| Language of instruction : English |
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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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There is no data for this choice.
Change the language, year or choose another item in the dropdown list if it is available.
| Degree programme | | Study hours | Credits | P1 SBU | P2 SBU | P2 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | Master of Software Systems Engineering Technology | Compulsory | 135 | 5,0 | 27 | 108 | 5,0 | 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
| can reflect on accomplishments and adjust future progress based on own insights and feedback moments with the teaching team. | | | - DC
| DC-M9 - can communicate in oral and in written (also graphical) form. | | | | - BC
| can present, demonstrate and defend the work completed orally (in discussion form) . | | | | - BC
| can document and report progress and final results in writing, using correct subject terminology. | | | | - BC
| can communicate and present the project results to a client (non-expert). | | | - DC
| DC-M10 - can function constructively and responsibly as member of a (multidisciplinary) team. | | | | - BC
| is capable of going through the design process as a team. | | | | - BC
| participates in the group discussions on cases of systems thinking, presented by the teaching team or 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
| works iteratively, incrementally as well as result-oriented. | | | | - 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 essential philosophical views on systems thinking. | | | | - BC
| possesses the knowledge of the material provided on the design process of systems. | | | | - BC
| knows the legal issues involved in software engineering (IP rights and software licensing). | | | - DC
| DC-M2 - has insight in the basic concepts and methods. | | | | - BC
| is able to apply systems thinking skills and tools. | | | | - BC
| understands the material and demonstrates an understanding of the design process of systems through application in a project. | | | - DC
| DC-M4 - can gather, measure or obtain information and refer to it correctly. | | | | - BC
| does further research based on the material provided to gather all required information. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them. | | | | - BC
| can analyze and interpret the impact of a proposed software project on the end user and on the system as a whole. | | | - DC
| DC-M6 - can select methods and make calculated choices to solve problems or design solutions. | | | | - BC
| can apply appropriate techniques and design principles of systems thinking. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| is able to reflect on the level of the acquired systems thinking competencies, in general and/or in the context of a specific project. | | | | - BC
| can adjust artifacts depending on feedback moments with the client. | | | | - BC
| can adjust artifacts depending on feedback moments with the educational team. | - EC
| EC3 - The Master of Software Engineering Technology has advanced knowledge and understanding of the principles and applications of software engineering, including software development processes, software architectures and the software life cycle, and can apply them, with an understanding of current technological developments, in complex and practice-oriented problem domains. [software engineering] | | | - DC
| DC-M1 - has knowledge of the basic concepts, structures and coherence. | | | | - BC
| has knowledge of the entire software development process and the steps that are involved, especially in the context of user-centered. | | | - DC
| DC-M2 - has insight in the basic concepts and methods. | | | | - BC
| has an understanding of all the basic concepts of user-centered software development. | | | | - BC
| has an understanding of what methods are applied to accomplish the various steps of the design and development process. | | | - DC
| DC-M3 - can recognize problems, plan activities and perform accordingly. | | | | - BC
| schedules activities and actions necessary for project implementation in a timely manner. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them. | | | | - BC
| can analyze and interpret the needs and requirements of the proposed use case. | | | - DC
| DC-M6 - can select methods and make calculated choices to solve problems or design solutions. | | | | - BC
| can apply appropriate techniques and design principles based on project requirements. | | | - DC
| DC-M7 - can use selected methods and tools to implement solutions and designs. | | | | - BC
| is able to develop the necessary artifacts based on the material provided and feedback moments. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| can adjust artifacts depending on feedback moments with the client. | | | | - BC
| can adjust artifacts depending on feedback moments with the educational team. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The student is familiar with the basic concepts of software design and development (as acquired in the “Engineering Interactive Software” course or similar expericence).
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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. Given the application-oriented profile of the master in Engineering Technology, this is explored in depth by means of a realistic use case with end users in a group project. The project will be developed incrementally throughout the semester.
Some of the topics of user-centered design covered are (in a non-binding list):
Principles and techniques of user-centered design (e.g., observational techniques, user profiling, contextual design, etc.).
Related methods such as user experience design and universal design.
Estimating and applying prototyping techniques.
Informal and formal techniques to evaluate user interfaces.
These topics are approached both practically and more conceptually. The theoretical sessions also 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
Because of the focus on user-centered design, this course unit is complementary with the course 'Engineering Interactive Software'.
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A distinct part of this course is the Life Long Learning (LLL) portfolio: the goal 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, organizing activities, carrying out extra assignments in a civic setting, attending seminars and many other programme-related activities that shape the student's engineering attitude. The student must hand in an portfolio of approximately 30 hours that gives evidence of his efforts in this aspect in which the students reflects on each of these activities.
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Application Lecture ✔
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Case study ✔
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Group work ✔
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Porfolio ✔
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Period 2 Credits 5,00
| Evaluation method | |
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| Written evaluaton during teaching periode | 66 % |
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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 | A grade of a least 12,0/20 is retained. |
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| Written exam | 34 % |
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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 | A grade of a least 10,0/20 is retained. |
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| Use of study material during evaluation | ✔ |
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| Explanation (English) | When applicable, a limited list of material allowed during the exam (e.g. summaries or specific papers) is communicated, at the latest during the last lecture. |
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| Additional information | The LLL-portfolio is evaluated with a PASS/FAIL.
In case of a FAIL, the overall grade of the course is FAIL.
In case of a PASS, the weighted grade of the project + examen counts for the entire course. |
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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 compulsary study materials consisting of slides, papers and/or chapters from books will be made available through the electronic learning environment, as will all additional course materials, either directly or through references.
Software used will either be freeware or previously purchased software (e.g. text editor for reports, ...) |
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| Recommended reading |
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[Research Methods in Human-Computer Interaction],[Jonathan Lazar, Jinjuan Feng, Harry Hochheiser],[2nd],[Elsevier Science & Technology],[9780128053904],[] |
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| Master of Teaching in Sciences and Technology - Engineering and Technology choice for subject didactics engineering & technology | Optional | 135 | 5,0 | 27 | 108 | 5,0 | Yes | No | Numerical | |
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| | | Learning outcomes |
- EC
| 5.1. The master of education is a domain expert ENG & TECH: the EM can in his own professional thinking and acting - with an appropriate attitude and with continuous attention to his own training - adequately communicate to all actors, cooperate effectively in a (multidisciplinary) STEM team, can use modern (digital) tools and take into account the economic, ethical, social and/or international context, and is aware of the impact on the environment. | - EC
| 5.2. The master of education is a domain expert ENG & TECH: the EM has a specialised knowledge and understanding of the acquired subject didactics and can creatively conceive, plan and implement them in an educational context and, in particular, as an integrated part of a methodologically and project-based ordered series of actions within a multidisciplinary STEM project with an important research and/or innovation component. | - EC
| 5.3. The master of education is a domain expert ENG & TECH: the EM has advanced or specialised knowledge and understanding of the principles, structure and used technologies of various industrial processes and techniques relevant to the specific subject disciplines and can autonomously recognise, critically analyse and methodically and well-foundedly solve complex, multidisciplinary, non-familiar, practice-oriented design or optimisation problems in these, with an eye for application, selection of materials, automation, safety, environment and sustainability, aware of practical limitations and with attention to current technological developments. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The student is familiar with the basic concepts of software design and development (as acquired in the “Engineering Interactive Software” course or similar expericence).
|
|
|
|
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. Given the application-oriented profile of the master in Engineering Technology, this is explored in depth by means of a realistic use case with end users in a group project. The project will be developed incrementally throughout the semester.
Some of the topics of user-centered design covered are (in a non-binding list):
Principles and techniques of user-centered design (e.g., observational techniques, user profiling, contextual design, etc.).
Related methods such as user experience design and universal design.
Estimating and applying prototyping techniques.
Informal and formal techniques to evaluate user interfaces.
These topics are approached both practically and more conceptually. The theoretical sessions also 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
Because of the focus on user-centered design, this course unit is complementary with the course 'Engineering Interactive Software'.
|
|
A distinct part of this course is the Life Long Learning (LLL) portfolio: the goal 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, organizing activities, carrying out extra assignments in a civic setting, attending seminars and many other programme-related activities that shape the student's engineering attitude. The student must hand in an portfolio of approximately 30 hours that gives evidence of his efforts in this aspect in which the students reflects on each of these activities.
|
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|
|
Application Lecture ✔
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|
|
|
|
|
|
|
Case study ✔
|
|
|
|
Group work ✔
|
|
|
|
Porfolio ✔
|
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|
|
Period 2 Credits 5,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 66 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
| Conditions transfer of partial marks within the academic year | A grade of a least 12,0/20 is retained. |
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|
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| Written exam | 34 % |
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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 | A grade of a least 10,0/20 is retained. |
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| Use of study material during evaluation | ✔ |
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| Explanation (English) | When applicable, a limited list of material allowed during the exam (e.g. summaries or specific papers) is communicated, at the latest during the last lecture. |
|
|
|
| Additional information | The LLL-portfolio is evaluated with a PASS/FAIL.
In case of a FAIL, the overall grade of the course is FAIL.
In case of a PASS, the weighted grade of the project + examen counts for the entire course. |
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
|
|
| Compulsory course material |
| |
All compulsary study materials consisting of slides, papers and/or chapters from books will be made available through the electronic learning environment, as will all additional course materials, either directly or through references.
Software used will either be freeware or previously purchased software (e.g. text editor for reports, ...) |
|
|
| Recommended reading |
| |
[Research Methods in Human-Computer Interaction],[Jonathan Lazar, Jinjuan Feng, Harry Hochheiser],[2nd],[Elsevier Science & Technology],[9780128053904],[] |
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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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