he Virtual Knowledge Studio aims to support researchers T in the humanities and social sciences in the creation of new scholarly practices, and to stimulate reflection on e-research

Limburg Centre for Social History – SHCL

esearch on social and economic history of Limburg; R Historical border studies

Graduate School of Arts and Social Sciences

Faculty of Humanities and Sciences Department of Knowledge Engineering – DKE

ioMathematics and BioInformatics (BMI); Robots, Agents B and Interaction (RAI); Networks and Strategic Optimization (NSO)

I nternational Centre for Integrated Assessment and Sustainable Development – ICIS

I ntegrative sustainability assessment/Sustainability science: knowledge production and integration for sustainability Issues in the fields of e.g. globalisation, climate change, innovation and governance

Top Institute for Evidence Based Education Research – TIER

Research in the fields of evidence based education

Graduate School: ICIS: Maastricht University graduate School of susTainability science – MUST MGSoG: Maastricht Graduate School of Governance – MGSoG

Faculty of Psychology and Neuroscience & Faculty of Law the Maastricht Forensic Institute – tMFI

72

Leading in Learning | Education & research

Forensic sciences

Based in Europe, focused on the world. Maastricht University is a stimulating environment. Where research and teaching are complementary. Where innovation is our focus. Where talent can flourish. A truly student oriented research university.

CE33-12

www.maastrichtuniversity.nl

Leading in Learning The art of networking