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:
- Able to set up and conduct research aimed at acquiring new knowledge and insight in this research area based on broad and up-to-date knowledge of biological processes in combination with specialist knowledge (theories, methods, techniques) and research experience in at least one sub-area of this field.
- Able to formulate new questions and hypotheses in the biological field, and familiar with the research methods and state-of-the-art techniques to answer these, taking into account available equipment and resources.
- Able to set up and conduct 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.
- Able to independently identify, critically read and comprehend relevant, up-to-date international literature from various disciplines within biology, of discriminating essential from nonessential information, and of integrating new information in their overall view on biology.
- Able to use concepts from different organisation levels in biology, in combination with those from physics, chemistry, (bio)mathematics, to solve a complex biological problem.
- Able to present the results of a research project in written form, in accordance with the standards of an academic article.
- Capable of independent professional practice whereby, depending on the chosen specialisation, the emphasis is placed on conducting fundamental scientific research (under supervision), or on transferring or applying existing scientific knowledge, thereby taking into account the student’s own competences.
- Able to ask adequate questions with a critical and constructive attitude towards analysis and answering complex biological problems.
- Able to defend their views and critically evaluate other’s views in a scientific discussion.
- Able to present and discuss the results of a research project in the form of an oral presentation for experts and other students.
- Able to work in or lead a project team, including the making of plans, the distribution of tasks, the integration of sub-projects and the joint evaluation of results.
- Able to integrate ethical aspects in their professional practice, along with the ability to reflect on the potential implications for society.
- Able, through self-reflection and discussion with others, to assess their own performance and opportunities at the labour market.
Research specialisations specific outcomes:
- Able to set up and perform scientific research in an independent manner based on broad and deepened knowledge of the specialisation topic and research experience in at least two distinct sub-areas of biological sciences.
- Able to present the results of a research project in written form, in accordance with the standards of an academic article.
- Capable of writing a research proposal according to the criteria of external scientific funding organizations.
SMI specialisation specific outcomes:
- Able to bridge between their own scientific 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 organization in order to formulate appropriate strategies and plans towards implementation of the Sustainable Development Goals (SDGs).
- Able to communicate insights, views and analyses of complex issues to others in a clear, concise and understandable manner, both in written and spoken form;
- Able to work 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:
- Capable of analysing the role of scientific expertise in societally relevant issues.
- Capable of designing and conducting independent, methodologically sound research about the interface of science and society, and contributing to academic research.
- Capable of understanding and implementing public and stakeholder engagement in research and innovation.
- Capable of analysing, 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 their scientific discipline in society.
S&E specialisation specific outcomes:
- 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;
- 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;
- Be able to devote attention to discipline-specific learning of individual students, focusing on developing inspiring teaching;
- 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 the individual learning needs of the students;
- Able to differentiate themselves and improve the social climate for collaboration and, in doing so, to set independent priorities and respond appropriately to development and behavioural problems, after consultation with relevant third parties.
- Focus on collaboration and responsible behaviour based on clear communication with individual students and colleagues.
- Develop their own professional knowledge base to justify their own actions and understand the actions of colleagues and supervisors;
- Use their professional knowledge base and practical feedback (students, colleagues, and 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.