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… CONTENTS Appropriate use of personal data in scientific research according to the GDPR 4 1 Flow chart personal data in research 5 2 Explanation flow chart 6 A. Do you process personal data in your research? 6 B. Have you clearly described the purpose for which you process personal data? 6 C. Is it necessary to process all these personal data in the context of the research and is there a clear retention period? 6 D. Is personal data used for further processing? 6 E. Is the processing operation based on consent of the data subject ? Do you meet the conditions the GDPR sets for consent? 7 F. Can you base the processing operation on another legal basis? 7 G. Do you collect and/or process … processing personal data. Given the scope of this document, not all of these obligations are covered here. Some examples of these obligations are obligations with regard to the security of personal data, data breaches and carrying out a DPIA. Please check with your IM to assess whether a DPIA is necessary. Furthermore, the data subjects have various rights under the GDPR. https://www.maastrichtuniversity.nl/privacy MAASTRICHT UNIVERSITY APPROPRIATE USE OF PERSONAL DATA IN SCIENTIFIC RESEARCH …

… 6 Video 4: Outcomes ............................................................................................. 7 Video 5: Results and uncertainty analyses ............................................................. 8 Video 6: Methods for economic evaluation ............................................................. 9 Video 7: Summary lecture ..................................................................................10 Video 8: Example I – COI and HRQoL studies … to the videos, the course manual provides additional material as well as the sources and further readings. The key source is the book of Drummond et al. (2015), which entails additional information and further examples around economic evaluations. To check the understanding of the topics, small exercises are attached to the manual and can be found at the end of each thematic block. The solutions with the corresponding explanation can be found in the appendix of the course manual. … Therefore, methods like decision trees or state transition models like Markov models are explained in more detail. For both options, advantages and disadvantages are outlined and discussed. Further, the video refers to different guidelines and checklists, which are of major importance for the conduct and reporting of economic evaluations. Video Link: https://youtu.be/P6-Awg-HtCw Sources & further readings:  Briggs, AH., Claxton K., Sculpher, MJ (2006). Decision modelling for health economic …

… 1 2 Profile for Assistant, Associate and Full Professors Basis for this profile: University job classification-profile for assistant, associate and full professors; UM’s vision on R&R; the R&R Narrative Education, Research, Impact and Leadership; the UM Tenure … in their career. In the past, career profiles were set up with a restrictive number of criteria which had to be met. This manner has proven to give structure, but also restrictions. In many cases, the assessor and candidate handled this in a way of ‘checking boxes’ instead of a dialogue focused on development. The way in which these profiles are to be used is in line with the view of Recognition & Rewards: colleagues work together on development, engaging in dialogue. The employee takes ownership … or institute; conduct literature reviews, visit and contribute to symposia and congresses or other forms of engaging with (international) experts and expertise; publicly disclose scientific results by any appropriate means, including conferences, workshops, colloquia and scientific publications, maintain overview of relevant (inter)national development in the research field; contract research; developing methodology; research awards; exploration and examination of societal research needs and …

… Hybrid education @UM The way forward Version 1.0 Date 11-02-2022 Author(s) Barend Last & Bianca Massacci Inhoud 1. Introduction .......................................................................................................................................... 3 2. Defining … used should be easy to operate and user-friendly. - There should be tools available that improve interactivity between face-to-face students and remote students. Support - Pedagogical: • During sessions: moderator for the session, assistant (e.g., to check on online students). • Support desk: an experienced and expert tutor who can provide practical support and be a reference to go to for issues and questions on how to set up and teach in a hybrid education context (e.g., how to organically … (Open). 4. How long have you been teaching for? a. 0-5 years b. 6-10 years c. 11-15 years d. 15+ years 5. How many hours per week do you teach? a. 0-4 hours b. 5-9 hours c. 10+ hours 6. What courses are you teaching? Are they for example one-shot workshops or lectures, or entire courses? Are they online or face-to-face? Or both? (open) Page 2: Experiences with hybrid learning Introduction This survey is about your needs and experiences with hybrid learning. Hybrid learning is an educational model …

… EER Master of Science Work, Health and Career 1 Education and Examination Regulations 2021-2022 for the Master of Science programme Work, Health and Career of the Faculty of Health, Medicine and Life Sciences, Maastricht University, in accordance with Article 7.13 of the Dutch Higher Education and Scientific Research Act (Wet op het Hoger … 3 SECTION 2 ADMISSION 4 Article 2.1 Responsibilities 4 Article 2.2 Admission requirements 4 Article 2.3 Language requirements with non-Dutch diplomas 4 SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME 4 Article 3.1 Aim of the programme 5 Article 3.2 Form of the programme 5 Article 3.3 Language of instruction 5 Article 3.4 Communications and announcement of decisions 5 Article 3.5 Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible … relating to the programme and examinations. 2. The faculty board, the board of examiners and the examiners may use the student portal, e-mail through the UM account and the (faculty) website to announce decisions. 3. The student must regularly check his/her university e-mail address, the Faculty website and the digital learning environment. Information disseminated via e-mail, the digital learning environment or the website will be assumed to be known. Article 3.5 Study Load The programme …

… EER Master of Science Human Movement Sciences 1 Education and Examination Regulations 2021-2022 for the Master of Science programme Human Movement Sciences of the Faculty of Health, Medicine and Life Sciences, Maastricht University, in accordance with Article 7.13 of the Dutch Higher Education and Scientific Research Act (Wet op het Hoger … 3 SECTION 2 ADMISSION 4 Article 2.1 Responsibilities 4 Article 2.2 Admission requirements 4 Article 2.3 Language requirements with non-Dutch diplomas 4 SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME 5 Article 3.1 Aim of the programme 5 Article 3.2 Form of the programme 5 Article 3.3 Language of instruction 5 Article 3.4 Communications and announcement of decisions 5 Article 3.5 Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible … relating to the programme and examinations. 2. The faculty board, the board of examiners and the examiners may use the student portal, e-mail through the UM account and the (faculty) website to announce decisions. 3. The student must regularly check his/her university e-mail address, the Faculty website and the digital learning environment. Information disseminated via e-mail, the digital learning environment or the website will be assumed to be known. Article 3.5 Study Load The programme …

… EER Master of Science Healthcare Policy, Innovation and Management 1 Education and Examination Regulations 2021-2022 for the Master of Science programme Healthcare Policy, Innovation and Management of the Faculty of Health, Medicine and Life Sciences, Maastricht University, in accordance with Article 7.13 of the Dutch Higher Education and Scientific Research Act (Wet … 3 SECTION 2 ADMISSION 4 Article 2.1 Responsibilities 4 Article 2.2 Admission requirememts 4 Article 2.3 Language requirements with non-Dutch diplomas 4 SECTION 3 CONTENT AND STRUCTURE OF THE PROGRAMME 4 Article 3.1 Aim of the programme 5 Article 3.2 Form of the programme 5 Article 3.3 Language of instruction 5 Article 3.4 Communications and announcement of decisions 5 Article 3.5 Study load 5 Article 3.6 Content, structure and ECTS of the programme 5 Article 3.7 Flexible programme and flexible … relating to the programme and examinations. 2. The faculty board, the board of examiners and the examiners may use the student portal, e-mail through the UM account and the (faculty) website to announce decisions. 3. The student must regularly check his/her university e-mail address, the Faculty website and the digital learning environment. Information disseminated via e-mail, the digital learning environment or the website will be assumed to be known. Article 3.5 Study Load The programme …