Who we are?

Organisation and Governance

Legal and internal organisation structure

Fontys is a foundation where the organisation structure is based around the processes:

• Administration: the Executive Board represents the competent authority and acts as the unit responsible for results, answering to the Board of Governors.
• Primary: each for their own market segment, the schools undertake the core activities (education, research and contract activities) on behalf of Fontys.
• Support: the eight services provide support activities for education, research and contract activities.

Supervision and management of the Fontys University of Applied Sciences are the responsibility of the Board of Governors and the Executive Board. Both the Executive Board and the schools make use of eight Fontys Services

Educational vision

Fontys University of Applied Sciences is a learning community that has focused its strategy on quality. Fontys invests in intensive, challenging, fascinating and well-organised education. The competence-based education offered at Fontys is built around the three core competences knowledge, skills and professional attitude. In this way, students are thoroughly prepared for professional practice or self-employment. Fontys has set itself the task of contributing to the development and education of talent, encouraging personal performance and developing an awareness of values among students.

Despite the large student numbers, education at Fontys is organised on a small scale. Fontys also focuses particular attention on the parameters necessary for ensuring the smooth process of study, such as study career supervision, coaching and a buddy system, education and examination timetables, feedback on assessments and assignments, study progress registration, information provision and the accessibility of teaching staff.

Mission and vision

Fontys aims to be an educational institution that encourages students ‘to grow through offering attention and challenges’. Fontys wishes to be an educational organisation in which students can grow and learn to think bigger. Fontys aims to achieve this goal by offering attention and challenges for its students, staff and stakeholders.

The core objective is to strengthen the organisation-wide mentality that results in continuous attention for quality improvement in terms of education, content and processes. Fontys focuses on bachelor education and master courses financed by government. The education offered is well organised in a professional education environment. Fontys strives to achieve high quality, embedded solidly in society, while achieving a leading position as a knowledge institution, both nationally and in its regional environment.

Quality is the central element of the vision at Fontys. Fontys strives to achieve a level of quality that matches any institution for higher education in a European context.

Governance and (horizontal) accountability

Fontys University of Applied Sciences, as a social institution, aims in an open and transparent manner to account for its activities to its immediate environment. Fontys wishes to be judged according to its performance, and to communicate openly with its stakeholders. The governors and Executive Board of Fontys are organised in accordance with the principles laid down in the Sector Code for the Governance of Universities of Applied Sciences. The Board of Governors ensures correct compliance with these principles by the Executive Board

As well as vertical accountability to various bodies including the Ministry of Education, Culture and Science, Fontys operates a range of forms of horizontal dialogue and accountability. This includes accountability to students and employees for example via participation bodies and course committees (OCs). The field of work is involved in course committees and the work field and professional field committees to ensure that the quality of education is carefully monitored. Many schools also have an Advisory Board.

Representation

Every Fontys school has a School Participation Council (IMR). The discussion partner for the IMR members is their own school director. The Central Participation Council (CMR) is the discussion partner for the Executive Board, while the discussion partner for the Service Participation Council (DMR) is the director of a support service.

Annual report