Zoekresultaten

… MCEL Master’s Thesis Series No 2025/03 Scoring Systems in the General Data Protection Regulation and Artificial Intelligence Act: A Critical Appraisal Letizia Comel All rights reserved No part of this paper may be reproduced in any form without the permission of the author(s). The MCEL Master’s Thesis Series seeks to give excellent students the opportunity to publish their final Master’s theses and to make … outcomes.20 These will be analysed in the next parts. 2.2 Focus on Scoring Systems and Fundamental Rights at Stake In the pursuit of this research, the following sub-sections aim at first undertaking a detailed analysis of two prominent areas where AI-based scoring systems hold recognition, namely credit assessment and social evaluation. Although, as illustrated above with the recruiting example, scoring practices can be applied across various domains, this research mostly focuses on the … in which the data was originally generated or collected”.94 Consequently, this would imply that social behaviour and personal or personality characteristics cannot be factored into scoring methodologies.95 What also remains ambiguous and does not find a proper definition in the AIA is the actual delineation of “personal and personality characteristics”, whose evaluation or classification is prohibited together with “social behaviour” in Art. 5(1) AIA. This warrants thorough examination, …

… MCEL Master’s Thesis Series No 2025/03 Scoring Systems in the General Data Protection Regulation and Artificial Intelligence Act: A Critical Appraisal Letizia Comel All rights reserved No part of this paper may be reproduced in any form without the permission of the author(s). The MCEL Master’s Thesis Series seeks to give excellent students the opportunity to publish their final Master’s theses and to make … outcomes.20 These will be analysed in the next parts. 2.2 Focus on Scoring Systems and Fundamental Rights at Stake In the pursuit of this research, the following sub-sections aim at first undertaking a detailed analysis of two prominent areas where AI-based scoring systems hold recognition, namely credit assessment and social evaluation. Although, as illustrated above with the recruiting example, scoring practices can be applied across various domains, this research mostly focuses on the … in which the data was originally generated or collected”.94 Consequently, this would imply that social behaviour and personal or personality characteristics cannot be factored into scoring methodologies.95 What also remains ambiguous and does not find a proper definition in the AIA is the actual delineation of “personal and personality characteristics”, whose evaluation or classification is prohibited together with “social behaviour” in Art. 5(1) AIA. This warrants thorough examination, …

… 25 and 26 January, 2024) took place on 15 May, 2024. The dialogue offered an opportunity for the programme management to ask for a further elaboration on the panel’s findings, to gain advice on potential improvement actions, and to indicate which recommendations by the panel have already led to improvement initiatives in the period since publication of the accreditation report. The development dialogue revolved around the following topics: o The offer of practical/lab skills training in the … with students and alumni, the accreditation panel signaled that in both the bachelor and master curriculum practical/lab skills training should be strengthened. The programme coordinators and panel representatives agree on a course of action wherein improvement efforts are not per se directed toward offering more practicals, but focus on critically reviewing and potentially changing the practical formats. Over the past two years, additional practical training opportunities have already … representatives welcome the initiative to conduct an inventory of the current practical training offer: the bachelor currently has a total of at least 430 hours of practical work (excluding the minors). This means that approximately 30% of the total contact time is allocated to practical training. For the Master, about 60% of the programme (including the entire year 2 dedicated to the internship) consists of practical work, which is considered sufficient. The generated overviews provide a better …

… 2 Specialisation at SBE Maastricht Students choose one IB specialisation for their UM degree from the list below: • Accounting and Business Information Technology o Course 1: EBC4074 Advanced Financial Accounting o Course 2: EBC4069 Risk, Control and Compliance • Information Management & Business Intelligence o Course 1: EBC4059 Business Process Management o Course 2: EBC4107 Business Intelligence Case Studies • Managerial Decision-Making and Control o Course 1: EBC4262 Corporate Reporting and … types, schedules and forms of resits, if any. The Education and Examination Regulations (SBE MSc-EER) for the Master’s study programmes at the School of Business and Economics of Maastricht University (UM) apply to all Dual Degree programmes. You can find the SBE-MSc-EER on the Student Portal (My SBE Intranet), under “Regulations, rights and duties”. For courses taken at Queen’s the EER from Queen’s will apply. Fixed curriculum Please note that all SBE Network Programmes (including the Dual Degree … fee (see Practical Information below) within a set time window that will be communicated in the e-mail with the results of the application. Available places A maximum of 2 slots are being offered for the academic year 2025-2026. PRACTICAL INFORMATION Contact Questions or remarks regarding the Dual Degree Programme with Queen’s, can be directed to the Dual Degree Team of SBE Maastricht via e-mail to dualdegree-sbe@maastrichtuniversity.nl. Tuition fee and additional costs Students have to be …