KdGAn introduction to the

Karel de Grote University College

KdG

Annual report 2011

Karel de Grote University College

KdG

Dear reader

In 2011, the Karel de Grote University College (KdG) reached the landmark of 10 000 students. However, being the largest university college in Antwerp does not mean that we treat our students like numbers. To anticipate the unique needs and requirements of every student we choose to implement ‘Tailor-made Education’, a concept that im-proves the students’ study results significantly. We offer support and tailor-made challenges, so that every student can use and develop his own talents fully.

More students and changing educational needs demand more space and modern infrastruc-ture. That is why we invest in a new campus. Campus Zuid, on the outskirts of Antwerp’s city centre, will accommodate about 6 000 students in Applied Social Studies, Education and Health Care.

A new organisational structure is at hand. A more efficient and more connected structure, where our core business education always prevails.

Whatever step we take to achieve our goals, our students and quality of education offered remain our main concern. You can read all about the results of our efforts in 2011 in this brochure.

Dirk Broos General Director

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uPart 1: organisation uPart 2: education uPart 3: studentsuPart 4: researchuPart 5: staff members uPart 6: finance

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uKdG in a nutshell uA university college with a history uStrategic goals uThe future: Rubik 2.0uNew campus uImmersed in practical experience

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KdG in a nutshell Who are we? wLargest university college in Antwerp wThird largest university college in Flandersw13 campuses in Antwerp w10 111 students

Mission and values wCommitment to a better world wInnovation wAchieving results wStudent-centred approach wCooperating in good faith

6 fields of study wHealth Care Campus Markgrave Number of students: 887

wBusiness Administration and Management Campus Groenplaats Campus Stadswaag Number of students: 3 655

wApplied Engineering & Technology Campus Don Bosco Hoboken Campus Linkeroever Campus Lint Number of students: 1 579

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wEducation Campus Noord Oude Steenweg Campus Noord Pothoekstraat Campus Markgrave Campus Appelstraat Borgerhout Campus Sportcomplex Aartselaar Campus Zuid Number of students: 2 020

wSint Lucas Antwerp | Art and design Campus Sint-Lucas Campus Congres Number of students: 396

wApplied Social Studies Campus Zuid Number of students: 1 574

Study programmes Bachelor’s degrees 21Master’s degrees 5Bridge programmes 5Bachelor after bachelors 3Master after masters 1Postgraduates 6Programmes in English 4 Specializations 52

Staff 1 288 (757,85 full time equivalent)

Partners abroad 215

Press coverage 40 articles a month on average

Social mediaOn May 10th 20127 048 likes on Facebook1 330 followers on Twitter1 319 sent tweets

Website 541 202 unique visitors 1 975 706 visits 5 779 177 page views

inK., KdG’s community magazine 7 500 copies per issue

Open campus day More than 3 000 visitors

Study information days More than 4 500 visitors

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In 1994, thirteen Catholic university colleges in Antwerp were merged to form the Karel de Grote University College (KdG). We chose the name Karel de Grote (742-814) because he played an important part in the founding of the educational system in Europe. Moreo-ver, he brought unity in a wide variety of peo-ple, languages, cultures and socio-economic groups.

uKdG is ‘top of mind’ when it comes to university colleges in Flanders

When students, parents, journalists, company and governmental staff think of a university college, we want them to think of the Karel de Grote University College first. The Karel de Grote University College becomes THE refer-ence in higher professional education, thanks to its quality and its good reputation.

A brief history

Strategic goals

uKdG recruits, trains and develops talent

The Karel de Grote University College offers its students and staff a chance to discover, train and develop their talents. Every person at KdG thus obtains knowledge, understand-ing and skills specific to their occupation but also all-round. They gain skills and knowledge needed as a professional but also as a com-mitted and a critical participant in our society.

uKdG innovates As organisation we meet the needs of society. That is why we set up shorter study programmes in our Bachelor of Education - Primary Education and Preschool Education to help solve the teacher shortage. We are now also starting a shorter study programme for our Bachelor of Early Childhood Education to contribute to the professionalization of child care and nurseries.

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We encourage innovative thinking in our students. Student enterprise The Company fosters the sense of initiative and entrepreneurship of our engineering students. We show them how they can help shape the changing world in a positive way.

uKdG commits to a better world

Inspired by Christian principles, the university college wants to contribute to a better world. We take up our responsibility and offer added value to society by means of education, re-search and service.

uKdG works student-centred

As a university college, student development is our primary concern. We guide students in their choice of study programme and dur-ing their study at our university college while at the same time always valuing their active contribution.

uKdG achieves results

Everything we undertake supports the strate-gic objectives and priorities of our organisa-tion. We aim to keep the quality of our educa-tion high by introducing improvements where necessary and always striving for excellence.

uKdG distinguishes itself as a university college with a strong international character

Exchanging ideas, acquiring useful learning experiences, inspiring and being inspired, that is internationalisation. We constantly stimulate staff and students to participate in international activities abroad and at home.

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The rapid growth of our university college confronts us with challenges concerning work pressure, infrastructure, financing and organi-sational structure. Our organisational devel-opment project strives for a more efficient organisation in which educational quality pre-vails and the main focus lies on the develop-ment of the student.

As core of our organisation the more than 20 study programmes of the Karel de Grote University College form the basis of the new structure. From the current division into six departments we will evolve to two clusters of study programmes, called educational groups with the temporary working titles: ‘Man-agement and Technology’ and ‘Social Care, Health and Education’.

Within our new organisational structure our core activity predominates: qualitative educa-tion, with strong roots in a pleased profes-sional field, motivated students, a pleasant workplace and a focus on innovation.

The future: Rubik 2.0 New campus

Considering the high increase in our number of students and the need for an infrastructure adjusted to the new organisational develop-ments, we are planning to build a new central campus in the southern part of Antwerp.

This new campus will accommodate the edu-cational group ‘Social Care, Health and Edu-cation’ (the study programmes in the non-profit sector), the university college central offices and the student facilities. We want to build a modern, attractive and lively learning environment to inspire and stimulate our stu-dents. This new campus will cultivate know-ledge transfer throughout the entire univer-sity college and should breathe a friendly atmosphere.

The university college bought a large building in the Brusselstraat, in Antwerp, part of which will be torn down to realise a new building with a surface of more than 41 000 m². By focussing on innovation consistently through-out the construction phase, we want to give our university college a real ‘start in pole posi-tion’.

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New campus Immersed in practical experience

Our university college has approximately 6 000 partners in the professional field in Bel-gium and abroad. That cooperation shows it-self in different ways.

Work placements. As a university college we are convinced that learning from one’s own experience is the best way of learning. That is why all our students get professional experi-ence during their training. Almost all of them do a work placement of at least eight weeks, usually during the last year of their training. Previous to that long placement, they work together with companies for certain assign-ments, or they engage in short work place-ments.

Company visits. These visits are great chanc-es to get tuned in to the professional field. By visiting, a company the students discover how theory is put into practice. For these compa-nies, this is also a chance to make themselves known to potential future employees.

Guest lectures and juries. Our lecturers of-ten invite company employees to share their experiences and views with our students. Af-ter every work placement students present their experiences to a professional jury. We have worked together for years with certain companies represented in these juries.

Curricula. By regularly updating our teach-ing material in close cooperation with profes-sionals, we keep them future-proof. Based on their feedback and our own experiences we make the necessary adjustments.

“I did a placement in a youth home, where adolescents live who had se-rious drug problems and had been involved in crime since age sixteen. I felt such a rookie those first days there. But thanks to my training I could really make myself useful. I liked working there so much, that I applied for a fulltime job immediate-ly after my graduation. And I got it!”

Toon Essers, former student Applied Juve-nile Criminology

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uTailor-made EducationuPeer tutoring uReduced study load uStudy programmes at KdG uQuality uBroadening one’s horizon

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At the start of each academic year, we notice differences in the level of knowledge students have acquired during their secondary educa-tion. That is why we introduced ‘Tailor-made Education’, a concept that considerably im-proves the students’ study results.

With Tailor-made Education, we offer a dif-ferentiated curriculum, tailor-made for every student, sufficiently stimulating and support-ive at once. Our stronger students as well as the students in need of more coaching benefit from the same concept. Starting from their own ambitions, needs and talents students can choose the most appropriate option with-in Tailor-made Education.

We introduced the concept two years ago in our Bachelor of Education: Primary Education. At the start of every academic year, we ask the students to take an assessment test in order to determine their level of knowledge following which we coach them through adjusted learn-ing routes – through home study packages or extra tutoring – all tailor-made to their needs.

The concept proved successful and will be put into practice in other study programmes as well. To ensure that all students in all study programmes can make the most of their op-portunities, we embedded Tailor-made Educa-tion into our education policy.

Tailor-made Education

“The assessment test really gives you an idea of what to expect during your training at the university college. It gives you the chance to skip courses for which you get a high score. The lec-turer can focus on those students who need help for certain subjects, without slowing down the others in class.” Caroline Halsberghe, second year student Bachelor of Education: Primary Education

33 %

72 % 71 %

34 %

2007 2008

2008 2009

2009 2010

2010 2011

Tailor-made Education

Students who passed mathematics in the Bachelor of Education: Primary School

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Senior students tutoring juniors, helping them during seminars, guiding them while they are making exercises … , that is peer tutor-ing. And it is a win-win situation: the seniors refresh their knowledge and develop their coaching skills, while new students get extra tutoring and understand the subject matter faster. In our professional bachelor of Chem-istry as well as in our bachelors of Education this method has proved its value. As of next year, we will start peer tutoring in our Health Care department.

To reduce the study load and the evaluation moments as much as possible, we divided the academic year in four periods of eight weeks. This ensures fast feedback to students and – if necessary – an early chance to re-orientate to another study programme.

Students for students Reduced study load

“Peer tutoring has helped me enormously. I often had trouble understanding the exercises we did in class. But during the peer tutoring sessions we do similar ex-ercises and then I usually manage thanks to the coaching of a sen-ior.”Kyra Kerkhofs, first year student profession-al bachelor of Chemistry

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Every year we evaluate our study programmes. In this process we are always looking for im-provement. Since the majority of the study programmes is practically-oriented, anticipat-ing the needs and demands of the profession-al field is crucial.

An example of this anticipation is our new bachelor of Early Childhood Education, which we started successfully as a result of the so-cial need for more professionalization of child care.

Study programmes

“Most day care centres consist of a group of child care providers with one person in charge. The new pro-fessional we have in mind, connects these two. His most important job is to support the child care provid-ers in their work with young children and their parents. With this new study programme we contribute to the professionalization of day care centres and the wider sector associ-ated.”Lien Werbrouck, head of the study programme Early Childhood Education

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Quality

In the report of the governmental visitation committee our “unique sys-tem” was warmly commended: “The department makes sure that at all times all sections know the state of affairs in the improvement process. This is, according to the committee, an example of good practice.” Report visitation committee Applied Engi-neering and Technology: Chemistry and Bio-chemistry, March 2011 by VHLORA, p. 36

To become the number one reference among university colleges in Flanders, delivering qual-ity at all times is the most important condi-tion. Within our organisation it is therefore everyone’s duty and responsibility to deliver this quality. By internal measurements – like questionnaires, difference analyses and self-evaluations – and by external evaluations – like visitations – we measure and evaluate whether or not we are realizing our plans and goals.

To follow up on improvements, we use sim-ple systems. For our courses we developed a quality label. Based on educational research we drew up a checklist that is now used by all lecturers for written and digital study ma-terial. Lecturers who score highly on the dif-ferent criteria, receive a KdG quality label for their course.

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International experiences lead to a continuous exchange of ideas and renewed insights. That is why student and staff mobility are top prior-ities at the Karel de Grote University College. Our International Relations Office encourages students and staff to broaden their horizons and gain international experience.

At the moment, 14 per cent of the graduates at KdG spent several months abroad. Our goal is to reach the 20 per cent mobility standard, set for all universities and university colleges by the European Commission and the Flem-ish government by 2020. More than 70 per cent of our outgoing students stay in Europe. Another 12 per cent choose America as for-eign destination, making it the most popular continent. Africa and Asia, each welcoming 9 per cent of our students, close the top three list of most popular continents.

KdG works together with a large number of important foreign institutions and takes ac-tively part in international projects. Our cur-ricula are also internationally oriented. The most popular exchange programme is still Erasmus.

We also offer a number of English pro-grammes to our exchange students: an In-ternational Business Course, an International

Broadening one’s horizon

“Teaching in Belgium is a unique experience! I could count on KdG for excellent facilities and support. Thanks to ‘staff mobility’ I was able to expand my network of contacts in Europe.” Dimitrios Savvidis, Greek guest lecturer in Car Ecology, a project developed together with European partners within the Erasmus programme.

“Impossible to get bored in Antwerp! It is an amazing city: historical places to visit, lovely architecture, but also lots of parties and great cafés.” Yildiz Suat, Turkish student International Business Course

1818Class for students in the bachelor of Educa-tion, Communication and Management for Engineers and a master in Car Ecology (www.kdg.be/exchangeprogrammes).

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2007 2008 2009 2010 2011

Graduates with international experience

14,1%

Outgoing and incoming students

Outgoing without Erasmus Outgoing with Erasmus Incoming

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Health Care

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Technology

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1%Education

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2%Applied Social Studies

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16%Art and design

Europe: 70%

Africa: 9%Asia: 9%

Outgoing students

America: 12%

Top 5 student destinations in Europe

France 17%Spain 8%United Kingdom 7%Germany 6%The Netherlands and Portugal 5%

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International visits of KdG staff

Top 5 destinations outside of Europe

Suriname 7%India 4%China, United States and South Africa 3%Ghana 1%Ecuador 0,5%

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Central university college offices

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uStudent populationuParticipationuKdG Student services

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In October 2011, the student population of the Karel de Grote University College was 10 111 students, making our university col-lege the thirdest largest in Flanders and by far the largest in Antwerp. The past eight years the number of enrolments kept on growing. Looking at the number of students who enrol in a university or a university college for the first time, the chart shows an upward trend as well.

We registered an increase of 6 per cent in the total number of enrolments of new students during the academic year 2011-2012. The number of students who enrolled for the first time also increased with 2 per cent.

Student population

It is remarkable that more and more new stu-dents opt for a study programme of which the diplomas promise a high chance of finding a job immediately after graduating (e.g. nurs-ing, midwifery, primary education, chemistry, applied engineering).

On departmental level, we find 3 655 KdG students – 36 per cent – who choose a study programme organised at our Business Admin-istration and Management department. With 396 students, the department of Art and De-sign is the smallest. With the existing funding, the Flemish government aims at keeping the number of art students below 400 per institu-tion.

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Total student population KdG

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Students who enrol in higher education for the first time

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Number of students per department on 1 October

The ratio of male students to female students at the Karel de Grote University College is well-balanced with 45 per cent men and 55 per cent women. Although certain depart-ments are clearly either more female or male.

Only 13 per cent of the men choose to enrol in Nursing and Midwifery, whilst only 19 per cent of the women opt for a study programme in Applied Engineering and Technology.

To promote technical study programmes to women, our department in Applied Engineer-ing and Technology surprised all female stu-dents with a rose on International Women’s Day.

“I find it very important that men and women are equally represented, even in technical and industrial jobs. More women should go for a tech-nical training, why wouldn’t they do those jobs equally well?” Sarra Kharmim, student in the bridge pro-gramme for the master’s degree of Applied Engineering in Chemistry

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Male-female ratio per department on 1 October 2011

Education 496 1524

Applied Social Studies 286 1288

Business Administration and Management 2208 1447

Health Care 118 769

Art and design 155 241

Applied Engineering and Technology 1284 295

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To create a pleasant, student-centred study environment, it is important that we offer our students a chance to participate. As student representative they can help shape the edu-cational policy in their department and uni-versity college. By seating in the participation councils, they gain experience in debating and working in team. And they learn to quickly weigh pros and cons. Among other extra fa-cilities, in some departments these students receive credits for their commitment.

‘KdG Stuvo’ (or the Student services) includes a number of different counselling services whose objective is to promote the social, physical, mental and financial well-being of all students. They help our students to work and study in the best possible circumstances. Gov-ernmental subsidies are used for specific pro-jects: from solving problems and dealing with doubts and worries to offering fun activities.

Participation KdG Student services

“In the student council I represent my fellow students and I cooperate closely with the departmental execu-tives. We discuss just about every-thing that concerns the students – from the sandwiches in the student restaurants to the university college’s rules and regulations – and we ad-vise the departmental executives.” Koen Van den Wijngaert, third year student Applied Computer Technology

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KdG Student services

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uResearch uExamples of research projects in 2011

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Scientific research and creating social value through research are part of our core busi-ness. Research is conducted in our master’s degrees as well as in our bachelors, always guarding quality and social relevance.

Lecturers as well as other staff members can submit research proposals. The university col-lege’s central office for Research and Public Service divides the resources for scientific re-search projects based on the submitted pro-posals. The budget for research sums up to 3,7 million euro.

We share the knowledge and expertise we gain through research within the univer-sity college as well as with outside contacts via trainings, coaching and consultancy. The university college regularly organises training

Research

days, lectures, study programmes and chairs. Our students are also involved in the research projects as much as possible, thus allowing them to develop research skills and a scientific attitude.

“Thanks to research we have learned a lot about optimal health care tech-niques. Moreover, students now develop a scientific way of thinking during their training. The intellec-tual baggage enables them to work more patient-centred.” Dr. Erik Franck, lecturer in Psychology and scientific researcher, department Health Care

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Examples of research projects in 2011

u‘Bind-Kracht’: coloured poverty and assistance With this project we try to improve the quality of assistance to people in poverty. The most important themes are participation and em-powerment.

uTriple E3 Our researchers are developing a pilot installa-tion in Bwamanda (Congo) to produce biofuel based on palm oil, a local raw material. The ethanol needed for the production of this fuel is imported from Kinshasa. To avoid this inse-cure transport, the researchers worked out a way to use an alternative local raw material.

u Malnutrition in hospitals Following research conducted at our depart-ment of Health Care 51 per cent of people aged 65 and older who come to a hospital for a planned operation is undernourished. How-ever, this situation of malnourishment affects their recovery process. The operation wound heals more slowly and there is an increased chance of infections.

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uKdG recruits and develops talent uRecruitment wave uinK., our community magazine

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More than 1 000 staff members contribute to our goal to be the number one reference when it comes to university colleges in Flan-ders. As a university college in the midst of society, providing qualitative education is our most important responsibility. The quality of our service depends entirely on the quality of our staff. That is why the Human Resources and Communication office makes sure that the right talents are on board, and can keep growing.

We pursue an active and specific policy to fur-ther develop the talent and professionalism in our organisation. With a focus on lifelong learning, every staff member gets the chance to develop himself as a person and as a pro-fessional.

Our university college encourages transfer of knowledge, in formal as well as informal ways, as much as possible. Every year we or-ganise a University College Congress, invit-ing all staff members to attend all members to attend workshops concentrating on one central theme. A day to exchange ideas, to be inspired, to meet new people and to gain fresh insights.

Furthermore, we continue to expand our scale of trainings, formations and study pro-grammes at KdG focussing on the needs of both (new) lecturers as well as management staff.

Our HR office also stimulates job rotation (hor-izontally, vertically, structurally or temporarily). We promote this by posting job openings for administrative and technical staff internally first. This way we hope to stimulate transfer of knowledge, challenge our staff members and give the talents working in our organisation every possible chance to develop.

“On a day like that you learn what your colleagues do. You can discuss certain subjects with different co-workers in an open atmosphere. A number of sessions were given by our own lecturers. That was really the strong point. As a member of the administrative and technical staff this made me feel more connected to the core business of KdG.” KdG staff member about Fris-B, one of our training programmes

KdG recruits and develops talent

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Recruitment wave Almost 20 per cent of all KdG-staff is older than 55. As a consequence, the next 5 to 10 years will lead to a huge outflow of person-nel. The increasing number of students enroll-ing at KdG demands for more teaching staff every year. This challenges us again to find a great number of talented and motivated staff members.

45 per cent of the KdG staff members works part time. Many among them combine their teaching task with a position in a company, keeping a finger on the pulse of the profes-sional developments. Others choose to com-bine their part time job with taking care of their family, thus providing for a healthy work-life balance.

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Age pyramid

18-19 20-24 40-44 60-6425-29 45-49 65-69 70-7530-34 50-5435-39 55-59

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With a total of 45 per cent men and 55 per cent women, about as many men as women are working at our university college. Still there are certain departments with great differences in the male-female ratio. In our departments of Health Care, Education and Applied Social Studies there are more women at work than men. A glaring contrast with our Applied En-gineering and Technology department, where more than 70 per cent of the staff are men. A ratio we find equally disturbed in the student population as well as in the professional field. A glass ceiling at KdG is absolutely out of the question, since our board of directors consists of three women and three men.

InK., our community magazine

‘inK.’, KdG’s community magazine, guides students, staff, alumni, professionals … into the world of KdG. The editors closely work together with a group of students for pho-tographs and drawings. Tips for articles can come from everywhere and links to the web-site, social media and newsletters provide extra information and dynamics. That is how inK. builds co-creation. And a good KdG-feel.

“We can always find inK. in the school canteen and we like to read that magazine. Thanks to inK. we share a connection with students of other departments as well.” Quote from anonymous interviews with stu-dents about communication

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Administrative and Technical Staff, Teaching Staff

Administrative and Technical Staff

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Full time vs. part time per department

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www.sintlucasantwerpen.be

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Qualitative education is not possible without the necessary means. That is why our uni-versity college strives to generate maximum resources and use these optimally. To realize this, we focus on external communication (in-form our students well to help them choose the right study programme) and student counselling. We make sure that our support-ing processes run efficiently, so we can invest more means into our educational system.

The total revenue (fiscal year 2011) amounted to 61,75 million euro. The greater part con-sists of working allowances and study and registration fees. The other 18 per cent is made up of subsidies, profit from educational activities (further invoicing of costs), service and research, other profits, and exceptional profits.

The result of the fiscal year 2011 was partly determined by exceptional profits of a total of 3 million euro. The greater part of this amount is set aside for educational renewal.

Means

Working allowances : 75%

Financial and otherprofits: 3%

Exceptional profits: 5%

Subsidies: 5%

Profits from educationalactivities: 3%

Service and research: 2%

Study and registration fees : 7%

2011

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In the fiscal year 2011, our total costs amount-ed to 56,95 million euro. As education is our core business, staff salaries are of course the main element in our expenses (79 per cent). 14 per cent of the total costs concern the pur-chase of services and various goods to sup-port the educational process.

Means Costs

Depreciations and facilities: 4%

Financial costs: 1%

Other working expenses: 0%Commodities, raw and auxiliary material: 2%

Exceptional costs: 0%

Services and various goods (rent, energy costs, maintenance

of buildings ...): 14%

Salaries, social security and pensions: 79%

2011 2011

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At the end of 2011 the total balance amounted to 59,13 million euro.

The credit side of the balance sheet includes 37,54 million in floating assets and 21,59 mil-lion in fixed assets.

Balance sheet

Credit side

Floating assets: 37% Fixed assets: 63%

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On the debit side we find an equity of 39,23 million euro, a debt capital of 19,37 million and provisions for risks and costs of 0,53 mil-lion euro.

To cope with the increasing number of stu-dents KdG bought a building in the south of Antwerp. This purchase was fully financed with our own resources.

Debit side

Debt capital 33% Equity: 66%

Provisions: 1%

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Applied Engineering and Technology

Business Administration and Management

Education

Health Care

Applied Social Studies Nursing

• Geriatric Nursing (optional course)• Children’s Nursing (optional course)• Psychiatric Nursing (optional course)

• Social Nursing (optional course)• Hospital Nursing (optional course)

Midwifery Bio-Medical Laboratory Technology

• Pharmaceutical and Biological Laboratory Technology

• Medical Laboratory Technology

Socio-educational Care Work• Special Education• Applied Juvenile Criminology

Social Work • Art and Culture Mediation • Social Work and Social Care• Social Work and Human Resources • Social and Cultural Work• Social Work and Legal Aid

Audiovisual Techniques • Photography

Automotive Technology • Vehicle Electronics

• Heavy Duty Vehicles• Motorcycle Technology

• Cars Chemistry

• Biochemistry • Chemistry

• Chemical Process Technology Multimedia and Communication Technology

• Audio/Video Productions (optional course)• Virtual Productions (optional course)

• Web Productions (optional course)

Preschool Education Primary Education Secondary Education Early Childhood Education

Business Management • Accountancy and Taxation• Finance and Insurance• International Entrepreneurship• SME-Management and Entrepreneurial Studies• Logistics Management• Marketing• Law

Office Management • Event and Project Management• Management Assistant

- Cross Media Management (optional course)- Sales and Human Resources (Executive Management) (optional course)- Languages and International Business (International Management) (optional course)

Applied Computer Science • Application Development • Software Management• System and Network Management

Professional bachelor’s degrees

KdG

Applied Engineering and Technology

Education

Health Care

Art and Design

Preschool Education Primary Education Secondary Education Early Childhood Education

Academic bachelor’s and master’s degrees

Visual Arts • Graphic Design• Jewelry Design and Gold- and Silversmithing • Fine Art

Biochemistry Chemistry Electromechanics• Automation• Automotive Engineering• Electromechanics

Electronics-ICT• Automotive Engineering• ICT

Nursing and Midwifery (in cooperation with the University of Antwerp)

Abridged programmes Preschool Education Primary Education Early Childhood Education

Bachelor after bachelor’s degrees, master after master’s degrees, postgraduate degrees and trainingsBachelor after bachelor of Education: Special

EducationBachelor after bachelor of Education: Special

Education Needs and Remedial TeachingBridge programme NursingTutor Training for TeachersTutor Training in Clinical Education Training in Wound Care Postgraduate degree in Acupuncture (in

cooperation with the Training Centre for Traditional Chinese Healing or OTCG)Postgraduate degree in Geriatrics Postgraduate degree in Leadership in Health

Care (in cooperation with the Higher Insti- ture for Nursing Sint-Elisabeth Turnhout)Postgraduate degree in Massaging and

Kinetics (in cooperation with OTCG and Vervolmakingscentrum voor Verpleegkundigen en Vroedvrouwen)Postgraduate degree in Oncology Postgraduate degree for nurses in

Palliative CarePostgraduate degree Manager in Day Care Tailor-made Training for nurses

Master after master’s degreeResearch in Art and Design

(these study programmes will be organised by the University of Antwerp as

from September 2013)

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