Master Mot 2015 en

Program overview
16-Jul-2015 21:42
Year 2015/2016
Organization Technology, Policy and Management
Education Master Management of Technology
Code Omschrijving ECTS p1 p2 p3 p4 p5
Master MOT 2015

1e jaar MOT 2015 1st year MOT 2015
MOT1003 Integration Moment 5
MOT1412 Technology Dynamics 5
MOT1421 Economic Foundations 5
MOT1434 Technology, Strategy and Entrepreneurship 5
MOT1442 Social and Scientific Values 5
MOT1451 Inter- and intra-organisational decision making 5
MOT1461 Financial Management 5
MOT1524 Leadership and Technology Management 5
MOT1531 Business Process Management and Technology 5
MOT1532 High Tech Marketing 5
MOT2312 Research Methods 5
MOT2421 Emerging and Breakthrough Technologies 5
2e jaar MOT 2015 2nd year MOT 2015
MOT2003 Preparation for the Master Thesis 6
MOT2910 MSc Thesis Project 30
Specialisation (15 EC)
ICT Management and Design
SPM9310 E-business 6
SPM9631 ICT Design, valorization and mobile applications 5
SPM9640 ICT Management 4
Emerging Technology-based Innovation and Entrepreneurship
MOT9556 Corporate Entrepreneurship 6
MOT9591 Technology Battles 3
SPM9239 Responsible innovation 3
SPM9730 Sustainable Innovation and Transitions 3
WM0516TU Turning Technology into Business 6
Supply Chain Management
SPM4621 Supply Chain Analysis and Engineering 6
SPM5620 Design and Management of Multi-Modal Logistic Chains 4
SPM9537 Integrated Plant Management 5
Economics and Finance
SPM9715 Intermediate Economics 5
SPM9716 Cost-Benefit Analysis: Theory and Applications 4
SPM9717 Economics and Finance 6
Infrastructure and Environmental Governance
SPM9160 Infrastructure and Environmental Governance 3
Technical Courses Technical Courses (12 EC)
Water
CIE4450 Integrated Water Management 4
CIE5450 Hydrology of catchments, rivers and deltas 4
Transport
AE4456 Safety of Transportation 3
CIE4330 Ports and Waterways 1 4
CIE4801 Transportation and Spatial Modelling 6
CIE4811-09 Design and Control of Public Transport Systems 6
Spatial Development
CIE5730 Spatial and Transport Economics 4
Modelling, Simulation and Gaming
IN4302TU Building Serious Games 5
SPM9155 Advanced System Dynamics 4
SPM9235 Game Design Project 4
SPM9325 Simulation Master Class 4
SPM9555 Agent Based Modeling of Complex Adaptive Systems - Advanced 4
Cyber Security
I&C studenten Programme SEPAM I&C students (3 out of 5, 15 EC)
CS4035 Cyber Data Analytics 5
UT-201500041 Cyber Security Management 5
5
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WM0705TU E-law
WM0824TU Economics of Cyber Security 5
WM0825TU Ethics and Cyber Security 5
Overig Programme other students
SPM5441 Cyber Risk Management 5
WM0705TU E-law 5
Free Electives (9 EC)
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1.
Year 2015/2016
Master MOT 2015

Program Title Management of Technology
Director of Education R.M. Verburg (Robert)
Prerequisites For extra information check the website
Student portal > TPM > TPM Programme Info > MSc Programmes
Page 3 of 70
Year 2015/2016
1e jaar MOT 2015

Responsible Program Dr. R.M. Verburg
Employee
Page 4 of 70
MOT1003 Integration Moment 5
Module Manager Dr. R.M. Verburg
Module Manager Prof.dr. M.S. van Geenhuizen
Contact Hours / Week 0/0/0/x
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Language English
Course Contents The Master programme in Management of Technology (MOT) educates students with a bachelor degree in engineering as
technology managers, innovation managers, analysts of technological markets (either as scientists or consultants), and
entrepreneurs in technology-based, internationally-oriented competitive business environments.
The ultimate objective of the programme is to improve the quality of technology and innovation management in the different
engineering mono-disciplines in practice. Students contribute to t scientific work in the area of MOT and have the opportunity to
apply their knowledge in real-world settings, such as advanced technology organizations, laboratories, and high-tech business
ventures.
The programme deliberately aims at an international and diverse group of students. Students of MOT are all rooted in different
engineering mono-disciplines and work together in order to combine insights from the different engineering disciplines and to
apply the different aspects of technology and innovation management. The programme focuses on technology and innovation in
relation to (1) organization, (2) commercialization, (3) engineering economics, (4) research and reflection. In the course
MOT1003 students learn how to integrate the different themes of the programme.
Study Goals 1.By the end of the Integration Moment you are acquainted with the MOT knowledge and skills as put forward in the first year
of the Progam,
2.By the end of the Integration Moment you have a thorough understanding of the (inter-) relationships between the different
parts of the MOT program.
3.By the end of the course you have experienced how to apply MOT knowledge and skills effectively.
Education Method In part 1 of this course students will play a Business Strategy Game (BSG, see www.bsg-online.com) In groups of 1 to 5 class
members students are assigned to operate an athletic footwear company that produces and markets both branded and private-
label footwear and competes head-to-head against footwear companies run by other members of the class.
In part 2 of the MOT1003 course students are asked to design their own version of a simulation game. The game played in part 1
may serve as a trigger but students are free to design a game that provides an optimal integration of the different topics of the
MOT curriculum. In order to prepare students, lectures on the basics of game design will be part of the course. Part 2 will be
broken down into 3 different deliverables for each week
Assessment We will use the case method of instructing and assessment during the Integration Moment. Students will be expected to do
online assignments as well as a classroom participation during the business game. All assignments are group assignments. The
final grade is based on the score of the online group assignment (50%) as well as the score on their design of a future MOT game
(50%).
MOT1412 Technology Dynamics 5

Module Manager Dr.ir. U. Pesch
Contact Hours / Week x/0/0/0
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents Concepts of socio-technological change, and the drivers and barriers in the innovation change process, such as economic-, social
-, or knowledge drivers will be the core of the course. The course focuses on the relation between society and technology
including the way societal values such as sustainable development are affected by new technologies. In particular, it offers
concepts, theories, and methods to incorporate these societal values into design processes in a responsible way. Moreover, we
will look at the role of different stakeholders, i.e. universities, firms and government in innovation systems.
More specifically, the course addresses these issues as follows:
1)Theories on technological development and its relation with society will be presented, including technological determinism,
social construction of technology, and quasi-evolutionary theory. These theories give rise to reflections on the possibility of
technological forecasting and the necessity to attend societal values already in the innovation process itself.
2)Methods to integrate societal values into design processes will be presented, such as constructive technology assessment
(CTA) and value sensitive design.
3)Innovation systems will be presented by discussing how innovative agents and knowledge infrastructure shape and drive
innovation systems on the industry level as well as on the regional, national and global level. Using the so-called Triple-Helix
approach we investigate university-industry-government linkages as well as the role of management and policy in this context.
Study Goals At the end of the course the student is able to analyze dynamic processes of technological change from different methodological
angles. Students are able to reflect on the societal implications of technological change and the challenges that society poses to
technology and industry, and they have command over the methods and conceptual tools to integrate these societal challenges in
innovation processes.
Education Method The course is organized as a series of lectures in which the content of the course is introduced and in which students themselves
present the content of the articles that form the exam material of this course.
Assessment The mark is determined by the results of a written assessment and a research paper made by the students. In this paper a
technology project is analyzed in its societal context taking internal and external dynamics in account. The research papers are
dealt with during the course. The exam material consists of academic articles which the students can access at the university.
Moreover, students are requested to assess the work of their fellow students in the form of peer review. This will be a formative
form of assessment.
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MOT1421 Economic Foundations 5
Module Manager Dr. S.T.H. Storm
Contact Hours / Week 0/6/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Summary Economics is about how we work, what we produce, how we interact, cooperate and compete, and how we distribute and
ultimately use what we have produced. Because the economy is too important to be left to the economists, this course provides
an introduction to economics that explains how a market economy works, why it sometimes does not work as well as we would
like, how its performance can be improved by regulation and policy, and how over time it changes and develops. The course
does not assume that the student has any prior knowledge of economics. The course has two parts: (1) microeconomics, which
covers the standard topics of supply and demand, forms of market competition, imperfect competition, efficiency, labour markets
and technological progress by firms; and (2) macroeconomics, which examines aggregate demand, growth, welfare, inflation,
unemployment and globalization. In both parts, special attention is given to (economic factors explaining) the extraordinary
technological dynamism and productivity growth of market economies and to governments role in improving micro- and
macroeconomic performance.
Microeconomics (2,5 ECTS) focuses on markets, and takes both the firm as the government as principal actors. How are firms'
attempts to realize their objectives (in terms of profits, sales or market shares) influenced by demand, technology and market
structure? How can public regulation improve market performance which falls below norms considered acceptable? We identify
important market failures, due to which markets under-perform, and specifically investigate firm behaviour in (realistic)
oligopolistic markets. Macroeconomics (2,5 ECTS) deals with the workings of the economy as a whole, why the market system
often underperforms, and how macroeconomic performance can be improved by fiscal and/or monetary policy. Attention will be
given to conflicts between achieving different goals of macroeconomic policy at the same time, and to the ways in which
globalization affects the capacity of governments to regulate their economies. The answer to this question holds major lessons
for public policy.
Course Contents Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly;
market failures; externalities; public goods; regulation; efficiency; welfare; production; profit maximization; choice of technique;
technological progress; game theory; dominant strategy; labour markets; employment; worker-management relations.
Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesian
economics; unemployment; fiscal policy; monetary policy; money creation; crowding out; stabilization policies; labour market
regulation; technology policy; foreign direct investment; financial markets.
Study Goals At the end of this course, students will be able to:
1. analyze firm behavior in markets of perfect competition, monopoly, and oligopoly as well as the impact of firm behavior on
economic welfare.
2. identify and appraise the rationale, scope and limits of public market regulation (in situations of "imperfect markets" and/or
"market failures").
3. derive and document the impact(-s) of regulation on the static efficiency and dynamic efficiency of markets.
4. analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivity
and competitiveness.
5. critically examine and reflect on the existing alternative theories and models.
6. understand how money is created and how the financial sector works, and how this affects the real economy.
Education Method Lectures. Students are expected to prepare for each class by reading the indicated literature.
Books S. Himmelweit, R. Simonetti and A. Trigg, Microeconomics. Neoclassical and Institutionalist Perspectives on Economic
Behaviour, Cengage (indicated chapters). ISBN 1-86152-539-7
A Reader on Macroeconomic Theory and Policy (available on blackboard).
All sheets/slides (available under course documents in blackboard)
Assessment Closed-book multiple-choice examination.
Special Information None.
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MOT1434 Technology, Strategy and Entrepreneurship 5
Module Manager Dr. G. van de Kaa
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Required for Emerging and breakthrough technologies
Expected prior knowledge Core courses in cluster technology, innovation and economics and technology, innovation and commercialization
Summary The course Technology, Strategy and Entrepreneurship focuses on formulating and implementing technology strategy for large
firms and entrepreneurs. However, before a manager can formulate a successful strategy, it is needed to understand the specifics
of the external economic and societal environment in which the strategy will be implemented. Throughout the course, students
will be acquainted with a variety of academic perspectives which are utilized by strategy and entrepreneurship researchers.
Course Contents Greater product and technology complexity and increased internationalization of innovation activities have increased costs and
risks for innovators such that the boundaries of the firms have changed and are changing.
Specifically, we explain the typical patterns of technological innovation in order to provide a foundation for the formulation of a
technology strategy. Furthermore, we focus on identifying the reasons why most industries adopt a dominant design and why a
particular firms technology is adopted as the dominant design. We will examine the factors that affect the outcome of standards
battles. These include e.g. timing of entry strategies, collaboration strategies, and appropriability strategies.
We will provide a basic background of entrepreneurship. Specifically, we will pay attention to strategies for new firms
(entrepreneurs). How do these firms attempt to achieve success with their new technology, in a new market? As the boundaries
of the firms are getting more transparent due to greater complexity of technical projects, it is required to decide whether to
collaborate with external partners, and with whom. This can be a good option for entrepreneurial firms as they lack the necessary
complementary assets to successfully commercialize a new technology. We will explore collaboration strategies for
entrepreneurial firms.
Technological innovation is a much more uncertain activity for a firm than other activities. Strategic thinking and formulation
require knowledge on the boundaries of the firm and the markets in which the firm operates, its value chain and its core
competencies. Also, strategy formulation aims at controlling the external environment of the firm, which is characterized by
uncertainties. A distinction can be made in changes in the external environment in time or by location. General Purpose
Technologies affect strategy formulation in time and frugal or inclusive innovations by location. After formulating the sources
and innovation strategies we will pay attention to the resources firms have for innovation processes and specific valuation
techniques, like real options, conjoint analysis and data envelopment analysis.
Study Goals After the course students are able to understand the theoretical background of technology strategy. The course provides students
with a coherent framework to understand, to relate and to position a variety of strategy topics.
After the course students are able to understand the theoretical background of entrepreneurship.
After the course, students are able to understand and apply key technology strategy models; students are able to understand the
relations between those models.
After the course students are able to understand, analyze and conclude on the industry dynamics of technological innovation.
After the course, students are able to understand, analyze and conclude on companies technology strategy, and are able to
generate recommendations for formulating and implementing such a strategy for large and entrepreneurial firms.
After the course students are able to formulate and implement the technological innovation strategy for large and entrepreneurial
firms
Education Method The course is organized into 6 regular sessions, 2 game sessions, 4 teaching case sessions, and one concluding session with exam
preparation. Each regular session will consist of lectures. In the teaching case sessions students discuss questions posed in
assigned teaching cases that relate to the topics studied in the regular sessions. For the regular sessions students study the
literature and for the teaching case sessions students prepare the teaching cases. In the teaching game sessions students apply the
theory by implementing and evaluating various strategies in a real life situation.
Literature and Study Journal articles

Materials Teaching game 1: 'Back Bay Battery' Strategic Innovation Simulation
Teaching game 2: Platform wars
Several teaching cases
Books Book: Schilling, M. A. 2013. Strategic Management of Technological Innovation. New York, USA, 4th Revised edition,
ISBN10 0071326448, ISBN13 9780071326445
Assessment Written exam, teaching games
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MOT1442 Social and Scientific Values 5
Module Manager Prof.dr. S. Roeser
Module Manager Dr. M.P.M. Franssen
Instructor Dr. M.P.M. Franssen
Instructor Dr.ir. N.M.A. Huijts
Instructor Prof.dr. S. Roeser
Contact Hours / Week 0/x/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents Part I: Scientific Values (Philosophy of Science and Decision Theory)
1. The role of values in science and technology: changing the world vs. describing and understanding the world. The contrast
between descriptive claims or arguments vs. normative claims or arguments.
2. The role of reasoning in science. The strength and quality of arguments. The notion of (scientific) proof. The contrast between
deductive vs. inductive or ampliative reasoning.
3. The difference between natural and social science. How humans differ from natural things and what this means for the
scientific investigation of human behaviour. The contrast between explanatory vs. normative models of action and decision
making.
4. The notions of rationality and optimization in action. Different forms of uncertainty and related regimes of decision making.
Elementary managerial decision theory.
Part II: Social Values (Ethics)

1. Introduction and overview. Getting acquainted with the notions of responsibility and other ethical notions related to managing
technology and (individuals working in) the organisations that develop, produce and control technology. Basic meta-ethical
questions: is ethics relative and subjective or, alternatively, might there be moral truths or universal moral principles? What are
the implications of answers to these questions for management of technology?
2. Introduction into the most important normative ethical theories: utilitarianism and deontology. Exploration how these theories
(should) play a role in criticial reflection about management of technology.
3. Virtues, Intuitions and Emotions: alternative ethical theories, related to virtue ethics and contextualism. What role do
intuitions and emotions play in our moral judgments? Are they subjective and unreliable? Or might they be sources of moral
knowledge? How should managers of technology deal with their own intuitions and emotions and those of others? How can we
argue about and based on conflicting intuitions and emotions?
4. Technological Risks. Risk, uncertainty and ignorance in technological and scientific knowledge. The gap between expert's and
laypeople's risk perceptions. Emotions and risky technologies. When are technological risks acceptable, how should decisions
about such issues be made, and by whom? What are the implications of this for responsible decision making and risk
management? How can we manage and design technologies that are morally responsible? (Value Sensitive Design and Corporate
Social Responsibility).
Study Goals This module explores scientific and moral values in the management of technology. The module presents and discusses science
and technology as practices involving a wide variety of judgements that are based on or express values. Values internal to
science and technology are discussed in relation to the rationality of belief (e.g. scientific evidence) and action (e.g. decision
making). Moral values are discussed through the notion of corporate social responsibility, by focusing on the ethical and social
aspects and problems of technology and of professionals and managers active in the development, production and control of
technology, and it explores possibilities for resolving, diminishing or preventing these problems.
Education Method The module is taught in the form of a mixture of lectures and tutorials. Methodology: philosophical reflection and discussion.
Assessment Exams, individual assignments and a group-assignment which consists of a short paper and a presentation.
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MOT1451 Inter- and intra-organisational decision making 5
Module Manager Dr.ir. B. Broekhans
Instructor Prof.mr.dr. J.A. de Bruijn
Instructor H. Asghari
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
4A
4B
Course Contents All organizations, big or small, public or private, national or international, take decisions on a daily basis. One would like to
believe that such decisions - taken in and between organizations - are highly structured, well-planned and based on all the
necessary information. In reality, information is often incomplete or contested by the multiple actors involved in decision
making processes. Whether it is governments pushing through policies or companies trying to increase profits, rarely can a
decision be made in isolation from competing interests, both within the organization and outside it. As a result, decisions often
appear to be taken in a chaotic and ill-structured manner.
One of the primary purposes of this course is to make students realize that it is often impossible to reach decisions through
rational problem solving and information processing. In many instances, carefully pre-conceived plans and hierarchically
enforced decisions backfire. Even ministers or CEOs often cannot decide unilaterally but have to negotiate and make
compromises. Decision making is characterized by permanent struggle and the exercise of both formal and informal power. In
such situations, with many different actors that have a variety of interests yet are dependent on each other, rational problem
solving is not only unattainable but also undesirable.
This course first of all introduces students to theoretical perspectives and models that help to describe how decisions are made in
practice, i.e. what decision-makers really do, and explain why decisions are made in such a way, i.e. why decision makers
actually do what they do. Beyond description and explanation, this course then acquaints students with how networks are
structured and what strategies may be used in managing a variety of actors and interests. During the lectures students apply the
theoretical perspectives and models to real-life examples of decision making. In parallel students analyze a case study in more
depth, which evaluates past decision making processes to formulate recommendations to actors about future decision making
processes. At the end of the course students are not only able to analyze decision making processes in and between
organizations, but are also able to design (strategies for) decision making processes that enable change in a multi-actor context.
Study Goals At the end of this course students will be able to:
- Understand and apply rational and political perspectives on decision making.
- Contrast the characteristics of networks with the characteristics of hierarchies, and recognize these in real life cases.
- Independently reconstruct and evaluate decision-making processes about complex problems in multi-actor settings, i.e. in
networks and organizations.
- Recognize and design strategies for decision-making processes in networks and organizations.
Education Method This course will primarily consist of (interactive) lectures, case studies and writing a paper individually.
- During the lectures we will synthesize the required readings. We start each lecture with examining a real-life case of a decision
making process.
- During the tutorials students discuss the paper they are required to write individually and hand in at the end of the course. The
paper needs to reflect the students ability to analyze a decision making process (describing what happened and why it happened
that way) as well as to design strategies that enable change in a multi-actor context (offering suggestions or recommendations for
action). The analysis and strategies are based on the theoretical perspectives, models and concepts discussed during the lectures.
Literature and Study The following academic literature is required reading for the course:
Materials 1. The (excerpts from) book chapters and articles published on Blackboard. They can be downloaded as pdfs for free. The book
chapters and articles are accompanied by short texts that provide background information.
2. The book Management in networks: on multi-actor decision making by Hans de Bruijn & Ernst ten Heuvelhof (edition 2008,
ISBN 978-0415462495).
Assessment The final grade for this course is determined as follows:
1. Ability to apply knowledge of the required readings is assessed through written exams that together account for 50% of the
our final grade.
2. Ability to evaluate a real-life case using theoretical perspectives, models and concepts is assessed through writing an
individual paper. Students should be able to analyze a decision making process and design strategies that enable change in a
multi-actor context. The paper accounts for 50% of the final grade.
3. The written exams and the paper will only be graded if the short assignments are handed in through Blackboard in time,
prepared them individually, and if they reflect serious effort.
Elective Yes
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MOT1461 Financial Management 5
Module Manager Dr.ir. Z. Roosenboom-Kwee
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for MOT students
Expected prior knowledge None
Summary This course is about how corporations make financial decisions. It is designed to equip technical/engineering students with
fundamental financial management skills.
Course Contents The course covers topics such as financial statement analysis, types of financing and investment decisions, and financial
consequences of those decisions. While investment decisions involve spending money, financing decisions involve raising it.
Important to highlight is that corporations finance their investments by borrowing, by retaining and reinvesting cash flow, and by
selling additional shares of stock to the corporations shareholders. Hence, there will be among others three broad financial
questions discussed in the lectures. First, what investments should the corporation make? Second, how should it pay for those
investments? Third, what plans can the firm make to ensure that it stays financially strong and healthy?
Study Goals By the end of the course, students are expected to:
Interpret financial statements
Evaluate financial performance of companies
Identify financial instruments and markets
Examine choices of proper financing instruments
Apply relevant techniques for evaluating risk and alternatives in investment projects
Education Method Lectures and exercises (workshops)
Literature and Study Lecture slides and textbook
Materials
Books Jonathan Berk and Peter DeMarzo (2014). Corporate Finance: The Core. Third Edition, Pearson. ISBN: 978-0-273-79216-1.
Assessment Written Exam
Enrolment / Application Enrollment via Blackboard
MOT1524 Leadership and Technology Management 5

Module Manager Dr. R.M. Verburg
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents Leadership and management in the context of high technology firms is the key theme if this course. The core of successful
management in technology-based environments is the recognition of the value of employees for organizational success.
Selection, development and performance management of employees are core activities of personnel management. Such practices
are no longer seen as tasks that are the responsibility of a separate personnel department, but they become part of top
managements personnel strategy. Line managers are increasingly expected to play an active role in implementing management
policies and practices. Leadership appears to be a critical determinant of organizational effectiveness whether we are discussing
a football team, an army, a street gang or a multinational corporation. Leadership is the subject of intense academic research and
debate and journalistic commentary. In this course we will highlight the critical roles of leadership on different levels for the
success of technology-based companies.
Study Goals At the end of this course, students are expected to competently:
analyze the nature of leadership management within advance technology organizations

provide arguments how leaders contributes to organizational performance
recognize management practices and analyze the success of these within different organizations
show the need for alignment between management practices
show the need for alignment between management practices and business strategy
recognize best practices with regard to the selection and performance management of employees
qualify scientific research in the area of Leadership and Organizational Behavior
recognize the current and future challenges of technology firms in leading and managing people
Education Method The course consists of weekly lectures. The lectures are dynamic and participative including:
- Theory presentations and interactive lectures by the staff
- Presentations by a guest speaker from practice
- Weekly presentations by students who work together in expertise groups
- Case write-ups
- Group exercise work at companies;
Students will be evaluated according to the following two components
Assessment Individual final examination:
The final exam will be a closed book exam on the content of this course. Hence, students who take the course seriously and
structurally prepare the literature and assignments will be very likely to pass the exam. The exam will consist of Open Questions.
Please note that the classroom discussions on the business cases are particularly likely to help you in performing well on this part
of the exam. A minimum grade of 5.75 in the exam is necessary for a passing this course .
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MOT1531 Business Process Management and Technology 5
Module Manager Prof.dr.ir. M.F.W.H.A. Janssen
Instructor Dr. M.V. Dignum
Instructor Dr. J. Hulstijn
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents Business processes are at the core of high-tech organizations and consist of a large number of activities aimed at creating value.
In the digital age business processes are supported by, enabled through and changed by technology. Business processes are
situated at the point where the business meets IT and where technology and customer needs are aligned. If they fail or do not
adapt to the needs of customers the whole business might fail. Business Process Management (BPM) is necessary for ensuring
that processes are operating in concert and that these processes are adaptable to changes in the overall environment of the firm.
In this course the relationship between strategy, technology and business processes will be illustrated, explained and discussed.
Methods and tools for business process analysis and improvement will be presented, including a number of statistical and ICT-
architecture methods. New solutions will be architected for technology organizations. The extent to which the nature of business
processes is affected by contemporary technology constitutes the core of this course. In particular to analyze technologies and
their impact on business process management and to architect new solutions in the organizational context of the firm.
Topics
Aligning strategy and processes, value perspective, supply chains
Workflow, resources, BPM elements and control
Business process modeling (concepts, BPMN) + practical work
Process measurement, Balanced Score Card, Activity-based Costing + practical work
Business process improvement strategies and approaches, path dependencies, capabilities, resource-based view, business process
maturity
Improvement methodologies (LSS, lean, six sigma, theory of constraints, ..)
Statistical analyses and improvement + practical work
Simulation for business process improvement
Compliance by design, build-in-controls in processes and technology
Business process automation and technology (BPM, ERP, workflow, SOA,..)
Business processes automation (case-based, process -based, use-based)
Enterprise IT-architecture + practical work
Agility and adaptability of BPM systems and the users, business process and agile enterprises
Business and knowledge rules
Study Goals The overall aim of the course is to learn how to improve the relationship between business processes, strategy and technology for
realizing organizational strategies. The focus is on realizing business processes enabled by new technology for high tech
organizations. In particular the objectives are
To analyze the relationship between business processes, strategy and technology
to understand new technologies and their impact on business process management
to have knowledge of methods and tools for improving business processes
to analyse and provide improvement suggestions for business processes
to design a technology architecture for supporting business processes
Education Method -lectures
-practical work
-assignment
Literature and Study N. Bharosa, R. Van Wijk, N. De Winne & M. Janssen (2015). Challenging the Chain. Governing the Automated Exchange and
Materials Processing of Business Information. IOS Press http://www.iospress.nl/book/challenging-the-chain/ (open access)
Reader
Assessment Students will collaborate in groups to make an assignment which should contain the design of a process and a technical
architecture. Students should select a process which they want to improve. The assignment consists of three parts
1.Analysis: Students select a company, analyse their strategy and select a critical business process. The existing process should
be modelled and the resulting product, stakeholders role, customer needs and technology used should be analysed.
2.Improvement: Based on the improvement methods and instruments a proposal for improvements should be made.
3.Realization: The proposed business process should be realized using a technology architecture.
For each part the students are expected to prepare a presentation and some of the groups will present these during the lectures.
Grading will be based on presentations (20%) and final report (80%).
Page 11 of 70
MOT1532 High Tech Marketing 5
Module Manager Prof.dr. M.S. van Geenhuizen
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents In high-tech markets, firms are faced with relatively high levels of uncertainty related to dynamic changes in technologies and
behavior of customers and competitors. To survive in such a dynamic environment and to market high-tech products and
innovations successfully, companies have to innovate constantly and to design their marketing strategies carefully. Marketing
high-tech products and innovations and competing in high-tech markets require a mastery of a diverse set of skills and
capabilities of firms.
The aim of this course is to learn and understand the basic principles and concepts of marketing and their applications, in high-
tech markets in particular. The course discusses main issues of high-tech marketing, such as: product development and
innovation, pricing strategies, distribution strategies, advertising and promotion, customer behavior, marketing research methods,
the use of Internet for marketing purposes, etc.
The course applies marketing theories and concepts to high-tech markets, firms and products. The course highlights decision
frameworks and strategies that reflect best practices in the area of high-tech marketing, such that students can write a Marketing
Plan by themselves. The course discusses the main concepts and methods in high-tech marketing and supports them with series
of examples from firms like Apple, Microsoft etc. and from spin-off firms of TU Delft and their innovations. New developments
in marketing based on the use of social media will also be given attention.
Study Goals Study goals
By the end of the course the students have gained knowledge of the principles of high-tech marketing and will be able to analyze
high-tech marketing strategies critically with regard to:
- Uncertainty in high-tech environments

- Customer segmentation and behavior
- Crossing the chasm
- Product development and innovation strategies
- Pricing strategies
- Distribution strategies
- Advertising and promotion
- Marketing research methods, including social media use
- Use of Internet for marketing purposes
- Use of so-called Living Labs (as a tool)
In addition, students have gained the ability to apply high-tech marketing tools and analyze how firms can address the higher
level of uncertainty in high-tech markets, among others in parts of a Marketing Plan.
Students can combine marketing theories, strategies and tools in a Marketing Plan for a high-tech firm, and have also gained
insight into the newest developments concerning social media use in marketing.
Education Method There are nine lectures and there is one assignment (components of a Marketing Plan for a high-tech firm). Part of the lectures
are divided into two: (1) teaching about the literature, and (2) critical reading and commenting by students on key papers.
Assessment Final grade:
There are two grades, one for the Marketing Plan assignment and one for the Written exam. The grade for the Marketing Plan
assignment constitutes 30% of the end-grade and the grade for the Written exam constitutes 70% of the end-grade.
Mohr, J., Sengupta, S. and Slater. S. (2010) Marketing of High-Technology Products and Innovations, 3rd edition, Prentice Hall
(compulsory reading for Written exam).
Two papers (to be announced) are also compulsory reading for the Written exam.
In addition, various handouts will support the lectures and the assignment, e.g. concerning examples of innovations and of TU
Delft spin-off firms, and concerning issues in modern marketing.
Up-to-date information about the schedule of classes, rooms, etc.: in Blackboard
Page 12 of 70
MOT2312 Research Methods 5
Module Manager Dr. W.A.G.A. Bouwman
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents This course focuses on methods and techniques for designing and executing research. Both quantitative as qualitative research
methods are taught. The aim of this course is to provide MOT students with meaningful knowledge of how to execute and
critically assess research. Students are expected to acquire fundamental research methodological and statistical know-how and
skills.
This course is designed to help students develop and execute research steps: conceptualization of research ideas/problems,
development of a relevant theoretical framework and to develop related propositions, define core concepts and the way they are
empirically measured or observed, develop an appropriate research design and if required to test statistical hypotheses, to analyse
data and give interpretation of results.
Topics that will be covered among others:

- define research problem, research objectives and questions
- conduct research process of scientific investigation
- develop a conceptual model
- operationalize and develop measurement of concepts
- develop research design, as well as make motivated decisions on data collection and data analysis methods
- evaluate different types of quantitative techniques (hypothesis testing, regression analysis, multivariate analyses)
- perform data analyses through practical use of statistical software (SPSS)
- be able to analyse qualitative data, based on coding principals and software fro qualitative data analysis
- interpret and present results
- be able to discuss reliability and validity of research
- research ethics
Study Goals After following this course, students are expected to:
- be able to describe scientific research problems, as well as research objectives and questions
- to develop a conceptual model
- describe the fundamental principles of specific research method and process, as well as being able to develop a research design
- be able to make an informed choice for a quantitative or qualitative research design
- identify sampling and data collection methods
- develop operationalization and measurement of variables
- compare different types of quantitative data analysis methods
- analyse results with SPSS as a statistical tool
- present the results and draw key conclusions
- as well as to be able to execute a qualitative research project, and to be able to make clear what the fundamental difference with
traditional empirical analytical research is.
Education Method The course consists of lectures in which knowledge and experience with regard to methodological choices and statistical
analyses go together.
During the lectures, students learn about research design and methods, (theoretical) sampling, data collection methods,
quantitative and qualitative data analysis technique, statistics and research report writing tips.
To put theory into practice, students are given exercises in which they apply what is taught during class and make use of SPSS
software when necessary.
Literature and Study To be announced via BB
Materials
Assessment Students will be assessed based on a written and MC Exam: 100%
Exercises are formative
In order to pass the course, students should have a final mark of at least 6.0 for their final written exam.
MOT2421 Emerging and Breakthrough Technologies 5

Module Manager Dr. J.R. Ortt
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Page 13 of 70
Year 2015/2016
2e jaar MOT 2015

Employee
Page 14 of 70
MOT2003 Preparation for the Master Thesis 6
Module Manager Dr. L. Rook
Instructor Dr. W.A.G.A. Bouwman
Instructor Dr.ir. G.A. de Reuver
Instructor Dr. L. Rook
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Required for The course is offered in the 2nd quarter of the 3rd semester. This is a demanding course that is actually the start of your thesis
trajectory. The course will result in a reviewed research proposal. It helps a lot in finding a focus if you start planning your thesis
in September and start talking to potential organizations where you can do your graduation work.
Because of it's structure (peer-review process as well as reviews by professors) hard deadlines are maintained; full commitment
is expected!
For exchange and double degree students only, an adapted on-line version of the course (the crash course) will be running from
January - February 2015, followed by three weeks of intensive preparation and workshops to allow these students to start their
thesis project at the start of the 4th semester. Students who want to make use of this opportunity are requested to contact the
module manager in the last week of August.
Course Contents During the course the student will read and analyse scientific articles, do a simple meta-analyses on relevant literature, present
their proposals to fellow students and staff, and peer-review draft research proposals of other students.
The peer reviews result in a two pages review report containing critical constructive comments on the reviewed research
proposal.
Also the students makes clear what they have done with the peer reviews they received.
Final deliverables: a thesis proposal of 6.000 to 8.000 words.
The proposal need to be graded as sufficient (>= 5.8).
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
Study Goals After concluding this course students:
will be able to formulate research objectives and questions in combination with an appropriate design of the research
will be able to write a research proposal
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 formulate research(able) objectives and questions
will be able to define their contribution to science and practice
will be able to design a research that fits the research objective and questions
can draft a do-able research plan including a conscious and justifiable choice of research methods and an accompanying time
schedule
Education Method Self study combined with intensive, interactive workshops; attendance and active participation will be required. Students are
expected to have read Verschuren and Yin before the course starts. Peer review is an important learning activity in this course. A
simple meta-analyses of existing relevant literature related to the topic of the thesis should be conducted
Literature and Study Required:
Materials
Piet Verschuuren and Hans Doorewaard, 1999. Designing a Research Project. Lemma, Utrecht isbn 90-5189-383-3.
Yin, R.K. (2003). Case study Research, 3rd Edition. Sage
Research papers , chapters and articles to be studied as well as relevant methodological papers will be made available via
Blackboard
Prerequisites Students are expected to be familiar with the use of search engines like Scopus and Web of Science, and familiar with programs
for storing references (e.g. EndNote or Zotero). You are familiar with referencing, citing and paraphrasing See:
http://www.lib.tudelft.nl/tulib/index.htm
You are proficient in writing scientific English.
You are aware of scientific ethics.

Assessment All assignments need to be fulfilled and graded sufficient (>= 5.8). The grade will be based on the final versions of:
- a metaanalysis of existing literature (Conditional)

- a research proposal of 6.000-8.000 words (100%)
Page 15 of 70
MOT2910 MSc Thesis Project 30
Module Manager Drs. J. Ubacht
Exam Coordinator Ir. H.W. de Wolff
Exam Coordinator Dr.ir. Z. Roosenboom-Kwee
Exam Coordinator Dr. J.A. Annema
Exam Coordinator Dr.ir. F. Koornneef
Exam Coordinator Dr. J.O. Kroesen
Exam Coordinator Dr.ir. L. Stougie
Exam Coordinator Dr. L. Rook
Exam Coordinator Dr. M.L.C. de Bruijne
Exam Coordinator Dr. L.M. Kamp
Contact Hours / Week n.v.t.
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
Summary The Master's Thesis Project takes place at the end of the second year and covers a period of approximately half a year. Students
have to carry out an individual project to round off the MoT program. The subject for the project may be chosen in respect to, or
independent from, a specific area of technology and possible elective profile, though students are stimulated to find some
connectivity in their choices.
Course Contents Within this project, students must demonstrate their capacity for academic analysis, synthesis, design, reflection and written
communication on a particular issue in the field of engineering and policy analysis.
The student can start the Master's Thesis Project after at least two members of the thesis committee have approved the (draft)
project proposal.
The student starts with an orientation phase that will lead to a detailed Master Thesis Project Proposal. After 3 and before 5
weeks of orientation the student presents this Thesis Project Proposal to his/her graduation committee during a kick-off meeting.
The Master Thesis Project Proposal should give information on the goal of the project, the main research/design question, a set
of derived sub questions/goals that give meaning to the project, data to use/collect, methods planned to be used, and a detailed
project planning. After a successful kick-off meeting the student may start with the actual execution of the Thesis Project. During
the kick-off meeting, the kick-off form has to be filled in, signed by the members of the graduation committee and handed in at
the service point.
During the project the student will work towards the results of the thesis project and a compilation of project documents that the
student will use to write a thesis report. The thesis committee or the student may organize one or more mid-term meetings to
guide the progress of the project.
When the project is almost finished a green-light meeting is held [green light meeting]. During this meeting the student can get a
green light to organize his or her final thesis project defense. This means a formal approval from the administration for
graduation office (100% of the courses completed except for the graduation project) and approval with respect to the contents of
the work (compilation of project documents in which research questions are addressed, and a high level draft version of thesis
report). The work should at least be sufficient to pass without any adjustment, but of course expected improvements on both
thesis project results and the masters thesis report as suggested by the thesis committee should be considered to be incorporated.
The student finalizes the thesis project in respect to the agreements made during the green light meeting. During the final defense
meeting the student gives a presentation to defend the final project results. If all results, including the defense and presentation,
are sufficient the diploma and final grade for the thesis project as a whole will be handed out. Students are required to make the
thesis report available in both paper and digital copy.
More detailed and essential information about the Master's Thesis Project can be found in the TPM Graduation Portal, where all
administrative procedures and requirements for the master thesis project are presented.
Study Goals The MoT Master's thesis project has the following four objectives:
1) The student has to plan and fulfill a Master Thesis Project on their own;
2) The students passes through all phases of academic research and/or design;
3) The project is a bridge between the MoT curriculum and working as an MoT engineer;
4) The project is an orientation on the labor market and the field of work of the MoT engineer.
General Criteria for graduation are:
the work contains an analytical component

the work is multidisciplinary in nature
the work focusess at a technical domain or application
Additional criteria for graduation at MoT:
Management of Technology graduates learn to explore and understand how firms can use technology to design and develop
products and services that contribute to improving outcomes, such as customer satisfaction, corporate productivity, profitability
and competitiveness.
For MoT the following criteria would be considered to indicate a 'typical' MoT thesis:
the work reports on a scientific study in a technological context (e.g. technology and strategy, managing knowledge processes,
research & product development management, innovation processes, entrepreneurship)
the work shows an understanding of technoloy as a corporate resource or is done from a corporate perspective
students use scientific methods and techniques to analyze a problem as put forward in the MoT curriculum
Education Method Students carry out the project individually. The thesis project can be conducted as a part of a research/design project being
carried out at the faculty, or during an internship at an external partner organisation in either the public or private sector.
Literature and Study The students are expected to consult their own information sources.
Materials
Practical Guide TPM Graduation Portal:
www.tbm.tudelft.nl/graduationpreparation
Prerequisites Starting conditions:
Page 16 of 70
(1) All other courses of the 1st and 2nd year (including MoT Preparation for Master Thesis) are completed or
(2) MoT preparation for Master Thesis is completed and less than 10 ECTS credits remain. If the students has to finish more than
10 ECTs during the graduation project, s/he needs to obtain approval of the study adviser to start with the graduation project.
Assessment The assessment of the MoT Master Thesis project will be based on the Master Thesis Project Proposal (issue paper and project
plan), the compilation of documents that give answer to the stated research questions, the thesis report, and the public
presentation/defense of the thesis project at the end of the project.
The final grade for the MoT Master Thesis project is a qualification of the MoT Master Thesis Project as a whole. Though the
results of the MoT Master Thesis Project will be determined on the quality of the work, the whole thesis process is a 6 month
(840 hour) project effort can roughly divided in the following phases:
Preparation for the Master Thesis covers app. 4 weeks (6 ECTS)
The Master Thesis itself (MoT2910) 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 MoT Master Thesis project as a whole. Assessments standards will be used in respect to the
following components of the assessment without using separate grading of the components:
Overall planning and communication skills: shown during the official meetings, during the project at all contact moments
internal (DUT and (if applicable) the commissioning organization) and external, shown within the Master Thesis Project
Proposal, and during the final presentation and defense;
The overall scientific attitude and results: shown during the project and various parts of the Master thesis report.
The Master Thesis Report as a whole.
The final thesis assessment form is available on the TPM Graduation Portal/execution tab.
Enrolment / Application 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
Targetgroup All 2nd year MoT students.
Page 17 of 70
Year 2015/2016
Specialisation (15 EC)

Contact for students n.v.t.
Contact for Students 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)
Introduction 1 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 18 of 70
Year 2015/2016
ICT Management and Design

Responsible Program Dr.ir. G.A. de Reuver
Employee
Page 19 of 70
SPM9310 E-business 6
Instructor Mr.dr.ir. S. Daskapan
Instructor F.A. Nikayin
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Expected prior knowledge
Basic knowledge about:
Information and communication technology, including tele- and data communication, middleware and applications;
Business models and business modeling;
Strategy, management and organization theory.
Summary Internet technologies have fundamentally changed the way that companies do business. Competition no longer takes place in
well-defined industries as they have evolved into fluid value networks and ecosystems. Companies face new technologies such
as cloud computing, social media and internet-of-things. To keep up with the ongoing e-business trends and to ensure a
sustainable future, companies need to carefully assess how their business is impacted by e-business technologies.
In this course, students analyze how e-business technologies affect the business and strategy of companies. It deals with theory
and practice. We specifically deal with business models and digital platforms.
The course will advance your understanding of strategic and technical issues business as well as IT managers will face in reality;
you will not write code, design websites or develop databases.
Course Contents Theoretical concepts:

- Strategy
- Business models and modelling
- Value networks and ecosystems
- Digital platforms and governance
- Architecture thinking
Technology trends:
- Social media
- Internet-of-things
- Cloud computing
Study Goals
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 and business ecosystems, governance, platforms, ;
Select the proper theory to analyse 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:
Analyse 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 and to advise on implementation into the
Business/Enterprise Architecture
Education Method 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.
Literature and Study See material provided and referred to on Blackboard
Materials
Assessment 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 20 of 70
SPM9631 ICT Design, valorization and mobile applications 5
Module Manager Dr.ir. G.A. de Reuver
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Course Contents Coming up with ideas for new ICT applications is easy, but bringing them to the market is challenging. ICT applications should
meet user requirements but also cover the strategic interests of (external) stakeholders.
In this course, you learn how to design ICT applications while thinking ahead of commercialization and valorization. You learn
how to execute an ICT design cycle, how to make decisions on which enabling technologies and platforms to utilize, and how to
ensure that stakeholders that control these platforms are properly dealt with.
We focus on mobile applications as major developments are going on in this area that give insight in the technological and
business issues of ICT design.
Study Goals After the course, you are able to:
- Apply and reflect upon design cycles as typically used in information systems literature
- Design and illustrate a value-adding service concept driven by ICT
- Make informed choices on supporting technologies and platforms on infrastructure, middleware and application layer
- Design a valorization plan that explicitly covers how and when to involve external stakeholders in a design process
Education Method Lectures, design project, presentations. Various guest lectures by industry experts
Assessment Assignment: Mockup, peer review and valorization plan
Category MSc level
SPM9640 ICT Management 4

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents This course provides knowledge on ICT Management in relation to generic business strategy. Attention is paid to the position of
a CIO (Chief Information Officer) in the board of a corporation, the relation between strategy, Bussines Models and Enterprise
Architecture, Business-IT alignment, the role of (enterprise) architectures, as well as sourcing. IT management tools like ITIL,
BSIL and COBIT are discussed. Attention is paid to IT investment and portfolio methods.
The impact and relevance of specific current and timely topics for instance Green ICT or Cloud computing are subject of specific
tutorials and or case discussions.
Study Goals It is expected that at the end of the course students have knowledge of, and insight in:
the day-to-day practise of an IT manager
the relation between business strategy and IT strategy, and the different frameworks that analyse this relation
the role of business/enterprise architecture
IT governance
Out sourcing and Cloud Computing
Classical Information economics
IT management frameworks, and when to apply, use them
It is expected that at the end of the course students

Have the capabilities to deal with core issues and problems with which an IT manager may have to deal with
are able to analyse the strategy of a company and translate these a simple business architecture
understand the relation between the business, information and technical architecture
are aware of the conceptual differences between business, enterprise, information and technical architectures
are aware of the major theoretical views on the relation between business and IT, and are able to execute a simple case study
are familiar with IT governance concepts and how companies govern IT in practise (governance archetypes)
are familiar with the core concepts in the (IT, process) sourcing domain (sourcing, near-shoring, off-shoring), and to understand
the different perspectives of provider and client organizations
have knowledge of some simple investment concepts with regard to IT, like information economics, NVP, ROI and Real Option
Theory, as well as risks and uncertainties IT mangers have to deal with.
have some basic insight in portfolio approaches
have a basic knowledge of the different IT management tools, and insight in when to use them
The course will advance your understanding of strategic and technical issues Chief Information Officers will face in reality.
Education Method There are lectures as well as guest-lectures from practitioners, who also are affiliated with Delft University of Technology,
tutorials and cases. The lectures and tutorials are normally 2 hours.
Depending on the number of students who will participate, the group might be divided in two parts for the tutorials.
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.
Assessment Grading is based on:
- class attendance (conditional)
- cases (conditional)
- final exam consisting of multiple choice (50% and open questions (50%)
Category MSc level
Page 21 of 70
Year 2015/2016
Emerging Technology-based Innovation and Entrepreneurship

Responsible Program Dr. G. van de Kaa
Employee
Page 22 of 70
MOT9556 Corporate Entrepreneurship 6
Module Manager Dr.ing. V.E. Scholten
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Course Contents 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.
Study Goals 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.
You will be able to analyse the contribution of internal and external ventures in the renewal of large corporates.
You will understand the emergence of academic spin-offs and how they relate to the technology development of large
established organisations.
You will understand the emergence of academic spin-offs and how they relate to the technology development of large
established organisations.
You will be able to identify the various key actors that facilitate and support the emergence of new business ventures and
academis spin-offs
Education Method The course is organized into 14 sessions. Each session consists of a mixture of lecturing, and discussions of cases, literature and
assignments, and presentations.
Literature and Study Book:
Materials Undecided yet, but likely to be the book of 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.
Assessment We distinguish between three grading components:
1. Group assignment: Written assignment and presentation of an analyses of a case based on the literature discussion, which will
account for 20% of your final grade.
2. Individual assignment: at two occasions, you reflect on a case presented by another group, which will account for 20% of your
final grade.
3. Written final essay that analyses a corporate venturing program in a multinational and reflect your findings upon the theory
discussed in class. This will account for the remaining 60% of the final grade
Each of the grades should be at least 6.0.

Special Information 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.
Remarks 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.
Category MSc level
Page 23 of 70
MOT9591 Technology Battles 3
Module Manager Dr. G. van de Kaa
Instructor Dr. J.R. Ortt
Instructor Dr. G. van de Kaa
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Course Contents The course is organized into 6 regular sessions. Each of the regular sessions consists of a mixture of lecturing and discussions.
For each session you study the literature. Through class discussion we will further deepen our understanding of the topics and
themes of the class. Every student is expected to participate in a class-wide discussion.
Study Goals After the course students are able to understand the theoretical background of platform wars and technology patterns and the
relations between these topics.
Education Method 1 group assignment
Assessment the grade for this course is based on the assignment.
SPM9239 Responsible innovation 3

Module Manager P.J. Robichaud
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for This course is part of the master specialisation Emerging Technology-based Innovation and Entrepreneurship
Course Contents Today, technology has become a main determinant of the quality of life of individuals and the quality of society. New
technologies contribute to human well-being, but they may also introduce considerable risks to humans, the environment and
future generations. We therefore have every reason to ascertain that the new technologies we develop as a society respect the
values we hold dear. Various governments, companies and research funding agencies have now recognized this need for
responsible innovation. Responsible innovation can, as a concept, be understood in a more substantive and in a more procedural
sense. As a procedural notion, responsible innovation refers to a process of innovation that meets certain procedural norms, like
accountability (to stakeholders and to society) and transparency. As a substantive notion, responsible innovation refers to a
process of innovation which results in certain products, i.e. innovative technologies, which reflect important moral values. This
includes values like, health, safety, human welfare, sustainability, justice, inclusiveness, democracy, privacy, trust, and
autonomy.
In this course we will discuss the concept of responsible innovation and how it might be understood. We will discuss tools and
approaches to responsible innovation, like Value Sensitive Design (VSD), Constructive Technology Assessment (CTA),
Midstream Modulation (MM), and Network Approach for Moral Evaluation (NAME). We will address the possibilities and
challenges for responsible innovation at four different levels: 1) the level of specific R&D projects, 2) the level of companies
(and the relation between responsible innovation and corporate social responsibility (CSR), 3) the level of technological sectors
and 4) the activities of governments and funding agencies.
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
Study Goals 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
Education Method Lectures, assignments, wiki and essay.
Assessment Assignments
Look under assignments in Blackboard to see what you have to do each week. The assignment are compulsory. If you do not
make them you will not get a grade for the course. Under assignment you also find information about the wiki group essay you
have to write.
The wiki essay and two other assignments are group assignments. Enroll in Blackboard for groups through group enroll. The
group composition for all assignments is the same
Grade
There is no test. Your grade for the course is based on your grade for the wiki essay. Completion of the assignments is required
in order to obtain a grade for the course.
Targetgroup Master students EPA, SEPAM and MOT.
Category MSc level
Page 24 of 70
SPM9730 Sustainable Innovation and Transitions 3
Module Manager Dr.ir. J.N. Quist
Instructor Dr.ir. J.N. Quist
Instructor Dr. L.M. Kamp
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Required for TPM specialisation on Emerging Technology-based Innovation and Entrepreneurship
Course Contents The course Sustainable Innovation and Transitions takes as starting points:
(1) that technology and innovation on the one hand and society and users on the other hand mutually influence one another and
evolve in a co-evolutionary way;
(2) that sustainable innovations, as well as system innovations and transitions towards sustainability are strongly needed to bring
about sustainability, and;
(3) that stakeholder involvement and participatory intervention instruments are needed and required to enable and realise
implementation in a socially responsible way.
The course evolves in particular around the concepts of Functions of Innovation Systems, Strategic Niche Management, and
Socio-Technical Regimes, Sustainability Transitions and sustainable business models. These frameworks and instruments can be
applied to sustainable innovations, which can be a technical innovation (e.g. metal biogas), an organisational innovation (e.g. car
sharing), or a bottom-up grassroots innovation (e.g. energy cooperatives, urban agriculture) in both industrialised and developing
countries. In addition, intervention instruments like transition management and backcasting are part of the course.
The course consists of three parts:

(1) A theoretical part consisting of lectures, readings and discussions.
(2) A group assignment focusing on a self-chosen topic. Examples of systems that can be studied include regional eco-industrial
parks, organic agriculture, sustainable mobility systems and renewable energy innovation systems in both industrialised and
developing countries. In the group assignment (i) a brief technology assessment & stakeholder analysis is made before (ii)
conducting a more elaborate analysis of the system with either the functions of innovation systems approach or the strategic
niche management approach, and (iii) making recommendations how to extend the current niche.
(3) An individual assignment in which an implementation proposal can be made using one of the intervention & implementation
instruments dealt with in the course.
Study Goals By the end of the course students have:
A. Knowledge of (i) major system innovation theories & transition theory; (ii) frameworks of Functions of Innovation Systems,
Regime / Multi-Level analysis, and Strategic Niche Management; (iii) concepts for sustainable business models; (iv) Major multi
-actor intervention instruments at the level of socio-technical systems such as transition management, and backcasting.
B. Understanding of: strengths and limitations of the above mentioned theories, frameworks, tools and instruments.
C. Experience & skills in the application of the frameworks to a self-chosen topic in a step-by-step group assignment. Academic
skills that are trained in the course include (i) development of research questions & proposal; (ii) writing coherent, well-
structured and well argued academic reports; (iii) dealing with user and social aspects of innovation, and (iv) stakeholder
analysis and plurality in stakeholder perspectives.
Education Method Lectures, tutorials, group work on innovation analysis, presentations, individual assignment,
Literature and Study Reading consists of selected journal papers and book chapters on the topics relevant to the course; a reading list of articles and
Materials chapters will be provided.
Assessment Group work (report + presentation) counts for 80% and the individual assignment counts for 20% in the grade for this course.
Reports need to contain:
* Problem description, (research) questions to be addressed and description of the approach and methods
* Theoretical question and section
* Analytical question(s) and section(s)
* Conclusions and recommendations
* References following the guidelines and the format of the Energy Policy journal or the Journal of Cleaner Production
(www.sciencedirect.com).
* Essays/reports need to be about 40-45 pages long.
Page 25 of 70
WM0516TU Turning Technology into Business 6
Module Manager Dr. L. Hartmann
Contact Hours / Week 0/X/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Course Contents 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!
Study Goals This course aims to equip students with a strong conceptual foundation to an active understanding of two domains:
(1) The dynamic process of technological innovation through concepts such as technology life-cycles, dominant design,
disruptive technologies, Schumpeterian competition and the diffusion of innovations
(2) 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.
Education Method 7 interactive lectures, participant-centered case studies, homework assignments, classroom assignments, individual group
coaching
Literature and Study Will be provided during the course
Materials
Assessment Each group writes a report on their findings, analysis and recommendations for the technology (patent) they used as a case for
this course. On the final day, the group has to give a 10 minute oral presentation. The report makes up 80% of the final grade.
This team grade will be modifies according to the individual student's class contributions and his/her performance within the
group (peer review).
Enrolment / Application MAXIMUM CAPACITY is limited to 75 participants. Register on Blackboard from October 1. Because of the great popularity
of this course, there is a selection procedure which consists of pre-course assignments. One of these assignments is a letter of
motivation: why do you want to participate in this course? Based on the motivation and the other pre-course assignments, the
final selection of 75 participants will be made.
Targetgroup Advanced Master students, PDEng and PhD students, and staff researchers from all faculties within the TU Delft.
Category MSc level
Page 26 of 70
Year 2015/2016
Supply Chain Management
Page 27 of 70
SPM4621 Supply Chain Analysis and Engineering 6
Module Manager Ir. M.W. Ludema
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Expected prior knowledge This module builds on the content and knowledge gained during courses like operations management, logistics management or
equivalent courses. Please consult the module manager during the first lecture if such courses where not taken for advise to read
additional material for your convenience.
Summary Supply Chain Management (SCM) includes all activities related to products and information traveling to and between companies
in a supply chain chain to accommodate certain demand. SCM makes an important and often essential contribution to the
competitive strength of industrial trading and distribution companies. The supply chain management function tries to co-
ordinates and controls operational business functions in their relationship that of other companies. To a large extent it determines
the flexibility and constraints of a company in relation to the market it serves. Logistical decision-making frequently relates to
situations in which conflicting wishes and desires from various parts of the organization have to be brought together cohesively.
Supply chain decision making tries to do this in collaboration with several companies that are part of a supply chain. Gaining
insight into the performance indicators of a company's supply chain, its supply chain costs, customer expectations and the
opportunities to improve these aspects is of vital importance in the overall function of the supply chain composed out off a wide
range of companies. All engineers will encounter logistics and supply chain management to a greater or lesser extent in the
business environment in which they will be working or in which they will be carrying out their assignments.
This course covers the SCM function in and between companies. This course will give the student insight in the theoretical
background of supply chain analysis, engineering and management. In general the student learns and puts into practice the basic
theoretical skills of a supply chain analyst, manager and/or engineer. The theoretical knowledge will be explained and exercised
by practical business cases.
After the course the student is able to: (1) position supply chain management in the broader perspective of the functioning of
enterprises; (2) formulate, comment and judge the criteria and constraints of how companies can develop and maintain their
position as an adequate supply chain member; (3) structure, analyze and develop skills to find improvements of the strategic
position of enterprises by the use of reference models, and other modelling techniques (4) design and develop supply chain
frameworks to facilitate the analyses of supply chains (5) have a detailed insight into the difference and commonalities between
supply chain of consumables and durables (6) develop a analysis approach to guide supply chain design changes, in particular
alliances (7) understand the supply chain as a fulfillment structures for collaborating companies for new business ventures to
cope with problems and opportunities. (8) suggested and develop supply chain (re)design directions for the future of the
companies in a supply chain.
Course Contents The following topics will be discussed during the lectures:
The significance of their logistics system in and between companies from a business perspective;
Methods that can be used to analyze logistics systems;
Inbound logistics (including acquisition, procurement and purchasing), production logistics and outbound logistics (including
customer service and customer relationship management);
The role of inventory and inventory hold points and the related facilities required in the logistics systems within the supply
chain;
Strategic, tactical and operational decisions related to inventory;
The role of transport management and the transport system in and between companies;
Value added logistics, outsourcing and third party logistics;
Logistics control and information systems;
Strategic logistics and the design of logistics networks and determining locations for distribution centers;
Worldwide logistics and some selected aspects of state-of- the-art logistics.
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 strengths of companies (in a supply chain). Understand supply chain (re)design directions. Generate alternatives
and assess them.
Study Goals To understand the functioning of the logistics sub-systems and their interrelations with other sub-systems (marketing, sales,
R&D, production, finance) of companies.
To understand and be able to decompose the logistics function in its basic functions and be able to select and use the tools to
analyze and optimize them.
To understand and 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 understand and 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 should 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, analyze 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 strengths and weaknesses of a supply chain;
Page 28 of 70
Generate relevant criteria for improvement;
Generated (re)design alternatives.
The module will give the student insight in the theoretical background of supply chain engineering. This theoretical knowledge
will be explained by cases. Upon completion of this course the student must be able to:
Develop a list of requirements relevant for a business case based on the ingredients that are understood after analyzing a current
or relevant supply chains. Follow a system of systems engineering approach to design new supply chains. be able to assess the
work on feasibility for implementation.
In general the student learns and puts into practice the basic theoretical skills of a supply chain analyst and/or manager and/or
engineer in a wide range of industries.
Education Method Lectures (2 to 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. At the end of the course students will write (based on their own
analysis) a business logistics plan for a 'hypothetical'' company and a supply chain positioning plan 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 weeks the
student will work an a logistics analysis and a supply chain analysis. The last weeks the student will work on a supply chain
analysis and engineering assignment.
Literature and Study Virtual reader consisting of (scientific) articles, book chapters and cases on Supply Chain Management, Analysis and
Materials Engineering.
Assessment 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.
The work should contain a relevant set of the analysis and engineering methods that have been discussed in class or can be found
in the study material. The work should be sufficiently referenced in respect to written material (from the reader and beyond). A
more detailed list of assessment criteria will be handed-out parallel to the large assignment during the second week of the
semester.
A report including analysis and (re)engineering output.
SPM5620 Design and Management of Multi-Modal Logistic Chains 4

Module Manager Dr. J.H.R. van Duin
Instructor Dr. B. Wiegmans
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Expected prior knowledge Logistics courses
Course Contents General theoretical introduction/Reminder of designing logistics chains
Detailed knowledge of the actors involved (perception building)

Application of knowledge into a large, real-life case
Case:
Problem definition, Literature study, Analysis (qualitative and quantitative techniques),
Synthesis of the logistics chain (physical structure, controlling principle, structure for organisation),
Designing the implementation policy plan, reporting/presenting (to other logistics actors by role-playing)
Study Goals 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)
Insight in how to implement a multi-modal policy plan

Education Method Lectures and working lectures.
Literature and Study No literature, literature is part of the policy development
Materials
Reader No literature, literature is part of the policy development
Prerequisites Courses logistics
Assessment Writing a policy report, presenting/defending a policy
Tags Design
Integrated
Transport & Logistics
Targetgroup The Policy field is related to the Netherlands. For MOT-students this course can be less interesting due the focus on policy
making.
Page 29 of 70
SPM9537 Integrated Plant Management 5
Module Manager Dr.ir. Z. Lukszo
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Summary 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.
Course Contents 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.
Week 7: Industrial speaker: practical experience with integrated plant management and operational excellence.
Study Goals To understand the management tasks in a manufacturing company.
To understand how are they executed and who bears the responsibilities.
To determine possibilities for improvements of individual management tasks. To execute an improvement project according to
the Lean Six Sigma approach.
To make a conceptual design of an integrated management structure in the MES (Manufacturing Execution System)-
environment.
Education Method Class, instructions, computer tools.

Computer Use BPWin, Minitab, Excel
Literature and Study Material to be handed out in class and on blackboard
Materials
Assessment Written exam.
Category MSc level
Page 30 of 70
Year 2015/2016
Economics and Finance

Responsible Program Dr. S.T.H. Storm
Employee
Page 31 of 70
SPM9715 Intermediate Economics 5
Module Manager Dr. C.W.M. Naastepad
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Required for Specialization "Economics & Finance"
Expected prior knowledge A completed introductory course in economics (e.g. MOT1421, EPA1222 or SPM4133).
Course Contents The course analyses macro-economic policy, monetary policy, financial-sector policy, European integration, debts and deficits,
and the process of money creation. Special attention will be given to global imbalances and domestic and causes of (and
solutions to)the Eurozone crisis.
Study Goals A thorough knowledge of economics at an intermediate level with a focus on recent debates concerning "The Great Moderation",
"The Global Savings Glut", and "The EuroZone Crisis".
A grasp of how different economic theories understand the global crisis (including NAIRU economics).
A thorough knowledge of (financial)globalisation and its consequences for national economic development.
A clear insight in and understanding of how money is being created and what commercial banks actually do.
Education Method Lectures and self-study.
Literature and Study We use three books + papers/articles posted on blackboard. The books are:
Materials
Servaas Storm & C.W.M. Naastepad (2012), "Macroeconomics Beyond the NAIRU", Harvard University Press.
Thomas Palley (2012), "From Financial Crisis to Stagnation. The Destruction of Shared Prosperity and the Role of Economics",
Cambridge University Press. (Paperback edition)
Ryan Collins, Josh, Tony Greenham, Richard Werner and Andrew Jackson (2012) "Where Does Money Come From", London:
New Economics Foundation. Second edition.
Practical Guide None
Assessment Closed book exam.
Category MSc level
SPM9716 Cost-Benefit Analysis: Theory and Applications 4

Module Manager Dr.ir. Z. Roosenboom-Kwee
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents 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.
* 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.
* interpret the results of a cost-benefit analysis
* criticize and defend the CBA methodology from an ethical perspective
* explain the advantages and the disadvantages of applying a CBA methodology in a political process with multi-stakeholders
Education Method Lectures and exercises
Literature and Study Anthony E. Boardman, David H. Greenberg, Aidan R. Vining & David L. Weimer: Cost-Benefit Analysis: Concepts and
Materials Practice, 4th International Edition, Pearson, 2011.
Assessment Exam
Category MSc level
Page 32 of 70
SPM9717 Economics and Finance 6
Module Manager Dr. C.W.M. Naastepad
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Expected prior knowledge The courses Intermediate Economics (SPM 9715) and Cost-Benefit Analysis: Theory and Applications.
Summary The two decades preceding the recent global financial and economic crisis saw an exceptionally strong growth of (global)
financial markets. While the stock of global financial assets increased manifold, steeply raising the ratio of financial assets to
world output, household and private corporate debt also showed unprecedented increases. The profitability of financial-sector
firms (banks, investment firms) increased to a multiple of that of firms producing goods and services. What does this process of
financialisation mean for the economy? Are high rates of financial return (for shareholders) conducive to economic growth and
technological progress? Does the short-run (profit) orientation of shareholders square with the longer-term strategic interests of
firms? What are the economic consequences of firms increased reliance on stock market finance and volatile global financial
markets? The recent economic crisis raises important questions concerning the principles on which our financial system is
founded. From various sides proposals have been made for a restructuring of our financial system to reduce its instability. Is
financial market regulation desirable? Which principles govern the origination and destination of financial capital in our current
financial-economic setting? Are other principles of financial-economic organization available? These are the central questions
addressed in this course.
Course Contents Financialisation and shareholder value maximization; asset markets; private and public debts; liquidity and the liquidity trap;
money creation;monetary policy; leverage; leveraged buy-out; the shadow banking system; credit risk transfer instruments;
credit enhancement: securitization; CDOs; options & option pricing; the repurchase market & the asset-backed commercial paper
market; financial derivatives; interest rate swaps; credit default swaps (CDS); the global financial crisis; the sovereign debt crisis
in the European Union; socialization of debt; crisis economics; the future of finance; financial regulation.
analyse and interpret developments in financial markets from the point of view of financial investors, production firms,
consumers, governments and (central) banks
understand: securitization; option pricing; credit default swaps; interest rate swaps; and other OTC financial derivatives,
understand the structure of the Shadow Banking System and its role in the larger (real) economy,
understand the structural causes of the recent financial crisis including its persistence and evolution into a USA/EU debt crisis -
with a focus on the role played by the shadow banking system
interpret and assess proposals to arrest the spread of the crisis
contribute to discussions about a new financial architecture that will bring transparency and stability to the financial-economic
system and its composing elements.
Education Method Lectures and assignments.
Literature and Study Will be announced.
Materials
Books Will be announced.
Assessment (1) an open-question, closed book examination; and (2)a group project in which 4 students write a critical comprehensive review
essay on a book of their own choice.
Permitted Materials during None.
Tests
Category MSc level
Page 33 of 70
Year 2015/2016
Infrastructure and Environmental Governance

Responsible Program Dr. J.A. Annema
Employee
Page 34 of 70
SPM9160 Infrastructure and Environmental Governance 3
Module Manager Dr. J.A. Annema
Contact Hours / Week x/x/x/x
x/x/x/x
Education Period 1
2
3
4
Start Education 1
2
3
4
Exam Period none
Course Contents This course consists of a brief internship at the Ministry of Infrastructure and the Environment and of writing an essay which
places the internship into a scientific context
Study Goals At the end of the course the student:
- knows the role of the Ministry of I&E and of the kind of work TPM graduates can do at the Ministry
- can find relevant scientific literature in the field
- can integrate the practical policy related work with the literature to provide policy relevant insights
Education Method It is carried out on an individual basis
Assessment Essay placing brief internship in a broader perspective
Special Information Only SEPAM and EPA students who have been admitted to the TPM IEG specialisation can take this course
Remarks This is not a general elective course.
Category MSc level
Page 35 of 70
Year 2015/2016
Technical Courses
Page 36 of 70
Year 2015/2016
Water
Page 37 of 70
Responsible Instructor Prof.dr.ir. N.C. van de Giesen
Instructor Dr. E. Mostert
x/x/x/x
Education Period 1
Start Education 1
Exam Period Different, to be announced
Course Contents The course Integrated Water Resources Management (IWRM) consists of the following elements:
1. A series of lectures;
2. Supervised computer lab exercises;
3. Unsupervised modeling exercise;
4. A role-play;
5. Group presentations.
The lectures introduce a number of topics that are important for IWRM and the modeling exercise. The lectures introduce water
management issues in the Netherlands, Rhine Basin, and Volta Basin. The role-play is meant to experience some of the social
processes that, together with technical knowledge, determine water management.
For the modeling exercise, the class will be divided in several groups of 5 to 6 persons. Each group will model a set of integrated
water resources management issues and simulate possible development scenario's. Two of the problem sets are:
1. Heating up of the Rhine due to climate change;
2. The effects of small reservoirs for irrigation in the Volta basin.
In addition, there is room for different cases, to be discussed during the first lecture.
The simulation exercise and the reporting should incorporate the concerns of the groups that are mostly affected by the issue and
the groups that can contribute most to its resolution. The report on the modeling exercise should contain concrete
recommendations.
Study Goals After following the course, the student should be able to:
1. Model a complex real-world problem

Use basic knowledge from relevant disciplines (e.g. hydrology)
Possess technical modeling skills
Do a simple stakeholder analysis and use the results in modeling the problem
Cope with practical limitations such as data availability
Reflect critically on the results
2. Propose effective solutions for this problem

Integrate creatively technical -constraints and possibilities and stakeholder considerations
Assess the solutions in terms of technical and political/ social feasibility, effectiveness and efficiency
Indicate essential uncertainties
3. Work in small interdisciplinary groups

Master general (online) cooperation skills (e.g. agree on common goals, distribute and coordinate tasks effectively, monitor
progress and adjust where necessary, organize effective (progress) meetings, show initiative, keep relations good)
Be open to, learn from and gain a basic understanding of other disciplines
Be aware of the possibilities as well as limitations of your own discipline and be able to communicate the results of your own
discipline in a way that is understandable for people form other disciplines and for lay persons
And especially for students coming from abroad:

4. Be familiar with Dutch-style education
Take initiative: make your own work plan instead of waiting for detailed instructions from the professor, ask the professor for
suggestions or feedback in case of problems,
Think independently: develop your own point of view concerning the study materials, give good arguments for this
Education Method Lectures, exercise, case study, computer lab
Course Relations CIE4450 uses CT3011, CIE4010, CIE4400, CIE4431, CT3410
Literature and Study Lecture notes, reader, WEAP Software
Materials All materials will be provided through Blackboard.
Assessment The final product will consist of a group presentation and a group report, which will be assessed by the teachers using a rubric
that will be put on Blackboard. Peer comments from within the groups will be used to adjust grades upwards or downwards for
individuals that contributed more or less than average.
Tags Broad
Group work
Integrated
Modelling
Project
Sustainability
Water Engineering
Water management
Expected prior Knowledge Completion of relevant Bachelor degree
Academic Skills Mentioned under "study objectives"
Literature & Study Lecture notes, reader, WEAP Software
Judgement See "assessment"
Permitted Materials during Not applicable (see "assessment")
Exam
Collegerama Yes
Page 38 of 70
CIE5450 Hydrology of catchments, rivers and deltas 4
Responsible Instructor Prof.dr.ir. H.H.G. Savenije
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Expected prior knowledge Basic knowledge on hydrology
Course Contents Purpose, contents of lectures and study material
1. Hydrology and Water Resources: rainfall mechanisms, extreme rainfall, water resources, groundwater, surface water, water
resources of catchments, rainfall-runoff relations for different temporal scales, water balances, water scarcity, green and blue
water, human interference into the hydrological cycle;
2. Rainfall-Runoff relations: extreme discharge and floods;
3. Determination of peak discharge, factors affecting discharge characteristics, flow duration curve, flood frequency analysis,
rainfall runoff relations, short duration peak runoff, catchment yield;
4. Flood propagation: reservoir routing, channel routing, Muskingum routing, Kinematic routing, relations between methods of
routing and the St. Venant equation;
5. Hydrology of coastal areas: tides, storm surges, propagation of tides into estuaries, salt water intrusion into open estuaries,
seepage of brackish ground water, hydraulic measures in coastal areas and estuaries, effect of dikes, fresh and salt water
reservoirs, drainage;
6. Articles related to the topics described above. For the exam a selection of these articles needs to be studied.
Study Goals 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.
Education Method Lectures, discussion of selected articles, a reader of relevant articles (on blackboard), short fieldwork (if possible)
Literature and Study Obligatory lecture note(s)/textbook(s):
Materials "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)
Assessment 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)
Permitted Materials during A hand-written double sided A4
Tests
Expected prior Knowledge CT2011: Watermanagement, CT2310: Hydrology, or equivalent
Academic Skills solving differential equations, proficiency in PYTHON or MATLAB and EXCEL
Literature & Study Lecture note "Hydrology of River Basins, Catchments and Deltas" (on blackboard).
Materials Different scientific papers, available on balckboard
Chapters 1, 2 and 3 of "Salinity and Tides in Alluvial Estuaries" available on http:/salinityandtides.com
Judgement Exercises during the first lecture afternoons and written exam .
Permitted Materials during One handwritten A4 with formulas
Exam
Collegerama Yes
Page 39 of 70
Year 2015/2016
Transport
Page 40 of 70
AE4456 Safety of Transportation 3
Responsible Instructor Prof.dr.ir. J.A.A.M. Stoop
x/x/x/x
Education Period 1
Start Education 1
Summary This course deals with the structure and development of the concept of safety and risk control with respect to TIL-systems based
on the DCP-diagramme concept.
Course Contents The course deals with the structure and development of the notions of safety and risk management by focusing on:
Practice, with a focus on the historical developent, perception and acceptance of safety and risk in various domains; Control,
focusing on various strategies available in deakling with risk at the level of governance and administration; Technology,
focusing on the way safety and risk have been involved obhectively and subjectively in developing technological projects and
applications; A micro systems level, dealing with accident analysis, the complexity of problem modeling, multiple causality and
explanatory theories for failure at the operator level; The meso systems level, in developing scenarios and application of
quantitative risk analysis; The macro systems level, focusing on procedural approaches in delaing with and deciding on risk by
Safety Impact Assessment procedures, Safety Cases and Critical Size Events regarding rescue and emergency resource
allocation; Rescue and emergency management and disaster control in the light of national and international perspectives such as
EU Directives and international NGOs.
Study Goals This course provides the student a basic knowledge in safety from a systems perspective. The course applies principles from
previous courses with respect to control, management and governance to the area of risk and safety. It provides student with
strenghts and weaknesses of methods and techniques in problem analysis and problem solving at various systems levels and from
different perspectives based on the notion of integral safety. The course focuses on applying basic skills in accident ananlysis,
quantitative risk assessment and the design of complicated problem solving strategies.
Education Method The course is given by lectures, self study and assignments.
Testing takes place on an individual basis by a written assigment on three items, focusing respectively on quantitative aspects,
accident analysis and integral safety assessment.
Literature and Study A reader is available for the lectures, self study takes place based on a mandatory selection of the reader and optional material
Materials from a variety of case studies in different domains.
Assessment Individual written assignments
Remarks This course is related to other courses dealing with transportation issues such as logistic chains, complex decision-making in
multi-actor environments, spatial development, TIL systems design and engineering.
Page 41 of 70
CIE4330 Ports and Waterways 1 4
Responsible Instructor T. Vellinga
Instructor Dr.ir. W. Daamen
Instructor Ir. P. Quist
Instructor H.J. Verheij
Instructor Ir. B. Wijdeven
Instructor Drs. O.C. Koedijk
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Required for CIE5306
Course Contents Ports and Waterways:
1. Maritime transport
Specific data of merchant ships, commodity and vessel types, tramp and liner trade
Port functions and organisation
Functions, transport chain, organisation of seaports
Port planning methodology
Types of planning, planning process, planning tasks, general observations
Planning and design of the water areas
Ship manoeuvring and hydrodynamic behaviour, approach channels, manoeuvring areas within the port, port basins and berth
areas, morphological aspects
Planning and design of port terminals
Services provided, terminal components, types of terminals, terminal capacity (maximum or optimum) and terminal dimensions
Container terminals
Container transport, terminal operations and lay-out development
2. Queueing theory for ports and inland waterways and Kooman method for transit times of vessels through locks:
Port studies
Aspects in port design
Organisation, ship handling, cargo handling and inland transport
Methods for solving capacity problems in ports
empirical rules of thumb, queueing theory and simulation techniques
Queueing theory
Arrival process, service process, queue discipline
Kooman method to determine transit time of individual vessels through locks
Queueing systems
M/M/1 -system, M/M/n-system, M/G/1 M/D/1 and N/Ek/1 systems, M/D/n and D/M/n systems
Queueing systems with more general distributions of arrival and service time
Approach to an Ek/Em/1 queue system and approach to an Ek/Em/n queue system
Some applications
3. Inland waterways:
Shipping on inland waterways
Significance of inland navigation, classification of ships and waterways, ship characteristics, ship types
Interaction between ship and waterway
Primary water movement, secondary water movement, remaining hydraulic phenomena
Navigation speed
Ship's resistance, installed engine power, example speed-engine power
Navigation
Encounters, overtaking manoeuvres, navigation in bends, cross sections, stopping distance
Design of inland waterway profiles
Design vessels, traffic intensity, cross-section and design parameters and cross-sections in bends
Natural waterways
Navigation on rivers, improvements, classification of rivers, ship dimensions, river ports and mooring places.
4. Integration of environmental issues in port planning and design

Environmental aspects which affect port-layout
Land use planning, visual amenity, dangerous goods, dredging and disposal of dredged material, prevention nuisance,
contamination of soil and groundwater, reception of ballast water and waste and wetlands and nature areas
Relevant aspects for environmental impact assessment
Environmental impact assessment, pollution control, ecology and nature habitats, use of recourses, social and gender aspects and
quality of life
Study Goals 1. The student has a broad overview of the field ports and waterways and recognises the interest of related sciences;
2. The student understands the functions of ports and waterways in the total transport chain with different transport modalities;
3. The student has knowledge of vessel types and demands regarding infrastructure;
4. The student has knowledge of relevant hydraulic aspects for the layout of ports and waterways;
5. The student can understand and create a port masterplan and containerterminalplan;
6. The student is capable to apply the queueing theory for capacity planning for ports and waterways;
7. The student has knowledge of hydraulic interaction between ship and waterway;
8. The student is capable to determine dimensions of approach channels and inland waterways;
9. The student understands and is capable to evaluate port environmental issues and its relevance;
10.The student is capable of having discussion on the relevant issues with experts.
Education Method Lectures, exercise
Course Relations CIE4330 uses CT2320, CT3330, CT3340, CIE4300
Literature and Study Lecture notes:
Materials Ports and Terminals - Ligteringen en Velsink, ISBN 978-90-6562-288-4
Service systems in ports and inland waterways, R.Groenveld, 2007
Inland Waterways, H.J Verheij, C. Stolker, R. Groenveld, 2008
Environmental issues in Port Development and Port Operation, T.Vellinga, M.Geense,2004
Available at VSSD.
Handouts (available via Blackboard).
Page 42 of 70
Note: The file Exams CIE4330 with examples of old exams is not longer leading for the exams today. In stead some examples of
recent exams will become available on Blackboard.
Assessment Written exam and exercise
Permitted Materials during One A4 with notes, dictionary English-Dutch/Dutch-English
Tests
Expected prior Knowledge CIE4330 uses CIE2320, CIE3330, CIE3340, CIE4300
Academic Skills During the coarse students will be made aware and/or develop aspects such as particular skills (i.e. analytical thinking, writing
report of exercise) ethics (i.e. moral awareness/sensitivity), integrity and citizenship.
Literature & Study Lecture notes:
Materials Ports and Terminals - Ligteringen en Velsink, ISBN 978-90-6562-288-4
Service systems in ports and inland waterways, R.Groenveld, 2007
Inland Waterways, H.J Verheij, C. Stolker, R. Groenveld, 2008
Environmental issues in Port Development and Port Operation, T.Vellinga, M.Geense,2004
Available at VSSD.
Handouts (available via Blackboard).
Note: The file Exams CIE4330 with examples of old exams is not longer leading for the exams today. In stead some examples of
recent exams will become available on Blackboard.
Judgement The case study (exercise) will be rewarded with a mark. This mark will be taken into account for 20% when determining the
final mark for the written examination. If the mark for the exercise is 5.0 or less additional exercise has to be done.
In that case the final mark for the exercise is determined by averaging the old and the new mark. The mark for the exercise can
be used twice. If the student has to make the written exam for the third time he/she has to make the exercise again.
Permitted Materials during One A4 with notes, dictionary English-Dutch/Dutch-English
Exam
Collegerama Yes
Page 43 of 70
CIE4801 Transportation and Spatial Modelling 6
Responsible Instructor Dr.ir. R. van Nes
Instructor Prof.dr.ir. E. de Romph
Contact Hours / Week 6/0/0/0 + 4/0/0/0
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents 1. Role of models in transportation and spatial system analysis, main model components and their relationships, modelling
concepts
2.Travel choice modelling, utility theory, Logit-models, Nested logit
3. System description, zonal segmentation, network description, shortest path trees
4. Trip generation models
5. Trip distribution models, estimation of trip distribution functions
6. Mode choice models, simultaneous distribution-modal split models
7. Time of day and departure time models
8. Assignment models, uncongested and congested network assignment, equilibrium concept, stochastic assignment, system
optimal assignment, public transport assignment
9. OD matrix estimation models
10. Forecasting
11. Transport modelling in practice
12. Spatial interaction models, choice modelling in spatial systems
13. Land-use transport interactions models, TIGRIS
14. Exercise using commercial transport modelling software (Omnitrans) in setting up a modelling analysis, and assessing a
transport system and solution strategies
Main components
Land use-transportation interaction (Wegener)
Trip generation
Trip distribution
Mode choice
Time of day/departure time choice
Network assignment
Spatial interaction
Modelling techniques
Choice modelling
Regression models
Cross classification
Gravity model (singly and doubly constrained)
Network equilibrium modelling (deterministic and stochastic)
OD-matrix calibration
Spatial equilibrium modelling
Study Goals 1. Identify and describe the main components of transportation and land use models
2. Apply and discuss the main modelling techniques for the components of the four (five) stage transportation model
3. Analyse and discuss today's transportation and land use models
4. Set-up and perform a systematic modelling analysis to assess a transportation system and solution strategies
Education Method Lectures, self-study assignments, exercises, practical
Literature and Study
Materials
Assessment Written exam (open questions, closed book) and assignment with written report
Remarks The individual exercise must be completed and the deadline for handing in the report is week 8. The exercise grade will remain
valid for a maximum of 18 months.
NB: In case the exercises are not completed in time, one will not be allowed to make the final written exam.
Expected prior Knowledge No additional requirements
Academic Skills Skills that students will be working on in this course are:
Analytical and critical thinking on models and modelling approaches
Interpretation of modelling results
Using models in problem solving
Awareness of relationship between real world problems and modelling
Writing reports
Literature & Study Obligatory lecture note(s)/textbook(s):
Materials 1. Ortuzar, J. de Dios, L.G. Willumsen (2011) Modelling transport
4th edition, John Wiley & Sons, Chichester
2. Selected papers on Spatial Modelling, references will be provided
3. Manual of exercises in Omnitrans
Obligatory other materials:

Lecture slides and other material on Blackboard
Judgement Written exam (75%) + written report about exercise (25%)
Permitted Materials during Calculator and a formula sheet (1 A4)
Exam
Collegerama Yes
Page 44 of 70
CIE4811-09 Design and Control of Public Transport Systems 6
Responsible Instructor Dr. O. Cats
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents Part I: Public transport planning and operations process
Part II: Public transport governance
Part III: Network design and analysis
Part IV: Operation planning
Part V: Railway operations
Part VI: Control and performance
Part VII: Evaluating public transport investments
Study Goals Getting knowledge and insight in the function of strategic, tactical and real-time operations of public transport systems.
Understanding the multi-level structure of public transport systems and their development. Developing the ability to design
public transport networks and timetables. Estimating the capacity and reliability and public transport services. Characterizing
public transport networks and systems. Understanding the decision making process in managing public transport systems.
Analyzing service performance.
Education Method Lectures, assignments
Literature and Study Lecture notes
Materials Course program specifies the reading material for each lecture (engaging and illustrative papers/reports)
In addition, the following textbooks are used as references and can be recommended:
- Vuchic (2005). Urban Transit : Operations, planning and economics. Wiley.
- Vuchic (2007). Urban Transit: Systems and Technology. Wiley.
- Ceder (2007). Public Transit Planning and Operation : Theory, modelling and practice. Elsevier.
Assessment Assignments and written examination
Remarks Submission of assignments before the examination
Tags Analysis
Design
Rail & Road Engineering / Planning
Transport & Logistics
Transport phenomena
Underground
Contact Oded Cats; o.cats@tudelft.nl
Expected prior Knowledge Basic knowledge in algebra and statistics.
Academic Skills Students are expected to exercise the following academic skills:
- Problem formulation
- Data analysis
- Statistical interpretation
- Comparing alternatives quantitatively
- Working in diverse groups
- Report structuring and writing
- Reading and summarizing scientific papers
Literature & Study Lecture notes
Materials Course program specifies the reading material for each lecture (engaging and illustrative papers/reports)
In addition, the following textbooks are used as references and can be recommended:
- Vuchic (2005). Urban Transit : Operations, planning and economics. Wiley.
- Vuchic (2007). Urban Transit: Systems and Technology. Wiley.
- Ceder (2007). Public Transit Planning and Operation : Theory, modelling and practice. Elsevier.
Judgement Weighed average of the marks for examination and assignments report
Permitted Materials during No written material is allowed. A calculator is allowed.
Exam
Collegerama No
Page 45 of 70
Year 2015/2016
Spatial Development
Page 46 of 70
Responsible Instructor Prof.dr.ir. N.C. van de Giesen
Instructor Dr. E. Mostert
x/x/x/x
Education Period 1
Start Education 1
Course Contents The course Integrated Water Resources Management (IWRM) consists of the following elements:
1. A series of lectures;
2. Supervised computer lab exercises;
3. Unsupervised modeling exercise;
4. A role-play;
5. Group presentations.
The lectures introduce a number of topics that are important for IWRM and the modeling exercise. The lectures introduce water
management issues in the Netherlands, Rhine Basin, and Volta Basin. The role-play is meant to experience some of the social
processes that, together with technical knowledge, determine water management.
For the modeling exercise, the class will be divided in several groups of 5 to 6 persons. Each group will model a set of integrated
water resources management issues and simulate possible development scenario's. Two of the problem sets are:
1. Heating up of the Rhine due to climate change;
2. The effects of small reservoirs for irrigation in the Volta basin.
In addition, there is room for different cases, to be discussed during the first lecture.
The simulation exercise and the reporting should incorporate the concerns of the groups that are mostly affected by the issue and
the groups that can contribute most to its resolution. The report on the modeling exercise should contain concrete
recommendations.
Study Goals After following the course, the student should be able to:
1. Model a complex real-world problem

Use basic knowledge from relevant disciplines (e.g. hydrology)
Possess technical modeling skills
Do a simple stakeholder analysis and use the results in modeling the problem
Cope with practical limitations such as data availability
Reflect critically on the results
2. Propose effective solutions for this problem

Integrate creatively technical -constraints and possibilities and stakeholder considerations
Assess the solutions in terms of technical and political/ social feasibility, effectiveness and efficiency
Indicate essential uncertainties
3. Work in small interdisciplinary groups

Master general (online) cooperation skills (e.g. agree on common goals, distribute and coordinate tasks effectively, monitor
progress and adjust where necessary, organize effective (progress) meetings, show initiative, keep relations good)
Be open to, learn from and gain a basic understanding of other disciplines
Be aware of the possibilities as well as limitations of your own discipline and be able to communicate the results of your own
discipline in a way that is understandable for people form other disciplines and for lay persons
And especially for students coming from abroad:

4. Be familiar with Dutch-style education
Take initiative: make your own work plan instead of waiting for detailed instructions from the professor, ask the professor for
suggestions or feedback in case of problems,
Think independently: develop your own point of view concerning the study materials, give good arguments for this
Education Method Lectures, exercise, case study, computer lab
Course Relations CIE4450 uses CT3011, CIE4010, CIE4400, CIE4431, CT3410
Literature and Study Lecture notes, reader, WEAP Software
Assessment The final product will consist of a group presentation and a group report, which will be assessed by the teachers using a rubric
that will be put on Blackboard. Peer comments from within the groups will be used to adjust grades upwards or downwards for
individuals that contributed more or less than average.
Tags Broad
Group work
Integrated
Modelling
Project
Sustainability
Water Engineering
Water management
Expected prior Knowledge Completion of relevant Bachelor degree
Academic Skills Mentioned under "study objectives"
Literature & Study Lecture notes, reader, WEAP Software
Judgement See "assessment"
Permitted Materials during Not applicable (see "assessment")
Exam
Collegerama Yes
Page 47 of 70
CIE5730 Spatial and Transport Economics 4
Responsible Instructor Dr. B. Wiegmans
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge CIE5730 uses CIE4010
CIE5730 uses CIE4801
Course Contents 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 Thünen, 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.
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.
Study Goals 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 Thünen, 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.
To be able to apply economic theory for implementing policy measures.

Study Goals continuation obtaining knowledge about spatial and transport economics.
preparation for writing your MsC thesis
Education Method seminar
classroom exercises
intermediate test
Collegerama (back up)
writing a report
Literature and Study Book: 'The geography of transport systems' written by: Jean-Paul Rodrigue, Claude Comtois, and Brian Slack.
Materials
Lecturenotes for Spatial Economics and Transport Economics: see Blackboard
Assessment The lectures will take place at the start of the course. After the lectures an intermediate test will be held about the lectures.
The other part of the assessment is writing a scientific report (in groups)
Permitted Materials during nothing
Tests
Remarks Summary
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.
Contact dr. Bart Wiegmans: B.Wiegmans@tudelft.nl
Expected prior Knowledge insight in general developments in spatail and transport economics. being able to 'translate' these developments to transport and
planning. economics would be an advantage.
Academic Skills learning new knowledge, reproducing this knowledge at intermediate test, preparing for writing a MsC thesis.
Literature & Study Book: 'The geography of transport systems' written by: Jean-Paul Rodrigue, Claude Comtois, and Brian Slack.
Materials
Lecturenotes for Spatial Economics and Transport Economics: see Blackboard
Page 48 of 70
Judgement The intermediate test counts for 50% and the report counts for 50%
Permitted Materials during nothing
Exam
Collegerama Yes
Page 49 of 70
Year 2015/2016
Modelling, Simulation and Gaming

Responsible Program Dr.ir. C. van Daalen
Employee
Page 50 of 70
IN4302TU Building Serious Games 5
Responsible Instructor Dr.ir. A.R. Bidarra
x/x/x/x
Education Period 2
Start Education 2
Expected prior knowledge For TI students: programming experience with some object-oriented language; experience with graphics, AI and/or some game
engine(s) is a plus.
For all students: though not compulsory, it may be convenient to have followed the course SPM9235 (Game design project),
which is taught in the first quarter.
Course Contents 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.
Study Goals 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 technologies for a given serious game application
o deepening programming skills while building a complex and large software system in an agile context
Education Method Project
Also a few plenary sessions and/or lectures
Assessment 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.
Page 51 of 70
SPM9155 Advanced System Dynamics 4
Module Manager Dr. J.H. Slinger
Instructor Dr.ir. C. van Daalen
Instructor S. Eker
Instructor Dr.ir. J.H. Kwakkel
Instructor Dr. E. Pruyt
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Expected prior knowledge Prior knowledge of System Dynamics.
Knowledge of one other modelling method such as discrete simulation, agent-based modelling, hydrodynamic modelling or
spreadsheet modelling.
Course Contents The course comprises the following topics: Why System Dynamics?, use of data, model behavioural analysis, validation under
uncertainty, group model building, exploratory model analysis and games in SD. The theory underpinning these topics will be
applied in a number of assignments related to a case which runs in parallel to the lecture series.
Guest lectures by experts in the practice of System Dynamics form an integral part of the course.
Study Goals Upon completion of this course the student will have knowledge of:
- the possibilities and limitations of the System Dynamics modelling method;
- the relevant scientific literature on selected topics in the field of System Dynamics such as the use of data, model structure and
behaviour, model validation under uncertainty, serious gaming with System Dynamics, group model building and exploratory
model analysis.
The student will have the skills:

- to make an informed choice as to when to use System Dynamics;
- to apply the theoretical knowledge on building, validating and communicating models in a problem situation;
- to understand current literature and recent advances in the field of System Dynamics.
Education Method Theory and expert guest lectures, and computer-based assignments.
Computer Use Vensim
Literature and Study Reader
Materials
Prerequisites Basic course and project work in System Dynamics (spm2310 or spm2313 Continue modellen and spm2931 Project continu
modelleren; or epa1322 Continuous systems modelling; or ct5930 System Dynamics)
Assessment Assignment reports, models, attendance of lectures.
Special Information
Remarks This course forms a component of the Simulation, Modelling and Gaming Profile (MSc SEPAM) or can be chosen as an
elective.
Targetgroup MSc students with prior (theoretical and project) knowledge of System Dynamics. It is advisable to have scored a 7 or higher for
modelling courses in teh bachelors' degree.
Category MSc level
Page 52 of 70
SPM9235 Game Design Project 4
Module Manager Dr.ir. G. Bekebrede
Module Manager Dr. H.K. Lukosch
Instructor Dr. I. Wenzler
Instructor Dr. H.K. Lukosch
x/x/x/x
Education Period 1
Start Education 1
Exam Period none
Required for The project is mandatory for the Modeling, Simulation & Gaming Master specialization MSG) of SEPAM, but open to students
from all other faculties and external.
Expected prior knowledge Bachelor
Summary The simulation game design project offers conceptual insights as well as hands on experience with simulation-gaming (SG). SG
is an established field of practice with proven value for instance in the field of spatial and urban planning, ecology, engineering
and design, public administration, business management, learning, research and consultancy. The staggering growth and success
of the video gaming industry has triggered the interest in simulation games from paper based games to video games for learning
and policy making - even more. Besides creativity and enthusiasm, there are no entry requirements. In this course, students
acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policy- and decision support,
organization and management and professional learning.
Course Contents Experienced speakers, from consultancy organizations (s.a. Accenture), game designers and universities, will give lectures on
history, future, design, typology and facilitation of SG. (We will discuss the role of computers and video games, but emphasis is
NOT on technology!) We will have ample opportunity to try out a number of (role-playing, board etc.) games that hold powerful
messages about decision-making and management. Most of the work will be done in small teams, in which students will develop
their own (non-digital) game to support a real-life or mock up case of policy/decision-making or organization and management.
In a small group, you will also work on a scientific question related to game design.
Study Goals After completion of this course the student will have acquired knowledge and insights about:
The history, backgrounds, key-concepts, formats and applications of simulation games.
After completion of this course the student will be able to:
1. Design a (prototype) of a simulation game to be used for learning, research or intervention
2. Apply a game design cycle (or systematic design steps)
3. Define, conceptualize and construct the various game components
4. Facilitate simple simulation games
Education Method (Guest) lectures, workshops, game-play, game design, writing an essay
Intensive workshops and group meetings
Student group work

Computer Use Not likely; dependent on selected case.
Course Relations spm9155 Advanced System Dynamics (4 EC)
spm0555 Agent Based Modeling of Complex Adaptive Systems (4 EC)
in4302 Building Serious Games (5 EC)
Literature and Study To be announced (books and articles on gaming/simulation and game design). Reading materials will be made available via
Materials Blackboard.
Assessment
Attendance and active participation during classes and workshops.
Evaluation of game design and project result.
Quality of the essay and active participation in the discussion
Enrolment / Application Registration through BlackBoard enrollment
Special Information Heide Lukosch (h.k.lukosch@tudelft.nl); Geertje Bekebrede (g.bekebrede@tudelft.nl)
Elective Yes
Tags Challenging
Design
Group work
Intensive
Project
Targetgroup Master SEPAM students of the modelling, simulation and gaming specialization(MSG)
Elective course for students SEPAM, EPA, MOT, other faculties such as Architecture, Industrial Design, EWI etc.
Category MSc level
Page 53 of 70
SPM9325 Simulation Master Class 4
Module Manager Prof.dr.ir. A. Verbraeck
Instructor Prof.dr.ir. A. Verbraeck
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge Experience with a simulation environment such as Arena, Simio, or Tomas.
Basic knowledge about probability theory and statistics.
Course Contents System Theory, Object Orientation, Discrete Event System Specification, and Distributed Simulation will be the core topics of
the course. After an introduction to system theory, the inner working of simulation environments will be illustrated. Several
special topics will be taught, such as distributed and real-time simulation, and component-based simulation. This material will be
illustrated in intensive and interactive courses. In addition to the lecture topics, several other simulation topics will be studied by
groups of students, who will write a scientific paper, and present their findings in class. This course requires an active
participation of the students.
Study Goals After taking this course the student will have knowledge about:
- internal working of different kinds of discrete event simulation languages and environments;
- underlying theories and formalisms of discrete event simulation, such as DEVS and DESS;
- important differences and similarities between simulation environments;
- examples of successful and less successful simulation studies and the learning experiences of those studies;
- object-oriented simulation environments;
- structure and abilities of distributed simulation; the concept of HLA;
- latest research activities in the field of simulation, with research topics like web-based simulation, real-time control using
simulation, agent based modeling, interactive simulation and gaming, and simulation in special domains;
Education Method Lectures about state-of-the-art simulation theory
Paper writing by students on special topics
Lectures by students on special topics
Literature and Study Set of scientific papers and book chapters that will be made available through Blackboard.
Materials
Assessment The mark for this course will be based on the result of group assignments and on a written exam.
Category MSc level
SPM9555 Agent Based Modeling of Complex Adaptive Systems - Advanced 4

Module Manager Dr.ir. I. Nikolic
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Expected prior knowledge SPM4530 or demonstrated basic knowledge of CAS and ABM
Course Contents 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.
Study Goals 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.
Education Method 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.
Computer Use The course will use NetLogo for Agent Based Model development.
Literature and Study The materials consists of course lecture slides and the book "Agent-based modelling of socio-technical systems" Edited by K.H.
Materials Van Dam, I. Nikolic and Z. Lukszo
Assessment The grade is determined by the model quality, the report and the presentation produced by the student group.
Permitted Materials during Computer
Tests
Category MSc level
Page 54 of 70
Year 2015/2016
Cyber Security
Responsible Program Prof.dr.ir. J. van den Berg
Employee
Page 55 of 70
Year 2015/2016
I&C studenten
Page 56 of 70
CS4035 Cyber Data Analytics 5
Responsible Instructor Dr.ir. S.E. Verwer
Contact Hours / Week 0/0/0/2+lab
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents http://www.3tu.nl/cybsec/en/course-program/csm/
WM0705TU E-law 5
Module Manager Mr.dr. M.M. Groothuis
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5

Module Manager Dr.ir. C.H.G. Hernandez Ganan
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents With a significant increase in high-profile data breaches and cybersecurity threats in the last couple years, it is critical for
businesses to learn about the costs and investment decisions around securing their online systems. While many businesses think
of cybersecurity as a technical problem, this course broadens that view and shows that
security failures are caused as often by bad business decisions and incentive systems as by bad technical design.
This course provides an introduction to the field of the economics behind cybersecurity. It will provide you with the economic
concepts, measurement approaches and data analytics to make better security decisions, while helping you to understand the
forces that shape the security decisions of other businesses, products and services.
Study Goals The student will:
Gain a sound understanding of the economics of cybersecurity as a systems discipline, from security policies (modelling what
ought to be protected) to mechanisms (how to implement the protection goals).
Obtain skills in collecting and analysing data on information security issues
Gain insights into the design of effective policies to enhance and maintain cyber security must take into account a complex set of
incentives facing not only the providers and users of the internet and computer software, but also those of potential attackers
Learn to apply economic analysis and data analytics to the open issues and pending activities in cybersecurity.
Education Method Blackboard TU Delft will be used for communications and distributing study material.
The course will consists of 5 weeks of intensive theory (2 hours twice per week) after which students will perform their own
EconSec study.
During the period in which students are working on their study there will be one half-day meeting in which students get the
opportunity to discuss their experiences and possible bottle-necks with the group and instructors.
One month before the report deadline, there will be a full day meeting in which students are expected to present their research
and (preliminary) results to the group and instructors with the aim to generate valuable feedback for finishing their research and
report.
While performing their own research students will have access to a forum via which students can discuss possible bottlenecks
and exchange tips. The instructors will closely monitor the discussions and join when appropriate.
Assessment The final grade is based on a short research proposal, a presentation and a final case study report. When a final report is graded
lower than 6, students have one month to improve the report for re-submission. The maximum grade after re-submission is 6.
Enrolment / Application A maximum number of 20 students will participate in the course.
Page 57 of 70
Module Manager Prof.dr. M.J. van den Hoven
Instructor Dr. M.E. Warnier
Instructor Dr.ir. W. Pieters
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Page 58 of 70
Year 2015/2016
Overig
Page 59 of 70
SPM5441 Cyber Risk Management 5
Module Manager Prof.dr.ir. J. van den Berg
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents MOTIVATION:
The challenge of selecting the optimal technical, organisational, legal, and other preventive and repressive measures to reduce
cyber risks to acceptable levels can only be understood in the context of the application of Cyber Risk Management. Risk
Management is about analysing the relationships between threats, incidents and risks (here in the complex world of cyberspace),
based on which an adequate set of countermeasures can be designed.
SYNOPSIS:
Risk (= the potential lo loosing something of value) can manifest itself in cyberspace in all kinds of ways: values at stake are
financial wealth, health, physical condition (of people, materials, goods, infrastruc-tures, etc.), well-being, reputation, privacy,
trust, etc.
Based on a conceptualisation of cyberspace and its various sub-domains (discussed in the project week of year 1), we introduce
risk assessment approaches, both of qualitative and quantitative manner, illustrated with case studies, a.o., related to a set of well
-known real-world cyber security incidents. In addition, technical and non-technical cyber risk mitigation strategies are being
introduced and discussed.
CONTENT:
Cyberspace and its various sub-domains and layers; dependencies on IT and related risks; diginotar, Stuxnet, KPN-hack, and
other big cyber incidents; bowtie model, vulnerabilities, barriers; cyber threats; fault and attack trees; APTs; cyber incidents;
impact scenarios and cascading effects; cyber risks of all kinds expressed in the loss of various values; risk metrics; prioritization
of risks; security-by-design principles; principles of technical preventative measures (IAA principles, mechanisms & tools;
software quality; architectural decomposition; redundancy; firewalls, scanning tools; predictive analytics) and non-technical
preventative measures (risk policies, organisation-wise, awareness training); fundamentals of technical repressive measures
(monitoring & analytics, data & information sharing tools, IDS; SOCs) and non-technical repressive measures (disaster recovery
and crisis management); cyber security as societal problem, nationally and internationally (institutional arrangements); cyber
security standards (and their current shortcomings).
Study Goals To get knowledge, understanding and skills with respect to
Cyber risk assessment methods of (complex, multi-step) cyber incidents, possibly with cascading effects
Preventive measures that help to prevent the occurrence of cyber incidents
The fundamentals of repressive measures (detecting incidents in-time and reducing their impact)
Balancing the various human values at stake, including the balance between privacy and security, primarily from a governmental
(macro-level) perspective
Education Method LECTURES and ASSIGNMENTS.
LEARNING OUTCOMES: Students will acquire:

A sound understanding of the theoretical principles of cyber risk management
An understanding of the weaknesses and strengths of current risk management standards
Skills in applying state of the art cyber risk management methods
Insights into the cause and effects of high profile incidents
Ability to justify investments in cyber security
LANGUAGE: The course is taught in English.
LECTURERS: Prof Dr Ir Jan van den Berg (TUD/EWI&TPM) and Dr Ir Wolter Pieters (TUD/TPM)
Assessment Grading will be based on
a) the quality of delivered assignments and
b) the grade for the written examination.
To be made precise when the course starts.

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents http://www.3tu.nl/cybsec/en/course-program/csm/
WM0705TU E-law 5
Module Manager Mr.dr. M.M. Groothuis
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Page 60 of 70
Module Manager Dr.ir. C.H.G. Hernandez Ganan
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents With a significant increase in high-profile data breaches and cybersecurity threats in the last couple years, it is critical for
businesses to learn about the costs and investment decisions around securing their online systems. While many businesses think
of cybersecurity as a technical problem, this course broadens that view and shows that
security failures are caused as often by bad business decisions and incentive systems as by bad technical design.
This course provides an introduction to the field of the economics behind cybersecurity. It will provide you with the economic
concepts, measurement approaches and data analytics to make better security decisions, while helping you to understand the
forces that shape the security decisions of other businesses, products and services.
Study Goals The student will:
Gain a sound understanding of the economics of cybersecurity as a systems discipline, from security policies (modelling what
ought to be protected) to mechanisms (how to implement the protection goals).
Obtain skills in collecting and analysing data on information security issues
Gain insights into the design of effective policies to enhance and maintain cyber security must take into account a complex set of
incentives facing not only the providers and users of the internet and computer software, but also those of potential attackers
Learn to apply economic analysis and data analytics to the open issues and pending activities in cybersecurity.
Education Method Blackboard TU Delft will be used for communications and distributing study material.
The course will consists of 5 weeks of intensive theory (2 hours twice per week) after which students will perform their own
EconSec study.
During the period in which students are working on their study there will be one half-day meeting in which students get the
opportunity to discuss their experiences and possible bottle-necks with the group and instructors.
One month before the report deadline, there will be a full day meeting in which students are expected to present their research
and (preliminary) results to the group and instructors with the aim to generate valuable feedback for finishing their research and
report.
While performing their own research students will have access to a forum via which students can discuss possible bottlenecks
and exchange tips. The instructors will closely monitor the discussions and join when appropriate.
Assessment The final grade is based on a short research proposal, a presentation and a final case study report. When a final report is graded
lower than 6, students have one month to improve the report for re-submission. The maximum grade after re-submission is 6.
Enrolment / Application A maximum number of 20 students will participate in the course.

Module Manager Prof.dr. M.J. van den Hoven
Instructor Dr. M.E. Warnier
Instructor Dr.ir. W. Pieters
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Page 61 of 70
Year 2015/2016
Free Electives (9 EC)

Employee
Page 62 of 70
Dr. J.A. Annema
Unit Techniek, Bestuur & Management
Department Transport & Logistics
Telephone +31 15 27 88912
Room a3.230
H. Asghari
Department Policy, Org Law & Gaming
Telephone +31 15 27 88460
Room b2.050
Dr.ir. G. Bekebrede
Telephone +31 15 27 81139
Room b2.060
Prof.dr.ir. J. van den Berg

Unit Elektrotechn., Wisk. & Inform.
Department Cyber Security
Telephone +31 15 27 82794
Room B31-b3.170

Department Information & Communication T
Telephone +31 15 27 82794
Room b3.170
Dr.ir. A.R. Bidarra

Department Comp Graphics & Visualisation
Telephone +31 15 27 84564
Room HB 11.230
Dr. W.A.G.A. Bouwman

Department Informatie & Communicatie
Telephone +31 15 27 87168
Room b3.260
Dr.ir. B. Broekhans
Telephone +31 15 27 81105
Room b2.090
Prof.mr.dr. J.A. de Bruijn

Department Policy, Org., Law & Gaming
Telephone +31 15 27 87169
Room b2.070
Dr. M.L.C. de Bruijne

Telephone +31 15 27 82323
Room b2.020
Dr. O. Cats
Unit Civiele Techniek & Geowetensch
Department Transportplanning
Page 63 of 70
Dr.ir. C. van Daalen
Department Beleidsanalyse
Telephone +31 15 27 81143
Room b2.230
Dr.ir. W. Daamen
Telephone +31 15 27 85927
Room HG 4.37
Mr.dr.ir. S. Daskapan
Dr. M.V. Dignum

Telephone +31 15 27 88064
Room b3.200
Dr. J.H.R. van Duin

Telephone +31 15 27 81142
Room a3.210
S. Eker
Telephone +31 15 27 81702
Room b2.470
Dr. M.P.M. Franssen

Department Ethics & Filosophy of Techn.
Telephone +31 15 27 85795
Room b4.300
Prof.dr. M.S. van Geenhuizen

Department Economics of Techn and Innov
Telephone +31 15 27 86729
Room c3.160
Prof.dr.ir. N.C. van de Giesen

Department Watermanagement
Telephone +31 15 27 87180
Room HG 4.73
Dr. R.M.P. Goverde

Telephone +31 15 27 83178
Room B23-HG 4.03

Telephone +31 15 27 83178
Room B23-HG 4.03
Page 64 of 70
Mr.dr. M.M. Groothuis
Dr. L. Hartmann
Department Economics of Techn. and Innov.
Telephone +31 15 27 88073
Room c1.020
Dr.ir. C.H.G. Hernandez Ganan

Telephone +31 15 27 82216
Room B31-b2.170
Prof.dr. M.J. van den Hoven

Department Techniek, Bestuur & Management
Telephone +31 15 27 88547
Room b4.270
Dr.ir. N.M.A. Huijts

Department Ethiek & Filosofie van de Tec
Telephone +31 15 27 88471
Room B31-b4.040

Telephone +31 15 27 88471
Room B31-b4.040

Department Transport and Logistics
Telephone +31 15 27 88471
Room B31-b4.040

Telephone +31 15 27 88471
Room B31-b4.040
Dr. J. Hulstijn
Telephone +31 15 27 81266
Room b3.220
Prof.dr.ir. M.F.W.H.A. Janssen

Telephone +31 15 27 81140
Room b3.150
Dr. G. van de Kaa

Telephone +31 15 27 83678
Room c2.090
Dr. L.M. Kamp

Department Energy & Industry
Telephone +31 15 27 86488
Room b3.080
Page 65 of 70
Drs. O.C. Koedijk
Department RP&W and Dredging Engineering
Dr.ir. F. Koornneef
Department Safety and Security Science
Telephone +31 15 27 86437
Room c1.090
Dr. J.O. Kroesen

Telephone +31 15 27 85262
Room b3.330
Dr.ir. J.H. Kwakkel

Telephone +31 15 27 88487
Room b2.370
Ir. M.W. Ludema

Telephone +31 15 27 81885
Room b3.160
Dr. H.K. Lukosch

Telephone +31 15 27 83211
Room B31-b2.290
Dr.ir. Z. Lukszo
Department Energie & Industrie
Telephone +31 15 27 81147
Room b3.040
Dr. E. Mostert
Department Waterhuish. & Waterbeheer
Telephone +31 15 27 87800
Room HG 4.82
Mr.drs. N. Mouter
Telephone +31 15 27 89284
Room B31-a3.060

Telephone +31 15 27 89284
Room B31-a3.060

Department Transport and Logistics
Telephone +31 15 27 89284
Room B31-a3.060
Dr. C.W.M. Naastepad

Page 66 of 70
Telephone +31 15 27 86318
Room c2.160
Dr.ir. R. van Nes

Telephone +31 15 27 84033
Room HG 4.10.2
F.A. Nikayin
Telephone +31 15 27 87231
Room B31-b3.140

Telephone +31 15 27 87231
Room B31-b3.140

Telephone +31 15 27 87231
Room b3.140
Dr.ir. I. Nikolic
Telephone +31 15 27 81135
Room a3.280
Dr. J.R. Ortt

Telephone +31 15 27 84815
Room c3.010
Dr.ir. U. Pesch
Telephone +31 15 27 88484
Room B31-b4.200
Dr.ir. W. Pieters
Telephone +31 15 27 88989
Room B31-b2.240
Dr. E. Pruyt
Telephone +31 15 27 87468
Room b2.390
Dr.ir. J.N. Quist

Department Energie & Industrie
Telephone +31 15 27 85584
Room b3.080
Ir. P. Quist
Telephone +31 15 27 85438
Room HG 3.86
Page 67 of 70
Dr.ir. G.A. de Reuver
Telephone +31 15 27 81920
Room b3.220
P.J. Robichaud
Room B31-b4.140
Prof.dr. S. Roeser
Telephone +31 15 27 88779
Room b4.110
Prof.dr.ir. E. de Romph
Telephone +31 15 27 84874
Room HG 4.10.1
Dr. L. Rook
Telephone +31 15 27 86330
Room c3.070
Dr.ir. Z. Roosenboom-Kwee
Telephone +31 15 27 84711
Room c2.070
Prof.dr.ir. H.H.G. Savenije

Department Waterhuish. & Waterbeheer
Telephone +31 15 27 81433
Room HG 4.77
Dr.ing. V.E. Scholten

Telephone +31 15 27 89596
Room c3.050
Dr. J.H. Slinger

Telephone +31 15 27 88067
Room b2.310
Prof.dr.ir. J.A.A.M. Stoop

Telephone +31 15 27 83424
Room B62-4.11
Unit Luchtvaart- & Ruimtevaarttechn

Department Air Transport & Operations
Telephone +31 (0)15 27 83424
Room 4.11
Page 68 of 70
Dr. S.T.H. Storm
Telephone +31 15 27 83548
Room c2.160
Dr.ir. L. Stougie
Telephone +31 15 27 87041
Room a3.320
Drs. J. Ubacht
Telephone +31 15 27 82791
Room b3.190
T. Vellinga
Telephone +31 15 27 84285
Room B23-HG 3.77
Prof.dr.ir. A. Verbraeck
Telephone +31 15 27 83805
Room B31-b2.300
Dr. R.M. Verburg

Telephone +31 15 27 87234
Room c3.030
H.J. Verheij
Telephone +31 15 27 84740
Room B23-HG 3.84

Telephone +31 (0)15 27 84740
Room HG 3.84

Telephone +31 15 27 84740
Room B23-HG 3.84
Dr.ir. S.E. Verwer

Department Cyber Security
Telephone +31 15 27 88435
Room B36-HB 11.130
Dr. M.E. Warnier

Department Systeemkunde
Telephone +31 15 27 82232
Room b1.070
Page 69 of 70
Dr. I. Wenzler
Telephone +31 15 27 83408
Room b2.100
Dr. B. Wiegmans
Telephone +31 15 27 82545
Room HG 4.35
Ir. B. Wijdeven
Telephone +31 15 27 85075
Room B23-HG 3.86
Ir. H.W. de Wolff

Unit Bouwkunde
Department Geo-informatie en Grondbeleid
Telephone +31 15 27 83668
Room B8-BG.West.700
Page 70 of 70

Master Mot 2015 en

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Program overview

Code Omschrijving ECTS p1 p2 p3 p4 p5

Master MOT 2015

Master MOT 2015

1e jaar MOT 2015

MOT1412 Technology Dynamics 5

More specifically, the course addresses these issues as follows:

Literature and Study Journal articles

Assessment Written exam, teaching games

Part II: Social Values (Ethics)

MOT1524 Leadership and Technology Management 5

analyze the nature of leadership management within advance technology organizations

Study Goals Study goals

- Uncertainty in high-tech environments

Up-to-date information about the schedule of classes, rooms, etc.: in Blackboard

Topics that will be covered among others:

Exercises are formative

MOT2421 Emerging and Breakthrough Technologies 5

2e jaar MOT 2015

Final deliverables: a thesis proposal of 6.000 to 8.000 words.

The proposal need to be graded as sufficient (>= 5.8).

Yin, R.K. (2003). Case study Research, 3rd Edition. Sage

You are proficient in writing scientific English.

You are aware of scientific ethics.

- a metaanalysis of existing literature (Conditional)

General Criteria for graduation are:

the work contains an analytical component

Additional criteria for graduation at MoT:

Preparation for the Master Thesis covers app. 4 weeks (6 ECTS)

Finalizing the Master Thesis Report (app. 5 weeks / 200 hours)

Presentation and defense (app. 1 week / 40 hours )

The Master Thesis Report as a whole.

Specialisation (15 EC)

The following rules apply to all specialisations:

- a student takes the mandatory modules belonging to the model profile

ICT Management and Design

Course Contents Theoretical concepts:

Category MSc level

SPM9640 ICT Management 4

It is expected that at the end of the course students

Emerging Technology-based Innovation and Entrepreneurship

Slides presented in class:

Each of the grades should be at least 6.0.

SPM9239 Responsible innovation 3

The course consists of three parts:

Supply Chain Management

A report including analysis and (re)engineering output.

SPM5620 Design and Management of Multi-Modal Logistic Chains 4

Detailed knowledge of the actors involved (perception building)

Problem definition, Literature study, Analysis (qualitative and quantitative techniques),

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)

Insight in how to implement a multi-modal policy plan

Education Method Class, instructions, computer tools.

Economics and Finance

SPM9716 Cost-Benefit Analysis: Theory and Applications 4

Infrastructure and Environmental Governance

1. Model a complex real-world problem

2. Propose effective solutions for this problem

3. Work in small interdisciplinary groups

And especially for students coming from abroad:

Obligatory other materials: