Implementation Regulations EER HZ study programme ... · International Business & Management...

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1 Uitvoeringsregeling OER HZ opleiding International Business & Management Studies– voltijd/synopsis met leerdoelen – v04 2013 5 20 vastgesteld CvB: 26/08/2014 advies opleidingscommissie: 16/06/2014 Gewijzigd vastgesteld CvB: 30/09/2014 Implementation Regulations EER HZ study programme: International Business & Management Studies – full-time Chapter 1 General provisions Implementation Regulations EER HZ 1.1 general 1.1.1 The Education and Examination Regulations (EER HZ) comprise the core of the education within HZ. That document gives a general overview of all study programmes offered by HZ. The EER HZ contains institution-specific regulations, which apply to the entire HZ. Every year, the Executive Board determines the institution-specific Implementation Regulations EER HZ (hereinafter: Implementation Regulations) for every study programme. 1.2 Programme Committee 1.2.1 The Programme Committee is provided the opportunity to advise the Executive Board before the Implementation Regulations are determined. 1.2.2 The Programme Committee assesses the execution of the Education and Examination Regulations and the Implementation Regulations annually. 1.3 Academy director 1.3.1 The appointed academy director is responsible for: a. the execution of the EER HZ; b. the implementation and execution of the Implementation Regulations; c. the annual evaluation on behalf of the Executive Board of the EER HZ and the Implementation Regulations, in which he measures and monitors the amount of time students need and adjust the study load, if necessary (article 7.14 WHW); d. preparing the adjustments to the Implementation Regulations. Chapter 2 Implementation Regulations EER HZ per study programme: International Business and Management Studies 2.1 Registration, pre-training requirements and admission policy 2.1.1 Overview additional pre-training requirements (article 2.3 EER HZ in addition to the requirements as stated in article 2.2 EER HZ) Inflow of students with a diploma from senior general secondary school Study programmes N+T N+H E+S C+S Intern. business and man. studies ec or m&o or 2 nd mvt ec or m&o of 2 nd mvt ec or m&o Inflow of students with a diploma from pre-university

Transcript of Implementation Regulations EER HZ study programme ... · International Business & Management...

1 Uitvoeringsregeling OER HZ opleiding International Business & Management Studies– voltijd/synopsis met leerdoelen – v04

2013 5 20 vastgesteld CvB: 26/08/2014 advies opleidingscommissie: 16/06/2014

Gewijzigd vastgesteld CvB: 30/09/2014

Implementation Regulations EER HZ study programme:

International Business & Management Studies – full-time

Chapter 1 General provisions Implementation Regulations EER HZ

1.1 general

1.1.1 The Education and Examination Regulations (EER HZ) comprise the core of the education within HZ. That

document gives a general overview of all study programmes offered by HZ. The EER HZ contains

institution-specific regulations, which apply to the entire HZ. Every year, the Executive Board determines

the institution-specific Implementation Regulations EER HZ (hereinafter: Implementation Regulations) for

every study programme.

1.2 Programme Committee

1.2.1 The Programme Committee is provided the opportunity to advise the Executive Board before the

Implementation Regulations are determined.

1.2.2 The Programme Committee assesses the execution of the Education and Examination Regulations and the

Implementation Regulations annually.

1.3 Academy director

1.3.1 The appointed academy director is responsible for:

a. the execution of the EER HZ;

b. the implementation and execution of the Implementation Regulations;

c. the annual evaluation on behalf of the Executive Board of the EER HZ and the Implementation

Regulations, in which he measures and monitors the amount of time students need and adjust the

study load, if necessary (article 7.14 WHW);

d. preparing the adjustments to the Implementation Regulations.

Chapter 2 Implementation Regulations EER HZ per study programme: International Business and Management

Studies

2.1 Registration, pre-training requirements and admission policy

2.1.1 Overview additional pre-training requirements (article 2.3 EER HZ in addition to the requirements as

stated in article 2.2 EER HZ)

Inflow of students with a diploma from senior general secondary school

Study programmes N+T N+H E+S C+S

Intern. business and man. studies ec or m&o

or 2nd mvt

ec or m&o

of 2nd mvt

ec or m&o

Inflow of students with a diploma from pre-university

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Study programmes N+T N+H E+S C+S

Inter. business and Man. Studies ec or m&o

or 2nd mvt

ec or m&o

of 2nd mvt

Deficiency test (article 2.4 OER HZ)

Not applicable

2.1.3 Admission requirements for the study circle of the part-time study programme (article 2.6. EER HZ)

Fill-in instructions: Not applicable to these Implementation Regulations because this is the FULL-TIME

version of the study programme.

2.1.4 Admission requirements for the study circle of the dual study programme (article 2.7. EER HZ)

Fill-in instructions: Not applicable to these Implementation Regulations because this is the FULL-TIME

version of the study programme.

2.1.5 Admission exam (article 2.9 EER HZ)

Not applicable.

2.1.6 Admission based on other (foreign) diplomas

1. The contents of this article are further defined in the Regulations (termination of) enrolment of students and extranei of HZ. Under these regulations, the following rules apply:

2. Non-Dutch speaking students with a foreign diploma must have a secondary education diploma which is equal to a Dutch diploma which gives the right to be admitted to the study programme concerned (article 7.28 WHW (Higher Education and Research Act)). HZ is entitled to seek advice from Nuffic with regard to diploma evaluation.

3. If non-Dutch speaking students with a foreign diploma: a. wish to follow a Dutch programme, they must furthermore submit a statement that certifies that

they have passed the NT2 State Examination (Dutch as a second language) programme II. In terms of the Common European Framework, this is equivalent to the language level B2/C1.

b. wish to follow an English programme, they must meet, in accordance with the Code of Conduct for International Students (revised on 4 December 2009), the requirements of the English language test according to the IELTS, TOEFL, TOEIC or Cambridge ESOL. An IELTS score of 6.0 or the comparable score of one of the other tests is required.

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2.1. Organisation of the study programme and education, addendum to the certificate

2.2.1 Program profile International Business and Management Studies (art 3.2 OER HZ)

Practical information You are open – minded, internationally oriented and inspired by co-operating with others from various cultures. This

serves you well as a future international manager. Within the program international Business and Management

Studies you will combine management, entrepreneurship, marketing & sales and financial management to make

Small and Medium sized enterprises successful within an international environment. During your study you will get

the opportunity to build your own (international) business network. As a graduate from the IBMS program you will

probably land in a broad and international business environment. You will have numerous and diverse opportunities

to shape your international career. International experience during your education will prove to be indispensable as

a preparation for your professional future.

Program

The IBMS program takes four years. All lessons and exams are in English. In the first year courses will be largely

(approximately 75 %) comparable with other programs within the Academy of Economics and Management. In the

second, third and fourth year there will be heavy emphasis on business practice. In the third year you will attend a

minor, or – alternatively – study abroad for half a year. Also you will participate in an internship during 5 months.

During the fourth year you will be focused on graduating. After graduation you may call yourself Bachelor of Business

Administration.

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2.1.2 Competencies (art 3.2 OER HZ)

Description of competences of the program International Business and Management Studies

Competences of the Bachelor of Business Administration

1. The bba is equipped to start up, lead and take responsibility for a company at operational level from various disciplinary angles within a sustainable perspective.

1.0 … gathers and interprets secondary information at macro – and meso level

1.1 … puts together a business plan for a start-up company, wherein marketing, financial, organizational and legal aspects are presented in a clear and coherent way.

1.2 … executes various business processes, in collaboration with others, within a simple organization.

1.3 … assesses the performance of an existing organization and formulates proposals for improvement.

1.4 … assesses his/her own performance and adjusts behavior.

2. The bba formulates convincing implementable solutions for organizational problems for organizations, which fit

within the quality system of those organizations at a tactical level.

2.1 … identifies a problem within a business organization.

2.2 … analyses the causes and effects of the problem identified for a process and for the organization.

2.3 … solves the problem by restoring the process and improving operations.

3. The bba supplies a contribution to the development of the policy of an international company at strategic level in co-operation with others from different cultures.

3.1 … communicates in English about own field of expertise (major).

3.2 ….deals with cultural differences

3.3 … assesses international aspects of an organization from his own field of expertise and formulates proposals for improvement

Competencies of the program International Business and management studies

1. The IBMS graduate watches trends and developments in the field of international business, different approaches to internationalization, the influence of increasing globalization, international trade and the role of various international institutions and markets and analyses trends and developments. This is to determine the impact of these trends and developments and to contribute to the development and evaluation of future-oriented internationalization strategies of the organization.

1.1 … searches, scans and studies texts on international developments relevant to the organization.

1.2 … Summarizes international studies that are relevant to the development of the Organization.

1.3 … advises management on the opportunities and threats for the organization in the international environment.

1.4 … determines the effects of internationalization strategies for corporate strategy and business processes

1.5 … formulates adjustments in the mission and internationalization strategies of the company.

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2. The IBMS graduate matches the strategy and policy of the organization based on cultural differences between countries, organizations and functions so that the organization can adequately respond to cultural differences which it faces.

2.1 … describes strategies that allow the organization to adapt. to cultural differences at national, organizational and job level

2.2 … maintains an international network appropriate to the tasks and organization.

3. The IBMS graduate formulates solutions to international business problems and solutions that contribute to the synergy between organizational strategy, organizational culture and organizational structure.

3.1 … conducts research within the organization to problems in the field of sales, marketing, personnel, logistics or customer orientation

4. The IBMS graduate looks proactively for business opportunities, regarding products and services, that increase operating profit.

4.1 … looks for opportunities for new and existing products and services.

4.2 … helps to create an atmosphere within the organization in which people proactively participate in change.

4.3 … writes and defends a business plan for a (starting) company.

5. The IBMS graduate develops consistent marketing / export policies or adapts existing policies on the basis of international market research . He implements (parts of) the marketing and export program and makes sure he / she is informed of the results.

5.2 … implements the marketing or export plan.

6. The IBMS graduate develops and evaluates logistic processes and logistics management so that the supply chain (s) that the organization have to deal with function better.

6.1 … assesses the progress of international business processes, such as purchasing, distribution and customer service.

6.2 … formulates improvements to the supply chain (s) 'in which the organization operates.

7. The IBMS graduate interprets financial data and makes proposals to improve the financial management of the organization, taking into account the different regulations in different countries and using various instruments of financial management.

7.1 … defines how the organization should deal with the financial risks of international business

7.2 … performs control functions within the multinational organization

7.3 … reports the findings of audits with recommendations to improve financial policies

Generic Higher professional education competencies

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IBMS Generic Competencies

Leadership: The ability to take initiative and a leading role within a (project) team in order to reach a defined goal.

Co-operation: The ability to actively contribute to a group product or result.

Business Communication:

BC 1: The ability to express himself fluently and correctly in English, both in speech and in writing

BC2: The ability to lead a discussion, express his ideas, make proposals, draft reports and give presentations.

BC 3: The ability to make proper use of audio-visual aids in his presentations.

BC4: The ability to express himself at an intermediate level in a second foreign language.

Analyzing and information processing

AI 1: The ability to apply relevant scientific insights, theories and concepts, to combine several subjects, to gather information and draw conclusions in a methodical and reflective manner.

AI 2: The ability to act carefully and punctually and to produce output that is literate, numerate abd coherent.

Creative problem solving: The ability to define and analyse complex situations, to develop alternative solutions to problems that are neither straightforward nor subject to standard procedures and to assess the effects.

Planning and organizing:

PO 1: The ability to plan, manage, control and evaluate personal activities and group work in projects.

PO 2: The ability to make use of relevant techniques in his activities to monitor his own performance.

Learning and self-development: The ability to know his strengths and weaknesses and to indicate how and when he intends to improve his weaknesses; he knows the limits of his competencies and can critically evaluate and account for his own actions, can take criticism and put it to good use. Takes initiatives and works independently.

Ethical responsibility: Understanding of the ethical, normative and social issues related to the professional practice and accepting the responsibility for his actions.

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2.2.3 Organisation of the study programme (article 3.3, 3.13, EER HZ)

Organisation of the study programme:

National name: International Business and Management Studies

International name: International Business and Management Studies

Degree: Bachelor of Business Administration

Duration of study: 4 years

Study load propaedeutic phase: 60 EC

Study load main phase: 180 EC

Form: Full-time

Croho-code 34936

Location: Vlissingen

Language: English

Date start accreditation: 01-01-2009

Final date accreditation: 31-12-2014

Associate degree: Not applicable

Combined study programme: Not applicable

.

Completing the bachelor of major

Sem

est

er

8

Major course: Graduation project, CU06793

30 credits

Sem

est

er

7

International business & trade, CU05313

7,5 credits

PM/HRM, thesis prep.

5 credits

E-business or no business at all, CU03241

7,5 credits

Elective course,

see IBMS options

7,5 credits

English & Crisis management,

CU07204, 2,5 credits

Sem

est

er

6

Minor courses:

Exchange programme, CU05377, CU05378, CU05379, CU05381(semester 5 and 6)

International Marketing Relations: CU04349, CU04795, CU04796, CU05985 (semester 5)

4x 7,5 credits

Sem

est

er

5

Internship, CU07290

15 credits

Internship, CU07291

15 credits

Sem

est

er

4 SC Two, CU04043

Bus. Law, CU04045

Basic Stats,CU03739

3x 2.5 credits

Intern. Logistics & Physical Distribution,

CU04465

7,5 credits

Cross Cultural Management, CU03860

7,5 credits

English ESP 4, CU07350

Research, CU03740

Elective course

3 x 2,5 credits

Sem

est

er

3

SC One, CU04029

Bus. Acc., CU04046

HRM-i-p, CU04047

6x 2,5 credits

Organization-inside- out, CU03859

7,5 credits

Cost accounting, CU03848

7,5 credits

English ESP 3, CU07348

Info literacy, CU11609

Elective course

3 x 2,5 credits

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Completing ‘propaedeutic’ programme Sem

est

er

2

Organizational growth & Innovation,

CU03547

7,5 credits

International marketing & sales,

CU03223

7,5 credits

Corporate finance, CU03224

7,5 credits

English ESP 2, CU04099

SPS, CU03239

Ethics, CU04664

3 x 2,5 credits

Sem

est

er

1

Start up your own

company, CU04319

7,5 credits

Orientation on

Economics, CU03243

7,5 credits

Professional

orientation, CU03242

7,5 credits

English ESP 1, CU04090

IPR, CU03228

Excel, CU06480

3 x 2,5 credits

General information

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EC 15

Course code CU07132

Course title Work placement part 1

Level H

Course year 2012-2013

Participants Professionals / havo-mbo-vwo

Study year - semester Year 3, semester 1 or 2 full-time; year 2 or 3 part-time

Description on the schedule CU07133

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2 Contents of the course

This will give you the opportunity to decide if this is the right career choice for you, you will experience what work is like, you will discover your strengths and weaknesses, and what it is that drives you. You will develop your own style of working, build contacts with colleagues, clients and other relevant persons, and in doing so, expand your network. You will also discover the extent to which you are able to concentrate on an assignment in an actual situation and if you are able to cope with deadline pressure.

3 Competencies (C) and subtasks (St)

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

Competency BBA1.4 is a compulsory component of the work placement To this purpose, the student chooses a minimum of 3 subtasks within the competencies of the specific bachelor which he/she must acquire during the work placement. See work placement manual

BBA-competency 1

C1. The bba is capable on an operational level to start, manage and account for a company from a sustainable perspective, with and from different fields. LT1.4 The student assesses his own performance and adjusts his behaviour accordingly

S; You are able to demonstrate the following skills

Observe

Gather information

Plan and organise

Execute

Collaborate

Adjust

Work methodically

P You are able to show the following attitudes

Attitudes

Respectful

Assertive

Accurate

Empathic

Honourable

Independent

P You are able to name your weaknesses and your strengths, indicate them as a learning

target and formulate a PDP.

You can read about these skills and attitudes that are important for your work placement in

the document BBA-curriculum 2005

Bachelor-oriented competencies

You are registered for a specific study programme such as CE/BE/MER/IBMS

Within the competencies of the bachelor, you will choose a minimum of 3 subtasks. You will also

formulate relevant targets, based on a plan of action, which will be assessed and approved by the in-

company mentor and supervisory teacher.

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See 1.4 and appendices 1 and 7 of the work placement manual

Dublin descriptors

At the end of every work placement course, the supervisory teacher evaluates the report and

assesses if the necessary levels have been reached. The so-called Dublin Descriptors play an

important role in the evaluation of the reports and the assessments of these levels.

The following requirements must be met:

Knowledge and skills:

A3: Under the supervision of the teacher, the student formulates his own learning targets and uses,

within the assignment, relevant knowledge and insights of the field of expertise.

Knowledge, insight and forming an opinion:

The student is able to apply the knowledge in identical situations, possibly with multiple problems; he

is able to determine if the objectives have been met and if they were compatible with the work

situation and its problems

Information

The student is able to link information to what the other person wants and thinks; interactive;

presentation

Insight into own possibilities and limitations:

The student is able to learn independently; the teacher determines the content and the objectives,

the student determines the ‘how’.

You will find a complete overview of the Dublin Descriptors and the attainable levels in Appendix 2 of

the work placement manual

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Crucial learning skills

LS1 Learning skill 1 Analyse, relate, structure You do not start your work placement at random. First, you will familiarize yourself during work placement introductory meetings, with the help of the work placement manual and the possible work placement assignments on infonet or elsewhere. You can get a copy of the work placement manual from your work placement coordinator. Subsequently, you will familiarize yourself with the work placement assignment and you will determine if it matches your study programme and interests before you decide to apply for and/or accept the assignment. Finally, you will take the administrative steps necessary to start your work placement. LS2 putting it into practice Before you begin your work placement, you will discuss your assignment with the in-company mentor. You will give the assignment definite form and you will link it to three professional competencies. If the in-company mentor subsequently approves the assignment, he/she will sign it (form 1). You can begin your work placement as soon as the work placement coordinator has approved the work placement assignment. LS3: process critically You are able to make the assignment into an action plan that states an essential question as well as subquestions and forms of reflection. You will also include a timeline for answering subquestions. This action plan must be approved by the teacher before you are allowed to start. You will also schedule frequent evaluations with your in-company mentor. You will make a report of these evaluations. This report will also include a reflection of your actions. These reports form part of your work placement reports and will be reviewed by the teacher.

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LS4 collaborate You are able to work together with other employees of the company and you are able to give constructive feedback at the appropriate time on relevant matters with regard to the assignment and/or other matters within the company. The evaluations are based in part on the assessment requirements listed in appendices 3 and 6 of the work placement manual. Examples of this will be discussed during the performance reviews and added to the work placement report. LS5 Understanding your learning process During your work placement you are able to formulate learning targets and learning activities that lead to the required higher professional education level. These learning targets will be documented in your work placement report, discussed with your teacher and in-company mentor and they will be leading for your further development as a student of a higher vocational education. LS6. Being in control of your own learning process If you have any questions during your work placement, you can ask the in-company mentor and the teacher for help. However, you are responsible for your own learning process during the work placement. You will need to write your report, do your work and plan the evaluations with the teacher and/or in-company mentor.

7 Planning of tests Week 1 2 3 4 5 6 7 8 9 10 11

Test 1 X

Test 2 X

Test 1: report future activities Test 2: final report

contact activities In order to receive credits, your work placement must be approved. ‘Test 1’ is conditional as well in order to receive credits for the interim report.

Tests and resits:

HZ offers students the opportunity to take an exam for a course twice per study year, unless the Examinations committee decides that the structure of the study programme calls for something else, which is unusual. If a student chooses to resit a test with a satisfactory mark, the latter mark counts. By way of derogation from Article 1, the Examinations committee can decide as an exception and at the request of the student, to give the student an additional opportunity to take the final test or one or more subtests. To this end, the Examinations committee must receive a reasoned request in writing from the student. The Examinations committee ensures that the examiner and the student will be informed about its decision timely and in writing. .

8 and 9 Test method and test contents

1. Assessment report approval work placement Tick off factor 2. Reporting future activities Tick off factor 3.Reporting of the first part of the work placement (interim report) Numerical

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Contents test 1 reporting approval work placement You will provide:

A scan of your ID (front and back), submitted on [email protected] An application for a work placement contract, submitted on [email protected] Appendix 7, filled in and signed by you and the client, submitted on [email protected] An assignment linked to minimally 3 subtasks of the professional competencies.

Contents test 2 reporting future activities You will contact your teacher and discuss the contents of appendix 7. Based on the contents of appendix 7, you will formulate an action plan that contains a detailed assignment and that is linked to the competencies of the study programme. Contents test 3 reporting/report of part 1 of the work placement (interim report)

Part 3 relates to the interim report. The interim report will, at a minimum, contain the

following topics:

1 General business information: which company is it? What is the company’s market position? What are the products, et cetera. Coordinate with in-company mentor and supervisory teacher.

2 Feedback (segment: reflection) to previously described work placement activities and formulated competencies and subtasks. It will be indicated if and how the competencies and subtasks have been met. This segment should clearly show that the work level was sufficient.

3 The interim report will also contain (as an appendix) the contact dates with the supervisory teacher. When did the work placement visit take? Which topics were discussed? When were the other contact dates?

The assessment of the in-company mentor also forms part of the interim report. Please use appendix 3 of the manual and include it as an appendix in the interim report. The assessment form will also indicate that the in-company mentor has read and approved the interim report. If the form is missing or has not been completed, the interim report will be invalid.

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General information

Course code 15

Course title CU07133

Level Work placement part 2

Course year H

Participants 2012-2013

Study year - semester professionals / havo-mbo-vwo

Description on the schedule Year 3, semester 1 or 2 full-time; year 2 or 3 part-time

Course code CU07133

2 Contents of the course

This will give you the opportunity to decide if this is the right career choice for you, experience what work is and discover what your strengths and weaknesses are, and what drives you. You will develop your own style of working, build contacts with colleagues, clients and other relevant persons and in doing so, expand your network. You will also discover the extent to which you are able to concentrate on an assignment in an actual situation and if you are able to cope with deadline pressure.

3 Competencies (C ) and subtasks (St)

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

Competency BBA1.4 is a compulsory component of the work placement Additionally, the student must attain a certain level of the Dublin descriptors These competencies are made specific in professional assignments. To this purpose, the student chooses a minimum of 3 subtasks within the competencies of the specific bachelor which he/she must acquire during the work placement. See work placement manual

BBA-competency 1

C1. The bba is capable on an operational level to start, manage and account for a company from a sustainable perspective, with and from different fields. LT1.4 The student assesses his own performance and adjusts his behaviour accordingly

S ; You are able to demonstrate the following skills

Observe

Gather information

Plan and organise

Execute

Collaborate

Adjust

Work methodically

P You are able to show the following attitudes

Attitudes

Respectful

Assertive

Accurate

Empathic

Honourable

Independent

P You are able to name your weaknesses and your strengths, indicate them as a learning

target and formulate a PDP.

You can read about these skills and attitudes that are important for your work placement in

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the document BBA-curriculum 2005

Bachelor-oriented competencies

You are registered for a specific study programme such as CE/BE/MER/IBMS

Within the competencies of the bachelor, you will choose a minimum of 3 subtasks. You will also

formulate relevant targets, based on a plan of action, which will be assessed and approved by the in-

company mentor and supervisory teacher.

See 1.4 and appendices 1 and 7 of the work placement manual

At the end of every work placement course, the supervisory teacher evaluates the report and assesses

if the necessary levels have been reached. The so-called Dublin Descriptors play an important role in

the evaluation of the reports and the assessments of these levels.

The following requirements must be met:

Knowledge and skills:

A3: Under the supervision of the teacher, the student formulates his own learning targets and uses,

within the assignment, relevant knowledge and insights of the field of expertise.

Knowledge, insight and forming an opinion:

The student is able to apply the knowledge in identical situations, possibly with multiple problems; he is

able to determine if the objectives have been met and if they were compatible with the work situation

and its problems

Information

The student is able to connect information to what the other person wants and thinks; interactive;

presentation

Insight into own possibilities and limitations:

The student is able to learn independently; the teacher determines the content and the objectives, the

student determines the ‘how’.

You will find a complete overview of the Dublin Descriptors and the attainable levels in Appendix 2 of

the work placement manual

6

Crucial learning skills

LS3: process critically You are able to make the assignment into an action plan that states an essential question as well as subquestions and forms of reflection. You will also include a timeline for answering subquestions. This action plan must be approved by the teacher before you are allowed to start. You will also schedule frequent evaluations with your in-company mentor. You will make a report of these evaluations. This report will also include a reflection of your actions. These reports form part of your work placement reports and will be reviewed by the teacher. LS4. collaborate You are able to work together with other employees of the company and you are able to give

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constructive feedback at the appropriate time on relevant matters with regard to the assignment and/or other matters within the company. The evaluations are based in part on the assessment requirements listed in appendices 3 and 6 of the work placement manual. Examples of this will be discussed during the performance reviews and added to the work placement report. LS5. Understanding your learning process During your work placement you are able to formulate learning targets and learning activities that lead to the required higher professional education level. These learning targets will be documented in your work placement report, discussed with your teacher and in-company mentor and they will be leading for your further development as a student of a higher vocational education. LS6. Being in control of your own learning process If you have any questions during your work placement, you can ask the in-company mentor and the teacher for help. However, you are responsible for your own learning process during the work placement. You will need to write your report, do your work and plan the evaluations with the teacher and/or in-company mentor.

7 Planning of tests

week 11 12 13 14 15 16 17 18 19 20 21

Test1 X

Test 2 X

Test 1: report future activities Test 2: final report

contact activities ‘Test 1’ is conditional to receive credits for the interim report.

Tests and resits:

HZ offers students the opportunity to take an exam for a course twice per study year, unless the Examinations committee decides that the structure of the study programme calls for something else, which is unusual. If a student chooses to resit a test with a satisfactory mark, the latter mark counts. By way of derogation from Article 1, the Examinations committee can decide as an exception and at the request of the student, to give the student an additional opportunity to take the final test or one or more subtests. To this end, the Examinations committee must receive a reasoned request in writing from the student. The Examinations committee ensures that the examiner and the student will be informed about its decision timely and in writing.

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8 and 9 Test methods and contents of the tests

1 Reporting future activities Tick off factor 2. Reporting of the second part of the work placement (final report) Numerical Contents test 1 Reporting future activities At the end of part 1 of your work placement, course CUO 7132, you will discuss the contents of the second part of your work placement with your teacher and the in-company mentor. Based on this conversation, you will formulate an action plan containing a detailed assignment linked to the competencies of the study programme. Contents test 2 reporting part 2 of the work placement (final report) This relates to the final report. This report contains, at a minimum, the following topics:

4 General business information: which company is it? What is the company’s market position? What are the products, et cetera, et cetera. Coordinate with in-company mentor and supervisory teacher.

5 Feedback (segment: reflection) to previously described work placement activities and formulated competencies and subtasks. It will be indicated if and how the competencies and subtasks have been met. This segment should clearly show that the work level was sufficient.

6 The interim report will also contain (as an appendix) the contact dates with the supervisory teacher. When did the work placement visit take? Which topics were discussed? When were the other contact dates?

7 The assessment of the in-company mentor also forms part of the interim report. Please use appendix 4 of the manual and include it as an appendix in the interim report. The assessment form will also indicate that the in-company mentor has read and approved the interim report. If the form is missing or has not been completed, the interim report will be invalid.

8 Appendix 6 of the manual lists the criteria on which the report will be assessed.

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General data

EC 7.5

Course code CU05313

Course title International Business & Trade

Level Bach. 3+4

Course year 2011-2012

Participants 7th semester students & non-Dutch students on equivalent level

Study year - semester Year 4, semester 1 or 2

Description on the schedule IB&T

Course description - In the description take into account that the sections 1 and 2 are (can be) linked to the website and thus serve as the

first information for the students who are orienting themselves on the bachelor programme. Write in the you-form and in an appealing style.

- The whole course description is meant as a development instrument for teachers and as a source of information for students.

2 Contents of the course

Explanation: - Make sure the contents of this course fit in with section 1. - Be specific. Clearly state what the student is going to work on in this course. - Indicate how this course will contribute to the student regarding the professional practice.

You will gain knowledge of and insight into the strategic and financial management processes

necessary to run a successful international organisation. This means you will learn what an

organisation is and what its place is in the (international) environment. You will learn what a

manager can do to control the decision making process. You will learn, in theory and from real-

life examples, that it involves innovating, decision making, organising, coordinating and

improving relations with others, the ‘stakeholders’ of the organisation.

You will gain knowledge of and insight into how an organisation reacts to developments in an

ever-changing environment. To this end, you will use an external analysis and you will learn to

think strategically.

Next, you will learn about instruments that are required for a solid analysis of the external and

internal environment of an organisation in order to develop a new strategy. You will learn how

the environment of an organisation works and which factors influence a (new) strategy, you will

learn the importance of the culture of the organisation and the competencies of the staff in

order to achieve the intended change. Different forms of knowledge management will also be

discussed. In all the above-mentioned aspects, the financial consequences are taken into

account. International cash flows, currency management and the hedging of related financial

risks through the use of forward contracts, futures and options, among other things.

Additionally, you will train your research skills by analysing the strategic viewpoints of an

organisation of your liking. You will describe this organisation and demonstrate what you have

learned about its mission, vision, purpose and strategy.

After the course, you are able to make an internal analysis and environmental analysis for a public company using the tools you have acquired during the course, as a basis for a (new) strategic plan. The analysis will give you insight into the desired (operational) and strategic changes and you are able to give a verbal and written report about these changes using relevant terminology. This knowledge, insight and skills are relevant for when you start writing your

20

thesis at bachelor’s level, at a sufficiently qualified level.

3 Competencies (C ) and subtasks (St)

maximally 3 competencies

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

maximally 3 per subtask

Explanation:

The data you need for working out the sections 5 (tests), 11 (educational methods) and 12

(examples of assignments).

- State with each competency which subtasks the students are working on in this course.

- Formulate the learning targets with each subtask in terms of: you can…

C1 Business processes & change management, level 1

St1.1 Ability to describe and analyse simple processes in the field of business operations and human resources.

Lt1.1.1 You can understand that the ITO-model (= input, throughput & output –model) visualises relevant organization processes, like primary and secondary processes (see value chain Porter) and how decision-making processes effect organization structure, culture and the allocation of resources and competences. (K)

Lt1.1.2 You understand the concepts of organizational structure and an organization chart (K)

LT1.1.3 You can name and describe the criteria used for the design and grouping of operational tasks and functions (K, S)

Lt1.1.4 You can describe organization activities within the Porter frame of the ITO-model. (S)

Lt1.1.5 You can describe human relations, simple decision-making processes and communication structure by using simple case study information. (S)

Lt1.1.6 You can describe how a departmentalized structure matches the organisation’s activities (S)

LT1.1.7 You are able to identify and explain the different organizational structures and systems

Lt1.1.8 You can identify the advantages and disadvantages of various organizational structures in relation to the grouping of operational tasks and functions.

Lt1.1.9 You can show how analytical and accurate you are. (P)

St1.2 Student can recognize and describe company goals, objectives and policies.

Lt1.2.1 You can get an understanding of the role and relevance (= raison d’être) of (parts of) an organization in an economic system and as an entity in search of a balance between internal and external interests. (K)

Lt1.2.2 You can split up available data into relevant information concerning mission, vision, purpose, objectives and policies. (S)

Lt1.2.3 You can show your reflective side and demonstrate your accuracy.(P)

C2 Entrepreneurial management, level 1

St2.1 Student understands trend & developments in the market.

Lt2.1.1 You can acquire knowledge on macro factors and relevant trends in the business environment. (K)

Lt2.1.2 You can acquire knowledge about ‘good governance’ rules and social & financial responsibility of an organization. (K)

Lt2.1.3 You can search relevant trends for relevant fact finding. (S)

Lt2.1.4 You can transfer found facts into actual management information, demonstrating relevant trends & macro factors for a specific

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organization. (S)

Lt2.1.5 You can show you are open minded, critical, to the point and convincing. (P)

St2.2 Student is able to formulate suggestions for improvement based on relevant company information

Lt2.2.1 You can learn the basics of ‘systematic problem solving’. (K)

Lt2.2.2 You can apply rules of ‘systematic problem solving’ and ‘introduction presentation and reporting’. (S)

Lt2.2.3 You can actively use ways of ‘critical thinking’ in order to use and assess relevant sources of information. (S)

Lt2.2.4 You can show that you can be a critical, cooperative, communicative and convincing person. (P)

C3 International strategic vision development, level 1

St3.1 The ability to identify the basic components and concepts of a vision and an internationalisation strategy

Lt3.1.1 You can understand basic tools like 5 Forces model and Pestel

framework (K)

Lt3.1.2 You can get an understanding of role and relevance of Strategic

Management of an organization (K)

Lt3.1.3 You can get a basic understanding about the role of the internal and

external environment of an organization (K)

Lt3.1.4 You can describe mission, vision, purpose and strategy of a company

(S)

Lt3.1.5 You can describe simple processes in the field of Strategic Decision Making (S)

Lt3.1.6 You can show how inventive and accurate you are (P)

6 Assessment requirements per test (criteria on assessment form)

Explanation: - State invariable (stable) requirements. Work out the criteria for each requirement on the

assessment form. - Make visible the relations with the learning targets and learning skills with each one

separately (see sections 3 and 4).

Final tests: (primarily identifying and recognising knowledge components in a short case)

Identifying the steps of strategic management

Identifying the relevance of SWOT

Applying decision making steps (in a case example)

Explaining the relationship between strategic management and internal organisation or internal organisational structure

Identifying the elements of an organisational structure

Identifying and being able to explain which factors determine an organisational structure

Identifying the difference between differentiation and specialisation

Being able to draw a simple F, M/P/G-structure

Effects of differentiation and specialisation on tasks and teamwork

Identifying the role of formal management and identifying examples to replace hierarchy

Characteristics of a growing organisation, which functions have priority and what types of resistance exist against change?

The final tests consist of approximately 10 multiple choice questions, 3 or 4 open-ended questions and one or two cases.

22

Report research assignment: Students have written a review report, information will be available on the VLD

Report has to show relevant findings for a specific company.

Report marking is based on the IPR criteria.

The group report has to give a clear opinion what the students think about the company’s

strategic capability, financial planning and future opportunities.

8 Planning of tests

Explanation:

The matrix below contains the number of school weeks per semester, including test weeks and

project weeks and excluding holidays.

- Mention the summative tests in the matrix below (see section 5).

- Mark these in red for the school week in question.

- Mark in grey when the student carries out contact activities that relate to the test.

- Check whether the number and types of tests correspond with what is recorded in the HZ

exams policy

Resit: Explanation: - Give a short description how the resits are organised. - Refer to the Education and Examinations Regulations (OER) (I, II).

The resit for the midterm exam will take place in week 19. The final exam will take place in week 22 (final round of exams before the summer holiday). The student submits the research report for evaluation. The teacher invites the group to discuss the report in week 16 or 17. If the final assessment is ‘insufficient’, a new appointment will be scheduled to discuss the improved version of the report. This resit will preferably take place before the summer holiday.

9 Use of portfolio

Explanation: - Describe how the teacher coaches the students in entering data in the portfolios. - Describe the relations with the study career coach learning line (see policy note study career

coaching dd 1 January 2011. - Describe the function of the portfolio with the tests. - Indicate what the students should minimally enter in their portfolios. - Make visible the relations with section 7 (indicators). For this, use the STARRT-methodology

as described in the study career coach line.

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Activities

Introduction

Midterm exam

Project week

Final exam

Research assignment

23

General information

EC 7.5

Course code CU03241

Course title E-business or no business at all

Level 3

Course year 2011-2012

Participants professionals / havo-mbo-vwo

Study year - semester Year 4, Semester 7

Description on the

schedule

E-business

Course description

2 Contents of the course

See also http://ebus1112s1.co-learning.net/ In this course, business in general and e-commerce in particular, will is approached from a managerial point of view. In other words, the course doesn't aim to instruct you about how to set up websites, content management systems or online marketing campaigns, but rather to assess how the internet and any kind of electronic devices affect the way organisations enhance their business processes today. Especially, e-marketplaces, internet consumer retailing and business-to-business e-commerce are the main topics that you will study during this course.

3 Competencies (C), Subtasks (St), Learning targets (Lt)

International business awareness

The ability to outline and evaluate the key patterns and trends in international business activity,

the different approaches to internationalisation, the influence of increasing globalisation and

international trade systems.

The ability to assess the impact of these trends on his own activities as well on the business

policy.

The ability to do an extensive research and to make a transparent synopsis of an

international study. On this basis he can advise management on the opportunities and

threats in the international legal and business environment.

The student shows a clear interest in international developments beyond the immediate

scope of his own activities and reads specialist literature on this topic.

You are able to appraise how digital technology affects the competitive position

countries, organisations and individuals.

You are able to formulate advises to organisations and individuals about how to

survive in a world that is increasingly dominated by emerging countries, especially

Brasil, Russia, India and China.

You are able to describe and explain from a managerial perspective which digital

technologies underpin nowadays business and how they disrupt business as done

in the 20th century.

Business processes & change management

The ability to research and analyse relevant international business problems, to propose policy

goals and objectives and to prepare alternative solutions in order to strengthen the synergy

between strategic, structural and cultural aspects of the organisation.

The ability to analyse and evaluate relevant information on business and human resource

processes and to define problems within these processes.

The ability to define alternative solutions for independent processes: change

management.

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You are able to elaborate a strategy of change for organisations and individuals in

a world that -thanks to digital technology- is becoming more tightly knitted every

day.

International Supply Chain Management

The ability to assess processes and decisions involved in developing international operations,

focusing on supply chain management and to explain the meaning and application of key

logistical concepts.

The ability to assess international business operations and to advise management on the

key issues of supply chain management.

You are able to assess the impact of digital technology on both the vertical and

horizontal integration of business processes.

Co-operation

The ability to actively contribute to a group product or result.

The ability to elaborate on the input of others and to keep working on achieving a

situation that is profitable both for the group and himself.

The ability to provide new ideas to improve results collectively.

You are able to develop a report annex presentation in team.

You are able to evaluate the work of colleagues and give feedback corresponding

to pre-defined criteria.

Business Research Methods

The ability to apply relevant scientific insights, theories and concepts, to combine several

subjects, to gather information and draw conclusions in a methodical and reflective manner.

The ability to act carefully and punctually and to produce output that is literate, numerate and

coherent.

To spot complex issues and to search information form a broad range of resources. To be

able to integrate theory and practice.

To draw conclusions from complex research data.

The are able to consult a broad range of external sources and carefully select

authoritative sources whereon you will base further study for the report to be

written and presented in team.

6 Crucial learning skills

See also http://ebus1112s1.co-learning.net/ Self knowledge is important for both, the creation and presentation of the paper in collaboration with fellow students and the preparation for the written exam. In case of the paper, you should know what your strengths are and how you could contribute best to the team work. Which role(s) are yours? In case of the written exam, you should know, and if you do not, learn, how to prepare yourself best. By reading and summarizing the chapters in the same order as presentated in the E-business book by G. Schneider, or by browsing the book based on the sample questions from the lists you can download from http://frank69.net/EBUS-Q-samples. Self direction is essential in every part of the course, since the lecturer offers business cases that students have to discuss in team or examine on individual basis. The description of the assignments is deliberately restricted to scope, end product and deadline. Yet many choices are to be made by the students themselves. Key to success is planning. Analyzing, relating and structuring is of great importance for the creation of the paper and the presentation. Students are explicitly expected to analyse authoritative sources and find the links between different viewpoints on the subject of their choice. Twenty of the sources studied by the students have to be reachable via the customized search engine http://cse-en.co-learning.net. Being concrete is key as so far students are explicitly expected not only to describe what they studied but to come up with concrete examples that underpin their original conclusions in the paper.

25

Critical reflection is limited to the peer assessment of the presentation by other teams based on pre-described criteria and the completion of the logbook regarding team activities and contributions.An example of such a logbook can be found at http://frank69.net/2011-2012-S1-Logbook. Nonetheless, students are welcome at any time to take part in discussion on the weblog and the Facebook group about this course and edition. The weblog is available at http://hz-ebus.co-learning.net/ , the Facebook group has to be initialised for each edition again. Co-operating is essential for the delivery of a paper annex presentation that lives up to the BBA-standards and the learning objectives mentioned above.

b Indicate how the learning skills are integrated in the course. Limit yourself to the learning skills that are most relevant to this course and indicate for the methods (category 13) and assignments (category 14) how you supervise and train students on acquiring learning skills

7 Planning of tests 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

19

1

2

1. Paper 2. Written exam

Contact dates

graded evaluation

An example for the planning of edition 2011-2012 sem.1 can be found at http://frank69.net/2011-2012-S1-Planning. In case of failure for 1, an entirely new paper annex presentation dealing with an other topic can be handed in at the start of the official re-sit exam week of the ongoing semester. The presentation will be held during that same week. In case of failure for 2, the student can take part in the re-sit organised in the official re-sit exam week of the ongoing semester.

8

Test method Explain why this test method is suitable for the learning targets (category 3) and the work forms (category 14).

name type of test minimum

grade weight

1 Paper

Paper and presentation by the different teams are handed in and held during the course of the course. The mark for the paper is based on the following parts:

(a) report (team mark, weight = 50%)

(b) presentation (individual mark based on peer assessment, weight = 25%)

(c) individual questioning at the end of the presentation (weight = 25%)

50 80.00%

2 Written exam

20 questions testing general knowledge: 10 multiple choice questions 5 true/false questions 5 fill in questions

In order to discourage guessing, 1/3 of a

40 20.00%

26

point is deducted in case of an incorrect answer to a MC-question and 1 point is deducted in case of an incorrect answer to a TF-question.

9 Test contents 1. paper For the paper assignment, students will elaborate their own case study in teams of four to five people. In this case study, a clear answer has to be formulated to three open questions that the students have posed themselves while reading through the E-business book by G. Schneider and recent articles related to the chapters that have to be studied. To have an idea about what a case study stands for, it is recommended to read some case studies at the end of each chapter in the E-business book by G. Schneider. Moreover, previous reports of past students, all available at http://hz-ebus.co-learning.net might be inspiring as well.

The paper counts between 7.200 and 9.000 words (cover, table of contents and annexes

excluded) and consists of:

Cover; Table of contents; Introduction wherein in mentioned:

that the report is part of the course "E-business or no business at all" (CU03241) taught at the Hogeschool Zeeland in Vlissingen; why the authors have opted for this subject and the accompanying questions; how the authors managed to look up all necessary information; how the authors organized the co-operation within the team.

Chapter wherein the first of three open questions is answered; Chapter wherein the second of three open questions is answered; Chapter wherein the third of three open questions is answered; Conclusion wherein:

the authors briefly summarize the key issues of the three core chapters; the authors describe extensively what they have learned during this assignment.

Annexes: Full version of the main article; Reference list with all reference listed according to the APA-style Moreover, URL's in references have to be shortened by using bit.ly; List of tables (optional); List of figures (optional); Logbook (mandatory).

Further on, the APA style is leading. At the start of the course, students will be encouraged to gather a substantial amount of relevant information about the topic they want to write a paper about. The choice for the topic is free, as long as it can be clearly related to one or more of the chapters 2, 3, 4, 5, 6, 7, 10 or 11 from the E-business book by G. Schneider. Students have to look up at least 20 supporting sources. Up to 5 of these supporting sources can be online video material. Sources must not date from before 1 January 2010 and half of them must be available at the Customized Search Engine http://frank69.net/EBUS-Q-samples. All sources have to be mentioned in the reference list at the end of the paper.

27

During the coaching sessions, each team will briefly present their topic and explain how it relates to the E-business book of G. Schneider. The paper has to be handed in on paper and in PDF format, and has to be presented in the classroom in a presentation that takes at least 25 and at most 30 minutes. Seven calendar days before the in class presentation, the following documents have to be handed in:

Paper in paper version via the mailbox of Mr FJM Peeters behind the reception desk of the Hogeschool Zeeland, Edisonweg 4, 4382NW Vlissingen, The Netherlands. The paper has to printed on A4 pages, perforated and neatly stapled together. The paper must not be bound, since all reports will be archived in folders. Paper in PDF version via e-mail to [email protected]. Slideshow in digital format via e-mail to [email protected].

2. Written exam 10 multiple choice, 5 true/false and 5 fill in questions selected from http://cse-en.co-learning.net.

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Elective courses 7th semester

General information

EC 7.5

Course code CU04773

Course title Sustainable development

Level P

Course year 2011-2012, 2012-2013

Participants Professionals / havo-mbo-vwo / foreign students

Study year - semester 4,1-2

Description on the schedule Sus. Dev.

Course description 2 Contents of the course

This course will give you the knowledge, insight and skills that you need as a sustainable professional. We will focus on the theory and backgrounds of current sustainability themes, such as food, population size, poverty, biodiversity, water, energy and climate. The solutions to the big challenges that are related to these themes will be regarded from an economic point of view. Central to this course is the idea that if we keep consuming and producing the way we have it will ultimately lead to an ecological and economic downturn that will strain the social foundations of society. Fortunately, there are solutions that are not only good for the planet and for the people, but are economically sound as well. In short, this course focusses on the knowledge of and solutions to large, global sustainability themes as well as the awareness that we can all contribute to it. To promote the awareness, there will be a debate in which students will either argue or support the proposition. At the end of the course, students will present a study on the (practical) solutions of a number of actual sustainability problems that are prevalent around the world.

3 Competencies (C) and subtasks (St)

A maximum of 3 competencies

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

A maximum of 3 per subtask

C1

A sustainable professional integrates sustainability in his professional practice

St1.1

A sustainable professional has a systematic viewpoint and works systematically

Lt1.1.1

You are able to think systematically: you can zoom in and out effortlessly, which means you alternate between analytic and holistic thinking

Lt1.1.2

You are able to recognise mistakes and sources of strength in systems and use sources of strengths

Lt1.1.3

You are able to think integrally and chain-oriented

St1.2

A sustainable professional is personally committed to sustainable development

Lt1.2.1

You are able to consistently apply sustainable development to your own work as professional (sustainable attitude)

St1.3

A sustainable professional identifies with the values and feelings of others

Lt1.3.1

You are able to recognise and respect your own values and those of other people and cultures

Lt1.3.2

You are able to make a distinguish between facts, suspicions and opinions

St1.4

A sustainable professional thinks and works from a future-oriented perspective

Lt1.4.1

You are able to think in different time scales; you can zoom in and out effortlessly between a short-term and long-term approach

Lt1.4.2

You are able to recognise and use non-linear processes

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6 Assessment requirements per test (criteria on assessment form)

The final exam is a combination of multiple choice and open-ended questions about

the subject materials. Students must give the correct answers to the questions according to the answer model.

The student presents a research result. This result will be assessed on content, clarity and applicability in practice. There are general rules that the student knows from the courses IPR, SPS and Research Methods.

The debate will be assessed by the rest of the group in a peer assessment. Criteria are: a clear point of view and relevant arguments, relevant support for the arguments, effective response to the arguments of the other party and a correct presentation style.

7 Planning of tests

-

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16

Final exam

Presentation

3 Debate

Exam. Resit final exam after 7 (S1) or 2 (S2) weeks. Resit of research, presentation and debate in consultation with teacher.

Contact activities.

30

General information

Academy Academy for Economics

Study programme IBMS

EC 7,5

Course code CU4609

Course title International Economic Relations

Level 3

Course year 2011-2012

Participants IBMS-4

Study year - semester Year 4 semester 1/semester 2

Description on the schedule IER

Development team R.Kiely, J.Jessen

Course description

2 Contents of the course

International Economic Relations provides you with the range of analytical skills needed to

understand international economic and financial problems in a policy setting. What

distinguishes the course is its focus on specific international trade and financial policies and

business transactions using analytical tools from economics, political science, business, and

law.

You will be studying following themes in International Economic Relations:

International commercial and financial policies, such as protectionism and currency

regimes.

The globalization of commodity and financial markets; the role of the World Trade

Organization; bilateral and regional trade and investment agreements; and private-

sector actors and organizations.

Foreign direct and portfolio investment, and relations between multinational

corporations and national governments.

The politics and main institutions of the global economy.

Transformation of the international monetary system and the appearance of

monetary regionalism, e.g., European monetary union.

Financial crises and efforts to prevent and manage them through reforms of

domestic currency regimes and domestic or international financial institutions.

Democratic accountability, transparency, and management of international

economic organizations.

Practices and techniques typical of international trade and financial transactions.

Trade-offs between economic efficiency and political considerations that underlie

choices about international economic policies.

31

3 Competencies (C) and subtasks (St) A maximum of 3

competencies Learning targets (Lt)

in terms of knowledge (K), skills (S) and personal characteristics (P)

A maximum of 3 per subtask

CI1

International Business awareness.

The ability to outline and evaluate the key patterns and trends in international business activity, the different approaches to internationalization, the influence of increasing globalization, international trade systems, and Financial relations and the role of several principal institutions (e.g. WTO, EU, IMF, World Bank) on international business. He assesses the impact of these trends on his own activities as well on the business policy.

St1.1 You should be a true generalist in the theory of international business. You

can assess the impact of these trends on your own activities as well on the

business policy in a complex situation with complete control of the required

skills. You learn to analyze critically economic issues and the political

economy of policymaking in the areas of international trade, finance,

investment, and development. Throughout the course, you demonstrate your

ability to apply concepts and theories from international economics and

international political economy to explain the international environment,

policymaking and market dynamics in the global economy.

Indicator: correct application of International trade theories in cases. You

need to have great awareness of the Universal aspects of international

business trends and the role of principal institutions. You are internationally

oriented, show a clear interest in international developments.

1. you describe how the value of trade between two countries depends

on the size of these countries’ economies and explain the reasons for

that relationship

2. Describe how the share of international production that is traded

has fluctuated over time and why there have been two ages of

globalization

3. Explain how the mix of goods and services that are traded

internationally has changed over time

4. Explain how the Ricardian model, most basic model of international

trade, works and how it illustrates the principle of comparative

advantage

5. Demonstrate gains from trade and refute common fallacies about

international trade

6. Describe the empirical evidence that wages reflect productivity and

that trade patterns reflect relative productivity

7. Explain how differences in resources can cause international trade

8. Explain why trade often creates losers as well as winners

9. Understand the meaning of gains of trade when there are losers

10. Explain why trade is a politically contentious issue and the

arguments for free trade despite the existence of losers

11. Recognize why international trade often occurs from increasing

returns to scale and imperfect competition

12. Understand the source of intra industry trade and how it differs

from inter-industry trade

13. Detail the dumping arguments used by domestic industries as a

basis for protectionism, and explain the relationship between

dumping and price discrimination

14. Understand the role of external economies and knowledge spillovers

in shaping comparative advantage and international trade patterns

15. Discuss the causes as well as the winners and losers form migration

32

and labour mobility between nations

16. Describe the concept of intertemporal international comparative

advantage and explain how it relates to international capital flows,

international lending, and foreign investment

17. Understand theories that explain the existence of multinational

firms and the motivation for foreign direct investment across

economies

18. Evaluate the costs and benefits of tariffs, their welfare effects, and

winners and losers form tariff policies

19. Discuss what export subsidies and agricultural subsidies are, and

explain how they affect trade in agriculture in the US en EU

20. Recognize the effect of voluntary export restraints on both

importing and exporting countries, and describe how the welfare

effects of VERs compare with tariffs and quota policies

21. Articulate arguments for free trade that go beyond the conventional

gains from trade.

22. Evaluate national welfare arguments against free trade

23. Explain how international negotiations and arguments have

promoted world trade

24. Discuss the consequences of preferential trade agreements

25. Illustrate the concept of trade war by a correct use of game theoretic

approaches

26. Recapitulate the case for protectionism as it has been historically

practiced in developing countries, and discuss import-substitution-

led industrialization and the “infant industry” argument

27. Summarize the basic ideas behind “economic dualism” and its

relationship to international trade

28. Discuss the recent economic history of the East Asian countries, such

as Taiwan and South Korea and detail the relationship between their

rapid economic growth and participation in international trade

29. Summarize more sophisticated arguments for interventionist trade

policy, especially those related to externalities and economies of

scale

30. Evaluate the claims of the anti-globalization movement related to

trade effects on workers, labour standards, and the environment in

light of the counterarguments

31. Discuss the role of the WTO as a forum for resolving trade disputes

and the tension between the rulings of the WTO and individual

national interests

32. Discuss the concept of the current account balance

33. Use the current account balance to extend national income

accounting to open economies

34. Describe the balance of payments accounts and explain their

relationship to the current account balance

35. Relate the current account to changes in a country’s net foreign

wealth

36. Relate exchange rate changes to changes in the relative prices of

countries’ export

37. Describe the functions and structure of the foreign exchange market

38. Use exchange rates to calculate and compare returns on assets

denominated in different currencies

39. Apply the interest parity condition to find equilibrium exchange

33

rates

40. Find the effects of interest rates and expectation shifts in exchange

rates.

CV.4 Business Research Methods

ST 4.1 Phase 1 preparing the research

The bachelor IBMS applies relevant scientific insights, theories and concepts,

combines several subjects, gathers information and draws conclusions in a

methodical and reflective manner. He acts carefully and punctually and you

read specialist literature on international developments.

You show a clear interest in international developments beyond the

immediate scope of your own activities and read specialist literature on this

topic. Combined with a broad application of knowledge, insight, skills and

multidisciplinary integration, you can cope with your role as an advisor on

international aspects essential for a company

The bachelor produces output that is literate, numerate and coherent

Lt 4.1.3 you are able to set up a research project and document it in a

research proposal.

You are able to do an extensive research and to make a clear report, based on

which you can advise management on the opportunities and threats in the

international legal and business environment.

Indicators: you have formulated a research topic and selected a suitable form

of research

In the research proposal, you have described the following: the purpose for

the research, research question, theoretical framework, practical context,

research topic, planning and means, prerequisites, restrictions, basic

assumptions, different forms of quality control, justification

Requirements level 3 The research proposal /action plan

1. The research proposal is complete, accessible and coherent

2. The concepts have been defined and translated into measurable

terms

3. A measuring instrument has been created and choosen???

4. The technique for analysing data has been determined

St 4.2 Phase 2 – Conducting research

The bachelor IBMS conducts the research as described in the research

proposal, monitors the progress and quality and corrects, where necessary.

34

Lt 4.2.1 You are able to collect the required data and process the collected

data into information in such a way that it become possible to interpret it in a

meaningful manner.

Indicators: you have prepared the obtained information for interpretation

using proper qualitative and/or quantitative analysis techniques

Requirements level 3

Multiple complex situation

1. A well-founded choice for the research method has been made

2. The choosen method has been carried out correctly

3. The data are reliable

4. The manner of presentation is consistent with the purpose

5. The presention of the information is unambiguous and traceable

6. The conducted research is independently reproducible

Generic competencies

Leadership: you are able to take initiative and a leading role within a project/

team in order to reach a defined goal, as well as the skill to create and

maintain productive relationships within teams.

Leerdoel: you are aware of the different styles of leadership, conflict models

and negotiating techniques.

You can convince others easily by using arguments

You are able to make decisions even when the outcome is unsure and you are

able to motivate people to work in a team

Co-operation: you can actively contribute to a group product or results, as

well as procuring a constructive co-operations climate/environment. Your

role is that of a mentor, facilitator.

Learning target: You can encourage others to obtain results through co-

operation by sharing ideas and giving in to the wishes of others, when

necessary to progress as a Group.

6

Assessment requirements per test (criteria on assessment form)

35

8

Planning of the tests

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16

17

18

19

Final exam red

Assignment

red

Review

red

test

Contact activities

Resit final exam 7 (S1 or 2 (S2 weeks after the end of the course. Resit assignments and review in consultation with the teacher.

Name Type of exam Minimum

grade weight

final exam Summative individual exam 55 40

ssignment Group Paper writing 55 35

peer review Group Review 55 25

36

General information

Course code CU04349 EC’s per course: 7.5 ECTS

Course title

Course year

International Marketing Planning

3

Participants professionals / havo-mbo-vwo

Study year and semester 3 semester 1 and 2

Description on the schedule IMP

Course description Contents of the course This course is an in-depth study of basic marketing theory that mainly has to be achieved by self-

study. At the same time you are trained to apply marketing theory by solving a marketing case each week. The majority of these cases are real-life cases of well-known companies. These cases are prepared in teams of four students. By doing so you develop your teamwork skills. During classwork the case is presented and the solution is motivated by one team and being discussed with the other teams. Besides improving your presentation skills, it also improves your skills to convince an audience. As marketing vocabulary is necessary top of mind knowledge of adequate marketing theory and models is essential. By the end of the course you are individually able to write a marketing plan for any kind of company.

Competencies and subtasks (nationwide) A maximum of 3

competencies

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

A maximum of 3 per subtask

LTC2 The ability to research and analyze relevant international business problems, to propose policy goals and objectives and to prepare alternative solutions in order to optimize business and human resources processes in order to strengthen the synergy between strategic, structural and cultural aspects of the organization.

St2.1 Analyze in teams the necessary changes for all functions within an organization based on a marketing problem.

Lt2.1.1 As a team member you are able to outline the organizational consequences of the different strategic options.

St2.2.1 Develop, set up, motivate and implement a plan for communication, purchasing, and/or sales, distribution and organisation based on a given marketing strategy.

Lt2.2.1 You can develop, describe and motivate an operational plan for different functions within an organization given a certain situation (not implement it).

LTC3 The ability to perform a country-analysis on macro, industry and micro level, to conduct an international market survey in order to assess foreign market opportunities and competition.

St3.2.1 Set up and carry out an analysis resulting in a SWOT based on a given context.

Lt3.2.1.1 You can analyse the macro environment of an (international) company by using appropriate marketing models and evaluate the results of the analysis in terms of Opprtunity / Threat.

Lt3.2.1.2 You can analyse the meso environment of an (international) company by using appropriate marketing models and evaluate the results of the analysis in terms of Opprtunity / Threat and Strength / Weakness.

Lt3.2.1.3 You can analyse the micro environment of an (international) company by using appropriate marketing models and evaluate the results of the analysis in terms of Strength / Weakness.

LTC3 The ability to formulate market-entry strategies, to draft an international marketing plan and to implement, co-ordinate and control the international marketing (and sales) program.

St3.2.1 Develop a marketing plan to realize objectives including the organizational and financial consequences.

Lt3.2.1.1 You can develop a marketing plan for the application of marketing mix instruments as a consistent and logical result of conclusions of the SWOT and taking into account the objectives that have to be realized.

Lt3.2.1.2 You are able to assess the budget needed for the implementation of the marketing

37

plan and you are able to make a forecast of the expected revenues.

GC1 The ability to express himself fluently and correctly in English, both in speech and writing. The ability to lead discussions, express his ideas, make proposals, draft reports and give presentations. The ability to make proper use of audio-visual aids in his presentations.

Lt1.1 You are able to present your ideas and motivate your choices to convince an audience by using different media.

Lt1.1.1 You are able to distinct headlines from details in your plan.

Lt1.1.2 You can motivate why you expect a certain strategy to work out better than another strategy under certain conditions.

Lt1.1.3 You can present your motives verbally or in writing for a critical audience of professionals.

Crucial learning skills

LS3 Reconsider (obvious choices) and motivate. (Kritisch verwerken, redeneren) You find the theory thas suits best, motivates it and discuss it with students and

experts. You have an attitude of investigating new sources of information and assess the reliability of these sources. You summarize complex information in a logical sense so that it can be presented to an audience.

LS4 Teamwork You are used to teamwork and learn in a team. You are supposed to take the lead,

assign tasks and responsibilities. You give feedback to team members about their behavior at the right moment and you you are open for feedback from team members and experts.

Level (P/B) Dublin Descriptors

Bachelor

Study load Spreading study load

Study plan per semester

Activity Contact time Self study Total

Lecture (13 * 90 min) 19 38 57

Casework (12 * 90 min) 18 54 72

Essay (5 pag / hour reading) (1 pag /2 h writing)

0 18 18

Prepare exam (1 uur / 10 pag.)1 0 60 60

Intervision 1 1 3

Total 37 173 210

Tests Lesson week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Lecture 90 min

Weekly case

Essay

1 MC exam

2 Case exam

Legend:

Contact hours

Exam:

Resit

1 http://www.student.uva.nl/mca/atotz/volledig.cfm/D5871FD4-7BA7-41B9-A29A6FB30E44E205

38

General information

EC 30

Course code CU05874 / CU06793 (IBMS)

Course title Final work placement

Level H

Course year 2012-2013

Participants Professionals / havo-mbo-vwo

Study year and semester Year 4, semester 8 full-time;

Description on the schedule CU05874

2

Contents of the course The most important objective of the final work placement is for you to be working on a graduation assignment for five months. The duties that you will perform must be at the end level of the competencies of the major. During this work placement, you will be able to show that you have acquired enough competencies to start as a young professional. You will develop your own work style, build contacts with colleagues, clients and other relevant persons and in doing so, expand your network. You will also discover the extent to which you are able to concentrate on an assignment in an actual situation and if you are able to cope with deadline pressure. The level of these practical assignments complies with the requirements that have been set within the so-called course matrix of the study programme. Within this matrix, different levels for every competency are distinguished. The level of the professional competence for the final work placement is three (3). This means that you are able to perform relevant professional tasks in an orderly professional situation under the supervision of a mentor. You can find an overview of the competency matrix in the EER (The Education and Examination Regulations) of your study programme. Substantive introduction of the work placement. What exactly will you learn? The final work placement is linked to the theory in the first, second, third and fourth year. You

are expected to have acquired a certain level that corresponds to this. The work area of a future

student at a University of Applied Sciences within the Academy for Economics is diverse. Many

tasks and assignments can occur. For a complete overview of possible assignments, please see

Infonet-studies-work placement-assignments and paragraph 11 of this manual. You can make a

selection and link this to the different end competencies within the requirements of the work

placement and the study programme. Please refer to the work placement manual for this.

In general, this course is structured as follows:

Part 1: the preparation of the graduation assignment, including a preliminary draft of the

graduation assignment (with a clear definition of the research subject).

Part 2: the final draft and structure of the graduation assignment.

Part 3: the theoretical support for the implementation of the graduation assignment.

Part 4: the practical part of the final work placement and the practical usability of the

implementation of the graduation assignment.

Part 5: Finalising the thesis.

Part 6: the presentation of the graduation assignment.

39

For more specific information, please refer to the work placement manuals for this course.

These are available via the graduation coordinator.

3 Competencies (C) and subtasks (St)

Learning targets (Lt) in terms of knowledge (K), skills (S) and personal characteristics (P)

Competency BBA1.4 is a compulsory component of the work placement Additionally, the student must attain a certain level of the Dublin descriptors These competencies are made specific in professional assignments. To this purpose, the student chooses a minimum of 3 subtasks within the competencies of the specific bachelor which he/she must acquire during the work placement. See work placement manual

BBA-compententie 1

C1. The bba is capable on an operational level, to start and manage a company together with and from different fields, and to justify the company from a sustainable perspective LT1.4 The student assesses his own performance and adjusts his behaviour accordingly S ; You are able to demonstrate the following skills

Observe

Gather information

Plan and organise

Execute

Collaborate

Adjust

Work methodically

P You are able to demonstrate the following attitudes

Attitudes

Respectful

Assertive

Accurate

Empathic

Honourable

Independent

P You are able to name your weaknesses and your strengths, name them as a learning

target and formulate a PDP.

You can read about these skills and attitudes which are important for your work

placement in the document BBA-curriculum 2005

Bachelor-oriented competencies

You are registered for a specific study programme such as CE/BE/MER/IBMS

The graduation assignment must be relevant to the chosen major and it must be possible to link

the level to a minimum of 4 subtasks within the competencies of the major. The description of

the graduation assignment will be specified in a preliminary draft of the assignment (form 1 of

the work placement logbook). After the expert of the study programme has approved the

assignment, the student is allowed to take further steps with regards to the arrangement of his

work placement.

For the competencies and the necessary steps, please refer to the work placement manual 1.4

and appendix 6 of the graduation manual, available via the graduation coordinator.

40

6 Planning of the tests

Week 0/1

2 3 4 5 6 7 8 9 10 11

Test 1 X

Test 2 X

Test 3/4/5/6

X

Test

Contact activities

Resits:

HZ offers students the opportunity to take an exam for a course twice per study year, unless the Examinations committee decides that the structure of the study programme calls for something else, which is unusual. If a student chooses to resit a test with a satisfactory mark, the latter mark counts. By way of derogation from Article 1, the Examinations committee can decide as an exception and at the request of the student, to give the student an additional opportunity to take the final test or one or more subtests. To this end, the Examinations committee must receive a reasoned request in writing from the student. The Examinations committee ensures that the examiner and the student will be informed about its decision timely and in writing.

8 Use of portfolio

Use of portfolio

During the work placements, you will process the progress in weekly reports and evaluations

with the in-company mentor.

This progress is charted weekly and can be viewed by the teacher at any given moment, either

via e-mail or as otherwise agreed.

Finally, the graduation assignment and the assessment by the teacher will be archived and

documented in the portfolio of your study programme (insofar as possible) as proof of the work

placement.

9 Study load and spread of study load

840 hours in total, consisting of

Instruction lecture: information about the work placement (1 ½ hours, six months before the start of the work placement)

Teacher – student dialogue: progress obtaining a work placement (1 ½ hours x 2 weeks)

Self-efficacy: preparation work placement (finding work placements, job interviews, 20 hours )

Independent study: preparations for making an action plan, 15 hours

Self-efficacy: work placement 800 hours

41

2.2.5a HZ’s annual schedule

WEEK sem.wk ZONDAGMAANDAG DINSDAG WOENSDAG DONDERDAG VRIJDAG TERNEUZEN

ZATERDAG

34 lesvrij 17-08-14 Lesvrije periode HZ 23-08-14

Tentamens Vangnetregeling

9.00 Examinatorenvergadering Scaldis

9.00-12.00 Dex AvEM

09.00-12.30 Academiebrede kick-off AvEM en

Scaldis

Introductiedag nieuwe

medewerkers

18.30 - 22.00 Info-avond

Ouders (eerstejaars)

18.30 - 22.00 Info-

avond Ouders

(eerstejaars)

9.00 MTO

Invoeren resultaten ivm

DEX AvEm en Scaldis tot

17.00

Studentenoverleg

9.00 -10.30 EV Scaldis en AvEM

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Beroepenveldcommissie

9.00-12.00 DEX AvEM 9.00-10.30 DEX Scaldis

09,00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

OLC-overleg

9.00 MTO

Toetsen inleveren

periode 141 uiterli jk

12.00

11-10-14

Invoeren resultaten ivm

DEX AvEM en Scaldis

uiterli jk 17.00

Prop-uitreiking

Scaldis

9.00 -10.30 EV AvEM en Scaldis 10.45-12.45 DTC AvEM

10.45 Academiebreed, o.a. Synopsis, PvA, etc. 9.00-10.30 DTC Scaldis

43 lesvrij 19-10-14 Lesvrije herfstperiode 25-10-14

Uitr. getuigschriften

AvEM / Scaldis

21-09-14

40 1.4

1.5 05-10-14

1.6 12-10-14

10.45-12.45 DTC AvEM

06-09-14

18-10-14

20-09-14

Prop.-uitreiking AvEM Opening

Hogeschooljaar

28-09-14

41

09.00 OT's

10.45 SLC kick-off

30-08-14

27-09-14

13-09-14

Start 1e semester

OLC-overleg37 1.1 07-09-14

35 voorbereid. 24-08-14

36 S1.0 31-08-14

04-10-14

14-09-141.238

39 1.3

42

HZ Kick-off

Lesvrije periode HZ

Afstudeerpresentaties

Start 1e semester met introductieweek

9.00 Dex Scaldis 9.00 Dex AvEM

Academiedag (Onderwijs 2-daagse) AvEM-

Scaldis

Studentenoverleg

Openingsavond HZ

Cult

10.00 -15.00 Wilwegdagen

Beroepenveldcommissie

Lesvrije herfstperiode

09.00 OT's

10.45 SLC-bijeenkomst

42

9.00-12.00 DEX AvEM 9.00-10.30 Dex Scaldis

Raad van advies

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

08-11-14

09.00 OT's

10.45 SLC-bijeenkomst

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

VO-dag

47 1.8 16-11-2014

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.OLC-overleg 22-11-14 Open dag Vlissingen

Opleidingscommissie

Beroepenveldcommissie

12.15-13.00 Inzage tentamens periode 141

9.00 -10.30 EV AvEM en Scaldis

10.45 SLC-bijeenkomst 9.00-10.30 DTC Scaldis

Studentenoverleg

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00-10.30 DEX Scaldis

9.00-12.00 DEX AvEMOLC-overleg

51 1.12 14-12-14

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.9.00 MTO 20-12-14

52 lesvrij 21-12-14 Lesvrije Kerstperiode 27-12-14

1 lesvrij 28-12-14 Lesvrije Kerstperiode 3-01-15

9.00-10.30 EV AvEM en Scaldis 10.45-12.45 DTC AvEM

9.00-10.30 DTC Scaldis

OLC-overleg

Toetsen/herk. S1-2

9.00-12.00 DEX AvEM 9.00-10.30 DEX Scaldis

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00 MTO

07-12-14

1.10

1.11

OLC-overleg

1.14 11-01-15

45 lesvrij 02-11-14

Nieuwjaarsontbijt HZ-medewerkers

10.00-12.30 Academiebrede kick-off AvEM en

Scaldis

49

1.13

lesvrij 09-11-1446

44 1.7 26-10-14

3

50

24-01-15

15-11-2014

Toetsen semester 1 deel 2

23-11-14

4

48

2 04-01-15

30-11-14

Invoeren resultaten ivm

DEX AvEM en Scaldis

uiterli jk 17.00

10.45-12.45 DTC AvEM

Lesvrije Kerstperiode

18-01-15lesvrij

13-12-14

10-01-15

17-01-15

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00 MTO

Projecten/excursies

9.00 MTO

6-12-14

Toetsen/herk.S1-1

Toetsen inleveren periode

142 uiterli jk 12.00

Invoeren resultaten ivm

DEX AvEM en Scaldis

uiterli jk 17.00

HZ-Meeloopdagen

Lesvrije Kerstperiode

Toetsen/herk.S1-1

29-11-14

01-11-14

09.00 OT's

10.45 uur Academiebreed, o.a. Synopsis, PvA, etc.

1.9

Raad van advies

Toetsen semester 1 deel 1

Opleidingscommissie

Beroepenveldcommissie

Studentenoverleg

43

WEEK sem.wk ZONDAG MAANDAG DINSDAG WOENSDAG DONDERDAG VRIJDAG TERNEUZEN ZATERDAG

Toetsen/herk. S1-2

Start 2e semester

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

09.00 OT's

10.45 SLC-bijeenkomst

OLC-overlegIntroductiedag nieuwe

medewerkers

Beroepenveldcommissie

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00 MTO Minorenmarkt

Opleidingscommissie

8 lesvrij 15-02-15 Lesvrije voorjaarsperiode 21-02-15

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

12.15-13.00 Inzage tentamens periode 142

9.00-10.30 EV AvEM en Scaldis

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00-12.00 DEX AvEM9.0010.30 DEX

Scaldis

Toetsen inleveren

periode 143 uiterli jk

10.45-12.45 DTC

AvEM

OLC-overleg

9.00 MTO

09.00-10.30 DTC

Scaldis

10.45-12.45 DTC

AvEM

09.00 OT's

10.45 SLC-bijeenkomst

Studentenoverleg

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Goede vrijdag

Toetsen/herk S2-1

Raad van advies

9.00- MTOExcursie HZ-Cult 10

t/m 12 april

I.v.m. 2e Paasdag

di. 7 april toetsen

Terneuzen

Opleidingscommissie

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

12.15-13.00 Inzage

toetsen periode 143

19 lesvrij 03-05-15 Lesvrije meiperiode 09-05-15

07-02-15

Invoeren resultaten

ivm DEX AvEM en

Scaldis uiterli jk

17.00

Lesvrije meiperiode

Uitreiking

getuigschriften AvEM /

Scaldis

14-03-15

9 2.3 22-02-15

10 2.4 01-03-15 07-03-15

17 2.9

Koningsdag

12-04-15

Opleidingscommissie

19-04-15

2.8

2.10 26-04-15

16

18

11 09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

08-03-15

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

lesvrij 2e Paasdag05-04-15

Toetsen semester 2 deel 1

Studentenoverleg

Raad van advies

14 lesvrij

13

15

2.7 22-03-15

2.5

Start 2e semester met introductieweek

Invoeren resultaten

ivm DEX AvEM en

Scaldis uiterli jk

17.00

9.00-10.30 DTC

Scaldis

Beroepenveldcommissie

Opleidingscommissie

31-1-15

Open dag

Vlissingen

14-02-15

21-03-15

28-02-15

28-03-15

18-04-15

25-04-15

02-05-15

11-04-15

Toetsen/herk. S2-1 04-04-15

Lesvrije voorjaarsperiode

29-03-15OLC-overleg

Hertoetsen semester 1 deel 2

2.1

2.2

2.6

6 01-02-15

7 08-02-15

12 15-03-15

5 S2.0 25-01-15

Hertoetsen semester 1 deel 1

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Scholierenmanifestatie

HZ-Meeloopdagen

44

2.2.6 Free composition courses (article 3.12 EER HZ)

The educational programme of a study programme contains a free composition space of minimally 2.5

and maximally 7.5 academic credits. The student is allowed to earn VCC credits with extracurricular

activities such as: management activities, informational and promotional activities, cultural activities,

instructional activities, project activities or training activities.

In the educational programme of the study programme International Business and Management

Studies a free composition space of 2.5 academic credits has been made available during the first four

semesters (as part of the elective space of 5 academic credits). Additionally, there is a free

9.00-10.30 EV AvEM en Scaldis

10.45 SLC-bijeenkomst

10.45-12.45 DTC

AvEM 9.00-10.30 DTC

Scaldis OLC-overleg

09.00 OT's 9.00-10.30 DEX Scaldis

Studentenoverleg

10.45 Academiebreed, o.a. Synopsis, PvA, etc. OLC-overleg

Beroepenveld

9.00 MTO Open avond

Toetsen/herk. S2-2

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Correctieweek

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Toetsen/herk. S2-2

10.45-12.45 DTC

AvEM

OLC-overleg

Afstudeerpresentaties

9.00-10.30 EV IBMS

9.00-10.30 DTC Scaldis

9.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

Correctieweek

Correctieweek

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

12.15-13.00 Inzage

toetsen periode 144

Uitr. getuigschriften

IBMS + alle intern.

studenten

Hert. S2-2

Beroepenveldcommissie

Correctieweek

09.00 OT's

10.45 Academiebreed, o.a. Synopsis, PvA, etc.

9.00-10.30 DEX

Scaldis

OLC-overleg

Correctieweek

Opleidingscommissie

9.00-12.00 DEX AvEM 4e-jaars

Invoeren resultaten ivm DEX uiterli jk 12.00 uur

9.00-10.30 DTC Scaldis Uitr. getuigschriften

IBL / VMT

12.15-13.00 Inzage tentamens afname 145 9.00-10.30 EV VNBSA

9.00-12.00 DEX VNBSA AvEM9.00-10.30 DEX

VNBSA Scaldis

Uitr. getuigschriften

BE / Bk-MER / HRM/

CE / CO / BE-dt / Bk-

MER-dt / CE-dt

30 lesvrij 19-07-15 25-07-15

31 lesvrij 26-07-15 01-08-15

32 lesvrij 02-08-15 08-08-15

33 lesvrij 09-08-15 15-08-15

34 lesvrij 16-08-15 22-08-15

9.00-10.30 EV Scaldis

Tentamens Vangnetregeling

Start 1e semester

9.00-12.00 DEX AvEM 4e jaars +

vangnetregeling

37 S1.1 06-09-1509.00-12.30 Academiebrede kick-off AvEM en

Scaldis OLC-overleg

Introductiedag nieuwe

medewerkers12-09-15

05-09-15

20 2.11 10-05-15

Toetsen inleveren

periode 144 uiterli jk

12.00

Hemelvaartsdag vrij

22 24-05-15

29 lesvrij

23 lesvrij 31-05-15

lesvrij 05-07-15

25

28

26 lesvrij

24 07-06-15

Studentenoverleg

9.00-12.00 DEX AvEM

Slotavond HZ Cult

21 2.12 17-05-2015Pre departure avond

10.45-12.45 DTC

AvEM

11-07-15

04-07-15

06-06-15

9.00-10.30 DEX IBMS

9.00 MTO

29-08-15

18-07-15

HZ Kick-off

Zomerperiode

Correctieweek

Opleidingscommissie

Academiedag

9.00 MTO

13-06-15

Afstudeerpresentaties

Correctieweek

Correctieweek

Beroepenveldcommissie

Hertoetsen Sem.2 deel 2

Correctieweek

9.00-10.30 EV AvEM

4e-jaars

Invoeren resultaten

AvEM ivm DEX

uiterli jk 12.00 uur

Invoeren resultaten

IBMS ivm DEX voor

17.00

09.00-10.30 EV Scaldis

21-06-15

14-06-15lesvrij

2e Pinksterdag

Hertoetsen semester 2 deel 1 / Afstudeerpresentatieslesvrij

2.13

27-06-15

16-05-15

23-05-15

30-05-15

20-06-15

12-07-15

Zomerperiode

Afstudeerpresentaties

9.00-10.30 DEX AvEM9.00-10.30 DEX

Scaldis

Academiedag (Onderwijs 2-daagse) AvEM-

Scaldis

Toetsen semester 2 deel 2 / Afstudeerpresentaties

Beroepenveld

Correctieweek

Hertoetsen inleveren periode 145 uiterli jk

12.00

10.45-12.45 DTC

AvEM

Hertoetsen semester 2 deel 2

Hert. S2-2

36 S1.0 30-08-15

Start 1e semester met introductieweek

23-08-15

Dipl.-uitr. BE/CE/Bk-MER

deeltijd op 15 juli 2012 in

Vlissingen

35 Voorbereid.

lesvrij27 28-06-15

45

composition space of 7.5 academic credits in the remaining semesters during which VCC credits can

partially be earned.

The student will submit proposals for the free composition space to the examiner prior to the activity,

Afterward, the examiner will assess if the activity was performed in a satisfactory manner.

2.2.7 Specialisations (article 3.10 EER HZ)

Not applicable.

2.2.8 Work placement (article 3.9 EER HZ)

Work placement and graduation requirements

The student is allowed to go on work placement in the first semester if, no later than 15 July

of that same year:

• the propaedeutic phase has been completed;

• 22.5 EC of the first semester of the second year have been earned;

• all courses of the second semester of the second year have been followed and

assessed;

• the student can ask the sub-examination committee AvEM for an exemption until 1

October, if the student has earned 15 EC or more in the first semester of the second

year. The student must argue his or her case.

The student is allowed to go on work placement in the second semester if, no later than 15

January of that year:

• the propaedeutic phase has been completed;

• 45 EC have been earned in the second year;

• a minor, including assessment, has been followed;

• the student can ask the sub-examination committee AvEM for an exemption until 1

March, if the student has earned 37.5 EC or more in the second year of the study

programme. The student must argue his or her case.

You will go on work placement in the third year of the study programme – with the exception

of school holidays and assessment periods. The duration of the work placement during this

period is 800 hours. In addition, 40 hours have been reserved for alumni activities and other

contacts with the study programme. Every year, the study programme determines the exact

start and end dates of the work placement (see the annual planning of the study

programme). Prior to every work placement you will start preparing for the work placement

during the so-called

Preparation phase

During the preparation phase you will look for a work placement company and a work

placement assignment. You will formulate a work placement plan in which you will describe

which work placement assignments you will carry out and how you will acquire the required

professional competences during the work placement.

In theory, you will find a work placement company for the coming semester. In exceptional

circumstances it is possible to go on work placement at one company for an entire year. Prior

to this, you will need the approval from the supervisory teacher.

As soon as the work placement plan has been approved, you can go on work placement.

Every work placement consists of the following three phases:

46

Orientation phase

Execution phase

Finishing phase

The phases all differ in length. The execution phase is the most substantial. You will begin

your work placement with the orientation phase. Every time you have completed a phase,

your supervisory teacher will give you a go! which means you can go on to the next phase. If

you subsequently complete the finishing phase with a satisfactory mark, you have earned a

total of 30 academic credits.

Table 3.1 includes an overview of the preparation phase with the product you must submit at

the end.

Table 3.1 Preparation phase with the product you must submit

0 Preparation phase Products to be submitted

During the preparation phase you will look for a work placement

company and get a work placement assignment. You will document

which professional competences you will acquire. These activities will

be documented in a work placement plan, in which you describe, as

accurately as possible, what you will do and what you will learn.

The requirements for this plan can be found in appendix 3.

Next, the work placement coordinator and the supervisory teacher

must give their approval before your work placement can begin.

Product: complete portfolio, including:

CV and work placement motivation; Work placement plan (including learning targets (PDP) and

activities (PAP).

Table 3.2. illustrates the three phases of the work placement (orientation, execution and

finishing) with the products you will submit after every completed phase. You will receive

feedback after each phase. To this end, the supervisors will fill out the feedback form for each

phase (see appendices). You will demonstrably process the feedback in your portfolio so you

can prove that you have learned from the feedback.

47

Table 3.2 Phasing of the work placement, including the products that must be submitted

Phases Products to be submitted

1 Orientation phase

[2 weeks]

You will conclude the orientation phase by submitting action plan 1.

(see appendix 4)

Before you submit your action plan, you will do a self-assessment and

discuss it with the in-company mentor. (see appendix 5)

Products:

- Action plan 1 + assessment form (appendix 4) - Self-assessment of the action plan, based on the assessment form

(appendix 5)

2 Execution phase

[16 weeks]

Halfway through the execution phase you will discuss your progress

with the in-company mentor. On the basis of this review, you will

formulate a SMART improvement plan and a new action plan 2 for the

second half of the execution phase

Products:

- STARRT forms containing evidence of the acquired competences, as proof of action plan 1

- Assessment of your performance (appendix 6), including improvement plan

- Assessment of action plan 2 + assessment form (appendix 4) - Self-assessment of the action plan, based on the assessment form

(appendix 5)

3 Finishing phase [2 weeks]

You will conclude this phase and therefore the work placement phase

with a performance review with the work placement supervisors

(supervisory teacher and in-company mentor). During the review, you

will demonstrate that you have adequately acquired the competences

as agreed upon.

Products: complete portfolio, including

- STARRT forms containing evidence of the acquired competences, as proof of action plan 2

- Final assessment of your performance (appendix 6) - Self-assessment based on the received feedback and reflections

(appendix 5) - Updated CV - Assessment of the presentation (appendix 7) The teacher receives the entire portfolio for assessment (appendix 8)

The phases are very important time periods in your study programme. The admission to the

phases is a 3-step process:

Step 1: Study progress

You have earned the required amount of EC. The precise conditions can be found in the EER of your study programme.

Your work placement plan meets all requirements. See further the section work placement contract on this page.

Step 2: Assignment of a supervisory teacher

The work placement organisation and the in-company mentor meet all the requirements.

48

The work placement assignment(s) is (are) at the level of Higher Professional Education. The work placement coordinator signs off on step 1 and 2 and appoints a supervisory teacher.

Step 3: Coordinating the contents The work placement assignment(s) can be performed within the framework and the

principles. The work placement plan meets the requirements for the content.

The teacher approves step 3 and you can now formally start your work placement assignments.

The assessment matrix of the work placement looks as follows:

Assessment Assessment Weight Minimum

score

Admittance to the work placement Action plan 1 Action plan 2 Work placement presentation

Tick mark

Tick mark

Tick mark

Tick mark

0%

0%

0%

0%

55

55

55

55

Portfolio Numerical 50% 55

Performance & self-assessment Numerical 50% 55

A detailed description of the different assessment components can be found in het work

placement handbook.

Minor (art 3.8 OER HZ)

A Minor is a coherent programme of 30 academic credits, which a student takes in one semester and

which gives the student the opportunity to expand or broaden his or her knowledge and

competences.

The minors that HZ offers are listed in HZ’s minor catalogue which can be found on HZ’s infonet.

A student must follow a minor that is published in HZ’s minor catalogue, unless the student decides to

follow a minor at a different institution for higher education in the Netherlands or abroad.

HZ’s minor catalogue stipulations the conditions the student must meet before he can take a minor

The minor chosen by the student must support the student’s chosen study programme and study

career. If a student wishes to follow a minor at an institution for higher education in the Netherlands

or abroad, the (sub)examination committee must give its permission prior to this. The

(sub)examination committee assesses whether the objectives and the level of the minor to be chosen

has adequately been accounted for by the student and whether the objectives and the level of the

minor to be chosen could be attained by following a minor at HZ.

2.2.9 Participation international exchange programme (article 4.5 EER HZ)

If a student wishes to participate in an international exchange programme, the student should, at a

minimum, have completed the propaedeutic phase. If the student follows the exchange programme in

an English speaking country, the student must have completed the study programme English within

the IBMS curriculum with a satisfactory mark.

2.2.9 Graduation phase (article 3.9. EER)

The student is allowed to graduate in the second semester if on 1 December of that school year:

• the propaedeutic phase has been completed;

• the work placement has been completed successfully;

49

• 112.5 established academic credits of the second and third year of the main phase have been

earned;

• all courses have been followed, including the assessment of the seventh semester;

• the student can ask the sub-examination committee AvEM for an exemption until 1 January,

if the student has earned 105 established academic credits or more in the second and third

year. The student must argue his or her case.

The student who starts the graduation phase at a later date, is allowed to start on 1 September or 1

February if, on 1 April of the previous school year or 1 December respectively:

• the propaedeutic phase has been completed;

• the work placement has been completed successfully;

• 142.5 established academic credits have been earned in the main phase;

• the student can ask the sub-examination committee AvEM for an exemption until 1 January

or 1 May respectively, if the student has earned 135 established academic credits in the main

phase, 112.5 of which have been earned in the second or third year of the study programme.

The student must argue his or her case.

It is the student’s own responsibility to start the graduation phase only if the above-mentioned

requirements have been met. If it becomes apparent that a student started the graduation phase

without meeting all the requirements, the graduation phase must be stopped. In this case, the student

cannot claim academic credits. Furthermore, the student is also responsible in this case to

communicate with the organisation where these activities took place.

The final phase of your study programme is the so-called graduation phase, or simply

put, the graduation. Every year, the study programme determines the exact start and end

dates of the graduation phase (see the annual planning of the study programme). Prior to the

semester before the graduation phase, you will start preparing for your graduation during the

so-called

Preparation phase

During the preparation phase you will look for a research topic, write a provisional problem

statement, earn the required academic credits before you begin your orientation phase and

you describe how you will acquire the uncompleted professional competences during the

graduation phase. You will document these data in a so-called start document. As soon as the

start document has been approved, you can start the final phase of your study programme:

the actual graduation phase. This course comprises nominally 840 hours (30 EC) and consists

of the following three phases:

Graduation phases

Orientation phase

Execution phase

Finishing phase

50

The phases all differ in length. In most cases, the execution phase is the most substantial, but

the orientation phase can sometimes also take several weeks, despite a solid preparation.

You will start the graduation phase with the orientation phase. Every time you have

completed a phase, your supervisory teacher will give you a go!

which means you can go on to the next phase. If you subsequently complete the finishing

phase with a satisfactory mark, you have earned a total of 30 academic credits.

In table 3.1 you will find an overview of the preparation phase and the product you must

submit at the end. In table 3.2 you will find an overview of the three phases of the actual

graduation phase (orientation, execution, finishing) with the products you will submit at the

end of a phase. You will receive feedback after every phase. To this end, your graduate

teacher and sometimes also a second reviewer will fill out the feedback form for each phase

(see appendices). You will process the feedback in your portfolio so you can prove that you

have learned from the feedback.

Table 3.1 Preparation phase with the product to be submitted

1 Preparation phase

Products to be submitted

In the preparation phase you will find a final thesis topic and a

client/company. You will also document which professional

competences you still have to acquire. You will document these

activities in a start document, describing, as accurately as possible what

you will do and what you will learn. Your study career coach must first

approve this document. Additionally, the work placement coordinator

and/or graduate teacher must give their approval before you can start.

Appendix 2: Instruction form Start document

Appendix 3: Feedback form Start document

Explanation of table 3.2

If you have acquired all professional competences of your study programme prior to the thesis

research and only have to acquire HZ’s research competences at the level of Higher

Professional Education, you will submit your portfolio after every phase, complete with the

required evidence of HZ’s research competence, as mentioned in table 3.2.

You will discuss your progress with your graduate teacher, based on your PDP and the

submitted products (evidence of the acquired competences). During the progress review you

will demonstrate that you have acquired the relevant part of HZ’s research competence.

If you still have to acquire (part of) the professional competences, in addition to HZ’s research

competence, you will submit your portfolio after every phase, complete with the required

evidence of both HZ’s research competence and the professional competences. You will

discuss your progress with your graduate teacher, based on the products you submitted

(evidence of the acquired competences). During the progress review you will demonstrate

that you have acquired the relevant part of HZ’s research competence and the professional

competences.

51

Table 3.2: phasing of the graduation course including the products that must be submitted

2 Orientation phase

Products to be submitted

Partial portfolio 1 including

- Study plan for the research and professional competences to be acquired [= PDP and PAP for the orientation phase];

- Self-assessment based on the reflections and received feedback. - STARRT forms containing evidence of the acquired competences. Compulsory evidence of HZ’s research competence:

Approved start document; Research proposal, including a milestone plan.

You will conclude the orientation phase with the first progress review

with your graduate teacher. In this review, you will demonstrate that

you have acquired the research and professional competences [sub

task, learning target] required for the orientation phase at the level of

Higher Professional Education. To this end, please fill out a STARRT form

[see figure 3.3] and enclose your evidence.

2 Execution phase Products to be submitted

Partial portfolio 2 including

- Study plan for the research and professional competences to be acquired [= PDP and PAP for the execution phase];

- Self-assessment based on the reflections and received feedback. - STARRT forms containing evidence of the acquired competences. Compulsory evidence of HZ’s research competence:

Concept research report2. Compulsory evidence for the professional competences:

Assessment of your performance. You will conclude the execution phase with a second progress review

with your graduate teacher.

In this review, you will demonstrate that you have acquired the

research and professional competences [sub task, learning target]

required for the execution phase at the level of Higher Professional

Education. To this end, please fill out a STARRT form [see figure 3.3] and

enclose your evidence.

3 Finishing phase Products to be submitted

Partial portfolio 3 including

- Study plan for the research and professional competences to be acquired [= PDP and PAP for the finishing phase];

- Self-assessment based on the reflections and received feedback. - STARRT forms containing evidence of the acquired competences. Compulsory evidence of HZ’s research competence:

Research report; Preparation presentation & thesis defence.

2 A concept version is a complete version including front and end matter. The concept is ready for review and can be submitted to experts, coworkers, supervisors, executors and partners for commentary.

52

Compulsory evidence for the professional competences: Evidence of the acquired professional competences of the study

programme; Final assessment of your performance.

You will conclude the finishing phase with a review with both your

graduate teacher and the second examiner. This is the so-called end

review. In this review, you will demonstrate that you have acquired the

professional competences of your study programme at the level of

Higher Professional Education.

Table 6.1 Overview assessment research competence: reviewers/advisors and the products to be assessed

Compulsory

Optional

1e examiner (graduate

teacher)

(reviewer)

2e examiner

(reviewer)

In-company mentor

(advisor)

external

expert

(advisor)

Orientation

phase

Feedback

Go / No go / Mark

Research competence based on the

Research proposal

Go / No go / Mark

Research competence based on the

Research proposal

Advice Go / No go /

Mark

Research competence based on the

Research proposal

Execution

phase

Feedback

Go / No go

Research competence based on the

Concept research report3

Go / No go

Research competence based on the

Concept research report

Advice Go / No go

Research competence based on the

Concept research report Performance

Finishing

phase

Assessment

Mark for

Research report Presentation & thesis defence

Mark for

Research report Presentation & thesis defence

Preliminary mark

Research report Presentation & thesis defence

Preliminar

y mark

Higher

Vocational

Education

quality of

Research report Presentation & thesis defence

3 See footnote 1 page 8.

53

Table 6.2 Overview assessment research competence and professional competence: reviewers/advisors and the products to

be assessed

Compulsory Optional

1e examiner (graduate

teacher)

(reviewer)

2e examiner

(reviewer)

In-company mentor

(advisor)

external

expert

(advisor)

Orientation

phase

Feedback

Go / No go

Acquired professional and research competences in progress review 1 based on

Evidence in partial portfolio 1

Go / No go

Research proposal

Advice Go / No go

Acquired professional and research competences based on

Partial portfolio 1

Execution

phase

Feedback

Go / No go

Acquired professional and research competences in progress review 2 based on

Evidence in partial portfolio 2

Advice Go / No go

Acquired professional and research competences based on the

Concept research report

Finishing

phase

Assessment

Mark for

Professional competences in final review based on evidence in partial portfolio 3 Research report Presentation & thesis defence

Mark for

Professional competences in final review based on evidence in partial portfolio 3 Research report Presentation & thesis defence

Preliminary mark

Acquired professional

and research

competences based on

Evidence in portfolio 3 Research report Presentation & thesis defence

Preliminar

y mark

Higher

Vocational

Education

quality of

Research report Presentation & thesis defence

Table 6.3 Assessment matrix of the graduation phase

Assessment Assessment Weight Minimum

score

Professional competences (final review) Numerical 50% 55

HZ’s research competence Numerical 50% 55

54

start

Afstudeerder geeft bedrijfsbegeleider aan begin van afstuderen 2

exemplaren van beoordelingsfformulier functioneren.

Bedrijfsbegeleider vult formulier in en bespreekt

dit met afstudeerdocent en afstudeerder.

Afstudeerder en docent krijgen afschrift.

Bedrijfsbegeleider vult samen met afstudeerder

formulier in. Afstudeerder en docent krijgen

afschrift.

Afstudeerder verwerkt bevindingen en reflectie in portfolio

Afstudeerddocent voegt formulieren aan studentdossier toe.

Beoordeling 1 Beoordeling 2

einde

Figure 6.4: Assessment procedure performance graduate student: assessment 1 during the execution phase, assessment 2 during the finishing phase

2.2.12 Addendum to the certificate (article 6.11 EER HZ)

The addendum is drawn up in English.

2.3. Study advice

2.3.1 Elaboration of the conditions for registering for a study programme after nbsa (article 8.1 paragraph 9

EER HZ)

The student of the study programme IBMS who receives a negative study advice will be disenrolled

from this study programme.

3.1 Establishment

3.1.1 The duration of the Implementation Regulations equals the duration of the Education and

Examination Regulations HZ 2013-14.

3.1.2 These Implementation Regulations are established by the Executive Board on 26/08/2014.