| Language of instruction : English |
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Sequentiality
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No sequentiality
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| Degree programme | | Study hours | Credits | P2 SBU | P2 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | 2nd year Master of Transportation Sciences | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical |  |
| Exchange Programme Transportation Sciences | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
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| | | Learning outcomes |
- EC
| The holder of the degree can function as a member of a (multidisciplinary) team and has a good assessment of his/her own role within the organisation and in a wider social and international context. | | | - DC
| The student has knowledge of, and insight in, how to function as member of a project team, including the different project roles, how to organise the workload/project tasks and how to deal with differences in views/opinions and conflict. | | | - DC
| In the framework of a group assignment, the student is able to make agreements on the work to be done and stick to these agreements or consult with other group members if and when adjustments are required. | - EC
| The holder of the degree considers society as a whole as an important stakeholder and reflects on the social relevance and consequences of recommendations and assignments in a critical manner. In addition to society, the master can also identify and set to work with other stakeholders (interested parties) and their specific needs. | | | - DC
| The student is able to link the needs of the society, as described under the Sustainable Development Goals of the UN, to the goals/objectives of individuals and/or organisations as potential stakeholders of a project. | | | - DC
| The student is able to identify the most important stakeholders within the context of his/her project and to elucidate their relevance, assisted by the use of relevant project tools such as the Stakeholder Identification Matrix. | | | - DC
| The student can reflect the interests of the various stakeholders and take these into account when organising a transport-related project. | - EC
| The holder of the degree is able to communicate and convince others (both in writing and orally) on his/her field of study (in the shape of scientific reports, presentations, case studies and the integrated project) with scientists of his/her own or similar fields of study and with wide social groups (e.g. residents, governments, shopkeepers). | | | - DC
| The student is able to actively participate during the seminars/work sessions; this includes presenting the prepared project tools and reasoning behind the application of them, as well as formulate (critical / informative) questions related to the work of others (cfr. 'Gallery Walk'). | | | - DC
| The student is able to orally communicate on a researched case study and argue his/her personal point of view as well as the opinion of the entire project group. | | | - DC
| The student is able to communicate in writing on a researched case study and argue his/her personal point of view as well as the opinion of the entire project group. | - EC
| The holder of the degree offers realistic solutions for complex traffic safety or transportation problems by using relevant theories and/or models from the field of study of transportation sciences or related domains. | | | - DC
| The student offers a realistic solution to create a more sustainable world (cfr. Sustainable Development Goals), based on his/her transportation/mobility-related knowledge and research and aided by the use of several project tools which organise and facilitate this process. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The students are introduced to the different phases of a strategic project. Divided over these 5 sequential phases, essential project elements are discussed in depth, including: stakeholder selection and commitment, analysis of the factors influencing projects, idea generation, strategy selection, group dynamics, decision making, dealing with conflict and finally reflection on and evaluation of projects. In addition to the theory, which offers different ways to look at projects and their elements (including Soft Systems Methodology (SSM), Theory of Change (ToC), etc.), students are provided a variety of tools that will help facilitate and guide projects. These tools range from ways to generate and structure ideas to determining the most suitable strategy for any given project. Students are introduced to the theoretical foundations of these tools and will also learn to put them into practice in the context of a group assignment.
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Lecture ✔
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Response lecture ✔
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Small group session ✔
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Case study ✔
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Discussion/debate ✔
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Group work ✔
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Presentation ✔
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Report ✔
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Seminar ✔
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Period 2 Credits 6,00
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| Written evaluaton during teaching periode | 30 % |
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| Oral evaluation during teaching period | 10 % |
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Timely submission of the case study and reflection assignment (evaluation during teaching period) as well as active participation during the presentation session are mandatory. |
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| Consequences | Students who do not meet these conditions will receive a final score of N for this course. |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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| Explanation (English) | Students who failed the course in the first term need to ask the lecturer which part(s) (less than 10/20) (s)he needs to redo during resit (exam, case study (use of project tools), oral presentation and/or individual reflection). |
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| Compulsory course material |
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- The material available on Blackboard.
- Brouwer, H. and Woodhill, J., with Hemmati, M., Verhoosel, K. and van Vugt, S. (2016) The MSP Guide, How to design and facilitate multi-stakeholder partnerships, Wageningen: Wageningen University and Research, CDI, and Rugby, UK: Practical Action Publishing.
- Brouwer, H., & Brouwers, J. (2017) The MSP Tool Guide: Sixty tools to facilitate Multi-stakeholder partnerships. Companion to The MSP Guide. Wageningen: Wageningen University and Research, CDI. |
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| Recommended course material |
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UNDERSTANDING RICH PICTURES / SOFT SYSTEMS METHODOLOGY: Checkland, P. (2000). Soft Systems Methodology: A Thirty Year Retrospective. In: Systems Research and Behavioral Science Syst. Res. 17, S11–S58.
DESIGN THINKING: Design Thinking – Content/Overview; Design Thinking – The Guidebook.
THE CIRCLE OF COHERENCE: Wielinga, H.E., Dijkshoorn, M., Sol, J. (2010). In Search of Structural Innovations in the Dutch Green knowledge system. Darnhofer: Proceedings of the 9th European IFSA conference, Vienna, Austria.
THE CYNEFIN FRAMEWORK: Prezi; Summary; Cynefin: A Framework to work with complexity; Example: Applying an understanding of complexity to medicine; Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85, 68-76.
DECISION THEORY: Hansson, S.O. (2005) A Brief Introduction; Example: Electric Bus Selection with Multicriteria Decision Analysis for Green Transportation.
VROOM-YETTON-JAGO DECISION MODEL: Vignesh, M. (2020) Decision Making using Vroom-Yetton-Jago Model with a Practical Application. International Journal for Research in Applied Science & Engineering Technology, 8; Vroom-Yetton-Jago Model Diagram.
TUCKMAN: Natvig, D. & Stark, N.L. (2016) A Project Team Analysis Using Tuckman's Model of Small-Group Development. Journal of Nursing Education 55, 675-681; Tuckman, B. (1965) Developmental sequence in small groups. Psychological Bulletin 63, 384–399; Schuman, S.P. (2001) Group Facilitation: A Research & Applications Journal. |
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1 examination regulations art.1.3, section 4. |
| 2 examination regulations art.4.7, section 2. |
3 examination regulations art.2.2, section 3.
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| Legend |
| SBU : course load | SP : ECTS | N : Dutch | E : English |
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