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Julia Shaw (1987) completed the master's programme in Psychology and Law at Maastricht University. She was born in Cologne and grew up in Canada. She has taught criminology and forensic psychology at various Canadian and British universities. And she now works as a researcher at University College London. She is also the author of two books (with a third coming out this year) and the host of two podcasts. Criminal psychology, false memory and bisexuality are her main areas of interest.

The research team of Sustainable UM 2030 have initiated a seed fund for Sustainable Research Spearheads. The aim of this seed fund is to unlock a large unexploited sustainable research potential by increasing cross-faculty cooperation. More importantly, this will also build on a more active community that connects cross-faculty sustainability research and facilitates interdisciplinary and transdisciplinary sustainable research that contributes to societal challenges, the SDGs and a fossil free society.

Granted Seed fund projects academic year 2023-2024

Optimism as a source of renewable energy in the transition towards a fossil-free society

Taking a trans-disciplinary approach to explore the impact of shocks on the transition to a fossil-free society

With this proposal, we would like to contribute to a better understanding of shocks and the impact they can have on the transition to a fossil free society. The challenge is to connect sustainability transition research with insights on shocks/crisis in other disciplines (crisis management, information management, psychology etc.) to inform better policy outcomes. The result of this research would be to help stakeholders (e.g., policymakers, emergency services, citizens) respond to shocks in a way that can promote - or accelerate – the transition to a fossil-free society. 

This is a collaborative project between the faculty of FPN, SBE and FSE. If you need more information on this project you can contact Nicole Rijkens.

Accelerating the transition to a fossil-free society - Aligning science, law, and strategy in fostering the shift to biobased products

The transition to a fossil-free society involves a shift in production and consumption of fossil fuel (FF) based products (e.g., petroleum, coals, gas) to alternative non-fossil fuel (non-FF) based products, including biobased products based on bioenergy (made from biomass), such as wood, energy crops, crop residues, and organic waste. This shift is urgently needed to address the challenges of climate change. The transition to a FF-free society is based on the fundamental premise that the greenhouse gas (GHG) emissions from FF-based products (“carbon footprint”) are higher than those of biobased products, and that the uptake of biobased products is sustainable (i.e., does not create other environmental or societal costs) and inclusive. 

As a result, to enable and accelerate this transition, it is of key importance (1) to measure accurately the environmental impact of emissions from FF and biobased products (a question of natural science); and, using the outcome of this research, (2) to establish a regulatory framework incentivizing the transition from FF-based to biobased products, taking into account the environmental impact of their emissions and sustainability criteria (a question of law); and, based on (1) and (2), (3) to develop an industry strategy across global value chains (GVC) for companies to seize the opportunities of the shift to biobased products (a question of strategy). Our collaboration aims at matching these questions in an interdisciplinary manner.

This is a collaborative project between the faculty of FSE, SBE and LAW. If you need more information on this project you can contact Dominic Coppens.

The role of STEM education in the production of greenhouse gases

There is no doubt that training future STEM scientists is one of the most prospective tools to define and implement long-term solutions within the global sustainable development goals. Consequently, multiple highly specialized study programs are constantly being introduced at universities worldwide. However, together with a rapidly increasing number of students, this raises the following question: is STEM education toward greener solutions still sustainable itself? What is the long- and short-term impact of the STEM education on the environment, but also the health and well-being of the students and staff members of Maastricht University (UM)?

The main aim of the project is to involve students in performing a qualitative and quantitative analysis of the GHG emissions at UM, initially focusing on STEM-related activities, and broadening the research question towards the occupational safety and health of all of our students and staff members. In parallel, the obtained systematic knowledge will be used as a starting point for the general UM initiative, to raise awareness, and propose potential interventions for educational practices. 

This is a collaborative project between the faculty of FHML, SBE and FSE. Contact Katarzyna Maria Dziubinska-Kuehn for more information on this project.

GREEN-UP: Green Renewable Energy from Urine: Production of Bacterial Ammonia: Biological prototype, Life cycle analysis, Business plan and IP strategy

We propose an innovative proof-of-concept technology to manage and valorise nitrogen (N) from urea of urine to reduce environmental emissions and support the battle against climate change. Energy from fossil resources could be manufactured more sustainably through fermentation. Therefore, we propose the development of a carbon-neutral route to produce green bacterial ammonia that could serve as both biofuel for transportation and an energy carrier (to package and store hydrogen) from abundant, low-cost urine or sewage. We will use our well known methods for genetic engineering of Clostridium. Moreover, a life cycle assessment will be performed to assess and quantify the carbon footprint of the products and compare it with conventional ammonia production. The project will also create a state-of-the-art business plan, based on the business model canvass methodology and looking specifically at market potential and industrial scalability. Finally, the project will deliver a detailed IP plan in collaboration with Brightlands.

This is a collaborative project between the faculty of FHML, SBE and Law. Contact Philippe Lambin for more information on this project.

Granted Seed Fund projects academic year 2022-2023

Online education for sustainable development

Biobased materials: towards more efficient to patient-friendly chemotherapy

Being one of the greatest health threats, cancer has a direct impact on society. Contribution to cancer curability present a relevant technological, social and economic impact in line with the SDG goal of Good health and well-being.
In conventional chemotherapy, anticancer drugs travel through the body affecting healthy cells and causing severe side effects. Thus, an efficient anticancer therapy must combine cancer cell-killing activity with targeting properties.
The fundamental aim of our study is to develop biobased, degradable drug carriers with high affinity and selectivity toward cancer cells. The outcome of our research is envisioned to improve the efficiency of administration and biocompatibility of anticancer drugs, thereby reducing the side effects of chemotherapy.
The interdisciplinary collaboration will bridge between chemical and medical sciences to develop a novel biobased material (drug carrier) that would advance towards a patient friendly anticancer therapy. To reach that goal, Aachen-Maastricht Institute for Biobased Materials (AMIBM) will collaborate with Department of Pharmacology & Toxicology (PharTox). With Sustainability UM2030 grant, we want to demonstrate the importance of the topic and its feasibility. Our team is committed to establish a strong collaboration that will continue beyond the seed fund phase.
Contact Jacek Walkowiak to know more about this research project.

Plant Planet Plate: Limburg

Enhancing and protecting biodiversity is of interest to all, especially in the face of ongoing climate change. There are numerous intimate entanglements between humans and other species, many of which have shaped the course of entire histories and cultures. The plant humanities approach celebrates these overlaps, relying on humanistic theories, models, and ideas to explore and better understand the natural world.

Plant Planet Plate: Limburg is an interdisciplinary project whose aim is to generate an open-access, peer-reviewed, multimedia digital essay archive using JSTOR Juncture on the flora of Limburg. The plant narrative essays will be no more than 3000 words in length, available in multiple languages (Dutch, English, Limburgs, French, German), and feature multimedia elements to creatively capture the colourful lives of plants and their relationships with humans. Whether they are used as food, medicine, considered magical, or all three – we are documenting and thus safeguarding this valuable local ecological and folk knowledge about the plants of Limburg. We are especially interested in collecting recipes and showcasing student-created botanical illustration. This project unites scholars based in disciplines of  ethnobotany / food studies / medical anthropology (Thao Dam - FHML), botany (Roy Erkens - FSE), and digital humanities (Aodhán Kelly - FASoS).

The role of STEM education in the production of greenhouse gases

There is no doubt that training future science, technology, engineering, and mathematics (STEM) scientists is one of the most prospective tools to define and implement long-term solutions within the global sustainable development goals. Consequently, multiple highly-specialized study programs are constantly being introduced at universities worldwide. However, together with a rapidly increasing number of students participating in these laboratory classes, this raises the following question: is STEM education of students toward greener solutions still sustainable itself? 

In this project, we will employ non-dispersive infrared (NDIR) spectroscopy to investigate the gaseous waste, especially greenhouse gases, produced during the laboratory work done by students at UM, and discuss its contribution to local air pollution. Based on the obtained results, we will verify to which extent the practical laboratory education of the Maastricht STEM students has an impact on the environment. Finally, long-term recommendations will be offered, to set an example for other study programmes, research facilities, and SMEs in the Limburg province.

Contact Katarzyna Dziubinska-Kühn for more information about this research project. 

Impact of recycled plastic food packaging

Impact of recycled plastic food packaging on human health in a circular economy: a case study using a combined approach of bioassays and LCA

Our society runs on what the earth gives us: we use the raw materials for food, shelter, heat, clothing, electrical appliances and mobility. The need for raw materials is only increasing. In 2050 there are expected to be more than nine billion people who need sufficient food and water and want to live in prosperity. To make this possible, the circular economy is needed. 

Plastics are polymers and come in many forms, from the transparent plastic sandwich bags to the hard coloured Lego building blocks. After the plastic has been used, it reaches the waste phase, where it may be upgraded again to reusable raw materials, based on the objective of the circular economy. New plastic recycling processes are emerging such as the chemical recycling processes, which chemically breakdown the plastics, and mechanical recycling to maintain the quality of recycled plastic as high as virgin plastics. This makes the choice of the recycling process very challenging. To find the best recycling process, Life Cycle Assessment (LCA) is a proven tool as it is aimed to quantify the environmental impacts associated with the entire lifecycle of food packaging starting with the raw material extraction, then going through the manufacturing, transport, and use stages, and finally ending with the disposal stage. 

However, all the impacts associated with human health cannot be addressed by LCA especially when the reusable plastics are used as food packaging materials. It is currently not known what the effect of the recycling process of plastics and their use in the food industry is on the safety aspects of food products. For example, if these products release contaminants or microplastics, this might influence human health in the end. It is therefore of outmost important to investigate the migration/leakage of contaminants and microplastics from recycled food packaging materials to food and the subsequent exposure of consumers to these chemicals and particles.

The current interdisciplinary collaboration will benefit from both LCA and bioassays to quantify as realistically as possible the total impacts of recycled plastic food packaging on human health.
Contact Misha Vrolijk for more information on this research project.

Granted Seed fund projects academic year 2021-2022

The first call to apply for this fund went out mid 2021. In December 2021 two research projects were granted with seed fund to start their sustainability research.

Sustainable Cities

Foodsy

Do you follow a healthy diet? Even in a country like the Netherlands, around 85% of adults do not meet the recommended intake of fruits and vegetables. After World War II, steps to prevent hunger resulted in the production of too much meat, butter, and other unhealthy products with a high impact on the environment. This food chain is neither healthy nor sustainable.

The interdisciplinary team FOODSY (for ‘Food Systems’) brings together UM researchers from disciplines including artificial intelligence, data science, toxicology, biobased materials and sustainable development. Together, they will develop sustainable food systems that have low environmental impact and result in food with high nutritional value. Their approach includes efficient use of waste from the production process, for instance to create bio-based plastics, and artificial intelligence as a tool to support decision-making and measure the impact on the food, climate and environment.

The FOODSY team will use the Sustainability UM2030 grant to develop their research agenda. By demonstrating the strength of their collaboration, the FOODSY team is determined to establish a long-term collaboration that continues well past the scope of this seed fund. Their ultimate goal is to contribute to solving malnutrition – first in the Netherlands, then worldwide.

The FOODSY team consists of prof. Anna Wilbik (DKE), prof. Theo de Kok (TGX), prof. Pim Martens (UCV), prof. Ralf Peeters (DKE), prof. Frank Thuijsman (DKE) and prof. Yvonne van der Meer (AMIBM).

D&I Research

Writing robust, detailed gender and/or diversity plans in grant applications has become increasingly important. With some funders requiring explicit descriptions on how one addresses dimensions of gender and diversity in one's project, this guide provides some prompts for thinking about the gender/diversity dimensions of your project in a comprehensive way. 

Purpose of this guide

This guide contains some prompts/questions to enable you to think comprehensively about the gender/diversity dimensions of your project. Please note a couple of things: 

  • The prompts are meant to spark further thinking, especially during project planning and proposal writing phases.
  • The list isn't exhaustive -- other prompts may occur to you.
  • The list isn't intended to be a checklist.
  • We chose to make it suitable for a range of fields rather than comprehensive for any single field.
  • It is suitable for individual and collaborative projects.
  • It is not intended to be a guide to all of the best practices for diversity and inclusion in scholarly research, science, or academic culture. Hopefully it will prompt you to look for useful resources.

This guide is specifically focused on ensuring that proposals are competitive because they describe considerations about sex, gender and other elements of diversity comprehensively and in the appropriate places. Check out UM Pride's video 'Sex and Gender: What?, Why?, and How?' on our D&I Education and Social Safety page for the relevance of sex and gender in research.

What diversity topics should you address (if they are relevant)?

Team composition Topic 1
 
Team composition Yes No  Information to be provided in the proposal Other resources

Is the research team representative of the sample or study population?

     If yes, you should say so in the proposal. If no, you might consider explaining why.  
Are there opportunities for teams to incorporate categories of diversity that are also present outside the research team?     If yes, you should explain how.  
Is there a balance in terms of gender, age, disciplinary background (when applicable), ethnicity, language skills, socioeconomic position, disability, and other attributes (see above)?     If there is a balance, and/or you have made conscious efforts to seek a balance, then you should say so in your proposal.  
Are you making efforts to recruit underrepresented groups to the team?     If yes, you should say so in your proposal. A list of resources is being built.
Are you planning to make sustainable efforts to increase access of underrepresented groups to this area of research?    

If yes, you should say so in the proposal. 

(Note: this might be appropriate for funding from NWO or other funders for science communication. It may also be appropriate for sections of the proposal that ask about activities related to open science.)

  

Also: For a management section/work package, it might be appropriate to discuss the diversity of the team and how you will ensure that it flourishes.

Management Topic 2
 
Management Yes No  Information to be provided in the proposal Other resources
Do you have an advisory board with members from the study population?     If yes, describe how they are chosen and compensated.  
Is there an external advisory board?    

If yes, how far does it represent relevant diverse voices?

  
Are early stage researchers given opportunities to have roles of responsibility?     If yes, describe how this will happen.  

Do you have a conflict resolution procedure to deal specifically with issues related to gender and diversity?

     If yes, you should state this in the proposal. If not, you should state your confidence that the conflict resolution for scientific matters also functions for other conflicts  
Scope of the Project Topic 3
 
Scope Yes No  Information to be provided in the proposal Other resources
Is your research about events, procedures, histories, or other aspects that involve a certain group or community of humans?    

If yes, do you involve the perspectives of that group in the design, execution of research methods, the analysis of results, and the reporting of findings?
Note: There are two ways to do this: you can imagine these perspectives, or you can ask the target group (which is the stronger strategy). Describe in the proposal how you do this.

  
Methods Topic 4
 
a. Study Population Yes No  Information to be provided in the proposal Other resources
Have you created a list of all of the criteria for inclusion and exclusion from the study group?     If so, list the criteria in your proposal.  
Can you justify these criteria, so that they do not privilege one group over another on any dimension?     If yes, consider justifying them in your text, especially if they seem contradictory.  
Are there consequences of this selection for the subject group and for those not belonging to your subject group?     If yes, consider discussing these consequences in your text.  
Can the results still be applied to larger groups (if applicable)?    

If yes, justify this generalisation.

  
Are there groups that are often excluded from comparable research setups?     If yes, consider explaining the reasons as well as the consequences.  
Do you need new data(sets) in order to include diversity dimensions?     If yes, describe how you will acquire this data and incorporate it into your study.  
 
b. Your presence as a researcher Yes No  Information to be provided in the proposal Other resources
Would you consider yourself a member of your subject group (if applicable)? Are others in your research team?     If yes, mention this in the proposal, and describe its implications for the research process.  

Does your gender/nationality/ethnic/language skills/physical ability/age/socio economic background etc. play a role in how you set up data collection, do the data collection, and impact your ability to recruit subjects?

     If yes, describe in the proposal how you accommodate this impact and mitigate any risks it presents. If not, and if one could reasonably conclude that there should be an impact, you might consider describing how you will manage these.  
If you do interviews, will your interviewees have a comparable level of proficiency in the interview language as you do?    

If yes, mention how you will accommodate these differences. If not, mention that it does not. 

  
c. Assumptions Yes No  Information to be provided in the proposal Other resources
Do your data collection, data analysis, and their outputs assume homogeneity of anatomy, physiology, disease processes, cognition and social behavior along dimensions of diversity?     If yes, definitely reflect on this assumption. In the proposal, consider justifying this assumption and how you have made allowances.  
 
d. Other Yes No  Information to be provided in the proposal Other resources
Do the administrative units/jurisdictions in which your research takes place have rules about reporting sex/gender that contradict procedures of your research? (Eg., some EU member states are working toward not requiring the reporting of sex/gender data.)    

If yes, mention how you accommodate these rules. 


 		  
Results/Analysis Topic 5
 
Results / Analysis Yes No  Information to be provided in the proposal Other resources
Does your analysis team involve any members of the community you are studying?     If yes, describe how. If word counts allow, consider briefly describing why this inclusion was not possible.  
Have you ensured that you can avoid gender/diversity-related bias in statistical analyses, modeling, and other analyses?     If yes, describe that you have done this, and also describe how.  
Reporting and Dissemination Topic 6
 
Reporting and Dissemination Yes No  Information to be provided in the proposal Other resources
Do you have plans to report findings to the community you are studying?     If yes, describe how. If no, justify this.  
Do you have plans to report your findings to a wide range of audiences — ie., not just academics?     If yes, describe those plans.  
Have you thought about the assumptions you make about the homogeneity of your outreach audiences? For example, reaching out to heart patients with results from a cardiovascular study is important, but do not assume that all heart patients have the same language skills or the same gender of the subjects in your study.     If yes, consider describing this process when you assemble your dissemination plan.  
Do you consider digital accessibility of your proposal and research output? Find a checklist here.     If yes, include this in the proposal.  
Will research results be presented at conferences that maintain a diverse speaker balance? Here are some examples.    

If yes, say so in the proposal.

  
Impact Topic 7
 
Impact Yes No  Information to be provided in the proposal Other resources
Have you considered the potential scientific, societal, and economic impact of addressing dimensions of diversity in your methodology and dissemination plans?     If yes, include these impacts in your proposal. Also say that you have considered these potential impacts.  
Does your research contribute to increasing equity in society?     If yes, you should certainly mention this in the proposal.  
Does bringing diversity dimensions to your research meet previously unmet needs or open new markets?     If yes, you should mention this.  
Inclusive language Topic 8
 
Inclusive language Yes No  Information to be provided in the proposal Other resources
Do you use gender inclusive language in your proposal?     If yes, state this.  

Do you review the proposal (either by hand or using automated tools) for inclusive language?

     If yes, state this.  

Do you use singular they instead of he/she?

        

Do you use other inclusive terms (e.g. “person-hours” for “man-hours”)

        

Has the proposal been reviewed for inclusive language, especially if it deals with a group that has been historically excluded? Think racial/ethnic categories, religious groups, and queer communities.

    

If yes, incorporate any changes, and also indicate that you have done this review.

  
Will other documents from the project be reviewed for inclusive language?    

If yes, incorporate any changes, and also indicate that you have done (or intend to do) this review.

  
Will all materials from the proposed study (questionnaires, interview protocols, tasks, websites) be reviewed for understandability/usability?     If yes, state this in the proposal.  
Does the proposal have an inclusive reference list?     If yes, state this in the proposal.  

Don’t have answers to any of these questions? Learn more by going to this page.

 

Which proposal sections have ‘diversity dimensions’?

There are specific sections on gender diversity, sometimes titled “gender dimension plan,” in Horizon Europe templates. Any dimensions of diversity relevant to the proposal should be addressed here.
    In addition, other sections of research proposals related to/interwoven with gender and diversity are, for example: 

  • Organisation and implementation of the project
  • Specific sections on activities related to open science. Many diversity issues intersect with open science considerations.
  • Sections/work packages on project management, including recruitment and hiring processes, and composition of external advisory boards. These should mention how advisory board members are recruited and compensated. They should also mention how early stage researchers are encouraged and promoted in the project, if relevant. 
  • Methodology sections, especially regarding subject recruitment, data collection, data analysis.
  • Sections on outreach dissemination
  • Sections on community involvement 
  • Sections on scientific, economic, and societal impact and knowledge utilisation

What does diversity mean? 

Many of our prompts here focus on gender because it is the minimum element of diversity consideration that many funding agencies currently ask for. For an explanation of sex vs. gender, please consult this resource.
     However, “diversity” obviously encompasses many other attributes, including race, ethnicity, age, religion, language, language proficiency, having care responsibilities, country of origin, (dis)ability, sexuality, socio-economic position, and political preference/ideology. All these aspects may be taken into consideration when assessing the gender and diversity dimension of research proposals, depending on e.g., the research topic, scope, population and used methods.
     Also, EU proposals often require participation from diverse EU member states as well, and participation from underrepresented countries is particularly encouraged.

About this guide

This guide was created by Constance Sommerey and Michael Erard in the fall of 2021, prompted by a presentation that Constance made to the UM funding advisor group. Additional comments were provided by Bart Penders, Aurélie Carlier (on behalf of FEM), Sueli Brodin, Latifa Abidi, and Hans Bosma. UM funding advisors (Eva Rijkers, Merle Achten, Vivian Brakers, Pan Xu, Willem Wolters, Marcel Giezen, Raymunde Neven, Anouk Holsgens, Marco Berndes and Anne Gisling) also provided valuable feedback.

Online application for sustainability grant for course/module development

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For the bachelor’s programme Economics and Business Economics, you will have to fill out an international classroom essay as part of your application. Want to know more about our application procedure? Check out the admissions video from Simone to guide you through your application! The deadline to apply via Studielink is 1 April (Non-EU) and 1 May (EU), 23:59 CET.

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A truly European experience

Why study at one university, when you can study at multiple! YUFE offers you the unique opportunity to build a European curriculum while continuing your degree. Embracing an open curriculum philosophy, YUFE allows you to tailor your course selection and align your academic journey with your individual interests. Completing YUFE education equips you with essential academic skills, while cultivating transferable competencies and a strong learner autonomy.

OpenYUFE

With YUFE, you can enrich your degree and take single academic courses, learn new languages and develop professional skills - all through the OpenYUFE programme, offered to you for free. Shape your learning journey by choosing courses and activities online or onsite or a combination of both. You can use OpenYUFE as an opportunity to travel abroad or you can take single academic courses online to experience learning at different European universities right from the comfort of your home; the choice is yours. The best part? You can join YUFE at any time, alongside your degree.

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YUFE Minors

With YUFE, you can also pursue larger educational units across Europe, with minors structured as 30 ECTS modules. YUFE Minors offer a blended learning experience, combining mandatory physical mobility, online courses delivered by other YUFE universities and a YUFE Challenge course; an applied project that engages with the local community. 

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BioYUFE offers students enroled in biology or life science programmes at any YUFE partner university the opportunity to take elective courses across the Alliance. Educational offerings are shared, and timetables are coordinated to enable students to benefit from a wide range of courses. The majority of the BioYUFE courses are delivered online and in English.

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YUFE Bachelor

Currently in the implementation phase and set to launch in the 2025/26 academic year, the bachelor Urban Sustainability Studies is an innovative undergraduate programme offered jointly by the consortium of universities within the YUFE alliance. This programme addresses the growing demand for interdisciplinary professionals in the field of urban sustainability.

Structured as a three-year, 180 ECTS programme, the Bachelor in Urban Sustainability Studies embraces a student-centred, open-curriculum approach, granting students significant autonomy over their learning journey. The majority of the YUFE Bachelor courses are taught onsite and in English, with additional opportunities for online academic courses, (foreign) language learning and improving students’ Academic English skills. Students will spend at least two semesters pursuing a minor at one or two other partner universities within the consortium. This approach offers students the chance to broaden their academic perspectives and immerse themselves in different European cultures.

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YUFE News

Open applications for YUFE’s joint bachelor in Urban Sustainability Studies 2026/2027

The Young Universities for the Future of Europe (YUFE) Alliance is excited to announce that registration for the academic year 2026/2027 is now open for its innovative YUFE’s Joint Bachelor in Urban Sustainability Studies.
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YUFE publishes new report on university–community collaboration

YUFE (Young Universities for the Future of Europe) has released a new report highlighting its efforts to strengthen collaboration between universities and their local communities.
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YUFE Academy Autumn 2025

Join the next YUFE Academy: a series of open lectures led by top professors and experts from our partner universities. Get your knowledge from a reliable source and feed your curiosity.
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Green light for UM participation in unique YUFE bachelor programme

The UM can start as a degree awarding partner in the new unique bachelor programme Urban Sustainability Studies offered by YUFE (Young Universities for the Future of Europe), an alliance of ten European universities. This week, the UM received a positive outcome of the macro due diligence assessment.
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YUFE Ideas Lab concludes in Madrid

The Young Universities for the Future of Europe (YUFE) Alliance has successfully concluded its YUFE Ideas Lab, a six-month international incubation programme designed to foster innovation and entrepreneurship among students.
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