Professional Documents
Culture Documents
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
Omschrijving
ECTS
p1
p2
p3
p4
p5
2
3
8
8
3
6
5
7
6
3
4
5
6
6
6
4
5
4
5
6
3
4
5
0
0
0
0
0
0
6
30
7
Domain T&L
SPM5610
SPM5620
Domain B&S
SPM5710
SPM9750
Domain E&I
SPM5520
SPM5530
SPM9539
5
4
5
4
5
4
3
3
3
E-business
ICT Design, valorization and mobile applications
ICT Management
6
5
4
Page 1 of 127
Corporate Entrepreneurship
Technology Battles
Responsible innovation
Turning Technology into Business
System Innovation and Strategic Niche Management
6
3
3
6
3
6
4
5
Intermediate Economics
Cost-Benefit Analysis: Theory and Applications
Economics and Finance
5
4
6
Technical Courses
Water
CIE4450
CIE5450
4
4
4
4
4
Transport
CIE4801
Spatial Development
CIE4201
CIE4450
CIE5730
5
4
4
4
4
0
0
5
5
2
3
8
8
3
6
6
3
5
6
0
0
0
0
2e jaar IA 2013
SPM5430
SPM5905
SPM5910
SPM5920IA
Specialisation Profile
Electives 14 ECTS 2013
Skills 2e jaar IA 2013
SPM7060
SPM7070
5
6
30
6
0
0
Page 2 of 127
1.
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 3 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 4 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
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
Page 6 of 127
SPM4115
Module Manager
Contact Hours / Week
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
Page 7 of 127
SPM4123
Module Manager
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Summary
Course Contents
Study Goals
Education Method
Computer Use
Literature and Study
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
Permitted Materials during
- 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
Extra Skills Trained
SPM4133
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Course Contents
Study Goals
Education Method
Literature and Study
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
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Reader
Assessment
Page 10 of 127
SPM4416
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Page 11 of 127
SPM4423
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
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.
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain I&C
Page 14 of 127
SPM4340IA
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Assessment
Assignments (60%)
Written exam (40%)
Each grade should be sufficient
SPM4430
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Page 15 of 127
SPM4440
Module Manager
Contact Hours / Week
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
Enrolment / Application
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Course Relations
Literature and Study
Materials
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain T&L
Page 18 of 127
SPM4611
Module Manager
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
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
Education Method
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Assessment
Transport Policy
Page 22 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain B&S
Page 23 of 127
SPM4710
Module Manager
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Course Contents
Continuation
Study Goals
Education Method
Page 24 of 127
SPM4720
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Remarks
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Remarks
Page 25 of 127
SPM4740
Module Manager
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Page 26 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 27 of 127
SPM4510
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Computer Use
Literature and Study
Materials
Assessment
Permitted Materials during
Tests
Enrolment / Application
Targetgroup
Page 28 of 127
SPM4530
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
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
Permitted Materials during
Tests
Extra Skills Trained
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Reader
Assessment
Enrolment / Application
Targetgroup
Category
Page 30 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 31 of 127
SPM7010
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Assessment
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
Contact Hours / Week
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
SPM7030
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Page 32 of 127
SPM7040
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
SPM7050
Module Manager
Contact Hours / Week
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
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
Contact Hours / Week
x/x/x/x
Education Period
Dr. H. Zandvoort
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.
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.
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.
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.
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 34 of 127
SPM5905
Module Manager
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
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
Literature and Study
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
Enrolment / Application
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Parts
30
Drs. J. Ubacht
Dr.ir. Z. Lukszo
Dr.ir. M.P.M. Ruijgh-van der Ploeg
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
Education Method
Course Relations
Literature and Study
Materials
Practical Guide
Prerequisites
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)
Presentation and defense (app. 1 week / 40 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.
Enrolment / Application
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
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.
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 40 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain I&C
Page 41 of 127
SPM5430
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Page 42 of 127
SPM5440
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Parts
Page 43 of 127
Study Goals
Education Method
Literature and Study
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain T&L
Page 45 of 127
SPM5610
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Special Information
Page 46 of 127
SPM5620
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
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
Page 47 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain B&S
Page 48 of 127
SPM5710
Module Manager
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Course Contents
Continuation
Study Goals
Education Method
Page 49 of 127
SPM9750
Module Manager
Instructor
Instructor
Instructor
Instructor
Gast Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Category
Page 50 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Domain E&I
Page 51 of 127
SPM5520
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Assessment
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
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
Page 53 of 127
SPM9539
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Category
Page 54 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 56 of 127
SPM9310
Module Manager
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
E-business
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
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Category
Page 58 of 127
SPM9640
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
ICT Management
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 60 of 127
MOT9556
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Technology Battles
Page 61 of 127
SPM9239
Module Manager
Assistent
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Responsible innovation
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Targetgroup
Category
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Category
Page 64 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 65 of 127
SPM4621
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
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
Education Method
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
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
Page 67 of 127
SPM9537
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
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
Literature and Study
Materials
Assessment
Category
Page 68 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 69 of 127
SPM9715
Module Manager
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Intermediate Economics
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Category
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Books
Assessment
Permitted Materials during
Tests
Category
Page 71 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 72 of 127
SPM9160
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Category
Page 73 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Technical Courses
Page 74 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Water
Page 75 of 127
CIE4450
Responsible Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Course Relations
Literature and Study
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
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Transport
Page 78 of 127
CIE4801
Responsible Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Remarks
Judgement
Page 79 of 127
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Spatial Development
Page 80 of 127
CIE4201
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Judgement
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
Responsible Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Course Relations
Literature and Study
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
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Dr. B. Wiegmans
4/0/0/0
1
1
1
2
English
CIE5730 uses CIE4010
CIE5730 uses CIE4801
Spatial and Transport Economics
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.
Spatial and Transport Economics
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.
Assessment
Remarks
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 84 of 127
IN4302TU
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Study Goals
Education Method
Assessment
2
2
Different, to be announced
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Study Goals
Education Method
Computer Use
Literature and Study
Materials
Prerequisites
Assessment
Special Information
Remarks
Targetgroup
Category
Page 85 of 127
SPM9235
Module Manager
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Computer Use
Course Relations
Enrolment / Application
Special Information
Targetgroup
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
Contact Hours / Week
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
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Study Goals
Education Method
Computer Use
Literature and Study
Materials
Assessment
Permitted Materials during
Tests
Category
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 88 of 127
SPM7060
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
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.
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.
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.
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.
There is no separate grading for this course. The grading will be based on sufficient/not sufficient.
SPM7070
Module Manager
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Page 90 of 127
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.
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
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.
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
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
1e jaar IA 2013
Page 93 of 127
IN4315
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Software Architecture
Study Goals
Education Method
Literature and Study
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
Responsible Instructor
Contact Hours / Week
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
Literature and Study
Materials
Books
Assessment
Page 94 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
Page 95 of 127
SPM4115
Module Manager
Contact Hours / Week
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
Page 96 of 127
SPM4123
Module Manager
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Summary
Course Contents
Study Goals
Education Method
Computer Use
Literature and Study
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
Permitted Materials during
- 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
Extra Skills Trained
SPM4133
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Course Contents
Study Goals
Education Method
Literature and Study
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
Each assessment element forms one third (1/3) of the final grade.
Negotiation & Management skills (see spm7020)
Page 98 of 127
SPM4142
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
Reader
Assessment
Page 99 of 127
SPM4340IA
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Assessment
Assignments (60%)
Written exam (40%)
Each grade should be sufficient
SPM4416
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
SPM4430
Module Manager
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
SPM4450
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Course Relations
Literature and Study
Materials
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.
SPM5920IA
Module Manager
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
IA Design Project
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).
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
SPM7010
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
Assessment
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
Contact Hours / Week
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
SPM7030
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
SPM7040
Module Manager
Contact Hours / Week
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.
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
2e jaar IA 2013
SPM5430
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
SPM5905
Module Manager
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Expected prior knowledge
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
Literature and Study
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.
Enrolment / Application
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).
SPM5910
Module Manager
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Exam Coordinator
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Parts
30
Drs. J. Ubacht
Dr.ir. Z. Lukszo
Dr.ir. M.P.M. Ruijgh-van der Ploeg
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
Education Method
Course Relations
Literature and Study
Materials
Practical Guide
Prerequisites
(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)
Presentation and defense (app. 1 week / 40 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.
Enrolment / Application
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.
SPM5920IA
Module Manager
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Summary
Course Contents
Study Goals
Education Method
IA Design Project
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).
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
Year
Organization
Education
2013/2014
Techniek, Bestuur en Management
Master Systems Engineering, Policy Analysis & Man.
SPM7060
Module Manager
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
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.
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.
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.
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.
There is no separate grading for this course. The grading will be based on sufficient/not sufficient.
SPM7070
Module Manager
Instructor
Instructor
Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Literature and Study
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
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