About the programme
Programme summary
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Off to a good start
Postgraduate studies
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
3
|
|
|
|
1
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Mario Pickavet
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Joris Thybaut
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Filip Beunis
|
4
|
|
|
|
1
|
year
|
nl
|
Bart Dhoedt
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Hendrik De Bie
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Hennie De Schepper
|
7
|
|
|
|
1
|
sem 2
|
nl
|
Maarten Sabbe
|
3
|
|
|
|
1
|
sem 2
|
nl
|
Jasper De Bock
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Kim Verbeken
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 1
|
nl
|
Kristiaan Neyts
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Birger Raa
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 2
|
nl
|
Koen De Bosschere
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Filip De Turck
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Sabine Wittevrongel
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Joris Walraevens
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Francis wyffels
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Tom Dhaene
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Guy De Tré
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
3
|
sem 2
|
en
|
Aleksandra Pizurica
|
6
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
3
|
sem 1
|
nl
|
Wouter Tavernier
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Koen De Bosschere
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Nele Noels
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Bart Dhoedt
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Peter Lambert
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Eric Laermans
|
3
|
|
|
|
3
|
sem 2
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Sabine Wittevrongel
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Erik Mannens
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
3
|
|
|
|
1
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Hennie De Schepper
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Mario Pickavet
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Joris Thybaut
|
4
|
|
|
|
1
|
sem 1
|
nl
|
Filip Beunis
|
4
|
|
|
|
1
|
year
|
nl
|
Bart Dhoedt
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Hendrik De Bie
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Hennie De Schepper
|
7
|
|
|
|
1
|
sem 2
|
nl
|
Maarten Sabbe
|
3
|
|
|
|
1
|
sem 2
|
nl
|
Jasper De Bock
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Kim Verbeken
|
4
|
|
|
|
1
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 1
|
nl
|
Kristiaan Neyts
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Birger Raa
|
3
|
|
|
|
3
|
sem 2
|
en
|
Aleksandra Pizurica
|
6
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 2
|
nl
|
Koen De Bosschere
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Filip De Turck
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Sabine Wittevrongel
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Joris Walraevens
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Francis wyffels
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Tom Dhaene
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Guy De Tré
|
3
|
|
|
|
3
|
sem 1
|
nl
|
Wouter Tavernier
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Koen De Bosschere
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Nele Noels
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Bart Dhoedt
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Peter Lambert
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Eric Laermans
|
3
|
|
|
|
3
|
sem 2
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Sabine Wittevrongel
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Erik Mannens
|
3
|
|
Competence field 1: Competency in one or more scientific disciplines
- Have a profound knowledge of mathematics, basic sciences, and basic engineering sciences, and apply this knowledge in a creative, critical, and target-oriented manner, also in an abstract context
- Be able to model, schematize and abstract processes and systems.
- Demonstrate scientific curiosity, precision, autonomy, and conceptual and analytical problem-solving thinking.
- Be able to efficiently and critically select and handle digital technologies to consult, process, and visualize information, as well as utilize these technologies in modelling and problem-solving.
- Demonstrate effective verbal, written, and graphical communication using appropriate Dutch and English scientific terminology.
- Demonstrate cooperative teamwork for the realization of projects in a systematic manner, with attention to scientific soundness and considering multiple perspectives.
- Comprehend contemporary societal challenges on a local and global scale considering various perspectives, in particular sustainability transitions, and demonstrate the ability to reflect on the role of science, technology, and engineers in addressing these challenges.
- Understand the importance of research integrity and translate it into one's own actions.
- Have knowledge of (international) business operations and economics, including aspects of quality, safety, sustainability and ethics.
- Possess the ability to handle and reflect on feedback, and translate it into adjustments of one’s own learning process and actions.
- Be able to think algorithmically, analyse and develop software, manage data, abstract at the system level, and program fluently.
- Understand, abstract and master how computer systems are built and operate.
- Understand, abstract and master the encoding, processing and representation of data and signals in digital information and communication systems.
- Master and be able to apply the mathematical underpinnings of computer science engineering and artificial intelligence.
- Be able to apply technical competences in concrete engineering applications while considering societal, ethical and ecological boundary conditions.