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
|
Marie-Françoise Reyniers
|
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
|
Marie-Françoise Reyniers
|
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
|
Inge Nys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Wim Van Paepegem
|
3
|
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Mia Loccufier
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Ludo Poelaert
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 2
|
nl
|
Sabine Wittevrongel
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Filip De Turck
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Herbert De Smet
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Jeroen Beeckman
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Koen De Bosschere
|
6
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
3
|
sem 2
|
en
|
Aleksandra Pizurica
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
3
|
sem 1
|
nl
|
Nele Noels
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dries Vande Ginste
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Wouter Tavernier
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Jeroen De Maeyer
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Günther Roelkens
|
6
|
|
|
|
3
|
sem 2
|
en
|
Nilesh Madhu
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
|
|
3
|
sem 2
|
nl
|
Johan Bauwelinck
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Guy Torfs
|
6
|
|
| 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
|
Marie-Françoise Reyniers
|
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
|
Marie-Françoise Reyniers
|
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
|
Inge Nys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Wim Van Paepegem
|
3
|
|
|
|
2
|
sem 1
|
nl
|
Christophe Leys
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Gert De Cooman
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Hendrik De Bie
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Mia Loccufier
|
6
|
|
|
|
2
|
sem 1
|
nl
|
Ludo Poelaert
|
3
|
|
|
|
3
|
sem 2
|
en
|
Aleksandra Pizurica
|
3
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
2
|
sem 2
|
nl
|
Sabine Wittevrongel
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Filip De Turck
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Herbert De Smet
|
3
|
|
|
|
2
|
sem 2
|
nl
|
Jeroen Beeckman
|
6
|
|
|
|
2
|
sem 2
|
nl
|
Koen De Bosschere
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Nele Noels
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dries Vande Ginste
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Dirk Stroobandt
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Wouter Tavernier
|
6
|
|
|
|
3
|
sem 1
|
nl
|
Jeroen De Maeyer
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Günther Roelkens
|
6
|
|
|
|
3
|
sem 2
|
en
|
Nilesh Madhu
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Filip Beunis
|
3
|
|
|
|
3
|
sem 2
|
nl
|
Johan Bauwelinck
|
6
|
|
|
|
3
|
sem 2
|
nl
|
Guy Torfs
|
6
|
|
Competence field 1: Competences in one/more scientific discipline(s)
- Have a clear understanding of the basic sciences and basic engineering sciences, and have the ability to apply them in a creative and purposeful way in the chosen specific engineering discipline.
- Employ the basic sciences and techniques (statistics, ICT, CAD) in a creative and purposeful way.
- Analyse, design (based on well-defined technical specifications) and realise elementary circuits by means of the most common analogue and digital (opto-) electronic components.
- Know and creatively apply physical models for the description of electric and thermal properties of materials and (opto-) electronic components, and for the design of elementary systems (based on well-defined technical specifications).
- Analyse, design (based on detailed technical specifications) and realise simple algorithms for signal and data processing in information and communication systems.
- Be familiar with the role of electromagnetic waves in (opto-) electronic systems and account for these wave phenomena when designing elementary systems.
- Perform measurements on elementary systems that incorporate a hardware and/or software component, and draw conclusions about the system performance given the measurement outcomes.
- Research and process technical and scientific information in a purposeful way.
- Employ standard models, methods and techniques in assignments.
- Schematize and model phenomena, processes, and systems.
- Justify decision-making processes on rational grounds.
- Understand and structure learning experiences.
- Think in a conceptual, analytical, system-oriented, problem-solving and synthesizing way at different levels of abstraction.
- Show precision, perseverance and critical reflection.
- Show scientific curiosity.
- Justify further studies or professional opportunities on rational grounds.
- Master scientific and discipline-specific technical terminology (also in English).
- Carry out concrete assignments systematically.
- Work as part of a team.
- Report results verbally, in writing, and graphically.
- Act in an ethical and social way.
- Be aware of the business aspects of the engineering discipline.