How To Learn About The History Of The Environment

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Program overview

17-Sep-2016 4:35

Year

2008/2009

Organization

Technology, Policy and Management

Education

Master Engineering and Policy Analysis

Code

Omschrijving

ECTS

p1 p2 p3 p4 p5

Master EPA 2008

Master EPA voltijd 2008

Master EPA fulltime 2008

1e jaar EPA voltijd 2008

1e 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 2008

2e jaar EPA voltijd 2008

2e 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 2008

2nd Year EPA Fulltime 2008 Double Degree Harbin

Master EPA deeltijd 2008

Master EPA parttime 2008

4e jaar oude deeltijd 2008

EPA2211 Economics of Innovation 4

EPA2941 Master Thesis 24

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1.

Year

2008/2009

Organization

Technology, Policy and Management

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Master EPA 2008

Responsible Program Employee

Dr.ir. B. Enserink

Program Title Engineering and Policy Analysis

Director of Education Dr.ir. B. Enserink (Bert)

ECTS Program 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.

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.

Contact for Students Academic counsellors Daniël Holt and Marja Brand

Program Goals 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.

Exit Qualifications 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.

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.

Program Structure 1 Follow this link to the program chart on the TPM-part of the Student Portal:

http://www.tudelft.nl/live/pagina.jsp?id=319a1ba1-0592-4f4d-a80a-e980d6ac6f7c&lang=en 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)

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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 2009.

For more information see campus TPM > Education > MSc programmes > MSc EPA > course and examination regulation. In the "Implementation Regulations Epa 2008-2009" 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 English 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 2008-2009 concerning (Specialisation) electives is put on the TPM campus website for 1 September 2008.

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 http://www.odo.tudelft.nl/.

see also Research Specialisation and Honours Track under 'programme structure'

Exam requirements 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).

Fail or Pass Regulation 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

With Honours Regulation 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.

Administration by the Faculty of

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Year

2008/2009

Organization

Technology, Policy and Management

Education

Master Engineering and Policy Analysis

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Year

2008/2009

Organization

Technology, Policy and Management

Education

Master Engineering and Policy Analysis

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EPA1111

Introduction to Policy Analysis

5

Module Manager Dr.ir. A.R.C. de Haan

Contact Hours / Week x/x/x/x 4/0/0/0 Education Period 1 Start Education 1 Exam Period 1 2

Course Language English

Expected prior knowledge None; it is an introductory course to Policy Analysis.

Course Contents 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.

Study Goals After this course, the students should be able to:

- Apply analytical methods that are commonly used in Policy Analysis (see list under Course Contents) 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 English to a small audience.

Education Method Workshops (studying theory, applying it to cases while working in groups, working out old exams and reflecting on each others work).

Literature and Study Materials

Via Curius a student reader for this course is available.

Other materials (articles, exercises and old exams) are all electronically available via Blackboard.

Assessment 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).

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EPA1121

Policy Analysis of Multi-actor Systems

4

Module Manager Dr.ir. B. Enserink

Expected prior knowledge EPA1111 Introduction to Policy Analysis.

Course Contents 1. Different decision-making models (monocentric, pluricentric) are discussed. Problems are positioned in a complex, multi-actor 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.

Study Goals 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.

Education Method 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

Assessment The final course grade will be determined by

the grade for the issue paper (50%) the grade for the written exam (50%)

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EPA1221

Technology, Firm Behaviour and Market Regulation

3

Module Manager Dr. S.T.H. Storm

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.

Course Contents 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.

Study Goals 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").

Education Method 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: 1-86152-539-7 (paperback, available at the VSSD shop)

slides used during classes (available on Blackboard, Course Documents).

Assessment A written exam and 3 to 4 assignments.

EPA1231

Economics of Infrastructures

9

Module Manager Dr. J.J. Bouma Contact Hours / Week

x/x/x/x 0/0/4/4 Education Period 3 4 Start Education 3 Exam Period 4 5

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.

Course Contents Please see blackboard for an extensive overview of the seperate lectures

Study Goals 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.

Education Method lectures

Reader

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EPA1311

Research Methods for Data Analysis

6

Module Manager Dr.ir. P.W. Heijnen

Contact Hours / Week x/x/x/x 4/4/0/0 Education Period 1 2 Start Education 1 Exam Period 2 5

Required for EPA1131 Policy models

Expected prior knowledge None

Summary Statistical methods and techniques for scientific research are central in the course. Both univariate and multivariate techniques for analysis will be discussed.

Course Contents 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?

Study Goals 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

Education Method 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

Computer Use 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)

Prerequisites None

Assessment 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.

Permitted Materials during Tests

Calculator and Formula page

Enrolment / Application Register via BlackBoard

Remarks 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.

Module Material All course material is available on BlackBoard

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EPA1321

Continuous Systems Modeling

6

Module Manager Dr. E. Pruyt

Instructor Prof.dr. J.H. Slinger Contact Hours / Week

x/x/x/x 6/4/0/0 Education Period 1 2 Start Education 1 Exam Period 1

Summary 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.

Course Contents 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.

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.

Study Goals 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

Education Method Lectures, lab and project.

Computer Use 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) Additional lecture notes on blackboard

Prerequisites No formal prerequistes, but the course builds on basic knowledge of differential equations (first and second order linear differential equations).

Assessment 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.

Enrolment / Application Blackboard.

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EPA1331

Discrete Systems Modeling

6

Module Manager Prof.dr.ir. A. Verbraeck

Required for Advanced electives in discrete event simulation: - spm9322 Simulation Masterclass

- spm9427 Simulation of Logistic Systems

Expected prior knowledge The course builds on basic knowledge of: - calculus

- statistics (distributions and hypothesis testing)

Summary 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.

Course Contents 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.

Study Goals 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.

Education Method Lectures, lab exercises, and project.

Computer Use 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.

Prerequisites No formal prerequisites, but the course builds on basic knowledge of statistics (distributions and hypothesis testing) as covered in epa1311.

Assessment 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.

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EPA1421

Inter-Organizational Decision Making

9

Module Manager Dr.ir. B. Broekhans

Course Contents 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 (inter-organizational 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 organizational networks have on the decision-making process? We will also discuss policy making in intra- and inter-organizational 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?

Study Goals 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.

Education Method 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

Assessment 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

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EPA1431

Cross-cultural Management (6 EC)

6

Module Manager Prof.dr. W.M. de Jong

Required for Rest of the EPA programme and interaction with fellow-students and professors.

Course Contents Students will learn to understand how cultural differences between people from different regions in the world impact on their organisational and problem-solving behaviour

Study Goals 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

Education Method 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.

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Year

2008/2009

Organization

Technology, Policy and Management

Education

Master Engineering and Policy Analysis

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Year

2008/2009

Organization

Technology, Policy and Management

Education

Master Engineering and Policy Analysis

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EPA1211

Technology Dynamics

6

Module Manager Dr. W. Ravesteijn

Required for MSc EPA students

Course Contents At the heart of this module lies a model of technology development from a social perspective, which will be applied to socio-technical 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.

Study Goals After following the course the student is ...

1. ... 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.

2. ... able to analyze those problems in terms of critical technological issues.

3. ... able to identify technological alternatives, considering the perspectives of all parties involved, including relevant social actors views and safety, ethics and sustainability perspectives.

4. ... 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.

5. ... able to evaluate the adequacy of the proposed options, in view of the original problem, and of possible new problems created in the process.

Education Method 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.

Assessment 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.

Final marks are the average of the three results under 1., 2. and 3.

Targetgroup 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.

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EPA1411

Project Management

3

Module Manager Prof.dr.ir. A. Verbraeck

Contact Hours / Week x/x/x/x 0/6/0/0 Education Period 2 3 Start Education 2 3 Exam Period 2 3 5

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.

Course Contents 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.

Study Goals 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.

Education Method 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, 2006. ISBN 0-471-74277-5.

In addition, several background papers will be made available through the Blackboard site for epa1411 - Project Management. 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, 2001. 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, 1997.

Assessment 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.

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EPA2121

Politics of Policy Analysis

6

Module Manager Prof.dr. W.M. de Jong

Course Contents The course is about the role of information in policy making processes. This course aims to familiarize students with the socio-political 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.

Study Goals 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.

Education Method Interactive lectures, exercises, guest lectures, and games.

Computer Use 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).

5. Readings and materials related to games (will be put on Blackboard).

Prerequisites 1st Year EPA or demonstrable basic knowledge of policy analysis and policy processes.

Assessment Written exam.

Enrolment / Application Those who will follow this course as an elective will have to register with one of the module managers

Remarks Active involvement of RAND Europe alumni makes this course as close to real-life as possible

Targetgroup 2nd Year EPA students (compulsory course) and other students with an interest in the theory and practice of policy analysis (elective course).

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EPA2132

Special Topics in Policy Analysis

3

Responsible Instructor Dr.ir. J.H. Kwakkel

Module Manager Prof.dr. W.E. Walker Contact Hours / Week

x/x/x/x 0/X/0/0 Education Period 2 Start Education 2 Exam Period 2 5

Expected prior knowledge Basic understanding of policy analysis (Miser and Quade 1985 (Chapter 4), and EPA 1111)

[Miser, H. J. and E. S. Quade eds. (1985), Handbook of Systems Analysis: Overview of Uses, Procedures, Applications, and Practice, John Wiley & Sons.]

Summary The course offers a systematic overview of dealing with deep uncertainty in model-based policy analysis and policymaking. The course will address topics such as: what is uncertainty; examples from real policy situations; how to structure uncertainties; tools and approaches for supporting decisionmaking under deep uncertainty.

Course Contents An uncertainty typology (location, level, nature) Decisionmaking criteria (regret, robustness)

Approaches for handling deep uncertainty (scenarios, bouncecasting, assumption based planning, adaptive policies, real options)

Tools to support these approaches (e.g., exploratory modeling)

Study Goals To be able to:

1.Specify a policy problem (using the Policy Analysis Framework) 2.Identify the uncertainties

3.Select an appropriate approach for dealing with the uncertainties 4.Apply the selected approach to real policy problems

Education Method Lectures, workshops, and assignments

Computer Use Excel.

Will be announced on Blackboard

Prerequisites EPA 1111

Simultaneous enrollment in EPA 2142

Assessment Homework and final exam

Will be announced on Blackboard and in class

Enrolment / Application Blackboard

Targetgroup Masters students. Required for EPA students. Elective for other students who want an in-depth understanding of uncertainty and how to deal with it.

EPA2142

Policy and Strategy Models

5

Module Manager S. Cunningham Contact Hours / Week

x/x/x/x 0/X/0/0 Education Period 2 Start Education 2 Exam Period 1 5

Required for EPA Special Topics: Uncertainty

Expected prior knowledge (e.g., linear systems; finding maximum or minimum of functions using calculus).

Summary The course is a survey of utility models for analyzing and supporting design and decision-making.

Course Contents The course consists of three modules: Uncertainty analysis, Linear Programming, Multi-Criteria Decision Analysis. The course runs parallel with an associated SEPAM course on systems analysis.

Study Goals Design and develop decision models, including real options analysis, linear programming and multi-criteria decision analysis. Understand the concept of value and utility. Compare and contrast the systems engineering and policy analysis processes.

Education Method Lectures and workshops

Computer Use Extensive use of analysis software, including Excel Solver.

Ragsdale, Spreadsheet Modeling & Decision Analysis

Prerequisites EPA 1111 or equivalent.

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EPA2211

Economics of Innovation

4

Module Manager Dr. C. Werker

Course Contents Since the Industrial Revolution national economies have been driven by innovation and technological change. The resulting economic growth led to substantial changes in the economic and social life of modern societies. In the last thirty years the processes underlying innovation, technological change and hence the role of the engineer as well as resulting economic growth has become centre-stage in discussions of academics, managers and policy makers.

We start by introducing some important concepts of Economics of Innovation (Lecture 1). As knowledge and knowledge spillovers co-evolve with innovation processes and lead to technological change and economic growth we analyse them in detail (Lecture 2). Based on these insights, we discuss how innovative agents and knowledge infrastructure shape and drive innovation systems on the industry (Lecture 3) as well as on the regional level (Lecture 4). Next, we investigate how clustering of innovation might lead to fluctuations of economic performance, i.e. long waves (Lecture 5). Finally, we look into the question of whether and how policies implemented by the European Commission and the Dutch government contribute to innovation, technological change, employment and economic growth in the European Union and in the Netherlands (Lecture 6.).

Study Goals After finishing the course successfully the students

owill be able to analyse the processes underlying the creation and dissemination of knowledge and innovation, which co-evolve with technological change and economic growth

owill be able to advice firms on appropriate management of innovation and knowledge in order to improve the firms performance

owill be able to analyse and report on the economic aspects of innovation and technology policies

Education Method The course sets off with six lectures, followed by an individual consultation with each student about the abstract of his/her papers. Finally students will present their papers to the other students.

Reader

Prerequisites standard microeconomics course at the intermediate level like in EPA1221 or MoT1420

Assessment The examination consists of two parts owritten exam (70%)

owriting and presentation of a paper (30 %) Each part must receive 5.5 or higher.

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EPA2931

Preparation Master Thesis

6

Module Manager Dr.ir. B. Enserink

Required for Epa master thesis

Summary Preparation master thesis is an integration project that allows the student to use the acquired theories, methods, techniques and skills in a simulated practice as a preparation for the master thesis work. The objective is to be well prepared for starting your thesis project; the intended output is a concrete master thesis research proposal.

Course Contents Preparation master thesis prepares students for their thesis project. It will help students to write a thesis proposal, to formulate research questions and organise their research project. Additional attention will be devoted to acquiring practical skills like literature search, literature review, writing a research proposal, writing and reviewing an academic paper. Short training sessions (advanced literature search and interview techniques)are part of the programme. A simulated consultancy mission runs in parallel with the other activities. In this simulation the acquired theories, methods, techniques and skills are called upon, allowing for different learning styles to be deployed.

Study Goals

After concluding this course students will be able to: * write their master thesis proposal

* write a scientific paper

In order to reach these main objectives, after the course students are: * skilled in literature research

* can critically read and review scientific articles critically and constructively * can write a scientific text

* can formulate research(able)questions

* can draft a do-able research plan including a conscious and justifiable choice of research methods and an accompanying time schedule

Education Method During this course intensive meetings and workshops will be organised; attendance and active participation will be required.

Required: Piet Verschuren and Hans Doorewaard, 1999. Designing a Research Project. Lemma, Utrecht isbn 90-5189-383-3. Most of the materials will be available on blackboard and handed out during meetings.

Prerequisites First year master epa completed.

Assessment All assignments need to be fulfilled and the research proposal will be graded.

Remarks In order to allow you to start your thesis work as early as possible the course start is scheduled at the start of the semester. The demanding program (40/40) does not allow for participation in other/parallel courses. Exact dates and times will be announced on blackboard.

Targetgroup 2nd year MSc students

Extra Skills Trained At the course start there will be an extra training for using search engines for tracing relevant scientific articles in scientific databases. During the course there will be a training in interview techniques.

During the course there will be a two-day workshop during which you will be sent on a simulated consultancy mission. This so-called visual problem appraisal will confront you with just those problems you will encounter when starting your own research project.

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EPA2941

Master Thesis

24

Module Manager Ir. M.W. Ludema

Contact Hours / Week x/x/x/x

n.v.t.

Education Period 3 4

Start Education 3

Exam Period none

Required for Graduation.

Expected prior knowledge All previous courses in the EPA programme and electives relevant to the chosen subject.

Course Contents The Master's Thesis Project takes place at the end of the second year and covers a period of approximately half a year. Students have to carry out an individual project to round off the EPA program. The subject for the project may be chosen in respect to, or independent from, a specific area of technology and possible elective profile, though students are stimulated to find some connectivity in their choices.

Within this project, students must demonstrate their capacity for academic analysis, synthesis, design, reflection and written communication on a particular issue in the field of engineering and policy analysis.

The student can start the Master's Thesis Project after at least two members of the thesis committee have approved the (draft) project proposal and the student has filled out the application form MTP (MSc EPA). This form can be obtained from the Student Information Centre (SIC).

The student starts with an orientation phase that will lead to a detailed Master Thesis Project Proposal. When combined with activities in the course Preparation for the Master Thesis (EPA2931), students will make a headstart in their research. After 3 and before 5 weeks orientation the student presents during a kick-off meeting [kick-off meeting] this Thesis Project Proposal to execute the EPA Master thesis project. The Master Thesis Project Proposal should give information on the goal of the project, the main research/design question, a set of derived sub questions/goals that give meaning to the project, data to use/collect, methods planned to be used, and a detailed project planning. After a successful kick-off meeting the student may start with the actual execution of the Thesis Project.

During the project the student will work towards the results of the thesis project and a compilation of project documents that the student will use to write a thesis report. The thesis committee or the student may organize one or more mid-term meetings to guide the progress of the project.

When the project is almost finished a green-light meeting is held [green light meeting]. During this meeting the student can get a green light to organize his or her final thesis project defense. This means a formal approval from the administration for graduation office (100% of the courses completed) and approval with respect to the contents of the work (compilation of project documents in where research questions are addressed, and a rough version of thesis report). The work should at least be sufficient to pass without any adjustment, but of course expected improvements on both thesis project results and thesis document, suggested by the thesis committee should be considered to be incorporated.

The student finalizes the thesis project in respect to the agreements made during the green light meeting. During the [final defense meeting] the student gives a final presentation to defend the final project results. If all results, including the defense and presentation, are sufficient the diploma and final grade for the thesis project as a whole will be handed out. Students are required to make the thesis report and available in both hard- and soft copy.

Study Goals The EPA Masters thesis project has the following four objectives:

1) The students have to plan and fulfill a Master Thesis Project on their own; 2) The students pass through all phases of academic research and/or design;

3) The project is a bridge between the EPA curriculum and working as an EPA engineer; 4) The project is an orientation on the labor market and the field of work of the EPA engineer.

Education Method Students carry out the project individually. Cooperating with colleagues is only possible before the kick-off meeting. The thesis project can be conducted as a part of a research/design project being carried out at the faculty, or during an internship at an external partner organisation in either the public or private sector.

The students are expected to consult their own information sources.

Prerequisites Starting conditions:

(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 study adviser is required to start epa2941.

Assessment The assessment of the EPA Master Thesis project will be based on the Master Thesis Project Proposal (issue paper and project plan), the compilation of documents that give answer to the stated research questions, the thesis report, and the public presentation/defense of the thesis project at the end of the project

The end-grade for the EPA Master Thesis project is a qualification of the EPA Master Thesis Project as a whole. Though the results of the EPA Master Thesis Project will be determined on the quality of the work, the whole thesis process (epa2931 and epa 2941) is a 6 month (840 hour) project effort can roughly divided in the following phases:

Preparation for the Master Thesis (epa2931) covers app. 4 weeks (6 ECTS) The Master Thesis itself (epa 2941) covers app. 18 weeks (24 ECTS), consisting of:

Executing the project and writing a compilation of documents showing the body of research/design, writing a (draft) thesis report (app. 12 weeks / 340 hours)

Finalizing the Master Thesis Report (app. 3 weeks / 105 hours) Presentation and defense (app. 3 weeks / 90 hours )

The assessment will be based on the EPA Master Thesis project as a whole. Assessments standards will be used in respect to the following components of the assessment without using separate grading of the components:

Overall planning and communication skills: shown during the official meetings, during the project at all contact moments internal (DUT and adopting organization) and external, shown within the Master Thesis Project Proposal, and during the final presentation and defense;