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… School of Business and Economics • The youngest university in the Netherlands • Triple accreditation • International student population • Unique educational approach: Problem Based Learning PBL in short • Small-Group Work • Cases, Assignments, Workshops, Presentations, Papers, Reviews • Leadership, Critical Thinking, Independent Learning How? Why? What? What? An example of a problem: • For more than fifty years the Lee Company of Merriam, Kansas, did a good steady business. In the 1960’s and … Use Average Retention Rate 5% 10% 20% 30% 50% 75% 80% Basic principles • Contextual • Constructive • Cooperative • Self-directed 3CS “Management Schools train specialists, not trained managers. We need to put students into situations where skills can be practiced.” (Mintzberg, HBR, 1975) Why do we use problems? Learning is contextual “Management Schools train specialists, not trained managers. We need to put students into situations where skills can be practiced.” (Mintzberg, HBR, 1975) Why do we use problems? Learning is contextual Studies have shown that when students are tested about their knowledge of basic economic principles six months after completing an introductory economics course, …

… School of Business and Economics • The youngest university in the Netherlands • Triple accreditation • International student population • Unique educational approach: Problem Based Learning PBL in short • Small-Group Work • Cases, Assignments, Workshops, Presentations, Papers, Reviews • Leadership, Critical Thinking, Independent Learning How? Why? What? What? An example of a problem: • For more than fifty years the Lee Company of Merriam, Kansas, did a good steady business. In the 1960’s and … Use Average Retention Rate 5% 10% 20% 30% 50% 75% 80% Basic principles • Contextual • Constructive • Cooperative • Self-directed 3CS “Management Schools train specialists, not trained managers. We need to put students into situations where skills can be practiced.” (Mintzberg, HBR, 1975) Why do we use problems? Learning is contextual “Management Schools train specialists, not trained managers. We need to put students into situations where skills can be practiced.” (Mintzberg, HBR, 1975) Why do we use problems? Learning is contextual Studies have shown that when students are tested about their knowledge of basic economic principles six months after completing an introductory economics course, …

… 2012 Centers around the human decision making process Takes an interdisciplinary perspective. Economics: formal modeling (1st block of courses) Psychology: experimental evidence (2nd block of courses) Integrates the two approaches (integration workshop) Applications to specific fields (elective courses\thesis) 1 Block MSc Human Decision Science, Programme Structure Cognitive Psychology & Cognitive Experiments 2 Social Psychology & Decision Making Negotiation & Allocation Research Skills: Writing a Master’s Thesis 3 Integration Workshop Theory of Individual & Strategic Decisions 4 Elective course 5 Master’s Thesis 6 Elective course Research Skills: Writing a Master’s Thesis 1 Block Programme Structure Cognitive Psychology & Cognitive Experiments 2 Social Psychology & Decision … Structure Cognitive Psychology & Cognitive Experiments 2 Social Psychology & Interaction Experiments Negotiation & Allocation 3 Integration Workshop Theory of Individual & Strategic Decisions 4 Elective course 5 Master’s Thesis 6 Elective course How can we use knowledge from the two disciplines simultaneously to approach theoretical and real-life problems. Study nudging examples Discuss actual cases/projects Guest lectures 1 Block Programme Structure Cognitive Psychology & Cognitive Experiments 2 …

… Centers around the human decision making process • Takes an interdisciplinary perspective. – Economics: formal modeling (1st block of courses) – Psychology: experimental evidence (2nd block of courses) • Integrates the two approaches (integration workshop) • Applications to specific fields (elective courses\thesis) 1 Block MSc Human Decision Science, Programme Structure Cognitive Psychology & Cognitive Experiments 2 Social Psychology & Decision Making Negotiation & Allocation Research Skills: … Structure Cognitive Psychology & Cognitive Experiments 2 Social Psychology & Interaction Experiments Negotiation & Allocation 3 Integration Workshop Theory of Individual & Strategic Decisions 4 Elective course 5 Master’s Thesis 6 Elective course How can we use knowledge from the two disciplines simultaneously to approach theoretical and real-life problems. • Study nudging examples • Discuss actual cases/projects • Guest lectures 1 Block Programme Structure Cognitive Psychology & Cognitive … & Develop. Intern (Porsche A.G.) • Evidence-Based Coach (Self-employed) • PhD student (Princeton Univ.; Maastricht Univ.; Univ. of Stirling;…) Facts up to now • Keuzegids Ranking (2nd-4th / 12 programs in Psychology over the last years) – 1st position this year !!! • From the applications we roughly rejected 25% (mostly because of missing quantitative pre-knowledge) • On average 20-30 students / year – Roughly half male, half female – Roughly half from Psychology half from Business or Economics – …

… and Engineering Zwingelput 4 University College Maastricht (UCM) Activity Time slot Introduction to Liberal Arts & Sciences at UCM 10.00 - 10.45 11.00 - 11.45 12.00 - 12.45 13.00 - 13.45 14.00 - 14.45 15.00 - 15.45 Problem-Based Learning (PBL) workshop 11.00 - 11.30 12.00 - 12.30 13.00 - 13.30 14.00 - 14.30 15.00 - 15.30 16.00 - 16.30 Tour of the UCM Building (Starting every 30 minutes) 11.00 - 16.00 Information fair 10.00 - 16.30 Facebook: maastricht.university Instagram: maastrichtuniversity … (Starts at Randwijck- Universiteitssingel 40 - level 1) 12.00 - 12.45 14.00 - 14.45 Talk to an International Student Are you an international visitor who would like to find out more about studying in Maastricht? At the Student Services Centre you can find our Talk to an International Student Event, where students from different nationalities can tell you about their experiences of studying and living in Maastricht. 10.00 - 12.30 13.30 - 16.30 Facebook: maastricht.university Instagram: maastrichtuniversity Pinterest: maasuniversity Twitter: @MaastrichtU …

… Martijn Veltrop & Li Shao Wu 1. Introduction A tax seminar for students following the LL.M course in International and European Tax Law was held at the Faculty of Arts and Social Sciences of Maastricht University on 11 December, 2013. The objective of this seminar was to provide the students with additional information and insights on the permanent establishment (PE) concept in preparation for their upcoming exam and, at the same time, give them a deeper understanding of the current developments in this area. Dr Marcel Schaper, assistant professor of law at Maastricht University, welcomed the speakers as well as the participating students and gave a brief introduction to the subject of the seminar. The seminar featured two presentations given by … permanent establishment in another state, international tax law allocates the taxing rights on the profits of the enterprise made through that PE to that other state. According to article 5 of the OECD Model Tax Convention1 any fixed place of business can qualify as a PE if it is at the disposal of the enterprise. Furthermore, the place should not only be fixed geographically, but also have a certain degree of permanence in time. Finally, a business should be carried on through that place. During …

… 43 388 49 07 Editorial EU law and national constitutional law: new study of their relationship EU law has always been founded on national constitutional law, in the sense that the national constitutions define the conditions under which each country can join the European Union, and can accept major changes of EU law on the occasion of Treaty revisions. National constitutional law also defines the mechanisms for the effective application of EU law in the national legal orders. The coexistence of EU law and national constitutional law has mostly been a smooth one, marked by mutual respect and mutual influences leading – in some measure at least – to a set of common constitutional principles for Europe. Occasionally, however, this relationship has been tense, due for example to the adoption of Euro-cautious constitutional amendments, or Euro- critical judgments by national constitutional courts. It has become quite clear, anyway, that the future path of European integration … They will be in charge of updating policy indicators for the Netherlands and will participate in the dissemination of the results of the project. Finally, Elise Muir was invited to become an Associate Director of our Centre. Upcoming Events  Workshop The Externalization of EU Administrative Law: Finding its Place in the Global Administrative Space, 6 June 2014, Brussels  Debate The EU After European Elections: Which Way Forward For the European Parliament?, 18 June 2014, Maastricht  Summer …

… Gender Inclusive Language at UM What is gender inclusive language? Gender Inclusive Language is speaking or writing in a way that includes everyone in your target audience by ensuring they are not excluded due to gender terminology. This means that regardless of their gender identity, they feel addressed and included through your choice of words. Gender inclusive language is also language that appropriately reflects the diversity we see in the population, and a way to accurately … degrees in different languages. Often, the way we write or speak changes depending on the perceived gender of the person or people we are talking to, or about. The issue is that these assumptions are not always correct, and incorrect assumptions can be hurtful. Watch our video “Sex and Gender: What? Why?, and How?” for more information. The good news Language is flexible and evolves, and gender inclusive language already exists and is easy to use, even if it takes a little bit of practice. For example, this introduction is written in a gender inclusive manner, and below you will find more tips for how to ensure you use gender inclusive language when writing or speaking, to/about different people. Tips and examples Tip Inclusive example Inclusive …

… from the whole human being, focusing on the interplay between organs and tissues. The insights we gain offer points of reference for a healthy mind in a healthy body, even in cases where one or more organs fail because of chronic illness or cancer. We also translate these insights in therapies designed to better withstand the disease and the treatments. NUTRIM’s mission is to promote translational research into chronic metabolic and inflammatory disorders with a high societal burden that … bowel disease, liver disease and chronic kidney disease and contributes to improving cancer care. Biomedical research is directly linked to clinical trials and research focusing on behavioural interventions and health promotion. A primary goal within this approach is to accelerate the translation of science to patient and population with a distinct focus on nutrition and metabolism. NUTRIM research achievements are possible through collaboration of open-minded basic scientists and clinical opinion … impact of metabolic diseases. DIVISION 2 LIVER & DIGESTIVE HEALTH Providing novel insights into the pathophy- siological processes of the gut and liver and translation of these findings to the clinic. Central disorders that are investigated within this division include e.g. inflammatory bowel disease, liver failure, irritable bowel syndrome, cancer cachexia, cholestasis and non-alcoholic steatohepatitis. While the main research focus lies within the gut-liver axis and it’s enterohepatic …

… General info International Case Competition @ Maastricht • The competition is open to students currently studying business at the undergraduate level. Participants may not have started nor completed a master‘s degree in any field. • Participants cannot have participated in ICC@M in previous years. • Teams must not reveal their university name during their presentation but instead use a fictitious name. • Each set of judges is comprised of company representatives such as CEO’s, consultants and … for Entrepreneurship and Innovation 2022 Participants ICC@M 2023 International Case Competition @ Maastricht Babeș-Bolyai University, Faculty of Economics and Business Administration, Romania Concordia University, John Molson School of Business, Canada Copenhagen Business School, Denmark Georgetown University, USA Maastricht University School of Business and Economics, The Netherlands Nanyang Technological University (NTU) - Nanyang Business School, Singapore Queensland University of … of Management, Erasmus University, The Netherlands Singapore Management University (SMU) - Lee Kong Chian School of Business, Singapore The Hong Kong University of Science and Technology, Hong Kong University of Alberta - Alberta School of Business, Canada University of British Columbia, Sauder School of Business, Canada University of Florida, Heavener School of Business, USA University of Montréal, HEC Montréal, Canada University of New South Wales Sydney - UNSW Business School, Australia Aarhus …