When searching for new equipment, you undoubtedly want to know what each manufacturer can offer. A Decision Making Unit (DMU) is formed by the researcher, members of Equipment Services and the purchase department in order to find the best option for you. The DMU supports you during negotiations with the suppliers as well. Equipment Services also supports the installation of the equipment and ensures the safety of both subjects and environment by performing safety measurements before use. All laboratory and research equipment owned by or located within the faculty of Health, Medicine and Life Sciences is registered centrally at Equipment Services. As all equipment details are centrally stored, Equipment Services can guarantee a fast and reliable service afterwards.

Purchasing Equipment
  • Form B – Request/ registration form for equipment. The document can be downloaded below.
  • Form C – Safety and preventive maintenance. This form will be filled in together with Equipment Services. The document can be downloaded below.

Documents to download

Download the overview

FHML laboratory and research equipment

 

Equipment Services must be called on the phone number below in case of an equipment related emergency. Furthermore, if you have any questions, visit Instrument Services at UNS 50, Room G0.225, or call 043 388 3456043 388 1295. All relevant forms and instruction can be found via the links and descriptions below.

General question or emergency
  • Form B – Request/ registration form for equipment. The document can be downloaded below.
  • Form C – Safety and preventive maintenance. This form will be filled in together with Equipment Services. The document can be downloaded below.
  • Form D – Equipment registration form. The document can be downloaded below.
  • Form 5: releasing contained laboratories.
  • Form 6: releasing equipment – Equipment repair release form.
  • Procedure 7: cleaning GMO workspaces.
  • Disposal form equipment – Prior to disposal, equipment must be decontaminated. The document can be downloaded below.
  • Disposal form HEPA-filter – Prior to disposal, HEPA-filter must be decontaminated. The document can be downloaded below.
  • Limitation of liability and indemnification – In case of selling or donating equipment, this form needs to be filled in by the new owner. The document can be downloaded below.
  • Freezer response arrangement. The document is available via Equipment Services.
  • Summary Strategy Instrument Services. The document is available via Equipment Services.

Documents to download

Download the overview

We are proud to present the Diversity & Inclusivity Office!

On this page you can find out who we are, which topics we are currently working on and our contact information.

The Advisory Council advises the D&I Office about policy matters. The council is chaired by the President and consists of UM staff, students and members not employed by UM.

Three Artificial Intelligence alumni talk about their work. Marloes van Eijk is a data scientist/advisor at the Public Prosecution Service, Gijs-Jan Roelofs is a freelance consultant and Inge Lemmens is chief technology officer at PNA Group.

Marloes van Eijk

Gijs-Jan Roelofs

What is it that you do exactly?

The UK company Goldhawk Interactive is working on a new computer game, called Xenonauts 2. As one of their self-employed workers for the past four-and-a-half years, I am responsible for solving those tricky technical issues that arise during development. This might involve creating algorithms for the automatic rendering of graphics such as trees or shadows in the game world, but also using data mining to analyse at which stages players drop out of the game. While studying for my bachelor's at UM, I and others founded CodePoKE, a company that offered students the opportunity to set up and market their own projects. This eventually grew into my own software development consultancy business specialised in academic and game AI consultation and development.

How does a day at work look like for you?

I mainly use Skype to stay in touch with Goldhawk and only visit London for a few days every few months. Each working day, I have a Skype meeting with the artists who work on the game and another one with the technical team. I spend the rest of the day programming at my desk, pausing for an occasional walk to gather my thoughts. While many programmers instinctively start with an assignment straight away, it is sometimes better to consider carefully what you want to do beforehand. I am a strong believer in supporting the next generation of students, which is why my door has always been open for DKE students who need help with projects and are looking for ideas about what they might be doing after their studies. I myself benefited from the knowledge of senior students during my time at UM.

Who are your counterparts/stakeholders?

They are the technicians and artists I manage at Goldhawk and, obviously, the project leader of the entire project in London.

What’s your favourite aspect of the job?

I face new challenges every day. The constant requirement to shape or use the latest technologies keeps my job fun. I also like that it involves aspects of psychology, creativity, maths and other disciplines. In that sense, it reminds me of a few projects I worked on during my studies that first made me realise that maths did not always have to be abstract.

Where do you see yourself in 5 years?

It could go several ways. Scientific research is one area that appeals to me. On the other hand, Goldhawk has been granting me an increasing amount of autonomy and even a budget for my own projects, so that interests me as well. Furthermore, my network in the United States has opened up game development consultancy opportunities. It all depends on where the most appealing project is. There is currently such a demand for highly qualified staff in my sector that I can afford to pick and choose at my leisure.

Why did you start the Master in Artificial Intelligence at Maastricht University?

Much of my time during my bachelor's in Knowledge Engineering was already taken up by CodePoKE, which was something I wanted to take further. Fortunately, I had a good relationship with my professors, who allowed me the freedom to pursue my interests further. At the time, there were few job opportunities for AI personnel in the area, so I felt that exciting prospects abroad would eventually come my way naturally. I have never regretted it.

What advice would you give current students and recent alumni of the Master in Artificial Intelligence?

Be aware of what you’re worth. You are at a point in your life that affords you plenty of time to think about what you really want, so take your time and always negotiate a good deal. In my own experience, what you yourself regard as the upper limit in terms of salary or benefits often is not even a starting point for the other party. Try to realise the full potential of your academic intellect, so that you can become more than just a programmer. At the same time, do not forget to enjoy student life – invest time in developing your social skills rather than in a simple programming job on the side. Many people mistakenly believe that programmers are entirely desk-bound, whereas social and communication skills are what usually makes or breaks a team. Above all, remain ethically aware in your work! In our sector, you may be asked to develop drones with automated software for use by the military, or software designed to make choices for insurance companies on which individual lives depend. If we ever reach the stage of a totalitarian regime, it will be because programmers made it possible. We should remain fully aware of that fact.

If you would have another chance, what would you do differently as a student?

There were times when I wrote my theses when I bit off more than I could chew. Consequently, the end result was not always what I had intended. Keep a tight focus and limit the scope of your research.

 

Inge Lemmens

What is it that you do exactly?

I have been working at PNA Group in Heerlen for 15 years. We help clients to reason with their data, so we identify and structure the knowledge relating to the data. This process provides them with insight, helps them to be decisive and ultimately saves them money. As an Executive Consultant, I work on location with clients on projects involving tasks such as data modelling. For example, I spent two days a week at ABN Amro in Amsterdam since 2015. In addition, I have completed several projects for the European Space Agency, which included working in both Noordwijk and Italy. I have also served as Chief Technology Officer for the past few years, partly following in the footsteps of the founder of PNA Group, Prof. Sjir Nijssen. He is the founder of cogNIAM, the backbone of our company. Although it would be impossible to replace him, I have to ensure that the method continues to be developed based on new techniques and trends as well as market needs.

What does a day at work look like for you?

In the morning, I usually travel to clients, nowadays mainly in the Randstad and in Limburg. If I am there for a few days, I stay at the same hotel with other colleagues so we can catch up in the evening. On other days, I work with my colleagues in Heerlen.

Who are your counterparts/stakeholders?

First, our clients, some of whom I have been working with for years. They range from directors to analysts. Second, my close colleagues and sometimes also potential collaboration partners.

What’s your favourite aspect of the job?

The variety. I truly believe in our method, cogNIAM, and I love the interaction with clients. As a result, I might be discussing financial products one day and talk about satellites the next. I learn something from every assignment. In that respect, I also see that what I learnt at university hasn't changed fundamentally. During my student days, deep learning was called 'neural networking'. While computers have more processing power now and the internet didn't exist back then, the essential idea is basically the same.

Where do you see yourself in 5 years?

Time goes by so quickly: I work on really interesting projects with great clients and before I know it, another year has come and gone. I'll keep doing consultancy in any case because I enjoy it so much. Perhaps I'll add in some more management activities in future.

Why did you take the Knowledge Engineering degree programme at Maastricht University?

I wanted to study computer science, but not the purely theoretical version that was offered in Belgium. Through the newly established transnational University of Limburg, I was able to enrol in Knowledge Engineering, which was a completely new programme at the time. I was in the first cohort; we graduated as a group of four. For the first two years, I lived in Diepenbeek, after which I travelled back and forth to Maastricht by car for two years. The combination of theory and practice was appealing to me. I remember the project assignments for the Maastricht fire brigade and ENCI. We saw the results of putting theory into practice.
It was a bit of a culture shock moving from Belgium to the Netherlands. There were professors who said: 'Just call me Erik'. If you are having one-on-one classes, which I regularly did, it starts to feel more natural over time. But, I can't imagine ever having addressed a professor on a first-name basis back then. I still get a lot of use out of my training, even though it was a long time ago. The logical, causal thinking that I learnt at university definitely continues to benefit me today.

What advice would you give current students and recent alumni of the master's in Artificial Intelligence?

We have a few students from UM's current Knowledge Engineering programme at PNA and I would tell them: don't go for your dream job straight away. Take your time to figure out what you want first and don't assume that you already know when you graduate. There is so much that you can do with this programme. So try out different things and be open to new possibilities.

If you had another chance, what would you do differently as a student?

In terms of my studies, I wouldn't do anything differently. The only thing coming to mind is that it might have been better with just four people in my cohort for us to be a bit more patient with one another sometimes. When the Knowledge Engineering programme recently celebrated its 25th anniversary at UM, I had the chance to reconnect with some of the students from my year and the years right after me. We've kept in touch regularly since then. All of them have either become self-employed or risen to a position of responsibility.

 

Study Artificial Intelligence?

Interested in this study programme? Visit the page of the master's programme Artificial Intelligence

Since this (pre-)master’s programme is taught in English, you must have a thorough verbal and written command of English. We accept TOEFL and IELTS tests as proof of your English proficiency. Please note that you have to prepare and register for these exams yourself.

Answer the questions below to find out if you meet the language requirements*.
*only for SBE (pre-)master's programmes

UM SPORTS for Every Body

This project aims to promote body diversity and inclusivity within the UM SPORTS environment so everybody – regardless of weight, age, gender expression, ethnicity, ability, and other characteristics – feels welcome to engage in physical activity in order to help students and staff to thrive by contributing to their health and well-being.

In Phase 1, we will gather quantitative and qualitative data concerning the current perception of the UM SPORTS environment with respect to body diversity and inclusivity via various methods, such as surveys and focus groups among members and instructors concerning their perceptions of diversity and inclusivity within the UM SPORTS environment, and their own characteristics (e.g., weight ethnicity), and via analysis of UM SPORTS promotional materials and facilities.

In Phase 2, we will implement theory- and evidence-based strategies to enhance body diversity and inclusivity at UM SPORTS. These strategies will be (i) tailored based on the Phase 1 data, (ii) derived from the multiple disciplines of the Project Team, and (iii) target the multiple “levels” of the issue (e.g., facilities, promotional materials, language used by instructors, etc.). Contact us!

diversity grants

Maastricht University meets Wiekentschool

Not all children are stimulated by their environment to discover their talents and possibilities. Very often, the parents of these children did not enjoy any higher education, which would make their children first-generation students.  Wiekentschool Maastricht (foundation) helps these children to think about their future and do well at school. Maastricht University has the opportunity to participate in the Wiekentschool, and introduce children at an early age (and approachable manner) to the university. In the long run this will lead to an increase of students with a different social level and background and/or first generation students. 

Our project will introduce children (with this background) at an early age with the possibility of studying at a university, and help them to discover their talents. By involving current ‘UM first-generation students’, we want to inspire them to step out of their familiar environment.

In the short-term, this will raise the awareness on this topic amongst staff and students. We can show the public that we as a university care about this vulnerable group, and feel it’s important to include them in our student population. In the long run this will lead to an increase of first-generation students, or students from a lower socio-economic class. Contact us!

school

Internationalisation … For Whom?

The issue of internationalisation of UM is being portrayed as negative by the media, and has been brought up to the level of legal debate. How does this affect students, staff, and the university? What do they think about it?

The purpose of the project is, therefore, to understand student voices on this topic by organizing a conference with and for students. The focus is primarily placed on Dutch students. However, the larger picture will include international students as well. Moreover, we aim to gather a database of information that branches out from the topic of internationalisation. For example, the perceived influence of higher education and the Dutch identity, and policies regarding language in UM. Furthermore, considering the geographical location of UM, it is natural that it has flourished under the international pool of students and staff - what is the balance that UM should have in regards to internationalisation? These are some of the questions and issues we are aiming to answer. Contact us!

internationalization - diversity grants

Entrepreneurial Thinking for Female Researchers

The activities of this project aim at building bridges between female researchers and the labour market. According to the latest 2017 International Labour Organisation survey, women are still less likely to find jobs than men. On top of that, for early career researchers, it is difficult to make plans for post-PhD work life due to the lack of certainty in the academic job market. Through a series of skillfully designed workshops on entrepreneurial thinking for female researchers, this project will show its recipients how to use their talents and experience to identify opportunities in the marketplace and understand how and when to capitalize on them. The series of 6 workshops on “Entrepreneurial Thinking for Female Researchers” will take place between November 2018 and June 2019 and will host 120 participants in total. As result, it will help female researchers become more competitive on the labour market through learning how to design their own digital footprint, to pitch their research results and how to transfer their experience from PhD/post-doc into generic skills. Contact us!

Dorina Baltag Adina Petre

Empowerment Training for People of Colour and People with a Migration Background

In this initiative we contribute to creating a safe and inclusive university environment in which both staff and students of color can feel at home. Within academic discussions on racism in Europe, a salient point made, is that racism is not sufficiently acknowledged as a problem that is central to the structure of our societies. It tends to be acknowledged rather as a problem of a segment of society, i.e. extremists, populists, and conservatives. Subtle and everyday forms of racism, however, are not recognized as part of the underlying fabric that constitutes Western societies in general. The central questions guiding the empowerment training will be: how can the participants achieve their personal goals despite their everyday experiences with subtle racism? How can they lead a constructive life and what can they do to reduce racism?

The intensive and small scale training will be open to staff and students of color and/or staff and students with a migration background UM wide. The duration of the training will be approximately two and half days and it will be based on dialogs, group discussions and role plays including videos and other material. There will be an emphasis on the different experiences in the group due to a variety of cultural and ethnic backgrounds, but there will also be discussions on how the experiences of the group members are the same, such as experiences with racism in Europe. Contact us!

Ulrike mueller

People@UM

The keyword of the project is Empathy. People@UM is not only about people having sympathy with each other, but that they open up for ideas and meanings of other people. The sharing of thoughts, experiences and knowledge is the thread of this project. It is about unexpected encounters. People listening to each other and talk with each other.  This stimulates people who study, do research and work at UM and improve their results. Because of the mutual understanding, the people of UM will feel that they are part of the UM. Being different makes them special and proud.

One of the focus points of the D&I Policy of the UM is to create an inclusive community. In this project called “People@UM” we focus on diversity. People@UM is a project in which students, researchers, staff, alumni and other people connected to UM can meet and actively learn each other better. The project provides different events and activities, pinpointing on the diversity of the UM-people (and their surroundings). Diversity-elements that can connect individuals and groups are gender, ethnicity, nationality, age, religion, LGBT, occupational disability or chronic illness and social status. Contact us!

diversity grant

Babel’s Salon

The project Babel’s Salon aims to overcome these limits by organizing a series of cultural evenings at FASoS during which students, faculty and administrative staff present or perform their favorite cultural items such as poems, stories, songs, music (including records) or visual art in their native language, providing a translation in another format. The aims behind these events are to celebrate the diversity of native languages, to experience each other’s voices in these languages (which may be quite different from what we are used to), to bring students, administrative staff and faculty together, to learn about each other’s culture, and to meet and socialize with each other in a different context than work or teaching.

Hopefully, this contributes to “an inclusive environment in which students and staff feel at home,” one of the goals behind the Diversity and Inclusion program. This project also responds to the recent attacks on the UM language strategy by showing that internationalization is not just about exchange through a lingua franca, but also about celebrating the richness of language diversity. Contact us!

UM diversity grants

UM Heritage

Maastricht University proudly ranks as the most international of the young universities in the Netherlands. People come here from a vast variety of different backgrounds, cultures, upbringings and education. However, the more diverse a place becomes the more difficult it is to learn about individual backgrounds of every person - unique stories become blurred in a collective. 

The project #UMheritage showcases people’s individual stories of where they come from and the journey that led them to arrive in Maastricht by creating an emotionally engaging video campaign. The aim of the project is twofold. Firstly, it aims to showcase that UM cares about the diverse background of its students and not only welcomes but wants to understand their heritage. By using the campaign as an Open Call for other stories, it aims to involve current students, staff and alumni in submitting their own story from their country of origin. Secondly, the campaign aims to encourage storytelling in the classroom through different mediums by acting as an example of how important it is to be thinking and talking about culture and differences.

Diversity and internationalization are not mere numbers and rankings but real stories of people studying at UM. People with whom you meet, work and socialize while living in Maastricht. By presenting personal stories of students with different backgrounds through storytelling, it allows staff and students to see and embrace different cultures. In summer 2019 we travelled to three countries to tell a story of three students respectively. The countries were Bulgaria, Cyprus and South Korea and the result was three short documentary travel videos. You can see a teaser video here.

umheritage3

Transitioning into retirement

At its first Diversity Day, UM became an official partner in the Age-friendly University (AFU) Global Network. The aim of this project is to help fleshing out what AFU’s 9th principle, “To engage actively with the university’s own retired community,” could/should entail. We will examine how academic staff at Maastricht University experiences the transition from work into retirement through qualitative interviewing; this transition is commonly understood as a major event in the life course that prompts older people to reinvent roles and identities. Insights in the core issues that characterize these experiences will help UM further develop policies that support academic staff that is approaching retirement age as well as build and capitalize on more sustainable relations with this particular community beyond employment. Questions that we address in this respect and that tie in with UM D&I policy include: What about the talent, competence, and experience of academic staff who has/had to leave because of retirement? How can we support this particular community and benefit from it?

Women in Data Science

The activities of this project focus on organizing the Women in Data Science conference at Maastricht University. Started in Stanford University, the Women in Data Science (WiDS) conference is aimed at inspiring and educating data scientists worldwide, regardless of gender, and supporting women in the field.  WiDS is now a global conference, with 150+ regional events worldwide. WiDS features outstanding women data scientist to both inspire and disseminate knowledge.

WiDS@Maastricht is organized in the same month of the annual Global Women in Data Science (WiDS) Conference held at Stanford University and in several locations worldwide (March 2020). All genders are invited to attend our WiDS event.

Do you want to be part of it? Then contact us. This event is organised by the Institute of Data Science UM, represented by Visara Urovi (v.urovi@maastrichtuniversity.nl) and the PREMIUM Excellence Program for Master students.

womenindatascience

High School Summer College

In August 2018 we offered for the first time a High School Summer College where high school pupils could get a taste of academic life and problem based learning. Professor Bert Smeets (FHML) is the mind behind the course content and Ellen Krijnen (MUO-M&C) is responsible for communication and logistics of the course. We realised that the course fee of € 250 might be an obstacle for pupils whose parents do not have the means and/or cannot understand the value of such an experience. Especially in the case of first-generation-students an experience like this summer college might be of great effect for their future choices.

With these kids in mind we submitted a proposal for the D&I grant to offer 12 high school pupils from the Euregion (4 German, 4 Belgian and 4 Dutch) a waiver for the High School Summer College course fee and refund their travel cost. We were extremely happy to be among the winners of the grant and recruited the targeted pupils through our contacts at schools and other organisations working with this age group in all three countries. 20 paying participants from all over the world took part in the High School Summer College: to meet and work with peers with different backgrounds and cultures was an unforgettable experience for all!

highschoolsummercollege

First generation academics

First-generation students are those who come from a background where they are the first in their family to enter university education. These students often encounter specific barriers during their studies, and in their later academic life. Research has shown that they often feel more insecure, and struggle with a cultural gap between their family backgrounds and university life. By exploring these barriers at UM, this project aims to open a discussion, create more understanding and self-reflection, and by doing so let both first and later generation academics make explicit use of the untapped potential and talents of first-generation academics. The project is led by Dr. Jeroen Moes.

jeroenmoes

In the past week, the tragic news reached us that Simon Duke, a respected scholar, colleague and friend of many of us at Maastricht University, unexpectedly passed away on 5 September. Simon worked at the European Institute of Public Administration (EIPA) at the rank of Professor and was also a Senior Research Fellow at Maastricht University. He taught regularly in the master’s programme European Public Affairs at FASoS, contributed frequently to the activities of the Centre for European Research in Maastricht (CERIM) and collaborated extensively in his research with numerous colleagues. Since 2007, he was also the co-Executive Editor of the Journal of European Integration.    

After obtaining his PhD at Oxford University, Simon held positions at several leading institutions in Europe and the United States, including at SIPRI, the Stockholm International Peace Research Institute, at the Mershon Centre at Ohio State University, at Pennsylvania University and at the Central European University. He was also NATO Fellow and has served as adjunct faculty at the Federal Executive Institute in Charlottesville, Virginia.

Simon was one of the leading scholars in the field of EU external action, including European security and defence policy. He was the author of several monographs on European and transatlantic foreign and security issues, including most recently the EU as a Stronger Global Actor: Challenges and Strategic Responses (Palgrave Macmillan 2017) and Will Brexit Damage Our Security and Defence? (Palgrave Macmillan 2018). He also published on related topics in many international journals and contributed to numerous academic workshops and conferences. Simon managed this successful academic career in the context of a demanding role training large numbers of officials and diplomats from the European institutions, the EU member states and third countries. In the past years, he has been very much involved in the training of staff of the European External Action Service (EEAS), the newly established EU diplomatic service.

With the departure of Simon, we have not only lost a highly valued scholar and admired teacher, but also a wonderful colleague who inspired all those that he worked with - students, young academics and peers alike. He was always generous with his time and available for thoughtful advice. Through his wit and humour, he touched many hearts and it was always a pleasure to work with him. Our thoughts are with his wife Roberta and his two sons, William and Sidney. We wish them a lot of courage in dealing with this immense loss.

Colleagues Faculty of Arts and Social Sciences

Simon Duke

Thank you for your interest in Maastricht University’s Bachelor's Open Day. Because of our strategic focus on sustainability we no longer send printed posters unless specifically requested.

If you would like us to send you printed posters to share with your students, please fill in the form below.

UM Bachelor's Open Day - promotional material

Join us live at 15.30!

Register below for the first-ever Leadership Forum Maastricht organised by Medtronic and Maastricht University. Through a combination of panel discussions and interactive workshops, you can learn practical techniques and strategies to drive cultural change in your organisation, engage diverse talent, and improve business outcomes. You will walk away with new tools, ideas and strategic connections to build your core competencies as leader.

Leadership Forum Maastricht - registration Medtronic