Maastricht University Corporate Brochure 2011 by Maastricht University

www.maastrichtuniversity.nl 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.

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The UM Green Office As a university we feel the responsibility to society to produce managers and policy makers who regularly wonder, “How do my actions contribute to a sustainable world?” The UM Green Office is an initiative of about fifteen students, supported by the Environmental Department of Maastricht University. It’s an incubator where promoters of sustainable projects can find each other, advise and make contact with volunteers to carry out projects. www.greenofficemaastricht.nl

Leading in Learning Inspired by Quality

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 and social institutions within and outside the region. The Universiteitsfonds Limburg / SWOL is the preferred partner for fundraising. www.ufl-swol.nl

Leading in Learning Inspired by Quality

Preface

Maastricht University (UM) is a mission-driven university, distinguished not only by its

Formal reviews and comparative surveys (e.g. the Keuzegids Hoger Onderwijs, Elsevier and

spearheads – Quality of Life, Europe and a Globalising World, and Learning and Innovation –

CHE) consistently rate UM’s study programmes as good to very good. Our completion rates

but also by the way it pursues these. The university’s profile has three clear characteristics:

are the highest in the Netherlands, while the number of students who exceed the nominal

• Its international orientation, coupled with firm rooting in Limburg and the Euregion

duration of their study programmes plus one year is among the lowest.

• Problem-Based Learning • An integrated, multi- and interdisciplinary approach to education and research.

Ever since the university’s foundation, research and education at UM have been thematic, multidisciplinary, and inspired by societal themes. UM is unique in that a

UM is an international university. Much of our education and research focuses on

limited set of spearheads is studied on the basis of different disciplines at all relevant

international and European themes. As a bilingual university, virtually all teaching takes place

levels. In addition, education and research at UM reflect both our international

in English. Almost 45% of our students and more than 30% of our academic staff come from

orientation and our strong footing in the region. This can be seen in the university’s

abroad. Moreover, we have a sizable influx and outflow of exchange students. This cultural

structural collaboration in international, national and regional partnerships, in which

diversity in students and teaching staff greatly contributes to establishing our ‘international

the valorisation of research results also plays an important role.

classroom’. But Maastricht University is also an essential factor in the further development of the regional knowledge economy.

UM participates in various top institutes, such as BioMedical Materials, Food and Nutrition (TIFN), TI Pharma, the Centre for Molecular Medicine, the Parelsnoer Initiative and the Net-

The education on offer at UM is unique, thanks to both the content of our study programmes

work for Studies on Pensions, Aging and Retirement (Netspar). With the Maastricht UMC+,

and our teaching model: Problem-Based Learning (PBL). PBL is characterised by small-scale,

UM is home to the only university medical centre in the Southeast of the Netherlands. UM

student-centred, active and collaborative learning. Students not only learn the content of

is an active participant in Brainport and spearheaded the setup of the Chemelot Campus

their field, but also acquire competences in cooperation, leadership and research. Continual

and the Maastricht Health Campus, which are important examples of public-private

innovation of our education is a core principle at UM.

collaboration. Prof. dr Martin Paul, President of Maastricht University

Leading in Learning | Preface

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.

Inspired by Quality How do you add value to society? By sharing your knowledge with society and cooperating to create innovations. And by remaining a learning organisation with people who constantly want to push boundaries. ‘Leading in Learning’ refers not only to the quality of our programmes, but also to the attitude that we as an organisation strive towards. Quality is our motivation. So if we can jump over a bar today, that same day we move it even higher. We’ve been doing this for 35 years now and will continue over the next 35 years to constantly re-invent ourselves. The research groups portrayed in this brochure are all advocates for innovation. By linking them to a ‘third party’ from society, we give life to the concept of ‘brain circulation’. Their enthusiasm is infectious. One of the interviewed professors: “Certainty is fine, but not in academia. It’s just nice for everything to be up for discussion.” Learn more about our inspiration on the following pages.

Leading in Learning | Inspired by Quality

Contents Preface . ............................................................................... 2 Dr Karl Tuyls............................................................................... 10 Inspired by Quality........................................................ 5 Wim Meeussen. ....................................................................... 12 Maastricht University Executive Board........... 9 Prof Jan Smits............................................................................ 18 Dr Sam Muller........................................................................... 20

1. Our direction ........................................................... 14 Prof Gaby Odekerken-Schröder. ......................................... 30 2. Our heart ................................................................... 22 Olaf Bertholet........................................................................... 32 3. Our solutions ........................................................... 26 Prof Jan Ramaekers................................................................. 38 4. Our talents ................................................................ 34 Jos Haemers. ............................................................................. 40 5. Our strengths .......................................................... 42 Prof Leon de Windt. ................................................................ 46 Prof Stephane Heymans........................................................ 48

Facts & figures ............................................................ 50 Prof Hans Schmeets................................................................ 58 Education & research 2010 – 2011 . ................... 62 Dr Ineke Stoop. ......................................................................... 60

Leading in Learning | Contents

Inspired by Quality

Maastricht University Executive Board

Prof. dr Martin Paul, President

If there is a recipe for our success, itâ&#x20AC;&#x2122;s the combination of Problem-Based Learning with a unique research structure built on interdisciplinarity and dialogue across fields. This makes Maastricht University the place to be for students that will successfully compete in the European and global labour markets, which are drivers of the knowledge-based society.

Prof Gerard Mols, Rector Magnificus

Maastricht University is the place to be for our future global citizens and leaders. The international classroom, as well as our research, focus on societal global challenges, constituting an inspiring environment in which talents can flourish to make the world a better place.

AndrĂŠ Postema MSc, Vice President

Being a truly student-oriented research university is very much regarded as an assignment to continuously look at our programmes and services through the eyes of our students and to involve them as much as possible. This is of course strongly embedded in the student focus of our Problem-Based Learning. But it also accounts for the assessment and improvement of our study programmes; for the large and still increasing number of student jobs Maastricht University provides; and for the way our students guide and support us in being a socially responsible organisation.

Leading in Learning | Maastricht University Executive Board

Faculty of Humanities and Sciences Robots, Agents and Interaction (RAI) Research Group / Swarmlab

The facts

The passion

What’s it all about? The swarmlab is the robotics laboratory at the Department of Knowledge Engineering (DKE). It tries to build intelligent adaptive systems in both software and hardware, using Reinforcement Learning and swarm intelligence techniques.

“My beekeeper experience reinforces my knowledge” Dr Karl Tuyls, associate professor of Artificial Intelligence and research director at the Swarmlab

Say again? A bee itself is not so smart, but a swarm of bees is quite intelligent. They communicate with and learn from one another. Karl Tuyls and his colleagues put this swarm intelligence into computational algorithms, with which they can do things like program a group of robots. ‘Reinforcement Learning’, a related technique which is similar to the way young dogs, for instance, learn through the use of punishments and rewards, is also a source of inspiration for designing adaptive systems. The idea is that the robots will eventually be able to solve problems based on inspirations drawn from nature.

“In the form of software, we already have quite some knowledge about the intelligence of a swarm to build upon, but transferring that to hardware poses all sorts of unexpected challenges. I hope that within five years it’ll be clear whether or not that’s feasible. I think it is. I’ve always been interested in natural processes when it comes to learning. How do learning processes work in nature and can we use them to solve practical everyday problems? Because we still understand relatively little about the human brain, it seemed wise to study somewhat simpler intelligent adaptive behavior, such as swarm intelligence.

How? A bee finds a direct path back to the hive after a successful search for food and with a dance tells his kind in the hive where the food can be found. Similarly, robots learn themselves and from each other. The researchers have already successfully programmed the robots to independently locate their ‘food’ and then, like a bee, return directly home to the hive. The communication between the robots is the following challenge. In the future this technology could be used, for example, in planetary exploration. Or a group of robots could locate victims of a major disaster when you’d prefer not to send people, take the nuclear situation in Fukushima, for instance.

In the beekeeper course I recently followed, I learned about the anatomy and brain of a bee, amongst other things. Now I have my own bees, and an experienced beekeeper taught me how to breed queens. The knowledge I gatherer this way may not be directly relevant to my research, but it does reinforce my knowledge. As a child I dreamed of building an intelligent robot. The talent for technology runs in my family. When I was young I programmed computer games, which next had to become challenging. Then you end up with Artificial Intelligence.

Who’s doing it? Next to Karl Tuyls, Gerhard Weiss helps coordinate the approximately twelve researchers at RAI. The group is continuously growing.

So far I’m very scientifically driven, but the desire to tackle a specific social problem is increasing. Our swarmlab still needs some time for the valorization step, but I expect something in nearer future with, for example, the telepresence robot we’ve built. People now travel the world for a short meeting. This robot is controlled remotely and allows you to go into an office on the other side of the world as if you were physically present.”

What’s the ambition? To have a swarm of a hundred of robots perform a task, without being individually controlled – a distributed system. Compare it with a group of ants that builds a hill together; nobody is in charge, but they all know exactly what to do. If the group can do this algorithmically with these robots, they can take the next step toward putting it into practical terms: larger robots that can actually tackle problems in society.

Leading in Learning | Dr Karl Tuyls

The team: Steven de Jong, Kurt Driessens, Gerhard Weiss, Daniel Hennes, Michael Kaisers, Nyree Lemmens, Daan Rloembergen, Sjriek Alers, Kim Roumans

Faculty of Humanities and Sciences Robots, Agents and Interaction (RAI) Research Group / Swarmlab

The result Coordinating the efforts of robotics researchers Wim Meeussen, systems engineer at Willow Garage Inc, Silicon Valley, USA “Willow Garage is a unique company with a very special mission. Our ultimate goal is to affect positive change in the robotics industry by ‘making personal robots happen’. Instead of assembling a giant team in one location, we seek to coordinate the efforts of robotics researchers the world over, accelerating their work and ensuring they don’t ‘reinvent the wheel’ repeatedly. Willow Garage has created an open source software platform, ROS (Robot Operating System), available to all robotics research groups. Over the past year, ROS started improving its multi-robot support. This is exactly what Karl Tuyls needed for his multi-agent interaction research. Karl sent Daniel Hennes, one of his PhD students, to Silicon Valley to work at Willow Garage as an intern. Daniel trained Willow Garage’s PR2 robot to learn how to autonomously balance a stick. All the software he wrote was incorporated into ROS. In the near future another of Karl’s students will visit us to work on a multi-robot interaction project. Multi-robot interaction is integral to Willow Garage’s effort to bring about a home robotics revolution, with small, cheap robots that can do very simple tasks in your home. During its first few years, Willow Garage was focused on developing a single, advanced personal robot, the PR2. Recently, however, we’ve developed the ‘TurtleBot’ for multi-robot interaction. Our current challenge is to make multiple TurtleBots interact and cooperate with one another. The state-of-the-art algorithms that allow robots to interact in a smart way come from the open source research community. It’s important for the community to have experts in multi robot interaction, like Karl’s group, participating.” www.willowgarage.com

Leading in Learning | Wim Meeussen

Wim Meeussen (center, on monitor telepresence robot) and Daniel Hennes (right)

Our direction Chemelot

international classroom

valorisation

Brainport 2020

Europe and a globalising world

learning and innovation

Maastricht Health Campus

Leading in Learning quality of life 14

Leading in Learning | Our direction

crossing borders

research-intensive networks university/industry research

Greenport Venlo

euregional

inspired by quality

Thatâ&#x20AC;&#x2122;s our strategyâ&#x20AC;Ś 15

Quality for the future

35 (+2) Years Leading in Learning

Quality is the key principle in Maastricht University’s new strategic programme ‘Inspired by

Fifty students, fifty faculty and fifty university staff – that moderate group formed in 1974,

quality 2011-2015’. We want to be a learning organisation, in order to sustain our high quality

two years before the formal establishment of the Rijksuniversiteit Limburg in Maastricht,

of education, research, staff, students and facilities. We will constantly be aiming to improve

the beginning of what is now called Maastricht University. One of those fifty students was

our position as an attractive, high-quality institution with consistently strong national and

Job Metsemakers, now professor and department chair of General Practice. He got to know the

international rankings.

university as a student and alumnus, as well as an employee, doctoral candidate and professor. “It started with a Medicine programme, with no guarantee that it would become a university

Our spearheads in research are ‘Quality of life’, ‘Europe and a globalising world’ and ‘Learning

study. But I knew how long Limburg had fought for a university and considered it unlikely that

and innovation’. These themes are studied on the basis of different disciplines, incorporating

their work would ever be undone. One of the members of the core staff said: ‘We’ll go on an

cross-disciplinary perspectives at all relevant levels. The student and the graduate are at the

adventure with the idea that we’ll arrive together.’ You could taste the excitement: We’re going

heart of everything we do.

to make something beautiful.

We also want to expand our initiatives to give a boost to the innovative development of the

Though the student intake of the Medicine programme is now more than sixfold what it was,

Limburg region. We are committed to the region just as we are to the globalising society.

the constant drive for innovation has remained the same. The educational development, in

The Maastricht + Since the Maastricht University Medical Centre + started in 2008, research, education and patient care are fully integrated in Maastricht. This allows knowledge to be shared quicker and more efficiently and research to be translated more directly to patient care. One project that illustrates this is The Maastricht Study, which started in 2010. The Maastricht Study is a unique study of the South Limburg population regarding the prevention, causes and treatment of type 2 diabetes (‘adult-onset diabetes’), cardiovascular disease and other chronic illnesses. Ten thousand people will be thoroughly studied and followed over the next ten years. That

which we as students in those first years were also closely involved, has truly made Maastricht Leading in Learning. The international aspect has also remained unchanged for 37 years. Because we were so innovative and still are, many foreign guests came and still come to the programme. These contacts led to elective education places for students abroad. That set the stage for the international atmosphere and feel that this university continues to experience today. I’ve officially been employed since 1980. Of course, the huge increase in size of the faculty means that everyone has become more anonymous. The university has developed into a pleasant employer, with a good offer of training and courses. I’ve always been committed to education and research, in addition to working in general practice, which I still do. There is no education without research, and research must find its way into education and practice. I gladly make my contribution to that.”

makes this the most comprehensive research in the world in this area. Type 2 diabetes is also developing at an increasingly younger age because of lifestyle factors and genetic vulnerability. The Maastricht Study should lead to new methods of prevention and treatment of diabetes. 16

Leading in Learning | Our direction

Faculty of Law Maastricht European Private Law Institute (M-EPLI)

The facts

The passion

When did it all begin? The Maastricht European Private Law Institute started at the end of 2010 at Maastricht University, under the direction of Jan Smits who came over from Tilburg University.

“I love the diversity of law in Europe” Prof Jan Smits, Professor of European Private Law, academic director of M-EPLI, current holder of the UM HiiL Chair on the Internationalisation of Law.

What’s it all about? Private law is about the question of how you can best regulate the relationships between citizens or between companies. In the past 200 years, this was primarily a national matter. The increasingly stronger role of the European Union and globalisation in general is internationalising private law, which is posing all kinds of legal questions. M-EPLI researches exactly these types of questions.

“Certainty is fine, but not in academia. It’s just nice for everything to be up for discussion, and law lends itself ideally for this. In law, there’s never one guaranteed outcome. I look for discussion and debate and gladly set other people’s ideas up for discussion – not to be proven right, but because that brings you further into discussion. I’m strongly against one uniform solution for everything.

A few examples? How do the rules and regulations the EU introduces relate to national private law? What should private law look like in the future in view of major issues such as climate change and child labour in developing countries? (Smits deals with this in ‘Law of the future’, a subject he teaches to interested students.) Will international trade indeed be promoted if European consumer protection law is unified? How does the interpretation of EU private law differ in the various member states?

The beauty of jurisprudence is that you can show how a question has multiple answers, depending on the legal culture in a country or your own views. With that starting point, you automatically end up with an international approach. Then you also have to look at how law is regulated outside the Netherlands. In the Netherlands, we’re quite flexible with rules and regulations: rules and regulations here are never actually completely fixed, while in England, for example, they are much stricter.

Fundamental or applied science? Both. Fundamental in the sense that academics within the M-EPLI research the issues they’re passionate about. Applied because their questions affect the everyday lives of Europeans. Take the case of a deadly disease that develops thirty years after the carrying out of work that is harmful to people’s health. The claim couldn’t be submitted before thirty years later; is then the statute of limitations of thirty years reasonable? “No”, say Dutch jurists; “Yes”, say German colleagues.

Because I love the plurality of views, I’m also against having one European private law. I just love the diversity of law in Europe. It’s not for nothing that it’s diverse. There are different cultures, with people who have different preferences. It would be strange if you wanted to push one view down the throats of every European. Another great thing about my field is that most of the colleagues I collaborate with are from abroad. In the international debate on European law, nationality is irrelevant. In law, this is relatively new and that also attracts me. I would no longer be able to, or want to focus only on Dutch law.”

Who’s doing it? Next to Jan Smits, M-EPLI has a staff of around twenty researchers who work not only in Maastricht, but also, for example, in Stellenbosch and in the U.S. What’s the ambition? To be one of the leading institutes Europe in European private law. M-EPLI distinguishes itself with its multidisciplinary approach: comparative, psychological, philosophical, economic, empirical.

Leading in Learning | Prof Jan Smits

f.l.t.r. Sjef van Erp, Bram Akkermans, Willem Loof, Eveline Ramaekers, Jan Smits, Jaap Hage, Anna Beckers, Remco van Rhee, Hester van der Kaaij, José Crijnen, Serban Vacarelu.

Faculty of Law Maastricht European Private Law Institute (M-EPLI)

The result Growing together Dr Sam Muller, Founding director of The Hague Institute for the Internationalisation of Law (HiiL) “The HiiL motto is ‘fundamental research for practical solutions’. We research the influence of globalisation on national legal systems, from the perspective of societal problems. Take having rule of law: formerly that was exclusively an internal matter. Nowadays, countries have a strategic interest in each other’s rule of law. If the Dutch legal system wants to tackle female trafficking, it will run into roadblocks if a woman’s country of origin is barely a constitutional state. Then there’s an interest in bringing rule of law to that country, which can be seen as imperialism and also proves to be very difficult. We’ve developed an instrument to measure whether rule of law actually improves citizens’ accessibility to justice. We always seek to translate fundamental legal research into a practical tool for society. HiiL is strong in rapidly bringing together high level experts, from academia and practice, to look at globalisation issues that have to do with law. It’s impossible to get the top people from every area of jurisprudence into one organisation, so we’re always looking for the best people to handle current issues. Jan Smits is one of the more than 140 HiiL research fellows who we collaborate with worldwide, and he now occupies our HiiL Chair at UM. M-EPLI is particularly fascinating because its researchers look beyond private law alone. They take interesting excursions into psychology or economics. The multidisciplinary approach is something we have in common. HiiL has now worked together with Jan for about five years, and we’ve also grown together, without always knowing beforehand exactly where we’re headed. I would have never imagined five years ago that we would now have a ‘Law of the Future Joint Action Programme’, in which Jan fully participates. What should the law of the future look like? You learn from one another, and that makes the contact so fascinating.” www.hiil.org www.lawofthefuture.org

Leading in Learning | Dr Sam Muller

Our heart European themes

intercultural competence

Erasmus Mundus

think tanks

Leading in Learning | Our heart

highly ranked

Problem-Based Learning

student centered

global awareness

case competitions

approachable professors

moot courts

unique education offer

competent for the future

innovation

Thatâ&#x20AC;&#x2122;s how we teachâ&#x20AC;Ś 23

PBL in a new shape

‘Marbellous’ students

“Usually there is no shortage of good ideas for innovation, but rather of time and willingness

Students interested in doing scientific research, and who belong to the top 20%, can partici-

to translate ideas into action,” according to the Leading in Learning master plan, which took

pate in Maastricht Research Based Learning (MARBLE). Under the guidance of researchers

effect in 2010. PBL has long been the successful educational model of Maastricht University.

they work together on a project or dig into their own research question for twenty weeks.

To further improve the connection with the international classroom, as well as overall quality,

MARBLE is co-financed by the Ministry of Education, Culture and Science under the name

faculties and schools were invited to submit projects for which they had a specific need. This

‘Sirius Program’. The aim is for Dutch students at universities and universities of applied

gives real shape to innovation, with respect for each faculty’s individual educational identity.

science to get the best out of themselves.

Project leader Prof Wim Gijselaars: “It’s not about structural revisions to curriculum, but about

As a European Studies student puts it: “We’re becoming more academics now instead of

giving PBL elements new form: basic needs that faculties don’t get to in their day-to-day work,

students. I like it a lot. The experts guide you and teach you methods and tools, but you figure

such as providing more intensive guidance to students of the University College Maastricht

out how to use them yourself. They get you on the path of discovering what you want to do,

on choosing a master’s programme.” Each faculty has launched one or more projects under

without telling you. It’s being taught without noticing.”

the Leading in Learning banner. Maastricht University is committed to a university-wide integration of Research Based

Choosing sciences The track Maastricht Science Programme (MSC) will start in September 2011 within the Liberal Arts & Sciences programme. This specialisation allows you to compile your own curriculum, focussing on science. MSC is unique in the Netherlands and even in Europe. The accelerated expansion of sciences at Maastricht University is directly linked to its various campus initiatives. The Chemelot Campus in Geleen is the Euregional location for business, education and research in chemistry and materials. Part of the teaching of MSC will be given at this campus, like the two master’s programmes in the works, which are follow-ups to the bachelor’s programme. The Maastricht Health Campus in the Randwijck district aims to be the hotspot for biotechnology in the area of life sciences and health. The Maastricht Science Programme not only strengthens the research and valorisation potential of the university, but it also creates a breeding ground for talented knowledge workers for the region.

Leading in Learning | Our heart

Leaning in the curriculum by 2013.

School of Business and Economics in top 25 Financial Times ranking The International Business master’s programme at the Maastricht University School of Business and Economics (SBE) was ranked # 25 in the world by the 2010 Financial Times Global Masters in Management ranking. The FT rankings assess the top 65 universities in the world offering such a programme. In the category of ‘value for money’, SBE scored 2nd place. SBE strives for international excellence in research as well as in education. The triple accreditation shows the school is well on its way to achieving this. The rankings, very important in today’s knowledge society, show that the Maastricht University School of Business and Economics can easily compete with other top universities worldwide. 25

Our solutions for you

top institutes

healthy aging lie detection

intellectual property law

forensics

pensions

cognitive neuroscience Leading in Learning | Our solutions

European governance

integrated approach systems biology

social innovation

European and global dilemmaâ&#x20AC;&#x2122;s

cultures of innovation

corporate engagement

cardiovascular diseases

global economics

human rights

health care management

Thatâ&#x20AC;&#x2122;s our research focusâ&#x20AC;Ś 27

Brains Unlimited

Cross-border research

The Maastricht Brain Imaging Centre (M-BIC), which forms part of our Life and Science

UM PhD candidate Michal Gondek won the Max van der Stoel prize in 2010 with his thesis

Campus, focusses on pioneering brain research. A team of leading researchers works under

on human rights in a globalising world. In ‘The Reach of Human Rights in a Globalising World:

the supervision of professor Rainer Goebel. They hope to identify the root causes of diseases

Extraterritorial Application of Human Rights Treaties’, he examines the question of whether

like Alzheimer’s and Parkinson’s to improve both prevention and treatment.

human rights treaties apply to people who are outside a country’s national borders while that country violates their rights. This could be during military actions and occupations, but also in

For the M-BIC to remain a world leader in brain research, acquisition of the latest-generation

international joint criminal investigations or by the exchange of personal data.

MRI scanners is essential. Under the banner of ‘Brains Unlimited’, 18 million euros was raised

The Max van der Stoel Human Rights Prize is awarded annually to promising young researchers.

for the purchase of the scanners and the building that will accommodate spin-off companies

The jury praised the well-written and well-documented work of Michal Gondek and stated

and the influx of international staff. Part of this amount comes from the European Union and

that the relevance of the topic will only grow in the coming years.

the Province of Limburg. UM is putting in another 22 million. It will be the third scanner of this

Prof. Menno Kamminga was the supervisor of the study. He is director of the Maastricht Centre

size operating in the world.

for Human Rights of the Faculty of Law and Chairman of the Board of the national School of Human Rights Research.

For this, several institutions are working together, including the Maastricht University Medical

Cheek by jowl

Knowledge and skills throughout the human life cycle

The integration of migrants in the Netherlands depends on the extent to which they can

The Research Centre for Education and the Labour Market (ROA) is a research institute of the

support their families in their home countries. Prof. Mazzucato made this case in her June 2010

Maastricht University School of Business and Economics, lead by professor Thomas Dohmen.

inaugural lecture, saying that integration is closely linked to development aid and that migra-

Through its research, the institute aims to improve understanding of the relationship between

tion policy should reflect that. With this she officially accepted her chair in Globalisation and

education and the labour market. ROA’s fundamental research programme focuses on the

Development at the Faculty of Arts and Social Sciences.

development and utilisation of knowledge and skills throughout the human life cycle Topics

Center +, the Forschungszenter Jülich, the University Hospital Aachen and the University of Liege.

of recent ROA publications include: an evaluation of the introduction of “studiekeuze” in Mazzucato not only looks at how African immigrants fare in the Netherlands, but also looks

secondary education, an analysis of regional brain drain of recent graduates, and an examina-

to those who remained in their home countries. Migrants have one foot in their homeland and

tion of the effects of cuts in pension benefits on the labour market performance of older

the other in the Netherlands; one-third of their income is sent to Africa in the form of goods

workers. The latter study shows that workers who expect to retire later due to cuts in pension

or money. Mazzucato advocates public policy that better supports immigrants in this ‘dual

benefits are more likely to participate in training. The study also reveals that the retrenchment

loyalty’, for instance by making it easier to travel to and from their home countries or speeding

in pension rights jeopardizes work motivation and can have serious consequences for the

up family reunification.

mental health of workers nearing retirement.

Leading in Learning | Our solutions

School of Business and Economics Service Science Factory

The facts

The passion

What’s it all about? External (and internal) clients can consult the Service Science Factory for co-creating a service innovation, using the knowledge, skills, tools and network of Maastricht University. In a typical project of eight weeks, students, academic staff members and the client co-create an innovative, ‘business proof’ service concept resulting in a prototype. The team works on equal footing; hierarchy does not exist.

“Innovation is about co-solving customer problems” Prof Gaby Odekerken-Schröder, Professor of Customer-Centric Service Science, Scientific director of the Service Science Factory “We all benefit from a large variety of services every day. Just think of financial services, health care services, mobile phone services, utility services, and transportation services. I could even argue that my iPod offers entertainment services like my dishwasher provides dishwashing services.

An example? A Maastricht hotel wanted to improve customer service, understanding that you can avoid complaints by being very customer-service oriented. You could send your staff on a training, but the Service Science Factory has developed a ‘serious game’; a computer game that can be played at work during down time. Employees respond to cases and assess each other there, which also improves the group dynamic. It teaches employees to provide service in a customer-centric way.

Consumers are increasingly knowledgeable, networked, active and empowered. They’re no longer dependent on unidirectional communication flow from firms. Consumers select the providers they want to have a relationship with, based on their view of how value should be created for them. Therefore, embracing co-creation opportunities fostering interactions between firms and consumers is crucial in a dynamic environment.

What’s different? The approach of the Service Science Factory is special in three respects. Thanks to the multidisciplinary teams, which are recruited for each project from the vast knowledge network, an intensive work environment is created. Academic knowledge is easily accessible from different disciplines. The end-user perspective is always central.

Viewing innovation from a service-logic perspective means that innovation is by definition customer-centric. An innovation leads to a change in value as it’s used and defined by the customer. Service innovation is about innovating with the customer as a co-creator of value. Holding a chair in customer-centric service science implies that I want to play a role in the regional, national and global service economy, as a partner in innovation, technology transfer and education for the future. Having strong roots in a region that offers interesting service opportunities enables us to strengthen our position internationally.

Who’s doing it? In addition to academic director Gaby Odekerken-Schröder, there’s a multidisciplinary management team of six professors, a coordinator, two permanent project managers and two students from the International School of Design (KISD) in Cologne. The regular team is growing, but there will always be knowledge that’s ‘flown in’.

The Service Science Factory is a vehicle that merges research, education and valorisation. This is done by bridging academia and business in efforts to co-create innovative services. Therefore, in the history of Maastricht University and of the School of Business and Economics in particular, the Service Science Factory can be seen as the next step in innovative education and in developing a competitive advantage.”

The result Since its inception in December 2009, ten projects were completed for companies including APG, Océ and the Townhouse Hotel de l’Empereur. This year at least sixteen projects will be completed. The factory is in full operation, with the ambition to grow.

Leading in Learning | Prof Gaby Odekerken-Schröder

Behind Gaby Odekerken-Schröder, f.l.t.r.: UM researcher Lisa Brüggen and three employees of Siemens Energy, customer of the Service Science Factory

School of Business and Economics Service Science Factory

The result Exceeding expectations Olaf Bertholet, E-manager at the Townhouse Design Hotel in Maastricht, part of La Bergère Hospitaltiy Group “If a guest asks if you can park his car, and you deliver the car washed, you’ll exceed his expectations. That’s what we strive for. Our staff are already much more service-oriented than the average hotel employees, and we want to continue to improve. And not by sending them to an old-fashioned course, but by offering a virtual environment where they can learn according to their competencies. Along with Conceptisch, the organisation that thinks and works with us on our hotel concepts, we posed the following question to the Service Science Factory: ‘How can we encourage our employees to play a virtual game, not only during the day when it’s quiet at work but also at home at night, to improve the service and hospitality at the Townhouse?’ We wanted scientifically-based advice on how to set up the game, with which we can test the skills of employees at the same time. They’ve more than risen to the challenge. Based on their document, we’re actually now having the game built. We’re very pleased with the cooperation. I myself was in the first two day-long sessions and then half-day weekly sessions after that. I primarily gave the operational input. I think the beauty of the final result is that there’s a lot of scientific knowledge behind it, without the game ‘being annoying’ on the front end. I initially feared a bit of a dry academic production, but that’s totally not the case. Employees will just play a fun game, give each other feedback, get reactions from their supervisor, and in the meantime we can generate scientific output. I can definitely recommend working with the Service Science Factory.” www.townhousehotels.nl www.La-Bergeregroup.com

Leading in Learning | Olaf Bertholet

Our talents open minded

challenging education

Research-Based Learning

career services more than 100 nationalities

broadening scope valued employees

Leading in Learning | Our talents

leadership

academic community

lifelong contacts

cooperation

Thatâ&#x20AC;&#x2122;s how we see our studentsâ&#x20AC;Ś 35

Youth unite!

Alumni: Give and take

Since the fall of 2010, Dirk Janssen (20) has represented the voice of Dutch youth at the

The combination of a common English-language study in an international PBL environment,

United Nations in New York. The University College Maastricht student was elected UN youth

makes our alumni strong team players with great problem solving skills and with an eye for

representative for one year and is particularly committed to access to water and food as

the wider society of which they form a part. Our approximately 36,000 alumni work around

essential conditions for a promising education.

the world, from Dubai to New York and from Shanghai to Cape Town. They are the living proof of the quality of our training.

Janssen’s passion developed during a stay in Rwanda and Ghana, where he studied and did volunteer work. “In a UN refugee camp for Liberians in Ghana, I was struck by the fact that

But they are much more than that: they are also friends for life, with each other – they look

many students had to sit for their exams on an empty stomach.” He remembers the struggle

each other up in the worldwide alumni circles – but also with the university. Where possible

of young people in the camp having to go to school, without a thought given towards them

we like to keep them for our own organisation, or have them as participants in quality

not having enough food on their plates. “The UN is the right organisation to do something

controls of our programmes or as ambassadors for student recruitment. In turn, they turn

to change this. Development starts with food and water. I want to do my bit to change the

to us for specific expertise, new colleagues, trainees or cooperation.

world.” Janneke Gerards is Professor of Fundamental Rights Law at Radboud University Nijmegen.

The perfect match The best possible match between the student and the study: both parties reap the benefits from this. To optimise the match, Maastricht University’s faculties are each using their own resources. The Faculty of Law for example began conducting intake interviews with new students this year.

She graduated from UM in 1998 and earned her PhD cum laude in 2003. Since then, she can still be regularly found in Maastricht. “I contribute for instance to the honors program at the Faculty of Law. And I participated in the committee that analysed the quality of exams in the first year of the Maastricht law programme. It takes quite some time, but because UM has a warm place in my heart, I gladly do it. As a student and PhD candidate, I had a very good time in Maastricht. The educational system has really inspired me and the foundation for my thinking about the law was laid in Maastricht. For that, I’m still grateful. And so I give that little bit extra to meet requests from Maastricht. I’m just glad that I can give something back.”

Because successful completion of a study also starts with helping students become wellinformed, the Faculty of Psychology and Neuroscience developed ‘Psychology behind the scenes’. Through an interactive website, prospective students get good factual information about what it means to study Psychology at UM. In addition to this, the faculty has adjusted the curriculum so students get a good picture of the entire study in the first year. This is important not least because academic achievement in the first semester determines the success of the rest of the study. 36

Leading in Learning | Our talents

Faculty of Psychology and Neuroscience Drugs & Driving

The facts

The passion

What’s it all about? Psychiatrists, patients, regulators and pharmaceutical companies want to know what the influence of drugs is on driving. The Experimental Psychopharmacology Unit has been conducting driving tests on public highways for 25 years, commissioned by pharmaceutical companies and other groups. They’re also investigating the influence of cannabis and XTC on driving. The whole western world is wresting with how to regulate cannabis out on the road.

“The test that never disappoints us” Prof Jan Ramaekers, endowed chair of Behavioral Toxicology of Medicinal Drugs and Drugs of Abuse, Chairman of the Department of Neuropsychology and Psychopharmacology. “We’re kind of a family business, with a very solid core group of researchers. I myself have been involved now 23 years of the 25.

How did it all start? The test in its present form was introduced 25 years ago by Jim O’Hanlon in a Science publication. He led the forerunner of the current unit, the Instituut voor Geneesmiddelen, Veiligheid en Gedrag (Institute for Medicines, Safety and Behavior). The Science publication put on the map both the method and the danger of drugs on the road. Contrary to expectations of the pharma ceutical industry, Valium and driving did not appear to mix.

The enormous reliability of the test amazes me every time. It never disappoints us: the test registers even the smallest effects and the concept is so simple. That’s the beauty of it. We’re the guardians of this mental legacy that’s internationally recognised by scientists. Foreign researchers often seem reluctant to test drugs that affect the central nervous system out on public roads. There’s of course always a chance of involvement in a car accident, but so far nothing has ever happened. The biggest risk is being hit by another motorist who isn’t paying attention.

How does it work? Subjects, sober or under the influence, drive one hundred kilometers on the highway, accompanied by professional driving instructor Henk Brauers. They must maintain a constant speed of 95km per hour in the right lane and drive as straight as possible. A camera fixed to the car’s roof films the centre stripe of the highway, producing a ‘pendulum index’, that shows the effects on the subject’s driving performance. Nowhere else in the world is this tested on public roads.

The driving tests on behalf of pharmaceutical companies are highly relevant to society. That makes it rewarding. Funding from contract research can also be invested in fundamental research for which funding is less easy to find. That’s my ultimate combination. Thanks to this applied research I can also examine the mechanisms underlying addiction or look at the pharmacological mechanisms underlying the effects of XTC and cannabis on memory. This research is relatively expensive, because here we can’t get our XTC from a dealer on the street. The lab operates according to strict rules.

Who’s doing it? Jan Ramaekers does this work together with researchers Eef Theunissen, Kim Kuypers, Annemiek Vermeeren and Eric Vuurman, two logistics planners, four qualified driving instructors, a doctor and a group of PhD students. They liaise with groups such as the Netherlands Forensic Institute, the Public Prosecution Service, the police and also regional companies.

The brain is the most important organ you have, or at least the most interesting, and there’s still so much that remains unknown. I would like to learn more about, and especially understand, how substances affect the brain.”

Some interesting results? The group showed that cannabis affects driving ability and that a legal limit can be established, similar to the maximum legal blood alcohol level. The group also showed that the effects of drugs on driving ability are highly dependent on a number of factors such as dosage, duration of use, combination use, time after ingestion and absorption by the body.

Leading in Learning | Prof Jan Ramaekers

f.l.t.r: Eric Vuurman, Tim Leufkens, Annemiek Vermeeren, Anita van Oers, Iwan de Jong,Kim Kuypers, Elian Stassen, Eef Theunissen, Irma Brauers, Henk Brauers, Jan Ramaekers

Faculty of Psychology and Neuroscience Drugs & Driving

The result Dancing to music that isn’t there Jos Haemers, inspector at the South Limburg Police Department “About 15 years ago as a sergeant I did many alcohol tests on the road. Sometimes the breathalyser didn’t register anything, while I could see that someone had been using drugs–people who were dancing to music that wasn’t there. I had to let them go because I could only take action if their driving was visibly affected. Later I analysed the circumstances surrounding fatal traffic accidents and accidents involving serious injuries. Of the approximately one thousand fatalities in the Netherlands, one-fifth is caused by drug or medicine use. And this is not to mention the thousands of serious bodily injuries. We have managed to reduce driving under the influence of alcohol considerably, thanks to the breathalyser tests that greatly increase the probability of detection. A rapid test for drugs, similar to a breathalyser test for alcohol, is already used in Belgium and Germany. The test more and more reliably determines whether someone is under the influence of drugs. I’ve also participated in a European study to evaluate various salivary tests for their user friendliness. But in the Netherlands, the police don’t yet use these tests because the legislation is still pending. Their adoption is also dependent on a political choice: do you say that drugs and driving is completely banned, or you define a ‘cut-off value’ like the blood alcohol level of .05? And then comes the investigation of Maastricht University. Empirical research on the degree to which these substances impair the ability to drive is essential in determining policy. When is someone so much under the influence that he or she should no longer be allowed to drive? Fortunately, the Netherlands is a progressive country, where such research is possible. It is a global problem. UM pushes the boundaries, in many ways.” www.politie.nl/limburg-zuid

Leading in Learning | Jos Haemers

Our strengths innovative HRM policy green office

diversity

inquisitive atmosphere

internationally networked

career development 30% international academic staff

women in science

opportunities 42

Leading in Learning | Our strengths

good fringe benefits

bilingual

internationally networked

mobilising minds

creative people

Province of Limburg

Thatâ&#x20AC;&#x2122;s what attracts our colleaguesâ&#x20AC;Ś 43

A special profession

Home away from home

Teaching is a special profession. To guarantee that teachers at Dutch universities have a certain

Employees with an international background and staff who temporarily go abroad are in good

basic level of quality and to give them the opportunity to improve their skills, it was decided

hands at the Knowledge Centre for International Staff (KCIS). The center offers various services

three years ago to introduce the Basic Teaching Qualification (BKO) certificate on a national

in the areas of immigration, settlement and social integration of employees and their partners.

level. Within a framework, each faculty had the freedom to shape the BKO programme to

It does so in close cooperation with the region and with a unique personal touch, which is why

meet its needs. The Faculty of Arts and Social Sciences (FASoS) went energetically to work.

the KCIS won the 2011 Expat Award in March 2011. The KCIS stood head and shoulders above the

Now the teachers don’t want to be without it.

other 25 candidates in the category ‘Expat Service Provider of the Year’. This was the second time the award was presented by Nyenrode Business University.

“The idea was to mobilise the teaching expertise within the faculty,” says Jo Wachelder, coordinator of BKO within FASoS. “We want to be a learning organisation. So we’ve created a struc-

Elsa Wilkin from the Caribbean is a lecturer at Maastricht University: “KCIS for me was like a

tured exchange of knowledge and experiences on educational didactics and methodology.

home away from home. The staff was very knowledgeable and friendly. When I initially got here

We don’t restrict BKO to the certificate; we want to improve the quality of education at our

there were issues I had to deal with, but KCIS made it so much easier for me to get things done.”

faculty.” This means concretely that experienced teachers coach the newer teachers, and that three times a year workshops are given on various topics like “What makes a good tutor?” or “How do you give adequate exams?”. Students make a valuable contribution to this, which is taken seriously. “They hold up a mirror to us,” says Sylvia Haerkens, who works on policy. “The workshops provide structured environments to share experiences about education. The programme is highly valued. We want to keep this around, even if BKO is formally discontinued.” Each teacher at FASoS creates a portfolio that identifies his or her skills. Wachelder: “Experienced staff that may have originally been critical of BKO, are invited to put their extensive expertise on paper, so that others can learn from them. That seems to be an interesting challenge for them.” Every faculty has shaped BKO to meet its needs. At the Faculty of Psychology and Neuroscience for example, experienced teachers create a self assessment, which also takes the opinions of students and peers into account.

Leading in Learning | Our strengths

Serving staff It is important that employees get the chance to further develop themselves and to better take advantage of their opportunities where possible. Maastricht University has instituted Staff Career Counseling Services to improve employee career development and employability. Annually, the centre supports about three hundred employees individually, including career management, coaching, reintegration and labor market approach. Furthermore, in 2010 there were more than six hundred employees who registered for the many courses offered by the center, ranging from ‘Brain Training’ to ‘Communication Skills’ and ‘Time Management’. The courses were evaluated as ‘good’ to ‘very good’ by the participants. Staff Career Counselling Services also offers its services to family members of foreign UM employees, under the title ‘Partner Career Services’. They’re supported in orientating to and finding jobs in the Netherlands – because it’s in everyone’s interest that expatriates quickly feel at home in Maastricht. 45

Faculty of Health, Medicine and Life Sciences Molecular biological research into cardiovascular disease (CARIM)

The facts

The passion

What’s it all about? Heart failure is a chronic condition where the heart can’t pump enough blood around the body. This gives organs too little oxygen and nutrients. The Netherlands has 35,000 heart failure patients annually and has less than a hundred donor hearts. According to Leon de Windt and his colleagues, the key lies in individual cells in the heart, so they search for the cure of heart disease at the molecular and genetic levels – and with result.

“A cool experiment gives me loads of energy” Prof Leon de Windt, extraordinary professor of Molecular Cardiovascular Biology at the School for Cardiovascular Diseases (CARIM) “The heart is the home of emotion. At least that’s how, as a romantic, I like to see it. I’m an emotional person, born on the island of Curacao. Some say that this is a translation for ‘heart’, or according to others for ‘heal’.

What result? One of the earliest manifestations of heart disease is the growth of heart muscle. In research on mice with heart disease, one activated gene (microRNA 199b) kept showing up. A “medicine” was developed which deactivated the gene and the heart healed completely. That sounds faster and simpler than the reality. Fifteen years of hard work and many thousands euros in research funding led to the eureka moment.

From a biomedical standpoint, the heart is one of the least studied organs. If you know that a growing heart muscle is the earliest manifestation of heart failure, I find it counterintuitive that you don’t want to understand how this works so there can then be a medicine developed for it.

What’s next? The researchers have identified one hundred similar RNA molecules, which should be the key regulators of heart muscle. It appears a second molecule is responsible for energy metabolism in the heart. In the coming years the researchers hope to be able to explain all the processes that go wrong in a diseased heart using RNA molecules, after which drugs can be developed.

A human has 30,000 genes, of which about 2,000 change in an unhealthy heart. It’s an enormous job to find out what the crucial genes are and what their role is. We’ve stubbornly begun doing that in our own way. I like to surround myself with people from different fields that I can learn from, for example from plant biology. The more diversity in your team, the better the results.

When will the medicine be available? There are concrete plans to set up a spin-off company in Maastricht to develop a medicine against the ‘heart failure gene’. Over five years the group hopes to begin human trials, so hopefully the drug can be available ten years later – provided it’s profitable according to the pharmaceutical industry.

With this first gene we seem to have found the golden ticket to address the process of muscle growth in heart failure in 90% of patients. But as a molecular biologist, I remain interested in the approximately 100 other genes that we believe are key factors in cardiovascular disease. I just want to know. If you want to see me jumping for joy, you should be walking around the lab when a cool experiment has been done that confirms our hypothesis. Then I’m full of energy. Healing people is not my primary goal; I’m a researcher. Of course I’ll slam my fist on the table if the pharmaceutical industry decides that the medicine we develop is too expensive to bring to the market. Then there will be no patient benefit from our findings, but life goes on. I’m a molecular biologist. Once I’ve mapped the heart, I’ll move on to another bodypart, maybe the brain.”

Who’s doing it? Apart from Leon de Windt, Paula da Costa Martins and Kanita Salic have published about the microRNA-199b gene. In total the group now consists of fourteen researchers, who collaborate with top researchers worldwide. Including through the Fondation LeDucq’s Transatlantic Network of Excellence.

Leading in Learning | Prof Leon de Windt

l: Kanita Salic, r: Paula da Costa Martins

Faculty of Health, Medicine and Life Sciences Molecular biological research into cardiovascular disease (CARIM)

The result The potpourri called heart failure Prof Stephane Heymans, Maastricht University Medical Centre+ cardiologist, professor of Idiopathic Cardiomyopathies, CARIM “The majority of heart failure is caused by a loss of heart muscle cells, which aren’t replaced. In order to offset the deteriorating pump function, there are mechanisms that are beneficial in the short term but in the long term cause more damage. The current medication is primarily aimed at combating the compensatory mechanisms. As a medical researcher, I want my patients to remain stable as long as possible, to ensure that they maintain a good quality of life, in addition to potentially extending their lives. With the current medication, 70% of heart failure patients live five years after diagnosis, a figure that was previously at 30%. In the future I hope that we can treat the different causes of heart failure in a more targeted manner. I’m also doing research in this area. Heart failure happens in both young and old people. It has a potpourri of causes. With one it begins with excessive growth of heart muscle cells, and with others there’s a genetic defect, a viral infection or a metabolic cause such as diabetes. Leon de Windt’s research is very valuable. The heart muscle cell is the engine of the heart, and by sowing down the excessive growth, you can prevent heart failure in part of the population. That’s good work. I hope that his discovery would eventually lead to a treatment, but unfortunately that’s only in the case of two or three out of every thousand patents. My patients put a lot of hope in these types of findings and I also see it as my job to explain to them that this finding is ‘only’ a part of the larger whole. This gene alone will not prevent heart failure. And in the most ideal case, it still takes ten years to reach the clinic. But a researcher must always be optimistic and believe that your patent will make it to the market.” www.azm.nl

Leading in Learning | Prof Stephane Heymans

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

51 51 52 52 52

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 University College Maastricht Maastricht Graduate School of Governance Total

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

55 55 56

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

08/09 3,916 3,468 1,901 1,639 1,394

167 557 121

139 594 94

155 568 76

14,497

13,744

13,117

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

08/09 724 473 1,197 1,008 421 1,429 470 167 637 531 222 753 365 161 526

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

36 21 57 155 - 155 61 3,383 1,600

31 20 51 176 176 46 3,305 1,510

5,643

4,983

4,815

Source: until 2009/10 ISIS+ (1 December count), as of 2009/10 SLM. The 2010/11 figure includes 692 students with an additional programme.

53 54

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

Total

BA: bachelorâ&#x20AC;&#x2122;s programme MA: masterâ&#x20AC;&#x2122;s programme Source: until 2009/10 ISIS+ (1 December count), as of 2009/10 SLM. The 2010/11 figure includes 121 bachelor students and 359 master students with an additional programme.

Leading in Learning | Facts & figures

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

Degrees 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

08/09 45 129 4,885 4,794 91 15 33 29 1

Faculty ‘Doctoraal’ degrees 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 Maastricht Graduate School of Governance

09/10 19 - - - -

08/09 53 - - - -

07/08 300 -

- - -

6,226 14,497

5,865 13,744

5,137 13,117

300

43% 45%

43% 47%

39% 47%

09/10 542 601 274 353 249

08/09 615 569 260 296 203

07/08 583 538 226 263 220

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

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

08/09 17% 67% 28% 72% 40%

Subtotal Faculty Bachelor’s degrees 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 Maastricht Graduate School of Governance

14 147 -

21 124 -

18 67 -

2,180

2,088

1,915

57% 52% 70%

44% 59% 80%

59% 63% 67%

09/10 471 525 319 210 195

08/09 296 347 309 194 165

07/08 242 405 268 209 159

45%

47%

20 - 58

22 - 60

17 36

1,798

1,393

1,336

Doctor of Medicine

139

266

225

4,136

3,800

3,776

Faculty Total degrees 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 Maastricht Graduate School of Governance

09/10 1,171 1,126 593 563 444

08/09 1,230 916 569 490 368

07/08 1,350 943 494 472 379

34 147 58

43 124 60

35 67 36

Total

4,136

3,800

3,776

Source: until 2009/10 ISIS+ (1 December count), as of 2009/10 SLM. The 2010/11 figure includes 692 students with an additional programme.

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 University College Maastricht Maastricht Graduate School of Governance Total

Subtotal Faculty Master’s degrees 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 Maastricht Graduate School of Governance

Source: until 2009/10 ISIS+ (1 December count), as of 2009/10 SLM. The 2010/11 figure includes 121 bachelor students and 359 master students with an additional programme.

Subtotal Health, Medicine and Life Sciences/Medicine

Exchange students Faculty

Grand total Incoming 09/10

08/09

Outgoing 07/08 09/10 08/09 07/08

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

70 511 105 105 39

69 522 104 99 44

62 452 106 98 49

659 569 82 216 94

597 522 50 200 64

568 498 37 180 92

3 101

0 80

0 71

4 127

4 87

4 71

Total

934

918

838

1,751

1,524

1,450

Source: faculty data Source: until 2009/10 ISIS+, as of 2009/10 SLM Note: above mentioned numbers are NOT funding data! Note: including master diplomas tuL

Leading in Learning | Facts & figures

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* Maastricht Graduate School of Governance Total

Staff 2010 128 32 15 1 10

2009 131 18 12 5 19

2008 130 21 13 4 12

4 5 10

3 2 4

2 3 -

205

194

185

Source: (CoD) Overview UM dissertations per person. * ICIS: International Centre for Integrated assessment & Sustainable development

Scientific 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

Refereed 2010

2009

Non Refereed** 2008 2010 2009

2,165 281 295 87

2,178 288 331 69

1,969 269 317 57

190 290 38 108

186 259 70 112

90 249 69 95

76 36 8 18 20

72 26 14 15 -

63 37 - - -

6 7 1 29 21

16 16 1 24 -

14 7 -

3,240

3,273

2,991

690

685

526

254

280

279

Source: Faculty data ** Non-Refereed: FHML, FPN incl. letters to the editor. FL concerns annotations *** Top Institute for Evidence Based Education Research/Teachers Academy

2008

Staff (full-time equivalent)

2010

2009

2008

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

859 760 1,619 564 756 1,320 9 8 16

Total

3,306

3,200

2,955

International staff (%)

Men Women

24% 24.8%

22.4% 22.5%

18.8% 22.1%

Total

24.4%

22.4%

20.5%

Staff (numbers)

2010

2009

2008

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

1,010 875 1,885 608 978 1,586 34 33 67

Total

3,947

3,848

3,538

International staff (%)

Men Women

23.9% 22.8%

24.0% 20.8%

19.1% 20.2%

Total

23.3%

22.4%

19.7%

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

2010 300 114 283 149 122

2009 296 57 134 197 70

2008 323 43 139 142 66

15 5 6 27 44

15 4 8 27 -

12 16 -

Total

1,065

808

741

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

2010 28,754 7,218 779

2009 26,734 5,561 704

Total

36,751

32,999

Source: Faculty data

Leading in Learning | Facts & figures

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

Consolidated operating results amounts x F 1,000

Assets

Revenues

2010

2009

Fixed assets Intangible assets Tangible fixed assets Financial fixed assets

- 212,633 15,837

213,190 11,234

Total fixed assets

228,470

224,424

2010

2009

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

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

187,461 21,966 75,126 39,143

Total revenues

332,213

323,696

Staff costs Depreciation Housing Other institutional costs

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

212,220 19,714 17,868 82,824

Total costs

346,801

332,626

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

-14,588 803 -13,785

-8,930 1,583 -7,347

2,458

1,227

-11,327

-6,120

Costs Current assets

Inventories 239 Accounts receivable 58,505 Liquid assets 46,979

231 62,555 47,325

Total current assets

105,723

110,111

Total assets

334,193

334,535

Results participation

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

Provisions

2010

2009

93,169 39,698 52,569

93,169 60,215 43,447

185,436

196,831

13,711

12,225

Long-term debts Short-term debts

9,185

10,025

125,861

115,454

Total equity and liabilities

334,193

334,535

Leading in Learning | Facts & figures

Operating balance

Faculty of Arts and Social Sciences Social Cohesion

The facts

The passion

What’s it all about? Trust is an essential element for the development of a society. Previously, it was thought that economic indicators were especially relevant for the quality of life and welfare in a society. Today, it’s well-recognized that non-economic factors such as trust and participation are also important. Statistics Netherlands (CBS) continuously collects information on the Dutch population, including income, age, origin, benefits, health, volunteering and voting behavior. Through linking information from registers and surveys, socially relevant research questions can be answered and statistics can be derived. In his position as endowed chair of Social Statistics, Hans Schmeets primarily focuses on social cohesion.

“Conclusions need to be based on something” Prof Hans Schmeets, appointed to the endowed chair of Social Statistics, focusing on the empirical study of social cohesion, and employed by Statistics Netherlands (CBS) since 1987. “Social cohesion is one of the spearheads of Statistics Netherlands, which means that it’s high on our agenda. I have no opinion on whether increased social cohesion is ‘better’; instead I’m particularly interested in the extent to which social cohesion exists in society. Though it is true that if everyone in a society largely thinks the same, the less tension and conflict are likely to arise than when there is increased polarisation.

An example? It appears for instance that in a town where little volunteering is done, there’s generally a low turnout during elections. Moreover, in these municipalities support for the Partij voor de Vrijheid (Party for Freedom) is quite high. To justify this kind of scientific analysis, it’s important that the particular group studied properly mirrors the population. Survey methodology is of strong interest for Schmeets, who also specialises in studying the backgrounds of voting behavior and assessing the democratic quality of elections, particularly in Eastern Europe.

I define social cohesion as ‘networks of people who trust each other’. Participation, trust and integration are key in this. If social involvement and trust is high – not only within but also between sub-groups in a population – this indicates high levels of social capital. I want to capture that in a number. Conclusions need to be based on something. It’s exciting to take a close look at the figures. You always come across unexpected things, which also makes it relevant for society in general. It seems, for instance, that trust in both social and political organisations in the Netherlands is relatively high, while the media often claim the opposite. Combining as much data as possible provides new insights into reality. How do people really feel? How do they behave?

Who’s doing it? Together with Schmeets, PhD candidate Rik Linssen examines political participation in a European comparative perspective. Like Schmeets, he divides his time between UM and Statistics Netherlands. Some interesting results? In 2010, Schmeets’s research showed that Dutch people’s trust in politics and in one another increased, contrary to the general perception of declining levels of trust. Also, the image of Limburg as the Dutch province with thriving social clubs and a high degree of social trust was disputed by Schmeets’ figures. The data also showed that the least amount of volunteer work was done in the south.

Statistics Netherlands is my dream employer. And here at the university, I can combine quantitative with qualitative research. That’s a productive combination. Being around students is also a very enriching experience. It’s a diverse group and I often meet very interested and intelligent students. I’m amazed by their level. Also the Problem-Based Learning approach, which is not always easy applicable in my field, has more advantages than I initially thought. I feel very privileged that this chair was offered to me.”

What’s the ambition? A centre of expertise in the field of social cohesion, supported by UM and Statistics Netherlands, where everyone’s strength is used to its fullest potential.

Leading in Learning | Prof Hans Schmeets

l: Prof Hans Schmeets, r: Rick Linssen

Faculty of Arts and Social Sciences Social Cohesion

The result A fertile cross-pollination Dr Ineke Stoop, Head of Data Services & IT at The Netherlands Institute for Social Research (SCP) in The Hague. “Like Hans Schmeets I’m a methodologist. At the SCP I’m mainly concerned with the quality of data, research into non-response and international comparative studies. We’re constantly coming across each other, not only in the Netherlands but also at international conferences. Statistics Netherlands produces official statistics for the purposes of policy, practice and academics, for instance on unemployment in the Netherlands. The SCP bases its reports on empirical data sometimes collected by Statistics Netherlands, sometimes by others. As an independent research institution, we analyse and interpret the figures and look at the implications for policy. Sometimes we’re competitors, since Statistics Netherlands and the SCP do similar studies. But often we work harmoniously together, as we’re doing now with a European research project looking at how people spend their time. Hans Schmeets and Statistics Netherlands aim to produce authoritative, quantitative data on the entire Dutch population. The monitoring of trends over time is also their core business. Statistics Netherlands data are often important input for us, so we really need their surveys. I think a chair attached to an institution like Statistics Netherlands has great added value for all parties involved. A few colleagues within the SCP also occupy university chair positions. These people are part of two worlds, and they bring these together. The university and Statistics Netherlands learn from each other’s strengths and make them even stronger. This is the same with the cross-pollination between Statistics Netherlands and the SCP, in this case through Hans and me.” www.scp.nl

Leading in Learning | Dr Ineke Stoop

Education 2010 – 2011 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

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

educational institutes and businesses. Globalisation offers opportunities to share the knowledge and skills of our university with relevant parties all over the world.

Bachelor’s programmes

We have already taken advantage of these opportunities in Bangalore, where the Maastricht Education and Research Centre currently develops projects for education and research

Arts & Culture Arts and Culture / Cultuurwetenschappen (BA) 3 Behavioural & Political Sciences European Studies (BA) 1 Psychologie (Psychology) (BSc) 4

together with relevant parties. 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.

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 2010 – 2011 Bachelor’s programmes

Master’s programmes and graduate programmes for professionals New initiatives at UM

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

Research institutes and areas 62

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

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

Leading in Learning | Education & research

63 64

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.

65 66

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

This is a new programme still under construction; programme title subject to change. For more information www.maastrichtuniversity.nl

Master’s programmes Arts & Culture* • Master in Arts & Culture / Kunst- & cultuurwetenschappen, 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) 1 - Politics and Society / Politiek en samenleving (MA) 1 • Master in Arts & Culture (research) / Kunst- & cultuurwetenschappen (research), with the following programme: - Research Master in Cultures of Arts, Science and Technology (MSc) 1 • Master in European Studies / Europese Studies, with the following programme: - European Studies on Society, Science and Technology (MA) 1 • Master in Media Studies / Mediastudies, with the following programme: - Media Culture (MA) 1 * 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. Behavioural & Political Sciences • Advanced Master in Euro-Asian Law and Business Studies (MA) 1

• 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, 1 specialisation in Behavioural & Political Sciences (MSc) 1 ** • Research Master in European Studies (MSc) 1 • Sustainability Science & Policy (MSc) 1 ** This programme is offered as a double degree in collaboration with United Nations University.

Business & Economics (All programmes Triple Crown accredited: AACSB, EQUIS and AMBA) • Advanced Master in Euro-Asian Law and Business Studies (MA) 1 • 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, 2 specialisations (MSc) 2 • Global Supply Chain Management and Change (MSc) 1 • Human Decision Science (MSc) 1 (starting September 2012) • Infonomics (MSc) 1 • International Business, 11 full-time and 8 part-time specialisations (one of which is in Dutch) (MSc) 1 • International Economic Studies, 6 specialisations (MSc) 1 • Management of Learning (MSc) 1 • Public Policy and Human Development, 5 specialisations in Business & Economics (MSc) 1 ** • Research Master in Business Research, 2 specialisations (MSc) 1 • Research Master in Economic and Financial Research, 2 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 (starting September 2011) • Epidemiology (MSc) 1 (starting September 2011) • 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 (starting September 2011) • Health Education and Promotion (MSc) 1 (starting September 2011) • 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, 4 specialisations (MSc) 1 • Research Master in Health Sciences (MSc) 1 • Sports and Physical Activity Interventions (MSc) 1 (starting September 2011) Graduate programmes for professionals • Affective Neuroscience (MSc) 1 • Health Professions Education (MSc) 1

Law • Advanced Master in Euro-Asian Law and Business Studies (MA) 1 • Advanced Master in Intellectual Property Law and Knowledge Management (LLM, MSc) 1 • Advanced Master in International and European Economic Law (LLM, MSc) 1 • European Law School (LLM) 1 • Fiscaal Recht / Tax Law, 2 specialisations (LLM) 3 • Forensics, Criminology and Law (LLM) 3 • Globalisation and Law, 2 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 • Postgraduate European Master in Architecture (MSc) 1 The programme under ‘New initiatives at UM’ is currently in the process of NVAO accreditation. For more information on this programme and its expected starting date, please consult www.maastrichtuniversity.nl/newinitiatives

** This programme is offered as a double degree in collaboration with United Nations University.

Leading in Learning | Education & research

Research Faculty, department, institute or school

Domain

Faculty of Health, Medicine and Life Sciences The following research institutes are also graduate schools: School for Public Health and Primary Care – CAPHRI

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

School for Cardiovascular Diseases – CARIM

Cardiovascular diseases: thrombosis and hemostasis; 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 individualizing prevention, patient diagnostics, and treatment

School for Mental Health and Neuroscience – MHeNS

The complex interplay between basic brain mechanisms, brain/neurocognitive function and psychopathology, with emphasis on prevalent psychiatric, neuropsychiatric and neurological conditions

School for Nutrition, Toxicology and Metabolism – NUTRIM

Health benefits and risks of nutrition and physical (in)activity in metabolic and chronic inflammatory diseases

School of Health Professions Education – SHE

Learning and innovative learning environments; assessment and evaluation

School of Business and Economics Maastricht Research School of Economics of Technology and Organisations – METEOR

Accounting and Information Management; Development and Utilization of Human Resources; Econometrics, Finance and Monetary Economics; Economic Theory, Behaviour and Computing; Marketing and Supply Chain Management; Technology, Innovation and Industrial Dynamics

Research Centre for Education and the Labour Market – ROA

Dynamics of the Labour Market; Education and Occupational Career; Training and Employment

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

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

Graduate School: Maastricht Research School of Economics of Technology and Organization – METEOR

Leading in Learning | Education & research

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

Corporate law, governance and innovation policies

Institute for Globalization 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

Globalisation and Human Rights; Criminal Law and criminology in 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)

Experimental research in psychopathology, esp. Clinical psychology; behaviour medicine; food & addiction disorders; forensic psychology

Cognitive Neuroscience – CN / Maastricht Brain Imaging Centre – M-BIC

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

Work and Social Psychology – WSP

Work and organisational psychology in combination with applied social psychology

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

Politics and Culture in Europe; Science, Technology and Society; Arts Media and Culture

Centre for Gender en Diversity – CGD

Gender as a formative social, cultural, economic and symbolic system

Maastricht Virtual Knowledge Studio – M-VKS

The Virtual Knowledge Studio aims to support researchers 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

Research on social and economic history of Limburg; Historical border studies

Globalisation and Development Initiative

Dynamics of inclusion and exclusion; Cultural configurations; Hybrid identities; Transnational social and political formations; Processes of economic structuring and restructuring.

Graduate School: Arts and Social Sciences

Faculty of Humanities and Sciences Department of Knowledge Engineering – DKE

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

International Centre for Integrated Assessment and Sustainable Development – ICIS

Sustainable Development (SD) in combination with Integrated Assessment (IA) tools; integrative studies of causes, effects and mutual interlinkages between economic, environmental, institutional and socio-cultural processes in the field of globalization, climate change, innovation and governance

Top Institute for Evidence Based Education Research – TIER

Research in the field 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

Forensic Sciences

Leading in Learning | Education & research

BSR0138

Leading in Learning Inspired by Quality