Businesses show students what it's like in the professional field.
We have been working together with the business community for over fifteen years. This enables us to provide innovative and inspiring education. This cooperation we consider serious commitment. By involving companies intensely in education, the curriculum becomes more impactful for both students and teachers. And ultimately also for the business community. We are very proud of this successful cooperation format with more than 150 partners, and we would like to share with you how we involve the professional field in education and research.
Connecting education directly to the professional field.
For Fontys School of ICT, helping a student develop into a professional for the labour market is key. We want students to enter the professional field well prepared after their education, able to apply theory directly into practice. Nobody can support this better than the business community itself. Therefore, from the start of their studies on, our students work together with the field.
News
Innovations Insight is the ultimate moment when our students show you what they've been doing at the Fontys ICT InnovationLab during this semester. They present you with their research projects. These project presentations are accessible to a wider audience.
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We are happy to announce we can finally organise a physical Career Day again in April!
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We welcome the companies Bodegro and Dataplace / Eurofiber to our network of Partners in Education. On 7 September they signed the covenant in Tilburg.
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On 2 September 2021, Fontys University of Applied Sciences was proud to welcome 5 new partners to its growing partner network. In addition, the partnership with no fewer than 29 existing partners was extended for 4 years.
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Digital twins are revolutionising the manufacturing industry. They make it possible to produce more efficiently and to offer better maintenance and service (also preventively). The technology is there, but the study of its application in the field is in full swing.
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