Program overview

23-Jun-2013 6:16 Year Organization Education 2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

Code Master EPA 2011 1st year EPA 2011

EPA1113 EPA1123 EPA1132 EPA1222 EPA1233 EPA1313 EPA1322 EPA1332 EPA1412 EPA1423 EPA1432 EPA2142

Omschrijving

ECTS

p1

p2

p3

p4

p5

Principles of Policy Analysis Policy Analysis of Multi-Actor Systems Technology Development and Impact Assessment Economics and Regulation Economics of Infrastructures Statistical modelling Continuous Systems Modelling Discrete Systems Modelling Project Management Decision making in networks Cross-Cultural Management Policy and Strategy Models Oral Presentation Technical Writing Politics of policy analysis Policy and Strategy Models Economics of Innovation Technology dynamics Engineering and policy analysis integration project Preperation master thesis Master thesis EPA Interviewing Techniques

5 5 5 5 5 5 5 5 5 5 5 5 0 0 4 5 4 4 6 4 30 0

Skills 1st year EPA 2011

EPA7010 EPA7020

2nd year EPA 2011

EPA2122 EPA2142 EPA2211 EPA2240 EPA2910 EPA2932 EPA2942

Skills 2nd year EPA 2011

EPA7030

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1.

Year Organization Education

2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

Master EPA 2011

Program Title Prerequisites Engineering & Policy Analysis For extra information check the website Student portal > TPM > TPM Programme Info > MSc Programmes

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Year Organization Education

2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

1st year EPA 2011

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EPA1113
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Required for Dr.ir. A.R.C. de Haan x/0/0/0 1 1 1 2 English First year Msc EPA

Principles of Policy Analysis

Some minors and other masters in the TU Delft 'Schakelminor' requirement for some Dutch students The course is an introductory course in Policy Analysis. A field of science and skills that facilitates decision makers in all kind of organizations in making their decisions. This course teaches a classical form of Policy Analysis by applying analytical 'engineering' kind of techniques to situations in which technology and (groups of) people come together. Especially where many (groups of) people are together and each of them has a different perception of the problem, has a different objective or has a different idea about what should be done, these techniqes prove their value. The theoretical topics covered are (in order): Objective Analysis (problem formulation, goal tree), Causal Analysis, Scenario Analysis, Modeling and Estimation, Net Present Value, Decision Event Tree and Multi-criteria Decision Making. The application of Policy Analysis techniques will be placed in different cultural contexts to reflect on its usefulness. After this course, the students should be able to: - Apply analytical methods that are commonly used in Policy Analysis (see list under Course Contents) to a case covered in the media. - Estimate the usefulness of these analytical methods in different cultural contexts. - Present the results of an analysis in a clear and understandable way in English in a written report or other form discussed with the teacher. - Present the results of an analysis in a clear and understandable way in English to a small audience. Theoretical lectures and workshops: Studying theory, applying it to cases while working in groups, working out old exams and reflecting on each other's work. The class meets multiple times a week, follwing a schedule published on Blackboard, for a theory lecture and for a workshop. During the workshops, the students work on mastering new theory by studying and applying it to cases. A group coach is available to help students in determining the usefulness of their analysis results. It is not the job of the coach to judge on the quality! Enserink, B. et al (2010), Policy Analysis of Multi-Actor systems , The Hague: Lemma. Some additional texts are provided via Blackboard. Scoring a grade >= 5.8 (out of 10) on an individual multiple choice exam at the end of the first quarter. A retake is available in January. This exam leads to a grade for the theory part of the course: EPA1113t Scoring a grade >= 5.8 (out of 10) on a written group report. The report consists of the application of all taught analytical techniques on a case and consists of a reflection on the usefulness of the applied analytical techniques in different cultural contexts. This leads to a grade for the project part of the course: EPA1113p. Transition arrangements for students from earlier cohorts: Students who did not pass the exam of EPA1112 (6 ects) can follow the relevant part of this course and make the relevant part of the written exam with an extra assignment. Please, contact the module manager before epa1113 starts! Special attention for the skill: oral presentation, see code epa7010.

Course Contents

Study Goals

Education Method

Literature and Study Materials Assessment

Special Information

Extra Skills Trained

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EPA1123
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Summary Course Contents Dr.ir. B. Enserink 0/0/4/0

Policy Analysis of Multi-Actor Systems

Study Goals

Education Method Literature and Study Materials Books Assessment

3 3 3 4 English EPA1113 Principles of Policy Analysis; EPA2142 Policy and Strategy Models In this course students learn how to deal with complex problems in multi-actor environments. They learn about the role of policy analysts in such politicized situations; about analytical methods, policy styles and the role of information in policy processes. This course focuses on problems that are positioned in a complex multi-actor environment. Students learn how to characterize and analyze such situations. They learn about the role of policy analysts in such politicized situations; about policy styles and the role of information in policy processes. In the course we deal with the following themes: -The institutional and psychological context of decision making -Policy making as a power game -Being a consultant operating in a multi-actor context -The role of information in multi-actor policy making After completing the module the student will 1)Be able to make a stakeholder analysis and an actor-network analysis 2)Be capable of making a structured problem analysis for complex multi -actor situations 3)Be able to formulate research objectives and research questions 4)Know basic theories and concepts on monocentric and pluricentric decision-making models 5)Understand the impact of strategic behavior in policy processes 6)Know the different styles of policy analysis, recognize the content and process demands and know which mode of dealing with these demands is most appropriate. 7)Recognize the psychological processes in communication and how this relates to the institutional characteristics of policy making Interactive weekly lectures, accompanied by a number of intensive half-day workshops for exercises, games and a simulation. Active participation in the game and simulation workshops is required. 3)Riet (2003) Policy Analysis in Multi-Actor Policy Settings Esp. Ch 2 (electronic version will be made available) 4)Readings (will be put on Blackboard) 5)Readings and materials related to games and simulations (will be put on Blackboard) 1)Enserink et al. (2010) Policy Analysis of Multi-Actor Systems . Lemma, The Hague. Esp Ch 1,2,4,7 2)Plous (1993) The psychology of judgment and decision-making, McGraw-Hill, Esp Ch 1-4, 6, 15, 17-21 Written exam

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EPA1132
Module Manager Instructor Instructor Instructor Instructor Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Required for Course Contents

Technology Development and Impact Assessment

Dr. W. Ravesteijn J.J. Bouma Dr.ir. H.M. Jagtman Dr.ir. B. Taebi Dr. J.A. Annema 0/0/0/2 4 4 4 5 English EPA master The course gives knowledge of and insight into (1)technology development from a societal perspective, (2)a wide range of impact assessment procedures and methods to assess and regulate the potential impact of technological projects, programmes and technology policies, and (3)ethical theories and tools to judge and manage social consequences of these initiatives.

Ad (1) To overcome one-sided Technology Push and Market Pull approaches of technological innovation, a (quasi-)evolutionary model of technological variation and social selection will be presented. Relevant concepts are socio-technical system (technology plus actors involved) and technological regime (rule-set). Consequently, a simple Technology Assessment step-bystep plan will be introduced as a base for the methods and techniques of Impact Assessment and as a base for a comprehensive ethical evaluation. Ad (2) New technology-related plans, programmes and policies have all kinds of effects, including second order effects, which should be assessed and managed in accordance with social aims and expectations. Hereto the course presents four different forms and applications of impact assessment: - Environmental Impact Assessment - Social Impact Assessment - Social Cost Benefit Analysis - Risk Analysis. Ad (3) Ethical theories and tools will be presented to analyse and balance new technologies and the range of effects that could be expected on the basis of the series of impact assessments. This leads to an ethical-strategic perspective for action and transition (Strategic Impact Assessment). After taking the module the student will know: - Several theoretical viewpoints concerning the interrelationship and dynamics of technology and society, resulting in a view of co-evolution and co-construction of technology - The conceptual difference between goals and effects and between scoping and screening - A step-by-step plan on the basis of which a series of impact assessments and associated ethical evaluations can be carried out - The existence, application, requirements and structure of a number of impact assessment methods, esp.: Environmental Impact Assessment Social Impact Assessment Social Cost Benefit Analysis Risk Analysis - How to match the demands of a specific policy context with the appropriate modifications of an assessment technique - Ethical theories and tools for reflecting on the gathered Impact Assessment data- Understanding the (ethical) assumptions underlying the above methods and their inherent limitations - How to draw conclusions on the basis of the ethical analysis in terms of Strategic Impact Assessment After taking the module the student will be able to: - Identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms of sociotechnical systems and technological regimes - Delineate system and context as well as goals and effects - Determine which impact assessment method(s) is/are required in a given situation and (ethically) reflect on the chosen impact assessment(s) - Design a global organizational set-up of an impact assessment study and justify the scope and delineation of the chosen approach - Assess the quality of existing impact studies and reports - Formulate ethical criteria that could help in comparing different technologies (for instance nuclear power plants and hydropower dams) - Apply the assessment techniques to interpret policy principles (such as the Precautionary Principle) Lectures and guest lectures by practitioners and experts in the field, group work as well as presentation, defense and debate are the educational methods to be used. A critical evaluation of passed projects on the basis of existing impact studies will be made. The focus is on big dam and nuclear power plant projects. In case of sufficient interest and an interesting possibility, an excursion will be organized. - A series of basic texts - Additional literature - Study materials, esp. existing impact studies NB As far as possible, texts will be made available on Blackboard. Students are assessed on the basis of an individual exam during which a short essay should be written. Blackboard This course is required for EPA students; other master students are welcomed to follow the course as an elective. Students are also trained in the skills of presenting, debating and writing.

Study Goals

Education Method

Literature and Study Materials

Assessment Enrolment / Application Targetgroup Extra Skills Trained

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EPA1222
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Summary Dr. S.T.H. Storm 0/6/0/0

Economics and Regulation

2 2 2 3 English None. Economics is about how we work, what we produce, how we interact, cooperate and compete, and how we distribute and ultimately use what we have produced. Because the economy is too important to be left to the economists, this course provides an introduction to economics that explains how a market economy works, why it sometimes does not work as well as we would like, how its performance can be improved by regulation and policy, and how over time it changes and develops. The course does not assume that the student has any prior knowledge of economics. The course has two parts: (1) microeconomics, which covers the standard topics of supply and demand, forms of market competition, imperfect competition, efficiency, labour markets and technological progress by firms; and (2) macroeconomics, which examines aggregate demand, growth, welfare, inflation, unemployment, structural change and globalization. In both parts, special attention is given to (economic factors explaining) the extraordinary technological dynamism and productivity growth of market economies and to governments role in improving micro- and macroeconomic performance. Microeconomics (2,5 ECTS) focuses on markets, and takes both the firm as the government as principal actors. How are firms' attempts to realize their objectives (in terms of profits, sales or market shares) influenced by demand, technology and market structure? How can public regulation improve market performance which falls below norms considered acceptable? We identify important market failures, due to which markets under-perform, and specifically investigate firm behaviour in (realistic) oligopolistic markets. Macroeconomics (2,5 ECTS) deals with the workings of the economy as a whole, why the market system often underperforms, and how macroeconomic performance can be improved by fiscal and/or monetary policy. Attention will be given to conflicts between achieving different goals of macroeconomic policy at the same time, and to the ways in which globalization affects the capacity of governments to regulate their economies. The origin and consequences of the current economic crisis will be analyzed as well as ways to get the world economy out of recession. Special attention will be given to the rapid economic development of a small group of emerging economies (e.g. China): how did these economies manage to catch-up with the rich countries? The answer to this question holds major lessons for public policy in economic development. Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly; market failures; externalities; public goods; regulation; efficiency; welfare; production; profit maximization; choice of technique; technological progress; labour markets; employment; worker-management relations. Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesian economics; unemployment; fiscal policy; monetary policy; crowding out; stabilization policies; labour market regulation; trade policy; globalization; economic and financial crisis; economic development; the Asian growth model; technology policy; foreign direct investment; financial markets.

Course Contents

Study Goals

At the end of this course, students will be able to: 1.analyze firm behavior in markets of perfect competition, monopoly, and oligopoly as well as the impact of firm behavior on economic welfare. 2.identify and appraise the rationale, scope and limits of public market regulation (in situations of "imperfect markets" and/or "market failures"). 3.derive the impact of regulation on the static efficiency and dynamic efficiency of markets. 4.analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivity and competitiveness. 5.appraise the structural factors underlying the current economic crisis as well as identify policies to get out of the recession. 6.assess and generalize why some economies (in Asia) have been growing very rapidly whereas most developing countries have continued to lag behind.

Education Method

Lectures. Students are expected to prepare for each class by reading the indicated literature and - at three occasions - by preparing assignments. The total study load is 140 hours. The study load consists of 5 hours per lecture and 5 hours per assignment; preparation for the exam will take about 25 hours. S. Himmelweit, R. Simonetti and A. Trigg (2001), Microeconomics. Neoclassical and Institutionalist Perspectives on Economic Behaviour, Cengage (indicated chapters). A selection of articles/papers/reports on macroeconomic policy, the economic crisis, globalization, and the emerging economies (China, India, Brazil). These papers will be made available on blackboard. All sheets/slides (available under course documents in blackboard) See under literature. The assessment includes: (1) an open-question, closed-book examination; and (2) three assignments in which students have to answer open (essay) questions and solve analytical economic problems. The final grade is the weighted average of the exam grade (75%) and the average assignment grade (25%).

Literature and Study Materials

Books Assessment

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EPA1233
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Summary Prof.dr. R.W. Kunneke 0/0/3/0

Economics of Infrastructures

Course Contents Study Goals Education Method Literature and Study Materials Assessment

3 3 3 4 English The allocation of infrastructure goods and services is often associated with different kinds of market failures, making governmental intervention often necessary. Traditionally there were only very little opportunities to introduce the market mechanism in infrastructure sectors like transport, telecom or energy. However, as a consequence of technological developments and innovative means of economic organization, a broad development of liberalization of different kinds of infrastructures evolved. The economic consequences will be addressed, both with respect to the industrial organization and the changing public management. An interdisciplinary approach is necessary to cope with the complex technical, political and economical dimensions of infrastructures. From several economic theories insights will be provided into the economic characteristics of infrastructures. Please see blackboard for an extensive overview of the separate lectures. Introduction into economic theories providing insights into various aspects of the economic allocation, sectorial organization and public management of different infrastructures including transport, ICT and energy. Lectures Reader Written examination

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EPA1313
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Dr.ir. P.W. Heijnen x/x/0/0

Statistical modelling

Summary Course Contents

1 2 1 2 3 English The following foreknowledge is essential to understand the course. 1.Starting a research project a.Formulating research objectives and questions b.Research population and sample c.Data gathering d.Measurement levels of variables 2.Descriptive statistics a.Measures of central tendency b.Measures for variability c.Statistical plots 3.Theory of probability a.Experiments and probability b.Discrete and continuous variables Information about these topics can be found in a pdf-file on BlackBoard. If you did not follow a statistics course before, you are strongly advised to thoroughly study the theory in this file. Statistical methods and techniques are central in the course. The following questions will be answered during the course: - How can you estimate values of parameters of a research population using sample data - Is there a significant statistical relation between two variables or not? - How can you test for such a relation using the Chi-square test, the Student t-test, ANOVA or a correlation coefficient. - Which conditions should be satisfied before you reliably can use these tests? - Which alternative tests can you use, if conditions are not satisfied? - How can you model a statistical relation between one dependent and several independent variables using multiple regression analysis? - Which conditions should be satisfied before you reliably can use the resulting regression model? - What remedies can you use when these conditions are not satisfied? At the end of the course, students will be able - To assess large amounts of data on representativeness and quality - To express the characteristics of the data using indicators and graphs - To calculate probabilities for events using theoretical probability distributions - To estimate population parameters and confidence intervals from sample data - To choose the right statistical method to test the relation between two variables and to execute these methods correctly - To estimate a multiple regression model for the relation between one dependent variable and several independent variables - To check whether or not the conditions for a regression analysis are satisfied and to validate the model - To perform independently all the steps of solving a given problem using the appropriate statistical analyses and to present the results in a well written report - To perform these tasks using the statistical software tool PASW - To interpret the results of PASW In the first 10 weeks there is - A two-hour lecture in which the theory is discussed - A two-hour working class in the computer room During the working class, students - work autonomously on an assignment assisted by the teacher or teaching assistent - work with PASW In the last weeks students will work in groups on a given problem. Part of the project is to perform a multiple regression analysis on a given data set and to write a report about the analyses and the results. Every week they will have a 20 minutes discussion with their groups supervisor. PASW This course is expected prior knowledge for EPA1331 Discrete Modelling Reader EPAXXX: Statistical modelling Assignments and presentations (on BlackBoard) SPSS Survival Manual: A step by step guide to data analysis using SPSS - Julie Pallant Open University Press, Maidenhead Philadelphia (available at Curius) (Or for Dutch students: Basishandboek SPSS: Alphons de Vocht, Bijleveld Press, Utrecht (available at Curius) PASW software (available in the coReader EPAXXX: Statistical modelling EPA1313 Statistical Modelling Written exam. Students need to have a sufficient grade on their group report of the project in period 2, before they are allowed to take part in the exam. The written exam consists of several open questions in which students have to discuss and explain topics and have to evaluate PASW output tables. Several old exams and their answers are available on BlackBoard. 3 Formula pages (handed out during the exam) and calculator Via BlackBoard Transition arrangements for students from earlier cohorts: Students from earlier cohorts who did not pass the exam of EPA1312 can follow the relevant first part of this course and (after consultation with the module manager) make the relevant part of the written exam. Page 9 of 28

Study Goals

Education Method

Computer Use Course Relations Literature and Study Materials

Reader Assessment

Exam Hours Permitted Materials during Tests Enrolment / Application Special Information

Targetgroup Extra Skills Trained

Students from earlier cohorts who did not pass the exam of EPA1340 can follow the relevant second part of this course and (after consultation with the module manager) make an adapted version of the written exam. They should study individually the part of the reader EPA1340 about factor analysis. First year EPA students Using PASW (previously called SPSS)

EPA1322
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Summary Dr. E. Pruyt x/x/0/0

Continuous Systems Modelling

Course Contents

1 2 1 1 2 English No formal prerequistes, but the course builds on basic knowledge of differential equations (first and second order linear differential equations). This module introduces the System Dynamics method for modelling dynamic systems. The theory is discussed according to the modelling cycle: conceptualisation, specification, validation and use of System Dynamics models. The module consists of a theoretical/practice part and a part in which students have to carry out a modelling project. 1. System Dynamics modelling theory/exercises This part consists of a lecture series on System Dynamics and of exercises in setting up continuous System Dynamics models, simulating them using computer software, and analysing the simulation results. 2. System Dynamics modelling project The theory of continuous modelling is applied to a case. On the basis of a case topic, students work in pairs to make a model, use it for an analysis of the problem situation and report on the results. The course also includes instruction on report writing. Upon completion of the course the student: knows the role of System Dynamics within the process of problem solving; can apply the System Dynamics method; can analyse the behaviour of simple linear continuous dynamic models; can represent continous models in Vensim (and/or Powersim); can use the models to carry out an analysis and report on this can formulate a project plan for a new System Dynamics study Lectures, computer labs and project. Vensim and/or powersim. Lecture notes EPA1322: System Dynamics Exercises Book EPA1322 System Dynamics Project case assignment (will be handed out in class) Additional lecture notes on blackboard For the theory/exercises part, there is a mid-term examination half-way though the semester and a retake at the end of the semester. Students have to obtain at least a 6.0 for the examination or retake of the theory/exercises part. The final grade is the average of the mid-term exam and the mark for the project. The project has to be graded with at least a 6.0 in order to pass the course. The mid-term and retake exam consist of a large modelling question (to be solved on the computer in exam mode) and 15 to 20 multiple choice questions. The project is graded on overall performance. None: closed book and exam mode Blackboard Most exercises/cases dealt with in this course related to Sustainable Development issues. This course is integrated with the report writing course. Students have to pass report writing to receive a mark for epa1322.

Study Goals

Education Method Computer Use Reader

Assessment

Permitted Materials during Tests Enrolment / Application Remarks

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EPA1332
Module Manager Module Manager Instructor Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Required for Course Contents Dr. J. Barjis Dr. M.D. Seck Dr. M.D. Seck 0/0/6/6

Discrete Systems Modelling

Study Goals Education Method

Computer Use Reader Assessment

3 4 3 3 4 English Simulation Masterclass (SPM9322) The course covers the following elements: - theory of discrete event systems - Probability distributions and statistical tests - Queuing Systems - Conceptual modeling - Model Specification - Verification and validation - Experimental design - Introduction to the Arena Software The goal is to understand the theory of discrete modeling and simulation and its application to practical situations in domains such as manufacturing and infrastructures. The theory of discrete event modeling is though in a series of lectures. The simulation software is studied through an e-learning portal and weekly practical lab sessions. A large part of the contents is learned in during the project with the help of coaches. The Arena program is installed in the computer rooms in the faculty. Students will obtain licenses for their own laptops. A reader is available The assessment is two fold. The first part is based on a three hour test in the computer room to solve a problem using a discrete event simulation software. The second part of the assessment is based on a group project where a real life case is tackled by a team of students.

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EPA1412
Module Manager Instructor Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents Dr. J.L.M. Vrancken Prof.dr.ir. A. Verbraeck 0/0/5/2

Project Management

3 4 3 4 5 English 1. Kickoff: Introduction to Project Management Why do complex engineering projects fail so often? What does Project Management contribute to project success and what doesn't it. 2. Project Life Cycle, Project Phases / Project Planning How are projects structured? A. Conception, B. Definition, C. Execution, contracting, implementation, D. Operation 3. Project Scope and Time Setting the project boundaries, Work Breakdown Structure (WBS) Planning & scheduling, network scheduling, critical path method (CPM), Program Evaluation and Review Technique (PERT), resource constraints 4. Project Cost and Quality Estimating, project cost accounting, scheduling and forecasting for costs; QM, QC, TQM, six sigma, other techniques. 5. Project Organization; Teams and Coordination Different possibilities: pure project organization, matrix organization, project office. Responsibilities within projects. 6. Project Management Tools; MS-Project Project CONTROL and SUPPORT - PMIS (Project support software, MS-Project, Primavera, PertMaster), evaluation, reporting, contract closing. Earned Value Analysis (EVA). 7. Qualitative Project Risk Special attention to RISK in relation to the project promises on scope, quality, time and cost. Ways to identify, classify, and deal with risks in projects, RAM. 8. Workshop based on Mars video Risk analysis workshop. 9. Quantitative Project Risk; PertMaster demonstration Point estimates versus range estimates, effect of uncertainty, risk register, relationship with time, cost, NPV. 10. International Projects Communication in international projects. Characteristics of an international project manager. 11. Contracting and Procurement Contracting strategies, remuneration schemes for projects. Lump Sum versus reimbursable contracts. Relationship with risk. 12. Systems Engineering and Project Management Engineering projects. Different strategies for structuring the project. V-model, Spiral model, Waterfall model. High-quality projects. SEMP. 13. Project Management and Policy Analysis Societal projects. Actors and Interests. Decision making in a societal context. 14. Project Management of Infrastructure Projects Case Studies of Road User Charging, the Betuwe Rail Line, the Dutch High Speed Line, the Public Transport Smart Card. 15. Successful and failed projects; indicators of success Discussion of case studies of successful and failed projects. Analysis of reason for success and failure. Complexity in projects. TOE framework. 16. Summary and wrap-up; old exams The course aims at providing knowledge and skills for successfully carrying out projects in engineering and business. Many of the subjects covered in the course are applicable both for small projects (e.g. the thesis project) and for larger, capital intensive, industrial and societal projects. 2 hours per week lecture 2 hours per week in workshop form 4 hours per week self-study and assignments around 20 hours preparation for exam 3 hours exam To be specified later. Written exam, partly MC-questions, partly essay questions on the basis of a 2-page case study. All paper documentation. Via Blackboard

Study Goals

Education Method

Literature and Study Materials Assessment Permitted Materials during Tests Enrolment / Application

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EPA1423
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents Dr.ir. B. Broekhans 0/0/0/x

Decision making in networks

Study Goals

4 4 4 5 English This course will go into detail on the subject of decision making in and between organisations. We will introduce you to network approaches. Network approaches are a response to models in which decision making is seen as a more or less rational and sequential process from problem identification to evaluation and feedback. The course will introduce you to models that describe how decisions in practice are frequently made, i.e. what managers and other decision-makers really do. These models and their limitations will be discussed. In network approaches, every organization has its own interests, aims, and means to influence decision making processes. Moreover, they depend on each other for the realization of their aims and for this reason maintain ongoing relations with each other. Decision makers make use of these relations in several ways. In the course strategies will be presented, which allow decision-makers to deal with ambiguity and uncertainty in decisionmaking processes. At the end of the course you will have a better understanding of how decisions in and between organizations are made. At the end of this course you will be able to answer the following questions: What is decision making? What are the empirical and conceptual problems with a rational decision making process? What are the differences between decision making in organizations and between organizations? At the end of EPA 1423 course students will be able to: 1. Analyze decision making processes in and between organisations, and contrast the characteristics of networks with the characteristics of hierarchies. 2. Evaluate decision-making processes in networks. 3. Design strategies for decision-making processes in networks. This course will primarily consist of (interactive) lectures, case studies and groupwork (assignment, presentations, paper). Part of your grade is determined by a large and complex case study, called the Sustainable Building case. In light of the case study, students have to work in groups and give presentations. In the Sustainable Building case you will be tested primarily on objectives 2 and 3. The goal is to assess your ability to a) evaluate decision-making processes in networks and organizations and b) design strategies for decision-making processes in networks and organizations. The main difference with the written exam is that in the case you need to demonstrate your skills in a real-world problem. It is a test of your actual ability to evaluate decision-making processes and to design strategies for a realworld problem. - Hans de Bruijn and Ernst ten Heuvelhof (2008) Management in Networks - Supplementary materials will be handed out in the lectures and/or made available on Blackboard such as required readings about Decision Making. The final grade: - 65% * grade for the written examination - 35% * grade for the presentations and the paper for the Sustainable Building Case The written exam will focus on theory and its applications. You must pass the exam in order to pass the course. This means that students need to score a grade of 6.0 or higher. Written examination, presentations and groupwork. Attending the presentations is compulsory. Enroll in Blackboard ultimately a week before the lectures start. Groups will be divided, based on enrollment.

Education Method

Literature and Study Materials Assessment

Enrolment / Application

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EPA1432
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents Study Goals H.J.G. Warmelink 4/0/0/0

Cross-Cultural Management

1 1 1 2 English Students will learn to understand how cultural differences between people from different regions in the world impact on their organisational and problem-solving behaviour At the end of the course, the students should be able to: Describe the basic features of globalization List the main cultural dimensions in social and organizational behavior and attitudes Explain social and organization phenomena and events in terms of cross-national cultural distinctions, where relevant Predict the relevant dos and donts in different cultural contexts Explain the pros and cons of various cultural attitudes in terms of effective problem-solving Demonstrate in real-life contexts what an appropriate attitude is for effective intercultural communication Identify criteria which make policy transplants from other countries (un)successful in different institutional contexts Show how policy transplants can be implemented successfully at home Lectures, workgroups, assignments, role-play and debates 1. Hofstede, Geert and Gert-Jan Hofstede (2005): Cultures and Organizations; Software of the Mind, Mc Graw Hill, New York. 2. Steers, Richard M, Carlos J. Sancheze-Runde and Luciara Nardon (2010): Management across cultures; Challenges and strategies, Cambridge University Press. 3. Readings with additional literature and materials for role plays and workgroups.

Education Method Literature and Study Materials

Assessment

Written exam and presentation plus short essay.

EPA2142
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period S. Cunningham 1st 0/x/0/0 en 2nd 6/0/0/0

Policy and Strategy Models

Course Language Summary Course Contents Study Goals

Education Method Literature and Study Materials Prerequisites Assessment Enrolment / Application Targetgroup

1 2 1 2 1 2 3 English The course is a survey of models for analyzing and supporting design and decision-making in multi-actor settings. There are three sessions a week: formal lectures, group presentation and discussion, and computer laboratories. Participants will learn to recognize the difference between games and decisions, and will identify their occurrence in public policy. Participants will be able to apply a principled technique for resolving dilemmas through the appropriate selection of policies. Participants will learn to formulate, design and communicate games and decisions. Participants will learn to logically analyze games and decisions. Lectures and workshops Game Theory and Strategy, Straffin EPA 1111 or equivalent. Quiz or Final Blackboard Masters students. Required for EPA students.

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Year Organization Education

2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

Skills 1st year EPA 2011

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EPA7010
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Required for Course Contents Drs. B.M.D. van der Laaken X/0/0/0

Oral Presentation

1 1 1 2 English Students who take Epa1112 In job advertisements for engineers applicants are always required to possess excellent communication skills. This means among other things that they should be able to present their designs and research results fluently, for example during meetings with clients or with managers in their own company. A good presentation does not only require thorough preparation of content, but also good style. It takes quite a bit of skill to come across understandable for any particular audience and to stay in control of the situation. For this purpose Epa7010 Oral Presentation offers students the possibility to gain experience in giving presentations under professional guidance in a small group. This course is integrated with Epa1112, Principles of Policy Analysis. This means that the subjects of the presentations will be taken from that course. At the end of the course students will be able to: Speak in public clearly and attractively without making beginner's errors; Present complex Epa material clearly, geared to both expert and non-expert audiences; Create clearly structured presentations; Make helpful PowerPoint slides; Deal with questions and reactions from the audience; Evaluate their own and other people's presentations; Show insight into theory and practice of speaking in public. The first meeting will be used to discuss how to prepare a presentation. The second, third and fourth meeting will be dedicated to practising presentation skills. Students will be asked to prepare short presentations for this purpose, focusing on individual presentation skills. For the fifth, sixth and seventh meeting students will be asked to give an eight-minute presentation. Topics will be taken from Epa1112. These presentations will be evaluated by a panel of students and the teacher. All presentations will be recorded. This will offer participants the possibility to evaluate their own presentations. Attendance is compulsory; no more than one lesson may be missed. The final mark will be based on participation, progress and the quality of the final presentation.

Study Goals

Education Method

Assessment

EPA7020
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Required for Course Contents Drs. B.M.D. van der Laaken 0/X/0/0

Technical Writing

Study Goals

Education Method

Assessment

2 2 3 2 3 English Students taking Epa1321 This course is integrated with Epa1321, Continuous Systems Modeling. This means that the writing assignments of both courses correspond. Where Epa 1321 focuses more on the content of the report and the quality of the results, Technical Writing focuses on both the quality of the text, the argumentation and on the writing process itself. In the end of course this means that the requirements that each course sets for the reports are the same. The following subjects will be dealt with: - identifying your readers, their expectations and your writing goals - making reports accessible for people with little time to read - writing process - style - argumentation, referencing - structuring texts on several levels At the end of the course, students should - Know who reads their reports, why, and how - Know what this means for the requirements the report should meet - Be able to structure a report into accessible main and minor sections - Know how to support their arguments for several target groups - Be able to make correct bibliographical references, using EndNote - Be able to write in a concise, business-like style - Know what steps to take when writing reports, from first notes to final draft Six lessons will be used for instruction, feedback and practice. Students will be required to hand in several assignments while they are working on the report. Every week, subgroups will present the result of a literature search and its practical implications for the task at hand. No more than one lesson may be missed. Students will receive a final mark if and when their attendance has been sufficient and all assignments have been completed satisfactorily. The final mark will be based on the quality of the final report.

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Year Organization Education

2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

2nd year EPA 2011

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EPA2122
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Course Contents G. Bekebrede 4/0/0/0

Politics of policy analysis

Study Goals

Education Method Literature and Study Materials

Assessment Special Information

1 1 1 2 English 1st Year EPA or demonstrable basic knowledge of policy analysis and policy processes The course is about the role of information in policy making processes. This course aims to familiarize students with the sociopolitical context in which the practice of policy analysis occurs. Different actors have not only different interests, but also different problems perceptions (assumptions, perspectives and frames for understanding problems). As a consequence, they can propose totally different solutions. The course will deal with the following themes: - The institutional and psychological context within which policy-making takes place - Policy-making as a power game - The role of information and analysis in multi-actor policy-making - How to tailor information and analysis to the needs of multi-actor policy-making processes At the end of the course students should be able to: 1. Recognize the psychological processes and the institutional characteristics and the way they affect policy making 2. Understand the impact of strategic behaviour in policy process 3. Recognize the contents and process demands the policy analysts face in their work and understand the different roles policy analysts can play 4. Demonstrate in what context which mode of dealing with these demands is most appropriate. Interactive lectures, exercises, and games 1.Scott Plous (1993) The psychology of judgment and decision-making, MC Graw-Hill. 2.Odette Van de Riet (2003): Policy Analysis in Multi-Actor Settings; Navigating between Negotiated Nonsense and Superfluous Knowledge, Eburon publishers, Delft. 3.Readings (will be put on Blackboard). 4.Readings and materials related to the game (will be put on Blackboard). Written Exam This is the last opportunity to follow this course. It is possible to receive a bonus point for the exam by actively participating in working classes and doing assignments. Details about the requirements will be put on blackboard.

EPA2142
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period S. Cunningham 1st 0/x/0/0 en 2nd 6/0/0/0

Policy and Strategy Models

Course Language Summary Course Contents Study Goals

Education Method Literature and Study Materials Prerequisites Assessment Enrolment / Application Targetgroup

1 2 1 2 1 2 3 English The course is a survey of models for analyzing and supporting design and decision-making in multi-actor settings. There are three sessions a week: formal lectures, group presentation and discussion, and computer laboratories. Participants will learn to recognize the difference between games and decisions, and will identify their occurrence in public policy. Participants will be able to apply a principled technique for resolving dilemmas through the appropriate selection of policies. Participants will learn to formulate, design and communicate games and decisions. Participants will learn to logically analyze games and decisions. Lectures and workshops Game Theory and Strategy, Straffin EPA 1111 or equivalent. Quiz or Final Blackboard Masters students. Required for EPA students.

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EPA2211
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents S. Cunningham 4/0/0/0

Economics of Innovation

1 1 1 2 English Since the Industrial Revolution national economies have been driven by innovation and technological change. The resulting economic growth led to substantial changes in the economic and social life of modern societies. In the last thirty years the processes underlying innovation, technological change and hence the role of the engineer as well as resulting economic growth has become centre-stage in discussions of academics, managers and policy makers. We start the course Economics of Innovation by giving an overview of the content and central concepts as well as of the organization of the course (Lecture 0). Then we turn to the empirical measurement of knowledge, innovation and technological change (Lecture 1). As knowledge and knowledge spillovers co-evolve with innovation and lead to technological change and economic growth we analyse them in detail (Lecture 2). Based on these insights, we discuss how innovative agents and knowledge infrastructure shape and drive innovation systems on the industry level (Lecture 3) as well as on the regional level (Lecture 4). We investigate the university-industry-government linkages (Lecture 5) and finally turn to question of whether and how policies contribute to innovation, technological change, and economic growth in a global environment (Lecture 6.). After finishing the course successfully the students will be able to oanalyse the processes underlying the creation and dissemination of knowledge and innovation, which co-evolve with technological change and economic growth oanalyse and report on the economic aspects of innovation and technology policies as well as to advice policy makers oadvice globally operating firms on appropriate management of innovation and knowledge The course combines lectures with individual and groups exercises, in which the knowledge obtained will be applied to specific cases. The relevant research papers for each lecture can be downloaded via links that will be available on Blackboard well in advance. standard microeconomics course at the intermediate level like in EPA1221 or MoT1420 The examination consists of two parts A.an exam (70%) B.contributions to the exercises (30 %). Each part must receive 6.0 or higher. Students have the possibility to take a resit even if they pass the regular exam. If they choose to do so the last mark, i.e. the one of the re-sit, counts.

Study Goals

Education Method Literature and Study Materials Prerequisites Assessment

Remarks

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EPA2240
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents Dr. W. Ravesteijn 0/4/0/0

Technology dynamics

Study Goals

2 2 2 3 English At the heart of this module lies a model of technology development from a social perspective, which will be applied to sociotechnical problems resulting from present-day 'risk society'. The basic idea is technological innovation as a (quasi-)evolutionary process of variation and selection. More specifically: variation in the form of technological alternatives and selection through actors. Helpful tools of analysis are the concepts 'socio-technical system' (technology plus actors involved) and 'technological regime' (rule-set). The model prescribes an interdisciplinary approach of socio-technical problem-solving in which technological alternatives are judged from both social actor perceptions and expert views as to safety, sustainability and ethics. After following the course the student is ... 1. ... able to identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms of socio-technical systems and technological regimes. 2. ... able to analyze those problems in terms of critical technological issues. 3. ... able to identify technological alternatives, considering the perspectives of all parties involved, including relevant social actors views and safety, ethics and sustainability perspectives. 4. ... able to devise integrated options for socio-technical solutions on the basis of at least two technological alternatives, acceptable for all parties involved, both actors and experts. 5. ... able to evaluate the adequacy of the proposed options, in view of the original problem, and of possible new problems created in the process. Lectures, group work, feedback sessions and project presentations are the educational methods to be used. Expert sessions, given by the course manager or co-teachers, inform the students about the topics of the course. Students get the assignment to tackle a specific socio-technical problem within a project group, combining the usual TPM competencies with the broad reflective framework of technology dynamics. The focus is on water problems and students can make a choice out of these problems described in 'project letters'. 1. Source book Technology and Society 2. Project letters N.B. Students are expected to collect additional literature sources and - if necessary - to consult experts. Students are assessed on the basis of 1. their final project reports and 2. the presentations of these reports. Each group produces one report; each student sees to a part of the final presentation. Reports are assessed collectively (if necessary, the course manager can differentiate individual scores); presentations are assessed individually. Criteria for the (group) report are: - (clear) specification and delineation of a socio-technical problem - (complete) application of the theoretical model in analyzing the problem and working out (two) alternative solutions - originality of the chosen solutions - use of the various perspectives - quantity and quality of the used sources - integration of the various perspectives in the solutions considered - weighing the pros and cons of the solutions, in view of the original problem and including the creation of new problems - quality of the final solution choice Criteria for the (individual) presentations: - clearness and comprehensiveness - dealing with questions and defense of positions The marks under 1. and 2. are determined by the course manager in consultation with the co-teachers, in which the co-teachers especially consider the way their topic has been dealt with. Final marks are the average of the group essay mark and the individual presentation mark. Students are welcomed to follow the course, which is required for EPA students, as an elective. The course fits in with a study programme focused on technology development from a societal perspective and the possibilities and conditions for steering and management of technology development, e.g. MOT. Students are also trained in the skills of debating, data gathering, presenting and writing.

Education Method

Literature and Study Materials

Assessment

Targetgroup

Extra Skills Trained

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EPA2910
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Course Contents 0/6/0/0

Engineering and policy analysis integration project

Dr.ir. G.L. Kolfschoten

Study Goals

2 2 2 3 English In this project you will select and use a set of techniques and methods from the EPA curriculum. You will work on a real case study. The course will help you to understand the relations between the different EPA methods and the EPA policy analysis cycle. Learn to appropriately choose methods from the EPA curriculum Learn to connect EPA methods to the EPA policy analysis cycle Learn to professionally report to a problem owner, in presentation and writing Learn to integrate the four pillars of the EPA curriculum Learn to approach a problem from multiple perspectives aquire advanced collaboration skills The course will be a case study project. You will work in small groups to analyse problems in a policy making project from different perspectives. There will be a few lectures to clarify the project and introduce the case, and you will get feedback from various EPA professors. The group report and presentation will be the basis for the asessment

Education Method

Assessment

EPA2932
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Summary Course Contents Dr.ir. B. Enserink 0/4/0/0

Preperation master thesis

Study Goals

Education Method Literature and Study Materials Books Assessment Remarks Targetgroup Extra Skills Trained

2 2 2 3 English This course prepares you to start your thesis project; the intended output is a concrete master thesis research proposal. Preparation master thesis prepares students for their thesis project. It will help students to write a thesis proposal, to formulate research questions and organise their research project. Additional attention will be devoted to acquiring practical skills like literature search, literature review, writing a research proposal, writing and reviewing an academic paper. Short training sessions (advanced literature search and interview techniques)are part of the programme. After concluding this course students will be able to: * write their master thesis proposal * write a scientific paper In order to reach these main objectives, after the course students are: * skilled in literature research * can critically read and review scientific articles critically and constructively * can write a scientific text * can formulate research(able)questions * can draft a do-able research plan including a conscious and justifiable choice of research methods and an accompanying time schedule During this course intensive meetings and workshops will be organised; attendance and active participation will be required. Peer review is an important learning activity in this course. Except for the book Verschuuren and Doorewaard (1999) most of the materials will be available on blackboard and handed out during meetings. Required: Piet Verschuren and Hans Doorewaard, 1999. Designing a Research Project. Lemma, Utrecht isbn 90-5189-383-3. All assignments need to be fulfilled and the research proposal will be graded This is the last time this course will be scheduled; next year it will be replaced by a 6 ects varaiant. 2nd year EPA students At the course start there will be an extra training for using search engines for tracing relevant scientific articles in scientific databases. During the course there will be a training in interview techniques.

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EPA2942
Module Manager Exam Coordinator Exam Coordinator Exam Coordinator Exam Coordinator Exam Coordinator Exam Coordinator Exam Coordinator Contact Hours / Week x/x/x/x Education Period Start Education Exam Period Course Language Expected prior knowledge Course Contents

Master thesis EPA

Drs. J. Ubacht Dr. M.E. Warnier Dr.ir. Z. Lukszo Dr.ir. M.P.M. Ruijgh-van der Ploeg Dr. J.A. Annema Ir. H.W. de Wolff Dr. M.L.P. Groenleer Dr. L.M. Kamp n.a.

30

3 4 3 none English All previous courses in the EPA programme and electives relevant to the chosen subject. The Master's Thesis Project takes place at the end of the second year and covers a period of approximately half a year. Students have to carry out an individual project to round off the EPA program. The subject for the project may be chosen in respect to, or independent from, a specific area of technology and possible elective profile, though students are stimulated to find some connectivity in their choices. Within this project, students must demonstrate their capacity for academic analysis, synthesis, design, reflection and written communication on a particular issue in the field of engineering and policy analysis. The student can start the Master's Thesis Project after at least two members of the thesis committee have approved the (draft) project proposal and the student has filled out the application form MTP (MSc EPA). This form can be downloaded from the TPM Graduation webpages. The student starts with an orientation phase that will lead to a detailed Master Thesis Project Proposal. After 3 and before 5 weeks of orientation the student presents this Thesis Project Proposal to his/her graduation committee during a kick-off meeting . The Master Thesis Project Proposal should give information on the goal of the project, the main research/design question, a set of derived sub questions/goals that give meaning to the project, data to use/collect, methods planned to be used, and a detailed project planning. After a successful kick-off meeting the student may start with the actual execution of the Thesis Project. During the project the student will work towards the results of the thesis project and a compilation of project documents that the student will use to write a thesis report. The thesis committee or the student may organize one or more mid-term meetings to guide the progress of the project. When the project is almost finished a green-light meeting is held [green light meeting]. During this meeting the student can get a green light to organize his or her final thesis project defense. This means a formal approval from the administration for graduation office (100% of the courses completed except for the graduation project) and approval with respect to the contents of the work (compilation of project documents in which research questions are addressed, and a high level draft version of thesis report). The work should at least be sufficient to pass without any adjustment, but of course expected improvements on both thesis project results and thesis document as suggested by the thesis committee should be considered to be incorporated. The student finalizes the thesis project in respect to the agreements made during the green light meeting. During the final defense meeting the student gives a presentation to defend the final project results. If all results, including the defense and presentation, are sufficient the diploma and final grade for the thesis project as a whole will be handed out. Students are required to make the thesis report available in both paper and digital copy. More detailed and essential information about the Master's Thesis Project can be found in Blackboard and in the so-called Blue Guide "Elective courses and the graduation procedure" that contains all administrative procedures and requirements for the master thesis project. This manual can be downloaded from the TPM Website, on the Graduation pages. The EPA Master's thesis project has the following four objectives: 1) The students have to plan and fulfill a Master Thesis Project on their own; 2) The students pass through all phases of academic research and/or design; 3) The project is a bridge between the EPA curriculum and working as an EPA engineer; 4) The project is an orientation on the labor market and the field of work of the EPA engineer. Students carry out the project individually. Cooperating with colleagues is only possible before the kick-off meeting. The thesis project can be conducted as a part of a research/design project being carried out at the faculty, or during an internship at an external partner organisation in either the public or private sector. The students are expected to consult their own information sources. Graduation page MSc programmes: http://www.tudelft.nl/live/pagina.jsp?id=523972a4-cfe7-4ba0-9f66-da62c9ac1c3e&lang=en Starting conditions: (1) All other courses of the 1st and 2nd year (including epa2931) are completed or (2) EPA2931 is completed and less than 10 ECTS credits remain, but in this case approval of the study adviser is required to start epa2941. The assessment of the EPA Master Thesis project will be based on the Master Thesis Project Proposal (issue paper and project plan), the compilation of documents that give answer to the stated research questions, the thesis report, and the public presentation/defense of the thesis project at the end of the project. The final grade for the EPA Master Thesis project is a qualification of the EPA Master Thesis Project as a whole. Though the results of the EPA Master Thesis Project will be determined on the quality of the work, the whole thesis process (epa2931 and epa 2941) is a 6 month (840 hour) project effort can roughly divided in the following phases: Preparation for the Master Thesis (epa2931) covers app. 4 weeks (6 ECTS) The Master Thesis itself (epa 2941) covers app. 18 weeks (24 ECTS), consisting of: Executing the project and writing a compilation of documents showing the body of research/design, writing a (draft) thesis report (app. 12 weeks / 340 hours)

Study Goals

Education Method

Literature and Study Materials Practical Guide Prerequisites

Assessment

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Finalizing the Master Thesis Report (app. 3 weeks / 105 hours) Presentation and defense (app. 3 weeks / 90 hours ) The assessment will be based on the EPA Master Thesis project as a whole. Assessments standards will be used in respect to the following components of the assessment without using separate grading of the components: Overall planning and communication skills: shown during the official meetings, during the project at all contact moments internal (DUT and (if applicable) the commissioning organization) and external, shown within the Master Thesis Project Proposal, and during the final presentation and defense; The overall scientific attitude and results: shown during the project and various parts of the Master thesis report. The Master Thesis Report as a whole. The final thesis assessment form is available on the TPM website, Graduation pages/forms. The exam coordinators listed above are the graduation coordinators for the sections in which you can graduate. A full list with contact details and affiliations can be found on the graduation pages of the TPM website. All 2nd year EPA students

Enrolment / Application Targetgroup

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Year Organization Education

2011/2012 Techniek, Bestuur en Management Master Engineering and Policy Analysis

Skills 2nd year EPA 2011

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EPA7030
Module Manager Contact Hours / Week x/x/x/x Education Period Start Education Exam Period J. den Hartog 0/X/0/0

Interviewing Techniques

Course Language Required for Course Contents Study Goals Education Method Assessment

2 4 2 4 2 3 4 5 English Is part of MoT 2100, preparation for the masterthesis see learninggoals Learning to professionally conduct an interview that may be part of a more extensive survey. Actieve participation in the workshop and completing an interviewing assignment Delivering a written interview report within the set time schedule.

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Dr. J.A. Annema

Unit Department Telephone Room Techniek, Bestuur & Management Transport & Logistics +31 (0)15 27 88912 a3.230

Dr. J. Barjis
Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 87184 b1.010

G. Bekebrede
Unit Department Telephone Room Techniek, Bestuur & Management Policy, Org Law & Gaming +31 (0)15 27 81139 b2.180

J.J. Bouma Dr.ir. B. Broekhans

Unit Department Telephone Room Techniek, Bestuur & Management Policy, Org Law & Gaming +31 (0)15 27 81105 b2.090

S. Cunningham
Unit Department Telephone Room Techniek, Bestuur & Management Beleidsanalyse +31 (0)15 27 87187 c2.020

Dr.ir. B. Enserink
Unit Department Telephone Room Techniek, Bestuur & Management Beleidsanalyse +31 (0)15 27 88071 b2.350

Dr. M.L.P. Groenleer

Unit Department Telephone Room Techniek, Bestuur & Management Policy, Org Law & Gaming +31 (0)15 27 83433 b2.140

Dr.ir. A.R.C. de Haan

Unit Department Telephone Room Techniek, Bestuur & Management Beleidsanalyse +31 (0)15 27 87553 b2.330

J. den Hartog
Unit Department Telephone Room Techniek, Bestuur & Management Tech Strat & Ondernemersch +31 (0)15 27 84913 c1.010

Dr.ir. P.W. Heijnen

Unit Department Telephone Room Techniek, Bestuur & Management Energie & Industrie +31 (0)15 27 88072 a3.240

Dr.ir. H.M. Jagtman

Unit Department Techniek, Bestuur & Management Veiligheidskunde

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Telephone Room

+31 (0)15 27 82759 c1.090

Dr. L.M. Kamp

Unit Department Telephone Room Techniek, Bestuur & Management Tech Dynamica & Duurz Ontw +31 (0)15 27 86488 b3.300

Dr.ir. G.L. Kolfschoten

Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 83567 b1.130

Prof.dr. R.W. Kunneke

Unit Department Telephone Room Techniek, Bestuur & Management Economie van Infrastructuren +31 (0)15 27 87752 c3.040

Drs. B.M.D. van der Laaken

Unit Department Telephone Room Techniek, Bestuur & Management Inst. Techniek & Communicatie +31 (0)15 27 81160 c0.120

Drs. W.H.E. Louwerse-Houtzager

Unit Department Telephone Room Techniek, Bestuur & Management Onderwijs en Studentenzaken +31 (0)15 27 83449 a2.250

Dr.ir. Z. Lukszo
Unit Department Telephone Room Techniek, Bestuur & Management Energie & Industrie +31 (0)15 27 81147 b3.040

Dr. E. Pruyt
Unit Department Telephone Room Techniek, Bestuur & Management Beleidsanalyse +31 (0)15 27 87468 b2.390

Dr. W. Ravesteijn
Unit Department Telephone Room Techniek, Bestuur & Management Tech Dynamica & Duurz Ontw +31 (0)15 27 84910 b3.290

Dr.ir. M.P.M. Ruijgh-van der Ploeg

Unit Department Telephone Room Techniek, Bestuur & Management Beleidsanalyse +31 (0)15 27 81867 b2.290

Dr. M.D. Seck

Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 83709 b1.250

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Dr. S.T.H. Storm

Unit Department Telephone Room Techniek, Bestuur & Management Economie van Innovatie +31 (0)15 27 83548 c2.160

Dr.ir. B. Taebi
Unit Department Telephone Room Techniek, Bestuur & Management Filosofie +31 (0)15 27 87511 b4.120

Drs. J. Ubacht
Unit Department Telephone Room Techniek, Bestuur & Management Informatie & Communicatie +31 (0)15 27 82791 b3.190

Prof.dr.ir. A. Verbraeck
Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 83805 b1.050

Dr. J.L.M. Vrancken

Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 81566 b1.210

H.J.G. Warmelink
Unit Department Telephone Room Techniek, Bestuur & Management Policy, Org Law & Gaming +31 (0)15 27 81349 b2.090

Dr. M.E. Warnier

Unit Department Telephone Room Techniek, Bestuur & Management Systeemkunde +31 (0)15 27 82232 b1.150

Ir. H.W. de Wolff

Unit Department Telephone Room Onderzoeksinstituut OTB Geo-informatie en Grondbeleid +31 (0)15 27 83668 c1.250

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