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Goals of the Master's Programme

The goals of the Master's programme are divided in four parts: A general part applicable for everyone, and one of three bparts applicable to certain specialisations.

General qualifications

The Master’s graduate in Chemistry:

  • has knowledge and understanding that is founded upon and extends that of the Bachelor’s level in chemistry, and that provides a basis for originality in developing and applying ideas within a research context
  • has the ability to apply their knowledge and understanding, and problem solving abilities, in new or unfamiliar environments within broader (or multidisciplinary) contexts related to chemical sciences.
  • has the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on ethical responsibilities linked to the application of their knowledge and judgements
  • has the ability to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non‐specialist audiences clearly and unambiguously
  • developed those learning skills that will allow them to continue to study in a manner that may be largely self‐directed or autonomous, and to take responsibility for their own professional development.
  • has competences which fit them for employment as professional chemists in chemical and related industries or in public service.

The Master’s graduate in Chemistry with a specialisation in Science, Management and Innovation:

  • Capable of bridging between their own science discipline and other disciplines, based on profound understanding of the chosen core theme and how this relates to societal, political, economic, and environmental requirements of today’s world.
  • Familiar with and capable of  analysing specific problems within their theme, and able to apply a range of approaches to address these, argue for, select, and implement feasible options, taking into account the full width of technological, societal, political and economic perspectives.
  • Proficient in using research methods and techniques, including basic finance and economics, to verify, justify and substantiate strategies and plans, and capable of effectively using a wide variety of information and communication channels.
  • Capable of balancing perspectives and interests in specific contexts within a company or (non)governmental organisation in order to formulate appropriate strategies and plans towards implementation of the Sustainable Development Goals (SDGs).
  • Capable of communicating insights, views and analyses of complex issues to others in a clear, concise and understandable manner, both in written and spoken form.
  • Capable of working in multidisciplinary and multicultural high-performance teams based on sound division of tasks, knowledge, competencies, and responsibilities, whilst respecting diverging views and opinions.

Master’s graduates in Chemistry with a specialisation in Science in Society are:

  • Capable of analyzing the role of scientific expertise in societal and political decision making with regard to socio-scientific issues
  • Capable of designing and conducting independent and methodologically sound social research at the interface of science and society and capable of contributing to academic research
  • Capable of understanding and designing public and stakeholder participation processes in research and innovation
  • Capable of analyzing, improving and evaluating interdisciplinary collaborations with multiple stakeholders, integrating different perceptions, interests and types of knowledge (experiential, professional and scientific)
  • Capable of substantiating and communicating the relevance of one's scientific discipline in society

The Master’s graduate in Chemistry with a specialisation in Science and Education:

  • have knowledge of and insight into the theoretical principles of discipline-specific thinking, educational design, and the methods and techniques of applying didactic research in the discipline.
  • are able to design, implement and systematically evaluate an educational design and a scientific study, drawing a link between didactic and professional practice concepts, discipline-specific thinking of the students at different levels and problems from teaching practice.
  • devote attention to discipline-specific learning of individual and unique students, and focus on developing inspiring education.
  • are able to apply thorough scientific knowledge of general didactic concepts about the learning of individual students, and methods to improve both the social climate in the classroom and to answer individual learning needs of the students.
  • are able to act in a differentiated way and improve the social climate for collaboration, and in doing so, set independent priorities and, after consultation with relevant third parties, respond appropriately to development and behavioural problems.
  • focus on collaboration and responsible behaviour based on clear communication with individual students and colleagues, and on the basis of a personal vision.
  • develop a personal professional knowledge base to justify their own actions and understand the actions of colleagues and supervisors.
  • use the professional knowledge base and contextual feedback (students, colleagues, supervisors) to evaluate and guide their own professional development.
  • develop a personal identity in the context of their own actions, external frameworks and ethical dilemmas.