Programme of the master degree courses Technology and Policy and Human Technology Interaction

4.1

Requirements for university degree courses

Criteria:

The programme meets the following criteria applicable to a degree programme at a University (WO):

The students acquire knowledge on the interface between teaching and academic research within the relevant disciplines; The programme follows the developments in the relevant academic discipline(s), as it is demonstrated that it incorporates current academic theories;

The programme ensures the development of skills in the field of academic research;

For those courses for which this is applicable, the course programme has clear links with the current professional practice in the relevant professions.

The committee has ascertained that the students acquire knowledge related to research in the relevant disciplines, and that the programmes incorporate current academic theories. The de- velopment of research skills is situated in specific courses and in the thesis writing.

The research driven character of both MSc programmes is evident from the various assign- ments and from the content of the courses. The strongest link is in the thesis trajectories, where students are even expected to make a contribution to the research of the department. Before students begin to work on their final thesis, they are already required to undertake a complete research project, covering the phases of formulation of research questions and hy- potheses, theory development, data collection and empirical analysis. Students work in groups of 3-5 members. The research process and its outcomes are described in a report (one for each group), which is presented to fellow students in various drafts as well as its final form. The range of topics that students address is pre-selected by the responsible teachers, who also make suggestions for relevant literature and supervise the actual work. This Research Project course is a hands-on introduction to a real-world research case, giving a practical understanding of what it takes to prepare a research paper from start to finish.

Links with the professional practice are especially strong when master projects are carried out at research and development departments of industrial companies. Such projects are closely coached by one of the staff members, who is an expert in the relevant research subject.

The committee finds that the programme meets the requirements for accreditation as a university degree course. The score for this facet is Excellent.

4.2

Relationship between aims and objectives and contents of the pro-

gramme

Criteria:

The course contents adequately reflect the final qualifications, both with respect to the level and orientation, and with respect to domain-specific requirements.

The final qualifications have been translated adequately into learning targets for the programme or its components. The contents of the programme offer students the opportunity to obtain the final qualifications that have been formulated.

The final qualifications have been translated adequately into learning targets for the programme and the individual courses (see also 1.1). The self-study gives a detailed overview of the relation between the desired final qualifications of the graduates and the individual courses. The De- partment feels that for both MSc programmes all domain-specific qualifications and general scientific qualifications can be found in a satisfactory number of individual courses. An excep- tion seems to be the qualification ‘sound background in an engineering discipline and detailed knowledge of a specialized area in either the built environment (building and construction), sustainable energy (energy) or information and communication technology’. Since only students with a Bachelor degree in an engineering science or a comparable programme are accepted in the Master programmes, this qualification heavily leans on the prior education of the students. In the Master programmes Technology and Policy and Human Technology Interaction 224 and 336 hours respectively are reserved to pay attention to additional engineering knowledge geared to the focus of the two programmes.

The committee feels that management aspects and analytical instruments could figure more prominently in the courses, given the objectives of the programmes. See the comments in 2.2

The committee finds that the relationship between aims and objectives and contents of the pro- gramme meet the criteria for accreditation. The score for this facet is Good.

4.3

Coherence of the programme

Criterion:

Students follow a programme of study that is coherent in its contents

Master of Science programme Technology and Policy

In the first year, students follow compulsory courses and elective specialization courses in Technology and Policy. The compulsory courses consist of social science courses (theories, methodologies and concepts of innovation studies and application of theories, and method- ologies and concepts) and an engineering course with a multidisciplinary project. In this part of the programme, students are trained in combining engineering and social sciences in solv- ing practical problems. The three groups with elective specialization courses - Technology and Development Studies, Intellectual Property Rights and Energy and Sustainable Development - are closely geared to existing research programmes and offer MSc students opportunities to orient their MSc research in a specific direction.

In the second year, students follow a trajectory at a university abroad. The selection of a spe- cific university and courses offered is determined by the definition of the Master thesis. The MSc thesis is a major cornerstone of the programme in this final year. In this thesis techno- logical and social science inputs need to be combined. Technological course components of the MSc programme are geared to the MSc thesis and aim at increasing the knowledge of the student in the chosen area of technology. The technological focus for the MSc work depends on the prior technological expertise of the students and ongoing research and expertise of the faculty.

Master of Science programme Human Technology Interaction

In the first year, students follow advanced courses in the field of human behaviour (social psychology, advanced perception, advanced cognition, user-oriented design: human factors, consumer behaviour, product assessment and choice of use, and environmental psychology).

Engineering courses increase knowledge in the technological domain. A course in advanced data analysis improves the knowledge of and insight into research methods and techniques. In the HTI design tracks 1, 2 and 3, science and engineering aspects are integrated with social sciences.

In the second year, the programme consists of three elements: the HTI research project, the internal trajectory and Master project. In the HTI research project, students must run through the complete empirical user-oriented cycle of a research project. To accentuate the interdiscipli- nary component of the programme, one research project takes place in interdepartmental teams of students. In the international trajectory, students follow courses at an institute abroad. The selection of these courses takes place in the context of the Master project. In this Master project a complete research project is carried out in the field of Human Technology Interaction.

The committee finds that the coherence of the programme meets the criteria for accreditation. The score for this facet is Good.

4.4

Study load

Criterion:

The programme can be successfully completed within the set time, as certain programme-related factors that may be an impediment to study progress are removed as much as possible

The study load of both MSc programmes is 120 EC. These are equally divided over the two course years and within a given year they are equally divided over the semesters. Most of the courses in the first year end with a regular exam, which can be done twice a year. Many of these courses include one or more group assignments, which are also taken into consideration in the final grade.

The second year consists of the international trajectory, the preparation for the MSc research, the research itself and the writing of the thesis. The preparation for the MSc research, the research itself and the writing of the thesis is closely monitored by the supervisory team and usually takes place within the time periods set.

The Department does not expect that there will be serious structural bottlenecks preventing the students from completing their programmes in the available time. The work load will be monitored on a regular basis through student evaluations of courses and programmes. Previous experience has shown that if delays occur in the last two years of the programme, these delays are usually encountered in the MSc research period. The Study Progress Registration System monitors whether students stay within the time limits of their programmes.

The committee finds that the study load meets the criteria for accreditation. The score for this facet is Good

4.5

Intake

Criteria:

The structure and contents of the programme are in line with the qualifications of the students that embark on the degree course: Master’s degree at a University (WO): bachelor’s degree and possibly selection (on contents of the subject).

Students for the MSc programme Technology and Policy will be recruited from the following categories:

• Students with a Bachelor’s degree in Technology & Society.

• Students with a Bachelor’s degree in engineering from TU/e or other Dutch universities, from Dutch polytechnics or from “leading foreign universities”.

• Students with a Bachelor’s degree in Social sciences, Economics or Sociology, from Dutch universities or from “leading foreign universities”. These students need to have a strong background in mathematics and quantitative analysis.

Without further requirements, the MSc programme will only be open to graduates with a BSc in Technology & Society. All other students will have to successfully complete a set of preparatory courses of which the EC volume will depend on the relevance of their educational background in relation to the TP programme.

Students for the MSc programme Human Technology Interaction will be recruited from the following categories:

• Students with a Bachelor’s degree in Technology & Society. • Students with a Bachelor’s degree in Industrial Design from TU/e.

• Students with a Bachelor’s degree in engineering from TU/e or other Dutch universities, from Dutch polytechnics or from “leading foreign universities”.

• Students with a Bachelor’s degree in Psychology, as far as the curriculum has a strong quantitative and computational approach, from Dutch universities or from leading for- eign universities.

Without further requirements, the MSc programme will only be open to graduates with a BSc in Technology & Society and Industrial Design. All other students will have to successfully complete a set of preparatory courses of which the EC volume will depend on the relevance of their educational background in relation to the HTI programme.

Both programmes aim to attract a percentage of foreign students.

Following the implementation of Bachelor and Master programmes at Eindhoven University, the policy of the university is to broaden the opportunities of the students to choose other MSc programmes. For the Technology & Society programmes this implies that the technological competencies acquired in one of the specific technology domains in the BSc programme, must allow unconditional access to other technological MSc programmes at the university. In the present programme, the choice for the technology domain is made at the end of the first year after having completed more general engineering courses and after receiving an introduction to each of the domains by means of two laboratory practical assignments. As it turns out, this does not allow enough time for reaching the required BSc level, acceptable to other TU/e technology programmes, at the end of the third year. To solve this problem, the decision has been taken to change the first year of the BSc programme in the near future in such a way that students will make the choice for the technology domain after the second trimester. In the third trimester, dedicated technology courses will be offered to the students so that they can start with the second-year technology courses at the beginning of the second year. In such way it will be easier to reach the required level at the end of the third year.

The university policy to encourage switching between BSc and MSc programmes, means that it has become impossible to enable the students to orient themselves on the two MSc pro- grammes with elective courses and a project with a specific MSc scope in the second and third

year of the BSc. Students with a BSc in Technology & Society have an unrestricted entrance to at least six MSc programmes at the university. In the present programme the BSc thesis prepares the student for one specific MSc programme of his/her choice. This is not in line with the university policy. In the near future the programme will, therefore, be changed and the orientation for the MSc programme will be given a different form and be less intertwined with the BSc programme.

The committee feels that in the light of these developments a stronger focus on essential in- novation issues (in line with the new name Innovation Sciences) could provide the necessary guidance for the programme redesign and for the choices that students have to make.

The committee finds that the intake policy and selection criteria for enrolment in the master degree programme meet the criteria for accreditation. The score for this facet is Satisfactory.

4.6

Duration

Criteria:

The degree course complies with formal requirements regarding the size of the curriculum: Master of a University (WO): a minimum of 60 credits, dependent on the relevant degree course

Both two-year Master of Science programmes - TP and HTI – have a size of 120 EC.

The committee finds that the duration of the programme meets the criteria for accreditation.

4.7

Co-ordination of structure and contents of the degree course

Criteria:

The didactic concepts are in line with the aims and objectives The teaching methods correspond to the didactic concept

See 2.7.

The programmes are working on further development of a more competence driven approach to teaching, with consecutive learning lines not only within the Bsc and Msc programmes but also in the transition from the bachelor to the master. The MSc programmes are already focused on the research themes rather than on disciplinary subjects. For the Technology and Policy programme the focus is innovation. For the Human Technology Interaction programme the focus is technology and human behavior. The Bsc programme is increasingly presented along the lines of these two themes and the themes of strong research in the subdepartment General Sciences.

The committee shares the expectation that the topics based on research themes will help to motivate students. See also 4.5.

The committee finds that the didactic structure and teaching methods are suitable for the contents and objectives of the degree course. The score for this facet is Excellent.

4.8

Assessment and examinations

Criterion:

The system of assessments and examinations provides an effective indication whether the students have reached the learn- ing targets of the course programme or its components

See 2.8.

The final MSc thesis is graded according to the rules laid down in the MSc Research Manual. The committee regards these as adequate.

The committee has had the opportunity to peruse the contents of exams and the impression is that there is an adequate degree of coverage and difficulty.

The committee finds that the assessment and examinations meet the criteria for accreditation. The score for this facet is Good

5

Effectiveness of the organisation, deployment of staff

5.1

Effectiveness of the organisation

The Technology & Society Programme is integrated into the organization of the Department of Technology Management (TM). The department has:

• Two Bachelor and six Master programmes, four PhD programmes, and two postgraduate programmes.

• Over 400 employees, including 50 full professors (full-time or part-time), 166 associate and assistant professors and 150 PhD students and designers.

The Departmental Board is responsible for education and research policy and management. The Technology Management (TM) Departmental Council is the representative advisory body for the TM department, consisting of the “Industrial Engineering and Management Science” and the “Technology & Society” studies at the TU/e. The council has five student and five staff members. The Department has two education directors: one for Technology & Society and one for Industrial Engineering and Management Science. The education directors are responsible for the design and quality of the Bachelor and the Master programmes, and for all operational matters regarding the education programmes. The Educational Committees advise the educational directors regarding the educational programmes.

The primary processes of the department are organized along a matrix structure. The first axis consists of research areas and education programmes, and the second axis of subdepartments (capaciteitsgroep). Faculty members are allocated to a subdepartment. These are chaired by a sub- department head (capaciteitsgroep voorzitter) who is responsible for (1) development and mainte- nance of the expertise in scientific areas cover by the subdepartment, (2) supply of capacity to the education programmes and research schools, and (3) human resources management.

The self study characterises the TM department management style as

• management by delegating responsibility to the subdepartments heads and research/edu- cation directors whenever appropriate;

• the search for consensus and shared values.

Both in research and in education, quality standards are set and quality improvement is tar- geted. To support the pursuit of excellence, various incentives have been developed:

• Career policy: development of Personal Development Plans.

• Individual staff development: financial subsidies for study costs and facilities (including leave) during working hours.

• Sabbatical leaves.

• Financial incentives: bonuses and other pay-for-performance measures. • Job performance interviews.

Career arrangements are increasingly being made with faculty. Opportunities are created for faculty members to visit other universities or to attend courses. Faculty members are offered the opportunity to attend specially designed training programmes, for instance, an introduc- tory course ‘Teaching and Learning in Higher Education’ for recently appointed lecturers. The tasks of all elements in the organisational structure of the Department are described in detail in the self-study.

5.2

Deployment of staff

Criteria:

Teaching is largely provided by researchers who contribute to the development of the subject area. The staff levels are sufficient to ensure that the course is provided to the required standards.

The staff is sufficiently qualified to ensure that the aims regards contents, didactics and organisation of the course programme are achieved.

In the view of the Department, the four research programmes embedded in a technical uni- versity provide an excellent environment for an education programme focusing on under- standing and management of the technology & society interface. All four programmes in the Department are working on a number of specific aspects of this interface, and bring together researchers with a background in natural science, engineering, social science and humanities. Together they form a multidisciplinary team to train students to become experts understand- ing and managing technology in society.

In total 49 members of faculty are involved in the Technology & Society programmes. These