ese annual report-road to 2013
DESCRIPTION
The social, political and economical climate is changing rapidly. These changes have been used to draw up the Erasmus 2013 programme. After intensive deliberations with a range of partners, the EUR has set a course towards 2013. The vision document is our compass and agenda. The challenge is to make these ambitions come true. In October 2008 the deans and the Executive Board of Erasmus University Rotterdam signed the Erasmus 2013 covenants containing the School-related goals that should be realised by 2013. These goals are of course related to our mission, vision and strategy. This section contains an overview of the goals in the covenant EUR 2013 and the progress made towards meeting these goals.TRANSCRIPT
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The social, political and economical climate is changing rapidly. These changes have been
used to draw up the Erasmus 2013 programme. After intensive deliberations with a range of partners, the EUR has set a course towards 2013. The vision document is our compass
and agenda. The challenge is to make these ambitions come true. In October 2008 the deans and the Executive Board of Erasmus University Rotterdam signed the Erasmus 2013 covenants containing the School-related goals that should be realised by 2013. These goals are of course
related to our mission, vision and strategy. This section contains an overview of the goals in
the covenant EUR 2013 and the progress made towards meeting these goals.
ESE'sroad to 2013
Education
4 1. Education
Education 1:Improve performance of existing education programmesPerformance in the bachelor and master programmes is above the median for comparable organisations. Educational performance is at least at the national average for the relevant educational programmes. By 2013, the average post-BSA (Binding Study Advice) performance of all bachelors’ programmes should be 40% after 4 years and 70% after 6 years. The performance of the IBEB (International bachelor in Economics and Business) bachelor’s degree programme by 2013 should be 60% after 4 years.
Progress: As the BSA was implemented in 2005-2006, there are still no 6-year
post-BSA performance figures available. In cohort 2005-2006, after four years of
studying, the performance at the bachelor level in Economics was 53% and in
Econometrics 54%, far above the aforementioned 40%. Economics and Taxation
(26%) and E&I (14%) are quite a long way under the 40% after four years. Since
IBEB was started in 2006-2007, for this programme only the post-BSA performance
figures after three years are available. This figure is around 35% after three years,
while the rest (32%), approximately half, are still engaged in their studies.
* Quittingone'sstudyisbasedonnotregisteringforthenextacademicyear.Thisisnotfixed data:followingabreakinstudyastudentmightreregisterforfurtheracademicstudies.
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Performance of the bachelor and master students Cohort: 02-03 03-04 04-05 05-06 06-07 07-08 08-09
Quitstudies* 279 286 281 270 310 359 338
DoingBSc 33 53 73 89 219 476 614
DoingMSc 47 63 85 110 90
DoingMSc(ReceivedaBSc) 46 68 117 153 119
QuitafterBSc 40 25 26 24 21
ObtainedMSc 297 203 136 61 21
Total 742 698 718 707 780 835 952
Bachelorperformance(%) 52 41 39 34 21
Masterperformance(%) 40 29 19 9 3
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Education 2:Expansion of English language bachelor's programmes offered by 2013All Master’s degree programmes are offered in English; an international project is part of the study programme for at least a quarter of the students; the feasibility of providing at least one other Bachelor’s degree programme in the English language will be investigated.
Progress: Except for the MSc Economics and Taxation, all our master programmes
are offered in English. Annually, an average of approximately 60 ESE students
participated in exchange programmes in the last few years. With the University
conferring 500 to 600 bachelor's or master's degrees each year, that means that
approximately 10% of ESE students participate in exchange programmes. If we
consider the IBEB programme as an international project, then on average, around
15% of the students participate in an international project (calculated over the last
four academic years). In addition, various programmes include study trips; there are
no figures for those included in the educational statistics.
Education
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Throughput Bachelors (%)
Cohort Cohort Cohort Cohort Cohort 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
3 years 5 7 11 18 21
4 years 22 24 27 34
5 years 37 34 39
6 years 45 41
6+ years 52
60
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Exchange students
160
140
120
100
80
60
40
20
0 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
Incomingstudents 140 116 147 108 99
Outgoingstudents 66 54 41 73 79
The number of ESE students that went abroad in 2009-2010 increased to 79 students,
a rise of 8% in comparison to 2008-2009. ESE is investigating the possibilities of
offering an International Bachelor programme in Econometrics & Operations
Research at the moment.
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Education 3:Bachelor and master programmes among the Top 3 in the Netherlands and master programmes among the Top 10 in EuropeESE monitors the performance of its lecturers. ESE has at least two research masters that are internationally recognised for their top-level education. The language of instruction for all masters’ programmes will be English. ESE ranks above average in the national educational assessments.
Progress: In 2009 the educational programmes of ESE were assessed. Seven
bachelors’ and master programmes were reviewed by an external committee.
Since 2005-2006, the students' evaluation of education has been carried out via
a questionnaire option in SIN-Online. In 2008-2009 the average response was
47%. ESE employs the following categories for a teacher's score in relation to the
education evaluations:
The teacher's score is the average score based on two items: “The teacher has
explained the material well” and “The teacher made you enthusiastic about the
subject”. The teacher’s score amount to one of the key figures in the appraisal
performance. Education
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Teachers scores Performance brackets Unsatisfactory Moderate Good Very good
BA1andBA2 (0/3) (3/3.5) (3.5/4) (4/5)
BA3andMaster (0/3.25) (3.25/3.75) (3.75/4.25) (4.25/5)
Average course scores per study phase 2006-2009 Bachelor 1 Bachelor 2 Bachelor 3 Master Total
2006-2007 3.70 3.65 3.85 3.97 3.83
2007-2008 3.73 3.67 3.84 3.96 3.84
2008-2009 3.74 3.66 3.96 4.00 3.90
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ESE attaches a great deal of importance to the quality of teaching in its study
programmes. Therefore, all lecturers must have the necessary skills coupled with
experience in teaching. This is why explicit qualification is required for the task of
teaching. For that purpose, a decision was made that all newly employed assistant
professors and associate professors are subject to meeting the basic qualifications
for teaching. Comparing the average course scores per study phase in the recent
years shows that the supervision of the ESE board in relation to the teaching
quality of its Faculty pays of. The average course scores increase each year.
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Education 4:Specific programmes for special studentsBy 2013, ESE will have at least two types of honours programmes for excellent students in the bachelor phase, namely Honours Classes and double degrees. An investigation will be conducted to determine whether, in addition to the research master, it is also possible to make use of Honours Classes in the master phase, and whether Honours Classes can be introduced for VWO (pre-university education) students in collaboration with VWO institutions. The Bachelor Honours Classes have accepted 20 students into the Honours Classes and in 2010 a report will be available with conclusions about the introduction of an Honours Class in the master phase and Honours Classes for VWO students.
Progress: In 2008-2009 ten students were accepted to the PricewaterhouseCoopers
Honours Master. This Honours Master aims to fulfil the needs of excellent master
students in Accounting, Auditing & Control; the programme combines theory
and practice in a unique way and has been developed in close cooperation with
PricewaterhouseCoopers. Seven of these students obtained their masters degree
in 2009. In academic year 2009-2010 the PWC Honours Master accepted thirteen
students. The Honours classes for the VWO students have yet to start.
The Master Class in Actuarial Sciences started with a kick-off in December 2009.
This programme has been developed in cooperation with the Allianz Nederland
Groep. At the moment, we are investigating whether it is possible to start a
Master Honours Classes in Marketing, Operations Research and Economics in
academic year 2010/2011.
Education 5:Explore joint/double degree opportunitiesThe number of double studies will be expanded to at least 2.
Progress: In 2009, ESE extended its investigation into starting a double degree
Master programme in Accounting, Auditing & Control together with the Anton
de Kom University of Suriname. ESE expects to reach to an agreement in 2010,
meaning that the first Surinamese students will participate in the ESE’s master
programme from September 2011 onwards.
Education
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Education 6:Increase the number of international studentsThe percentage of foreign master students must increase during the planned period so that roughly one-quarter of the students will be from abroad by 2013. The feasibility of providing at least one more bachelor’s programme in English will be investigated. IBEB’s attraction to foreign students is maximised by class composition (at least 50% foreign students) and an international instructor corps composition. IBEB enrolment should grow to a maximum of 200 by the 2012-2013 academic year. At least 50% of the enrolment will consist of foreign students.
Progress: In November 2009, 1,766 students were enrolled in ESE’s master degree
programmes, of which 335 hold a non-Dutch nationality. Which means an increase
in international students in 2009 (19%) compared to 2008 (16%) in master degree
programmes. Considering the total number of registered students, approximately
15% hold an international nationality (695 out of 4470).
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International students Bachelor Master Total
EU 177 249 426
OutsideEU 183 86 269
Total 360 335 695
In percentage (%) Bachelor Master Total
EU 49 74 61
OutsideEU 51 26 39
Total 100 100 100
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The acceptance rate of the IBEB programme has been reasonably constant in recent
years; which is an average of 120 students per year. The acceptance into IBEB-3
has decreased because these students nowadays transfer to the pre-master IBEB
programme. The reason why these categories are not combined in the overviews
is that IBEB 3 students obtain a bachelor's degree whereas the pre-master students
(IBEB) will not obtain a bachelor’s degree. Of these 121 IBEB students who started
studying in academic year 2009-2010, 68 hold an international nationality (56%).
This figure is comparable with previous years (around 60%).
Education
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Influx IBEB
140
120
100
80
60
40
20
0 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
IBEB-1 0 128 121 126 117
IBEB-3 28 28 9 15 3
IBEBPremaster 21
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Education 7:There is sound coordination between bachelor and master programmesFor the coming years the aim is that in terms of numbers, around half of the original number of accepted students will achieve a master's degree. The intake in the mr-drs variant is at least equal to the intake in 2008.
Progress: ESE introduced the bachelor / master system in academic year 2002-2003.
The figures about the intake of cohorts show that of the initial BA/MA cohort
of 742 students 40% acquired their master's degree after seven years, where 93
students are still working on their master's degree. A master degree performance
of 52% (for the first cohort) will be accomplished if all of these 93 students obtain
their master's degree.
The acceptance of mr-drs students in the recent years are:
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Acceptance of mr-drs students Accepted in mr-drs Economics % mr-drs
2006-2007 54 417 12.9
2007-2008 57 470 12.1
2008-2009 78 504 15.5
2009-2010 77 614 12.5
* Thenumberofmr-drsstudentsremainedconstantcomparedto2008,butdecreasedin relativeterms.
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Education 8:Adequate deployment of staff In Bachelor-1 and Bachelor-2, at least 25% of the tutorials will be conducted by members of the teaching staff. In the bachelor phase, teaching tasks will be undertaken by Faculty working on their doctoral track / having completed their PhD. In the master phase only holders of a PhD (from within the Faculty) will be teaching. In Bachelor-1 it is especially important that full professors and top lecturers make an effort to teach, due to their position as role models.
The number of lecturers that contributed to giving lectures and tutorials in
academic year 2008-2009 (this does not concern the overall participation in
education):
Education
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* Therelativelyhighnumberoffull/endowedprofessorsandassociateprofessorsthatlecturein themasterdegreephase(32%)ishigherthaninthebachelordegreephase(23%).
Number of teachers in 2008-2009 Number of teachers # subjects lecture/practical full/endowed prof. associate prof. assistant prof. PhD student assistant external lecturer Total
Bachelorprogramme 174 L 44 23 122 16 2 85 292 P 2 4 28 51 160 23 268
Masterprogramme 99 L 38 20 69 10 0 45 182 P 0 0 10 9 0 1 20
In percentage (%) Number of teachers # subjects lecture/practical full/endowed prof. associate prof. assistant prof. PhD student assistant external lecturer Total
Bachelorprogramme 174 L 15 8 42 5 1 29 100 P 1 1 10 19 60 9 100
Masterprogramme 99 L 21 11 38 5 0 25 100 P 0 0 50 45 0 5 100
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* Externallecturersareoftenemployedinbothphasesofwhichsomeofthemmightholda PhDfromacompany(Ltd).
Education 9:Participation in the Duisenberg School of FinanceESE is the leading provider of at least one of the master programmes and participates to a significant extent in at least two of the master programmes of the Duisenberg School of Finance. It fulfils an important role in the design and execution of the Finance MPhil programme.
Progress: ESE attracts students to the master degree programme of Risk
Management. At the moment, there is not enough qualified Faculty to actively
participate in other master degree programmes of the Duisenberg School
of Finance (DSF). However, ESE does actively participate in the MPhil Finance
programme. In this respect, courses are taught at the Tinbergen Institute on
behalf of DSF. Moreover, Faculty are active in the Bankers Course of DSF, which is
an executive course for managers of financial institutions.
Number of teachers in 2008-2009 Number of teachers # subjects lecture/practical full/endowed prof. associate prof. assistant prof. PhD student assistant external lecturer Total
Bachelorprogramme 174 L 44 23 122 16 2 85 292 P 2 4 28 51 160 23 268
Masterprogramme 99 L 38 20 69 10 0 45 182 P 0 0 10 9 0 1 20
In percentage (%) Number of teachers # subjects lecture/practical full/endowed prof. associate prof. assistant prof. PhD student assistant external lecturer Total
Bachelorprogramme 174 L 15 8 42 5 1 29 100 P 1 1 10 19 60 9 100
Masterprogramme 99 L 21 11 38 5 0 25 100 P 0 0 50 45 0 5 100
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In the Bachelor-1 and Bachelor-2 programmes of academic year 2008-2009, the
following number/type of lecturers were deployed:
Education 10:EUR market leader in non-degree education No later than the end of 2010, a decision will be taken concerning the development of a specific commercial (post) non-degree education programme for students who hold a Bachelor's degree in fiscal economics. The same applies to students who wish to complete a continuing education programme in a finance-related field. ESE will investigate the extent to which there is a need in the marketplace for additional accredited non-degree education programmes that match ESE’s expertise. The quality of the current non-degree education programmes will be maintained at current levels and will be periodically reviewed.
Progress: ESE and FEI B.V. are conducting a study regarding the possibility of
introducing a post-initial programme in fiscal economics (post-initial: completing a
Bachelor's degree elsewhere and/or after gaining work experience). The experience
in this track will be used to evaluate whether to follow up with other programmes.
With regard to Finance, we will first need to attract new high-potential participants
before we examine whether to include a post-initial programme in Finance. Through
our contact with the business sector we know that at the present time companies
are very reluctant to commit themselves and to provide the funding for non-initial
degree programmes. ESE continues to invest in contacts with the business sector in
order to increase its reputation and to ensure that money will be funnelled towards
it once the economy picks up. This demands considerable marketing efforts.
Education
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* Approximately32%ofthetutorialswereconductedbyFacultyofESE (Full/EndowedProfessor,AssociateProfessor,AssistantProfessororPhD-student).
Deployment of lecturers in Bachelor 1 and 2 # subjects full/endowed professor associate professor assistant professor PhD student student assistant external lecturer Total
Bachelor1 35 10 27 103 2 142
Bachelor2 44 1 4 15 22 52 12 106
Total 79 1 4 25 49 155 14 248
Percentage 0.4 1.6 10.1 19.8 62.5 5.6 100
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Deployment of lecturers in Bachelor 1 and 2 # subjects full/endowed professor associate professor assistant professor PhD student student assistant external lecturer Total
Bachelor1 35 10 27 103 2 142
Bachelor2 44 1 4 15 22 52 12 106
Total 79 1 4 25 49 155 14 248
Percentage 0.4 1.6 10.1 19.8 62.5 5.6 100
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Research 1:Woudestein research groups among top 5 in EuropeIt is ESE’s goal to be among the top 30 worldwide in at least two scientific fields; to be among the top 10 in Europe averaged over all scientific fields; to maintain top-three status in the Netherlands in each academic field as a minimum.
Progress: ESE is commissioning the Leiden University Centre for Science and
Technology Studies (CWTS) to perform a study on the global position of ESE and
its research programmes. In relation to the position of ESE academic fields within
the Netherlands, it can be concluded that according to the research assessment
performed by the QANU, ESE maintains top-three status in each academic field.
Research
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2. Research
Global position of ESE and its research programmes Universities On average total On average per criterion
Quality Productivity Relevance Viability
ErasmusUniversityRotterdam 4.54(1) 4.50(2) 4.75(2) 4.83(2) 4.08(3)
TilburgUniversity 4.53(2) 4.78(1) 4.89(1) 4.44 4.00
MaastrichtUniversity 4.45(3) 4.25 4.50(3) 4.67(3) 4.42(1)
UniversityofGroningen 4.40 4.30(3) 4.30 5.00(1) 4.00
UniversityofAmsterdam(Economics) 4.22 4.22 4.06 4.50 4.11(2)
VUUniversity 4.00 3.92 3.83 4.25 4.00
UniversityofAmsterdam(Business) 3.95 3.83 3.83 4.33 3.83
Research 2:ESE will award at least 25 PhDs each year
Progress: In 2009 15 PhDs graduated. The expectation is that in 2010 ESE will meet
its targets again.
Research 3:ESE is one of the top recipients of Netherlands Organisation for Scientific Research (NWO) personal grantsDuring the period 2008-2013, 8 VENI grants, 3 VIDI grants and one VICI grant will be acquired.
Progress: In 2009, five of our Faculty applied for a VENI grant. In the end three of
them were actually awarded with this important grant. Moreover, one VIDI grant
was submitted. This submission was assigned the application of an A-status but
was not financially honoured.
Research 4:Promoting basic quality of the research programmesAll relevant research is accommodated within the Tinbergen Institute and/or ERIM. At least 80% of our Faculty must be affiliated with either Tinbergen Institute and/or ERIM
Progress: In December of 2009, 71 % of our researchers were affiliated with at
least one of our research institutes. Regarding the recruitment of new Faculty, the
existing output is also considered, which implies a qualification of an affiliation to
at least one of our research institutes within a reasonable time.
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Research 5:Participation in the 7th and subsequent EU framework programmeAt least € 4 million in European Grants will be acquired between 2008 and 2013.
Progress: In relation to acquiring European grants, ESE has been very successful in
the People Programme which is a feature of the Seventh Community Framework
Programme (FP7) this year. Apart from acquiring € 400K being part of a European
Consortium (initialised by Manchester Business School) in relation to the Marie
Curie Initial Training Network (ITN), four of our young Faculty have been rewarded
with the Marie Curie Individual Fellowship Grant. Each awarded researcher
received up to € 154,549 to carry out their own research and further develop their
ideas over a period of two years.
Research 6:Governance, coherence and focus on organisation of 3rd flow fundingThe 3rd flow funding is accommodated in separate Private Limited Companies.
Progress: Universities are principally founded on two sets of activities: teaching and
research. The 3rd flow funding is concerned with the generation, use, application
and exploitation of knowledge and other university capabilities outside academic
environments. In other words, the so called Third Stream is about the interactions
between universities and the rest of society. ESE has ten affiliated private limited
companies.Research
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Organisation 1:Dual focus for our FacultyA dual focus is mandatory: all Faculty of ESE is involved in education, actively participate in academic research themselves. Doctorate requirement: the basic assumption is that of ESE’s permanent staff, 100% of full, endowed and associate professors and 95% of associate professors holds doctorate degrees.
Progress: All Faculty participate in both education and research. This is a
requirement set for all appointments. ESE applies an active policy to deploy full,
endowed and associate professors in the Bachelor-1 courses. This involvement can
still be improved, but more time is needed for realisation. New members of our
staff in the positions of associate professor and assistant professor will be appointed
only after they are conferred their PhDs. In 2009, 93% of the Faculty have a PhD. As
part of the performance interviews, clear agreements have been made with Faculty
who do not hold a PhD about the period for acquiring the degree and the articles
that will need to be submitted per year in order to acquire the degree in time.
Organisation
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Organisation 2:Tenure track mandatoryESE wants to apply the university’s career and mobility policy when attracting young scholarly talent as members of the permanent staff. The basic principle is that career growth and development is first and foremost the responsibility of the Faculty themselves. ESE wishes to support employees in making targeted and sound career choices (decisions to progress, stay or leave). This implies a career system where the relationship between good performance and career is much more direct than is the case currently.
Progress: The school has reached an understanding with the Personnel Council
about a tenure track that will be implemented as of January 1st 2010. This system
will apply to all the newly-recruited Faculty who hold a permanent position. The
basic idea is that a person who joins the staff as an assistant professor can progress
to a position of an endowed professor (“UHD met baret”), on the condition that
(s)he meets certain criteria. At the time of the appointment, the person is clearly
informed about the necessary requirements and exactly about what type of
training/guidance the school can offer.
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Organisation 3:Professionalism of teaching among the lectures All staff carrying out teaching duties will be required to attend teacher training courses, which must deal with teaching methods as well as the skills required to design examinations, course tests and other forms of assessment properly. The aim is for all new Faculty and student assistants to attend courses in order to raise and maintain the standard of competences in this area. These courses must be taken up within one year. There will also be periodic further training of all existing Faculty and compulsory further training for those who are felt to provide, or may provide, a substandard level of teaching.
Progress: All employees who will be undertaking teaching tasks are obliged to
have didactic training (in didactics and the skills to properly devise exams, study
tests and other forms of evaluations). The intention is to offer courses, which are
focused on raising (and/or maintaining) these competencies to a certain level,
to all newly-appointed employees and student assistants. They will have to take
advantage of this offer within one year. In addition, periodic in-service training
will be mandatory for all employees who do not perform adequately. There are
additional courses that the school recommends to teachers, such as theatrical
techniques and presentation skills.
Organisation 4:Quality Management supporting the organisationFollowing each month end closing, the management information systems produce the management reports using automated means. A full consolidation is produced this way on a monthly basis.
Progress: Each month after the closing of the administration a data dump is
produced for the internal departments. In 2009 a release plan was identified
for the achievement of a hard close at each reporting moment. First step is to
have four reporting moments at the end of 2010, including year to date figures
(realization and budget).
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Organisation 5:Increase diversity of personnelThe Dean will hold the Faculty accountable for scouting ethnic and female talent. A Master Class will in any event be organised on this topic. The annual reports will specifically address the increase in ethnic and female staff members. Every doctoral student from an ethnic minority will be assigned a mentor from the Faculty who will be responsible for providing coaching in those aspects that are not specifically focused on the academic output. Specific attention will be devoted to scouting talented students who are part of the diversity target group to recruit them for an academic career.
Progress: The Mature Talent Project has entered its third year and the number
of mature talents has reached a total of ten. The first mature talent has been
conferred a PhD at the end of 2009 and was appointed as an assistant professor.
It was decided to stop recruiting new mature talents for the time being because
the increase in female talents via the normal channels has progressed quite
adequately.
The School is setting up a training programme for ethnic minority students.
Students with certain teaching scores are invited to participate as student
assistants (at a Bachelor-3 level) in a research project. In addition, they are also
offered a training track. Those who wish to be appointed as student assistant for
an additional six months during their Master phase are offered this option. The
programme should go into effect in the 2010/2011 academic year.
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ESE's inspiration
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ESE's ambitions
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ESE's today
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ESE's visibility
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ESE's road to 2013
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The digital version of our annual report can be found
on our website: www.ese.eur.nl/annual_report. Here
you can find more information on several subjects as
well as photo impressions and film clips. Additional
information, photo impressions and film clips are
indicated by .
ESE's ambitions
ESE's inspiration
ESE's visibility
ESE's today
ESE's road to 2013
Annualreport 2009
P.O. Box 1738 | NL-3000 DR Rotterdam | T +31 (010) 408 13 70 | F +31 (010) 408 91 45 | E [email protected]