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Education and Examination Regulations 2017 – 2018, study programme International Development Management Decosnumber: 2017-61

Official title Van Hall Larenstein Education and Examination Regulations 2017/2018 study programme International Development Management

Effective date 1 September 2017 Participation council’s advice 12 May 2017 Enacted by Executive Board 6 June 2017 Legal basis Article 7.13 WHW Brief description These Education and Examination Regulations are the

Education and Examination Regulations for the study programme in question as referred to in Article 7.13 of the WHW (Higher Education and Research Act). These regulations contain the applicable procedures and rights concerning the education and examinations for the academic year 2017-2018 for all students and extranei of the corresponding study programme of Van Hall Larenstein University of Applied Sciences.

Special circumstances Location studentnet

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Table of Contents

CHAPTER 1 GENERAL PROVISIONS 5 Article 1.1 The Education and Examination Regulations 5 Article 1.2 Applicability 5 Article 1.3 Definitions 5

CHAPTER 2 CONTENT AND CURRICULUM 9 Article 2.1 Aim 9 Article 2.2 Type of study and location(s) 9 Article 2.3 Language of instruction 9 Article 2.4 Student workload of the Bachelors study programme 9 Article 2.5 Student workload of the Associate degree programme 9 Article 2.6 Learning outcomes of the HBO bachelors programme 10 Article 2.7 Learning outcomes of the Associate degree programme 11 Article 2.8 Composition of the curriculum 11 Article 2.9 Curriculum of full-time variant 11 Article 2.9a Curriculum of the propaedeutic phase, full-time 11 Article 2.9b Curriculum general part of the post propaedeutic phase 12 Article 2.9c Curriculum for the major Disaster Risk Management (DRM) 12 Article 2.9d Curriculum for the major Rural Development and Innovation (RDI) 13 Article 2.9e Curriculum for the major Sustainable Value Chains (SVC) 15 Article 2.10 Curriculum of part-time variant 17 Article 2.11 Curriculum for the Associate degree programme 17 Article 2.12 Accelerated (three-year) track for students with a VWO diploma 17 Article 2.13 International notation 17

CHAPTER 3 FINAL EVALUATIONS, EXAMINATIONS, AND STUDY UNIT PARTICIPATION 18

Article 3.1 Final evaluations 18 Article 3.2 Determining, announcing and keeping records of evaluation results 18 Article 3.3 Designation ’cum laude’ 18 Article 3.4 Degree certificates, diploma supplement and degree 19 Article 3.5 Examinations 19 Article 3.6 Retention Periods for Exam Questions and Assessed Work 19 Article 3.7 Awarding credits 19 Article 3.8 Examination formats 20 Article 3.9 Disclosure of Exam Material 20 Article 3.10 Examination criteria 20 Article 3.11 Opportunity to take examinations 20 Article 3.12 Taking examinations for students with a disability 20 Article 3.13 Changed and expired study units 20 Article 3.14 Resitting an examination due to exceptional circumstances 21 Article 3.15 Right to participate in examinations 21 Article 3.16 Registration for examinations and deregistration of written

examinations 21 Article 3.17 Compulsory identification 21 Article 3.18 Determining the examination results 22 Article 3.19 Assessing the examination results 22 Article 3.20 Announcing and registering the results 22 Article 3.21 Post-inspection and discussion of the examination, publishing the

assessment standards 22 Article 3.22 Duration of validity of passed examinations 22 Article 3.23 Exemptions for examinations 23 Article 3.25 Participation in education outside the study programme in which

students are enrolled 23 Article 3.26 Start of a minor 23 Article 3.27 Examiners 23 Article 3.28 Organisation exams 24 Article 3.29 (Serious) Fraud 24

CHAPTER 4 STUDY PROGRESS, STUDY SUPERVISION AND STUDY ADVICE 25

Article 4.1 Study progress 25 Article 4.2 Study mentoring 25

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Article 4.3 Special provisions for students with disabilities 25 Article 4.4 General provisions concerning the study advice 25 Article 4.5 Procedure for issuing the preliminary report on the first year of

enrolment 25 Article 4.6 Procedure for issuing the study advice – first year of enrolment 26 Article 4.7 Consideration of personal circumstances and giving the student a

hearing 26 Article 4.8 Personal circumstances 26 Article 4.9 Retention period for study advices 27

CHAPTER 5 EXAMINING BOARDS 28 Article 5.1 Establishment and appointment 28 Article 5.2 Duties and powers 28 Article 5.3 General regulations 29

CHAPTER 6 FINAL PROVISIONS 30 Article 6.1 Additional regulations 30 Article 6.2 Right of appeal 30 Article 6.3 Unforeseen circumstances 30 Article 6.4 Interim provisions 30 Article 6.5 Entry into force and official title 30

Appendix 1 CODE OF CONDUCT FOR USING LANGUAGES OTHER THAN DUTCH IN EDUCATION 31

Appendix 2 PROVISIONS FOR SPECIAL GROUPS OF STUDENTS 33

Appendix 3 LIST OF STUDY UNITS (MODULES) 34 3.1 IDM Year 1 34 3.2. IDM generic study units year 2, 3 and 4 52 3.3 Study units of major Disaster Risk Management ; year 2, 3 and 4 64 3.4 Study units of major Rural Development & Innovation; year 2, 3 and 4 85 3.5 Study units of major Sustainable Value Chains; year 2, 3, 4 103 3.6 Minors IDM 122

Appendix 4 ADMISSION 123

Appendix 5 PROSPECTIVE STUDENT ACTIVITIES AND PROGRAMME ADVICE 127

Appendix 6 MODULE EVALUATIONS 130

Appendix 7 Phase programme IDM 132 Year 1 IDM 132 Year 2 SVC 133 Years 3 and 4 SVC 134 Year 2 RDI 135 Years 3 and 4 RDI 136 Year 2 DRM 137 Years 3 and 4 DRM 138

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CHAPTER 1 GENERAL PROVISIONS

Article 1.1 The Education and Examination Regulations

1. Each study programme at Van Hall Larenstein University of Applied Sciences (Van Hall Larenstein) has a set of Education and Examination Regulations (EER), as referred to in Article 7.13 of the Act (hereinafter: these Regulations). The EER can be found on Studentnet and the internet site of Van Hall Larenstein.

2. These Regulations were enacted by the Executive Board on the date shown on the cover sheet.

These Regulations come into force as of the date shown on the cover sheet. 3. Appendixes 1 – 7 are an integral part of these Regulations. 4. In these Regulations, the masculine form of address used for ease of reading.

Article 1.2 Applicability

1. These Regulations apply to the education and examinations in the HBO Bachelors programme International Development Management

2. These Regulations apply to all students and external students enrolled at Van Hall Larenstein in

the HBO Bachelors programme and Associate degree programme referred to in clause 1. 3. These Regulations also apply to prospective students who have requested admission to the HBO

Bachelor programme and Associate degree programme referred to in Clause 1 above. 4. The Van Hall Larenstein internet site (www.hvhl.nl) provides a summary of all the HBO Bachelors

programmes, Associate degree programmes and masters that are currently available. Article 1.3 Definitions

1. Insofar as they are also mentioned in the WHW (Higher Education and Research Act), the terms used in these Regulations have the same meaning as in this Act, unless expressly stated otherwise.

2. In these regulations the following words have the following meanings:

Academic year: the time period that begins on 1 September and ends on 31 August of the subsequent year; Appeal Board for Van Hall Larenstein students: the Examinations Appeal Board, as referred to in Article 7.60 WHW, as well as the Arbitration Board (for the Van Hall Larenstein Executive Board) as referred to in Article 7.63a WHW. See also Chapter 6 of the Student Charter; Assessment: in principle, an individual test in the form of a professional situation, simulated or actual, during which competences, integrated whenever possible, are tested. The assessment completes a Study unit or otherwise defined phase of study; Associate degree programme: a two-year programme as referred to in Article 7.8a WHW, which is part of a bachelor programme and comprises at least 120 credits; Binding negative study advice: a binding negative study advice, as referred to in Article 7.8b clause 3 WHW; Competences: (also final competences) a combination of knowledge, understanding, skills and attitudes that students use to function according to the requirements of a specific context (professional, educational, social-cultural). The final competences form the end level of the programme; these are the minimal competences the student should master to be able to graduate from the programme

Contact hour: a study hour (one hour on the clock) during which a teacher employed by the educational institution (including student assistants and tutors) or a visiting lecturer is physically

http://www.hvhl.nl/

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present. Contact time may include lectures and tutorials, tutoring, mentoring, examinations, and academic mentoring, insofar as the institution has scheduled these for all students. Time for self-study, internships/work placements and time used for graduation project research and writing the thesis are not included in contact hours; Counter for complaints and disputes (loket voor klachten en geschillen): the facility as referred to in Article 7.59a WHW, where students can lodge an appeal or an objection or can make a complaint and where student can get information about the various procedures at Van Hall Larenstein. See also Chapter 6 of the Student Charter; Credits: credits (according to the European Credit Transfer System – ECTS) as referred to in Article 7.4 clause 1 WHW associated with a study unit. A credit is a unit that represents the number of hours worked by an average student. One credit is equivalent to 28 hours of study; CROHO: Central Register of Higher Education; Degree certificate: the proof given by the Examining Board that the propaedeutic evaluation, the final evaluation of a HBO Bachelors programme or the evaluation of an Associate degree programme has been passed; Degree programme committee: a committee appointed for each programme or group of programmes. Its duties include making recommendations about the Education and Examination Regulations and their implementation (Art. 10.3c WHW); Diploma: the proof given by the Examining Board that the final evaluation of a HBO Bachelors programme or the evaluation of an Associate degree programme has been passed. See also degree certificate; EER: the Education and Examination Regulations, as referred to in Article 7.13 WHW; Exam: an interim examination as referred to in Article 7.10 clause 1 WHW. An examination of the competences of the student by which a study unit will be completed; Examiner: the individual appointed by the Examining Board who is responsible for designing and/or giving exams and/or ascertaining the results; also assessor; Examining Board: the Examining Board according to Section. 7.12 ff of the WHW; Exam Opportunity: an opportunity to take an examination for which a student has registered; Exemption: a signed declaration from the Examining Board that a student has been exempted from an examination or partial examination of one or more study units as referred to in the declaration; Extraneus: examination student; the person referred to in Articles 7.32 and 7.36 WHW who, as part of a Bachelors degree programme, is only allowed to take examinations and has no right to participate in or attend educational activities; Executive Board: the Executive Board of Van Hall Larenstein; Final assignment: thesis Final student evaluation: an evaluation that completes the HBO Bachelors programme or the Associate degree programme. Unless provided otherwise in these Regulations, the final student evaluation is passed if the student has passed all exams from the HBO Bachelors programme or the Associate degree programme; Graduation assignment: study unit of 30 credits in the programme of the fourth academic year, consisting of an assignment that is part of the graduation programme. This assignment assesses the student’s final knowledge level of an important part of the final competences of the programme. A graduation assignment is concluded with a written thesis with which the student or extraneus reports on a project or study in a systematic and logical way, often also involving an oral examination;

Graduation programme: Components of the degree programme in which the student demonstrates that he/she possesses the necessary final competences of the programme. The

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graduation programme always contains the graduation assignment, but may also include the internship or other study units. Institutional Board: the Executive Board; Internship: unit of study consisting of a period of practical experience; Invigilator: an individual appointed by the Executive Board to monitor examinations. Invigilators follow the instructions of Examining Boards and Examiners and act in accordance with the guidelines for invigilators; Major: a specialisation in the post-propaedeutic phase of one or more study programmes, consisting of a minimum of 90 credits and a maximum of 120 credits; Minor: a coherent set of study units in the post-propaedeutic phase that adds breadth or depth to the study programme, and consists of 30 credits; ‘no show’ (NS): the result when a student has registered for an exam and does not participate without deregistering. A ‘no show’ is considered to be a used exam opportunity; NVAO: Accreditation Organisation of the Netherlands and Flanders, an independent accreditation organisation founded by the Dutch and Flemish governments to provide an expert and objective assessment of the quality of higher education in the Netherlands and Flanders; Partial examination: an examination together with at least one other partial examination formally considered to be an interim examination (exam) as referred to in Article 7.10 lid 1 WHW. A partial examination is also known as a ‘station’. No credits are granted to partial examinations. In the Student Information System (SIS) partial examinations are defined as examinations (toets); Portfolio: a collection (possibly in digital form) of files and documents with which students can tangibly demonstrate their level of achievement; Post-propaedeutic phase: the component of the study programme that immediately follows the propaedeutic phase, also known as the main phase; Preliminary report: an interim study advice report that is sent by the Examining Board on behalf of the Van Hall Larenstein Executive Board to every student during the first year of enrolment in the propaedeutic phase of a HBO Bachelors programme or Associate degree programme. The preliminary report also serves as a warning as referred to in Article 7.8b clause 4 WHW; Professional product: a tangible performance that is related to professional practice and can be assessed in a simulated or actual setting; Propaedeutic certificate: the proof given by the Examining Board that the propaedeutic evaluation has been passed. See also degree certificate; Propaedeutic evaluation: an evaluation that completes the propaedeutic phase as referred to in Article 7.8 WHW; Propaedeutic phase: the propaedeutic phase as referred to in Article 7.8 WHW; the first phase of the HBO Bachelors programme or the Associate degree programme, comprising 60 credits. The propaedeutic phase is completed with a propaedeutic evaluation; Prospective student: individual who wishes to be admitted to a study programme; Station: this definition is similar to ‘partial examination’, see also Partial examination; Student: an individual referred to in Article 7.32 WHW who is enrolled as a student at Van Hall Larenstein in order to participate in education; Student Charter: the charter as referred to in Article 7.59 WHW; Student Information System (SIS): system in which all the data of the study programme relevant to students is registered, including information about study units and grades;

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Student workload: the number of credits allocated to the study programme, the Associate degree programme or the Study unit; Study advice: advice provided by the Examining Board on behalf of the Van Hall Larenstein Executive Board to every student, as referred to in Article 7.8b WHW. This advice concerns the continuation of his/her study in the study programme or elsewhere; Study mentor: the individual who advises students during the course of their study and helps to teach them how to study, advises them on the choices/electives within the study, and offers them career advice; Study check (SKC): a digital questionnaire and a study mentoring meeting; Study programme: a coherent set of study units focussing on clearly defined objectives with regard to the competences which the student must attain to complete the study programme; Study unit: study unit according to Article 7.3 clause 2 WHW. A coherent unit of educational activities focusing on acquiring competences for a specific part of the study programme. A study unit is completed with an examination. When a study unit is closed, a student will receive the amount of credits awarded for that study unit. Specified in the Student Information System (SIS) with the term “module”; Variant: the type of study programme (full-time or part-time) as referred to in Article 7.7 clause 1 WHW; Van Hall Larenstein: Van Hall Larenstein University of Applied Sciences, brinnumber 30HD, having its registered offices at Leeuwarden and Velp, supported by the Van Hall Larenstein foundation; Weighting factor: the weight that is allocated to part of an exam when calculating the mark; WHW: the Higher Education and Research Act.

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CHAPTER 2 CONTENT AND CURRICULUM

Article 2.1 Aim Sustainable development and improving people’s livelihoods are at the heart of International Development Management. Our people-oriented approach triggers students to analyse social, environmental, political and economic challenges. Participation, empowerment, diversity and accountability are the principles in finding durable and innovative solutions. During the IDM programme students get to know the key-players in their particular field of expertise and experience the challenges and opportunities of working in an international context. The majors within IDM provide students with professional competences to make markets sustainable, improve governance and strengthen community resilience. IDM promotes system-thinking and delivers young professionals who critically reflect and apply theory to practice. IDM offers three majors: Disaster Risk Management (DRM): educates students to work in contexts of disasters, conflict and protracted crises with affected and intervening actors. Rural Development and Innovation (RDI): educates students to support and facilitate empowerment processes of marginalized communities towards inclusive development in the rural and rural-urban areas. Sustainable Value Chains (SVC): educates students to support chain actors, ranging from organised smallholder farmers to transnational corporations to strengthen fair and sustainable production and trade. Article 2.2 Type of study and location(s)

1. The HBO Bachelors programme International Development Management is offered in a full-time variant at the location Velp.

2. Does not apply. (Associate degree programme) 3. Various majors are offered within the HBO Bachelors programme.

Article 2.3 Language of instruction

1. The education and the examinations are given in English. 2. As an exception to the provisions in the first clause, the description of the study units can

stipulate that one or more units will be offered in a different language. 3. A Code of conduct for using languages other than Dutch in education is included as an Appendix 1

with these Regulations. Article 2.4 Student workload of the Bachelors study programme

1. The fulltime variant is a four-year HBO Bachelors programme with a student workload of 240 credits.

2. The HBO Bachelors programme consists of two phases:

a. The propaedeutic phase with a student workload of 60 credits; b. The post-propaedeutic phase (main phase) with a student workload of 180 credits, offered in

the form of one or more majors. 3. The composition of the curriculum is specified in Articles 2.9 and 2.10. The student workload for

each unit of study is specified in the description of these units in Appendix 3. Article 2.5 Student workload of the Associate degree programme Not applicable

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Article 2.6 Learning outcomes of the HBO bachelors programme Professional starting qualification (level 3) of the competences of the programme International Development Management is presented in the table below. Acronym Title Description level 3

AR to conduct applied research To design and execute in close consultation with a commissioner research

in the international development sector leading to a professional result, product or process, with practical relevance for immediate implementation.

CO to communicate in an international setting

To choose, use and evaluate appropriate verbal and written communication strategies in international team and interpersonal settings, based on sound analyses of cross-cultural issues and group dynamics.

To confidently engage in a variety of communities including professional networks.

To demonstrate development in communicative competences.

CS to create socio-economic intervention strategies

To define intervention strategies that add value in terms of economic and social returns taking into account the costs to mitigate or minimise damage to the natural environment, and enhance results for concerned stakeholders.

To design funding strategies with capacities for financial planning and the ability to be financially accountable.

FI to facilitate innovation To define, organise, facilitate and manage innovation processes aimed at

catalysing institutional change in an often complex and dynamic context.

MO to manage organisational development

To understand and perform according to the responsibilities, coordination and task divisions of teams, organisations and companies.

To promote and lead multi-stakeholder cooperation for sustainable development, make the best possible use of opportunities and prevent or mitigate negative effects of external threats.

MP to manage a project To design and implement a project using tools for structured financial

planning and control, human resource planning, budgeting, risk management, monitoring, evaluation and reporting.

PL to develop personal leadership

To demonstrate courage, choice and commitment toward own life’s professional direction.

To defend this direction based on regular reflection on oneself, actions and society.

To demonstrate presence and personal integrity in teams as well as the development of a critical compass for the difficulties and dilemmas of the international development sector.

SE to acquire development sector expertise

To understand the international development sector, the different roles of commercial, governmental, non-governmental and private stakeholders active in the sector having parallel or conflicting interests.

To reflect on one’s own position in this sector and identify and act upon the challenges and opportunities for developing durable, sustainable and innovative sector interventions using a participatory approach.

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Article 2.7 Learning outcomes of the Associate degree programme Does not apply Article 2.8 Composition of the curriculum

1. Article 2.9 contains a description of the curriculum for the fulltime variant of the HBO Bachelors programme.

2. The description of the curriculum is based on a schematic overview, whereby a distinction is made between the propaedeutic phase and the post-propaedeutic phase.

3. The description of the curriculum of the post-propaedeutic phase is divided according to the

various majors. Each major comprises its own article with a corresponding post-propaedeutic curriculum.

4. The following articles specify study units that are part of the propaedeutic phase and post-

propaedeutic phase, respectively, of the HBO Bachelors programme. The student workload and the code are included with each unit of study. In Appendix 3 each unit of study is described in more detail.

Article 2.9 Curriculum of full-time variant Article 2.9a Curriculum of the propaedeutic phase, full-time

1. The curriculum of the propaedeutic phase for the full-time variant is compiled as follows: Period 1 Period 2 Period 3 Period 4 VID1 DA VE Development Sector Analysis (7 credits)

VID1 RL VE Sustainable Rural Livelihoods (7 credits)

VID1 PM VE 2 Project Management (7 credits)

VID1 ID VE 2 Innovation for Development (7 credits)

VID1 DS VE 1 Development and Sustainability (7 credits)

VID1 AR VE 2 Applied Qualitative Research (7 credits)

VID1 OI VE 1 Organisational Development (7 credits)

VID1 CO VE 2 Challenges and Options in Innovation (7 credits)

VID1 PD VE Personal Leadership Development I (4 credits)

2. The propaedeutic phase orients the student toward the choice of the majors provided by the programme. The propaedeutic phase is the same for every student within the programme, in the sense that possible choices do not impede the student from following any of the provided majors without study delay after completing the propaedeutic phase. <If students have electives in the propaedeutic phase, then this article can specify these electives>

3. The propaedeutic phase is selective: after completion, the student has a prospect to finish the study programme.

4. The propaedeutic phase of the programme has a minimum of 14 contact hours during each of the scheduled study weeks of the programme.

5. The propaedeutic phase is focused on the real world. This provides the students with as many assignments as possible aimed at bringing them in contact with the professional field. Each student has a minimum of two practical assignments every year which bring them in direct contact with the professional field.

6. The propaedeutic programme offers the student insight into the professional practice, in a way that: • motivates by providing a look at the broad framework of professional practice; • provides basic knowledge about the field in relation to the world as a whole.

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Article 2.9b Curriculum general part of the post propaedeutic phase The IDM study programme is generic except for 7 taught study units plus the Internship in year 3 and the Thesis that are major specific. See 2.9.c, 2.9.d and 2.9e, where the major specific Study units are shown in blue. The remaining study units are common for the 3 majors. Article 2.9c Curriculum for the major Disaster Risk Management (DRM)

1. The specific professional profile of Disaster Risk Management.

At the start of the second study year the DRM student will spend a practical internship in a company, NGO or governmental organisation. This organisation may be located in the Netherlands, another developed country, or a developing country. The internship has to deal with improved (disaster or crisis) risk management. After the internship, in each term a DRM specific module is offered namely ‘Disaster, Conflict and Responses’, ‘Aid Architecture’ and ‘Crisis and Food Security’. Aside from DRM-specific modules, IDM generic modules are offered such as ‘Applied Research’, ‘Innovation Mapping’ and ‘Defending a Business Case’.

The first semester of year three will offer four modules with students having to work on an assignment or project for each one of them as indicated below: Module: ‘Spatial Dimensions of DRM’ - Students use GIS and ICT for data management and

in web-based software system for Planning, Monitoring, Evaluation and Reporting (PMER) of projects.

Module: ‘Building Resilient Communities’ - Students apply resilience models for selected case studies to enhance resilience of local communities and/or systems.

Module; ’Professional Consultancy Training’- Working in groups students will undertake a real-life assignment in the field of Disaster Recovery or Disaster Risk Management using the Project Cycle Management (PCM) or Results Based Management (RBM) approach.

Module: ‘Disaster Risk Reduction’ – Working in small groups, students develop and deliver sessions on cross-cutting DRR themes. Students will do an individual assignment on a DRM topic developing and delivering a resource package.

As part of the taught programme in Y2 and Y3, students must also choose to study Spanish, German or Dutch as a second foreign language. If students consider neither of these languages to be relevant, another language course at the same level can be followed outside VHL University at students’ own expenses.

During the second semester of the third study year, the student will do a second long internship, this time acting as a semi-professional in the DRM working field and applying the knowledge and skills specific to the field. The internship is ideally done in a developing country with the placement provider being a major actor in the DRM working field. The fourth and final year starts with a 20-week Minor, which can be used either for further specialisation in a particular DRM topic or area in line with the interest of the student; or the student may use the Minor to broaden up his DRM knowledge. If required (e.g. because the Minor is only offered once per year), the student may do the Minor in the second semester of the third year and do the internship in the first semester of the fourth year. The study will then culminate in a graduation project, starting with applied research activities, leading to a consult for a commissioner and a written report advising the commissioner. The student will also write a popular article for a broader DRM audience to expand on his/her professional network.

2. Competences per major

All IDM competences apply to the 3 majors; and all up to and including level 3.

3. The curriculum for the major Disaster Risk Management is compiled as follows:

Second year DRM Period 1 Period 2 Period 3 Period 4 VID2 IN VE Internship Year 2 (14 credits)

VID2 AR VE Applied Research for Development (7 credits)

VID2 IM VE Innovation Mapping (7 credits)

VID2 BC VE Defending a Business Case (7 credits)

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VID2 DR VE Disasters, Conflict and Responses (7 credits)

VID2 AA VE 1 Aid Architecture (7 credits)

VID2 CF VE Crisis and Food Security (7 credits)

VID2 PD VE Personal Leadership Development II (4 credits)

Third year DRM Period 1 Period 2 Period 3 Period 4 VID3 CT VE Professional Consultancy Training (7 credits)

VID3 SD VE Spatial Dimensions of DRM (7 credits)

VID3 I3 VE Internship DRM (30 credits)

VID3 BR VE 1 Building Resilient Communities (7 credits)

VID3 DR VE Disaster Risk Reduction (7 credits)

VID3 PD VE Personal Leadership Development III (2 credits)

Fourth year DRM

SEMESTER 1 SEMESTER 2 EXTAA00 Minor (30 credits)

VID4 T3 VE Thesis Disaster Risk Management (30 credits)

4. The minor in the main phase comprise a total of 30 credits. The choice of the minor requires approval of the major coordinator and the Examining Board. IDM has no minors identified that student can choose without prior approval.

5. If a student chooses a minor which is not approved in advance by the Examining Board in this

EER, the student has to submit an application to the Examining Board. De student has to substantiate why the choice of the minor (or the composition of individual units of study with a workload of at least 30EC) is broadening or deepening for him. In addition, the student must prove that the minor meets the other requirements.

6. The start of a minor depends on the number of participants. The dean can make the decision not to start a minor with less than 22 participants. The decision that a minor does not start will be published no later than three weeks before the start of the minor.

7. If students want to use their minor for education outside the study programme, then the provisions in Article 3.25 apply. The Examining Board determines how many credits are allocated to the educational performance of students.

Article 2.9d Curriculum for the major Rural Development and Innovation (RDI)

1. The specific professional profile of Rural Development and Innovation.

At the start of the second study year the RDI student will spend a practical internship in a company or organisation which focuses on rural development. Preferably this company or organisation is located in the Netherlands, (Eastern) Europe, United States, Canada, Australia or New Zealand. In term two, RDI students learn about recent developments in the rural domain anywhere in the world; all kinds of different topics will be discussed. In the third term students learn about all kinds of economic developments that are being carried out to improve the liveability in the rural domain. In the second module of the fourth term students learn to facilitate, to bring groups of people together to learn from each other. Aside from RDI-specific modules, IDM generic modules are offered such as ‘Applied Research’, ‘Innovation Mapping’ and ‘Defending a Business Case’.

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The first semester of the third year is comprised of three elements: Students write a project proposal for their own NGO using the logframe approach (it includes

a scoping, a stakeholder consultation and a planning phase); Students advise a commissioner on a new location for its activities using Geographical

Information Systems (GIS) and theory on Land and Water Politics for Food Security; Students work as junior consultants/facilitators for a local Dutch CBO to improve the

liveability in a village or area. As part of the taught programme in Y2 and Y3, students must also choose to study Spanish, German or Dutch as a second foreign language. If students consider neither of these languages to be relevant, another language course at the same level can be followed outside VHL University at students’ own expenses. During the second semester of the third study year, the student will do a long internship, this time acting as a semi-professional in the RDI domain and applying the knowledge and skills specific to this domain. The fourth and final year starts with a 20-week minor, which can be used either for breadth or for further specialisation. If required (e.g. because the minor is only offered once per year), the student may do the minor in the second semester of the third year and do the internship in the first semester of the fourth year. The study will then culminate in a graduation project, starting with applied research activities, leading to a consult for the commissioner and report, providing further opportunities to expand a professional network. The student will also write a popular article for a broader RDI audience to expand on his/her professional network.



3. The curriculum for the major Rural Development and Innovation is compiled as follows: Second year RDI Term 1 Term 2 Term 3 Term 4 VID2 IN VE Internship Year 2 (14 credits)



VID2 BC VE Defending a Business Case (7 credits)

VID2 RD VE 1 Dynamics of Rural Development (7 credits)

VID2 RE VE 1 Innovative Rural Entrepreneurship (7 credits)

VID2 FP VE Facilitation and Participation for Empowerment (7 credits)


Third year RDI Term 1 Term 2 Term 3 Term 4 VID3 FM VE Facilitation of MSP I and II (14 credits)

VID3 I2 VE Internship RDI (30 credits)

VID3 PP VE Participative Planning (7 credits)

VID3 LG VE Landscape Governing for RDI (7 credits)


Fourth year RDI

SEMESTER 1 SEMESTER 2 EXTAA00 Minor (30 credits)

VID4 T2 VE Thesis Rural Development and Innovation

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(30 credits)



EER, the student has to submit an application to the Examining Board. De student has to substantiate why the choice of the minor (or the composition of individual units of study with a workload of at least 30EC) is broadening of deepening for him. In addition, the student must prove that the minor meets the other requirements.



Article 2.9e Curriculum for the major Sustainable Value Chains (SVC)

1. The specific professional profile of Sustainable Value Chains. At the start of the second study year the SVC student will spend a practical internship in a company or organisation - preferably abroad. The internship has to deal with value chains in one form or another. It is recommended that students learn about the producer side of the value chain. After the internship, in each term a SVC specific module is offered relating to sustainable food production and the development of sustainable and fair trading systems. Aside from SVC-specific modules, IDM generic modules are offered such as ‘Applied Research’, ‘Innovation Mapping’ and ‘Defending a Business Case’. The first semester of year three will offer four modules with students having to work on an assignment or project for each one of them as indicated below: • Module: ‘Chain Governance and Facilitation- Students will become involved in project

development and advising a real tropical commodity organisation on how to improve its performance.

• Module: ‘Quality, Logistics and Warehouse Management’ – Design a logical and quality system to improve market access for smallholder farmers. Student will work on an real life consultancy assignment.

• Module; ‘Traceability for Sustainability’- Students analyse sustainable issues for e.g. tea plantations using GIS and ICT for data management and in web-based software system.

• Module: ‘Organic Agriculture and Market Access’ – Getting sustainably produced food to market while setting up an organisational structure for a farmer cooperative and designing a sales strategy based on fairness and equality.

As part of the taught programme in Y2 and Y3, students must also choose to study Spanish, German or Dutch as a second foreign language. If students consider neither of these languages to be relevant, another language course at the same level can be followed outside VHL University at students’ own expenses. During the second semester of the third study year, the student will do a second long internship, this time acting as a semi-professional in the SVC working field and applying the knowledge and skills specific to the field. The internship is ideally done in a developing country with the placement provider being a major actor in the SVC working field. The fourth and final year starts with a 20-week Minor, which can be used either for further specialisation in a particular SVC topic or area in line with the interest of the student; or the student may use the Minor to broaden up his SVC knowledge. If required (e.g. because the Minor is only offered once per year), the student may do the Minor in the second semester of the third year and do the internship in the first semester of the fourth year. The study will then culminate in a graduation project, starting with applied research activities, leading to a consult for a commissioner and a written report advising the commissioner. The student will also write a popular article for a broader SVC audience to expand on his/her professional network.

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3. The curriculum for the major Sustainable Value Chains is compiled as follows: Second year SVC

1st semester 2nd semester Period 1 Period 2 Period 3 Period 4 VID2 IN VE Internship Year 2 (14 credits)



VID2 BC VE Defending a Business case (7 credits)

VID2 SU VE Sustainable Agriculture (7 credits)

VID2 VC VE 1 Value Chain Development (7 credits)

VID2 CE VE Sustainable Chain Empowerment (7 credits)


Third year SVC

1st semester 2nd semester Period 1 Period 2 Period 3 Period 4 VID3 CG VE 1 Chain Governance and Facilitation (7 credits)

VID3 TS VE 1 Traceability for Sustainability (7 credits)

VID3 I1 VE Internship SVC (30 credits)

VID3 QM VE 1 QMS, Logistics and Warehouse Management (7 credits)

VID3 OA VE 1 Organic agriculture and Market Access (7 credits)


Fourth year SVC SEMESTER 1 SEMESTER 2 EXTAA00 Minor (30 credits)

VID4 T1 VE Thesis Sustainable Value Chains (30 credits)



EER, the student has to submit an application to the Examining Board. De student has to substantiate why the choice of the minor (or the composition of individual units of study with a workload of at least 30EC) is broadening of deepening for him. In addition, the student must prove that the minor meets the other requirements.



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Article 2.10 Curriculum of part-time variant Does not apply Article 2.11 Curriculum for the Associate degree programme Does not apply Article 2.12 Accelerated (three-year) track for students with a VWO diploma Does not apply Article 2.13 International notation A student of International Development Management who is interested to follow a learning pathway with an international character, may request to receive an ‘international notation’ at his or her diploma. The international notation is relevant to both students who want to work in the Netherlands, and students who want to work abroad during (a part of) their career. To earn an international notation, the following conditions must be met:

• Long internship: The student must have completed an internship of 30 EC at an organisation abroad; or Minor: the student must have earned at least 30 EC in study units at an educational institution abroad.

• Graduation assignment: The graduation assignment of 30 EC must be on a topic that is international in nature. This report must also be written in English and the presentation/defence must also be given in English.

• IELTS academic 7 or a comparable internationally recognised certificate such as Cambridge English: the student must achieve an average score of 7.0 or higher on the IELTS test. Four components are currently assessed: speaking, listening, writing and reading.

When the students applies for his/her diploma, the Examining Board will check whether these conditions have been met. If you have any questions, contact the concerned major coordinator.

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CHAPTER 3 FINAL EVALUATIONS, EXAMINATIONS, AND STUDY UNIT PARTICIPATION

Article 3.1 Final evaluations

1. The propaedeutic evaluation is passed if students have passed all study units from the propaedeutic phase.

2. The evaluation for an Associate degree programme is passed if students have passed all study

units from the corresponding curriculum. 3. The final student evaluation of the HBO Bachelors programme is passed if students have passed

all study units that are part of the final student evaluation. 4. The date on which the propaedeutic evaluation, and the final student evaluation of the HBO

Bachelors programme is passed is the date on which the Examining Board has ascertained that students have passed all study units and have therefore complied with the norm.

Article 3.2 Determining, announcing and keeping records of evaluation results

1. Several times per year, the Examining Board determines which students have complied with the norm for passing the propaedeutic evaluation, the evaluation of the Associate degree programme and the final student evaluation of the HBO Bachelors programme.

2. The Examining Board announces the results of the propaedeutic evaluation, the evaluation of the

Associate degree programme and the final student evaluation of the HBO Bachelors programme to the students in writing within one week after determining the results.

3. The Examining Board keeps records of the results for at least 7 years; this period begins at the

moment when the results are determined. Among other things, these records contain the assessments and a list of Examining Board resolutions.

Article 3.3 Designation ’cum laude’

1. The Examining Board can award the designation “cum laude” to a successfully completed final student evaluation of the HBO Bachelors programme, in any case if the conditions referred to under a. through d. are met: a. the student has completed the study programme within the assigned duration, without

retaking examinations or partial examinations; b. during the post-propaedeutic phase, all study units actually taken by the student have been

passed with a mark of at least 7.0; c. the thesis has been evaluated with a mark of at least 8.0; d. the following study units of the study programme, with a magnitude of at least 28 credits,

have been evaluated with a mark of at least 8.0: For major Disaster Risk Management: • VID3 CT VE - PROFESSIONAL CONSULTANCY TRAINING • VID3 BR VE - BUILDING RESILIENT COMMUNITIES • VID3 DR VE - DISASTER RISK REDUCTION • VID3 SD VE - SPATIAL DIMENSIONS OF DRM For major Rural Development and Innovation: • VID3 FM VE – FACILITATION OF MULTI STAKEHOLDER PARTNERSHIPS I AND II • VID3 PP VE - PARTICIPATIVE PLANNING • VID3 LG VE – LANDSCAPE GOVERNING FOR RDI For major Sustainable Value Chains: • VID3 CG VE - CHAIN GOVERNANCE AND FACILITATION • VID3 QM VE - QMS, LOGISTICS AND WAREHOUSE MANAGEMENT • VID3 OA VE - ORGANIC AGRICULTURE AND MARKET ACCESS • VID3 TS VE - TRACEABILITY FOR SUSTAINABILITY

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2. The Examining Board announces its decision about awarding the designation "cum laude" when the degree certificate is presented (diploma ceremony).

3. In cases where the Examining Board awards the designation "cum laude" even though students have not met all conditions listed under clause 1, they report this to the Van Hall Larenstein Executive Board. This report contains an explanation for deviating from the requirements listed in clause 1.

Article 3.4 Degree certificates, diploma supplement and degree

1. After the Executive Board has declared that the procedural requirements for awarding a degree have been met, it presents students with a degree certificate as proof that a final evaluation has been passed, and a certified copy of a diploma supplement with specifications about the final student evaluation, in Dutch and/or English, is attached to the degree certificate.

2. The Executive Board awards the Bachelors degree to students who have passed the final student

evaluation. 3. The Executive Board awards an Associate's degree to students who have passed the evaluation of

the Associate degree programme. Article 3.5 Examinations

1. An examination is linked to every unit of study. 2. An examination can consist of partial examinations. An examination is passed when all partial

examinations have been passed. Credits will only be awarded when the examination for the study unit as a whole has been passed.

3. The description of the study units in Appendix 3 specifies of each unit of study whether there are

partial examinations. Article 3.6 Retention Periods for Exam Questions and Assessed Work

1. The examiner is responsible for that an exam and all of the associated documents for a period will be retained of at least seven years from the moment the work was assessed. These associated documents include an outline of the answer key, passing mark criteria, attendance list, and exam questions.

2. The examiner is responsible for that the students’ assessed work and associated assessment will

be retained for a period of at least two years from the moment that the work was assessed.

3. In contrast to Paragraph 2 of this article, all documents associated with a test to demonstrate that a student meets the final competences, such as a graduation assignment, will be retained for at least seven years. These documents include a summary of the thesis, the project outline, and the assessment.

Article 3.7 Awarding credits

1. The study progress of students is expressed in the number of credits earned. 2. Students who have passed a unit of study are awarded the corresponding number of credits. 3. In case of an exemption, as referred to in Article 3.23 of these Regulations, students are awarded

the number of credits that corresponds with the unit of study referred to in the declaration. For students who have been granted an exemption for one or more study units in the first year, a different standard applies regarding the binding study advice; see also Article 4.6 clause 5 of these Regulations.

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Article 3.8 Examination formats

1. The description of each unit of study in Appendix 3 specifies the examination format. 2. The format of the examination is appropriate for assessing the competence of the students, or

testing a specific element of this competence (such as knowledge, skills and attitude). 3. In special cases the Examining Board, if requested by a student, can deviate from the format of

the examination.

4. Oral examinations are public unless the Examining Board decides otherwise. Students who have an interest in being present at an oral examination, for instance because they have to pass the oral examination in the same study year, are not allowed to be present at the oral examination.

5. During an oral examination, only one person can be assessed at a time, unless a different

provision is made in the description of the unit of study.

Article 3.9 Disclosure of Exam Material

Students should be informed of the structure and general content of an exam at the start of a study unit.

Article 3.10 Examination criteria

1. At the start of a study unit, the criteria are specified which are used to assess the examination results for that unit, including any partial examinations.

2. If mandatory attendance at scheduled education is a condition for passing an examination, this is

specified in the description of the corresponding unit of education. Article 3.11 Opportunity to take examinations

1. Each examination is offered at least twice per year.

2. The day and time of each regular examination is announced to the students at least 15 working days in advance.

3. The Examining Board has established specific rules about the examination procedures. Article 3.12 Taking examinations for students with a disability

A student with a disability will in appropriate cases be entitled to extra amenities during the taking of examinations, provided that the Examining Board grants approval. For more information, refer to Appendix 2 of this regulation.

Article 3.13 Changed and expired study units

1. If study units are significantly changed (for example, by the use of new theories and methods), during the academic year in which the new format is used for the first time, the examination of the unit of study is still given twice in the old format, but only to students who have already taken the examination in the old format once or twice previously without earning a passing mark.

2. If a unit of study or a part of it which includes a partial examination expires, during the academic

year in which the (partial) examination is not given for the first time, students are allowed two opportunities to take the (partial) examination.

3. Significantly changing a unit of study, as referred to in clause 1 of this Article, does not mean

changing an examination because the educational material has been updated. The description of the unit of study specifies whether the educational material has been updated relative to the previous academic year. Students are expected to be aware of possible updates.

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Article 3.14 Resitting an examination due to exceptional circumstances

1. Students can ask the Examining Board in a written motivated request to allow them to resit an examination if, due to personal circumstances, as referred to in Article 6.8 of these regulations or due to exceptional organisational circumstance, they are prevented from taking an examination, or if the examination result was seriously affected by these circumstances.

2. The Examining Board makes its decision on this request within 15 working days, thereby

notifying the student in writing and sending a copy of its decision to the Examiner of the corresponding unit of study.

Article 3.15 Right to participate in examinations

1. Unless provided otherwise in the following clauses of this Article, students have the right during the duration of their enrolment to take examinations for the units of education in their study programme, and thus to complete the final evaluation of that study programme.

2. Unless provided otherwise in the description of the study units, no sequentiality is required for

participation in study units or taking examinations. 3. Students have three chances to pass an examination. For additional resits, students must have

written permission from the Examining Board. The Board may set the conditions for the resit opportunities. The Examining Board may not impede a student who has received a positive study advice from graduating by denying him an additional resit.

4. Based on substantive or organizational considerations it is possible that resits of a study programme are only offered during the current study year. If a study unit has not been passed during a study year the student has to follow the study unit again.

5. Students who have passed an examination are not entitled to resit the examination, unless

Examining Board gives permission to do so. If a student can make it clear in his request to the Examining Board that admission to a Master programme is a serious objective, then the highest grade counts.

Article 3.16 Registration for examinations and deregistration of written examinations

1. Students who have registered for a study unit are automatically registered for the first exam opportunity of written exams.

2. Students are required to register on time through SIS for each resit of a written examination or a

computer examination (before the conclusion of the published registration period).

3. Students who have not registered for an exam in time are not allowed to participate for the exam.

4. Oral examinations are scheduled in a school timetable or in consultation between the Examiners and the students.

5. A student who does not wish to take an written or computer examination for which he or she has

registered is required to deregister from this examination through SIS. This deregistration must take place during the specified deregistration period. A student who does not take an examination, but has failed to deregister will lose one of his or her exam resit opportunities.

Article 3.17 Compulsory identification

When an examination is being given, the Examiner or the invigilator first determines the identity of the students as well as whether they are enrolled at Van Hall Larenstein. At the request of the Examiner or invigilator, students are obligated to present a valid student card for identification. A student who cannot present these proofs are not allowed to participate in the examination.

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Article 3.18 Determining the examination results

1. The Examiner determines the results of an examination and, if desired, informs the Examining Board accordingly.

2. If students resit an examination, these results replace the results of the previous examination,

unless the provisions of article 3.15 clause 4 apply Article 3.19 Assessing the examination results

1. The result of an examination and partial examination is expressed in an assessment that indicates whether the examination has been passed or not.

2. The result of an examination can be expressed as a numeral between 1 and 10 with a decimal fraction. This does not apply for the study unit ‘study development counselling’, which is rated as pass or fail.

3. The result of a partial examination can be expressed as a numeral between 1 and 10 with a

decimal fraction, or as pass or fail. This is specified for each unit of study in the description of that unit.

4. If the assessment of an examination or partial examination is expressed as a numeral, the grade is

rounded down to a single decimal, for example: 5.49 becomes 5.4 and 5.59 becomes 5.5

5. An examination or partial examination is passed if the score is 5.5 or higher, or if it is assessed as satisfactory or complete.

Article 3.20 Announcing and registering the results

1. The result of an examination or partial examination (including a report) is announced via the SIS within 15 working days after the examination or partial examination has been taken or the report has been submitted.

2. Notwithstanding the provisions in clause 1, the results of an internship report will be announced via the SIS within 45 working days after the report is submitted

3. Due to exceptional circumstances, the Examining Board can extend the term referred to in this

Article, and announce this extension to the students. 4. Students who have passed one or more examinations, but who do not qualify for a degree

certificate as referred to in Article 3.4, can request a written declaration from the Examining Board that lists the examinations that have been passed.

Article 3.21 Post-inspection and discussion of the examination, publishing the assessment

standards

1. The Examiner (usually the first Examiner) organises a meeting during which an explanation of the examination results is provided, and during which the Examiner allows the students to inspect the assessment standards that were used.

2. In case no meeting is organised, the student can submit a request with the Examiner to receive an individual explanation of the examination results and to inspect assessment standards that were used. To this end, students must submit a written request to the Examiner within 30 working days after the result of the examination is announced.

Article 3.22 Duration of validity of passed examinations

The duration of validity of a passed examination is unlimited.

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Article 3.23 Exemptions for examinations

1. Students can submit a reasoned request in writing to the Examining Board for an exemption from an examination based on the following circumstances: a. a previously passed examination or final evaluation in higher education; b. competences acquired outside higher education; c. competences acquired while conducting administrative and organisational activities related to

Van Hall Larenstein. 2. The Examining Board grants an exemption based on an objective study of the competences of each

student, and records its findings in a report, to which the documents submitted by the student are attached. The Examining Board can ask students to provide additional evidence to support the submitted request.

3. In any case, such evidence includes:

a. Certified copies of degree certificates, diplomas and other certificates. From these documents, it must be possible to derive a description of the study programme;

b. Articles, projects, reports, theses or comparable documents written by the student, including an assessment.

4. In principle, exceptions are granted only if all competences of the unit of study to which the

examination belongs have been covered. If not all competences have been covered, the Examining Board can initiate a study with which students can demonstrate that they indeed possess the missing competences.

5. The Examining Board responds in writing within 20 working days after receiving the request and

sends a copy of its decision to the Examiner. 6. If the Examining Board grants an exemption, it provides the student concerned with proof of

exemption. This proof includes the date on which the exemption was granted, the corresponding examination and, as the occasion arises, the duration of validity. The proof of exemption is signed on behalf of the Examining Board by its Chair and/or Secretary.

7. The Examining Board saves the documents pertaining to a grant of exemption for a period of at

least seven years. These documents will include, among other things, evidence of the reason for exemption (as outlined in Paragraph 3) and a written record of the Board’s decision.

Article 3.24 Registration for study units

Students must register in SIS for all of the study units that they wish to follow during the registration period, meaning before the end of the specified registration period.

Article 3.25 Participation in education outside the study programme in which students are

enrolled

Students who wish to take one or more study units from a different study programme at Van Hall Larenstein, a different university or an equivalent institution as part of their bachelor programme must request approval from the Examining Board of their study programme. With such approval, students can request permission to take a unit of study from a different study programme.

Article 3.26 Start of a minor The start of a minor depends on the number of participants. The dean can make the decision not to start a minor with less than 22 participants. The decision that a minor does not start will be published no later than three weeks before the start of the minor. Article 3.27 Examiners

The Examining Board appoints Examiners.

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Article 3.28 Organisation exams

1. The Executive Board is responsible for the practical organization of exams and appoints one or more invigilators for this purpose.

2. The Examining Board grants the quality of the organization and the procedures of the exams. 3. To ensure a proper examination procedure, students are obligated to follow all instructions from

the Examiner or invigilator.

Article 3.29 (Serious) Fraud

1. If a student commits fraud while taking an examination, the Examining Board can:

a. decide that the result of the examination will be nullified or replaced by a result to be determined by the Examining Board; and/or,

b. decide that during a certain length of time, to be determined by the Examining Board, but no more than one year, the student loses the right to take examinations or complete final evaluations at Van Hall Larenstein; and/or,

c. in the case of a free choice component, revoke the student’s right to further follow this specific free choice component.

2. If the fraud is first discovered after the result of an examination is announced, the Examining

Board can withhold the degree certificate of the student concerned or the Examining Board can revoke the degree certificate of the student concerned, or it can decide that the degree certificate can only be awarded after the student passes an examination on certain units as it specifies.

3. In case of serious fraud, the Examining Board can make a proposal to the Van Hall Larenstein Executive Board to definitively terminate the student's enrolment in the study programme.

4. Fraud as referred to in this Article includes:

a. possession of aids or devices that are not permitted while taking an examination; b. providing answers to other students, or receiving such answers, during an examination or to

unfairly prepare for an examination c. engaging in behaviour during an examination with the intention of seeing the answers of other

students; d. during or related to an examination, using material from other authors, including other

students, without responsibly citing this material as prescribed (plagiarism); e. acting contrary to oral or written examination instructions.

5. Committing fraud as referred to in this Article includes committing, co-committing, provoking or

attempting to commit. 6. If an Examiner or invigilator detects fraud, they immediately take measures that are necessary to

ensure that the fraud can be proven at a later time. The Examiner or designated invigilator makes an official report of the fraud. This document is signed by the Examiner and/or the invigilator. The Examiner submits the official report immediately, or in any case no more than two working days later, to the Examining Board.

7. Before making a decision pursuant to clauses 1, 2 and/or 3 of this Article, the Examining Board

invites the student concerned to a hearing within 10 working days after receiving the official report. In addition, the Examining Board provides a copy of the official report to the student. The student can decide to participate in the hearing or not, or can choose to respond in writing.

8. The Examining Board announces its decision to the student, orally if possible and in any case in writing including an explanation, within 30 working days after receiving the official report or after the hearing has taken place.

9. The Examining Board retains all records relating to a fraud case for at least two years after the student’s application has been terminated. These documents will include the official report, the student’s notification, the student’s defence, and the disciplinary decisions

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CHAPTER 4 STUDY PROGRESS, STUDY SUPERVISION AND STUDY ADVICE

Article 4.1 Study progress

The Van Hall Larenstein Executive Board is responsible for registering the study results in such a way that all students can see the exams they have passed by means of the study progress system.

Article 4.2 Study mentoring

1. The Van Hall Larenstein Executive Board provides students with adequate facilities to ensure proper study progress.

2. The Van Hall Larenstein Executive Board is responsible for the individual study mentoring of the

students who are enrolled in the study programme, to ensure the monitoring of their study progress to benefit their orientation towards possible study routes inside and outside the study programme.

3. If students experience study delay due to personal circumstances, they can contact the student

dean's office. Article 4.3 Special provisions for students with disabilities

1. If requested by students, Van Hall Larenstein takes measures, where this is reasonable, that enable students to take examinations adapted to their functional disabilities. For this purpose, students should submit a request to the student dean's office.

2. The provisions and the corresponding procedure regarding a request as referred to in this Article are

specified in Appendix 2. Article 4.4 General provisions concerning the study advice

1. The Examining Board of the corresponding study programme, on behalf of the Van Hall Larenstein Executive Board, provides all students at the end of their first year of enrolment in the propaedeutic phase with an advice about continuing their study in the Bachelors degree programme or elsewhere.

2. Without prejudice to the first clause, the Examining Board, on behalf of the Van Hall Larenstein

Executive Board, can issue this advice to students for as long as the propaedeutic evaluation has not been passed.

3. The Examining Board, on behalf of the Van Hall Larenstein Executive Board, can issue a binding

negative study advice in accordance with the provisions in these Regulations. 4. Students who have received a binding negative study advice can no longer remain enrolled at Van

Hall Larenstein in the same study programme, unless the Van Hall Larenstein Executive Board has specified a time limit for the binding negative advice or unless students at a later time request to be enrolled in the study programme concerned and can plausibly demonstrate to the Institutional Board that they can successfully complete the programme. The request referred to in the previous sentence is submitted to the Van Hall Larenstein Executive Board. The latter bases its decision partly on an advice from the Examining Board.

Article 4.5 Procedure for issuing the preliminary report on the first year of enrolment

1. On behalf of the Van Hall Larenstein Executive Board, the Examining Board gives every student a preliminary advice within 20 working days after the end of the second period of the first year of enrolment in the propaedeutic phase.

2. The preliminary advice serves as a warning, as described in Article 7.8b clause 4 WHW, for a

binding advice to stop the study programme that could possibly be presented at the end of the first year of enrolment in the propaedeutic phase.

3. The standard for a positive preliminary advice is a minimum of 21 credits

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4. For students who have received an exemption for one or more units of study in the first year,

the standard as referred to in the previous clause is calculated as follows: (30 credits – number of credits exemption for study units in the first year of study) x 21/30.

5. A positive preliminary advice does not provide entitlement to a positive study advice.

6. A student who does not meet the requirements for getting a positive preliminary advice will receive a negative preliminary advice meaning that on the basis of his/her current study performance he/she is not expected to be able to successfully complete the programme. The student has the opportunity to improve the performance during term 3 and 4.

Article 4.6 Procedure for issuing the study advice – first year of enrolment

1. The Examining Board, on behalf of the Van Hall Larenstein Executive Board, provides all students, no later than the end of their first year of enrolment in the propaedeutic phase of their study programme, with an advice about continuing their study in the Bachelor’s degree programme or elsewhere.

2. A positive advice is made if students have earned at least 46 credits. 3. A binding negative study advice is provided if students at that time have earned fewer than 46

credits. 4. The Examining Board may decide to postpone the issuing of an advice, if in the judgment of the

Examining Board the student in all fairness was unable to meet the norm as a result of personal circumstances. An advice must be issued by the end of the second academic year at the latest.

5. For students who have received an exemption for one or more units of study in the first year, the standard as referred to in the previous clause is calculated as follows: (60 credits – number of credits exemption for study units in the first year of study) x 0,76.

6. Moreover, a binding negative study advice is provided if students de-enrol before the end of the

first year of enrolment, but after 31 January of that enrolment year, and do not comply with the standard of the requirements for a positive advice, as outlined in Paragraph 2 of this article.

Article 4.7 Consideration of personal circumstances and giving the student a hearing

1. As part of binding negative recommendations, the Examining Board takes the personal circumstances of students into account.

2. The personal circumstances that are taken into account are the circumstances referred to in

Article 6.8, to the extent the Examining Board believes they have plausibly resulted in the student concerned being unable to comply with the standard and/or with possible qualitative requirements. When making its decision, the Examining Board takes into account the extent to which students have made the circumstances known in a timely fashion to enable Van Hall Larenstein to adapt the educational provisions to these circumstances where possible.

3. Before making a binding negative advice, the Examining Board gives students the opportunity to

explain their personal circumstances in writing, accompanied by a written advice from the student's dean, and gives them a hearing if they desire one.

4. The Examining Board is not bound to the advice of the student's dean, but this advice does carry

a great deal of weight. Article 4.8 Personal circumstances

The personal circumstances that can be taken into account when deciding on a study advice are only the following: a. sickness of the individual concerned; b. physical, sensory or other functional impairment of the individual concerned;

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c. pregnancy of the individual concerned; d. exceptional family circumstances; e. other circumstances indicated by the Van Hall Larenstein Executive Board where the individual

concerned has developed activities as part of the organisation and management of the institution.

Article 4.9 Retention period for study advices

The study advice will be retained for a period of five years following any decision.

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CHAPTER 5 EXAMINING BOARDS Article 5.1 Establishment and appointment

1. The Examining Board is the body that, in an objective and expert fashion, determines whether students comply with the conditions in the Education and Examination Regulations with respect to the competences that are necessary for obtaining a degree.

2. An Examining Board is established by the Van Hall Larenstein Executive Board for each study

programme or group of study programmes. 3. The members of the Examining Board are appointed annually by the Van Hall Larenstein

Executive Board based on their expertise in the field of the corresponding study programme or group of study programmes. Each Examining Board has at least one external member. Appointment is based on nomination by the Director. Before a new member is appointed, the current members of the Examining Board are given a hearing by or on behalf of the Van Hall Larenstein Executive Board.

4. The study programme publishes the composition of the Examining Board on Studentnet.

Article 5.2 Duties and powers

1. The Examining Board performs all duties assigned to it by or pursuant to the Act or the regulations of Van Hall Larenstein, which include at least the following duties, as referred to in the Act: a. assuring the quality of the examinations and evaluations (Article 7.12b clause 1 sub a

WHW); b. granting exemptions (Article 7.12b clause 1 sub d WHW); c. In case of fraud, revoking the right of students to take certain examinations or evaluations

(Article 7.12b clause 1 sub d WHW); d. In case of fraud, revoking the right of students to participate in an optional course (Article

7.12b clause 1 sub d WHW); e. in cases of serious fraud, advise the Institutional Board about terminating the enrolment of

the student concerned (Article 7.12b clause 1 sub d WHW); f. establish guidelines and instructions within the framework of the Education and Examination

Regulations to assess and record the results of examinations and evaluations (Article 7.12b clause 1 sub b WHW);

g. appoint Examiners (Article 7.12c clause 1 WHW); h. as the occasion arises, conduct a study to ascertain whether students have passed the final

evaluation (Article 7.10 clause 2 WHW); i. determine whether students comply with the conditions in the Education and Examination

Regulations concerning the knowledge, understanding and skills that are required to obtain the degree (Article 7.12 clause 2 WHW);

j. award degree certificates (Article 7.11 clause 2 WHW); k. provide declarations to students who do not qualify for a certificate, but who have passed

one or more examinations (Article 7.11 clause 5 WHW l. deal with submitted complaints and requests (Article 7.12b clause 4 WHW); m. prepare an annual report on its activities, which is submitted to the Institutional Board

(Article 7.12b clause 5 WHW); n. extend the validity of a successfully completed examination at the request of the student

(Article 7.13 clause 2 sub k WHW). 2. In these Regulations, the following duties and powers, among others, (in addition to supplementing

the provisions in clause 1) are allocated to the Examining Board: a. assessing the proof of competency in Dutch, as referred to in Articles6 and 7 of appendix 4 of

these Regulations; b. on behalf of the Van Hall Larenstein Executive Board, issuing a preliminary report and a study

recommendation, as defined in Articles 4.5 and 4.6 of this regulation; c. approving requests from students to take an examination in a different format, as defined in

Article 3.8 clause 3 of this regulation;

29

d. establishing a list with approved electives, establishing a list with a priori approved minors and granting written permission for taking different minors or electives, as defined in Chapter 2 of this regulation;

e. granting approval for taking study units from a different study programme at Van Hall Larenstein, at a different university or equivalent institution, as defined in Article 3.25 of this regulation;

f. awarding the ’cum laude’ distinction upon graduation, as defined in Article 3.3 of this regulation.

3. When performing the duties and exercising the powers referred to in the previous clause, the

Examining Board acts within the frameworks established by the Act, these Regulations and, as the occasion arises, other regulations established by Van Hall Larenstein.

4. The Examining Board establishes rules about the execution of duties and powers granted to them by either the Act or the regulations of Van Hall Larenstein, and about any measures that they can take in this context.

5. The Examining Board provides advice to the Executive Board on the enactment, amendment or periodic assessment of the Education and Examination Regulations for the study programme or group of study programmes for which the Examining Board has been established.

Article 5.3 General regulations

1. The Examining Board establishes a set of general regulations.

2. The general regulations referred to in clause 1 contain, as a minimum, provisions in the matter of: a. the frequency of meetings and whether the meetings are open to the public; b. method of decision-making and the quorum; c. to the extent not already provided for in these Regulations, the method of communication with

students and the time periods within which students can receive a response to their submitted requests or complaints;

d. how guidelines, instructions and procedures (rules) are determined; e. record keeping.

30

CHAPTER 6 FINAL PROVISIONS

Article 6.1 Additional regulations

The Examining Board, taking into account the Act and these Regulations, can establish additional regulations on taking examinations.

Article 6.2 Right of appeal Students have the right to submit an appeal to the Appeals Board for Van Hall Larenstein Students against their treatment while taking an examination or participating in an evaluation and against decisions of the Examining Board, Examiner or invigilator. The term for submitting the notification of appeal is 6 weeks following the date on the decision. The notification of appeal must be submitted to the counter for complaints and disputes ([email protected]). The appeals procedure is described in more detail in the Regulations of the Appeals Board for Van Hall Larenstein Students (Reglement van het College van Beroep voor Studenten Van Hall Larenstein), which is published on Studentnet.

Article 6.3 Unforeseen circumstances In cases not foreseen by these Regulations, the Van Hall Larenstein Executive Board decides. As the occasion arises, the Van Hall Larenstein Executive Board requests advice from the Examining Board.

Article 6.4 Interim provisions In urgent cases, the Chair of the Examining Board is authorised to make interim provisions on behalf of the Examining Board, subject to the Act and these Regulations. He informs the Examining Board about these interim provisions within one week.

Article 6.5 Entry into force and official title

1. These Regulations go into force on 1 September 2017. 2. These Regulations can be amended during the academic year, if and to the extent that students

are not disadvantaged as a result. Amendments, as the occasion arises, require approval of the Participational Council and are published on Studentnet.

3. These Regulations are officially cited as: Van Hall Larenstein Education and Examination

Regulations 2017/2018 study programme International Development Management

mailto:[email protected]

31

Appendix 1 CODE OF CONDUCT FOR USING LANGUAGES OTHER THAN DUTCH IN EDUCATION

Article 1 Legal framework

According to article 7.2 WHW, the education and examinations are given in Dutch. Notwithstanding this provision, another language can be used when: • the education involves a guest lecture by a lecturer from abroad, or • this is necessitated by the specific nature, design or quality of the education, or the national

origin of the students. Article 2 International orientation

• International orientation is an important part of the mission of Van Hall Larenstein University of Applied Sciences. The institution trains students from the Netherlands and abroad to work in many countries.

• The Van Hall Larenstein Executive Board encourages the study programmes to apply this international orientation to the curricula.

Article 3 Using a language other than Dutch in education

• Study programmes can decide to use a language other than Dutch to safeguard the international orientation of entire programmes or parts of programmes.

• A study programme can decide to use a language other than Dutch for a study programme, or for one or more study units, if international students belong to the target group.

• In principle, for an entire study programme (in the Netherlands) or an entire study programme offered on location, only English can be used as the language of instruction instead of or in addition to Dutch.

• In principle, for one or more study units, only English or German can be used as the language of instruction instead of or in addition to Dutch.

• The Education and Examination Regulations specify the language of instruction for the study programme and the various study units. If there is no specification, the language of instruction is Dutch

Article 4 Propaedeutic phase

• During the propaedeutic phase, the language of instruction is Dutch. • Exceptions to this rule are study units that concern a foreign language and guest lectures that

are given in a foreign language. • Parts of study units in the propaedeutic phase can be given in a foreign language, if learning

outcomes justify this. • This Article becomes void if the language of instruction is English for an entire study programme

(in the Netherlands) or if a study programme is offered in a variety of locations, and at one of the said locations, the language of instruction is English.

Article 5 Main phase

• During the main phase, the language of instruction is Dutch. • In the main phase of a study programme for which the language of instruction is Dutch,

mandatory or elective study units can be offered in a foreign language, if the learning outcomes, content, target group and demand from the labour market justify this. In this case, the Education and Examination Regulations indicate which part of the total student workload is ascribed to the foreign language.

• If the entire curriculum or a part thereof is offered in a foreign language, the study programme ensures that the student workload of the total curriculum remains the same

• This Article becomes void if the language of instruction is English for an entire study programme (in the Netherlands) or if a study programme is offered in a variety of locations, and at one of the said locations, the language of instruction is English.

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Article 6 Teaching materials

• It is possible that study material in a foreign language is necessary to achieve the learning outcomes of a module that is taught in Dutch.

• In the Education and Examination Regulations, it is stated that study material in a foreign language is used in that particular module.

• In principle, only written study material in English or German can be used. Other languages, including Frisian, shall be used only on an individual basis.

Article 7 Examinations

• If study material in a foreign language is used in a unit of study, such foreign language material can also be used on the examination.

• For study units that are taught in Dutch, the examination questions are also basically formulated in Dutch.

• Students who take an international module are required to take the examination (including the resit) in the foreign language.

• For oral examinations, students and instructors can agree to use a language other than Dutch. • As an examination provision, the Examining Board can allow international students who are

taking a programme in Dutch to take written and oral examinations in another language (to be determined) or to answer questions asked in Dutch in another language.

Article 8 Internship report/thesis

Students can request the Examining Board to allow them to write the internship report or thesis in a language other than that in which the curriculum is taught. The Examining Board grants this request if: • the responsible instructor and the examiner(s) indicate that he has sufficient proficiency in the

language; • an arrangement is made for correcting language usage; and • this concerns a company or institution which uses Dutch, then the internship provider or external

customer declares they have no objection to this procedure. If a report is written in a language other than Dutch, English or German, then the student adds a summary in Dutch and/or English.

Article 9 Compliance

The Van Hall Larenstein Executive Board ensures compliance with the code of behaviour for using foreign languages in education

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Appendix 2 PROVISIONS FOR SPECIAL GROUPS OF STUDENTS

Article 1 Functional limitations

1. Functional limitations include any physical, sensory or other impairments (such as chronic illness), which limit a student in his ability to take part in education, tests or exams.

2. At the student’s request, the University of Applied Sciences will take any reasonable steps to help the student participate in education or exams in a manner suited to his special needs.

Article 2 Procedure

1. Students and prospective students with a functional limitation can apply to the student dean’s office for special provisions.

2. The student dean will discuss the problem areas, the possibilities and the steps that need to be taken with the student concerned.

3. The decision about granting provisions relating to education and exams is the responsibility of the Examining Board and the Director of the corresponding programme department.

4. The student must personally ask the Examining Board of the programme department for permission to take an exam in a way that deviates from the procedure described in these regulations or established in the contract.

5. The student dean is authorised to grant special provisions to students with certain circumstances or conditions, such as dyslexia.

Article 3 Recording agreements

1. The agreements made relating to education and testing should be laid down in a contract. 2. The Director and the Examining Board must approve the contract. 3. The permanent programme supervisor or the student dean is responsible for communicating and

implementing the agreements laid down in the contract, after the Examining Board has made a positive recommendation.

Article 4 Provisions

1. The provisions referred to above should be taken to mean provisions such as extra time for tests, allowing aids to be used during tests and providing a separate room for the student to sit tests or exams.

2. In addition, the deans can provide information about requesting other facilities such as applying for an extra year of student grant, an extension of the diploma deadline or applying for financial assistance on the basis of the Profiling Fund regulations.

Article 5 Equal treatment

If a student does not think that the University of Applied Science is offering the provisions to which he is entitled, he can file a complaint with the counter for complaints and disputes ([email protected]) on the grounds of Art. 7.59b of the Dutch Higher Education & Research Act. The student may also refer the matter to the Netherlands Institute for Human Rights.



34

Appendix 3 LIST OF STUDY UNITS (MODULES)

3.1 IDM Year 1 Year 1 TERM 1 ; study unit 1

Study unit - code VID1 DA VE

Study unit – name Development Sector Analysis - SEAN Competences

CS - To create socio-economic intervention strategies; level 1 PL – To develop personal leadership; level 1

Learning outcomes

The student: • Can make an external market audit for an social enterprise or

organisation active in the rural agricultural or development sector.

• Understands the concepts used to make an external audit. • Contributes professionally and effectively to the team

performance. • Is able to present and discuss the outcomes of the external

sector research. Content

Goal: This study unit introduces the student into the strategic macro positions that social enterprises have or take in and around the Development sector. The student gains understanding about the structure of the sector, what are trends and how markets are functioning for services and/or products in the sector. This study unit contains the first project in which students participate in a team executing a professional assignment for external commissioners. Topics:

- Sector analysis theory; with focus on market analysis and social economy theory;

- Sector analysis practice; with focus on desk research, to make an external market audit, applying sector knowledge, project teamwork, written and oral team presentations.

Description: Students will learn to apply the PEST-analysis and the 5-forces analysis. They will describe the external macro- and micro-environment of a sector or industry in the social economy, relate to developments between these environments and identify the main developments in the sector. This is described in a team report and concludes with two realistic scenarios based on the macro- and micro- environment analyses, from which the student will draw proper conclusions, while identifying the opportunities and threats in the sector.

Teaching method(s) and student workload

Approximate student workload hours in total = 200 Indicative student workload hours per type of activity: 22 hours - attending lectures, field work

8 hours - excursion

20 hours - coaching and presentations

80 hours - teamwork including preparation for presentations

70 hours - studying literature and preparation for exam

Rating scale Numeral between 1 and 10 with a decimal fraction Examination

CS Partial exam 1 (50%): Name: Analysing the development sector Format: written; multiple choice exam; mark CS Partial exam 2 (50%): Name: Analysing a social enterprise

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Format: Analysis report of a Social Enterprise; portfolio; team report; mark PL Partial exam (Knockout Criteria) Name: Reflecting on team work Format: portfolio; written; Satisfactory/Not Satisfactory

Mandatory literature

Available through the study unit manual and Blackboard

Category of unit of study

STD – standard unit of study

Contact person Ard Schoemaker

Language English

Credits 7

Term Term 1

Entry requirements/ Prerequisites

None

Capacity/waiting list

No

Exams

Name and code* of the exam W

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Analysing the development sector – VID1 DA VE 01

50% 1-10

Ard Schoemaker, Ivonne de Moor

X X Computer 120 X X X ☐ ☐ ☐ ☐ ☐ ☐

Analysing a social enterprise – VID1 DA VE 02 50% 1-10


X ☐ Portfolio, written, team

- ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

Reflecting on team work – VID1 DA VE 03 0% Satisfactory /

unsatisfactory


X ☐ Portfolio, written - ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

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Year 1 TERM 1 ; study unit 2

Study unit - code VID1 DS VE 1

Study unit – name Development and Sustainability - DevSus Competences

SE – To acquire development sector expertise, level 1

Learning outcomes

The student is able to: • Show knowledge of and develop insight in concepts related to

Development Approaches, Institutional Environment of Development, Sustainability in Rural Development.

Content

The module consists of 3 parts. Goal DEVSUS: This study unit provides general knowledge on the (rural) development sector. Students learn to understand development concepts e.g. Sustainable Development; Sustainable Business; PPP; Climate Change. English (not assessed in this term) Goal: Students begin to feel at ease with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written form (CERF); Pre-test level B2 CERF; year 1: B1 for reading , listening and writing skills. B2 for speaking skills Skills building

- Communication ‘rules’ - feedback (incl. peer assessment skills) - Teamwork, holding a meeting (rules, exercises) - Reflection - Planning work and study skills


Approximate student workload hours in total = 200

Indicative student workload hours per type of activity:

50 hours - attending lectures and workshops

100 hours – making individual assignments / self-study



SE Partial exam 1 (100%): Name: Understanding development & sustainability Format: written; mark Description: A written multiple choice exam in which the student is tested on his/her insight and knowledge of development approaches and concepts of sustainability. SE Partial exam 2: Name: Conducting DS assignments Format: portfolio; written; 80% of number of assignments handed in; Complete / incomplete? Description: Students are given assignments previous to the lectures. Assignments must be digitally handed in previous to the lectures. These assignments are given a pass or fail. A number of passes is required to fulfil this examination.


Roorda, D.; 2012; Fundamentals of sustainable Development. Other titles are available through the study unit manual and Blackboard.

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Contactperson Monique Heger

Language English

Credits 7

Term Term 1

Entry requirements/ prerequisites

None


No

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Understanding development & sustainability – VID1 DS VE 01

100% 1-10

Monique Heger, Ivonne de Moor

X X Computer 120 X X X ☐ ☐ ☐ ☐ ☐ ☐

Conducting DS assignments – VID1 DS VE 02

Satisfactory / unsatisfactory

Monique Heger, Ivonne de Moor


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IDM Year 1 TERM 2; study unit 3

Study unit - code VID1 RL VE

Study unit – name Sustainable Rural Livelihoods Competences

SE – to acquire development sector expertise; level 1

Learning outcomes

The student: • Understands the concept and framework of rural livelihoods. • Can explain specific rural development theories and tools. • Can analyse rural livelihoods. • Knows strategies to improve people’s livelihoods.

Content

Goal: To understand how rural livelihoods are shaped, and livelihood strategies are developed, considering the environment (political, economic, cultural etc.) in which people live and how changes in external environment impact on livelihood strategies. Topics: During this term you will be introduced to the following:

- Sustainable Livelihood Framework - Wealth ranking - Envisioning - Empowerment of marginalised people - Soil Classification - Value Chain Map - Disaster Cycle - Pressure and Release Model (PAR) - Capacity and Vulnerability Analysis - GIS




60 hours - attending interactive lectures including the simulation game “Africulture” and guest lectures

50 hours – project; team work

10 hours – coaching

20 hours – making individual assignments



SE Partial exam 1 (60%): Name: Understanding and applying rural livelihoods Format: Written; multiple choice and open questions; mark Description: The student shows knowledge and understanding on different tools and theories. The student shows capacity to apply development and livelihoods theory and tools on a specific case. SE Partial exam 2 (40%): Name: Improving rural livelihoods Format: portfolio; team report; mark Description: The student needs to show understanding of the concept of rural livelihoods by describing rural livelihoods in a specific area. This is applied in a team product. Students will be given one grade as a team. SE Partial exam 3: Name: Conducting SRL assignments

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Format: portfolio; written; 80% of number of assignments handed in; Satisfactory / unsatisfactory Description: During the term the student prepares specific assignments prior to the lectures and upload them on BB.


DFID Sustainable Livelihoods Guidance Sheets (online available). Other titles are available through the study unit manual and Blackboard.



Contactperson Koos Kingma; [email protected]

Language English

Credits 7

Term Term 2


None


No

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Understanding and applying rural livelihoods – VID1 RL VE 01

60% 1-10

Koos Kingma, Jan Hoekstra

X X Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

Improving rural livelihoods – VID RL VE 02 40% 1-10



- ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Conducting SRL assignments – VID RL VE 03



X ☐ Portfolio, written - ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Year 1 TERM 2; study unit 4

VID1 AR VE 2

Study unit – name Applied Qualitative Research Competences

AR – To conduct applied research; level 1 CO – To communicate in an international setting; level 1

Learning outcomes

The student: • Understands the basic principles of doing qualitative research. • Knows the steps of the research process and how to carry these

out. • Applies this knowledge in an individual study. • Has gained writing skills in English.

Content

Description: You are a junior researcher and employed by a consultancy firm, specialised in poverty alleviation. You are requested to carry out an individual study to describe a theme related to youth and poverty. During the research classes you learn, step-by-step, doing qualitative research, from problem identification to recommendations. Research

- The qualitative research process - Use of descriptive statistics - From problem identification to research questions - Doing literature study - Operationalization of concept (e.g. poverty) - Collecting information - Processing of data - Ways of collecting and processing information - Drawing conclusions - Writing a research report

Skills building

- Interview training - Observation, transact walk - Team performance, group dynamics - Giving feedback

English – Grammar and formal writing skills, report writing and literature review, professional correspondence




70 hours - attending lectures; including workshops and an excursion

60 hours – study ‘youth and poverty’



AR Partial exam 1 (50%): Name: Applying qualitative research Format: portfolio; individual report; written; mark Description: You hand in a research report based on your own individual study ‘youth and poverty’ . AR Partial exam 2 (30%) Name: Understanding qualitative research Format: written; individual

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Description: You demonstrate basic knowledge on qualitative research in a written exam. CO Partial exam 3 (20%): Name: Writing English Format: written; individual; mark Description: The student write a comparative text based on concepts and topics discussed during the Module.


Titles are available through the study unit manual and Blackboard.




Language English

Credits 7

Term Term 2


None


No

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Applying qualitative research – VID1 AR VE 01

50% 1-10 Koos Kingma, Jan Hoekstra ☐ ☐ Portfolio,

written - ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Understanding qualitative research – VID1 AR VE 02

30% 1-10 Koos Kingma, Jan Hoekstra X X Computer 120 X X X

Writing English – VID1 AR VE 03 20% 1-10

Koos Kingma, Reena Bakker-Dhaliwal

X X Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

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Study unit - code VID1 PM VE 2

Study unit – name Project Management Competences

MP - To manage a project; level 1 CS - To create socio-economic intervention strategies; level 1

Learning outcomes

The student: • Understands and applies growing techniques. • Understands project cycle management. • Makes a proper planning for project management with an

emphasis on social entrepreneurship. • Integrates and applies theoretical knowledge from literature to a

practical project. • Cooperates within a team and organize her / his activities. • Reflects on her / his personal work within the team and the

position as a manager. Content

A major part of this module is to make a project plan to set up a social enterprise. The enterprise is related to horticultural practises. Students also experiment with growing plants themselves. This will be done in the greenhouse. A number of the lectures will also take place in the greenhouse. Students work in teams and all teams are expected to sell their products and make a profit. The theory that is part of this module will give students an insight and understanding of the theory behind project management. Students are expected to combine the theory with practical work of growing and setting up an enterprise. Another part of the project is to make a financial report. This will give students an insight into the financial aspects of a project and how to make a budget.




60 hours - attending lectures including practicum (soil) including 10 hours work (regular checks in the greenhouse)

50 hours – teamwork

10 hours - coaching

80 hours - studying literature and preparation of lectures and for exam


MP / CS Partial exam 1 (50%): Name: Understand and apply project management Format: written; mark MP / CS Partial exam 2 (50%): Name: Writing and defending a project plan on social entrepreneurship / Growing Plants Format: portfolio; written; team report; oral exam Description: Teams write a project plan to set up a social enterprise with an emphasis on horticulture.


Roel Grit, 2008. Project Cycle Management. A practical Approach. ISBN 978-90-01-60506 Other titles are available through the study unit manual and Blackboard.

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Contactperson Arno de Snoo; [email protected]

Language English

Credits 7

Term Term 3


None


No

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Understand and apply project management VID1 PM VE 01

50% 1-10 Arno de Snoo, Monique Heger X X Computer 120 X ☐ ☐ ☐ ☐ X X ☐ ☐

Writing and defending a project plan VID1 PM VE 02 50% 1-10 Arno de Snoo,

Monique Heger X ☐

Portfolio, written, oral, team

- ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

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Study unit - code VID1 OI VE 1

Study unit – name Organisational Development Competences

CO – To communicate in an international setting; level 1 MO – To manage organisational development; level 1

Learning outcomes

At the end of this study unit: • The student will be able to describe the functioning (part of) an

organisation or company using a model. • The student can recognize and describe relevant linkages within

the organisation • The student shows understanding of the impact that the

environment of the organisation has on its activities and its structure. Student can use relevant literature and models to make this visible.

• The student will have basic understanding of financial management to assess the organisation.

• The student gains insight where he/her would fit into an organisation and why.

Content

During this module students will learn to analyse organizations and companies. How is the organization structured to achieve its goals and mission? How is it influenced by its environment and media? And what are factors that can be changed to improve the management and output of an organization. Understanding institutions is important as it explains the norms and values of an organizations and the influence on the environment of the organisation. Part of the module is also to learn how to assess the financial aspects of organizations and companies. This module will also give you the tools to make a quick scan of an organization to understand how it works. This can be particularly useful when you start working for a new organisation, e.g. for your internship organisation. Finally you will gain insight in how you will fit into an organizational structure and where your competences might fit in. Also the student will be able to present individual organisational analysis during a poster presentation. English

a) Expanding vocabulary linked to human resource management, organizational strengthening and institutional development

b) Formal vs informal language in written communication (rules of the game), including writing formal letters

c) Legal language




50 hours - attending lectures (including English)

30 hours – fieldwork (preparing and having interviews)

30 hours – making individual assignment (making and presenting a poster)

10 hours - coaching on poster making and presentation

80 hours - studying literature; preparation of lectures and for exam


MO Partial exam 1 (50%): Name: Understanding organisations and institutions Format: written; mark

45

MO Partial exam 2 (30%): name: Understanding organisational theories format: portfolio; written; individual product; mark Description: Portfolio consists of a Infographic poster about an organisation (with additional explanatory notes and a pitch as prerequisites for grading). CO Partial exam 3 (20%): Name: Speaking English Format: portfolio; oral; mark Description: Poster pitch.


TACSO, 2011. CSO Management – Practical Tools for Organizational Development Management http://www.tacso.org/doc/doc_manual_1.pdf

Capacity.org, 2009. Understanding Context. Capacity.org Issue 37 / September 2009. http://www.capacity.org/capacity/export/sites/capacity/documents/journal-pdfs/CAP37_0809_Context_ENG.pdf

Other titles are available through the study unit manual and Blackboard.




Language English

Credits 7

Term Term 3


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Understanding organisations and institutions – VID1 OI VE 01

50% 1-10 Arno de Snoo, Monique Heger X X Written 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

Understanding organisational theories – VID1 OI VE 02

30% 1-10 Arno de Snoo, Monique Heger X ☐

Portfolio, written and oral

- ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

Speaking English – VID1 OI VE 03 20% 1-10

Arno de Snoo, Reena Bakker-Dhaliwal

X ☐ Oral - ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

http://www.tacso.org/doc/doc_manual_1.pdf

http://www.capacity.org/capacity/export/sites/capacity/documents/journal-pdfs/CAP37_0809_Context_ENG.pdf

http://www.capacity.org/capacity/export/sites/capacity/documents/journal-pdfs/CAP37_0809_Context_ENG.pdf

46


Study unit - code VID1 ID VE 2

Study unit – name Innovation for Development (In4Dev) Competences

FI - To facilitate change, level 1

Learning outcomes

The student: • Shows knowledge of and insight in innovation theory and

concepts; and the importance of innovation. • Is able to develop an innovation within a small team. • Is able to write a report in which both the context, process and

the validity of the innovation are addressed. • Is able to present an innovation to a wider audience.

Content

Description: The student will follow lectures on innovation theory and will develop an innovation within the context of international development. Ideas for enhancing innovation are developed in a team of 5-6 students. The process consists of several activities: brainstorming, analysing the context (secondary resources, fieldwork), scoping opportunities, consultation of stakeholders, (technical, economic, environmental, social) validation of the opportunity. This result in a team report. Students present the outcome of the innovation process at the end of the term to a wider audience. Topics: Innovation Theory: definition; context; diffusion; characteristics; pathways; management; patents & intellectual property; platforms.

English (not assessed in this term)


Approximate student workload hours in total = 200 Indicative student workload hours per type of activity: 40 hours - attending lectures and workshops 40 hours – field research (week) 10 hours – field work and excursion 10 hours – coaching (apart from field research week) 40 hours – team work (apart from field research week) 20 hours – making individual assignments 40 hours - studying literature; preparation of lectures and for exam


FI Partial exam 1 (60%): Name: Understanding innovation theory Format: written; mark FI Partial exam 2 (40%): Name: Applying an innovation project Format: portfolio, team products; mark





Contactperson Nellie van der Pasch; [email protected]

Language English

Credits 7 Term Term 4

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Understanding innovation theory – VID1 ID VE 01

40% 1-10 Nellie van der Pasch, Marcel Put

X X written 135 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Applying an innovation project – VID1 ID VE 02

60% 1-10 Nellie van der Pasch, Marcel Put


- ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

48


Study unit - code VID1 CO VE 2

Study unit – name Challenges and Options in Innovation (CHOPS) Competences

SE – To acquire development sector expertise; level 1 PL – To develop personal leadership; level 1

Learning outcomes

The student: • Shows substantiated understanding of the importance that

selected themes in (international) development and sustainability have for rural communities in a vulnerable context.

• Is able to position itself in a debate about determined themes in the development sector.

Content

Topics: A wide range of topics that shapes the (international) development and sustainability debate is presented and discussed. This includes the engagement of the different stakeholders with specific reference to rural communities. Description: The student prepares different topics by reading a variety of articles. The series of lectures is concluded by a debating session during which the student positions her- / himself. Training: Workshop debating. English (not assessed in this term)




40 hours - attending lectures

10 hours – excursion (including preparation)

10 hours - workshop (including a debate)

60 hours – making mandatory, individual assignments



SE Partial exam 1 (80%): Name: Understanding Innovating processes Format: written; multiple choice; mark PL Partial exam 2 (20%): Name: – Applying debating principles Format: written; mark






Language English

Credits 7

Term Term 4

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Understanding innovation processes – VID1 CO VE 01

80% 1-10 Nellie van der Pasch Marcel Put

X X QMP 90 X ☐ ☐ ☐ ☐ ☐ ☐ X X

Applying debating principles – VID1 CO VE 02

20% 1-10 Nellie van der Pasch Marcel Put

X X Computer 90 X ☐ ☐ ☐ ☐ ☐ ☐ X X

50

Year 1; study unit 9

Study unit - code VID1 PD VE

Study unit – name Personal Leadership Development I (Study Mentoring year 1)

Competences

PL – To develop personal leadership; level 1

Learning outcomes

The student: • Makes a study planning and implements this. • Is able to study successfully and independently. • Reflects on whether the study programme suits his/her interests,

talents and ambitions. • Is familiar with the curriculum and the course selection options

provided by the programme. • Works on having a professional attitude and gets acquainted with

professional practices and develops insights in career perspectives.

• Is able to establish relevant contacts in professional networks. • Is able to discuss expectations and cross-cultural issues that

he/she may encounter during the first internship • Is able to present a written portfolio demonstrating her/his

professional progress during this year, and discuss this portfolio verbally.

Content

Study mentoring focuses on guiding students to teach them how to study and prepare them as professionals in their career. The guidance consists of individual mentor meetings and group activities. In the individual meetings the progress of the student’s studies and career orientation are discussed, starting from the student’s personal talents and situation. In group activities, students can share experiences and learn from each other's experiences. Outside the classroom students perform various assignments and activities for the portfolio. The mandatory assignments and activities help students both to learn how to study and to increase their ability to manage and also gain insight into their personal work style, talents and interests.

Finally, for Professional Orientation credits, students may spend 56 hours engaging in their choice of activities that contribute to their own personal and professional career development.




10 hours - attending plenary presentations (about 2/3 of 10 hours) and individual coaching sessions (about 1/3 of 10 hours)

48 hours –various activities and mandatory assignments

56 hours –personalised activities and assignments (for study career and professional orientation credits)

Rating scale Pass / fail Examination

PD Partial exam 1 (100%): Name: Demonstrating professional progress 1 Format: Portfolio; oral; Satisfactory / unsatisfactory Description:

51

The assessment consists of a single portfolio assessment (oral, individual). In the portfolio the student shows his/her development during the first year in the area of study skills and career orientation.


Study mentoring guide for students year 1; StM toolbox (Blackboard)


NOA – No assessment:

Contactperson Ivonne de Moor; [email protected]

Language English

Credits 4

Term Academic year; Terms 1 through 4; year 1


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Demonstrating professional progress 1 – VID1 PD VE 01 100% Satisfactory /

unsatisfactory

Ivonne de Moor, Monique Heger

☐ ☐ Oral 30 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

52

3.2. IDM generic study units year 2, 3 and 4

Year 2 TERM 1 ; study unit 10 and 11

Study unit - code VID2 IN VE

Study unit – name Internship Year 2 Short Internship International Development Management

Competences

CO – To communicate in an international setting; level 2 PL – To develop personal leadership; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

The student is able: • To discuss – both in writing and verbally - the influence of your

own norms and values on communication. • To recognize different meanings of verbal and non-verbal

communication. • To analyse and act in a variety of cross-cultural situations. • To take appropriate action in case of i.e. (sexual) harassment,

intimidation, exclusion. • To gain insight into the functioning of a professional

organization. • To apply frameworks, tools, and skills acquired during the first

year of the study such as IOM, PEST and SWOT analysis, TASCO, Five Forces analysis, SLF, PAR model, etc.

• To get to know key stakeholders and analyse the forces at play in the sector of your specialization.

• Contribute to (parts of ) workflow of your internship organization.

• Adapt to a new working environment. • Work independently and with a ‘feeling’ for the organisation. • Expand your professional network. • Reflect critically on your performance and working

environment.

Content

IDM General The student participates in regular activities of the internship provider, which offers the opportunity to gain insight in the functioning of an organisation in the field of future expertise. The internship can take place anywhere in the world; safe embedded and approved environment. SVC The internship takes place in the primary agricultural sector or its periphery involving activities connected to the beginning of the value chain: primary producers and their organisations. RDI The internship takes place in the rural development domain. During the internship the student participates in the ongoing activities of the host organisation, learning how RDI activities are managed. DRM The internship takes place in the DRM domain. During the internship the student participates in the ongoing activities of the host organisation, learning how DRM activities are managed.




300 hours – practical work (the actual field experience)

100 hours – report writing;

- 70 hours for the internship report - 30 hours for the reflection report.

53

Rating scale Numeral between 1 and 10 with a decimal fraction

Examination

SE Partial exam 1 (50%): Name: Writing an internship report (Report 1) Format: portfolio; written; mark CO/ PL Partial exam 2 (25%): Name: Reflecting on the internship (Report 2) Format: portfolio; written; mark SE / CO / PL Partial exam 3 (25%): Name: Presenting and defending the internship Format: oral; mark



INT - internship

Contactperson IDM Internship coordinator Annelies Heijmans; [email protected]

Language English

Credits 14

Term Term 1


Minimum of 46 ECTS of Year 1 IDM


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Writing an internship report – VID 2 IN VE 01

50% 1-10 Annelies Heijmans, Ivonne de Moor

X ☐ Portfolio, written - ☐ X ☐ X ☐ ☐ ☐ ☐ ☐

Reflecting on the internship – VID 2 IN VE 02


X ☐ Portfolio, written - ☐ X ☐ X ☐ ☐ ☐ ☐ ☐

Presenting and defending the internship – VID 2 IN VE 03


X ☐ Oral - ☐ X ☐ X ☐ ☐ ☐ ☐ ☐

54

Year 2 TERM 2 ; study unit 12

Study unit - code VID2 AR VE

Study unit – name Applied Research for Development Competences

AR – To conduct applied research; level 2

Learning outcomes

After this term the student: • Is able to write a complete research report (summary,

introduction, background information, research problem, objective, main research question, sub questions, literature review, methodology, results, conclusions, discussion, recommendations and reference) using descriptive and inferential statistics.

• Is able to review relevant literature, operationalize relevant IDM concepts, collect, analyse, interpret and present data using SPSS.

• Is able to make a questionnaire and interview respondents.

Content

Students write a research proposal including the unravelling / operationalization of the selected main IDM concept.

Once the proposal is approved students do a survey by interviewing respondents using a questionnaire. The results of the fieldwork are analysed applying descriptive and inferential statistics (with the aid of SPSS software).

On the basis of the data analysis and interpretation a research report is written.

Students get classes on the unravelling of IDM concepts, on descriptive and inferential statistics (SPSS), entering data in SPSS and analysing data using SPSS. During fieldwork and reporting students in a team are being coached.

English (no examination this term)





100 hours – teamwork including literature review and field work

10 hours – coaching team work



AR Partial exam 1 (50%): Name: Writing a research report Format: portfolio; team report; mark AR Partial exam 2 (50%): Name: Analysing and interpreting data Format: written; computer based; mark





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Contactperson Marcel Put; [email protected]

Language English



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Writing a research report – VID2 AR VE 01

50% 1-10 Marcel Put, Suzanne Nederlof

X X Portfolio, written, team

- ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Analysing and interpreting data – VID2 AR VE 02

50% 1-10 Marcel Put, Suzanne Nederlof

X X Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

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Study unit - code VID2 IM VE

Study unit – name Innovation Mapping Competences

CS – To create socio-economic intervention strategies; level 2 SE – To acquire sector expertise; level 2

Learning outcomes

At the end of this module students will be able to: • Identify innovations and initiatives going on in the IDM sector

and more particularly in the 3 subsectors (DRM, RDI, SVC). • Map and describe these innovations according to terminology

used, eg of hardware, software and orgware. • Explore the financial feasibility, the sustainability and social

impact of innovations. • Translate their work into a ‘popular article’ format (eg blog,

column) in such a way that it is enthusing and understandable for non-IDM audiences.

Content

In this module, students identify and explore ongoing innovations in the IDM sector and assess the financial feasibility, the sustainability and the social impact of these innovations. Lectures and workshops on innovation (including related theory) will provide students with further knowledge building on the expertise they acquired in Y1 T4. Lectures will be mainly generic (for all majors) with the possibility of some lectures having a major specific content. Students give the module an even more specialized character by focusing on the innovations and business cases of their choice. In English classes there will be support on how to write a popular article. The trajectory in this module is free choice: students can work individually or in small groups of two or three. In all cases, peer review of written articles and feedback sessions between students are part of the trajectory.

Second foreign language (portfolio assessment in term 4)



Indicative student workload hours per type of activity (including English and second foreign language):


100 hours – individual or teamwork on the assignment




CS Partial exam 1 (50%): Name: Innovation mapping theory Format: written, multiple choice and open questions; mark SE Partial exam 2 (50%): Name: Writing a popular article Format: portfolio; written; mark; peer reviewed





Contact person Leonoor Akkermans

Language English


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Innovation mapping theory – VID2 IM VE 01

50% 1-10 Leonoor Akkermans, Suzanne Nederlof

X X Written 180 x ☐ ☐ ☐ ☐ X X ☐ ☐

Writing a popular article – VID2 IM VE 02

50% 1-10 Leonoor Akkermans, Suzanne Nederlof

X ☐

Portfolio, written + oral, team

- ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

58


Study unit - code VID2 BC VE

Study unit – name Defending a Business Case Competences

CO – To communicate in an international setting; level 2 (English) MO – To manage organisational development; level 2

Learning outcomes

At the end of this module, students are able to: • Develop a solid business case based on an innovation of their

choice. • Make and defend all the necessary choices in relation to legal and

financial aspects, organisational and sustainability standards. • Defend and pitch their business case in a convincing manner.

English: Students increase proficiency in using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms

Content

In this module, following on from the Innovation Mapping module in term 3, students develop a business case including its financial feasibility for an innovation/initiative/intervention of their choice. This could be the same innovation as the one they worked on in term 3 but not necessarily. There will be lectures on legal aspects, finance (including blended finance) sustainability standards and organizational development which support the choices that students have to make regarding their business case. Lectures will be generic (for all majors). The trajectory within this module will be individual for each student. The final defense of the business case, is in the form of a pitch (Lion’s den setting) attended by a minimum number of peers and recorded on video. Peer review and feedback sessions between students are part of the trajectory.

English:

Topics:

- Listening and speaking skills - Advanced negotiation in English



Indicative student workload hours per type of activity (including English and second foreign language):





Business case: Lectures, consultancy, training.

Skills building: interactive group sessions, preparing parts of portfolio

English: interactive group sessions, self-study


MO Partial exam 1 (40%): Name: Reporting your business case Format: portfolio; written; individual products, mark CO Partial exam 2 (30%): Name: Presenting your business case Format: oral; individual; mark

59

CO Partial exam 3 (30%) (this is physically the same occasion as exam 2 but a separate mark): Name: Speaking English professionally Format: oral; individual; mark


Titles are available through the study unit manual and Blackboard. English: - Oxford Advanced Learners Dictionary with Oxford Writing Tutor

(iWriter), 1952 pages | Oxford University Press | 8th Revised edition (also apps available for iPhone and iPad)

- Argent, S, Olwyn A, Access EAP, Garnett Education, ISBN 978185964524-6



Contactperson Leonoor Akkermans

Language English


Entry requirements/ Prerequisites

None


No

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Reporting your business case – VID2 BC VE 01

40% 1-10 Leonoor Akkermans X ☐ Portfolio,

written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Presenting your business case – VID2 BC VE 02

30% 1-10 Leonoor Akkermans X X Oral 30 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Speaking English professionally – VID2 BC VE 03

30% 1-10 Leonoor Akkermans; Reena Bakker-Dhaliwal

X X Oral 30 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

60



Study unit – name Personal Leadership Development II (Study Mentoring year 2)

Competences


Learning outcomes

The student: • Is able to study successfully and independently and indicates

her/his strengths and weaknesses with regards to (life-long) learning.

• Has insight into his/her own study behaviour (performance anxiety, concentration) and knows how to motivate him/herself to study.

• Further develops a professional attitude and familiarity with professional practices.

• Is able to consult sources and expand contacts in professional networks and engage in new networks.

• Shows an increasing sensitivity for professional dilemmas in the international development sector.

• Is able to analyse cross-cultural issues encountered during the first internship and formulate points of attention in her/his own behaviour.

• Indicates the knowledge, skills and attitude related to the professional profile that he/she does and does not possess and as such takes ownership of her/his professional progress.

• Reflects on a meaningful experience and indicates why this was meaningful to him/her. Upon analysis, insights lead to clear choices and learning objectives (smart) for improvement, including a plan to achieve the learning objectives.

• Knows his/her own preferred team roles and has insight into his/her own strengths and weaknesses and contribution to the team.

Content

Just like I Year 1, Study mentoring focuses on guiding students to teach them how to study and prepare them as professionals in their career. The guidance consists of individual mentor meetings and group activities. In the individual meetings the progress of the student’s studies and career orientation are discussed, starting from the student’s personal talents and situation. In group activities, students can share experiences and learn from each other's experiences. Outside the classroom students perform various assignments and activities for the portfolio. The mandatory assignments and activities help students both to learn how to study and to increase their ability to manage and also gain insight into their personal work style, talents and interests.

Finally, for Professional Orientation credits, students may spend 56 hours engaging in their choice of activities that contribute to their own personal and professional career development.




10 hours - attending plenary presentations (about 2/3 of 10 hours) and individual coaching sessions (about 1/3 of 10 hours)

61

48 hours –various activities and mandatory assignments

56 hours –personalised activities and assignments (for study career and professional orientation credits)


PD Partial exam 1 (100%): Name: Demonstrating professional progress 2 Format: Portfolio; oral; sufficient / insufficient Description: The assessment consists of a single portfolio assessment (oral, individual). In the portfolio the student shows his/her development during the second year in the area of personal leadership and carreer orientation.






Language English

Credits 4

Term Academic year; Terms 1 through 4; year 2


Having successfully gained at least 46 credits in the propaedeutic phase and been exposed to the sector during the Internship.


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Demonstrating professional progress 2 – VID2 PD VE 01

100%


Ivonne de Moor, Annelies Heijmans

X ☐ Oral 30 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

62



Study unit – name Personal Leadership Development III (Study Mentoring year 3)

Competences


Learning outcomes

The student: • Develops his/her own profile in relation to his/her future

profession and as such formulates clear and relevant personal development plans for the short and longer term.

• Demonstrates courage, choice and commitment with regards to making life and professional choices e.g. In selecting and finding a suitable internship and minor.

• Is able to choose and evaluate communication strategies even in difficult cross-cultural settings and teams

• Is able to take ownership of choices made and oversee the consequences of these.

• Is able to reflect on self, strategies and actions, and society. • Is able to apply critical compass in the difficulties and dilemmas

of the international development sector.

Content

Just like I Year 1 and 2, Study mentoring focuses on guiding students through individual mentor meetings and group activities. In year 3, the emphasis will be on guidance towards finding a suitable Internship and preparing practically and mentally for this. Guidance is also towards the choice of a Minor that is a good additional contribution to the studies so far, considering the student’s personal interests and vision for the future. A choice for minor could be to deepen current expertise, or to widen it. Already, Study mentoring is making the student aware of her/his final Thesis trajectory. In all this, the updating of the personal development portfolio is a crucial instrument.

For Professional Orientation credits, students may still spend 27 hours engaging in their choice of activities that contribute further to their own personal and professional career development.

All in all, Study mentoring supports students towards an increased personal leadership and professionalism in the international development sector.




05 hours - attending lectures and coaching sessions

50 hours – preparing and implementing personalised activities and assignments.


PD Partial exam 1 (100%): Name: Demonstrating personal leadership Format: Portfolio; oral; satisfactory / unsatisfactory Description:

63

The assessment consists of a single portfolio assessment (oral, individual). In the portfolio the student shows his/her development during the third year in the area of personal leadership and career orientation.






Language English

Credits 2 Term Terms 1 and 2; year 3


Having successfully gained at least 46 credits in the propaedeutic phase and been exposed to the sector during the Internship.


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Demonstrating personal leadership – VID2 PD VE 02 100% Satisfactory /

unsatisfactory

Ivonne de Moor, Annelies Heijmans

X ☐ Oral 30 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

64

3.3 Study units of major Disaster Risk Management ; year 2, 3 and 4 Year 2 TERM 2; study unit 13a

Study unit - code VID2 DR VE

Study unit – name Disasters, Conflict and Responses Competences

SE – to acquire development sector expertise; level 2

Learning outcomes

The student is able to: • Understand how different types of hazards contribute to the making

of a disaster. • Describe the context within which disasters take place and able to

explain the impact of disasters on development. • Analyse a disaster on the basis of disaster theory. • Operationalise the Sendai (and Hyogo) framework by suggesting

practical action for community based disaster risk reduction. • Know the impact of disasters on disaster victims and aid workers and

suggest practical action to prepare people for disaster response. • Analyse communities’ vulnerabilities and capacities, and advise how

to build on those for improved risk management. Content

The module consists of lectures and sessions organised in 5 separate but interrelated parts:

1. Hazards: How Hazards turn into Disasters; Data Sources on Hazards; Strengths and Weaknesses of such Datasets.

2. The Context of Disasters: Disasters, Crises and Development; the Sendai (and Hyogo) Framework; Impact of Disasters on Development & Development and Disasters.

3. Analysing Disasters & Conflict: Frameworks & Tools (including Pressure and Release Model, Capacity & Vulnerability Analysis); Analysing Disasters and Conflict and Managing Responses; Community Based Disaster Risk Reduction

4. The Impact of Disasters on Victims and Aid Practitioners

5. Disaster Response: Recovery and Community Risk Management; Approaches to Programming; Development Strategies in Times of War

The Assignment: Development of a Disaster Response Programme based on a past or current disaster:

- The student in the role of junior DRM advisor analysis a concrete disaster event and develops response analysis and options for different stakeholders.

Second foreign language - (portfolio assessment in year 2, term 4)




67 hours - attending lectures including workshops





SE Partial exam 1 (60%): Title: Analysing disasters, conflict and responses Format: written; mark

65

SE Partial exam 2 (40%): Title: Writing a disaster recovery plan Format: portfolio; written; team report; mark


1) At Risk. Natural Hazards, People’s Vulnerability and Disasters. Wisner et al, 1994. 2) Rising from the Ashes. Development Strategies in Times of Disaster. Anderson & Woodrow, 1998. 3) 2015 World Disaster Report. Other titles are available through the study unit manual and Blackboard.



Contactperson Gerrit-Jan van Uffelen; [email protected]

Language English

Credits 7

Term Term 2


None


No

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Analysing disasters and responses – VID2 DR VE 01

60% 1-10 Gerrit-Jan van Uffelen, Annelies Heijmans

X X Written 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

Writing a disaster recovery plan – VID2 DR VE 02


☐ ☐ Portfolio, written, team

- ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

66

Year 2 TERM 3; study unit 15a

Study unit - code VID2 AA VE 1

Study unit – name Aid Architecture Competences

CO – To communicate in an international setting; level 2 (English) FI – To facilitate innovation; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

The student is able to: • State how roles of global DRM actors have changed & innovated

in order to stay relevant in responding to current day disasters and crises in a changing world.

• Know and reflect on the norms and policies of disaster and crisis governance systems and understand how these need to be applied in contexts that are dynamic and often chaotic (good practice and innovative ideas/tools).

• Understand and experience how portrayal of disaster victims informs programming and practice on the ground, and understand why and how to place disaster victims at the centre of interventions.

• Understand the importance of safety and security and able to operationalise safety and security in a concrete setting.

• Apply ‘DRM Aid Architecture’ knowledge to develop a training module aimed at preparing young DRM professionals to work in a disaster or crisis context; this training module should have innovative aspects demonstrating student’s awareness about the need for innovation to produce relevant products.

Communication: Students show positive attitudes and understanding of interpersonal professional communication. They use communication skills at a junior professional level, also in more complicated situations. They further their insights into their personality and qualities and choose instruments to study, to communicate and develop professionally. English Students increase proficiency in using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms

Content

Aid Architecture:

The modules consists of lectures and sessions organised in four separate but interrelated parts:

1. Global Actors in Disaster Management: Institutions; Actors, Aid Co-ordination and; Future of the International Humanitarian System.

2. Disaster and Crisis Governance Systems: Partnerships; Codes of Conduct, Technical & Minimum Standards and Protocols; Multi-Stakeholder Processes; Lobby and Advocacy.

3. Local Communities; Communities, Portrayal and Participation; Accountability.

4. Safety and Security; Operational Security Management.

English

Topics

- Academic paper writing skills

- Report writing skills

67

Description: Write workshops





62 hours – team work / individual assignment

3 hours – coaching team work / individual assignment



SE/FI Partial exam 1 (40%): Title: Understanding Aid architecture Format: written; mark SE/FI Partial exam 2 (30%): Title: Applying aid architecture Format: portfolio; team report; mark CO Partial exam 3 (30%): Title: Writing argumentative paper (English) Format: written; mark


DRM Aid Architecture: 1. Walker, P. and D. Maxwell, 2009. Shaping the Humanitarian World.

Routledge, London. 2. Reader with electronic papers and articles. English: - Oxford Advanced Learners Dictionary with Oxford Writing Tutor

(iWriter), 1952 pages | Oxford University Press | 8th Revised edition (also apps available for iPhone and iPad)

- Argent, S, Olwyn A, Access EAP, Garnett Education, ISBN 978185964524-6




Language English

Credits 7

Term Term 3


None


No

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Understanding Aid architecture – VID2 AA VE-1 01


X X Written 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

Applying aid architecture – VID2 AA VE-1 02



- ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

Writing argumentative paper – VID2 AA VE-1 03

30% 1-10 Gerrit-Jan van Uffelen; Reena Bakker-Dhaliwal

X X Written 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

69


Study unit - code VID2 CF VE

Study unit – name Crisis and Food Security Competences

SE – To acquire development sector expertise; level 2

Learning outcomes

The student is able to: • Understand and explain the core concepts of Food and Nutritional

Security. • Understand and apply the Food and Nutrition Security concepts

and frameworks to analyse Food and Nutrition Security. • Understand which strategies and interventions can be applied in

which context • Propose an intervention based on a response analysis • Understand what is needed for a proper response planning of an

intervention Content

The module focuses on 2 main topics: Food and Nutrition Security, and

Response analysis (analysing and reflecting on different contexts: Disaster/Emergency, Protracted Food Crises and Development

The module consists of four interrelated parts:

1. Food and Nutrition Security (FNS): Concepts & Frameworks

2. Food and Nutrition Security Response Analysis: Strategies and Interventions

3. Food and Nutrition Security Response Analysis: cases in different contexts

4. In-depth insights in Food and Nutrition Security: measurement tools for Food & Nutrition Security diagnosis.

The module will focus on Food and Nutrition Security and in particular on Linking Emergency/Humanitarian Assistance (as in crisis/disaster) to Rehabilitation and Recovery (as in Development).

The Assignment:

• The student will work in a small group to analyse a current disaster or emergency, focusing on Food and Nutrition Security, and suggest appropriate interventions applying the Response Analysis Framework.

Second foreign language (portfolio assessment in year 2, term 4)





58 hours – team work / individual assignment

6 hours – coaching team work / individual assignment

20 hours - studying literature (including on-line specialised training course on Food & Nutrition Security; FAO, Rome); preparation of lectures and for exam


SE Partial exam 1 (60%): Title: Analysing crisis and food security

70

Format: written; multiple choice and open questions; mark SE Partial exam 2 (40%): Title: Writing a response analysis report Format: portfolio; team report; mark





Contactperson Suzanne Nederlof; [email protected]

Language English

Credits 7

Term term 4


None


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Analysing crisis and food security – VID2 CF VE 01

60% 1-10 Suzanne Nederlof, Gerrit Jan van Uffelen

X X Written 180 X ☐ ☐ ☐ ☐ ☐ ☐ X X

Writing a response analysis report – VID2 CF VE 02

40% 1-10 Suzanne Nederlof, GerritJan van Uffelent


- ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

71


Study unit - code VID3 CT VE

Study unit – name Professional Consultancy Training Competences

MP – To manage a project; level 3 PL – To develop personal leadership; level 2

Learning outcomes

At the end of this study unit…

Students are capable to execute a consultancy assignment in a DRM project context, including the assignment products to be delivered. This includes the competence to build knowledge and skills specifically related to an assignment (e.g. technical aspects specific for an assignment). They will be able to… • Write up a coherent final deliverable which fits the original ToR. • Apply the PCM principles appropriately and flexibly in the context

of the assignment. • Make a motivated choice from the different frameworks and tools

they are acquainted with so far (or/and additional ones). • Apply the used tools and frameworks creatively and flexibly. • Verbally present and defend their final work to the commissioner

convincingly and in a manner fitting the assignment.

Students are capable to work in consultancy teams and interact and communicate with professional commissioners and other stakeholders involved. They will be able to… • Clarify, specify or negotiate the original ToR with the

commissioner where necessary. • Compare the nature and specifics of consultancy work with other

types of assignments they have done. • Reflect individually on their own readiness to engage in

consultancy work including what still needs working on. Content

This study unit particularly aims at building students’ competence in consultancy work within the field of disaster risk management. Consultancy work in the field of disaster risk management involves the ‘clever’ and integrated use of many of your existing skills and knowledge, and building new (sometimes complicated) skills.

Students undertake a real-life assignment in the field of Disaster Recovery or Disaster Risk Reduction (DRR) using the Project Cycle Management (PCM) Approach or Results Based Management (RBM) approach. They will work in teams, on one from a number of assignments. Deliverables will depend on the assignment, and may include:

- Vulnerability and hazard analysis (incl needs assessment & baseline)

- Risk Analysis

- Response Analysis, Options and Activities

- Participation of Target Beneficiary Groups

- Participation of other stakeholders

- Programming Approaches

- Project funding and strategies

- Evaluating Humanitarian and DRM Action

- Planning and/or executing educational or training activities

72





100 hours – team work including discussions/negotiations with commissioner

15 hours – attending coaching sessions team work

70 hours – collecting and studying literature; preparation of sessions and writing deliverables and reflection paper for exam


MP Partial exam 1 (70%): Name: Developing written product(s) for a commissioner Format: portfolio; team report; mark PL Partial exam 2 (30%): Name: Reflecting on consultancy work and own performance Format: portfolio; individual, written; mark




NOA - No assessment: no enrolment for the exams in SIS


Language English

Credits 7

Term Term 1


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Developing written product for a commissioner – VID3 CT VE 01

70% 1-10 Ivonne de Moor


- ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

Reflecting on consultancy work and own performance – VID3 CT VE 02

30% 1-10 Ivonne de Moor


73


Study unit - code VID3 BR VE 1

Study unit – name Building Resilient Communities Competences

CS – To create socio-economic intervention strategies; level 3 FI – To facilitate change; level 3 SE – To acquire development sector expertise; level 2

Learning outcomes

The student will be able to: • Map, reflect and act on complexities related to fostering

community resilience. • Conduct more complex risk assessments recognizing people’s

broad spectrum of risks and vulnerabilities including their underlying causes.

• Apply various integrated approaches to address crucial issues to build community resilience.

• Articulate governance challenges and opportunities while building community resilience, and suggest operational recommendations to address challenges and seize opportunities.

• Become aware of how to deal with multiple views, interests and agendas of different stakeholders, recognizing power dynamics.

• Design, present and discuss interventions and strategies (including funding strategies) to increase community resilience from the perspective of a community, a NGO, the government and the private sector.

Content

Students learn about the key elements to enhance the resilience of communities in the face of natural / man-made hazards.

Students will gain a deeper understanding of how people’s risk landscape, governance structures and institutions affect people’s vulnerability in the face of natural / man-made hazards; they will learn relevant approaches to increase the resilience of communities.

By making use of selected models, such as the Reaching Resilience Model (RRM), students learn to understand and address critical issues in building resilience.

Students learn how resilience can be promoted, how this can be achieved and what this means for local communities on the ground and actors involved in the project.

Topics: the module consists of 5 interrelated parts:

1. Origins and Relevance of the Concept ‘Resilience’ (week 1): introduction to different ‘resilience’ definitions, frameworks and models.

2. Community Risk Profiling (week 2 and3): Tools for analysing barriers and opportunities for building community resilience

3. Identifying Strategies (including funding strategies) and Interventions to Build Resilient Communities (week 4). Presentation round I of case studies: risk analysis and potential strategies to build community resilience from the perspective of local communities, NGOs, local government and private sector; Disasters as window of opportunities.

4. Exploring integrated approaches to build resilient communities (week 5 and 6)

5. Designing interventions (including funding strategies) to build resilient communities (week 7 and 8) from the perspective of local communities, NGOs, local government and private sector. Module will be closed by Presentation round II: all case study groups present their solutions for a particular context

74

Assignment:

- Students apply selected models for selected case studies to enhance resilience of local communities and/or systems. Students search & select a Disaster Issue with resilience as central topic.





62 hours – individual assignment

3 hours – coaching individual assignment



CS / SE Partial exam 1 (60%): Name: Building Resilient Communities Format: written; mark CS / SE/FI Partial exam 2 (40%): Name: Writing a group case study report including case presentation and defense Format: oral; mark Description: Based on a selected case study students design strategies and intervention to build resilience.


Titles are available through the study unit manual and Blackboard. These include: Disaster Risk System Analysis (FAO); Characteristics of Resilient Communities (Hulme).




Language English



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Building Resilient Communities – VID3 BR VE-1 01


X X Written 180 X X X ☐ ☐ ☐ ☐ ☐ ☐

Writing a group case study report including case presentation and defense – VID3 BR VE-1 02


X ☐ Portfolio - ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

76


Study unit - code VID3 DR VE

Study unit – name Disaster Risk Reduction Competences

CO – To communicate in an international setting; level 3 SE – To acquire development sector expertise; level 3

Learning outcomes

The student is able to: • Explain nature, characteristics and impact of specific hazards in a

particular context. • Make a motivated choice for a particular technical response (why

would it work for this hazard, and in this geographical, social, economic and political context?).

• Conduct applied research into a technical response to a specific hazard.

• Write-up a coherent, attractive brochure or briefing note about the technical response.

• Develop a capacity building resource package about the technical response.

• Verbally present and defend final work. • Organize and facilitate sessions, debates and invite/manage

(guest) lectures. • Form opinion about DRR related ideas, problems and solutions.

Content

The module offers students the opportunity to explore and familiarize themselves with specific DRR responses to particular hazards in a specific context, and critical issues therein (cross-cutting themes and practical considerations).

In small groups, students prepare and manage sessions on cross-cutting DRR themes and practical considerations (e.g corruption and ethics, financing DRR, gender and culture, politics). Additionally, students will work on an individual assignment on a topic of their choice and approved by the lecturers. They will present and defend their work by acting as a junior advisor.

Based on literature review, practical case studies and good practice, students present their ‘resource package’ to their peers.

Possible topics:

- Logistical Management after cyclones

- Urban Flood Management

- Drought responses in the light of El Niño and climate change

- DRR and volcanic eruptions

- Disasters, DRR and environmental issues





120 hours –work on individual assignment

5 hours – coaching on assignment



77

Examination

SE Partial exam 1 (60%): Title: Understanding Disaster Risk Reduction Format: portfolio; written; individual report; mark CO Partial exam 2 (40%): Title: Presenting, defending a DRM case Format: portfolio; oral, individual; mark Description: Presenting and defending an individual assignment. Preparing and managing a session on a selected DRR cross-cutting theme including actionable recommendations to address critical issues.





Contactperson Annelies Heijmans; [email protected]

Language English

Credits 7 Term term 2


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Understanding Disaster Risk Reduction – VID3 DR VE 01

60% 1-10 Annelies Heijmans, Gerrit Jan van Uffelen

X ☐ Portfolio, written ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Presenting, defending a DRM case – VID3 DR VE 02

40% 1-10 Annelies Heijmans, Gerrit Jan van uffelen

X ☐ Portfolio,oral ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Year 3 TERM 2; study unit 3.2.1

Study unit - code VID3 SD VE

Study unit – name Spatial Dimensions of DRM Competences

AR – To conduct applied research; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

The students will develop a number of scenarios and trends for a specific region. These will be presented at the end of the term. (1) Develop Sector Expertise (SE)

Students contribute their major-specific expertise (DRM, SVC or RDI) to the assignment. This means they approach the problem at stake – most likely landuse related questions - from their sector expertise, and use their skills to negotiate, collaborate and innovate with students from other disciplines.

(2) Applied Research (AR) Students learn to apply Geographical Information Systems (GIS) techniques to identify critical issues related to landuse, environmental degradation, shrinking rural population, climate change and disaster risks. Students will further combine GIS data with qualitative participatory methods to collect and analyse data in order to develop scenario’s for a sustainable area development. This research approach visualizes the consequences of implementing land-use related scenario’s. Students gain insight into the spatial and time dimensions of DRM, SVC and RDI.

Content

This 7 ECTS module intends to allow students to work in inter-disciplinary teams on issues that relate to their respective major and have spatial dimensions related to climate change, disaster risk reduction, shrinking rural population, environmental degradation, sustainable agriculture, participatory processes and governance principles. Students are challenged to work across scales, for instance, linking village level issues to a landscape approach, translating climate change scenarios to local level actions, addressing immediate livelihoods needs by engaging with the broader institutional context which relates to decisions about allocation of resources and land use. Students explore and apply different ICT methods to analyse/identify/locate hazards (hazard mapping) and vulnerability at community and local level or develop and analyse opportunities for risk management, mitigation and/or assistance to people struck by disasters.

Students learn about the possibilities of using ICT methods to visualize and/or make disaster risk and project info available to relevant stakeholders.

Students defend their scenarios report in which an analysis is made of the possibilities for improved risk management.

DRM specific Topics:

‐ Use of GIS in and for DRM related topics.

‐ Use of SMART Info, web-based software for Project Planning, Monitoring, Evaluation and Reporting (PMER).

‐ Use of Google Earth to visualise and communicate risk / project info.

‐ Open Street Mapping


Indicative student workload hours per type of activity: 24 hours - attending lectures 16 hours - coaching

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40 hours - of fieldwork/workshops 74 hours - team work 46 hours - studying literature


SE Partial exam 1 (40%): Title: Understanding Spatial Dimensions for DRM Format: written, mark AR/SE Partial exam 2 (30%): Title: Applying ICT for scenario building Format: portfolio, mark, team AR Partial exam 3 (30%): Title: Defending ICT applications Format: oral, individual, mark





Contactperson Ard Schoemaker

Language English

Credits 7

Term Term 2


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Understanding Spatial Dimensions for DRM VID3 SD VE 01

40% 1-10 Ard Schoemaker, Annelies Heijmans

X X Computer 120 X ☐ ☐ X X ☐ ☐ ☐ ☐

Applying ICT for scenario building – VID3 SD VE 02



Defending ICT applications – VID3 SD VE 03


X X oral 30 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Year 3 TERM 3+4;

Study unit – code VID3 I3 VE

Study unit – name Internship Disaster Risk Management Competences

CO – To communicate in an international setting; level 3 PL – To develop personal leadership; level 3 MO – To manage organisational development; level 3 SE – To acquire development sector expertise; level 3

Learning outcomes

MO: To manage an organizational unit • Describe and analyse the functioning of the internship company /

organisation, their target or client group and the political and institutional environment (context) in which the internship company / organisation operates.

• Describe and analyse your internship assignments, relate them to the functioning of the internship organisation and suggests recommendations for improvement.

• Get insight into your preferred methods of working and executing an assignment – from problem analysis towards problem solving.

SE: To acquire sectoral expertise

• Apply sector-specific concepts, theories, frameworks, tools, standards and skills acquired during the study programme so far.

• Explain and justify the use of sector-specific concepts and approaches, the proper use of methods and tools applied during internship and sector-specific assignments.

PL: To develop personal leadership • Work independently to complete assignments. • Deal with cross-cultural and ethical dilemmas. • Expand your professional network. • Critically reflect on your performance and working environment.

CO: To Communicate in an international setting

• To choose, use and evaluate appropriate verbal and written communication strategies in international team and interpersonal settings, based on sound cross-cultural issues and group dynamics.

• To demonstrate verbal and written English language competences at level C1 and a second foreign language at level A2.

• To confidently engage in a variety of communities including professional networks.

Content

The half year internship in Y3S2 enables you to develop, practice and experience a variety of competences by working in a professional DRM environment. You will master a solid basis of knowledge, skills and attitude on DRM specific issues contributing to improved risk management and extending your professional qualities. In general, you will be able to work independently with sector-specific information, in an objective-oriented and problem-solving manner. Students may gain a better understanding, develop professional skills and attitude, and substantiated knowledge on how to: - Improve needs assessments and situation analyses. This is

important to provide assistance in a timely and appropriate manner, to provide evidence about the populations affected, to estimate the length of disaster recovery assistance needed and what can be done in the pre-disaster phase.

- Apply evidence-based decision-making processes in disaster risk management. Disaster risk programs must be based on analysis rather than on assumptions of what is needed. Many factors contribute to how agencies select a response (response choice) but it is important that response choices are made on the basis of evidence and analysis (response analysis).

- Develop and implement context specific response options which will enhance the coherence and synergy between different

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actors in DRM (such as state, lower level governmental players, market, voluntary & non-profit organisations and communities). This key issue also includes developing and implementing appropriate Planning and Monitoring & Evaluation systems for Impact (accountability and learning).

- Address challenges faced by agencies and staff in responding to disasters. These include short planning time-frames, restricted humanitarian access, safety and security for staff as well as psychosocial issues.




4 hours - attending internship preparation sessions

800 hours – participation in regular activities of the host organisation and desk study; conducting an internship assignment.

6 hours – contact with coach

30 hours – Internship Reflection Days


PL Partial exam 1 (20%): Title: Reflecting on personal performance Format: portfolio; report; mark MO Partial exam 2 (20%): Title: Managing an internship project Format: portfolio; report; mark SE Partial exam 3 (40%): Title: Explain and defend sector specific concepts, approaches and tools Format: portfolio; oral; mark CO Partial exam 4 (20%): Title: Using second foreign language Format: portfolio; oral and written; mark




INT - internship (No assessment: no enrolment for the exams in SIS)

Contactperson IDM internship coordinator Annelies Heijmans; [email protected]; major coordinator DRM

Language English

Credits 30 Term Terms 3 and 4, year 3; or, term 1 and 2, year 4


Passing the propaedeutic examination as well as the positive assessment of the Y2 internship are requirements for admission to the half year placement.

A second requirement is that the study delay in the main phase of the programme is less than 30 ECTS.

The internship organisation has to be approved by the major co-ordinator, based on the following criteria:

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- The choice of company / organization and the activities that the student executes during the internship are in line with the concerned major.

- During the internship period the organisation is willing and capable to provide appropriate guidance and assessment. This means that it will appoint somebody to be the student’s supervisor.

- Additionally the internship organisation must be able to ensure proper safety and security management (documented guidelines and the organisation must demonstrate that these guidelines are practical and adhered to in day-to-day office/field practice).


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Reflecting on personal performance – VID3 I3 VE 01


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Managing an internship project – VID3 I3 VE 02


X ☐ Written - ☐ X X ☐ ☐ X X ☐ ☐

Explain and defend sector specific concepts, approaches and tools – VID3 I3 VE 03


X ☐ Oral 60 ☐ X X ☐ ☐ X X ☐ ☐

Using second foreign language – VID3 I3 VE 04

20% 1-10 Annelies Heijmans, Amaya Alvarez

X ☐ Portfolio, written and oral

- ☐ X X ☐ ☐ X X ☐ ☐

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Year 4; TERM 3+4;

Study unit – code VID4 T3 VE

Study unit – name Thesis Disaster Risk Management Competences


Learning outcomes

After this term students are able: • To write a complete research proposal including a problem

statement, research objective, research questions, literature review leading to a theoretical framework and the unravelling of basic concepts and research methodology.

• (Preferably) To undertake fieldwork based on the aforementioned methodology and interview respondents and key persons.

• To analyse the information and write a complete research rapport including research findings, discussion, conclusion and recommendations.

• To organize and conduct an interactive consult in which the main research findings and recommendations are discussed with the commissioner and the most important stakeholders in such a way that these are convinced to implement the recommendations.

• To write an article for a lay audience explain the relevance of the research findings.

Content

The thesis is the final assignment in the educational programme which results in a written report, a “consultation” and an article. The thesis starts with executing a specific assignment for an RDI type of organization (called the commissioner). The student has to find this organization himself and agree with it on the research topic. It results in a written (research) report for the commissioner or any other medium like a film, a video game, business plan, communication plan, etc., which is accompanied by a report explaining how these products were made. During the consultation, the outcomes written down in the report are converted into practical actions for the organisation and communicated in an interactive meeting organised and managed by the student. The article is about the project, taking into account the international character and the mission of connecting domains of VHL.



Lecture on research methods and research proposal writing before the start of the thesis trajectory. The project has to be completed independently from start to finish; the student has full responsibility for planning, executing and evaluating the entire project.


AR Partial exam 1 (50%): Title: Writing a thesis report Format: portfolio; individual report; mark Description: The student is able to execute a request to make a contribution to rural development and innovation SE Partial exam 2 (40%): Title: Defending a thesis report Format: portfolio; oral ; mark Description: The student is able to convert and communicate outcomes, answers into practical actions for the company/organisation. SE Partial exam 3 (10%): Title: Writing a thesis article Format: portfolio; individual article; mark

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INT - Thesis (No assessment: no enrolment for the exams in SIS)

Contactperson IDM thesis coordinator Arno de Snoo; [email protected]; DRM major coordinator: Annelies Heijmans; [email protected]

Language English



A student is admitted to the thesis defence only if all credits (ECTS) of the programme (other than the credits connected to the thesis) have been obtained. However, the student can start working on the thesis before this.


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Writing a thesis report – VID4 T3 VE -01

50% 1-10 Arno de Snoo, Annelies Heijmans

☐ ☐ Written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ x x

Defending a thesis report – VID4 T3 VE -02


☐ ☐ Portfolio, oral 90 ☐ ☐ ☐ ☐ ☐ ☐ ☐ x x

Writing a thesis article – VID4 T3 VE -03

10% 1-10 Arno de Snoo, Annelies heijmans

☐ ☐ Portfolio - ☐ ☐ ☐ ☐ ☐ ☐ ☐ x x

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3.4 Study units of major Rural Development & Innovation; year 2, 3 and 4

Year 2 TERM 2; study unit 13b

Study unit - code VID2 RD VE 1

Study unit – name Dynamics of Rural Development Competences


Learning outcomes

The student: • Shows knowledge and insight of the Sustainable Livelihood

Framework (SLF) and how to use it as an analysing tool in a rural dynamic setting.

• Shows knowledge on various wicked problems in rural-urban contexts and is able to analyse these for policy development purposes.

• Describes the context within which rural development issues take place and is able to explain the impact of these issues on development.

• Is able to conduct interviews with various stakeholders. • Can combine relevant literature review with interview outcomes

into a written team report. • Is able to hold a debate on policies dealing with a specific wicked

problem. Content

During lectures and sessions, a variety of wicked problems are dealt with in relation to rural-urban dynamics and rural development concepts.

The influence of transforming structures and processes (SLF model) on tackling wicked problems are being covered.

Students reflect on some of these problems through analysing relevant literature and interviews with local policy makers and other stakeholders (in small teams of 3-5 persons). This results into a team report where these wicked problems are related to policy development options.

In a debating session student teams debate on policy options related to a particular wicked problem. (Mandatory Session and debate. Knock Out criteria)





20 hours – coaching and debating

50 hours – team assignment among which conducting interviews

80 hours - studying literature; preparation of lectures, debates and for exam


Examination

SE Partial exam 1 (60%): Title: Applying Rural development theory Format: written; mark SE Partial exam 2 (40%): Title: Report on policies and wicked problems in rural-urban dynamics Format: portfolio; team report; mark

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- IFAD 2016, Rural Development Report 2016: fostering inclusive rural transformation; online: https://www.ifad.org/pub/rdr

More titles will be available through the study unit manual and Blackboard.




Language English

Credits 7

Term Term 2


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Applying Rural development theory – VID2 RD VE 01

60% 1-10 Nellie van der Pasch, Koos Kingma

x x Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

Report on policies – VID2 RD VE 02

40% 1-10 Nellie van der Pasch, Koos Kingma

x ☐ Portfolio, written, team

- ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Study unit - code VID2 RE VE 1

Study unit – name Innovative Rural Entrepreneurship Competences

CO – To communicate in an international setting; level 2 FI – To facilitate innovation; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

The student: • Is able to identify strategies for rural development. • Is able to use different tools for facilitating processes for rural

entrepreneurship. • Is able to select and use from a wide range of chain upgrading

activities that is appropriate in a given specific context and relate issues of both chain organisation and performance.

• Has a thorough understanding of the possibilities of Geographic Indication in Value Chain Development and Rural Development.

Content

The student step in the role of a knowledge broker. The main focus of this module is “How can you make a change happen in linking local (innovative) initiatives?”.

RDI students focus on gaining knowledge of value chains as motor for rural development. As a (prospective) facilitator/consultant in (local) agri-food chains or rural business development brokering, it is essential to familiarise yourself with the structure and process within an agri-food chain. Which steps are there to be taken, who are the key players and how can you facilitate the process to come to a connected and valuable chain. The local chain is not a goal in itself, but one of the tools to work on rural development.

Developing local products (food or non-food) is a strategy to make change happen in rural areas. Based on the lectures about value chain analysis & development, students will research a local product chain and the rural embeddedness and present this.

They will write an argumentative essay on the recommendations during the English examination.

Another strategy is working in cooperatives. The student will facilitate an interactive setting in which they learn how to facilitate processes that lead to innovative cooperation between diverse partners in the chain.

English:

Topics

- Academic paper writing skills

- Report writing skills





16 hours - attending lectures including guest lectures

8 hours - coaching and presentation

6 hours - training

24 hours - attending mini-lectures delivered by students

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24 hours - team work on assignment ‘local product’

90 hours - self-study


Examination

SE Partial exam 1 (40%): Title: Understanding rural entrepreneurship Format: written; computer; mark FI Partial exam 2 (30%): Title: Facilitating interactive decision-making Format: oral; team; mark CO Partial exam 3 (30%): Title: Writing argumentative paper (English) Format: written, computer; mark





Contactperson Monique Heger; [email protected]

Language English



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Understanding rural entrepreneurship – VID2 RE VE-1 01

40% 1-10 Monique Heger, Koos Kingma

X X Computer 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

Facilitating Interactive Decisionmaking – VID2 RE VE-1 02

30% 1-10 Monique Heger, Koos Kingma

☐ ☐ Oral - ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

Writing argumentative paper – VID2 RE VE-1 03

30% 1-10 Monique Heger; Reena Bakker-Dhaliwal

X X Computer 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

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Study unit - code VID2 FP VE

Study unit – name Facilitation and Participation for Empowerment Competences

SE – To acquire development sector expertise; level 2 MP – To manage a project; level 2

Learning outcomes

After this term the student is: • Knowledgeable on theories regarding participation and

empowerment. • Capable to analyse empowerment strategies. • Able to identify and apply tools for facilitation for empowerment. • Able to understand how to get youth engaged in development. • Knowledgeable about theories of change and participatory

monitoring tools.

Content

The students get lectures about different perspectives/theories on participation and empowerment. They learn to unravel these concepts and analyse initiatives. This knowledge is applied in a case study about citizen initiatives for empowerment in the Netherlands.

The students get lectures about different issues related to rural youth engagement.




60 hours - attending lectures including facilitation workshops





Examination

SE Partial exam 1 (30%): Name: Analysing empowerment Format: oral; mark SE/MP Partial exam 2 (40%): Name: Applying participatory approaches Format: written; mark SE Partial exam 3 (30%): Name: Strategies for rural youth engagement Format: written; mark






Language English


ENTRY REQUIREMENTS/ PREREQUISITES

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Facilitating interactive processes – VID2 FP VE 01

30% 1-10 Koos Kingma, Monique Heger X ☐ Oral - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Applying participatory approaches – VID2 FP VE 02

40% 1-10 Koos Kingma, Monique Heger X X Computer 180 X ☐ ☐ ☐ ☐ ☐ ☐ X X

Strategies for rural youth engagement – VID2 FP VE 03

30% 1-10 Koos Kingma, Monique Heger X X Computer 180 X ☐ ☐ ☐ ☐ ☐ ☐ X X

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Year 3 TERM 1+2; study unit 19b and 21b

Study unit - code VID3 FM VE

Study unit – name Facilitation of Multi Stakeholder Partnerships I and II Competences

TERM 1 CO – To communicate in an international setting; level 3 SE – To acquire development sector expertise; level 2 TERM 2 CS – To create socio-economic intervention strategies; level 3 FI – To facilitate innovation; level 3 SE – To acquire development sector expertise; level 2

Learning outcomes

After this semester the student: • Can think strategically about an innovative process in the rural

areas • Has a clear insight in the process (rather than a limited focus on

product or outcome) • Can discuss with the commissioner about the implementation of

the project • Can perform routine with clearly identified choices and limited

complexities, some accountability for the quality of outputs, some share of responsibility

• Can identify and include different stakeholders in a complex and non-linear process

• Can initiate, organise, arrange logistics and chair meetings with different stakeholder groups to broker an innovation

• Can use different concepts and tools to solve non-routine problems and evoke group creativity

• Can apply proper facilitation skills, techniques and attitudes during sessions (including addressing group dynamics, power relations and time management)

• Can interpret the different learning styles of a group and will apply this by using the proper tool in the learning circle of Kolb in the different stages of the process

• Can reflect on his/her performance Content

Students are commissioned by a local organization to undertake a project that aims to improve the liveability of a rural area. Students learn to get familiar with the rural context, can describe the political, social, economic environment, and can identify opportunities and ways for the rural population to facilitate empowerment towards a more sustainable livelihood.

MSP consist of the following interrelated parts:

- Lectures about how to design and facilitate multi-stakeholder partnerships in the Netherlands and abroad.

- Students will work in a real life project and carry out assignments.

- Lectures & workshops to support the project work.

- Working with the organisation and being in the office during office hours is obligatory

The project will take place in the field with a commissioner for two days a week during the semester. Students have to travel on their own to the location. Field work is mandatory.

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140 hours – team work

50 hours - coaching



Examination

TERM 1: FI/SE Partial exam 1 (40%): Title: Knowing multi stakeholder partnerships Format: written, mark TERM 2: FI/SE/CS Partial exam 2 (40%): Title: Designing a multi stakeholder process Format: oral, individual, mark FI Partial exam 3 (20%): Title: Showing proper facilitation techniques Format: portfolio, individual; mark


Brouwer, H, and J. Woodhill, 2015. The MSP Guide; How to design and facilitate multi-stakeholder partnerships. Centre for Development Innovation, wageningen. Also available on: http://www.mspguide.org/sites/default/files/case/msp_guide-digital-pages_brouwer.pdf Other titles are available through the study unit manual and Blackboard.




Language English

Credits 14 Term Term 1 and term 2


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http://www.mspguide.org/sites/default/files/case/msp_guide-digital-pages_brouwer.pdf

http://www.mspguide.org/sites/default/files/case/msp_guide-digital-pages_brouwer.pdf

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Knowing multi stakeholder partnerships – VID3 FM VE 01

40% 1-10 Monique Heger Nellie vd Pasch X X Computer 180 X X X ☐ ☐ ☐ ☐ ☐ ☐

Designing a multi stakeholder process – VID3 FM VE 02

40% 1-10 Monique Heger Nellie vd Pasch X ☐ Oral - ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Showing proper facilitation techniques – VID3 FM VE 03

20% 1-10 Monique Heger Nellie vd Pasch X ☐ Portfolio - ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Study unit - code VID3 PP VE

Study unit – name Participative Planning Competences

MP – To manage a project; level 3 SE – To acquire development sector expertise; level 3

Learning outcomes

After this term students: • Are able to write a complete project proposal using the Objective

Oriented Project Planning (OOPP) or logframe approach. • Are able to review relevant literature (desk study research) that

allow them to select relevant stakeholders for interviewing (simulating field work) on the basis of a problem statement.

• Are able to analyse an interview. • Have experienced the world of consultancy. • Know how to make and execute an advocacy plan.

Content

Students write a project proposal in a format used by the European Union, using the principles of Objective Oriented Project Planning including the logframe approach. Using a tool called Visual Problem Appraisal students undertake a desk study (the scoping phase), ‘meet’ various stakeholders (the stakeholder consultation phase) and do suggestions to improve the livelihood of the target group by designing a participative and innovative project proposal. In addition an advocacy plan is made to convince an external actor to adapt one of the restricting factors for the target group.









Examination

MP Partial exam 1 (40%): Name: Writing a project proposal Format: portfolio, team report, mark MP Partial exam 2 (40%): Name: Bidding for a EU project Format: oral, individual, mark SE Partial exam 3 (20%): Name: Making an advocacy plan Format: portfolio, written, individual, mark





Contactperson Marcel Put; [email protected]

Language English

Credits 7

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Writing a project proposal – VID3 PP VE 01

40% 1-10 Marcel Put, Monique Heger X ☐

Portfolio, written, team

- ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

Bidding for a EU project – VID3 PP VE 02

40% 1-10 Marcel Put, Monique Heger X X Oral 30 ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

Making an advocacy plan – VID3 PP VE 03

20% 1-10 Marcel Put, Monique Heger X ☐ Portfolio,

written - ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

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Year 3 TERM 2; study unit

Study unit - code VID3 LG VE

Study unit – name Landscape Governing for RDI Competences


Learning outcomes




Specific RDI competences. Students are - able to identify the institutional change needed to enhance public-private collaboration and multi-stakeholder governance processes at landscape level; - able to assess their future role as manager or practitioner, and develop their competencies as a facilitator of landscape governance processes.

Content

This 7 ECTS module intends to allow students to work in inter-disciplinary teams on issues that relate to their respective major and have spatial dimensions related to climate change, disaster risk reduction, shrinking rural population, environmental degradation, sustainable agriculture, participatory processes and governance principles. Students are challenged to work across scales, for instance, linking village level issues to a landscape approach, translating climate change scenarios to local level actions, addressing immediate livelihoods needs by engaging with the broader institutional context which relates to decisions about allocation of resources and land use. Students learn about the effects of changes concerning Natural Resources on local communities. Problems related to shrinkage are huge. Although landscapes are usually considered to be appropriate levels to negotiate land use options, they are rarely recognised as units of political- administrative decision making. And while governance is no longer monopolised by governments, the civil society groups and private sector actors have grabbed their responsibility co-creating policies. Many of these actors are experimenting with their newly assigned roles as co-developers and implementers of landscape governance. New governance arrangements emerge everywhere, in the form of round tables, public/private partnerships, corporate social responsibility (CSR) programs, citizen’s initiatives and different forms of payment for environmental services. These multistakeholder processes are in need of facilitators which understand new concepts/ institutions and dynamics.

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Understanding landscape governing for RDI VID3 LG VE 01

40% 1-10 Monique Heger, Arno de Snoo

X X Computer 120 X ☐ ☐ X X ☐ ☐ ☐ ☐

Applying ICT for scenario building – VID3 LG VE 02

30% 1-10 Monique Heger, Arno de Snoo


Defending ICT applications – VID3 LG VE 03

30% 1-10 Monique Heger Arno de Snoo X X Oral 30 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Next to these concepts students apply Geographical Information System (GIS) techniques to identify possibilities and constraints concerning the development of rural areas. Students defend their scenarios report in which an analysis is made of the possibilities to improve the rural area.


Total SBU: 200 Indicative student workload hours per type of activity: 24 hours - attending lectures 16 hours - coaching 40 hours - of fieldwork/workshops 74 hours - team work 46 hours - studying literature


SE Partial exam 1 (40%): Title: Understanding landscape governing for RDI Format: written, mark AR/SE Partial exam 2 (30%): Title: Applying ICT for scenario building Format: portfolio, mark, team AR Partial exam 3 (30%): Title: Defending ICT applications Format: oral, individual, mark






Language English

Credits 7

Term Term 3


None


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YEAR 3; TERM 3+4;

Study unit - code VID3 I2 VE

Study unit – name Internship Rural Development and Innovation Competences


Learning outcomes




• Get insight into your preferred methods of working and executing an assignment – from problem analysis towards problem solving









Content

By working in a RDI professional environment the internship project enables the student to develop a variety of RDI competences. It enables to increase the students’ professional qualities that are necessary to function adequately in the field of expertise after graduation.

The half year internship offers the student the opportunity to get acquainted with the RDI domain in practice. It offers the student the opportunity to learn which topic(s) within the RDI domain is(are) attractive and may be selected for a future career. The internship should increase the students’ decision making capacity regarding the minor and the thesis topic. At the same time the internship offers the opportunity to extend a professional network, which is useful to find job opportunities after the study.

The internship assignment will be seen as a practical exercise of “managing a project”. During the internship students have to set and re-set their own professional and personal learning objectives. They will analyse the internship organisation and its target group. The student

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reflects on and reports about their internship activities and the learning objectives the student has set for the internship.







30 hours - studying literature; preparation for exam


PL Partial exam 1 (20%): Title: Reflecting on personal performance Format: portfolio; individual report; mark MO Partial exam 2 (20%): Title: Managing an internship project Format: portfolio; individual report; mark SE Partial exam 3 (40%): Title: facilitating interactive processes Format: oral; mark CO Partial exam 4 (20%): Title: Using second foreign language Format: portfolio; oral and written; mark





Contactperson IDM internship coordinator Annelies Heijmans; [email protected]; major coordinator RDI

Language English

Credits 30 Term Terms 3 and 4, year 3; or, term 1 and 2, year 4







- Additionally the internship organisation must be able to ensure proper safety and security management (documented guidelines and

100

the organisation must demonstrate that these guidelines are practical and adhered to in day-to-day office/field practice).


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20% 1-10 Annelies Heijmans, Marcel Put

X ☐ Written - ☐ X X ☐ ☐ X X ☐ ☐



X ☐ Written - ☐ X X ☐ ☐ X X ☐ ☐

Explain and defend multi stakeholder facilitation – VID3 I2 VE 03


X ☐ Oral 60 ☐ X X ☐ ☐ X X ☐ ☐




- ☐ X X ☐ ☐ X X ☐ ☐

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Year 4 TERM 3+4;

Study unit - code VID4 T2 VE

Study unit – name Thesis Rural Development and Innovation Competences


Learning outcomes







Content







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Contactperson IDM thesis coordinator Arno de Snoo; [email protected]; RDI major coordinator Marcel Put; [email protected]

Language English





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Writing a thesis report – VID4 T2 VE 01

50% 1-10 Arno de Snoo, Marcel Put ☐ ☐ portfolio - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Defending a thesis report – VID4 T2 VE 02

40% 1-10 Arno de Snoo, Marcel Put ☐ ☐

Portfolio, oral 90 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Writing a thesis article – VID4 T2 VE 03

10% 1-10 Arno de Snoo, Marcel Put ☐ ☐ Portfolio - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

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3.5 Study units of major Sustainable Value Chains; year 2, 3, 4 Year 2 TERM 2; study unit 13c

Study unit - code VID2 SU VE

Study unit – name Sustainable Agriculture Competences


Learning outcomes

At the end of this module the student: • Has substantial knowledge of sustainable agricultural production

and in particular of tropical commodities. • Can explain market mechanisms for several tropical commodities. • Is able to apply an analytical framework for sustainability in the

context of tropical agricultural production in a commercial environment.

Content

Overall this term introduces you to tropical agricultural production, farming systems, cropping patterns, tropical commodities and provides insights on ‘sustainability in agriculture’ concepts for the rest of the bachelor program. Additionally you will learn about principles and practices of sustainable trade and development.

In the value chain, agricultural production and in particular the primary producers (farmers) play an important role. The decisions producers make in relation to farming systems, cropping patterns, agronomic practices in relation to climatic conditions, soils give crucial background knowledge for the SVC professional. A good understanding of the conditions of tropical agricultural production systems, the critical issues of sustainability and the concerns of a commercial environment is important. This requires balancing between long term strategies (sustainability) and short-term strategies that often drive both commercial departments and farmers. Exploring this field of tensions and challenges prepares the SVC students for their professional career.







Interactive lectures, desk study, interview, presentations


Examination

SE Partial exam 1 (50%): Title: Analysing sustainable agriculture Format: written; mark SE Partial exam 2 (50%): Title: Discussing sustainable agriculture Format: oral exam



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Contactperson Annemarie Westendorp; [email protected]

Language English

Credits 7

Term Term 2


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Analysing sustainable agriculture – VID2 SU VE 01

50% 1-10 Annemarie Westendorp, Arno de Snoo

X X Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

Discussing sustainable agriculture – VID2 SU VE 02

50% 1-10 Annemarie Westendorp, Arno de Snoo

X X Portfolio, written, oral

60 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

105

Year 2 TERM 3; study unit 15c

Study unit - code VID2 VC VE-1

Study unit – name Value Chain Development Competences

CO – To communicate in an international setting; level 2 (English) FI – To facilitate innovation; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

Student: • Is able to select and use from a wide range of chain upgrading

activities that is appropriate in a given specific context and relate issues of both chain organisation and performance.

• Has a thorough understanding of the possibilities of Geographic Indication in Value Chain Development.

• Has an initial understanding on the applicability of different financial tools in value chain development and value chain investment risk.

• Is able to use different tools for facilitating processes for rural entrepreneurship.

Content

The student step in the role of a chain developer. The main focus of this module is “How can you make change happen in linking local (innovative) initiatives?”.

SVC students focus on gaining knowledge of value chains as motor for rural development. As a (prospective) chain developer in (local) agri-food chains or rural business developments, it is essential to familiarise yourself with the structure and process within an agri-food chain. Which steps are there to be taken, who are the key players and how can you facilitate the process to come to a connected and valuable chain.

Developing local products (food or non-food) is a strategy to make change happen in rural areas. Based on the lectures about value chain analysis & development, students will research a local product chain and the rural embeddedness and present this.

They will write an argumentative essay on the recommendations during the English examination.

Another strategy is working in cooperatives. The student will facilitate an interactive setting in which they learn how to facilitate processes that lead to innovative cooperation between diverse partners in the chain.

English

Topics: • Academic paper writing skills • Report writing skills • Oral professional skills: interviews, meetings, discussions





40 hours - attending interactive lectures including workshops

40 hours – teamwork including coaching



106

Examination

SE Partial exam 1 (40%): Name: Understanding value chain development Format: written, computer; mark FI Partial exam 2 (30%): Title: Facilitating interactive decision-making Format: oral; team; mark CO Partial exam 3 (30%): Name: Writing argumentative essay (English) Format: written, computer; mark





Contactperson Jan Hoekstra; [email protected]

Language English

Credits 7

Term Term 3


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Understanding value chain development – VID2 VC VE 01

40% 1-10 Jan Hoekstra, Monique Heger X X Computer 135 X ☐ ☐ ☐ ☐ X X ☐ ☐

Facilitating interactive decision-making – VID2 VC VE 02

30% 1-10 Jan Hoekstra, Monique Heger X ☐ Oral ☐ ☐ ☐ ☐ ☐ X X ☐ ☐

Writing argumentative essay – VID2 VC VE 03

30% 1-10 Jan Hoekstra; Reena Bakker-Dhaliwal

X X Written 180 X ☐ ☐ ☐ ☐ X X ☐ ☐

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Study unit - code VID2 CE VE

Study unit – name Sustainable Chain Empowerment Competences


Learning outcomes

The student: • Has the capacity to efficiently search, select and process

secondary information. • Is able to apply a range project management tools in a simulated

reality. • Can elaborate how organised farmers may play a role in getting

access to markets. • Shows a high level of professionalism in both team work and

communicating its results. Content

Description:

The module ‘Sustainable Chain Empowerment’ provides expertise about executing a sector analysis with the aim to strengthen the farmers’ market position in a sustainable way.

Based on readily available and collected information, a student team proposes contextualised and concrete interventions to enhance market access of farmers.

Topics:

- Project management - Theory on Producers Organisations

Second foreign language (portfolio assessment in year 2, term 4)





20 hours – study materials on project management

20 hours – individual scoping phase; writing mandatory individual (research) assignments




Examination

SE Partial exam 1 (60%): Name: Analysing sector issues Format: portfolio, team report; mark SE Partial exam 2 (40%): Name: Discussing chain interventions Format: oral; mark





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Contactperson Leonoor Akkermans; [email protected]

Language English

Credits 7

Term Term 4


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Analysing sector issues – VID2 CE VE 01

60% 1-10 Leonoor Akkermans, Jan Hoekstra


- ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Discussing chain interventions – VID2 CE VE 02

40% 1-10 Leonoor Akkermans, Jan Hoekstra

X X Oral 30 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

109


Study unit - code VID3 CG VE 1

Study unit – name Chain Governance and Facilitation Competences

FI – To facilitate innovation; level 3 CS – To create socio economic intervention strategies; level 2 SE – To acquire development sector expertise; level 2

Learning outcomes

The student: • Shows a thorough understanding of the terminology that shapes

the concept of chain governance. • Can elaborate the different roles and specific capacities of a

facilitator of value chain development with special reference to inclusiveness e.g. gender.

• Can facilitate a session in a participatory way. • Shows the ability to develop and apply a framework to give

meaning to selected literature on a topic related to ‘Chain Governance & Facilitation’.

• Knows to actively use assessment criteria to write a well-structured evidence-based paper.

Content

Description:

Value chain governance refers to the relationships among the buyers, sellers, service providers and regulatory institutions that operate within or influence the range of activities required to bring a product or service from inception to its end use. Governance is about power and the ability to exert control along the chain — at any point in the chain, some firm (or organization or institution) sets and/or enforces parameters under which others in the chain operate.

The facilitation approach addresses the challenges of achieving sustainability and scale in value chain development by stimulating change without external parties taking a direct role in or becoming part of the system.

It focuses on changing relationships between actors in the value chain or introducing new ways of doing business that increase the local availability of needed goods and services.

It strengthens the ability of value chain actors to respond and adapt to changes in market trends or in the enabling environment without external support.

Second foreign language (portfolio assessment; this term 1)




40 hours attending lectures including facilitation workshops

10 hours preparing, executing and evaluating one of the facilitation workshops

60 hours studying literature

10 hours developing a conceptual framework

10 hours discussing draft papers of peers

40 hours writing mandatory assignment: individual paper

30 hours studying literature and preparation for exam


110

Examination

FI/CS Partial exam 1 (60%): Name: Chain governance and facilitation Format: portfolio FI => portfolio of products in a facilitation trajectory (innovation; complexity)

• Aiming at specific outcomes in a specific context • Justification of used facilitation tool • Reflection among others based on theory

SE Partial exam 2 (40%): Name: Writing an article on chain facilitation Format: individual paper; mark


The MSP guide (2015), Brouwer H. et al. CDI Wageningen Titles are available through the study unit manual and Blackboard.



Contactperson Annemarie Westendorp [email protected]

Language English

Credits 7

Term Term 1


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Chain governance and facilitation - VID3 CG VE 01

60% 1-10 Jan Hoekstra Annemarie, Westendorp

X X Portfolio ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

Writing an article on chain facilitation – VID3 CG VE 02

40% 1-10 Jan Hoekstra, Annemarie Westendorp

X ☐ Written - ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

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Study unit - code VID3 QM VE 1

Study unit – name QMS, Logistics and Warehouse Management

Competences

CS – To create socio-economic intervention strategies; level 2 SE – To acquire development sector expertise; level 3

Learning outcomes

The student: • Can individually design and justify an Operational Handbook on

the basis of a QMS with logistic plan for a medium sized fruit chain warehouse.

Content

Ensuring an optimal development of the cooperation within the chain in terms of sustainable production, logistics, quality management, certification systems, marketing and economic equality. Developing sustainable cultivation plans, negotiate and creating opportunities with stakeholders in the chain.

Also being able to relate growing and handling practises to quality management.

The programme of this term focuses on the analysis of more or less informal supply chains and on the setup of a quality improvement plan. The programme incorporates research on the basis of value chain analysis. We will focus on optimising fruit cultivation production and the function of a wholesale company.

It is possible to add more value to agricultural products by chain management. To be able to make an analysis, it is necessary to know the production system of a commodity; the harvesting and post-harvest activities applied; the packing and logistics; and the method of quality management. These activities are laid down in an Operational Handbook (OH)

The student will operate as a junior chain development manager of a wholesale company with the task to come up with an improvement plan to increase the quantity and quality of the production. The student will apply for the job as a plant manager on the basis of his own operational handbook and warehouse design.

Co-ordinating (part of) projects related to the rural areas of developing countries, either commercial or development-oriented. Designing projects and managing processes, intervening in critical situations.




50 hours - attending lectures including excursions and workshops

100 hours – individual assignment including coaching



CS / SE Partial exam 1 (40%): Name: Applying fruit chain interventions for sustainability Format: written; mark SE/CS Partial exam 2 (60%): Name: Designing a logistic system and defending an OH Format: portfolio; written; individual; oral; mark

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Visser and van Goor. (2006) . Logistics, Principles and Practice. Wolters noordhoff. ISBN: 9020733044 Luning and Marcelis. (2009). Food Quality Management. Wageningen Publishers. ISBN: 9086861164 Other titles are available through the study unit manual and Blackboard.




Language English

Credits 7

Term Term 1


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Applying fruit chain knowledge – VID3 QM VE-1 01

40% 1-10 Arno de Snoo, Jan Hoekstra X X Compute

r 180 X X X ☐ ☐ ☐ ☐ ☐ ☐

Designing a logistic system and defending an OH – VID3 QM VE-1 02

60% 1-10 Arno de Snoo, Jan Hoekstra X ☐

Portfolio, written - ☐ X X ☐ ☐ ☐ ☐ ☐ ☐

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Study unit - code VID3 OA VE 1

Study unit – name Organic Agriculture and Market Access Competences

CS – To create socio-economic market strategies; level 3 MP – To manage a project; level 3 SE – To acquire development sector expertise; level 3

Learning outcomes

At the end of this study unit the student: • Understands organic agricultural production. • To make a conversion plan and advice on market access plan for

sustainable agriculture. • To advise on organic or fair trade opportunities and regional

support structures. • Is able to relate to decision making at farmer level. • Can analyse the supply chain and act on market opportunities.

Content

During the last Term of the Major phase of the SVC programme the students will work on the core competence of SVC: To develop a sustainable agricultural chain i.e. developing sustainable cultivation plans, negotiate and creating opportunities with stakeholders in the chain.

Practical study will be made possible by visits to organic farms.

Additionally the students work on a case-study of farmers who are interested to convert their farm into a sustainable enterprise using Organic Farm practices or LEISA- methods (Low External Input and Sustainable Agricultural) or Fair Trade Certification.

After analysing the farming system students will design a conversion plan for these farmers of which the cultivation plan is the most important element. Possible bottlenecks in the process of conversion are identified and the kind of support needed for the farmers to get a certification is suggested. The proposed crop rotation should be critically looked at from the different perspectives –sustainability, economics and labour. Strategies for soil and pest and disease management are part of the cultivation plan.

The cultivation plan does not make sense if it is not clear what will be done with the product, therefore a market access plan is essential.

The Market Access Plan and the Conversion Plan are interconnected. One cannot do without the other. The Market Access Plan contains strategies for the farmers groups based on research obtained from primary and secondary sources.

Ideally first a Market Access Plan is designed, before the cultivation plan. This Market Access Plan is an analysis of the consumer demand, the crop range, price levels and volumes required, committed market channels and enabling environment. It entails also an analysis of the need to guarantee chain.






20 hours – farm visit

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Examination

SE Partial exam 1 (30%): Name: Advising conversion and market access Format: written, computer; mark SE/MP Partial exam 2 (30%): Name: Making a conversion plan Format: portfolio; written; mark CS / SE Partial exam 3 (40%): Name: Defending conversion, market access Format: oral; mark


- Book: Organic vegetable production - Organic Horticulture Guide - The Organic Business Guide, 2010. Free IFOAM publication

Other titles are available through the study unit manual and Blackboard.




Language English

Credits 7

Term Term 2


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Advising conversion and market access – VID3 OA VE 01

30% 1-10 Arno de Snoo, Annemarie Westendorp

X X Computer 180 X ☐ ☐ X X ☐ ☐ ☐ ☐

Making a conversion plan – VID3 OA VE 02



- ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

Defending conversion, market access – VID3 OA VE 03


X X Oral 30 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

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Year 3 TERM 2; study unit 3.2.2

Study unit - code VID3 TS VE 1

Study unit – name Traceability for Sustainability Competences


Learning outcomes




SVC specific competences

Student is able to understand ICT and GIS applications solutions in chain communication processes. Student is able to define and assess the requirements of a robust traceability system in chain development.. Student can communicate traceability in chain profiling.

Content

This 7 ECTS module intends to allow students to work in inter-disciplinary teams on issues that relate to their respective major and have spatial dimensions related to climate change, disaster risk reduction, shrinking rural population, environmental degradation, sustainable agriculture, participatory processes and governance principles. Students are challenged to work across scales, for instance, linking village level issues to a landscape approach, translating climate change scenarios to local level actions, addressing immediate livelihoods needs by engaging with the broader institutional context which relates to decisions about allocation of resources and land use.

The complexity of value chain development requires tools that help to capture, understand and visualise the position of Producer Organisations. ICT in general and specifically GIS (Geographical Information Systems) can provide this tool. GIS visualisation ( mapping) can professionalise and help improve the performance of Producer’s Organisations with regards to farmers’ registration and ICS, input distribution, yield estimation & traceability, just to name a few.

POs can use ICT and GIS visualisation to profile their organisation with regards to their (cl)aims on sustainability, e.g. map the traceability of the product flow or show social and environmental impact of their sustainable practices.


Total SBU: 200 Indicative student workload hours per type of activity: 24 hours - attending lectures 16 hours - coaching 40 hours - of fieldwork/workshops

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74 hours - team work 46 hours -studying literature


Examination

SE Partial exam 1 (40%): Title: Understanding traceability for sustainability Format: written, mark AR/SE Partial exam 2 (30%): Title: Applying ICT for scenario building Format: portfolio, mark, team AR Partial exam 3 (30%): Title: Defending ICT applications Format: oral, individual, mark


Literature: GTZ publication, oct 2009, GIS Information Systems; The spatial dimension to Development Cooperation. http://www2.gtz.de/dokumente/bib-2009/gtz2009-0487en-geographic-information-system.pdf Other titles are available through the study unit manual and Blackboard.



Contactperson Leonoor Akkermans; [email protected],

Language English

Credits 7

Term Term 2


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Understanding traceability for sustainability - VID3 TS VE 01

40% 1-10 Leonoor Akkermans Arno de Snoo

X X Computer 120 X ☐ ☐ X X ☐ ☐ ☐ ☐

Applying ICT for scenario building – VID3 TS VE 02



Defending ICT applications – VID3 TS VE 03


X X Oral 30 ☐ ☐ ☐ X X ☐ ☐ ☐ ☐

http://www2.gtz.de/dokumente/bib-2009/gtz2009-0487en-geographic-information-system.pdf

http://www2.gtz.de/dokumente/bib-2009/gtz2009-0487en-geographic-information-system.pdf


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Year 3 TERM 3+4;

Study unit – code VID3 I1 VE

Study unit – name Internship Sustainable Value Chains Competences


Learning outcomes




• Get insight into your preferred methods of working and executing an assignment – from problem analysis towards problem solving.









Content

Graduates of SVC become active in supply chains for tropical commodities coming from production systems that range from small holder farming to plantations in lower-income countries. The driving activity is to promote and secure value addition in a sustainable way which can be described as value chain development.

It concerns production, processing, sourcing and certification for local, regional or international agri-markets.

The driver of value chain development is the cooperation of various actors in the chain. Graduates can become active with all of these actors.

Graduates know the agronomic perspective well and can act from the farmers’ interest and entrepreneurship.

The 5-month internship exposes the student to experiences and expertise in a professional setting as how to manage an agricultural chain (local, regional and/or international) in lower-income countries aiming at an increase of sustainable productivity and to link farmers and their organisations to markets.

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The students may gain a better understanding and substantiated knowledge on how to:

- Organise and implement improved cultivation practices.

- Structure better logistic and warehousing operations.

- Apply Quality Management systems

- Facilitate cooperation and build organisational structures

- Stimulate entrepreneurial dynamics

- Deliberate and negotiate with the different actors in the supply chain

- Implement essential financial and technological tools

- Assess the impact of value chain development by means of certification systems







6 hours - studying literature; preparation for exam


Examination

PL Partial exam 1 (20%): Title: Reflecting on personal performance Format: portfolio; report; mark MO Partial exam 2 (20%): Title: Managing an internship project Format: portfolio; report; mark SE Partial exam 3 (40%): Title: Contributing to sustainable value chains Format: portfolio; oral; mark CO Partial exam 4 (20%): Title: Using second foreign language Format: portfolio; oral and written; mark


Titles are available through the study unit manual and Blackboard. See Y3 IDM Internship manual for the relevant reading materials other than literature offered during the preceding years. Give special attention to those of semester 1 year 3 of the study programme.



Contactperson IDM internship coordinator Annelies Heijmans; [email protected]; major coordinator SVC

Language English

Credits 30

Term Terms 3 and 4, year 3; or, term 1 and 2, year 4



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X ☐ Written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐



X ☐ Written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Contributing to Sustainable Value Chains – VID3 I3 VE 03


X ☐ Oral 60 ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐




- ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

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Year 4 TERM 3+4; study unit 4.3+4.0

Study unit - code VID4 T1 VE

Study unit – name Thesis Sustainable Value Chains Competences


Learning outcomes







Content







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Contactperson IDM thesis coordinator Arno de Snoo; [email protected]; SVC major coordinator Arno de Snoo

Language English





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Writing a thesis report – VID4 T1 VE -01


☐ ☐ Written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Defending a thesis report – VID4 T1 VE -02


☐ ☐ Oral 90 ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

Writing a thesis article – VID4 T1 VE -03


☐ ☐ Written - ☐ ☐ ☐ ☐ ☐ ☐ ☐ X X

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3.6 Minors IDM

Unit of study EXTAA00 Minor; information depends on the chosen minor Competences Depending on chosen minor. Learning outcomes

Depending on chosen minor.

Entry requirements / prerequisites

Passing the foundation phase examination (propaedeutic) is a requirement for admission to the minor. A second requirement is that a student may be no more than 30 ECTS behind in the main phase of the programme. The minor is approved by the major co-ordinator, based on the following criteria: − The minor should be in line with the domain of the major and at the appropriate level

(final phase Bachelor or Master). − It is an existing minor; if not, then the (sub)modules should cover not more than two

subjects. − The minor should be in line with the student’s PDP (Personal Development Plan).

Content The minor should deliver students added value in their development. The minor should be related to the major.

Student workload Approximate student workload hours in total = 840 Language Depending on chosen minor Teaching methods Depending on chosen minor Examination Depending on chosen minor Credits 30

Term Terms 1 and 2; year 4. Or, Terms 3 and 4;year 3


Depending on chosen minor.

Contact person Major coordinator DRM: Annelies Heijmans; [email protected] Major coordinator RDI: Marcel Put; [email protected] Major coordinator SVC: Arno de Snoo; [email protected]

Remarks




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Appendix 4 ADMISSION

Article 1 Previous educational qualifications

Prospective students who wish to be admitted to the Bachelors degree programme or the Associate degree programme must have one of the following education qualifications as mentioned in Article 7.24 WHW: a) a diploma from pre-university education (VWO); b) A diploma from senior general secondary education (HAVO); c) a degree certificate designated by the Minister, in Dutch or another language, that Van Hall

Larenstein Executive Board judges to be at least equivalent to a HAVO or VWO diploma d) a diploma from a management training programme (level 4); e) a diploma from a specialist training programme (level 4); f) a diploma from a professional training programme designated by ministerial decree.

Article 2 Additional educational qualifications

1. Without prejudice to the provisions in Article 1 of this appendix, a prospective student who complies with that Article must also comply with additional qualifications, as the occasion arises.

2. Such additional requirements can apply to the admission of: • prospective students as referred to in Article 2.1 under a of that Article (VWO graduates)

profiles NT, NG, EM are adequate, profile CM needs to have Mathematics A or B and Economy.

• prospective students as referred to in Article 2.1 under b of that Article (HAVO graduates) profiles NT, NG, EM are adequate, profile CM needs to have Mathematics A or B and Economy.

Article 3 Exception to additional educational qualifications

1. If prospective students do not comply with the additional educational qualifications as referred to in Article 2 of this appendix, they can still be admitted to the study programme if an investigation shows that they comply with the following requirements: a. Profile CM needs to have Mathematics and Economy; b. Any other unforeseen situation is to be decided by the admission committee.

2. Students with a HAVO or VWO CM profile without Mathematics or Economy can do a deficiency

examination in Mathematics or Economy in both Leeuwarden or Velp. See for more information: http://toelatingstoetsen.nl/

3. When conducting an investigation about an exception to the additional educational qualifications,

no age limit applies. Prospective students must comply with the established requirements before they can enrol.

Article 4 Requirements for the working environment with the part-time variant Does not apply Article 5 Exemptions based on NVAO-accredited diplomas and diplomas designated by

the Ministry

1. Prospective students1 with a degree, diploma or final evaluation as referred to in the first sentence of Article 7.28 clause 1 WHW and the first sentence of Article 7.28 clause 2 WHW are exempt from the previous education requirements referred to in Article 1 above.

2. The degree, diploma or final evaluation referred to in the previous clause is understood to be a degree certificate (final student evaluation) of an NVAO-accredited study programme of a

1 This concerns prospective students who have earned a Bachelor´s or Master´s degree at a university or institution for higher professional education. It also concerns prospective students who have earned a diploma designated by the Ministry as “at least equivalent”.

http://toelatingstoetsen.nl/

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university or legal entity of higher education and a European Baccalaureate of a European school, if that Baccalaureate also has Dutch as a first or second language subject.

3. If additional qualifications are required for the study programme, the prospective students

referred to in the first clause cannot take a propaedeutic evaluation or final student evaluation, unless an additional investigation is conducted which demonstrates that the students possess the necessary knowledge and skills to which the additional qualifications apply.

4. The requirements placed on the investigation referred to in the third clause of this article are included in Article 3 clause 2 of this appendix.

5. Prospective students are assumed to have met the requirements referred to in the previous

clause if they have passed the following educational components or have received an exemption for them: VID1 AR VE – Applied Qualitative Research

6. No age limit applies to the supplementary investigation referred to in this Article. However, prospective students can enrol and take examinations.

Article 6 Exemptions based on the Treaty of Lisbon

1. In compliance with the provisions in the Act and this Article, the individuals referred to in Article 7.28 clause 1,2 second sentence WHW are exempt from the educational qualifications referred to in Article 1 above.

2. If additional qualifications are required for the study programme, the prospective students

referred to in the first clause cannot take a propaedeutic evaluation or final student evaluation, unless an additional investigation is conducted which demonstrates that the students possess the necessary knowledge and skills to which the additional qualifications apply.

3. If the diploma referred to in the first clause is earned abroad, and the language of the study

programme at the location where the prospective student desires to enrol is Dutch, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in Dutch to participate in education. This proof is provided if the student passes the course NT2, niveau II (Dutch as a second language, level II), an examination at the B2 level of the Common European Framework of Reference for Languages or an examination at a comparable level.


programme at the location where the prospective student desires to enrol is English, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in English to participate in education. This proof is provided if the student passes an academic IELTS test with an overall band score of 6.0. If the student submits a different type of language proficiency test, then the standard referred to in article 4.2 of the Gedragscode Internationale Student in het Hoger Onderwijs (Code of Conduct) applies.

5. The requirements placed on the investigation referred to in the second clause of this Article are

included in Article 3 clause 2 of this appendix.

6. Prospective students are assumed to have met the requirements referred to in the previous clause if they have passed the following educational components or have received an exemption for them: VID1 AR VE Applied Qualitative Research

7. No age limit applies to the supplementary investigation referred to in this Article. However, the

prospective students can be enrolled and take examinations, unless the provisions in clause 3 or 4 this Article apply.

Article 7 Exemptions based on other diplomas and diplomas from abroad

1. In compliance with the provisions in the Act and this Article, prospective students who hold a diploma from the Netherlands or another country, as referred to in Article 7.28 clause 2 second sentence WHW, can be exempted from the previous education qualifications referred to in Article 2.1.

2 This includes prospective students from a Member State of the EU.

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2. For assessing the equivalency of any diploma, as the occasion arises the Van Hall Larenstein Executive Board requests advice from the Nuffic.

3. If additional qualifications are required for the study programme, the prospective students referred to in the first clause cannot take a propaedeutic evaluation or final student evaluation, unless an additional investigation is conducted which demonstrates that the students possess the necessary knowledge and skills to which the additional qualifications apply.


programme at the location where the prospective student desires to enrol is Dutch, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in Dutch to participate in education. This proof is provided if the student passes the course NT2, niveau II (Dutch as a second language, level II).


programme at the location where the prospective student desires to enrol is English, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in English to participate in education. This proof is provided if the student passes an academic IELTS test with an overall band score of 6.0. If the student submits a different type of language proficiency test, then the standard referred to in article 4.2 of the Gedragscode internationale student hoger onderwijs (Code of Conduct) applies.

6. The requirements placed on the investigation referred to in the second clause of this article are

included in Article 3 clause 2 of this appendix.

7. Prospective students are assumed to have met the requirements referred to in the previous clause if they have passed the following educational components or have received an exemption for them: VID1 AR VE – Applied Qualitative Research

8. No age limit applies to the supplementary investigation referred to in this Article. However, the

prospective students can be enrolled and take examinations, unless the provisions in clause 4 or 5 this Article apply.

Article 8 Exemptions based on an entrance examination (21+ test)

1. In compliance with the provisions in the Act and this Article, prospective students who are 21 years of age or older on 1 September of the academic year in question and who do not meet the previous education requirements referred to in Article 1 of this appendix, and who are not exempt from these requirements pursuant to the provisions in Article 6 or 7, must take an entrance examination. If the Van Hall Larenstein Executive Board decides that the prospective students have passed the entrance examination, then they are exempted from the previous educational requirements referred to in article 1.

2. The entrance examination consists of three components: a (motivation) interview, a language test and a substantive component. The following requirements must be met: a. Knowledge of the English language (havo exam level or comparable level B2/IELTS 6) b. Mathematics (havo exam level) and c. Economy (havo exam level)

3. The examination referred to in the second clause of this Article is structured as follows:

a. The requirement of knowledge of English are met when a prospective student can prove (with a certificate) that he/she has passed English at havo exam level or at a comparable level;

b. The requirement of knowledge of mathematics A or B are met when the prospective student can prove (with a certificate) that he/she has passed Mathematics at havo exam level;

c. The requirement of knowledge of Economy are met when the prospective student can prove (with a certificate) that he/she has passed Economy at havo exam level;

d. When the prospective student does not have the certificates mentioned in clause 3 under a, b and c of this article then he/she can participate in the deficiency test. For more information about the tests: http://toelatingstoetsen.nl/.

http://toelatingstoetsen.nl/

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4. The examination referred to in this Article can only be taken by individuals 21 years of age and older. Without a decision from the Van Hall Larenstein Executive Board, individuals cannot be enrolled and are not permitted to take exams.

Article 9 Admission to an accelerated track for prospective students with a VWO diploma Does not apply Article 10 Enrolment in post-propaedeutic phase (main phase)

1. Enrolment in the post-propaedeutic phase of the programme is possible with a completed propaedeutic evaluation.

2. In compliance with the provisions in the Act and this Article, prospective students who hold a diploma from the Netherlands or another country, that the Examining Board judges to be at least equivalent to the propaedeutic evaluation of the programme, will be exempted from the requirement in clause 1 of this Article.

3. If the diploma referred to in the second clause is earned abroad, and the language of the study

programme at the location where the prospective student desires to enrol is Dutch, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in Dutch to participate in education. This proof is provided if the student passes the course NT2, niveau II (Dutch as a second language, level II), an examination at the B2 level of the Common European Framework of Reference for Languages or an examination at a comparable level.

4. If the diploma referred to in the second clause is earned abroad, and the language of the study

programme at the location where the prospective student desires to enrol is English, then the prospective student cannot be enrolled until the Examining Board ascertains that proof has been provided of sufficient proficiency in English to participate in education. This proof is provided if the student passes an academic IELTS test with an overall band score of 6.0. If the student submits a different type of language proficiency test, then the standard referred to in article 4.2 of the Gedragscode Internationale Student in het Hoger Onderwijs (Code of Conduct) applies.

5. A student enrolled in the propaedeutic phase can, with motivation, request the Examining Board

to be enrolled to specific study units in the post-propaedeutic phase. 6. Students who received a tentative positive recommendation as mentioned in Article 5.6 clause 4

can, within the framework of this regulation, be enrolled to study units in the post-propaedeutic phase of the programme.

Article 11 Conditions of enrolment

Before they can participate in education, examinations and assessments, prospective students must also comply with the conditions of enrolment as presented in the Student Charter and the inschrijvingsbesluit (Enrolment Decree). The Student Charter and the Enrolment Regulations can be found on Studentnet.

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Appendix 5 PROSPECTIVE STUDENT ACTIVITIES AND PROGRAMME ADVICE

This chapter does not apply to anyone who, in accordance to article 7.28 of the Higher Education and Research Act, has received a diploma outside the Netherlands, and is thus exempt from the diploma requirements specified in Paragraphs 1 and 2, Article 7.24 of the Act. Article 1 Prospective student activities

1. Any prospective student who submits an enrolment request for the propaedeutic phase of a full-time HBO Bachelors programme or to a full-time Associate degree programme is asked to participate in the Van Hall Larenstein study check related to the desired bachelor programme or the Associate degree programme.

2. This study check, as mentioned in Paragraph 1, consists of a digital questionnaire. This questionnaire should be filled in via Studielink within 15 business days of the enrolment request.

3. Within 15 business days of filling in this questionnaire, the prospective student will receive a

written notice from the institution. This notice may contain: a. A positive recommendation b. A positive recommendation with a suggestion to engage in one of the prospective student

activities offered by the department. c. An invitation for a study mentoring meeting.

4. Any prospective student who submits an enrolment request for the propaedeutic phase of a part-

time HBO Bachelors programme or a part-time Associate degree programme is invited to a study mentoring meeting.

Article 2 Study mentoring meetings, with application prior to 1 May

1. A prospective student who has applied through DUO prior to 1 May, and who, based on the questionnaire results, has doubts about his or her education choices – doubts about the level, the connection with prior education, or about his or her motivation – is invited to a study mentoring meeting.

2. The study mentoring meeting will take place within 30 business days following the delivery of a written response to the student’s questionnaire.

3. Within 24 hours following the study mentoring meeting, the prospective student will receive

written advice about his or her chosen programme. 4. The advice mentioned in Paragraph 3 can be either positive or negative. 5. Any negative advice will not be binding.

Article 3 Consequences of not participating in the study check with application prior to 1

May

1. Students who have applied through DUO prior to 1 May and fail to complete the digital questionnaire lose the privilege of receiving programme advice.

2. Students who have applied through DUO prior to 1 May and were invited for a study mentoring meeting, but who failed to respond to the invitation will lose the privilege of programme advice.

Article 4 Valid reasons for an inability to participate in the prospective student activities

Valid reasons for not completing the questionnaire or for not responding to an invitation for a study mentoring meeting include serious personal circumstances, such as illness, hospitalisation and occurrences of serious circumstances within the family.

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Article 5 Application for a different HBO Bachelors programme or Associate degree programme after 1 May

1. A prospective student who has satisfied the activity established in Article 1, Paragraph 1, and

who, after 1 May, applies through DUO for a different HBO Bachelors programme or Associate degree programme than the one originally indicated, is obligated to participate in the Van Hall Larenstein study check related to the HBO Bachelors programme or the Associate degree programme for which he or she has applied.

2. Article 1, Paragraphs 2 and 3, Article 2, and Article 3 shall apply accordingly. Article 6 Initial application after 1 May

1. Any prospective student who makes his or her first enrolment request through DUO for the propaedeutic phase of a full-time HBO Bachelors programme or Associate degree programme between 1 May and 31 August of the relevant academic year is asked to participate in the Van Hall Larenstein study check related to his or her desired Bachelor programme or Associate degree programme.

2. This study check, as mentioned in Paragraph 1, consists of a digital questionnaire. This

questionnaire should be filled in via Studielink within 15 business days from the enrolment request.

3. Within 15 business days of filling in this questionnaire, the prospective student will receive a

written notice from the institution. This notice may contain: a. A positive recommendation; b. A positive recommendation with a suggestion to engage in one of the prospective student

activities offered by the department; c. An invitation for a study mentoring meeting.

Article 7 Initial application after 1 May as a result of a binding negative study advice

1. Any prospective student who applies between 1 May and 31 August of the relevant academic year for a different HBO Bachelors programme or Associate degree programme than the one for which he or she has been approved, but who can demonstrate that the new application is the result of a termination of application in accordance to Article 7.8b, Paragraph 5 of the Higher Education and Research Act, and that this occurred at such a point that he or she was unable to apply before 1 May, is asked to participate in the Van Hall Larenstein study check related to his or her desired Bachelor programme or Associate degree programme;

2. Article 1, Paragraph 2 and 3 and Article 2 shall apply accordingly.

Article 8 Study mentoring meetings with application after 1 May

1. A prospective student who has applied through DUO after 1 May, and who, based on the

questionnaire results, has doubts about his or her education choices – about the level, the connection with prior education, or about his or her motivation – is invited to a study mentoring meeting.

2. The study mentoring meeting will take place within 30 business days following the delivery of a written response to the student’s questionnaire.

3. Within 24 hours following the study mentoring meeting, the prospective student will receive

written advice about his or her chosen programme. 4. The advice mentioned in Paragraph 3 can be either positive or negative.

5. Negative advice means that the prospective student will not be admitted to the programme in

question for the academic year to which the advice relates.

6. This Article does not apply to anyone who applies for a different HBO Bachelors programme or Associate degree programme than the one for which he or she has been approved, but who can demonstrate that the new application is the result of a termination of application in accordance to Article 7.8b, Paragraph 5 of the Higher Education and Research Act, and that this occurred at

129

such a point that he or she was unable to apply before 1 May, preceding the academic year in which he or she desires to enrol

Article 9 Consequences of not participating in the study check with application after 1 May

1. Students who have applied through DUO after 1 May and, without a valid reason, fail to

complete the digital questionnaire will be invited for a study mentoring meeting.

2. Students who have applied through DUO prior to 1 May and who were invited for a study mentoring meeting, but, without a valid reason, failed to respond to the invitation will not be admitted to the programme.

3. The list of valid reasons for failing to participate in a prospective student activity are listed in

Article 4. Article 10 Appeals

A prospective student who, on the grounds of Article 7 or 8, is not accepted to a programme may launch an appeal with the Advisory Board for Appeals by the counter for complaints and disputes within six weeks of the decision date ([email protected]).

Article 11 Hardship Clause

1. In any case not covered by the articles in this chapter, the Executive Board will make a decision based on the advice of the Admissions Committee.

2. In certain cases, the Executive Board is authorised to make another decision, if circumstance are such that adhering to the regulations would lead to an extremely unfair situation.

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Appendix 6 MODULE EVALUATIONS

On the 15th of June 2016 an amendment of the Higher Education and Research Act ‘the Enhanced Governance Powers Act’ was published and states that the Programme Committee has the approval right on topics in the Education and examination Regulations (EER). Also a new topic is added to the EER: the way the education of the concerning study programme is evaluated. The amendment is published in the Bulletin of Acts and Decrees of the Kingdom of the Netherlands 273. In this attachment the study programme announces how the education of the concerning study programme is evaluated.

1. Planning of evaluations, including panel evaluations.

Evaluations follow VHL policy on quality as mentioned in the Kwaliteitszorgplan 2015-2017 (VHL 2016) and described in detail in a document called “Uitgangspunten evaluaties” where it is mentioned that (VHL 2016, 5):

“Onderwijseenheden worden minimaal 1 keer in de drie jaar geëvalueerd. Bij grote of aanzienlijke wijzigingen worden ze het jaar na de aanpassing geëvalueerd. De frequentie per onderwijseenheid wordt door de opleiding zelf bepaald. Elke opleiding heeft een jaarplanning waarin is aangegeven welke onderwijseenheid in welk jaar wordt geëvalueerd. De regierolhouders kwaliteit borgen de uitvoering en implementatie binnen de opleiding”.

In August/September 2017, using the EER and the policy documents as basis, a year plan is made to evaluate the study units (modules). As mentioned in italics above each study unit is evaluated at least once in three years or earlier if required. Reasons for additional evaluations may be because the study unit is new or was changed fundamentally or because the average mark of the study unit was low. Each study unit is evaluated by way of a questionnaire (computer) and a panel discussion organized by the RRH quality. Except for evaluation of study units lectured in term 4, which are held at the end of term 3, all other evaluations are undertaken in the first or second week of the following term. Since at the time of writing of this document the year plan for 2017/18 is not ready yet, the following table cannot be completed.

Name of module Kind of evaluation: questionnaire or/and panel evaluation

When (which week)

131

2. Process of publishing the results and improvements

Elements of the process Fill in per study programme

1. The way the results of the evaluation and the plans for improvement are made known to the current student.

A summary of the results of the evaluation and the improvement plan (the AV form) are submitted, discussed, if necessary adapted and then approved by the Academic Programme Committee. Afterwards they are published on Blackboard (or Studentnet) for all students to read.

2. The planning for making known the results of evaluations and improvement plans among current students.

After the meeting of the Academic Programme Committee the results of the evaluation and the improvement plan (the AV form) are published on Blackboard (or Studentnet) for all students to read.

3. The way the results of the evaluation and the plans for improvement are made known to the new student.

At the start of the study unit new students are informed that the results of the evaluation and the improvement plan (the AV form) are published on Blackboard (or Studentnet)

4. The planning for making known the results of evaluations and improvement plans among new students.

At the start of the study unit.

Name contact person

Marcel Put

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Appendix 7 Phase programme IDM

Year 1 IDM

EC Bottom mark

weight Oral/written/ portfolio

Term exam.

Term resit

VID1DAVE DEVELOPMENT SECTOR ANALYSIS 7 5.5 VID1DAVE01 Analysing the development sector 5.5 50% wr 1 1 VID1DAVE02 Analysing a social enterprise 5.5 50% pf, wr 1 1 VID1DAVE03 Reflecting on team work 5.5 pass pf, wr 1 1 VID1DSVE1 DEVELOPMENT AND SUSTAINABILITY 7 5.5 VID1DSVE1-01 Understanding development & sustainability 5.5 100% wr 1 1 VID1DSVE1-02 Conducting DS assignments 5.5 pass pf,wr 1 1 VID1RLVE SUSTAINABLE RURAL LIVELIHOODS 7 5.5 VID1RLVE01 Understanding and applying rural livelihoods 5.5 60% wr 2 2 VID1RLVE02 Improving rural livelihoods 5.5 40% wr,pf 2 2 VID1RLVE03 Conducting SRL assignments 5.5 pass pf,wr 2 2 VID1ARVE2 APPLIED QUALITATIVE RESEARCH 7 5.5 VID1ARVE2-01 Writing a research report 5.5 50% wr, pf 2 2 VID1ARVE2-02 Analysing and interpreting data 5.5 50% wr 2 2 VID1ARVE2-03 Writing English 5.5 20% wr 2 2 VID1PMVE2 PROJECT MANAGEMENT 7 5.5 VID1PMVE2-01 Understand and apply project management 5.5 50% wr 3 3 VID1PMVE2-02 Writing and defending a project plan 5.5 50% pf, wr, or 3 3 VID1OIVE1 ORGANISATIONAL DEVELOPMENT 7 5.5 VID1OIVE1-01 Understanding organisations and institutions 5.5 50% wr 3 3 VID1OIVE1-02 Understanding organisational theories 5.5 30% wr, pf, or 3 3 VID1OIVE1-03 Speaking English 5.5 20% or 3 3 VID1IDVE2 INNOVATION FOR DEVELOPMENT

(In4Dev) 7 5.5

VID1IDVE2-01 Understanding innovation theory 5.5 40% wr 4 4 VID1IDVE2-02 Applying an innovation project 5.5 60% pf, wr 4 4 VID1COVE2 CHALLENGES AND OPTIONS IN

INNOVATION (CHOPS) 7 5.5

VID1COVE2-01 Understanding innovation processes 5.5 80% wr 4 4 VID1COVE2-02 Applying debating principles 5.5 20% wr 4 4 VID1PDVE PERSONAL LEADERSHIP DEVELOPMENT I 4 5.5 VID1PDVE01 Demonstrating professional progress 1 5.5 100% or 4 4

133

Year 2 SVC

EC Bottom mark


Term exam

Term resit

VID2INVE INTERNSHIP YEAR 2 14 5.5 VID2INVE01 Writing an internship report 5.5 50% pf, wr 1 2 VID2INVE02 Reflecting on the internship 5.5 25% pf, wr 1 2 VID2INVE03 Presenting and defending the internship 5.5 25% or 1 2 VID2ARVE APPLIED RESEARCH FOR

DEVELOPMENT 7 5.5

VID2ARVE01 Writing a research report 5.5 50% pf, wr 2 2 VID2ARVE02 Analysing and interpreting data 5.5 50% wr 2 2 VID2SUVE SUSTAINABLE AGRICULTURE 7 5.5 VID2SUVE01 Analysing sustainable agriculture 5.5 50% wr 2 2 VID2SUVE02 Discussing sustainable agriculture 5.5 50% pf, wr, or 2 2 VID2IMVE INNOVATION MAPPING 7 5.5 VID2IMVE01 Innovation mapping theory 5.5 50% wr 3 3 VID2IMVE02 Writing a popular article 5.5 50% pf, wr, or 3 3 VID2VCVE1 VALUE CHAIN DEVELOPMENT 7 VID2VCVE1-01 Understanding value chain development 5.5 40% wr 3 3 VID2VCVE1-02 Proposing chain development actions 5.5 30% wr 3 3 VID2VCVE1-03 Writing argumentative essay 5.5 30% wr 3 3 VID2BCVE DEFENDING A BUSINESS CASE 7 5.5 VID2BCVE01 Reporting your business case 5.5 40% pf, wr 4 4 VID2BCVE02 Presenting your business case 5.5 30% or 4 4 VID2BCVE03 Speaking English professionally 5.5 30% or 4 4 VID2CEVE SUSTAINABLE CHAIN EMPOWERMENT 7 5.5 VID2CEVE01 Analysing sector issues 5.5 60% pf, wr 4 4 VID2CEVE02 Discussing chain interventions 5.5 40% or 4 4 VID2PDVE PERSONAL LEADERSHIP

DEVELOPMENT II 4 5.5

VID2PDVE01 Demonstrating professional progress 2 5.5 100% or 4 4

134

Years 3 and 4 SVC

EC Bottom mark


Term exam.

Term resit

VID3CGVE1 CHAIN GOVERNANCE AND FACILITATION

7 5.5

VID3CGVE1-01 Chain governance and facilitation 5.5 60% pf 1 1 VID3CGVE1-02 Writing an article on chain facilitation 5.5 40% wr 1 1 VID3QMVE1 QMS, LOGISTICS AND WAREHOUSE

MANAGEMENT 7 5.5

VID3QMVE1-01 Applying fruit chain knowledge 5.5 40% wr 1 1 VID3QMVE1-02 Designing a logistic system and defending

an OH 5.5 60% pf, wr 1 1

VID3OAVE1 ORGANIC AGRICULTURE AND MARKET ACCESS

7 5.5

VID3OAVE1-01 Advising conversion and market access 5.5 30% wr 2 2 VID3OAVE1-02 Making a conversion plan 5.5 30% pf, wr 2 2 VID3OAVE1-03 Defending conversion, market access 5.5 40% or 2 2 VID3TSVE1 TRACEABILITY FOR SUSTAINABILITY 7 5.5 VID3TSVE1-01 Understanding traceability for

sustainability 5.5 40% wr 2 2

VID3TSVE1-02 Applying ICT for scenario building 5.5 30% pf, wr 2 2 VID3TSVE1-03 Defending ICT applications 5.5 30% or 2 2 VID3PDVE PERSONAL LEADERSHIP

DEVELOPMENT III 2 5.5

VID3PDVE02 Demonstrating personal leadership 3 5.5 100% or 2 2 VID3I1VE INTERNSHIP SUSTAINABLE VALUE

CHAINS 30 5.5

VID3I1VE01 Reflecting on personal performance 5.5 20% wr VID3I1VE02 Managing an internship project 5.5 20% wr VID3I3VE03 Contributing to Sustainable Value Chains 5.5 40% or VID3I3VE04 Using second foreign language 5.5 20% pf, or, wr EXTAA00 MINOR 30 5.5

5.5 100% VID4T1VE THESIS SUSTAINABLE VALUE CHAINS 30 5.5 VID4T1VE01 Writing a thesis report 5.5 50% pf 4 4 VID4T1VE02 Defending a thesis report 5.5 40% or 4 4 VID4T1VE03 Writing a thesis article 5.5 10% pf 4 4

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Year 2 RDI

EC Bottom mark


Term exam.

Term resit


DEVELOPMENT 7 5.5

VID2ARVE01 Writing a research report 5.5 50% pf, wr 2 2 VID2ARVE02 Analysing and interpreting data 5.5 50% wr 2 2 VID2FPVE FACILITATION AND PARTICIPATION

FOR EMPOWERMENT 7 5.5

VID2FPVE01 Facilitating interactive processes 5.5 30% or 4 4 VID2FPVE02 Applying participatory approaches 5.5 40% wr 4 4 VID2FPVE03 Strategies for rural youth engagement 5.5 30% wr 4 4 VID2IMVE INNOVATION MAPPING 7 5.5 VID2IMVE01 Innovation mapping theory 5.5 50% wr 3 3 VID2IMVE02 Writing a popular article 5.5 50% pf,wr, or 3 3 VID2RDVE1 DYNAMICS OF RURAL DEVELOPMENT 7 5.5 VID2RDVE1-01 Applying rural development theory 5.5 60% wr 2 2 VID2RDVE1-02 Report on policies 5.5 40% pf,wr 2 2 VID2BCVE DEFENDING A BUSINESS CASE 7 5.5 VID2BCVE01 Reporting your business case 5.5 40% pf,wr 4 4 VID2BCVE02 Presenting your business case 5.5 30% or 4 4 VID2BCVE03 Speaking English professionally 5.5 30% or 4 4 VID2REVE1 INNOVATIVE RURAL

ENTREPRENEURSCHIP 7 5.5

VID2REVE1-01 Understanding rural entrepreneurship 5.5 40% wr 3 3 VID2REVE1-02 Facilitating Interactive Decisionmaking 5.5 30% or 3 3 VID2REVE1-03 Writing argumentative paper 5.5 30% wr 3 3 VID2PDVE PERSONAL LEADERSHIP



136

Years 3 and 4 RDI

EC Bottom mark weight Oral/written/ portfolio

Term exam.

Term resit

VID3FMVE FACILITATION OF MULTI STAKEHOLDER PARTNERSHIPS I & II

14 5.5

VID3FMVE01 Knowing multi stakeholder partnerships 5.5 40% wr 1 1 VID3FMVE02 Designing a multi stakeholder process 5.5 40% or 2 2 VID3FMVE03 Showing proper facilitation techniques 5.5 20% pf 2 2 VID3PPVE PARTICIPATIVE PLANNING 7 5.5 VID3PPVE01 Writing a project proposal 5.5 40% pf,wr 1 1 VID3PPVE02 Bidding for a EU project 5.5 40% or 1 1 VID3PPVE03 Making an advocacy plan 5.5 20% pf,wr 1 1 VID3LGVE LANDSCAPE GOVERNING FOR RDI 7 5.5 VID3LGVE01 Understanding landscape governing for

RDI 5.5 40% wr 2 2

VID3LGVE02 Applying ICT for scenario building 5.5 30% pf, wr 2 2 VID3LGVE03 Defending ICT applications 5.5 30% or 2 2 VID3PDVE PERSONAL LEADERSHIP


VID3PDVE02 Demonstrating personal leadership 3 5.5 100% or 2 2 VID3I2VE INTERNSHIP RURAL DEVELOPMENT

AND INNOVATION 30 5.5

VID3I2VE01 Reflecting on personal performance 5.5 20% wr VID3I2VE02 Managing an internship project 5.5 20% wr VID3I2VE03 Explain and defend multi stakeholder

facilitation 5.5 40% or

VID3I2VE04 Using second foreign language 5.5 20% pf, or, wr EXTAA00 MINOR 30 5.5

5.5 100% VID4T2VE THESIS RURAL DEVELOPMENT AND

INNOVATION 30 5.5

VID4T2VE01 Writing a thesis report 5.5 50% pf 4 4 VID4T2VE02 Defending a thesis report 5.5 40% or 4 4 VID4T2VE03 Writing a thesis article 5.5 10% pf 4 4

137

Year 2 DRM

EC Bottom mark


Term exam.

Term resit


DEVELOPMENT 7 5.5

VID2ARVE01 Writing a research report 5.5 50% pf, wr 2 2 VID2ARVE02 Analysing and interpreting data 5.5 50% wr 2 2 VID2DRVE DISASTERS, CONFLICT AND

RESPONSES 7 5.5

VID2DRVE01 Analysing disasters and responses 5.5 60% wr 2 2 VID2DRVE02 Writing a disaster recovery plan 5.5 40% pf,wr 2 2 VID2IMVE INNOVATION MAPPING 7 5.5 VID2IMVE01 Innovation mapping theory 5.5 50% wr 3 3 VID2IMVE02 Writing a popular article 5.5 50% pf, wr, or 3 3 VID2AAVE1 AID ARCHITECTURE 7 5.5 VID2AAVE1-01 Understanding Aid architecture 5.5 40% wr 3 3 VID2AAVE1-02 Applying aid architecture 5.5 30% wr, pf 3 3 VID2AAVE1-03 Writing argumentative paper 5.5 30% wr 3 3 VID2BCVE DEFENDING A BUSINESS CASE 7 5.5 VID2BCVE01 Reporting your business case 5.5 40% pf, wr 4 4 VID2BCVE02 Presenting your business case 5.5 30% or 4 4 VID2BCVE03 Speaking English professionally 5.5 30% or 4 4 VID2CFVE CRISIS AND FOOD SECURITY 7 5.5 VID2CFVE01 Analysing crisis and food security 5.5 60% wr 4 4 VID2CFVE02 Writing a response analysis report 5.5 40% pf,wr 4 4 VID2PDVE PERSONAL LEADERSHIP



138

Years 3 and 4 DRM

EC Bottom mark


Term exam.

Term resit

VID3CTVE PROFESSIONAL CONSULTANCY TRAINING

7 5.5

VID3CTVE01 Developing written product for a commissioner

5.5 70% wr, pf 1 1

VID3CTVE02 Reflecting on consultancy work and own performance

5.5 30% wr, pf 1 1

VID3BRVE BUILDING RESILIENT COMMUNITIES 7 5.5 VID3BRVE01 Building Resilient Communities 5.5 60% wr 1 1 VID3BRVE02 Writing a group case study report including

case presentation and defense 5.5 40% pf 1 1

VID3SDVE SPATIAL DIMENSIONS OF DRM 7 5.5 VID3SDVE01 Understanding Spatial Dimensions of DRM 5.5 40% wr 2 2 VID3SDVE02 Applying ICT for scenario building 5.5 30% pf,wr 2 2 VID3SDVE03 Defending ICT applications 5.5 30% or 2 2 VID3DRVE DISASTER RISK REDUCTION 7 5.5 VID3DRVE01 Understanding Disaster Risk Reduction 5.5 60% wr, pf 2 2 VID3DRVE02 Presenting, defending a DRM case 5.5 40% or 2 2 VID3PDVE PERSONAL LEADERSHIP


VID3PDVE02 Demonstrating personal leadership 3 5.5 100% or 2 2 VID3I3VE INTERNSHIP DISASTER RISK

MANAGEMENT 30 5.5

VID3I3VE01 Reflecting on personal performance 5.5 20% wr VID3I3VE02 Managing an internship project 5.5 20% wr VID3I3VE03 Contributing to improved risk management 5.5 40% or VID3I3VE04 Using second foreign language 5.5 20% pf, or, wr EXTAA00 MINOR 30 5.5

5.5 100% VID4T3VE THESIS DISASTER RISK MANAGEMENT 30 5.5 VID4T3VE01 Writing a thesis report 5.5 50% pf 4 4 VID4T3VE02 Defending a thesis report 5.5 40% or 4 4 VID4T3VE03 Writing a thesis article 5.5 10% pf 4 4

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