Program overview. 22-Jun :56. Year 2013/2014. Master Applied Physics

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1 Program overview 22-Jun :56 Year 2013/2014 Organization Applied Sciences Education Master Applied Physics Code Omschrijving ECTS Specialisation Management of Specialsation Management of Technology (MoT)AP Technology (MoT) AP st semester MOT Modules 2013 MOT1001 Integration Moment I 4 MOT1411 Technology Dynamics 4 MOT1420 Economic Foundations 6 MOT1441 Social and scientific values in MoT 4 MOT1460 Corporate Finance 4 MOT1523 Leading and Managing People 4 MOT1530 High-tech Marketing 4 2nd semester MOT Modules 2013 MOT1002 Integration Moment II 4 MOT1433 Technology and Strategy 6 MOT1451 Inter- and intra-organisational decision making 5 MOT1531 Business Process Management and Technology 5 MOT2311 Quantitative Research Methods 4 MOT2420 Innovation Management 6 p1 p2 p3 p4 p5 Page 1 of 17

2 .1 Year 2013/2014 Organization Applied Sciences Education Master Applied Physics Specialisation Management of Technology (MoT) AP 2013 Program Coordinator Dr. R.M. Verburg In association with the Faculty of ECTS Program 30 Introduction 1 TBM This specialisation is offered by the faculty of Technology, Policy and Management. The programme consists of either the first semester or the second semester of the MSc Management of Technology. In general the second semester fits much better in the schedule of the AP master programme. A mixture of courses from both semesters is only permitted if it is a coherent set of modules that is approved by the MoT programme coordinator Dr. R.M. Verburg in advance, and should be submitted to the Board of Examiners. Page 2 of 17

3 Year 2013/2014 Organization Applied Sciences Education Master Applied Physics 1st semester MOT Modules 2013 Page 3 of 17

4 MOT1001 Integration Moment I 4 Prof.dr. W.M. de Jong Dr. H.J.G. Warmelink Education Period 2 Start Education 2 Exam Period Targetgroup 0/X/0/0 none Many high-tech firms, large or small, operate in an international environment in which cultural differences will inevitably appear. This course aims to familiarise students with issues of intercultural communication and management by means of four lectures and four work group sessions in which they can absorb both theory and practice in dealing with these differences. By the end of this course, students will be able to (1) grasp how deep cultural differences can go, (2) indicate the various relevant dimensions known to understand cultural differences and (3) demonstrate their growing practical skills to deploy their theoretical knowledge by means of a social simulation. Lectures, workgroups, role play and camera recordings. Hofstede, Hofstede & Minkov (2010): Cultures and organizations; Software of the mind. Various materials to be distributed. Presentation and group report First year master students MoT MOT1411 Technology Dynamics 4 Dr.ir. U. Pesch Education Period 1 Start Education 1 Exam Period 1 2 x/0/0/0 This module contains theoretical and practical elements. Concepts of technological change, and the drivers and barriers in the technological change process, such as economic-, social-, legal-, or sustainability drivers will be the core of the course. Some more disciplinary issues, like organizational theory, patent protection, research strategies, will be briefly introduced in relation to the R&D context. The participants will visit two R&D organizations. The students will have an active role by class presentations of scientific papers from the field of technology dynamics At the end of the course the student is able to analyse dynamic processes of technological change within industrial corporations. The student is able to reflect on the societal implications of technological change and the challenges that society poses to technology and industry. The student can identify barriers for technological change and relevant issues for the organization of an industrial research function. The course is organized as a series of lectures in which groups of theories are introduced and presentation sessions in which students themselves present the content of articles on technological changes in industry. The students will visit 2 laboratories. Participation in these visits is obligatory and the material of the lectures during these visits will be part of the assessment. The mark is determined by the results of a written assessment and a research paper made by the students. Students will have to participate actively in order to be allowed to start writing this paper. By this paper a technology project is analysed in its societal context taking internal and external dynamics in account. The research papers are dealt with during the course. Page 4 of 17

5 MOT1420 Economic Foundations 6 Dr. S.T.H. Storm Education Period 2 Start Education 2 Exam Period 2 3 0/4/0/0 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, structural change and globalization. In both parts, special attention is given to (economic factors explaining) the extraordinary technological dynamism and productivity growth of market economies and to governments role in improving micro- and macroeconomic performance. Microeconomics (3 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. Special attention will be devoted to (measuring) technological progress and innovation, and to the management of technology using a systems-of-innovation approach. Macroeconomics (3 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 origins and consequences of the current economic crisis will be analyzed as well as ways to get the world economy out of recession. Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly; market failures; externalities; public goods; asymmetric information and moral hazard; regulation; efficiency; welfare; production; profit maximization; choice of technique; technological progress; evolutionary theories of technological change; labour markets; employment; worker-management relations. Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesian economics; business cycles; unemployment; fiscal policy; monetary policy; crowding out; stabilization policies; labour market regulation; the NAIRU; trade policy; globalization; economic and financial crisis; technology policy; financial markets. At the end of this course, students will be able to: 1. analyze firm behavior in markets of perfect competition, monopoly, and oligopoly as well as the impact of firm behavior on economic welfare. 2. identify and appraise the rationale, scope and limits of public market regulation (in situations of "imperfect markets" and/or "market failures"). 3. derive the impact of regulation on the static efficiency and dynamic efficiency of markets. 4.appreciate the importance of technological progress and hence the management of innovation. 5. analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivity and competitiveness. 6. appraise the structural factors underlying the current economic crisis as well as identify policies to get out of the recession. 7. assess and generalize why some economies have been growing very rapidly whereas other countries have continued to lag behind. Lectures. Students are expected to prepare for each class by reading the indicated literature. S. Himmelweit, R. Simonetti and A. Trigg (2001), Microeconomics. Neoclassical and Institutionalist Perspectives on Economic Behaviour, Cengage (indicated chapters). A selection of articles/papers/reports on macroeconomic policy, the economic crisis, globalization, and the emerging economies. These papers will be made available on blackboard. All sheets/slides (available under course documents in blackboard) Books See under literature and study materials. The assessment is a combination of multiple-choice questions and an open-question ("essay"), closed-book written examination. Page 5 of 17

6 MOT1441 Social and scientific values in MoT 4 Prof.dr. S. Roeser S. Kaliarnta Dr. M.P.M. Franssen Education Period 2 Start Education 2 Exam Period 2 3 0/x/0/0 Required for Expected prior knowledge MoT students There are no specific prerequisites, but acquaintance with the following issues will enhance the effectiveness of the course: scientific methodology and philosophy of science, probabilistic reasoning, the working of private (corporate) and public (governmental) organisations and the existing practices and procedures of decision making in organisations and politics. 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 strength 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) 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. The module is taught in the form of a mixture of lectures and tutorials. Methodology: philosophical reflection and discussion. Ibo van de Poel and Lambèr Royakkers (2011), Ethics, Technology, and Engineering: An Introduction (Wiley Blackwell). Can be ordered online: Plus a workbook and additional texts through Blackboard. An exam, individual assignments and a group-assignment which consists of a short paper and a presentation. MOT1460 Corporate Finance 4 Dr.ir. Z. Roosenboom-Kwee Education Period 1 Start Education 1 Exam Period 1 2 2/0/0/0 Books The course introduces the most important finance issues the firm incurs: How to decide on investment proposals? How to raise capital? How to judge on financial performance? How to apply techniques for analyzing investment projects; How to interpret financial statements; how to evaluate the financial performance of companies; Understand how financial markets affect firm performance. lectures Jonathan Berk and Peter DeMarzo, Corporate Finance, Pearson Education, ISBN Available at VSSD.nl exam Page 6 of 17

7 MOT1523 Leading and Managing People 4 Dr. R.M. Verburg Dr. L. Rook Education Period 1 Start Education 1 Exam Period 1 2 x/0/0/0 Managing and leading human resources in the context of high technology firms is the key theme if this course. The core of Human Resource Management (HRM) is the recognition of the value of employees for organizational success, which is often defined in terms of creating and sustaining competitive advantage. Selection, development and performance management of employees become 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 managementâs personnel strategy. Line managers are increasingly expected to play an active role in implementing HR 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 companies. At the end of this course, students are expected to competently: â analyze the nature of leadership and human resource management (HRM) within advance technology organizations â provide arguments how leaders contributes to organizational performance â recognize HRM practices and analyze the success of these within different organizations â show the need for alignment between HR practices â show the need for alignment between HRM and business strategy â recognize best practices with regard to the selection and performance management of employees â qualify scientific research in the area of Organizational Behavior â recognize the current and future challenges of technology firms in leading and managing people 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: 1. Individual final exam (75% of final grade) 2. Group exercise work and case write-ups (25% of final grade) Ad.1 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. Ad.2 In practice, management decisions are seldom made by a single manager. In fact, managers spent considerable time discussing their ideas with others to achieve consensus or to make a more informed decision. Therefore, you are required to work as teams on the case write-ups and for the final assignment that includes the analysis of HRM aspects at a company. Page 7 of 17

8 MOT1530 High-tech Marketing 4 Prof.dr. M.S. van Geenhuizen Prof.dr. M.S. van Geenhuizen Education Period 2 Start Education 2 Exam Period 2 3 0/2/0/0 Course description 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 hightech 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. 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 - Use of Internet for marketing purposes - Use of basics of 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 or product/service. The structure of the course There are eight lectures, there is one assignment (part of a Marketing Plan) and there is a written exam. Mohr, J., Sengupta, S. and Slater. S. (2010) Marketing of High-Technology Products and Innovations, 3rd edition, Prentice Hall (required reading) Kotler, P. and Armstrong, G. (2010) Principles of Marketing, Pearson Publishers (background reading) Various handouts, e.g. on examples of innovations and TU Delft spin-off firms. Targetgroup Up-to-date information about the schedule of classes, rooms, etc.: in Blackboard Final grade The grade for the Marketing Plan Assignment is 30% of the overall grade of the course, and the written exam is 70% of the overall grade. all TUD Master students Page 8 of 17

9 Year 2013/2014 Organization Applied Sciences Education Master Applied Physics 2nd semester MOT Modules 2013 Page 9 of 17

10 MOT1002 Integration Moment II 4 Dr. G. van de Kaa Dr. H.J.G. Warmelink Dr. M.P.M. Franssen Dr.ir. B. Broekhans Prof.dr. E.M. van Bueren Education Period 4 Start Education 4 Exam Period Summary 0/0/0/10 none The knowledge you obtained during the second semester of the Management of Technology program varies, from philosophy of science to business strategy and project management. It might be difficult to integrate the different theories and bodies of knowledge. Even more difficult is the issue of how to apply the repertoire of MoT skills. The Integration Moment at the end of the second semester is designed to get you acquainted with the MoT knowledge and skills, especially to how they interrelate. In the Integration Moment, you will play a business game in which you are challenged to manage a decision-making process on a complex, high technology project in a networked environment. The game focuses on the management of complex value webs that deliver services to end-customers (either business or consumers). You will integrate knowledge and skills on organizational networks, strategy, more specifically ICT strategy, in relation to implementation of these strategies in individual firms, from the perspective of the implementation of ICT management. The Integration Moment at the end of the second semester is designed to get students acquainted with the MoT knowledge and skills, especially to how they interrelate. Another goal of the Integration Moment is to assess the student's knowledge of integrated technology management and to test their ability to apply MoT skills effectively. The assessments are part individual, part groupwork. Literature used in the courses of the second semester Information communicated via Blackboard (blackboard.icto.tudelft.nl) We will use the case method of instructing and assessment during the Integration Moment 2. Students will be expected to do written assignments as well as a classroom discussion performed as a business game. MOT1433 Technology and Strategy 6 Dr. G. van de Kaa Prof.dr. C.P. van Beers Dr. G. van de Kaa Education Period 3 Start Education 3 Exam Period 3 4 0/0/x/0 The course is organized into regular sessions and one game session. Each regular session will consist of lectures. In the game session students will apply the theory to a practical case. 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 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 After the course students are able to formulate and implement the technological innovation strategy of a company. Individual exam on book, literature, and lectures The final grade is the grades of the exam The grade of the exam has to be at least 5.75 Total hours: 168 (6 ects) Book: Schilling, M. A Strategic Management of Technological Innovation. New York, USA; Journal articles; Slides presented in class Written individual exam: a closed book exam with open questions Page 10 of 17

11 MOT1451 Inter- and intra-organisational decision making 5 Dr.ir. B. Broekhans Prof.mr.dr. J.A. de Bruijn Prof.dr. M.L.P. Groenleer Education Period 4 Start Education 4 Exam Period 4 5 0/0/0/x 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 networks, but are also able to design (strategies for) decision making processes that enable change in a multi-actor context. 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. 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. From lecture 2 onwards, students prepare short assignments to be handed in through Blackboard before the next lecture. - 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. The following academic literature is required reading for the course: 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 ). 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 65% 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 35% 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. Page 11 of 17

12 MOT1531 Business Process Management and Technology 5 Prof.dr.ir. M.F.W.H.A. Janssen Dr.ing. A.J. Klievink Dr. M.V. Dignum Dr. J. Hulstijn Education Period 3 Start Education 3 Exam Period 3 4 0/0/4/0 Business processes are at the core of the organization and consist of a number of value adding activities. 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 adopt to 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 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 BPM game 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) Agility and adaptability of BPM systems and the users, business process and agile enterprises Business and knowledge rules 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 -lectures -game -assignments N. Slack, A. Brandon-Jones, R. Johnston, A. Betts (2012) Operations and Process Management. Principles and Practice for strategic Impact. Reader Students will collaborate in groups to make an assignment which should contain the design of a process and a technical architecture. 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 analysis (15%), improvement (15%), technology (15%), presentations (15%) and final report (40%). Page 12 of 17

13 MOT2311 Quantitative Research Methods 4 Dr. W.A.G.A. Bouwman Dr.ir. G.A. de Reuver Dr. L. Rook Education Period 3 Start Education 3 Exam Period 3 4 0/0/4/0 This course focuses on techniques of 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 do research. Students are expected to acquire fundamental research methodological and statistical know-how and skills. This course is designed to help students recognize and execute research steps: conceptualization of research ideas/problems, development of theoretical framework and 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 - 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 the results - be able to discuss reliability and validity of research - research ethics After following this course, students are expected to: - be able to describe scientific research problems, as well as research objectives and questions - 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. 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 can use SPSS software to develop measurement scales and to execute statistical analyses. Computer Use Additionally, students also learn how to report and interpret, as well as critical assess research results. SPSS and Software for qualitative data-analyses (if available/possible) 1. Book: Sekaran, U. and Bougie, R. (2010). Research Methods for Business: A Skill Building Approach, Fifth Ed., John Wiley & Sons Ltd, UK. 2. Lecture notes 3. Relevant research papers Students will be assessed based on the following criteria: 1. SPSS workshops: participation during workshops (conditional requirement) and spss assignment to be executed during final exam: 25% 2. Group assignments and class participations (as assessed by lecturers): 15% 3. Written Exam: 60% Enrolment / Application In order to pass the course, students should have a final mark of at least 6.0 for their final written exam. Please enroll in Blackboard Page 13 of 17

14 MOT2420 Innovation Management 6 Dr. J.R. Ortt Dr. R.M. Verburg Dr. E. Sjoer Education Period 4 Start Education 4 Exam Period 4 5 0/0/0/8 To innovate is a central condition for successful entrepreneurship, both in profit and non-profit environments. In industrial companies this requires systematic Research and Development, in other companies comparable processes are indicated with terms such as New Technology Management. Management of Innovation implies providing the optimal conditions for research and development. Central to these processes is the management of knowledge, i.e. the systematic organisation and facilitation of knowledge processes. Organisations have to become learning organisations to optimally use and develop the knowledge that is needed for the organisational processes and for innovation. The following issues will be dealt with in this module: Prerequisites approaches in R&D Management; four phases; organisation of R&D; technology forecasting and trends in technological development; analysis of project proposals and link with corporate strategy; KM = Managing the Knowledge Value Chain, i.e.: - acquisition and development of new knowledge: R&D, Innovation; - managing the storage, exchange, sharing of knowledge in the organisation, codification (through ICT) and personalisation; - managing the application and evaluation of knowledge. KM - philosophies: - knowledge versus information; - codification and/or personalisation. KM systems: ICT based storage and retrieval systems for knowledge; KM and Communities of Practice. This module will give students knowledge, insight and competence with regards to the selection, procurement, development, implementation and maintenance of technical know-how in companies. The competence is related to KM and R&D management as well to social interaction. The module will be given as a series of lectures. The educational forms are: interactive lectures by the staff and external guest speakers; Jashapara, A. (2004). knowledge management An Integrated Approach.Harlow: Prentice Hall. Several articles will be uploaded in Blackboard and slides of the lectures will be available as additional study material. Having followed all the module in the theme The Corporation; and within the theme Managing Technology the following modules: Philosophy of Science & Technology The Innovating Firm in a Societal Context Technology and Strategy The course will be assessed with an exam and an assignment. The exam and assignment will count equal in assessing the final grade. Both the exam and assignment should be passed with a 6 (at least), meaning that compensation of a grade lower than 6 (for either exam or assignment) by another grade higher than 6 is not possible. Page 14 of 17

15 Prof.dr. C.P. van Beers Dr. W.A.G.A. Bouwman Dr.ir. B. Broekhans Prof.mr.dr. J.A. de Bruijn Prof.dr. E.M. van Bueren Dr. M.V. Dignum Telephone c3.110 Telephone b3.260 Telephone B31-b2.180 Telephone b2.070 Dr. M.P.M. Franssen Prof.dr. M.S. van Geenhuizen Prof.dr. M.L.P. Groenleer Information & Communication T Policy, Org Law & Gaming Policy, Org Law & Gaming Bouwkunde Urban Development Mgt. Telephone B8-01.West.700 Telephone b3.200 Telephone b4.300 Telephone c3.160 Telephone B31-b2.140 Telephone b2.140 Information & Communication T Ethiek & Filosofie van de Tec Policy, Org Law & Gaming Policy, Org Law & Gaming Dr. J. Hulstijn Telephone b3.220 Information & Communication T Page 15 of 17

16 Prof.dr.ir. M.F.W.H.A. Janssen Prof.dr. W.M. de Jong Dr. G. van de Kaa Telephone b3.150 Telephone b2.210 Telephone B31-c2.050 Information & Communication T Policy, Org Law & Gaming S. Kaliarnta Ethiek & Filosofie van de Tec Ethiek & Filosofie van de Tec Ethiek & Filosofie van de Tec Ethics & Filosophy of Techno. Dr.ing. A.J. Klievink Dr. J.R. Ortt Dr.ir. U. Pesch Dr.ir. G.A. de Reuver Prof.dr. S. Roeser Dr. L. Rook Telephone B31-b2.200 Telephone c3.010 Telephone B31-b4.200 Telephone B31-b3.220 Telephone B31-b4.110 Telephone c3.070 Policy, Org Law & Gaming Ethiek & Filosofie van de Tec Information & Communication T Ethiek & Filosofie van de Tec Page 16 of 17

17 Dr.ir. Z. Roosenboom-Kwee Dr. E. Sjoer Dr. S.T.H. Storm Dr. R.M. Verburg Telephone c2.070 Telephone B31-c2.120 Telephone c2.160 Telephone c3.030 Dr. H.J.G. Warmelink Policy, Org Law & Gaming Page 17 of 17