Appendices TER ABA 2014 - 2015

Appendices TER ABA 2014 2015 page 1

Appendices TER ABA 2014 - 2015

Appendix A Competences of the programme

Appendix B Curriculum for the programme for the propaedeutic phase of ABA

Appendix C Curriculum for the programme for the post propaedeutic phase

Appendix D The Applied Business Administration Code of Behaviour

Appendix E Applied Business Administration Year test schedule

Appendix F Exemption policy Exam Committee School of Business

Appendix G Literature List


Appendix A Competences of the programme

2A.1 Description of education

Applied Business Administration offers a full-time, four-year course of ‘Applied Business Administration’. The

course mainly aims at fulfilment of management positions in organisations with service as their essential function or

as an important part of the complete organisation. Graduates receive a ‘Bachelor of Business Administration in

Applied Business Administration degree’ with an accompanying certificate. The educational programme has been

registered in the Centraal Register Opleidingen Hoger Onderwijs (CROHO, Central Register of Schools for Higher

Education) under number 034138 full-time and part-time. Specific ABA modules form the core and essence of our

curriculum.

The use of English as the language of instruction enriches the Applied Business Administration course at Stenden,

and emphasises its international dimensions.

2A.2 Account of the education

Profile for Bachelor’s of Business Administration.

Courses in the Higher Economic Education sector of Higher Professional Education should be clearly identifiable,

for both students and the industry. All Dutch Universities that offer courses in Bachelor’s of Business

Administration (BBA), have formulated a profile of domain competences, which describes the aspects they have in

common.

Dutch Applied Business Administration Profile

In the Netherlands Stendens’ ABA is the only government-sponsored school offering an Applied Business

Administration programme. For this a national Professional Competence Profile for Applied Business

Administration (2004) has been developed. This profile consists of a professional profile, which gives a description

of the professional or core tasks of the professional worker, and a competence profile in which the professional tasks

have been translated into competences. Competences describe the knowledge, insight, skills, and professional

attitude students should have acquired by the end of their studies to be adequately prepared for the professions they

have been trained to perform. Therefore, competences are directional for the way the educational programme is to be

organised.

Stenden - Applied Business Administration Competence Profile

ABA has developed her own educational competence profile, by adding two competences to the national profile.

These competences are derived from the educational concept and the mission of Stenden and concern the

intercultural and the value driven competences. The competence profile is directional for the development of the

educational programme.

Below, please find a short description of the competences. Please refer to the curriculum “Excellent Organizer” for

an extensive explanation and rationale, available at the educational consultant of our Institute.

Twelve competences form the basis of the education programme of our Applied Business Administration course:

1. Design, develop and implement efficient processes to promote and facilitate the primary organisational and

business activities.

2. The development of a vision on changes and trends in the external environment and the developing of relations,

networks and chains.

3. Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for

decision-making.

4. Implementation of Human Resource Management in view of the strategy of the organisation.

5. Setting up, managing and improving of company - or organisational processes.

6. Analysing the financial and legal aspects, internal processes and the company - or organisational environment in

order to reinforce the correlation and interaction.

7. Developing, implementing and evaluating a change process.

8. Leading a company, part of a company, company processes or a project.

9. Social and communicative competence (interpersonal, organisation)

10. The competence of managing one self (intrapersonal, or professional)

11. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core values which

contribute to the care of human beings and the world.


12. Effectively identify and handle cultural differences within an international team.

Explanation about the origin and formulation:

Competence 1 is characteristic for the Applied Business Administration education programme and can

be considered as being unique.

Competence 2 till 7 form the common basis for the education programmes of higher professional education,

which grant the degree in Business Administration (BA).

Competence 8 originates from the domain competences of the Bachelor degree of Commerce.

Competences 9 and 10 are common domain competences in all domains of the sector for higher economic

education programmes.

Competence 11 and 12 are Stenden specific.

Each academic year, students work on certain phase objectives, which ensures that the competences will be acquired

after completing their studies.

Competence Year 1 Year 2 Year 3 Year 4

1 1.1

Perform

operational

ABA tasks in

the primary

organisations

process.

2.1

Design efficient

ABA processes

to promote and

facilitate the

primary

organisational

activities.

3.1

Develop and

implement

efficient ABA

processes to

promote and

facilitate the

primary

organisational

activities.

4.1

Design,

develop and

implement

efficient ABA

processes to

promote and

facilitate the

primary

organisational

and business

activities.

2 1.2

Understand

external

analyses and

the relevance

of these for the

operational

working

processes and

understand the

importance of

the

developments

of networks,

chains and

relations.

2.2

Anticipate,

from an

entrepreneurial

attitude,

changes and

trends in the

external

environment

and develop a

vision with the

aid of networks

and relations.

3.2

To develop a

vision about

changes and

trends in the

external

environment and

the development

of relations,

networks and

chains.

4.2

To develop a

vision about

changes and

trends in the

external

environment

and the

development of

relations,

networks and

chains.

3 1.3

Understand the

relevance of

the execution

of policies at

operational

level and act

accordingly.

2.3

Write policy

plans at

departmental

level.

3.3

Analyse and

design policy at

organisational

level.

4.3

Analysing

policy issues

and to translate

these in policy

objectives and

in policy

alternatives and

preparing for



decision-

making.

4 1.4

Understand the

HRM

responsibilities

and authority

and train and

coach

individual

employees

within the

team.

2.4

Execute all

relevant Human

Resource

Management

tasks at

departmental

level.

3.4

Execute all

relevant Human

Resource

Management

tasks at

organisational

level in view of

the strategy of

the organisation.

4.4

Implementation

of Human

Resource

Management in

view of the

strategy of the

organisation.

5 1.5

Name and

execute the

company or

organisational

processes.

2.5

Design, control

and improve

the company or

organisational

processes.

3.5

Design, control

and improve the

company or

organisational

processes, based

on strategic

objectives and

quality plans.

4.5

Setting up,

managing and

improving of

company - or

organisational -

processes.

6 1.6

Describe the

financial and

legal aspects,

internal

processes and

the operational

-or

organisational-

environment

and make

simple analyses

and internal

reports with the

aid of IT-

applications.

2.6

Manage

internal

processes with

instruments of

management

accounting,

law, business

administration

and research.

3.6

Analyse the

financial and

legal aspects,

internal

processes and

the operational -

or

organisational-

environment in

order to

reinforce

correlation and

interaction.

4.6

Analyse the

financial and

legal aspects,

internal

processes and

the operational

- or

organisational-

environment in

order to

reinforce

correlation and

interaction.

7 1.7

Recognise the

need for

changes and

distinguish the

steps of a

change

process.

2.7

Develop,

implement and

evaluate a

change process

at departmental

level.

3.7

Start a

development

line within an

organisation in a

creative and

organisational

sensitive way

and achieve the

4.7

Developing,

implementing

and evaluating

a change

process.



goals set within

the term of the

change process.

8 1.8

Uphold a

professional

relation with

various

individuals,

groups and

departments

and deal with

the tension

between

process- and

product

orientation.

2.8

Function within

a department as

the one who

arranges and

activates,

advises informs

and teaches

his/her staff.

3.8

Initiate and

stimulate the

interaction

process between

and among

individuals,

groups and

departments and

act structural.

4.8

Initiate and

stimulate the

interaction

process

between and

among

individuals,

groups and

departments

and act

structural.

9 1.9

Carry correct

verbal and non-

verbal business

correspondence

in two or more

languages and

communicate

accordingly

(IELTS 6.5).

2.9

Communicate

in two or more

languages at all

organisational

levels; design

and write

policy plans,

inform, consult,

create support,

stimulate,

motivate,

persuade and

express

resolutions.

3.9

Adjust attitude

to the social

context in all

types of

communication

and tune this

communication

to external

parties as well.

4.9

Adjust attitude

to the social

context in all

types of

communication

and tune this

communication

to external

parties as well.

10 1.10

Can describe

the personal

possibilities

and pitfalls

with regard to

learning,

result-oriented

working,

taking

initiative,

operating

independently

and flexibility.

2.10

Can in

educational

situations with

coaching adjust

personal

development

with regard to

learning, result-

oriented

working, taking

initiative,

operating

independently

and flexibility,

to the demands

3.10

Can

independently of

others steer and

regulate, in

profession

related

situations,

personal

development

with regard to

learning, result-

oriented

working, taking

initiative,

operating

4.10

To steer and

regulate

personal

development

with regard to

learning, result-

oriented

working, taking

initiative,

operating

independently

and flexibly.



of the specific

situation.

independently

and flexibil.

Can, through

reflection and

with coaching,

describe

personal

competence

development

and describe

which elements

need attention.

Can develop a

plan of action

for the

development of

underdeveloped

competences.

Can

independently,

on the basis of

his plan of

action, steer

personal

competence

development.

Think, reflect

and take

responsibility

for personal

acting which

indicates

commitment

and critical

self-assessment.

11 1.11

Has knowledge

of his own

values and of

the universal

core values

which

contribute to

the care of

human beings

and the world.

2.11

Connect the

universal core

values to his

own daily

(operational

management)

behaviour and

to

entrepreneurial

action in the

industry.

3.11

Apply the

universal core

values in his

own

management

(entrepreneurial)

behaviour and

into the culture

of a company in

the industry.

4.11 .

Focuses his

managerial and

entrepreneurial

behaviour -

from his own

outlook on life -

on core values

which

contribute to

the care of

human beings

and the world.

12 1.12

Familiarises

himself with

the theme of

intercultural

society and can

empathise with

individual and

intercultural

diversity and

people with

various

backgrounds.

2.12

Can create a

link between

ethical

(intercultural

and

international)

themes and the

culture of an

organisation

and explain the

added value of

cultural or

individual

diversity.

3.12

Is willing and

able to handle

intercultural

differences

effectively and

can explain why

paying attention

to the moral side

of the business

culture is an

indispensable

part of

(intercultural)

management.

4.12

Effectively

identify and

handle cultural

differences

within an

international

team.

View on the relation between education and the working field.

Within ABA, a lot of attention is paid to the practical and usable knowledge required for the later profession. This

means that the Advisory Board of the course is invited to have an active role in the curriculum. Therefore the course

needs a broad range of representatives in the Advisory Board. In addition to knowledge of the field, the professional


should have the capacity to think and act in both an analytical and problem solving way. Furthermore, an important

role is played by non-cognitive factors, such as perseverance, teamwork, creativity, willingness to work, and a

capacity to reflect upon one’s own skills and professional attitude. Educational institutions need to pay attention to

such factors. Therefore, a problem and practice aimed approach is necessary, with objectives and study contents

based upon the future professional performance.

View on future developments

Important developments observed in various fields are quality care in the field of economic services, intercultural

sensibility, financial-economic developments, internationalisation, technology and its consequent legal

developments, automation, and the increasing interest in environmental and social responsibility. These

developments are extensively discussed in the professional profiles, educational profiles and educational objectives.

The modular organisation of ABA’s educational programme offers the opportunity to react flexibly to future

developments in the field, and consequently will always offer an up-to-date educational programme.

2A.3 Views on learning and teaching

View on learning and education

Stenden uses Problem Based Learning (PBL) in its courses. In Problem Based Learning, learning is thought to be

the process of actively acquiring and processing information that changes the behaviour of the student in a relatively

irrevocable way. This acquired knowledge, being of a cognitive nature, may also be of an affective or psychomotor

nature.

We have chosen to use PBL and CBL (Case based learning) in our courses as this approach supports our view on

learning and requires an active study attitude on the part of the students.

Our primary motives for choosing PBL are related to:

In PBL the individual student is responsible for what and how he/she learns. An educational system that compels

students to study actively is generally more motivating than a system that does not encourage active study.

PBL changes a student’s attitude towards studying that may lead to a life long increase in self-study and personal

responsibility. During PBL sessions students learn that their current knowledge is often not sufficient to address the

problem they are confronted with. Through the PBL process the students learn the problem solving process that will

allow them to tackle problems in future (professional) situations.

The secondary motives for choosing PBL are:

Social motive: Working on PBL tasks in small study groups stimulates the development of co-operation.

Educational-didactic motive: The PBL method ‘forces’ students to develop personal discipline and an ongoing

working rhythm.

Educational contents and methodical motive: As opposed to the lecture/exam approach in which students often learn

only specific significant information, the PBL approach stimulates gaining a broad array of knowledge by presenting

a carefully chosen problem as a starting point. It promotes the integration of various disciplines. In addition to

acquiring knowledge and skills, the PBL session gives the student the opportunity to practice and use the knowledge

and skills gained.

Didactic principles

An educational institution willing to give a didactic form to the above views on the relationship between education

and the field, future developments, and learning and teaching, should be aware of the tension that exists between the

freedom of the PBL group on the one hand, and the need for uniform objectives for all students on the other hand.

Group education only works well if the personal responsibility and initiative of the students is stimulated and

respected. PBL groups deal extensively with subjects such as co-operation, learning how to formulate, problem

solving, and decision-making.

From a didactic point of view, the above is expressed in the educational objectives of the programme. The objectives

describe:

What problem definitions students should work on during the educational process.

Which cognitive and social skills students should realise.


The primary conditions considered when organising educational situations are:

Activation of the student’s prior knowledge - refers to the starting position of the students;

Relationship to the Business Administration- refers to offering students tasks in a context that resembles the future

professional practice as much as possible;

Active participation and application of knowledge by the students.

These three conditions are met in the problem-based approach to learning. Problem based education recognises and

emphasises the interactive aspect of learning. Learning through the use of a problem stimulates students to discuss,

study and use their knowledge. A well-formed learning arrangement contains tasks and assignments to be worked on

in the PBL group, small groups, and other interactive didactic methods such as laboratory courses and tutorials.

Problem based learning meets the third condition when, during the process of learning, analysing the problem and

acquiring knowledge takes place systematically and through established procedures.

Other, more secondary, conditions essential for a successful problem based learning process concern:

The knowledge a student has about PBL before he/she starts a study using this concept,

The skills of the student for co-operation with other students in a PBL group with an alternating chair(wo)manship;

The social and communicative abilities of the counselling lecturers;

The mutual co-operation of lecturers. Lecturers need to agree on the problems constructed, the realisation of the

counselling task, and the assessment method of study results and programmes.

Role and responsibility of the students

Students play an active role in ABA’s education. Aside from acquiring and processing information on a highly

independent and active basis in PBL they are continuously challenged to reflect on the learning and group processes

they have experienced. Students are frequently asked to contribute to the development, evaluation and direct and

indirect quality improvement of our education by participating in the module planning groups for the development

of educational programmes, panel discussions with student-evaluators, and ABA’s discussion and decision-making

structure. The structure of the practical education and the organisation of our student counselling system stimulate

our students to increasingly reflect on their personal attitude, skills and future choice of career.

Role and responsibility of the lecturers

Problem based learning results in an essentially different role for our lecturers. In traditional instructive teaching a

lecturer’s main task is to transfer knowledge while in problem based learning lecturers may be seen as managers of

the educational process. Their activities consist of the four classic management functions.

Together with colleagues, they determine the goals of the educational programme within the framework of ABA’s

established (college specific) objectives.

They plan the students’ learning activities according to the concept of problem-based learning.

As student counsellors, they stimulate their students and control whether they perform an adequate amount of the

learning activities.

Finally, they check periodically to see if the set objectives have been met satisfactory.

The development, realisation and evaluation of the educational programme demand a lot of willingness to co-

operate on the part of lecturers.

In the context of problem based learning, lecturers have five ‘functions’ to fulfil in order to realise their role as tutor

in PBL sessions. They are designers of problems, stimulators, process controllers, assessors and subject specialists.

ABA assumes, as a principle, that the skills to fulfil those five functions are united in one person. These means that

every tutor should be a course specialist and know all about the competencies of the course but can’t be a specialist

on every subject.


Appendix B Curriculum for the programme for the propaedeutic phase of ABA

B1. Fulltime course Applied Business Administration

Module 1 Module 2 Module 3 Module 4

Year 1 Introduction

to

Management

Management

Information

Communication

Operational

Organisation

15 credits 15 credits 15 credits 15 credits

Module

coordinator

Mrs. K.S.

Zondervan

Vacancy Vacancy Mr. R.G. Pieters

Table of contact hours for the propaedeutic phase, ABA full time program.


Year 1 16 contact hrs

(12 clock hrs)

16 contact hrs

(12 clock hrs)

16 contact hrs

(12 clock hrs)

16 contact hrs

(12 clock hrs)

B2. Part time course Toegepaste Bedrijfskunde / Applied Business Administration


Year 1 Introduction

to

Management

Management

Information

Communication

Operational

Organisation

Introduction

to

Management

Management

Information

Exemption/

Self study program

Exemption/

Self study program

15 credits 15 credits 15 credits 15 credits

Module

coordinator

Mrs. K.S.

Zondervan

Mrs. K.S.

Zondervan

Mrs. Tatiana

Naaijer Ciff

Mr. R.G. Pieters

As of 1 August 2003, we offer Applied Business Administration on a part-time basis. It’s the same programme,

adapted to working adults. Consequently, our students must be present during 20 days per year. In principle, one

study week consists of 20 study hours and one regular academic year consists of 42 study weeks.


For the part-time course there are no group exemptions.

But many of the Part time students have previous knowledge and skills. Relevant working experience, previous

education or a combination of those. Based on these competences on working experience, previous education or a

combination of both, students can request individually for exemptions. Requests for exemption are personal and

have to be handed in before the first of November at the Examination Board.

Also look at the Appendix Exemption policy.

Economy Lab, EcoMLab

Building block code: School of Business EcoMlab

Building block name: Economy Lab, Applied Research

Study load:

Period:

Duration:

Entry level:

Building block language: English

Module Coordinator: Mr. Maarten Raangs

Concise description of the contents:

Applied research is considered a crucial booster for innovation. The Sector Plan for Higher Professional Education in the Northern part of the Netherlands, called ‘Scholen voor Ambities’

(Schools for Ambitions) i (Croon, 2010), has spearheaded reinforcement of the transition of the region towards a sustainable economy in the coming years. One example is the bio-based economy

(an economy which runs on biomass as base material). That requires more room and attention for innovative skill and enterprise of staff and organisations, nurtured by research and practice. It has been agreed in the Knowledge Agreement for Logistics (2011) to develop six regional knowledge distribution centres (KDCs) that have to provide for a continuous interaction between the professional field and education. The following schools are aligned with the KDCs: Amsterdam

University of Applied Sciences, Rotterdam University of Applied Sciences, Breda University of Applied Sciences, Fontys in Venlo, the HAN in Arnhem/Nijmegen and Windesheim in Zwolle. The Northern provinces appear not to have sufficient or even any connections to these centres. Partly for this reason, the Stenden School of Business has set up a research unit to facilitate research in a professional way in the triptych of research, education and the professional field

(Mannen, 2013). Their research activity is mainly aimed to appliance and innovation specific for business, where trade and industry can make use of the knowledge and expertise of the School of Business (knowledge valorisation) to enable them to improve their operational management.

Within the School of Business research and education are closely attuned thanks to integration of (research) questions into the programme. The School of Business has selected eight research topics that fit in easily into the programmes. All topics have been incorporated into our new research unit

called: the EcoMLab. The EcoMLab enables students to learn research skills in practice that are essential for professionals of the 21st century, keeping in mind that the content of the research topics are directly relevant for these professionals. Due to advancing globalisation and computerization, future professionals are facing increasing demands and challenges for which our current students have to prepare themselves thoroughly. ‘Ondernemen NU!’ is a research group that involves students into practical

research, aimed to the eight central topics of the EcoMLab. The research components within our modules will – where possible – take place in practice situations.

In this setup the professional field introduces relevant and current topics that are in line with the topics of the EcoMLab. The ‘Ondernemen NU!’ research group transfers knowledge and translates questions and problems from the actual practice into research assignments to be included as part of

the curriculum, which group also involves student participation. This will enable students to develop


into competent professionals who will be ready to meet the requirements of the professional field. Good examples of integration are the research modules of the ABA and the HRM programmes where students have actively searched for drivers of economic vitality of various regions. The topic ‘the Digital Society’ explores mainly the effects of E-commerce on companies and logistical processes.

Most important objectives and test methods:

Objective: Test method:

Applied Research

Economy Labs

Literature

Compulsory literature (books, articles) ISBN

Bruin, F. d. (2013). Hobeon, Lectoraat Logistiek Noord Nederland bij Stenden,

haalbaarheidsonderzoek. Den Haag.

Croon, B. &. (2010). Scholen voor Ambities, Sectorplan HBO Noord-Nederland

2010-2015,.

Mannen, A. (2013). Strategisch beleidsplan School of Business 2013-2017.

Wereldwijs. (2013). Wereldwijs Onderwijs en Onderzoek, de koers van

Stenden 2013-2017. Leeuwarden.


B3. Overview of the module description

Module coordinators:

Introduction to Management (IM) Mrs. K.S. Zondervan

Management Information (MI) Mrs. K.S. Zondervan

Communication (Com) Mrs. Tatiana Naaijer-Ciff

Operational Organization (OO) Mr. R.G. Pieters

Building block code: AB1IM

Building block name: Introduction to Management

Study load: 420 hrs, 15 (1x9 + 2x3) EC

Period: 1.1

Duration: 9 weeks

Entry level: Admission policy ABA


Module Coordinator: Ms K.S. Zondervan


The first module of the course Applied Business Administration for the regular route handles getting acquainted with management in general, and with the study methods of Stenden University. In the offered program, 8 lectures management will give you support in the management aspects:

leadership, organisation structure, organisation culture, quality and the learning organisation. Lectures economics and accounting will support you in the financial back up.

Lectures marketing will support you to relate all actions to the root of organisations: ‘why do we exist; who do we serve. Workshops English will support you, to deal with the ‘home’-language of our course: ‘English’. Verbal communication will help you to sharpen your skills in broadcasting and receiving social messages.

A start up lecture: Study landscape / Stenden’s library will help you to find your path through your

sources in the nearby future. Social policy, IT / Information technology and inter-cultural sensitivity will shape you for the Applied Business Administrations 12 competences.

Study Path Development will help you as a student to deal with skills needed to be successful, effective and efficient in your study path.

Stenden University is a PBL university. Problem Based Learning will encourage you to optimise your preferential learning style, and challenge you to discover other styles. Alternating once or twice a week students will deal with situations using the 7 step method of PBL. This themed module will be completed by a module assignment, situated in inter cultural environment. Students in module groups of 4 can show their progress in all above mentioned topics

The Applied Business Administration Behaviour Code is applied to this module.


Knowledge and skills

You will get acquainted with the field of Applied Business Administration and the following course competences will be addressed. 1 Design, develop and implement efficient processes to promote and facilitate the primary organisational and business activities. 2 The development of a vision on changes and trends in the external environment and the

developing of relations, networks and chains. 3 Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for decision-making. 5 Setting up, managing and improving of company - or organisational processes. 6 Analysing the financial and legal aspects, internal processes and the company - or organisational environment in order to reinforce the correlation and interaction.

8 Leading a company, part of a company, company processes or a project.

9 Social and communicative competence (interpersonal, organisation)

Work forms

PBL, lectures, workshops, guest lectures, consultation hours and group work



You can describe the characteristics of an organisation, you can explain what Management is, you can typify organisational

structures. You can explain the relevance of Management Accounting, you can differentiate between different cost types, etc. You can distinguish different marketing management concepts.

PBL Assessment Module assignment

You can use verbal communication in a professional way in several different situations.

Portfolio

Progress Test

Literature


Boer, P. de, Brouwers, M.P. & Koetzier, W. (2007). Basics of Financial

Management. Groningen: Wolters-Noordhoff. 9789001701314

Dam, N. van, Marcus, J. (2007). Organisation and Management: An

International Approach. Groningen: Noordhoff. 9789001809669

Herlé, M. & Rustema, C. (2005). Corporate Communication

Worldwide. Groningen: Wolters-Noordhoff. 9789001406011

Kotler, P. et al. (2006). Principles of Marketing. (5th European ed.)

Harlow: Prentice Hall/Financial Times. 9780273711568

Verhoeven, N. (2007). Doing research: The Hows and Whys of

Applied Research. Amsterdam: Boom academic. 9789047300649

Foot, M. & Hook, C. (2008). Introducing Human Resource

Management. Amsterdam: Pearson Education. 9780273740988


Cotton, D., Falvey, D., Kent, S. (2009). Market Leader, Upper

Intermediate Business English Course Book, incl. self-study cd-rom

and audio cd (new ed, 7th impression). Harlow: Pearson Education

Limited. 9781405881395

Rogers, J. (2010). Market Leader, Upper Intermediate Business

Practice File incl.practiece file cd (new ed, sixth impression). Harlow:

Pearson Education Limited. 9781405813402

Gramsbergen-Hoogland, Y. & Van der Molen, H. (2005).

Communication in Organizations. Basic Skills and Conversation

Models. Hove UK: Psychology Press.

Cotton, D., D. Falvey & S. Kent Market Leader Upper Intermediate – 3rd edition. Course Book + CD, Harlow: Pearson Longman ISBN 978-1-4082-3709-0 Cotton, D., D. Falvey & S. Kent (2011). Market Leader

Upper Intermediate 3rd edition. Practice File + CD, Harlow: Pearson Longman. ISBN 978-1-4082-3710-6


Building block code: AB1ENG1

Building block name: Business English 1

Study load: 84 hours (3 ECs)

Period: 1.1

Duration: 9

Entry level: Admission ABA programme


Module Coordinator: Ms Tatiana Naaijer-Ciff


The course will cover the following functions at this level: greetings and introductions,

meetings and negotiations, business letter, email, memo and report writing. On

completion of this course, students will have a sound grasp of the rudiments of the

English language and will be able to communicate effectively in the business

environment.

There is also a focus on English grammar and vocabulary, which directly relates to the

before mentioned skills.


After completing this course, students will be knowledgeable about the most important

aspects of Business English. They will also be able to understand basic business

terminology, writing and listening passages. You will be able to produce basic business

English writing and speaking texts and passages at a B1 (CEF) level.

Work forms

The activities mentioned below will be practiced in order to improve the 4 skills at a B1

level.

Receptive Productive

Listening Reading Spoken Interaction Written

- Dialogue

- Presentation

- Videos

- Articles

- Websites

- Face to Face situations/

interactions

- Telephone conversation

- Presentations

- Debates

- Summaries

- Descriptions

- Business writings

(memo, email, etc.)


Test methods:

Part Maximum Weight Norm Pts EC

Written Test

(multiple

choice and

open

questions)

10 0.5 5.5

3

Spoken

Section 10 0.5 5.5

Pass 5.5

Literature


Market Leader Upper Intermediate, 3rd edition by Cotton, Falvey &

Kent

9781408237090


Building block code: AB1MI

Building block name: Management Information

Study load: 420 hours, 15 EC

Period: 1.2

Duration: 9 weeks



Module Coordinator: Ms. Karin Zondervan


Module Management Information is built around the various systems that enable companies to run

their business smoothly. Within this module students are confronted with a company that has been

operating for years, purely focusing on the operations; hence, the systems due to be implemented have either not been used at all or have been applied rather poorly. The case study provides the students with a “shoe-box administration”, which contains all the information available, but completely lacks a coherent system. The assignment involves restoring order in the chaotic situation as presented; meaning that you, the student, will be required to produce an up-to-date set of profit-and-loss accounts and personnel records. In addition, you will be required to analyse the product statistically and financially, and also to come up with an ICT improvement proposal.

Professional relevance In this module, the student is confronted with a number of information systems. This not only leads to valuable knowledge on this specific subject, but also brings about awareness of the value of sound information for managers. These “backstage” systems, which are to a great extent responsible for employee and customer satisfaction, form the central theme this module.

Operational decision-making will be a focal point in the future professional career of the student. Developing the skills required to create a healthy business and becoming a successful manager, in combination with the knowledge of how to interpret the presented information, are key elements in this module and will prepare students for their future careers. Interdisciplinary approach

The case assignment presented here involves a number of subjects: In order to restore systematic order in the chaos, as presented, the student needs knowledge of (human resource) management, financial accounting, statistics and ICT. The structure of the assignment is designed to force the student to operate at interdisciplinary level. While any given item of information in the shoebox might include information that affects both the personnel records and the profit-and-loss accounts, the same item might also be an essential element in the execution of the statistics assignment; and the solution might well be hidden in the application of ICT knowledge.



Competencies

With respect to the Professional Profile of Applied Business Administration, this module covers elements of four of the defined core competencies: Design, development, and implementation of efficient processes to enable and facilitate the

primary organisational and business activities (Competence 1). Analysis of policy issues, translation into policy goals and alternatives, and preparation of

decision-making processes (Competence 3).

Arrangement, control and improvement of company or organisational processes (Competence

5). Analysis of the financial and judicial aspects, internal processes and the company or

organizational environment in order to strengthen coherence and interaction (Competence 6).


Position within curriculum The central question posed in the first year is ‘So, you want to be a manager?’. Out of the five fields related to this main theme, this module primarily focuses on the field, problem analysis and decision-making skills. Important disciplines in the module include management skills, financial accounting, statistics and information technology. The emphasis in the lectures and the tasks that are presented will be on analysing existing problems and making decisions based on those analyses.

Work forms

PBL, lectures, workshops, guest lectures, consultation hours, group assignment



1. Apply the basic knowledge related to business administration principles;

Module assignment with:

2. Recognize the importance of a proper cash and goods flow;

Part: Bookkeeping & Finance

3. Apply the basic knowledge of human resources management;

Part: HRM, Research and Written communication

4. Apply the basic knowledge of the Working

Conditions and Environmental

PBL Assessment

5. Policy (Arbo en milieubeleid); Progress Test

6. Make appropriate choices and decisions in an

ethically correct manner;

7. Apply the basic knowledge related to information

management;

8. Define and describe the various legal corporate

forms;

9. Recognize the importance of sound internal communication;

10. Explain the function of statistics and the relevance of ‘business research’;

11. Analyse the financial data of the enterprise and interpret the related key figures;

12. Understand and execute descriptive analyses;

13. Use the English language within the context of the module;

14. Use the ICT application, Excel, to set up an

administration

15. Use a number of theories to describe how to enhance the efficiency and quality experience within an enterprise or department


Literature


C.A.M. Klerks-van de Nouland, H.J.M. van Sten-van 't Hoff & A.

Tressel, Introduction to the Accounting Process and

P. de Boer & M.P. Brouwers / Wim Koetzier, Basics of Financial

Management

Foot, Margaret & Hook, Caroline, Introducing Human Resource

Management

N. Verhoeven, Doing Research

http://www.studieboeken.nl/nederlandse-boeken/business-management/financieel/introduction-to-the-accounting-process/9789001789237/index.html

http://www.studieboeken.nl/nederlandse-boeken/studieboeken/economie/basics-of-financial-management/9789001802912/index.html

http://www.studieboeken.nl/nederlandse-boeken/studieboeken/economie/basics-of-financial-management/9789001802912/index.html

http://www.studieboeken.nl/engelse-boeken/business-management/economie/introducing-human-resource-management/9780273712008/index.html

http://www.studieboeken.nl/engelse-boeken/business-management/economie/introducing-human-resource-management/9780273712008/index.html

http://www.studieboeken.nl/nederlandse-boeken/studieboeken/exacte-wetenschappen/natuurwetenschappen/doing-research/9789047300649/index.html


Building block code: AB1CC

Building block name: Corporate Communication

Study load: 420 hours, 15 (3 x 5)EC

Period: 1.3

Duration: 9 weeks



Module Coordinator: Mrs. Tatiana Naaijer-Ciff


Welcome to Module 3 ‘Corporate Communication’, in this module we follow up on English, Verbal

Communication and Written Communication. The new subject is Corporate Communication and in

this module we –for administrative reasons – put the final part of Study Path Development 1. You have chosen for an education in an international, multicultural setting. Also, our present day society is influenced heavily by the English language. Therefore in the first year there are two building blocks English. Upon completing both English 1 and 2 you will have extended your range of vocabulary, you’ll be more familiar with English grammar and your confidence in your ability to communicate through writing and speaking in a business environment will have increased. With English 2 you raise your level to B2.

After the subject ‘Discussion skills’ in Verbal communication 1, Verbal communication 2 focuses on presentations and meetings. Public speaking will no doubt be part of your future career and you can learn to hold engaging presentations and to have meetings in a professional way. Written Communication 2 is a deepening of Written Communication 1. How to communicate, how to

persuade someone of your point of view? In an argument how you communicate is at least as

important as what you want to communicate. Merely stating the facts is not enough, the way you present and interpret the facts and how you argue your case are extremely important elements of persuasive reasoning. Your going to make a literature review and it’s going to be a big step up from the one you made in Written Communication 1. This will prepare you for writing more reports and eventually your thesis. Be critical and do your research!

The building block Corporate Communication will focus on the different forms of communication you will encounter in professional practice; internal and external, with focus on management, business and/or the organization. By communicating well with all stakeholders you will not only sell your product or service but your organisation also promotes the corporate identity and a coherent corporate image. Study Career Planning 1 1,5 EC

Portfolio of your personal development Progress Test Year 1 (60 questions) 1,5 EC Norm = 5,5 grade




Work forms

Lectures, workshops, PBL, consultation hours



Verbal Communication: Product Folder

Participation tutorials

Peer assessment

Presentation

Written communication: Participation tutorials

Literature Report

Corporate communication PBL assessment

Literature



Building block code: AB1SCP1

Building block name: Student Career Planning


Period: Divided over module 1, 2 and 3

Duration: Year 1

Entry level: ABA Admission policy


Coordinator: Ms K.S. Zondervan

Concise description of the content:

The SCP course is a combination of study skills and study coaching. You learn about how Stenden

works and how you work! This is an exciting time for you and personal development is an important

part of growing; growing up and growing in your role of a future professional.


This subject prepares you for the last 4 course competencies in particular: 13. Social and communicative competence (interpersonal, organisation) 14. The competence of managing one self (intrapersonal, or professional) 15. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core

values which contribute to the care of human beings and the world. 16. Effectively identify and handle cultural differences within an international team.

Work forms

Lectures, group discussion, workshops, individual talks with personal coach



You get to know yourself, your learning

style, your strengths, your pitfalls and you

make a personal development plan. You

learn to work together, recognise group

dynamics.

Portfolio

Progress Test

Literature


-


Building block code: AB1ENG 2


Study load: 84 hours (3ECs)

Period: 3

Duration: 9 weeks

Entry level: B1


Module Coordinator: Ms. Tatiana Naaijer-Ciff


Students will cover the following functions at this level: greetings and introductions,

meetings and negotiations, business letter, email, memo and report writing. On

completion of this course, they will have a sound grasp of the rudiments of the English

language and will be able to communicate effectively in the business environment.

There is also a focus on English grammar and vocabulary, which directly relates to the

before mentioned skills

This module E2 is strongly connected to Written Communication 2 where they will have to

produce a Literature Review and Verbal Communication2 where they will be asked to use

the English language in a professional way.


The competences developed in this course include:

1. Knowledge and understanding of business terminology

2. Knowledge of methods and techniques useful in basic business life

3. The capacity to study, understand and evaluate relevant business publications

and writings

4. The capacity to report (orally and in writing) in English on different aspects of

business and using different methods

5. Critical evaluation of your peers’ work

After completing this course, you are knowledgeable about the most important aspects of

business English. You will also be able to understand basic business terminology, writings

and listening passages. You will be able to produce basic business English writing and

speaking texts and passages at a B2-C1 level (Common European Framework CEF).

Work forms

The course is based on exercices that combine different skills and utilise both receptive

and productive factors of language in context learning. These exercises focus on realistic

situations that may arise in any professional business lifestyle. The skills are:

reading (newspaper and magazine articles, reports, graphs)

writing (memos, emails, reports, business letters, minute taking, press releases,

guidelines)

listening (general conversations, interviews, presentations, meetings)

speaking (meetings, brainstorming, negotiations, press conferences, debates)

presenting (plans, press conferences, individual business plans)

The following tools will be utilized in the autonomous learning aspect of the course:


Portfolio

Practice file (can be purchased and studied independently)

Test methods:

Part Weight Norm grade

A) Written Test 50%** 5.5

B) Oral Test 50%** 5.5

Final Grade Average**

of A + B 5.5

** Components cannot compensate for each other, both parts need to

reach at least 5.5 to be averaged. If one component scores below the norm, your maximum mark will be a 5.

Literature


Market Leader Upper Intermediate by Cotton, Falvey & Kent, 3rd

edition.

9781408237090


Building block code: AB1OM

Building block name: Operational Organisation

Study load: 336 hrs (9 EC)

Period: 1.4

Duration: 9 weeks



Module Coordinator: Mr. R.G. Pieters


There are those people who are born Project Managers. There are those people who achieve Project Management, and then there are those people -- a surprisingly large number of people -- who have

professional project management expectations thrust upon them. What it comes down to is that all of you at some point in your professional careers will encounter the management of projects. Projects are major undertakings that have a limited duration (i.e., a finite completion point). As such, they require a unique approach to management and administration. Since the management of projects differs from the management of ongoing operations, the orientation of this project management module provides you with a critical component for a balanced business administration

education. This module covers some of the basic issues related to and tools used for managing projects in organizations and provide the opportunity for a real-world application of the tools and concepts comprising project management.


Work forms

PBL, lectures, workshops, guest lectures, consultation hours, practical training, project

counselling, presentation



PBL assessment

Project Presentation

Participation tutorials

Participation Project group

Progress Test

Literature


Slack, Nigel, Operations Management

Grit, Roel, Project Management, PM 6 method.


Building block code: AB1CCT1

Building block name: Creative & Conceptual Thinking 1

Study load: 3 EC (84 clock hours of study load)

Period: 1.4

Duration: 9 weeks

Entry level:


Module Coordinator: Ms Ina Mennink



Work forms

Research methods



Literature


Creativity today; oorspronkelijk Creativiteit HOE? ZO! By Igor Byttebier and Ramon Vullings

Testing Overview

All assessments and the weight of each module is represented in the following schedule.

The overview also represents the codes under which the different result will be registered and it gives the student,

the study-coach and all others an overview of the total programme of the Foundation phase.


Study year 2013-2014 year 1

Nr Modules Tests Code Assessment

hrs weight pass ec

1.1 Introduction to Management Introduction tot Management 3AB1IM 252 5.5 9

Module co-ordinator: PBL 3AB1IM-A 1/2

Module Assignment part Management 3AB1IM-B 1/4 5.5

Module Assignment part Man. Acc. &

Marketing 3AB1IM-C 1/4 5.5

Business English 1 3AB1ENG1 84 5.5 3

Written exam 3AB1ENG1-A 1/2

Oral exam 3AB1ENG1-B 1/2

Verbal communication 1 3AB1VC1 84 5.5 3

1.2 Management Information Management Information 3AB1MI 252 5.5 9

Module co-ordinator: Business economics 1&3 3AB1MI-A 2/3 5.5

PBL and HRM 3AB1MI-B 1/3 5.5

RWC 3AB1RWC 168 5.5 6

Participation research 3AB1RWC-B 1/4

Participation Written Comm. 3AB1RWC-C 1/4

Writing Assignment 3AB1RWC-A 1/2 5.5

1.3 Corporate Communication Corporate Communication 3AB1CC 84 5.5 3

Module co-ordinator: Verbal Communication 2 3AB1VC2 84 5.5 3

Written Communication 2 3AB1WC2 84 5.5 3

Business English 2 3AB1ENG2 84 5.5 3

Written exam 3AB1ENG2-A 1/2

Oral exam 3AB1ENG2-B 1/2

SCP1 3AB1SCP1 84 pass 3

SCP1 3AB1SCP1-A 5.5

Progress Test year 1 (60 questions) 3AB1SCP1-B 5.5

1.4 Operational Organisation Operational Organisation 3AB1OO 336 5.5 9

Module co-ordinator:

Project and operations management/

and personal development 3AB1OO-A 3/5 5.5

Product presentation 3AB1OO-B 1/5 5.5

Creative & Conceptual Thinking 1 3AB1CT 84 1/5 5.5 3

Operations Management 3AB1OM 84 5.5 3


Appendix C Curriculum for the programme for the post propaedeutic phase

C1. Full-time Applied Business Administration

Year 2 Marketing

Management

Business Simulation Management &

Leadership

+ Professional

Orientation

Managing Business

Information

+ Professional

Orientation

Year 3 Strategic

Management

Research Projects Minor A Minor B

Year 4 Industrial Placement

Part 1

Industrial Placement Part 2 Individual Research

Project

C2. Part time course Toegepaste Bedrijfskunde/ Applied Business Administration

Year 2 Marketing

Management

Business

Simulation

Management &

Leadership

+ Professional

orientation

Managing

Business

Information

+ Student

Career

Planning

Year 3 Strategic

Management

Research Projects Minor A Elective minor

B

Exemption/ Self

study program

Exemption

Year 4 Industrial

Placement

Part 1

Industrial Placement Part 2 Individual

Research

Project

Exemption

As of 1 August 2003, we offer Applied Business Administration (first Office Management) on a part-time basis.

It’s the same programme, adapted to working adults. Consequently, our students must be present during 20 days

a year. In principle, one study week consists of 20 study hours and one regular academic year consists of 42

study weeks.


Ecomomy Lab = EcoMLab

Building block code: AB4 EcoMlab

Building block name: Economy Lab, Applied Research

Study load:

Period:

Duration:

Entry level:


Module Coordinator: Mr. Maarten Raangs


Applied research is considered a crucial booster for innovation. The Sector Plan for Higher

Professional Education in the Northern part of the Netherlands, called ‘Scholen voor Ambities’ (Schools for Ambitions) ii (Croon, 2010), has spearheaded reinforcement of the transition of the region towards a sustainable economy in the coming years. One example is the bio-based economy (an economy which runs on biomass as base material). That requires more room and attention for innovative skill and enterprise of staff and organisations, nurtured by research and practice. It has

been agreed in the Knowledge Agreement for Logistics (2011) to develop six regional knowledge distribution centres (KDCs) that have to provide for a continuous interaction between the

professional field and education. The following schools are aligned with the KDCs: Amsterdam University of Applied Sciences, Rotterdam University of Applied Sciences, Breda University of Applied Sciences, Fontys in Venlo, the HAN in Arnhem/Nijmegen and Windesheim in Zwolle. The Northern provinces appear not to have sufficient or even any connections to these centres. Partly for this reason, the Stenden School of Business has set up a research unit to facilitate research in a professional way in the triptych of research, education and the professional field

(Mannen, 2013). Their research activity is mainly aimed to appliance and innovation specific for business, where trade and industry can make use of the knowledge and expertise of the School of Business (knowledge valorisation) to enable them to improve their operational management. Within the School of Business research and education are closely attuned thanks to integration of (research) questions into the programme. The School of Business has selected eight research topics

that fit in easily into the programmes. All topics have been incorporated into our new research unit called: the EcoMLab.

The EcoMLab enables students to learn research skills in practice that are essential for professionals of the 21st century, keeping in mind that the content of the research topics are directly relevant for these professionals. Due to advancing globalisation and computerization, future professionals are facing increasing demands and challenges for which our current students have to prepare

themselves thoroughly. ‘Ondernemen NU!’ is a research group that involves students into practical research, aimed to the eight central topics of the EcoMLab. The research components within our modules will – where possible – take place in practice situations. In this setup the professional field introduces relevant and current topics that are in line with the topics of the EcoMLab. The ‘Ondernemen NU!’ research group transfers knowledge and translates questions and problems from the actual practice into research assignments to be included as part of

the curriculum, which group also involves student participation. This will enable students to develop into competent professionals who will be ready to meet the requirements of the professional field. Good examples of integration are the research modules of the ABA and the HRM programmes where students have actively searched for drivers of economic vitality of various regions. The topic ‘the Digital Society’ explores mainly the effects of E-commerce on companies and logistical

processes.




Applied Research

Economy Labs

Literature


Bruin, F. d. (2013). Hobeon, Lectoraat Logistiek Noord Nederland bij

Stenden, haalbaarheidsonderzoek. Den Haag.

Croon, B. &. (2010). Scholen voor Ambities, Sectorplan HBO Noord-

Nederland 2010-2015,.

Mannen, A. (2013). Strategisch beleidsplan School of Business 2013-2017.

Wereldwijs. (2013). Wereldwijs Onderwijs en Onderzoek, de koers van

Stenden 2013-2017. Leeuwarden.


C3. Overview of the module discriptions.

Module coordinators year 2

Marketing Management (MM) Mr. R. Bolster

Business Simulation (BS) Mr. R.G. Pieters

Management & Leadership (ML) Mr. R. Bolster

Managing Business Inf. (MBI) Mrs. P. Vong

Building block code: AB2MM

Building block name: Marketing Management

Study load: 420, 15 EC

Period: 2.1

Duration: 9 weeks

Entry level: Admitted to the ABA post-foundation phase


Module Coordinator: Mr. R. Bolster


Consumer behaviour has changed radically over the years and the communication channels are also changing at a rapid rate. Services have become as important as products, if not more important in

certain situations. The Internet and ecommerce and other developments have brought about major changes in marketing. Despite all those changes, a number of aspects have remained unchanged. Consumers still look for brands that do what they promise to do; brands that fulfil the promises they make in terms of price-quality ratios, availability and experience. Marketing remains the business function that determines the needs and wishes of the customer, then determines which submarkets can be

serviced the best, and then develops the best products, services and programs to service those markets. The purpose of marketing is to satisfy the customer in a profitable way by building valuable relationships with the customer. Marketers cannot do that on their own: they need to collaborate closely with other people in the company and with other organisations in the value chain to be able to offer the customer superior value.

Many people view marketing as advertising and sales. This is however not the case. Real marketing

is not so much about sales, as it is about knowing what the customer is asking for! Organisations become market leaders by better understanding the customer’s needs and by offering solutions that win over the customer with their excellent value, quality and service. All the advertising in the world could not ever make up for the absence of customer satisfaction. Marketing is all about making the same process that must lead to the fulfilment of the end user’s needs applicable to the interaction with other groups. Paying customers only form one of the interest groups in our society;

it is important to also reach others that form part of our society. Marketing is not the exclusive domain of production companies, wholesalers and retails, but also of all sorts of other individuals and organisations. Lawyers, accountants, doctors, theme parks, tour operators and TV stations all make use of marketing to regulate the demand for their services. The same applies to hospitals, museums and artists. No politician will ever get the votes and no holiday resort the tourists without producing and developing a proper marketing plan.

As a manager in an organisation in commerce and industry, you will always need to do your best to find and bond with your customers. Logically, there is always a supplier on the one side and a buyer on the other. It is equally self-evident that the interaction between the two parties is much

more complex than simply offering a product or service in a responsible, excellent way and then waiting or hoping for the customer to buy. It is also quite obvious that you need to know who the

potential buyers are, where they are located and how much money they are prepared to spend. In fact, you need to go much further than that: you need to put yourself into your customers’ shoes. You need to know and research what is going on in their heads, how they think, what will influence them, and how they make their decisions. You need to know something about consumer psychology / behaviour and then you need to come up with smart, well thought-out customer-oriented marketing instruments that will reach and retain your target group.

On the other hand, your competitors have access to the same information as you do; so, you need


to find ways of distinguishing yourself from the competitors in the market. You therefore need to know your own position in the market; in other words: Who am I? Where do I stand? Who are the

competitors? You need to analyse the competitors to be able to find out whether you have any chance at all of finding and bonding with potential customers through your product or service. And

what kind of strategies are you going to use to meet your targets? Targets such as, for example, 5% more market share or the new target markets you wish to penetrate, and how to deal with your competitors. In other words, what we are going to do in these building blocks is to focus on the relationship between marketing and consumer behaviour. And it has meanwhile become quite clear that there are a lot of variables at play around the consumer. The main themes we will cover are the

following: Consumer behaviour: This theme can be subdivided into two subthemes: internal processes and the decision-making process based on which the customer’s behaviour becomes visible. Marketing: The marketing mix is explained and the environment is analysed. How an organisation develops and implements a strategy within a given market situation. In this module, we will delve deeply into the basic principles of the subject, Marketing. It is not only important to know how the consumer makes the purchasing decision, but especially how you can

influence and anticipate that process with your marketing policy. The marketing management

process forms the foundation of the subject of Marketing. The marketing management process is the process whereby the marketer analyses the opportunities in the market, selects the target group, composes the marketing mix and leads the marketing activities (Kotler, 2006: 26). The fact that the structure of the book is followed means that the structure of the marketing

building block is also clear and constructive. Characteristic Professional Situation The managements of today’s companies must make all sorts of marketing decisions. This is expressed in the marketing process: continuous assessment of how the company could operate in the market, what the opportunities are and where the applications areas are located.

Once you have gained insight in the market and the behaviour of the potential customers, you have to formulate a marketing policy and implement it. You need to develop and manufacture the product / service / experience based on the needs of the potential target group. Next, the product needs to be sold in order to be able to generate turnover. To that end, it is important to make the right choices in the distribution policy, such as the use of intermediaries, transport, warehouse

management and service levels. Once the decisions about product and place have been made, it is possible for the management to choose a matching price strategy. The ultimate sale of the product

is also supported by the promotional policy. Besides advertising, the best-known traditional promotional tool, you will need to make a choice from all of the available means of communication. The purpose of this is to assure integrated communication. The Applied Business Administration Behaviour Code is applied to this module.


Work forms

PBL, lectures, workshops, guest lectures, consultation hours, project group



Gain insight into marketing strategy and

operationalization

Written assignment

Applied market research Part of the written assignment

PBL


Law Exam

Literature


TBD


Building block code: AB2BS

Building block name: Business Simulation

Study load: 420, 15 (1x12 + 1x3) EC

Period: 2.2

Duration: 9 weeks

Entry level: Admitted to the ABA post foundation phase


Module Coordinator: Mr. R. G. Pieters


The second module of the second year in the course Applied Business Administration handles about

applying your competences, and trial and error. In this module, the course tries to simulate reality. Students will run a minor Airline company by using and learning competences. The route and outcome depends strongly to the actions of other student teams. Crisis management is an important part to create unstable environment

In the offered program, 5 lectures management will give you support in management aspects: the

airline industry and their merits, crisis management, yield management, airline Marketing and p.r. and lectures economics and accounting will support you in the financial back up. Workshops English will support you, to improve your English. PBL tasks in 1 x 135 minutes weekly sessions will support you in discovering situations from the industry. This themed module will be completed by an annual report, an interview (oral exam) with

your module group as MT. A business report and logbooks are other important document which must be produced by you. The simulation game, ´the Airline Game´, is situated in the Lake district of the U.S.A. It is an important tool and assessment method to show students’ progress in all above mentioned topics. Our second year students compete with third year student of Leisure and Tourist management (until now quite successful). 9 hour work days can be fun or otherwise extremely useful.



Work forms

PBL, lectures, workshops, role-play, action tasks and project group.



Module assignment with:

Business report

An Annual report

Airline Simulation and oral interview

Crisis simulation and report

Literature






Study load: 84 hours (3 * 28 hours)

Period: 2

Duration: 8 weeks

Entry level: B2


Module Coordinator: Rob Pieters


In this course students will polish their business skills, at a B2+ C1 level, focusing on:

Networking

Clarifying and confirming

Decision – making

Making an impact in presentations

Resolving a conflict

Ethical problem solving

Some aspects of grammar and language will be tackled as well.


In this programme, students will expand their command of the workplace vocabulary needed

to function in industry via a number of standard business communication activities.

After completing this course, they will be able to produce upper intermediate business English writing and speaking texts and passages at a C1 (CEFR) level.

Work forms

The activities mentioned below will be practiced in order to improve the 4 skills at a C1

level.



- Dialogue

- Presentation

- Videos

- Articles

- Websites


interactions

- Presentations

- Debates

- Networking

- Clarifying and confirming

- Decision making

- Resolving conflicts

- Solving ethical problems

-Formal and informal

register

-effective e-mails

-lay-out and

structure of reports

-presentation slides

-avoiding conflicts in

e-mails

-meetings and

action plans

Test methods:

Portfolio Pass /Fail

Oral exam 5.5


Literature


Iwonna Dubicka, Margaret O´Keeffe Market Leader Advanced – 3rd edition 9781408237038


Building block code: AB2ML

Building block name: Management & Leadership Study load: 420, 15 (2x6 + 1x3) EC

Period: 2.3

Duration: 9 weeks

Entry level: Admitted to the ABA post foundation phase and successful completion of practice module first year


Module Coordinator: Mr. R. Bolster


The module Management & Leadership is part of the second year. During this period you are responsible for the daily organization of the projects you are running. As such in this module your aim will be to increase your understanding of how the business translates its internal activities into meeting the needs and expectations of the customers.

The theme Management & Leadership relates to the human aspects of the business; how staff potential may be identified, harnessed and improved. It recognizes the importance of the manager as a leader, communicator and motivator in creating a suitable team to develop plans and strategies and to operationalize them towards success. The picture on the 1st page shows that the various aspects of the module theme are interrelated.

As a future professional you will study and discuss how to improve and deepen your competency to manage such a team in this module. Within the setting of a comprehensive skill-training programme and a variety of management workshops you will both be challenged to train and to apply different management roles. Leadership is to a great extent based on sharing responsibility within your department. Business ethics (moral autonomy) is another important prerequisite for being a leader. The legal aspects of the staffing policy form another part of the responsibility of the

middle manager. The module is based, to great extent, on identification of the many aspects associated with human resources and the ways in which they can be successfully managed. It examines the needs and

constraints in staffing the process, and in enabling individuals within the organization to maximize their value as an employee. To develop such a competency fully you will need to know what methods and techniques of Human Resource Management are best applied in a given practical

setting. In this module, emphasis will be laid on HRM. The main goal is to teach the students to lead, coach and steer employees. Different HRM skills and techniques are reviewed and put in practice immediately. For this to be made possible, the students are called upon within this module not only to gain those requisite skills but additionally and very importantly acquire and be able to use the

well tested self-management principles established by Stephen R. Covey. Success in self-management is an indisputable part of the foundation of becoming a successful manager in today’s business world.


Work forms

PBL, lectures, workshops, guest lectures, consultation hours, practical training




PBL participation

Participation tutorials and workshops

Module assignment

Covey training

Literature



Building block code: AB2PO

Building block name: Professional orientation

Study load: 3 EC (84 clock hrs)

Period: 2.1 until 2.3

Duration: Second study year

Entry level:


Module Coordinator: Mr Folkert the Jong


In this building block you will be challenged to be engaged with three aspects of your future career as a professional: 1. Business Ethics

2. Corporate Social Responsibility (CSR)

3. Representing your Organisation/ Contributing to the Development of your Organisation

You are expected to study on aspects of Corporate Social Responsibility (CSR) and Business Ethics

and form your opinion on these issues. Leaders in the industries the ABA programme is educating you for, have indicated that for future professionals it is essential that they can handle the demands formulated by society and government. Moreover, you are expected during you educational and professional career to represent your

organisation and contribute to its development.


Analysing existing Code of Conducts of multinational companies with regards to business ethics, corporate social responsibility and sustainability.

Reflecting on business related moral dilemmas in matters of business ethics, corporate social responsibility and sustainability. Contributing to the development of the organisation in which one is involved.

Work forms

Self study, debating groups



You are familiar with the Code of Conduct of at least two multinational companies with regards to Business Ethics, Corporate Social Responsibility

(CSR) and sustainability

Written Assignment

You have reflected on existing Codes of Conduct and compared the content with your own set of values.

Written Assignment

You have formulated your own opinion on matters of Business Ethics, Corporate Social Responsibility (CSR) and sustainability.

Written Assignment

You have contributed to the development of your own organisation or you have fulfilled activities as a representative of your own organisation.

Written Assignment

Literature


All necessary literature and information can be found on the internet.


Module name: Managing Business Information

Building block code: AB2MBI

Building block name: Business Information Systems

Study load: 420, 15 (1x9 + 2x3) EC

Period: 2.4

Duration: 9 weeks

Entry level: Admitted to the ABA post foundation phase Building block language: English

Module Coordinator: Mrs. P.P. Vong


Managing Business Information is the final module introduced in the second year of Bachelor of Business Administration (BBA).

The core focus of this module is the building block “Business Information System”. This building block deals with information, communication and technology and its integration with operations and management processes in an organisation. Furthermore this building block bids essential

information over the revolutionary manners of conducting business using the electronic platform instead of the conventional approach. It is important for students to understand the relevancy and

possibility of electronic commerce to meet higher supplies and demands within society. Therefore, this building block brings a deeper emphasis on how businesses are dealt via the World Wide Web. Although this is not a new phenomenon in the business world today, the survival of businesses is highly dependent on information, communication and technology. For a truly comprehensive e-Business platform, there is a need to maximise the value of Enterprise Resource Planning with other solutions such as e-Commerce, Customer Relationship Management, Supply Chain Management and other e-Business service applications. Hereby information security plays a crucial

role to avoid digital thefts which possess as threats to the image of an organisation. Majority of core processes within operations and management are automated whereby information and technology plays an indispensable role. Competitive edges are sharply dealt with the increase of information and technology deployment in tools or methods used in operations and management for instance supply networks with the combination of Internet based technologies regardless internal or external purposes. Other focuses within this building block are changes that are affecting

the business world for instance changes in customer preferences and the challenges that are

keeping up with operations and management. Business opportunities and challenges are derived to meet the demands of customers and the success of an organisation. In this modern society, most of the tasks delivered will not be complete without the support of information and communication technology whereby information and decision channelling is crucially important to ensure speed and integrity over wins competition.

The core focus of this module is supported by two other building blocks. The building block “English 4” is essential in this module to emphasize the importance of business English for the IT industry. In the building block “Study Career Planning 2”, students will build on their competences for professional development purposes. More information pertaining to the building block “English 4” and “Study Career Planning 2” can be obtained in the student guidelines as presented in the module.



This building block enables students to achieve the following competences and phase objectives.

Based on the Professional Competence Profile (PCP) of Applied Business Administration:

Competence 1- Design, development, and implementation of efficient business management processes to enable and facilitate the primary organisational and business activities. Competence 2 - Development of a vision on changes and trends in the external environment and developing relationships, networks and chains. Competence 5 - Organising, controlling and improving business and organisational processes. Competence 6 - Analysis of the financial and legal aspects, internal processes and the company or

organisation’s environment in order to strengthen connection and interaction. Competence 11 – Internationalisation.


Competence 12 – Research.

Based on the phase objectives of Applied Business Administration: Year 2.1 - Design of an efficient business management process to improve the primary

organisational activities. Year 2.2 - Anticipate, from an entrepreneurial attitude, changes and trends in the external environment and develop a vision with the aid of networks and relations. Year 2.5- Design, control and improve the company or organisational processes. Year 2.6 - Manage internal processes with instruments of management accounting, law, business administration and research.

Work forms

PBL, lectures, workshops, field trips, guest lectures, consultation hours and project group



You are able to relate operations and management processes in an

organisation with information technology.

Building block assignment

Short Answer Test

PBL Presentations

You are able to apply the various aspects of Internet based technologies such as e-Commerce, e-Business, Business-to-business

(B2B), Business-to-Customer (B2C) and e-Procurement.

Building block assignment Short Answer Test

PBL Presentations

You are able to combine the concepts of front-end technology Customer Relationship Management (CRM) with the concepts of back-end technology Enterprise Resource Planning (ERP).

Building block assignment Short Answer Test PBL

Presentations

You are able to combine the concepts of internal business networks to suppliers’ network through Supply Chain Management (SCM).

Building block assignment Short Answer Test PBL Presentations

You are able to relate the importance of information security and threats within an organization.

Building block assignment Short Answer Test Presentations

You are able to identify logistics concepts and classical production cycles such as Supply Chain Management (SCM), Just-In-Time (JIT), Manufacturing Resource Planning (MRP), Lean Manufacturing and Business Process Reengineering (BPR).


You are able to relate movements in quality thinking such as Total

Quality Management (TQM) and several other quality models.


Short Answer Test PBL

You are able to apply instruments and statistical tools in Quality Management.


You are able to apply Product Planning Calculations. Building block assignment Short Answer Test

You are able to present knowledge and preparation for data collection

which leads to the selection of the appropriate tools for decision making.


Short Answer Test

You are able to combine different aspects of market information to provide the organization with satisfied customer needs.

Building block assignment Short Answer Test

Presentations

You are able to apply different aspects of direct and online marketing. Building block assignment Short Answer Test Presentations

You are able to relate the concept of probability. PBL

You are able to perform hypothesis tests. PBL


Literature


- K.C. Laudon & J.P. Laudon (2014). MIS: Managing the Digital Firm 13th Global edition. Pearson Education, Essex.

978-0-273-78997-0

- “Operations Management” N. Slack et. al. To be advised by the

lecturer concerned.

- “Principles of Marketing” by Kotler. To be advised by the lecturer concerned.


Building block code: AB2ENG4


Study load: 3 EC (84 clock hours)

Period: 2.4

Duration: 9 weeks

Entry level: C1


Module Coordinator: Ms.


The course will cover materials in the following areas: business conversations, business correspondence, negotiation skills, presentations, and meetings. Upon completion of this course, students can expect to be advanced (C1) users of the English language, capable of using and understanding complex structures in a variety of IT business situations

There is also a focus on English grammar and vocabulary, which directly relates to the before mentioned skills. The aspects of grammar which will be covered are:

- Negation using prefixes - Conditionals - Idioms for giving examples - Cleft sentences

- Noun phrases - Cohesion


The competences developed in this course include: 1. Further knowledge and understanding of IT business terminology;

2. Further knowledge of methods and techniques useful in IT business life; 3. A larger capacity to study, understand and evaluate IT related business articles 4. A larger capacity to present (orally and in writing) in English on different aspects of I.T. use in business; 5.Critical evaluation of peers’ work. After completing this course, students will be knowledgeable about the most important aspects of Business English related to IT. They will also be able to understand more technical business

terminology, writing and listening passages. And s a result they will be able to produce upper intermediate/advanced business English writing and speaking texts and passages at aC1 (CEFR) level.

Work forms

The activities mentioned below will be practiced in order to improve the 4 skills at a C1

level.



- Dialogue

- Presentation

- Videos

- Articles

- Websites

-Speeches

-IT resources


interactions

- Telephone conversation

- Presentations

- Debates

- Summaries

- Descriptions

- Business writings

(memo, email, etc.)

Test methods:

Part Weight Norm grade


A) Listening

and Written

Test

50% 5.5

B)

Presentation –

Spoken section

50% 5.5

Final Grade Average of

A + B 5.5

3 ECs

Literature


Market Leader – Advanced, 3rd edition by Iwona Dubicka and Margaret

O´Keeffe

9781408237038


Building block code: AB2SCP2

Building block name: Student Career Planning 2


Period: Module 2.2-2.4

Duration: Second study year

Entry level: ABA Admission policy


Coordinator: Ms K.S. Zondervan


The SCP course is a combination of study skills and study coaching. In the first year you learnt about yourself, now you also learn how to deal with external factors. You keep working on your personal development.


This subject prepares you for the last 4 course competencies in particular:

17. Social and communicative competence (interpersonal, organisation) 18. The competence of managing one self (intrapersonal, or professional) 19. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core

values which contribute to the care of human beings and the world. 20. Effectively identify and handle cultural differences within an international team.

Work forms

Workshop, individual talks with personal coach, portfolio



You learn about your Strengths, Weaknesses, Opportunities and Threats and plan how to deal with and make use of them. You will look critically at what you do and

how it works for you. You will link what you’ve experienced in the Value Driven

Leadership training to your Personal Development plan.

Portfolio PDP

Progress Test

Literature


-


Curriculum for the third year of study at ABA

Module coordinators

Strategic Management (SM) Mrs P.P. Vong

Research Projects (RP) Mr. F. de Jong

Minors See Stenden overview

Module name: Strategic Management

Building block code: AB3SM

Building block name: Strategic Management

Study load: 420, 15 (1x9 + 2x3) EC

Period: 3.1

Duration: 9 weeks



Module Coordinator: Mrs. P.P. Vong


Strategies and strategic decisions have appeared since long and many centuries ago. Kingdoms, countries and lands were conquered and emperors and kings dismissed from their thrones in no time with powerful and, in most cases, unpredictable strategic moves and plans. Have you not heard of “The Troy and The Trojans”? Now was that not a strategic move well planned and managed with the wooden horse to empower their fiend?

In our information age, this phenomenon of conquering power and wealth has transformed organisations to succeed competitively in the business world. Strategic management is highly recognised as the key to success for any entity expecting good returns from their investments. As Dr. Olsen said in his guest lecture: “Investment is all about today, tomorrow and the future” and he added that: “when you have current investments, you have to create new investments as well”. But what are current investments? How does that begin? And what are new investments then? The list

goes on and on. Developing and implementing strategic plans for an organisation is not a simple undertaking. Strategic problems are complex and always unique; they confront organisations with the need to

take and implement important decisions with regard to corporate policies and positioning for the future. Strategic choices and decision-making, such as market positioning, redefining core activities. Large investments and implementing changes affect an organisation at all levels.

The focus of this module is to provide you with an appreciation of the considerations underlying the higher-level management decision-making process. Such an understanding is valuable because it is expected that a significant number of graduates will become active participants in top-level decision-making relatively early in their careers. Furthermore it is necessary in order to meet the vocational and academic aim of developing an understanding of the nature and processes in the work field.

In this module the focus is on the ability to see organisational growth and appreciate business value in a competitive environment. You will move a step closer to the higher-level management decision-making process, acknowledging the importance of research and strategic planning. Organisations expect their employees to be pro-active, creative and innovative thus ensuring the continuous development of their organisation. Furthermore, the ability to recognise the variability

of service provision and to be able to lead change and apply creativity are important skills in the

context of an ever more competitive and international context.




This building block enables students to achieve the following phase objectives: Year 3.2 - Develop a vision about changes and trends in the external environment and the development of relations, networks and chains. Year 3.3 - Analyse and design policy at organisational level. Year 3.4 - Execute all relevant Human Resource Management tasks at organisational level in view

of the strategy of the organisation. Year 3.5 - Design, control and improve the company or organisational processes, based on strategic objectives and quality plans. Year 3.6 - Analyse the financial and legal aspects, internal processes and the operational - or organisational- environment in order to reinforce correlation and interaction. Year 3.9 - Adjust attitude to the social context in all types of communication and tune this

communication to external parties as well.

Year 3.10 - Can independently of others steer and regulate, in profession related situations, personal development with regard to learning, result-oriented working, taking initiative, operating independently and flexibility. Can independently, on the basis of his plan of action, steer personal competence development.

Work forms

CBL, lectures, workshops, student led seminars, consultation hours and project groups



You will be able to define the importance of strategic management. Building block assignment CBL

You will be able to apply the relevant management functions in an integrated manner.

Building block assignment CBL

You will be able to analyse the internal organisation in its

environment.


CBL

You will be able to create competitive advantages for a company. Building block assignment CBL

You will be able to demonstrate a variety of creative problem solving

techniques.


CBL

You will be able to determine the consequences of the strategic options.


You will be able to identify the aspects involved in implementing the strategic changes.


You will be able to construct the various budgets and provide a means of exercising control over the budgets.


CBL

You will be able to identify and use the four appraisal methods to reach a decision on a particular investment opportunity.


You will be able to explain the factors that have to be taken into account when managing each element of working capital.


You will be able to link HRM with strategic goals and objectives. Building block assignment CBL

You will be able to identify opportunities for strategic information systems.


You will be able to determine the importance of change management in information system success and failure.


You will be able to formulate an implementation plan of the strategic

changes in an organisation. Building block assignment

CBL


Literature


- Johnson G., Scholes K. and Whittington R., (2011), Exploring

Strategy, text and cases, 9th edition, Harlow: Prentice Hall

978-0-273-73202-0

- Van Assen M., Berg G. van den and Pietersma P., (2009) Key Management Models, Pearson Education: London

978-0-273-71910-6

- “Accounting & Finance for non-specialists” by Atrill, P. & McLaney E. To be advised by the

lecturer concerned.

- “Principles of Marketing” by Kotler. To be advised by the lecturer concerned.

- K.C. Laudon & J.P. Laudon (2014). MIS: Managing the Digital Firm

13th Global edition. Pearson Education, Essex.

978-0-273-78997-0


Building block code: AB3CCT2

Building block name: Creative & Conceptual Thinking2

Study load: 3 EC (84 clock hours)

Period: 3.1

Duration: 9 weeks

Entry level:


Module Coordinator: Ms Ina Mennink



Work forms

Research methods



Literature


Creativity today; oorspronkelijk Creativiteit HOE? ZO! By Igor Byttebier and Ramon Vullings


Building block code: AB3RP

Building block name: Research projects Study load: 420, 15 (1x9 + 2x3) EC

Period: 3.2

Duration: 9 weeks



Module Coordinator: Mr. F. de Jong


The module is constructed around real world research into Applied Business specific issues and interests. This approach maximises the students’ application of theory to the real world and maximises the possibility for students to steer their own course through the research process. The

student is very much the driving force behind the development of the project work. It is important that students feel that they are learning something worthwhile and of value to their professional and personal development.

The module is intended as an introduction to the field of applied and pure research in service management studies. The module has two aims: to provide the student with a platform for extensive group research activity which will develop skills needed for collating and analysing data; and to prepare the student for the Individual Research Project in the final year of the program. It is a significant academic challenge and so requires adequate and timely preparations.

The module aims at acquiring practical research skills by means of a project, sometimes in collaboration with Lumius, the service centre of Stenden university, partner organizations and sometimes also with departments within the Stenden university organization. The contents of the

projects depend on the specific research needs in each module period. Although the contents of the projects may vary, the aim in every project is to analyse and evaluate Applied Business Administration related activities, processes, systems and/or potentials. The analysis is based on

data collected from primary and secondary resources. Data can be gathered by the following means: individual depth interviews, questionnaires, focus group interviews and observations. The quality of the projects may be assessed both by professional Stenden university research supervisors and by representatives of partner organisations. The module is compulsory for all 3rd year students.



Analysing the client's need for information that can only be gained by a research project and translate this need into a promising research project proposal. Distinguish and assess the existing information and theoretical knowledge needed for the research

project. Creating a research design and developing instruments aimed at obtaining the correct information. Analysing research data using the right method. Draw correct conclusions and formulate well founded advice on the base of the information gathered in the research project. Reporting and presenting the outcomes of the research project to the client in line with the APA standards.

Working in an independent functioning project team with minimal tutorial guidance. Apply the existing theories on research on a level of bachelor of business administration.

Work forms

Project, lectures, workshops, consultation hours and group project




Experience working in an independently functioning project group.

Assessment practise 3.1: Project Management

Deal with problems out of the professional

practices of which on forehand the problem is not clearly defined and where standard solutions are not directly applicable. Independently being able to define and analyse complex problem situations Designing strategies for problem solving and evaluation of the possible outcomes.

Assessment Practise 3.2: Research project

Know the relevant theories on applied research in the domain of business administration on a bachelor level and gain the knowledge for carrying out the individual research project/bachelor thesis.

Assessment Practise 3.3: Short answer test

The short answer test contains twenty questions. Each

question can be awarded with maximum 5 point. 55 or

more is a pass. Literature: ‘Business Research Methods’

by D.R. Cooper and P.S. Schindler, chapter 1-14.

Literature


Business Research Methods’ by D.R. Cooper and P.S. Schindler, chapter 1-14.


Building block code: AB3SCP

Building block name: Student Career Planning 3


Period: 3.1 and 3.2

Duration: First semester year 3

Entry level: Foundation year


Module Coordinator: Ms. K.S. Zondervan


The SCP course is a combination of study skills and study coaching. In this third and last part of SCP you focus on your future. How are you going to plan your career? What will you do to become successful and effective?


This subject prepares you for the last 4 course competencies in particular: 21. Social and communicative competence (interpersonal, organisation) 22. The competence of managing one self (intrapersonal, or professional) 23. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core

values which contribute to the care of human beings and the world.

24. Effectively identify and handle cultural differences within an international team.

Work forms

Training, self study, portfolio, individual talks with personal coach



The student is aware of his/her strengths and

development issues. The student is ready for the

corporate world and the world of application. The

student is ready for his or her internship.

Portfolio

Progress Test

Literature


-


Building block code: AB3MIN

Building block name: Minor A & Minor B

Study load: 2x420 = 840, 2x15=30EC

Period: 3.3 and 3.4

Duration: 18 weeks

Entry level: Admitted to the ABA post foundation phase In possession of the Foudation certificate.(60 EC) In posession of 60 ec in the post propedeuse phase. We follow as course the Minor policy of Stenden university as

described in Pillen, M., Kinds, G., Geus, J. de, Customisation in Minors, a framework, May 2011, Stenden university.


Module Coordinator: Depending on the choice of module


A minor gives the student the opportunity to add his own colour and flavour to the educational programme. Depending on his personal learning wishes and learning outcomes, doing a minor will enrich the student by deepening or broadening his competencies. Each Bachelor’s programme at Stenden university consists of a major of 210 EC and a minor of 30 EC. It is not possible to

graduate without a minor. The student’s choice and accountability Prior to starting the process of orientation, and determining a choice of minors, it is important for the student to hold an interview with the study path counsellor and to ensure that the student is fully informed of the requirements that his programme formulated in the Programme and

Examination Regulations (PER).

Choices As far as the scope and composition of the minors are concerned, the following options are available:

Two minors of 15 EC each. Two coherent minors of 15 EC each.

In some instances, the University of Applied Sciences offers two coherent minors (I and II). Participation in I is compulsory as a qualification for participating in II. Participation in both minors is compulsory in the case of specific certification of the applicable minor.

The student’s accountability for his choices The student’s choice of minor could lead to different necessary processes in a number of different situations. All requests are approved in a process of due consultation between the student and his

study path counsellor. The purpose of the procedure outlined in this paragraph is:

Providing the programme sufficient security with respect to the content, level and testing of the educational units to be followed elsewhere;

Providing the student with the necessary clarity about the documents of proof that he is required to provide;

Internal and external accountability for the individual study track to be followed by the individual student.

The following officials are involved in the procedure: The study path counsellor; The examination committee.

The procedure differentiates between a number of different situations:

Broadening versus deepening minor; Dutch versus foreign.

The Netherlands The universities of applied sciences in the Netherlands have meanwhile based their educational


programmes on the domain competencies determined by the Netherlands Association of Universities of Applied Sciences working in close consultation with the applicable industries and national programme consultations. In addition, the accreditation framework of the NVAO also compels the universities of applied sciences to account in a comparable way for the content, level, testing and assurance of the curriculum and the different educational components thereof. The information that a programme needs in order to be able to decide whether a student is entitled to follow substitute educational units elsewhere is therefore in principle available.

Deepening Minors The deepening minor is bound to a programme; in this minor, the programme / domain / sector competencies are trained and tested at Bachelor’s level. The student’s request must, in any event, comprise the following elements:

The student must demonstrate that he can acquire the same programme / domain

competencies at the identical level. The information required for this is provided in the

format in Appendix I. The student must demonstrate that there is little or no substantive overlap between the

educational units to be followed elsewhere, his own major and the minor he followed or intends to follow.

The student must demonstrate convincingly that the substitute educational unit complies with Higher Professional Education levels. This could, for example, be done by means of identifying the place in the curriculum or based on the Dublin Descriptors.

The student must describe how the scientific orientation and research are incorporated in the substitute educational units.

The student must provide a personal motivation in which he must indicate how the substitute educational units match his personal development.

Broadening Minors

The broadening minor is not programme bound; it is programme transcending, but could also be domain transcending or even sector transcending. In the case of programme / domain-transcending minors, the student is however required to establish a direct relationship between the minor and the Bachelor’s main phase; in the case of a sector-transcending minor, the student could also opt for acquiring a Higher Professional Education level minor from a completely different discipline than his major. A relevant example of this is a student from the social sciences, who wishes to develop his entrepreneurial competencies.

The student’s request must, in any event, comprise the following elements:

The student must indicate which competencies he could acquire at which level in the substitute educational units. The information required to that end is included in the format in Appendix I.

The student must demonstrate that: 1. There is little or no substantive overlap between the

educational units to be followed elsewhere, and 2. His own major, and 3. The minor that

was followed or is to be followed by him. The student must be able to demonstrate convincingly that the substitute educational units

are at Higher Professional Education level. This could be done by, for example, indicating the place in the curriculum or by linking it to the Dublin Descriptors.

The student must provide a personal motivation in which he indicates how the substitute educational units match his personal development.

Foreign The educational programmes offered by the foreign partner institutions are not all competency oriented; the European Credit Transfer System (ECTS) does not yet offer sufficient guarantees with respect to the content, level and assurance of the educational units that can be followed there. The

information provided by the different partner institutions varies in terms of completeness. If a

student wishes to study abroad, it is usually not yet possible for the student to provide a description of the competencies pertaining to the applicable programme, because the partner institution still does not offer educational programmes based on competencies. For those reasons, extra information must be collected and validated.


The issue of Stenden students studying abroad and of accepting international students at Stenden is a complex one. For that reason, Stenden university has set up a separate team, the Student Mobility Centre, in the Educational Support Office. Internationalisation: Instructions from Bologna and Erasmus Bologna and Erasmus have issued instructions for following international educational programmes. The ‘Bologna Proof’ checklist mentions the following points, among others:

The institution stimulates students to spend a study period at a foreign partner institution based on a prior learning agreement and a subsequent transcript of records.

Each programme has signed a bilateral agreement with at least one foreign partner to enable exchange programmes.

The home institution recognizes the credits earned at the host institution. An agreement is made with the foreign partner institution to determine how figures /

assessments are converted into the ECTS terminology.

The aforementioned is elaborated in concrete terms in the Erasmus programme, which uses the following documents to that end:

Bilateral agreement Learning agreement Transcript of records

The bilateral agreement records, among other things, the disciplines and the number of students participating in the applicable exchange programme. In addition, the bilateral agreement also contains, among other things, the ‘Statement that the institutions will work according to the principles of the Erasmus University Charter and that they will facilitate information on any issue that can facilitate the mobility of students and staff.’ All Higher Education institutions must apply for a Erasmus University Charter (EUC) to be able to participate in the Erasmus programme. The

Charter is a certificate that describes the fundamental principles underlying Erasmus mobility. The purpose of the EUC is to obtain equality and transparency for students in Europe in recognition of the points / subjects they have earned. By doing so, it is possible to create an expansive European educational space. The learning agreement describes, among other things, the subjects to be followed and related credits, as well as a procedure for how to deal with changes in the learning agreement. The transcript of records, in conclusion, provides an overview of the subjects followed and the

credits earned. As such, the bilateral agreement constitutes a guarantee at institution level, and the learning agreement and the transcript of records a guarantee at student level. Minors abroad: Exchange programme

The programme operates based on the instructions of Bologna and Erasmus with respect to

the bilateral agreement, the learning agreement and the transcript of records. The student submits a proposal for the learning agreement to the exchange coordinator of

his programme, who then submits it to the examination committee of the applicable programme. The examination committee issues a decision about the student’s application within a period of 10 days.

The learning agreement comprises the following components:

o Number of credits (15 or 30 EC) o Subjects and descriptions of the subjects o Does it concern the third- or fourth-year subjects (no introductory subjects) o Literature where applicable.

NB: Bologna and Erasmus do not apply to partners outside the EU. For that reason, the following questions must play a bigger role in the case of those partners:

By whom and when was the institution/programme last accredited? What position does the institution/programme hold in the rankings? (By whom and when?)

Finally, all students who did or are doing exchanges at partner institutions must fill in surveys to systematically test the quality of the exchange programme. The Student Mobility Centre is currently


in the process of developing a survey. Grand Tour®

The minors offered in the Stenden Grand Tour® programme fulfil the required competency orientation and the level guarantees, and are generally oriented to the broadening, domain-transcending minor. Where the practical component plays a bigger or different role in the Grand

Tour®, than it does in the Netherlands, it is determined by the programme examination committee. The minor package shows which minors can be followed at the different Stenden university sites.


The course Applied Business Administration is in the process of development and execution of

Minors:

- Financials for non-Financials; - Social Innovation

Work forms

Depending on choice of minor



Literature



Programme for the fourth year Curriculum of the fourth year of study at ABA The educational program of the fourth study year has been reserved for ten months for industrial placement. This compulsory practice year consists of two parts, industrial placement itself and the individual research project (IRP), (most of the time) integrated in this practice period.

The period consists of 42 weeks practise with a study load of 1680 SBU, including 420 SBU for the individual research project. The final stage of an individual research project is a IRP defence.

Building block code: AB4IP

Building block name: Industrial Placement (1 and 2)

Study load: 420+840 = 1260 hours, 15+30= 45EC

Period: 4.1 to 4.4

Duration: 10 months

Entry level: 150 EC’s passed and foundation phase certificate and participated in Research projects


Module Coordinator: Mr. M. Raangs


The industrial placement provides a way for students to experience their major field of study prior to graduation. It is an excellent way to build on the knowledge and skills gained during the first three years of the curriculum. During this period, the competences as outlined in the domain

competences and industrial placement objectives are assessed. Furthermore, the industrial

placement also provides students with "hands-on" experience that will be of benefit in a managerial role once they have graduated. The student is able to discover the complexity of real life situations, but also to appreciate the effect of his own behaviour and work. Further, it is a strategic avenue to get employed by the company of their dreams following graduation. The industrial placement also enables students to establish their own industry network.

The 10-month internship is spent in various types of organisations. During the 10-month internship, the student has to put all theory into practice. The choice of the internship also depends on the minors a student will have completed. During the industrial placement, the student will complete an Individual Research Project commissioned by the host company. For the project, the student will need to use the research skills he has developed during the writing of the dissertation in the third year. The project should include

a problem statement, literature research, a description of the methods used and conclusions and recommendations for the company. At the end of the placement a presentation of the project will be given for the management of the host company. The projects provide additional information for placement mentors and lecturers on trends and developments in the industry which can be used in updating and revising the curriculum.

After completing the industrial placement, the student is able to: work according to the rules of the host company when working with customers within the

variable work situations. work correctly with fellow worker within the variable work situations in the host company. demonstrate a positive attitude when working with customers and fellow workers of different

cultures and nationalities within the variable work situations in the host company apply, in an independent and critical manner, the theoretical knowledge and insight acquired

during the training course within the variable practical situations in the host company.

efficiently and effectively solve issues and problems which may arise within the variable practical situations in the host company.

When carrying out tasks independently improvise and anticipate when this is called for by the situation arising in the practical situation within the host company.


check the theoretical knowledge and insight gained during training against the practical situations within the host company.

critically reflect upon his own application of theoretical knowledge on the basis of his own performance within the variable practical situations in the host company.

make a considered assessment of the performance of the host company based on the knowledge and insight acquired during the training.

correctly demonstrate /apply the management skills acquired (planning, organising, leading

& controlling) during his activities in the placement critically reflect upon his practising of management skills (planning, organising, leading &

controlling) on the basis of his own performance within the variable practical situations in the host company.

organise and implement a project or several projects commissioned by the host company. We expect the student to be a good ambassador both of ABA and Stenden university of

Professional education.

An additional implicit objective of ABA is that by means of the placement, among other things, the student gains a clear image of both his own abilities and capacities as a professional and his opportunities and prospects in the labour market, and is also able to properly utilise those opportunities and prospect The specific objectives will differ from trainee to trainee because of the significant variance in the

number of company types and the number of different departments in which the student can carry out his practical training. This involves the student occupying himself with the following activities during the placement: a. Carrying out tasks within the specific departments of the host company; b. Developing practical skills necessary to the position within the department concerned;

c. Developing company-specific management skills; d. Organising and implementing one or several projects required by the schools within the scope

of the placement In view of the importance of realising these specific objectives both for the student and for the placement company, it is desirable that the specific placement projects are clearly delineated under consultation upon commencement of the practical training, and clearly defined in the placement

agreement.


Work forms

Traineeship



Completing traineeship

Introductory meeting

Progress reports (4)

Final report

Competency assessments by host company

Evaluation


Literature



Building block code: AB4IRP

Building block name: Individual Research Project


Period: 4.1 to 4.4

Duration: 10 months

Entry level: 150 EC’s passed and foundation phase certificate and participated in Research projects


Module Coordinator: Mr. F. de Jong


During the industrial placement, the student will complete an Individual Research Project

commissioned by the host company. For the project, the student will need to use the research skills he has developed during the writing of the dissertation in the third year. The project should include a problem statement, literature research, a description of the methods used and conclusions and recommendations for the company. At the end of the placement a presentation of the project will be given for the management of the host company. The projects provide additional information for placement mentors and lecturers on trends and developments in the industry which can be used in updating and revising the curriculum.


Work forms

Research methods



Introduction

Method of research

Results

Conclusion and recommendation

Writing skills

Literature



C4. Testing Overview. All assessments and the weight of each module is represented in the following schedules. The overviews also represent all codes under which the different results will be registered.

The testing of the knowledge is being executed by the Progress test. Each module the Progress test is presented. See the Appendix for the overall test schedule.


Assesmentoverview Year 2 Hrs weight pass EC

2.1 Marketing Management Marketing Management AB2MM 420 5.5 15

Moduulcoördinator: Rinke Bolster PBL AB2MM-A 30/100 5,5 3

Module Assignment AB2MM-B 35/100 5.5 9

Law AB2MM-C 35/100 5.5 3

2.2 Business Simulation Business Simulation AB2SB 336 5.5 12

Moduulcoördinator: Rob Pieters PBL AB2BS-A 1/4

Simulation 1&2, Bus. Econ. 4 AB2BS-B 1/2 5.5

Crisismanagement AB2BS-C 1/4 5.5

Business English 3 AB2ENG3 84 5.5 3

Written exam AB2ENG3-A 1/2

Oral exam AB2ENG3-B 1/2

2.3 Management & Leadership Management & Leadership AB2ML 168 5.5 6

Module co-ordinator: Rinke

Bolster PBL AB2ML-A 1/3

Module Assignment AB2ML-B 1/3 5.5

Covey AB2ML-C 1/3 5.5

Practice 3 & 4 AB2PR 168 5.5 6

Practice 3 & 4 - A AB2PR-A 1/2 5.5

Practice 3 & 4 -B AB2PR-B 1/2 5.5

Professional Orientation AB2PO 84 5.5 3

2.4 Managing Business Information Managing Business Information AB2MBI 252 5.5 9

Module co-ordinator: Pei Pei Vong PBL AB2MBI-A 1/3

BIS Assignment AB2MBI-B 1/3 5.5

SAT, Presentation and Reflection AB2MBI-C 1/3 5.5

Business English 4 AB2ENG4 84 5.5 3

Written exam AB2ENG4-A 1/2

Oral exam AB2ENG4-B 1/2

SCP2 AB2SCP2 84 pass 3

SCP2 AB2SCP2-A 5.5

Progress Test year 2 (100 questions) AB2SCP2-B 5,5


Year 3

Assessment Overview

hrs Weight Pass EC

3.1 Strategic Management Strategic Management AB3SM 336 5.5 12

Moduulcoördinator: Pei Pei Vong Module Assignment part A AB3SM-A 50/100 5.5

Module Assignment part B AB3SM-B 30/100 5.5

CBL AB3SM-C 20/100

Language 1 AB3LAN1 84 5.5 3

Oral Exam AB3LAN1-A 1/2

Written Exam AB3LAN1-B 1/2

3.2 Research Projects Research Projects AB3RP 336 5.5 9

Moduulcoördinator: Folkert de Jong Project Management AB3RP-A 4/10

Research Project AB3RP-B 4/10 5.5

Short Answer Test AB3RP-C 2/10 5.5

Language 2 AB3LAN2 84 5.5 3

Oral Exam AB3LAN2-A 1/2

Written Exam AB3LAN2-B 1/2

SCP3 AB3SCP3 84 pass 3

SCP3 AB3SCP3-A 5.5

Progress Test year 3 (90 questions) AB3SCP3-B 5,5

3.3 Minor Minor 1 AB3MIN1 420 5.5 15

3.4 Minor Minor 2 AB3MIN2 420 5.5 15

Change Management

AB3CM

Year 4

Internship

4.1 4.1 t/m 4.4 Industrial Placement 1 AB4IP1 420 5.5 15

Moduulcoördinator: Maarten Raangs Industrial Placement 2 AB4IP2 840 5.5 30

Individual Research Project AB4IRP 420 5.5 15

Economy Labs = EcoMLabs


Appendix D The Applied Business Administration Code of Behaviour

The Code of Behaviour structure

This code of behaviour consists of five integral elements that are highly valued within ABA. These parts are:

“Excellence in Management”, in which a professional attitude is emphasised, “Student Centred”, because the

education of students is our main concern, “Quality by Teamwork”, in which the accent is on mutual co-operation,

“Beyond Frontiers”, whose theme is the international aspirations of the ABA and lastly, “Inspirational”, in which the

inspiring aspects of the work done at the ABA is recognised.

Excellence in providing service

ABA staff regards providing service highly and puts it into practice. We supply students with the necessary skills

and knowledge of the respective industries and we should set the example for them in our behaviour. It is also

natural that we remain to develop ourselves in our own subject areas as well as showing an interest in other

disciplines. We regard our function as ambassadors very seriously. We bear in mind in our behaviour that we should

be seen and heard at all times. This means for example, we should not only dress appropriately and presentably but

that we should not speak badly about colleagues in the presence of others. Within the institute we learn how to

respect with care all the resources and facilities that are available to us. Company resources are used to carry out our

work and private use of them is minimised.

Student Centred

The students are the central persons for all ABA staff. We are aware of their wishes and expectations and study them

closely. Students feel that they are being taken seriously if we are open for remarks and suggestions and open to

their questions. We should inspire students because we know our subject areas well and supply them with our

knowledge and skills with the utmost care. We pay much attention to the manner in which we educate students and

offer them in doing so the quality that meets their expectations. We provide students with feedback and make sure

that assignments are thoroughly graded and within a given period. We are involved in the contact with students and

we show an interest in their progress and later career. We are aware of the authority relationship between staff and

student and honour its unrighteousness. We are prepared to receive and educate our “guests” or students as hosts and

hostesses. We should communicate to students’ changes in appointments with ample time. Whenever possible we

should try to solve student academic problems within the scope of the student statutes and we should not pass on to

our colleagues problems that we ourselves can’t solve. We should deal with personal information with the utmost

care and should not discuss with others what was said to us in confidence.

Quality by Teamwork

ABA staff is respectful of each other. We take the interests of others into account and treat others, as we would like

to be treated ourselves. We appreciate feedback and can offer each other tactful constructive criticism. We also

compliment each other when we seem that a compliment is deserved. We feel responsible for the success of a

common goal; good educated and prepared students for the industry. We take an interest in each other’s activities.

We can offer each other, sometimes without being asked, our help and expertise; and in doing so we can learn from

each other and we share our knowledge. We set up deadlines in consultation and we only make appointments or give

our approval only after we know that they will be kept. It is important that we be on time for our appointments. We

consider subjects in which we are experts or are involved in and we leave remaining issues with others with

complete trust.

Beyond Frontiers

ABA staff is open to and work meticulously with cultural differences. This means that we can anticipate

misunderstandings that arise because of the different backgrounds of colleagues and students and that we are aware

of prejudices. We look for those aspects that unite us and not those that separate us. Our open-mindedness is

limitless. In the same manner that we master and deal with the Dutch and English language, we also demonstrate

interest for international issues. In addition to having knowledge of international standards in the industry, we also

stimulate students to gain international experience by studying and working abroad. We do not accept

discrimination, but on the contrary, we set it right when and if it occurs.


Inspirational

ABA staff has the honour of educating young people to be professionals in the industry. Whenever bottlenecks or

difficulties are encountered, we seek solutions together so that we can remain bettering ourselves. Within the ABA

changes are necessary and we can help each other follow new developments. We stimulate each other by discussing

the positive side of changes by downplaying the disadvantages and accentuating the advantages and showing how

they offer new opportunities and possibilities. In an inspirational environment within our institute, our students and

we obtain the possibility to develop ourselves both personally as well as professionally. We take the initiative to

learn about the areas where our interests lie. We create a diversity of activities in our work and we put the emphasis

on the aspects from which we derive pleasure. We strive for a good balance between work and private life for

ourselves and for others by granting ourselves sufficient free time and rest, and taking it when it is needed.


Moral Code for students ABA

The main goal of this Moral Code is to create a pleasant and friendly environment for both students and staff

members within ABA. Pay attention to these statements and behave accordingly, to achieve an optimal learning-

environment for you and your fellow students.

As this is an education for the service industry, there is an expectation of you to serve your wishes and the wishes of

other students in the best way you can.

What is expected from ABA ABA’s expectations of you

Excellence in servicing

ABA staff members show what it is

to be service oriented. They are

representatives of the service industry

and show what it contains to work in

a service oriented way.

We together make ABA a safe and

warm place for every student.

Treat everyone with respect, so do

not make differences between

culture, race, gender or sexual

orientation.

Focus on students

ABA staff members work student

centred, this is what it is all about.

They deal with students as if they are

their customer, serve them, and fulfil

their wishes.

Respect the properties of your fellow

students, staff-members and use the

Stenden building and Stenden

equipment in a proper way.

Behave in a service oriented way,

which is what you are here for to

learn.

Quality by teamwork

ABA staff members respect their

fellow colleagues. They treat each

other, as they wanted to be treated

too. They feel shared responsibility

for the graduating of ABA students.

Respect and live up to the rules and

regulations the ABA agreed on.

Give every fellow student the

opportunity and tools to study in the

way he/she wants to.

Beyond borders

ABA staff members mind and know

how to deal with the big diversity of

cultures. They prevent failures that

can appear due to these differences.

Take your own responsibility for

succeeding this education. Complete

assignments, be punctual and stick to

appointments.

Inspiring

ABA staff members go on with

innovative changes in the learning

methods. These are developed to let

the students learn in the best way.

They stimulate each other to go along

with these innovations.

Behave according to this Moral Code

so that it is pleasant for both you,

your fellow students and for staff

members to be in ABA.

Remind each other of this Moral

Code in any case that your fellow

students or an ABA staff member

would violate it.


PBL code Applied Business Administration

Foreword

Problem Based Learning (PBL) and Stenden Applied Business Administration: Those terms share the same thing.

The same: education in the human dimension, in which students work together on solving a given problem. They

learn from each other, they steadfastly follow the PBL steps and immerse themselves in the sources: curious about

new knowledge. The ABA staff member is the wise tutor: he or she supervises, supports and encourages. He or she

bears responsibility and behaves in a manner befitting a patient supervisor.

Introduction

This sub-code is intended to provide ABA tutors with clear guidelines that the ABA feels are important to PBL

education. A distinction is made between five different aspects: a professional approach, contact with students, use

of resources, use of instruments and, finally, being presentable.

Professional approach

As tutors, we recognise the importance of being present at tutor meetings according to the timetable. We do not

leave others waiting, we are properly prepared and we call to cancel if we are unable to attend.

If we miss a meeting, we personally make sure that we are informed of what was discussed.

We are aware of the rules applicable at ABA and are completely familiar with the regulations applicable to PBL

education.

We keep the module co-ordinators informed of progress and the process of the module and other matters that are

important to them. We thus create the conditions for optimum co-ordination of the various subjects, and a clear

image of the performance of the PBL groups within the module is obtained.

We ensure that the module is correctly concluded.

Contact with students

As tutors, we set an example for students with our attitude and behaviour. We behave, as we would expect them to

behave.

We adopt a careful approach to our responsibilities as tutors in respect of students and do not abuse our position.

We arrive at the PBL meeting well prepared and on time. We take account of the availability of the room by

monitoring the time during the meeting.

If we want changes to be made to the timetable, we arrange this in good time with those responsible for timetabling.

Prior to the module we agree a number of rules of play with the students so that everyone knows which behaviour is

or is not accepted during the PBL meetings. We also discuss the consequences of not complying with these rules.

For example students can be refused access to the meeting, they can be given a warning or credits can be withheld

from them. We also hold students accountable for unacceptable behaviour.

As tutors, we actively listen to students so that we know what they expect from us and can act accordingly. We

come back to relevant questions if we are not immediately able to answer them. If we are not ourselves able to

answer certain questions, we refer students to the right person.

We evaluate the PBL meeting and our working method by asking students for feedback. When we come across

problems, we look for solutions with the aim of improving the education.

Use of instruments

As tutors, we apply the seven steps and analysis methods consistently so that general agreement is reached on the

way in which we give shape to PBL. The same applies to the use of the tutor instruction. We take this as the basis

for steering and supporting students in completing their tasks.

We adopt a careful approach to tutor instructions and make sure that students are not able to read the instructions.

This means, for instance, that we do not leave them lying around in the classroom but store them properly.

Use of resources: we leave classrooms neat and tidy for the next user after using them.

Presentable

In a number of situations we set requirements for the personal presentation of students and teaching staff. It is the

responsibility of the lecturer setting the task to determine the 'dress code', which then applies both to the student and

the lecturer.


Appendix E Applied Business Administration Year test schedule

The year test schedule 2014-2015 has been/ will be published on Blackboard.


Appendix F Exemption policy Exam Committee School of Business

In article 10 of chapter 5 of the TER the regulations are described concerning the exemptions that can be granted by

the Exam Committee. The first article states exemptions are granted based on the exemptions policy.

In this document the principles of the exemption policy are given.

1. Exemption requests must be filed by the student at an early stage, in principle until six weeks before the

start of the course involved. By course is understood each notation in Progress.

2. Exemption requests must be filed on the exemption request forms put on Blackboard.

3. Incomplete forms will not be addressed and will be returned to the student.

4. The student must add documents to the request that prove that the requirements/objectives/competencies

are met.

5. The Examination Committee will ask involved lecturers or module co-ordinators for advice for assessment

of the contents of the exemption request. An assessment might be part of the procedure.

6. As long as an exemption request is not granted, students are required to fulfil all obligations for the course

involved. Students are obliged to take tests as long as an exemption request is not granted; if the student

fails the test, the exemption request will be denied.

7. The Examination Committee can deny a request when the documents which support the claim, are older

than five years.

8. Subjects and tests from education that is giving access to the programme (secondary education, mid-level

vocational training) cannot be used for an exemption.

9. The Examination Committee has the right to deny requests for exemptions if the consequences are an

individual course programme that does not stimulate study progress.

10. The Examination Committee can deny requests for exemptions of skills if in the opinion of the

Examination the maintenance of these skills is an important objective.

11. Students cannot file requests for exemptions of subjects that are part of the set of end works.

12. Hardship clause: The Examination Committee is authorised in certain cases to take account of exceptional

cases of extreme unfairness that might occur in applying this exemption policy.


Appendix G Literature List

1. Mark Saunders, Philip Lewis, Adrian Thornhill, Research Methods for Business

Students, sixth edition . Pearson ISBN 978-0-7273-75075-9.

Aanbevolen, niet verplicht. Year 1.

2. Donald R. Cooper & Pamela S. Schindler. Business Research Methods, eleventh

edition. McGraw-Hill. IBBN 978-0007-128922-1.

Aanbevolen, niet verplicht. Year 2 and Year 3

3. Business research methods, Mc Graw-Hill Book Company, 11th edition.

11 McGraw-Hill Book Company

4. Introducing human resource management, Pitman publishing Ltd, 6th edition

5. Key management models what they are and when to use them, Pitman

publishing Ltd, 2nd edition

6. Market leader upper intermediate, coursebook & practice file Benelux pack,

Pearson Education, 3rd edition

7. Operations management, Prentice Hall, 6th edition

8. Organisation and management an international approach, Noordhoff Uitgevers,

2nd edition

9. Principles of Marketing, Pearson Education, 15th edition

10. Project Management, a practical approach, Noordhoff Uitgevers, 3rd edition

11. The basics of financial management, Noordhoff Uitgevers, 2nd edition

12. The basics of financial management exercises, Noordhoff Uitgevers, 1st edition

13. The 7 habits of highly effective students, workbook. Covey, Stenden

Universtity, Only available in the Stenden shop)

14. Advanced market leader, coursebook & practice file Benelux pack, Pearson

education, 3rd Edition.

15. Management Information Systems, Pearson education, 13th Edition.

16. Airline, Digital Acces (New)

17. Communication in organizations, Psychology Press, 1st edition

18. Corporate Communication worldwide, Noordhoff Uitgevers, 2nd edition

19. Creative today tools for a creative attitude, Bis Publishers, 1st edition

20. Introducing human resource management, Pitman Publishing Ltd, 6th edition

21. Key management models what they are and when to use them, Pitman

Publishing, 2nd edition

22. Operations management, Prentice-Hall, 6th Edition

Appendices TER ABA 2014 - 2015

Documents

Transcript of Appendices TER ABA 2014 - 2015