| Language of instruction : English |
| Exam contract: not possible |
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Sequentiality
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Mandatory sequentiality bound on the level of programme components
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Up till now the student has included all programme components in the following study programme to obtain the underlying bachelor's degree
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Bachelor of Engineering Technology - Software Systems Engineering Technology
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Advising sequentiality bound on the level of programme components
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Advice
In principle, this course unit should be included last, together with the master's thesis. In the reflection portfolio, students are expected to reflect on how they can apply systems thinking to the other course units in the master that they have chosen. Only if the student can graduate after the first semester of the next academic year (and thus takes the master's thesis in that semester), may systems thinking be included already this year.
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| Degree programme | | Study hours | Credits | P1 SBU | P2 SBU | P2 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | Master of Software Systems Engineering Technology | Transitional curriculum | 81 | 3,0 | 20 | 61 | 3,0 | Yes | No | Numerical |  |
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| | | Learning outcomes |
- EC
| EC1 – The Master of Software Engineering Technology can communicate adequately, cooperate effectively, and take into account the sustainable, economic, ethical, social and/or international context and (s)he is aware of the impact on the environment in all aspects of his/her professional thought-process and agency. (S)he displays an appropriate engineering attitude, including continuous attention to the development of his/her professional competencies --. [people, data literacy and essential software skills]. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| writes a SWOT-analysis about one's own relative performance and the extent to which the student masters systems thinking. | | | - DC
| DC-M9 - can communicate in oral and in written (also graphical) form. | | | | - BC
| is able to properly structure the different required reports. | | | - DC
| DC-M10 - can function constructively and responsibly as member of a (multidisciplinary) team. | | | | - BC
| participates in the group discussions on cases of systems thinking, presented by the teaching team of by guest speakers from industry and is in this respectful for the other members' opinions. | | | - DC
| DC-M11 - acts socially responsible and within an international framework. | | | | - BC
| is aware of the impact of software projects on all levels of society and takes this into account in discussions and reports. | | | - DC
| DC-M12 - shows a suitable engineering attitude. | | | | - BC
| assembles a portfolio of Life Long Learning activities. | - EC
| EC2 - The Master of Software Engineering Technology masters the necessary sets of knowledge and skills regarding the design of integrated, resilient software systems and can creatively conceive, plan and implement them as an integrated part of a series of methodologically ordered actions within multidisciplinary projects with a significant research and/or innovation component. [systems thinking] | | | - DC
| DC-M1 - has knowledge of the basic concepts, structures and coherence. | | | | - BC
| knows the legal issues involved in software engineering (IP rights and software licensing). | | | | - BC
| knows the essential philosophical views on systems thinking. | | | - DC
| DC-M2 - has insight in the basic concepts and methods. | | | | - BC
| is able to apply systems thinking skills and tools. | | | - DC
| DC-M4 - can gather, measure or obtain information and refer to it correctly. | | | | - BC
| looks up more background information on the presented philosophical view to get a deeper understanding. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them. | | | | - BC
| applies systems thinking on problems of at least three previous projects. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| reflects on how systems thinking concept could have been applied on at least three of the students' previous projects. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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This is a course from the transitional curriculum.
The content mostly corresponds to a part of the course 4955 Systems Thinking. The planning of the parts to follow is made available to the student.
The general concept of the course consists of 3 parts:
- The main focus of this course is creating awareness of the importance of taking into account the entire ecosystem surrounding the software system, i.e. not only the traditional stakeholders such as the client commissioning the software, the product owner, the business analyst, the developer and the end user; but also competition, regulatory agencies, research institutions, society and community, environment, ...
Within this context, user-centered design plays an essential role and as such there is a direct link with the elective course User-Centered Design from academic year 2023-'24. In this course the aspects of Systems Thinking outside User-Centered Design are introduced in a set of theoretical sessions that present general principles and theories of systems thinking. Because of the impact of regulations on a software system, there is also a (brief) section on legal aspects.
Guest lectures may present real life cases with a discussion of the impact on direct and indirect stakeholders and on society and the global system as a whole
- Self reflective: the programme consists of many courses each focusing on (important) parts of a software system. There is however often not enough time nor space in the particular course to discuss the effects of that part on the global system as a whole. This is where the portfolio kicks in. In this portfolio the students reflect on how the tasks and papers for the others courses could have benefited from pursuing a systems thinking perspective. The student must also reflect in a more general manner on his strengths and weaknesses and on the particular profile as engineer in software systems technology he/she pursues.
- Life Long Learning (LLL) inventory: the goal of the life long learning is to raise awareness of the fact the learning doesn't stop when graduating and that being a professional entails more than just doing your own job. Therefore this part of system thinking encourages students to actively participate in the organisation, to develop their talents and to educate themselves. This can be done by supporting lessons, participating in councils, forums, innovation camps or information days, organising activities, carrying out extra assignments, attending seminars and many other programme-related activities that shape the student's engineering attitude. The student must hand in an inventory that gives evidence of his efforts in this aspect.
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Case session ✔
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Lecture ✔
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activities Life Long Learning ✔
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Case study ✔
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Discussion/debate ✔
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Porfolio ✔
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Period 2 Credits 3,00
| Evaluation method | |
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| Written evaluaton during teaching periode | 50 % |
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| Transfer of partial marks within the academic year | ✔ |
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| Conditions transfer of partial marks within the academic year | at least 10/20, or PASS |
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| Oral evaluation during teaching period | 20 % |
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| Transfer of partial marks within the academic year | ✔ |
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| Conditions transfer of partial marks within the academic year | automatic. However if this is the only part the student failed for, the student can choose to improve any of the three parts of the evaluation |
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| Written exam | 30 % |
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| Transfer of partial marks within the academic year | ✔ |
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| Conditions transfer of partial marks within the academic year | at least 10/20 |
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| Multiple-choice questions | ✔ |
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | 1. The assessment of the Life Long Learning (LLL) inventory is done with a pass/fail score.
2. There is compulsory presence in the sessions where actual cases are discussed.
3. The student must obtain at least 8.0/20, both on the exam and on the reflective portfolio. |
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| Consequences | 1. In case of failure on the part of 'lifelong learning', there will be no overall mark (FAIL).
2. When the student is absent on 1 or 2 of the compulsory classes, a replacement task with report must be made. More than 2 absences will result in a FAIL for the course.
3. If the 'lifelong learning' part is passed, the overall grade will consist of the weighted average of the grades for the exam and the reflective portfolio, unless any of these grades is less than 8.0/20. In that case the students will have no more than 9/20 as the final result. |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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| Compulsory course material |
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All course material is distributed via the electronic learning platform. |
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.16.9, section 2. |
3 Education, Examination and Legal Position Regulations art.15.1, section 3.
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| Legend |
| SBU : course load | SP : ECTS | N : Dutch | E : English |
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