Appendices TER ABA 2014 2015 page 1
Appendices TER ABA 2014 - 2015
Appendix A Competences of the programme
Appendix B Curriculum for the programme for the propaedeutic phase of ABA
Appendix C Curriculum for the programme for the post propaedeutic phase
Appendix D The Applied Business Administration Code of Behaviour
Appendix E Applied Business Administration Year test schedule
Appendix F Exemption policy Exam Committee School of Business
Appendix G Literature List
Appendices TER ABA 2014 2015 page 2
Appendix A Competences of the programme
2A.1 Description of education
Applied Business Administration offers a full-time, four-year course of ‘Applied Business Administration’. The
course mainly aims at fulfilment of management positions in organisations with service as their essential function or
as an important part of the complete organisation. Graduates receive a ‘Bachelor of Business Administration in
Applied Business Administration degree’ with an accompanying certificate. The educational programme has been
registered in the Centraal Register Opleidingen Hoger Onderwijs (CROHO, Central Register of Schools for Higher
Education) under number 034138 full-time and part-time. Specific ABA modules form the core and essence of our
curriculum.
The use of English as the language of instruction enriches the Applied Business Administration course at Stenden,
and emphasises its international dimensions.
2A.2 Account of the education
Profile for Bachelor’s of Business Administration.
Courses in the Higher Economic Education sector of Higher Professional Education should be clearly identifiable,
for both students and the industry. All Dutch Universities that offer courses in Bachelor’s of Business
Administration (BBA), have formulated a profile of domain competences, which describes the aspects they have in
common.
Dutch Applied Business Administration Profile
In the Netherlands Stendens’ ABA is the only government-sponsored school offering an Applied Business
Administration programme. For this a national Professional Competence Profile for Applied Business
Administration (2004) has been developed. This profile consists of a professional profile, which gives a description
of the professional or core tasks of the professional worker, and a competence profile in which the professional tasks
have been translated into competences. Competences describe the knowledge, insight, skills, and professional
attitude students should have acquired by the end of their studies to be adequately prepared for the professions they
have been trained to perform. Therefore, competences are directional for the way the educational programme is to be
organised.
Stenden - Applied Business Administration Competence Profile
ABA has developed her own educational competence profile, by adding two competences to the national profile.
These competences are derived from the educational concept and the mission of Stenden and concern the
intercultural and the value driven competences. The competence profile is directional for the development of the
educational programme.
Below, please find a short description of the competences. Please refer to the curriculum “Excellent Organizer” for
an extensive explanation and rationale, available at the educational consultant of our Institute.
Twelve competences form the basis of the education programme of our Applied Business Administration course:
1. Design, develop and implement efficient processes to promote and facilitate the primary organisational and
business activities.
2. The development of a vision on changes and trends in the external environment and the developing of relations,
networks and chains.
3. Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for
decision-making.
4. Implementation of Human Resource Management in view of the strategy of the organisation.
5. Setting up, managing and improving of company - or organisational processes.
6. Analysing the financial and legal aspects, internal processes and the company - or organisational environment in
order to reinforce the correlation and interaction.
7. Developing, implementing and evaluating a change process.
8. Leading a company, part of a company, company processes or a project.
9. Social and communicative competence (interpersonal, organisation)
10. The competence of managing one self (intrapersonal, or professional)
11. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core values which
contribute to the care of human beings and the world.
Appendices TER ABA 2014 2015 page 3
12. Effectively identify and handle cultural differences within an international team.
Explanation about the origin and formulation:
Competence 1 is characteristic for the Applied Business Administration education programme and can
be considered as being unique.
Competence 2 till 7 form the common basis for the education programmes of higher professional education,
which grant the degree in Business Administration (BA).
Competence 8 originates from the domain competences of the Bachelor degree of Commerce.
Competences 9 and 10 are common domain competences in all domains of the sector for higher economic
education programmes.
Competence 11 and 12 are Stenden specific.
Each academic year, students work on certain phase objectives, which ensures that the competences will be acquired
after completing their studies.
Competence Year 1 Year 2 Year 3 Year 4
1 1.1
Perform
operational
ABA tasks in
the primary
organisations
process.
2.1
Design efficient
ABA processes
to promote and
facilitate the
primary
organisational
activities.
3.1
Develop and
implement
efficient ABA
processes to
promote and
facilitate the
primary
organisational
activities.
4.1
Design,
develop and
implement
efficient ABA
processes to
promote and
facilitate the
primary
organisational
and business
activities.
2 1.2
Understand
external
analyses and
the relevance
of these for the
operational
working
processes and
understand the
importance of
the
developments
of networks,
chains and
relations.
2.2
Anticipate,
from an
entrepreneurial
attitude,
changes and
trends in the
external
environment
and develop a
vision with the
aid of networks
and relations.
3.2
To develop a
vision about
changes and
trends in the
external
environment and
the development
of relations,
networks and
chains.
4.2
To develop a
vision about
changes and
trends in the
external
environment
and the
development of
relations,
networks and
chains.
3 1.3
Understand the
relevance of
the execution
of policies at
operational
level and act
accordingly.
2.3
Write policy
plans at
departmental
level.
3.3
Analyse and
design policy at
organisational
level.
4.3
Analysing
policy issues
and to translate
these in policy
objectives and
in policy
alternatives and
preparing for
Appendices TER ABA 2014 2015 page 4
Competence Year 1 Year 2 Year 3 Year 4
decision-
making.
4 1.4
Understand the
HRM
responsibilities
and authority
and train and
coach
individual
employees
within the
team.
2.4
Execute all
relevant Human
Resource
Management
tasks at
departmental
level.
3.4
Execute all
relevant Human
Resource
Management
tasks at
organisational
level in view of
the strategy of
the organisation.
4.4
Implementation
of Human
Resource
Management in
view of the
strategy of the
organisation.
5 1.5
Name and
execute the
company or
organisational
processes.
2.5
Design, control
and improve
the company or
organisational
processes.
3.5
Design, control
and improve the
company or
organisational
processes, based
on strategic
objectives and
quality plans.
4.5
Setting up,
managing and
improving of
company - or
organisational -
processes.
6 1.6
Describe the
financial and
legal aspects,
internal
processes and
the operational
-or
organisational-
environment
and make
simple analyses
and internal
reports with the
aid of IT-
applications.
2.6
Manage
internal
processes with
instruments of
management
accounting,
law, business
administration
and research.
3.6
Analyse the
financial and
legal aspects,
internal
processes and
the operational -
or
organisational-
environment in
order to
reinforce
correlation and
interaction.
4.6
Analyse the
financial and
legal aspects,
internal
processes and
the operational
- or
organisational-
environment in
order to
reinforce
correlation and
interaction.
7 1.7
Recognise the
need for
changes and
distinguish the
steps of a
change
process.
2.7
Develop,
implement and
evaluate a
change process
at departmental
level.
3.7
Start a
development
line within an
organisation in a
creative and
organisational
sensitive way
and achieve the
4.7
Developing,
implementing
and evaluating
a change
process.
Appendices TER ABA 2014 2015 page 5
Competence Year 1 Year 2 Year 3 Year 4
goals set within
the term of the
change process.
8 1.8
Uphold a
professional
relation with
various
individuals,
groups and
departments
and deal with
the tension
between
process- and
product
orientation.
2.8
Function within
a department as
the one who
arranges and
activates,
advises informs
and teaches
his/her staff.
3.8
Initiate and
stimulate the
interaction
process between
and among
individuals,
groups and
departments and
act structural.
4.8
Initiate and
stimulate the
interaction
process
between and
among
individuals,
groups and
departments
and act
structural.
9 1.9
Carry correct
verbal and non-
verbal business
correspondence
in two or more
languages and
communicate
accordingly
(IELTS 6.5).
2.9
Communicate
in two or more
languages at all
organisational
levels; design
and write
policy plans,
inform, consult,
create support,
stimulate,
motivate,
persuade and
express
resolutions.
3.9
Adjust attitude
to the social
context in all
types of
communication
and tune this
communication
to external
parties as well.
4.9
Adjust attitude
to the social
context in all
types of
communication
and tune this
communication
to external
parties as well.
10 1.10
Can describe
the personal
possibilities
and pitfalls
with regard to
learning,
result-oriented
working,
taking
initiative,
operating
independently
and flexibility.
2.10
Can in
educational
situations with
coaching adjust
personal
development
with regard to
learning, result-
oriented
working, taking
initiative,
operating
independently
and flexibility,
to the demands
3.10
Can
independently of
others steer and
regulate, in
profession
related
situations,
personal
development
with regard to
learning, result-
oriented
working, taking
initiative,
operating
4.10
To steer and
regulate
personal
development
with regard to
learning, result-
oriented
working, taking
initiative,
operating
independently
and flexibly.
Appendices TER ABA 2014 2015 page 6
Competence Year 1 Year 2 Year 3 Year 4
of the specific
situation.
independently
and flexibil.
Can, through
reflection and
with coaching,
describe
personal
competence
development
and describe
which elements
need attention.
Can develop a
plan of action
for the
development of
underdeveloped
competences.
Can
independently,
on the basis of
his plan of
action, steer
personal
competence
development.
Think, reflect
and take
responsibility
for personal
acting which
indicates
commitment
and critical
self-assessment.
11 1.11
Has knowledge
of his own
values and of
the universal
core values
which
contribute to
the care of
human beings
and the world.
2.11
Connect the
universal core
values to his
own daily
(operational
management)
behaviour and
to
entrepreneurial
action in the
industry.
3.11
Apply the
universal core
values in his
own
management
(entrepreneurial)
behaviour and
into the culture
of a company in
the industry.
4.11 .
Focuses his
managerial and
entrepreneurial
behaviour -
from his own
outlook on life -
on core values
which
contribute to
the care of
human beings
and the world.
12 1.12
Familiarises
himself with
the theme of
intercultural
society and can
empathise with
individual and
intercultural
diversity and
people with
various
backgrounds.
2.12
Can create a
link between
ethical
(intercultural
and
international)
themes and the
culture of an
organisation
and explain the
added value of
cultural or
individual
diversity.
3.12
Is willing and
able to handle
intercultural
differences
effectively and
can explain why
paying attention
to the moral side
of the business
culture is an
indispensable
part of
(intercultural)
management.
4.12
Effectively
identify and
handle cultural
differences
within an
international
team.
View on the relation between education and the working field.
Within ABA, a lot of attention is paid to the practical and usable knowledge required for the later profession. This
means that the Advisory Board of the course is invited to have an active role in the curriculum. Therefore the course
needs a broad range of representatives in the Advisory Board. In addition to knowledge of the field, the professional
Appendices TER ABA 2014 2015 page 7
should have the capacity to think and act in both an analytical and problem solving way. Furthermore, an important
role is played by non-cognitive factors, such as perseverance, teamwork, creativity, willingness to work, and a
capacity to reflect upon one’s own skills and professional attitude. Educational institutions need to pay attention to
such factors. Therefore, a problem and practice aimed approach is necessary, with objectives and study contents
based upon the future professional performance.
View on future developments
Important developments observed in various fields are quality care in the field of economic services, intercultural
sensibility, financial-economic developments, internationalisation, technology and its consequent legal
developments, automation, and the increasing interest in environmental and social responsibility. These
developments are extensively discussed in the professional profiles, educational profiles and educational objectives.
The modular organisation of ABA’s educational programme offers the opportunity to react flexibly to future
developments in the field, and consequently will always offer an up-to-date educational programme.
2A.3 Views on learning and teaching
View on learning and education
Stenden uses Problem Based Learning (PBL) in its courses. In Problem Based Learning, learning is thought to be
the process of actively acquiring and processing information that changes the behaviour of the student in a relatively
irrevocable way. This acquired knowledge, being of a cognitive nature, may also be of an affective or psychomotor
nature.
We have chosen to use PBL and CBL (Case based learning) in our courses as this approach supports our view on
learning and requires an active study attitude on the part of the students.
Our primary motives for choosing PBL are related to:
In PBL the individual student is responsible for what and how he/she learns. An educational system that compels
students to study actively is generally more motivating than a system that does not encourage active study.
PBL changes a student’s attitude towards studying that may lead to a life long increase in self-study and personal
responsibility. During PBL sessions students learn that their current knowledge is often not sufficient to address the
problem they are confronted with. Through the PBL process the students learn the problem solving process that will
allow them to tackle problems in future (professional) situations.
The secondary motives for choosing PBL are:
Social motive: Working on PBL tasks in small study groups stimulates the development of co-operation.
Educational-didactic motive: The PBL method ‘forces’ students to develop personal discipline and an ongoing
working rhythm.
Educational contents and methodical motive: As opposed to the lecture/exam approach in which students often learn
only specific significant information, the PBL approach stimulates gaining a broad array of knowledge by presenting
a carefully chosen problem as a starting point. It promotes the integration of various disciplines. In addition to
acquiring knowledge and skills, the PBL session gives the student the opportunity to practice and use the knowledge
and skills gained.
Didactic principles
An educational institution willing to give a didactic form to the above views on the relationship between education
and the field, future developments, and learning and teaching, should be aware of the tension that exists between the
freedom of the PBL group on the one hand, and the need for uniform objectives for all students on the other hand.
Group education only works well if the personal responsibility and initiative of the students is stimulated and
respected. PBL groups deal extensively with subjects such as co-operation, learning how to formulate, problem
solving, and decision-making.
From a didactic point of view, the above is expressed in the educational objectives of the programme. The objectives
describe:
What problem definitions students should work on during the educational process.
Which cognitive and social skills students should realise.
Appendices TER ABA 2014 2015 page 8
The primary conditions considered when organising educational situations are:
Activation of the student’s prior knowledge - refers to the starting position of the students;
Relationship to the Business Administration- refers to offering students tasks in a context that resembles the future
professional practice as much as possible;
Active participation and application of knowledge by the students.
These three conditions are met in the problem-based approach to learning. Problem based education recognises and
emphasises the interactive aspect of learning. Learning through the use of a problem stimulates students to discuss,
study and use their knowledge. A well-formed learning arrangement contains tasks and assignments to be worked on
in the PBL group, small groups, and other interactive didactic methods such as laboratory courses and tutorials.
Problem based learning meets the third condition when, during the process of learning, analysing the problem and
acquiring knowledge takes place systematically and through established procedures.
Other, more secondary, conditions essential for a successful problem based learning process concern:
The knowledge a student has about PBL before he/she starts a study using this concept,
The skills of the student for co-operation with other students in a PBL group with an alternating chair(wo)manship;
The social and communicative abilities of the counselling lecturers;
The mutual co-operation of lecturers. Lecturers need to agree on the problems constructed, the realisation of the
counselling task, and the assessment method of study results and programmes.
Role and responsibility of the students
Students play an active role in ABA’s education. Aside from acquiring and processing information on a highly
independent and active basis in PBL they are continuously challenged to reflect on the learning and group processes
they have experienced. Students are frequently asked to contribute to the development, evaluation and direct and
indirect quality improvement of our education by participating in the module planning groups for the development
of educational programmes, panel discussions with student-evaluators, and ABA’s discussion and decision-making
structure. The structure of the practical education and the organisation of our student counselling system stimulate
our students to increasingly reflect on their personal attitude, skills and future choice of career.
Role and responsibility of the lecturers
Problem based learning results in an essentially different role for our lecturers. In traditional instructive teaching a
lecturer’s main task is to transfer knowledge while in problem based learning lecturers may be seen as managers of
the educational process. Their activities consist of the four classic management functions.
Together with colleagues, they determine the goals of the educational programme within the framework of ABA’s
established (college specific) objectives.
They plan the students’ learning activities according to the concept of problem-based learning.
As student counsellors, they stimulate their students and control whether they perform an adequate amount of the
learning activities.
Finally, they check periodically to see if the set objectives have been met satisfactory.
The development, realisation and evaluation of the educational programme demand a lot of willingness to co-
operate on the part of lecturers.
In the context of problem based learning, lecturers have five ‘functions’ to fulfil in order to realise their role as tutor
in PBL sessions. They are designers of problems, stimulators, process controllers, assessors and subject specialists.
ABA assumes, as a principle, that the skills to fulfil those five functions are united in one person. These means that
every tutor should be a course specialist and know all about the competencies of the course but can’t be a specialist
on every subject.
Appendices TER ABA 2014 2015 page 9
Appendix B Curriculum for the programme for the propaedeutic phase of ABA
B1. Fulltime course Applied Business Administration
Module 1 Module 2 Module 3 Module 4
Year 1 Introduction
to
Management
Management
Information
Communication
Operational
Organisation
15 credits 15 credits 15 credits 15 credits
Module
coordinator
Mrs. K.S.
Zondervan
Vacancy Vacancy Mr. R.G. Pieters
Table of contact hours for the propaedeutic phase, ABA full time program.
Module 1 Module 2 Module 3 Module 4
Year 1 16 contact hrs
(12 clock hrs)
16 contact hrs
(12 clock hrs)
16 contact hrs
(12 clock hrs)
16 contact hrs
(12 clock hrs)
B2. Part time course Toegepaste Bedrijfskunde / Applied Business Administration
Module 1 Module 2 Module 3 Module 4
Year 1 Introduction
to
Management
Management
Information
Communication
Operational
Organisation
Introduction
to
Management
Management
Information
Exemption/
Self study program
Exemption/
Self study program
15 credits 15 credits 15 credits 15 credits
Module
coordinator
Mrs. K.S.
Zondervan
Mrs. K.S.
Zondervan
Mrs. Tatiana
Naaijer Ciff
Mr. R.G. Pieters
As of 1 August 2003, we offer Applied Business Administration on a part-time basis. It’s the same programme,
adapted to working adults. Consequently, our students must be present during 20 days per year. In principle, one
study week consists of 20 study hours and one regular academic year consists of 42 study weeks.
Appendices TER ABA 2014 2015 page 10
For the part-time course there are no group exemptions.
But many of the Part time students have previous knowledge and skills. Relevant working experience, previous
education or a combination of those. Based on these competences on working experience, previous education or a
combination of both, students can request individually for exemptions. Requests for exemption are personal and
have to be handed in before the first of November at the Examination Board.
Also look at the Appendix Exemption policy.
Economy Lab, EcoMLab
Building block code: School of Business EcoMlab
Building block name: Economy Lab, Applied Research
Study load:
Period:
Duration:
Entry level:
Building block language: English
Module Coordinator: Mr. Maarten Raangs
Concise description of the contents:
Applied research is considered a crucial booster for innovation. The Sector Plan for Higher Professional Education in the Northern part of the Netherlands, called ‘Scholen voor Ambities’
(Schools for Ambitions) i (Croon, 2010), has spearheaded reinforcement of the transition of the region towards a sustainable economy in the coming years. One example is the bio-based economy
(an economy which runs on biomass as base material). That requires more room and attention for innovative skill and enterprise of staff and organisations, nurtured by research and practice. It has been agreed in the Knowledge Agreement for Logistics (2011) to develop six regional knowledge distribution centres (KDCs) that have to provide for a continuous interaction between the professional field and education. The following schools are aligned with the KDCs: Amsterdam
University of Applied Sciences, Rotterdam University of Applied Sciences, Breda University of Applied Sciences, Fontys in Venlo, the HAN in Arnhem/Nijmegen and Windesheim in Zwolle. The Northern provinces appear not to have sufficient or even any connections to these centres. Partly for this reason, the Stenden School of Business has set up a research unit to facilitate research in a professional way in the triptych of research, education and the professional field
(Mannen, 2013). Their research activity is mainly aimed to appliance and innovation specific for business, where trade and industry can make use of the knowledge and expertise of the School of Business (knowledge valorisation) to enable them to improve their operational management.
Within the School of Business research and education are closely attuned thanks to integration of (research) questions into the programme. The School of Business has selected eight research topics that fit in easily into the programmes. All topics have been incorporated into our new research unit
called: the EcoMLab. The EcoMLab enables students to learn research skills in practice that are essential for professionals of the 21st century, keeping in mind that the content of the research topics are directly relevant for these professionals. Due to advancing globalisation and computerization, future professionals are facing increasing demands and challenges for which our current students have to prepare themselves thoroughly. ‘Ondernemen NU!’ is a research group that involves students into practical
research, aimed to the eight central topics of the EcoMLab. The research components within our modules will – where possible – take place in practice situations.
In this setup the professional field introduces relevant and current topics that are in line with the topics of the EcoMLab. The ‘Ondernemen NU!’ research group transfers knowledge and translates questions and problems from the actual practice into research assignments to be included as part of
the curriculum, which group also involves student participation. This will enable students to develop
Appendices TER ABA 2014 2015 page 11
into competent professionals who will be ready to meet the requirements of the professional field. Good examples of integration are the research modules of the ABA and the HRM programmes where students have actively searched for drivers of economic vitality of various regions. The topic ‘the Digital Society’ explores mainly the effects of E-commerce on companies and logistical processes.
Most important objectives and test methods:
Objective: Test method:
Applied Research
Economy Labs
Literature
Compulsory literature (books, articles) ISBN
Bruin, F. d. (2013). Hobeon, Lectoraat Logistiek Noord Nederland bij Stenden,
haalbaarheidsonderzoek. Den Haag.
Croon, B. &. (2010). Scholen voor Ambities, Sectorplan HBO Noord-Nederland
2010-2015,.
Mannen, A. (2013). Strategisch beleidsplan School of Business 2013-2017.
Wereldwijs. (2013). Wereldwijs Onderwijs en Onderzoek, de koers van
Stenden 2013-2017. Leeuwarden.
Appendices TER ABA 2014 2015 page 12
B3. Overview of the module description
Module coordinators:
Introduction to Management (IM) Mrs. K.S. Zondervan
Management Information (MI) Mrs. K.S. Zondervan
Communication (Com) Mrs. Tatiana Naaijer-Ciff
Operational Organization (OO) Mr. R.G. Pieters
Building block code: AB1IM
Building block name: Introduction to Management
Study load: 420 hrs, 15 (1x9 + 2x3) EC
Period: 1.1
Duration: 9 weeks
Entry level: Admission policy ABA
Building block language: English
Module Coordinator: Ms K.S. Zondervan
Concise description of the contents:
The first module of the course Applied Business Administration for the regular route handles getting acquainted with management in general, and with the study methods of Stenden University. In the offered program, 8 lectures management will give you support in the management aspects:
leadership, organisation structure, organisation culture, quality and the learning organisation. Lectures economics and accounting will support you in the financial back up.
Lectures marketing will support you to relate all actions to the root of organisations: ‘why do we exist; who do we serve. Workshops English will support you, to deal with the ‘home’-language of our course: ‘English’. Verbal communication will help you to sharpen your skills in broadcasting and receiving social messages.
A start up lecture: Study landscape / Stenden’s library will help you to find your path through your
sources in the nearby future. Social policy, IT / Information technology and inter-cultural sensitivity will shape you for the Applied Business Administrations 12 competences.
Study Path Development will help you as a student to deal with skills needed to be successful, effective and efficient in your study path.
Stenden University is a PBL university. Problem Based Learning will encourage you to optimise your preferential learning style, and challenge you to discover other styles. Alternating once or twice a week students will deal with situations using the 7 step method of PBL. This themed module will be completed by a module assignment, situated in inter cultural environment. Students in module groups of 4 can show their progress in all above mentioned topics
The Applied Business Administration Behaviour Code is applied to this module.
Appendices TER ABA 2014 2015 page 13
Knowledge and skills
You will get acquainted with the field of Applied Business Administration and the following course competences will be addressed. 1 Design, develop and implement efficient processes to promote and facilitate the primary organisational and business activities. 2 The development of a vision on changes and trends in the external environment and the
developing of relations, networks and chains. 3 Analysing policy issues, and to translate these in policy objectives and policy alternatives and preparing for decision-making. 5 Setting up, managing and improving of company - or organisational processes. 6 Analysing the financial and legal aspects, internal processes and the company - or organisational environment in order to reinforce the correlation and interaction.
8 Leading a company, part of a company, company processes or a project.
9 Social and communicative competence (interpersonal, organisation)
Work forms
PBL, lectures, workshops, guest lectures, consultation hours and group work
Most important objectives and test methods:
Objective: Test method:
You can describe the characteristics of an organisation, you can explain what Management is, you can typify organisational
structures. You can explain the relevance of Management Accounting, you can differentiate between different cost types, etc. You can distinguish different marketing management concepts.
PBL Assessment Module assignment
You can use verbal communication in a professional way in several different situations.
Portfolio
Progress Test
Literature
Compulsory literature (books, articles) ISBN
Boer, P. de, Brouwers, M.P. & Koetzier, W. (2007). Basics of Financial
Management. Groningen: Wolters-Noordhoff. 9789001701314
Dam, N. van, Marcus, J. (2007). Organisation and Management: An
International Approach. Groningen: Noordhoff. 9789001809669
Herlé, M. & Rustema, C. (2005). Corporate Communication
Worldwide. Groningen: Wolters-Noordhoff. 9789001406011
Kotler, P. et al. (2006). Principles of Marketing. (5th European ed.)
Harlow: Prentice Hall/Financial Times. 9780273711568
Verhoeven, N. (2007). Doing research: The Hows and Whys of
Applied Research. Amsterdam: Boom academic. 9789047300649
Foot, M. & Hook, C. (2008). Introducing Human Resource
Management. Amsterdam: Pearson Education. 9780273740988
Appendices TER ABA 2014 2015 page 14
Cotton, D., Falvey, D., Kent, S. (2009). Market Leader, Upper
Intermediate Business English Course Book, incl. self-study cd-rom
and audio cd (new ed, 7th impression). Harlow: Pearson Education
Limited. 9781405881395
Rogers, J. (2010). Market Leader, Upper Intermediate Business
Practice File incl.practiece file cd (new ed, sixth impression). Harlow:
Pearson Education Limited. 9781405813402
Gramsbergen-Hoogland, Y. & Van der Molen, H. (2005).
Communication in Organizations. Basic Skills and Conversation
Models. Hove UK: Psychology Press.
Cotton, D., D. Falvey & S. Kent Market Leader Upper Intermediate – 3rd edition. Course Book + CD, Harlow: Pearson Longman ISBN 978-1-4082-3709-0 Cotton, D., D. Falvey & S. Kent (2011). Market Leader
Upper Intermediate 3rd edition. Practice File + CD, Harlow: Pearson Longman. ISBN 978-1-4082-3710-6
Appendices TER ABA 2014 2015 page 15
Building block code: AB1ENG1
Building block name: Business English 1
Study load: 84 hours (3 ECs)
Period: 1.1
Duration: 9
Entry level: Admission ABA programme
Building block language: English
Module Coordinator: Ms Tatiana Naaijer-Ciff
Concise description of the contents:
The course will cover the following functions at this level: greetings and introductions,
meetings and negotiations, business letter, email, memo and report writing. On
completion of this course, students will have a sound grasp of the rudiments of the
English language and will be able to communicate effectively in the business
environment.
There is also a focus on English grammar and vocabulary, which directly relates to the
before mentioned skills.
Knowledge and skills
After completing this course, students will be knowledgeable about the most important
aspects of Business English. They will also be able to understand basic business
terminology, writing and listening passages. You will be able to produce basic business
English writing and speaking texts and passages at a B1 (CEF) level.
Work forms
The activities mentioned below will be practiced in order to improve the 4 skills at a B1
level.
Receptive Productive
Listening Reading Spoken Interaction Written
- Dialogue
- Presentation
- Videos
- Articles
- Websites
- Face to Face situations/
interactions
- Telephone conversation
- Presentations
- Debates
- Summaries
- Descriptions
- Business writings
(memo, email, etc.)
Appendices TER ABA 2014 2015 page 16
Test methods:
Part Maximum Weight Norm Pts EC
Written Test
(multiple
choice and
open
questions)
10 0.5 5.5
3
Spoken
Section 10 0.5 5.5
Pass 5.5
Literature
Compulsory literature (books, articles) ISBN
Market Leader Upper Intermediate, 3rd edition by Cotton, Falvey &
Kent
9781408237090
Appendices TER ABA 2014 2015 page 17
Building block code: AB1MI
Building block name: Management Information
Study load: 420 hours, 15 EC
Period: 1.2
Duration: 9 weeks
Entry level: Admission policy ABA
Building block language: English
Module Coordinator: Ms. Karin Zondervan
Concise description of the contents:
Module Management Information is built around the various systems that enable companies to run
their business smoothly. Within this module students are confronted with a company that has been
operating for years, purely focusing on the operations; hence, the systems due to be implemented have either not been used at all or have been applied rather poorly. The case study provides the students with a “shoe-box administration”, which contains all the information available, but completely lacks a coherent system. The assignment involves restoring order in the chaotic situation as presented; meaning that you, the student, will be required to produce an up-to-date set of profit-and-loss accounts and personnel records. In addition, you will be required to analyse the product statistically and financially, and also to come up with an ICT improvement proposal.
Professional relevance In this module, the student is confronted with a number of information systems. This not only leads to valuable knowledge on this specific subject, but also brings about awareness of the value of sound information for managers. These “backstage” systems, which are to a great extent responsible for employee and customer satisfaction, form the central theme this module.
Operational decision-making will be a focal point in the future professional career of the student. Developing the skills required to create a healthy business and becoming a successful manager, in combination with the knowledge of how to interpret the presented information, are key elements in this module and will prepare students for their future careers. Interdisciplinary approach
The case assignment presented here involves a number of subjects: In order to restore systematic order in the chaos, as presented, the student needs knowledge of (human resource) management, financial accounting, statistics and ICT. The structure of the assignment is designed to force the student to operate at interdisciplinary level. While any given item of information in the shoebox might include information that affects both the personnel records and the profit-and-loss accounts, the same item might also be an essential element in the execution of the statistics assignment; and the solution might well be hidden in the application of ICT knowledge.
The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
Competencies
With respect to the Professional Profile of Applied Business Administration, this module covers elements of four of the defined core competencies: Design, development, and implementation of efficient processes to enable and facilitate the
primary organisational and business activities (Competence 1). Analysis of policy issues, translation into policy goals and alternatives, and preparation of
decision-making processes (Competence 3).
Arrangement, control and improvement of company or organisational processes (Competence
5). Analysis of the financial and judicial aspects, internal processes and the company or
organizational environment in order to strengthen coherence and interaction (Competence 6).
Appendices TER ABA 2014 2015 page 18
Position within curriculum The central question posed in the first year is ‘So, you want to be a manager?’. Out of the five fields related to this main theme, this module primarily focuses on the field, problem analysis and decision-making skills. Important disciplines in the module include management skills, financial accounting, statistics and information technology. The emphasis in the lectures and the tasks that are presented will be on analysing existing problems and making decisions based on those analyses.
Work forms
PBL, lectures, workshops, guest lectures, consultation hours, group assignment
Most important objectives and test methods:
Objective: Test method:
1. Apply the basic knowledge related to business administration principles;
Module assignment with:
2. Recognize the importance of a proper cash and goods flow;
Part: Bookkeeping & Finance
3. Apply the basic knowledge of human resources management;
Part: HRM, Research and Written communication
4. Apply the basic knowledge of the Working
Conditions and Environmental
PBL Assessment
5. Policy (Arbo en milieubeleid); Progress Test
6. Make appropriate choices and decisions in an
ethically correct manner;
7. Apply the basic knowledge related to information
management;
8. Define and describe the various legal corporate
forms;
9. Recognize the importance of sound internal communication;
10. Explain the function of statistics and the relevance of ‘business research’;
11. Analyse the financial data of the enterprise and interpret the related key figures;
12. Understand and execute descriptive analyses;
13. Use the English language within the context of the module;
14. Use the ICT application, Excel, to set up an
administration
15. Use a number of theories to describe how to enhance the efficiency and quality experience within an enterprise or department
Appendices TER ABA 2014 2015 page 19
Literature
Compulsory literature (books, articles) ISBN
C.A.M. Klerks-van de Nouland, H.J.M. van Sten-van 't Hoff & A.
Tressel, Introduction to the Accounting Process and
P. de Boer & M.P. Brouwers / Wim Koetzier, Basics of Financial
Management
Foot, Margaret & Hook, Caroline, Introducing Human Resource
Management
N. Verhoeven, Doing Research
Appendices TER ABA 2014 2015 page 20
Building block code: AB1CC
Building block name: Corporate Communication
Study load: 420 hours, 15 (3 x 5)EC
Period: 1.3
Duration: 9 weeks
Entry level: Admission policy ABA
Building block language: English
Module Coordinator: Mrs. Tatiana Naaijer-Ciff
Concise description of the contents:
Welcome to Module 3 ‘Corporate Communication’, in this module we follow up on English, Verbal
Communication and Written Communication. The new subject is Corporate Communication and in
this module we –for administrative reasons – put the final part of Study Path Development 1. You have chosen for an education in an international, multicultural setting. Also, our present day society is influenced heavily by the English language. Therefore in the first year there are two building blocks English. Upon completing both English 1 and 2 you will have extended your range of vocabulary, you’ll be more familiar with English grammar and your confidence in your ability to communicate through writing and speaking in a business environment will have increased. With English 2 you raise your level to B2.
After the subject ‘Discussion skills’ in Verbal communication 1, Verbal communication 2 focuses on presentations and meetings. Public speaking will no doubt be part of your future career and you can learn to hold engaging presentations and to have meetings in a professional way. Written Communication 2 is a deepening of Written Communication 1. How to communicate, how to
persuade someone of your point of view? In an argument how you communicate is at least as
important as what you want to communicate. Merely stating the facts is not enough, the way you present and interpret the facts and how you argue your case are extremely important elements of persuasive reasoning. Your going to make a literature review and it’s going to be a big step up from the one you made in Written Communication 1. This will prepare you for writing more reports and eventually your thesis. Be critical and do your research!
The building block Corporate Communication will focus on the different forms of communication you will encounter in professional practice; internal and external, with focus on management, business and/or the organization. By communicating well with all stakeholders you will not only sell your product or service but your organisation also promotes the corporate identity and a coherent corporate image. Study Career Planning 1 1,5 EC
Portfolio of your personal development Progress Test Year 1 (60 questions) 1,5 EC Norm = 5,5 grade
The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
Appendices TER ABA 2014 2015 page 21
Work forms
Lectures, workshops, PBL, consultation hours
Most important objectives and test methods:
Objective: Test method:
Verbal Communication: Product Folder
Participation tutorials
Peer assessment
Presentation
Written communication: Participation tutorials
Literature Report
Corporate communication PBL assessment
Literature
Compulsory literature (books, articles) ISBN
Appendices TER ABA 2014 2015 page 22
Building block code: AB1SCP1
Building block name: Student Career Planning
Study load: 84 hours, 3 EC
Period: Divided over module 1, 2 and 3
Duration: Year 1
Entry level: ABA Admission policy
Building block language: English
Coordinator: Ms K.S. Zondervan
Concise description of the content:
The SCP course is a combination of study skills and study coaching. You learn about how Stenden
works and how you work! This is an exciting time for you and personal development is an important
part of growing; growing up and growing in your role of a future professional.
Knowledge and skills
This subject prepares you for the last 4 course competencies in particular: 13. Social and communicative competence (interpersonal, organisation) 14. The competence of managing one self (intrapersonal, or professional) 15. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core
values which contribute to the care of human beings and the world. 16. Effectively identify and handle cultural differences within an international team.
Work forms
Lectures, group discussion, workshops, individual talks with personal coach
Most important objectives and test methods:
Objective: Test method:
You get to know yourself, your learning
style, your strengths, your pitfalls and you
make a personal development plan. You
learn to work together, recognise group
dynamics.
Portfolio
Progress Test
Literature
Compulsory literature (books, articles) ISBN
-
Appendices TER ABA 2014 2015 page 23
Building block code: AB1ENG 2
Building block name: Business English 2
Study load: 84 hours (3ECs)
Period: 3
Duration: 9 weeks
Entry level: B1
Building block language: English
Module Coordinator: Ms. Tatiana Naaijer-Ciff
Concise description of the contents:
Students will cover the following functions at this level: greetings and introductions,
meetings and negotiations, business letter, email, memo and report writing. On
completion of this course, they will have a sound grasp of the rudiments of the English
language and will be able to communicate effectively in the business environment.
There is also a focus on English grammar and vocabulary, which directly relates to the
before mentioned skills
This module E2 is strongly connected to Written Communication 2 where they will have to
produce a Literature Review and Verbal Communication2 where they will be asked to use
the English language in a professional way.
Knowledge and skills
The competences developed in this course include:
1. Knowledge and understanding of business terminology
2. Knowledge of methods and techniques useful in basic business life
3. The capacity to study, understand and evaluate relevant business publications
and writings
4. The capacity to report (orally and in writing) in English on different aspects of
business and using different methods
5. Critical evaluation of your peers’ work
After completing this course, you are knowledgeable about the most important aspects of
business English. You will also be able to understand basic business terminology, writings
and listening passages. You will be able to produce basic business English writing and
speaking texts and passages at a B2-C1 level (Common European Framework CEF).
Work forms
The course is based on exercices that combine different skills and utilise both receptive
and productive factors of language in context learning. These exercises focus on realistic
situations that may arise in any professional business lifestyle. The skills are:
reading (newspaper and magazine articles, reports, graphs)
writing (memos, emails, reports, business letters, minute taking, press releases,
guidelines)
listening (general conversations, interviews, presentations, meetings)
speaking (meetings, brainstorming, negotiations, press conferences, debates)
presenting (plans, press conferences, individual business plans)
The following tools will be utilized in the autonomous learning aspect of the course:
Appendices TER ABA 2014 2015 page 24
Portfolio
Practice file (can be purchased and studied independently)
Test methods:
Part Weight Norm grade
A) Written Test 50%** 5.5
B) Oral Test 50%** 5.5
Final Grade Average**
of A + B 5.5
** Components cannot compensate for each other, both parts need to
reach at least 5.5 to be averaged. If one component scores below the norm, your maximum mark will be a 5.
Literature
Compulsory literature (books, articles) ISBN
Market Leader Upper Intermediate by Cotton, Falvey & Kent, 3rd
edition.
9781408237090
Appendices TER ABA 2014 2015 page 25
Building block code: AB1OM
Building block name: Operational Organisation
Study load: 336 hrs (9 EC)
Period: 1.4
Duration: 9 weeks
Entry level: Admission policy ABA
Building block language: English
Module Coordinator: Mr. R.G. Pieters
Concise description of the contents:
There are those people who are born Project Managers. There are those people who achieve Project Management, and then there are those people -- a surprisingly large number of people -- who have
professional project management expectations thrust upon them. What it comes down to is that all of you at some point in your professional careers will encounter the management of projects. Projects are major undertakings that have a limited duration (i.e., a finite completion point). As such, they require a unique approach to management and administration. Since the management of projects differs from the management of ongoing operations, the orientation of this project management module provides you with a critical component for a balanced business administration
education. This module covers some of the basic issues related to and tools used for managing projects in organizations and provide the opportunity for a real-world application of the tools and concepts comprising project management.
Knowledge and skills
Work forms
PBL, lectures, workshops, guest lectures, consultation hours, practical training, project
counselling, presentation
Most important objectives and test methods:
Objective: Test method:
PBL assessment
Project Presentation
Participation tutorials
Participation Project group
Progress Test
Literature
Compulsory literature (books, articles) ISBN
Slack, Nigel, Operations Management
Grit, Roel, Project Management, PM 6 method.
Appendices TER ABA 2014 2015 page 26
Building block code: AB1CCT1
Building block name: Creative & Conceptual Thinking 1
Study load: 3 EC (84 clock hours of study load)
Period: 1.4
Duration: 9 weeks
Entry level:
Building block language: English
Module Coordinator: Ms Ina Mennink
Concise description of the contents:
Knowledge and skills
Work forms
Research methods
Most important objectives and test methods:
Objective: Test method:
Literature
Compulsory literature (books, articles) ISBN
Creativity today; oorspronkelijk Creativiteit HOE? ZO! By Igor Byttebier and Ramon Vullings
Testing Overview
All assessments and the weight of each module is represented in the following schedule.
The overview also represents the codes under which the different result will be registered and it gives the student,
the study-coach and all others an overview of the total programme of the Foundation phase.
Appendices TER ABA 2014 2015 page 27
Study year 2013-2014 year 1
Nr Modules Tests Code Assessment
hrs weight pass ec
1.1 Introduction to Management Introduction tot Management 3AB1IM 252 5.5 9
Module co-ordinator: PBL 3AB1IM-A 1/2
Module Assignment part Management 3AB1IM-B 1/4 5.5
Module Assignment part Man. Acc. &
Marketing 3AB1IM-C 1/4 5.5
Business English 1 3AB1ENG1 84 5.5 3
Written exam 3AB1ENG1-A 1/2
Oral exam 3AB1ENG1-B 1/2
Verbal communication 1 3AB1VC1 84 5.5 3
1.2 Management Information Management Information 3AB1MI 252 5.5 9
Module co-ordinator: Business economics 1&3 3AB1MI-A 2/3 5.5
PBL and HRM 3AB1MI-B 1/3 5.5
RWC 3AB1RWC 168 5.5 6
Participation research 3AB1RWC-B 1/4
Participation Written Comm. 3AB1RWC-C 1/4
Writing Assignment 3AB1RWC-A 1/2 5.5
1.3 Corporate Communication Corporate Communication 3AB1CC 84 5.5 3
Module co-ordinator: Verbal Communication 2 3AB1VC2 84 5.5 3
Written Communication 2 3AB1WC2 84 5.5 3
Business English 2 3AB1ENG2 84 5.5 3
Written exam 3AB1ENG2-A 1/2
Oral exam 3AB1ENG2-B 1/2
SCP1 3AB1SCP1 84 pass 3
SCP1 3AB1SCP1-A 5.5
Progress Test year 1 (60 questions) 3AB1SCP1-B 5.5
1.4 Operational Organisation Operational Organisation 3AB1OO 336 5.5 9
Module co-ordinator:
Project and operations management/
and personal development 3AB1OO-A 3/5 5.5
Product presentation 3AB1OO-B 1/5 5.5
Creative & Conceptual Thinking 1 3AB1CT 84 1/5 5.5 3
Operations Management 3AB1OM 84 5.5 3
Appendices TER ABA 2014 2015 page 28
Appendix C Curriculum for the programme for the post propaedeutic phase
C1. Full-time Applied Business Administration
Year 2 Marketing
Management
Business Simulation Management &
Leadership
+ Professional
Orientation
Managing Business
Information
+ Professional
Orientation
Year 3 Strategic
Management
Research Projects Minor A Minor B
Year 4 Industrial Placement
Part 1
Industrial Placement Part 2 Individual Research
Project
C2. Part time course Toegepaste Bedrijfskunde/ Applied Business Administration
Year 2 Marketing
Management
Business
Simulation
Management &
Leadership
+ Professional
orientation
Managing
Business
Information
+ Student
Career
Planning
Year 3 Strategic
Management
Research Projects Minor A Elective minor
B
Exemption/ Self
study program
Exemption
Year 4 Industrial
Placement
Part 1
Industrial Placement Part 2 Individual
Research
Project
Exemption
As of 1 August 2003, we offer Applied Business Administration (first Office Management) on a part-time basis.
It’s the same programme, adapted to working adults. Consequently, our students must be present during 20 days
a year. In principle, one study week consists of 20 study hours and one regular academic year consists of 42
study weeks.
Appendices TER ABA 2014 2015 page 29
Ecomomy Lab = EcoMLab
Building block code: AB4 EcoMlab
Building block name: Economy Lab, Applied Research
Study load:
Period:
Duration:
Entry level:
Building block language: English
Module Coordinator: Mr. Maarten Raangs
Concise description of the contents:
Applied research is considered a crucial booster for innovation. The Sector Plan for Higher
Professional Education in the Northern part of the Netherlands, called ‘Scholen voor Ambities’ (Schools for Ambitions) ii (Croon, 2010), has spearheaded reinforcement of the transition of the region towards a sustainable economy in the coming years. One example is the bio-based economy (an economy which runs on biomass as base material). That requires more room and attention for innovative skill and enterprise of staff and organisations, nurtured by research and practice. It has
been agreed in the Knowledge Agreement for Logistics (2011) to develop six regional knowledge distribution centres (KDCs) that have to provide for a continuous interaction between the
professional field and education. The following schools are aligned with the KDCs: Amsterdam University of Applied Sciences, Rotterdam University of Applied Sciences, Breda University of Applied Sciences, Fontys in Venlo, the HAN in Arnhem/Nijmegen and Windesheim in Zwolle. The Northern provinces appear not to have sufficient or even any connections to these centres. Partly for this reason, the Stenden School of Business has set up a research unit to facilitate research in a professional way in the triptych of research, education and the professional field
(Mannen, 2013). Their research activity is mainly aimed to appliance and innovation specific for business, where trade and industry can make use of the knowledge and expertise of the School of Business (knowledge valorisation) to enable them to improve their operational management. Within the School of Business research and education are closely attuned thanks to integration of (research) questions into the programme. The School of Business has selected eight research topics
that fit in easily into the programmes. All topics have been incorporated into our new research unit called: the EcoMLab.
The EcoMLab enables students to learn research skills in practice that are essential for professionals of the 21st century, keeping in mind that the content of the research topics are directly relevant for these professionals. Due to advancing globalisation and computerization, future professionals are facing increasing demands and challenges for which our current students have to prepare
themselves thoroughly. ‘Ondernemen NU!’ is a research group that involves students into practical research, aimed to the eight central topics of the EcoMLab. The research components within our modules will – where possible – take place in practice situations. In this setup the professional field introduces relevant and current topics that are in line with the topics of the EcoMLab. The ‘Ondernemen NU!’ research group transfers knowledge and translates questions and problems from the actual practice into research assignments to be included as part of
the curriculum, which group also involves student participation. This will enable students to develop into competent professionals who will be ready to meet the requirements of the professional field. Good examples of integration are the research modules of the ABA and the HRM programmes where students have actively searched for drivers of economic vitality of various regions. The topic ‘the Digital Society’ explores mainly the effects of E-commerce on companies and logistical
processes.
Appendices TER ABA 2014 2015 page 30
Most important objectives and test methods:
Objective: Test method:
Applied Research
Economy Labs
Literature
Compulsory literature (books, articles) ISBN
Bruin, F. d. (2013). Hobeon, Lectoraat Logistiek Noord Nederland bij
Stenden, haalbaarheidsonderzoek. Den Haag.
Croon, B. &. (2010). Scholen voor Ambities, Sectorplan HBO Noord-
Nederland 2010-2015,.
Mannen, A. (2013). Strategisch beleidsplan School of Business 2013-2017.
Wereldwijs. (2013). Wereldwijs Onderwijs en Onderzoek, de koers van
Stenden 2013-2017. Leeuwarden.
Appendices TER ABA 2014 2015 page 31
C3. Overview of the module discriptions.
Module coordinators year 2
Marketing Management (MM) Mr. R. Bolster
Business Simulation (BS) Mr. R.G. Pieters
Management & Leadership (ML) Mr. R. Bolster
Managing Business Inf. (MBI) Mrs. P. Vong
Building block code: AB2MM
Building block name: Marketing Management
Study load: 420, 15 EC
Period: 2.1
Duration: 9 weeks
Entry level: Admitted to the ABA post-foundation phase
Building block language: English
Module Coordinator: Mr. R. Bolster
Concise description of the contents:
Consumer behaviour has changed radically over the years and the communication channels are also changing at a rapid rate. Services have become as important as products, if not more important in
certain situations. The Internet and ecommerce and other developments have brought about major changes in marketing. Despite all those changes, a number of aspects have remained unchanged. Consumers still look for brands that do what they promise to do; brands that fulfil the promises they make in terms of price-quality ratios, availability and experience. Marketing remains the business function that determines the needs and wishes of the customer, then determines which submarkets can be
serviced the best, and then develops the best products, services and programs to service those markets. The purpose of marketing is to satisfy the customer in a profitable way by building valuable relationships with the customer. Marketers cannot do that on their own: they need to collaborate closely with other people in the company and with other organisations in the value chain to be able to offer the customer superior value.
Many people view marketing as advertising and sales. This is however not the case. Real marketing
is not so much about sales, as it is about knowing what the customer is asking for! Organisations become market leaders by better understanding the customer’s needs and by offering solutions that win over the customer with their excellent value, quality and service. All the advertising in the world could not ever make up for the absence of customer satisfaction. Marketing is all about making the same process that must lead to the fulfilment of the end user’s needs applicable to the interaction with other groups. Paying customers only form one of the interest groups in our society;
it is important to also reach others that form part of our society. Marketing is not the exclusive domain of production companies, wholesalers and retails, but also of all sorts of other individuals and organisations. Lawyers, accountants, doctors, theme parks, tour operators and TV stations all make use of marketing to regulate the demand for their services. The same applies to hospitals, museums and artists. No politician will ever get the votes and no holiday resort the tourists without producing and developing a proper marketing plan.
As a manager in an organisation in commerce and industry, you will always need to do your best to find and bond with your customers. Logically, there is always a supplier on the one side and a buyer on the other. It is equally self-evident that the interaction between the two parties is much
more complex than simply offering a product or service in a responsible, excellent way and then waiting or hoping for the customer to buy. It is also quite obvious that you need to know who the
potential buyers are, where they are located and how much money they are prepared to spend. In fact, you need to go much further than that: you need to put yourself into your customers’ shoes. You need to know and research what is going on in their heads, how they think, what will influence them, and how they make their decisions. You need to know something about consumer psychology / behaviour and then you need to come up with smart, well thought-out customer-oriented marketing instruments that will reach and retain your target group.
On the other hand, your competitors have access to the same information as you do; so, you need
Appendices TER ABA 2014 2015 page 32
to find ways of distinguishing yourself from the competitors in the market. You therefore need to know your own position in the market; in other words: Who am I? Where do I stand? Who are the
competitors? You need to analyse the competitors to be able to find out whether you have any chance at all of finding and bonding with potential customers through your product or service. And
what kind of strategies are you going to use to meet your targets? Targets such as, for example, 5% more market share or the new target markets you wish to penetrate, and how to deal with your competitors. In other words, what we are going to do in these building blocks is to focus on the relationship between marketing and consumer behaviour. And it has meanwhile become quite clear that there are a lot of variables at play around the consumer. The main themes we will cover are the
following: Consumer behaviour: This theme can be subdivided into two subthemes: internal processes and the decision-making process based on which the customer’s behaviour becomes visible. Marketing: The marketing mix is explained and the environment is analysed. How an organisation develops and implements a strategy within a given market situation. In this module, we will delve deeply into the basic principles of the subject, Marketing. It is not only important to know how the consumer makes the purchasing decision, but especially how you can
influence and anticipate that process with your marketing policy. The marketing management
process forms the foundation of the subject of Marketing. The marketing management process is the process whereby the marketer analyses the opportunities in the market, selects the target group, composes the marketing mix and leads the marketing activities (Kotler, 2006: 26). The fact that the structure of the book is followed means that the structure of the marketing
building block is also clear and constructive. Characteristic Professional Situation The managements of today’s companies must make all sorts of marketing decisions. This is expressed in the marketing process: continuous assessment of how the company could operate in the market, what the opportunities are and where the applications areas are located.
Once you have gained insight in the market and the behaviour of the potential customers, you have to formulate a marketing policy and implement it. You need to develop and manufacture the product / service / experience based on the needs of the potential target group. Next, the product needs to be sold in order to be able to generate turnover. To that end, it is important to make the right choices in the distribution policy, such as the use of intermediaries, transport, warehouse
management and service levels. Once the decisions about product and place have been made, it is possible for the management to choose a matching price strategy. The ultimate sale of the product
is also supported by the promotional policy. Besides advertising, the best-known traditional promotional tool, you will need to make a choice from all of the available means of communication. The purpose of this is to assure integrated communication. The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
Work forms
PBL, lectures, workshops, guest lectures, consultation hours, project group
Most important objectives and test methods:
Objective: Test method:
Gain insight into marketing strategy and
operationalization
Written assignment
Applied market research Part of the written assignment
PBL
Appendices TER ABA 2014 2015 page 33
Law Exam
Literature
Compulsory literature (books, articles) ISBN
TBD
Appendices TER ABA 2014 2015 page 34
Building block code: AB2BS
Building block name: Business Simulation
Study load: 420, 15 (1x12 + 1x3) EC
Period: 2.2
Duration: 9 weeks
Entry level: Admitted to the ABA post foundation phase
Building block language: English
Module Coordinator: Mr. R. G. Pieters
Concise description of the contents:
The second module of the second year in the course Applied Business Administration handles about
applying your competences, and trial and error. In this module, the course tries to simulate reality. Students will run a minor Airline company by using and learning competences. The route and outcome depends strongly to the actions of other student teams. Crisis management is an important part to create unstable environment
In the offered program, 5 lectures management will give you support in management aspects: the
airline industry and their merits, crisis management, yield management, airline Marketing and p.r. and lectures economics and accounting will support you in the financial back up. Workshops English will support you, to improve your English. PBL tasks in 1 x 135 minutes weekly sessions will support you in discovering situations from the industry. This themed module will be completed by an annual report, an interview (oral exam) with
your module group as MT. A business report and logbooks are other important document which must be produced by you. The simulation game, ´the Airline Game´, is situated in the Lake district of the U.S.A. It is an important tool and assessment method to show students’ progress in all above mentioned topics. Our second year students compete with third year student of Leisure and Tourist management (until now quite successful). 9 hour work days can be fun or otherwise extremely useful.
The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
Work forms
PBL, lectures, workshops, role-play, action tasks and project group.
Most important objectives and test methods:
Objective: Test method:
Module assignment with:
Business report
An Annual report
Airline Simulation and oral interview
Crisis simulation and report
Literature
Compulsory literature (books, articles) ISBN
Building block code: AB1ENG 3
Appendices TER ABA 2014 2015 page 35
Building block code: AB1ENG 3
Building block name: Business English 3
Study load: 84 hours (3 * 28 hours)
Period: 2
Duration: 8 weeks
Entry level: B2
Building block language: English
Module Coordinator: Rob Pieters
Concise description of the contents:
In this course students will polish their business skills, at a B2+ C1 level, focusing on:
Networking
Clarifying and confirming
Decision – making
Making an impact in presentations
Resolving a conflict
Ethical problem solving
Some aspects of grammar and language will be tackled as well.
Knowledge and skills
In this programme, students will expand their command of the workplace vocabulary needed
to function in industry via a number of standard business communication activities.
After completing this course, they will be able to produce upper intermediate business English writing and speaking texts and passages at a C1 (CEFR) level.
Work forms
The activities mentioned below will be practiced in order to improve the 4 skills at a C1
level.
Receptive Productive
Listening Reading Spoken Interaction Written
- Dialogue
- Presentation
- Videos
- Articles
- Websites
- Face to Face situations/
interactions
- Presentations
- Debates
- Networking
- Clarifying and confirming
- Decision making
- Resolving conflicts
- Solving ethical problems
-Formal and informal
register
-effective e-mails
-lay-out and
structure of reports
-presentation slides
-avoiding conflicts in
e-mails
-meetings and
action plans
Test methods:
Portfolio Pass /Fail
Oral exam 5.5
Appendices TER ABA 2014 2015 page 36
Literature
Compulsory literature (books, articles) ISBN
Iwonna Dubicka, Margaret O´Keeffe Market Leader Advanced – 3rd edition 9781408237038
Appendices TER ABA 2014 2015 page 37
Building block code: AB2ML
Building block name: Management & Leadership Study load: 420, 15 (2x6 + 1x3) EC
Period: 2.3
Duration: 9 weeks
Entry level: Admitted to the ABA post foundation phase and successful completion of practice module first year
Building block language: English
Module Coordinator: Mr. R. Bolster
Concise description of the contents:
The module Management & Leadership is part of the second year. During this period you are responsible for the daily organization of the projects you are running. As such in this module your aim will be to increase your understanding of how the business translates its internal activities into meeting the needs and expectations of the customers.
The theme Management & Leadership relates to the human aspects of the business; how staff potential may be identified, harnessed and improved. It recognizes the importance of the manager as a leader, communicator and motivator in creating a suitable team to develop plans and strategies and to operationalize them towards success. The picture on the 1st page shows that the various aspects of the module theme are interrelated.
As a future professional you will study and discuss how to improve and deepen your competency to manage such a team in this module. Within the setting of a comprehensive skill-training programme and a variety of management workshops you will both be challenged to train and to apply different management roles. Leadership is to a great extent based on sharing responsibility within your department. Business ethics (moral autonomy) is another important prerequisite for being a leader. The legal aspects of the staffing policy form another part of the responsibility of the
middle manager. The module is based, to great extent, on identification of the many aspects associated with human resources and the ways in which they can be successfully managed. It examines the needs and
constraints in staffing the process, and in enabling individuals within the organization to maximize their value as an employee. To develop such a competency fully you will need to know what methods and techniques of Human Resource Management are best applied in a given practical
setting. In this module, emphasis will be laid on HRM. The main goal is to teach the students to lead, coach and steer employees. Different HRM skills and techniques are reviewed and put in practice immediately. For this to be made possible, the students are called upon within this module not only to gain those requisite skills but additionally and very importantly acquire and be able to use the
well tested self-management principles established by Stephen R. Covey. Success in self-management is an indisputable part of the foundation of becoming a successful manager in today’s business world.
Knowledge and skills
Work forms
PBL, lectures, workshops, guest lectures, consultation hours, practical training
Most important objectives and test methods:
Appendices TER ABA 2014 2015 page 38
Objective: Test method:
PBL participation
Participation tutorials and workshops
Module assignment
Covey training
Literature
Compulsory literature (books, articles) ISBN
Appendices TER ABA 2014 2015 page 39
Building block code: AB2PO
Building block name: Professional orientation
Study load: 3 EC (84 clock hrs)
Period: 2.1 until 2.3
Duration: Second study year
Entry level:
Building block language: English
Module Coordinator: Mr Folkert the Jong
Concise description of the contents:
In this building block you will be challenged to be engaged with three aspects of your future career as a professional: 1. Business Ethics
2. Corporate Social Responsibility (CSR)
3. Representing your Organisation/ Contributing to the Development of your Organisation
You are expected to study on aspects of Corporate Social Responsibility (CSR) and Business Ethics
and form your opinion on these issues. Leaders in the industries the ABA programme is educating you for, have indicated that for future professionals it is essential that they can handle the demands formulated by society and government. Moreover, you are expected during you educational and professional career to represent your
organisation and contribute to its development.
Knowledge and skills
Analysing existing Code of Conducts of multinational companies with regards to business ethics, corporate social responsibility and sustainability.
Reflecting on business related moral dilemmas in matters of business ethics, corporate social responsibility and sustainability. Contributing to the development of the organisation in which one is involved.
Work forms
Self study, debating groups
Most important objectives and test methods:
Objective: Test method:
You are familiar with the Code of Conduct of at least two multinational companies with regards to Business Ethics, Corporate Social Responsibility
(CSR) and sustainability
Written Assignment
You have reflected on existing Codes of Conduct and compared the content with your own set of values.
Written Assignment
You have formulated your own opinion on matters of Business Ethics, Corporate Social Responsibility (CSR) and sustainability.
Written Assignment
You have contributed to the development of your own organisation or you have fulfilled activities as a representative of your own organisation.
Written Assignment
Literature
Compulsory literature (books, articles) ISBN
All necessary literature and information can be found on the internet.
Appendices TER ABA 2014 2015 page 40
Module name: Managing Business Information
Building block code: AB2MBI
Building block name: Business Information Systems
Study load: 420, 15 (1x9 + 2x3) EC
Period: 2.4
Duration: 9 weeks
Entry level: Admitted to the ABA post foundation phase Building block language: English
Module Coordinator: Mrs. P.P. Vong
Concise description of the contents:
Managing Business Information is the final module introduced in the second year of Bachelor of Business Administration (BBA).
The core focus of this module is the building block “Business Information System”. This building block deals with information, communication and technology and its integration with operations and management processes in an organisation. Furthermore this building block bids essential
information over the revolutionary manners of conducting business using the electronic platform instead of the conventional approach. It is important for students to understand the relevancy and
possibility of electronic commerce to meet higher supplies and demands within society. Therefore, this building block brings a deeper emphasis on how businesses are dealt via the World Wide Web. Although this is not a new phenomenon in the business world today, the survival of businesses is highly dependent on information, communication and technology. For a truly comprehensive e-Business platform, there is a need to maximise the value of Enterprise Resource Planning with other solutions such as e-Commerce, Customer Relationship Management, Supply Chain Management and other e-Business service applications. Hereby information security plays a crucial
role to avoid digital thefts which possess as threats to the image of an organisation. Majority of core processes within operations and management are automated whereby information and technology plays an indispensable role. Competitive edges are sharply dealt with the increase of information and technology deployment in tools or methods used in operations and management for instance supply networks with the combination of Internet based technologies regardless internal or external purposes. Other focuses within this building block are changes that are affecting
the business world for instance changes in customer preferences and the challenges that are
keeping up with operations and management. Business opportunities and challenges are derived to meet the demands of customers and the success of an organisation. In this modern society, most of the tasks delivered will not be complete without the support of information and communication technology whereby information and decision channelling is crucially important to ensure speed and integrity over wins competition.
The core focus of this module is supported by two other building blocks. The building block “English 4” is essential in this module to emphasize the importance of business English for the IT industry. In the building block “Study Career Planning 2”, students will build on their competences for professional development purposes. More information pertaining to the building block “English 4” and “Study Career Planning 2” can be obtained in the student guidelines as presented in the module.
The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
This building block enables students to achieve the following competences and phase objectives.
Based on the Professional Competence Profile (PCP) of Applied Business Administration:
Competence 1- Design, development, and implementation of efficient business management processes to enable and facilitate the primary organisational and business activities. Competence 2 - Development of a vision on changes and trends in the external environment and developing relationships, networks and chains. Competence 5 - Organising, controlling and improving business and organisational processes. Competence 6 - Analysis of the financial and legal aspects, internal processes and the company or
organisation’s environment in order to strengthen connection and interaction. Competence 11 – Internationalisation.
Appendices TER ABA 2014 2015 page 41
Competence 12 – Research.
Based on the phase objectives of Applied Business Administration: Year 2.1 - Design of an efficient business management process to improve the primary
organisational activities. Year 2.2 - Anticipate, from an entrepreneurial attitude, changes and trends in the external environment and develop a vision with the aid of networks and relations. Year 2.5- Design, control and improve the company or organisational processes. Year 2.6 - Manage internal processes with instruments of management accounting, law, business administration and research.
Work forms
PBL, lectures, workshops, field trips, guest lectures, consultation hours and project group
Most important objectives and test methods:
Objective: Test method:
You are able to relate operations and management processes in an
organisation with information technology.
Building block assignment
Short Answer Test
PBL Presentations
You are able to apply the various aspects of Internet based technologies such as e-Commerce, e-Business, Business-to-business
(B2B), Business-to-Customer (B2C) and e-Procurement.
Building block assignment Short Answer Test
PBL Presentations
You are able to combine the concepts of front-end technology Customer Relationship Management (CRM) with the concepts of back-end technology Enterprise Resource Planning (ERP).
Building block assignment Short Answer Test PBL
Presentations
You are able to combine the concepts of internal business networks to suppliers’ network through Supply Chain Management (SCM).
Building block assignment Short Answer Test PBL Presentations
You are able to relate the importance of information security and threats within an organization.
Building block assignment Short Answer Test Presentations
You are able to identify logistics concepts and classical production cycles such as Supply Chain Management (SCM), Just-In-Time (JIT), Manufacturing Resource Planning (MRP), Lean Manufacturing and Business Process Reengineering (BPR).
Building block assignment Short Answer Test PBL
You are able to relate movements in quality thinking such as Total
Quality Management (TQM) and several other quality models.
Building block assignment
Short Answer Test PBL
You are able to apply instruments and statistical tools in Quality Management.
Building block assignment Short Answer Test PBL
You are able to apply Product Planning Calculations. Building block assignment Short Answer Test
You are able to present knowledge and preparation for data collection
which leads to the selection of the appropriate tools for decision making.
Building block assignment
Short Answer Test
You are able to combine different aspects of market information to provide the organization with satisfied customer needs.
Building block assignment Short Answer Test
Presentations
You are able to apply different aspects of direct and online marketing. Building block assignment Short Answer Test Presentations
You are able to relate the concept of probability. PBL
You are able to perform hypothesis tests. PBL
Appendices TER ABA 2014 2015 page 42
Literature
Compulsory literature (books, articles) ISBN
- K.C. Laudon & J.P. Laudon (2014). MIS: Managing the Digital Firm 13th Global edition. Pearson Education, Essex.
978-0-273-78997-0
- “Operations Management” N. Slack et. al. To be advised by the
lecturer concerned.
- “Principles of Marketing” by Kotler. To be advised by the lecturer concerned.
Appendices TER ABA 2014 2015 page 43
Building block code: AB2ENG4
Building block name: Business English 4
Study load: 3 EC (84 clock hours)
Period: 2.4
Duration: 9 weeks
Entry level: C1
Building block language: English
Module Coordinator: Ms.
Concise description of the contents:
The course will cover materials in the following areas: business conversations, business correspondence, negotiation skills, presentations, and meetings. Upon completion of this course, students can expect to be advanced (C1) users of the English language, capable of using and understanding complex structures in a variety of IT business situations
There is also a focus on English grammar and vocabulary, which directly relates to the before mentioned skills. The aspects of grammar which will be covered are:
- Negation using prefixes - Conditionals - Idioms for giving examples - Cleft sentences
- Noun phrases - Cohesion
Knowledge and skills
The competences developed in this course include: 1. Further knowledge and understanding of IT business terminology;
2. Further knowledge of methods and techniques useful in IT business life; 3. A larger capacity to study, understand and evaluate IT related business articles 4. A larger capacity to present (orally and in writing) in English on different aspects of I.T. use in business; 5.Critical evaluation of peers’ work. After completing this course, students will be knowledgeable about the most important aspects of Business English related to IT. They will also be able to understand more technical business
terminology, writing and listening passages. And s a result they will be able to produce upper intermediate/advanced business English writing and speaking texts and passages at aC1 (CEFR) level.
Work forms
The activities mentioned below will be practiced in order to improve the 4 skills at a C1
level.
Receptive Productive
Listening Reading Spoken Interaction Written
- Dialogue
- Presentation
- Videos
- Articles
- Websites
-Speeches
-IT resources
- Face to Face situations/
interactions
- Telephone conversation
- Presentations
- Debates
- Summaries
- Descriptions
- Business writings
(memo, email, etc.)
Test methods:
Part Weight Norm grade
Appendices TER ABA 2014 2015 page 44
A) Listening
and Written
Test
50% 5.5
B)
Presentation –
Spoken section
50% 5.5
Final Grade Average of
A + B 5.5
3 ECs
Literature
Compulsory literature (books, articles) ISBN
Market Leader – Advanced, 3rd edition by Iwona Dubicka and Margaret
O´Keeffe
9781408237038
Appendices TER ABA 2014 2015 page 45
Building block code: AB2SCP2
Building block name: Student Career Planning 2
Study load: 84 hours, 3 EC
Period: Module 2.2-2.4
Duration: Second study year
Entry level: ABA Admission policy
Building block language: English
Coordinator: Ms K.S. Zondervan
Concise description of the contents:
The SCP course is a combination of study skills and study coaching. In the first year you learnt about yourself, now you also learn how to deal with external factors. You keep working on your personal development.
Knowledge and skills
This subject prepares you for the last 4 course competencies in particular:
17. Social and communicative competence (interpersonal, organisation) 18. The competence of managing one self (intrapersonal, or professional) 19. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core
values which contribute to the care of human beings and the world. 20. Effectively identify and handle cultural differences within an international team.
Work forms
Workshop, individual talks with personal coach, portfolio
Most important objectives and test methods:
Objective: Test method:
You learn about your Strengths, Weaknesses, Opportunities and Threats and plan how to deal with and make use of them. You will look critically at what you do and
how it works for you. You will link what you’ve experienced in the Value Driven
Leadership training to your Personal Development plan.
Portfolio PDP
Progress Test
Literature
Compulsory literature (books, articles) ISBN
-
Appendices TER ABA 2014 2015 page 46
Curriculum for the third year of study at ABA
Module coordinators
Strategic Management (SM) Mrs P.P. Vong
Research Projects (RP) Mr. F. de Jong
Minors See Stenden overview
Module name: Strategic Management
Building block code: AB3SM
Building block name: Strategic Management
Study load: 420, 15 (1x9 + 2x3) EC
Period: 3.1
Duration: 9 weeks
Entry level: Admitted to the ABA post foundation phase
Building block language: English
Module Coordinator: Mrs. P.P. Vong
Concise description of the contents:
Strategies and strategic decisions have appeared since long and many centuries ago. Kingdoms, countries and lands were conquered and emperors and kings dismissed from their thrones in no time with powerful and, in most cases, unpredictable strategic moves and plans. Have you not heard of “The Troy and The Trojans”? Now was that not a strategic move well planned and managed with the wooden horse to empower their fiend?
In our information age, this phenomenon of conquering power and wealth has transformed organisations to succeed competitively in the business world. Strategic management is highly recognised as the key to success for any entity expecting good returns from their investments. As Dr. Olsen said in his guest lecture: “Investment is all about today, tomorrow and the future” and he added that: “when you have current investments, you have to create new investments as well”. But what are current investments? How does that begin? And what are new investments then? The list
goes on and on. Developing and implementing strategic plans for an organisation is not a simple undertaking. Strategic problems are complex and always unique; they confront organisations with the need to
take and implement important decisions with regard to corporate policies and positioning for the future. Strategic choices and decision-making, such as market positioning, redefining core activities. Large investments and implementing changes affect an organisation at all levels.
The focus of this module is to provide you with an appreciation of the considerations underlying the higher-level management decision-making process. Such an understanding is valuable because it is expected that a significant number of graduates will become active participants in top-level decision-making relatively early in their careers. Furthermore it is necessary in order to meet the vocational and academic aim of developing an understanding of the nature and processes in the work field.
In this module the focus is on the ability to see organisational growth and appreciate business value in a competitive environment. You will move a step closer to the higher-level management decision-making process, acknowledging the importance of research and strategic planning. Organisations expect their employees to be pro-active, creative and innovative thus ensuring the continuous development of their organisation. Furthermore, the ability to recognise the variability
of service provision and to be able to lead change and apply creativity are important skills in the
context of an ever more competitive and international context.
The Applied Business Administration Behaviour Code is applied to this module.
Appendices TER ABA 2014 2015 page 47
Knowledge and skills
This building block enables students to achieve the following phase objectives: Year 3.2 - Develop a vision about changes and trends in the external environment and the development of relations, networks and chains. Year 3.3 - Analyse and design policy at organisational level. Year 3.4 - Execute all relevant Human Resource Management tasks at organisational level in view
of the strategy of the organisation. Year 3.5 - Design, control and improve the company or organisational processes, based on strategic objectives and quality plans. Year 3.6 - Analyse the financial and legal aspects, internal processes and the operational - or organisational- environment in order to reinforce correlation and interaction. Year 3.9 - Adjust attitude to the social context in all types of communication and tune this
communication to external parties as well.
Year 3.10 - Can independently of others steer and regulate, in profession related situations, personal development with regard to learning, result-oriented working, taking initiative, operating independently and flexibility. Can independently, on the basis of his plan of action, steer personal competence development.
Work forms
CBL, lectures, workshops, student led seminars, consultation hours and project groups
Most important objectives and test methods:
Objective: Test method:
You will be able to define the importance of strategic management. Building block assignment CBL
You will be able to apply the relevant management functions in an integrated manner.
Building block assignment CBL
You will be able to analyse the internal organisation in its
environment.
Building block assignment
CBL
You will be able to create competitive advantages for a company. Building block assignment CBL
You will be able to demonstrate a variety of creative problem solving
techniques.
Building block assignment
CBL
You will be able to determine the consequences of the strategic options.
Building block assignment CBL
You will be able to identify the aspects involved in implementing the strategic changes.
Building block assignment CBL
You will be able to construct the various budgets and provide a means of exercising control over the budgets.
Building block assignment
CBL
You will be able to identify and use the four appraisal methods to reach a decision on a particular investment opportunity.
Building block assignment CBL
You will be able to explain the factors that have to be taken into account when managing each element of working capital.
Building block assignment CBL
You will be able to link HRM with strategic goals and objectives. Building block assignment CBL
You will be able to identify opportunities for strategic information systems.
Building block assignment CBL
You will be able to determine the importance of change management in information system success and failure.
Building block assignment CBL
You will be able to formulate an implementation plan of the strategic
changes in an organisation. Building block assignment
CBL
Appendices TER ABA 2014 2015 page 48
Literature
Compulsory literature (books, articles) ISBN
- Johnson G., Scholes K. and Whittington R., (2011), Exploring
Strategy, text and cases, 9th edition, Harlow: Prentice Hall
978-0-273-73202-0
- Van Assen M., Berg G. van den and Pietersma P., (2009) Key Management Models, Pearson Education: London
978-0-273-71910-6
- “Accounting & Finance for non-specialists” by Atrill, P. & McLaney E. To be advised by the
lecturer concerned.
- “Principles of Marketing” by Kotler. To be advised by the lecturer concerned.
- K.C. Laudon & J.P. Laudon (2014). MIS: Managing the Digital Firm
13th Global edition. Pearson Education, Essex.
978-0-273-78997-0
Appendices TER ABA 2014 2015 page 49
Building block code: AB3CCT2
Building block name: Creative & Conceptual Thinking2
Study load: 3 EC (84 clock hours)
Period: 3.1
Duration: 9 weeks
Entry level:
Building block language: English
Module Coordinator: Ms Ina Mennink
Concise description of the contents:
Knowledge and skills
Work forms
Research methods
Most important objectives and test methods:
Objective: Test method:
Literature
Compulsory literature (books, articles) ISBN
Creativity today; oorspronkelijk Creativiteit HOE? ZO! By Igor Byttebier and Ramon Vullings
Appendices TER ABA 2014 2015 page 50
Building block code: AB3RP
Building block name: Research projects Study load: 420, 15 (1x9 + 2x3) EC
Period: 3.2
Duration: 9 weeks
Entry level: Admitted to the ABA post foundation phase
Building block language: English
Module Coordinator: Mr. F. de Jong
Concise description of the contents:
The module is constructed around real world research into Applied Business specific issues and interests. This approach maximises the students’ application of theory to the real world and maximises the possibility for students to steer their own course through the research process. The
student is very much the driving force behind the development of the project work. It is important that students feel that they are learning something worthwhile and of value to their professional and personal development.
The module is intended as an introduction to the field of applied and pure research in service management studies. The module has two aims: to provide the student with a platform for extensive group research activity which will develop skills needed for collating and analysing data; and to prepare the student for the Individual Research Project in the final year of the program. It is a significant academic challenge and so requires adequate and timely preparations.
The module aims at acquiring practical research skills by means of a project, sometimes in collaboration with Lumius, the service centre of Stenden university, partner organizations and sometimes also with departments within the Stenden university organization. The contents of the
projects depend on the specific research needs in each module period. Although the contents of the projects may vary, the aim in every project is to analyse and evaluate Applied Business Administration related activities, processes, systems and/or potentials. The analysis is based on
data collected from primary and secondary resources. Data can be gathered by the following means: individual depth interviews, questionnaires, focus group interviews and observations. The quality of the projects may be assessed both by professional Stenden university research supervisors and by representatives of partner organisations. The module is compulsory for all 3rd year students.
The Applied Business Administration Behaviour Code is applied to this module.
Knowledge and skills
Analysing the client's need for information that can only be gained by a research project and translate this need into a promising research project proposal. Distinguish and assess the existing information and theoretical knowledge needed for the research
project. Creating a research design and developing instruments aimed at obtaining the correct information. Analysing research data using the right method. Draw correct conclusions and formulate well founded advice on the base of the information gathered in the research project. Reporting and presenting the outcomes of the research project to the client in line with the APA standards.
Working in an independent functioning project team with minimal tutorial guidance. Apply the existing theories on research on a level of bachelor of business administration.
Work forms
Project, lectures, workshops, consultation hours and group project
Most important objectives and test methods:
Appendices TER ABA 2014 2015 page 51
Objective: Test method:
Experience working in an independently functioning project group.
Assessment practise 3.1: Project Management
Deal with problems out of the professional
practices of which on forehand the problem is not clearly defined and where standard solutions are not directly applicable. Independently being able to define and analyse complex problem situations Designing strategies for problem solving and evaluation of the possible outcomes.
Assessment Practise 3.2: Research project
Know the relevant theories on applied research in the domain of business administration on a bachelor level and gain the knowledge for carrying out the individual research project/bachelor thesis.
Assessment Practise 3.3: Short answer test
The short answer test contains twenty questions. Each
question can be awarded with maximum 5 point. 55 or
more is a pass. Literature: ‘Business Research Methods’
by D.R. Cooper and P.S. Schindler, chapter 1-14.
Literature
Compulsory literature (books, articles) ISBN
Business Research Methods’ by D.R. Cooper and P.S. Schindler, chapter 1-14.
Appendices TER ABA 2014 2015 page 52
Building block code: AB3SCP
Building block name: Student Career Planning 3
Study load: 84 hours, 3 EC
Period: 3.1 and 3.2
Duration: First semester year 3
Entry level: Foundation year
Building block language: English
Module Coordinator: Ms. K.S. Zondervan
Concise description of the contents:
The SCP course is a combination of study skills and study coaching. In this third and last part of SCP you focus on your future. How are you going to plan your career? What will you do to become successful and effective?
Knowledge and skills
This subject prepares you for the last 4 course competencies in particular: 21. Social and communicative competence (interpersonal, organisation) 22. The competence of managing one self (intrapersonal, or professional) 23. Focuses his managerial and entrepreneurial behaviour - from his own outlook on life - on core
values which contribute to the care of human beings and the world.
24. Effectively identify and handle cultural differences within an international team.
Work forms
Training, self study, portfolio, individual talks with personal coach
Most important objectives and test methods:
Objective: Test method:
The student is aware of his/her strengths and
development issues. The student is ready for the
corporate world and the world of application. The
student is ready for his or her internship.
Portfolio
Progress Test
Literature
Compulsory literature (books, articles) ISBN
-
Appendices TER ABA 2014 2015 page 53
Building block code: AB3MIN
Building block name: Minor A & Minor B
Study load: 2x420 = 840, 2x15=30EC
Period: 3.3 and 3.4
Duration: 18 weeks
Entry level: Admitted to the ABA post foundation phase In possession of the Foudation certificate.(60 EC) In posession of 60 ec in the post propedeuse phase. We follow as course the Minor policy of Stenden university as
described in Pillen, M., Kinds, G., Geus, J. de, Customisation in Minors, a framework, May 2011, Stenden university.
Building block language: English
Module Coordinator: Depending on the choice of module
Concise description of the contents:
A minor gives the student the opportunity to add his own colour and flavour to the educational programme. Depending on his personal learning wishes and learning outcomes, doing a minor will enrich the student by deepening or broadening his competencies. Each Bachelor’s programme at Stenden university consists of a major of 210 EC and a minor of 30 EC. It is not possible to
graduate without a minor. The student’s choice and accountability Prior to starting the process of orientation, and determining a choice of minors, it is important for the student to hold an interview with the study path counsellor and to ensure that the student is fully informed of the requirements that his programme formulated in the Programme and
Examination Regulations (PER).
Choices As far as the scope and composition of the minors are concerned, the following options are available:
Two minors of 15 EC each. Two coherent minors of 15 EC each.
In some instances, the University of Applied Sciences offers two coherent minors (I and II). Participation in I is compulsory as a qualification for participating in II. Participation in both minors is compulsory in the case of specific certification of the applicable minor.
The student’s accountability for his choices The student’s choice of minor could lead to different necessary processes in a number of different situations. All requests are approved in a process of due consultation between the student and his
study path counsellor. The purpose of the procedure outlined in this paragraph is:
Providing the programme sufficient security with respect to the content, level and testing of the educational units to be followed elsewhere;
Providing the student with the necessary clarity about the documents of proof that he is required to provide;
Internal and external accountability for the individual study track to be followed by the individual student.
The following officials are involved in the procedure: The study path counsellor; The examination committee.
The procedure differentiates between a number of different situations:
Broadening versus deepening minor; Dutch versus foreign.
The Netherlands The universities of applied sciences in the Netherlands have meanwhile based their educational
Appendices TER ABA 2014 2015 page 54
programmes on the domain competencies determined by the Netherlands Association of Universities of Applied Sciences working in close consultation with the applicable industries and national programme consultations. In addition, the accreditation framework of the NVAO also compels the universities of applied sciences to account in a comparable way for the content, level, testing and assurance of the curriculum and the different educational components thereof. The information that a programme needs in order to be able to decide whether a student is entitled to follow substitute educational units elsewhere is therefore in principle available.
Deepening Minors The deepening minor is bound to a programme; in this minor, the programme / domain / sector competencies are trained and tested at Bachelor’s level. The student’s request must, in any event, comprise the following elements:
The student must demonstrate that he can acquire the same programme / domain
competencies at the identical level. The information required for this is provided in the
format in Appendix I. The student must demonstrate that there is little or no substantive overlap between the
educational units to be followed elsewhere, his own major and the minor he followed or intends to follow.
The student must demonstrate convincingly that the substitute educational unit complies with Higher Professional Education levels. This could, for example, be done by means of identifying the place in the curriculum or based on the Dublin Descriptors.
The student must describe how the scientific orientation and research are incorporated in the substitute educational units.
The student must provide a personal motivation in which he must indicate how the substitute educational units match his personal development.
Broadening Minors
The broadening minor is not programme bound; it is programme transcending, but could also be domain transcending or even sector transcending. In the case of programme / domain-transcending minors, the student is however required to establish a direct relationship between the minor and the Bachelor’s main phase; in the case of a sector-transcending minor, the student could also opt for acquiring a Higher Professional Education level minor from a completely different discipline than his major. A relevant example of this is a student from the social sciences, who wishes to develop his entrepreneurial competencies.
The student’s request must, in any event, comprise the following elements:
The student must indicate which competencies he could acquire at which level in the substitute educational units. The information required to that end is included in the format in Appendix I.
The student must demonstrate that: 1. There is little or no substantive overlap between the
educational units to be followed elsewhere, and 2. His own major, and 3. The minor that
was followed or is to be followed by him. The student must be able to demonstrate convincingly that the substitute educational units
are at Higher Professional Education level. This could be done by, for example, indicating the place in the curriculum or by linking it to the Dublin Descriptors.
The student must provide a personal motivation in which he indicates how the substitute educational units match his personal development.
Foreign The educational programmes offered by the foreign partner institutions are not all competency oriented; the European Credit Transfer System (ECTS) does not yet offer sufficient guarantees with respect to the content, level and assurance of the educational units that can be followed there. The
information provided by the different partner institutions varies in terms of completeness. If a
student wishes to study abroad, it is usually not yet possible for the student to provide a description of the competencies pertaining to the applicable programme, because the partner institution still does not offer educational programmes based on competencies. For those reasons, extra information must be collected and validated.
Appendices TER ABA 2014 2015 page 55
The issue of Stenden students studying abroad and of accepting international students at Stenden is a complex one. For that reason, Stenden university has set up a separate team, the Student Mobility Centre, in the Educational Support Office. Internationalisation: Instructions from Bologna and Erasmus Bologna and Erasmus have issued instructions for following international educational programmes. The ‘Bologna Proof’ checklist mentions the following points, among others:
The institution stimulates students to spend a study period at a foreign partner institution based on a prior learning agreement and a subsequent transcript of records.
Each programme has signed a bilateral agreement with at least one foreign partner to enable exchange programmes.
The home institution recognizes the credits earned at the host institution. An agreement is made with the foreign partner institution to determine how figures /
assessments are converted into the ECTS terminology.
The aforementioned is elaborated in concrete terms in the Erasmus programme, which uses the following documents to that end:
Bilateral agreement Learning agreement Transcript of records
The bilateral agreement records, among other things, the disciplines and the number of students participating in the applicable exchange programme. In addition, the bilateral agreement also contains, among other things, the ‘Statement that the institutions will work according to the principles of the Erasmus University Charter and that they will facilitate information on any issue that can facilitate the mobility of students and staff.’ All Higher Education institutions must apply for a Erasmus University Charter (EUC) to be able to participate in the Erasmus programme. The
Charter is a certificate that describes the fundamental principles underlying Erasmus mobility. The purpose of the EUC is to obtain equality and transparency for students in Europe in recognition of the points / subjects they have earned. By doing so, it is possible to create an expansive European educational space. The learning agreement describes, among other things, the subjects to be followed and related credits, as well as a procedure for how to deal with changes in the learning agreement. The transcript of records, in conclusion, provides an overview of the subjects followed and the
credits earned. As such, the bilateral agreement constitutes a guarantee at institution level, and the learning agreement and the transcript of records a guarantee at student level. Minors abroad: Exchange programme
The programme operates based on the instructions of Bologna and Erasmus with respect to
the bilateral agreement, the learning agreement and the transcript of records. The student submits a proposal for the learning agreement to the exchange coordinator of
his programme, who then submits it to the examination committee of the applicable programme. The examination committee issues a decision about the student’s application within a period of 10 days.
The learning agreement comprises the following components:
o Number of credits (15 or 30 EC) o Subjects and descriptions of the subjects o Does it concern the third- or fourth-year subjects (no introductory subjects) o Literature where applicable.
NB: Bologna and Erasmus do not apply to partners outside the EU. For that reason, the following questions must play a bigger role in the case of those partners:
By whom and when was the institution/programme last accredited? What position does the institution/programme hold in the rankings? (By whom and when?)
Finally, all students who did or are doing exchanges at partner institutions must fill in surveys to systematically test the quality of the exchange programme. The Student Mobility Centre is currently
Appendices TER ABA 2014 2015 page 56
in the process of developing a survey. Grand Tour®
The minors offered in the Stenden Grand Tour® programme fulfil the required competency orientation and the level guarantees, and are generally oriented to the broadening, domain-transcending minor. Where the practical component plays a bigger or different role in the Grand
Tour®, than it does in the Netherlands, it is determined by the programme examination committee. The minor package shows which minors can be followed at the different Stenden university sites.
Knowledge and skills
The course Applied Business Administration is in the process of development and execution of
Minors:
- Financials for non-Financials; - Social Innovation
Work forms
Depending on choice of minor
Most important objectives and test methods:
Objective: Test method:
Literature
Compulsory literature (books, articles) ISBN
Appendices TER ABA 2014 2015 page 57
Programme for the fourth year Curriculum of the fourth year of study at ABA The educational program of the fourth study year has been reserved for ten months for industrial placement. This compulsory practice year consists of two parts, industrial placement itself and the individual research project (IRP), (most of the time) integrated in this practice period.
The period consists of 42 weeks practise with a study load of 1680 SBU, including 420 SBU for the individual research project. The final stage of an individual research project is a IRP defence.
Building block code: AB4IP
Building block name: Industrial Placement (1 and 2)
Study load: 420+840 = 1260 hours, 15+30= 45EC
Period: 4.1 to 4.4
Duration: 10 months
Entry level: 150 EC’s passed and foundation phase certificate and participated in Research projects
Building block language: English
Module Coordinator: Mr. M. Raangs
Concise description of the contents:
The industrial placement provides a way for students to experience their major field of study prior to graduation. It is an excellent way to build on the knowledge and skills gained during the first three years of the curriculum. During this period, the competences as outlined in the domain
competences and industrial placement objectives are assessed. Furthermore, the industrial
placement also provides students with "hands-on" experience that will be of benefit in a managerial role once they have graduated. The student is able to discover the complexity of real life situations, but also to appreciate the effect of his own behaviour and work. Further, it is a strategic avenue to get employed by the company of their dreams following graduation. The industrial placement also enables students to establish their own industry network.
The 10-month internship is spent in various types of organisations. During the 10-month internship, the student has to put all theory into practice. The choice of the internship also depends on the minors a student will have completed. During the industrial placement, the student will complete an Individual Research Project commissioned by the host company. For the project, the student will need to use the research skills he has developed during the writing of the dissertation in the third year. The project should include
a problem statement, literature research, a description of the methods used and conclusions and recommendations for the company. At the end of the placement a presentation of the project will be given for the management of the host company. The projects provide additional information for placement mentors and lecturers on trends and developments in the industry which can be used in updating and revising the curriculum.
After completing the industrial placement, the student is able to: work according to the rules of the host company when working with customers within the
variable work situations. work correctly with fellow worker within the variable work situations in the host company. demonstrate a positive attitude when working with customers and fellow workers of different
cultures and nationalities within the variable work situations in the host company apply, in an independent and critical manner, the theoretical knowledge and insight acquired
during the training course within the variable practical situations in the host company.
efficiently and effectively solve issues and problems which may arise within the variable practical situations in the host company.
When carrying out tasks independently improvise and anticipate when this is called for by the situation arising in the practical situation within the host company.
Appendices TER ABA 2014 2015 page 58
check the theoretical knowledge and insight gained during training against the practical situations within the host company.
critically reflect upon his own application of theoretical knowledge on the basis of his own performance within the variable practical situations in the host company.
make a considered assessment of the performance of the host company based on the knowledge and insight acquired during the training.
correctly demonstrate /apply the management skills acquired (planning, organising, leading
& controlling) during his activities in the placement critically reflect upon his practising of management skills (planning, organising, leading &
controlling) on the basis of his own performance within the variable practical situations in the host company.
organise and implement a project or several projects commissioned by the host company. We expect the student to be a good ambassador both of ABA and Stenden university of
Professional education.
An additional implicit objective of ABA is that by means of the placement, among other things, the student gains a clear image of both his own abilities and capacities as a professional and his opportunities and prospects in the labour market, and is also able to properly utilise those opportunities and prospect The specific objectives will differ from trainee to trainee because of the significant variance in the
number of company types and the number of different departments in which the student can carry out his practical training. This involves the student occupying himself with the following activities during the placement: a. Carrying out tasks within the specific departments of the host company; b. Developing practical skills necessary to the position within the department concerned;
c. Developing company-specific management skills; d. Organising and implementing one or several projects required by the schools within the scope
of the placement In view of the importance of realising these specific objectives both for the student and for the placement company, it is desirable that the specific placement projects are clearly delineated under consultation upon commencement of the practical training, and clearly defined in the placement
agreement.
Knowledge and skills
Work forms
Traineeship
Most important objectives and test methods:
Objective: Test method:
Completing traineeship
Introductory meeting
Progress reports (4)
Final report
Competency assessments by host company
Evaluation
Appendices TER ABA 2014 2015 page 59
Literature
Compulsory literature (books, articles) ISBN
Appendices TER ABA 2014 2015 page 60
Building block code: AB4IRP
Building block name: Individual Research Project
Study load: 420 hours, 15 EC
Period: 4.1 to 4.4
Duration: 10 months
Entry level: 150 EC’s passed and foundation phase certificate and participated in Research projects
Building block language: English
Module Coordinator: Mr. F. de Jong
Concise description of the contents:
During the industrial placement, the student will complete an Individual Research Project
commissioned by the host company. For the project, the student will need to use the research skills he has developed during the writing of the dissertation in the third year. The project should include a problem statement, literature research, a description of the methods used and conclusions and recommendations for the company. At the end of the placement a presentation of the project will be given for the management of the host company. The projects provide additional information for placement mentors and lecturers on trends and developments in the industry which can be used in updating and revising the curriculum.
Knowledge and skills
Work forms
Research methods
Most important objectives and test methods:
Objective: Test method:
Introduction
Method of research
Results
Conclusion and recommendation
Writing skills
Literature
Compulsory literature (books, articles) ISBN
Appendices TER ABA 2014 2015 page 61
C4. Testing Overview. All assessments and the weight of each module is represented in the following schedules. The overviews also represent all codes under which the different results will be registered.
The testing of the knowledge is being executed by the Progress test. Each module the Progress test is presented. See the Appendix for the overall test schedule.
Appendices TER ABA 2014 2015 page 62
Assesmentoverview Year 2 Hrs weight pass EC
2.1 Marketing Management Marketing Management AB2MM 420 5.5 15
Moduulcoördinator: Rinke Bolster PBL AB2MM-A 30/100 5,5 3
Module Assignment AB2MM-B 35/100 5.5 9
Law AB2MM-C 35/100 5.5 3
2.2 Business Simulation Business Simulation AB2SB 336 5.5 12
Moduulcoördinator: Rob Pieters PBL AB2BS-A 1/4
Simulation 1&2, Bus. Econ. 4 AB2BS-B 1/2 5.5
Crisismanagement AB2BS-C 1/4 5.5
Business English 3 AB2ENG3 84 5.5 3
Written exam AB2ENG3-A 1/2
Oral exam AB2ENG3-B 1/2
2.3 Management & Leadership Management & Leadership AB2ML 168 5.5 6
Module co-ordinator: Rinke
Bolster PBL AB2ML-A 1/3
Module Assignment AB2ML-B 1/3 5.5
Covey AB2ML-C 1/3 5.5
Practice 3 & 4 AB2PR 168 5.5 6
Practice 3 & 4 - A AB2PR-A 1/2 5.5
Practice 3 & 4 -B AB2PR-B 1/2 5.5
Professional Orientation AB2PO 84 5.5 3
2.4 Managing Business Information Managing Business Information AB2MBI 252 5.5 9
Module co-ordinator: Pei Pei Vong PBL AB2MBI-A 1/3
BIS Assignment AB2MBI-B 1/3 5.5
SAT, Presentation and Reflection AB2MBI-C 1/3 5.5
Business English 4 AB2ENG4 84 5.5 3
Written exam AB2ENG4-A 1/2
Oral exam AB2ENG4-B 1/2
SCP2 AB2SCP2 84 pass 3
SCP2 AB2SCP2-A 5.5
Progress Test year 2 (100 questions) AB2SCP2-B 5,5
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Year 3
Assessment Overview
hrs Weight Pass EC
3.1 Strategic Management Strategic Management AB3SM 336 5.5 12
Moduulcoördinator: Pei Pei Vong Module Assignment part A AB3SM-A 50/100 5.5
Module Assignment part B AB3SM-B 30/100 5.5
CBL AB3SM-C 20/100
Language 1 AB3LAN1 84 5.5 3
Oral Exam AB3LAN1-A 1/2
Written Exam AB3LAN1-B 1/2
3.2 Research Projects Research Projects AB3RP 336 5.5 9
Moduulcoördinator: Folkert de Jong Project Management AB3RP-A 4/10
Research Project AB3RP-B 4/10 5.5
Short Answer Test AB3RP-C 2/10 5.5
Language 2 AB3LAN2 84 5.5 3
Oral Exam AB3LAN2-A 1/2
Written Exam AB3LAN2-B 1/2
SCP3 AB3SCP3 84 pass 3
SCP3 AB3SCP3-A 5.5
Progress Test year 3 (90 questions) AB3SCP3-B 5,5
3.3 Minor Minor 1 AB3MIN1 420 5.5 15
3.4 Minor Minor 2 AB3MIN2 420 5.5 15
Change Management
AB3CM
Year 4
Internship
4.1 4.1 t/m 4.4 Industrial Placement 1 AB4IP1 420 5.5 15
Moduulcoördinator: Maarten Raangs Industrial Placement 2 AB4IP2 840 5.5 30
Individual Research Project AB4IRP 420 5.5 15
Economy Labs = EcoMLabs
Appendices TER ABA 2014 2015 page 64
Appendix D The Applied Business Administration Code of Behaviour
The Code of Behaviour structure
This code of behaviour consists of five integral elements that are highly valued within ABA. These parts are:
“Excellence in Management”, in which a professional attitude is emphasised, “Student Centred”, because the
education of students is our main concern, “Quality by Teamwork”, in which the accent is on mutual co-operation,
“Beyond Frontiers”, whose theme is the international aspirations of the ABA and lastly, “Inspirational”, in which the
inspiring aspects of the work done at the ABA is recognised.
Excellence in providing service
ABA staff regards providing service highly and puts it into practice. We supply students with the necessary skills
and knowledge of the respective industries and we should set the example for them in our behaviour. It is also
natural that we remain to develop ourselves in our own subject areas as well as showing an interest in other
disciplines. We regard our function as ambassadors very seriously. We bear in mind in our behaviour that we should
be seen and heard at all times. This means for example, we should not only dress appropriately and presentably but
that we should not speak badly about colleagues in the presence of others. Within the institute we learn how to
respect with care all the resources and facilities that are available to us. Company resources are used to carry out our
work and private use of them is minimised.
Student Centred
The students are the central persons for all ABA staff. We are aware of their wishes and expectations and study them
closely. Students feel that they are being taken seriously if we are open for remarks and suggestions and open to
their questions. We should inspire students because we know our subject areas well and supply them with our
knowledge and skills with the utmost care. We pay much attention to the manner in which we educate students and
offer them in doing so the quality that meets their expectations. We provide students with feedback and make sure
that assignments are thoroughly graded and within a given period. We are involved in the contact with students and
we show an interest in their progress and later career. We are aware of the authority relationship between staff and
student and honour its unrighteousness. We are prepared to receive and educate our “guests” or students as hosts and
hostesses. We should communicate to students’ changes in appointments with ample time. Whenever possible we
should try to solve student academic problems within the scope of the student statutes and we should not pass on to
our colleagues problems that we ourselves can’t solve. We should deal with personal information with the utmost
care and should not discuss with others what was said to us in confidence.
Quality by Teamwork
ABA staff is respectful of each other. We take the interests of others into account and treat others, as we would like
to be treated ourselves. We appreciate feedback and can offer each other tactful constructive criticism. We also
compliment each other when we seem that a compliment is deserved. We feel responsible for the success of a
common goal; good educated and prepared students for the industry. We take an interest in each other’s activities.
We can offer each other, sometimes without being asked, our help and expertise; and in doing so we can learn from
each other and we share our knowledge. We set up deadlines in consultation and we only make appointments or give
our approval only after we know that they will be kept. It is important that we be on time for our appointments. We
consider subjects in which we are experts or are involved in and we leave remaining issues with others with
complete trust.
Beyond Frontiers
ABA staff is open to and work meticulously with cultural differences. This means that we can anticipate
misunderstandings that arise because of the different backgrounds of colleagues and students and that we are aware
of prejudices. We look for those aspects that unite us and not those that separate us. Our open-mindedness is
limitless. In the same manner that we master and deal with the Dutch and English language, we also demonstrate
interest for international issues. In addition to having knowledge of international standards in the industry, we also
stimulate students to gain international experience by studying and working abroad. We do not accept
discrimination, but on the contrary, we set it right when and if it occurs.
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Inspirational
ABA staff has the honour of educating young people to be professionals in the industry. Whenever bottlenecks or
difficulties are encountered, we seek solutions together so that we can remain bettering ourselves. Within the ABA
changes are necessary and we can help each other follow new developments. We stimulate each other by discussing
the positive side of changes by downplaying the disadvantages and accentuating the advantages and showing how
they offer new opportunities and possibilities. In an inspirational environment within our institute, our students and
we obtain the possibility to develop ourselves both personally as well as professionally. We take the initiative to
learn about the areas where our interests lie. We create a diversity of activities in our work and we put the emphasis
on the aspects from which we derive pleasure. We strive for a good balance between work and private life for
ourselves and for others by granting ourselves sufficient free time and rest, and taking it when it is needed.
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Moral Code for students ABA
The main goal of this Moral Code is to create a pleasant and friendly environment for both students and staff
members within ABA. Pay attention to these statements and behave accordingly, to achieve an optimal learning-
environment for you and your fellow students.
As this is an education for the service industry, there is an expectation of you to serve your wishes and the wishes of
other students in the best way you can.
What is expected from ABA ABA’s expectations of you
Excellence in servicing
ABA staff members show what it is
to be service oriented. They are
representatives of the service industry
and show what it contains to work in
a service oriented way.
We together make ABA a safe and
warm place for every student.
Treat everyone with respect, so do
not make differences between
culture, race, gender or sexual
orientation.
Focus on students
ABA staff members work student
centred, this is what it is all about.
They deal with students as if they are
their customer, serve them, and fulfil
their wishes.
Respect the properties of your fellow
students, staff-members and use the
Stenden building and Stenden
equipment in a proper way.
Behave in a service oriented way,
which is what you are here for to
learn.
Quality by teamwork
ABA staff members respect their
fellow colleagues. They treat each
other, as they wanted to be treated
too. They feel shared responsibility
for the graduating of ABA students.
Respect and live up to the rules and
regulations the ABA agreed on.
Give every fellow student the
opportunity and tools to study in the
way he/she wants to.
Beyond borders
ABA staff members mind and know
how to deal with the big diversity of
cultures. They prevent failures that
can appear due to these differences.
Take your own responsibility for
succeeding this education. Complete
assignments, be punctual and stick to
appointments.
Inspiring
ABA staff members go on with
innovative changes in the learning
methods. These are developed to let
the students learn in the best way.
They stimulate each other to go along
with these innovations.
Behave according to this Moral Code
so that it is pleasant for both you,
your fellow students and for staff
members to be in ABA.
Remind each other of this Moral
Code in any case that your fellow
students or an ABA staff member
would violate it.
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PBL code Applied Business Administration
Foreword
Problem Based Learning (PBL) and Stenden Applied Business Administration: Those terms share the same thing.
The same: education in the human dimension, in which students work together on solving a given problem. They
learn from each other, they steadfastly follow the PBL steps and immerse themselves in the sources: curious about
new knowledge. The ABA staff member is the wise tutor: he or she supervises, supports and encourages. He or she
bears responsibility and behaves in a manner befitting a patient supervisor.
Introduction
This sub-code is intended to provide ABA tutors with clear guidelines that the ABA feels are important to PBL
education. A distinction is made between five different aspects: a professional approach, contact with students, use
of resources, use of instruments and, finally, being presentable.
Professional approach
As tutors, we recognise the importance of being present at tutor meetings according to the timetable. We do not
leave others waiting, we are properly prepared and we call to cancel if we are unable to attend.
If we miss a meeting, we personally make sure that we are informed of what was discussed.
We are aware of the rules applicable at ABA and are completely familiar with the regulations applicable to PBL
education.
We keep the module co-ordinators informed of progress and the process of the module and other matters that are
important to them. We thus create the conditions for optimum co-ordination of the various subjects, and a clear
image of the performance of the PBL groups within the module is obtained.
We ensure that the module is correctly concluded.
Contact with students
As tutors, we set an example for students with our attitude and behaviour. We behave, as we would expect them to
behave.
We adopt a careful approach to our responsibilities as tutors in respect of students and do not abuse our position.
We arrive at the PBL meeting well prepared and on time. We take account of the availability of the room by
monitoring the time during the meeting.
If we want changes to be made to the timetable, we arrange this in good time with those responsible for timetabling.
Prior to the module we agree a number of rules of play with the students so that everyone knows which behaviour is
or is not accepted during the PBL meetings. We also discuss the consequences of not complying with these rules.
For example students can be refused access to the meeting, they can be given a warning or credits can be withheld
from them. We also hold students accountable for unacceptable behaviour.
As tutors, we actively listen to students so that we know what they expect from us and can act accordingly. We
come back to relevant questions if we are not immediately able to answer them. If we are not ourselves able to
answer certain questions, we refer students to the right person.
We evaluate the PBL meeting and our working method by asking students for feedback. When we come across
problems, we look for solutions with the aim of improving the education.
Use of instruments
As tutors, we apply the seven steps and analysis methods consistently so that general agreement is reached on the
way in which we give shape to PBL. The same applies to the use of the tutor instruction. We take this as the basis
for steering and supporting students in completing their tasks.
We adopt a careful approach to tutor instructions and make sure that students are not able to read the instructions.
This means, for instance, that we do not leave them lying around in the classroom but store them properly.
Use of resources: we leave classrooms neat and tidy for the next user after using them.
Presentable
In a number of situations we set requirements for the personal presentation of students and teaching staff. It is the
responsibility of the lecturer setting the task to determine the 'dress code', which then applies both to the student and
the lecturer.
Appendices TER ABA 2014 2015 page 68
Appendix E Applied Business Administration Year test schedule
The year test schedule 2014-2015 has been/ will be published on Blackboard.
Appendices TER ABA 2014 2015 page 69
Appendix F Exemption policy Exam Committee School of Business
In article 10 of chapter 5 of the TER the regulations are described concerning the exemptions that can be granted by
the Exam Committee. The first article states exemptions are granted based on the exemptions policy.
In this document the principles of the exemption policy are given.
1. Exemption requests must be filed by the student at an early stage, in principle until six weeks before the
start of the course involved. By course is understood each notation in Progress.
2. Exemption requests must be filed on the exemption request forms put on Blackboard.
3. Incomplete forms will not be addressed and will be returned to the student.
4. The student must add documents to the request that prove that the requirements/objectives/competencies
are met.
5. The Examination Committee will ask involved lecturers or module co-ordinators for advice for assessment
of the contents of the exemption request. An assessment might be part of the procedure.
6. As long as an exemption request is not granted, students are required to fulfil all obligations for the course
involved. Students are obliged to take tests as long as an exemption request is not granted; if the student
fails the test, the exemption request will be denied.
7. The Examination Committee can deny a request when the documents which support the claim, are older
than five years.
8. Subjects and tests from education that is giving access to the programme (secondary education, mid-level
vocational training) cannot be used for an exemption.
9. The Examination Committee has the right to deny requests for exemptions if the consequences are an
individual course programme that does not stimulate study progress.
10. The Examination Committee can deny requests for exemptions of skills if in the opinion of the
Examination the maintenance of these skills is an important objective.
11. Students cannot file requests for exemptions of subjects that are part of the set of end works.
12. Hardship clause: The Examination Committee is authorised in certain cases to take account of exceptional
cases of extreme unfairness that might occur in applying this exemption policy.
Appendices TER ABA 2014 2015 page 70
Appendix G Literature List
1. Mark Saunders, Philip Lewis, Adrian Thornhill, Research Methods for Business
Students, sixth edition . Pearson ISBN 978-0-7273-75075-9.
Aanbevolen, niet verplicht. Year 1.
2. Donald R. Cooper & Pamela S. Schindler. Business Research Methods, eleventh
edition. McGraw-Hill. IBBN 978-0007-128922-1.
Aanbevolen, niet verplicht. Year 2 and Year 3
3. Business research methods, Mc Graw-Hill Book Company, 11th edition.
11 McGraw-Hill Book Company
4. Introducing human resource management, Pitman publishing Ltd, 6th edition
5. Key management models what they are and when to use them, Pitman
publishing Ltd, 2nd edition
6. Market leader upper intermediate, coursebook & practice file Benelux pack,
Pearson Education, 3rd edition
7. Operations management, Prentice Hall, 6th edition
8. Organisation and management an international approach, Noordhoff Uitgevers,
2nd edition
9. Principles of Marketing, Pearson Education, 15th edition
10. Project Management, a practical approach, Noordhoff Uitgevers, 3rd edition
11. The basics of financial management, Noordhoff Uitgevers, 2nd edition
12. The basics of financial management exercises, Noordhoff Uitgevers, 1st edition
13. The 7 habits of highly effective students, workbook. Covey, Stenden
Universtity, Only available in the Stenden shop)
14. Advanced market leader, coursebook & practice file Benelux pack, Pearson
education, 3rd Edition.
15. Management Information Systems, Pearson education, 13th Edition.
16. Airline, Digital Acces (New)
17. Communication in organizations, Psychology Press, 1st edition
18. Corporate Communication worldwide, Noordhoff Uitgevers, 2nd edition
19. Creative today tools for a creative attitude, Bis Publishers, 1st edition
20. Introducing human resource management, Pitman Publishing Ltd, 6th edition
21. Key management models what they are and when to use them, Pitman
Publishing, 2nd edition
22. Operations management, Prentice-Hall, 6th Edition
Appendices TER ABA 2014 2015 page 71