Charter on diversity and inclusion



Thomas More is committed to an inclusive learning and work environment where all students and employees, regardless of origin, gender, sexual orientation, nationality, etc., have the same opportunities to develop to their full potential. We recognise that diversity benefits research and education by improving quality and impact, attracting and retaining more talent and ensuring everyone can maximise their potential.

At Thomas More every student and employee can be who they want to be. That is what we choose to uphold. We are convinced that it is precisely our differences in perspective about society that enrich and strengthen us as a whole.

We strive for all our students and staff members to become aware of their own frame of reference and to respect those of others. Everyone is unique. That is what makes learning, working, and living amongst another so fascinating. We respect ourselves and each other, regardless of ethnicity, disability, age, language, religion, socio-economic status, etc.

We strive for an inclusive community where students and employees feel connected, and where everyone can be themselves. This is how we strengthen the well-being of all and how we stimulate exchange and knowledge sharing. In the new organisational structure, Thomas More has purposefully instated a Director of People & Community. After all, building connection in an inclusive community is a top priority. Thomas More wants to be an open community and a meeting place – both now and in the future. 

To help achieve this, we organise community events (both online and on campus). In addition, each programme is given a budget to organise activities that strengthen the bond between students and staff.

Thomas More strives to be a leading university of applied sciences with a strong international vibe. Thanks to our English-language study programmes as well as our intensive exchange programmes, we are strongly internationalised and are constantly learning from students and staff members across cultures.

No labels

Inclusion also means that we try to eliminate labels as much as possible. We plan our education so that we only have to allow for very particular exceptions. Certificates and statutes are only used when there is no other option.

Here are a few examples:

  • For most exams, we provide enough exam time so that everyone can finish their work. In the past, extra time was granted and built into the examination process so that students with dyslexia, ADHD and non-native speakers could take their time to finish or focus if they are easily distracted. By giving everyone a sufficient amount of time, students with dyslexia, for example, no longer need an attestation, and students with unattested problems such as fear of failure or students who simply need more time also benefit from this.
  • Each study programme makes the maximum effort to spread out students’ exams. This benefits every student, not only just those with learning disabilities, but non-native speakers, family carers, etc.
  • Everyone may use a calculator (unless mental arithmetic is a core competency for the subject concerned). This is not an accommodation for students with dyscalculia, but for all.
  • We try to make study materials available as far in advance as possible. This is not only in the interest of students with disabilities. Ultimately, we expect all students to plan and structure their learning process well.
  • We do our best to provide the study material in its original form. A PowerPoint presentation is provided in ppt and not in pdf. This way, students that use reading software can read it more easily, and all students can decide for themselves how to print the document and add notes etc.