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… year. Article 1.7 – Awarding credits 1. Credits are awarded as soon as the student has successfully completed an exam (including all exam components). 2. For learning and teaching activities, in another UM faculty, another Dutch university or a foreign university, credits are only awarded if the programme was approved beforehand by the BoE med of the FHML. Article 1.8 – Fraud 1. ‘Fraud’, including ‘plagiarism’, is defined as acts or omissions by a student which make it impossible, in whole or … In this programme the “international classroom” concept is used and is English the common international language.  The programme prepares students for the Dutch and international labour market. The population of students ideally is a mix of Dutch and foreign students. …

… of a subject specific working groups, committee or project team with regards to education innovation. You may develop and apply new methods in the area of didactics, in person and online, and coach peers and junior staff in these methods. You may exchange these developments with institutional, national or even 7 An academic and his/her leadership may decide to combine assessment components from different focus domains thereby creating a more all-round profile. 8 international colleagues and … development; preparing and participating in accreditations and audits; etc. 3. Disseminating educational practices Examples of evidence: public dissemination of educational practices, findings and data; workshops; conferences; valorisation; outreach; exchange of knowledge with (international) educational experts, community engagement; etc. 4. …[custom component agreed upon by you and your leadership] b. Research focus Domain description: Note that this description is meant as a guiding tool and by … criteria one must perform. 1. Interpersonal leadership Examples of evidence: show consideration to others as well as collegiality; listen, give and receive feedback and respond perceptively to others; develop alliances, contacts or partnerships, and exchange information with others; foster integrated and open collaborations where different stakeholders co-create shared value; leadership roles in faculty, university, or beyond; leadership role in research initiatives; evidence of development based …

… by offering UTQ meetings per faculty attuned as well as possible to teaching practice at the faculty. In the meetings, under guidance of an experienced colleague and/ or the UTQ coordinator, teaching staff discuss relevant documents and literature, exchange knowledge and experiences, and practice important teaching tasks and professional skills. Staff members prepare these meetings and work on assignments to gain further experience in practice and obtain feedback that they can incorporate in … and the UTQ trajectory. The UTQ trainers, coordinators and assessors discuss the evaluations and com- pare the outcomes with their own experiences in order to make adjustments where necessary. At UM, the faculty UTQ coordinators regularly meet to exchange experiences, discuss the pros and cons of the procedures used, and assess a selection of portfolios from the different faculties to bring the assessment criteria in line. At national level, the UTQ coordinators of all fourteen universities … colleagues to develop and coordinate teaching activities. 2 Request advice from colleagues when developing education and teaching. 3 Able to give constructive feedback to colleagues on their education and teaching. 4 Contribute actively to knowledge exchange and sharing experiences. Reflection 1 Collect and request feedback on the developed educational materials (including assessment) and the delivered teaching in order to improve these. 2 Able to reflect on the developed educational materials, …

… by offering UTQ meetings per faculty attuned as well as possible to teaching practice at the faculty. In the meetings, under guidance of an experienced colleague and/ or the UTQ coordinator, teaching staff discuss relevant documents and literature, exchange knowledge and experiences, and practice important teaching tasks and professional skills. Staff members prepare these meetings and work on assignments to gain further experience in practice and obtain feedback that they can incorporate in … and the UTQ trajectory. The UTQ trainers, coordinators and assessors discuss the evaluations and com- pare the outcomes with their own experiences in order to make adjustments where necessary. At UM, the faculty UTQ coordinators regularly meet to exchange experiences, discuss the pros and cons of the procedures used, and assess a selection of portfolios from the different faculties to bring the assessment criteria in line. At national level, the UTQ coordinators of all fourteen universities … colleagues to develop and coordinate teaching activities. 2 Request advice from colleagues when developing education and teaching. 3 Able to give constructive feedback to colleagues on their education and teaching. 4 Contribute actively to knowledge exchange and sharing experiences. Reflection 1 Collect and request feedback on the developed educational materials (including assessment) and the delivered teaching in order to improve these. 2 Able to reflect on the developed educational materials, …

… • European companies face less activism than their US counterparts. This could be because of more concentrated ownership levels, higher share ownership thresholds for the submission of shareholder proposals, and more stringent rules on insider trading and acting in concert. ELVERDING CONFERENCE 2023 4 Presentation by Rob Bauer Professor of Finance at Maastricht University, co-holder of Elverding chair for Sustainable Business, and director of the European Center for Sustainable Finance. KEY …

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