Community at the CORE - Strategic programme 2017-2021* - Maastricht University
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Community at the CORE Strategic programme 2017–2021*
Contents
Mission and vision 4
The way we work 8
Education 10
Research 14
Internationalisation 18
Connected with our Communities 22
Colophon
Alumni 26
Text and final editing
Academic Affairs, Employability 28
Marketing & Communications
Translation Staff development 30
Language Centre,
Maastricht University Operations 32
Design
Mockus, Heerlen Education and research 34
Cover illustration
Zuiderlicht Think tanks 38
Photography
Philip Driessen
Harry Heuts
Print
Andi Druk
We would like to thank all staff,
students and other partners of
Maastricht University that have
contributed to this strategic
programme by participating in
debates and meetings, providing
suggestions for the text and
giving advice.
August 2016
© Maastricht University, 2016
www.maastrichtuniversity.nl *The Strategic Programme will be implemented in the period between 1/1/2017
and 12/31/2021. Version 9, 14 July 2016
1 Mission and vision
Mission CORE
Maastricht University (UM) is a young university in the heart of Europe, with Education and research go hand in
hand, and must be integrated within
C stands for Collaborative. This refers
to the fact that education and research
Finally, collaborative refers to forging
links with different stakeholders in the
a distinct global perspective and a strong focus on innovative education the university context. To this end, UM are best organised in teams rather than city, the Euregion, the broader European
is introducing CORE: Collaborative Open individually. PBL is a good example of continent and the rest of the world.
and research strategies. We see ourselves first and foremost as an open Research Education, which we believe how we already organise the learning Creating meaningful relationships
and inclusive academic community, striving for a good mix between Dutch, will enable us to better meet the needs process in small groups, where students between the university and society
of society and build on the values of our learn from one another (collaborative and encouraging students to become
European and other international students, and addressing European and university. CORE is a logical extension or peer learning). This applies to the actively involved in their community
global issues in our education and research programmes. of the interdisciplinary approach that research process at UM too. is not only beneficial for society, but
has been at the heart of UM’s research also contributes to a meaningful study
The purpose of this new Strategic Programme is, 40 years after the and educational strategy ever since our
institution was founded.
Further, collaborative extends to the
notion of diversity and multidisciplinary
experience and enhances employability.
The emphasis on societal engagement
foundation of UM, to take stock of our achievements, adapt them where approaches. We need embedded as an inherent part of UM’s character ad-
The challenge facing both research and researchers who come together from dif- ditionally serves to enhance the profile
needed, and add new perspectives and challenges in order to enhance our education is to address the most pressing ferent faculties, institutes or companies and distinctiveness of our institution.
academic mission. problems in society today. As this calls to cooperate within the framework of
for close collaboration between different broader research programmes. PBL in
disciplines, our intention is to introduce combination with UM’s international
UM’s mission and strategy for the future are built on four core • To provide students from the region, the Netherlands, Europe greater multidisciplinarity into the student and staff body form the basis
values: and beyond with a stimulating educational environment education and research undertaken at for our ‘International Classroom’, which
• To be an innovator in education and research by introducing based on the principles of Problem-Based Learning (PBL) and UM. CORE will allow us to build bridges trains students to collaborate across the
the CORE philosophy at our university; the International Classroom; between teaching and research, thus boundaries of disciplines and (national,
• To adopt an inclusive approach and to open our doors to all • To train highly employable and skilled graduates for key also fostering closer links between ethnic, religious and cultural) back-
students and staff who fit with our profile and subscribe to positions in diverse professional environments on the Dutch, researchers and students. CORE will not grounds, and equips them with valuable
our values; Euregional and international labour market; replace Problem-Based Learning (PBL); skills such as intercultural competen-
• To take our social responsibility seriously by linking the • To provide an open research environment linked to the rather, it is meant to provide a frame- cies. Such diverse teams also provide
university to society, from the local to the global level; educational process, characterised by fundamental and ap- work in which the underlying principles enhanced opportunities for students to
• To be a sustainable institution in the broadest sense. plied approaches and embracing specific focus areas as well of PBL can be further strengthened and learn our core values (innovation, inclu-
These four core values will be reflected in all our activities. as interdisciplinarity; enriched. sivity, responsibility and sustainability).
• To have an impact by deploying high-level research and
The aims of UM are as follows: innovation to resolve societal challenges;
• To be an exemplary academic community that embraces • To create ‘triple-helix’ hotspots on the Brightlands
mutual respect, democratic principles and transparency; campuses that serve as drivers of Euregional and European
• To provide an inclusive environment in which students and development.
staff feel at home;
4 Strategic programme 2017–2021 5
Mission and vision Maastricht University is a globally linked European university O stands for Open. Open means being with our environment regionally, can be used in education without any and skills, and laying the groundwork for ers and educators for what they are good open minded and innovative. In the nationally and internationally. A truly restrictions. future learning in international contexts. at, and the passion of students to have ACTIONS: CORE area of research, examples include the open innovation environment means Lastly, UM should strive to be not only in- Research projects are also excellent new experiences and address important open research environment used on making the university’s infrastructure terdisciplinary but also transdisciplinary tools by which to address values such issues as part of the learning process. Flesh out the CORE concept and the Brightlands campuses, but this and research facilities available for use in its combination of education, research as innovativeness, sustainability, and address its implications for our can be extended to other areas of by all staff members and students. and societal engagement. personal and social responsibility. In staff The development and implementation HR policy; research as well. Open also means being The open approach allows industry, development, too, they play an import- of CORE will proceed gradually over the Create at least two dedicated international and inclusive. With inter- interest groups and individual mem- RE stands for Research Education. We ant role: experienced researchers serve period of this Strategic Programme, centres to facilitate the nationalisation forming the common bers of society to adapt UM’s research explicitly use one and not two sepa- as inspiring mentors, not only for stu- starting with pilot studies on the Tapijn implementation of CORE as a thread that runs through all of UM’s outcomes to any challenges they may rate terms to stress the importance of dents but also for young academics just site and in Randwyck. Throughout the new way of learning, teaching, education and research activities, we face. Moreover, whilst researchers in top integrating research and education. It is starting out on their research careers. For process, exchange of best practices conducting research and perceive our institution as a globally institutions have subscription access to vital that students be exposed to and in- their part, educators can stimulate the across faculties will be encouraged and col-laborating. linked European university. Furthermore, these highly regarded journals, research- volved in research from the very start of learning process by drawing students’ at- facilitated. open means transparency towards the ers at institutions with smaller budgets their study programmes, not just in the tention to pertinent research issues and outside world and the broad dissemi- (for instance, in developing countries) final phase. Participating in international challenges of the 21st century. In short, nation of research. UM embraces the might not. Therefore, open access also research projects in particular is an ideal integrating research and education is the concepts of open access and open science contributes to our international societal means of engaging in integrated learn- best way to exploit the passion that is to further strengthen the connections engagement. Open access publications ing, synthesising acquired knowledge already present: the passion of research- 6 Strategic programme 2017–2021 7
2 The way we work
Economic, (geo)political and societal
forces have a significant impact on aca-
“UM’s character as an international At the core of all this, our university is a
tight-knit academic community and a
initiatives at the central level by further
building and strengthening our internal
chance to provide input for this process,
both through the think tanks and by way
demic institutions. Over the last decades
UM has evolved into a third-generation
network university has helped it high-trust system with a level playing
field for staff, students and external
networks. We also seek to involve ex
ternal stakeholders in this process, such
of two ‘town hall’-style meetings. This
open, democratic process led to the de-
university, garnering an international
reputation and linking research and edu-
remain open to innovation and made partners alike. At a time when other
universities are facing the prospect of
as government and industry representa-
tives, alumni and local citizens – in other
velopment of a truly community-driven
strategy – a programme designed by the
cation to the creation of value – both for
society and for the knowledge economy.
it an attractive partner in the global becoming more management oriented
and centralised, UM will remain a de-
words, encompassing all of society on a
wider scale.
university, for the university.
UM is a university that relies on strong
academic and professional networks.
university landscape.” centralised organisation with a common
CORE, where research, education and The present Strategic Programme is a re-
This community spirit will be the
hallmark of our institution, both in
These networks run through all of our value creation are intrinsically inter- flection of this working atmosphere, and the implementation of the Strategic
activities at every level: internal, local twined. Our organisational policy is was arrived at by means of a genuinely Programme and in addressing the chal-
and global. With our multi- and trans- characterised by close links between all bottom-up process. After initial discus- lenges of the future. And also, perhaps,
disciplinary research and the creation levels and a strong collaborative spirit. sions between the Executive Board, the by demonstrating what a healthy 21st
of interfaculty structures, the university The Executive Board, faculties, service Supervisory Board and the University century university should look like.
has entered new research fields that centres and participatory bodies respect Council, a broad process was initiated
are closely linked to its educational democratic principles and the need to to engage think tanks composed of
expertise, EDLAB being a prime example. address challenges together, while at the staff and students in formulating the
Our campuses are excellent examples same time respecting the different roles cornerstones of the strategy: education,
of local network communities, where involved in this process. We will strive research, internationalisation and
academia meets industry and the local to maintain the balance between the societal engagement. All members of
community. UM’s character as an inter- activities of individual faculties and joint the academic community were given the
national network university has helped
it remain open to innovation and made
it an attractive partner in the global
university landscape, as evidenced by its
membership in international networks
such as the Worldwide Universities
Network (WUN) and the Young European
Research Universities Network (YERUN).
8 Strategic programme 2017–2021 9
3 Education
Today’s students are seeking an education that is stimulating and that Academic and personal Lifelong learning
development
helps them to develop personally as well as academically. An education Learning doesn’t stop once students Naturally, it is important to continually
At UM, the main purpose of education have completed their studies: lifelong revise and renew the PBL approach,
that, above all, prepares them for an ever-changing future: an increasingly is to facilitate the integrated academic learning is an integral concept in higher taking into account its strengths and
diverse student population in partnership with an ever more complex and professional development of the
student. Learning, therefore, revolves
education as well as an essential 21st
century skill. To address the need for
weaknesses and adding new supporting
elements, such as digital technologies.
society, changing labour markets, new forms of learning and new market not around courses but around students’ continuous learning and professional Two strategically important elements
academic and personal development. development, UM will further develop its of the PBL system, assessment and ex-
players. UM is a pioneer of PBL and renowned for its strong tradition in the Students must develop a sense of portfolio of lifelong learning opportuni- amination, will receive special attention
innovation of education. To remain competitive, we must make strategic responsibility and ownership of their ed-
ucation and a feeling of control in their
ties for alumni and professionals. in the coming period. While we intend
to stay true to the principles of PBL,
choices regarding our regional and global positioning and the type of studies. This requires creating person- we encourage diversity in terms of its
alised pathways through programmes Problem-Based Learning format. Reforms must come from the
education we wish to provide. and courses, and producing educational teachers and the students. Therefore, to
modules that recognise that different UM was founded and has built its foster pedagogical passion and reinforce
students might end up in different pla reputation based on the concept of our educational philosophy still further,
Enriched student experience optimally prepared for the labour market councils or take on a student job within ces, allowing them to follow ideas and Problem-Based Learning. PBL is an active UM will stimulate faculties and teachers
in the Netherlands and beyond. They the university. Engagement with the local arguments wherever they may lead. form of education that calls on students to think more clearly about the concept
UM is focused first and foremost on stu- have ample opportunities to develop community is fostered through initiatives to take the lead in the educational of PBL and how they can put it into prac-
dents who share our philosophy and are their talents, for instance through our such as social work placements and vol- UM graduates are prepared to become process, requiring them to chair tutorials, tice in their own teaching. EDLAB will
attracted by our academic CORE as well excellence programmes and a rich pack- unteer projects, while entrepreneurship engaged, lifelong learners who can solve interact with their peers and engage in continue to play an essential part in this
as our vision – wherever they come from. age of extracurricular activities. We also is facilitated through the LaunchBase complex problems, think critically, be- student-to-student teaching. It requires learning process, serving as a formal and
We are also aware of our social-peda- encourage students to become active incubator and other means. In addition, have ethically and thrive in international them to define their own problem informal meeting place for educational
gogical responsibility: the education we members of the university community, we support students when it comes to settings. They are able to adapt in the statements and goals, and gives them innovation and engagement among
31%
provide should not only be limited to the the city and the Euregion, offering them increasing their employability. Studying face of change and cope with uncertain- autonomy in how they approach them. both staff and students.
top-performing students but available many different ways of getting involved. on one of our satellite campuses provides ty. They can absorb new subject matter By activating prior knowledge, it invites
to a student population which reflects a We see this as a means of stimulating them with unique opportunities, such as as well as replace outdated knowledge. them to draw links with other courses
cross-section of society. We will, there- their development as responsible global working alongside biomaterials scien- Being standout performers in their field and their own background, as well as
fore, develop arrangements for students citizens who represent the core values tists. On a European and global scale, we of expertise means having not only with social developments. At its best,
in need of additional guidance and sup- of a modern society. For instance, we offer our students a wide variety of op- academic knowledge and strong ana- PBL confronts students with unfamiliar
port, focusing at the same time on the support student sustainability initia- tions for participating in extracurricular lytical, interpersonal and professional challenges, and asks them to diagnose
development of their talents. Rather than tives (e.g. via the Green Office), and programmes and events linked to leading skills, but also 21st century skills such as the problem, identify gaps in their know
targeting specific percentages of Dutch will explore the possibility of creating a organisations and agencies. In this way, intercultural competencies and ICT pro ledge, fill those gaps, and use the newly of our graduates
and international students, we have university-wide sustainability minor in we guide and support them on their ficiency – something UM graduates have acquired knowledge to resolve the issue
recruited a well-balanced student body
from the region, the Netherlands, Europe
order to firmly embed sustainability as
a key educational theme at UM. We also
way to becoming global citizens with a
global perspective as well as responsible
in abundance. at hand. The aim is not only to cement
that new knowledge in their minds, live outside the
and around the world. Studying in our encourage students to play active roles in members of society. but also to train them in self-regulated
International Classroom setting, they are participatory bodies such as the faculty learning. Netherlands
10 Strategic programme 2017–2021 11Education
Teachers need to be
inspiring mentors
to students
CORE education
We believe that the CORE principles will among students and integrate research of knowledge across disciplines, and fur- Teaching Qualification (BKO in Dutch)
help UM students to adopt a globally and education in a natural manner. To thers the university’s aim of becoming will be updated and harmonised and the ACTIONS: EDUCATION
minded attitude, acquire the skills nurture this integrated research and a more collaborative and inclusive Senior University Teaching Qualification
needed for a lifetime of learning, and education environment, we will explore academic community. Reaching out to (SKO in Dutch) will be developed. evelop arrangements for students in need of additional guidance and
D
engage with the academic environment the development of an ‘academic industry partners and other external support;
and the world around them by infusing playground’ in line with the CORE parties, too, will be vital in connecting Quality assurance Enrich the learning experience by offering more personalised learning paths
them with a sense of engagement as a principles, for instance by creating the university to the outside world. and opportunities for student engagement (Strengthen our lifelong learning
logical extension of PBL. To create the multidisciplinary open learning spaces In the coming years, attention will be portfolio);
ideal educational landscape, we need in which researchers and students can Role of the teacher paid to UM’s internal quality assurance Create open learning spaces where researchers and students can come to-
to enhance and expand our approach collaborate in a dynamic, inspiring and system to smooth the path towards in gether to collaborate (CORE);
to teaching and learning, for instance inclusive atmosphere. Teachers play an essential role in educa- stitutional reaccreditation. Further, we Continue to refine and improve Problem-Based Learning;
by introducing long-term projects in tion. They need to be inspiring mentors to will measure the impact of innovations in Harmonise and update the teaching qualifications BKO and SKO;
which students work together in diverse Placing initiatives such as the long- students and have advanced knowledge our study programmes by making use of Reinforce and expand the internal quality assurance system.
groups in addition to their core courses. term projects and open, collaborative of the subject matter at hand. To address learning analytics. Detailed information
Ideally, these projects will be connected learning labs in a broader context should the implications of this new Strategic will be collected on learning processes,
to industry or society and pose problems facilitate the development of a learning Programme, such as the implementation such as learning styles and grades, in or-
which require innovative and sustainable ecosystem: a system that connects disci- of CORE and the facilitation of teaching der to identify new ways of learning that
solutions, foster a sense of responsibility plines UM wide, allows the co-creation careers. The Basic University are fit for new generations of students.
12 Strategic programme 2017–2021 134 Research
Research at UM contributes to solving major societal issues within the framework the successful clustering of research Benefits for society Meeting places
domains can be seen in the Maastricht
of our primary research themes. While fundamental research remains essential, we Institute for Advanced Studies, where UM sees value creation as the process The experience from UM interfaculty
researchers from various faculties work that generates benefits from knowledge projects and institutes shows that
also seek to translate UM research findings into economic, financial or social value. under the umbrella of the focus area and innovation by making research find- collaboration between the Randwyck
The university therefore participates in centres of excellence, both technological Learning and Innovation. Similarly, re- ings available for use in and by society. faculties (FHML and FPN) and those in
search in the sciences is highly import- This involves the transfer of technol- the inner city (FASoS, FHS, FL and SBE)
and social, to allow scientific discoveries to be swiftly converted into practical ant activity for the UM and will continue ogy and other knowledge leading to holds great potential. The creation of
applications. Furthermore, research at UM is closely linked to the education to remain crucial for UM’s development new economic activities, products and community crystallisation points which
in the future. In this way, UM encourages services for the public and stakehold- are (following the principles of CORE)
process. As an inclusive research university, UM is home to researchers who come scholars and scientists from different ers beyond the confines of academia. open to all staff and students should
disciplines to work together to spear- It means cooperating with triple-helix give a further boost to interdisciplinary
together from diverse scientific fields and different cultures to create an inspiring head Euregional knowledge initia- partners – for instance, in the open, research and interfaculty collaboration
environment where students are trained as academically minded professionals tives that involve partners from other innovative ecosystems of the Brightlands in education and research. EDLAB can
knowledge institutions, government campuses – as well as sharing research serve as a proto-type of such an inclusive
and responsible citizens. Our focus areas are organised into three university-wide agencies and the business sector. On the results under open-access arrangements facility. Further, internal networking
themes – Europe and a Globalising World, Learning and Innovation, and Quality of Brightlands campuses, each of which and facilitating young entrepreneurs in events will be organised to exchange
is committed to addressing specific their startups. Ultimately, it is all about knowledge and best practices, and to
Life – in which researchers conduct curiosity-driven and applied research across the societal challenges, UM has invested creating value for society at large. increase the opportunities for young
six UM faculties and various interdisciplinary institutes. To fulfil our ambition to be in collaborations with commercial and researchers in particular to develop
public partners. At the same time, these The concept of value creation starts at collaborative projects. In this context, the
an inclusive, innovative and sustainable university, we intend to strengthen these satellite campuses are to be integrated the student level: legal advice services Tapijn site in Maastricht’s inner city will
into our academic community through provided by law students, tax advice be further developed in the coming years
focus areas while providing sufficient scope for fundamental research. We also aim strong connections between researchers from economics students or health as a meeting place for such activities.
357
to maintain the high number of PhD defences achieved over the last few years. based on the campuses and those in the advice from students of the Faculty of
humanities and social sciences in the Health, Medicine and Life Sciences. All
inner city. The study programmes, too, these are good examples of how UM
In terms of research funding, we will build further on the goals within the Dutch top-sector framework. To provide the best must profit from the multidisciplinary can increase its societal impact locally,
of the previous Strategic Programme. To become less reliant possible support for UM researchers, we will also explore how profile that characterises the Brightlands and such efforts should be expanded
on direct government funding, a substantial part of academic we can create an infrastructure to enhance funding success, for campuses. This will help to strengthen through the establishment of ‘knowl-
research time should be financed by external grants. We aim example through the establishment of a grant writing office. our common goals, ultimately benefiting edge shops’. This philosophy carries right
PhD’s were
to increase the number of Dutch and European research grants all UM students, staff and the entire through to PhD level, with our policy
acquired, for instance by paying special attention to research UM stimulates different forms of research, from curiosity-driven Limburg community. requiring all PhD theses to have a para-
projects with links to the Dutch Science agenda. We also seek fundamental research to interdisciplinary projects and research graph dedicated to valorisation.
obtained at
to tap other sources of research funding at the regional and carried out on ‘triple-helix’ campuses where academia interacts
cross-border level. Alongside a strong focus on investigator- with business and society. For UM, interdisciplinary research
driven, fundamental research, which must be at the core of proceeds from strong disciplinary foundations and is not pro-
any research university, we will foster more applied research
themes, for example in relation to the region-specific hotspots
moted as an end in itself, but rather as a way to address current
and future scientific and societal challenges. An example of UM in 2015
14 Strategic programme 2017–2021 15Research
To achieve our
ambitions, we need
outstandig academics
Talent recruitment and tal- Agenda setting and public
ent development affairs strategy ACTIONS: RESEARCH
To achieve our ambitions, we need out- With its research themes, UM has Academy will be established: an Maintain high output of PhD theses; Establish the Brightlands Academy to cluster expertise
standing academics. We will therefore successfully focused its efforts to expertise centre on public–private Increase external funding on the regional, national and on PPPs;
invest more in developing in-house address societal challenges at the partnerships (PPP) that will provide European level; Explore opportunities to forge links between the UM
talent by guiding promising young re- regional, national and international support for current and future inter Create meeting places for researchers based on the community and wider society (knowledge shops);
searchers towards tenure tracks and fa- levels. Further, through its proactive disciplinary research programmes and principles of CORE; Maintain a healthy balance between fundamental and
cilitating their academic careers. Special strategy for public affairs and lobbying, collaborations. Stimulate interdisciplinary and triple-helix research theme-driven research;
attention will be paid to involving these UM aims to become an active player initiatives; Nurture and retain young researchers, and recruit
researchers in interdisciplinary collabo- in shaping the Dutch and European Develop a strategy to influence and participate in Dutch outstanding academic staff from outside UM.
rations, so as to broaden their academic Science Agenda. To increase their and European research agendas (public affairs);
horizons and increase their chances for earning power, the faculties will Research facilities
future funding. be asked to develop strategic plans
for research that dovetail with In recent years, research activities in
At the same time, we intend to attract the overarching UM strategy. The or related to the area of data science
talented researchers from outside UM. Knowledge Transfer Office (KTO) will have been on the rise at UM. Databases
They will be recruited with a view to be facilitated in further developing have become both larger and richer. To
strengthening our profile in terms of the in-house grant-writing expertise. In extend our expertise in this field, we
three university-wide themes, Europe addition, the Brightlands will invest in creating a research/data
and a Globalising World, Learning in infrastructure and establish new chairs
Innovation and Quality of Life. to exploit these developments.
16 Strategic programme 2017–2021 175 Internationalisation
Mobility On a European level, we will explore Brussels. In addition, we aim to leverage
UM is a globally linked European university. Within the Netherlands its the possibilities to create a cross-border our European expertise more, for exam-
The mobility of our students and staff university network by further enhanc- ple by connecting with EU policymakers.
international profile stands out, as underlined by the Distinctive Quality is a key focus area, in particular in col ing and formalising collaboration with The Brussels Campus will form an ex
Feature for Internationalisation awarded by the Accreditation Organisation laboration with our international partner
universities and networks. In our HR
partner universities in our immediate
environment, in the Euregion and be-
cellent platform to translate our public
affairs strategy into concrete action in
of the Netherlands and Flanders (NVAO) in 2013. The core elements of policy, we strive to provide academic yond (e.g. Aachen, Hasselt, Luxembourg, the European context.
as well as support staff with ample Brussels, Leuven and Liège). We will also
UM’s internationalisation strategy are our ‘International Classroom’ and possibilities for shorter or longer visits continue to participate in two leading
to international partner universities. In European and international university International Classroom
the explicit focus on European and global perspectives in our education many of our programmes, too, students networks: the Young European Research
are encouraged or even obliged to study Universities Network (YERUN) and the One of the key factors in the employa
and research programmes. Another important emphasis is on building abroad for a semester. But there are also Worldwide Universities Network (WUN), bility of our students is the International
other ways to gain international expe- respectively. Through these networks Classroom, which trains them in essen-
bridges between the southeastern Netherlands and the border areas of rience, and we plan to further explore, and collaborations in the Euregion and tial competencies for the globalised
Germany and Belgium within the context of the Euregion. A considerable develop and promote these options, such
as taking part in research-based learning
around the world, we are developing
into a uniquely positioned European
workplace. This does not come about by
itself, however, but needs to be facilitat-
proportion of our students and staff come from this region and, thanks to at a partner university (e.g. MaRBLe in institute. ed. To this end, we will provide further
the Worldwide Universities Network), professional training in the area of inter-
this cooperation, our graduates are also able to benefit from a multitude of following an internship abroad or cultural competencies for both students
attending a summer school or other Brussels Campus and staff. Additionally, research on the
excellent employment opportunities. short-term programmes offered by part- effectiveness of our internationalisation
ner institutions all over the world. In the The Brussels Campus will function policy has already been conducted in
coming years more attention will also be as an education and research hub, an some parts of the university and will be
paid to the concept of ‘virtual mobility’. ‘Embassy to Europe’ and a platform further expanded.
Student recruitment for our research theme Europe and a
Globalising World. It will therefore need
International students, particularly those who are mobile on a perspectives. This should be reflected in our student recruit- UM as a network university to offer a range of different programmes, International community
global scale, are often less interested in Europe as a microcosm ment policy and marketing strategy. We strive to create a including short courses for professionals
than in the place of Europe and the European Union in a global diverse student population with a well-balanced intake from We will continue to intensify our joint and non-UM students. Once the present We believe it is of the utmost impor-
context. UM programmes with a distinct European profile, the region, the Netherlands, the Euregion, Europe and beyond in collaborations with our partners in legal restrictions have been removed tance to create a welcoming atmosphere
such as European Studies and European Law, and those with an order to optimise the learning experience in the International various networks. We have already es- and it becomes possible to offer full for and to facilitate the rapid integration
explicitly global focus, such as Global Health and International Classroom. In the context of recruiting international students tablished a sustainable, long-term part- degrees abroad, we will also explore the of the international members of our
Business, attract international students and staff who see them from outside Europe, innovative options such as virtual open nership with the Province of Limburg in options for developing and delivering community, both students and staff.
as providing a unique combination of European and days merit further investigation. the context of the Brightlands campuses. fully a
ccredited study programmes in
18 Strategic programme 2017–2021 19Internationalisation We will develop and offer training in intercultural competences We strive to achieve this by way of Regional developments language courses and buddy pro- linked to the world such as the Institute for Transnational ACTIONS: - Building critical mass around societal Develop and offer training in inter grammes, in close collaboration with and Euregional cooperation and Mobility INTERNATIONALISATION challenges and innovative research cultural competencies for both the local and regional municipalities Regional developments such as the (ITEM), focusing on cross-border issues, topics; students and staff; and other parties. Another key element Brightlands campuses open up strategic serve as interesting ‘living labs’, helping Further develop our joint collabora- - Promoting the exchange of best Optimise our international student in this approach is the further profes- possibilities for further internationali- to create an innovative knowledge tions with partners in international practices between institutions; recruitment policy; sionalisation of the support services we sation in research and education. New region with international appeal right on networks such as WUN and YERUN Acquire European research funding Further professionalise services for provide to international students and study programmes will attract more our doorstep. and cross-border networks in the for joint projects; (international) students and support staff. In particular, support staff who international students, especially with Euregion by: Create more opportunities for inter- staff; are in close contact with international the further expansion of science-related Further, UM will remain an active inter- - Establishing joint research and national student and staff mobility, Strengthen ties between regional de- students should possess the necessary programmes, enabling UM to tap new national player in capacity building and education projects, including joint/ including virtual mobility; velopments and internationalisation; intercultural competencies and English student markets. Moreover, new projects development aid projects in the area of double/dual degrees; Conduct further research on interna- Increase societal engagement language skills. To ensure that this is the and programmes will attract academic education, thereby making a meaningful - Offering joint PhDs and electronic tionalisation and create an internal on a global level (e.g. through case, we will continue to offer relevant staff and highly skilled knowledge work- contribution to societal developments supervision for long-distance PhD measurement system; capacity building and knowledge courses and training to these staff. ers from abroad. Centres on a global scale. candidates; dissemination). 20 Strategic programme 2017–2021 21
6 Connected with
our Communities
Social engagement Brightlands: knowledge
UM aims to contribute to a crossing borders
sciences), and create employment op-
portunities in the region for both Dutch
stitute is also jointly determined in reg-
ular meetings between UM’s executive
healthy and economically Our students and staff play a crucial part when it comes to
fulfilling our societal aspirations. Under the umbrella of the Brightlands is the continuation of the
and international graduates. Moreover,
we will explore different ways to further
board and the Maastricht UMC+ board.
This cooperative approach between
strong region, focusing on our Student Services Centre, an integrated, student-run platform Knowledge Axis investment programme connect and interact with the local UM and the Maastricht UMC+ has led
will be established that brings together the many individual initiated in 2012, a ‘triple-helix’ collabo- municipalities and communities in our to a large number of shared initiatives,
immediate surroundings in the initiatives in the area of societal engagement. Students will ration between the Province of Limburg, Campus locations. Looking beyond the such as the appointment of university
be able to connect with and integrate into neighbourhoods knowledge institutions (UM, AZM/ borders of Limburg and the Euregion, the professors and the development and
city of Maastricht and Limburg, to help address problems, provide financial, legal and health MUMC+, Zuyd and Fontys universities of campuses offer many opportunities for implementation of the Brightlands
advice, and support budding entrepreneurs. applied sciences) and industrial partners. European and international cooperation agenda. The two institutes will continue
but also in the Euregion and This programme is intended to serve as in research and education. Collaborating to collaborate closely on joint areas of
Wherever possible, societal engagement will become part of a backbone for the further development with European partners and acquiring interest, including the development of
beyond. Our goal is to link the curriculum or be promoted in the context of extracurricular of the Limburg knowledge economy joint European funding will also further data sciences and ICT services, and as
activities. If integrated within a curriculum, specific goals for by focusing on core themes that link increase our earning power. major partners on the Maastricht Health
societal engagement directly societal engagement should be set (e.g. via an exam, paper or the region’s economic strengths with Campus.
some other deliverable) and acknowledged by means of ECTS university research teams and education
with research and education. or certificates. We plan to build on successful projects such programmes. The initiative forms the Maastricht University
as PREMIUM and the UCM Think Tank, which already have a basis for a Euregion with a vital, healthy, Medical Centre + ACTIONS: CONNECTED WITH
If UM wants to take seriously strong emphasis on societal engagement in that students work mobile and well-educated population OUR COMMUNITIES
on real-life problems set by external clients. More students will with sufficient highly skilled workers. The Maastricht UMC+ is one of eight
its ambition to be a socially be given the opportunity to participate in multidisciplinary We will continue to work to this end, university medical centres in the Continue to make a key contribution
engaged university, societal projects on societal issues (governance, democracy, healthcare)
in collaboration with researchers, citizens, companies and gov-
together with our partners from the
public and private sector in and across
Netherlands and the only one in the
south of the country. It operates on the
on the Brightlands campuses;
Develop a student-run platform that
engagement must be embedded ernment agencies. Social engagement will also be stimulated
by offering students short research-based internships in which
the Euregion, on the development of
the Brightlands ecosystem. In this way
basis of a cooperative model involving
close collaboration between two legal
brings together existing initiatives
in the area of societal engagement
and facilitated at all levels of the they can use their knowledge in practical settings. our research institutes will contribute to
societal developments and solutions to
entities, UM and the Maastricht academ-
ic hospital (AZM). This model will remain
and that creates more opportunities
for students to engage with the local
institution. future challenges, such as the grow- in place for the foreseeable future as it community;
ing demand for safe and healthy food, offers a good fit with the local academic Embed societal engagement more
affordable care, materials with new landscape and traditions. The Board of explicitly in our curricula, including by
properties, cybersecurity and so on. At Directors of the Maastricht UMC+ is means of social work placements;
a regional level, our research will help composed of the board of UM’s Faculty Continue to collaborate closely with
to address societal needs and welfare of Health, Medicine and Life Sciences the Maastricht UMC + on joint areas
issues. The Brightlands campuses will and the executive board of the AZM, of interest.
also provide space for new research and which meet periodically and take joint
education initiatives (e.g. in the natural decisions. The strategic course of the in-
22 Strategic programme 2017–2021 23Connected with our Communities Our goal is to link societal engagement directly with research and education 24 Strategic programme 2017–2021 25
7 Alumni
Alumni Circles and Star Mentor system
UM has more than 58,000 alumni, who are our ambassadors and the Lectures ACTIONS: ALUMNI
backbone of our global network of professionals. Being a Maastricht Currently there are 32 UM Alumni
To connect our students to the labour
market and enhance their employa Continue and expand our alumni
alum should start on the first day of a student’s studies. Those Circles all over the world, which orga- bility, we intend to develop a mentor activities and events;
nise a range of academic, social and system in which alumni act as coaches Implement a system to measure
who feel part of our community are more likely to feel a lifelong networking activities. As an example, in for current students (at bachelor’s, and keep track of alumni’s levels of
2015 the ‘Star Lectures’ were introduced: master’s and PhD level), providing engagement;
connection to the university and the city of Maastricht, starting at a successful series of events that keep advice in the areas of career and life Develop and improve our alumni
our alumni connected with their alma planning. This also forms part of UM’s database;
the programme and faculty levels. After graduation, alumni and the mater. In the coming years, we will fur- new employability strategy. Develop an alumni mentoring sys-
ther invest in these Alumni Circles and tem for current bachelor’s, master’s
university should together continue to foster a mutual, meaningful events as concrete ways of maintaining and PhD students.
the relationship between alumni and Involvement in societal
relationship. An important element of our alumni policy is improving university. projects
our alumni database with information about all our alumni (from We are seeking ways to involve alumni
Lifelong learners and profes- who are still living in the region in
bachelor’s to PhD graduates). Alumni are already involved in university sional education activities with a societal impact. These
endeavours, but we believe these relationships can be further
include the refugee projects set up
We assist our alumni in becoming by UM in the wake of the migrant
deepened. Many alumni express an enthusiasm to ‘do something’ for lifelong learners and remaining active
members of the academic community
crisis (which offer, for instance, Dutch
language courses through the UM
the university, with different levels of engagement: from attending in a range of different ways. They can,
for instance, contribute to career events,
Language Centre) and the sustainability
activities organised by our Green Office.
alumni events to providing financial support. We aim to increase our give guest lectures, sit on faculty advi-
sory boards and join our professional
LaunchBase programmes can also play
a vital role in connecting alumni to the
insight into these different levels of engagement. education programmes. university and stimulating economic
development in the city and region.
26 Strategic programme 2017–2021 278 Employability
To support its students’ transition to the labour market, UM Towards a Centre for Employability
will develop an embedded employability strategy. Although The quality of our educational programmes is the main performance indicator of our students’ employability. Our success in this
area will be affected by the way in which we support, facilitate and inform students about the links between the study programmes
the employment rate of UM graduates is already high, as
and the labour market. The project group will initiate a variety of activities aiming to facilitate students in their academic and
personal development and to raise awareness of issues surrounding employability. Expertise will be developed in four main areas,
which are outlined in the sections below.
demonstrated by the annual ROA Graduate Survey, we aim
Workshops and career counselling Internships and placements Research
to take further steps in the area of employability over the UM Career Services provides a range
of workshops that will be further
It is essential that students gain rele-
vant, practical work experience before
A professional Centre for Employability
needs to be supported by sound
coming four years. In this context, a project group will be optimised and tailored to the needs of
faculties and students on the basis of
they enter the labour market. As an
academic institute, UM must maintain
evaluation, research and communica-
tion of research outcomes. A research
installed to work towards the establishment of a Centre for
evaluations (perception and effective- the balance between helping students programme to support the implemen-
ness studies), research findings and acquire this practical work experience tation of an embedded employability
developments within the faculties while preserving its academic profile. strategy will therefore be developed
Employability. and externally. Services also include Therefore, an important task for the in close cooperation with the Research
professional career counselling, with new centre will be to build a coherent Centre for Education and the Labour
counsellors assisting students with and transparent network of internship Market (ROA).
specific questions as they seek to and placement providers. Our inter-
enter the labour market (e.g. CV and/ national alumni will be indispensable
or motivation letter consultations). in this regard, in addition to being
Additionally, the counsellors provide connected to students via the buddy ACTIONS: EMPLOYABILITY
advice on competence development in system.
all study phases (bachelor’s, master’s Create a Centre for Employability,
and PhD level). Tools, systems and information focusing on four main areas:
structure - Workshops and Career counselling;
In addition to the workshops offered The process of enhancing employability - Internships and placements;
by our Career Services, UM has already will be increasingly supported by plan- - Supporting tools, systems and
started to develop language and ning tools, in which students will docu- information structure;
culture minors to further enhance ment the links between their education, - Research on the effectiveness of
students’ opportunities on the regional work and extracurricular activities. One our employability strategy (in
and global labour market. such tool is a database containing all collaboration with ROA).
internships and placements.
28 Strategic programme 2017–2021 299 Staff development
UM strives to remain an attractive employer. We are convinced Diversity Research and education
that we can achieve this by challenging and encouraging staff For a thriving working environment, diversity of staff (in terms Academic staff are expected to be engaged in both research
nationality, age and gender) is essential. Increasing diversity and teaching. In the coming years, they will be challenged
and students to get the best out of themselves, by deploying staff is therefore one of UM’s primary goals for the coming period. and encouraged to participate in the ‘academic playgrounds’
One particular point of attention lies in stimulating the or open learning spaces that we intend to develop as part
in those areas in which they perform best and feel most at home, career development of young academics by rolling out special of our CORE initiative. To facilitate career development and
provisions such as career advice classes and a mentoring pro- nurture top talent, a university-wide tenure-track system will
and by hiring and retaining staff who fit with UM’s profile and gramme. In this context, special emphasis will be placed on the be developed, based on existing best practices. Attention will
appointment of women to leadership positions, for example be paid to support staff, too, with mobility stimulated both
ambitions.
40%
by increasing the proportion of female professors. By 2025, at internally (e.g. through job-shadowing activities in other de-
least 25% of UM professorial staff should be female. partments) and externally (e.g. by spending time at a partner
institution abroad). Furthermore, uniform principles to harmo-
UM is already a highly international institution, with 40% nise the Basic and Senior University Teaching Qualifications
Create (y)our future of the university’s academic staff coming from abroad. (BKO and SKO) will be developed, including the option for
Nevertheless, we will continue working to attract outstanding academic staff to pursue teaching careers.
of UM
Our HRM policy ‘Mobilising minds’ was recently updated with the policy paper international (scientific) staff members, both on a permanent
‘Create (y)our future’, which lays the foundation for the development of a for- basis and with temporary appointments (e.g. guest research-
ward-looking HRM policy for the coming years. This policy will rest on three pillars: ers). We expect the redesigned tenure track system and ACTIONS: STAFF DEVELOPMENT
academic
health, work–life balance and career and personal development. Surveys show that increasing attention for personal development of scientific
our staff have experienced an increased workload in recent years. By taking the staff will have a positive influence on the recruitment and Develop a modern HRM policy, including the following
results into account, we will look for ways to reduce this to an acceptable stan- retention of young, scientific talent from all over the world. goals:
staff comes
dard. Every UM employee should have a clear career perspective, including ample This not only provides a boon to Maastricht, but also increases - Increase staff diversity (gender, age, international
opportunities for personal development based on their personal and professional our visibility in the international academic landscape. To drive composition);
needs. This entails, besides the development of skills and competencies, a healthy home the importance of diversity for our future HRM policy, a - Develop strategies for improved recruitment and retention
from abroad
lifestyle and a sound work–life balance. Employees are expected to take charge of member of the Executive Board will take on the role of chief of staff;
their own development, while UM plays a facilitating role. diversity officer. - Stimulate the participation of academic staff in
interdisciplinary, UM-wide projects such as CORE;
- Implement strategies to reach the goal of 25% female
professors by 2025;
- Enhance the internal and external mobility of support staff;
- Establish diversity as a key portfolio of the Executive Board.
30 Strategic programme 2017–2021 3110 Operations
IT
Our operations portfolio is guided by the principles of transparency, bility for increasing sustainability in
all UM portfolios. In the past years, we
tainability and stimulating the univer-
sity and wider community to behave in
reachability, sustainability and accessibility. Operations at UM must be Over the last two years, efforts in the
field of IT have mainly focused on the
have taken steps in this direction by,
for instance, offering a broad selection
more environmentally conscious ways,
UM is making an important contribu-
designed so as to serve our primary process (education and research) development of the new website, the of organic food for staff and students. tion towards a sustainable future. The
student portal and the research system Nevertheless, more effort is needed, not sustainability initiatives will be financed
and to support staff and students alike. We aim to keep bureaucracy PURE. As a network university, we will only to reduce our ecological footprint, by means of collective reserves in the
seek possibilities to work together with but also to achieve a higher sustaina housing tariffs and investment plans.
to a minimum. In the coming years, the increasing digitalisation of our our partners in the context of IT. Guiding bility score with respect to other Dutch
principles are to reduce the complexity and European universities.
environment and our institution will have an impact on our investments of the present IT infrastructure, identify
those parts of the IT infrastructure that We will continue to foster student ACTIONS: OPERATIONS
in areas such as IT. Additional investments in IT and services are foreseen need to be specific to UM and those engagement as a means of helping us
that can be shared with partners, and reach our sustainability goals. In this Provide optimal support for the
using the financial resources gained by halting the growth in overhead; establish an IT governance model that regard the UM Green Office (UMGO), primary process of education and
addresses the particular needs of our founded in 2010, will, among others, research;
to this end, an investment strategy will be developed with a view to organisation. make a substantial contribution. Run Establish and maintain state-of-the
by students and supported by staff, art research labs;
providing further support for our primary process. UMGO ultimately aims to turn UM into Further develop the Tapijn site and
Sustainability a sustainable university. By initiating other meeting places on campus;
and coordinating sustainability projects Create a broad research/data
Housing Sustainability will be one of UM’s focus and acting to inspire, link, advise and infrastructure;
points in the next four years, and in the monitor, it plays a prominent role in Professionalise the ICT infrastructure;
UM strives to develop and maintain attractive, sustainable and labs have also been developed in the context of the Brightlands realisation of our sustainability policy, stimulating sustainability. Following a Implement the first components of
financially balanced facilities to support the primary process. and Knowledge Axis programmes. We will continue to provide operations play an important role. The participatory process, UMGO formu- the UM Sustainability Vision 2030,
Our educational facilities will continue to be student-centred support for these research groups and explore ways of facilitat- only way to become a truly sustainable lated a range of short- and long-term such as the continuous monitoring
and flexible. These, as well as our conference and meeting ing the development of more such state-of-the-art labs. university is by taking action together. sustainability targets that have been of energy consumption, gradual
spaces, are multifunctional and will provide adequate space for To reach our sustainability goals, it incorporated into the UM Sustainability implementation of plus-energy
interacting with the community, for example on the Tapijn site. We involve our academic community as far as possible in the is of the utmost importance that all Roadmap 2030. The implementation of efficiency standards for new
Facilities include tutorial and education rooms, learning spaces, design and optimisation of our housing portfolio, with the members of our academic community this Roadmap will be of major strategic buildings, and investigation of
libraries, cafeterias and catering services. On the Brightlands process guided by participatory and supervisory bodies and embrace sustainability as one of our importance, starting with the short- the possibilities for collecting and
campuses, too, educational activities will be supported by open- facilitated through the participation of staff and students (e.g. core values, and thus wholeheartedly term goals for the coming four years. By reusing rainwater.
plan, multifunctional and high-quality facilities. New high-end the Student Project Team). participate and share in the responsi- fostering research and education in sus-
32 Strategic programme 2017–2021 33You can also read
