Master Sepam 2013 en

Program overview
23-Jun-2013 6:36
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Code
Master SEPAM 2013
MSc SEPAM 2013
1ste jaar SEPAM 2013
SPM4111
SPM4115
SPM4123
SPM4133
SPM4142
SPM4416
SPM4423
SPM5920
Domain I&C
SPM4340IA
SPM4430
SPM4440
SPM4450
Domain T&L
SPM4611
SPM4621
SPM4631
Domain B&S
SPM4710
SPM4720
SPM4730
SPM4740
Domain E&I, SEPAM

SPM4510
SPM4520
SPM4530
SPM4540
Omschrijving
ECTS
p1
p2
p3
p4
p5
1st year SEPAM 2013

Introduction to Designing Multi-actor Systems
Ethical Aspects of Design and Management of Technology
MAS Design from engineering perspective
Designing MAS from an Actor Perspective
MAS Design: An integrated view
Strategic Management of Large Engineering Projects
Legal Aspects of MAS Design
SEPAM Design Project
2
3
8
8
3
6
5
7
Domain I&C, 1st year

Design of Innovative ICT-infrastructures and Services
ICT Infrastructures Architectures
(R)evolution in ICT-infrastructures
Fundamentals of Data Analytics
6
3
4
5
Domain T&L, 1st year

Transport and Logistic Systems from an Engineering and Actor
Perspective
Supply Chain Analysis and Engineering
Transport Policy
6
6
6
Domain B&S, 1st year

Design of urban concepts
Design of Housing Programs
Strategies in urban restructuring
Value capturing in land management
4
5
4
5
Domain E&I, 1st year

Design of systems in energy & industry
Electricity and Gas Markets
Agent Based Modeling of complex energy and industrial networks
Technology & Economy of Future Energy Systems
6
3
4
5
Creativity and communication (skills)

Management and negotiation (skills)
Interdisciplinary collaboration (skills)
Collective reasoning (skills)
Critical reading (skills)
Advanced self-reflection and communication skills
0
0
0
0
0
0
Skills 1e jaar SEPAM 2013

SPM7010
SPM7020
SPM7030
SPM7040
SPM7050
SPM7060
2e jaar SEPAM 2012

SPM5905
SPM5910
SPM5920
2nd year SEPAM 2012

SEPAM Thesis Project Definition
SEPAM Master's Thesis Project
6
30
7
Domain Specialisation (9 EC)

Domain I&C
Domain I&C, 2nd year
SPM5430
SPM5440
Domain T&L
SPM5610
SPM5620
Domain B&S
SPM5710
SPM9750
Domain E&I
SPM5520
SPM5530
SPM9539
Service Systems Engineering

Cyber Security and Warfare
5
4
Domain T&L, 2nd year

Planning and Design of Multi-Modal Infrastructure Networks
Design and Management of Multi-Modal Logistic Chains
5
4
Domain B&S, 2nd year

Integrated regional development
Environmental Sustainability in the Built Environment
5
4
Domain E&I, 2nd year

Engineering optimization in energy and industry
System innovation in Energy and Industry
Economy, Ecology and Technology of Networked Industrial Complexes
3
3
3
Specialisation (15 EC)

ICT Management and Design
SPM9310
SPM9631
SPM9640
E-business
ICT Design, valorization and mobile applications
ICT Management
6
5
4
Page 1 of 127
Emerging Technology-based Innovation and Entrepreneurship

MOT9556
MOT9591
SPM9239
WM0516TU
WM0930SET
Corporate Entrepreneurship
Technology Battles
Responsible innovation
Turning Technology into Business
System Innovation and Strategic Niche Management
6
3
3
6
3

Integrated Plant Management
6
4
5
Intermediate Economics
Cost-Benefit Analysis: Theory and Applications
Economics and Finance
5
4
6
Supply Chain Management

SPM4621
SPM5620
SPM9537

SPM9715
SPM9716
SPM9717
Infrastructure and Environmental Governance

SPM9160
Technical Courses
Water
CIE4450
CIE5450
Technical Courses (12 EC)

Integrated Water Management
Hydrology of catchments, rivers and deltas
4
4
Transportation and Spatial Modelling
Architecture and Building Engineering

Spatial and Transport Economics
4
4
4
Transport
CIE4801
Spatial Development
CIE4201
CIE4450
CIE5730
Modelling, Simulation and Gaming

IN4302TU
SPM9155
SPM9235
SPM9325
SPM9555
Building Serious Games

Advanced System Dynamics
Game Design Project
Simulation Master Class
Agent Based Modeling of Complex Adaptive Systems - Advanced
5
4
4
4
4

Networking
0
0

SPM7060
SPM7070
variant MSc Information

Architecture (IA) 2013
1e jaar IA 2013
IN4315
IN4325
SPM4111
SPM4115
SPM4123
SPM4133
SPM4142
SPM4340IA
SPM4416
SPM4430
SPM4450
SPM5920IA
Variant MSc Information Architecture (IA) 2013

1st year IA 2013
Software Architecture
Information Retrieval
IA Design Project
5
5
2
3
8
8
3
6
6
3
5
6

0
0
0
0
Skills 1e jaar IA 2013

SPM7010
SPM7020
SPM7030
SPM7040
2e jaar IA 2013
SPM5430
SPM5905
SPM5910
SPM5920IA
Specialisation Profile
Electives 14 ECTS 2013
SPM7060
SPM7070
2nd year IA 2013

IA Design Project
5
6
30
6
Electives 14 ECTS 2013

Networking
0
0
Page 2 of 127
1.
Year
Organization
Education
2013/2014
Master SEPAM 2013

Program Title
Director of Education
Prerequisites
Systems Engineering, Policy Analysis and Management

Dr.ir. M.F.W.H.A. Janssen (Marijn)
For extra information check the website
Student portal > TPM > TPM Programme Info > MSc Programmes
Page 3 of 127
Year
Organization
Education
2013/2014
MSc SEPAM 2013
Page 4 of 127
Year
Organization
Education
2013/2014
1ste jaar SEPAM 2013
Page 5 of 127
SPM4111
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Module Material
Dr.ir. C. van Daalen

Dr. P.W.G. Bots
Prof.dr.ir. P.M. Herder
Prof.mr.dr. E.F. ten Heuvelhof
Dr.ir. H.M. Jagtman
Dr.ir. Z. Lukszo
Drs. H.G. van der Voort
Dr.ir. B.M. Steenhuisen
Mr.drs. N. Saanen
Dr.ing. S.W. Knoll
Dr. F. Dechesne
Dr. M.E. Warnier
X/0/0/0
1
1
1
English
This course is an intensive, one-week course, that requires students to fully engage in the entire programme. It acquaints the
students with the MSc SEPAM learning objectives and it will make students sensitive for the kind of courses that will be offered
in MSc SEPAM. The course focuses on designing in a multi-actor system.
After completion of the course, the student is able to:
a)Explain similarities and differences between systems analysis and systems engineering
b)Explain what socio-technical systems are and what designing in a socio-technical system entails
c)Explain concepts such as structure, process, context and driver in relation to systems design and the system life cycle
d)Explain what an institution is and what institutional design entails
e)Apply basic techniques for conceptual design, especially identifying and formulating objectives, functions and requirements,
generating alternatives and evaluating alternatives
f)Explain similarities and differences between technical and institutional design
g)Explain differences between a positivist and constructivist approach to designing in a multi-actor system
Every day is a full day programme of lectures, workshops, project work, etc. at which attendance is required between 8:45 AM
and 5:30 PM.
SPM4111 will be assessed by an individual examination of the course materials on the Thursday immediately following the
course week (75%). Project work done during the week accounts for 25% of the final score.
This is an integral part of the Q2 course spm4142 Multi-actor Systems Design: an Integrated View. Passing the spm4111 exam is
required for entering the course on Multi-actor Systems Design: an Integrated View.
1) C.L. Dym, P. Little, E.J. Orwin, R.E. Spjut (2009). Engineering Design: A Project Based Introduction, 3rd edition, John
Wiley & Sons, Inc.
2) Course handout "Designing in socio-technical systems"
3) Course slides published on Blackboard
Page 6 of 127
SPM4115
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Dr. H. Zandvoort
0/0/X/0
3
3
3
4
English
The course deals with the ethical aspects and problems of technological multi-actorsystems and of the work of SEPAM
engineers.
An ethical analysis is provided of the organisational, legal, and political context in which technological multi-actorsystems are
being designed, developed, managed, and controlled. We investigate how ethical problems attached to these multi-actorsystems
are related to specific aspects of this organisational, legal and political context, and we identify possibilities for resolving,
diminishing or preventing these ethical problems.
Specifically, we investigate possibilities for improvement of the following three key institutions in order to resolve, diminish or
prevent ethical problems attached to technology:
*The legal system;
*The procedures for collective (political) decision-making; and
*The (private and public) hierarchical organisations involved in designing, developing, managing and controlling technology.
We will analyse the goals and the functioning of these three key institutions from a fundamental and ethical perspective.
The course draws on knowledge and insights from different areas of study, including ethics and political philosophy; legal
philosophy; and the science of public choice.
The insights obtained in the course will be applied to specific cases from the domains of SEPAM engineering.
With this course, you will enhance your abilities to contribute to professional, public, and political discussions on ethical issues
in technology, and you will enhance your abilities to deal with the ethical issues that may arise in your future professional career.
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Permitted Materials during

Tests
Enrolment / Application
Extra Skills Trained
Ethical problems of professionals and managers in engineering and technology

Ethical codes of conduct
Theory of argumentation. Collective reasoning and its possibilities and limitations for solving ethical problems
Ethical principles, and implications of ethical principles for the legal system and for procedures for collective decision making
Risks and hazards of technology; uncertainty and ignorance in scientific knowledge; subjective elements of risk analyses
Responsible conduct of business and the role of law
Allocation of responsibility in hierarchical organisations
Justifications for the existence of governments
Unanimity rule versus majority rule in collective (political) decision making
Qualitative versus quantitative decision rules in collective decision making
Collective decision making and individual rights
After completing the course you:
*can recognise and analyse important ethical and social aspects and problems related to technology and to the work of
professionals and managers active in the design, development, management and control of technology.
As a specific analytical skill, you will learn to assess both the possibilities and the limitations of reaching consistent agreement
by means of collective reasoning (= argumentation) on social controversies regarding technology.
*have insight into how the ethical problems of technology are connected to the workings of the legal system, the procedures for
collective (political) decision-making, and the (private and public) hierarchical organisations in which both the production and
the control of technology take place.
*can explore and assess possibilities for solving or diminishing existing and emerging ethical and social problems that attach to
technology and the work of professionals and managers, by questioning the adequacy of (aspects of) the three social institutions
mentioned, and by formulating and evaluating proposals for improvement or redesign of these institutions, in a manner that is
consistent with existing relevant knowledge and with key ethical principles.
Equipped with such knowledge and skills, you will be better prepared to perform, in an ethical and socially responsible way,
your future work as a professional or manager in the design, development, production and control of technology.
A combination of 7 2 hr lectures and 3 2hr working group sessions. Active participation in and preparation for the working group
sessions is required to obtain access to the examination.
*A Reader and a Workbook available on Blackboard, both in print (on demand) and as pdf files.
*Selected parts of the textbook Public Choice III by D.C. Mueller. The book is available at a reduced price at Curius.
*An introductory paper on public choice available on Blackboard.
*Lecture notes (slides).
Written examination consisting of yes/no questions and open essay questions. The yes/no questions make for 3/10th the grading,
the open questions 7/10th. With successful participation in all three working group sessions, 0.5 point is added to the mark
obtained.
The entire exam is closed book. You are not allowed to bring any course or other material or notes with you, except for a
dictionary (English-Dutch and Dutch-English or English<->any other language).
See under Assessment
Students who want to take the course should have enrolled in Blackboard for the course and for a working group one week
before the start of the first lecture.
In this course a collective reasoning skill will be learnt that is described in spm7040. You have passed for spm7040 if your grade
for the course is 6 or higher.
Page 7 of 127
SPM4123
Module Manager
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Dr. S.G. Lukosch

Dr.ir. J.S. Timmermans
S. Cunningham
Dr.ir. J.H. Kwakkel
Dr. S. van Splunter
x/x/0/0
1
2
1
2
3
English
The course consists of the following parts:
- Theory lectures: The purpose of these lectures are to introduce the fundamental problems associated with each stage of the
systems engineering design process. The lectures should give a conceptual framework which can be used to organize prior,
current and future knowledge regarding engineering systems.
- Method lectures: The lectures introduce selected systems engineering methods and their theoretical backgrounds related to the
corresponding theory lecture. The lectures further introduce the students to their application in systems design. The lectures
prepare the students for the application of these methods in the connected method laboratories.
- Method laboratory: These sessions are held in a computer lab. The purpose of these labs is to gain hands-on experience in
applying selected systems engineering methods using spread sheets (Microsoft Excel) and develop dedicated spreadsheet
application for these systems engineering methods. The lab facilitates interaction, peer review and group learning between
students. Each lab is related to a key design issue in systems engineering lectured in the related methods and theory lecture.
These labs are intended to serve as springboard for significant self-study in preparation for the final exam.
- Dialog sessions: These participant-lead panel discussions address the ideas, problems and issues associated with systems
engineering, as introduced by Sage. Students will independently pursue new knowledge to complement Sage. In order to prepare
for these sessions students will read assigned literature, create short written synapses of work, produce short presentations, and
conduct independent research by identifying relevant research articles.
- Application cases: These sessions introduce application cases in which systems engineering methods are applied. The
application cases will introduce the necessary background for the conceptual designs that student groups need to prepare as part
of the assessment for this course.
Summary
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
- Design briefings: The design briefings are prepared by the student groups and involve a presentation of the conceptual designs
that have been prepared based on one of the application cases. These briefings should also indicate the chosen methodological
approach for the conceptual design.
The course follows the different steps in the system engineering process. In this course, students learn about designing complex,
technological, large-scale systems in multi-actor environments (in short, multi-actor systems). Different perspectives on systems
design are discussed to provide students with a background for working with designers from different disciplines. Thereby, the
course lays the foundation for further design-oriented courses. Methods and tools for analysis and design of systems are
introduced to teach students specific skills for the design of multi-actor systems. Various aspects and principles of designing
multi-actor systems are discussed from an engineering perspective and illustrated in lectures introducing typical applications
cases. Dialog sessions will deepen the theoretical understanding of the course contents while design briefings will train the
application of the different methods and approaches.
Introduction to systems engineering processes
Problem definition and value system design
System synthesis and creativity methods
Systems modeling and analysis of alternatives
Decision making
Systems management and planning for action
On completion of this course students are familiar with the specific SEPAM engineering perspective on designing large scale,
technology enabled multi-actor systems (MAS) in multi-actor environments. In particular:
-Students are able to use and discuss concepts and terminology related to the design of MAS.
-Students are able to use and discuss methods and tools that facilitate systems design and engineering.
-Students are able to select, assess and critique the literature concerning fundamental design issues associated with the
engineering of large-scale technical systems.
-Students are able determine the appropriate use of methods for addressing socio-technical design challenges.
-Students can design and specify systems engineering solutions through the use of requirements analysis and conceptual designs.
Formal lectures, method laboratories, design cases, and dialog sessions.
Several tools will be used within the method laboratories, e.g. Excel Solver for optimization and multi-criteria decision analysis.
The core book for this course is: Andrew P. Sage and James E. Armstrong (Jr.), Introduction to Systems Engineering, John
Wiley & Sons Inc., 2000. The concepts and topics discussed in the course will be reinforced by regular reading of papers, articles
and book chapters as appropriate. These reading materials will be available on Blackboard.
The overall grade for this course consists of three subgrades:
- Dialog session: This component consists of a student-lead panel discussion. The panel will be prepared in student groups. In the
panel, each student group will be presented by one participant. The panel members will have different roles: Presenter,
Discussant, Opponent and Alternative. The grade for the dialog contributes to one third to the final grade for the course.
- Design briefing: In this component student groups have to prepare a conceptual design appropriate to one stage of the systems
engineering lifecycle. The output should be a report with a model prototype. The report is graded. It further consists of a group
presentation of the solution. The presentation is graded for effectiveness, preparation, content, structure, and delivery. It should
justify the design and convince the client to adapt it.
The overall grade for the design is composed of the grade for the report and presentation. The overall grade contributes to one
third to the final grade for the course.
Exam Hours
- Exam: A computer-based final exam is completely computer based. The grade for the exam contributes to one third to the final
grade for the course. Participation in the exam and passing the exam are compulsory for passing the course. The retake for the
course will only include the exam.
3 hours
The final exam is open book, i.e. all paper-based materials are permitted.
Page 8 of 127
Tests
Creativity and Communication skills (see SPM7010)
SPM4133
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Course Contents

Prof.mr.dr. J.A. de Bruijn
Dr. M.L.C. de Bruijne
Dr. A.F. Correlje
S. Cunningham
Dr. M.L.P. Groenleer
x/x/0/0
1
2
1
1
2
English
The course consists of theory lectures with an exam on the topics: networks, process management, game theory and institutions.
There is a group design assignment, an individual essay assignment and negotiation simulations.
Designing for interventions in multi-actor systems requires a deep understanding of the behaviour of the actors, the games they
play, the processes they are in and the institutions that guide their behaviour. This course draws on four main theoretical
domains.
First of all, we study decision-making in multi-actor systems (i.e. networks). What is their nature? What kind of actor behaviour
can be found in these networks? What rules and strategies can deal with the nature of networks?
Second, we look at process management and process design as a way of managing actor behaviour within the networks, in
particular contrast to a traditional 'project approach' for decision-making. We also discuss the nature of strategic behaviour in
processes.
Third, we focus on games and game theory. What does a more formal analysis of actors and their decision problems teach us?
Fourth, we focus on institutions and institutional design. How do institutions shape and constrain behaviour of actors? What is
the nature of institutions? How do they evolve? Can we design institutions? Institutional design is aimed at influencing the
institutional setting of multi-actor systems. We explore institutions from an economic and a socio-political perspective.
Study Goals
Education Method
Materials
After lecturing on theory, analysis and design of networks, processes, games and institutions, what has been learned will be
combined and applied to real-life problems in multi-actor systems. Students will set foot in practical application by means of
four ways: interactive workshops on a real-life case, an essay assignment, a design assignment and simulations in which students
negotiate and manage multi-actor systems in socio-technical context (see also SPM7020).
The general purpose is to learn about the dynamics of multi-actor systems within complex socio-technical settings in order to
influence these dynamics. Different but complementary theoretical perspectives are taught to analyze and influence actor
behavior in networks. The course thoroughly discusses theories on networks, games, processes and institutions. These
perspectives are used to understand actor behavior on a deeper level and to design for processes, networks, games and
institutions that enable decision-makers to improve collective performance of multi-actor systems.
At the end of this course, students will be able to
explain why actors in networks behave as they do and how their behavior may evolve
describe different network structures and their practical implications
identify what institutions are at work and how they change over time
select what theory to use for what type of design problem in multi-actor systems
combine an analysis of actors, networks, games, institutions & processes
organize for a design process based on design requirements and design principles
design for decision-making processes and institutions
assess the soundness of institutional and process designs
Lectures, workshops, workshops, simulations, group and individual feedback sessions on assignments
Hans de Bruijn, Ernst ten Heuvelhof (2009) Management in networks: on multi-actor decision making, Routledge.
Hans de Bruijn, Ernst ten Heuvelhof, Roel in t Veld (2010) Process management, Springer.
Assessment
Key articles, announced and published on blackboard

Written exam, open questions on the application of theory
Design assignment in a group: combined institutional design & process design
Individual argumentative essay underscoring a course-related hypothesis
Each assessment element should be passed with a minimum grade of 5.8
Each assessment element forms one third (1/3) of the final grade.
Negotiation & Management skills (see spm7020)
Page 9 of 127
SPM4142
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Reader
Assessment

Dr.ir. J.H. Baggen
Prof.dr.ir. M.F.W.H.A. Janssen
Dr.ir. M.P.M. Ruijgh-van der Ploeg
Dr. W.W. Veeneman
Dr.ir. L.J. de Vries
Dr.ir. B. Broekhans
Dr. S.G. Lukosch
0/x/0/0
2
2
none
English
In the course Multi-actor Systems Design: An Integrated View (spm4142) you will be challenged to bring together your
knowledge from the courses spm4123 and spm4133. Both courses dealt with complex systems, the former from an engineering
perspective, the latter from an actor- perspective. You will choose a topic, from a short list of topics, to apply both perspectives,
define their added value and integrate them.
After having taken this course you should be able to:
-Understand the dynamics of complex systems;
-Distinguish an actor perspective from a engineering perspective on these systems;
-Characterize the added value of both perspectives to each other;
-Integrate both perspectives in describing specific complex systems and prescribing changes to their management.
Spm4141 is a brief, but intensive course. The course starts with a kick off-meeting in which the specific rules of the game are
set. You will be asked to form a group of 5 students and apply both a engineering perspective and an actor- perspective to a
specific topic of your choice. Each group has two coaches, representing the two perspectives. You will have meetings with the
coaches and you will have to interview experts or interested parties in the field.
Your topic requires both a problem analysis and a design of a solution. The mixture of these will be discussed with your coaches.
The first result of your work is a presentation book: each left page of this book contains a presentation slide; each right page
contains a written explanation of it.
Secondly, each individual student will have to write a reflection, based on the research done and on the more generic question
how the two perspectives relate to each other.
Reader Multi-Actor Systems Design: An Integrated View
Based on both products each group will be interviewed by their coaches. This interview has the status of an oral examination, in
which critical questions will be posed. Each individual student will be graded based on the group products and the individual
products.
Page 10 of 127
SPM4416
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Dr. H.K. Lukosch

Dr. W.W. Veeneman
Prof.dr.ir. A. Verbraeck
Dr. J.L.M. Vrancken
Dr.ir. M.G.C. Bosch-Rekveldt
Dr. S. Filippov
0/0/5/4
3
4
3
3
4
5
English
SPM4132 Designing Multi-actor Systems from an Actor Perspective
Domain specific profile electives (for example spm9228 or spm6101)
Complex technological projects show a:
- Technological complexity: advanced technologies are applied with many technological interdependencies. This offers a
situation where technology is dynamic and many uncertainties exist.;
- Social complexity: many different actors are involved with diverging interests and capacities.
The focus is on managing this type of projects. Attention is given to the role of planning, budgeting and design, steering in a
situation of asymmetric information and external legitimating. A distinction is made between two management types:
Course Contents
Study Goals
Education Method

Materials
Assessment
-Project management (Rob Stikkelman)

-Process management (Wijnand Veeneman).
The course is split up into three parts, first introducing the role of project management in large engineering projects, second
reintroducing process management and its role in these projects, and finally a focus on the integration of both perspectives.
See Blackboard
Integration of traditional project management and process management is used as a basis for the analysis of complex
technological projects and formulate recommendations for their management. Students are put in situations where they can
acquire and apply skills. The objective is to let students understand how the application of project management and process
management can support project goals. The analytical part focuses on understanding the pros and cons of both approaches
and understand how they can be combined intelligently. The skills part focuses on the applying the acquired understanding in the
simulated complex technological projects. The focus here is on Learning-by- doing.
A variety of forms is used: lectures, assignments, and simulation games. Also the examination focuses on the application of
knowledge acquired during the course, using a short case description.
Learning goals are:
Recognize complex technological projects.
Apply project management in complex technological projects.
Apply process management in complex technological projects.
Explain the applicability of project management and process management tools for given cases.
Appraise project situations for management interventions
Select and combine appropriate responses from project management and process management.
The course tries to combine analysis with experience. This means the course makes ample use of alternative forms of meetings,
including assignments, simulation games, and workshops. These can be scheduled on different hours than the standard lecture
hours. A full program is available at the opening lecture.
The assignments are handed out and discussed during the lectures and available on Blackboard. As the course makes ample use
of alternatives form of lectures, dates and times of meetings can change. As Blackboard is the basis for communication,
enrolment in Blackboard is requested.
Reader spm4416, available from Blackboard at the start of the course.
Miller, R. and D.R. Lessard, [2000] The strategic management of large engineering projects, MIT Press
The simulation game requires active participation. All assignments together form a case portfolio. This portfolio is 40 percent of
the grade at the end of each quarter. Two written exams at the end of each quarter offer 60 percent of the grade at the end of each
quarter. The final mark is the average of both quarters. Each assessment element should be passed with a minimum grade of 6.0.
Page 11 of 127
SPM4423
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Legal Aspects of MAS Design
Mr.drs. N. Saanen
0/0/4/0
3
3
3
4
English
Runway extension, construction of works in protected areas, subsidizing sustainable projects... they all happen within a design
space, limited amongst others by legal rules and requirements. To make optimal use of the design space, you have to know about
these rules and requirements. When does a contract have to be tendered out, what rules are then applicable, what can be
subsidized and what are the restrictions, how to comply with air quality requirements and can a frog really block a project? What
alternative designs can be given in order to avoid legal problems? These and other problems will be adressed in this course.
At the end of the course the student will be able to:
read and understand legal documents
point out relevant legal aspects when designing or assessing a project
carry out a basic check on the compatibility of a project with relevant law
give an alternative design of a project in order to overcome legal problems
The course will consist of lectures on theoretical notions of European law and lectures on the application of these notions to
projects. Active participation of the students is required.
A written exam and an analysis of a judgment of the European Court of Justice.
Page 12 of 127
SPM5920
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary

Prof.dr. R.W. Kunneke
Dr.ir. M. Spaans
Dr.ir. R.M. Stikkelman
Dr. W.W. Veeneman
Dr. A.F. Correlje
Drs. D.M. van de Velde
Dr. M.V. Dignum
Dr. J.A. Annema
0/x/0/x
2
4
2
4
none
English
Successful completion of this course requires application of knowledge and skills from the follosing courses: spm4111,
spm4121, spm4131, spm4141, spm4341/4361/4352/4354/4370
This course involves a design assignment that demands that students apply theory on multi-actor system engineering methods,
tools and principles, as taught in the first year of the MSc SEPAM program (Q1, 2 and 3) in a realistic case related to their
domain.
Students work through all phases of design, including problem specification, design-oriented analysis, conceptualization,
selection of the most promising concept, the making of a basic design and giving a proof of concept.
Course Contents
These design activities, and the real-life character of the design problem, ask for specialized knowledge about the problem
situation and design space. Students have this knowledge or can easily access it through (scientific) literature, internet,
interviews, and consultation of supervisors. Throughout the design process there is an on-going dialogue within teams, between
teams (in the 5 workshops), and between teams and their supervisors (in the 4 scheduled meetings with supervisors).
The project module SPM5920 Design Project is a cap-stone project in the SEPAM MSc program; it completes the introduction
in design of multi-actor systems. In this project, students combine and apply theory on design, on systems engineering,
institutional design and process design.
The main purpose of this project is twofold.
In terms of content, we aim for an integrated design of a socio-technical system, including
the technical structure of the system, in relation to its environment
the institutional structure, in relation to the technical system and institutional environment
game rules and time-line to be followed in decision-making processes as related to either planning, implementation, or operation
of the technical and institutional structures.
a process design to organize stakeholders involved with one or more phases of system realization.
In terms of design process, we want students to complete the full cycle of a design process, from idea to basic design and
including the making of a proof of concept and reflection. A final report discloses the results of the project and is submitted for
grading.
Study Goals
Education Method
To fulfill the requirement of the course, a student has given proof of being able to conduct and reflect on a series of design
activities, starting with an initial problem statement and completed with presentation of a basic, integrated design. A portfolio of
deliverables shows that the student is able to
1.formulate a design problem statement for a problem with a high technical and social complexity, many degrees of freedom,
and a range of diverging and/or contradicting information sources;
2.make a design-oriented analysis of this problem from an integrated systems and actor perspective and identify critical design
issues, variables, and dilemmas ;
a.formulate a program of requirements, specifying (non) functional requirements for the technical and institutional structures and
the decision-making process of choice;
b.systematically explore the design space for all artifacts
c.choose and apply quantitative as well as qualitative models and methods to underpin design choices and trade-offs;
3.design technical and institutional structures at the basic level and a set of process rules that is linked to the substantive
(technical and institutional) design;
4.give a (partial) proof of concept and describe how such a proof of concept can be acquired in the real world;
5.reflect on the design in terms of (1) its value to the client and (2) steps needed to develop this basic design further.
Students work in self-organized teams of 5 persons on one large assignment during 10 weeks (18-20 h/week). They deliver
intermediary products every 2-3 weeks acoording to a schedule of deadlines.
Teams meet with supervisors in 4 scheduled meetings to get feedback on these intermediary products. Students prepare these
feedback sessions to test the acceptability of the results of their analyses, to discuss difficult design decisions, to test
assumptions, to get information, and to learn about blind spots. Supervisors have expertise in the technical domain, in
institutional design and in process design.

Materials
Prerequisites
Assessment
Students participate in 5 workshops, each focusing on a specific step in the design process. Workshops facilitate improvement of
inquiry skills, learning from peers and preparation of meetings with supervisors.
A case description will be posted on Blackboard and discussed by the supervisor during the kick-off meeting.
Additional material will be distributed via Blackboard.
Students must have passed spm4141 MAS Design: An integrated view with a grade of 6 or better
The final mark is based on the intermediate products and the communication about them, the final written report, the
integrativeness of the designs and the presentations. A jury per subject including a representative of the domain section
(ICT/TIL/EI/W/LUD), POLG, EvI and SE, will assess and grade the project results. A condition for passing the project is that
each supervisor finds the work sufficient (>= 6.0) from his or her point of view.
Page 13 of 127
Year
Organization
Education
2013/2014
Domain I&C
Page 14 of 127
SPM4340IA
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method

Materials

Dr.ing. A.J. Klievink
4/4/0/0
1
2
1
2
English
Basic knowledge of information and communication technology technology
Basic knowledge of software eningeering or engineering methods and principles in general
Basic knowledge of multi-actor systems
The purpose of this course is to teach the design of innovative and large scale ICT networks and services in the light of the
challenges imposed by the requirements from the systems physical, economic and social environment.
Emphasis will be put on the concept and role of ICT architectures to model information needs and services in order to properly
design ICT solutions within a multi-actor context. Attention will be paid to relevant aspects such as flexibility, adaptivity, and
accountability . Next, the students will learn how to plan and design a large scale ICT implementation project by partitioning it
in phases with for each the suitable decision moments. Finally, students will learn methods and tools for designing and managing
IT services.
The course is structured around a number of main themes
-Enterprise architecture and systems engineering,
-Systems engineering of architecture layers (business, business process, information, application and technical infrastructure
layers), principle-based engineering
-Implementation and change management, and
-IT governance
A number of assignments are part of this course
Understand the main problems of designing large ICT systems
Understand the need for the use of architecture as design instrument
be able to use methods and tools for designing large and complex ICT infrastructures and service systems within a multi-actor
setting
be able to apply architectural concepts for translating business needs into ICT designs at the various architectural layers within a
multi-actor setting
be able to apply methods and tools for governing the architecture
Lectures
Guest lectures (obliged)
Assignments
Literature research
-Book: Martin Op t Land, Erik Proper, Maarten Waage, Jeroen Cloo and Claudia Steghuis (2009) Enterprise Architecture.
Creating Value by Informed Governance. Springer
-Reader
-All papers, slides and material on blackboard (including the slides of the guest lecturers)
Assessment
Assignments (60%)
Written exam (40%)
Each grade should be sufficient
SPM4430
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

A.M.G. Zuiderwijk-van Eijk
2/2/0/0
1
2
1
2
3
English
ICT-infrastructures provide generic functionalities that are used by large numbers of users. Infrastructures can provide the
flexibility to adapt to ever-changing customer needs and other circumstances. ICT-Architectures aims to bridge the gap between
business and technology and should address the dependencies among a large number of heterogeneous elements. In this way, it
can be used to guide design decisions and provide direction for progressing towards the next generation of infrastructure. ICTarchitectures are aimed at improving (parts of the) infrastructure (the actual reality, i.e. implementations) and take into account
the relationships among components. All this needs to be governed by mechanisms to direct decision-making. In this course the
relationship between design, ICT-architecture for creating flexible infrastructures is addressed.
-To understand the various forms of flexibility, ICT-architectural approaches and governance
-Being able to translate needs and requirements into ICT-architecture models
-Being able to design a conceptual ICT-architecture meeting requirements
lectures, practical assignment
assignment and report
Page 15 of 127
SPM4440
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
(R)evolution in ICT-infrastructures
Drs. J. Ubacht
0/0/4/0
3
3
3
4
English
SEPAM, I&C domain; Elective for all other MSc students.
The sources of innovation in ICT-infrastructures are diverse.
On the one hand they are based on technical R&D activities within organisations. The transition from the R&D phase towards
implementation and actual use of the ICT-innovation is challenging in order to make it a succesfull innovation. This requires
choices to be made during the design and implementation phase; this is the domain of transition management.
On the other hand, due to the availability of social media and other supporting ICT tools, many ICT innovations are based on a
form of bottom-up, user-driven activities in which the role of former end users is changed into a contributing or even an
innovator's role. Well-known examples are Wikipedia, Peer to Peer networks like Tribler and YouTube channels.
Study Goals
Education Method
Prerequisites
Assessment
Special Information
Module Material
Targetgroup
In this module we study the trend of user-driven, bottom-up contributions to ICT innovations. We will do so by studying
theoretical literature, analysing case studies and guest lectures by people that are themselves involved in ICT-based innovations.
To understand the complexity of innovation and evolution in large ICT-infrastructures from a theoretical point of view.
To design an analytical framework or taxonomy based on the case studies of bottom-up, user driven initiatives.
To analyse cases in which the evolution in ICT-infrastructures is based on bottom-up, user driven participation
To be able to report on the results of the analysis in a scientific manner.
Workshops; (guest) lectures; case studies; literature review.
Prior technical knowledge of ICT-infrastructures/social media is an advantage
Individual assessment based on weekly assignments (20% of final mark, average grade at least 6) and a final scientific article
(80% of final mark, at least 6).
Please enroll in Osiris and make sure to attend the first class
All further information can be requested from the module manager mrs. Jolien Ubacht, Assistant Professor Section ICT, e-mail:
j.ubacht@tudelft.nl
Reading material will be made available in Blackboard
Students in their fourth or fifth MSc year(SEPAM, MoT, EPA, Computer Science, Electrical Engineering, Industrial Design,.....)
Contact the module manager if you want to match your interests with this course.
Page 16 of 127
SPM4450
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Dr.ir. J. van den Berg

0/0/0/x
4
4
4
5
English
Background
The current Information and Communication Technology enables organisations to monitor all their activities at any detailed
level. In this way, large amounts of data are collected. In case the amounts become very large (in the oder of petabytes and
higher), the term ' big data' is often used. In addition, many governments are publishing sets of so-called ' open data' that are
freely accessable for anyone. Last but least the Internet (or cyberspace) currently provides lots amounts of largely unstructured
data.
'Intelligent organisations' bring relevant data together in big datawarehouses and integrate them to information and knowledge,
based on which operational activities can be optimized and strategic decisions underpinned. The transformation of data into
information and knowledge is based on the use of a broad spectrum of intelligent methods in combination with sophisticated
visualization techniques.
The intelligent organization is characterized by its efficiency and effectiveness of the realization of its business goals and, in
addition to that, by its agility and resilience, i.e., its flexibility to deal with changing market conditions and other unexpected
difficulties at both strategic, tactic and operational level.
In addition, other stakeholders like non-profit organizations, governments and individuals are interested in and make use of the
outcomes of (sophisticated) data analytics efforts of both structured and unstructured big data.
Modern decision support systems make use of a wide variety of data analytics' tools like query languages with rapporting and
visualization functionalities (like dashboards and google maps), online analytical processing (OLAP) tools, statistical analysis &
learning algorithms, (intelligent) software for clustering, classification and prediction (like neural networks, fuzzy systems and
support vector machines), and for text, web & multimedia mining, under an overarching umbrella term like 'data mining',
'machine learning', or 'intelligent data analysis'.
BI software tools also concern methods for the consolidation of data in huge datawarehouses and datamarts and for data retrieval
from the Internet.
During the course, many of these aspects are discussed at a fundamental level. Most emphasis is put on advanced methods for
intelligent data analytics.
Study Goals
Education Method
Course Relations
Materials
The learning objectives of this course are

a) to get an overview of the Business Intelligence field;
b) to understand the fundamental principles that underly
1) the realization of an intelligent organisation
2) the transformation of data into information and knowledge
c) to obtain some experience with basis BI tools and/or applications.
In practice, the learning goals of different student groups are somewhat different. The course allows students with different
backgrounds to focus on different aspects in the huge field called Business Intelligence. Three perspectives can be chosen from:
(a) the business perspective;
(b) the computer science perspective;
(c) the intelligent data analysis perspective.
Around 14 classical lectures with discussions supplemented with group work.
This course is truly an advanced version of the introductory BSc course "Business Intelligence" (SPM4424) (there is little
overlap and all topics are treated at much more fundamental level).
Intelligent Data Analysis: see http://www.springer.com/computer/image+processing/book/978-3-540-43060-5
A (legal) soft copy of this book is made available.
Assessment
Very many other materials (slides, books, articles, references to software packages, etc.) will be made available as well.
Groups of (in principal two) students are composed who work on a self-chosen practical assignment while choosing one of the
possible perspectives on BI (see learning goals = leerdoelen).
The deliverable of the final assignment is a scientific report that includes, among others, a literature review related to the topic of
choice.
Groups of students work separately and get supervision and feedback on their work progress from the lecturer(s).
Next to the final assignment, a few homework assignments will be distributed to stimulate the study of certain subfields of the
broad field of data analytics and get practical experience using available data analytics tools.
Page 17 of 127
Year
Organization
Education
2013/2014
Domain T&L
Page 18 of 127
SPM4611
Module Manager
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Transport and Logistic Systems from an Engineering and Actor

Perspective
Dr. J.C. van Ham

Ir. M.W. Ludema
0/4/4/0
2
3
2
3
4
English
This course teaches the student to facilitate a multi-actor and societal environment by specifically designing simple and complex
(service)systems in the TIL domain, dealing with substantive as well as procedural aspects of the systems engineering process.
The focus is on Transport & Logistics Systems from the perspective of Systems Engineering and integral systems design. The
course considers a wide range of tools and methods that guides policy-making, opportunity statements, need-analysis,
requirement statements/analysis, conceptual, functional, behavioural, temporal, structural and physical design phases of the
Transport & Logistics Systems Engineering process. Transport & Logistics System typically have a long life of type and often
are (re)designed to meet changing demands. Attention is given to the context in which a TIL-System must perform (in past and
future) often in respect to conflicting situations. Tools and methods will be applied to a wide range or TIL-Systems, like public
rail transport, high way projects, container shipping, container handling systems, logistics distribution systems, airtaxi services,
etc. Attention will be given to the Management of Service Systems that together with the physical TIL-systems fulfill mobility
demands of both persons and goods, such as decision support systems, financing systems, event management systems, tracking
and tracing systems and steering instruments to promote sustainable mobility. Special attention will be given to asset
management, logistics support and X-ability factors, like: availability, reliability, maintainability, risk, sustainability,
constructability and producibility related design criteria. During the course, students practice activities and tasks of individual
phases of a systems engineering process. Objective analysis and (quantitative) performance evaluation by means of simulation of
design deliverable reviews receive specific attention.
Outline of the course:
The course starts with a quick review of the origin, fundamentals, and qualities of the field systems analysis/engineering and
engineering design. An overview of the role of meta engineering approaches in respect to more disciplinary (often more detailed)
engineering approaches is given from a project management perspective. During the lectures the student will be involved in
small classroom assignments. The overall course is practical in nature. In working assignments the students will be working in
small groups and will be engaged in a Systems Engineering Process and work on their own design project in a duo-actor setting.
Theoretical Line (mainly during the first 3 weeks of the course)
Short recap on engineering design.
Design and development of product in production environment.
Identification of analysis and design activities within the engineering of TIL-systems.
Design and engineering principles in the TIL-domain.
Several simple technical design exercises on a sub-system or component of a large TIL-system
Perspectives of Systems Engineering viewpoints and its ramifications.
The interrelation between Systems Engineering, Asset Management and Design-to-X-ability.
Functional Discovery and Analysis of a range reference TIL-systems (e.g. distribution network, urban transport shipping,
container shipping service, cargo tracking en tracing system, high-way covering and connections, transport system interaction in
new development area, airtaxi-service, etc.) as a preparation for systems engineering exercises.
Introducing a Practical Framework for Systems Engineering
Explaining systems engineering exercises.
Study Goals
Practical Line (mainly during the last weeks of the course)

Formalizing the Practical Framework for Systems Engineering
Opportunity Statements and Need Analysis
Concept Descriptions
Mission Analysis
Operational Concept
Supportability Concept
Informal Stakeholder Requirements
Formal Design Requirements
Behavioral/Temporal Design
Functional Design
Structural/Physical Design
Interface Management
Configuration Management
Verification and Validation
Detailed design of some chosen component
Re-engineering of the design from a specific Design-to-X-ability perspective
Presentation of large assignment results
Excursion(s) when initiated en co-organized with students
The course aims at providing knowledge and skills to the student regarding the specific design of complex and dynamic systems
in the domain of transport, infrastructure and logistics. The course focuses on the integral design of systems for transport of
passengers and goods, as well as combined transport in all modes of transportation, including underground infrastructure.
On completion of the course, students are knowledgeable of:
Diversity of notions, approaches, design principles and assessment techniques in the design of complex systems in the TIL
domain, from a perspective of integral design and systems engineering.
The complexity and dynamics of an open and structured TIL systems architecture, focusing on the layered nature and interface
issues between these layers and the operational environment.
Characteristics of TIL-Systems such as incremental or conceptual change processes, technological innovation, multi-actor
participation, open planning process decision environments and project management configurations
constraints of a societal, legal, operational nature in accepting and sustainably nature in accepting and sustainably implementing
in a socio-economical and spatial environment under conditions of societal constraints and requirements.
At the end of this course the student will be capable of:
Assessing the scope and applicability of the most important methods and techniques applied in the various phases of the design
process and assessment of the design products; Addressing the most important steps in the different phases of a generic systems
engineering process;
Understanding of both the consumer and designer perspective in a large system engineering process;
Dealing with conflicting interests and design aspects at the various phases of the design process;
Page 19 of 127
Education Method
Assessment
Module Material
Assessment and integration of constraints in the integral design such as environmental, safety, spatial and sustainability
requirements;
Participating in the mainstream of the design of aspect oriented or functional systems of the integral design, such as city
logistics, decision support systems, public transport, traffic control and management systems, container handling, regional
distribution networks, (air-)ports, road and railway infrastructure, to name a few;
Drafting and assessing system performance indicators of a legal and procedural nature, operating envelopes, safety cases, impact
assessment and incident handling strategies;
Participating in decision making processes relevant to the design processes of TIL systems;
Develop functional, temporal and physical design and be able to evaluate the interrelationships between these designs.
Perform final verification and validation of delivered designs agains earlier stated requirements;
Understand the implication of designing and the resulting design when taking a Design-to-X-ability perspective.
A mix of lectures, assignments, discussions three times a week, 2 hours each. A large part of the course is aimed at playing and
experiencing a systems engineering process for a dedicated project from both a consumer as a designer perspective.
The course is a preparation of the MSc SEPAM design project spm5920 (or the MSc Interdisciplinary Project TIL5050-12) in
which the acquired knowledge can be applied to specific design assignments in multi-actor and multidisciplinary partnership
projects. The course applies experiences gained in several projects in the TIL domain.
Written examination on lectured theories, methods and approaches in respect to a set of articles and book chapters 1/3
One large duo+duo-assignment with a written individual report 2/3
Minimum result for each of these parts should be 5,0, final results should be 5,75 minimum.
The course applies Blackboard facilities and electronic documentation.
A virtual spm4361 reader containing references to the study material chapters from books and journal articles will be made
available (at minimum expenses for the student) for this course.
Hand-outs during classes.
Page 20 of 127
SPM4621
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Ir. M.W. Ludema

x/0/0/0
1
1
1
2
English
This module builds on the content and knowledge gained during courses like operations management, logistics management or
equivalent courses. Please consult the module manager during the first lecture. If such courses where not taken additional study
may be required.
Supply chain management (SCM) includes all activities relating products and information traveling to and between companies in
a supply chain chain. SCM makes an important and often essential contribution to the competitive strength of industrial trading
and distribution companies. The supply chain management function co-ordinates and controls operational business functions in
their relationship to each other and to a large extent determines the flexibility of a company in relation to the market and the
efficiency of the internal processes within that company. Logistical decision-making frequently relates to situations in which
conflicting wishes and desires from various parts of the organization have to be brought together cohesively. Gaining insight into
the performance indicators of a company, its logistical costs, customer expectations and the opportunities to improve these
aspects is of vital importance.
All engineers will encounter logistics to a greater or lesser extent in the business environment in which they will be working or
in which they will be carrying out their assignments.
This course covers the SCM function in and between companies. This course will give the student insight in the theoretical
background of supply chain analysis and management. In general the student learns and puts into practice the basic theoretical
skills of a supply chain analyst and/or manager. The theoretical knowledge will be explained and exercised by practical business
cases.
After the course the student is able to: (1) position supply chain management in the broader perspective of the functioning of
enterprises; (2) formulate, comment and judge the criteria and constraints of how companies can develop and maintain their
position as an adequate supply chain member; (3) structure, analyze and develop skills to find improvements of the strategic
position of enterprises by the use of reference models, and other modelling techniques (4) design and develop supply chain
frameworks to facilitate the analyses of supply chains (5) have a detailed insight into the difference and commonalities between
supply chain of consumables and durables (6) develop a analysis approach to guide supply chain design changes, in particular
alliances (7) understand the supply chain as a fulfillment structures for collaborating companies for new business ventures to
cope with problems and opportunities. (8) suggested and develop supply chain (re)design directions for the future of the
companies in a supply chain.
The following topics will be discussed during the lectures:
The significance of their logistics system in and between companies from a business perspective;
Methods that they can use to analyze logistics systems;
Their incoming logistics (Purchasing), production logistics and outgoing logistics (including customer service);
The role of inventory and inventory hold points and the related facilities required in the logistics system;
Strategic, tactical and operational decisions related to inventory;
The role of transport management and the transport system in and between companies;
Value added logistics, outsourcing and third party logistics;
Logistics control and information systems;
Strategic logistics and the design of logistics networks and determining locations for distribution centres;
Worldwide logistics and some selected aspects of state-of- the-art logistics.
Study Goals
Brief overview of the important elements and the analysis of the several aspects of the dimensions of logistics systems from the
inside and outside perspective of individual companies; Global Trade & Logistics, Strategic Logistics Management; The role of
organization within supply chains; Value added logistics and third party logistics; Target Costing and Supply Chain Cost
Management Systems; Supply Chain & Life Cycle Management Information Systems; Actors Analysis from a supply chain
perspective; Supply Chain Mapping with the SCOR-reference model; Virtual Value Systems; Advanced Supply Chain Mapping;
Material Requirements Planning, Manufacturing Resource Planning, Enterprise Resources Planning; Advanced (Supply Chain)
Planning Systems; Virtual Organizations & Logistics; Lean Thinking and Manufacturing, Agile Organizing, Performance
measurement by benchmarking the supply chain; Modelling techniques for designing/analyzing Supply Chains; Spare parts
logistics, special purpose supply chains; Event Logistics, Reverse logistics, Green supply chains, Supply Chain Portals for
Purchasing and Sales; Interactions between user/owner, producer/user and producer/owner; Subsistence, operations en systems
logistics; Customer service as a life-cycle management effort. Partnerships and alliances and its supply chain ramifications. Find
weaknesses and strengts of companies (in a supply chain). Understand supply chain (re)design directions. Generate alternatives
and assess them.
To understand the functioning of business logistics sub-systems and their interrelations with other subsystems (marketing, sales,
R&D, production, finance) of companies. To
be able to decompose the logistics function in its basic functionalities and be able to select and use the tools to analyze and
optimize them.
To be able to judge the logic of the logistics of a wide variety of the product, information and money flows within and between
companies.
To be able to show the inter-relationship between processes in the silo's of business logistics systems and how understand the
need to align them.
The module will give the student insight in the theoretical background of supply chain analysis, engineering & management.
This theoretical knowledge will be explained and practiced by practical business cases. Upon completion of this course the
student must be able to:
Position supply chain management as the broad perspective for the functioning of enterprises;
Formulate, comment and judge the criteria and constraints of how companies must perform as an adequate supply chain member;
Structure, analyse and develop skills to find improvements of the strategic position of enterprises by the use of reference models,
and other modelling techniques;
Understand the nature of the differences of consumables and durables as a structuring element of supply chains;
Understand the differences between make to stock, make to order and engineer to order products;
Understand the systems engineering and product development process in the case of engineer to order (e.g. means of transport
and equipment) products;
Understand the difference between lean and agile supply chains and possible elements of virtuality;
Understand the issue of collaborative engineering as part of equipment acquisitions;
Understand concepts like, vendor managed inventory, target costing, waste management and many other supply chain related
concepts;
Conclude on the strenght and weaknesses of a supply chain;
Generate relevant criteria for improvement;
Page 21 of 127
Generated (re)design alternatives.

The module will give the student insight in the theoretical background of supply chain engineering. This theoretical knowledge
will be explained by cases. Upon completion of this course the student must be able to:
Develop a list of requirements relevant for a business case based on the ingredients that are understood after analysing a current
or relevant supply chains. Follow a system of systems engineering approach to design new supply chains. be able to assess the
work on feasibility for implementation.
Education Method

Materials
Assessment
In general the student learns and puts into practice the basic theoretical skills of a supply chain analist and/or manager and/or
engineer in a wide range of industries.
Lectures (3 hours each week), self-study and project feedback sessions. A set of assignments in where the student will 'play' a
start-up that has to make a series of logistic-based decisions. After the course students will write a business logistics plan for a
hypothetical company to show their abilities to integrate a series of during the lecture addressed topics.
Weekly lectures, in-class discussions, group presentations and discussions of distributed articles and cases. The first and course
will be completed by handing in an requirement assignment and an accompanying presentation. The last weeks the student will
work on a supply chain design assignment.
Virtual reader containing articles and book chapters on Supply Chain Management, Analysis and Engineering
A final integrative large group assignment such as:
- The Transportation Equipment supply chain;
- The Construction Supply Chain;
- The after-sales service and spare parts for maintenance supply chain;
- The supply chain of conditioned goods for the retail market
- The supply chain of the last mile
- The Cure/Care supply chain;
A report including analysis and design output
SPM4631
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Assessment
Transport Policy
Dr. J.C. van Ham

0/0/0/x
4
4
4
5
English
Basic knowledge of evaluation methods like cost-benefit analysis and multi criteria techniques is necessary. Students who lack
this knowledge will be provided additional information.
This course focusses on the evaluation of transport policies by looking at its impacts. Since decision making in the field of traffic
and transport is complex, the quality may be improved by studies in which problems are analysed, current policies assessed and
alternatives evaluated.
The policy cycle i.e. problem formulation, designing and implementing policies, provides the framework for Transport Policy. It
is important to distinguish between the output of a policy (e.g. more competition in public transport) which is a means to an end,
and the outcome (more people use public transport)which is of interest for politicians. Ex ante evaluation forecasts the
anticipated impacts of policies whereas ex post evaluation monitors and assesses the concrete effects.
The course is method-based and assignments show the use of results in policy making.
The aims of the course:
- to increase the knowledge of ex ante/ex post evaluation methods
- to understand the reasons behind transport policies
- to develop skills to assess the political relevance of the outcomes of research
Lectures (min. 2 hours a week), self education and assignments (obligatory)
Assignments by small groups.
Page 22 of 127
Year
Organization
Education
2013/2014
Domain B&S
Page 23 of 127
SPM4710
Module Manager
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Course Contents
Continuation
Study Goals
Education Method

Materials
Assessment
Design of urban concepts
Prof.dr. W.A.M. Zonneveld

Dr. B. Waterhout
x/0/0/0
1
1
1
2
English
This course focuses on spatial concepts as a design tool for spatial strategy making. Spatial concepts, visions and, more
generally, conceptualizations of the spatial surrounding play an important role in policy design and implementation. Spatial
concepts give direction to place-based development policies by connecting multiple stakeholders, processes at various spatial
scales and evolving developments in time. They help in aligning policy instruments and hence assist in creating favourable
institutional conditions for effective policy implementation in the field of spatial development and water management.
This course will address a variety of spatial concepts, their use and development over time and evaluate their performance. By
means of introduction the course will address some well-known spatial concepts such as the Green Heart, bufferzones and urban
networks which used to be cornerstones of Dutch spatial planning policy and how these concepts have been transformed into
novel approaches and concept such as transit oriented development and room for the river. We will address how spatial concepts
can play a role in the multi-actor, scalar and sector processes characterising spatial development and water management of today.
By addressing the five dimensions of spatial concepts, i.e. the cognitive, normative, communicative, institutional and
instrumental dimension, a variety of techniques and strategies, both technological and non-technological, will be outlined in
order to design processes that successfully may help in achieving desired spatial and institutional structures.
Students will be offered a range of theoretical and practical knowledge and will be challenged by means of various assignments
and tasks to apply spatial concepts and reflect on them.
The course goes into the following aspects
1. The main characteristics of spatial concepts in terms of their five dimensions.
2. The role of spatial concepts in the recent history of Dutch and international planning and their potential use in current spatial
development and water management challenges.
3. Specific tools and skills related to the use and design of spatial concepts such as spatial positioning, thinking at different
scales, spatial structuring, the layer approach and cartography.
4. Strategies for designing and evaluating feasible spatial concepts and strategies in relation to land use and water management.
This course enables students to recognize, operationalize and apply spatial concepts, as used in integrative regional development
strategies, taking into consideration both the planning of land use and water management.
After this course the student will be able
A.Knows the main functions of spatial concepts in the context of integrative regional development and can identify and interpret
the impact of such concepts in planning and design;
B.Is able to explain the Dutch policy framework for spatial planning and water management, the historical context of spatial
planning policy in The Netherlands, and the (limited) interdependency of spatial planning and water management;
C.Is able to analyse and conceptualise existing or desired spatial structures of a region through interpretation of maps for land
use and water management, and to do so for different scales;
D.Is able to analyse spatial plans in terms of the spatial images being used, the concepts that are applied, interests that are (not)
addressed, the related (hidden) agendas, and relevance for stakeholders;
E.Is able to operationalize spatial concepts related to land use planning and water management, and has practiced using such
concepts in a design-oriented analysis.
F.to reflect and discuss interactively in a group setting on academic literature and to be able to individually write reports.
Active participation is required throughout the course and due to the limited group size and in order to achieve maximum results
attendance is compulsory. Education methods are a mix of lectures, interactive discussions of literature, excursion and
homework assignments (followed by individual introductions by students), and the making of a portfolio by students. The
portfolio workbook is an individual project.
Reader, electronic reader and additional reading made available through Blackboard.
-Attendance in the course is required. A maximum of 2 sessions can be missed
-Students shall give at least one brief presentation.
-Exam can be taken on the condition of submitting the portfolio and passing the attendance and presentation requirements
-The final grade is a weighed total of the portfolio (50%) and the exam (50%)
Page 24 of 127
SPM4720
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Design of Housing Programs
0/4/0/0
2
2
2
3
English
The course Design of Housing Programs consists of four parts:
Process
This first part of the course is about the different steps in the process of designing housing programs, the importance of the
(demographic and economic) context and the actors involved
Research
The second part deals with different qualitative and quantitative methods of measuring housing demand and housing preferences
Design
The actual design of a housing program for a specific area is the central focus in the third part of the course. Important topics are
the use of research outcomes, the importance of policy choices and financial viability of the program.
Realisation
In this final part of the course the realisation of a housing program is treated: market developments, strategic behaviour of actors
and the need for flexibility.
Upon completion of the course, the student:
Has knowledge of the process of designing a housing program and the role of the actors involved
Can apply different qualitative and quantitative methods of measuring housing demand and is aware of the pitfalls
Can translate the results of housing demand surveys into a housing program
Knows how a housing program can be used in urban (re)development strategies
Lectures (approximately 2/3) and workshops (1/3). At the end of the course period the students have to present their paper during
a plenary session
Jansen, Sylvia J.T., Henny C.C.H. Coolen, en Roland W. Goetgeluk (Eds), 2011,The Measurement and Analysis of Housing
Preference and Choice, Dordrecht (Springer).
In addition, a reader will be available and/or a set of selected papers will be made available through Blackboard
The final result of the assessment is based on an individual assignment (paper) and an exam (open questions), both having equal
weight. Each assessment element should be passed with a minimum grade of 5.5 before the final grade will be determined.
This course is a new course in the Built environment & Spatial development domain. SEPAM students who are not obligated to
follow this course because they started the master before 2011/2012 can choose this course as an elective.
SPM4730
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Dr. H.J.F.M. Boumeester

Ir. H.W. de Wolff
Strategies in urban restructuring
Dr. R.J. Kleinhans

Dr. N.E.T. Nieboer
Mr.dr. H.D. Ploeger
Ir. J. Mensink
0/0/4/0
3
3
3
4
English
This course deals with urban restructuring and area redevelopment strategies in Dutch cities. The focus is on restructuring of
existing urban neighbourhoods. The course will delve into policy, governance, legal and financial aspects of restructuring and
area (re)development. Strategies and behaviour of various actors are taken into account. The theory will be illustrated with
several cases.
- Short history of urban restructuring and area redevelopment strategies in the Netherlands
- Policy, organisational framework, roles of multiple actors, partnerships, involvement of different stakeholders
- Physical problems and strategies (and financial constraints) in restructuring
- Legal framework and legal instruments of governance and co-operation (covenants, contract law) in area redevelopment
- Legal aspects of land use and land registration
After this course, students are able to:
- Describe the background of different area redevelopment strategies (problem analysis, goals, actors, strategies, effectiveness)
- Explain the nature and effectiveness of various governance structures in the context of area redevelopment
- Analyse the legal aspects of land use and area redevelopment
- Explain the merits and limitations of an interactive design process for area redevelopment projects, using maps and drawings
- Differentiate between the several actors, their motives and intentions and their interrelationships in the context of urban
restructuring
- Organise and conduct an interactive design process for an urban restructuring project, using maps, drawings and organised
discussions
- Make a strategic vision for an urban restructuring area, with specific attention for partnerships, legal aspects of land use and
strategic investment decisions of various actors.
Lectures, group discussions, writing short assignments (as preparation for a paper, see Assessment), an excursion and a
Management Game
Selected papers and reports will be made available through Blackboard
The final result of the assessment is based on an individual assignment (paper) and a written exam (open questions), both having
equal weight. Each assessment element should be passed with a minimum grade of 5.5 before the final grade will be determined.
Attendance of and active participation during the Management Game and the preceding excursion is compulsory!
Page 25 of 127
SPM4740
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method

Materials
Assessment
Value capturing in land management
Ir. H.W. de Wolff

Dr.ir. D.A. Groetelaers
Prof.dr. W.K. Korthals Altes
0/0/0/4
4
4
4
5
English
This B&S (Built environment and Spatial development) specialisation course deals with financial mechanisms behind land
development. The changes of land uses in an area to be (re)developed often imply also changes in land values within the area. If
several landowners are involved, these changes in land values might not be distributed equally. Besides these land value changes,
(re)development often needs governmental investments, for example in public utilities.
In which way can the rise of land values be canalized? Which strategies allow the government involved to use these profits for
the realization for less profitable parts of the development? And in which way the negative effects of the rise of land values to
protect economically weak functions of the land can be dealt with? How can uncertainty within these projects be managed,
taking into account the rules for public accountability?
In the course, the following issues are addressed:
- Strategies for land development in an integrated way, to stimulate that less profitable parts of the area are still realised and to
finance public facilities
-Instruments that can be used within such a strategy for capturing the plus value, with a focus on legal and financial instruments:
possible effects en pitfalls
- Learning from (international) experiences
At the end of this course, the students know:
- which strategies can be used in (re)development projects for capturing the plus values
- which aspects determine the potential of these strategies
- which innovations take place
At the end of this module the students can:
- assess a value capturing strategy
- make a proposal for the improvement of a value capturing strategy
Interactive lectures, in which articles and cases are discussed.
Every week, a brief paper has to be written to prepare the lecture, based on the suggested literature and following indicated
points of interest.
Reader, otherwise published on blackboard
The final result of the assessment is based on an individual assignment (paper) and an exam (open questions), both having equal
weight. Each assessment element should be passed with a minimum grade of 6.0 before the final grade will be determined.
Prerequisite for obtaining a grade is a positive evaluation of participation, which is assessed on the brief preparation papers.
Page 26 of 127
Year
Organization
Education
2013/2014
Domain E&I, SEPAM
Page 27 of 127
SPM4510
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Design of systems in energy & industry
4/4/0/0
1
2
1
2
3
English
Q1: design of energy and industry systems, powerplants, gasification, carbon capture, XtL technology; use of structured design
approach and physical/chemical modeling; heat and water integration and pinch technology.
Q2: design considerations for CHP, gas infrastructures, heat infrastructures, transition; use of 'superstructure' concept to explore
design space.
To create design requirements from a technical and institutional perspective
To identify the main design variables and their relationships
To select an appropriate model for modeling and designing the system
To select and apply design methods and tools for the design of energy and industrial systems.
To select and apply design methods and tools for the integrated design of processing and energy networks.
plenary class / workshops
written exam
SPM4520
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for

Summary
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
Tests
Targetgroup

Dr.ir. G.P.J. Dijkema
Electricity and Gas Markets

Dr. A.F. Correlje
0/4/0/0
2
2
2
3
English
Mandatory module for the SEPAM Energy Profile and the MoT Energy Systems Profile. Strongly recommended for those who
wish to do a Master's Thesis project in the areas of electricity or gas markets in the Energy & Industry Section or in the
Economics of Infrastructures Section.
Economics of Infrastructures (SPM2230 or EPA1233)
European gas and electricity markets have largely been liberalized. Due to the specific physical characteristics and public interest
aspects of electricity and gas, and to the fact that the networks continue to be natural monopolies, these markets require careful
design. In this class, it is analyzed what the market design variables are and how the ongoing process of market design depends
on policy goals, starting conditions and physical, technical and institutional constraints. In addition, a number of current policy
issues will be discussed, such as security of supply, the CO2 emissions market, the integration of European energy markets and
privatization. Participation in a simulation game, in which long-term market dynamics are simulated, is mandatory.
Introduction, models of liberalization, network regulation
Conceptual framework of market design
Gas system & actor description
Electricity system & actor description
Long-term development of electricity markets
Long-term development of gas markets
Understanding of the economic and organisational structure of electricity and gas markets in relation to their technical
characteristics; insight in current policy and regulatory issues. The aim of this course is to apply the students technical,
economic, legal and policy making skills to the complex and highly relevant reality of regulation and market design in electricity
and gas sectors. At the end of the course, students should be able to analyze energy policy issues from a technical, economic, and
institutional perspective and be able to argue different sides of the issue.
Lectures, market simulation game, excursion.
An on-line market simulation game is part of this course.
Reader SPM 4520, other reading materials such as scientific papers, to be announced on Blackboard.
Written test.
Calculator
Via Blackboard; make sure to also enroll in a simulation game group.
Master students
Page 28 of 127
SPM4530
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Agent Based Modeling of complex energy and industrial networks
Dr.ir. I. Nikolic
0/0/x/0
3
3
3
4
English
SPM 9555
Our human society consists of many intertwined Large Scale Socio-Technical Systems (LSSTS), such as infrastructures,
industrial networks, the financial and legal systems etc. Environmental pressures created by these systems on Earth's carrying
capacity are leading to exhaustion of natural resources, loss of habitats and biodiversity, and are causing a resource and climate
crisis. To avoid this sustainability crisis, we urgently need to transform our production and consumption patterns. Given that we,
as inhabitants of this planet, are part of a complex and integrated global system where and how should we begin this
transformation? And how can we also ensure that our transformation efforts will lead to a sustainable world?
LSSTS and the ecosystems that they are embedded in are known to be Complex Adaptive Systems (CAS). According to John
Holland CAS are "...a dynamic network of many agents (which may represent cells, species, individuals, firms, nations) acting in
parallel, constantly acting and reacting to what the other agents are doing. The control of a CAS tends to be highly dispersed and
decentralized. If there is to be any coherent behavior in the system, it will have to to arise from competition and cooperation
among the agents themselves. The overall behavior of the system is the result of a huge number of decisions made every
moment" by many individual agents.
Understanding Complex Adaptive Systems requires tools that themselves are complex to create and understand. Shalizi defines
Agent Based Modeling as "An agent is a persistent thing which has some state we find worth representing, and which interacts
with other agents, mutually modifying each others states. The components of an agent-based model are a collection of agents and
their states, the rules governing the interactions of the agents and the environment within which they live."
Study Goals
Education Method
This course will explore the theory of CAS and their main properties. It will also teach you how to work with Agent Based
Models in order to model and understand CAS. The follow up to this course is the Advanced course, part of the Simulation and
Gaming Masterclass (SPM9555) will be a project to set up a model of a CAS you choose independently.
The two goal of the course are, first, to understand Complex Adaptive Systems theory and its relation to the socio-technical
systems around us. Second goal is for the student to learn about the the basics of Agent Based Modeling.
More formally, there are 5 course goals:
1. Students should know the definitions of CAS properties, as listed in the course topics
2. Students should be able to identify relevant properties of a system and determine whether or not the system can be classified
as CAS.
3. Students should be able to create a coherent description of a system from both top down and bottom up
4. Students should be able to understand, modify existing Agent Based Simulations of CAS in NetLogo, and be able to create
simple models themselves.
5. Students should be able to reflect on the traditional engineering systems thinking from the CAS perspective and understand
the implications of changing the traditional perspective.
Course consists of a series of lectures and practicals and a final modeling project.
Lectures
Lectures and practicals are intertwined, building on top of each other. Where possible, the theory discussed in the lectures will be
explored in a practical. Lectures will explore the interrelated properties of complex systems.
Practicals
The practicals are meant to teach you to work with NetLogo and experience the CAS properties discussed during the lectures.
The practicals build up in complexity, and once we reach a sufficient proficiency with NetLogo, we will move on to the
modeling project.
Computer Use
Reader
Assessment
Tests
Modeling project
The second half of the course is dedicated to creating a model in small teams, applying the skills learned during the practicals.
This is a compulsory project, contributing 50% to the final grade.
The course will extensively use NetLogo for computer simulations.
Course materials will be provided in digital form on http://wiki.tudelft.nl/Education/SPM955xABMofCAS/
The final grade of the course is based 50% on the written exam and 50% on the modeling project performed during the course.
Computer
Agent Based Modeling in NetLogo
Page 29 of 127
SPM4540
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Reader
Assessment
Targetgroup
Category
Technology & Economy of Future Energy Systems
Dr. D.J. Scholten

0/0/0/x
4
4
4
5
English
SEPAM (TB) Bachelor
Students from other faculties need to have sufficient prior knowledge in the fields of energy technology, economics and policy.
See the checklist on Blackboard.
On the basis of recent scientific literature, a number of topical themes is treated. These may include: networks; sustainable
energy; distributed generation; environmental policy; future images and scenarios.
In this module the changing technological and economic characteristics of future energy systems is dealt with.
Contemporary energy systems are confronted by technical developments and socio-economic concerns, such as maturing
renewable technologies and ICT based control innovations or energy scarcity and environmental concerns. These changes will
reflect on operational roles and responsibilities, market structures and actor interests, and business models for energy services.
Moreover, they may necessitate new forms of governance to ensure a reliable operation that meets socio-economic performance
criteria. In this light, the course discusses the technical and socio-economic aspects of future, mostly sustainable, energy systems,
touching upon issues like the integration of new forms of distributive solar PV or large-scale off-shore wind into existing
networks, various forms of new motor fuels, other more experimental renewable energy sources and storage methods, and the
dynamics of transition processes.
At the end of this module the students know:
= which technical and socio-economic developments can be expected in the energy sector;
= which aspects of energy systems determine their potential in the energy supply of the future;
= how the various developments and aspects are related.
At the end of this module the students can:
= formulate well-founded descriptions of the technological and economic characteristics of energy systems;
= make a conceptual design of an energy system, given certain technological and social demands;
= formulate a balanced advice on issues in the energy sector.
self study, e-discussion (Blackboard), discussion, guest lectures
Reader spm9534
Written exam (on the computer); active participation in the discussions during class and on Blackboard is a prerequisite for
taking the exam.
via Blackboard
Master students
MSc level
Page 30 of 127
Year
Organization
Education
2013/2014
Page 31 of 127
SPM7010
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Summary
Course Contents
Study Goals
Education Method
Assessment

X/X/0/0
1
2
1
2
English
SPM7010 (it is an integrated part of SPM4123)
The same as for SPM4123
There are certain indications pointing on the need for enhancing creativity of the SEPAM students in creating designs (design
artifacts). Students should learn creativity techniques to generate new and innovative, out-of-the-box ideas and use these
techniques as part of the design process. This includes the use of mind-mapping and groups support tools.
Design, as a blueprint, consists often of very difficult models, or even a combination of models describing the design from a
number of views, which are hard to communicate. The aim of this skill is to teach students to communicate the essence of a
design. Students should be able to explain the essence of their design using an "elevator pitch". An elevator pitch refers to the
situation in which somebody steps into an elevator with somebody from the board of directors. During the lifting of the elevator
there is a chance to convince the board member of their ideas and plans - brief and up to the point.
This course is a component of SPM4123 and it aims at developing specific skills - Creativity and Communication. There are a
couple of hands on activities and case studies (or case examples) for discussion.
- to learn to use creativity techniques as part of design process
- to abstract complex and detailed technical designs into a simple model
- The course contains a series of lectures on selected application cases. These cases teach students how to reinforce their
concepts and ideas by using different means of communication or presentation.
- The course contains a series of design briefings where students are requested to use an elevator pitch to convey and discuss
their design of a complex system and present it to the audience (fellow students).
In SPM4123, students need to present and discuss a conceptual design in a design briefing. This is part of the students lab work.
The grade for the conceptual design and its presentation will be part of the overall SPM4123 course grade.
SPM7020
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

S. Cunningham
X/X/0/0
1
2
1
2
English
SEPAM engineers should be able to convince others of the value of their designs. Negotiation skills and management roles are
important. The quality of the negotiation process influences the behaviour of actors and the outcomes of design processes
significantly. Students will play a negotiation and management simulation in two rounds. During the second round the
complexity of the assignment and the environment is increased. The simulation is embedded in the sepam 4133 course,
designing MAS from an actor perspective. The simulation will be on negotiating designs aimed at safeguarding public values
within socio-technical systems.
To gain management and negotiation skills (practice, self-assessment and positioning)
Participation in negotiation and management simulation in which students practice, develop and reflect on both negotiation and
management skills aimed at influencing and guiding the negotiation process. Feedback will be provided on the process and its
outcomes and the individual contributions to that.
Participating in both rounds of negotiation and management simulation. After each of the two simulation, students hand in a selfevaluation of their preparation and their experience in the simulations themselves.
SPM7030
Module Manager
x/x/x/x
Education Period
Dr. S.G. Lukosch
Dr. W.W. Veeneman

0/0/X/X
3
4
3
4
English
Part of spm 4416 is a simulation game on the management of large engineering projects. An essential part of that simulation is
the organisation of interdisciplinary collaboration. Different roles represent different engineering disciplines and a major task of
the players is to coordinate the design process between these disciplines. It is a major topic in the final debrief.
Understand a first level of complexity and intervention in interdisciplinary coordination in a design process.
Simulation game.
Observation and debrief.
Page 32 of 127
SPM7040
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

0/0/X/0
3
3
3
English
This is a cognitive skill that is learnt in the course spm4115.
You will learn to analyse and assess both the possibilities and the limitations of reaching consistent agreement by means of
collective reasoning (= argumentation) on controversies regarding technology. The underlying theory will be provided in the
course spm4115 in which the skill is taught.
This skill will help you to identify and analyse ethical and social aspects and problems of the technological design projects that
you will be professionally engaged in. It will also help you to assess potential directions for solution or mitigation of such
problems.
A combination of theoretical exposition (lecture and written teaching materials) and a workshop "Possibilities and limits of
collective reasoning for solving ethical problems in technology".
By means of open questions on the written examination of spm4115.
SPM7050
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Critical reading (skills)
Start Education
Exam Period
Course Language
Course Contents
Mr.drs. N. Saanen
0/0/x/0
3
3
3
4
English
In the course spm4423, Legal aspects of MAS design (see that course description), you will not only learn about the legal context
of MAS design, but also about how to read, interpret and apply legal documents such as case law and legal provisions in e.g.
international treaties and national acts.
At the end of the course students are ably to read, analyse and apply legal documents.
See spm4423.
See spm4423.
SPM7060
Module Manager
x/x/x/x
Education Period
Dr. H. Zandvoort

x/x/x/x
1
2
3
4
1
4
none
English
SPM7060 Advanced self-reflection and communication skills (Skills) is a skills course. The purpose of this module is to further
develop skills in Communication and Reflection.
At the end of the project, students show that they are able to reflect on the result of their work, on its value to the client, on their
design choices and their teamwork. They do this by co-writing a Reflection Paragraph in the final report.
Study Goals
Education Method
Assessment
Communication skills are practiced throughout the length of the project. In the workshops, we aim to improve the inquiry skills:
questioning and listening. This is practiced within the group, when chairing meetings, when engaging in discussions with peers
and with supervisors.
- To learn to reflect on one's work, its value to the client, the design process and choices made, on the functioning of the team
and one's contribution to the team.
- To learn professional communication with experts and peers.
Reflection skills are practiced in the co-writing of a reflection paragrpah in the final report for spm5920.
This course is an integrated part of the SPM5920 course.
There is no separate grading for this course. The grading will be based on sufficient/not sufficient.
Page 33 of 127
Year
Organization
Education
2013/2014
2e jaar SEPAM 2012
Page 34 of 127
SPM5905
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Summary
Course Contents
Drs. J. Ubacht
Dr. A.F. Correlje
Dr. J.A. Annema
Dr. M.E. Warnier
X/X/X/X
1
2
3
4
1
2
3
4
none
English
SPM5910 SEPAM Master Thesis Project.
Preferably the student is in the second year of his/her master programme.
This course prepares students for their thesis project; the intended output is a concrete master thesis research proposal. In this
course students participate in training exercises that focus at writing (a) a research proposal and (b) a literature review in the
form of a scientific article.
Additional skills training in professional networking is offered (see SPM7070).
Students will orient themselves on a (thesis) subject; do literature research, will critically review scientific papers and write a
scientific review paper.
On the basis of this, they will write a research proposal that includes well-formulated research questions and deliverable, a
research approach, an overall research design with a selection of research methods and techniques and make a project planning.
Also the student will participate in a peer reveiw process in which two concept scientific articles and draft research proposals
will be assessed.
And the student will reflect on the peer reviews that s/he received.
Skills training offered: professional networking (see SPM7070).
Final deliverables:
a project plan and a scientific article.
Study Goals
In order to get access to the Master Thesis Project both deliverables need to be graded as sufficient (>= 6.0). All final
deliverables will be graded according to a fixed list of criteria, available on blackboard. All other assignments during the module
have to be handed in and have to comply with the assessment criteria.
After concluding this course students will be able to:
* develop a research design for their master thesis proposal
* write a scientific paper
* conduct a literature review
Education Method
In order to reach these main objectives, after the course students are:
* skilled in literature research
* can 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
* have acquired additional skills in professional networking (see SPM7070)
Selft study with intensive, interactive workshops; attendance and active participation are required.
Peer review is an important learning activity in this course.
The use of reference manager software as a database for your references is advised.
All final products are checked on correct use of literature and originality with a scanner for plagiarism.
Except for the book by Verschuren & Doorewaard most of the materials will be available on blakcboard and handed out during
meetings.
SPM5905 is a separate 6 ects preparatory course and has different learning objectives than the master thesis project (SOM5910).
Computer Use
Materials
Practical Guide
The scientific article and project plan are clearly meant as preparations for your actual graduation project. But it is of course an
option that you will continue working on your proposal to make it fit for your graduation commission for your actual graduation
project. Therefore it is efficient to already know the domain or topic that you wish to graduate on, so you can use the SPM5905
work in your graduation project.
On the other hand, delaying your participation in this course until you are sure of your thesis subject does not make sense either.
On the contrary: the course is intended to help you explore the scientific field you are entering into. It is an opportunity for
learning and training to be well prepared for the real thing: your master thesis.
Books
Prerequisites
Required: Piet Verschuren and Hans Doorewaard, 2012, Designing a Research Project. Boom Lemma Uitgevers | 2nd Revised
edition, July 2012.
When you enter this course, we expect that you:
1. know how to find scientific articles using e.g. Web of Science or Scopus (these are library information skills);
2. know how to store references, e.g. by making use of a database such as EndNote, Mendeley or Zotero;
3. know how to include a bibliography (in which a database can support);
4. know how to include references to other people's work correctly (citations or paraphrasing):
5. know how to acknowledge other people's input;
6. are proficient in writing in academic English
Assessment
Students will hand in nine assignments in total. All assignments need to be fulfilled.
Page 35 of 127
The grade will be based on the final versions of:

- a scientific paper of 2500-3500 words in a scientific format (50%)
- a project plan of 2000 - 3000 words (50%)
Both assignments should be graded at least 6.

The course is scheduled four times a year, every study quarter. This is a demanding course. Because of it's structure (peer-review
process) hard deadlines are maintained; full commitment is expected!
For exchange and double degree students only, an adapted on-line verison of the course will be running from September till
December, followed by three weeks of intensive preparation and workshops in January to allow these students to start their thesis
project at the start of the 4th semester.
Please contact dr. Bertien Broekhans of the POLG section for further information.
Remarks
Targetgroup
As SPM5905 is prerequisite for starting your SPM5910 Master thesis project, you must fulfill the spm5905 requirements before
you can start with your Master thesis project SPM5910.
The final products of SPM5905 are a project plan and a scientific article, which are written as an excercise during this module.
Preferably (but not obligatory) you can continue working on the project plan towards a project plan for your master thesis
project, with input from your graduation committee during your SPM5910 Master Thesis project.
2nd year SEPAM students preparing for their master thesis project.
All other Master students who take an interest in this course need to consult the module manager in advance to discuss
participation in this course.
During the course there will be training in professional networking skills (see SPM7070).
Page 36 of 127
SPM5910
Module Manager
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
30
Drs. J. Ubacht
Dr.ir. Z. Lukszo
Dr. J.A. Annema
Ir. H.W. de Wolff
Dr. M.E. Warnier
Dr. A.F. Correlje
Dr.ir. B. Broekhans
n.a.
1
2
3
4
1
2
3
4
none
English
All previous courses in the SEPAM programme and electives relevant to the chosen subject.
Although the quality of the project always prevails, the following schedule is an estimate for the 21 weeks (840 hour) project
effort in phases:
Developing and writing the master thesis project plan(app. 4 weeks / 140 hours )
Executing the project and writing the thesis report including a scientific paper (app. 13 weeks / 525 hours)
Finalizing the Master Thesis Report and scientific paper, taking the comments from the members of the graduation committee
during the greenlight meeting into account(app. 2-3 weeks / 105 hours)
Summary
Course Contents
Study Goals
Presentation and defense (app. 2 week / 70 hours )

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 SEPAM 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.
More detailed and essential information about the Master's Thesis Project can be found in the TPM Graduation Portal, where all
administrative procedures and requirements for the master thesis project are presented.
The SEPAM Master thesis project has the following objectives:
1) the student has to plan and fulfill a Master Thesis Project on his/her own according to academic standards of research design,
having a critical stance towards the research/design topic and is able to critically reflect upon the results;
2) the student passes through all phases of academic research and/or design
3) the student is able to report on the thesis project in a final thesis report including a scientific paper;
4) the student is able to present the research project orally and to defend it's contents;
3) the student shows that s/he complies with the attainment levels of the SEPAM programme.
General Criteria for graduation at SEPAM, EPA and MoT
the work contains an analytical component
the work is multidisciplinary in nature
the work focusess at a technical domain or application
Criteria for graduation at SEPAM
The aim of SEPAM graduates is to solve large-scale and complex problems related to both the public and private sector. SEPAM
students employ methods, tools and techniques for cratively designing and assessing the impact of technical solutions in
organizations which contan both effective management strategies and system engineering approaches to deal with both
technological complexity and the management of stakeholders with widely diverging interests. SEPAM students have chosen a
technological domain shich is clearly visible in their thesis. Thesis projects take both public and business values into account and
look at both the physical system and the actors' network, confronting not only technical challenges, but management and ethical
choices as well.
For SEPAM the following criteria would be considered to indicate a 'typical' SEPAM thesis:
Education Method
Course Relations
Materials
Practical Guide
Prerequisites
the work has a clear design and/or engineering component(s)

the design has a clear technology component and technical issues are addressed
both process management strategies and system engineering approaches are adressed
complex design/engineering issues are dealt with in both systematic and creative way
SEPAM methods, tools and techniques for creatively designing and assessing the impact of technical solutions in
organisations are used
the subject covers values originating from both the public and private domains
Students carry out the project individually. 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.
SPM5905 Master thesis preparation prepares the student for this final thesis project in developing a research plan and writing a
scientific article. This module is prerequisite before starting the master thesis project.
The students are expected to consult their own information sources.
TPM Graduation Portal:
www.tbm.tudelft.nl/graduationpreparation
Starting conditions:
(1) BSc-degree
Page 37 of 127
(2) All courses of the 1st and 2nd year (not including spm5910) are completed including SPM5905 and less than 10 ECTS
credits remain
(3) Approval of examination committee is required to start spm5910 if the condition mentioned under(1 and 2)are not met.
Assessment
The assessment of the SEPAM 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, the scientific
article and the public presentation/defense of the thesis project at the end of the project.
The final grade for the SEPAM Master Thesis project is a qualification of the SEPAM Master Thesis Project as a whole. Though
the results of the SEPAM Master Thesis Project will be determined on the quality of the work, the whole thesis process
(SPM59095 and SPM5910) is a 6 month (840 hour) project effort can roughly divided in the following phases:
Preparation for the Master Thesis (SPM5905) covers app. 4 weeks (6 ECTS)
The Master Thesis itself (SPM5910) covers app. 21 weeks (30 ECTS), consisting of:
Executing the project and writing a compilation of documents showing the body of research/design, writing a (draft) thesis report
(app. 15 weeks / 600 hours)
Finalizing the Master Thesis Report (app. 5 weeks / 200 hours)
The assessment will be based on the SEPAM 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, including the scientific article.
Targetgroup
The final thesis assessment form is available on the TPM Graduation Portal/execution tab.
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 TPM Graduation Portal https://portal.tudelft.nl/sites/tbm/graduate
All 2nd year SEPAM students.
Page 38 of 127
SPM5920
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary

Dr.ir. M. Spaans
Dr. W.W. Veeneman
Dr. A.F. Correlje
Dr. M.V. Dignum
Dr. J.A. Annema
0/x/0/x
2
4
2
4
none
English
Successful completion of this course requires application of knowledge and skills from the follosing courses: spm4111,
spm4121, spm4131, spm4141, spm4341/4361/4352/4354/4370
This course involves a design assignment that demands that students apply theory on multi-actor system engineering methods,
tools and principles, as taught in the first year of the MSc SEPAM program (Q1, 2 and 3) in a realistic case related to their
domain.
Students work through all phases of design, including problem specification, design-oriented analysis, conceptualization,
selection of the most promising concept, the making of a basic design and giving a proof of concept.
Course Contents
These design activities, and the real-life character of the design problem, ask for specialized knowledge about the problem
situation and design space. Students have this knowledge or can easily access it through (scientific) literature, internet,
interviews, and consultation of supervisors. Throughout the design process there is an on-going dialogue within teams, between
teams (in the 5 workshops), and between teams and their supervisors (in the 4 scheduled meetings with supervisors).
The project module SPM5920 Design Project is a cap-stone project in the SEPAM MSc program; it completes the introduction
in design of multi-actor systems. In this project, students combine and apply theory on design, on systems engineering,
institutional design and process design.
The main purpose of this project is twofold.
In terms of content, we aim for an integrated design of a socio-technical system, including
the technical structure of the system, in relation to its environment
the institutional structure, in relation to the technical system and institutional environment
game rules and time-line to be followed in decision-making processes as related to either planning, implementation, or operation
of the technical and institutional structures.
a process design to organize stakeholders involved with one or more phases of system realization.
In terms of design process, we want students to complete the full cycle of a design process, from idea to basic design and
including the making of a proof of concept and reflection. A final report discloses the results of the project and is submitted for
grading.
Study Goals
Education Method
To fulfill the requirement of the course, a student has given proof of being able to conduct and reflect on a series of design
activities, starting with an initial problem statement and completed with presentation of a basic, integrated design. A portfolio of
deliverables shows that the student is able to
1.formulate a design problem statement for a problem with a high technical and social complexity, many degrees of freedom,
and a range of diverging and/or contradicting information sources;
2.make a design-oriented analysis of this problem from an integrated systems and actor perspective and identify critical design
issues, variables, and dilemmas ;
a.formulate a program of requirements, specifying (non) functional requirements for the technical and institutional structures and
the decision-making process of choice;
b.systematically explore the design space for all artifacts
c.choose and apply quantitative as well as qualitative models and methods to underpin design choices and trade-offs;
3.design technical and institutional structures at the basic level and a set of process rules that is linked to the substantive
(technical and institutional) design;
4.give a (partial) proof of concept and describe how such a proof of concept can be acquired in the real world;
5.reflect on the design in terms of (1) its value to the client and (2) steps needed to develop this basic design further.
Students work in self-organized teams of 5 persons on one large assignment during 10 weeks (18-20 h/week). They deliver
intermediary products every 2-3 weeks acoording to a schedule of deadlines.
Teams meet with supervisors in 4 scheduled meetings to get feedback on these intermediary products. Students prepare these
feedback sessions to test the acceptability of the results of their analyses, to discuss difficult design decisions, to test
assumptions, to get information, and to learn about blind spots. Supervisors have expertise in the technical domain, in
institutional design and in process design.

Materials
Prerequisites
Assessment
Students participate in 5 workshops, each focusing on a specific step in the design process. Workshops facilitate improvement of
inquiry skills, learning from peers and preparation of meetings with supervisors.
A case description will be posted on Blackboard and discussed by the supervisor during the kick-off meeting.
Additional material will be distributed via Blackboard.
Students must have passed spm4141 MAS Design: An integrated view with a grade of 6 or better
The final mark is based on the intermediate products and the communication about them, the final written report, the
integrativeness of the designs and the presentations. A jury per subject including a representative of the domain section
(ICT/TIL/EI/W/LUD), POLG, EvI and SE, will assess and grade the project results. A condition for passing the project is that
each supervisor finds the work sufficient (>= 6.0) from his or her point of view.
Page 39 of 127
Year
Organization
Education
2013/2014
Domain Specialisation (9 EC)
Page 40 of 127
Year
Organization
Education
2013/2014
Domain I&C
Page 41 of 127
SPM5430
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Dr. W.A.G.A. Bouwman

0/3/0/0
2
2
2
3
English
See SPM 5430 IA
See SPM 5430 IA
See SPM 5430 IA
See SPM 5430 IA
Page 42 of 127
SPM5440
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Cyber Security and Warfare

Mr.dr.ir. S. Daskapan
x/0/0/0
1
1
1
2
English
Prerequisite to this course is a basic understanding of computer network technologies and information security.
Preliminary schedule of lectures around five THEMES:
INTRODUCTION
1.Domain, Context and terms of reference.
a.Setting the scene: cyberspace as a warfare domain
b.difference of cyber warfare, -security, -crime, etc
c.dependency of society on the internet and their threats
d.course organization
2.Basics Information security and dependability
a.Risk (Threats,Vulnerabilities, impact, etc)
b.Network security
c.Dependability
d.Technologies: IDS, firewalls, ...
METHODOLOGICAL ISSUES
3.A risk based approach to
a.Legal, ethical, political boundaries
b.assets, vulnerability, threat identification (know your enemy)
c.(counter)measures and system monitoring
d.using standards and best practices (NIST etc)
4.Designing resilient and secure infrastructures
a.Design of single secure systems
b.Design of cooperative secure systems
c.Case + assignment
(INTER)NATIONAL ASSETS
5.Critical infrastructures (CI)
a.Our dependence on CI: A geo-political view
b.The case of electricity, gas, transport, banking,,etc
6.Industrial control systems (SCADA/PLC)
a.Types/architectures
b.Security vulnerabilities
i.Stuxnet case
7.Critical information infrastructures (CII)
a.PKI (diginotar case),
b.Internet (DNS, BGP, )
c.Logistics case: Casandra
TECHNICAL METHODS
8.Digital weaponry
a.Hacking methods and techniques
i.Process
ii.Typology of weapons (hacking tools): scanning, penetration,
iii.Application: Demo
b.Case + assignment
9.Business intelligence and cyber security
a.Methods and techniques
b.Case + assignment
10.Digital forensics
i.Forensic process
ii.Tools
iii.application
b.Case + assignment
11.Developing malware
b.Tools
c.application
d.Case + assignment
INSTITUTIONAL ISSUES
12.Cyber security: an institutional view
a.Current political and (inter)national developments
b.actor responsibility analysis: which actor (government, ISPs, business partners, individual users, ..) is responsible for what?
Page 43 of 127
13.Optional: An institutional case

14.Legal/ Ethical issues of cyber security/warfare
a.Role of government: safety vs privacy
b.Border crossing challenges
Course Contents
Study Goals
Education Method
Materials
Assessment
This course focuses on the theory and practice of cyber security and warfare (CSW). Students are introduced to the
interdisciplinary field of CSW by discussing the evolution of information security into cyber security and the relationship of
information security to nations, businesses, society, and people. Besides technologies also cyber capabilities of nation-states as
well as non-state actors; and cyber-related challenges in critical infrastructures facing governments will be discussed. Students
will be exposed to multiple cyber security technologies, processes, and procedures, learn how to analyze the threats,
vulnerabilities and risks present in these environments, and develop appropriate strategies to mitigate potential CSW problems.
This CSW course provides students interested in this field a broader understanding of the challenges and skills needed to secure
our Internet-based society.
1. Creating awareness of the fundamental dependence of our critical infrastructures (CIs) on the Internet and their
vulnerabilities to cyber attacks;
2. Getting knowledge and understanding of CSW risk management, i.e., of (i) the triad threats - incidents - risks in cyber space
and (ii) preventative and repressive measures to mitigate risks to acceptable levels;
3.Getting knowledge and understanding of the cyberspace battlefield, their actors, motives and tools (weapons);
4.Getting knowledge, understanding and skills around modeling cyberspace as a complex system of systems;
4.Getting knowledge, understanding and skills around monitoring situational awareness of cyberspace based on data analytics
and forensics;
6.Getting knowledge and understanding of legal and ethical issues related to CSW.
Around 14 lectures given by cyber security experts from the academia, the industry and the government. Assignments (take
home work) will be given every week: see further under Evaluation or Testing.
1.Book: Jason Andress and Steve Winterfeld, Cyber Warfare, Techniques, Tactics and Tools for Security Practitioners,
Elsevier/Syngress, 2011 (also available as e-book at TU-delft library);
2.Additional papers and reports.
Based on a set of individual and group assignments supplemented with a final research assignment (take home exam, the results
of which should be presented and defended).
Page 44 of 127
Year
Organization
Education
2013/2014
Domain T&L
Page 45 of 127
SPM5610
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Planning and Design of Multi-Modal Infrastructure Networks
Dr.ir. J.H. Baggen

x/0/0/0
1
1
Different, to be announced
Dutch
English
The policy cycle is in this integration course roughly the guideline in planning and designing transport infrastructure. The
various phases in the cycle deal with concepts, approaches, methods etc., being used in structuring and supporting design and
decision-making with regard to infrastructure. During the entire course attention is paid to a 'running case': possibilities for a
sustainable development of the main transport infrastructure in (part of) the European Union: the Trans-European Transport
Networks new style. Especially large-scale infrastructure is involved, for which above all up to date and very extensive projects
such as the construction of high-speed railway lines, tunnels below the Alps, expansion of large airports like London Heathrow
or Amsterdam Schiphol, or simply the joining of new member states, play an important role.
Without exception, here it concerns complex physical planning problems with design aspects of (inter)national nodes,
connections and networks. Moreover, the projects mentioned are mostly at odds with the environmental management and often
we have also to deal with competitive claims as to space. This integration course aims at contributing to the development of an
integrated infrastructure policy regarding the policy fields traffic and transport, physical planning, regional economy and
environment in the form of an interdisciplinary policy advice. The course aims at achieving a synergy between substantive
technical knowledge and policy making knowledge.
A number of phases are indentified:
phase 1 problem formulation: specification
phase 2 generating alternatives: designing
phase 3 assessment: evaluating policies
phase 4 implementation: planning
Increase the perception of planning and designing of large scale infrastructure problems and gain skills to create effective and
efficient solutions.
Planning and design of multi-modal infrastructure networks will be instructed group wise. For each phase in the above
mentioned (policy)cycle one or two weeks will be planned. Each phase will be introduced with a brief explanation followed by
an assignment that can be developed in groups of students. Every week the findings will be discussed in the groups: 30 minutes
will than be scheduled for that purpose. Appointments will be made during the first lecture. If needed, plenary lectures can be
arranged. The results of each of the assignments are one chapter of the research report, i.c. the advice.
Study materials on Blackboard, handouts and literature SPM4630/31 Transport Policy
The final mark is determined on the basis of the evaluation of the research report to be handed in at the end of the course.
Evaluation criteria are:
Special Information
structure of the report

presentation (proper use of language, literature, figures, tables, maps)
originality (quality of conclusions and recommendations)
systematic justification of choices and proper use of methods, modelling
This practical course can be done after the theoretical course SPM4630/31 Transport Policy has been completed.
This course is a second year MSc course in:
MSc SEPAM, Domain Specialisation Transport & Logistics;
MSc TIL, Specialisation P - Policy: Infrastructure, Planning & Environment;
MSc TIL, Specialisation D - Design: Transport Systems & Networks;
other programmes as elective course.
Page 46 of 127
SPM5620
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Dr. J.H.R. van Duin

Dr. B. Wiegmans
0/x/0/0
2
2
none
English
General theoretical introduction/Reminder of designing logistics chains
Detailed knowledge of the actors involved (perception building)
Application of knowledge into a large, real-life case
Case:
Problem definition, Literature study, Analysis (qualitative and quantitative techniques),
Synthesis of the logistics chain (physical structure, controlling principle, structure for organisation),
Study Goals
Designing the implementation policy plan, reporting/presenting (to other logistics actors by role-playing)
Analysing and understanding the dynamic behaviour of multi modal chains
Insight in logistic chains and logistics chain decisions
Applying (policy) instruments to influence the behaviour of specific actors
Experience with a large case (Europe/Netherlands)
Education Method
Assessment
Insight in how to implement a multi-modal policy plan

Lectures and working lectures.
Writing a policy report, presenting/defending a policy
Page 47 of 127
Year
Organization
Education
2013/2014
Domain B&S
Page 48 of 127
SPM5710
Module Manager
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Course Contents
Continuation
Study Goals
Education Method

Materials
Assessment
Integrated regional development

Dr. B. Waterhout
0/4/0/0
2
2
2
3
English
Regional development is understood as the overall socio-economic and spatial development of a region. It results from a
complex interplay of a variety of socio-economic, cultural, environmental, ecological, spatial as well as policy processes taking
place at a variety of places and scales. Hence, the development of a region can only be understood in terms of multi-actor and
multi-level processes in specific institutional contexts. Therefore the effectiveness of dedicated governance strategies depends
on, amongst others, governance models, available instruments, measures, regional characteristics and contextual developments.
What works in one region is not necessarily effective in another.
The coordination of various interests, both public and private, and the creation of synergies between them is considered
important for regional development. It is about mobilising stakeholders and creating shared identities. Finding the right balance
between formal and informal approaches and between coordination and involvement on the one hand and leaving development
to the market on the other is a key aspect. Formerly advocated comprehensive integrated approaches do not seem to be as
effective anymore within todays society. Alternatively, purely sectoral or market driven approaches seem neither.
A complicating factor is that it is often unclear what exactly constitutes a region. Political delimitations usually do not
correspond with functional boundaries. In a functional sense often one cannot speak of one region, but rather of several
overlapping and intersecting functional spaces, such as, for example, water systems or labour markets, varying considerably in
scale from the local to European.
This course will address a variety of integrative regional development strategies. In addition several techniques and approaches,
both technological and non-technological, will be offered to design integrative regional development strategies. Students will be
offered a range of theoretical and practical knowledge and will by means of various assignments and tasks be challenged to
apply and reflect on this knowledge.
The course goes into the following aspects:
1.The role of territory as a perspective for integrative policy making by addressing several recent real life strategies to regional
development in Dutch delta areas.
2.An overview of theoretical notions and concepts related to integrative regional development and the (meta-)governance models
underlying.
3.The role of specific characteristics of the spatial and water system and territorial governance systems in the production of space
and place in a network society.
4.Techniques and approaches to design and evaluate context specific integrative regional development strategies.
The central objective of this course is to be able to assess the appropriateness of integrative regional development strategies in a
variety of territorial and institutional contexts and to be able to develop approaches and recommendations for the effective and
efficient development of such strategies.
After this course the student will be able
1.to understand what integration means and what integrative regional development strategies and its characteristics are;
2.to identify qualities of given territories/places and to assess how they interact with various spatial interests;
3.to assess the potential operationalization of regional integrative strategies in terms of spatial quality, water management,
governance and design approach;
4.to design and apply an evaluation/audit instrument to assess aspects of regional integrative development;
5.to reflect and discuss interactively in a group setting on academic literature and to be able to individually write reports.
The course demands a very pro-active attitude of students and in order to reach maximum results and due to the limited group
size attendance is compulsory. Quite a number of meetings consist of colloquia in which students have to take the initiative to
discuss the literature. These meetings will be chaired and guided by one of the lecturers to ensure that in depth discussion takes
place. A week before the colloquium concrete questions about the literature will be posted on the Blackboard site of the course.
Ultimately one day before the colloquium (at 9:00am) the student has to submit the answers to these questions via Blackboard or
e-mail. The answers to these question in combination with a reflection on the discussions in the group have to be brought
together in a concise essay of about 4 pages (ca 1.500 words). In addition to the colloquia, students have to prepare collective
interviews so-called audits with an expert who will either be invited or visited. On the basis of the audit students have to write
a concise reflection report of about 2 pages (ca 750 words).
So, there are four education methods:
Lecture: traditional lecture by one of the teachers or guest teachers. During lectures there is room for questions and discussion.
Colloquium: informal academic meeting for the exchange of views. The colloquia are structured around a set of questions given
a week in advance and led by one of the teachers. Each colloquium is introduced by brief student presentations of the literature
and results in a set of auditing questions.
Audit: evaluation of a project or theme guided by a set of pre-defined evaluation criteria in the form of questions. Students lead
and carry out the audit.
Portfolio: students are expected to assemble a portfolio. This portfolio consists of the preparation of the colloquia and the audits
and more importantly a reflection on their outcomes, taking on board relevant literature. The portfolio is rounded off by a brief
concluding chapter reflecting on key challenges related to integrative regional development and their implications for
evaluation/auditing.
Reader, electronic reader and additional reading made available through Blackboard
-Attendance in the course is required. A maximum of 2 sessions can be missed.
-Students shall give at least one brief presentation.
-Exam can be taken on the condition of submitting the portfolio and passing the attendance and presentation requirements
-The final grade is a weighed total of the portfolio (70%) and the exam (30%)
Page 49 of 127
SPM9750
Module Manager
Instructor
Instructor
Instructor
Instructor
Gast Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Environmental Sustainability in the Built Environment
Dr. L.C.M. Itard

Dr. L.C.M. Itard
Dr. A. Meijer
T.B. Salcedo Rahola
D. Majcen
Dr.ir. E. Hasselaar
4/0/0/0
1
1
1
2
English
The course is aimed at students, who want to deepen their knowledge of sustainable buildings and the processes involved in their
development.
The course is based on a system modeling approach, in which the relationship between energy needs and energy conversion,
environmental impacts and health impacts, life cycle costing and process management are treated.
The course starts with the building process, its organization and the role of different actors in master plans and pre-design
phases. It includes:
asset management and life cycle costing,
sustainable contracting and participation of diverse stakeholders,
governance and regulation items important for the process
After that, design strategies for the reduction of the environmental impact of buildings are discussed and two main aspects are
deepened: energy and environmental impacts. It includes:
Study Goals
Education Method
Assessment
Category
how to influence the energy need in buildings by smart designs,

the options for sustainable energy conversion and how it relates to building and city design,
the environmental impacts of energy consumption,
the environmental impacts of material consumption and how it relates to the impacts of energy consumption and to the building
concept,
the ways buildings can positively or negatively influence the health of occupants.
At the end of the course, students:
-know what design and process-oriented strategies can be applied to come to sustainable buildings
-know how to apply these strategies in building design (costing, contracting, participation)
-understand the building system and are able to identify the main relationships between construction, energy use, building use
and environmental impacts
-know how to make well-founded estimates (calculations, simulations) of energy use and environmental impacts
-know how to come to low/zero energy buildings, energy producing buildings and low or zero environmental impact buildings.
-are able to design a program of requirements for the (re)development of an environmentally sustainable building and to assess
policy reports, master plans and pre-design studies in this field.
Next to lectures, course material on the blackboard and guest lectures, the course is built around a case study (design game) that
runs like a common thread between the different course items. The design game is partly a group assignment, and partly an
individual assignment, involving software simulation, calculations and analysis. Additionally a (compulsory) excursion to an
inspiring location is organized.
-The final assessment is a written exam.
-The design game can be used to obtain one bonus point and is a good preparation for the exam.
MSc level
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Year
Organization
Education
2013/2014
Domain E&I
Page 51 of 127
SPM5520
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Assessment
Engineering optimization in energy and industry
Dr.ir. Z. Lukszo
4/0/0/4 (4e kw extensief voor febr instroom)
1
4
1
4
1
2
4
5
English
The mathematical level required is elementary - a basic knowledge of analysis and matrix algebra will suffice.
Problems of optimization are pervasive in the modern world, appearing in industrial and energy systems. The optimization
theory, especially mathematical programming and control theory have many important applications in these areas and promise to
have even wider usage in the future.
This course is intended as an introduction and servey of optimization techniques and their application to energy systems,
including smart grids and industrial networks.
The goal of the course is to represent and to solve decision problems from the energy sector and industry as optimization
problems. Mathematical programming techniques, Linear and Non-linear programming as well as (Mixed) Integer Programming
will be discussed. Also dynamic programming and game theory will be presented.
As an example a decision problem how to design an eco-town case can be considered with the application of several renewable
energy technologies for electricity and heat supply, both centralized and distributed energy technologies.
The decision problem is on what technologies could best be used. Best in this case could be the minimization of electricity and
heat costs and/or the minimization of CO2-emissions. Mixed Integer Linear Programming (MILP) allows taking uncertainties of
different exogenous variables into account, such as price development of solar cells.
The goal is to find a specific composition of energy sources that can supply all the energy demand of the consumers in the town.
Regular lectures and instructions
Written exam
Page 52 of 127
SPM5530
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
System innovation in Energy and Industry
Dr. T.E. van der Lei

0/x/0/x
2
4
2
4
none
English
This course focuses on the understanding of innovation and innovation systems in Energy and Industry. Innovation systems,
national, regional, local or technical, are systems that enable or drive innovation. The innovation system structures the flow of
technology and information amongst the different actors in such a way that the diffusion of the innovation is enabled.
The actors in innovation systems may be firms, institutions, organizations, people. The organization of the interaction in this
sociotechnical system of actors is key in producing the systems innovations. The innovations themself may be a product, service
or process.
Examples of innovation systems in energy and industry are:
- asset management systems that facilitate innovations in portfolio management, risk management and contracting practices.
- smart grids that drive innovation in load leveling, electric cars, and decentralized generation.
Study Goals
In this course it is expected that the student analyses (the lack of) an innovation system for specific innovation(s) in energy and
industry and provides recommendations for improving the structure of the innovation system.
At the end of the course the student:
- Understands the concept of innovation systems and how they enable innovation. The student can apply the concept of
innovations systems to a specific innovation in energy and industry.
- Understands the interactions of the particular innovation system under study. The student can apply a systems analysis to
decompose and analyze the innovation system.
Education Method
-The student can make recommendations regarding the suitability of a specific innovation system with respect to the desired
innovation(s).
A kick-off lecture marks the start of the course. The student is expected to propose a specific topic related to system innovation
in energy and industry.
Support is provided on an individual basis or group basis depending on the size of the total group. There are four short feedback
moments prior the final report to be planned by the student:
1) Introduction and selection of the assignment
2) Feedback on problem formulation
3) Feedback on first story line
Assessment
4) Feedback on concept report

Report that will be graded on the following elements:
- Level of understanding of the innovation system
- Level of understanding of the innovation that is studied
- Level of understanding of the interaction in innovation system
- Quality of the recommendations
- Clarity of the report
- Quality of the data analysis (use of literature and other means to retrieve data)
Page 53 of 127
SPM9539
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Materials
Assessment
Category
Economy, Ecology and Technology of Networked Industrial

Complexes

2/0/0/0
1
1
1
2
English
1st year MSc SEPAM and/or B.Sc. Technische Bestuurskunde; 1st year MSc. Industrial Ecology; other Bachelors: equivalent
knowledge of technology, policy, management and economy of industry.
This course focuses on the development of networked industrial complexes in the context of global business and material cycles.
Evolution and dynamics of typical industrial complexes will be addressed from a variety of perspectives. These include macroeconomics, market structure and business economics, site-selection, R&D and technology development, legislation and
regulatory regime and industrial ecology.
A systems approach will be used in the course to illustrate and synthesize various aspects that drive and influence networked
industrial complex formation, change and decline. These will be related to market development, innovation, and sustainable
development. The characteristics of the single- and multi-stakeholder decision processes will be elucidated, and the role of
typical actors explained. Emphasis will be on synthesis and integration between policy, economics and technology related to the
life-cycle of networked industrial complexes.
Week - Subject - Case-examples
1 - Introduction: cluster views - Various; three-layer model
2 - Cluster Economy - Westland
3 - Location Factors & Site selection - Rotterdam etc.
4 - Stakeholders, Institutions & Regulatory Regimes - Westland vs. CostaDue
5 - Industrial Ecology - Bringing Clusters into Being - Kalundborg vs. Dinteloord
6 - Action-Oriented Industrial Ecology - Maasvlakte II and CostaDue
7 - Transition management - Paper and Board
To understand and to apply system analysis and design methods and tools on the evolution, dynamics and development of largescale industrial complexes.
To understand and to apply theories on innovation, economics and ecology of global business and their implications for specific
industrial markets, industrial sites and transition.
To analyse and understand the role of various stakeholders involved in the transition management, and to synthesize and
operationalize economic, technology and policy-oriented theories, methods and tools.
Lectures, literature study, socio-technical system analysis; assignments (papers) on integrative, multidisciplinary case study.
Reader; handouts.
Exam.
MSc level
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Year
Organization
Education
2013/2014
Specialisation (15 EC)

Contact for students
Contact for Students
Introduction 1
n.v.t.
Each specialisation has a contact person that can explain the specialisation in more detail:
- Innovation systems(Erik den Hartigh)
- Socio-technological specializations(Ellen Jagtman)
- Entrepreneurship(Dap Hartmann)
- Integrated operations and supply chain management (Lukszo& Ludema)
- ICT systems design & e-business(Bouwman & Ubacht)
- Research specialization(Bouwman & Beers)
- Free specialization (Ortt)
In the second year of the msc MOT-program students can choose one of the available specializations. A description of the
specialisations can be found in Blackboard or on the website.
The following rules apply to all specialisations:
- a student takes the mandatory modules belonging to the model profile
- a student takes one MoT skills workshop (1 ECTS)
- After consultation with the specialisation coordinator and in addition to the mandatory modules a student can select electives on
the condition that these electives add to the students portfolio and are not BSc courses
Page 55 of 127
Year
Organization
Education
2013/2014
ICT Management and Design
Page 56 of 127
SPM9310
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
E-business
Dr.ir. G.A. de Reuver

F.A. Nikayin
4/4/0/0
1
2
1
none
English
Basic knowledge about:
Information and communication technology, including tele- and data communication, middleware and applications;
Business models and business modeling;
Strategy, management and organization theory.
Summary
Internet technologies have fundamentally changed the way that companies do business. Competition no longer takes place in
well-defined industries as they have evolved into fluid value networks and ecosystems. Companies face new technologies such
as cloud computing, social media and internet-of-things. To keep up with the ongoing e-business trends and to ensure a
sustainable future, companies need to carefully assess how their business is impacted by e-business technologies.
In this course, students analyze how e-business technologies affect the business and strategy of companies. It deals with theory
and practice. We specifically deal with business models and digital platforms.
The course will advance your understanding of strategic and technical issues business as well as IT managers will face in reality;
you will not write code, design websites or develop databases.
Course Contents
Study Goals
Theoretical concepts:
- Business models
- Value networks and ecosystems
- Digital platforms and governance
Technology trends:
- Social media
- Internet-of-things
- Cloud computing
The course consists of three main components: theory, technology and analysis.
The theory component of the course is dedicated to learn students to:
Describe theories regarding strategic management that are relevant for e-business, such as strategy, business models, resources
and capabilities, value chains, value networks, governance, platforms, business ecosystems;
Select the proper theory to analyze how a specific e-business trend or technology influences an organization;
Critically reflect on the relevance of theory in providing managerial recommendations.
Of course, assessing e-business trends requires in-depth understanding of the underlying technologies. The e-business
technologies component of the course is dedicated to state-of-the-art e-business technologies, after which students should be able
to:
Describe relevant technology trends in the e-business domain, including social media, Internet-of-things, cloud computing
Finally, we apply the theoretical tools on the e-business technology trends. In the analysis component of the course, students
learn how to:
Education Method

Materials
Assessment
Analyze how e-business technologies influence the business and strategy of companies using the abovementioned theories
Advise on company strategy to respond to specific e-business technologies
There are (guest) lectures, tutorials and possibly field trips. The lectures and tutorials take 2 hours. The students discuss business
and technical cases in the tutorials. These cases have to be analyzed by the students before class and handed over on paper to the
tutor before the case is discussed.
See material provided and referred to on Blackboard
It is expected that students attend class, participate and contribute to discussions. Class participation is key to the success of the
course. You are expected to take part of the responsibility for your own learning in this course. The world of ebusiness is
changing fast and frequently, and knows many fashions and hypes. The lectures will give you a sound basis for critical analysis,
but in order to stay on top of on-going trends you are expected to be up to date with trade press.
Students are expected to read and familiarize themselves with course material prior to the class session.
Furthermore every student has to deliver intermediate assignments and have to pass a final exam. The final exam will be based
on a presentation by students, discussing an ebusiness case.
Category
MSc level
Page 57 of 127
SPM9631
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Category
ICT Design, valorization and mobile applications

4/0/0/0
1
1
none
English
Coming up with ideas for new ICT applications is easy, but bringing them to the market is challenging. ICT applications should
meet user requirements but also cover the strategic interests of (external) stakeholders. Thinking about business models and
strategic interests of stakeholders should not come as an afterthought but be an integral part of a design project.
In this course, you learn how to design ICT applications while thinking ahead of commercialization and valorization. You learn
how to execute an ICT design cycle, how to make decisions on which enabling technologies and platforms to utilize, and how to
ensure that stakeholders that control these platforms are properly dealt with.
We focus on mobile applications as major developments are going on in this area that give insight in the technological and
business issues of ICT design.
After the course, you are able to:
- Describe the design cycle as typically used in ICT domain
- Design a value-adding service concept driven by ICT
- Make informed choices on supporting technologies and platforms on infrastructure, middleware and application layer
- Design a valorization plan that explicitly covers how and when to involve external stakeholders in a design process
Lectures, design project, presentations. Various guest lectures by industry experts
Assignment
MSc level
Page 58 of 127
SPM9640
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
ICT Management

0/4/0/0
2
2
2
3
English
This provides knowledge on ICT Management in relation to generic business strategy. Attention is paid to the position of a CIO
(Chief Information Officer) in the board of a corporation, the relation between strategy, Bussines Models and Enterprise
Architecture, Business-IT alignment, the role of (enterprise) architectures, as well as sourcing. IT management tools like ITIL,
BSIL and COBIT are discussed. Attention is paid to IT investment and portfolio methods.
The impact and relevance of specific topics for instance Green ICT or Cloud computing are subject of specific tutorials and or
case discussions.
It is expected that at the end of the course students have knowledge of, and insight in:
the day-to-day practise of an IT manager
the relation between business strategy and IT strategy, and the different frameworks that analyse this relation
the role of business/enterprise architecture
IT governance
Out sourcing and Cloud Computing
Classical Information economics
IT management frameworks, and when to apply, use them
It is expected that at the end of the course students
Have the capabilities to deal with core issues and problems with which an IT manager may have to deal with
are able to analyse the strategy of a company and translate these a simple business architecture
understand the relation between the business, information and technical architecture
are aware of the conceptual differences between business, enterprise, information and technical architectures
are aware of the major theoretical views on the relation between business and IT, and are able to execute a simple case study
are familiar with IT governance concepts and how companies govern IT in practise (governance archetypes)
are familiar with the core concepts in the (IT, process) sourcing domain (sourcing, near-shoring, off-shoring), and to understand
the different perspectives of provider and client organizations
have knowledge of some simple investment concepts with regard to IT, like information economics, NVP, ROI and Real Option
Theory, as well as risks and uncertainties IT mangers have to deal with.
Have some basic insight in portfolio approaches
have a basic knowledge of the different IT management tools, and insight in when to use them
The course will advance your understanding of strategic and technical issues Chief Information Officers will face in reality
It is expected that at the end of the course students have knowledge of, and insight in:
the day-to-day practise of an IT manager
the relation between business strategy and IT strategy, and the different frameworks that analyse this relation
the role of business/enterprise architecture
IT governance
Out sourcing and Cloud Computing
Classical Information economics
IT management frameworks, and when to apply, use them
It is expected that at the end of the course students
Have the capabilities to deal with core issues and problems with which an IT manager may have to deal with
are able to analyse the strategy of a company and translate these a simple business architecture
understand the relation between the business, information and technical architecture
are aware of the conceptual differences between business, enterprise, information and technical architectures
are aware of the major theoretical views on the relation between business and IT, and are able to execute a simple case study
are familiar with IT governance concepts and how companies govern IT in practise (governance archetypes)
are familiar with the core concepts in the (IT, process) sourcing domain (sourcing, near-shoring, off-shoring), and to understand
the different perspectives of provider and client organizations
have knowledge of some simple investment concepts with regard to IT, like information economics, NVP, ROI and Real Option
Theory, as well as risks and uncertainties IT mangers have to deal with.
Have some basic insight in portfolio approaches
have a basic knowledge of the different IT management tools, and insight in when to use them
The course will advance your understanding of strategic and technical issues Chief Information Officers will face in reality
There are lectures as well as guest-lectures from practitioners, who also are affiliated with Delft University of Technology,
tutorials and cases. The lectures and tutorials are normally 2 hours.
Depending on the number of students who will participate, the group might be divided in two parts for the tutorials.
Assessment
Category
The students discuss business cases in the tutorials. These case studies have to be analyzed by the students before class and the
analysis has to be handed over on paper to the tutor before class.
Grading is based on:
- class attendance (conditional)
- cases (40%)
- final exam consisting of multiple choice (50% and open questions (50%)
MSc level
Page 59 of 127
Year
Organization
Education
2013/2014
Emerging Technology-based Innovation and Entrepreneurship
Page 60 of 127
MOT9556
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Special Information
Remarks
Category
Corporate Entrepreneurship
0/x/0/0
2
2
none
English
Large international organizations often find themselves in a luxurious position compared to small start-ups, since they have more
financial capital, access to markets, and more technological knowledge. The large international organizations dont want to loose
the luxurious position and consequently focus on existing products and competencies instead of radical new innovations.
However, large international organizations are confronted with increasing external turbulence, technological advancement and
globalization, which necessitates them to act more entrepreneurial in order to remain competitive and prosper. Hence, corporate
entrepreneurship has become an important element of the strategic renewal process of large international organizations. Strategic
renewal can fueled by internal entrepreneurial behavior, as well as by initiating start-ups and aqcuiring start-ups to experiment
with new technology. Many times, these start-ups originate in academic environments. Therefore we pay specific attention to the
emergence of academic spin-outs and how these are connected to the interests of large international organizations through
incubation facilities and venture capital support.
This course examines the various forms of corporate entrepreneurship and the relationship with corporate strategy in particular.
You will develop knowledge and skills to analyze strategic situations and design the most appropriate solutions in terms of
corporate entrepreneurship strategy and organization.
You will develop a thorough understanding of corporate entrepreneurship; the contexts, the forms, and the relationship with
strategic management.
You will develop skills to analyze strategic situations and design appropriate corporate entrepreneurship strategies and
organizations.
The course is organized into 14 sessions. Each session consists of a mixture of lecturing, and discussions of cases, literature and
assignments, and presentations.
Morris, M.H., Kuratko, D.F. and Covin, J.G. (2008). Corporate Entrepreneurship & Innovation. Entrepreneurial Developments
within Organizations 2nd edition, West Eagan, MN: Thomson South-Western. ISBN 0-324-25916-63726-7
Journal articles: Will be posted on Blackboard-site.
Slides presented in class: Will be posted on Blackboard-site.
We distinguish between three grading components:
1. Written individual assignment: analyses and presentation of an article 2, which will account for 30% of your final grade.
3. Written final essay that analyses a corporate venturing program in a multinational and relfect that upon the theory discussed.
This will account for the remaining 70% of the final grade
Each of the grades should be at least 6.0.
Each student will be expected to be present during lectures (two times a week), actively participate during the lectures, complete
assigned readings, read posted lectures, listen to thought leader presentations and submit written assignments when due.
Given the interactive nature of this course, attendance at classes is mandatory. Only very serious grounds for absence (such as
illness accompanied with doctors note) are acceptable. Holidays and (paid or voluntary) work obligations do not count as
acceptable reasons for absence. This is a full-time course with scheduled holidays. Unjustified non-attendance will result in
expulsion from this course.
MSc level
MOT9591
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Dr.ing. V.E. Scholten
Technology Battles
Dr. G. van de Kaa

Prof.dr. C.P. van Beers
Dr. J.R. Ortt
x/0/0/0
1
1
none
English
The course is organized into 6 regular sessions. Each of the regular sessions consists of a mixture of lecturing and discussions.
For each session you study the literature. Through class discussion we will further deepen our understanding of the topics and
themes of the class. Every student is expected to participate in a class-wide discussion. In week 1.1 a number of special sessions
will be organized for non MOT students (pressure cooker format).
After the course students are able to understand the theoretical background of platform wars, technology patterns, and interorganizational networks and the relations between these topics.
1 group assignment
For the assignment the result has to be sufficient, i.e., at least 5.8
Education method: weekly classes (1 time 3 hours lectures and discussion) and group assignment
Total hours: 84 (3 ects):
o+/- 4 hours/week lectures and contact moments = total 28 hours (1ects)
o4 hours/week preparing lectures = total 28 hours (1ects)
o4 hours/week group assignment = total 28 hours (1ects)
the grade for this course is based on the assignment.
The deadline for handing in the group assignment is mentioned in the detailed session outline.
Two weeks after handing in your group assignment you will get feedback and a grade.
Page 61 of 127
SPM9239
Module Manager
Assistent
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Responsible innovation
Prof.dr.ir. I.R. van de Poel

Dr.ir. N. Doorn
x/0/0/0
1
1
1
2
English
This course is part of the master specialisation Emerging Technology-based Innovation and Entrepreneurship
Today, technology has become a main determinant of the quality of life of individuals and the quality of society. New
technologies contribute to human well-being, but they may also introduce considerable risks to humans, the environment and
future generations. We therefore have every reason to ascertain that the new technologies we develop as a society respect the
values we hold dear. Various governments, companies and research funding agencies have now recognized this need for
responsible innovation. Responsible innovation can, as a concept, be understood in a more substantive and in a more procedural
sense. As a procedural notion, responsible innovation refers to a process of innovation that meets certain procedural norms, like
accountability (to stakeholders and to society) and transparency. As a substantive notion, responsible innovation refers to a
process of innovation which results in certain products, i.e. innovative technologies, which reflect important moral values. This
includes values like, health, safety, human welfare, sustainability, justice, inclusiveness, democracy, privacy, trust, and
autonomy.
In this course we will discuss the concept of responsible innovation and how it might be understood. We will discuss tools and
approaches to responsible innovation, like Value Sensitive Design (VSD), Constructive Technology Assessment (CTA),
Midstream Modulation (MM), and Network Approach for Moral Evaluation (NAME). We will address the possibilities and
challenges for responsible innovation at four different levels: 1) the level of specific R&D projects, 2) the level of companies
(and the relation between responsible innovation and corporate social responsibility (CSR), 3) the level of technological sectors
and 4) the activities of governments and funding agencies.
Study Goals
Education Method
Assessment
Lectures
The following topics will be covered in the lectures:
-The notion of Responsible Innovation (RI)
-The relation with Corporate Social Responsibility (CSR)
-Tools and methods for RI
-Quest lectures on applications of RI in various contexts
After this course, students should be able to:
Provide and justify specific definitions of the notion of responsible innovation
Explain approaches to responsible innovation such as Value Sensitive Design (VSD), Constructive Technology Assessment
(CTA), Midstream Modulation (MM) and Network Approach for Moral Evaluation (NAME), and to apply these approaches to
concrete cases and examples
Relate responsible innovation to corporate social responsibility (CSR)
Identify opportunities and challenges for responsible innovation at four different levels: 1) the level of specific R&D projects, 2)
the level of companies, 3) the level of technological sectors and 4) the activities of governments and funding agencies.
Develop strategies for implementing responsible innovation
Lectures, assignments, wiki and essay.
Assignments
There are two obligatory assignments that should be done by all students in groups of 5. Please enroll timely in Blackboard for a
group and submit the assignments timely in Blackboard. See also the lecture scheme for the scheduling of the assignments.
Wiki
Students should make in groups of 5 students a wiki about one of the tools or methods for RI.
Essay
Students should write an essay in groups of 5 students. Please enroll timely in Blackboard for a group. See also the detailed
information on the essay.
Targetgroup
Category
Grade
There is no test. Your grade for the course is based on your grade for the wiki (25%) and your grade for the essay (75%).
Completion of the two assignments is required in order to obtain a grade for the course.
Master students EPA, SEPAM and MOT.
MSc level
Page 62 of 127
WM0516TU
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Targetgroup
Category
Turning Technology into Business
Dr. L. Hartmann
0/X/0/0
2
2
none
English
Turning Technology into Business (TTiB) aims to equip participants with a strong conceptual foundation to actively understand
the dynamic process of technology-based entrepreneurship. Participants learn how business strategies are best formulated and
how (through entrepreneurship) technology can create value. TTiB consists of seven lectures, introducing the theoretical
backgrounds of technological, market and business analyses. A unique aspect of TTiB is that existing technologies (developed
and patented by the TU Delft) are used as case subjects. The patent project is the focal point of the curriculum. Each group of 4-5
students will be assigned an original patent, and is expected to evaluate the commercial potential of this technology. This
includes choosing promising applications (products) for the technology, and making recommendations for the most suitable
business model to commercialize the technology. The patent project should provide a coherent and structured answer to the
central question: which strategy is most likely to generate business from this patent? In addition to equipping participants with a
thorough knowledge of the course subject, the section Technology, Strategy & Entrepreneurship (TSE) hopes that this course
will be the starting point for a variety of university spin-offs in which the students will participate. To accommodate this, TSE
offers the course WM0506TU - Ready to Startup!
The course "Turning Technology into Business" aims to equip students with a strong conceptual foundation to an active
understanding of two domains:
The dynamic process of technological innovation through concepts such as technology life-cycles, dominant design, disruptive
technologies, Schumpeterian competition and the diffusion of innovations
How business strategies are formulated and, through entrepreneurship, technology can create value. This multi-faceted process
of technology commercialization process is addressed in terms of assessing technology position, discovering market
opportunities, competitive analysis, appropriability and the various modes of entrepreneurship.
7 interactive lectures, participant-centered case studies, homework assignments, classroom assignments, individual group
coaching
Will be provided during the course
Each group writes a report on their analysis, findings and recommendations for the technology (patent) they used as a case, and
give a 10 minute oral presentation. The reports make up 80% of the final grade. The team grade will be adapted according to the
individual student's class contributions and how he/she performed within the group
Multi-disciplinairy groups of Master students, Ph.D. Students, and staff researchers from all faculties within the TU Delft.
MAXIMUM CAPACITY is limited to 80 participants. Register on Blackboard from October 1. Pre-course assignments will test
the motivation of the potential participants and determine whether or not they may follow this course.
MSc level
Page 63 of 127
WM0930SET
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Category
System Innovation and Strategic Niche Management

x/x/0/0
1
2
1
2
none
English
This course deals with system innovations towards sustainability and specific analytical frameworks and strategies and
intervention instruments aiming at such system innovations. Analytical frameworks, strategies and instruments include Strategic
Niche Management (SNM), Functions of Innovation Systems (FIS), Participatory Backcasting and Transition Management.
Students (in groups) analyse a self-chosen experiment or niche development in the recent past, which needs to result in a
scientific paper. The experiments must be in the field of (renewable) energy, such as wind turbines, biomass combustion,
combined heat and power (CHP), energy savings technology, or solar cells. The technology must have the potential to radically
change the energy sector and must be in the phase of first introduction. Finally, there must be sufficient data available to make a
thorough analysis possible (research reports, scientific publications, publications in popular journals, news papers, government
publications, interviews). The aim of the analysis is to asses the current status of the niche in question, identify bottlenecks and
opportunities, and propose a strategy for (subsequently) dealing with or exploiting them.
At the end of the course, the student:
1. has knowledge of:
* The most relevant theories and concepts of system innovations and transitions towards sustainability
* The key characteristics and key elements of intervention strategies/instruments strategic niche management, backcasting and
transition management, which can be applied to explore and facilitate system innovations towards sustainabiltiy.
2. has insight in:
* The opportunities, limitations, strengths and weaknesses of the intervention strategies/instruments, as well as the system
innovation theories and concepts.
3. has experience and basic skills in:
* Exploring and evaluating (niche) experiments and pilot projects in which strategic niche management, backcasting or transition
management has been applied.
Lectures, tutorials, assignment (individual and/or group work). 1 ects is meant for lectures and reading/discussing relevant
scientific papers, 2 ects are reserved to do a group project, which results in a paper and a presentation.
Students are evaluated based on the report and final presentation resulting from the assignments, and on an individual
assignment. Reports need to contain:
* Problem description, (research) questions to be addressed and description of the approach and methods
* Theoretical question and section
* Analytical question(s) and section(s)
* Conclusions and recommendations
* References following the guidelines and the format of the Energy Policy journal (www.sciencedirect.com).
* Essays/reports need to be about 25 pages long.
MSc level
Page 64 of 127
Year
Organization
Education
2013/2014
Supply Chain Management
Page 65 of 127
SPM4621
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Ir. M.W. Ludema

x/0/0/0
1
1
1
2
English
This module builds on the content and knowledge gained during courses like operations management, logistics management or
equivalent courses. Please consult the module manager during the first lecture. If such courses where not taken additional study
may be required.
Supply chain management (SCM) includes all activities relating products and information traveling to and between companies in
a supply chain chain. SCM makes an important and often essential contribution to the competitive strength of industrial trading
and distribution companies. The supply chain management function co-ordinates and controls operational business functions in
their relationship to each other and to a large extent determines the flexibility of a company in relation to the market and the
efficiency of the internal processes within that company. Logistical decision-making frequently relates to situations in which
conflicting wishes and desires from various parts of the organization have to be brought together cohesively. Gaining insight into
the performance indicators of a company, its logistical costs, customer expectations and the opportunities to improve these
aspects is of vital importance.
All engineers will encounter logistics to a greater or lesser extent in the business environment in which they will be working or
in which they will be carrying out their assignments.
This course covers the SCM function in and between companies. This course will give the student insight in the theoretical
background of supply chain analysis and management. In general the student learns and puts into practice the basic theoretical
skills of a supply chain analyst and/or manager. The theoretical knowledge will be explained and exercised by practical business
cases.
After the course the student is able to: (1) position supply chain management in the broader perspective of the functioning of
enterprises; (2) formulate, comment and judge the criteria and constraints of how companies can develop and maintain their
position as an adequate supply chain member; (3) structure, analyze and develop skills to find improvements of the strategic
position of enterprises by the use of reference models, and other modelling techniques (4) design and develop supply chain
frameworks to facilitate the analyses of supply chains (5) have a detailed insight into the difference and commonalities between
supply chain of consumables and durables (6) develop a analysis approach to guide supply chain design changes, in particular
alliances (7) understand the supply chain as a fulfillment structures for collaborating companies for new business ventures to
cope with problems and opportunities. (8) suggested and develop supply chain (re)design directions for the future of the
companies in a supply chain.
The following topics will be discussed during the lectures:
The significance of their logistics system in and between companies from a business perspective;
Methods that they can use to analyze logistics systems;
Their incoming logistics (Purchasing), production logistics and outgoing logistics (including customer service);
The role of inventory and inventory hold points and the related facilities required in the logistics system;
Strategic, tactical and operational decisions related to inventory;
The role of transport management and the transport system in and between companies;
Value added logistics, outsourcing and third party logistics;
Logistics control and information systems;
Strategic logistics and the design of logistics networks and determining locations for distribution centres;
Worldwide logistics and some selected aspects of state-of- the-art logistics.
Study Goals
Brief overview of the important elements and the analysis of the several aspects of the dimensions of logistics systems from the
inside and outside perspective of individual companies; Global Trade & Logistics, Strategic Logistics Management; The role of
organization within supply chains; Value added logistics and third party logistics; Target Costing and Supply Chain Cost
Management Systems; Supply Chain & Life Cycle Management Information Systems; Actors Analysis from a supply chain
perspective; Supply Chain Mapping with the SCOR-reference model; Virtual Value Systems; Advanced Supply Chain Mapping;
Material Requirements Planning, Manufacturing Resource Planning, Enterprise Resources Planning; Advanced (Supply Chain)
Planning Systems; Virtual Organizations & Logistics; Lean Thinking and Manufacturing, Agile Organizing, Performance
measurement by benchmarking the supply chain; Modelling techniques for designing/analyzing Supply Chains; Spare parts
logistics, special purpose supply chains; Event Logistics, Reverse logistics, Green supply chains, Supply Chain Portals for
Purchasing and Sales; Interactions between user/owner, producer/user and producer/owner; Subsistence, operations en systems
logistics; Customer service as a life-cycle management effort. Partnerships and alliances and its supply chain ramifications. Find
weaknesses and strengts of companies (in a supply chain). Understand supply chain (re)design directions. Generate alternatives
and assess them.
To understand the functioning of business logistics sub-systems and their interrelations with other subsystems (marketing, sales,
R&D, production, finance) of companies. To
be able to decompose the logistics function in its basic functionalities and be able to select and use the tools to analyze and
optimize them.
To be able to judge the logic of the logistics of a wide variety of the product, information and money flows within and between
companies.
To be able to show the inter-relationship between processes in the silo's of business logistics systems and how understand the
need to align them.
The module will give the student insight in the theoretical background of supply chain analysis, engineering & management.
This theoretical knowledge will be explained and practiced by practical business cases. Upon completion of this course the
student must be able to:
Position supply chain management as the broad perspective for the functioning of enterprises;
Formulate, comment and judge the criteria and constraints of how companies must perform as an adequate supply chain member;
Structure, analyse and develop skills to find improvements of the strategic position of enterprises by the use of reference models,
and other modelling techniques;
Understand the nature of the differences of consumables and durables as a structuring element of supply chains;
Understand the differences between make to stock, make to order and engineer to order products;
Understand the systems engineering and product development process in the case of engineer to order (e.g. means of transport
and equipment) products;
Understand the difference between lean and agile supply chains and possible elements of virtuality;
Understand the issue of collaborative engineering as part of equipment acquisitions;
Understand concepts like, vendor managed inventory, target costing, waste management and many other supply chain related
concepts;
Conclude on the strenght and weaknesses of a supply chain;
Generate relevant criteria for improvement;
Page 66 of 127
Generated (re)design alternatives.

The module will give the student insight in the theoretical background of supply chain engineering. This theoretical knowledge
will be explained by cases. Upon completion of this course the student must be able to:
Develop a list of requirements relevant for a business case based on the ingredients that are understood after analysing a current
or relevant supply chains. Follow a system of systems engineering approach to design new supply chains. be able to assess the
work on feasibility for implementation.
Education Method

Materials
Assessment
In general the student learns and puts into practice the basic theoretical skills of a supply chain analist and/or manager and/or
engineer in a wide range of industries.
Lectures (3 hours each week), self-study and project feedback sessions. A set of assignments in where the student will 'play' a
start-up that has to make a series of logistic-based decisions. After the course students will write a business logistics plan for a
hypothetical company to show their abilities to integrate a series of during the lecture addressed topics.
Weekly lectures, in-class discussions, group presentations and discussions of distributed articles and cases. The first and course
will be completed by handing in an requirement assignment and an accompanying presentation. The last weeks the student will
work on a supply chain design assignment.
Virtual reader containing articles and book chapters on Supply Chain Management, Analysis and Engineering
A final integrative large group assignment such as:
- The Transportation Equipment supply chain;
- The Construction Supply Chain;
- The after-sales service and spare parts for maintenance supply chain;
- The supply chain of conditioned goods for the retail market
- The supply chain of the last mile
- The Cure/Care supply chain;
A report including analysis and design output
SPM5620
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Dr. J.H.R. van Duin

Dr. B. Wiegmans
0/x/0/0
2
2
none
English
General theoretical introduction/Reminder of designing logistics chains
Detailed knowledge of the actors involved (perception building)
Application of knowledge into a large, real-life case
Case:
Problem definition, Literature study, Analysis (qualitative and quantitative techniques),
Synthesis of the logistics chain (physical structure, controlling principle, structure for organisation),
Study Goals
Designing the implementation policy plan, reporting/presenting (to other logistics actors by role-playing)
Analysing and understanding the dynamic behaviour of multi modal chains
Insight in logistic chains and logistics chain decisions
Applying (policy) instruments to influence the behaviour of specific actors
Experience with a large case (Europe/Netherlands)
Education Method
Assessment
Insight in how to implement a multi-modal policy plan

Lectures and working lectures.
Writing a policy report, presenting/defending a policy
Page 67 of 127
SPM9537
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Integrated Plant Management
Dr.ir. Z. Lukszo
0/4/0/0
2
2
2
3
English
This course is to be recommended for students interested in operational management of an industrial plant, e.g. in food, (fine)
chemical, pharmaceutical and metallurgical industry. The integration of the enterprise functions as strategic and tactical
management, forecasting, planning, scheduling, optimisation and control are the central theme of the course. Next, the course
introduces Lean Six Sigma approach for quality and waste management.
Week 1: Introduction to process industry, industrial plant as integrated system; process type (batch, fed-batch, continuous) and
operation regimes (start-up, steady-state, switch-over, shut-down). process industry, industrial plant as integrated system; process
type (batch, fed-batch, continuous) and operation regimes (start-up, steady-state, switch-over, shut-down).
Week 2: Introduction to strategic and tactical planning; short-term planning and forecasting; capacity planning; main
technologies for planning (simulation and (non-) linear programming).
Week 3: Definition, types and complexity of scheduling problems; scheduling as an optimisation problem (Branch and Bound
approach); industrial practice with respect to scheduling; integration of scheduling with other business functions.
Week 4: An integrated approach to process control; basis principles of regulatory control; supervisory control and abnormal
situation management; hierarchical structure of the stabilising, optimising and co-ordinating control.
Week 5: Introduction Lean Six Sigma approach for quality and management
Week 6: Four levels of plant optimisation (optimisation at process, plant, enterprise and network level); model-based operation
improvement.
Study Goals
Education Method
Computer Use
Materials
Assessment
Category
Week 7: Industrial speaker: practical experience with integrated plant management.

To understand the management tasks in a manufacturing company.
To understand how are they executed and who bears the responsibilities.
To determine possibilities for improvements of individual management tasks. To execute an improvement project according to
the Lean Six Sigma approach.
To make a conceptual design of an integrated management structure in the MES (Manufacturing Execution System)environment.
Class, instructions, computer tools.
BPWin, Minitab
Material to be handed out in class and on blackboard
Written exam.
MSc level
Page 68 of 127
Year
Organization
Education
2013/2014
Page 69 of 127
SPM9715
Module Manager
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Materials
Intermediate Economics
Dr. C.W.M. Naastepad

Dr. S.T.H. Storm
x/0/0/0
1
1
1
2
English
Specialization "Economics & Finance"
A completed introductory course in economics (e.g. MOT1420, EPA1222 or SPM4133).
The course analyses macro-economic policy, monetary policy, financial-sector policy, European integration, debts and deficits,
and the process of money creation. Special attention will be given to global imbalances and domestic and international causes of
the Eurozone crisis.
A thorough knowledge of economics at an intermediate level with a focus on recent debates concerning "The Great Moderation",
"The Global Savings Glut", and "The EuroZone Crisis".
A grasp of how different economic theories understand the global crisis (including NAIRU economics).
A thorough knowledge of (financial)globalisation and its consequences for national economic development.
A clear insight in and understanding of how money is being created and what commercial banks actually do.
Lectures and self-study.
We use two books + papers/articles posted on blackboard. The books are:
Thomas Palley (2012), "From Financial Crisis to Stagnation. The Destruction of Shared Prosperity and the Role of Economics",
Cambridge University Press. (Paperback edition)
Practical Guide
Assessment
Category
Ryan Collins, Josh, Tony Greenham, Richard Werner and Andrew Jackson (2012) "Where Does Money Come From", London:
New Economics Foundation. Second edition.
None
Closed book exam.
MSc level
SPM9716
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Category
Cost-Benefit Analysis: Theory and Applications
Dr.ir. Z. Roosenboom-Kwee
x/0/0/0
1
1
1
2
English
Cost-benefit analysis (CBA) has become a widely used (often mandatory) tool for public-policy decision making on
infrastructural projects or environmental and climate policies. Through CBA, the potential current and future gains and losses of
a proposed policy are identified, and then converted into money units in order to make them comparable with policy alternatives;
certain decision rules help to determine whether the project is desirable from societys standpoint. Because CBA evaluates policy
and/or project proposals from the point of view of the public interest, the market prices used in CBA are corrected for possible
market distortions or failure (for example, un-priced environmental damage). Nevertheless, the application of CBA is fraught
with has difficulties and limitations that need to be taken into account. What rates of interest are appropriate for determination of
present and future costs and benefits of a policy proposal? Why and how do the private benefits and costs of a policy proposal
differ from the social benefits and costs? How can we express e.g. environmental damage, or human health and life risks, in
money units? How can we adjust market prices to account for external effects? How can we use alternative measures of welfare
to identify the benefits and costs of a policy proposal? Such questions are addressed with the help of a variety of case-studies,
including climate stabilization policy, large infrastructure projects or large events such as the Olympic Games.
At the end of this course, students will be able to:
* understand why CBA can be used to appraise projects with an objective to improve social welfare
* gain an understanding of the fundamentals of CBA
* perform steps or approaches to evaluate the financial and economic values of a project
* understand the strength and limitations of CBA in project appraisal.
Lectures and exercises
Anthony E. Boardman, David H. Greenberg, Aidan R. Vining & David L. Weimer: Cost-Benefit Analysis: Concepts and
Practice, 4th International Edition, Pearson, 2011.
Exam
MSc level
Page 70 of 127
SPM9717
Module Manager
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Materials
Books
Assessment
Tests
Category

Dr. S.T.H. Storm
0/x/0/0
2
2
2
3
English
The courses Intermediate Economics (SPM 9715) and Cost-Benefit Analysis: Theory and Applications.
The two decades preceding the recent global financial and economic crisis saw an exceptionally strong growth of (global)
financial markets. While the stock of global financial assets increased manifold, steeply raising the ratio of financial assets to
world output, household and private corporate debt also showed unprecedented increases. The profitability of financial-sector
firms (banks, investment firms) increased to a multiple of that of firms producing goods and services. What does this process of
financialisation mean for the economy? Are high rates of financial return (for shareholders) conducive to economic growth and
technological progress? Does the short-run (profit) orientation of shareholders square with the longer-term strategic interests of
firms? What are the economic consequences of firms increased reliance on stock market finance and volatile global financial
markets? The recent economic crisis raises important questions concerning the principles on which our financial system is
founded. From various sides proposals have been made for a restructuring of our financial system to reduce its instability. Is
financial market regulation desirable? Which principles govern the origination and destination of financial capital in our current
financial-economic setting? Are other principles of financial-economic organization available? These are the central questions
addressed in this course.
Financialisation and shareholder value maximization; asset markets; private and public debts; liquidity and the liquidity trap;
money creation;monetary policy; the shadow banking system; credit risk transfer instruments (securitization); the reurchase
market & the asset-backed commercial paper market; the global financial crisis; the crisis in the European Union; debt crisis;
crisis economics; the future of finance; financial regulation.
At the end of this course, students will be able to:
analyse and interpret developments in financial markets from the point of view of financial investors, production firms,
consumers, governments and (central) banks
understand the structural causes of the recent financial crisis including its persistence and evolution into a USA/EU debt crisis with a focus on the role played by the shadow banking system
interpret and assess proposals to arrest the spread of the crisis
contribute to discussions about a new financial architecture that will bring transparency and stability to the financial-economic
system and its composing elements.
Lectures and assignments.
Will be announced.
Will be announced.
(1) an open-question, closed book examination; and (2) assignments.
None.
MSc level
Page 71 of 127
Year
Organization
Education
2013/2014
Page 72 of 127
SPM9160
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Category

x/x/x/x
1
2
3
4
1
2
3
4
none
English
MSc level
Page 73 of 127
Year
Organization
Education
2013/2014
Technical Courses
Page 74 of 127
Year
Organization
Education
2013/2014
Water
Page 75 of 127
CIE4450
Responsible Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Prof.dr.ir. N.C. van de Giesen

Dr. E. Mostert
8/0/0/0
1
1
English
The course Integrated Water Resources Management (IWRM) consists of the following elements:
1. A series of lectures;
2. Supervised computer lab exercises;
3. Unsupervised modeling exercise;
4. A role-play;
5. Group presentations.
The lectures introduce a number of topics that are important for IWRM and the modeling exercise. The lectures introduce water
management issues in the Netherlands, Rhine Basin, and Volta Basin. The role-play is meant to experience some of the social
processes that, together with technical knowledge, determine water management.
For the modeling exercise, the class will be divided in several groups of 5 to 6 persons. Each group will model a set of integrated
water resources management issues and simulate possible development scenario's. Two of the problem sets are:
1. Heating up of the Rhine due to climate change;
2. The effects of small reservoirs for irrigation in the Volta basin.
In addition, there is room for different cases, to be discussed during the first lecture.
The simulation exercise and the reporting should incorporate the concerns of the groups that are mostly affected by the issue and
the groups that can contribute most to its resolution. The report on the modeling exercise should contain concrete
recommendations.
Study Goals
Education Method
Course Relations
Materials
Assessment
The main modeling software to be used is WEAP, which has been developed by SEI-Boston. Students of CT4450 can use this
software for the duration of one year.
Definitions of Water Resources Management (WRM) tend to be rather broad and vague. This is how it should be, but in practice,
the context and the problems at hand constrain
the engineer to such an extent that any particular case quickly becomes clear. WRM is always context dependent and should
always be problem-driven. This explains why, just
as in Business Management, case studies play such an important role in teaching. The general framework or theory of WRM will
receive less attention in this introductory
course.
Skills that a WRM engineer should have:
1. Good basic skills in hydraulics, hydrology, and numerical modeling. One should be able to work from "first" principles;
2. The ability to listen to other disciplines and to come to grasp quickly with the core problems and constraints put forward by
other professionals. In practice, one may have to interact with economists, lawyers, anthropologists, ecologists, medical
scientists, etc. It would not make too much sense to teach the basics of all these disciplines to WRM engineers. Rather, WRM
engineers should develop general skills and confidence to interact;
3. Similarly, the WRM engineer should be able to present the possibilties and constraints of hydraulic and hydrological
management to non-engineers;
4. WRM normally involves working in (small) interdisciplinary teams. Small team work is, therefore, part of the course;
5. Because experiments are (almost) not possible in WRM, simulation models are the main analytical instrument available.
Simulation models serve to predict the impact of
potential management interventions. At the same time, developing simulation models helps/forces one to understand the system
at hand. Using and developing models is, therefore, the key activity in the course;
6. Finally, it is important that the WRM engineer treats models, both existing and newly developed, critically. Different types of
software and models will be used to create a certain facility in dealing with these tools in general. Through comparisons and the
development of own models, a critical attitude will be fostered.
Lectures, exercise, case study, computer lab
CIE4450 uses CT3011, CIE4010, CIE4400, CIE4431, CT3410
Lecture notes, reader, WEAP Software
All materials will be provided through Blackboard.
The final product will consist of a group presentation and a group report, which will be assessed by the teachers. Peer comments
from within the groups will be used to adjust grades upwards or downwards for individuals that contributed more or less than
average.
Page 76 of 127
CIE5450
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Hydrology of catchments, rivers and deltas
Prof.dr.ir. H.H.G. Savenije

0/8/0/0
2
2
2
3
English
Basic knowledge on hydrology
Purpose, contents of lectures and study material
1. Hydrology and Water Resources: rainfall mechanisms, extreme rainfall, water resources, groundwater, surface water, water
resources of catchments, rainfall-runoff relations for different temporal scales, water balances, water scarcity, green and blue
water, human interference into the hydrological cycle;
2. Rainfall-Runoff relations: extreme discharge and floods;
3. Determination of peak discharge, factors affecting discharge characteristics, flow duration curve, flood frequency analysis,
rainfall runoff relations, short duration peak runoff, catchment yield;
4. Flood propagation: reservoir routing, channel routing, Muskingum routing, Kinematic routing, relations between methods of
routing and the St. Venant equation;
5. Hydrology of coastal areas: tides, storm surges, propagation of tides into estuaries, salt water intrusion into open estuaries,
seepage of brackish ground water, hydraulic measures in coastal areas and estuaries, effect of dikes, fresh and salt water
reservoirs, drainage;
6. Articles related to the topics described above. For the exam a selection of these articles needs to be studied.
Study Goals
Education Method
Materials
Assessment

Tests
1. Understanding relations between hydrological processes in catchments at different scales and the effects of different types of
stocks and related fluxes;
2. Understanding and calculations of propagation of flood waves;
3. Understanding the hydrological processes in deltas regarding river discharge, inundations, propagation of tidal floods, salt
intrusion, as well as consequences of changes in the system;
4. Frequency analysis of extremes under different climatological conditions.
Lectures, discussion of selected articles, a reader of relevant articles (on blackboard), short fieldwork (if possible)
Obligatory lecture note(s)/textbook(s):
"Hydrology of Catchments, Rivers and Deltas"
Obligatory other materials:
Reader of articles on blackboard.
Chapters 1, 2 and 3 of "Salinity and Tides in Alluvial Estuaries" by H.H.G. Savenije (downloadable from
www.salinityandtides.com)
Written exam on:
1) lecture notes Hydrology of Catchments, Rivers and Deltas
2) Power points of the lectures
3) Chapters 1, 2 and 3 of the book "Salinity and tides in Alluvial Estuaries" available on www.salinityandtides.com
4) Selection of articles available on blackboard and discussed during the lectures (details will be provided on blackboard)
A hand-written double sided A4
Page 77 of 127
Year
Organization
Education
2013/2014
Transport
Page 78 of 127
CIE4801
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Judgement
Transportation and Spatial Modelling
Dr.ir. R. van Nes

Prof.dr.ir. E. de Romph
6/0/0/0 + 4/0/0/0
1
1
1
2
English
1. Role of models in transportation and spatial system analysis, main model components and their relationships, modelling
concepts
2.Travel choice modelling, utility theory, Logit-models, Nested logit
3. System description, zonal segmentation, network description, shortest path trees
4. Trip generation models
5. Trip distribution models, estimation of trip distribution functions
6. Mode choice models, simultaneous distribution-modal split models
7. Time of day and departure time models
8. Assignment models, uncongested and congested network assignment, equilibrium concept, stochastic assignment, system
optimal assignment, public transport assignment
9. OD matrix estimation models
10. Forecasting
11. Transport modelling in practice
12. Spatial interaction models, choice modelling in spatial systems
13. Land-use transport interactions models, TIGRIS
14. Exercise using commercial transport modelling software (Omnitrans) in setting up a modelling analysis, and assessing a
transport system and solution strategies
1. Identify and describe the main components of transportation and land use models
2. Apply and discuss the main modelling techniques for the components of the four (five) stage transportation model
3. Analyse and discuss today's transportation and land use models
4. Set-up and perform a systematic modelling analysis to assess a transportation system and solution strategies
Lectures, exercises, practical
Obligatory lecture note(s)/textbook(s):
1. Ortuzar, J. de Dios, L.G. Willumsen (2011) Modelling transport
4th edition, John Wiley & Sons, Chichester
2. Selected papers on Spatial Modelling, references will be provided
3. Manual of exercises in Omnitrans
Obligatory other materials:
Transparencies and other material on Blackboard
Written exam (open questions, closed book) and practical with written report
The individual exercise must be completed and the deadline for handing in the report is week 7. The exercise grade will remain
valid for a maximum of 18 months.
NB: In case the exercises are not completed in time, one will not be allowed to make the final written exam.
Written exam (75%) + written report about exercise (25%)
Page 79 of 127
Year
Organization
Education
2013/2014
Spatial Development
Page 80 of 127
CIE4201
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Judgement
Architecture and Building Engineering
Ir. S. Pasterkamp
6/0/0/0
1
1
1
2
English
To be a successful building engineer it is vital to understand the strong influence that architecture and structural design have on
each other. A good overall design balances the various demands of these two design disciplines in such a way that the demands
are not only met: in the best designs the chosen design principles can strengthen each other. In no design assignment does this
become more clear than in the world of adaptive reuse. As renovation, restoration and adaptive reuse are a rapidly growing
market in the building industry, this course combines these two topics.
The course consists of a series of lectures, practical research work and an exam. The subject of the research is an existing,
historic building which needs to be analyzed both architecturally and structurally. Following the analysis a design for a new
program and function for this existing building will be elaborated. During both phases the content of the lectures is essential.
After following this course the student:
Understands the basic definitions and principles of architectural and structural design;
Has knowledge of the history of architecture;
Has knowledge of the historical developments in steel, wood and concrete structures;
Has knowledge of the relations between architecture and structural design;
Knows the most important developments in urban planning, architecture, typology and styles of the 19th and 20th century;
Understands the relation between architectural development of this period and the development of technology;
knows the most important architects and structural engineers of this period;
Has basic knowledge of the history of building codes;
Understands how the evolution of codes influences the expected safety of existing structures;
Can assess the structural safety of existing buildings;
Understands systems, theories and possibilities of restoration, renovation, re-use and re-design of buildings and constructions;
understands how to apply historical knowledge and knowledge of the structure to a design;
Understands the problems of architectural restoration and renovation of buildings and has knowledge of the concepts and
theories in this field;
Has knowledge of how existing buildings or complexes of buildings can be systematically inventoried and analyzed on the basis
of architectural, structural, environmental, cultural and historical value propositions;
Is able to redesign assignments from an integral vision and make argued and reasoned choices on principles in relation to the
existing situation.
Study Load:
20 hours lectures
30 hours assignment
39 hours independent study
8 hours preparation for the exam
3 hours exam
--------------------100 uur total
Lectures
Seminars
Excursion
Powell, Kenneth
The Great Builders
London: Thames & Hudson Ltd., 2011
And various PDF documents that can be found on Blackboard.
Written exam (open questions)
Written report/ assignment
The final grade is made up of a grade for the exam (60%) and a grade for the group assignment (40%). The minimum grade for
each part is 5.0.
Page 81 of 127
CIE4450
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents

Dr. E. Mostert
8/0/0/0
1
1
English
The course Integrated Water Resources Management (IWRM) consists of the following elements:
1. A series of lectures;
2. Supervised computer lab exercises;
3. Unsupervised modeling exercise;
4. A role-play;
5. Group presentations.
The lectures introduce a number of topics that are important for IWRM and the modeling exercise. The lectures introduce water
management issues in the Netherlands, Rhine Basin, and Volta Basin. The role-play is meant to experience some of the social
processes that, together with technical knowledge, determine water management.
For the modeling exercise, the class will be divided in several groups of 5 to 6 persons. Each group will model a set of integrated
water resources management issues and simulate possible development scenario's. Two of the problem sets are:
1. Heating up of the Rhine due to climate change;
2. The effects of small reservoirs for irrigation in the Volta basin.
In addition, there is room for different cases, to be discussed during the first lecture.
The simulation exercise and the reporting should incorporate the concerns of the groups that are mostly affected by the issue and
the groups that can contribute most to its resolution. The report on the modeling exercise should contain concrete
recommendations.
Study Goals
Education Method
Course Relations
Materials
Assessment
The main modeling software to be used is WEAP, which has been developed by SEI-Boston. Students of CT4450 can use this
software for the duration of one year.
Definitions of Water Resources Management (WRM) tend to be rather broad and vague. This is how it should be, but in practice,
the context and the problems at hand constrain
the engineer to such an extent that any particular case quickly becomes clear. WRM is always context dependent and should
always be problem-driven. This explains why, just
as in Business Management, case studies play such an important role in teaching. The general framework or theory of WRM will
receive less attention in this introductory
course.
Skills that a WRM engineer should have:
1. Good basic skills in hydraulics, hydrology, and numerical modeling. One should be able to work from "first" principles;
2. The ability to listen to other disciplines and to come to grasp quickly with the core problems and constraints put forward by
other professionals. In practice, one may have to interact with economists, lawyers, anthropologists, ecologists, medical
scientists, etc. It would not make too much sense to teach the basics of all these disciplines to WRM engineers. Rather, WRM
engineers should develop general skills and confidence to interact;
3. Similarly, the WRM engineer should be able to present the possibilties and constraints of hydraulic and hydrological
management to non-engineers;
4. WRM normally involves working in (small) interdisciplinary teams. Small team work is, therefore, part of the course;
5. Because experiments are (almost) not possible in WRM, simulation models are the main analytical instrument available.
Simulation models serve to predict the impact of
potential management interventions. At the same time, developing simulation models helps/forces one to understand the system
at hand. Using and developing models is, therefore, the key activity in the course;
6. Finally, it is important that the WRM engineer treats models, both existing and newly developed, critically. Different types of
software and models will be used to create a certain facility in dealing with these tools in general. Through comparisons and the
development of own models, a critical attitude will be fostered.
Lectures, exercise, case study, computer lab
CIE4450 uses CT3011, CIE4010, CIE4400, CIE4431, CT3410
Lecture notes, reader, WEAP Software
All materials will be provided through Blackboard.
The final product will consist of a group presentation and a group report, which will be assessed by the teachers. Peer comments
from within the groups will be used to adjust grades upwards or downwards for individuals that contributed more or less than
average.
Page 82 of 127
CIE5730
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Dr. B. Wiegmans
4/0/0/0
1
1
1
2
English
CIE5730 uses CIE4010
CIE5730 uses CIE4801
Introduction to subject: the interrelationship between spatial and economic developments and the availability of infrastructure.
Introduction to the theories on economic growth, neo-classical theories, the role of innovation, the relations between government
and privat sector.
Introduction to various spatial-economic theories, from Von Thnen, Perroux, through Myrdal, Jacobs and Voigt to Malecki and
Storper. Introduction to recent research.
Introduction to location factors for various sectors of industry, the role of infrastructure.
Explanation of the economic-geographic structure of The Netherlands, Europe and some parts of the world.
Introduction to the regional-economic policies, Dutch and European: history, actualities, prospects.
Introduction to recent insights in economic impact studies.
Study Goals
Transport economics
Introduction in the economic aspects of traffic and transport. The market mechanism in relation to the demand for and supply of
transport services. Supply side: economic characteristics of various transport modes and sectors. Demand side: The impact of
logistics on freight transport. The existence of external effects in traffic and transport including the interaction between
infrastructure capacity and traffic. The use of policy instruments such as road pricing and pollution rights. Evaluation of
investments in the transport sector.
To be able to recognise, analyse, predict and evaluate the interaction between spatial-economic developments and the availability
of infrastructure on various spatial levels of scale.
To be able to develop knowledge and insights in the impact of infrastructure and infrastructure planning to regional economic
development.
To develop knowledge of and insights in the spatial economic processen in The Netherlands, Europe and some other parts of the
world.
To recognise various important spatial economic theories (like Von Thnen, Myrdal, Voigt, Malecki). To acknowledge the
results of recent research in this field.
To be able to value the impact of infrastructure on spatial economic developments.
Transport economics
To be able to recognise and explain economic principles in the transport sector.
To develop economic skills to understand complex transport problems.

Materials
To be able to apply economic theory for implementing policy measures.

seminar
classroom exercises
Collegerama
writing a report
Book: 'The geography of transport systems' written by: Jean-Paul Rodrigue, Claude Comtois, and Brian Slack.
Further information will be given on blackboard.
Assessment
Lecturenotes for Spatial Economics and Transport Economics: see Blackboard

For students who already took the exam, two last exam opportunities will be given after Q1.
Remarks
For new students, the assessment is writing a report

Summary
Education Method
Judgement
Contact
Interaction between spatial patterns and economic development. Sources of economic growth. Relations between infrastructure
and economic and spatial developments. Regional-economic policies, national and international. Infrastructure planning as an
economic instrument.
Economic trade off in transport. Road pricing and congestion charging. Choice between use of own means of transport and use
of professional transport, regarding freight and passengers. Competition between different modes of transport. Individual and
social trade-offs in transport decision making. Future developments.
For 'old' students the exam is 50% transport and 50% spatial
For new students the report counts 100%
dr. Bart Wiegmans: B.Wiegmans@tudelft.nl
Page 83 of 127
Year
Organization
Education
2013/2014
Modelling, Simulation and Gaming
Page 84 of 127
IN4302TU
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Building Serious Games

0/4/0/0
2
2
English
For TI students: programming experience with some object-oriented language
For all students: though not compulsory, it is advisable to have followed the course SPM9235 (Game design project), which is
taught in the first quarter.
Project-based interdisciplinary course, open to MSc students of all faculties.
The main goal of the project is to take students with varying talents, backgrounds, and perspectives and put them together to do
what none of them could do alone: to design and implement a serious game aimed at being applied in a real-world setting
(educational, social, training, etc.). The emphasis is both on constructively fulfilling the game requirements, and on deploying
the adequate technology for that purpose.
Assignments for this course will be provided by real-world end-users (e.g. the Science Centre Delft), to whom the group will be
reporting throughout the term of the project.
At the end of the project, the student will demonstrate proficiency in the following aspects:
o identifying and valuing the soft skills necessary to work in interdisciplinary teams
o interacting within a team, integrating its members' varying talents and expertise
o adapting with flexibility to the dynamic requirements of a complex external assignment
o translating feedback received into proactive personal development steps
Additionally, the CS student will demonstrate proficiency in the following specific aspects:
o identify, select and deploy the most adequate game technology for a given serious game application
o deepening programming skills while building a complex and large software system in an agile context
Project
Also a few plenary sessions and/or lectures
Project assessment will be based on a combination of a product grade (unique for the whole group), a process grade (individual)
and peer evaluation.
The end-user will be involved both as advisor and as assessor.
SPM9155
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use
Materials
Prerequisites
Assessment
Special Information
Remarks
Targetgroup
Category
Dr.ir. A.R. Bidarra
Advanced System Dynamics
Dr. J.H. Slinger

Dr.ir. J.H. Kwakkel
0/x/0/0
2
2
none
English
Prior knowledge of System Dynamics.
Knowledge of one other modelling method such as discrete simulation, agent-based modelling, hydrodynamic modelling or
spreadsheet modelling.
The course comprises the following topics: conceptualisation, use of data, exploring structure-behaviour relationships, validation
under uncertainty, communicating and justifying the choice of modelling method. The theory underpinning these topics will be
applied in a number of assignments related to a case which runs in parallel to the lecture series.
Guest lectures by experts in the practice of System Dynamics form an integral part of the course.
Upon completion of this course the student will have knowledge of:
- the possibilities and limitations of the System Dynamics modelling method;
- the relevant scientific literature on selected topics in the field of System Dynamics such as the use of data, model structure and
behaviour, model validation under uncertainty, communicating modelling results, serious gaming with System Dynamics, and
group model building.
The student will have the skills:
- to make an informed choice as to when to use System Dynamics;
- to apply the theoretical knowledge on building, validating and communicating models in a problem situation;
- to understand current literature and recent advances in the field of System Dynamics.
Lectures, workshops and computer-based assignments.
Vensim and Powersim Studio
Reader
Basic course and project work in System Dynamics (spm2310 or spm2313 Continue modellen and spm2931 Project continu
modelleren; or epa1322 Continuous systems modelling; or ct5930 System Dynamics)
Assignment reports, models, presence during lectures.
This course forms a component of the Simulation, Modelling and Gaming Profile (MSc SEPAM) or can be chosen as an
elective.
MSc students with prior (theoretical and project) knowledge of System Dynamics.
MSc level
Page 85 of 127
SPM9235
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Summary
Course Contents
Study Goals
Education Method
Game Design Project
Dr. I.S. Mayer

Dr. I. Wenzler
H.J.G. Warmelink
8/0/0/0
1
1
none
English
The project is mandatory for the Modeling, Simulation & Gaming Master specialization MSG) of SEPAM, but open to students
from all other faculties and external.
Bachelor
In this project, students acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policyand decision support, organization and management and professional learning. The project offers a series of lectures by
experienced guest speakers from consultancy organizations (s.a. Accenture), game designers and universities. The project offers
theory, real life cases and demonstrations. Most of the work will be done in small teams, in which students will develop their
own (non-digital) game to support a real-life or mock up case of policy/decision-making or organization and management. The
project is a mandatory part of the modelling, simulation and gaming profile (MSG) of SEPAM but open to other students.
In this project, students acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policyand decision support, organization and management and professional learning. The project offers a series of lectures by
experienced guest speakers from consultancy organizations (s.a. Accenture), game designers and universities. The project offers
theory, real life cases and demonstrations. Most of the work will be done in small teams, in which students will develop their
own (non-digital) game to support a real-life or mock up case of policy/decision-making or organization and management. The
project is a mandatory part of the modelling, simulation and gaming profile (MSG) of SEPAM but open to other students.
To acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policy- and decision support,
organizational change, management and professional learning.
(Guest) lectures, workshops, game-play, design
Intensive workshops and group meetings
Computer Use
Course Relations

Materials
Assessment
Student group work

Not likely; dependent on selected case.
spm9155 Advanced System Dynamics (4 EC)
spm0555 Agent Based Modeling of Complex Adaptive Systems (4 EC)
in4302 Building Serious Games (5 EC)
in4302, SPM0555, SPM9155, SPM9325
Too be announced (books and articles on gaming/simulation and game design).
Evaluation of group work and project result. Active participation during classes.
Special Information
Targetgroup
Attendance and active contribution.

Registration through BlackBoard enrollement
i.s.mayer@tudelft.nl; ivo.wenzler@accenture.com
Master SEPAM students of the modelling, simulation and gaming specialization(MSG)
Category
Elective course for students SEPAM, EPA, MOT, other faculties such as Architecture, Industrial Design, EWI etc.
MSc level
Page 86 of 127
SPM9325
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Special Information
Category
SPM9555
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
Tests
Category
Simulation Master Class
Dr. M.D. Seck

x/0/0/0
1
1
1
English
System Theory, Object Orientation and Discrete Event System Specification will be the core topics of the course. After an
introduction to system theory and Java programming, the inner working of simulation environments will be illustrated based on
the D-SOL simulation environment. Several special topics will be taught, such as distributed and real-time simulation, and
component-based simulation. This material will be illustrated in intensive and interactive courses in which the material will
partly be prepared and presented by the students. Several other simulation environments will be studied by groups of students. A
modeling project in D-SOL will be carried out in groups. This course requires an active participation of the students.
After taking this course the student will have knowledge about:
- internal working of different kinds of discrete event simulation languages and environments;
- underlying theories and formalisms of discrete event simulation, such as DEVS and DESS;
- important differences and similarities between simulation environments;
- examples of successful and less successful simulation studies and the learning experiences of those studies;
- object-oriented simulation environments;
- structure and abilities of distributed simulation; the concept of HLA;
- latest research activities in the field of simulation, with research topics like web-based simulation, real-time control using
simulation, agent based modeling and simulation in special domains like business process modeling;
Lectures about simulation theory
Guest lectures on special topics
Intensive training of D-SOL simulation environment
Elective training of the Java programming language
Lectures by students on special topics
Set of problems to be modeled in D-SOL simulation environment
The mark for this course will be based on the result of group assignments and on a written exam.
This course will be offered for the first time in 2012-2013. Students who don't want to wait, can take SPM9322 in 2011-2012 as
a substitute.
MSc level
Agent Based Modeling of Complex Adaptive Systems - Advanced
Dr.ir. I. Nikolic
0/4/0/0
2
2
2
3
English
SPM4530 or demonstrated basic knowledge of CAS and ABM
Building on Complex Adaptive Systems theory and basic Agent Based Modeling knowledge presented in SPM4530, the
Advanced course will focus on the model development process. The students are expected to conceptualize, develop and verify a
model during the course, individually or in a group. The modeling tasks will be, as much as possible, based on real life research
problems, formulated by various research groups from within and outside the faculty.
The main goal of the course is to learn how to form a modeling question, perform a system decomposition, conceptualize and
formalize the system elements, implement and verify the simulation and validate an Agent Based Model of a socio-technical
system.
The course will consist of a series of lectures detailing the different modeling steps, and the development of a model, using this
knowledge. Models will be developed in a group setting.
The course will use NetLogo for Agent Based Model development.
The materials consists of course lecture slides and the book "Agent-based modelling of socio-technical systems" Edited by K.H.
Van Dam, I. Nikolic and Z. Lukszo
The grade is determined by the model quality, the report and the presentation produced by the student group.
Computer
MSc level
Page 87 of 127
Year
Organization
Education
2013/2014
Page 88 of 127
SPM7060
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents

x/x/x/x
1
2
3
4
1
4
none
English
Study Goals
Education Method
Assessment
SPM7070
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Networking
Drs. J. Ubacht
Dr. A.F. Correlje
Dr. J.A. Annema
Dr. M.E. Warnier
x/x/x/x
1
2
3
4
1
2
3
4
none
English
During the course SPM5905 Master thesis preparation you will be challenged with four exercises in professional networking:
1. introducing a person;
2. assessing a digital profile;
3. drawing a social network analysis;
4. formulating an elevator pitch.
Learn several aspects of professional networking to prepare yourself in finding a graduation project and subsequently finding a
position.
Individual excercises that are linked to workshop activities within the module SPM5905 Master Thesis Preparation.
Teachers will recommend literature for future reference, but this is not required for the excercises.
Three exercises need to be uploaded in Blackboard and will be assessed as insufficient (the exercise needs to be improved) or
sufficient. All three exercises need to be scored as sufficient to pass the module SPM7070
Page 89 of 127
Year
Organization
Education
2013/2014
Page 90 of 127
variant MSc Information Architecture (IA) 2013

Program Title
Director of Education
In association with the
Faculty of
ECTS Program
Program Start (Study Year)
Prerequisites
Virtual master Systems Engineering, Policy Analysis and Management. Information Architecture (MSc Sepam IA)
Dr.ir. J. van den Berg (Jan)
EWI
120 ECTS
1 September 2007
1. All students possessing a certificate proving that they have successfully completed their Bachelor of Science studies in
Technische Bestuurskunde issued by the institute TU Delft will be admitted to the programme.
2. Students who do not possess the degree mentioned in paragraph 1 are required to obtain proof of admission to the programme
from the dean, who will seek the advice of the board of examiners on this matter.
3. In order to obtain proof of admission, the student must meet or, as the case may be, possess:
a. the general relevant criteria set by the executive board, laid down in Section 2 of the Student Charter (central part),
b. a certificate, together with the accompanying list of marks, proving that he/she possesses knowledge of a sufficiently high
level and broad scope to successfully complete the programme within the allotted period.
4. General requirements for admission to the program: see appendix 1 and website.
Contact for Students

Program Goals
Exit Qualifications
Program Structure 1
5. Students who are in possession of the above mentioned bachelors degree's (mentioned in the first paragraph) or proof of
admission (mentioned in the second paragraph) can under certain conditions apply for admission to the honours track and/or,
research profile with the degree programme director. The conditions are mentioned in the implementation regulations and on the
website.
Academic counsellors: Jeannette Blokland, Marja Brand and Danielle Rietdijk
The programme aims to educate students to become a Master of Science in SEPAM, whereby the final attainment levels
described in Article 4 must be achieved. The Master's programme in Systems Engineering, Policy Analysis and Management
intends to educate students as designers and managers of complex multi-actor technical systems, and of policy and decision
making processes regarding such systems, with the ultimate objective to improve the quality of both design and management
practice. The programme focuses on designing large-scale technological systems within a multi-actor context, .e.g the design of
infrastructures and services for transport, information and communication, industrial production, energy, or water management.
The programme has been designed to transfer multidisciplinary knowledge and practical skills in the areas of problem
structuring, systems analysis, policy modelling and design, and decision support to candidates who hold a Bachelor's degree
Systems Engineering, Policy Analysis and Management ('Technische Bestuurskunde') or similar.
SEPAM graduates have knowledge and understanding of essential facts, concepts, principles and theories relevant to the
analysis, design and management of multi-actor systems, economics, law, and policy and decision making, and are capable of
applying this knowledge to engineering and policy making problems in one of the following technological domains: Transport &
Logistics, Energy, Water & Industry, Information & Communication Technology (including Information Architecture) or Land
Use and Development. Although these domains may have different knowledge bases, all graduates have a sound grasp of
science, mathematics and technology. SEPAM graduates are able to
- deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and
communicate their conclusions clearly to specialist and non-specialist audiences, both academic and professional;
- demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and
implementing tasks at a professional or equivalent level;
- function in multi-disciplinary teams.
- Present their results in both oral and textual ways, including a scientific article.
The programme for the virtual master Information Architecture (IA) is slightly different:
FIRST YEAR PROGRAMME SEPAM IA
SPM4111Introduction to Designing Multi-actor Systems (2 ECTS)
SPM4115Ethical Aspects of Design and Management of Technology (3 ECTS)
SPM4121Foundations of Engineering Design (9 ECTS)
SPM4131Designing Multi-actor Systems from an Actor Perspective (9 ECTS)
SPM4141Multi-actor Systems Design: an Integrated View (4 ECTS)
IN4148IAEnterprise Ontology and Business Components (6 ECTS)
spm4340IADesign of Innovative ICT-infrastructures and Services (6 ECTS)
SPM4415Strategic Management of Large Engineering Projects (6 ECTS)
Spm4424Fundamentals of Business Intelligence (6 ECTS)
IN4153iaEnterprise Architecture and Web Services (6 ECTS)
IN4183Advanced Database Technology (6 ECTS)
SECOND YEAR PROGRAMME SEPAM IA
SPM5920IA IA Design project***/ **** 6 ECTS (2x per year)
spm5905 SEPAM Thesis Project Definition 6 ECTS (4x per year)
spm5910 SEPAM Master Thesis Project 30 ECTS*****
Electives15 ECTS
Some of the modules and projects have prerequisites: (***) Spm5920IA IA Design Project: for SEPAM-students: spm4141
Multi-actor Systems Design: an Integrated View >=6.0 ; for CS-students: spm4150ia Designing Multi-actor Service Systems
>=6.0
(*****)Spm5910: see article 10 of the Implementation Rules (on campus website > Education > MSc Programmes > MSc
Sepam > Course and Examination Regulations.)
Specialisation
Exam requirements
**** Students can replaces spm5920IA (6 ECTS) for wm1203TU D-School Project and 3 ECTS electives.
A specialisation is a combination of specific electives (subjects). The domain specialisations, the MSG-specialisation and the
Research specialisation are validated. The Personal specialisation is non-validated and has to be approved by the examination
board. Students should submit their personal specialisation plan to the examination board before starting the courses. The board
will judge the plan within 20 working days after receiving the application.
Master's examination/ (final) graduation
Students who have submitted the appropriate forms in time (application form composition thesis committee,, form for elective
courses) who have approval on the elective courses list from the thesis coordinators and have the green light declaration from the
thesis committee can register for the Master's examination at the education and student administration office.
Students have to submit the green light declaration which is the 'assessment form, first version' to the Servicepoint OTPM no
later than 20 working days prior to the graduation date.
At least two weeks before the graduation presentation the student has to submit the following documents at the Service point
OTPM: The examination registration form and two hard copies and one digital version of his/her thesis and/or paper. The student
will get his/her diploma only when hardcopies and the digital version of his/her thesis have been submitted. One copy is meant
for the archive and the other one is for the TPM library.
Page 91 of 127
Fail or Pass Regulation
All examinations required by the program must have been passed at least 5 working days prior to the date on which the
examination concerned is held.
The Shared Service Centre contact point for questions and delivery of forms is the Servicepoint OTBM at the faculty. For more
information see on the TPM campus website: graduation and the Guide to Elective Courses and the Graduation Procedure (The
Blue Guide).
1. Students pass the MSc examination if the following requirements are complied with:
- the list of marks must be complete, meaning that a mark or a p (pass) or ex (exemption) must have been given for each of the
modules in the foundation course programme in accordance with article 2 of the Implementation regulations, and;
- the list does not include any mark lower than 6. and
- fulfil the requirements of the admission to the program
2. The grading method is sufficiently transparent such that the examinee can check the way in which the result of his or her
examination or examination unit has been arrived at.
With Honours Regulation
3. The board of examiners may depart from the provisions of paragraphs 1 and 2, however solely in favour of the candidate.
1. A student may receive the designation cum laude in the MSc examination if the board of examiners so decides.
2. A student will receive the designation cum laude in the MSc examination if the pass/failure rules for this examination are
complied with and moreover the following requirements are met:
- The arithmetic mean of the marks for the units of the foundation course examination equals at least 8 (eight), in which p and ex
marks are not included; and
- the graduation work was given at least a 8,5 (eight point five); and
- the actual registration period in the Systems Engineering, Policy Analysis and Management programme does not exceed 30
months; and
- the extent of the exemptions granted on the basis of study units obtained elsewhere and/or practical experience may not exceed
15 (fifteen) ECTS credits.
Administration by the
Faculty of
The board of examiners may depart from these conditions, however solely in favour of the candidate.
TBM
Page 92 of 127
Year
Organization
Education
2013/2014
1e jaar IA 2013
Page 93 of 127
IN4315
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Software Architecture
Prof.dr. A. van Deursen

0/0/4/0
3
3
English
Software engineering
The software architecture course offers students a chance to learn and experience the concepts of designing, modeling, analyzing
and evaluating software architectures. Furthermore, the course provides students with a discussion forum in which recent articles
in the area of software architecture are presented and discussed. The course also features a number of guest lectures to show the
state-of-the-art of software architecture in industry.
Topics covered by this course are: fundamentals of software architectures, modeling and designing software architectures,
architectural patterns and styles, architecture viewpoints and perspectives, the role of the software architect, analyzing and
evaluating software architectures, component and plug-in frameworks, software product lines, service oriented architectures.
Study Goals
Education Method
Materials
Assessment
Bring students into the position that they can (1) explain the key architectural concepts and methods for modeling software
architectures; (2) apply viewpoints and perspectives to model software architectures; (3) discuss the benefits of architecting and
the role of the software architect; (4) evaluate and validate software architectures; and (5) explain and discuss the concepts of
component-based and plugin architectures, service-oriented architectures, and software product lines.
Interactive lectures, lab assignment, paper presentation and discussion.
The course uses the book "Software Systems Architecture: Working With Stakeholders Using Viewpoints and Perspectives" by
Nick Rozanski and Eoin Woods, Addison-Wesley Professional 2005, ISBN: 9780321112293. Additional reading material will
be announced in the lectures.
No written exams. Lab assignment, paper and presentation.
IN4325
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Information Retrieval
A. Bozzon
0/0/4/0
3
3
none
English
Retrieving relevant information is one of the central activities in modern knowledge societies. As the amount and variety of data
increase at an unprecedented rate, access to relevant, possibly unstructured information is becoming more and more challenging.
Information Retrieval (IR) is the discipline that deals with the representation, storage, organisation of, and access to information
items, and it is concerned with providing efficient access to large amounts of unstructured contents, such as text, images, videos
etc.
The IN4325 course will provide and introduction to the main Information Retrieval problems and most common solutions.
Covered topics include:
- Basic IR Models (boolean, vector-based, probabilistic)
- Basic Indexing Techniques
- Term Weighting and Scoring
- Web Search
- Relevance Feedback and Query Expansion
- Semantic Search
- Information Seeking Paradigms
- Evaluation of information retrieval systems
- Crowdsourcing and Human Computation
Study Goals
Education Method
Materials
Books
Assessment
After this course the student will

- be acquainted with the main IR paradigms (boolean retrieval, vector space model, probabilistic retrieval),
- understand how collections of items (in particular text items) can be indexed to facilitate efficient retrieval,
- understand how standard Web search engines work (using Google as an example),
- have an good understanding of advanced topics such as Semantic Search, Information Seeking Paradigms and User Interfaces
for Information Retrieval, Search Results Diversification
- understand how crowdsourcing and human computation techniques can be applied to Information Retrieval for training and
evaluation.
- have a good understanding of how IR systems are implemented,
- acquire experience in the implementation and evaluation of textual IR systems
Lectures and practical exercises
Scientific papers, course slides and blackboard notes.
"Introduction to Information Retrieval", Manning, Raghavan, Schtze, Cambridge University Press, 2008 (online edition freely
available)
assignments
Page 94 of 127
SPM4111
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Module Material

Dr. P.W.G. Bots
Dr.ir. H.M. Jagtman
Dr.ir. Z. Lukszo
Mr.drs. N. Saanen
Dr.ing. S.W. Knoll
Dr. F. Dechesne
Dr. M.E. Warnier
X/0/0/0
1
1
1
English
This course is an intensive, one-week course, that requires students to fully engage in the entire programme. It acquaints the
students with the MSc SEPAM learning objectives and it will make students sensitive for the kind of courses that will be offered
in MSc SEPAM. The course focuses on designing in a multi-actor system.
After completion of the course, the student is able to:
a)Explain similarities and differences between systems analysis and systems engineering
b)Explain what socio-technical systems are and what designing in a socio-technical system entails
c)Explain concepts such as structure, process, context and driver in relation to systems design and the system life cycle
d)Explain what an institution is and what institutional design entails
e)Apply basic techniques for conceptual design, especially identifying and formulating objectives, functions and requirements,
generating alternatives and evaluating alternatives
f)Explain similarities and differences between technical and institutional design
g)Explain differences between a positivist and constructivist approach to designing in a multi-actor system
Every day is a full day programme of lectures, workshops, project work, etc. at which attendance is required between 8:45 AM
and 5:30 PM.
SPM4111 will be assessed by an individual examination of the course materials on the Thursday immediately following the
course week (75%). Project work done during the week accounts for 25% of the final score.
This is an integral part of the Q2 course spm4142 Multi-actor Systems Design: an Integrated View. Passing the spm4111 exam is
required for entering the course on Multi-actor Systems Design: an Integrated View.
1) C.L. Dym, P. Little, E.J. Orwin, R.E. Spjut (2009). Engineering Design: A Project Based Introduction, 3rd edition, John
Wiley & Sons, Inc.
2) Course handout "Designing in socio-technical systems"
3) Course slides published on Blackboard
Page 95 of 127
SPM4115
Module Manager
x/x/x/x
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Summary
Dr. H. Zandvoort
0/0/X/0
3
3
3
4
English
The course deals with the ethical aspects and problems of technological multi-actorsystems and of the work of SEPAM
engineers.
An ethical analysis is provided of the organisational, legal, and political context in which technological multi-actorsystems are
being designed, developed, managed, and controlled. We investigate how ethical problems attached to these multi-actorsystems
are related to specific aspects of this organisational, legal and political context, and we identify possibilities for resolving,
diminishing or preventing these ethical problems.
Specifically, we investigate possibilities for improvement of the following three key institutions in order to resolve, diminish or
prevent ethical problems attached to technology:
*The legal system;
*The procedures for collective (political) decision-making; and
*The (private and public) hierarchical organisations involved in designing, developing, managing and controlling technology.
We will analyse the goals and the functioning of these three key institutions from a fundamental and ethical perspective.
The course draws on knowledge and insights from different areas of study, including ethics and political philosophy; legal
philosophy; and the science of public choice.
The insights obtained in the course will be applied to specific cases from the domains of SEPAM engineering.
With this course, you will enhance your abilities to contribute to professional, public, and political discussions on ethical issues
in technology, and you will enhance your abilities to deal with the ethical issues that may arise in your future professional career.
Course Contents
Study Goals
Education Method
Materials
Assessment

Tests
Ethical problems of professionals and managers in engineering and technology

Ethical codes of conduct
Theory of argumentation. Collective reasoning and its possibilities and limitations for solving ethical problems
Ethical principles, and implications of ethical principles for the legal system and for procedures for collective decision making
Risks and hazards of technology; uncertainty and ignorance in scientific knowledge; subjective elements of risk analyses
Responsible conduct of business and the role of law
Allocation of responsibility in hierarchical organisations
Justifications for the existence of governments
Unanimity rule versus majority rule in collective (political) decision making
Qualitative versus quantitative decision rules in collective decision making
Collective decision making and individual rights
After completing the course you:
*can recognise and analyse important ethical and social aspects and problems related to technology and to the work of
professionals and managers active in the design, development, management and control of technology.
As a specific analytical skill, you will learn to assess both the possibilities and the limitations of reaching consistent agreement
by means of collective reasoning (= argumentation) on social controversies regarding technology.
*have insight into how the ethical problems of technology are connected to the workings of the legal system, the procedures for
collective (political) decision-making, and the (private and public) hierarchical organisations in which both the production and
the control of technology take place.
*can explore and assess possibilities for solving or diminishing existing and emerging ethical and social problems that attach to
technology and the work of professionals and managers, by questioning the adequacy of (aspects of) the three social institutions
mentioned, and by formulating and evaluating proposals for improvement or redesign of these institutions, in a manner that is
consistent with existing relevant knowledge and with key ethical principles.
Equipped with such knowledge and skills, you will be better prepared to perform, in an ethical and socially responsible way,
your future work as a professional or manager in the design, development, production and control of technology.
A combination of 7 2 hr lectures and 3 2hr working group sessions. Active participation in and preparation for the working group
sessions is required to obtain access to the examination.
*A Reader and a Workbook available on Blackboard, both in print (on demand) and as pdf files.
*Selected parts of the textbook Public Choice III by D.C. Mueller. The book is available at a reduced price at Curius.
*An introductory paper on public choice available on Blackboard.
*Lecture notes (slides).
Written examination consisting of yes/no questions and open essay questions. The yes/no questions make for 3/10th the grading,
the open questions 7/10th. With successful participation in all three working group sessions, 0.5 point is added to the mark
obtained.
The entire exam is closed book. You are not allowed to bring any course or other material or notes with you, except for a
dictionary (English-Dutch and Dutch-English or English<->any other language).
See under Assessment
Students who want to take the course should have enrolled in Blackboard for the course and for a working group one week
before the start of the first lecture.
In this course a collective reasoning skill will be learnt that is described in spm7040. You have passed for spm7040 if your grade
for the course is 6 or higher.
Page 96 of 127
SPM4123
Module Manager
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Instructor
x/x/x/x
Education Period
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Exam Period
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Parts
Dr. S.G. Lukosch

S. Cunningham
Dr.ir. J.H. Kwakkel
Dr. S. van Splunter
x/x/0/0
1
2
1
2
3
English
The course consists of the following parts:
- Theory lectures: The purpose of these lectures are to introduce the fundamental problems associated with each stage of the
systems engineering design process. The lectures should give a conceptual framework which can be used to organize prior,
current and future knowledge regarding engineering systems.
- Method lectures: The lectures introduce selected systems engineering methods and their theoretical backgrounds related to the
corresponding theory lecture. The lectures further introduce the students to their application in systems design. The lectures
prepare the students for the application of these methods in the connected method laboratories.
- Method laboratory: These sessions are held in a computer lab. The purpose of these labs is to gain hands-on experience in
applying selected systems engineering methods using spread sheets (Microsoft Excel) and develop dedicated spreadsheet
application for these systems engineering methods. The lab facilitates interaction, peer review and group learning between
students. Each lab is related to a key design issue in systems engineering lectured in the related methods and theory lecture.
These labs are intended to serve as springboard for significant self-study in preparation for the final exam.
- Dialog sessions: These participant-lead panel discussions address the ideas, problems and issues associated with systems
engineering, as introduced by Sage. Students will independently pursue new knowledge to complement Sage. In order to prepare
for these sessions students will read assigned literature, create short written synapses of work, produce short presentations, and
conduct independent research by identifying relevant research articles.
- Application cases: These sessions introduce application cases in which systems engineering methods are applied. The
application cases will introduce the necessary background for the conceptual designs that student groups need to prepare as part
of the assessment for this course.
Summary
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
- Design briefings: The design briefings are prepared by the student groups and involve a presentation of the conceptual designs
that have been prepared based on one of the application cases. These briefings should also indicate the chosen methodological
approach for the conceptual design.
The course follows the different steps in the system engineering process. In this course, students learn about designing complex,
technological, large-scale systems in multi-actor environments (in short, multi-actor systems). Different perspectives on systems
design are discussed to provide students with a background for working with designers from different disciplines. Thereby, the
course lays the foundation for further design-oriented courses. Methods and tools for analysis and design of systems are
introduced to teach students specific skills for the design of multi-actor systems. Various aspects and principles of designing
multi-actor systems are discussed from an engineering perspective and illustrated in lectures introducing typical applications
cases. Dialog sessions will deepen the theoretical understanding of the course contents while design briefings will train the
application of the different methods and approaches.
Introduction to systems engineering processes
Problem definition and value system design
System synthesis and creativity methods
Systems modeling and analysis of alternatives
Decision making
Systems management and planning for action
On completion of this course students are familiar with the specific SEPAM engineering perspective on designing large scale,
technology enabled multi-actor systems (MAS) in multi-actor environments. In particular:
-Students are able to use and discuss concepts and terminology related to the design of MAS.
-Students are able to use and discuss methods and tools that facilitate systems design and engineering.
-Students are able to select, assess and critique the literature concerning fundamental design issues associated with the
engineering of large-scale technical systems.
-Students are able determine the appropriate use of methods for addressing socio-technical design challenges.
-Students can design and specify systems engineering solutions through the use of requirements analysis and conceptual designs.
Formal lectures, method laboratories, design cases, and dialog sessions.
Several tools will be used within the method laboratories, e.g. Excel Solver for optimization and multi-criteria decision analysis.
The core book for this course is: Andrew P. Sage and James E. Armstrong (Jr.), Introduction to Systems Engineering, John
Wiley & Sons Inc., 2000. The concepts and topics discussed in the course will be reinforced by regular reading of papers, articles
and book chapters as appropriate. These reading materials will be available on Blackboard.
The overall grade for this course consists of three subgrades:
- Dialog session: This component consists of a student-lead panel discussion. The panel will be prepared in student groups. In the
panel, each student group will be presented by one participant. The panel members will have different roles: Presenter,
Discussant, Opponent and Alternative. The grade for the dialog contributes to one third to the final grade for the course.
- Design briefing: In this component student groups have to prepare a conceptual design appropriate to one stage of the systems
engineering lifecycle. The output should be a report with a model prototype. The report is graded. It further consists of a group
presentation of the solution. The presentation is graded for effectiveness, preparation, content, structure, and delivery. It should
justify the design and convince the client to adapt it.
The overall grade for the design is composed of the grade for the report and presentation. The overall grade contributes to one
third to the final grade for the course.
Exam Hours
- Exam: A computer-based final exam is completely computer based. The grade for the exam contributes to one third to the final
grade for the course. Participation in the exam and passing the exam are compulsory for passing the course. The retake for the
course will only include the exam.
3 hours
The final exam is open book, i.e. all paper-based materials are permitted.
Page 97 of 127
Tests
Creativity and Communication skills (see SPM7010)
SPM4133
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Course Contents

Dr. A.F. Correlje
S. Cunningham
x/x/0/0
1
2
1
1
2
English
The course consists of theory lectures with an exam on the topics: networks, process management, game theory and institutions.
There is a group design assignment, an individual essay assignment and negotiation simulations.
Designing for interventions in multi-actor systems requires a deep understanding of the behaviour of the actors, the games they
play, the processes they are in and the institutions that guide their behaviour. This course draws on four main theoretical
domains.
First of all, we study decision-making in multi-actor systems (i.e. networks). What is their nature? What kind of actor behaviour
can be found in these networks? What rules and strategies can deal with the nature of networks?
Second, we look at process management and process design as a way of managing actor behaviour within the networks, in
particular contrast to a traditional 'project approach' for decision-making. We also discuss the nature of strategic behaviour in
processes.
Third, we focus on games and game theory. What does a more formal analysis of actors and their decision problems teach us?
Fourth, we focus on institutions and institutional design. How do institutions shape and constrain behaviour of actors? What is
the nature of institutions? How do they evolve? Can we design institutions? Institutional design is aimed at influencing the
institutional setting of multi-actor systems. We explore institutions from an economic and a socio-political perspective.
Study Goals
Education Method
Materials
After lecturing on theory, analysis and design of networks, processes, games and institutions, what has been learned will be
combined and applied to real-life problems in multi-actor systems. Students will set foot in practical application by means of
four ways: interactive workshops on a real-life case, an essay assignment, a design assignment and simulations in which students
negotiate and manage multi-actor systems in socio-technical context (see also SPM7020).
The general purpose is to learn about the dynamics of multi-actor systems within complex socio-technical settings in order to
influence these dynamics. Different but complementary theoretical perspectives are taught to analyze and influence actor
behavior in networks. The course thoroughly discusses theories on networks, games, processes and institutions. These
perspectives are used to understand actor behavior on a deeper level and to design for processes, networks, games and
institutions that enable decision-makers to improve collective performance of multi-actor systems.
At the end of this course, students will be able to
explain why actors in networks behave as they do and how their behavior may evolve
describe different network structures and their practical implications
identify what institutions are at work and how they change over time
select what theory to use for what type of design problem in multi-actor systems
combine an analysis of actors, networks, games, institutions & processes
organize for a design process based on design requirements and design principles
design for decision-making processes and institutions
assess the soundness of institutional and process designs
Lectures, workshops, workshops, simulations, group and individual feedback sessions on assignments
Hans de Bruijn, Ernst ten Heuvelhof (2009) Management in networks: on multi-actor decision making, Routledge.
Hans de Bruijn, Ernst ten Heuvelhof, Roel in t Veld (2010) Process management, Springer.
Assessment
Key articles, announced and published on blackboard

Written exam, open questions on the application of theory
Design assignment in a group: combined institutional design & process design
Individual argumentative essay underscoring a course-related hypothesis
Each assessment element should be passed with a minimum grade of 5.8
Each assessment element forms one third (1/3) of the final grade.
Negotiation & Management skills (see spm7020)
Page 98 of 127
SPM4142
Module Manager
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Instructor
Instructor
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Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Reader
Assessment

Dr.ir. J.H. Baggen
Dr. W.W. Veeneman
Dr.ir. B. Broekhans
Dr. S.G. Lukosch
0/x/0/0
2
2
none
English
In the course Multi-actor Systems Design: An Integrated View (spm4142) you will be challenged to bring together your
knowledge from the courses spm4123 and spm4133. Both courses dealt with complex systems, the former from an engineering
perspective, the latter from an actor- perspective. You will choose a topic, from a short list of topics, to apply both perspectives,
define their added value and integrate them.
After having taken this course you should be able to:
-Understand the dynamics of complex systems;
-Distinguish an actor perspective from a engineering perspective on these systems;
-Characterize the added value of both perspectives to each other;
-Integrate both perspectives in describing specific complex systems and prescribing changes to their management.
Spm4141 is a brief, but intensive course. The course starts with a kick off-meeting in which the specific rules of the game are
set. You will be asked to form a group of 5 students and apply both a engineering perspective and an actor- perspective to a
specific topic of your choice. Each group has two coaches, representing the two perspectives. You will have meetings with the
coaches and you will have to interview experts or interested parties in the field.
Your topic requires both a problem analysis and a design of a solution. The mixture of these will be discussed with your coaches.
The first result of your work is a presentation book: each left page of this book contains a presentation slide; each right page
contains a written explanation of it.
Secondly, each individual student will have to write a reflection, based on the research done and on the more generic question
how the two perspectives relate to each other.
Reader Multi-Actor Systems Design: An Integrated View
Based on both products each group will be interviewed by their coaches. This interview has the status of an oral examination, in
which critical questions will be posed. Each individual student will be graded based on the group products and the individual
products.
Page 99 of 127
SPM4340IA
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method

Materials

4/4/0/0
1
2
1
2
English
Basic knowledge of information and communication technology technology
Basic knowledge of software eningeering or engineering methods and principles in general
Basic knowledge of multi-actor systems
The purpose of this course is to teach the design of innovative and large scale ICT networks and services in the light of the
challenges imposed by the requirements from the systems physical, economic and social environment.
Emphasis will be put on the concept and role of ICT architectures to model information needs and services in order to properly
design ICT solutions within a multi-actor context. Attention will be paid to relevant aspects such as flexibility, adaptivity, and
accountability . Next, the students will learn how to plan and design a large scale ICT implementation project by partitioning it
in phases with for each the suitable decision moments. Finally, students will learn methods and tools for designing and managing
IT services.
The course is structured around a number of main themes
-Enterprise architecture and systems engineering,
-Systems engineering of architecture layers (business, business process, information, application and technical infrastructure
layers), principle-based engineering
-Implementation and change management, and
-IT governance
A number of assignments are part of this course
Understand the main problems of designing large ICT systems
Understand the need for the use of architecture as design instrument
be able to use methods and tools for designing large and complex ICT infrastructures and service systems within a multi-actor
setting
be able to apply architectural concepts for translating business needs into ICT designs at the various architectural layers within a
multi-actor setting
be able to apply methods and tools for governing the architecture
Lectures
Guest lectures (obliged)
Assignments
Literature research
-Book: Martin Op t Land, Erik Proper, Maarten Waage, Jeroen Cloo and Claudia Steghuis (2009) Enterprise Architecture.
Creating Value by Informed Governance. Springer
-Reader
-All papers, slides and material on blackboard (including the slides of the guest lecturers)
Assessment
Assignments (60%)
Written exam (40%)
Each grade should be sufficient
Page 100 of 127
SPM4416
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Dr. H.K. Lukosch

Dr. W.W. Veeneman
Dr. J.L.M. Vrancken
Dr. S. Filippov
0/0/5/4
3
4
3
3
4
5
English
SPM4132 Designing Multi-actor Systems from an Actor Perspective
Domain specific profile electives (for example spm9228 or spm6101)
Complex technological projects show a:
- Technological complexity: advanced technologies are applied with many technological interdependencies. This offers a
situation where technology is dynamic and many uncertainties exist.;
- Social complexity: many different actors are involved with diverging interests and capacities.
The focus is on managing this type of projects. Attention is given to the role of planning, budgeting and design, steering in a
situation of asymmetric information and external legitimating. A distinction is made between two management types:
Course Contents
Study Goals
Education Method

Materials
Assessment
-Project management (Rob Stikkelman)

-Process management (Wijnand Veeneman).
The course is split up into three parts, first introducing the role of project management in large engineering projects, second
reintroducing process management and its role in these projects, and finally a focus on the integration of both perspectives.
See Blackboard
Integration of traditional project management and process management is used as a basis for the analysis of complex
technological projects and formulate recommendations for their management. Students are put in situations where they can
acquire and apply skills. The objective is to let students understand how the application of project management and process
management can support project goals. The analytical part focuses on understanding the pros and cons of both approaches
and understand how they can be combined intelligently. The skills part focuses on the applying the acquired understanding in the
simulated complex technological projects. The focus here is on Learning-by- doing.
A variety of forms is used: lectures, assignments, and simulation games. Also the examination focuses on the application of
knowledge acquired during the course, using a short case description.
Learning goals are:
Recognize complex technological projects.
Apply project management in complex technological projects.
Apply process management in complex technological projects.
Explain the applicability of project management and process management tools for given cases.
Appraise project situations for management interventions
Select and combine appropriate responses from project management and process management.
The course tries to combine analysis with experience. This means the course makes ample use of alternative forms of meetings,
including assignments, simulation games, and workshops. These can be scheduled on different hours than the standard lecture
hours. A full program is available at the opening lecture.
The assignments are handed out and discussed during the lectures and available on Blackboard. As the course makes ample use
of alternatives form of lectures, dates and times of meetings can change. As Blackboard is the basis for communication,
enrolment in Blackboard is requested.
Reader spm4416, available from Blackboard at the start of the course.
Miller, R. and D.R. Lessard, [2000] The strategic management of large engineering projects, MIT Press
The simulation game requires active participation. All assignments together form a case portfolio. This portfolio is 40 percent of
the grade at the end of each quarter. Two written exams at the end of each quarter offer 60 percent of the grade at the end of each
quarter. The final mark is the average of both quarters. Each assessment element should be passed with a minimum grade of 6.0.
Page 101 of 127
SPM4430
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

2/2/0/0
1
2
1
2
3
English
ICT-infrastructures provide generic functionalities that are used by large numbers of users. Infrastructures can provide the
flexibility to adapt to ever-changing customer needs and other circumstances. ICT-Architectures aims to bridge the gap between
business and technology and should address the dependencies among a large number of heterogeneous elements. In this way, it
can be used to guide design decisions and provide direction for progressing towards the next generation of infrastructure. ICTarchitectures are aimed at improving (parts of the) infrastructure (the actual reality, i.e. implementations) and take into account
the relationships among components. All this needs to be governed by mechanisms to direct decision-making. In this course the
relationship between design, ICT-architecture for creating flexible infrastructures is addressed.
-To understand the various forms of flexibility, ICT-architectural approaches and governance
-Being able to translate needs and requirements into ICT-architecture models
-Being able to design a conceptual ICT-architecture meeting requirements
lectures, practical assignment
assignment and report
Page 102 of 127
SPM4450
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents

0/0/0/x
4
4
4
5
English
Background
The current Information and Communication Technology enables organisations to monitor all their activities at any detailed
level. In this way, large amounts of data are collected. In case the amounts become very large (in the oder of petabytes and
higher), the term ' big data' is often used. In addition, many governments are publishing sets of so-called ' open data' that are
freely accessable for anyone. Last but least the Internet (or cyberspace) currently provides lots amounts of largely unstructured
data.
'Intelligent organisations' bring relevant data together in big datawarehouses and integrate them to information and knowledge,
based on which operational activities can be optimized and strategic decisions underpinned. The transformation of data into
information and knowledge is based on the use of a broad spectrum of intelligent methods in combination with sophisticated
visualization techniques.
The intelligent organization is characterized by its efficiency and effectiveness of the realization of its business goals and, in
addition to that, by its agility and resilience, i.e., its flexibility to deal with changing market conditions and other unexpected
difficulties at both strategic, tactic and operational level.
In addition, other stakeholders like non-profit organizations, governments and individuals are interested in and make use of the
outcomes of (sophisticated) data analytics efforts of both structured and unstructured big data.
Modern decision support systems make use of a wide variety of data analytics' tools like query languages with rapporting and
visualization functionalities (like dashboards and google maps), online analytical processing (OLAP) tools, statistical analysis &
learning algorithms, (intelligent) software for clustering, classification and prediction (like neural networks, fuzzy systems and
support vector machines), and for text, web & multimedia mining, under an overarching umbrella term like 'data mining',
'machine learning', or 'intelligent data analysis'.
BI software tools also concern methods for the consolidation of data in huge datawarehouses and datamarts and for data retrieval
from the Internet.
During the course, many of these aspects are discussed at a fundamental level. Most emphasis is put on advanced methods for
intelligent data analytics.
Study Goals
Education Method
Course Relations
Materials
The learning objectives of this course are

a) to get an overview of the Business Intelligence field;
b) to understand the fundamental principles that underly
1) the realization of an intelligent organisation
2) the transformation of data into information and knowledge
c) to obtain some experience with basis BI tools and/or applications.
In practice, the learning goals of different student groups are somewhat different. The course allows students with different
backgrounds to focus on different aspects in the huge field called Business Intelligence. Three perspectives can be chosen from:
(a) the business perspective;
(b) the computer science perspective;
(c) the intelligent data analysis perspective.
Around 14 classical lectures with discussions supplemented with group work.
This course is truly an advanced version of the introductory BSc course "Business Intelligence" (SPM4424) (there is little
overlap and all topics are treated at much more fundamental level).
Intelligent Data Analysis: see http://www.springer.com/computer/image+processing/book/978-3-540-43060-5
A (legal) soft copy of this book is made available.
Assessment
Very many other materials (slides, books, articles, references to software packages, etc.) will be made available as well.
Groups of (in principal two) students are composed who work on a self-chosen practical assignment while choosing one of the
possible perspectives on BI (see learning goals = leerdoelen).
The deliverable of the final assignment is a scientific report that includes, among others, a literature review related to the topic of
choice.
Groups of students work separately and get supervision and feedback on their work progress from the lecturer(s).
Next to the final assignment, a few homework assignments will be distributed to stimulate the study of certain subfields of the
broad field of data analytics and get practical experience using available data analytics tools.
Page 103 of 127
SPM5920IA
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
IA Design Project
Dr. M.V. Dignum

Dr. H.M. Aldewereld
X/X/0/0 or 0/0/X/X
1
2
3
4
1
3
none
English
The courses in the first year of the MSc program SEPAM/IA
This course involves a design assignment in which students will apply the theory on information system engineering methods,
tools and principles taught in the prior courses in a realistic case related to their domain. Students will design a (complex multiactor) system related to Information Architecture applying specific SEPAM and/or CS perspectives on designing. Most projects
will integrate technical, system and actor related aspects. This includes addressing technology aspects, system engineering,
decision-making support, and process and institutional aspects of the design and implementation process. Students are free to
come up with suggestions for their own case study.
The final delivery of this course concerns a scientific report which should more or less have the same structure as an individual
MSc thesis. In this sense, this design course is an excellent preparation (within a group assignment) for the writing of an
individual MSc thesis.
In this project, theory, methods and tools from previous courses are applied to a realistic case. In small design teams, the students
will make a technically and organizationally feasible systems design or set of design alternatives with relevant decisive
considerations for the problem owner(s). In the design and the design process both substantive (technology and systems) and
actor (process management, institutional and other contextual) issues will have to be addressed.
The first deliverable (to be finalized two weeks after the kick-off meeting) concerns a research proposal containing the why,
what and how of the project chosen. The second deliverable concerns a midterm report and a presentation to be given on the
midterm meeting for all students attending the course and their supervisors. The third deliverable of the project is a system
design or a set of design alternatives expressed in models, the associated documentation and a report on the design process
followed. In addition, the group is expected to defend their design on the final meeting, again for all students and supervisors.
Depending on the concrete realistic case chosen, there is - in consultation with the group supervisor - some freedom for
redefining the content of the final deliverable w.r.t. the requirement of ending up with a system design or set of design
alternatives.
On completion of this course, students will be able:
- to choose suitable system design methods and tools, taking into account the substantive and process characteristics of the
system and the multi-actor environment in a specific and realistic case in their domain;
- to apply the chosen design methods and tools for this case;
- to design a system taking into account technical domain, system engineering, decision-making, change process management
and institutional aspects that are relevant for a certain case;
- to develop knowledge and experience on the setup up and implementation of project teams.
The design teams will consist of preferably 3 or 4 students from the same domain. We aim at a realistic project management
requiring independence and self organization of the teams. Teams are responsible for, e.g.: Project organization and task
allocation and responsibilities; Interaction with client and problem owner to achieve agreement on focus, acceptance procedures,
deliverables etc.; Planning and time management; Presentation of intermediary and final results.
Each team is supervised by a docent and is required to maintain an up to date wiki page including logbook for each member,
meeting reports, and other relevant information.
Project timeline:
- The project starts at the beginning of the semester with a kick-off meeting for each subject (to be announced on Blackboard).
- At the end of the first half of the semester the first part of the assignment (problem analysis, list of requirements, choice of
design methods and project plan) is handed in and presented.
- In the second half of the semester the actual system design has to be made.
- At the end of the semester, the groups will present their designs to each other and to an expert jury.
- At the end of the semester the design(s), documentation and report are handed in.

Materials
Prerequisites
Assessment
Each group receives a limited coaching budget that can be used to consult experts listed on the case description.
- A case description will be handed out at the kick-off meeting.
- Additional material will be distributed via Blackboard.
Students must have passed spm4141 MAS Design: An integrated view
The final mark is based on the written report, the designs and the presentations. A jury including representatives of ICT and EWI
will assess and grade the project results. A condition for passing the project is that each supervisor finds the work sufficient (>=
6.0).
Page 104 of 127
Year
Organization
Education
2013/2014
Page 105 of 127
SPM7010
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Summary
Course Contents
Study Goals
Education Method
Assessment

X/X/0/0
1
2
1
2
English
SPM7010 (it is an integrated part of SPM4123)
The same as for SPM4123
There are certain indications pointing on the need for enhancing creativity of the SEPAM students in creating designs (design
artifacts). Students should learn creativity techniques to generate new and innovative, out-of-the-box ideas and use these
techniques as part of the design process. This includes the use of mind-mapping and groups support tools.
Design, as a blueprint, consists often of very difficult models, or even a combination of models describing the design from a
number of views, which are hard to communicate. The aim of this skill is to teach students to communicate the essence of a
design. Students should be able to explain the essence of their design using an "elevator pitch". An elevator pitch refers to the
situation in which somebody steps into an elevator with somebody from the board of directors. During the lifting of the elevator
there is a chance to convince the board member of their ideas and plans - brief and up to the point.
This course is a component of SPM4123 and it aims at developing specific skills - Creativity and Communication. There are a
couple of hands on activities and case studies (or case examples) for discussion.
- to learn to use creativity techniques as part of design process
- to abstract complex and detailed technical designs into a simple model
- The course contains a series of lectures on selected application cases. These cases teach students how to reinforce their
concepts and ideas by using different means of communication or presentation.
- The course contains a series of design briefings where students are requested to use an elevator pitch to convey and discuss
their design of a complex system and present it to the audience (fellow students).
In SPM4123, students need to present and discuss a conceptual design in a design briefing. This is part of the students lab work.
The grade for the conceptual design and its presentation will be part of the overall SPM4123 course grade.
SPM7020
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

S. Cunningham
X/X/0/0
1
2
1
2
English
SEPAM engineers should be able to convince others of the value of their designs. Negotiation skills and management roles are
important. The quality of the negotiation process influences the behaviour of actors and the outcomes of design processes
significantly. Students will play a negotiation and management simulation in two rounds. During the second round the
complexity of the assignment and the environment is increased. The simulation is embedded in the sepam 4133 course,
designing MAS from an actor perspective. The simulation will be on negotiating designs aimed at safeguarding public values
within socio-technical systems.
To gain management and negotiation skills (practice, self-assessment and positioning)
Participation in negotiation and management simulation in which students practice, develop and reflect on both negotiation and
management skills aimed at influencing and guiding the negotiation process. Feedback will be provided on the process and its
outcomes and the individual contributions to that.
Participating in both rounds of negotiation and management simulation. After each of the two simulation, students hand in a selfevaluation of their preparation and their experience in the simulations themselves.
SPM7030
Module Manager
x/x/x/x
Education Period
Dr. S.G. Lukosch
Dr. W.W. Veeneman

0/0/X/X
3
4
3
4
English
Part of spm 4416 is a simulation game on the management of large engineering projects. An essential part of that simulation is
the organisation of interdisciplinary collaboration. Different roles represent different engineering disciplines and a major task of
the players is to coordinate the design process between these disciplines. It is a major topic in the final debrief.
Understand a first level of complexity and intervention in interdisciplinary coordination in a design process.
Simulation game.
Observation and debrief.
Page 106 of 127
SPM7040
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Dr. H. Zandvoort
0/0/X/0
3
3
3
English
This is a cognitive skill that is learnt in the course spm4115.
You will learn to analyse and assess both the possibilities and the limitations of reaching consistent agreement by means of
collective reasoning (= argumentation) on controversies regarding technology. The underlying theory will be provided in the
course spm4115 in which the skill is taught.
This skill will help you to identify and analyse ethical and social aspects and problems of the technological design projects that
you will be professionally engaged in. It will also help you to assess potential directions for solution or mitigation of such
problems.
A combination of theoretical exposition (lecture and written teaching materials) and a workshop "Possibilities and limits of
collective reasoning for solving ethical problems in technology".
By means of open questions on the written examination of spm4115.
Page 107 of 127
Year
Organization
Education
2013/2014
2e jaar IA 2013
Page 108 of 127
SPM5430
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment

0/3/0/0
2
2
2
3
English
See SPM 5430 IA
See SPM 5430 IA
See SPM 5430 IA
See SPM 5430 IA
Page 109 of 127
SPM5905
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Summary
Course Contents
Drs. J. Ubacht
Dr. A.F. Correlje
Dr. J.A. Annema
Dr. M.E. Warnier
X/X/X/X
1
2
3
4
1
2
3
4
none
English
SPM5910 SEPAM Master Thesis Project.
Preferably the student is in the second year of his/her master programme.
This course prepares students for their thesis project; the intended output is a concrete master thesis research proposal. In this
course students participate in training exercises that focus at writing (a) a research proposal and (b) a literature review in the
form of a scientific article.
Additional skills training in professional networking is offered (see SPM7070).
Students will orient themselves on a (thesis) subject; do literature research, will critically review scientific papers and write a
scientific review paper.
On the basis of this, they will write a research proposal that includes well-formulated research questions and deliverable, a
research approach, an overall research design with a selection of research methods and techniques and make a project planning.
Also the student will participate in a peer reveiw process in which two concept scientific articles and draft research proposals
will be assessed.
And the student will reflect on the peer reviews that s/he received.
Skills training offered: professional networking (see SPM7070).
Final deliverables:
a project plan and a scientific article.
Study Goals
In order to get access to the Master Thesis Project both deliverables need to be graded as sufficient (>= 6.0). All final
deliverables will be graded according to a fixed list of criteria, available on blackboard. All other assignments during the module
have to be handed in and have to comply with the assessment criteria.
After concluding this course students will be able to:
* develop a research design for their master thesis proposal
* write a scientific paper
* conduct a literature review
Education Method
In order to reach these main objectives, after the course students are:
* skilled in literature research
* can 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
* have acquired additional skills in professional networking (see SPM7070)
Selft study with intensive, interactive workshops; attendance and active participation are required.
Peer review is an important learning activity in this course.
The use of reference manager software as a database for your references is advised.
All final products are checked on correct use of literature and originality with a scanner for plagiarism.
Except for the book by Verschuren & Doorewaard most of the materials will be available on blakcboard and handed out during
meetings.
SPM5905 is a separate 6 ects preparatory course and has different learning objectives than the master thesis project (SOM5910).
Computer Use
Materials
Practical Guide
The scientific article and project plan are clearly meant as preparations for your actual graduation project. But it is of course an
option that you will continue working on your proposal to make it fit for your graduation commission for your actual graduation
project. Therefore it is efficient to already know the domain or topic that you wish to graduate on, so you can use the SPM5905
work in your graduation project.
On the other hand, delaying your participation in this course until you are sure of your thesis subject does not make sense either.
On the contrary: the course is intended to help you explore the scientific field you are entering into. It is an opportunity for
learning and training to be well prepared for the real thing: your master thesis.
Books
Prerequisites
Required: Piet Verschuren and Hans Doorewaard, 2012, Designing a Research Project. Boom Lemma Uitgevers | 2nd Revised
edition, July 2012.
When you enter this course, we expect that you:
1. know how to find scientific articles using e.g. Web of Science or Scopus (these are library information skills);
2. know how to store references, e.g. by making use of a database such as EndNote, Mendeley or Zotero;
3. know how to include a bibliography (in which a database can support);
4. know how to include references to other people's work correctly (citations or paraphrasing):
5. know how to acknowledge other people's input;
6. are proficient in writing in academic English
Assessment
Students will hand in nine assignments in total. All assignments need to be fulfilled.
Page 110 of 127
The grade will be based on the final versions of:

- a scientific paper of 2500-3500 words in a scientific format (50%)
- a project plan of 2000 - 3000 words (50%)
Both assignments should be graded at least 6.

The course is scheduled four times a year, every study quarter. This is a demanding course. Because of it's structure (peer-review
process) hard deadlines are maintained; full commitment is expected!
For exchange and double degree students only, an adapted on-line verison of the course will be running from September till
December, followed by three weeks of intensive preparation and workshops in January to allow these students to start their thesis
project at the start of the 4th semester.
Please contact dr. Bertien Broekhans of the POLG section for further information.
Remarks
Targetgroup
As SPM5905 is prerequisite for starting your SPM5910 Master thesis project, you must fulfill the spm5905 requirements before
you can start with your Master thesis project SPM5910.
The final products of SPM5905 are a project plan and a scientific article, which are written as an excercise during this module.
Preferably (but not obligatory) you can continue working on the project plan towards a project plan for your master thesis
project, with input from your graduation committee during your SPM5910 Master Thesis project.
2nd year SEPAM students preparing for their master thesis project.
All other Master students who take an interest in this course need to consult the module manager in advance to discuss
participation in this course.
During the course there will be training in professional networking skills (see SPM7070).
Page 111 of 127
SPM5910
Module Manager
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
30
Drs. J. Ubacht
Dr.ir. Z. Lukszo
Dr. J.A. Annema
Ir. H.W. de Wolff
Dr. M.E. Warnier
Dr. A.F. Correlje
Dr.ir. B. Broekhans
n.a.
1
2
3
4
1
2
3
4
none
English
All previous courses in the SEPAM programme and electives relevant to the chosen subject.
Although the quality of the project always prevails, the following schedule is an estimate for the 21 weeks (840 hour) project
effort in phases:
Developing and writing the master thesis project plan(app. 4 weeks / 140 hours )
Executing the project and writing the thesis report including a scientific paper (app. 13 weeks / 525 hours)
Finalizing the Master Thesis Report and scientific paper, taking the comments from the members of the graduation committee
during the greenlight meeting into account(app. 2-3 weeks / 105 hours)
Summary
Course Contents
Study Goals

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 SEPAM 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.
More detailed and essential information about the Master's Thesis Project can be found in the TPM Graduation Portal, where all
administrative procedures and requirements for the master thesis project are presented.
The SEPAM Master thesis project has the following objectives:
1) the student has to plan and fulfill a Master Thesis Project on his/her own according to academic standards of research design,
having a critical stance towards the research/design topic and is able to critically reflect upon the results;
2) the student passes through all phases of academic research and/or design
3) the student is able to report on the thesis project in a final thesis report including a scientific paper;
4) the student is able to present the research project orally and to defend it's contents;
3) the student shows that s/he complies with the attainment levels of the SEPAM programme.
General Criteria for graduation at SEPAM, EPA and MoT
the work contains an analytical component
the work is multidisciplinary in nature
the work focusess at a technical domain or application
Criteria for graduation at SEPAM
The aim of SEPAM graduates is to solve large-scale and complex problems related to both the public and private sector. SEPAM
students employ methods, tools and techniques for cratively designing and assessing the impact of technical solutions in
organizations which contan both effective management strategies and system engineering approaches to deal with both
technological complexity and the management of stakeholders with widely diverging interests. SEPAM students have chosen a
technological domain shich is clearly visible in their thesis. Thesis projects take both public and business values into account and
look at both the physical system and the actors' network, confronting not only technical challenges, but management and ethical
choices as well.
For SEPAM the following criteria would be considered to indicate a 'typical' SEPAM thesis:
Education Method
Course Relations
Materials
Practical Guide
Prerequisites
the work has a clear design and/or engineering component(s)

the design has a clear technology component and technical issues are addressed
both process management strategies and system engineering approaches are adressed
complex design/engineering issues are dealt with in both systematic and creative way
SEPAM methods, tools and techniques for creatively designing and assessing the impact of technical solutions in
organisations are used
the subject covers values originating from both the public and private domains
Students carry out the project individually. 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.
SPM5905 Master thesis preparation prepares the student for this final thesis project in developing a research plan and writing a
scientific article. This module is prerequisite before starting the master thesis project.
The students are expected to consult their own information sources.
TPM Graduation Portal:
www.tbm.tudelft.nl/graduationpreparation
Starting conditions:
(1) BSc-degree
Page 112 of 127
(2) All courses of the 1st and 2nd year (not including spm5910) are completed including SPM5905 and less than 10 ECTS
credits remain
(3) Approval of examination committee is required to start spm5910 if the condition mentioned under(1 and 2)are not met.
Assessment
The assessment of the SEPAM 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, the scientific
article and the public presentation/defense of the thesis project at the end of the project.
The final grade for the SEPAM Master Thesis project is a qualification of the SEPAM Master Thesis Project as a whole. Though
the results of the SEPAM Master Thesis Project will be determined on the quality of the work, the whole thesis process
(SPM59095 and SPM5910) is a 6 month (840 hour) project effort can roughly divided in the following phases:
Preparation for the Master Thesis (SPM5905) covers app. 4 weeks (6 ECTS)
The Master Thesis itself (SPM5910) covers app. 21 weeks (30 ECTS), consisting of:
Executing the project and writing a compilation of documents showing the body of research/design, writing a (draft) thesis report
(app. 15 weeks / 600 hours)
Finalizing the Master Thesis Report (app. 5 weeks / 200 hours)
The assessment will be based on the SEPAM 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, including the scientific article.
Targetgroup
The final thesis assessment form is available on the TPM Graduation Portal/execution tab.
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 TPM Graduation Portal https://portal.tudelft.nl/sites/tbm/graduate
All 2nd year SEPAM students.
Page 113 of 127
SPM5920IA
Module Manager
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
IA Design Project
Dr. M.V. Dignum

Dr. H.M. Aldewereld
X/X/0/0 or 0/0/X/X
1
2
3
4
1
3
none
English
The courses in the first year of the MSc program SEPAM/IA
This course involves a design assignment in which students will apply the theory on information system engineering methods,
tools and principles taught in the prior courses in a realistic case related to their domain. Students will design a (complex multiactor) system related to Information Architecture applying specific SEPAM and/or CS perspectives on designing. Most projects
will integrate technical, system and actor related aspects. This includes addressing technology aspects, system engineering,
decision-making support, and process and institutional aspects of the design and implementation process. Students are free to
come up with suggestions for their own case study.
The final delivery of this course concerns a scientific report which should more or less have the same structure as an individual
MSc thesis. In this sense, this design course is an excellent preparation (within a group assignment) for the writing of an
individual MSc thesis.
In this project, theory, methods and tools from previous courses are applied to a realistic case. In small design teams, the students
will make a technically and organizationally feasible systems design or set of design alternatives with relevant decisive
considerations for the problem owner(s). In the design and the design process both substantive (technology and systems) and
actor (process management, institutional and other contextual) issues will have to be addressed.
The first deliverable (to be finalized two weeks after the kick-off meeting) concerns a research proposal containing the why,
what and how of the project chosen. The second deliverable concerns a midterm report and a presentation to be given on the
midterm meeting for all students attending the course and their supervisors. The third deliverable of the project is a system
design or a set of design alternatives expressed in models, the associated documentation and a report on the design process
followed. In addition, the group is expected to defend their design on the final meeting, again for all students and supervisors.
Depending on the concrete realistic case chosen, there is - in consultation with the group supervisor - some freedom for
redefining the content of the final deliverable w.r.t. the requirement of ending up with a system design or set of design
alternatives.
On completion of this course, students will be able:
- to choose suitable system design methods and tools, taking into account the substantive and process characteristics of the
system and the multi-actor environment in a specific and realistic case in their domain;
- to apply the chosen design methods and tools for this case;
- to design a system taking into account technical domain, system engineering, decision-making, change process management
and institutional aspects that are relevant for a certain case;
- to develop knowledge and experience on the setup up and implementation of project teams.
The design teams will consist of preferably 3 or 4 students from the same domain. We aim at a realistic project management
requiring independence and self organization of the teams. Teams are responsible for, e.g.: Project organization and task
allocation and responsibilities; Interaction with client and problem owner to achieve agreement on focus, acceptance procedures,
deliverables etc.; Planning and time management; Presentation of intermediary and final results.
Each team is supervised by a docent and is required to maintain an up to date wiki page including logbook for each member,
meeting reports, and other relevant information.
Project timeline:
- The project starts at the beginning of the semester with a kick-off meeting for each subject (to be announced on Blackboard).
- At the end of the first half of the semester the first part of the assignment (problem analysis, list of requirements, choice of
design methods and project plan) is handed in and presented.
- In the second half of the semester the actual system design has to be made.
- At the end of the semester, the groups will present their designs to each other and to an expert jury.
- At the end of the semester the design(s), documentation and report are handed in.

Materials
Prerequisites
Assessment
Each group receives a limited coaching budget that can be used to consult experts listed on the case description.
- A case description will be handed out at the kick-off meeting.
- Additional material will be distributed via Blackboard.
Students must have passed spm4141 MAS Design: An integrated view
The final mark is based on the written report, the designs and the presentations. A jury including representatives of ICT and EWI
will assess and grade the project results. A condition for passing the project is that each supervisor finds the work sufficient (>=
6.0).
Page 114 of 127
Year
Organization
Education
2013/2014
Specialisation Profile Electives 14 ECTS 2013
Page 115 of 127
Year
Organization
Education
2013/2014
Page 116 of 127
SPM7060
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents

x/x/x/x
1
2
3
4
1
4
none
English
Study Goals
Education Method
Assessment
SPM7070
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Networking
Drs. J. Ubacht
Dr. A.F. Correlje
Dr. J.A. Annema
Dr. M.E. Warnier
x/x/x/x
1
2
3
4
1
2
3
4
none
English
During the course SPM5905 Master thesis preparation you will be challenged with four exercises in professional networking:
1. introducing a person;
2. assessing a digital profile;
3. drawing a social network analysis;
4. formulating an elevator pitch.
Learn several aspects of professional networking to prepare yourself in finding a graduation project and subsequently finding a
position.
Individual excercises that are linked to workshop activities within the module SPM5905 Master Thesis Preparation.
Teachers will recommend literature for future reference, but this is not required for the excercises.
Three exercises need to be uploaded in Blackboard and will be assessed as insufficient (the exercise needs to be improved) or
sufficient. All three exercises need to be scored as sufficient to pass the module SPM7070
Page 117 of 127
Dr. H.M. Aldewereld

Unit
Department
Techniek, Bestuur & Management

Informatie & Communicatie
Telephone
Room
+31 (0)15 27 87199

b3.210
Dr. J.A. Annema

Unit
Department

Transport & Logistics
Telephone
Room
+31 (0)15 27 88912

a3.230
Dr.ir. J.H. Baggen

Unit
Department
Civiele Techniek & Geowetensch

Transportplanning
Telephone
Room
+31 (0)15 27 84813

HG 4.25
Unit
Department

Telephone
Room
+31 (0)15 27 88068

b3.020
Prof.dr. C.P. van Beers

Unit
Department

Tech Strat & Ondernemersch
Telephone
Room
+31 (0)15 27 89031

c3.110

Unit
Department

Telephone
Room
+31 (0)15 27 82794

b3.170
Dr.ir. A.R. Bidarra

Unit
Department
Elektrotechn., Wisk. & Inform.

Comp Graphics & Visualisation
Telephone
Room
+31 (0)15 27 84564

HB 11.230

Unit
Department

Bouwprocessen
Telephone
Room
+31 (0)15 27 83621

HG 3.31
Dr. P.W.G. Bots

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 84538

b2.300
Dr. H.J.F.M. Boumeester

Unit
Department
Onderzoeksinstituut OTB
Volkshuisvesting & Woningmarkt
Telephone
Room
+31 (0)15 27 87671

c1.020

Unit
Department

Telephone
Room
+31 (0)15 27 87168

b3.260
Page 118 of 127
A. Bozzon
Unit
Department

Web Information Systems
Telephone
Room
+31 (0)15 27 86346

-
Dr.ir. B. Broekhans
Unit
Department

Policy, Org Law & Gaming
Telephone
Room
+31 (0)15 27 81105

b2.090

Unit
Department

Telephone
Room
+31 (0)15 27 87169

b2.070

Unit
Department

Telephone
Room
+31 (0)15 27 82323

b2.020
Dr. A.F. Correlje

Unit
Department

Economie van Infrastructuren
Telephone
Room
+31 (0)15 27 87924

c3.100
S. Cunningham
Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 87187

c2.020

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 81143

b2.230
Unit
Department

Telephone
Room
+31 (0)15 27 85700

b3.170
Dr. F. Dechesne
Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 87215

b3.100
Prof.dr. A. van Deursen

Unit
Department

Software Engineering
Telephone
Room
+31 (0)15 27 82486

HB 08.060
Dr. M.V. Dignum

Unit
Department

Telephone
Room
+31 (0)15 27 88064

b3.200
Page 119 of 127

Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 84839

a3.260
Dr.ir. N. Doorn
Unit
Department

Filosofie
Room
Unit
Department

Filosofie
Telephone
Room
+31 (0)15 27 88059

b4.120
Dr. J.H.R. van Duin

Unit
Department

Telephone
Room
+31 (0)15 27 81142

a3.210
Dr. S. Filippov
Unit
Department

Telephone
Room
+31 (0)15 27 83565

c2.110

Unit
Department

Waterhuish. & Waterbeheer
Telephone
Room
+31 (0)15 27 87180

HG 4.73

Unit
Department

Telephone
Room
+31 (0)15 27 83433

b2.140
Dr.ir. D.A. Groetelaers

Unit
Department
Geo-informatie en Grondbeleid
Telephone
Room
+31 (0)15 27 81158

c1.260
Dr. J.C. van Ham

Unit
Department

Telephone
Room
+31 (0)15 27 82447

b3.180
Dr. L. Hartmann
Unit
Department

Telephone
Room
+31 (0)15 27 88073

c1.020
Dr.ir. E. Hasselaar
Unit
Department
Duurzame Woningkwaliteit
Telephone
Room
+31 (0)15 27 87871

c3.200
Page 120 of 127
Unit
Department
Room

Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 82823

b3.030

Unit
Department

Telephone
Room
+31 (0)15 27 85919

b2.010
Dr. L.C.M. Itard

Unit
Department
Telephone
Room
+31 (0)15 27 86341

c3.260
Dr.ir. H.M. Jagtman

Unit
Department

Veiligheidskunde
Telephone
Room
+31 (0)15 27 82759

c1.090

Unit
Department

Telephone
Room
+31 (0)15 27 81140

b3.150
Dr. G. van de Kaa

Unit
Department

Telephone
Room
+31 (0)15 27 83678

c2.090
Dr. R.J. Kleinhans

Unit
Department
Stedelijke Vernieuwing & Wonen
Telephone
Room
+31 (0)15 27 86117

c3.040

Unit
Department

Telephone
Room
+31 (0)15 27 81131

b3.210
Dr.ing. S.W. Knoll

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 89470

b1.270
Prof.dr. W.K. Korthals Altes

Unit
Department

Room
Unit
Department
Page 121 of 127
Telephone
Room
+31 (0)15 27 85099

c1.280

Unit
Department

Telephone
Room
+31 (0)15 27 87752

c3.040
Dr.ir. J.H. Kwakkel

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 88487

b2.370
Dr. T.E. van der Lei

Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 85751

b3.060
Ir. M.W. Ludema

Unit
Department

Telephone
Room
+31 (0)15 27 81885

b3.160
Dr. H.K. Lukosch

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 83211

b1.190
Dr. S.G. Lukosch

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 83403

b1.030
Dr.ir. Z. Lukszo
Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 81147

b3.040
D. Majcen
Unit
Department
Telephone
Room
+31 (0)15 27 83680

c3.170
Dr. I.S. Mayer

Unit
Department

Telephone
Room
+31 (0)15 27 87185

b2.040
Dr. A. Meijer
Unit
Department
Telephone
Room
+31 (0)15 27 85658

c3.200
Page 122 of 127
Ir. J. Mensink
Dr. E. Mostert
Unit
Department

Telephone
Room
+31 (0)15 27 87800

HG 4.82

Unit
Department

Economie van Innovatie
Telephone
Room
+31 (0)15 27 86318

c2.160
Dr.ir. R. van Nes

Unit
Department

Transportplanning
Telephone
Room
+31 (0)15 27 84033

HG 4.10.2
Dr. N.E.T. Nieboer

Unit
Department
Telephone
Room
+31 (0)15 27 87571

c3.250
F.A. Nikayin
Unit
Department

Telephone
Room
+31 (0)15 27 87231

a3.310
Dr.ir. I. Nikolic
Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 81135

a3.280
Dr. J.R. Ortt

Unit
Department

Telephone
Room
+31 (0)15 27 84815

c3.010
Ir. S. Pasterkamp
Unit
Department

Gebouwen en Civieltech Constr
Telephone
Room
+31 (0)15 27 84982

S2 1.56
Mr.dr. H.D. Ploeger

Unit
Department
Telephone
Room
+31 (0)15 27 82557

c1.270
Prof.dr.ir. I.R. van de Poel

Unit
Department

Filosofie
Telephone
Room
+31 (0)15 27 84716

b4.210

Unit
Department

Page 123 of 127
Telephone
Room
+31 (0)15 27 81920

b3.220
Prof.dr.ir. E. de Romph
Unit
Department

Transportplanning
Telephone
Room
+31 (0)15 27 85279

HG 4.10.1
Dr.ir. Z. Roosenboom-Kwee
Unit
Department

Telephone
Room
+31 (0)15 27 84711

c2.070

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 81867

b2.290
Mr.drs. N. Saanen
Unit
Department

Recht
Telephone
Room
+31 (0)15 27 83556

b2.190
T.B. Salcedo Rahola

Unit
Department
Telephone
Room
+31 (0)15 27 81055

c3.190
Prof.dr.ir. H.H.G. Savenije

Unit
Department

Telephone
Room
+31 (0)15 27 81433

HG 4.77
Dr. D.J. Scholten

Unit
Department

Telephone
Room
+31 (0)15 27 84708

c3.060
Dr.ing. V.E. Scholten

Unit
Department

Telephone
Room
+31 (0)15 27 89596

c3.050
Dr. M.D. Seck

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 83709

b1.250
Dr. J.H. Slinger

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 88067

b2.310
Page 124 of 127
Dr.ir. M. Spaans
Unit
Department
Stedelijke & Regionale Ontwikk
Telephone
Room
+31 (0)15 27 82987

c2.040
Dr. S. van Splunter

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 82245

b1.230

Unit
Department

Telephone
Room
+31 (0)15 27 81329

b2.060

Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 87236

a3.320
Dr. S.T.H. Storm

Unit
Department

Telephone
Room
+31 (0)15 27 83548

c2.160

Unit
Department

Beleidsanalyse
Telephone
Room
+31 (0)15 27 85604

b2.330
Drs. J. Ubacht
Unit
Department

Telephone
Room
+31 (0)15 27 82791

b3.190
Dr. W.W. Veeneman

Unit
Department

Telephone
Room
+31 (0)15 27 87754

b2.110

Unit
Department

Telephone
Room
+31 (0)15 27 83440

b2.100
Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 83805

b1.050
Dr.ir. R.J. Verhaeghe

Unit
Department

Transportplanning
Telephone
Room
+31 (0)15 27 83401

HG 4.20
Page 125 of 127

Unit
Department

Telephone
Room
+31 (0)15 27 88541

b2.140
Dr. J.L.M. Vrancken

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 81566

b1.210

Unit
Department

Energie & Industrie
Telephone
Room
+31 (0)15 27 81137

a3.300
H.J.G. Warmelink
Unit
Department

Telephone
Room
+31 (0)15 27 81349

b2.090
Dr. M.E. Warnier

Unit
Department

Systeemkunde
Telephone
Room
+31 (0)15 27 82232

b1.150
Dr. B. Waterhout
Unit
Department
Telephone
Room
+31 (0)15 27 87950

c2.160
Dr. I. Wenzler
Unit
Department

Telephone
Room
+31 (0)15 27 83408

b2.100
Dr. B. Wiegmans
Unit
Department

Transportplanning
Telephone
Room
+31 (0)15 27 82545

HG 4.35
Ir. H.W. de Wolff

Unit
Department
Telephone
Room
+31 (0)15 27 83668

c1.250
Dr. H. Zandvoort
Unit
Department

Filosofie
Telephone
Room
+31 (0)15 27 81925

b4.050

Unit
Department
Page 126 of 127
Room
c2.030
Unit
Department
Bouwkunde
Stedelijke & Regionale Ontwik
Telephone
Room
+31 (0)15 27 81038

c2.020

Unit
Department

Telephone
Room
+31 (0)15 27 86471

a3.310
Page 127 of 127

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Master Sepam 2013 en

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Program overview

Domain E&I, SEPAM

1st year SEPAM 2013

Domain I&C, 1st year

Domain T&L, 1st year

Domain B&S, 1st year

Domain E&I, 1st year

Creativity and communication (skills)

Skills 1e jaar SEPAM 2013

2e jaar SEPAM 2012

2nd year SEPAM 2012

Domain Specialisation (9 EC)

Service Systems Engineering

Domain T&L, 2nd year

Domain B&S, 2nd year

Domain E&I, 2nd year

Specialisation (15 EC)

Emerging Technology-based Innovation and Entrepreneurship

Supply Chain Analysis and Engineering

Supply Chain Management

Economics and Finance

Infrastructure and Environmental Governance

Infrastructure and Environmental Governance

Technical Courses (12 EC)

Transportation and Spatial Modelling

Architecture and Building Engineering

Modelling, Simulation and Gaming

Building Serious Games

Advanced self-reflection and communication skills

Skills 2e jaar SEPAM 2013

variant MSc Information

Variant MSc Information Architecture (IA) 2013

Creativity and communication (skills)

Skills 1e jaar IA 2013

2nd year IA 2013

Electives 14 ECTS 2013

Master SEPAM 2013

Systems Engineering, Policy Analysis and Management

MSc SEPAM 2013

1ste jaar SEPAM 2013

Introduction to Designing Multi-actor Systems

Dr.ir. C. van Daalen

Ethical Aspects of Design and Management of Technology

Permitted Materials during

Ethical problems of professionals and managers in engineering and technology

MAS Design from engineering perspective

Dr. S.G. Lukosch

Creativity and Communication skills (see SPM7010)

Designing MAS from an Actor Perspective

Dr.ir. B.M. Steenhuisen

Key articles, announced and published on blackboard

Extra Skills Trained

MAS Design: An integrated view

Drs. H.G. van der Voort

Strategic Management of Large Engineering Projects

Dr. H.K. Lukosch

Literature and Study

-Project management (Rob Stikkelman)

Legal Aspects of MAS Design

SEPAM Design Project

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

Literature and Study

Literature and Study