With her FÉ platform, Stephany Goncalves offers young women the sounding board that she herself lacked so much
Janna Nieuwenhuijzen creates Snackpaper: snackable news items on TikTok and Instagram
UvA Connect Alumni Magazine
A grant from the AUF enables Etefa Guyassa to seek opportunities for water storage in Ethiopia
Foreword
A strong and close-knit community
I am becoming increasingly aware that we are all very different, and yet at the same time there is much that binds us.
Welcome to the first edition of UvA Connect: our magazine that shines a spotlight on the people who make the UvA what it is. They reveal how they contribute to society at large – in Amsterdam, but also worldwide – through teaching, research and their work for the UvA organisation.
If I have learned one thing during the many initial meetings in my first six months as President of the Executive Board, it is how great the diversity of people and perspectives is within the vast UvA community. I am becoming increasingly aware that we are all very different, and yet at the same time there is much that binds us.
Together, we form a community of over 50,000 people: some 44,000 students, 3,000 PhD candidates and 6,000 staff. Together, we are a city where the future resides in a sense: like the city of Amsterdam, the UvA is ‘inhabited’ for the most part by young people. If you count the UvA alumni, that’s another more than 240,000 people, almost half of whom are under 35.
For me, the great strength of our university community lies in the times when people come together. The moments when worlds merge into one – if only for a moment.
I have recently experienced many such moments at the UvA: the Keti Koti Table last summer, the UvA and AUAS joint Christmas lunch for students and staff who want to experience the holiday period with others, the lively constitutional drink reception of the Central Student Council to which I was invited and events such as the inspiring alumni breakfast at the Science Park during Alumni Week in October.
The recurring theme of these meetings is the strong commitment of all these different people to their university. They connect the UvA’s history to the future and bring the whole world together at our Amsterdam university.
I also witness that same strong commitment in the more difficult encounters. Shortly after I started in June, I attended many meetings between students and staff who, for various reasons, were deeply affected by the intense conflicts in the first half of last year. It struck me during those meetings how these people were seeking connection by engaging with each other.
All these encounters together form the fabric that makes the UvA community strong and cohesive. By seeking each other out, making contact, being curious about one another and exchanging perspectives, knowledge and ideas, we strengthen our teaching and research, advance science and make an impact on the complex issues of today and tomorrow. And, just as importantly, this is how we keep things fun and challenging at UvA.
I hope you also ‘meet’ new people through the stories in this magazine. Perhaps literally: don’t hesitate to get in touch via uva.nl/alumni if you, as an alumnus, would like to contribute your time or your network to benefit the students of today. I hope you enjoy reading the magazine and feel inspired!
Edith Hooge President of the Executive Board
Photo: Freek van den Bergh
How young/old are our alumni?
Oldest alumnus
104
Youngest alumnus
19
Of the 247,817 alumni 31,834 are from abroad
The Amsterdam University Fund (AUF) has existed since
2007
Of the 7,423 donors
5,488 are UvA-alumnus
The ten programmes with the most alumni
Our alumni can be found all over the world 23,705 alumni in 166 countries
The AUF received over
€ 2.6 M in 2024 from donors, companies, equity funds and family foundations
The AUF awarded over
€ 1.6 M to students, research, grants and special UvA projects in 2024
Kurano Bigiman founded a gymnasium secondary school in Amsterdam-Zuidoost: a neighbourhood with a low socio-economic status, but with bright children. Page 12
While rower Hermijntje Drenth barely realised how special her gold medal was, the whole country had
Does the adolescent brain actually work as the film Inside Out 2 suggests? UvA podcast Net Echt found out.
Column by Melchior Bussink
Stephany Goncalves: ‘FÉ is the platform I myself lacked.’
With their Registered Fund, the Meinders family supports students to allow them to escape from the pressure of studying every now and then. Page 28
Journalism for a young audience: Janna Nieuwenhuijzen creates snackable news items on TikTok and Instagram. Page 16
Using Dick den Hertog’s algorithms, The Ocean Cleanup plots the best route at sea.
Honorary doctorates for Bianca Stigter and Steve McQueen.
Missed the Alumni Week? Not to worry, this year we are organising another week full of lectures, training courses and events.
With a donation to the AUF, André Hoekema continues to contribute to science and students even after his death.
Feeling nostalgic for the classroom experience? UvA’s Education for Professionals offers various training programmes, courses and masterclasses.
UvA alumni enjoy numerous benefits.
Stay in touch via LinkedIn!
Impact makers
Phaedra Haringsma
Phaedra Haringsma obtained a Bachelor’s degree in Politics, Psychology, Law and Economics, followed by a Master’s degree at the London School of Economics. Now she is a freelance journalist working for publications including De Correspondent. One day a week, she collaborates on the UvA’s Decolonial Futures project.
‘My mother was born in Suriname, my father is a white Dutchman. This gives me a perspective on both worlds. I believe in creating a fair society with opportunities for all. In my work, I therefore try to raise awareness of certain problems that not everyone in the Netherlands faces. I think it’s special to be given such a big platform as at De Correspondent. In 2013, I visited Suriname for a major project involving a series of articles and a podcast. People from the local community told me they are happy with the attention. Making them feel heard is very important to me. There are many groups in society that are not being heard. I try to give them a platform wherever possible.’
UvA alumni are active around the globe. Former students who use the knowledge they gained from us to contribute to society. And, in many cases, to make the world a better place. Here, we shine a spotlight on a few of these people. We asked them:
How do you make a difference with your work?
Photo: Lisa Maier
Samuel Levie
Joachim Westerveld
Joachim Westerveld studied History at the UvA. Today, as CEO and co-owner of five food and dairy companies in Kenya and Pakistan, he seeks to empower over 1,500 employees and give them the chance to earn an honest living.
‘After working for NGOs like War Child, I realised that although emergency aid is very important, it is not a permanent solution. If you really want permanent change, you need to build businesses and create a healthy economy. We pay our employees in Kenya and Pakistan 30 per cent more than the standard salary. Because that salary is too low to cover rent, school and healthcare. So people get stressed, problems arise and they go into survival mode – with all the misery that entails. A fair wage means that our employees can support their families, their children can go to school and they can develop themselves.’
Samuel Levie is a sausage maker at Brandt & Levie, columnist at Het Parool, cofounder of creative agency Food Cabinet and author of several cookbooks, such as Eating with Miffy and We Eat at Home. He studied Political Science at the UvA.
‘It is a worldwide problem: How do we make sure everyone has food? And how do we ensure that this food is also healthy, for people and for the planet? We need to transform gastronomy into a system that produces tasty food in a way that is good for the world. Things really need to change. And preferably as soon as possible, before the climate crisis and the food crisis get worse. For example, get a large group of meat eaters to eat just a little less meat. That has more impact than doubling the four per cent of vegetarians in the Netherlands.’
Thijs de Lange
Thijs de Lange suffered brain damage at birth due to lack of oxygen. As a result, he has less motor coordination. Thijs studied Dutch Language and Culture as well as French Language and Culture at the UvA. He now works as a journalist, moderator and hands-on expert.
‘I want to show people that disability does not have to limit you in your work. I think that’s why organisations invite me to be a moderator: I create awareness about what it’s like to live with a disability and how society can take a better approach to disability. My work can also inspire other people with disabilities. That impact is perhaps even greater than I realise. I have learned that my disability can actually be a strength.’
Photo: David de Lange
Photo: Emmanuel Jambo
Hermijntje Drenth did what she had to do: become an Olympic champion
Photo: Lisa Maier
‘Most people have an Olympic dream. I didn’t. The main thing for me was to keep improving.’
While studying at Amsterdam University College, Hermijntje Drenth discovered rowing. It turned out she had a talent for the sport and even made it all the way to the Olympics.
‘Most elite athletes have an Olympic dream. I didn’t. The main thing for me was to keep improving.’
Hermijntje Drenth moved from Tiel to Amsterdam at the age of 18 to study at Amsterdam University College (AUC). She went to live at the Science Park, but realised after a while that she was spending very little time off campus. Hermijntje: ‘I thought it would be fun to try my hand at rowing, also to spend more time in the city. I joined the Amsterdam Student Rowing Club Nereus. At first, to do some occasional rowing and some more socialising.’
From student club to Olympic podium But as it turned out that Hermijntje had a talent for rowing, socialising at Nereus became increasingly secondary. She trained often, making strong progress each time: ‘In
Photo: Lisa Maier
rowing, you have to earn your place in the boat every year. That motivated me. I never wanted to give up.’ In the first two years of her rowing career, she still combined rowing with completing her studies at the UvA. ‘I noticed a big difference with other rowers at the same club: at the AUC, you have no resits and there is little flexibility. So I had to pass my courses in addition to rowing. Fortunately, I did!
The importance of discipline
So the idea of going to the Olympic Games came later. ‘Most people have an Olympic dream. I didn’t. The main thing for me was to keep improving. Also, I don’t give up easily. I was always just a little better than the average rower, and that’s how I was able to go as far as I did.’ It also took quite a lot of discipline, it needs to be said. Hermijntje: ‘Doing what I need to do is a strong motivator. I also applied that attitude to my studies. And I’ve found that a good attitude if you want to get to the top.’
An unreal Olympic race
‘The Olympic race was, of course, very special. Because you know you are rowing against the best rowers in the world. And you know the whole world is watching. But the competition itself was actually a very normal competition. That’s what you train for: focusing on the task and executing the plan. When I crossed the finish line, I immediately looked at the scoreboard, but no results were given. When I saw we had won, I knew I should be happy. Still, I wasn’t quite feeling it yet. That’s because we learn during practice to put competitions into perspective. We try to eliminate what makes them special, which helps to calm your nerves.’ So it took Hermijntje some time after the race to realise how special her achievement was and how much impact she had made with her Olympic gold medal. That the whole country was filled with pride in ‘our’ Hermijntje Drenth.
‘It turned out that Hermijntje had a talent for rowing and so socialising at Nereus became increasingly secondary.’
Advice for other young athletes
‘My advice to other students who want to combine their studies with high-level sport? The most important thing is to keep your goals small and manageable. Big goals have less chance of success, which is bad for your motivation. And also remember that completing your studies brings peace of mind. High-level sport is full of uncertainties. So it’s nice to have a safety net. It gives me great peace of mind that I also have qualifications in addition to medals. My coach always used to say: “You are Hermijntje first, a student second and a rower third.” You can hold on to this thought and fall back on it if needed. It helped me on many occasions.’
Bachelor’s degree from Amsterdam University College
Master’s degree in Vitality and Ageing (Leiden University)
Olympic rower and gold medallist Interim and project manager in healthcare
CV
Hermijntje Drenth (Arnhem, 1994)
Photo: Lisa Maier
A gymnasium for all
‘On average, children are no less intelligent if they live in a different place.’
CV
Kurano Bigiman (Amsterdam, 1985)
Bachelor’s degree in Greek and Latin Language and Culture at the UvA
Bachelor’s degree in European Studies at the UvA
Bachelor’s degree in Modern Greek Language and Culture at the de UvA
Teacher at the Vossius Gymnasium in Amsterdam-Zuid Teacher at the Ir. Lely Lyceum in Amsterdam-Zuidoost
Kurano Bigiman is a classical languages teacher. He is also an inspired teacher who is committed to making the gymnasium, a preuniversity school with Latin and/or Greek, accessible and attainable for all. That’s why he founded the first gymnasium in Amsterdam-Zuidoost. ‘There is a lot I would like to change about the education system.’
When Kurano Bigiman started working as a classical language teacher after graduating from the UvA, he spotted a problem in the Dutch education system. What he saw was that students who could easily meet the challenges of the gymnasium were being advised to move on to senior general secondary education. And students who were much more motivated to follow a prevocational secondary education or senior general secondary education programme were being advised to move on to university preparatory education. Kurano: ‘The education system in the Netherlands is so focused on differences in levels of education. You can tell by just looking at the length of a programme: prevocational secondary education takes four years and university preparatory education six. But some students benefit more than others from trying out different things. Let them switch types of education sometimes, or try more than one. In my view, the most important thing is to give everyone as many opportunities as possible.’
Equal opportunities for Amsterdam-Zuidoost
The initiative for a gymnasium in Amsterdam-Zuidoost initially came from one of Kurano’s former colleagues. This person asked him if he wanted to help set up such an institute. ‘For me, this was an important step towards equal opportunities in education,’ Kurano says. ‘I suspect policymakers have always said: a gymnasium in that part of town, that’s not going to work. It’s a district with low socio-economic status, so students are unlikely to be keen on the idea. But, on average, children are no less intelligent if they live in a different place. And you can’t say there is no demand if there is no supply.’
Specialist or combined school
Kurano now works as a teacher at two schools: a specialist gymnasium in affluent Amsterdam-Zuid and a combined school in
Amsterdam-Zuidoost. Does he see differences between the two worlds? ‘At a specialist gymnasium, everyone, from students to teachers and support staff, focuses on achieving the highest level. While a combined school has many more different levels. But in the end, all students are the same: classical languages are far removed from everyone’s daily experience. So it doesn’t matter whether I’m teaching the subject in Zuid or Zuidoost. They are all students aged between 12 and 18, they are at the same stage of life.’
Drawing lessons from the past
As a teacher, Kurano sees it as his mission to get students excited about stories from antiquity. Why is this such an important part of students’ education? ‘The fact that those stories were written so long ago means that you can draw important lessons from them,’ Bigiman explains enthusiastically. ‘If you look at them closely, they also help you to make sense of today’s society. And they give you a much better understanding of patterns between people.’
‘Take for example the story of Antigone, the daughter of Oedipus from Greek mythology. This is about a 15-year-old girl who opposes the laws of the city based on ethical objections. The struggles she faces can also be seen in people fighting for good causes today. And how they are thwarted in the process.’
A sense of pride
Although he is quite proud of ‘his’ school in Zuidoost, Kurano is most proud of his students. The first gymnasium student has now graduated. ‘A great achievement clever,’ says Kurano, ‘because I only started setting up this gymnasium five years ago. In other words, that student completed a sixyear programme in five years. Of course, I contributed a little to that, but it was mostly the student’s own hard work. And that’s wonderful to see.’
Photo: Erik Borst
Is this really how the adolescent brain works?
The new Pixar film Inside Out 2 shows a dramatic and emotional journey through the complex adolescent mind of 13-year-old Riley. Inside Riley’s head, emotions imagined as characters vie for control of her behaviour. But does the film give an accurate depiction? Are teenagers at the mercy of their emotions? The UvA podcast Net Echt looked into this, together with UvA developmental psychologist Lynn Mobach.
For those who have not yet seen the film: like part 1, Inside Out 2 is largely set in the mind of a girl called Riley. In part 1, five characters depicted five basic emotions: joy, fear, anger, disgust and sadness. Together, they operated levers and buttons from a machine room to control Riley’s behaviour. In part 2, Riley has turned 13 and new em otions like envy, ennui, embarrassment and anxiety join the first five. They arrive in the control room on a giant wrecking ball to do some serious remodelling.
Is this really how it works?
According to Lynn Mobach, the film somewhat oversimplifies and magnifies the situation in the brain. She feels that the emotion metaphors are lacking in nuance. In real life, she says, the adolescent brain is infinitely more complex and often difficult even for scientists to fathom.
But since this reality would make for a less gripping, complicated film, Mobach notes that Inside Out 2 hits the mark. By and large, the situation as depicted in the control room is pretty close to reality. Adolescents generally have little control over their emotions. And sensations such as anxiety, stress or insecurity can hit like a hurricane. Also, the transition from one emotion to another is often very abrupt. Which makes adolescent brains different to child brains and adult brains.
A destructive state
According to Mobach, this rather disruptive condition is mainly to do with the lag in development of the prefrontal cortex compared to other parts of the brain. This prefrontal cortex is the chamber in our head where executive functions such as planning, concentration and control take place. And where emotions from other parts of the brain are regulated. But because this muchneeded regulation is lacking during the adolescent years, these emotions are given plenty of room to manifest. Which occasionally causes adolescents to become overwhelmed with emotions.
Conflict and rebellion
An adolescent’s behaviour is therefore largely driven by feelings and not by reason, as in adults. But what about identity? How does a person develop a personality? Identity development plays a major role during puberty. The arrival of all these intrusive new emotions means that adolescents are discovering more and more about themselves and what is important to them. Experiences, both positive and negative, also contribute to this. They encounter new situations, where they get to know themselves in a different way. And they develop their own opinions independent of their parents. It is only natural then that this can often be accompanied by resistance to rules and agreements and conflicts at home or at school.
Growth of self-awareness
According to Mobach, however, it is precisely by shifting that focus outward and distancing themselves from their parents that adolescents learn about themselves. They need to cross boundaries, take risks and make mistakes. In the film, we see Riley’s self-awareness growing as a result of such behaviour. She gets to know her strengths and weaknesses and what makes her happy. Little by little, she gets a better picture of herself: her identity. And that is exactly what we need to grow into an independent person.
So to answer the question of whether or not Inside Out 2 is ‘just like real life’: in Mobach’s view, it is.
Want to hear the podcast with Lynn Mobach? Scan this QR code. That will take you to the entire series of Net Echt: the UvA podcast that looks at films, series and pop culture through a scientific lens, presented by host Aron de Jong and co-host Rector Peter-Paul Verbeek.
Journalism for a young audience
Photo: Erik Borst
Janna Nieuwenhuijzen is the founder of Snackpaper. An initiative to translate journalistic stories from the written press into a format specifically aimed at young people: snackable videos on Instagram and TikTok. With Snackpaper, she aims to close the gap between young people and high-quality, in-depth journalism. And that, according to Janna, is essential for a healthy democracy.
‘Actually, I didn’t want to study. After senior general secondary education, where I just barely scraped through each year, I worked in the catering industry and thought: This is something I can do, this is something I like, so this is what I’m going to do. Nevertheless, after a trip abroad, I signed up to study Education Science at Amsterdam University of Applied Sciences. With the plan to move on to Applied Psychology after a year. But during that year, I took a Sociology module. My lecturer was UvA alumna Sameha Bouhalhoul, a powerful and inspiring woman. I told her: “Sociology is such a cool subject, if only there was a Bachelor’s programme.” “There is,” she said. “At the university.” It didn’t seem like an option to me, but Sameha managed to convince me. I sent her a thank-you email later.’
Imposter syndrome
‘I went to university with massive imposter syndrome. I didn’t think I was smart enough for university. In senior general secondary education, classmates called me stupid because I always asked so many questions. But asking questions was actually encouraged at university, and studying Sociology fit me like a glove. I sat at the front of that huge hall every lecture with my arm raised. Everything was so incredibly interesting. From below sufficient in senior general secondary education to my cum laude Master’s degree: that’s something I’m proud of. I never thought I had it in me.’
A broad view
‘Sociology taught me to view society from a broader perspective. Coming from Amsterdam Oud-Zuid, I played hockey and went horseback riding and was mostly surrounded by white people. It was only at AUAS and the UvA that I sat next to girls wearing a hijab and provincial people. Sociology taught me to look critically and examine why seemingly obvious things are the way they are.’
‘I was basically always questioning the establishment. When I was young, I was on the student council, the neighbourhood council and just about every committee you could think of. I got tired of hearing things like “that’s just how we do it”. In Sociology, you learn that nothing is a given: everything is created by humans. And what is created by humans can be changed by humans. That’s what drives me: questioning things that are taken as a given, so that together we can build a better society.’
Journalism
‘I realised that the insight I gained through studying Sociology should not be limited to the classroom. Journalism seemed like the best way to share this knowledge with a wider audience, so I enrolled in the Master’s in Journalism Science at VU Amsterdam.’
‘After graduating, I started exploring journalism. During the Master’s degree I learned how journalism can contribute to greater understanding, but in practice I often saw the opposite: a lot of news actually magnifies differences. I was also struck by how editors were stuck in old patterns. Reaching young people with news was barely given a thought. And when I brought it up, I was invariably told “that’s how we do things here”.’
Young people and news consumption
‘Almost all young people follow the news through social media, but because traditional news brands have little presence on those platforms, many of my peers miss important information. Journalism has the task of reaching everyone, including young people. Yet many reports are too long, are behind a pay wall or simply do not reflect young people’s daily experience.’
‘The written press lags behind public broadcasting when it comes to social media. NOS Stories and De Marker are doing a good job, but many publishers find social media complicated, mainly because there is no direct revenue model. But if you don’t invest in young people as a newspaper, they won’t find you later either.’
‘I went to university with massive imposter syndrome.’
Snackpaper
‘That’s why I came up with Snackpaper: a channel on social media where, with the support of the Democracy and Media Foundation, I translate existing journalistic articles for a young audience. I use the right tone, format and influencer techniques to make journalism accessible and relevant to young people.’
CV
Janna Nieuwenhuijzen (Amsterdam, 1996)
Propaedeutic year in Education Science, AUAS Bachelor’s degree in Sociology, UvA
Master’s degree in Journalism, VU Amsterdam
Masterclass in investigative journalism at Investico and De Groene Amsterdammer
Freelance journalist for Parool, Vice, Linda.meiden
De Loep ASN Incentive Award for research in Groene Amsterdammer from Investico (together with Bijou van der Borst, Karlijn Saris, Romy van Dijk, Coen Ramaer)
Public speaker (De Jonge Spreker)
Director of Stichting Jong Belezen
Founder of Snackpaper
‘Sociology uses the term “broker” – a connector between networks. That label suits me. I’m a bit obsessed with creating connections. People who at first sight have little in common can learn from each other and identify with each other. I believe in this as a way of bridging polarised differences in society.’
Media literacy
‘Journalism plays a crucial role in a properly functioning democracy. We need independent information to understand the world around us. But many young people are not familiar with the journalistic codes and so do not always recognise how news is created. This makes them susceptible to one-sided or misleading information. With Snackpaper, we aim not only to deliver news, but also to contribute to media literacy.’
‘Young people accept a lot from influencers because they resonate with their daily experiences. That’s why I move within that system – but with a critical eye. I use the same dynamics to make young people aware of their excessive scrolling and how social media affects their view of news.’
Investing in young people
‘Snackpaper is not an end in itself. Especially not at a time when Big Tech is becoming increasingly influential. I use platforms like TikTok and Instagram not only to reach young people, but also to inspire journalism editors and publishers. They ultimately have a responsibility to bring young people to high-quality journalism.’
‘I currently provide consultancy services and lectures to journalism organisations. For example, Omroep Brabant plans to use a Snackpaper-like format in keeping with its tone of voice. It would be good if more broadcasters and publishers invested in young people so that journalism continues to play a role in preserving democracy in the future. This would eliminate the need for Snackpaper in the end.’
Photo: Erik Borst
Photo: Erik Borst
Become a member and take part!
Why didn’t I stay involved with the UvA after my studies? It’s a question I’ve often asked myself lately. After graduating in 2006, I said goodbye to university and focused on next steps: work, love, friends, home, family. And all this time I was living in Amsterdam, cycling past all those beautiful UvA buildings without ever stopping to think that my alma mater was still there for me.
I have been back at the UvA for two years now. As head of alumni relations and director of the Amsterdam University Fund, I do my best to keep alumni involved in the university. Why? Because I now know how much the UvA has to offer even after graduation. Take Education for Professionals, for example, which gives everyone the opportunity to continue their education at an academic level even during their professional life. Plus events such as Alumni Week give you the chance to not only attend training courses and lectures, but also build a huge network. After all, the UvA community is present in many different places in society and making an impact at a global level.
It’s from these places in society that all these alumni can give something back to their university as well. And those who choose to do so will find that reciprocity offers a wealth of opportunities. Sharing knowledge and experiences from practice is invaluable – for each other, but also for students. Hand-on experts regularly give guest lectures on career-enhancing topics, but also on topics that are relevant to the personal sphere. A guest lecture on the teenage brain, to name an example. Something I myself would find very handy at the moment!
Companies and organisations also contribute with internships or research projects and provide career advice to students. Through the Amsterdam University Fund, you can financially support students and research, with a project donation, legacy or Registered Fund. We were, for example, able to welcome the Meinders Family Fund for Students to the UvA community in 2024.
There are so many opportunities to stay connected to this UvA community and I for one am happy to be part of it again these days. The institution to which I owe so much, and which has so enriched my view of the world. If you also want that connection, get in touch. Because whether you are 20, 35 or 75, if you want to talk to people in your field, for example, you can. Want to give a guest lecture? Interested in becoming a mentor? You are more than welcome. And of course, there is always the option to donate. So, become a member and take part!
Melchior Bussink Director University Fund and Head of Alumni Relations
‘‘Currently, I would find a guest lecture on the teenage brain very useful.’
Photo: Floor Wesseling
Stephany Goncalves:
‘FÉ is the platform I myself lacked’
Photo: Lisa Maier
As a twenty-something, Stephany Goncalves – partly thanks to skills developed at the UvA – had already secured a managerial position at H&M. In this role she was able to contribute to inclusivity. With her FÉ platform, she offers young women a sounding board that she herself lacked so much as a student.
After a photo shoot in the gardens of Artis in Amsterdam, Stephany Goncalves takes a seat at an old wooden table in the Artis Library reading room. Surrounded by hundreds of unique, ancient books from the Allard Pierson collection, the young thirty-something sits relaxed in her chair, wearing an oversized green jacket over a tasteful black suit.
She has always been interested in the world of fashion. Shortly after completing her degree in Communication Science at the UvA, the Rotterdam-born graduate went to work at H&M. ‘I got a lot out of the UvA,’ she says. ‘Because along with theory, you subconsciously learn so much more. As a student, I didn’t realise that. It was only later that I saw the value of soft skills like collaboration, being able to process a lot of info quickly and identify key themes. Being able to articulate yourself.’
‘H&M runs more than two hundred global campaigns a year. So you read a lot of campaign info you need to look at in depth and preferably very quickly. Because the fashion industry is a particularly fast-paced industry.’
First-generation student
Studying at the UvA did not come naturally for Stephany. She found the transition from secondary school to the Bachelor’s degree in Communication Science tough. Stephany: ‘I really had to learn to study at a university. I hadn’t got that from home. There were also some things I didn’t understand. For instance, in our required reading I kept coming across the word “bias”, but had no idea what that was.’ As a first-generation student, with
CV
Stephany
Goncalves (Rotterdam, 1992]
Bachelor’s degree in Communication Science (UvA)
Master’s degree in Corporate Communication (UvA)
Various international management positions (H&M)
Director of Communication at Oona Agency
Academic Lecturer & Researcher (AMFI)
Founder of the FÉ mentoring platform
parents without a higher education, the UvA was quite a struggle for her. Stephany had to take all the examinations twice and her first attempt at her thesis was not great. ‘My parents were not able to help me, but they supported me unconditionally and believed in me.’
Asking for help
A key moment was meeting Joost Verhoeven, Stephany’s mentor during her Master’s degree in Corporate Communication. ‘With him, I could show myself to be vulnerable and ask for help. Joost helped me enormously in that year. By being honest when something was not right, but most of all by offering constructive alternatives and tools. Because of him, I regained faith in myself after that terrible Bachelor’s degree. I still speak to him and am very grateful.’
Once at H&M, Stephany was able to make great strides:
‘I myself have always lacked someone I could follow as an example. As a student, but later also within H&M.’
‘At 25, I was already head of marketing and customer loyalty. That’s young, but H&M gave me those opportunities. Many people, like me, progress from the shop floor to higher positions. Even if they have no education. H&M believes in people and in talent.’
Role model
As an international organisation, H&M has a good mix of cultures. Nevertheless, Stephany was often the only black manager under the age of 30. It made her a role model: ‘I received messages from people who found that very inspiring, such a young black woman in this type of position. The confidence I received from my managers enabled me to bring about change in terms of inclusiveness in the organisation. For example, I worked with new photographers to give them a chance. And I booked certain DJs on campaigns, providing them with a spring-
board through the H&M platform. By doing this I made new faces and new voices visible.’
FÉ mentoring platform
While working at H&M, Stephany was regularly approached through LinkedIn or Instagram. Mainly Communication Science students asking her to act as a sounding board. This was often about studies and the Master’s degree in Corporate Communication. Stephany: ‘Sometimes I said I was busy. Then I couldn’t respond for a while. But a week later, I got back to them. I myself have always lacked someone I could follow as an example. As a student, but later also within H&M. It would have helped me so much if I had someone I could bounce ideas off now and then. Particularly people who were already working.’ Based on the realisation that she herself lacked such a mentor, two years ago she came up with the idea for a platform: FÉ.
Development programme for young women FÉ (pronounced fèh) stands for faith and trust in Cape Verdean Creole. The platform offers a development programme aimed at young women between the ages of 20 and 40. The mentees are young professionals, students and people starting up their own business in all kinds of sectors. Read: the new leaders. The first step within the programme is to connect people. ‘Because a good network is good for everyone’s knowledge and career,’ Stephany explains. ‘We also offer paid reflection processes, development plans with frequent check-ins, as well as workshops, events and masterclasses.’
Dream
‘My dream is for FÉ to eventually become a leading mentoring platform in Europe and in Africa. I get a lot of contact requests through LinkedIn from people from Nigeria, South Africa and Cape Verde - where my roots are. They have the same need for mentors and also seek help. So I also want to expand the network of mentors in these areas. For example spaces or pop-up community centres with local mentors.’
A tip from Stephany
Stephany’s tip to students and alumni: ‘Don’t be afraid to ask for help’. Everyone has a hard time during their studies or work at one time or another. So just ask for advice and don’t be ashamed to do so. Build a network of peers: colleagues or fellow students who support each other and give constructive feedback. Create this type of community around you. Even after your studies. For example, I still gain knowledge through the Alumni network during Alumni events. You meet people, can spend some time bouncing ideas off each other. It’s nice to be able to swap ideas on certain things in an accessible way. That’s incredibly valuable.’
Photo: Lisa Maier
As a first-generation student, with parents without a higher education, the UvA was quite a struggle for Stephany.
Stay connected
International UvA Alumni Hubs
Connect with other alumni in your region and start your own UvA Alumni Hub!
Do you live abroad and miss contact with your old UvA classmates?
Starting a UvA Alumni Hub is a great way to meet other alumni in your area, exchange knowledge and build both professional and social networks.
If you want to start a hub, the UvA can help you, like with our alumni database, and we sometimes even cover some of the costs.
Want to know more?
Contact our Alumni Community Manager Sonja van der WoudeVeldhuizen via alumni@uva.nl.
Let’s work together to make your Alumni Hub a success!
For more information, see: uva.nl/en/about-the-uva/alumni/alumni
How do you start a Hub?
1 Find alumni in your region Use LinkedIn or get help from the UvA Alumni team.
2 Decide which aspect you are going to focus on Is your goal to create social connections, expand your professional network, or facilitate knowledge sharing?
3 Get support from the UvA The UvA can help cover costs, such as funding the first round of drinks at an event, and offers practical guidance.
4 Invite other alumni Use our alumni database to connect and invite others to your hub.
A UvA Alumni Hub is already active in New York. Tessa Dikker is the chair:
‘This hub gives me the chance to give something back to the UvA while meeting lots of new people myself. It is inspiring to see how many enthusiastic alumni are part of this network!’
‘I made new friends and gained valuable professional contacts that helped me tremendously during my first months here.’
Boris Koehoorn recently moved to New York:
Impact makers
Tessa Dikker
Tessa Dikker studied Urban and Cultural Sociology at the UvA. She is spokesperson and election officer at the Permanent Representation of the Kingdom of the Netherlands to the United Nations (UN) in New York.
‘The UN stands for values that are also very important for the Netherlands. Such as democracy, human rights and climate. As UN, we make agreements on these values and can hold countries to account if they do not comply. This is how we work together to create a safe world where rules are obeyed and where might is right does not prevail. I think it is very important, as a spokesperson on the one hand, to make clear what is happening at the UN and why it matters to all of us. At the same time, as election officer, it is an honour and a privilege to help ensure that the Netherlands has a voice in these important processes.’
UvA alumni are active around the globe. Former students who use the knowledge they gained from us to contribute to society. And, in many cases, to make the world a better place. Here, we shine a spotlight on a few of these people. We asked them:
How do you make a difference with your work?
Marjolein Moorman
Marjolein Moormanstudied Communication Science at the UvA before becoming its associate professor of Political Communication. Since 2018, she has been alderman responsible for Education, Youth Care, Poverty, Debt Support and the Masterplan Zuidoost in Amsterdam.
‘What drives me is having equal opportunities. Everyone should have the opportunity to develop themselves. But it’s not a level playing field. That means you have to invest unequally for equal opportunities. In everything I do, I ask myself: How does this contribute to a better distribution of opportunities in the city? And you have to recognise that there is inequality. So certain neighbourhoods need more investment to achieve equality. For instance, Amsterdam gives more support to schools in Nieuw-West: teachers there receive a higher allowance and they get priority in the housing market. We do all we can to provide equal opportunities to those teachers - and, by extension, to the pupils. That also means investing more in the neighbourhood, in housing for young people and in safety.’
Sennay Ghebreab
A ‘child of the UvA’, Sennay Ghebreab has been affiliated with the UvA for decades. In 2023, he was appointed professor of Socially Intelligent AI. He is known worldwide for his socially engaged work on artificial intelligence.
‘You can use AI to increase interaction between certain groups by bringing them together. This helps to make society more social and create mutual trust in times of polarisation, discrimination and hatred. AI has so much potential, I want to get it down to all levels of society. So that everyone can use it. I think with all that data and insights, we are creating new opportunities to tackle complex problems like poverty and inequality more effectively. Opportunities that may currently only be seen by a small circle of scientists and technical engineers. But there will come a time when everyone can handle data and AI, and harness them for positive change in society.’
André Kuipers
While in space, André Kuipers saw how fragile our world is. His mission: to convey awareness of Earth’s beauty and fragility to the younger generation. And do so without pointing fingers.
‘When I am on my deathbed, I want to feel that I have done something useful during my life. As an astronaut, I contributed to science. And while this involved all sorts of useful experiments and research, I was just a small cog in a much larger system. With a film like Beyond, I want young people to realise how vulnerable Earth is. That the oceans do not contain an infinite supply of fish and that deforestation is a major problem. But without pointing fingers. Show, don’t tell. Also try to get young people excited about science and engineering. Fortunately, I see many young people with brilliant ideas attending exhibitions that can bring Earth back into balance. That gives me hope.’
Photo: Nico Kroon
Using knowledge to build a better world
Ever since Dick den Hertog – professor of Operations Research – read Harry Lewis’ book Excellence Without a Soul, he has been teaching his students how they can give something back to the world later on in their lives. In the meantime, he practises what he preaches. Den Hertog prefers to use his knowledge of data and algorithms to benefit good causes and nonprofit organisations, such as The Ocean Cleanup. Along with Dean Marc Salomon, he set up an organisation for this purpose: Analytics for a Better World.
When Professor Dick den Hertog read Dean of Harvard Harry Lewis’ book Excellence
Without a Soul a few years ago, he came to a realisation: from now on, he wanted to use his knowledge for good causes. ‘All of a sudden, I saw how little we use our education to make the world a better place. And there is so much potential there.’ He teamed up with technology company ORTEC to form Analytics for a Better World (ABW) in 2021. ABW is an institution both accommodated and funded by the UvA. ORTEC also contributes in the form of funding and technological developments.
Data for good causes
As a mathematician and data specialist, Den Hertog makes his specific knowledge of data and algorithms available for various good causes around the world. ‘The advent
Beeld van The Ocean Cleanup
Our algorithms plot the best possible routes: where there is plenty of plastic and sailing conditions are favourable.’
of computers and the internet has made a huge amount of data available. You can use this data to better understand processes. And if you get that right, you can make better decisions.’ To ensure that all those data and algorithms end up in the right place, ABW signed up to the United Nations’ 17 Sustainable Development Goals. The aim of the goals is to eliminate global poverty, hunger and inequality by 2030. And to conserve nature. ‘We use our technical analyses mainly for NGOs.’
Since the founding of ‘his’ ABW, dozens of projects have been completed, including in East Timor, Vietnam, Ukraine and Kenya. ABW is also currently working for the nonprofit organisation The Ocean Cleanup: ‘We are helping them develop an optimal sailing schedule so that the boats can collect a lot more plastic.’
Predicting the best possible routes
The Ocean Cleanup, a non-profit organisation founded in 2013 by its now CEO Boyan Slat, removes plastic from the sea and prevents it from flowing into the sea in the first place. To prevent this inflow, it has developed a device called an Interceptor: a trap that collects plastic at the mouths of the most polluting rivers around the world. To remove the plastic that still ends up in the sea, The Ocean Cleanup has developed semicircular nets with diameters of up to 1,800 metres, which glide through the water between two tugboats. This is done very slowly so that fish and other marine species can escape. Den Hertog: ‘These boats are at sea for weeks, constantly on the lookout for locations where plastic density is high. It sounds simple, but it’s more difficult in practice. Wind, currents and waves mean that the plastic is constantly moving. We use our algorithms to plot the best possible routes for these ships: where there is plenty of plastic and sailing conditions are favourable.’
Simulation
Data from The Ocean Cleanup has recently been used to test the algorithms with a simulator. And the results are promising: ‘In summer, we expect to catch around 50 per cent more plastic than is caught now. And in winter, when the weather is less predictable, this could even go up to ninety per cent.’ Den Hertog: ‘The people at The Ocean Cleanup are now incorporating our algorithms into their software and work process.’
Involving as many people as possible
Meanwhile, in Amsterdam, as well as at other universities around the world, Den Hertog is trying to encourage as many people as possible to also contribute to his ABW. ‘We are already working with many students and scientists from foreign universities. A fellow researcher and his PhD student from the London Business School are also working on Boyan Slat’s project.’ ABW has developed an online education programme to enable NGO employees to perform their own, more accurate analyses. At the UvA, Den Hertog has been teaching Analytics for a Better World as a subject to both Bachelor’s and Master’s students for a few years now. ‘Inspired by Lewis, I teach my students how they too can use their knowledge to create a better society. And, of course, they are always welcome to contribute to ABW. Any help is appreciated as the demand for our algorithms is high.’
Analytics for a Better World can only help NGOs do their work as effectively as possible with contributions from donors. Would you like to contribute to impactful projects like Analytics for a Better World? Scan the QR code or contact Juliëtte Nieuwland from the AUF at universiteitsfonds@ uva.nl.
Because being a student is not just about studying
The Meinders family were keen to give something back to the university as thanks for the many years it has helped the family’s members to function in society. Several generations of both Edo Meinders’ and his wife Hanneke Meinders-Groeneveld’s families have studied at the UvA. This connection benefits the youngest family member to this day. ‘We realise that we are privileged and want everyone to enjoy their studies.’
What makes a person decide to study at a particular university? Some are attracted to the city, while others follow their secondary school friends. For all - or nearly all - members of the Meinders family, going to Amsterdam seems to be a tradition. In Edo’s family, five generations had already studied in the capital. Whereas Hanneke’s parents, brother, two cousins and three uncles were students in Amsterdam. The couple themselves studied at the then Municipal University from 1958 to 1966, obtaining their doctorates three years later on the same day. ‘Not on the same research mind you. I studied Biology and Edo Medicine. We were each other’s seconds at our defence ceremonies, though,’ says Hanneke.
Sons Arend Jan and Jeroen Meinders, who started their studies in Medicine and Economics respectively in the late 1980s, also found their way to the UvA.
As did Arend Jan’s wife Anniek Durskz, who studied History at the UvA. After having obtained a Bachelor’s degree in Liberal Arts and Sciences at Utrecht University, grandson Matthijs is continuing the tradition by enrolling in a Pre-Master’s programme in Art History at the UvA.
An attractive city
Was the family shocked when Matthijs decided to go to Utrecht? ‘Not at all,’ says his father Arend Jan. ‘No one was ever pressured into going to Amsterdam, including Jeroen and myself.’ So how come the family seems so unanimous in choosing a university?
‘In my day, it was simply the only thing I knew,’ says Hanneke Meinders. ‘I visited Amsterdam a lot with my grandparents, the city felt familiar.’ Sons Arend Jan and Jeroen also already had a bond with the city. Although they did not grow up in Amsterdam, they were both born in the city. It was therefore not so much the UvA as the city itself that attracted them.
Father Edo decided in 1958 to follow his ancestors and go to Amsterdam: ‘I did not mind studying
somewhere else. But many people from my hometown of Apeldoorn went to Groningen and I didn’t want to do that. Nor did I want to go to Leiden or Utrecht. In the end, I was happy because in my day, the Faculty of Medicine at the UvA had an excellent reputation.’
After his studies, Edo worked as an internist at the Binnengasthuis, the site of the new University Library. And after a one-year stay in Indianapolis in America, he started as an internist in Arnhem in 1974. In 1987, Edo was appointed professor of Internal Medicine at Leiden University.
Academic pressure and accommodation shortages
Although the family usually chooses the same university, their experiences of student life have been far from the same. For example, Hanneke and Edo had never heard of things like pressure to perform, accommodation shortages, student debt and increased statutory tuition fees for long-term students in the 1960s. Alongside their studies, they found enough time to row, play tennis and go to the Amsterdamsch Studenten Corps (ASC) society, where they met. Arend Jan and Jeroen studied in the period when the Student Finance Act had just been introduced (1986) and every student living away from home received a generous grant of 600 guilders a month. Pressure to perform was innate and accommodation was not in short supply.
When it was time to leave home, their parents got Arend Jan and Jeroen a room at a well-known internist‘s home, where Edo had also rented a room decades before. Jeroen: ‘In principle, you were not allowed to come home late and receive female visitors. But as long as we had a glass of Dutch gin with him on Sunday evening and did his shopping, he didn’t mind that much.’ Once they also joined the student fraternity, they both moved into debating society houses.
Sky-high rents
A debating society house – where you can live relatively cheaply – was a lifeline in the first few years for Matthijs, who joined the ASC like his father, uncle, grandfather and grandmother. As a student in what has come to be known as the ‘unlucky generation’, he did not receive a grant but was faced with sky-high rents. Matthijs: ‘I now live
by myself in a small space that costs me a fortune. And the situation is unlikely to change before I finish my studies.’
But Matthijs is not complaining, because he knows he has contacts and opportunities through his family that many students do not. Many students have to work in addition to their already very busy studies to afford these high rents. They also need to graduate quickly to avoid the dreaded increased statutory tuition fee for long-term students. ‘When you have to work so hard there is very little time left for other things,’ says Arend Jan. ‘And that’s a real shame. It’s important to be a student for a few years as well as studying. Matthijs still receives a modest allowance from his family so he can enjoy a beer now and then. Because you learn from that too. Knowledge is important, but so is social capital.’
Meinders Family Fund
The pressure experienced by many students today, mostly due to
budget cuts, was one of the things that prompted the family to set up a fund with the Amsterdam University Fund (AUF). The ‘Meinders Family Fund for Students’ aims to support students at the UvA as broadly as possible. Jeroen: ‘For example by making study trips and social and sports activities possible. But also by guiding students to find their way in student life. Activities that are important for students’ personal development.’
Because Matthijs has financial support, but also because he is familiar with academia and has contacts, he found time for part-time jobs, a senior secondary vocational education course in framing and voluntary work. ‘These days, I make and deliver soup for Oma’s Soep to lonely elderly people. Dealing with all these different people has taught me so much. It’s fair to say that our family lives in a kind of UvA bubble. Only stepping outside the bubble makes you realise how privileged we actually are.’
‘Matthijs still receives a modest allowance from his family so he can enjoy a beer now and then.’
On 5 December 2024, the agreement for the Meinders Family Fund for Students was signed and thus established in the Maagdenhuis by Edo and Hanneke Meinders-Groeneveld and Director AUF Melchior Bussink.
This photo was taken in 1969 during the promotion of Hanneke Meinders-Groeneveld and Edo Meinders. They both obtained their doctorates on the same day, but not on the same research. Therefore, they were able to be each other’s paranymphs.
Honorary doctorates awarded to Bianca Stigter and Steve McQueen
The 2024 honorary doctorates were awarded during the Dies Natalis celebration on 16 January 2025. UvA alumna Bianca Stigter and artist Steve McQueen received this honour for the high social and historical value of their work, particularly their documentary Occupied City (2023).
Bianca Stigter is a historian, journalist, writer and maker of films (including Three Minutes: A Lengthening). She studied history at the University of Amsterdam and made a name for herself with her journalistic work for NRC Handelsblad. Her book Atlas of an Occupied City, Amsterdam 1940-1945, which describes thousands of World War II sites, is a landmark in the culture of remembrance. Based on this book, McQueen and Stigter made the four-and-a-halfhour documentary Occupied City together.
McQueen creates artworks incorporating film and installations, several of which have been acquired by various museums around the world. In 2008, he wrote and directed his first feature-length film
Hunger, and in 2013 his film 12 Years A Slave was released. It went on to win three Oscars. Bianca Stigter was associate producer on the film.
Occupied City interweaves the history of Amsterdam with contemporary themes such as climate activism and apologies for past involvement in slavery. By doing so, it shows how the present becomes history. The film was awarded three Golden Calves at the Netherlands Film Festival: Best Documentary Feature Film, Best Cinematography and Best Editing.
Photo:
Monique Kooijmans
Still: Nozem Films
Join us at UvA Alumni Week! 4 - 10 October 2025
It was quite a bold step: a whole week of alumni meetings instead of the usual alumni day. But what a success the first UvA Alumni Week proved to be last October. We welcomed thousands of visitors who enthusiastically participated in a wide range of programmes. We will of course be continuing this new tradition. You are warmly invited to the second UvA Alumni Week to take place from 4 to 10 October 2025. Mark your calendar now!
What can you expect?
• Be inspired by thought-provoking lectures.
• Gain new knowledge and learn practical tools during our online training courses for professionals.
• Reconnect with former classmates at one of the many social activities.
• Meet new people and expand your network.
• And don’t forget the training sessions, city tours, networking meetings, sports activities, theatre performances, coaching sessions, a children’s programme and many other exciting events.
The programme consists of online and physical sessions, in Dutch and in English. On top of this, we will be offering more online sessions in 2025. We will also be organising events in locations around the world.
Register now
You can register now at uva.nl/en/about-the-uva/ alumni/alumni-week/alumni-week.
The UvA Alumni Community is a large international network of impact makers. Including influential leaders, innovators and visionaries in various sectors, UvA alumni contribute to positive change in the world on a large and small scale. And that includes you as a UvA alumnus. Together, we are making a difference in the world.
The UvA Community: impact makers since 1632.
Donating for academic dreams
The researcher
Gathering knowledge for a better Ethiopia
‘I am currently performing research at the UvA as a postdoc. I received a grant for this from the Study Without Borders Fund. After graduating in Ethiopia (2008), I taught and carried out research at Mekelle University. For my doctoral research, I went to Ghent University, where I obtained my doctorate in 2017. After my doctorate, I went back home. To my wife and children, and to serve my country with my knowledge and experience.
Disrupting life
In November 2020, the Ethiopian government clashed with regional forces from Tigray, the place I come from. Armed groups have been disrupting life there ever since. There are no basic services such as electricity, food, medicine, education, telephone and internet. I could no longer work there. When Ghent University invited me to carry out research in 2022, I had to flee. The journey was dangerous, but I had no other choice. Staying in Tigray meant the end of my career. For two days I walked through forests to escape the
rebels and federal troops, but I was caught. Fortunately, I was able to escape and reach the airport. In spring 2022, I arrived in Ghent. My wife and children followed almost two years later.
Postdoc research
‘As long as the conflict situation in Tigray continues, I cannot go back. With the AUF grant and one from the ENLENS programme, I was able to start a fellowship at the Institute of International Education’s Scholar Rescue Fund (IIE-SRF). And this allows me to do postdoc research with Dr Lies Jacobs at the Institute for Biodiversity and Ecosystem Dynamics at the UvA. We look at the impact of energy poverty on environmental and socio-economic factors. My focus lies on the situation in Tigray where energy poverty leads to deforestation: people use wood as an energy source. This leads to impoverishment of soil and already scarce water resources. Funding at-risk scholars like myself often prevents years of investment in knowledge from being lost. Knowledge I hope that I can soon use to contribute to the progress of my country.’
The
Amsterdam University Fund (AUF)
helps to make academic
dreams come
true
and
enrich the world.
It does so with the help of generous donors. Like Jan Hoekema, who donated a small but significant part of his brother André’s inheritance to the Study Without Borders Fund.
A grant from this fund will enable Etefa Guyassa from Ethiopia to carry out research at the UvA.
The donor
A deep affection for the AUF and the UvA
‘When my brother died and left me his inheritance, I immediately knew that part was going to the AUF. The UvA and the fund were close to his heart. André was an academic who was deeply committed to society. He studied Law and Sociology in Utrecht, but his best memories were of his time as a professor and dean at Amsterdam Law School. He also had an emotional attachment to Amsterdam. With his wife Yolanda Hoekema-Prins, he lived on Bickerseiland for 50 years. She died over a year before him. And since they had no children, me and my wife Marleen Barth (UvA Political Science, 1983) were the only heirs.’
Ethiopia
‘Together with Kees Schuyt of Catholic University of Nijmegen, André pioneered of Sociology of Law in the Netherlands. He confronted those in power and passionately campaigned for underprivileged groups around the world. Preferably from universities in countries where he could make a difference. There, he worked with local students, supervised PhD candidates and taught them how to use their knowledge to create a better society. One of his favourite countries was Ethiopia. There, he worked one
semester a year at the University of Addis Ababa for many years. He lived and breathed learning.’
Study Without Borders Fund
‘We chose to use his inheritance to contribute to the Study Without Borders Fund, which provides financial support to students and researchers from refugee backgrounds. Besides the UvA, we divided the inheritance among a number of other charities, including the Dierencapel petting zoo on his beloved Bickerseiland. André was 12 years older than me and our working lives shared little common ground. He was an academic through and through while I worked in politics and diplomacy. Still, we admired each other. For instance, he thought it was wonderful that I was a member of the House of Representatives and mayor of Wassenaar. When he developed dementia, we became closer. Unfortunately, his sudden death left him unable to specify exactly what he wanted to do with his inheritance.
André has dedicated his life to learning and student development. It is wonderful that he can do that through the AUF even after his death.’
Back to the classroom with Education for Professionals
The UvA offers a wide range of courses and training programmes specifically for professionals. For alumni, it’s a great opportunity to go back to the classroom and develop the knowledge and skills they need to take the next step in their career. Whether you want to brush up your skills and knowledge, take a new direction or broaden your horizons: the UvA will help you on your way.
You will be taught by experienced lecturers from the UvA and guest lecturers from the field. The latter provide the latest insights, often gained from cutting-edge research, and approach subjects from
a broad range of social issues. In many cases, the combination of academic knowledge and practical experience means that you can immediately apply what you learn to your own practice or it gives you a new way of thinking or perspective on your field.
Expand your network
Our Education for Professionals is designed for professionals with work experience. Many participants are UvA alumni or work in sectors such as business, government or civil society organisations. Giving you the opportunity to expand your network.
What do students and lecturers think of this education?
Marc Salomon lecturer, MBA in AI, Data & Analytics
‘Ten years ago, I spotted a gap: AI experts lacked the business knowledge to really make an impact, while business experts lacked the technological knowledge to properly deploy AI. That’s why I started the MBA in Artificial Intelligence at the UvA – the only one of its kind in the Netherlands. Our programme trains “boundary spanners”: professionals who bring AI and business together. The programme features challenging group assignments and sees participants set up their own AI company. You learn a lot from that. Our lecturers are leading academics and experienced AI practitioners, which is how we produce the AI leaders of the future. We have been recognised in the major international rankings: the business school is one of the Top 100 worldwide.’
Edwin Zimmerman student, Future of Transitions masterclass
‘As an interim manager and consultant, I supervise change processes within the public sector, with a focus on educational institutions. I wanted to further develop my understanding of strategy, organisational development and transitions. And the three masterclasses I have now attended have given me exactly what I need: theoretical depth and concrete tools and new perspectives that I can apply immediately. The topics discussed often anticipate developments that only later become relevant in practice, providing me an edge in strategic conversations. I also meet professionals from all kinds of sectors at the classes, which makes for interesting conversations and prompts me to look at my own field from a new perspective.’
Photo: Flore Zoé
Malene Rohde student, MBA in AI, Data & Analytics
‘The UvA’s MBA in AI, Data & Analytics is so unique. I had never seen anything like it before and I scoured the globe. This programme contains a perfect combination of developing practical solutions, while also thinking about the business side of these solutions or the legal aspects. This is so important to ultimately achieve high-impact results. I even moved from South Africa to the Netherlands to attend this MBA at the Amsterdam Business School. I couldn’t choose between a Master’s degree that focuses on data science or something that explored the broader field of data analytics and AI. And now I have both. The participants mostly work in technical jobs or business-oriented positions, making the group nice and diverse.’
Raúl van Dijk Escoriza student Introduction to Machine Learning
‘Introduction to Machine Learning is an intensive course that covers the various components of machine learning in depth – things like algorithms, mathematics, theory and social consequences. The mathematics is explained very clearly and really enhances the understanding of the algorithms. Participants can then better adapt these algorithms and use them for their own research. We cover both theory and practice and maintain a good balance between the two. That helps to make complex topics accessible and engaging.’
Agneta Fisher lecturer, Diversity & Inclusion
‘I have been teaching a masterclass on Diversity and Inclusion for three years now, which I do in collaboration with the Superpeople Company. Participants are professionals from diverse and varied backgrounds, so they bring varied knowledge and experience into the classroom. For me, this is a positive challenge that ensures my teaching never gets stuck in a rut. For the students, the added value lies in being taught by both academics and practitioners. This ensures a high level of content and direct applicability of the subject matter. It’s definitely inspiring to be able to contribute to this masterclass.’
Simon Pauw lecturer, Scientific Programming 1 and 2
‘I teach programming for professionals. These courses are divided into Scientific Programming 1 and 2 and are offered in the same format as for regular students. The aim of Scientific Programming is to teach students to program independently in a relatively short time (eight weeks per course). We target a wide audience, but at the same time we maintain a high standard. That’s pretty special. One way we do this is by offering a lot of individual support and supervision. In addition, the courses are flexible: we organise several tutorials per week, so that students with full-time jobs can also take part at times that suit them.’
The UvA offers Education for Professionals in the following subject areas:
AI & Data Science
Business & Management
Sustainability
Finance, Accounting & Control
Behaviour & Society
HR & Leadership
Legal Lean & Agile
Marketing & Communications
Government, Education & Healthcare
Strategy & Innovation
Supervision & Governance
For more info, visit: uva.nl/professionals
Photo: Dirk Gillissen
Benefits for UvA alumni
As a member of the University of Amsterdam’s alumni network, you will have access to exclusive networking opportunities, career opportunities and inspiring events. In addition, the UvA offers attractive benefits.
Education for professionals
10% discount for alumni on many of the course offerings
uva.nl/professionals
student.uva.nl/en
Access to the University Library
• Library card E 45 per year non-AUV
• Library card E 40 per year AUV members
uba.uva.nl/en
UvA Merchandise store
10% discount for alumni discount code: ALUMNI2025
uvastore.nl/en
Discounts on CREA courses
• Young alumnus 25% discount (graduated after 2019)
• Older alumnus 15% discount (graduated before 2019)
crea.nl
AUV members discount, including:
• University Library
• Access to various museums
• UvA Talen language centre
uva.nl/en/about-the-uva/alumni/alumni
UvA Career Centre
Various free workshops, training courses, career events and a job board for Master’s students and young alumni.
student.uva.nl/en
Photo: Lisa Maier
Photo: Monique Kooijmans
Stay in touch via LinkedIn
Our network of former students, faculty and staff helps to bring about positive change worldwide. And that includes you. Together with you, we connect ideas, people and opportunities. Together with you, we have been making a difference in the world since 1632. And that is something we are proud of.
It’s also why we would like to stay connected, so come and join our LinkedIn community of more than 380,000 professionals.
There you will find:
• Weekly inspirational stories from UvA impact makers.
• Tips on interesting events and trends in science.
• Valuable contacts from your field who will keep you up to date.
Scan the QR code, follow us on LinkedIn, become part of our global network and stay connected!
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