Degree structure

Education Model: Competence based & Self-Directed

In the two-year Industrial Design master’s degree program you are trained to become a self-directed industrial designer with a unique competence profile. Together with your coaches, you will develop this profile based on your identity and your vision on design, technology and society, your professional ambitions and the areas of expertise you want to master. Self-directed learning means that you take the lead in your own development: what is your vision, where do you want to go, and what do you need to get there? This requires an independent and proactive attitude toward your work and learning.

AREAS OF EXPERTISE

Our educational approach is based around five areas of expertise:

  • Creativity and Aesthetics
  • Technology and Realization
  • Users and Society
  • Business and Entrepreneurship
  • Math, Data and Computing

You will work on all five areas, but you will choose at least two expertises in which you will specialize further. Furthermore, you will study design and research processes. Check the online education guide for

Curriculum overview

This is the curriculum overview for Master students starting in September 2026.

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Learning activities

To support you in developing your unique profile, you choose electives and projects that fit your vision, ambitions and specialization. You are responsible for your own development and compose the vast majority of your program yourself, under the guidance of your coaches. Besides the compulsory course and the electives, projects are the backbone of this program. On the online education guide you will find .

CORE COURSES AND ELECTIVES

In the Master Program Industrial Design we offer one mandatory course: Constructive Design Research. In addition, you can choose up to 8 electives to further specialize. You select four electives in the first year and can slelect four more during the first semester of the second year, within the program's elective space.

CBL PROJECTS

In our competence-based educational approach, you immediately apply what you learn. In authentic design or design research projects you integrate the knowledge, skills and mindset from the areas of expertise. In addition, you develop your academic and professional skills in your projects, which often involves collaboration with a ‘real’ client: a company, government agency, researcher, or NGO.

PROFESSIONAL AND PERSONAL DEVELOPMENT

As a designer you need to be able to work and learn in interdisciplinary and transdisciplinary teams. Training your professional skills such as mastering communication, reporting and dealing with (scientific) information, organizing and planning, reflecting, goal setting, and cooperating are part of our program. Developing your professional skills is an integral part of all activities in our education.

Student projects

Soundsnip

Making music with sound snips. Jeppe Groen

Acorn to artefact

Group project on biocomposite. Simone Cooijmans, Rosanne de Jong, Maxim Meijer, Vinzenz Unterhauser

Algaerithm

Recipes based on the structure of algae. Mirte Borgmans en Jessy Bunk

A place worth living in

Remke Timmermans won a social design award with this project to include refugees in decision making.

Cometicate

System to increase trust of users of self-driving cars. Haoyu Liu.

Liquid crystal polymers

Tool for soft robotics researchers to create shape-changing soft actuator arrays. Jay Kolvenbag

Shape changing food

Elzelinde van Doleweerd developed shape-changing food with top chefs.

ADHD tool

A guide that assists designers in creating tools for individuals with ADHD. Jaimy de Kok

Final Master Project (graduation project)

As a graduate student you work towards a clear competence profile, resulting in the integration of your strongest expertise areas, driven by a unique and personal vision on designing. Therefore, the set-up of the Final Master Project is very individual; every student requires a different plan. A graduation mentor will support you from the second semester of the first year until your graduation. See more on the .

 

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