How To Learn About The History Of The Environment

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1 Program overview 17-Sep :35 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis Code Omschrijving ECTS Master EPA 2008 Master EPA voltijd 2008 Master EPA fulltime e jaar EPA voltijd e jaar EPA fulltime 2008 EPA1111 Introduction to Policy Analysis 5 EPA1121 Policy Analysis of Multi-actor Systems 4 EPA1221 Technology, Firm Behaviour and Market Regulation 3 EPA1231 Economics of Infrastructures 9 EPA1311 Research Methods for Data Analysis 6 EPA1321 Continuous Systems Modeling 6 EPA1331 Discrete Systems Modeling 6 EPA1421 Inter-Organizational Decision Making 9 EPA1431 Cross-cultural Management (6 EC) 6 Electives 2 x 3 ECTS e jaar EPA voltijd e jaar EPA fulltime 2008 EPA1211 Technology Dynamics 6 EPA1411 Project Management 3 EPA2121 Politics of Policy Analysis 6 EPA2132 Special Topics in Policy Analysis 3 EPA2142 Policy and Strategy Models 5 EPA2211 Economics of Innovation 4 EPA2931 Preparation Master Thesis 6 EPA2941 Master Thesis 24 Electives 3 ECTS nd Year EPA Fulltime 2008 Double Degree Harbin Master EPA deeltijd 2008 Master EPA parttime e jaar oude deeltijd 2008 EPA2211 Economics of Innovation 4 EPA2941 Master Thesis 24 Electives 3 ECTS 2008 p1 p2 p3 p4 p5 Page 1 of 34

2 .1 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis Page 2 of 34

3 Master EPA 2008 Responsible Program Employee Program Title Director of Education ECTS Program Dr.ir. B. Enserink Engineering and Policy Analysis Dr.ir. B. Enserink (Bert) 120 ECTS Program Start (Study Year) 1 September 2008 Prerequisites 1. a. All students possessing a certificate proving that they have successfully completed their Bachelor of Science studies in a relevant science or engineering programme and owning a Verklaring van toelating tot de Masteropleiding EPA (confirmation of admission) provided by the dean of the faculty are eligible for admission. To obtain a confirmation of admission, a student must satisfy the criteria specified in Appendix 1 Admission requirements of these regulations. 2. Students who do not possess the degree mentioned in paragraph 1 are required to obtain proof of admission to the programme from the dean, who will seek the advice of the board of examiners on this matter. 3. In order to obtain proof of admission, the student must meet or, as the case may be, possess: a. the general relevant criteria set by the executive board, laid down in Section 2 of the Student Charter (central part), b. a certificate, together with the accompanying list of marks, proving that he/she possesses knowledge of a sufficiently high level and broad scope to successfully complete the programme within the allotted period. Contact for Students Program Goals Exit Qualifications 4. Students who are in possession of the in the first paragraph mentioned - bachelors degree's and owning a Verklaring van toelating tot de Masteropleiding Epa (confirmation of admission) or the in the second paragraph mentioned- "proof of admission" can under certain conditions apply for admission to the honours track and/or research Specialisation with the degree programme director. The conditions are mentioned in the Implementation regulations and on the website. Academic counsellors Daniël Holt and Marja Brand The programme aims to educate students to become a Master of Science in Engineering and Policy Analysis, whereby the final attainment levels described in Article 4 must be achieved. The Master's programme in Engineering and Policy Analysis intends to educate students as policy analysts for a range of technology sectors, with the ultimate objective to improve the quality of policy-making. The programme focuses on decision making processes regarding large scale systems, in particular infrastructures for transport, telecommunication, energy, water, waste, industrial production and innovation systems. The programme has been designed to transfer multidisciplinary knowledge and practical skills in the areas of problem structuring, systems analysis, policy modeling and design, decision support, economics and management to candidates with a Bachelor's degree in a relevant technical or engineering discipline. Graduates have knowledge and understanding of essential facts, concepts, principles and theories relevant to large scale systems analysis and management, economics, and policy and decision making, and are capable of applying this knowledge to policy problems in one or several technological domains, especially to the technological domain of their Bachelor degree. Although these domains may have different knowledge bases, all graduates have a sound grasp of science, mathematics and technology. Graduates also have an understanding of their professional and ethical responsibilities, the capability to assess the impact of engineering solutions in a global and societal context, and an awareness of relevant contemporary issues. Graduates have demonstrated systematic understanding and knowledge of the relation between sociotechnical systems and policy making, new insights in technology and public policy, much of which is at, or informed by the forefront of their academic discipline, field of study or area of professional practice; originality in their skills, along, with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in their discipline; conceptual understanding that enables the student to evaluate critically current research in the field of engineering and policy analysis and evaluate methodologies and develop critiques of them and where appropriate to develop innovative approaches, methods and/or tools. Program Structure 1 Graduates are able to deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences, both academic and professional; demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance their knowledge and understanding and to develop new analytical, problem solving and managerial skills at a higher level; function in multi-disciplinary teams. Follow this link to the program chart on the TPM-part of the Student Portal: FIRST YEAR PROGRAMME: EPA 1111 Introduction Policy Analysis (5 ECTS) EPA 1121 Policy Analysis of Multi-Actor Systems(4 ECTS) EPA 1221 Technology, Firm Behaviour and Market Regulation (3 ECTS) EPA 1231 Economics of Infrastructures (9 ECTS) EPA 1311 Research Methods for Data Analysis (6 ECTS) EPA 1321 Continuous Systems Modeling (6 ECTS) EPA 1331 Discrete Systems Modeling (6 ECTS) EPA 1421 Inter-Organizational Decision Making (9 ECTS) EPA 1431 Cross Cultural Management (6 ECTS) Electives (6 ECTS) SECOND YEAR PROGRAMME: EPA 1211 Technology Dynamics (6 ECTS) EPA 1411 Project Management (3 ECTS) EPA 2121 Politics of Policy Analysis (6 ECTS) EPA 2211 Economics of Innovation (4 ECTS) EPA 2142 Policy and Decision Models (5 ECTS) Epa2132 Special Topics in Policy Analysis (3 ECTS) EPA 2931 Preparation for the Master Thesis EPA (6 ECTS)* EPA 2941 Master Thesis EPA (24 ECTS)* Electives (3 ECTS) * Some of the modules and projects have prerequisites. Epa 2931: First year master Epa completed. Epa 2941: 1) All other courses of the 1st and 2nd year (including epa2931) are completed or (2) EPA2931 is completed and less than 10 ECTS credits remain, approval of the academic counsellor is required to start epa2941. Page 3 of 34

4 3. Motivated excellent students who have completed the bachelor's degree with a grade point average of 7.5 or higher and who have shown an excellent performance during the first semester (no fails and 7.5 or higher scores) are eligible to apply for an honours track in the master programme. 4. The modules for the Research Specialisation are placed on the TPM campus website. 5. The Faculty of Technology, Policy and Management, Delft University of Technology (DUT), and the School of Management, Harbin Institute of Technology (HIT) offers a double degree master programme on Engineering and Policy Analysis (EPA), 6. Students have the possibility to start the EPA programme at February For more information see campus TPM > Education > MSc programmes > MSc EPA > course and examination regulation. In the "Implementation Regulations Epa " see article 2. Specialisation Electives 1 The students can choose optional subjects according to the "rules for choosing elective courses" from the graduation manual, composing or supplementing their study programme as referred to in article 2 of the Implementation regulations. 2. The optional part of the MSc programme is filled with electives strengthening the students professional Specialisation and relevant to his or her master thesis project, totalling at least 9 ECTS credits. The student consults his or her graduation supervisor and/or the secretary of the examination committee for the choice of optional subjects. If the parties fail to reach agreement, the examination committee has the final say. Introductory courses on the language or courses which are obviously taught at the Bachelor level are not permitted. 3. Optional subjects may not overlap significantly in terms of content with any other unit already included in the study programme of the student concerned. In the event of doubt, the examination committee decides. a. Information and the procedure of the electives are published in the graduation manual (Guide to Elective Courses and the Graduation Procedure, e.g. the Blue Guide) on the TPM- campus website. b. A yearly list of rules and regulations Onderwijs en Tentamenregeling Inter Facultair Onderwijs concerning (Specialisation) electives is put on the TPM campus website for 1 September Students might receive an appendix in Technology in Sustainable Development (TiDO) besides their EPA MSc degree. In order to receive this appendix, students should follow a specific program, which has to be approved by TiDO-staff. More information can be found at Exam requirements Fail or Pass Regulation With Honours Regulation Administration by the Faculty of see also Research Specialisation and Honours Track under 'programme structure' Master's examination / Final graduation Students who have submitted the appropriate forms in time (application form composition thesis committee,, form for elective courses) who have approval on the elective courses list from the thesis coordinators and have the green light declaration from the thesis committee can register for the Master's examination at the education and student administration office. Students have to submit the green light declaration which is the 'assessment form, first version' to the Servicepoint TPM no later than 20 working days prior to the graduation date. At least two weeks before your graduation presentation you have to submit the following documents at the Servicepoint TPM: The examination registration form and two hard copies and one digital version of your thesis and/or paper. You will get your diploma only when hardcopies and the digital version of your thesis have been submitted. One copy is meant for the archive and the other one is for the TPM library. All examinations required by the program must have been passed at least 5 working days prior to the date on which the examination concerned is held. The Shared Service Centre contact point for questions and delivery of forms is the Service point OTBM at the faculty. For more information see on the TPM campus website: graduation and the Guide to Elective Courses and the Graduation Procedure (The Blue Guide). Students pass the Master's examination if the following requirements are complied with: - the list of marks must be complete, meaning that a mark or a p (pass) or ex (exemption) must have been given for each of the units in the foundation course programme in accordance with article 2 of the Implementation Regulations, and; - the list does not include any mark lower than 6. - Fulfil the requirements for admission to the program 1. A student may receive the designation cum laude (with Honours) in the Master's examination if the board of examiners so decides. 2. A student will receive the designation cum laude in the Master's examination if the pass/failure rules for this examination are complied with and moreover the following requirements are met: - the arithmetic mean of the marks for the units of the foundation course examination equals at least 8 (eight), in which p and ex marks are not included; and - the graduation work was given at least a 8.5 (eight point five); and - the student's actual registration period in the Engineering and Policy Analysis programme does not exceed 24 months; and - the extent of the exemptions granted on the basis of study units obtained elsewhere and/or practical experience may not exceed 15 (fifteen) ECTS credits. The board of examiners may depart from these conditions, in case of outstanding other achievement the faculty has benefited from, however solely in favour of the candidate. TBM Page 4 of 34

5 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis Master EPA voltijd 2008 Page 5 of 34

6 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis 1e jaar EPA voltijd 2008 Page 6 of 34

7 EPA1111 Introduction to Policy Analysis 5 Dr.ir. A.R.C. de Haan Education Period 1 Start Education 1 Exam Period 1 2 4/0/0/0 Expected prior knowledge None; it is an introductory course to Policy Analysis. The class meets three times a week. Two meetings are workshops, in which the students work on mastering new theory by studying and applying it to cases under supervision of the teacher and assistants. The theoretical topics covered are (in order): Objective analysis (problem formulation, goal tree and interests), Causal analysis, Scenario analysis, Modelling and estimation, Net present value, Decision event tree and Multi-criteria decision making. Each topic will be placed in different cultural contexts to reflect on its usafullness in application. The third meeting of the week is the obligatory oral presentation workshop. Non EPA students skip oral presentation training. The module code for them is epa1111tu which has 4 ECTS. The third objective of this module does not apply to them. After this course, the students should be able to: - Apply analytical methods that are commonly used in Policy Analysis (see list under ) to a case covered in the media, within two hours. - Estimate the usefullness of these analytical methods in different cultural contexts. - Present the results of an analysis in a clear and understandable way in to a small audience. Workshops (studying theory, applying it to cases while working in groups, working out old exams and reflecting on each others work). Via Curius a student reader for this course is available. Other materials (articles, exercises and old exams) are all electronically available via Blackboard. Scoring a grade >= 5,5 (out of 10) on a written exam at the end of the first period. The exam consists of 4 small questions, for each question scoring >=5.5 is necessary to pass the exam; compensation of one 4 or two 5s with higher scores on other questions is possible. A retake is available in January. Scoring a grade >=5.5 (out of 10) on a written group (5 students) report. The report consists of the application of all taught analytical techniques on a case and consists of a reflection on the usefullness of the applied analytical techniques in different cultural contexts. Giving several oral presentations on the course content for a small audience. Commenting on the presentations of fellow students (only epa1111 students, not for epa1111_tu students). Page 7 of 34

8 EPA1121 Policy Analysis of Multi-actor Systems 4 Dr.ir. B. Enserink Education Period 4 Start Education 4 Exam Period 4 5 0/0/0/4 Expected prior knowledge EPA1111 Introduction to Policy Analysis. 1. Different decision-making models (monocentric, pluricentric) are discussed. Problems are positioned in a complex, multiactor environment. Special attention is paid to different roles that may be fulfilled by an analyst. 2. A step-wise approach to problem formulation, with particular attention to: a) critical reformulation of the initial problem statement using different conceptual modeling techniques; b) actor modeling and actor networks and network analysis; c) the use of scenario approaches to identify and specify relevant uncertainties; d) structured presentation and documentation of the problem analysis in the form of an issue paper. 3. Basic methods for gathering information, including questionnaires, interviews, Delphi, group methods (e.g. GDR), and the question of which information- gathering method is preferred in which situation. 4. Deriving specifications for mathematical models that can be used for the system that has to be influenced or (re)designed. 5. Determining which type of model is suitable (discrete and/or continuous, static or dynamic, etc.), what the model's main components will be, and which aggregation level is the most obvious choice in the first place. After completing the module the student will: know the difference between the monocentric and pluricentric decision-making models; be capable of making a structured problem analysis for complex multi-actor situations and of writing it up for a client in the form of an issue paper; know in theory how to use various methods and techniques for information gathering (questionnaire, interview, Delphi) and analysing/modelling (actors model, network analysis, causal diagram, objectives analysis); be capable of making an initial delineation of the system being analysed from the point of view of a single problem owner, and of assessing whether and, if so, which modelling techniques can be used for making a more in-depth analysis and for designing and evaluating solutions; be capable of formulating the specifications for model analyses of this kind and of sketching the basic structure of the required models; be capable of applying the scenario approach as a tool for systematically dealing with uncertainties in the environment of the system being analysed. In weekly lectures the key elements of the theories and approaches will be presented and illustrated. A number of student assignments will require the students to apply these methods to a given problem case. At the end of the course, students must submit an issue paper, building on the material collected in the assignments B. Enserink, L.Hermans, J. Koppenjan, J. Kwakkel W. Thissen: Analysis of Multi-Actor Systems. Additional scientific articles available on blackboard The final course grade will be determined by the grade for the issue paper (50%) the grade for the written exam (50%) Page 8 of 34

9 EPA1221 Technology, Firm Behaviour and Market Regulation 3 Dr. S.T.H. Storm Education Period 2 Start Education 2 Exam Period 2 5 0/4/0/0 Summary The course 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 intervention improve market performance, which falls below norms considered acceptable. The introductory lecture will introduce students to the concepts of markets, firms, supply and demand. Next, we focus on the demand-side of the market and identify factors affecting consumers' behaviour. Then we turn to supply and focus on technology as a central determinant of costs and of producer behaviour. Demand and supply meet on markets - hence we will study market structures, beginning with the (hypothetical, ideal-type) of a perfectly competitive market. We will identify, conceptualise and define important market failures, due to which markets under-perform. We will specifically investigate firm behaviour in more realistic monopolistic and oligopolistic markets. Finally, we look at the interaction between markets. Firms, large and small, operate and take decisions concerning prices, output, and investment within the constraints set by (i) demand, (ii) technology, (iii) market structure, and (iv) government (via the legal framework and public policies). Taking the firm as the principal actor, this course introduces the students to micro- and meso-economic theories describing and analysing - which factors determine the structure of (consumer) demand; - how technology affects firm behaviour and market structure; - how market processes direct the activities of firms in meeting consumer demands; - how variations and imperfections in market structures affect the success with which market processes intermediate between producers and consumers; and - why markets often fail in their role of bringing producers' activities and consumers' demand into harmony. The course will also consistently focus on the government as an actor/ stakeholder, and address the issue how public policy intervention can improve market performance. 1. To introduce the participants to crucial micro- and meso-economic theories and concepts (concerning demand, production & technology, market competition, clusters and sectoral linkages, and market regulation) as a preparation for later courses in the TPA programme. 2. To teach the participants how to apply these concepts in a number of assignments. 3. To provide insight into the rationale, type, scope and limits of public market regulation (in situations of "imperfect markets" and/or "market failures"). Ten lectures. Students are expected to prepare for each class by reading the indicated literature and - at five occasions - by working out assignments. The total study load is 80 hours. The study load consists of 4 hours per lecture and 4 hours per assignment; preparation for the exam will take about 20 hours. Book: S. Himmelweit, R. Simonetti and A. Trigg (2001): Microeconomics - Neoclassical and Institutionalist Perspectives on Economic Behaviour, London: Thomson Learning; ISBN: (paperback, available at the VSSD shop) slides used during classes (available on Blackboard, Course Documents). A written exam and 3 to 4 assignments. EPA1231 Economics of Infrastructures 9 Dr. J.J. Bouma Education Period 3 4 Start Education 3 Exam Period 4 5 0/0/4/4 Summary The allocation of infrastructure goods and services is often associated with different kinds of markets failures, making governmental intervention often necessary. Traditionally there were only very little opportunities to introduce the market mechanism in infrastructure sectors like transport, telecom or energy. However, as a consequence of technological developments and innovative means of economic organisation, a broad development of liberalisation of different kinds of infrastructures evolved. The economic consequences will be addressed, both with respect to the industrial organisation and the changing public management. An interdisciplinary approach is necessary to cope with the complex technical, political and economic dimensions of infrastructures. Please see blackboard for an extensive overview of the seperate lectures Introduction into economic theories providing insights into various aspects of the economic allocation, sectorial organisation and public management of different infrastructures including transport, ICT, and energy. lectures Reader Written examination. Page 9 of 34

10 EPA1311 Research Methods for Data Analysis 6 Dr.ir. P.W. Heijnen Education Period 1 2 Start Education 1 Exam Period 2 5 4/4/0/0 Required for Expected prior knowledge Summary Computer Use Prerequisites Permitted during Tests Enrolment / Application Remarks Module Material Targetgroup EPA1131 Policy models None Statistical methods and techniques for scientific research are central in the course. Both univariate and multivariate techniques for analysis will be discussed. The following questions will be answered during the course: - How should you start a research project, formulate your research questions, gather data to answer these questions and prepare your data for analysis? - How should you describe and summarize the gathered data using statistical indicators and graphical tools - What is theory of probability and why does it form the basis for statistical methods? - How can you estimate values of the parameters of the research population using sample data? - Is there a significant statistical relation between two variables or not? How can you test for such a relation using the chi-square test, the student t-test, ANOVA or a correlation coefficient and which conditions should be satisfied before you reliably can use these tests? - How can you model a statistical relation between one dependent and several independent variables using regression analysis? Which conditions should be satisfied before you reliably can use the resulting regression model? And what can you do, when these conditions are not satisfied? - How can you summarize a large number of variables that have much in common without loosing too much information? At the end of the course, students will be able To define research hypotheses, choose an appropriate method to gather the data needed and to gather the data To assess large amounts of data on representativeness and quality To express the characteristics of the data using indicators and graphs To explain how the theory of probability forms the basis for statistical methods To calculate probabilities for events using theoretical probability distributions To estimate population parameters and confidence intervals from sample data To choose the right statistical method to test the relation between two variables and to execute these methods correctly To estimate a good regression model for the relation between one dependent variable and several independent ones To determine latent factors that cause the correlations between a group of variables using factor analysis To execute the methods above using the statistical software tool SPSS To interpret the results of SPSS Every week there is a two-hour lecture in which the theory is discussed a two-hour working class in the computer room Students work autonomously on an assignment assisted by the teachter or teaching assistents apply the theory from the lecture on a given data file work with SPSS SPSS Reader EPA1311: Research methods and Data analysis SPSS Survival Manual: A step by step guide to data analysis using SPSS - Julie Pallant Open University Press, Maidenhead Philadelphia (available at Curius) (Or for Dutch Students: Basishandboek SPSS12, Alphons de Vocht, Bijleveld Press, Utrecht (available via Curius)) SPSS12 software (available in the computer room or at DTO) None There will be one final written examination in January and a re-exam in August. The exam exists of several open questions in which students have to discuss and explain topics, have to calculate probabilities and have to evaluate SPSS output tables. Several old exams and their anwers are available on BlackBoard. Calculator and Formula page Register via BlackBoard The parttime course EPA1311dt is no longer taught, but it has exactly the same contents as EPA1311. Parttime students can do the exams of EPA1311. All course material is available on BlackBoard First year students of the EPA programme Page 10 of 34

11 EPA1321 Continuous Systems Modeling 6 Dr. E. Pruyt Instructor Prof.dr. J.H. Slinger Education Period 1 2 Start Education 1 Exam Period 1 Summary 6/4/0/0 This module introduces the System Dynamics method for modelling dynamic systems. The theory is discussed according to the modelling cycle: conceptualisation, specification, validation and use of System Dynamics models. The module consists of a theoretical part and a part in which students have to carry out a modelling project. 1.Continuous dynamic systems modelling theory This part consists of a lecture series on System Dynamics and of exercises in setting up continuous models analysing the models by hand and using Powersim. Computer Use 2.Continuous modelling project The theory of continuous modelling is applied to a case. On the basis of a case description students work in pairs to make a model, use it for an analysis of the problem situation and report on the results. Additionally, each student prepares a project plan of approx. 4 pages for a new System Dynamics study. The course also includes instruction on report writing. Upon completion of the course the student: knows the role of System Dynamics within the process of problem solving; can apply the System Dynamics method; can analyse the behaviour of simple linear continuous dynamic models by hand as well as by computer; can represent continous models in Powersim; can use the models to carry out an analysis and report on this can formulate a project plan for a new System Dynamics study Lectures, lab and project. Powersim (and/or Vensim) Lecture notes epa1321: System Dynamics Manual and exercises epa1321 System Dynamics [R.L. Borelli & C.S. Coleman. Differential Equations: A Modeling Perspective. John Wiley & Sons (or any other book on differential equations from your own previous training or the library; we will refer only to basic knowledge about 1st and 2nd order differential equations)] Project case description (will be handed out in class) Prerequisites Enrolment / Application Remarks Additional lecture notes on blackboard No formal prerequistes, but the course builds on basic knowledge of differential equations (first and second order linear differential equations). There is a mid-term examination half-way though the semester. Students have to obtain at least a 5.5 for the examination in order to be allowed to participate in the project in the second half of the semester. The final grade is the average of the mid-term exam and the mark for the project. The project has to be graded with at least a 5.5 in order to pass the course. Blackboard. This course is integrated with the report writing course. Students have to pass report writing to receive a mark for epa1321. Page 11 of 34

12 EPA1331 Discrete Systems Modeling 6 Prof.dr.ir. A. Verbraeck Education Period 3 4 Start Education 3 Exam Period 3 5 0/0/8/8 Required for Expected prior knowledge Summary Computer Use Prerequisites Permitted during Tests Advanced electives in discrete event simulation: - spm9322 Simulation Masterclass - spm9427 Simulation of Logistic Systems The course builds on basic knowledge of: - calculus - statistics (distributions and hypothesis testing) This course presents a theoretical / mathematical background and a practical approach for discrete modelling. This includes a training in conceptual modelling and in specification of discrete event simulation models, as well as a training for the discrete simulation language Arena. Theory and practice are covered in the first half of the semester. The second half is spent on applying the theory and skills on a large case study. 1. Discrete dynamic systems modelling theory This part consists of a lecture series on mathematical modeling of discrete problems, theory on discrete event simulation, and four half-days of Arena instruction. 2. Discrete project The theory about discrete event simulation is applied to a large case study. On the basis of a case description, students work in pairs to make a model, use it in an analysis of the problem situation and report on the results. Upon completion of the course the student: - knows the role of dynamic systems modelling within the process of problem solving and policy making; - can apply mathematical techniques such as distribution functions, hypothesis testing, and queuing theory to model small dynamic problems; - can apply the modelling cycle to the development of discrete models; - has basic knowledge of all the steps in discrete event systems modelling; - knows different techniques used in discrete simulation and knows when to apply these (conceptualization, specification, validation/verification, reduction, data gathering, etc.); - can represent discrete models in Arena in an efficient and effective manner; - can use the models to carry out an analysis by setting up an experiment with the model. Lectures, lab exercises, and project. Arena. A CD with Arena with a one-year license will be made available for home use. Lecture notes epa1331 Discrete Systems Modelling (possibly in two parts). Project case descriptions (will be handed out in class and through Blackboard). Access to Arena training Website for one year. No formal prerequisites, but the course builds on basic knowledge of statistics (distributions and hypothesis testing) as covered in epa1311. Half-way through the semester, there is a mid-term examination. Students have to obtain at least a 5.5 for the examination in order to be allowed to take part in the discrete project in the second half of the semester. The final grade is the average of the mid -term exam and the mark for the project. The project has to be graded with at least a 5.5 in order to pass the course. During the Arena part of the exam, all lecture materials and manuals are allowed. Page 12 of 34

13 EPA1421 Inter-Organizational Decision Making 9 Dr.ir. B. Broekhans Education Period 3 4 Start Education 3 Exam Period 4 5 0/0/4/4 This course focuses on decision making and the management of organizations. After an introduction to organizations, coordination and strategies, we'll introduce you to network approaches. Network approaches are a response to models in which management is seen as a more or less rational and sequential process from problem identification to evaluation and feedback. In network approaches, organizations depend on each other for the realization of their aims and for this reason maintain ongoing relations with each other. Management makes use of these relations in several ways. The course consists of both lectures and seminars in which active participation of the students is required, including presentations. The assessment consists of a written examination at the end of the third and the fourth period. To round off the course successfully, participation in the management simulation game and in the presentations are obligatory. Part 1: Introduction to Organizations The first part of this course part will focus on decision making within organizations. We'll focus on the structure of organizations. Why do organizations differ from each other? How is work within organizations coordinated? Who's got formal power in a certain type of organization? Who's got informal power? For this part we will use the book 'Structure in Fives' by Henry Mintzberg and possiblu an additional reader. Mintzberg describes five different types of organizations and the way they function within their environment. We will take a brief look on strategy processes in organizations. What is strategy? Who is involved in formulating strategies in different organization types? Part 2: Inter-Organizational Networks: Cases and Theory The second part of the course will introduce you to decision-making in networks. Decision-making, especially about technologically complex problems, often takes place in a network context. Some organizations can be characterized as networks (intra-organizational networks). A constellation of different organizations can also be characterized as networks (interorganizational networks). We will discuss some of the main characteristics of networks and the question how change processes can be shaped within networks. Firstly, we will focus on decision-making processes in networks. What consequences do the characteristics of interorganizational networks have on the decision-making process? We will also discuss policy making in intra- and interorganizational networks. Secondly, we will take a look at strategies in networks: what are effective strategic patterns of behavior, what are the main differences with more traditional forms of management and what normative and ethical constraints of strategic behavior can be mentioned? Main concepts are relationship management, win-win games and management of losers. Thirdly, we will discuss management of intra- and inter-organizational networks as balancing between the substantive and the procedural level: What is the role of 'command and control' in networks? When do managers have to stress on the context of decision-making? In this course students will first be introduced to organizations, organizational structures and management in organizations. From that introduction the course will focus on decision-making processes both in organizations and in networks. At the end of this course, students will be able to 1) Analyze existing organizations based on the five structures of organizations as described in the required readings. 2) Contrast the characteristics of networks with the characteristics of hierarchies. 3) Evaluate decision-making processes in networks and organizations 4) Design strategies for decision-making processes in networks and organizations. Lectures, Presentations, Assignments and Games. A large part of the course consists of (interactive) lectures. Next to lectures there are two action-oriented parts to this course: The Sustainable Building case A part of your grade is determined by a large and complex case study, called the Sustainable Building case. In light of the case study, students have to work in groups and give presentations. In the Sustainable Building case you will primarily be tested on objectives 3 and 4. The goal is to assess your ability to a) evaluate decision-making processes in networks and organizations and b) design strategies for decision-making processes in networks and organizations. The primary difference with the written exams is that in the case you actually need to demonstrate your skills in a real-world problem. It is not so much a theoretical exercise, but much more a test of your actual ability to evaluate decision-making processes and to design strategies for a real-world problem. Management Game There will also be a one-day management game, which students have to participate in. The objective of this game is to give you some idea of decision-making processes within companies. In part 1 of this course you are introduced to a theoretical perspective on organizations and the decision-making processes that take place within organizations. The objective of the game is to contrast and at the same time, support - in a modeled but close to real-life context - some of the lessons you have learned from theory. The game will also be used to introduce you to the literature and theoretical concepts that are going to be presented in the second part of the course. - Hans de Bruijn and Ernst ten Heuvelhof (2008), Management in networks. - H. Mintzberg (1992) Structure in Fives: Designing Effective Organizations, New Jersey, Prentice Hall. - Possibly readings about 'Organizations'. - Required readings about 'Decision-Making'. - Supplementary materials, which will be handed in the lectures and/or made available on Blackboard 2 written examinations, paper and simulation game. The final grade: - 45% * grade for the written examination of part II - 30% * grade for the written examination of part I - 25% * grade for the oral presentations and the paper for the Sustainable Building Case - Participation in the Cartonia game You must pass both written examinations, this means score a grade of 5,5 or higher in both exams, in order to pass the course. Page 13 of 34

14 EPA1431 Cross-cultural Management (6 EC) 6 Prof.dr. W.M. de Jong Education Period 1 Start Education 1 Exam Period 1 5 6/0/0/0 Required for Rest of the EPA programme and interaction with fellow-students and professors. Students will learn to understand how cultural differences between people from different regions in the world impact on their organisational and problem-solving behaviour At the end of the course, the students should be able to: Describe the basic features of globalization List the main cultural dimensions in social and organizational behavior and attitudes Explain social and organization phenomena and events in terms of cross-national cultural distinctions, where relevant Predict the relevant dos and donts in different cultural contexts Explain the pros and cons of various cultural attitudes in terms of effective problem-solving Demonstrate in real-life contexts what an appropriate attitude is for effective intercultural communication Identify criteria which make policy transplants from other countries (un)successful in different institutional contexts Show how policy transplants can be implemented successfully at home Lectures, workgroups, role plays and a presentation. 1. Hofstede, Geert and Gert-Jan Hofstede (2005): Cultures and Organizations; Software of the Mind, Mc Graw Hill, New York. 2. Trompenaars, Fons and Charles Hampden-Turner (1998): Riding the Waves of Culture; Understanding Diversity in Global Business, Mc Graw Hill, New York. 3. De Jong, Martin, Konstantinos Lalenis and Virginie Mamadouh (2002): The Theory and Practice of Institutional Transplantation; Experiences with the Transfer of Policy Institutions, Kluwer Academic Publishers, GeoJournal Library, Dordrecht/London/Boston. 4. Reader with additional literature and materials for role plays and workgroups. Written exam and presentation plus short essay. Page 14 of 34

15 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis Electives 2 x 3 ECTS 2008 Page 15 of 34

16 Year 2008/2009 Organization Technology, Policy and Management Education Master Engineering and Policy Analysis 2e jaar EPA voltijd 2008 Page 16 of 34

17 EPA1211 Technology Dynamics 6 Dr. W. Ravesteijn Education Period 1 Start Education 1 Exam Period 1 5 Required for 4/0/0/0 MSc EPA students At the heart of this module lies a model of technology development from a social perspective, which will be applied to sociotechnical problems resulting from present-day risk society. The basic idea is technological innovation as a (quasi-)evolutionary process of variation and selection. More specifically: variation in the form of technological alternatives and selection through actors. Helpful tools of analysis are the concepts socio-technical system (technology plus actors involved) and technological regime (rule-set). The model prescribes an interdisciplinary approach of socio-technical problem-solving in which technological alternatives are judged from both social actor perceptions and expert views as to safety, sustainability and ethics. After following the course the student is able to identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms of socio-technical systems and technological regimes able to analyze those problems in terms of critical technological issues able to identify technological alternatives, considering the perspectives of all parties involved, including relevant social actors views and safety, ethics and sustainability perspectives able to devise integrated options for socio-technical solutions on the basis of at least two technological alternatives, acceptable for all parties involved, both actors and experts able to evaluate the adequacy of the proposed options, in view of the original problem, and of possible new problems created in the process. Lectures, group work, feedback sessions and project presentations are the educational methods to be used. Expert sessions inform the students about the topics of the course. Students get the assignment to tackle a specific socio-technical problem within a project group, combining the usual TPM competencies with the broad reflective framework of technology dynamics. The focus is on water problems and students can make a choice out of these problems described in project letters. Reader Technology and Society Project letters Students are expected to collect additional literature sources and if necessary to consult experts. Students are assessed in three ways: 1. A written examination on the basis of the reader. Students are also assessed on the basis of 2. their final project reports and 3. the presentations of these reports. Each group produces one report; each student sees to a part of the end presentation. Reports are assessed collectively (if necessary, lecturers can differentiate individual scores); presentations are assessed individually. Criteria for the (group) report are: - (clear) specification and delineation of a socio-technical problem - (complete) application of the theoretical model in analyzing the problem and working out (two) alternative solutions - originality of the chosen solutions - use of the various perspectives - quantity and quality of the used sources - integration of the various perspectives in the solutions considered - weighing the pros and cons of the solutions, in view of the original problem and including the creation of new problems - quality of the final solution choice Criteria for the (individual) presentations: - clearness and comprehensiveness - dealing with questions and defense of positions The marks under 2. and 3. are determined collectively by the lecturers, in which each expert especially considers the way his topic has been dealt with, and will be individually assigned. Targetgroup Extra Skills Trained Final marks are the average of the three results under 1., 2. and 3. Students are welcomed to follow the course, which is required for EPA students, as an elective. As an elective the course could be expanded to 9 ECTS through writing an essay in consultation with the course manager. The course fits in with a study programme focused on technology development from a societal perspective and the possibilities and conditions for steering and management of technology development, e.g. MOT. Students are also trained in the skills of debating, data gathering, presenting and writing. Page 17 of 34

18 EPA1411 Project Management 3 Prof.dr.ir. A. Verbraeck Education Period 2 3 0/6/0/0 Start Education 2 3 Exam Period 2 35 Summary Characteristics of complex analysis and implementation projects. State-of-the-art methods and tools for project management, addressing scope, time, cost, risks, quality, information, and organizational issues. Typical problems and strategies for resolving problems related to projects. Support with planning tools and project management information systems. Case studies of successful projects and failures. International projects. Project life cycle or systems development cycle, and relation with project management: A. Conception B. Definition C. Execution, contracting, implementation D. Operation Project PROMISES. Trade-offs between time, cost, quality, and scope:. SCOPE axis - setting the project boundaries, WBS;. TIME axis - planning & scheduling, network scheduling, critical path method (CPM), Program Evaluation and Review Technique (PERT), resource constraints;. COST axis - estimating, project cost accounting, scheduling and forecasting for costs;. QUALITY axis - risk, TQM, six sigma, other techniques. Project ORGANIZATION - different possibilities: pure project organization, matrix organization, project office. Responsibilities within projects. Project CONTROL and SUPPORT - PMIS (Project support software, MS-Project), evaluation, reporting, contract closing. Earned Value Analysis (EVA). Special attention to RISK in relation to the project promises on scope, quality, time and cost. Ways to identify, classify, and deal with risks in projects. Range estimates versus point estimates. International projects. Tools (MS-Project), and discussion of case studies of successful and failed projects. Analysis of reason for success and failure. The course aims at providing knowledge and skills for successfully carrying out projects in technology and business. Many of the subjects covered in the course are applicable both for small projects (e.g. the thesis project) and for larger, capital intensive, industry projects. 4 hours per week lecture 4 hours per week self-study and small assignments around 20 hours preparation for exam 3 hours exam Book to be used: J.R. Meredith and S.J. Mantel. Project Management: A Managerial Approach. 6th edition (5th edition, which can often be bought cheaply as a 2nd hand book, will also be fine). John Wiley, ISBN In addition, several background papers will be made available through the Blackboard site for epa Project Management. Permitted during Tests Background literature (students do NOT need a copy of these books): John M. Nicholas - Project Management for Business and Technology, 2nd Edition, Prentice Hall / Pearson, J. Rodney Turner - The Handbook of Project-based Management, McGraw-Hill, 1993 (or 2nd edition, 1999). H. Eisner - Essentials of Project and Systems Engineering Management, Wiley, Written exam, on the basis of a brief 2-page case study. All course materials, notes, books, slides, and reader can be used during the exam. Computers and mobile phones are not permitted. Page 18 of 34

19 EPA2121 Politics of Policy Analysis 6 Prof.dr. W.M. de Jong Education Period 1 2 Start Education 1 Exam Period 2 5 4/4/0/0 Computer Use The course is about the role of information in policy making processes. This course aims to familiarize students with the sociopolitical context in which the practice of policy analysis occurs. Different actors have not only different interests, but also different problems perceptions (assumptions, perspectives and frames for understanding problems). As a consequence, they can propose totally different solutions. The course will deal with the following themes: - The institutional and psychological context within which policy-making takes place - Policy-making as a power game - The role of information and analysis in multi-actor policy-making - How to tailor information and analysis to the needs of multi-actor policy-making processes The course consists of: - A series of interactive lectures. Some of the lectures will be guest lectures, which will be given by policy analysts working in the field. - One or two games. At the end of the course students should be able to: 1. Recognize the psychological processes and the institutional characteristics and the way they affect policy making. 2. Recognize the traps in large infrastructure investment projects. 3. Recognize the contents and process demands the policy analysts face in their work and understand the different roles policy analysts can play. 4. Demonstrate in what context which mode of dealing with these demands is most appropriate. Interactive lectures, exercises, guest lectures, and games. As decision-support in the games. 1. Bent Flyvbjerg, Nils Bruzelius and Werner Rothengatter (2002) Megaprojects and Risk: An Anatomy of Ambition, Cambridge University Press. 2. Scott Plous (1993) The psychology of judgment and decision-making, MC Graw-Hill. 3. Odette Van de Riet (2003): Policy Analysis in Multi-Actor Settings; Navigating between Negotiated Nonsense and Superfluous Knowledge, Eburon publishers, Delft. 4. Readings (will be put on Blackboard). Prerequisites Enrolment / Application Remarks Targetgroup 5. Readings and materials related to games (will be put on Blackboard). 1st Year EPA or demonstrable basic knowledge of policy analysis and policy processes. Written exam. Those who will follow this course as an elective will have to register with one of the module managers Active involvement of RAND Europe alumni makes this course as close to real-life as possible 2nd Year EPA students (compulsory course) and other students with an interest in the theory and practice of policy analysis (elective course). Page 19 of 34