“When I first encountered the collaborative practice by Lotte van den Berg and Matthew Rich Tolsma, I was struck by how they succeed in not using art in service of policy or societal agendas, but rather allow art to operate as a space for thinking and acting – a space to which we are all invited – and a space in which such agendas can genuinely shift. Their practice moves with great precision and incredible openness and care, along a rare and fragile threshold: maintaining artistic integrity while at the same time generating real impact within institutional, pedagogical, and governance contexts. In my experience, there are very few practitioners—nationally or internationally—who so convincingly bridge these worlds. They do not collapse these domains into one another, nor do they seek easy synthesis. Instead, they take the tensions between them, and tensions as such, seriously and work with them productively. Institutions, public spaces, and collectives are approached as living social sculptures—sites where friction, uncertainty, and difference are not problems to be solved, but conditions for learning, coexistence, and transformation”.

“I really enjoyed working with Matt; he has a quiet authority that comes from deep knowledge. It is easy to underestimate the skill that goes into enabling real co-production. We had a few instances where our co-production processes were challenged by participants and this is where Matt’s skill and insight really became valuable. Without it, we would not have had the outcomes we were hoping for. Oh, and he’s a really nice guy too”!

“Throughout his leadership, Matthew demonstrates an unwavering commitment to systemic reflexivity, relational ethics, and the embodiment of critical pedagogy as a lived educational and organisational practice. His leadership is grounded not only in technical expertise but in a deeply human, ethically attuned engagement with the realities of educational life, recognising that real transformation requires addressing not only structures but also hearts, minds, and relationships”.

“Matthew worked with our business on what was badged as exec coaching, but with hindsight this feels like a disservice to what was actually delivered. He has an amazing ability to tell you like it is with the emotional intelligence to deliver it in a meaningful and actionable way. One of the brightest people I’ve had the pleasure of meeting and thoroughly enjoyed all of our interactions”.

“Throughout his work, Matthew consistently models a form of educational leadership that is dialogical, complexity-aware, and ethically grounded. He does not view curriculum or institutional structures as static entities to be managed, but as living systems requiring ongoing relational care, critical reflection, and courageous innovation. His leadership supports the development not only of new courses but of new institutional imaginaries — ways of thinking and practising that respond more creatively and responsibly to the challenges of our time”.

“His policy and leadership work are nothing short of revolutionary—grounded in theoretical sophistication and embodied participatory processes, yet also pragmatic and implementable. These capacities have already begun to influence conversations at the most senior levels of the institution, including executive strategy and governance planning.

Matthew’s proposal to reimagine governance as a relational, dialogical, and aesthetic process aligns strongly with both his current work and the broader mission of ArtEZ to cultivate ethical, innovative, and socially engaged forms of learning and institutional practice. His unique integration of critical pedagogy, decolonial theory, complexity thinking, and artistic research is particularly valuable at a time when educational and cultural institutions must navigate increasing uncertainty and systemic complexity, as are their students”.

“Matthew’s contribution at TU Delft demonstrates what sustained, strategic educational leadership looks like in practice. He worked with exceptional sensitivity to context and a deep understanding of complex institutional systems. He engaged with us as partners, not clients, helping us to think and act differently rather than prescribing solutions. His ability to work fluidly across multiple levels—individual, team, and organisational—was key to the success of this transformation.
Even after his formal involvement concluded, the practices and principles he introduced have remained alive within the department. The language of dialogue, reflection, and shared responsibility now informs how we approach leadership and collaboration. The work has also influenced how new academic and administrative leaders are prepared for their roles, with several of the concepts first introduced by Matthew now woven informally into our leadership conversations and mentoring.
I can say with confidence that Matthew’s work at TU Delft has had a lasting and transformative impact on both individuals and the institution. He has shown that in a technically driven environment, it is possible to cultivate empathy, reflection, and ethical engagement as organisational capacities. His leadership exemplifies the kind of integrity, creativity, and systemic awareness that higher education urgently needs”.