international classroom essay maastricht university

York Learning & Teaching Forum

Drawing on diversity: the international classroom at maastricht university and beyond, dr donna carroll – edlab, maastricht university.

Session Report by Ian Gray

Maastricht University is the most international university in the Netherlands with 53% of students and 42% of academic staff coming from overseas. With its emphasis on small-scale, collaborative and student-centred learning, this diversity can have a big impact on group work, projects and tutorials as prior academic experiences, communication styles, expectations and learning preferences are so different.

Donna Carroll presented a recent initiative that has been undertaken at Maastricht to produce training for teaching staff, to help them to draw out the benefits of these diverse groups and varied perspectives, and prevent intercultural communication problems.

To highlight the kind of problems that can arise, Donna started by showing us some abstract, flashcard-style images created by Graphic artist Yang Liu in her series East Meets West . For example:

We all had red and blue paper squares in front of us and were asked to hold up which image we most identified with. The results were sometimes quite surprising.

After this, we reflected on how our own in-built biases were often invisible to us, and how it is vital to try to think outside of these in order to ensure that learning providers can best support a wide range of learners.

Donna detailed the kinds of training and support that Maastricht are developing, and the delegates than broke off into group discussions on questions such as “How does culture play a role in giving and receiving feedback?” and “Should students’ development of intercultural competencies be formally assessed?”.

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• 18002102030
• School of Business and Economics Maastricht University

Maastricht, Netherlands

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More About School of Business and Economics Maastricht University

Infrastructure.

The University has sprawling campuses at Maastricht, Parkstad, Geleen, and Venlo. The University and SBE emphasize providing cutting-edge research over the years. The research areas include technology, engineering, mathematics, and sciences. Some of the predominant research themes include quality of life, innovation and learning, sustainability and circularity, and of course, Europe as a Globalizing World. Some of the other sub-topics include technological developments and their impact, climate change, healthy aging, demographic change, aging populations, and more.

Mentioned below is the application timeline for 2021-22.

The School of Business and Economics- Maastricht University admission process involves the following:

1. duly filled online application along with the required documents before the deadline.

2. international classroom essay.

3. documents required include a passport picture (recent), a copy of an educational diploma, a copy of a valid passport, and a copy of grades transcripts for the last two secondary school years.

4. English language skills along with required scores in English proficiency tests

There are bachelor’s, excellence, master’s, and research master’s programs offered by the university along with various SBE exchange programs as well. Some of the departments and institutions (offering courses to students) include the following:

1. Educational Research and Development

2. Accounting and Information Management

3. Data Analytics and Digitalization

4. Maastricht Graduate School of Governance

6. Macro, International, and Labour Economics

8. Maastricht Sustainability Institute

9. Micro and Public Economics

10. Research Centre for Education and the Labour Market

11. Marketing and Supply Chain Management

12. Quantitative Economics

13. Organization, Strategy, and Entrepreneurship

The usual schedule is between the 5th and 3rd of July, as observed for the current academic cycle.

Extra-curriculars, diversity

The University has almost 50% of its student population coming from 100+ nations. Students can take part in 66 sporting activities courtesy of the contemporary sporting complex which also has learning areas. Studium Generale provides lectures, festivals, movie nights, debates, and more. The Maastricht Lab encourages participation by all in generating new ideas for the city and working on the same while organizing meetings with societies like Debate Centre Sphinx and Pecha Kucha. You can also sign up to volunteer via Match.

Career/Professional

Employers have strong ties with the SBE and the University at large. They get services related to recruiting students for full-time positions and internships along with projects. Students also get all necessary assistance concerning enhancing their overall employability levels. MyEmployability is the space for obtaining personalized guidance, support, and data for students. They get assistance in goal-setting and developing futuristic attributes as well. The Employability option encompasses workshops and masterclasses along with other events. There is also personal support offered through columns like  1 study & 3 jobs .

The SBE helps its students complete internships while studying in the country or even abroad. They also help with unique programs where students can fuse their internships with their academic theses. UM Career Services is always available for the benefit of students while the Employability Portal also showcases several listings, upcoming events, networking opportunities, and both external/internal party events. Other services include individual career counseling, advice, simulation job interviews, and business support. There are several training programs along with online career modules for students. Students may find work at the UM Vacancy Board and Student Challenge Board. Companies get help with recruiting skilled talent across full or part-time jobs, internships, projects, and other initiatives.

PREMIUM is a special honors program where students spend up to five months working on a real-world project for any company, educational institution, or NGO. They work as per the deadline while studying simultaneously. The list of alumni includes the following names:

1. Simone Leimbach, Head of the Project and Events, Kulturprojekte Berlin.

2. Jonathan Gunson, Ph.D. Researcher at the Centre for Business in Society, Coventry University.

3. Katrina Kottova, Director at Jindrich Chalupecky Society.

The School of Business and Economics-Maastricht University fees depend on the chosen program. For the Economics and Business Economics course, for instance, the fees for 2022-23 are EUR 2,209 (INR 1.88 lakh) in statutory fees and EUR 9,200 (INR 7.82 lakh) in institutional fees.

Acceptance Rate of the University

Maastricht University maintains a competitive admissions process, with acceptance rates varying by course duration and type. In general, the university maintains a comparatively low acceptance rate as part of its commitment to upholding rigorous academic standards. 

Nonetheless, it's vital to recognize that acceptance rates fluctuate widely, reflecting the university's dedication to admitting top-notch candidates for each program. To obtain precise acceptance rate details, we recommend consulting the university's official website or contacting their admissions department.

Top Courses Offered at Maastricht University 

Maastricht University (UM) offers a wide range of undergraduate and postgraduate courses, each with its 2023-2024 tuition fees.

Undergraduate Courses (UG):

Postgraduate Courses (PG):

EU/EEA students typically enjoy reduced tuition fees compared to non-EU/EEA students, but the exact costs vary by program and available financial support. For current fee and admission details, visit the university's website or contact them directly.

Placements at Maastricht University

Maastricht University (UM) offers graduates promising career opportunities with its innovative education and global focus. UM alumni are highly sought after in various industries, although specific salary figures may vary based on factors like location and experience.

Salary ranges are approximate and subject to individual circumstances and job market conditions. UM prioritizes employability to equip graduates for successful careers.

Popular Universities in Netherlands

• Delft University of Technology
• Amsterdam Business School
• Utrecht University
• Wageningen University & Research
• Radboud University
• Eindhoven University of Technology
• Erasmus University
• United International Business Schools
• Rotterdam School of Management

Frequently Asked Questions

What gpa do you need to get into maastricht university.

Maastricht University considers various factors like your previous education, English skills, and program-specific requirements for admission. There's no set GPA requirement, so check the official website for program-specific details.

What degree is Maastricht University best for?

Maastricht University extends various undergraduate and postgraduate offerings crafted to harmonize with your unique academic passions and career aspirations. Notable pathways encompass disciplines such as Economics, International Business, Econometrics, and Global Supply Chain Management, among many other distinctive choices. Pick the program that resonates with your individual goals and aspirations.

What rank is Maastricht University in the world?

According to the QS World University Rankings 2024, Maastricht University is ranked #256 worldwide. Additionally, in the 2023 Times Higher Education (THE) World University Rankings, the university is ranked #145 globally.

Does Maastricht University give scholarships to international students?

Yes, Maastricht University offers scholarships to international students. Some notable scholarships include the Maastricht University Holland High Potential Scholarship, Bhajan Lal Scholarship, Amsterdam Merit Scholarship, and VU Fellowship Programme. These scholarships strive to promote excellence in various academic domains and inspire international students to pursue their education at our university, fostering a diverse and dynamic learning community.

What is the acceptance rate of Maastricht University?

Maastricht University maintains a competitive admissions process; acceptance rates can vary by course duration and type. The university upholds rigorous academic standards and admits top-notch candidates for each program. To obtain precise acceptance rate details, it is recommended to consult the university's official website or contact their admissions department.

Does Maastricht University have placements?

Maastricht University offers graduates promising career opportunities with its innovative education and global focus. UM alumni are highly sought after in various industries, and salary figures vary based on factors like location and experience. The university's career services or alumni networks may provide specific placement information.

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Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

Research output : Contribution to journal › Article › Academic › peer-review

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad. Design/methodology/approach The authors use large scale longitudinal data from the global mind monitor (GMM) (2018-2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad. Findings The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development. Research limitations/implications This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted. Practical implications Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad. Originality/value This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

• Intercultural competence
• Internationalisation at home
• International classroom
• Multicultural personality
• Cultural knowledge
• Global mind monitor
• MULTICULTURAL PERSONALITY QUESTIONNAIRE
• INTERCULTURAL COMPETENCE
• INTELLIGENCE

Access to Document

• 10.1108/IJEM-01-2020-0011
• Full Text Final published version, 144 KB Licence: Taverne

T1 - Promoting international learning outcomes during a study abroad

T2 - the moderating role of internationalisation at home

AU - Boonen, Joris

AU - Hoefnagels, Ankie

AU - Pluymaekers, Mark

AU - Odekerken, Armand

N1 - Funding Information: The authors would like to thank the Hotel Management School Maastricht, Zuyd University of Applied Sciences and the Taskforce for Applied Research SIA (NWO) for the funding to develop the Global Mind Monitor. The authors would also like to thank Etil Research Group for the development of this tool and the online learning environment for students. Finally, the authors would like to thank the editors and the anonymous reviewers of the International Journal of Educational Management for their valuable comments on earlier versions of this manuscript. Publisher Copyright: © 2021, Emerald Publishing Limited.

PY - 2021/11/4

Y1 - 2021/11/4

N2 - The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad. Design/methodology/approach The authors use large scale longitudinal data from the global mind monitor (GMM) (2018-2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad. Findings The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development. Research limitations/implications This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted. Practical implications Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad. Originality/value This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

AB - The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad. Design/methodology/approach The authors use large scale longitudinal data from the global mind monitor (GMM) (2018-2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad. Findings The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development. Research limitations/implications This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted. Practical implications Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad. Originality/value This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

KW - Intercultural competence

KW - Internationalisation at home

KW - International classroom

KW - Multicultural personality

KW - Cultural knowledge

KW - Global mind monitor

KW - MULTICULTURAL PERSONALITY QUESTIONNAIRE

KW - INTERCULTURAL COMPETENCE

KW - VALIDITY

KW - STUDENTS

KW - INTELLIGENCE

KW - CONTACT

KW - IMPACT

U2 - 10.1108/IJEM-01-2020-0011

DO - 10.1108/IJEM-01-2020-0011

M3 - Article

SN - 0951-354X

JO - International Journal of Educational Management

JF - International Journal of Educational Management

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Bijsmans, Schakel and BA ES alumni publish on international classroom

Posted on September 1, 2021 · 0 Comments

Patrick Bijsmans (Politics Department), Arjan Schakel (Bergen University, formerly FASoS), and BA ES alumni Asena Baykal (Global Public Policy Institute) and Sven Hegewald (ETH Zürich) have published a new open access article on the international classroom in European Studies in the European Journal of Higher Education .

They find that positive outcomes of internationalisation cannot be taken for granted and depend on the composition of international classrooms, which universities should actively manage.

The internationalisation of Higher Education is broadly seen as a positive development. It is a process that is said to contribute to intercultural skills acquisition, which is deemed crucial in today’s globalised society. Yet, research has shown that the benefits of being confronted with other ideas and viewpoints can get lost in translation due to different languages and academic cultures. We set out to explore the impact of the international classroom on study success and argue that there might be an optimum level of internationalisation.

Based on a dataset that includes more than 2822 GPA scores for 836 students from four first-year cohorts of an international Bachelor in European Studies, we find strong empirical evidence that students’ study success is lower when there are few (below 3) or many (above 6) different nationalities in the classroom. We find the strongest effects of internationalisation for students who regularly attend class (i.e. 80–90%). Hence, we present strong evidence that internationalisation has a both a negative and a positive impact on students’ study success but students will only experience these beneficial and detrimental effects of learning in an international environment when they attend class.

Patrick is co-leader of a UM international classroom research project, together with Carla Haelermans of SBE.

Related posts:

• Patrick Bijsmans and Arjan Schakel publish attendance research
• Research on the International Classroom at FASoS, FHML and FPN
• Attendance research Bijsmans and Schakel in ScienceGuide and Observant
• Patrick Bijsmans featured on EuroNews

Today we are hosting the first FASoS #book #fair ever! Interesting #workshops about editing and publishing books, receiving advise from #experts , and of course the display and sale of many many books written by colleagues📚 pic.twitter.com/OAiW…

The #PURE3D Project is based at @FasosMaastricht at @maasuniversity under the direction of @Papadopoulos_C and @schreib100 . Learn more on the #PURE3D project during our upcoming #VirtualEvent ! maastrichtuniversity…

Erg tof. In het internationale tijdschrift Ambix is een mooie ‘book review’ gepubliceerd van mijn proefschrift (zie front cover) dat overigens is gepubliceerd door @eburon . Verder lezen? Zie: tandfonline.com/doi/… . #wetenschapsbeleid @FasosMaastricht @eppobruins @peterkwint pic.twitter.com/lKkn…

Just recorded a fantastic ´Stories from Brussels’ @Campus_Brussels podcast with three alumni from @FasosMaastricht MA European Studies and MA European Public Affairs. Check the previous 7 episodes here: maastrichtuniversity…

Our new article with @Marielle_W_ on the politics of internet freedom rankings is open-access thanks to @PolicyR and the research was kindly supported by @YERUN_EU and @FasosMaastricht . @DCU_Research @DCU_SoC twitter.com/policyr/…

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International Classroom

The International Classroom task force aims to address this issue. It is a community of practice bound together by shared expertise and passion for the development of intercultural communication skills among both students and staff. The task force consists of both support and academic staff members from all UM faculties and enables the sharing of best practices and experiences between disciplines and faculties.

Activities in the International Classroom are diverse, but all aim to contribute to four core goals:

(1) promote a culture of inclusion and respect, that is welcoming to all students irrespective of their cultural background;

(2) to prepare students for the global labour market;

(3) contribute to the internationalization strategy of Maastricht University in education and research;

(4) to develop support activities for staff and students (e.g. development of intercultural communication skills, coaching skills).

Presentations

Publications, international intended learning outcomes (iilos).

About the project

This project addresses the way intended learning outcomes are anchored in PBL with a specific focus on how international and intercultural aspects can be given a more visible place in UM education. It aims to improve the explicit content of international intended learning outcomes in PBL.

• An assessment of the current state of the art and perceived hurdles of International Intended Learning Outcomes at UM.
• A guideline for course coordinators and teaching directors how to facilitate and achieve international intended learning outcomes in their classes.

Project period: May 2018 – January 2019

The project was evaluated positively, trainings are offered.

Together with several International Classroom (ICR) experts from different faculties, EDLAB has designed a workshop ‘How to run an international classroom’ for junior teaching staff, offered by EDLAB to faculties.

The International Classroom taskforce was responsible for the organization of the following events:

• International classroom conference (October 2014, internal event for UM staff)
• International classroom symposium (April 2016, part of the WUN conference)
• A series of two workshops for UM staff members on the assessment of internationalised learning outcomes by Darla Deardorff (April 2016).

Several UM staff members involved with the International Classroom project have given presentations or workshops about the IC project at different (inter)national events:

• Akkermans, B. & Claessens, S. (2014). Dealing with multinational student cohorts, workshop at UM International Classroom Conference, October 22, 2014.
• Fonteijn, H. & Meershoek, A. (2014). Distance Learning and the International Classroom, workshop at UM International Classroom Conference, October 22, 2014.
• Maurer, H. & Stevens, F. (2016). Measuring and evaluating the International Classroom ‘climate’. (Research-in-progress presentation held during the WUN international classroom symposium, April, 2016).
• Swaan, W. (2014). International Classroom Competences: Experiences with an integral approach in SBE, workshop at UM International Classroom Conference, October 22, 2014.
• Swaan, W. (2015). Workshop Docententraining “Omgaan met diversiteit in kleinschalig internationaal onderwijs”, SIETAR, Hogeschool van Utrecht, Juni 2015
• Swaan, W. (2015). Integrating intercultural competencies into the curriculum of an international research university – a process of organizational development, International Academy of Intercultural Research, Bergen, June 2015
• Swaan, W. (2015)., Een integrale benadering van International Classroom Development: Vaardigheidsontwikkeling bij staf en studenten, EP-NUFFIC Intenrnationalisation at Home Conference, Utrecht, November 2015
• Fonteijn, H. (2016). The virtual international classroom, workshop held during the WUN international classroom symposium, April, 2016 (w/ Emilee Simmons, University of Leeds).
• Vluggen, M. (2016). International classroom at Maastricht University, workshop held during ‘Internationalization at Zuyd’ inspiration session, October 2016.

Several UM staff members involved with the International Classroom project have published papers and policy documents on the topic of the international classroom:

• Stevens, F. & Simmonds Goulbourne, J. (2014). Medical education, cultural competence in., Wiley Blackwell Encyclopedia of Health, Illness, Behavior and Society
• Swaan, W. (2012). Language and Inclusion in Diverse, International Organizations, Maastricht University.
• Swaan, W. (2014). Ontwikkeling van de International Classroom binnen de School of Business and Economics van de Universiteit Maastricht (“International Classroom Development in the School of Business and Economics at Maastricht University), in: Adinda Van Gaalen, Hendrik Jan Hobbes, Sjoerd Roodenburg, Renate Gielesen, Studenten internationaliseren in eigen land (“Students’ Internationalisation at Home”), Nuffic, Den Haag, May, p.35-39. https://www.epnuffic.nl/documentatie/publicaties/studenten-internationaliseren-in-eigen-land.pdf
• Swaan, W. (2015). International Classroom Development: Implementation of an Integral Programme in Maastricht’s School of Business and Economics, Paper presented to the 14th IACCM Annual Conference (International Association for Cross-Cultural Management), Vienna, October 2015. http://iaccm2015.sietar.at/proceedings/PRACTpaper_IACCM2015_Swaan.pdf

Taskforce Coordinator

+31433884068

Taskforce Members

Walter Jansen

+31433884503

Donna Carroll

+3138885165

Herco Fonteijn

+31433881907

Constance Sommerey

Albertine Zanting

+3138885967

Lianne Loosveld

+31433885720

Alvaro Garcia Fuentes

+31433883182

Christopher Pawley

+3138885186

Denise McAllister

+31433885073

+31433884830

Marloes Menten

+31433882525

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Privacy Overview

Dutch: Social Dutch (German speakers, students only)

Are you starting your studies at Maastricht University but don’t speak Dutch yet? Then this is the perfect course for you. In seven weeks, you will learn social Dutch on a basic level with a focus on speaking and listening skills. During these lessons we will also make use of an interactive, digital environment.

Together with about 12 to 16 other participants, you will follow two-hour group lessons. For each lesson you will need to invest 1.5 to 2 hours of independent self-study (practicing what you have learned in the lesson before). This course consists of two modules. The first module is aimed at beginners, while the second module is suitable for people who already speak social Dutch on a very basic level. 

'I can confidently say that I am much better at Dutch now than when I started. I am understanding much more from the random conversations I hear now.'

• two modules, for beginner and basic knowledge levels
• 2 times FREE of charge for UM bachelor and master students (exchange students excluded)
• starts in September, November, February and April
• focus on speaking and interaction; less attention to grammar
• only for students
• 7 sessions of 2 hours
• 1.5 to 2 hours preparation time
• proof of participation upon completion of course requirements

'Yes! It's so much fun. Of course I speak as a native German speaker so I would recommend it for German speakers definitely!'

For available times and registration please see the timetable and registration form.

NB Places are limited. The registration form shows the actual available groups.

Cost per module

• UM bachelor and master students (exchange students excluded): 2 times a module free of charge, after that € 215 per module
• Other UM students (including exchange students): € 215 per module

The course material is not included in the course fee.

Social Dutch 1 (SD 1 for German speakers)

This course is for people with no prior knowledge of Dutch. An intake is not necessary. This course represents 1 ECTS.

Once you've completed this module you will be able to:

• conduct simple conversation about daily activities;
• tell something about yourself and your family;
• get around in shops and restaurants;
• talk about the past.

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Course material: Start.nl. Deel 1.* 978-90-469-0566-1, uitgeverij Coutinho; textbook for the group lesson, website for independent study. Or as E-book ISBN9789046964064 via Bookshelf.

* Start.nl  is website based, so make sure you buy a new book (not second hand). Since the code to get access to the website is a personal code, you cannot use the code in a used book.

Proof of participation A1: upon completion of course requirements, you will receive a proof of participation by e-mail.

Social Dutch 2 (SD 2 for German speakers)

This course is for German students with basic knowledge of Dutch and for people who have completed level A1. An intake is necessary when you have no certificate of A1.

• describe your surroundings;
• complimenting;
• talk about health;
• conduct simple discussions in present and future tenses;
• share your opinion;
• ask for and give directions.

Please note: with this course you cannot automatically continue to a regular course (NLB1 minus ). Please check with your tutor if you are at the right level for a follow-up course after Social Dutch 2. If this advice is positive, you can apply for the follow-up course. Your teacher will inform the administration that you can join. If the advice is negative, you will have to start again with the regular NLA1 course. If you are interested in doing a follow-up course, we advise you to do all the assessments and online tests on the book's website during the Social Dutch course. Otherwise, your writing skills will probably be insufficient to be able to participate in a regular course.

Course material: Start.nl. Deel 2.* 978-90-469-0379-7, Coutinho; textbook for the group lesson, website for independent study. Or as E-book ISBN9789046962671 via Bookshelf.

Proof of participation A2: upon completion of course requirements, you will receive a proof of participation by e-mail.

Intake and registration

You can register for a course module by using our timetable and registration form . After registering, you will receive a confirmation. If you have an overlap with your tutorials after you have received your schedule, please send us an email and we will do our best to put you in another group.

Please note, registering for Social Dutch 2 is only possible when you have passed Social Dutch 1 or already know some Dutch and had an intake with one of our staff members.

When you are not a beginner you can  email us to make an appointment for an intake, free of charge. The appointment will take place online.

Please book your intake well before the course is scheduled to begin. This will make it easier to make the appointment, and it is more likely that the group you’d like to join is not full yet.

• UM bachelor and master students (exchange students excluded): 2 times free of charge, after that € 215 per module
• Other UM students (including exchange students): € 215 per module

Proof of participation and ECTS Credits

To be eligible for a proof of participation certificate, you must attend at least 5 of the 7 lessons and have satisfactory results on the speaking assignments. You will receive this certificate by e-mail.

The number of credits earned after successfully concluding this course is the equivalent of 1 ECTS according to Maastricht University’s guidelines.

Please consult with your faculty / home university if these credits will be accepted as part of your programme and, if necessary, converted to the credit system acknowledged by your home university.

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