Degree Statute Part 3: Description of the education...1 Degree Statute Part 3: Description of the...

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Degree Statute

Part 3: Description of the education

for the Bachelors course

Logistics Management (Economics)

at

HAN University of Applied Sciences

2018−2019 academic year Version 13 December 2018

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Part 3: Description of the education The content of this section in full forms part of the Teaching and Examination Regulations (TER), which is presented in part 2 of the degree statute.

Content Part 3: Description of the education .................................................................................................... 2

Chapter 1: Curriculum overviews ........................................................................................................ 3

Structure of propaedeutic phase ......................................................................................................... 3

Structure of post-propaedeutic phase ................................................................................................. 4

Chapter 2: Details of study units and integrated exams in the propaedeutic phase ...................... 5

Chapter 3: Details study units and integrated exams in the post-propaedeutic phase .................. 6

C-Cluster.............................................................................................................................................. 6

CTP – Tendering & Procurement .................................................................................................... 6

CIF - International Finance ............................................................................................................ 10

CEL - External Logistics................................................................................................................. 14

CMS –Management Skills ............................................................................................................. 18

D-Cluster............................................................................................................................................ 23

DIL – Internal Logistics .................................................................................................................. 23

DLC –Integrated Logistical Concept .............................................................................................. 27

DQM - Quantitative Methods in Logistics ...................................................................................... 30

DMS – Management Skills ............................................................................................................ 32

F-Cluster ............................................................................................................................................ 38

FPL – Placement ........................................................................................................................... 38

G-Cluster ........................................................................................................................................... 42

GOP - Supply Chain Operations .................................................................................................... 42

GSI - Supply Chain Improvements ................................................................................................ 46

GSD - Supply Chain Design .......................................................................................................... 49

GMS – Management Skills ............................................................................................................ 52

H-Cluster............................................................................................................................................ 56

HGA - Graduation Assignment ...................................................................................................... 56

Chapter 4: Details of HAN-certified minors and accompanying study units ................................. 60

Appendix 1: Terms and definitions for the degree statute and Student Charter ........................... 61

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Chapter 1: Curriculum overviews

Structure of propaedeutic phase

In accordance with article 4.1 paragraph 1 and article 6.1 paragraph 1 of the TER For each degree format as referred to in article 3.1 paragraph 1 of the TER and for each programme with a special feature as referred to in article 3.1 paragraph 4 of the TER, the propaedeutic phase contains the following study units with the stated study load: Programme for student cohorts that started the propaedeutic phase in September 2016 or later.1

A-cluster B-cluster

Period 1 Period 2

Period 3 Period 4

Level 1 Research & Business - ARB 7.5 credits

Applied Research & Business – BARB 7.5 credits

Culture & Communication 1

– ACC1 5 credits

Culture & Communication 1 –

ACC2 Dutch or French or German or

Spanish 2.5 credits

Culture & Communication

2 – BCC1 5 credits

Culture & Communication 2 –

BCC2 Dutch or French or

German – new or Spanish

2.5 credits

Basic Business 1 – ABB1 7.5 credits

Specific modules for IBMS/FC and LME Basic Business 3 – BBB3 - new

7.5 credits

Basic Business 2

ABB3 2.5 credits

Basic Business 2

ABB4 2.5 credits

Basic Business 2 for IBMS/FC/LME

ABB5 2.5 credits

Specific modules for IBMS

and LME – BSMIL1

2.5 credits

Specific modules for IBMS and LME

– BSMIL2

2.5 credits

Specific modules for IBMS/FC and

LME – BSM 2.5 credits

Programme for student cohorts that started the propaedeutic phase before September 2016

Full time

A-cluster

Period 1 + 2

B-cluster

Period 3 + 4

Level 1 Research & Business - ARB 7.5 credits

Applied Research & Business – BARB 7.5 credits

Culture & Communication 1 – ACC 7.5 credits

Culture & Communication 2 – BCC German - old Other languages see links above 7.5 credits

Basic Business 1 – ABB1 7.5 credits

Basic Business 3 – BBB3 – old 7.5 credits

Basic Business 2 for IBMS/FC/LME – ABB2 7.5 credits

Specific modules for FC– BSMF 7.5 credits

1 The English-taught LME of the old LE degree programme (CROHO 24436) is being phased out. The study units of the

propaedeutic year will no longer be offered in the 2018-2019 academic year. Exams and modular exams of the propaedeutic phase will still be offered. A description of the old study programme of the propaedeutic phase can be found in part 3 of the 2017-2018 LME Degree Statute. The second, third and fourth year (main phase) will consist of the study units specified (see part 3 of this degree statute for the description). In the 2018-2019 academic year, the name and CROHO of the Dutch-taught LE degree programme is Logistics Management (LM): CROHO 35522. This degree programme is no longer offered in English.

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Structure of post-propaedeutic phase

In accordance with article 4.1 paragraph 1 and article 6.1 paragraph 1 of the TER For each degree format as referred to in article 3.1 paragraph 1 of the TER and for each programme with a special feature as referred to in article 3.1 paragraph 4 of the TER, the post-propaedeutic phase contains the following study units with the stated study load: Full-time

C-cluster D-cluster

Period 1 Period 2 Period 3 Period 4

Level 2 Tendering & Procurement CTP – 7,5 EC

Internal Logistics DIL – 7,5 EC

International Finance CIF – 7,5 EC

Quantitative Methods in Logistics DQM – 7,5 EC

External Logistics CEL - 7,5 EC

Integrated Logistical Concept DLC – 7,5 EC

Management Skills CMS – 7,5 EC

Management Skills DMS – 7,5 EC

E-cluster F-cluster


Level 2 Free minor 30 EC

Placement FPL – 30 EC

G-cluster H-cluster


Level 3 Supply Chain Operations GOP – 7,5 EC

Graduation Assignment HGA – 30 EC

Supply Chain Improvements GSI – 7,5 EC

Supply Chain Design GSD - 7,5 EC

Management Skills GMS – 7,5 EC

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Chapter 2: Details of study units and integrated exams in the propaedeutic phase In accordance with article 3.2 paragraph 6 en 7 and article 4.1 paragraph 2 of the TER The English-taught LME of the old LE degree programme (CROHO 24436) is being phased out. The study units of the propaedeutic year will no longer be offered in the 2018-2019 academic year. Exams and modular exams of the propaedeutic phase will still be offered. A description of the old study programme of the propaedeutic phase can be found in part 3 of the 2017-2018 LME Degree Statute. The second, third and fourth year (main phase) will consist of the study units specified (see part 3 of this degree statute for the description). In the 2018-2019 academic year, the name and CROHO of the Dutch-taught LE degree programme is Logistics Management (LM): CROHO 35522. This degree programme is no longer offered in English.

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Chapter 3: Details study units and integrated exams in the post-propaedeutic phase In accordance with article 3.2 paragraph 6 and paragraph 7 and article 6.1 paragraph 2 of the TER Conform artikel 3.2 lid 6 en lid 7 en artikel 6.1 lid 2 van de OER

C-Cluster

CTP – Tendering & Procurement

Name Educational unit

CTP – Tendering & Procurement

Modules Procurement CTPISV1A International Law CTPIML1A

Owner Educational unit

Mrs Sonja van Hall, LLM

1. Study Programme LM(e)

2. Target group Cluster C Level 2

3. Professional tasks A: Policy development

C: Planning, execution and monitoring of processes

D: Social and communicative competencies

E: Self management competencies

4. Main professional task


5. Professional products

Combined CTPISV and CTPIML Case report, exams CTPISV and CTPIML

6. Credits and study load

European Credits: 7.5

Activity Study load (hours):

- Lectures 45

- Supervision / coaching

- Exams (not during classes) 4

- Working on project 90

- Self Study 71

Total: 210

7. Cohesion Material Management; Supply Chain Management

8. Entry requirements Basic knowledge in Logistics, 45 EC from foundation year

9. General description

CTPISV1A The focus of this course is on International Sourcing and Vendoring. Vendors and sources are synonyms for suppliers. According to Van Weele (2014) in his book Purchasing and Supply Chain Management, sourcing is about: “finding, selecting, contracting and managing the best possible source of supply on a worldwide basis.” In this course the theoretical background will be provided and students will learn to apply the theory in practical case studies. The focus of the case studies will be on procuring services and products. CTPIML1A Students will be able to understand the most important legal aspects of international purchasing and transportation. The focus will be on the Incoterms 2000 and 2010, the payment terms, the law that applies to contracts related to logistics and how disputes are being solved during litigation and alternative dispute resolution. The students will be able to negotiate an international sales contract and explain which party has to arrange which parts of the transportation of the goods in question.

10. Competences A1: Research and analyse

C1: Plan processes and ensure execution

C2: Acknowledge, diagnose and correct problems

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C3: Monitor performance

D1: Collaborate in a professional environment

D2: Communicate effectively and professionally

D3: Pay attention to (international) cultural differences

E1: Manage personal learning and development

E2: Show a professional attitude

E3: Act in a professional, ethical and responsible manner

11. Assessment criteria

Assessment code Assessment criteria K, C, A*

Weight factor

CTPPRO1A.5* A1: The student can conduct a purchasing market research that forms the basis of a sourcing strategy

C, A 20%

C1: The student can make a plan for a sourcing strategy that enables the organization to start a supplier selection process, that fits the organizational needs.

C, A 25%

D2: The student is able to present the sourcing strategy in a well structured, clear way

A 5%

C1: The student knows which conditions are of importance in an international sales contract and transportation The student is able to apply the most important conditions to an international sales contract such as planning different Incoterms and payment options for different business situations

K, C, A

25%

C2: The students knows which law applies to a problem in the execution of contracts in international logistics and know which courts have jurisdiction The student is able to solve problems in the execution of Incoterms 2000 and 2010 and the different payment terms and dispute resolution

K, C, A

20%

D2: The student knows which terms need to be used for which situations

K, C, A

5%

D1-D3 and E1-3: The student acts as professional, reflects on personal performance, actions and can be held responsible for these. The students on these skills of each other and themselves in the report. If these standards are not met, the student will not be admitted to the defence.

N.A. Go/ no go defence

CTPISV1A.1 C1: The student understands the details and different forms of the purchasing process The student has insight in different sourcing strategies and when to apply what strategy The student has insight in various purchasing organization forms

K, C, A

60%

C2: The student understands market forces and its impact on purchasing

K, C, A

20%

C3: The student knows how to monitor performance of suppliers

K, C, A

15%

E3: The student has insight in the impact purchasing ethics, the ISM Code of conduct and sustainable purchasing on the purchasing process

K, C 5%

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CTPIML1A.1 C1: The student knows which conditions are of importance in an international sales contract and transportationThe students is able to apply the most important conditions to an international sales contract such as planning different Incoterms and payment options for different business situations

K, C, A

40-60%

C2: The students knows which law applies to a problem in the execution of contracts in international logistics and know which courts have jurisdiction The student is able to solve problems in the execution of Incoterms 2000 and 2010 and the different payment terms and dispute resolution

K, C, A

40-60%

12. Assessment

Assessment code Assessment form

Dura-tion

Grade (min)/ check

Weight factor

Period assessment /resits

Allowed aids Number of exami-ners

CTPPRO1A.5* Report and defence

N.A. 5.5 40% Class N.A. 2

CTPISV1A.1 Written exam 120 min

5.5 30% T1/T3/T4 Dictionary and Non programmable calculator

1/2

CTPIML1A.1 Written exam 60 min 5.5 30% T2/T4/T5 Dictionary and Reader Conventions

1/2

* NB When a student fails the D1-3 and E1-3 skills, then the individual student is not admitted to the defence and has to retake the course/the project in a following, new semester.

13. Compulsory literature

Weele, A.J. van, (2014) Purchasing and supply chain management, analysis, strategy, planning and practice, 6th edition, Cengage Learning

Reader and workbook CTP-ISV

ICC, Guide to Export-Import Basics, last edition, ICC publishers (editions in the library are also allowed)

Reader Conventions

Sheets and documents on #OnderwijsOnline

14. Recommended literature

ICC Guide to Export/Import, 4th edition, Guillermo J. Jimenez

15. Software N.A.

16. Other materials The purchase of a laptop is recommended.

17. Activities N.A.

18. Teaching strategy

- Lectures

- Tutorials

- Individual assignments & group work, including assessment

19. Contact hours

Educational Unit 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8

CTPISV1A 4 4 4 4 4 4 4 T 4*

CTPIML1A

4 4 4 4 4 4 4* T

* Defence of project before IML and ISV lecturers

20. Lecture period P1 for ISV and P2 for IML

21. Max. number of participants

N.A.

Overall information

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Changes with regards to last year

The organization of classes and exams is changed: period 1 ISV, period 2 IML, and after each period the relevant exam

Date at which the educational unit will no longer be given and transitional arrangement

Other Exam periods/resits are: T1/T2/T4 and T2/T3/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

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CIF - International Finance


CIF - International Finance

Modules International Business Finance CIFIFC2A Management Game CIFBMG1A


Mrs. Ann Wolter, MSc




B: Management of activities






CIFIFC2A Exam IFC, Report (incl.: application of Country selection filter model for a specific country and construction of a BERI Index.) CIFBMG1A Continous assessment and ranking




- Lectures 42


- (Management) Games 33

- Self Study 133

Total: 210

7. Cohesion Logistics Policy Plan, Economic Trade-Offs

8. Entry requirements Basic course in management accounting/international finance, 45 EC from foundation year


CIFIFC1A The focus of the course is on Global Economy, International Trade and International Capital Budgeting. It covers International Trade Theories, Integrated Exchange Rate Model, International Monetary System (incl. Payments) as well as a Model for International Capital Budgeting. Students also learn to apply the Country selection filter and the construction of the BERI index, so a quantitative (capital budgeting) and qualitative plan is prepared for investments abroad (warehouse, DC, production plant etc.). CIFBMG1A Workshop; during four days students will participate in a management game simulation. A simulation is a training instrument which is characterised by the imitation of reality. By actually gaining practical experience, the 'lessons learned' during year 1 and year 2 will be absorbed much easier and will also be much better understood. The first day company groups are formed representing a management team that should at least consist of: a general manager, a marketing manager, a logistics manager and a financial manager. Topics: integration of that which has been learned in year 1 and year 2; Business Strategy; Customer-orientated thinking; Financial management; Quality- and result-oriented thinking; Entrepreneurial skills; Crisis management; Teamwork and co-operation; Marketing-Communication; Decision forming processes; Objectives: By taking part in a simulation a student can learn by experience, how to run a company, learn to make strategic and tactical decisions. Students will play this game according to rules representing the economic laws to which many Western companies are subject. The course provides insight into financial and

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economic aspects, into interaction of business sections and it develops teamwork skills within the student groups playing the game.


B1: Manage process execution

B2: Establish, manage and improve processes






Weight factor

CIFFDI1A.5 A1: Apply COS-filter models for a specific country and industry

K, C, A

60%

B1: Construct a BERI Index

K, C, A

20%

D2: Report requirements

K, C, A

20%

CIFIFC4A.1 A1: Apply International Trade Theories and International Monetary System (incl. Payments) Apply Integrated Exchange Rate Model and Exchange rate exposure in logistics Apply International Capital Budgeting Model

K, C 100%

CIFBMG1A.9 B2: Final score will be based upon profit, market shares, continuity and capital. The student - can make an advertisement; - can make a profit; - can make an campaign.

K, C, A

70%

D1: The student - can give a presentation; - can work in a multicultural and multidisciplinary team.

K, C, A

10%

D2: The student - can give a presentation; - can make an advertisement; - can make an campaign.

K, C, A

10%

D3: The student - can work in a multicultural and multidisciplinary team.

K, C, A

10%

B1: Construct a BERI Index

K, C, A

20%

D2: Report requirements

K, C, A

20%

CIFIFC4A.1 A1: Apply International Trade Theories and International Monetary System (incl. Payments) Apply Integrated Exchange Rate Model and Exchange rate exposure in logistics Apply International Capital Budgeting Model

K, C 100%

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CIFBMG1A.9 B2: Final score will be based upon profit, market shares, continuity and capital. The student - can make an advertisement; - can make a profit; - can make an campaign.

K, C, A

70%

D1: The student - can give a presentation; - can work in a multicultural and multidisciplinary team.

K, C, A

10%

D2: The student - can give a presentation; - can make an advertisement; - can make an campaign.

K, C, A

10%

D3: The student - can work in a multicultural and multidisciplinary team.

K, C, A

10%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



CIFFDI1A.5 Report N.A. 5.5 20% Class N.A. 2

CIFIFC4A.1 Written exam 120 min


2

CIFBMG1A.9 Active participation

N.A. 5.5 20% class N.A. 2


Eiteman et al., Multinational Business Finance, 13/e, 9780132743464

Jansen, JH, Integrated Exchange Rate Model, HBP 2011



N.A.

15. Software N.A.


17. Activities Management game

18. Teaching strategy - Lectures

- Tutorials & case studies

- Management games (simulation)

- (Case) Reporting

19. Contact hours

Educational Unit 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9

CIFIFC2A 4 4 4 4 4 4 4 T 4 4 4 4 4 8 T

CIFBMG1A T

T 44 *

20. Lecture period P1 and P2, Exam T2/T4


N.A.

Overall information


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The Management game CIFBMG1A will most likely be held in week 9 of P2.

Other Exam periods/resits are: T2/T4, T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

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CEL - External Logistics


CEL - External Logistics

Modules Introduction to Supply Chain Management CELSCM1A International Marketing CELIMA1A


Mr Roeland Meijers, MIB










CELSCM1A Exam CELSCM1A.1 Report, Presentation and Defence CELSCM1A.5 CELIMA1A Written exam CELIMA1A.1 Report IMA-case study CELIMA1A.5




- Lectures 55,5


- Guest lectures, seminars, etc.

0

- Self Study 150,5

Total: 210

7. Cohesion Researchmodules CMS and DMS, CTP Tendering and Procurement, DLC Integrated Logistic Concept

8. Entry requirements Basic course in logistics and marketing, 45 EC from foundation year


CELSCM1A introduction to supply chain management focuses on the external workings of (international) supply chains of which the company is part. Depending on the role of the company within the supply chain, and the obtainable customer’s value to be achieved by the company, the best applicable set up of the supply chain is understood by the students. CELIMA1A This course is aimed at developing a strategic approach to International Marketing. This implies an emphasis on the fit between the organisation, its products and services, and the environment; the ability of management to adapt marketing strategy to environmental change.


A2: Formulate policy


B3: Apply management techniques








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E4: Contribute to the development of the profession.



Weight factor

CELSCM1A.1 A1: Derive Logistic policy from corporate policy Describe cooperation between organisations

K,C 40%

C3: Assess and monitor effectiveness and efficiency of cooperation between organisations and propose improvement measures

K,C,A 60%

CELSCM1B.5j B3: Applies project management techniques when setting up proper a plan of approach, and when executing the project plan.

C,A Go/ No Go

CELSCM1A.5 * A1: Derive Logistic policy from corporate policy Describe cooperation between organisations

K,C 30%

C2: Assess effectiveness and efficiency of cooperation between organisations and propose improvement measures

K,C,A 20%

C3: Monitor effectiveness and efficiency of cooperation between organisations and propose improvement measures

C, A 20%

D1: Has both oral and written command of English Can give a convincing presentation and argumentation of new policies

K,C,A 30%

D1-D3 and E1-4: The student acts as professional, reflects on personal performance, actions and can be held responsible for these. The student assesses peers and contributes to their personal professional development * Peer group evaluation factor (PGE) is applicable to both report and presentation/defense grade.

N.A. Individual PGE factor adjustment

CELIMA1A.1 A1: Able to recognise forces in a market and to act adequately. (global marketing research, economic, socio-cultural, political/legal factors, international market selection process), SWOT matrix and strategic options)

K,A 45%

A2: Creates an activity plan, based on internal and external changes; Develops, applies and communicates logistical policies in different markets; Proposes and implements changes in logistic processes as result of changes in the corporate policy.

A 55%

CELIMA1A.5 A2: Creates an activity plan, based on internal and external changes; Develops, applies and communicates logistical policies in different markets; Recognises market relations and commercial aspects within the chain and act accordingly; Proposes and implements changes in logistic processes as result of changes in the corporate policy.

A 90%

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D3: Is aware of the importance of the ethical consequences of both his own actions and those of his company; Can give a convincing presentation and argumentation of new policies.

A 10%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



CELSCM1A.1 Written exam 120 min


2

CELSCM1B.5j Project Plan (Go/No Go)

N.A. Pass 0% Class N.A. 1

CELSCM1A.5 * Report and Presentation

N.A. 5.5 25% Class N.A. 1

CELIMA1A.5 Assignments N.A. 5.5 25% Class N.A. 1

CELIMA1A.1 Written exam 120 min


2

* NB Peer group evaluation (PGE factor adjustment) and Final individual mark (competences D1-3 and E1-4) The students final individual mark will be based on the group result, adjusted with a peer assessment and overall assessment (by the lecturer) factor. A factor score higher than or equal to 95% is a pass for this grading element. A factor score between 94,99% an 90% is insufficient, but can be repaired by an additional personal reflection by the student on the peer assessment and project activities. This self-reflection report has to be handed in week 8 at the latest, both in hardcopy and digitally. The self-evaluation report has to show depth and understanding of the (lack of) competences addressed in the peer assessment. The report is assessed, and when deemed a pass, the factor score is adjusted to 95%. Failing the assessment requires the individual student to retake the course/the project in a following, new semester. A factor score below 90% is considered an immediate fail and requires the individual student to retake the course/the project in a following new semester.


Harrison & Van Hoek, Logistics Management and Strategy, 5th Edition, Pearson Education

Hollensen, S., Global Marketing, 6th edition, Prentice Hall



SCM Christopher, M., Logistics and supply chain management, 3rd edition, FT Prentice Hall Stock, J.R., Lambert, D.M., Strategic logistics management, 4th edition, McGraw-Hill IMA N.A. Walker, O., Mullins, J., Marketing strategy, a decision focused approach, latest edition, McGraw-Hill Keegan, W.J., Green, M.C., Global marketing, latest edition, Pearson education Kotler, P., Wong, V, Saunders, J., Armstrong, G., Principles of Marketing, latest European edition, Pearson education. Ghemawat, P., Strategy and the business landscape, latest edition, Pearson-Prentice Hall.

15. Software N.A.


17. Activities N.A.



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- Exercises and/or computerized practices

- (Case) Reporting and presentation

19. Contact hours


CELSCM1A 4 4 4 4 4 4 4 T 2 4 2 4 2 4 T

CELIMA1A 4 4 4 4 4 4 4 T T

20. Lecture period P1 and P2


N.A.

Overall information



CELIRL1A is no longer offered

Other Exam periods/resits are: T1/T3/T4 Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

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CMS –Management Skills


CMS –Management Skills

Modules Business Communication CCCBUC3F Qualitative Research CMSQLT1A Study Career Coaching CMSSCC1A


Mrs. Karry Bos, MSc










CCCBUC3F - Letter of application - CV - Job interview - Business report CMSQLT1A - Assignment CMSQLT1A.5; assignments consisting of several tasks (group work). - Assignment CMSQLT1A.8; CMSSCC1A - Portfolio




- Lectures 63

- Supervision / coaching 7.5



15 - Visits to companies, fairs, etc.

- (Management) Games

- Self Study 122.5

Total: 210

7. Cohesion Management skills and personal development

8. Entry requirements Basic knowledge in Logistics, 45 EC from foundation year CCB-BUC3F You are supposed to have successfully completed the BUC 1 and 2 modules of the International First Year

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CCBBUC3F In the first period of 7 weeks (3 hours per week) attention will be paid to the application procedure. Students will be given a grade on the basis of the entire procedure, which makes that presence is obligatory during the first period; in the second period (2 hours per week) there will be 3 or 4 lectures about the theory, after which there will be consultation hours. Topics - Writing a letter of application - Taking part in a job interview, both as an interviewer and as an interviewee - Report writing - Giving feedback Objectives After this module students have knowledge and understanding of all steps in an application procedure. After this module students are able to write a formal business report After this module students have knowledge and understanding of the Level of Common European Framework to be obtained: B2/C1 CMSQLT1A Qualitative research methodology. In the first period the TEA-method for designing a research project will be discussed, including the use of a conceptual model In the second period the student will read some research articles about a predefined topic, and indicate in what way the contents of these articles have contributed to formulating and answering the T-. E- and A- questions related to the this topic. CMSSCC1A Students are required to take an active attitude towards their study progress by preparing and having a conversation with their study career coach. Preparation may include summary of study progress and suitable exercises.

10. Competences A1: Research and analysis

A3: Contribute to the development of relations, chains and networks

B4: Support, implement and evaluate change processes








Weight factor

20

CCBBUC3F.4 D1, D2, D3: The student - shows interest in international developments; - can identify dimensions of culture (communication, time perspective, power, individualism etc) within context. He has self-awareness of his own norms, values and behaviour and shows tact and understanding for others; - can recognize and describe company goals, objectives and policies; - is able to convince others easily by using arguments; - has the ability to reflect and work with others when asked or when the situation requires this; - has good operational command of the language in a wide range of real world situations, e.g. can participate effectively in discussions and meetings; - is able to come up with possible solutions for the problem within a given context.

K,C, A 100%

CCBBUC3F.5 D1, D2, D3: The student - shows interest in international developments; - describes and analyses simple processes in the field of business operations and human resources; - recognizes and describes company goals, objectives and policies; - understands the trends/developments in the market and is able to formulate suggestions for improvement for his/her own products/services on the basis of this information; - has good operational command of the language in a wide range of real world situations, e.g. can participate effectively in discussions and meetings; - presents research findings and to translate them into useful information. The use of simple theoretical concepts; - takes several aspects of the problem into account with a broad view.

K,C, A 100%

CMSQLT1A.8 A1: Qualitative and quantitative research The student knows how to develop a transparent conceptual and technical design for a research. The conceptual design helps to formulate an attainable and effective research objective and to determine relevant research issues. The technical design concerns the selection of an adequate research strategy, the different ways of collecting data or information required and the making of a research plan. The student understands the different components of the TEA- model to design a research plan, and is able to apply them in the context of a research question.

K,C 80%

D2 The student: Understands the elements of a professional research proposal for a given research question

K,C 20%

CMSQLT1A.5 A1: Qualitative Research Can indicate why and how literature is relevant for a certain research topic Can identify T-, E- and A-type research questions mentioned in selected articles

K,C,A 50%

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D2 The student: Writes a clear report about the way the selected and other articles can contribute to designing the research project

K,C,A 50%

CMSSCC1A.8j D1: Collaborate in a professional environment

A 25%

E1: Manage personal learning and development Creates an activity plan, based on internal and external changes; Develops, applies and communicates logistical policies in different markets; Recognises market relations and commercial aspects within the chain and act accordingly; Proposes and implements changes in logistic processes as result of changes in the corporate policy.

A 25%


A 25%


A 25%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



CCBBUC3F.4 Oral exam N.A. 5.5 25% Class N.A. 1

CCBBUC3F.5 Report N.A. 5.5 25% Class N.A. 1

CMSQLT1A.5 Assignments N.A. 5.5 25% Class N.A. 1

CMSQLT1A.8 Assignments N.A. 5.5 25% Class N.A. 1

CMSSCC1A.8j Portfolio assessment



CCB-BUC3F: Reader SN-3390 : Application procedure and Report writing

N. Verhoeven, Doing Research: the hows and whys of applied research, Eleven International Publishing 4th Edition ISBN 9789462364820 (already in possession: used in IFA for RES)

Reader Research Analysis and Execution. Arnhem: HAN, latest edition

Godding, Haanstra et al., Checklist and explanation for setting up a Plan of Approach for your graduation assignment. Latest edition, Arnhem: HAN (available on #OnderwijsOnline).

Sheets and documents #OnderwijsOnline


N.A.

15. Software MS Excel, www.surveymonkey.com


17. Activities N.A.


- Tutorials

- Group work

- Assignments

- Active paricipation during company and industry visits, guestlectures, games and workshops


19. Contact hours

22


CCBBUC3F 3 3 3 3 3 3 3 T 2 2 2 2 2 2 T

CMSQLT1A 2 2 2 2 2 2 T 2 2 2 2 2 2 T

CMSSCC1A 2 2 T 2 2 2 T



N.A.

Overall information



Other Exam periods/resits are: T1/T3, T2/T4, T3/T5, T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

23

D-Cluster

DIL – Internal Logistics


DIL – Internal Logistics

Modules Materials management DILMAM1B Warehouse Management DILWMS1A Enterprise Resource Planning DILERP1A


Mr Erik van Zanten, MSc EMLog


2. Target group Cluster D Level 2

3. Professional tasks B: Management of activities







DILMAM Written exam, Case Report DILWMS Written exam Case report DILERP ERP assignments (PC practical)


European Credits: 7,5


- Lectures 76


- Self Study 128

Total: 210

7. Cohesion Basic course in logistics, foundation year, supply chain operation (G cluster)

8. Entry requirements Basic course in logistics, 45 EC from foundation year


DILMAM This course focuses on materials and inventory management techniques, which help reduce the overall cost of a company and improve the customer service level. DILWMS In this course, students will understand how to analyse and improve various warehouses’ activities. They will also learn how to determine the efficiency and effectiveness of warehouse activities. DILERP Student will be able to indicate how ERP system can be used to improve logistic processes.

10. Competences B1: Manage process execution






Assessment code Assessment criteria K, C, A* Weight factor

24

DILMAM1B.1 B2: Is able to make a forecast of future demand and can analyze which forecasting techniques is most suitable for which type of demand pattern. Is able to determine the optimum order quantity and re-order point for independent demand items. Is able to calculate the level of safety stock needed for a requested service level.

K,C 70%

C3: Is able to calculate the costs of ordering, the costs of carrying inventory and the expected average inventory levels.

K,C 30%

DILMAM1B.5 B2: Makes a forecast of future demand and analyses which forecasting techniques is most suitable for which type of demand pattern. Is able to determine the optimum order quantity and re-order point for independent demand items. Calculates the level of safety stock needed for a requested service level.

K,C,A 40%

C2: Is able to diagnose the bottlenecks of the Inventory Management of a company within a case situation Is able to improve the Inventory management of a company within a case situation.

K,C,A 50%

C3: Is able to calculate the costs of ordering, the costs of carrying inventory and the expected average inventory levels.

K,C,A 10%

DILERP1A.5j B2: Understands the basic processes within a computerised ERP system Can indicate how ICT (e.g. ERP, EDI, RFID) can be used to improve logistic processes

K,C,A 25%

C1: Can translate market demand into purchasing, production and delivery planning e.g. the use of sales forecasts/market demand for MPS/MRP calculations and delivery planning and the use of sales orders for MPS/MRP calculations and delivery planning. Can set up and use control systems such as MRP (material requirements planning), e.g. setting up product structure (BOM), routing etc. and using MRP control system (MS Dynamics Nav).

K,A 25%

C2: Can formulate logistic information needs for inbound/outbound logistics and operations. Uses logistic parameters such as order policies, replenishment systems, safety stock etc.

K,A 20%

C3: Can indicate how ICT (e.g. ERP, EDI, RFID) can be used to improve logistic processes by creating efficient purchasing and delivery plans and creating efficient production plans.

K,A 30%

DILERP1A.2 B2: Understands the basic processes within a (computerised) ERP system

K,A 25%

25

Can indicate how ICT (e.g. ERP, EDI, RFID) can be used to improve logistic processes

C1: Can translate market demand into purchasing, production and delivery planning e.g. the use of sales forecasts/market demand for MPS/MRP calculations and delivery planning and the use of sales orders for MPS/MRP calculations and delivery planning. Can set up and use control systems such as MRP (material requirements planning), e.g. setting up product structure (BOM), routing etc. and using MRP control system (MS Dynamics Nav).

K,A 25%

C2: Can formulate logistic information needs for inbound/outbound logistics and operations. Uses logistic parameters such as order policies, replenishment systems, safety stock etc.

K,A 20%

C3: Can indicate how ICT (e.g. ERP, EDI, RFID) can be used to improve logistic processes by creating efficient purchasing and delivery plans and creating efficient production plans.

K,A 30%

DILWMS1A.1 B2: Can determine the role of a warehouse within the supply chain. Has knowledge of the basic warehouse operations. Has knowledge of the (dis)advantages of different types of racking and handling equipment. Has knowledge of profiling and slotting.

K,C 80%

C3: Has knowledge of the main cost drivers of a warehouse operation. Has knowledge of performance indicators for warehouse operations.

K,C,A 20%

DILWMS1A.9 B2: Can determine the role of a warehouse within the supply chain. Has knowledge of the (dis)advantages of different types of racking and handling equipment and can apply these in a case setting. Has knowledge of profiling and slotting and can apply these in a case setting

C,A 80%

C3: Has knowledge of performance indicators for warehouse operations.

C,A 20%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor

Period assess-ment /resits


DILMAM1B.1 Written exam

120 min


2

DILMAM1B.5 Report N.A. 5.5 20% Class N.A. 1

DILERP1A.5j PC Assignments

N.A. pass 0% Class N.A. 1

DILERP1A.2 Practical exam

120 min


1

26

DILWMS1A.1 Written exam

120 min


2

DILWMS1A.9 Case Report N.A. 5.5 20% Class N.A. 1


Arnold & Chapman, Introduction to materials management, 8th edition, Pearson

Richards, Warehouse Management, 2nd edition, Kogan Page

Reader “Microsoft Dynamics” (Reader will be handed out in class)



15. Software MS Excel/Spreadsheet, Microsoft Dynamics Navision


17. Activities N.A.

18. Teaching strategy

- Lectures




19. Contact hours


DILMAM1B 4 4 4 4 4 4 4 T 4 4 4 4 4 4 T

DILWMS1A 3 3 3 3 3 3 3 T T

DILERP1A 4 4 4 4 4 4 4 T T



N.A.

Overall information



Case Report DILWMS1A.9 has been added to the DILWMS study unit. Conversion is in order. Weighing within educational unit is adjusted.

Other Exam periods/resits are: T3/T5 resp. T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

27

DLC –Integrated Logistical Concept


DLC –Integrated Logistical Concept

Modules Integrated Logistical Concept DLCILC1A Production Management DLCPMT1A


Mr Erik van Zanten, MSc EMLog











DLCPMT Written exam DLCILC Plan of approach, report and presentation, peer assessment


European Credits: 7,5


- Lectures 34.5


- Self Study 173.5

Total: 210

7. Cohesion Basic course in logistics, foundation year, Modules DIL, GOPAPS, GSDLPP

8. Entry requirements Basic course in logistics, 45 EC from foundation year


DLCILC At the end of the course the students recognises the coherence between the strategy of the organisation and its Supply Chain strategy. The students furthermore recognise and can analyse the coherence between the constituent elements of a supply chain. DLCPMT Student will be able to identify a production strategy, identify the (dis)advantages of production strategies, set up a production plan from market demand.

10. Competences A3: Contribute to the development of relations, chains and networks




B4: Support of change processes










E4: Contribute to the development of the profession.

28



Weight factor

DLCILC2A.5 * A3: Assess the effectiveness of the logistical concept.

K,C,A 20%

B2: Describe processes in the organisation and assess their efficiency and effectiveness.

K,C,A 20%

B3: Able to use basic management techniques

C, A 15%

B4: Design and implement a system of performance indicators.

A 10%


C, A 10%

D1: Work within the project team in a professional manner

C, A 10%

D2: Able to recognise forces in a market and to act adequately. (global marketing research, economic, socio-cultural, political/legal factors, international market selection process), SWOT matrix and strategic options)

K,C,A 15%

D1-D3 and E1-4: The student acts as professional, reflects on personal performance, actions and can be held responsible for these. The student assesses peers and contributes to their personal professional development * Peer group evaluation factor (PGE) is applicable to both report and presentation/defense grade.

N.A. Individual PGE factor adjustment

DLCPMT1A.1 C1: Is able to set up a Material Resources Planning in line with a Sales Plan. Has knowledge of and understands the effects of manufacturing strategies. Has knowledge of the basics of Lean Management.

K,C,A 90%

C3: Is able to monitor the development of the production load. Is able to use scheduling techniques to be able to meet lead times.

K,C,A 10%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



DLCPMT1A.1 Written exam 120 min


2

DLCILC1B.5j Project Plan (Go/No Go)

N.A. √ 0% Class N.A. 1

DLCILC2A.5 * Report and presentation

N.A. 5.5 50% Class N.A. 1

29



Arnold & Chapman, Introduction to materials management, 8th edition, Pearson

Reader case Homair, available on -#OnderwijsOnline



ILC Harrison & Van Hoek, Logistics Management and Strategy, 5th Edition, Pearson Education



17. Activities N.A.





19. Contact hours


DLCPMT1A T 3 3 3 3 3 3 T

DLCILC1A T 4 4 4 4 4 8 T

20. Lecture period P4


N.A.

Overall information



Other Exam periods/resits are: T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

30

DQM - Quantitative Methods in Logistics


DQM - Quantitative Methods in Logistics

Modules Management accounting DQMMAC1A Quality Management DQMQMT1A


Mrs. Ann Wolter, BSc



3. Professional tasks B: Management of activities





DQMMAC3A Exam Management Accounting (Economic Trade Off's) DQMEXL1A PC Application in Excel Models of ETO's DQMQMT1A Exam and Case presentation




- Lectures 61,5


- Self Study 144,5

Total: 210

7. Cohesion Basic course in Management Accounting, foundation year

8. Entry requirements Basic knowledge in Logistics, MS Excel and Management Accounting, 45 EC from foundation year


DQMMAC Cost Prices (AC, DC & ABC), Break-even analysis, Master Budeget, Variances, Optimalisation under restrictions (LP), Shadow Prices, Decision Analysis, and Profitability Analysis. DQMQMT understanding and being able to support a quality management system to incorporate a continuous improvement system within an organisation.

10. Competences B1: Manage process execution






Weight factor

DQMMAC3A.1 B1: The student can perform relevant cost price calculations;

K,C,A 25%

B3: The student applies the concept of ‘different costs for different purposes’ in analyses and management advice; The student generates a sound advice based on analyses.

K,C,A 25%

C1: The student is able to draft a relevant master budget for each required organisation level; The student can identify and apply the full planning and control cycle; The student identifies variances between actual and standard/planned performance;

K,C,A 25%

31

C3: The student is able to record financial transactions and to translate the financial data into comprehensive management reporting.

K,C,A 25%

DQMQM1A.1 A2: Work with state of the art quality systems (quality management, CI, QC, QA, TQM, ISO, Six Sigma, EFQM, SERVQUAL); Describe and monitor cooperation between organisations, relationship of the four BSC views within an organisation; Derive the logistic policy from the corporate policy, setting objectives, measuring performance (PDCA-cycle), continuous improvement (CI).

K,C,A 40%

C1: Describe processes in the organisation and assess their efficiency and effectiveness. Elements, like input/output model, process flow charts, problem areas and apply root cause analysis. Use and interpret a cost control and cost administration system, cost of quality tools.

C,A 30%

C2: Set standards for performance indicators in order to initiate improvement actions use of SPC tools (calculate UCL / LCL – limits). Ability to set targets based upon goals/quality objectives.

C,A 20%

C3: Design and implement a system of performance indicators

C,A 10%

DQMQM1A.4 A2: Work with state of the art quality systems (quality management, CI, QC, QA, TQM, ISO, Six Sigma, EFQM, SERVQUAL); Describe and monitor cooperation between organisations, relationship of the four BSC views within an organisation; Derive the logistic policy from the corporate policy, setting objectives, measuring performance (PDCA-cycle), continuous improvement (CI).

C,A 40%

C1: Describe processes in the organisation and assess their efficiency and effectiveness. Elements, like input/output model, process flow charts, problem areas and apply root cause analysis. Use and interpret a cost control and cost administration system, cost of quality tools.

A 30%

D2: Can give a convincing presentation and argumentation of new policies presents the assignment in class.

A 30%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



DQMMAC3A.1 Written exam 120 min

5.5 60% T2/T4/T5

Dictionary and Non

2

32

programmable calculator

DQMQMT1A.1 Written exam 120 min


2

DQMQMT1A.4 Assignments and presentation



Horngren Ch, Datar S, & Rajan M., Cost Accounting, 14th edition, Prentice Hall

Reader SN-2631 Quality Management



- Hoyle, D., ISO9000, quality systems handbook, 6th edition, Elsevier - George, M.L, Rowlands, D., The lean six sigma pocket toolbook, McGraw-Hill - Gitlow, H.S., Oppenheim, A.J., Quality management, 3rd edition, McGraw-Hill - Bank, J., The essence of total quality management, 2nd edition, FT Prentice Hall - Slack, N., Chambers, S., Operations management, 5th edition, FT Prentice Hall



17. Activities N.A.




- Presentation

19. Contact hours


DQMMAC1A 4 4 4 4 4 4 4 T 4 4 4 4 4 T

DQMEXL1A T 6 T

DQMQMT1A T 4 4 4 4 4 8 T

20. Lecture period P3 and P4, exams in T4


N.A.

Overall information



Other Exam periods/resits are: T2/T4. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

DMS – Management Skills


DMS – Management Skills

33

Modules Business Communication DCBBUC4F Quantitative Research and Analysis DMSQNT1B Placement Preparation DMSPLC1A Study Career Coaching DMSSCC1A


Mrs. Karry Bos, MSc










DBCBUC4F - Business meetings and debates - Business negotiations and client consultancy - Argumentative essays - Press releases - Direct mails - Reviews - Summaries - Letters of complaint DMSQNT1B PC practical Exam DMSQNT1B.2 Assignment DMSQNT1B.5, consisting of several tasks (partial group work) during PC practicals DMSPLC1A Assignments DMSPLC1A.5 DMSSCC1A Portfolio




- Lectures 78

- Supervision / coaching 7,5





- Work placement / graduation assignment

10,5

- Self Study 97

Total: 210

7. Cohesion Research in IFA, CMS en GMS

8. Entry requirements Basic knowledge in Logistics, 45 EC from foundation year

34


DCB-BUC4F In the first period students will hold a weekly meeting on a business topic or a debate with fellow students. Students will give each other feedback. Attendance during these classes is obligatory. In the second period one hour per week is spent on improving students’ writing skills. One hour per week is spent on training negotiating and consulting skills( in half groups). Since the grade for negotiating and consulting is based on continuous assessment, attendance is obligatory. Topics: Meetings and debates; Negotiations and client consultancy; Writing exercises. Objectives: To enable students to hold business meetings and debates; To enable students to negotiate and practise consulting skills in an English speaking environment with students from different cultural backgrounds; To enable students to write argumentative essays, press releases, direct mails, reviews, letters of complaints, summaries, etc. Level of Common European Framework to be obtained: B2/C1 DMSQNT1B After attending this module Quantitative Research and Analysis the student will have basic Excel skills for data analysis. The student has an understanding of operationalizing an abstract construct. The student understands and knows how to apply statistical concepts and techniques. Using Excel the student will learn to analyse data in an Excel data matrix and transform the data into meaningful management information. Topics: Operationalization; Excel: basic functionality and functions; Data analysis using statistical functions in Excel; DMSPLC1A Preparation for Placement and Graduation Assignment. Learning how to find and prepare for a placement assignment. DMSSCC1A Students are required to take an active attitude towards their study progress by preparing and having a conversation with their study career coach. Preparation may include summary of study progress and suitable exercises.











Weight factor

DCBBUC4F.9 D1,D2,D3 - The student adapts his behaviour to the standards of the prevailing culture. - The student can recognise and appreciate cultural differences in behaviour and values. - The student can identify dimensions of culture (communication, time perspective, power, individualism etc) within context. He has self-awareness of his own norms, values and behaviour and shows tact and understanding for others. - The student can make effective use of empathy, or ‘frame of reference shifting’, to understand and be understood across cultural boundaries. - The student has good operational command of the language

K,C, A 100%

35

in a wide range of real world situations, e.g. can participate effectively in discussions, meetings and debates.

DCBBUC4F.1 D1,D2,D3 The student is able to write well-structured argumentative essays, press releases, direct mails, letters of complaint, reviews and summaries in coherent English, in which (relevant) information is processed correctly. The assessment criteria are: - Requested contents - Format / form - Language

K,C, A 100%

DCBBUC4F.4 D1,D2,D3 The student adapts his behaviour to the standards of the prevailing culture. - The student is aware of the role of an international network for himself and for the company. - The student can recognise and appreciate cultural differences in behaviour and values. - The student can identify dimensions of culture (communication, time perspective, power, individualism etc) within context. He has self-awareness of his own norms, values and behaviour and shows tact and understanding for others. - The student can make effective use of empathy, or ‘frame of reference shifting’, to understand and be understood across cultural boundaries. - The student develops an open attitude and is motivated to work abroad. - The student has good operational command of the language in a wide range of real world situations, e.g. can participate effectively in business negotiations and client consulting.

K,C, A 100%

DMSQNT1B.2 A1: The student: Knows how to use MS Excel for data analysis Understands and applies statistical and mathematical formula’s

C,A 70%

C1: The student: Presents the results of data analysis in a manner fit for a management report

C,A 30%

DMSQNT1B.5 A1: The student: Knows how to operationalize an abstract concept in a problem definition Knows how to use MS Excel for statistical analysis of a data matrix Creates report with graphs, tables, cross tab results Applies statistical tests to draw conclusions and check reliability Checks validity and transparency/traceability of research activities Formulate conclusions and recommendation

A 100%

DMSPLC1A.5j C1: The student: Creates realistic project plan to find a placement Can monitor his/her own progress

A 25%

D2: The student: Communicates effectively and professionally Creates professional application documents

A 25%

36

E1: The student: Manages personal learning and development Can identity his/her own strengths/weaknesses and goals in a personal development plan. Develops personal learning goals Identifies relevant organisations for placement

A 25%

E2: The student: Presents him/herself well in an interview Shows a professional attitude

A 25%

DMSSCC1A.8j D1: Collaborate in a professional environment

A N.A


A N.A


A N.A


A N.A

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



DCBBUC4F.1 Written Exam

120 min

5.5 13% T2/T4/T5 N.A. 1

DCBBUC4F.4 Oral exam N.A. 5.5 11% Class N.A. 1

DCBBUC4F.9 Continuous assessment

N.A. 5.5 16% Class N.A. 1

DMSQNT1B.2 Practical exam (PC)

N.A. 5.5 40% Class N.A. 1

DMSQNT1B.5j * including attendance

PC group Assignments


* In order to obtain a pass for DMSQNT1B.5j, the student is not only required to complete all assignments to a satisfactory level, but attendance during lectures is mandatory starting from P3 lecture week 4. The student is required to attend a minimum of 8 out of 10 lectures. Presence during the PC-test, presentations and feedback sessions is mandatory. Insufficient attendance leads to an immediate fail for DMSQNT1B.5j

DMSPLC1A.5 Assignments N.A. 5.5 20% Class N.A. 1

DMSSCC1A.8j Portfolio N.A. Pass 0% Class N.A. 1


DBC-BUC4F: Reader SN 2867: Meetings + Negotiations + Writing skills

N. Verhoeven, Doing Research: the hows and whys of applied research, Eleven International Publishing 4th Edition ISBN 9789462364820 (already in possession: used in IFA for RES)

Dretzke, B. Statistics with Microsoft Excel Latest Edition Pearson

37

Godding, Haanstra et al. (2012). Checklist and explanation for setting up a Plan of Approach for your graduation assignment. Arnhem: HAN (available on #OnderwijsOnline ).

Sheets and documents #OnderwijsOnline


N.A.

15. Software MS Excel, MS Access, www.surveymonkey.com


17. Activities N.A.



- Group work

- PC practical (assignments and test)

- Assignments


19. Contact hours


DCBBUC4F 3 3 3 3 3 3 3 T 2 2 2 2 2 2 T

DMSQNT2A 2 2 2 2 2 2 2 T 3 3 3 3 3 3 T

DMSPLC1A 2 2 2 2 2 T T

DMSSCC1A 2 2 T 2 2 2 T



N.A.

Overall information



Other Exam periods/resits are: T3/T5, resp. T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

38

F-Cluster

FPL – Placement


FPL – Placement

Modules FPLPLA1A


Mrs. Nicole Osentoski, MIB, PhD


2. Target group Cluster F Level 2

3. Professional tasks A: Developing policy

B: Managing activities and operation


D: Social en communicative sub competencies

E: Personal management and development sub competencies




FPLPLA1A.5 Placement report 1 (Week 1 - 6) FPLPLA1B.5 Placement report 2 (Week 7 - 20) FPLPLA1B.5j Reflection report


European Credits: 30


- Self Study 840

Total: 840

7. Cohesion Research and project management. Depending on the placement assignment, the further focal point of the cohesion can be with any number study units.

8. Entry requirements Students, who do their placement in their 3rd year, will be admitted to the work placement if they meet the following conditions: - Successfully completed the 60 EC from international foundation year, - 45 EC during the main phase from C and/or D-cluster, and must have passed the modules CMSQLT1A, DMSPLC1A and DMSQNT1A If a student starts placement in February, the grades obtained at the end of the second period determine whether the student is allowed to start placement. If a student starts placement in September, the grades obtained at the end of period 4 determine whether the student meets the placement threshold. -75% attendance ABS/logistics events during C and D cluster


The placement consists of a practical assignment for which you conduct research. In this process you go through various phases: orientation on the problem, defining the problem, formulating the objective, carrying out the research steps, formulating recommendations and reporting and presenting your findings. During the placement (through reports and Plan of Approach) this will be practiced as rehearsal for the final Graduation Assingment in Cluster H.

10. Competences A1: Research by means of analysis and incorporating of trends and developments



B2: Establish, manage and improve upon processes





D1: Collaborate within the professional environment

D2: Communicate effectively by means of accepted corporate jargon

D3: Pay attention to differences in culture

39

E1: Navigate and arrange personal development


E3: Acts in a professional, ethical and responsible manner

E4: Contributes to the development of the profession.


Assessment code K, C, A*

Weight factor

FPLPLA1A.5 B1: The student managed his own project effectively, through, among others, clear and executable project phasing.

A 20%

C1: The student has worked in a project-based manner, including proper planning, project phasing and communicating according to plan

A 20%

D1: The student co-operates with stakeholders towards goals and improvements of processes, based on multi-disciplinary co-operation, multicultural understanding and good fellowship

A 30%

D2: The student has executed an effective and professional communication plan, which has contributed to the projects result

D3: The student shows to be sensible towards the workings within the organisation. He/She act based on a positive but inquiring attitude, and adapts him/herself to the (multi)national and organisational culture

E1: The student words his/her personal development goals in a (SMART) activity plan, and reflects on it

A 30%

E2: The student is driven by willingness to understand, to innovate. The student has an inquiring attitude, and shows effort and engagement

E3: The student not only has eye for business management aspects, but also for corporate social responsibility and ethical aspects

E4: The student actively asks for feedback, and uses the feedback to improve upon his/her performance

FPLPLA1B.5 A1: Students applies proper research methodology, and can be held accountable for the researches controllability, reliability and validity Student performs a relevant (inter)national literature study

A 25% A2: The given advise presents a fitting solution for the researched problem, by answering the main research question in a correct and accountable way. The given advise adds to the organisational strategic goals, and its corporate social responsibility

B1: The student managed his own project effectively, through, among others, clear and executable project phasing.

A 25%

40

B2: The proposed recommendations are ascertainable as towards improved efficiency and effectiveness of the researched processes The financial reporting is both correct and transparent The implementation plan is realistic and complete

B3: The student has made use of multiple theories and models during the analysis and within the advise. Used theories and models are fitting, relevant and contemporary.

B4: The student supports the execution of the advise by incorporating relevant stakeholders in the process of organisational change. To this the student has studied the stakeholders attitude towards change, and has applied change management techniques. The student has shown an inquisitive and open mind when acquiring the relevant information


A 25% C2: The analysis is well executed, and the relevant critical issues have been named The proposed recommendations are obtainable and useful to the principal


A 12,5%




A 12,5%




FPLPLA1B.5j E1: The student words his/her personal development goals in a (SMART) activity plan, and reflects on it

K,C,A N.A.

41

12. Assessment


Duration Grade (pass)

Weight factor

Period assess. /resits

Allowed aids No. of examiners

FPLPLA1A.5 Report N.A. 5.5 40% N.A. N.A. 1

FPLPLA1B.5 Report N.A. 5.5 60% N.A. N.A. 1

FPLPLA1B.5j Report N.A. pass 0% N.A. N.A. 1


Placement Handbook LM(e), latest version (available on -#OnderwijsOnline).

Keizer. J., Kempen, P. Business Research Projects, a solution-oriented approach. Butterworth-Heinemann/Elsevier. Latest edition.

Baarda, B.. Research this is it!, guide to quantitative and qualitative research. Noordhoff, Groningen last edition

Godding, Haanstra et al. Checklist and explanation for setting up a Plan of Approach for your graduation assignment, HAN 2012 (available on #OnderwijsOnline)


Reader Research Analysis and Execution, HAN publication, latest edition

15. Software N.A.


17. Activities N.A.

18. Teaching strategy - Work experience in a existing company as trainee

- Coaching on the process and personal development

19. Contact hours


FPLPLA1A.5 x x

FPLPLA1B.5 final week

FPLPLA1Bj.5 final week

20. Lecture period Depending on order of Study abroad and enrolement period can be P3/P4 (recommended) or P1/P2


N.A.

Overall information



Other Exam periods/resits are: T1/T3, T2/T4 resp. T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

42

G-Cluster

GOP - Supply Chain Operations


GOP - Supply Chain Operations

Modules Supply Chain Finance -GOPSCF1A Advanced Planning and Scheduling - GOPAPS1A


Mrs. C. Arnold


2. Target group Cluster G Level 3









GOPSCF Written Exam GOPAPS Report Case study incl PC practical and defence




- Lectures 63


- Self Study 141

Total: 210

7. Cohesion Basic course in logistics,foundation year, C and D cluster internal and external logistics

8. Entry requirements C cluster / D cluster

43


GOPSCF Student can sufficiently describe, analyse and apply the management of working capital management in the supply chain, in order to show this the student can: • explain the nature and role of supply chain finance • describe in an international supply chain the role of the focal company as leading company for managing supply chain finance • distinguish the static and dynamic approach of working capital (WoCa) • relate the managing of WoCa to production management and supply chain management • demonstrate the consequences of WoCa management in the DuPont identity • evaluate the impact of managing WoCa to the Economic Added Value (EVA) in the supply chain and for the focal company • evaluate the performance of the supply chain finance simulation (The Cool Connection) in personal reflection GOPAPS The student can describe how advanced planning and scheduling can be used to increase efficiency and responsiveness of supply chains. In order to do so, the student understands • What APS is and what limitations of conventional planning it can overcome • How hierarchical planning works • What kind of decision support APS can offer in various domains (APS modules) • What kind of decision support APS can offer at various levels (strategic, tactical, operational) • How forecasting demand is facilitated by APS • How S&OP processes work and how APS can facilitate S&OP • How APS takes constraints into consideration • How APS supports collaboration in the supply chain • How APS software relates to ERP systems













Assessment code Assessment criteria K, C, A* Weight factor

GOPSCF1A.1 • the nature and role of supply chain finance • the main features of WCM • the mechanics of the DuPont Identity

K, A 40%

• personal reflection (learning experience with a clear link to SCF) of SCF simulation

C 20%

case related SCF application: • recognise the SCF problem • anlayse the SCF problem • suggestion for improvement of the SCF problem (quantitative & qualitative)

C, A 40%

44

GOPAPS1A.5 B2: Students understand the basic setup and supply chain processes within an APS system. Students understand the basic concepts of APS.

K,C 15%

C1: Students understand the need and advantages of different planning methods in an APS system. They can successfully execute different planning cycles and are capable of analyzing the outcome, differences and advantages. Students understand the benefit of different levels of S&OP within an organization, how S&OP helps manage changes of forecast and sales within the supply chain and the importance of a functioning S&OP process for APS

K,A,C 20%

C2: Students can apply learnings from the APS workshop and knowledge about the APS concept to offer a well-supported proposal for the potential future use of APS, weighing pros and cons, taking into account prerequisites, implementation risks and impact on the organization.

K,A,C 30%

C3: Based on his/her knowledge about APS in complex supply chains the student can propose processes and tools to monitor supply chain performance which will help to proactively adapt processes and supply chain structure in the future

K,A,C 10%

D2: Students demonstrate a level of English as can be expected in a professional, international business environment. Students submit a structured, well rounded and convincing defence

K,C 25%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



GOPSCF1A.1 Written exam 120 min


2

GOPAPS1A.5 Case Study report and Defence

120 min

5.5 50% T2/T4/resit in T2/T4

n/a 2


Fundamentals of Corporate Finance (Hillier, 2011), Chapters on Financial ratios and Working capital

Article Supply Chain Finance (Jansen, 2015)

Fee to be paid to The Cool Connection (SCF simulation)

Arnold et al., Introduction to materials management

Reader APS



15. Software MS Excel/Spreadsheet, software system


17. Activities

18. Teaching strategy - Lectures - Tutorials & case studies - Exercises and/or computerized practices

45

19. Contact hours


GOPSCF1A 3 3 3 3 3 3 3 3 3 3 3 3 3 T

GOPAPS1A

4 4 4 4 4 4 4 T

20. Lecture period G- cluster starts either in September (semester I) of February (semester II), periodes therefore P1 and P2, resp. P3 and P4


N.A.

Overall information



Other G- cluster starts either in September (semester I) of February (semester II). Exam periods/resits are: T1/T3, T2/T4 resp. T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

46

GSI - Supply Chain Improvements


GSI - Supply Chain Improvements

Modules SCOR Proces Improvement -GSISCOR1A Analysis Tools & Techniques - GSIATT1A Economic Trade Offs - GSIETO1A


Mr. Joris Leeman MBA









GSISCOR1A Written Exam and assignments GSIATT1A Practical exam GSIETO1A written exam




- Lectures 66


- Self Study 140

Total: 210




GSISCOR1A Using SCOR model for supply chain process control and process optimization GSIATT1A By using MSExcel the student will know how to analyze data and transform these data into meaningful management information. GSIETO1A The student understands what relevant economic trade off’s need to be made when formulating a project, expressed in financial KPI's, budgets and analysis. Topics: Compound Interest, Future and Present Value, Capital Budgeting (Interpretation of NPV, PBP, BET, ROI and IRR indicators), Relevant Costing, ETO’s (make or buy, replace or non-replace decisions and cost benefit decisions) and Transfer pricing..









Weight factor

GSISCOR1A.1 B1: Knows the methods to describe supply chain processes Understands the SCOR model, its levels of analysis and notification Is able to describe and visualize a global supply chain network

K, C

30%

47

B2: Knows the methods to analyze supply chain processes Is able to calculate and analyze SC performance monitoring indicators

K 30%

C3: Understands supply chain performance monitoring indicators, in regard to topics as quality, time, cost, service and financial assets Understands the SCOR supply chain performance metric system Is able to calculate and analyze SC performance monitoring indicators

K, C, A

40%

GSISCOR1A.5 B2: Is able to make a process analysis of a supply chain by means of a process flow chart, swimlane and use of the SCOR model Is able to calculate and analyze SC performance monitoring indicators

K, C, A

40%

C1: Is able to do a root cause analysis and indicate this in the process flow Is able to execute a FMEA analysis

K, C, A

30%

C2: Is able to formulate a corrective active recommendation based on the rootcause analysis and FMEA risk priority rankings Is able to set targets and do corrective action upon weak SC performance

K, C, A

30%

GSIETO1A.1 B1: Make reliable budgets through Activity Based Costing and develop adequate control.

C 25%

C1: Use and interpret a cost control and cost administration system.

C 25%

C2: Make a financial analysis, such as an economic trade off.

C, A

50%

GSIATT1A.2 * * Exam in class week 7 P2 or P4

A3: Knows advantages and disadvantages of SCOR model and KPI's when as indicators Can describe and assess processes based on analysis, prepare the results in a presentable manner

C,A 70%

C1: Presents findings of data and process analysis in a report and visualise information in graphs, tables and cross tabs by means of (Key) Performance Indicators

C,A 30%

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



GSISCOR1A.1 Written exam 120 min


1

GSISCOR1A.5 Report (2 assesments)

N.A. 5.5 20% Class N.A. 1

GSIETO1A.1 Written exam 120 min


1

GSIATT1A.2 ** ** Exam in class week 7 P2 or P4

Practical exam (PC)

120 min

5.5 30% Class N.A. 1

48

* NB


Supply Chain Council (2017), Supply Chain Operations Reference - Model, website SCC/APICS.org

Sheets and documents on #OnderwijsOnline Fundamentals in Corporate Finance, 3rd European edition


Leeman, Joris (2017), Supply Chain Management, 2nd edition, Books on Demand.

15. Software MS Excel/Spreadsheet


17. Activities N.A.





19. Contact hours


GSISCOR1A 3 3 3 3 3 3 3 3 3 3 3 3 3 T

GSIATT1A * exam in class

3 3 3 3 3 6* T

GSIETO1A 4 4 4 4 4 4 4 T

20. Lecture period G- cluster starts either in September (semester I) or February (semester II), periods therefore P1 and P2, resp. P3 and P4


N.A.

Overall information



Other G- cluster starts either in September (semester I) of February (semester II). Exam periods/resits are: T1/T3, T2/T4 resp. T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

49

GSD - Supply Chain Design


GSD - Supply Chain Design

Modules Logistic Policy Plan -GSDLPP1A Consultancy for Logistic policy plan - GSDCOV1A


Mr. Roeland Meijers, MIB










GSDLPP1A Report and Presentation/Defence GSDCOV1A Peer Assessment




- Lectures 7.5

- Supervision / coaching 13.5

- Self Study 189

Total: 210




GSDLPP1A/GSDCOV1A This course aims at understanding and developing an international business plan with a focus on a proposal how to put together a logistics policy plan when internationally expanding the firm.












Weight factor

GSDLPP1A.5* A3: Translate the business plan into logistic processes. Develop, apply and communicate logistical policies in different markets.

K,C,A 30%

C1: Make a financial analysis, such as an economic trade off. Recognise market relations and commercial aspects within the chain and act accordingly. Recognise market relations and commercial aspects within the chain and act accordingly.

K,C 20%

50

C3: Derive the logistic policy from the corporate policy. Deduce the organisation of logistics from the design of the supply chain.

K,C 20%

D1: Has both oral and written command of English Can give a convincing presentation and argumentation of new policies

K,C,A 30%

D1-D3 and E1-4: The student acts as professional, reflects on personal performance, actions and can be held responsible for these. The student assesses peers and contributes to their personal professional development * Peer group evaluation factor (PGE) is applicable to both report and presentation/defense.

N.A. Individual PGE factor ajustment

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor



GSDLPP1A.5* Report, presentation and defence

N.A. 5.5 100% Class N.A. 2



Leeman, J.J.A. (2010). Export Planning. Amsterdam: Pearson Education



Simchi-Levi, E., Kaminsky, P., & Simchy-Levi, D. (2007). Designing and managing the supply chain (3rd edition). Boston: McGraw-Hill. Krajewski, L.J., & Ritzman, L.P. (2001) Operations management, strategy and analysis (6th edition). Upper Saddle River, NJ: Prentice Hall. Stock, J.R., & Lambert, D.M. (2001). Strategic logistics management (4th edition). Boston: McGraw-Hill. Slack, N., & Chambers, S. (2007).Operations management (5th edition). Harlow: Financial Times Prentice Hall.

15. Software MS Excel/Spreadsheet


17. Activities N.A.




19. Contact hours


GSDLPP1A 2 2 2 2 2 T T

GSDCOV1A 2 2 2 2 2 T 2 2 2 2 8 T

51



N.A.

Overall information



Other G- cluster starts either in September (semester I) of February (semester II). Preliminary cutting score/general cutting score aspects for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

52

GMS – Management Skills


GMS – Management Skills

Modules GA Business Communication GMSBUC1A Cross Cultural Management GMSCCM1A Study Career Coaching GMSSCC1A


Mrs. Ann Wolter, BSc










GMSBUC1A - Business meetings and debates - Job interviews - GA preparation and communication GMSCCM1A Report GMSCCM1A.5, presentation GMSCCM1A.6 GMSSCC1A Portfolio study career counceling




- Lectures 33

- Supervision / coaching 7,5




- Self Study 154,5

Total: 210

7. Cohesion Management skills and personal development



GMSBUC1A In the first period students will hold a weekly meeting on a business topic or a debate with fellow students. Students will give each other feedback. Attendance during these classes is obligatory. In the second period one hour per week is spent on improving students’ writing skills. One hour per week is spent on training negotiating and consulting skills( in half groups). Since the grade for negotiating and consulting is based on continuous assessment, attendance is obligatory. Topics: Meetings and debates; Negotiations and client consultancy; Writing exercises. Objectives: To enable students to hold business meetings and debates; To enable students to negotiate and practise consulting skills in an English speaking environment with students from different cultural backgrounds; To enable students to write argumentative essays, press releases, direct mails, reviews, letters of complaints, summaries, etc. Level of Common European Framework to be obtained: B2/C1

53

GMSCCM1A Understanding and being able to deal with cross cultural differences. GMSPAD1A The student develops his/her business professionalism and explores his/her own set of personal preferences and skills to support his/her future career. The student achieves this by for instance taking part in and organizing company visits, open/career days, fairs and symposia, coaching of junior students and by participating in workshops, guest lectures and (management) games. The activities take place in the weeks 4 and 8 of every period. Students are required to attend a minimum of 3 out of 4 activities per semester. GMSSCC1A Students are required to take an active attitude towards their study progress by preparing and having a conversation with their study career coach. Preparation may include summary of study progress and suitable exercises..










Weight factor

GSMBUC1A.8 D1,D2,D3 The student adapts his behaviour to the standards of the prevailing culture. - The student can recognise and appreciate cultural differences in behaviour and values. - The student can identify dimensions of culture (communication, time perspective, power, individualism etc) within context. He has self-awareness of his own norms, values and behaviour and shows tact and understanding for others. - The student can make effective use of empathy, or ‘frame of reference shifting’, to understand and be understood across cultural boundaries. - The student has good operational command of the language in a wide range of real world situations, e.g. can participate effectively in discussions, meetings and debates. The student is able to write well-structured argumentative essays, press releases, direct mails, letters of complaint, reviews and summaries in coherent English, in which (relevant) information is processed correctly. The assessment criteria are: - Requested contents - Format / form - Language

K,C, A 100%

GMSCCM1A.5 A3: Design and implement a system of performance indicators; describe and analyse another culture methodically in order to understand the norms, values and behavioural codes of a foreign partner.

K, C 20%

D1: Aware aspects and processes of the psychological management; is establish the extent to which the student is willing to adjust and to accept the behaviour of the other foreign party.

K, C 20%

54

B4: Understands the differences in corporate culture at the home country and abroad and can relate these to his particular situation; solve problem cases of cross cultural and ethical nature.

K, C 20%

D2: Assess effectiveness and efficiency of cooperation between organisations and propose improvement measures; models of culture analysis, notably the Dutch school.

K, C 20%

E3: Is aware of the importance of the ethical consequences of both his own actions and those of his company; avoid the pitfalls of inter-cultural communication.

K, C 20%

GMSCCM1A.6

E1: Is aware of the importance of the ethical consequences of both his own actions and those of his company; can make and present a clear connection between the concepts of the presentation and the ideas and theory behind cross-cultural management.

K,C, A 50%

E2-3: Can give a convincing presentation and argumentation of new policies present convincingly, successfully and innovatively cross- cultural management.

K,C, A 50%

GMSSCC1A.8j D1: Collaborate in a professional environment

A N.A


A N.A


A N.A


A N.A

12. Assessment


Dura-tion

Grade (min)/ check

Weight factor


Allowed aids

Number of exami-ners

GMSBUC1A.8 Portfolio/ Continuous assessment

N.A. 5.5 50% Class N.A. 1

GMSCCM1A.5 Report N.A. 5.5 30% Class N.A. 1

GMSCCM1A.6 Presentation N.A. 5,5 20% Class N.A. 1

GMSSCC1A.8j Portfolio N.A. Pass 0% Class N.A. 1


book/ reader BUC



N.A.

15. Software


55

17. Activities N.A.



- Group work

- PC practical (assignments and test)

- Assignments


19. Contact hours


GMSBUC1A 2 2 2 2 2 2 2 T 2 2 2 2 2 2 T

GMSCCM1A 3 3 3 3 3 3 T

GMSSCC1A 2 2 T 2 2 2 T



N.A.

Overall information



Other G- cluster starts either in September (semester I) of February (semester II). Exam periods/resits are: T1/T3, T2/T4 resp. T5 Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

56

H-Cluster

HGA - Graduation Assignment

Name Educational unit HGA - Graduation Assignment

Modules HGAGRA1A


Mrs. Nicole Osentoski, MIB, PhD


2. Target group Cluster H Level 3

3. Professional tasks A: Developing policy



D: Social en communicative sub competencies

E: Personal management and development sub competencies




Plan of Approach Final report Presentation and defence.


European Credits: 30


- Self Study 840

Total: 840

7. Cohesion Placement, research and project management. Depending on the placement assignment, the further focal point of the cohesion can be with any number study units.

8. Entry requirements -Students will be allowed to start the GA when they have completed the LMe study program up to the G-cluster, obtaining all of the 210 EC's. (60 EC from international foundation year, 150 EC from C, D, E, F and G-cluster). --75% attendance ABS/logistics events during G cluster


Professionalism of the student is to be demonstrated in while researching an in-company problem regarding international supply chain management, operations, logistics, and/or organisational topics. The student must have knowledge and skills to identify and formulate business problems, as well as the ability to analyse them and suggest solutions, having researched the presented problem. In short: The student should be able to use the acquired knowledge, insight and skills to offer a planned solution to an (international) logistics problem at the tactical/strategic level.

10. Competences A1: Research by means of analysis and incorporating of trends and developments









D1: Collaborate within the professional environment

D2: Communicate effectively by means of accepted corporate jargon

D3: Pay attention to differences in culture

E1: Navigate and arrange personal development


57

E3: Acts in a professional, ethical and responsible manner

E4: Contributes to the development of the profession.


Assessment code K, C, A*

Weight factor

HGAGRA1A.5 A1: Students applies proper research methodology, and can be held accountable for the researches controllability, reliability and validity Student performs a relevant (inter)national literature study

A 30%

A2: The given advise presents a fitting solution for the researched problem, by answering the main research question in a correct and accountable way. The given advise adds to the organisational strategic goals, and its corporate social responsibility

A3: The given advise is coherent and integral, and optimises either intra-organisational or inter-organisational processes within the supply chain.

B1: The student managed his own project effectively, through, among others, clear and executable project phasing.

A 25%

B2: The proposed recommendations are ascertainable as towards improved efficiency and effectiveness of the researched processes The financial reporting is both correct and transparent The implementation plan is realistic and complete

B3: The student has made use of multiple theories and models during the analysis and within the advise. Used theories and models are fitting, relevant and contemporary.

B4: The student supports the execution of the advise by incorporating relevant stakeholders in the process of organisational change. To this the student has studied the stakeholders attitude towards change, and has applied change management techniques. The student has shown an inquisitive and open mind when acquiring the relevant information


A 25% C2: The analysis is well executed, and the relevant critical issues have been named The proposed recommendations are obtainable and useful to the principal


A 10%

58




A 10%




*NB Research set up is subject to Go/No Go by first and second examiner Additional requirements towards the GA can be found in the most current GA manual Assessment HGAGRA1A.5 consists of three elements (Report, Process and Presentation and defense). Each of these elements requires a minimum result of 5.5 to pass.

12. Assessment


Duration Grade (pass)

Weight factor

Period assess. /resits

Allowed aids No. of examiners

HGAGRA1A.5 Report, presentation and defence

N.A. 5.5 100% P1 and P2, rsp. P3/P4

N.A. 2


Graduation Handbook LM(e), latest version (available on #OnderwijsOnline).

Keizer. J., Kempen, P. Business Research Projects, a solution-oriented approach. Butterworth-Heinemann/Elsevier. Latest edition.

Baarda, B.. Research this is it!, guide to quantitative and qualitative research. Noordhoff, Groningen last edition

Godding, Haanstra et al. Checklist and explanation for setting up a Plan of Approach for your graduation assignment, HAN 2012 (available on #OnderwijsOnline)


Reader Research Analysis and Execution, HAN publication, latest edition

15. Software N.A.


17. Activities N.A.

18. Teaching strategy - Research experience in a existing company as trainee

- Work experience in a existing company as trainee

- Coaching on the process and personal development

19. Contact hours


HGAGRA1A.5 final week

20. Lecture period P1/P2 resp. P3/P4

59


N.A.

Overall information



Other Exam periods/resits are: T1/T3, T2/T4, T3/T5, T4/T5. Preliminary cutting score/general cutting score aspects: for each modular exam: the weighted average of the criteria resulting in a grade between 1.0 and 10.0 rounded off to 1 decimal place, or resulting in a ‘Pass’ or ‘Fail’.

60

Chapter 4: Details of HAN-certified minors and accompanying study units Summary of the HAN-certified minors offered by the course department. In accordance with article 3.4 paragraph 8 of the TER N/A

61

Appendix 1: Terms and definitions for the degree statute and Student Charter (Most important terms in alphabetical order)2

The definitions of the terms used in the Student Charter and the degree statute and the

regulations contained therein are as follows:

A Abridged programme duration: the actual programme duration of a student that is shorter than

the standard scheduled duration due to exemptions gained and/or exams completed

independently of the standard learning programme.

Abridged programme: a degree programme offering that is scheduled in such a way that students

can gain their degree quicker than in the standard programme. The abridged programme is

aimed at a specific target group that is characterised by its eligibility for a set of exemptions.

Abridged teacher training programme: format of a teacher training programme for a teaching degree

to teach lower secondary education (tweede graad) with a study load of 60 credits that is open to

students who have a degree certificate from a university or university of applied sciences from a

related programme as described in the appendix for article 6a.1 of the 2000 student finance

regulations.

Academic year: the period starting on 1 September and ending on 31 August of the following year.

For HAN students whose academic year starts on 1 February, it runs from 1 February to 31

January of the following year.

Act from outside the relevant degree programme or from outside one of the degree programmes to which the relevant degree programme belongs.

Act: Higher Education and Research Act (in Dutch: Wet op het Hoger Onderwijs en Wetenschappelijk Onderwijs - WHW).

Alluris: the student information system used at HAN. Also: a meaningful, complete task carried out professionally at a certain level.

Appeal proceedings: request to declare void or change a decision by another specially appointed

body (the Examination Appeals Board).

Assessment criteria: criteria, also referred to as indicators, on which a student's performance /

action / execution / products are assessed.

Associate degree programme: a two-year CROHO-registered study programme at a university of

applied sciences resulting in the statutory Associate degree.

B

Bachelors programme at a university of applied sciences: a four-year study programme of 240 credits.

This consists of a major of no more than 210 credits and one or more minors of 30 credits each.

The major and minor together result in a Bachelors degree.

Board of examiners: as referred to in article 7.12 of the Act, a board that is set up for a degree programmes or group of degree programmes.

C

Certificate: The board of examiners issues a certificate as evidence that a student has passed a

module in the part-time or work-study degree programme.

Chair of the board of examiners: member and head of the board of examiners.

Cohort: a group of students enrolled for the first time in a degree programme for which the currently

applicable TER for the standard scheduled programme duration applies.

Collective Labour Agreement: the collective employment contract for universities of applied

sciences.

Competence: an integrated unity of knowledge and understanding, skills and attitudes. A

competence comprises the ability to adequately perform professional tasks essential to a

position or role. A competent student is able to choose the most appropriate actions and

2 As well as general terms from the degree statute, this glossary includes definitions of terms from the Teaching and Examination Regulations (TER), the Regulations of the Board of Examiners, the Regulations of the Degree Course Committee and the Student Charter.

62

resources in a certain context in order to perform professional tasks and achieve the intended

results.

Complaints and Disputes Office: a facility provided at HAN as set out in article 7.59a of the Act.

Coordinating supervisor: the person who, at the exam location, acts on behalf of the institute board

and possibly on behalf of the chair of the board of examiners.

Coordinator: (e.g. of the propaedeutic phase, part-time or work-study programme) person who acts

as point of contact on behalf of the institute management and organiser of the relevant study

programme.

Credit: standard unit equivalent to a normative study load of 28 hours. Supervisor: a person who

supervises students at the exam location.

Curricular: relating to the curriculum.

Curriculum: the entirety of the exam programme, degree programmes offered and work placement/traineeship policies.

Cut-off: the cut-off point between results assessed as satisfactory – pass – and unsatisfactory – fail. D Deficiency: shortcoming(s) in the required prior education.

Degree programme committee: advisory body that advises the management of the relevant

department. It advises on the TER and assesses the execution and quality assurance system of

the degree programme.

Degree programme: a Bachelors or Masters programme or another CROHO-registered programme

organised by HAN that comprises a coherent set of study units as defined in article 7.3 of the

Act.

Degree format: the way in which a degree is offered, for example full-time, part-time or work-study.

Degree statute: the programme-specific part of the Student Charter. This contains information on the

structure, organisation and execution of the degree programme, the student facilities, counselling

and student coaching, the TER and the programme-specific regulations that describe students'

rights and responsibilities.

Delegation: the transfer of authority and responsibilities. The authority to make decisions in one's own

name.

Dienst Uitvoering Onderwijs (DUO): implementation organisation of the Ministry of Education, Culture

and Science consisting of the Informatie Beheer Groep (IB-Groep) and the Centrale Financiën

Instellingen (CFI).

Disputes Advisory Committee: an advisory committee for students, prospective students and external

students as specified in article 7.63a paragraph 1 of the Act. The regulations for the Examination

Appeals Board are included in the HAN Student Charter.

Domain: set field of professional activity and related degree programme content in accordance with

HAN's domain division. A domain contains one or more degree programmes.

E

Education period: period in an academic year in which education is offered. At HAN, this is a 10-week

period.

Entry assessment: also referred to as colloquium doctum. An investigation that an admissions

committee conducts into the suitability of admitting a person to the relevant programme and into

whether that person has adequate proficiency of English. The person tested must be 21 years or

older.

Entry-level competence: qualified as a starting professional practitioner as a result of meeting all the

requirements for the final assessment of the Bachelors programme that educates for that

profession, also known as starting-level competence.

Exam taken independently of the standard programme: an exam taken at the start of or during a

degree programme without the student having taken the study units offered by the department

that focus on the competences he or she believes to have mastered.

Examination Appeals Board: the examination appeals board at HAN, in accordance with article 7.60

of the Act. This board deals with appeals submitted by students against decisions made

concerning them by their department. The regulations of the Examination Appeals Board are

included in the HAN Student Charter.

Examination/exam: a test of the student's competences (knowledge, understanding, skills and attitude in conjunction with each other) as well as the assessment of the results of that

63

examination. The exam forms part of each study unit. An exam can consist of several modular exams.

Examiner: the person designated by the board of examiners as defined in article 7.12 of the Act. External supervisor: an external person not employed by HAN who has the task of assessing the quality of the final assessment of a degree programme.

Exemption: a decision made by the board of examiners that the student does not have to take

exams relating to the study units that focus on competences which, in the opinion of the board

of examiners, the student has sufficiently mastered.

Exit qualifications: well-defined outcomes regarding the knowledge, understanding and skills a

student must have acquired by the end of the study programme.

Extended programme duration: the actual programme duration of a student that is longer than

the standard scheduled duration.

Extended programme: a degree programme offering for a specific target group that is scheduled

in such a way that students gain their degree later than in the standard programme.

External examiner: a person designated by the board of examiners as defined in article 7.12 of the

F Faculty board: the faculty management team

Faculty council: Participation body at HAN at faculty level (subcouncil as referred to in the HAN

participation regulations).

Faculty: Organisational unit of HAN in which institutes with related study programmes are brought

together. HAN has four faculties: Business Management and Law, Engineering, Education, and

Health and Social Studies.

Fast-track programme duration: actual programme duration of a student that is shorter than the

standard scheduled duration as a result of a heavier study load per week and/or lecture period

than the standard programme.

Fast-track programme for students with VWO diploma: a fast-track programme for students with a

VWO diploma or a diploma deemed equal to this based on a ministerial policy or the judgement

of the institute director.

Fast-track programme: an educational offering that is scheduled in such a way that the minimum

duration is shorter than the standard scheduled duration. It is aimed at a specific target group

that has demonstrable qualities and competences to take on a heavier study load per week

and/or period than in the standard programme.

Final assessment: the review of a student's achievements to see whether or not all the requirements

for a degree programme have been met and whether the student can be awarded a certificate

(known in Dutch as 'examen'), as referred to in articles 7.3 and 7.10 of the Act.

Financial Support Fund HAN: fund referred to in article 7.51 of the Act that gives financial support to

students who have experienced study delays as a result of special circumstances as set out in

the Act.

Flexible minor: a minor that a student takes at a different educational institution or compiles from

parts of minors or other study units from various HAN institutes or other educational institutions.

Fraud: any acts (including plagiarism) or omissions of which those involved knew or should have

known made it partly or wholly impossible to form a correct judgement of their knowledge,

understanding or skills.

Full-time programme: a degree programme structured in such a way that the student is available

Monday to Friday to acquire the required competences.

G Graduation phase competence: a student who has successfully completed the first part of the post-

propaedeutic phase of a Bachelors programme by passing all associated exams and integrated exams.

Graduation specialisation: a specialisation within the degree programme as defined in the TER. H

HAN Emergency Fund: The emergency fund is a provision for students who find themselves in a

situation of urgent financial need that cannot be resolved in any other way.

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HAN Financial Support Fund Committee: committee in accordance with article 7.51 of the Act, which

is responsible for handling applications for financial support from students who have incurred a

delay in their studies due to special circumstances as referred to in the Act.

HAN Services Department: an organisational unit at HAN that supports the education, policy and

management processes at HAN.

HAN website: the internet pages of HAN which can be accessed via the homepage

www.han.nl. HAN-SIS: the former student information system at HAN.

HAN: HAN University of Applied Sciences

HAN's Executive Board: the institutional board at HAN.

Honours programme: a specialisation or differentiation programme for students who are capable of

and want to do more than what is offered in the standard study programme. Taking an honours

programme involves an extended study load of 22.5 credits or more. An honours programme

allows students to gain extra credits in addition to the 210 credits of the major and the 30 credits

of the standard minor. I

IB-groep: Information Management Group, an administrative body that works on the instructions of

the Dutch Minister of Education, Culture and Science (part of DUO).

Institute: organisational unit within a faculty that comprises one or more degree

courses. Institute management: the management of an institute at HAN.

Intake assessment: method of establishing the starting level of competences for external students.

Integrated exam: an exam in which students demonstrate that they understand the mutual

cohesion of the professional tasks (and the related study units) and can perform them in

practical situations.

International Diploma Supplement: English-language document that complies with international

agreements and contains the following information: a specification of the obtained degree,

concise information about the course content, the appraisal system and the obtained grades and

credits. It also contains concise information about HAN and the educational system in the

Netherlands.

Irregularity: any action or omission in a situation in which a student either intentionally or

unintentionally, by one or more unauthorised activities or omissions, gives a false impression of

his or her knowledge, understanding, skills or competences. Fraud also falls under the definition

of an irregularity. J Joint assembly: assembly that comes together to discuss common points of the degree programme

committees belonging to an institute. L

Learning resource: resource that students can use to develop their competences, for example:

lecture, tutorial, project, literature (hard copy or digital), individual assignment, work placement,

etc.

Learning track: track that students follow to acquire the competences that belong to the degree

programme they are taking.

Lecturer: someone appointed at HAN to carry out teaching tasks. M

Main phase competence: a student who has successfully completed the propaedeutic phase by

meeting all the requirements of the propaedeutic certificate.

Major: the main specialisation of the Bachelor programme in which the student develops his or her

professional competences. A major consists of a maximum of 210 credits, including the

propaedeutic phase.

Management of HAN Services Department: director of the HAN Services Department. Managing Committee of the board of examiners: the committee referred to in article 4.3 of the

Regulations of the Board of Examiners.

Mandate: the transfer of authority without transferring the responsibility. The authority to take decisions

in someone else's name.

http://www.han.nl/

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Masters programme at a university of applied sciences: a study programme for which at least a related

Bachelors degree from a university of applied sciences is required for admission. The study

programme consists of at least 60 credits and leads to the qualification of a Masters degree.

Minor: part of the post-propaedeutic phase of the Bachelors programme aimed at specialising or

broadening the programme. The minor has a study load of 30 credits and is either a certified

HAN minor or a flexible minor.

Module: A module is an internally coherent and to some extent independent part of the propaedeutic

or post-propaedeutic phase of the part-time and work-study degree programme that is aimed at a

realistic cluster of qualifications derived from professional practice. N

Nominal duration of the degree programme: see standard scheduled duration. Nuffic: Netherlands Universities' Foundation for International Cooperation, or: a Dutch non-profit

service-oriented organisation and expertise centre in the field of internationally oriented education that is located in The Hague. Nuffic also devotes particular attention to students and educational institutes in developing countries and to decreasing the knowledge gap between countries.

NVAO: Dutch-Flemish accreditation organisation: a public bi-national institution established by treaty

between the Netherlands and Flanders that guarantees the quality of higher professional

education in both regions by means of e.g. the assessment of study programmes and providing a

quality mark.

O Objection procedure: request to the Disputes Advisory Committee to reconsider a decision or

ruling.

Official secretary: a staff member on a committee who carries out preparatory and administrative

work. He or she is a non-voting member of this committee.

Oral exam: an exam by means of a conversation between the examiner(s) and the student.

P

Participation disputes committee: the disputes committee as referred to in article 10.26 of the Act. Part-time programme: a programme that is structured in such a way that the student has part of

the week available to acquire the required competences elsewhere.

Portfolio: digital storage place for files/documents that show a student's individual development (learning process) and achieved level (learning products, evidence of acquired competences and mastery of professional tasks). The portfolio functions as a personal learning archive and is a means of interaction between the student and the department about planning, the student's development and performance. It often also functions as a means of assessment.

Post-propaedeutic phase: main phase (i.e. the part of the degree programme that follows the propaedeutic phase).

Presentation part of the portfolio: part of the portfolio containing evidence of competences for

professional tasks for the purpose of an exam or integrated exam.

Privilege: the right of confidential counsellors and members of the Complaints Committee for

Unacceptable Behaviour and the Appeals Board to withdraw if they could otherwise not

sufficiently guarantee their impartiality.

Professional advisory committee: experts from the professional field of a degree programme who

advise the department on the content, final level and quality of the degree programme, with the

aim of linking the curriculum to the professional field. They also monitor the examination of the

exit level of the degree programme.

Professional product: the result of a professional task. Professional task: a meaningful, complete task as carried out in all its complexity in practice by a

professional practitioner (expert). Professional task: building block of the curriculum. This usually applies to multiple competences. Propaedeutic phase: first phase of the Bachelors or Associate degree programme with a study

load of 60 credits.

R Recognition of Prior Learning (RPL) (Erkennen van Verworven Competencies, EVC): recognition of

competences acquired through work experience or education, both prior to and after the start of

the degree programme. RPLs are determined by means of intake assessments and may lead to

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exemptions from one or more exams for the study units in which these competences are the key

components.

S

Secretary to the board of examiners: the member of the board of examiners who together with the

chair handles the day-to-day affairs of the board of examiners.

SLH: Study load in hours. Standard scheduled duration: the minimum duration of a degree programme based on the actual

scheduling of the programme components, also known as the nominal duration. Student Administration Office: the part of the Student Affairs service unit of the HAN Services

Department that handles the back-office administration of application, enrolment and dis-

enrolment matters.

Student Affairs: service unit of the HAN Services Department that provides services to students and

staff that are related to HAN students, such as room reservations and timetables.

Student Charter: The charter in which the rights and responsibilities of students are outlined. It

consists of two parts: 1. the institution-specific, HAN-wide part: this contains rights and

responsibilities of the student under the Higher Education and Research Act and an overview of

regulations that aim to protect those rights. In practice, part 1 is called the Student Charter. 2.

The programme-specific part: See the degree statute for more information.

Student Information System (SIS): A system in which students can consult their results and study

contract online.

Student: person enrolled as a student in a degree programme at HAN to take classes and/or take

the exams and final assessments of that degree programme.

Study advice: advice to students by the department about the internal or external continuation of

their studies. Given by the end of their first year of enrolment in the propaedeutic phase.

Student coach: the staff member assigned to tutor one or more students in matters relating to the

progress of those students' studies.

Student coaching: activities related to coaching students during their studies with a focus on

achieving results. The emphasis is on the students' individual progress in their programme.

Study load in hours (SLH): unit of 60 minutes spent on study. The size of the study units is expressed

in study load in hours. In addition, one credit stands for a study load of 28 hours.

Study unit: basic unit of education at HAN.

Substitution: the right of a complainant or defendant to claim – on the basis of facts and/or circumstances – that an impartial ruling of a member or chair of the Complaints or Appeals Committee has been hampered, with the aim of having this member or chair replaced.

Supervisory board: the supervisory board of HAN University of Applied Sciences. T Talent programme: a specialisation or differentiation programme for students who are capable of and

want to do more than what is offered in the standard study programme. Taking a talent programme involves an extended study load of 22.5 credits or more. A talent programme allows students to gain extra credits in addition to the 210 credits of the major and the 30 credits of the standard minor.

Teaching and examination regulations (TER): regulations referred to in article 7.13 of the Act and

part of the programme-specific part of the Student Charter.

Timeslot: form of scheduling where particular times are reserved for particular activities within a

period.

U University of Applied Sciences: HAN University of Applied Sciences (HAN).

Unsuitability: the authority of the Executive Board to decide in special cases, on advice from the

board of examiners and after careful consideration of the relevant interests, to reject a student

for an indefinite period and to end or refuse his or her enrolment based on this if that student

by his or her behaviour or statements has shown him or herself unsuitable to work in one or

more professions for which he or she is being educated, or to carry out the practical

preparation for that profession. W

Work field advisory committee: see professional advisory committee.

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Work placement agreement: agreement between HAN, a student and a company or organisation with regard to the practice of a profession in the context of a work-study programme as defined in article 7.7 paragraph 5 of the Act.

Work placement: off-campus learning arrangement (and learning resource) that contributes to

acquiring professional competences.

Working day: any day other than Saturday, Sunday, an official holiday or a holiday in accordance with the HAN academic calendar (see degree statute).

Work-study programme: degree programme in which competences are developed through on- and

off-campus work/learning situations and which is structured such that tuition is alternated with one

or more periods in which the student practises his or her profession in relation to the study

programme. The part of the work-study programme involving tuition is referred to as the

educational part.

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