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Goals of the Master's programme

The Master's programme in (Medical) Biology has the following general learning outcomes for students:

  • Acquire knowledge, skills and insights in the relevant field of study.
  • Develop academic competences.
  • Prepare for a future career.
  • Strengthen qualifications in the area of independent academic research.
  • With regard to the specialisation Science, Management and Innovation, acquire knowledge, insight and skills in relevant areas of business administration, policy sciences and social beta themes.
  • With regard to the specialisation Science in Society, acquire knowledge, insight and skill in relevant areas of media, knowledge transfer and social interaction.
  • With regard to the specialisation Science and Education, acquire additional teaching competences.

In addition to the general learning outcomes described above, the Master's programme in Biology trains students to achieve the following learning outcomes upon graduation:

  1. Capable, based on broad and up-to-date knowledge of biological and/or biomedical processes, in combination with specialist knowledge (theories, methods, techniques) and research experience in at least one sub-area of this field, of setting up and conducting research aimed at acquiring new knowledge and insight in this research area
  2. Capable of formulating new questions and hypotheses in the biological/ biomedical field, and familiar with the research methods and state-of-the-art techniques to solve these, taking into account available equipment and resources
  3. Capable of setting up and conducting scientific experiments in an independent manner, including the required controls, of using models and theories to explain the results, and of evaluating the results in terms of well-founded scientific conclusions
  4. Capable of independently identifying, critically reading and comprehending relevant, up-to-date international literature from different disciplines, of discriminating essential from non-essential information, and of integrating new information in their overall view on nature
  5. Capable of using concepts from different organization levels in biology, in combination with those from physics, chemistry and mathematics, to solve a complex biological/biomedical problem at a specific abstraction level
  6. Capable of presenting the results of a research project in written form, in accordance with the standards of an academic article
  7. Capable of independent professional practice whereby, depending on the chosen variant, the emphasis is put on conducting fundamental scientific research (under supervision), or on transferring or applying existing scientific knowledge, thereby taking into account the student’s own competences
  8. Capable of asking adequate questions with a critical and constructive attitude towards analysis and resolving of complex biological and/or biomedical problems
  9. Capable of defending his view and of critically evaluating other views in a scientific discussion
  10. Capable of presenting and discussing the results of a research project in the form of an oral presentation for experts and colleague students
  11. Capable of working in or leading a project team, including the making of plans, the distribution of tasks, the integration of sub-projects and the joint evaluation of results
  12. Capable of integrating ethical aspects in his professional practice, along with the ability to reflect on the potential implications for society
  13. Capable, through self-reflection and discussion with others, of assessing their own performance and possibilities on the labour market.

Research specialisations specific outcomes:

  1. Capable, based on broad and deepened knowledge of the specialisation topic and research experience in at least two distinct sub-areas of biological/biomedical sciences, of setting up and performing scientific research in an independent manner.
  2. Capable of presenting the results of a research project in written form, in accordance with the specific format of a scientific journal.
  3. Capable of writing a research proposal according to the criteria of external scientific organizations.

SMI specialisation specific outcomes:

  1. 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.
  2. 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.
  3. 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.
  4. 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).
  5. 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.
  6. 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.

SiS specialisation specific outcomes:

  1. Capable of analysing the role of scientific expertise in societal and political decision making with regard to socio-scientific issues
  2. 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
  3. Capable of understanding and designing public and stakeholder participation processes in research and innovation
  4. Capable of analysing, improving and evaluating interdisciplinary collaborations with multiple stakeholders, integrating different perceptions, interests and types of knowledge (experiential, professional and scientific)
  5. Capable of substantiating and communicating the relevance of one's scientific discipline in society

S&E specialisatie specifieke eindtermen:

  1. kennis van en inzicht in de theoretische principes van het vakspecifiek denken, educatief ontwerpen, en de methoden en technieken van (vak)didactisch onderzoek toe te passen
  2. een educatief ontwerp en een wetenschappelijk onderzoek op te zetten, uit te voeren en systematisch te evalueren, daarbij een relatie leggend tussen (vak)didactische en vakinhoudelijke concepten, het vakspecifiek denken van de leerlingen op verschillende niveaus en problemen uit de lespraktijk
  3. aandacht te geven aan het vakspecifiek leren van individuele en verschillende leerlingen, en zich te richten op het ontwikkelen van inspirerend onderwijs
  4. gedegen wetenschappelijke kennis van algemeen didactische concepten over het leren van individuele leerlingen, toe te passen en methoden toe te passen om zowel het sociale klimaat in de klas te verbeteren als ook te beantwoorden aan individuele leerbehoeften van de leerlingen
  5. gedifferentieerd te handelen en het sociale klimaat voor samenwerking te verbeteren, en daarbij zelfstandig prioriteiten te stellen, en na overleg met relevante derden adequaat te handelen bij ontwikkelings‐ en gedragsproblemen
  6. zich te richten op samenwerking en verantwoord handelen vanuit een heldere communicatie met (individuele) leerlingen en collega’s, en vanuit een eigen visie
  7. een eigen professionele kennisbasis te ontwikkelen om het eigen handelen te verantwoorden en dat van collega’s en begeleiders te duiden.
  8. de professionele kennisbasis en feedback vanuit de context (leerlingen, collega’s, begeleiders) te gebruiken voor het evalueren en sturen van de eigen professionele ontwikkeling
  9. een eigen identiteit te ontwikkelen in de context van het eigen handelen, externe kaders en ethische dilemma’s