| 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 | |
 | part 2 Master of Transportation Sciences (by distance learning) | Transitional curriculum | 162 | 6,0 | 162 | 6,0 | Yes | Yes | Numerical |  |
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| | | Learning outcomes |
- EC
| EC1: The holder of the degree applies knowledge in an independent and self-directed manner. He/she is able to critically plan, guard, manage and evaluate his/her own learning processes and to take care of his/her own (quality) control. | | | - DC
| DC1: The student shows initiative on an individual basis, creates opportunities by anticipating and adopts a flexible attitude. | | | - DC
| DC4: The student evaluates his/her way of working taking into account the quality of the work and draws lessons for the future. | - EC
| EC2: The holder of the degree has in-depth knowledge and understanding of the concepts, methods, and (research) techniques of transportation sciences. He/she is able to apply the concepts, methods and (research) techniques in the field of transportation sciences adequately and autonomously. | | | - DC
| DC4: The student autonomously applies the selected concepts, methods or techniques for scientific research and interprets them adequately. | - EC
| EC3: The holder of the degree is able to autonomously carry out research in transportation sciences and offers realistic and sustainable solutions to complex transportation problems by using relevant theories and/or models from the field of study of transportation sciences or related domains. | | | - DC
| DC1: The student can identify relevant transportation problems in the field of transportation sciences. | | | - DC
| DC3: The student substantiates the proposed solutions from different perspectives | - EC
| EC4: The holder of the degree considers the society as a whole as an important stakeholder and reflects on the social relevance and consequences of recommendations/solutions and projects/assignments in a critical manner. In doing so, the holder of the degree strives, among other things, to have a sustainable impact on the region. | | | - DC
| DC1: The student is able to identify key stakeholders other than society and demonstrate their relevance. | - EC
| EC6: The holder of the degree is able to communicate and convince others on his/her field of study, both in writing and orally, addressing scientists of his/her own or similar fields of study and wide social groups. | | | - DC
| DC1: The student is able to communicate on the process, results as well as his/her views in writing in a logically structured and clearly understandable way and to exchange views on these with others. | | | - DC
| DC2: The student is able to verbally communicate on the process, results and his/her views in a logically structured and clearly understandable way and to exchange views on these with others. | - EC
| EC7: The holder of the degree is able to function as a member of a (multidisciplinary) team and has a good assessment of his/her own role within the team/organization and in the broader social and international context. | | | - DC
| DC1: The student gets a better view of his/her role as a transportation scientist in the broad social and/or international context. | - EC
| EC8: The holder of the degree acts and reflects in an ethical and sustainable way. | | | - DC
| DC2: The student adheres to the deontological codes of research. | | | - DC
| DC3: The student works systematically and critically reflects on the process at each step. |
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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 an individual assignment.
The majority of your learning will be done through self-study, based on the course material that is made available online. You will have access to a range of useful online learning materials such as online lectures, reading materials, as well as access to thousands of e-books, online journals and other resources via our online university library. Approximately mid-semester, an online interactive Question and Answer session will be organised, where students can meet the course lecturer and fellow students online and have the opportunity to go deeper into the course material.
All evaluations will be done online, whether by submission of assignments or by taking written or oral exams online, or a combination of assignments and exams. Written exams will be done with online proctoring (exam supervision) to retain the integrity of a supervised exam, while providing the flexibility of an online platform. For the online exams, distance learning students should ensure to have a laptop/pc with a working webcam and microphone, a charged mobile device (phone/tablet) and a stable internet connection (minimum upload speed of 1.5 MB/second), as well as a quiet, secluded room to take the exam in.
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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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Presentation ✔
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Report ✔
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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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| Off campus online evaluation/exam | ✔ |
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| For the full evaluation/exam | ✔ |
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| Evaluation conditions (participation and/or pass) | ✔ |
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| Conditions | Timely submission of the case study, reflection assignment and presentation (evaluation during teaching period) is mandatory. |
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| Consequences | Students who do not submit or submit the paper and/or reflection assignment and/or presentation later than the deadline 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 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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