Maastricht University (UM) is the most international university in the Netherlands and, with more than 16,000 students and 4,000 employees, is still growing. The university stands out for its innovative education model, international character and multidisciplinary approach to research and education.
Thanks to its high-quality research and study programmes as well as a strong focus on social engagement, UM has quickly built up a solid reputation. Today it is considered one of the best young universities in the world.
UM is the European pioneer of Problem-Based Learning (PBL), the education model it has been working with ever since the university was founded. Small-scale and personal, PBL challenges students not only to learn their subject matter, but also to actively develop their talents and interests as well as skills such as self-reliance, assertiveness and problem-solving capacities. This, combined with a broad and unique range of internationally oriented programmes, is what makes UM stand out.
Located in the heart of Europe, UM is the most international university in the Netherlands. Almost half of our students and one third of our academic staff come from abroad, together representing over 100 different nationalities. Most of UM’s study programmes are taught in English, and the content of both education and research is deeply rooted in European and broader international themes.
Research and education at UM have a thematic, multidisciplinary nature, inspired by topical issues such as sustainability, European integration, healthy ageing and the influence of technological developments on society. Researchers work in multidisciplinary teams, in close collaboration with national and international institutions, companies and industry.
Maastricht University is dedicated to preparing its students for the world of work with the knowledge, skills and qualities that employers are looking for. Our students and graduates have a real-world mind-set, a hands-on mentality and practical skills, enabling a smooth transition from their studies to work. Our Problem-Based Learning method gives our students ample experience working in teams and focusing on practical application of theory. It encourages them to develop skills that are essential for the labour market in the 21st century. Read more.
For several years, Maastricht University, together with partners such as the Province of Limburg, has been investing in scientific research and education in the STEM* disciplines (science, technology, engineering and mathematics). Our researchers typically look for where the disciplines intersect. At UM, STEM is an inter-faculty focus area, where the starting point is always: How can we maximise the synergies? Where are the best opportunities to make a difference in the future?
*In Dutch this is known as ‘bèta’
our STEM activities
As internationally oriented as UM may be, it also places great value on its strong connection with Limburg and the Euregion. The university nurtures partnerships with many regional companies, knowledge institutes and government agencies. Together, we aim to play a leading role in the sustainable economic development of the region.
In this context, UM and its partners have entered into the ambitious strategic programme Kennis-As Limburg. This programme will see the existing and new campuses in Maastricht, Geleen, Venlo and Parkstad merged into a single, international knowledge centre specialising in the areas of biomaterials and innovative healthcare. The campuses serve as flywheels to attract knowledge workers, keep the population vital and fuel the growth engine of the Limburg economy.
Maastricht University is the sole Dutch member of the Worldwide Universities Network (WUN): 18 research universities across 6 continents, from Alberta, to Cape Town, Sydney, and Hong Kong. The network offers a platform for collaboration on education and transnational research projects.
As one of the best young universities in the world, UM is also among the 18 highly-ranked founding members of the Young European Research Universities Network (YERUN), which facilitates cooperation in scientific research, academic education and service to society.
With the Match project, Maastricht University aims to increase social involvement and engagement of students within the city of Maastricht and its region.Through Match, students and social organisations are able to create a platform to match students and social organisations. At Match organisations are able to find assistance and support for their projects within the vibrant and variant student community while students have the opportunity to take what they learned and put it to practice in real-life and relevant situations.
Maastricht University pays close attention to the visual arts, architecture and the interiors of its buildings. Pleasing aesthetics, after all, contribute to the quality of our work and study environment. The Art and Heritage Committee (KEC) is responsible for UM’s art policy. The KEC draws attention to the special architecture of the historical buildings in the city centre as well as the new buildings in Randwyck and improves the work and study environment in university buildings through the placement of artworks. It initiates and supervises art projects. Every six months, the KEC organises an exhibition in UM’s main administration building (Minderbroedersberg 4–6).For more information, visit the KEC-website
Correlations can be found between the type of flex work and the nature of the activities carried out and between the type of flex work and the profession (Inaugural lecture Wendy Smit).
The work lawyers do, the way they do it – indeed, the entire labour market – is changing radically. This calls for new, ‘soft’ skills, which in turn requires an education revolution. And to this end innovative technology can make an important contribution, according to Bram Akkermans, Catalina Goanta and Gwen Noteborn from Maastricht University’s Faculty of Law. They are integrating simulations, virtual worlds and holograms into their teaching. “Innovative education is in our DNA.”
Vocational education students who carefully weighed the associated career prospects when choosing a degree programme were more likely to succeed on the labour market.