Rotterdam University of Applied Sciences RDM Campus

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Rotterdam University of Applied Sciences was founded on 1 January 1988 by merging nineteen educational institutes in Rotterdam, Delft, and Dordrecht. This was the start of a school for higher education in Rotterdam and the surrounding area.

Rotterdam University of Applied Sciences has more than 36,000 students and more than 3,500 employees. There are various programs to choose from across all educational sectors, except in the agrarian sector. Our education is closely connected to developments in the metropolitan region of Rotterdam. Rotterdam University of Applied Sciences has more than 36,000 students and more than 3,500 employees. There are various programs to choose from across all educational sectors, except in the agrarian sector. Our education is closely connected to developments in the metropolitan region of Rotterdam.

The merger resulted in an organization that was divided into four faculties.

• The Faculty of Educational Programmes included the former pabo schools (secondary teacher training) in Rotterdam and Dordrecht, the Teacher Training school in Delft, de Nutsacademie, and part-time teacher training programs in Rotterdam and the province of Zeeland.
• The Faculty of Visual Arts and Architecture included those two academies.
• The Polytechnics Faculty included the higher technical school of Dordrecht and two programs for laboratory training in Rotterdam and Delft, the Academy for Nautical Training, and higher education for Maritime Mechanical Engineering.
• The Faculty of Health, Labour Relations, and Health Care consisted of the Social Academy, the higher education school of Youth Welfare, and Nursing, the Academy of Physical Therapy, and schooling for Speech Therapy.
• Rotterdam University of Applied Sciences stands for inclusive, high-quality education. We organize our education to be context-rich. Students, lecturers, researchers, and professionals are working together in a work-study environment.

In the education vision of Rotterdam University of Applied Sciences, we identify characteristics and basic principles of our education. The content and application of that vision are in the hands of the lecturer teams. They realize and organize education that fits their students, the professions they are educating for, and their specific study program's identity.

Rotterdam University of Applied Sciences has chosen to commit to the expanding city of Rotterdam. Society has not stopped developing, and neither has the city. More and more potential students find their way to Rotterdam University of Applied Sciences. Often these are kids of immigrant parents, the first generation of families in this country to enroll at a school of higher education. This asked for a different approach because this new generation of students was less prepared for the independent study. Therefore, Rotterdam University of Applied Sciences presented a new and finely tuned policy. Using the motto 'Exceed Expectations,' the school wanted to challenge all youth to achieve the maximum result during their studies, including the disadvantaged group. The project 'Study Success for Everyone' and stimulating education using the Rotterdam Education Model needed to make this ambition possible. The school's role as an institute of higher education for this region was given more emphasis. The clusters were divided into eleven institutes better to connect education, research, and contract education. Although the institutes were given some freedom to develop, the school ensured that school policies' unity would be kept intact.

In September 2012, Ron Bormans was appointed Chairman of the Executive Board of Rotterdam University of Applied Sciences. His role in the organization and his observations led to a thorough analysis of the school's state and current situation. The most important conclusions were presented in his Focus program. The shortest summary is that the school was doing well but was still not doing everything well.

The connection with Rotterdam was the right choice. Thus, education and research were better connected to the city, and a hefty investment was made in reaching the youth of Rotterdam and keeping them in school. Investment in the quality of lecturers was also on the rise.

But the school still did not achieve enough. The school continued to focus on the broad and diverse student population, as is Rotterdam, but the quality of education needed to improve. For that reason, the Focus program turned the school's complete attention to the quality of our Bachelor education. The intrinsic bond between students and lecturers needed to be more vital to increase Study Success, and education needed to profit more from applied research.

The Focus program started another way of working and thinking within the school. Guidelines are placing more responsibility with lecturer teams and supporting management, services, and staff.

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