| Language of instruction : English |
| Exam contract: not possible |
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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 | |
 | Master of Business Administration - Entrepreneurship and Management | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical |  |
|
| | | Learning outcomes |
- EC
| The holder of the degree applies acquired knowledge independently. (Self-direction and entrepreneurial spirit)
| - EC
| The holder of the degree works in a team and displays leadership skills with a multidisciplinary approach to a business problem. (Teamwork)
| - EC
| The holder of the degree communicates clearly and correctly in writing and orally, in a business and academic context, if necessary supplemented with visual support. (Communication)
| - EC
| The holder of the degree integrates the perspective of stakeholders when making decisions in an organizational context. (Stakeholder awareness)
| - EC
| The holder of the degree is able to answer complex management questions from a practice-oriented perspective with respect to the functional areas of management. (Problem-solving capacity)
| - EC
| On the basis of advanced insights and skills with regard to the chosen specialisation, the holder of the degree formulates and defends substantiated advice on strategic policy decisions with a view to translating them to the tactical level. (Programme-specific competencies)
|
|
| | 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: Appreciative Inquiry. 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, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. 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;
- Has developed skill in managing ambiguous situations;
- Has developed skill in empathizing with others' worlds;
- Has developed reflection capability;
- Can work in team constructively.
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Lecture ✔
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Response lecture ✔
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Small group session ✔
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Discussion/debate ✔
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Group work ✔
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Paper ✔
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Presentation ✔
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Workshop ✔
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Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 44 % |
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| Oral evaluation during teaching period | 6 % |
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | 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. |
|
|
|
| Consequences | 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 |
| |
Students can apply their knowledge and skills regarding working in team constructively. |
|
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| Compulsory textbooks (bookshop) |
| |
Appreciative Inquiry as a Daily Leadership Practice: Realizing Change One Conversation at a Time,Luc Verheijen, Saskia Tjepkema, Joeri Kabalt,2020,Taos Institute Publications,9781938552755 |
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| Compulsory course material |
| |
PowerPoint slides and key articles on Blackboard. |
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|
| Master of Management: Strategy and Innovation Management | Compulsory | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
|
| | | Learning outcomes |
- EC
| The holder of the degree applies acquired knowledge independently. (Self-direction and entrepreneurial spirit) | - EC
| The holder of the degree works in a diverse team and displays leadership skills with a view to a multidisciplinary approach to management problems. (Teamwork)
| - EC
| The holder of the degree communicates clearly and correctly in writing and orally, in a business and academic context, if necessary supplemented with visual support. (Communication)
| - EC
| The holder of the degree integrates the perspective of stakeholders when making decisions in an organizational context. (Stakeholder awareness) | - EC
| The holder of the degree is able to address complex management issues from a strategic and conceptual perspective by adapting and applying management paradigms in general, and in particular paradigms from their specialization. (Problem solving capacity) | - EC
| The holder of the degree is able to make optimal use of cultural and disciplinary heterogeneity in work teams. (Programme specific competences) |
|
| | 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: Appreciative Inquiry. 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, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. 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;
- Has developed skill in managing ambiguous situations;
- Has developed skill in empathizing with others' worlds;
- Has developed reflection capability;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Lecture ✔
|
|
|
|
Response lecture ✔
|
|
|
|
Small group session ✔
|
|
|
|
|
|
|
|
Discussion/debate ✔
|
|
|
|
Group work ✔
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|
|
|
Paper ✔
|
|
|
|
Presentation ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 44 % |
|
|
|
|
|
| Oral evaluation during teaching period | 6 % |
|
|
|
|
|
| Evaluation conditions (participation and/or pass) | ✔ |
|
| Conditions | 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. |
|
|
|
| Consequences | 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 as a Daily Leadership Practice: Realizing Change One Conversation at a Time,Luc Verheijen, Saskia Tjepkema, Joeri Kabalt,2020,Taos Institute Publications,9781938552755 |
|
|
| Compulsory course material |
| |
PowerPoint slides and key articles on Blackboard. |
|
|
|
|
|
| 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 applies acquired knowledge independently. (Self-direction and entrepreneurial spirit)
| - EC
| The holder of the degree works in a team and displays leadership skills with a multidisciplinary approach to a business problem. (Teamwork)
| - EC
| The holder of the degree communicates clearly and correctly in writing and orally, in a business and academic context, if necessary supplemented with visual support. (Communication)
| - EC
| The holder of the degree integrates the perspective of stakeholders when making decisions in an organizational context. (Stakeholder awareness)
| - EC
| The holder of the degree is able to answer complex management questions from a practice-oriented perspective with respect to the functional areas of management. (Problem-solving capacity)
| - EC
| On the basis of advanced insights and skills with regard to the chosen specialisation, the holder of the degree formulates and defends substantiated advice on strategic policy decisions with a view to translating them to the tactical level. (Programme-specific competencies)
|
|
| | 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: Appreciative Inquiry. 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, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. 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;
- Has developed skill in managing ambiguous situations;
- Has developed skill in empathizing with others' worlds;
- Has developed reflection capability;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Lecture ✔
|
|
|
|
Response lecture ✔
|
|
|
|
Small group session ✔
|
|
|
|
|
|
|
|
Discussion/debate ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Presentation ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 44 % |
|
|
|
|
|
| Oral evaluation during teaching period | 6 % |
|
|
|
|
|
| Evaluation conditions (participation and/or pass) | ✔ |
|
| Conditions | 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. |
|
|
|
| Consequences | 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 as a Daily Leadership Practice: Realizing Change One Conversation at a Time,Luc Verheijen, Saskia Tjepkema, Joeri Kabalt,2020,Taos Institute Publications,9781938552755 |
|
|
| Compulsory course material |
| |
PowerPoint slides and key articles on Blackboard. |
|
|
|
|
|
| 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: Appreciative Inquiry. 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, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. 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;
- Has developed skill in managing ambiguous situations;
- Has developed skill in empathizing with others' worlds;
- Has developed reflection capability;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Lecture ✔
|
|
|
|
Response lecture ✔
|
|
|
|
Small group session ✔
|
|
|
|
|
|
|
|
Discussion/debate ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Presentation ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 44 % |
|
|
|
|
|
| Oral evaluation during teaching period | 6 % |
|
|
|
|
|
| Evaluation conditions (participation and/or pass) | ✔ |
|
| Conditions | 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. |
|
|
|
| Consequences | 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 as a Daily Leadership Practice: Realizing Change One Conversation at a Time,Luc Verheijen, Saskia Tjepkema, Joeri Kabalt,2020,Taos Institute Publications,9781938552755 |
|
|
| Compulsory course material |
| |
PowerPoint slides and key articles on Blackboard. |
|
|
|
|
|
| Master of Teaching in Economics free choice | Optional | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical | |
|
| | | Learning outcomes |
- EC
| The newly graduated student has a focus on the co-creative process and participates in and co-leads disciplinary and interdisciplinary dialogue. | - EC
| The newly graduated student engages in a continuous professional learning process focused on learning & development, diversity & talents, innovation & co-creation in education. | - EC
| The newly graduated student can answer management questions, strategic policy issues or business economic problems with the help of conceptual, business economic thinking frameworks or from a practice-oriented perspective with regard to the functional management domains. | - EC
| The newly graduated student actively monitors developments in business management and economics and practices, and reflects on them from an ethical and sustainability perspective. |
|
| | 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: Appreciative Inquiry. 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, positive psychology, organization development and helping theory). Contrasts will be made with other, deficit-based change approaches and their outcomes. 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;
- Has developed skill in managing ambiguous situations;
- Has developed skill in empathizing with others' worlds;
- Has developed reflection capability;
- Can work in team constructively.
|
|
|
|
|
|
|
|
|
Lecture ✔
|
|
|
|
Response lecture ✔
|
|
|
|
Small group session ✔
|
|
|
|
|
|
|
|
Discussion/debate ✔
|
|
|
|
Group work ✔
|
|
|
|
Paper ✔
|
|
|
|
Presentation ✔
|
|
|
|
Workshop ✔
|
|
|
|
Period 2 Credits 6,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 44 % |
|
|
|
|
|
| Oral evaluation during teaching period | 6 % |
|
|
|
|
|
| Evaluation conditions (participation and/or pass) | ✔ |
|
| Conditions | 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. |
|
|
|
| Consequences | 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 as a Daily Leadership Practice: Realizing Change One Conversation at a Time,Luc Verheijen, Saskia Tjepkema, Joeri Kabalt,2020,Taos Institute Publications,9781938552755 |
|
|
| Compulsory course material |
| |
PowerPoint slides and key articles on Blackboard. |
|
|
|
|
|
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 |
|