| Language of instruction : English |
| Exam contract: not possible |
| Degree programme | | Study hours | Credits | P2 SBU | P2 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | Master of Business Administration - Entrepreneurship and Management | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical |  |
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| | | Learning outcomes |
- EC
| The holder of the degree is able to build up knowledge and gather, process and assess information autonomously with a view to its use in professional practice within his/her specialization. He/she does so with an attitude of lifelong learning. | - EC
| The holder of the degree is able to resolve complex, genuine management questions on the basis of a conceptual and analytical framework that builds on knowledge and understanding from management studies, economics and related disciplines from behavioural science. He/she is able to make a choice from a set of given frameworks in a critical and substantiated fashion, based on business needs. | - EC
| The holder of the degree is able to take account of a complex and dynamic environment in resolving questions of business management regarding to long-term decisions. He/she is paying attention to a changing regional, inter-regional and international environment and associated policy frameworks, integrating the role of the different stakeholders and giving due weight to sustainability and ethical considerations. | - EC
| The holder of the degree is able to have a decisive role as a member of a (multidisciplinary and/or international) team and contributing appropriately to a shared group outcome. | - EC
| The holder of the degree demonstrates entrepreneurial behaviour and a multidisciplinary, questioning attitude and can use these in the field of the specialization. He/she develops strong entre- and/or intrapreneurship skills. | - EC
| The holder of the degree is able to communicate, report and present professionally, fluently and clearly in the context of his/her specialization. He/she does so in the language of instruction. He/she can make adequate use, both orally and in writing, of at least one other language in a business context. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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In this course, we will continuously attempt to answer two questions: How can change be managed effectively? and What is the role of a change agent/leader? A primary focus is on the proven, researched and widely applied strengths-based (vs. deficit-based) approach to change management. Its positive and transformational impact on persons, groups, organizations, and multi-stakeholder collaboration is widely recognized and documented. Students will learn the key principles, practices, and applications of positive, strengths-based change and its theory base (to name a few: social constructionism, appreciative inquiry, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. Students will also learn about helping change interventions from first-hand experience through experiential learning excises and assignments. On the whole, we will explore how to work with human systems in ways capable of cooperatively building new and better collective futures.
Learning goals at the course-level:
The student:
- Has knowledge about how and why people change;
- Has knowledge about the key principles, practices, and applications of positive, strengths-based change (vs. deficit-based) and its theory base;
- Can apply some key change management insights;
- Can make informed decisions about when to use particular change interventions or not;
- Has developed skill in managing ambiguous situations;
- Has developed skill in establishing connections across boundaries;
- Can work in team constructively.
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Collective feedback moment ✔
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Lecture ✔
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Responsive lecture ✔
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Self-study assignment ✔
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Case study ✔
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Discussion/debate ✔
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Exercises ✔
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Group work ✔
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Paper ✔
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Workshop ✔
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Period 2 Credits 6,00
| Evaluation method | |
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| Written evaluaton during teaching periode | 50 % |
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| Other | Experiential learning papers with oral presentations |
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| Additional information | The written exam and all the assignments have to be made in order to receive a final grade for the course.
Second examination chance: In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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| Explanation (English) | In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
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| Prerequisites |
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Students can apply their knowledge and skills regarding working in team constructively. |
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| Compulsory textbooks (bookshop) |
| |
Appreciative Inquiry: A positive approach to building cooperative capacity,Barrett, F.J., & Fry, R.E.,2005,Chagrin Falls, OH: Taos Institute. |
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| Compulsory course material |
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| Master of Management: Strategy and Innovation Management | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
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| | | Learning outcomes |
- EC
| The Master of Management is capable of evaluating, selecting, and applying suitable methodologies, tools, and techniques to analyse complex business problems in order to make hands-on, high-quality recommendations to improve both tactic and strategic decisions | - EC
| The Master of Management is capable of defending suitable, high-quality business strategy options on the basis of their implications for the organisation, business, stakeholders and broader environment. | - EC
| The Master of Management is capable of working in a multinational and interdisciplinary context, with an attitude that reflects the following elements: critical reflection, constructive arguing, professional communication, efficient collaboration, effective self-management, ethical behaviour and sustainability. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
|
|
In this course, we will continuously attempt to answer two questions: How can change be managed effectively? and What is the role of a change agent/leader? A primary focus is on the proven, researched and widely applied strengths-based (vs. deficit-based) approach to change management. Its positive and transformational impact on persons, groups, organizations, and multi-stakeholder collaboration is widely recognized and documented. Students will learn the key principles, practices, and applications of positive, strengths-based change and its theory base (to name a few: social constructionism, appreciative inquiry, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. Students will also learn about helping change interventions from first-hand experience through experiential learning excises and assignments. On the whole, we will explore how to work with human systems in ways capable of cooperatively building new and better collective futures.
Learning goals at the course-level:
The student:
- Has knowledge about how and why people change;
- Has knowledge about the key principles, practices, and applications of positive, strengths-based change (vs. deficit-based) and its theory base;
- Can apply some key change management insights;
- Can make informed decisions about when to use particular change interventions or not;
- Has developed skill in managing ambiguous situations;
- Has developed skill in establishing connections across boundaries;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Collective feedback moment ✔
|
|
|
|
Lecture ✔
|
|
|
|
Responsive lecture ✔
|
|
|
|
Self-study assignment ✔
|
|
|
|
|
|
|
|
Case study ✔
|
|
|
|
Discussion/debate ✔
|
|
|
|
Exercises ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
|
|
|
| Other | Experiential learning papers with oral presentations |
|
|
|
|
|
|
| Additional information | The written exam and all the assignments have to be made in order to receive a final grade for the course.
Second examination chance: In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
| Explanation (English) | In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
|
|
|
|
| Prerequisites |
| |
Students can apply their knowledge and skills regarding working in team constructively. |
|
|
| Compulsory textbooks (bookshop) |
| |
Appreciative Inquiry: A positive approach to building cooperative capacity,Barrett, F.J., & Fry, R.E.,2005,Chagrin Falls, OH: Taos Institute. |
|
|
| Compulsory course material |
|
|
|
|
|
| Master of Business Administration - Accountancy, Finance and Tax law - track accountancy | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
| Master of Business Administration - Accountancy, Finance and Tax law - track finance | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
| Master of Business Administration - Marketing Management | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
| Master of Business Administration - Supply Chain Management | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
|
| | | Learning outcomes |
- EC
| The holder of the degree is able to build up knowledge and gather, process and assess information autonomously with a view to its use in professional practice within his/her specialization. He/she does so with an attitude of lifelong learning. | - EC
| The holder of the degree is able to resolve complex, genuine management questions on the basis of a conceptual and analytical framework that builds on knowledge and understanding from management studies, economics and related disciplines from behavioural science. He/she is able to make a choice from a set of given frameworks in a critical and substantiated fashion, based on business needs. | - EC
| The holder of the degree is able to take account of a complex and dynamic environment in resolving questions of business management regarding to long-term decisions. He/she is paying attention to a changing regional, inter-regional and international environment and associated policy frameworks, integrating the role of the different stakeholders and giving due weight to sustainability and ethical considerations. | - EC
| The holder of the degree is able to have a decisive role as a member of a (multidisciplinary and/or international) team and contributing appropriately to a shared group outcome. | - EC
| The holder of the degree demonstrates entrepreneurial behaviour and a multidisciplinary, questioning attitude and can use these in the field of the specialization. He/she develops strong entre- and/or intrapreneurship skills. | - EC
| The holder of the degree is able to communicate, report and present professionally, fluently and clearly in the context of his/her specialization. He/she does so in the language of instruction. He/she can make adequate use, both orally and in writing, of at least one other language in a business context. |
|
| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
|
|
In this course, we will continuously attempt to answer two questions: How can change be managed effectively? and What is the role of a change agent/leader? A primary focus is on the proven, researched and widely applied strengths-based (vs. deficit-based) approach to change management. Its positive and transformational impact on persons, groups, organizations, and multi-stakeholder collaboration is widely recognized and documented. Students will learn the key principles, practices, and applications of positive, strengths-based change and its theory base (to name a few: social constructionism, appreciative inquiry, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. Students will also learn about helping change interventions from first-hand experience through experiential learning excises and assignments. On the whole, we will explore how to work with human systems in ways capable of cooperatively building new and better collective futures.
Learning goals at the course-level:
The student:
- Has knowledge about how and why people change;
- Has knowledge about the key principles, practices, and applications of positive, strengths-based change (vs. deficit-based) and its theory base;
- Can apply some key change management insights;
- Can make informed decisions about when to use particular change interventions or not;
- Has developed skill in managing ambiguous situations;
- Has developed skill in establishing connections across boundaries;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Collective feedback moment ✔
|
|
|
|
Lecture ✔
|
|
|
|
Responsive lecture ✔
|
|
|
|
Self-study assignment ✔
|
|
|
|
|
|
|
|
Case study ✔
|
|
|
|
Discussion/debate ✔
|
|
|
|
Exercises ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
|
|
|
| Other | Experiential learning papers with oral presentations |
|
|
|
|
|
|
| Additional information | The written exam and all the assignments have to be made in order to receive a final grade for the course.
Second examination chance: In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
| Explanation (English) | In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
|
|
|
|
| Prerequisites |
| |
Students can apply their knowledge and skills regarding working in team constructively. |
|
|
| Compulsory textbooks (bookshop) |
| |
Appreciative Inquiry: A positive approach to building cooperative capacity,Barrett, F.J., & Fry, R.E.,2005,Chagrin Falls, OH: Taos Institute. |
|
|
| Compulsory course material |
|
|
|
|
|
| Exchange Programme Business Economics | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
|
| |
|
|
In this course, we will continuously attempt to answer two questions: How can change be managed effectively? and What is the role of a change agent/leader? A primary focus is on the proven, researched and widely applied strengths-based (vs. deficit-based) approach to change management. Its positive and transformational impact on persons, groups, organizations, and multi-stakeholder collaboration is widely recognized and documented. Students will learn the key principles, practices, and applications of positive, strengths-based change and its theory base (to name a few: social constructionism, appreciative inquiry, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. Students will also learn about helping change interventions from first-hand experience through experiential learning excises and assignments. On the whole, we will explore how to work with human systems in ways capable of cooperatively building new and better collective futures.
Learning goals at the course-level:
The student:
- Has knowledge about how and why people change;
- Has knowledge about the key principles, practices, and applications of positive, strengths-based change (vs. deficit-based) and its theory base;
- Can apply some key change management insights;
- Can make informed decisions about when to use particular change interventions or not;
- Has developed skill in managing ambiguous situations;
- Has developed skill in establishing connections across boundaries;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Collective feedback moment ✔
|
|
|
|
Lecture ✔
|
|
|
|
Responsive lecture ✔
|
|
|
|
Self-study assignment ✔
|
|
|
|
|
|
|
|
Case study ✔
|
|
|
|
Discussion/debate ✔
|
|
|
|
Exercises ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
|
|
|
| Other | Experiential learning papers with oral presentations |
|
|
|
|
|
|
| Additional information | The written exam and all the assignments have to be made in order to receive a final grade for the course.
Second examination chance: In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
| Explanation (English) | In the case you have passed an assignment, you do not have to remake that assignment. In the case you did not pass an assignment, you need to remake it. |
|
|
|
|
|
| Prerequisites |
| |
Students can apply their knowledge and skills regarding working in team constructively. |
|
|
| Compulsory textbooks (bookshop) |
| |
Appreciative Inquiry: A positive approach to building cooperative capacity,Barrett, F.J., & Fry, R.E.,2005,Chagrin Falls, OH: Taos Institute. |
|
|
| Compulsory course material |
|
|
|
|
|
1 examination regulations art.1.3, section 4. |
| 2 examination regulations art.4.7, section 2. |
3 examination regulations art.2.2, section 3.
|
| Legend |
| SBU : course load | SP : ECTS | N : Dutch | E : English |
|