Master Sepam 2013 En

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Program overview23-Jun-2013 6:36

Year 2013/2014

Organization Techniek, Bestuur en Management

Education Master Systems Engineering, Policy Analysis & Man.

Code Omschrijving ECTS p1 p2 p3 p4 p5

Master SEPAM 2013

MSc SEPAM 2013

1ste jaar SEPAM 2013 1st year SEPAM 2013 SPM4111 Introduction to Designing Multi-actor Systems 2

SPM4115 Ethical Aspects of Design and Management of Technology 3

SPM4123 MAS Design from engineering perspective 8

SPM4133 Designing MAS from an Actor Perspective 8

SPM4142 MAS Design: An integrated view 3

SPM4416 Strategic Management of Large Engineering Projects 6

SPM4423 Legal Aspects of MAS Design 5

SPM5920 SEPAM Design Project 7

Domain I&C Domain I&C, 1st year SPM4340IA Design of Innovative ICT-infrastructures and Services 6

SPM4430 ICT Infrastructures Architectures 3

SPM4440 (R)evolution in ICT-infrastructures 4

SPM4450 Fundamentals of Data Analytics 5

Domain T&L Domain T&L, 1st year SPM4611 Transport and Logistic Systems from an Engineering and Actor

Perspective6

SPM4621 Supply Chain Analysis and Engineering 6

SPM4631 Transport Policy 6

Domain B&S Domain B&S, 1st year SPM4710 Design of urban concepts 4

SPM4720 Design of Housing Programs 5

SPM4730 Strategies in urban restructuring 4

SPM4740 Value capturing in land management 5

Domain E&I, SEPAM Domain E&I, 1st year SPM4510 Design of systems in energy & industry 6

SPM4520 Electricity and Gas Markets 3

SPM4530 Agent Based Modeling of complex energy and industrial networks 4

SPM4540 Technology & Economy of Future Energy Systems 5

Skills 1e jaar SEPAM 2013 SPM7010 Creativity and communication (skills) 0

SPM7020 Management and negotiation (skills) 0

SPM7030 Interdisciplinary collaboration (skills) 0

SPM7040 Collective reasoning (skills) 0

SPM7050 Critical reading (skills) 0

SPM7060 Advanced self-reflection and communication skills 0

2e jaar SEPAM 2012 2nd year SEPAM 2012 SPM5905 SEPAM Thesis Project Definition 6

SPM5910 SEPAM Master's Thesis Project 30


Domain Specialisation (9 EC)

Domain I&C Domain I&C, 2nd year SPM5430 Service Systems Engineering 5

SPM5440 Cyber Security and Warfare 4

Domain T&L Domain T&L, 2nd year SPM5610 Planning and Design of Multi-Modal Infrastructure Networks 5

SPM5620 Design and Management of Multi-Modal Logistic Chains 4

Domain B&S Domain B&S, 2nd year SPM5710 Integrated regional development 5

SPM9750 Environmental Sustainability in the Built Environment 4

Domain E&I Domain E&I, 2nd year SPM5520 Engineering optimization in energy and industry 3

SPM5530 System innovation in Energy and Industry 3

SPM9539 Economy, Ecology and Technology of Networked Industrial Complexes 3

Specialisation (15 EC)

ICT Management and Design SPM9310 E-business 6

SPM9631 ICT Design, valorization and mobile applications 5

SPM9640 ICT Management 4

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Emerging Technology-based Innovation and Entrepreneurship MOT9556 Corporate Entrepreneurship 6

MOT9591 Technology Battles 3

SPM9239 Responsible innovation 3

WM0516TU Turning Technology into Business 6

WM0930SET System Innovation and Strategic Niche Management 3

Supply Chain Management SPM4621 Supply Chain Analysis and Engineering 6

SPM5620 Design and Management of Multi-Modal Logistic Chains 4

SPM9537 Integrated Plant Management 5

Economics and Finance SPM9715 Intermediate Economics 5

SPM9716 Cost-Benefit Analysis: Theory and Applications 4

SPM9717 Economics and Finance 6

Infrastructure and Environmental Governance SPM9160 Infrastructure and Environmental Governance 3

Technical Courses Technical Courses (12 EC)

Water CIE4450 Integrated Water Management 4

CIE5450 Hydrology of catchments, rivers and deltas 4

Transport CIE4801 Transportation and Spatial Modelling 6

Spatial Development CIE4201 Architecture and Building Engineering 4

CIE4450 Integrated Water Management 4 CIE5730 Spatial and Transport Economics 4

Modelling, Simulation and Gaming IN4302TU Building Serious Games 5

SPM9155 Advanced System Dynamics 4

SPM9235 Game Design Project 4

SPM9325 Simulation Master Class 4

SPM9555 Agent Based Modeling of Complex Adaptive Systems - Advanced 4

Skills 2e jaar SEPAM 2013 SPM7060 Advanced self-reflection and communication skills 0

SPM7070 Networking 0

variant MSc InformationArchitecture (IA) 2013

Variant MSc Information Architecture (IA) 2013

1e jaar IA 2013 1st year IA 2013

IN4315 Software Architecture 5 IN4325 Information Retrieval 5

SPM4111 Introduction to Designing Multi-actor Systems 2





SPM4340IA Design of Innovative ICT-infrastructures and Services 6




SPM5920IA IA Design Project 6

Skills 1e jaar IA 2013 SPM7010 Creativity and communication (skills) 0

SPM7020 Management and negotiation (skills) 0

SPM7030 Interdisciplinary collaboration (skills) 0

SPM7040 Collective reasoning (skills) 0

2e jaar IA 2013 2nd year IA 2013 SPM5430 Service Systems Engineering 5

SPM5905 SEPAM Thesis Project Definition 6

SPM5910 SEPAM Master's Thesis Project 30

SPM5920IA IA Design Project 6

Specialisation ProfileElectives 14 ECTS 2013

Electives 14 ECTS 2013

Skills 2e jaar IA 2013 SPM7060 Advanced self-reflection and communication skills 0

SPM7070 Networking 0

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Year 2013/2014



Master SEPAM 2013

Program Title Systems Engineering, Policy Analysis and Management

Director of Education Dr.ir. M.F.W.H.A. Janssen (Marijn)Prerequisites For extra information check the website

Student portal > TPM > TPM Programme Info > MSc Programmes

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Year 2013/2014



MSc SEPAM 2013

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1ste jaar SEPAM 2013

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SPM4111 Introduction to Designing Multi-actor Systems 2

Module Manager Dr.ir. C. van Daalen

Instructor Dr. P.W.G. Bots

Instructor Prof.dr.ir. P.M. Herder

Instructor Prof.mr.dr. E.F. ten Heuvelhof

Instructor Dr.ir. H.M. Jagtman

Instructor Dr.ir. Z. Lukszo

Instructor Drs. H.G. van der Voort

Instructor Dr.ir. B.M. Steenhuisen

Instructor Mr.drs. N. Saanen

Instructor Dr.ing. S.W. Knoll

Instructor Dr. F. Dechesne

Instructor Dr. M.E. Warnier

Contact Hours / Weekx/x/x/x

X/0/0/0

Education Period 1

Start Education 1

Exam Period 1

Course Language English

Course Contents This course is an intensive, one-week course, that requires students to fully engage in the entire programme. It acquaints thestudents with the MSc SEPAM learning objectives and it will make students sensitive for the kind of courses that will be offeredin MSc SEPAM. The course focuses on designing in a multi-actor system.

Study Goals After completion of the course, the student is able to:a)Explain similarities and differences between systems analysis and systems engineeringb)Explain what socio-technical systems are and what designing in a socio-technical system entailsc)Explain concepts such as structure, process, context and driver in relation to systems design and the system life cycled)Explain what an institution is and what institutional design entailse)Apply basic techniques for conceptual design, especially identifying and formulating objectives, functions and requirements,generating alternatives and evaluating alternativesf)Explain similarities and differences between technical and institutional designg)Explain differences between a positivist and constructivist approach to designing in a multi-actor system

Education Method Every day is a full day programme of lectures, workshops, project work, etc. at which attendance is required between 8:45 AMand 5:30 PM.

Assessment SPM4111 will be assessed by an individual examination of the course materials on the Thursday immediately following thecourse week (75%). Project work done during the week accounts for 25% of the final score.This is an integral part of the Q2 course spm4142 Multi-actor Systems Design: an Integrated View. Passing the spm4111 exam isrequired for entering the course on Multi-actor Systems Design: an Integrated View.

Module Material 1) C.L. Dym, P. Little, E.J. Orwin, R.E. Spjut (2009). Engineering Design: A Project Based Introduction, 3rd edition, JohnWiley & Sons, Inc.

2) Course handout "Designing in socio-technical systems"3) Course slides published on Blackboard

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Module Manager Dr. H. Zandvoort


0/0/X/0

Education Period 3

Start Education 3

Exam Period 34


Summary The course deals with the ethical aspects and problems of technological multi-actorsystems and of the work of SEPAMengineers.

An ethical analysis is provided of the organisational, legal, and political context in which technological multi-actorsystems arebeing designed, developed, managed, and controlled. We investigate how ethical problems attached to these multi-actorsystemsare related to specific aspects of this organisational, legal and political context, and we identify possibilities for resolving,diminishing or preventing these ethical problems.

Specifically, we investigate possibilities for improvement of the following three key institutions in order to resolve, diminish orprevent ethical problems attached to technology:*The legal system;*The procedures for collective (political) decision-making; and*The (private and public) hierarchical organisations involved in designing, developing, managing and controlling technology.We will analyse the goals and the functioning of these three key institutions from a fundamental and ethical perspective.

The course draws on knowledge and insights from different areas of study, including ethics and political philosophy; legalphilosophy; and the science of public choice.

The insights obtained in the course will be applied to specific cases from the domains of SEPAM engineering.

With this course, you will enhance your abilities to contribute to professional, public, and political discussions on ethical issuesin technology, and you will enhance your abilities to deal with the ethical issues that may arise in your future professional career.

Course Contents Ethical problems of professionals and managers in engineering and technologyEthical codes of conductTheory of argumentation. Collective reasoning and its possibilities and limitations for solving ethical problemsEthical principles, and implications of ethical principles for the legal system and for procedures for collective decision makingRisks and hazards of technology; uncertainty and ignorance in scientific knowledge; subjective elements of risk analysesResponsible conduct of business and the role of lawAllocation of responsibility in hierarchical organisationsJustifications for the existence of governmentsUnanimity rule versus majority rule in collective (political) decision makingQualitative versus quantitative decision rules in collective decision makingCollective decision making and individual rights

Study Goals After completing the course you:*can recognise and analyse important ethical and social aspects and problems related to technology and to the work ofprofessionals and managers active in the design, development, management and control of technology.As a specific analytical skill, you will learn to assess both the possibilities and the limitations of reaching consistent agreementby means of collective reasoning (= argumentation) on social controversies regarding technology.*have insight into how the ethical problems of technology are connected to the workings of the legal system, the procedures forcollective (political) decision-making, and the (private and public) hierarchical organisations in which both the production andthe control of technology take place.*can explore and assess possibilities for solving or diminishing existing and emerging ethical and social problems that attach totechnology and the work of professionals and managers, by questioning the adequacy of (aspects of) the three social institutionsmentioned, and by formulating and evaluating proposals for improvement or redesign of these institutions, in a manner that isconsistent with existing relevant knowledge and with key ethical principles.

Equipped with such knowledge and skills, you will be better prepared to perform, in an ethical and socially responsible way,your future work as a professional or manager in the design, development, production and control of technology.

Education Method A combination of 7 2 hr lectures and 3 2hr working group sessions. Active participation in and preparation for the working groupsessions is required to obtain access to the examination.

Literature and StudyMaterials

*A Reader and a Workbook available on Blackboard, both in print (on demand) and as pdf files.*Selected parts of the textbook Public Choice III by D.C. Mueller. The book is available at a reduced price at Curius.

*An introductory paper on public choice available on Blackboard.*Lecture notes (slides).

Assessment Written examination consisting of yes/no questions and open essay questions. The yes/no questions make for 3/10th the grading,the open questions 7/10th. With successful participation in all three working group sessions, 0.5 point is added to the markobtained.

The entire exam is closed book. You are not allowed to bring any course or other material or notes with you, except for adictionary (English-Dutch and Dutch-English or Englishany other language).

Permitted Materials duringTests

See under Assessment

Enrolment / Application Students who want to take the course should have enrolled in Blackboard for the course and for a working group one weekbefore the start of the first lecture.

Extra Skills Trained In this course a collective reasoning skill will be learnt that is described in spm7040. You have passed for spm7040 if your gradefor the course is 6 or higher.

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Module Manager Dr. S.G. Lukosch

Instructor Dr.ir. J.S. Timmermans

Instructor S. Cunningham

Instructor Dr.ir. J.H. Kwakkel

Instructor Dr. S. van Splunter


x/x/0/0

Education Period 1

2Start Education 1

Exam Period 23


Parts The course consists of the following parts:- Theory lectures: The purpose of these lectures are to introduce the fundamental problems associated with each stage of thesystems engineering design process. The lectures should give a conceptual framework which can be used to organize prior,current and future knowledge regarding engineering systems.

- Method lectures: The lectures introduce selected systems engineering methods and their theoretical backgrounds related to thecorresponding theory lecture. The lectures further introduce the students to their application in systems design. The lecturesprepare the students for the application of these methods in the connected method laboratories.

- Method laboratory: These sessions are held in a computer lab. The purpose of these labs is to gain hands-on experience inapplying selected systems engineering methods using spread sheets (Microsoft Excel) and develop dedicated spreadsheetapplication for these systems engineering methods. The lab facilitates interaction, peer review and group learning between

students. Each lab is related to a key design issue in systems engineering lectured in the related methods and theory lecture.These labs are intended to serve as springboard for significant self-study in preparation for the final exam.

- Dialog sessions: These participant-lead panel discussions address the ideas, problems and issues associated with systemsengineering, as introduced by Sage. Students will independently pursue new knowledge to complement Sage. In order to preparefor these sessions students will read assigned literature, create short written synapses of work, produce short presentations, andconduct independent research by identifying relevant research articles.

- Application cases: These sessions introduce application cases in which systems engineering methods are applied. Theapplication cases will introduce the necessary background for the conceptual designs that student groups need to prepare as partof the assessment for this course.

- Design briefings: The design briefings are prepared by the student groups and involve a presentation of the conceptual designsthat have been prepared based on one of the application cases. These briefings should also indicate the chosen methodologicalapproach for the conceptual design.

Summary The course follows the different steps in the system engineering process. In this course, students learn about designing complex,technological, large-scale systems in multi-actor environments (in short, multi-actor systems). Different perspectives on systemsdesign are discussed to provide students with a background for working with designers from different disciplines. Thereby, the

course lays the foundation for further design-oriented courses. Methods and tools for analysis and design of systems areintroduced to teach students specific skills for the design of multi-actor systems. Various aspects and principles of designingmulti-actor systems are discussed from an engineering perspective and illustrated in lectures introducing typical applicationscases. Dialog sessions will deepen the theoretical understanding of the course contents while design briefings will train theapplication of the different methods and approaches.

Course Contents Introduction to systems engineering processesProblem definition and value system designSystem synthesis and creativity methodsSystems modeling and analysis of alternativesDecision makingSystems management and planning for action

Study Goals On completion of this course students are familiar with the specific SEPAM engineering perspective on designing large scale,technology enabled multi-actor systems (MAS) in multi-actor environments. In particular:-Students are able to use and discuss concepts and terminology related to the design of MAS.-Students are able to use and discuss methods and tools that facilitate systems design and engineering.-Students are able to select, assess and critique the literature concerning fundamental design issues associated with theengineering of large-scale technical systems.-Students are able determine the appropriate use of methods for addressing socio-technical design challenges.-Students can design and specify systems engineering solutions through the use of requirements analysis and conceptual designs.

Education Method Formal lectures, method laboratories, design cases, and dialog sessions.

Computer Use Several tools will be used within the method laboratories, e.g. Excel Solver for optimization and multi-criteria decision analysis.


The core book for this course is: Andrew P. Sage and James E. Armstrong (Jr.), Introduction to Systems Engineering, JohnWiley & Sons Inc., 2000. The concepts and topics discussed in the course will be reinforced by regular reading of papers, articlesand book chapters as appropriate. These reading materials will be available on Blackboard.

Assessment The overall grade for this course consists of three subgrades:- Dialog session: This component consists of a student-lead panel discussion. The panel will be prepared in student groups. In thepanel, each student group will be presented by one participant. The panel members will have different roles: Presenter,Discussant, Opponent and Alternative. The grade for the dialog contributes to one third to the final grade for the course.

- Design briefing: In this component student groups have to prepare a conceptual design appropriate to one stage of the systemsengineering lifecycle. The output should be a report with a model prototype. The report is graded. It further consists of a grouppresentation of the solution. The presentation is graded for effectiveness, preparation, content, structure, and delivery. It shouldjustify the design and convince the client to adapt it.The overall grade for the design is composed of the grade for the report and presentation. The overall grade contributes to one

third to the final grade for the course.

- Exam: A computer-based final exam is completely computer based. The grade for the exam contributes to one third to the finalgrade for the course. Participation in the exam and passing the exam are compulsory for passing the course. The retake for thecourse will only include the exam.

Exam Hours 3 hours

Permitted Materials during The final exam is open book, i.e. all paper-based materials are permitted.

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Tests

Extra Skills Trained Creativity and Communication skills (see SPM7010)


Module Manager Dr.ir. B.M. Steenhuisen

Instructor Prof.mr.dr. J.A. de Bruijn


Instructor Dr. M.L.C. de Bruijne

Instructor Dr. A.F. Correlje

Instructor S. Cunningham

Instructor Dr. M.L.P. Groenleer


x/x/0/0

Education Period 12

Start Education 1

Exam Period 12


Parts The course consists of theory lectures with an exam on the topics: networks, process management, game theory and institutions.There is a group design assignment, an individual essay assignment and negotiation simulations.

Course Contents Designing for interventions in multi-actor systems requires a deep understanding of the behaviour of the actors, the games they

play, the processes they are in and the institutions that guide their behaviour. This course draws on four main theoreticaldomains.

First of all, we study decision-making in multi-actor systems (i.e. networks). What is their nature? What kind of actor behaviourcan be found in these networks? What rules and strategies can deal with the nature of networks?

Second, we look at process management and process design as a way of managing actor behaviour within the networks, inparticular contrast to a traditional 'project approach' for decision-making. We also discuss the nature of strategic behaviour inprocesses.

Third, we focus on games and game theory. What does a more formal analysis of actors and their decision problems teach us?

Fourth, we focus on institutions and institutional design. How do institutions shape and constrain behaviour of actors? What isthe nature of institutions? How do they evolve? Can we design institutions? Institutional design is aimed at influencing theinstitutional setting of multi-actor systems. We explore institutions from an economic and a socio-political perspective.

After lecturing on theory, analysis and design of networks, processes, games and institutions, what has been learned will becombined and applied to real-life problems in multi-actor systems. Students will set foot in practical application by means offour ways: interactive workshops on a real-life case, an essay assignment, a design assignment and simulations in which studentsnegotiate and manage multi-actor systems in socio-technical context (see also SPM7020).

Study Goals The general purpose is to learn about the dynamics of multi-actor systems within complex socio-technical settings in order toinfluence these dynamics. Different but complementary theoretical perspectives are taught to analyze and influence actorbehavior in networks. The course thoroughly discusses theories on networks, games, processes and institutions. Theseperspectives are used to understand actor behavior on a deeper level and to design for processes, networks, games andinstitutions that enable decision-makers to improve collective performance of multi-actor systems.

At the end of this course, students will be able toexplain why actors in networks behave as they do and how their behavior may evolvedescribe different network structures and their practical implicationsidentify what institutions are at work and how they change over timeselect what theory to use for what type of design problem in multi-actor systemscombine an analysis of actors, networks, games, institutions & processesorganize for a design process based on design requirements and design principlesdesign for decision-making processes and institutionsassess the soundness of institutional and process designs

Education Method Lectures, workshops, workshops, simulations, group and individual feedback sessions on assignments


Hans de Bruijn, Ernst ten Heuvelhof (2009) Management in networks: on multi-actor decision making, Routledge.

Hans de Bruijn, Ernst ten Heuvelhof, Roel in t Veld (2010) Process management, Springer.

Key articles, announced and published on blackboard

Assessment Written exam, open questions on the application of theoryDesign assignment in a group: combined institutional design & process designIndividual argumentative essay underscoring a course-related hypothesis

Each assessment element should be passed with a minimum grade of 5.8

Each assessment element forms one third (1/3) of the final grade.

Extra Skills Trained Negotiation & Management skills (see spm7020)

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Module Manager Drs. H.G. van der Voort

Instructor Dr.ir. J.H. Baggen

Instructor Prof.dr.ir. P.M. Herder


Instructor Prof.dr.ir. M.F.W.H.A. Janssen

Instructor Dr.ir. M.P.M. Ruijgh-van der Ploeg

Instructor Dr. W.W. Veeneman

Instructor Dr.ir. L.J. de Vries

Instructor Dr. M.L.C. de Bruijne


Instructor Dr.ir. B. Broekhans

Instructor Dr. S.G. Lukosch


0/x/0/0

Education Period 2

Start Education 2

Exam Period none


Course Contents In the course Multi-actor Systems Design: An Integrated View (spm4142) you will be challenged to bring together yourknowledge from the courses spm4123 and spm4133. Both courses dealt with complex systems, the former from an engineeringperspective, the latter from an actorperspective. You will choose a topic, from a short list of topics, to apply both perspectives,

define their added value and integrate them.Study Goals After having taken this course you should be able to:

-Understand the dynamics of complex systems;-Distinguish an actor perspective from a engineering perspective on these systems;-Characterize the added value of both perspectives to each other;-Integrate both perspectives in describing specific complex systems and prescribing changes to their management.

Education Method Spm4141 is a brief, but intensive course. The course starts with a kick off-meeting in which the specific rules of the game areset. You will be asked to form a group of 5 students and apply both a engineering perspective and an actorperspective to aspecific topic of your choice. Each group has two coaches, representing the two perspectives. You will have meetings with thecoaches and you will have to interview experts or interested parties in the field.Your topic requires both a problem analysis and a design of a solution. The mixture of these will be discussed with your coaches.The first result of your work is a presentation book: each left page of this book contains a presentation slide; each right pagecontains a written explanation of it.Secondly, each individual student will have to write a reflection, based on the research done and on the more generic questionhow the two perspectives relate to each other.

Reader Reader Multi-Actor Systems Design: An Integrated View

Assessment Based on both products each group will be interviewed by their coaches. This interview has the status of an oral examination, in

which critical questions will be posed. Each individual student will be graded based on the group products and the individualproducts.

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Module Manager Dr. H.K. Lukosch


Instructor Prof.dr.ir. A. Verbraeck

Instructor Dr. J.L.M. Vrancken

Instructor Dr.ir. M.G.C. Bosch-Rekveldt

Instructor Dr. S. Filippov


0/0/5/4

Education Period 34

Start Education 3

Exam Period 345


Expected prior knowledge SPM4132 Designing Multi-actor Systems from an Actor PerspectiveDomain specific profile electives (for example spm9228 or spm6101)

Summary Complex technological projects show a:

- Technological complexity: advanced technologies are applied with many technological interdependencies. This offers asituation where technology is dynamic and many uncertainties exist.;- Social complexity: many different actors are involved with diverging interests and capacities.The focus is on managing this type of projects. Attention is given to the role of planning, budgeting and design, steering in asituation of asymmetric information and external legitimating. A distinction is made between two management types:

-Project management (Rob Stikkelman)-Process management (Wijnand Veeneman).The course is split up into three parts, first introducing the role of project management in large engineering projects, secondreintroducing process management and its role in these projects, and finally a focus on the integration of both perspectives.

Course Contents See Blackboard

Study Goals Integration of traditional project management and process management is used as a basis for the analysis of complextechnological projects and formulate recommendations for their management. Students are put in situations where they canacquire and apply skills. The objective is to let students understand how the application of project management and processmanagement can support project goals. The analytical part focuses on understanding the pros and cons of both approachesand understand how they can be combined intelligently. The skills part focuses on the applying the acquired understanding in thesimulated complex technological projects. The focus here is on Learning-by- doing.A variety of forms is used: lectures, assignments, and simulation games. Also the examination focuses on the application ofknowledge acquired during the course, using a short case description.

Learning goals are: Recognize complex technological projects. Apply project management in complex technological projects. Apply process management in complex technological projects. Explain the applicability of project management and process management tools for given cases. Appraise project situations for management interventions Select and combine appropriate responses from project management and process management.

Education Method The course tries to combine analysis with experience. This means the course makes ample use of alternative forms of meetings,including assignments, simulation games, and workshops. These can be scheduled on different hours than the standard lecturehours. A full program is available at the opening lecture.The assignments are handed out and discussed during the lectures and available on Blackboard. As the course makes ample useof alternatives form of lectures, dates and times of meetings can change. As Blackboard is the basis for communication,enrolment in Blackboard is requested.


Reader spm4416, available from Blackboard at the start of the course.

Miller, R. and D.R. Lessard, [2000] The strategic management of large engineering projects, MIT Press

Assessment The simulation game requires active participation. All assignments together form a case portfolio. This portfolio is 40 percent ofthe grade at the end of each quarter. Two written exams at the end of each quarter offer 60 percent of the grade at the end of eachquarter. The final mark is the average of both quarters. Each assessment element should be passed with a minimum grade of 6.0.

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SPM4423 Legal Aspects of MAS Design 5

Module Manager Mr.drs. N. Saanen


0/0/4/0

Education Period 3

Start Education 3

Exam Period 34


Course Contents Runway extension, construction of works in protected areas, subsidizing sustainable projects... they all happen within a designspace, limited amongst others by legal rules and requirements. To make optimal use of the design space, you have to know aboutthese rules and requirements. When does a contract have to be tendered out, what rules are then applicable, what can besubsidized and what are the restrictions, how to comply with air quality requirements and can a frog really block a project? Whatalternative designs can be given in order to avoid legal problems? These and other problems will be adressed in this course.

Study Goals At the end of the course the student will be able to:

read and understand legal documentspoint out relevant legal aspects when designing or assessing a projectcarry out a basic check on the compatibility of a project with relevant lawgive an alternative design of a project in order to overcome legal problems

Education Method The course will consist of lectures on theoretical notions of European law and lectures on the application of these notions toprojects. Active participation of the students is required.

Assessment A written exam and an analysis of a judgment of the European Court of Justice.

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Module Manager Dr.ir. M.P.M. Ruijgh-van der Ploeg

Instructor Prof.dr. R.W. Kunneke

Instructor Dr.ir. M. Spaans

Instructor Dr.ir. R.M. Stikkelman


Instructor Drs. H.G. van der Voort

Instructor Dr. A.F. Correlje


Instructor Drs. D.M. van de Velde

Instructor Dr. M.V. Dignum

Instructor Dr. J.A. Annema


0/x/0/x

Education Period 24

Start Education 24

Exam Period none


Expected prior knowledge Successful completion of this course requires application of knowledge and skills from the follosing courses: spm4111,spm4121, spm4131, spm4141, spm4341/4361/4352/4354/4370

Summary This course involves a design assignment that demands that students apply theory on multi-actor system engineering methods,tools and principles, as taught in the first year of the MSc SEPAM program (Q1, 2 and 3) in a realistic case related to theirdomain.

Students work through all phases of design, including problem specification, design-oriented analysis, conceptualization,selection of the most promising concept, the making of a basic design and giving a proof of concept.

These design activities, and the real-life character of the design problem, ask for specialized knowledge about the problemsituation and design space. Students have this knowledge or can easily access it through (scientific) literature, internet,interviews, and consultation of supervisors. Throughout the design process there is an on-going dialogue within teams, betweenteams (in the 5 workshops), and between teams and their supervisors (in the 4 scheduled meetings with supervisors).

Course Contents The project module SPM5920 Design Project is a cap-stone project in the SEPAM MSc program; it completes the introductionin design of multi-actor systems. In this project, students combine and apply theory on design, on systems engineering,institutional design and process design.

The main purpose of this project is twofold.In terms of content, we aim for an integrated design of a socio-technical system, includingthe technical structure of the system, in relation to its environmentthe institutional structure, in relation to the technical system and institutional environmentgame rules and time-line to be followed in decision-making processes as related to either planning, implementation, or operationof the technical and institutional structures.a process design to organize stakeholders involved with one or more phases of system realization.

In terms of design process, we want students to complete the full cycle of a design process, from idea to basic design andincluding the making of a proof of concept and reflection. A final report discloses the results of the project and is submitted forgrading.

Study Goals To fulfill the requirement of the course, a student has given proof of being able to conduct and reflect on a series of designactivities, starting with an initial problem statement and completed with presentation of a basic, integrated design. A portfolio ofdeliverables shows that the student is able to

1.formulate a design problem statement for a problem with a high technical and social complexity, many degrees of freedom,and a range of diverging and/or contradicting information sources;2.make a design-oriented analysis of this problem from an integrated systems and actor perspective and identify critical designissues, variables, and dilemmas ;a.formulate a program of requirements, specifying (non) functional requirements for the technical and institutional structures andthe decision-making process of choice;b.systematically explore the design space for all artifactsc.choose and apply quantitative as well as qualitative models and methods to underpin design choices and trade-offs;3.design technical and institutional structures at the basic level and a set of process rules that is linked to the substantive(technical and institutional) design;4.give a (partial) proof of concept and describe how such a proof of concept can be acquired in the real world;5.reflect on the design in terms of (1) its value to the client and (2) steps needed to develop this basic design further.

Education Method Students work in self-organized teams of 5 persons on one large assignment during 10 weeks (18-20 h/week). They deliverintermediary products every 2-3 weeks acoording to a schedule of deadlines.

Teams meet with supervisors in 4 scheduled meetings to get feedback on these intermediary products. Students prepare thesefeedback sessions to test the acceptability of the results of their analyses, to discuss difficult design decisions, to testassumptions, to get information, and to learn about blind spots. Supervisors have expertise in the technical domain, ininstitutional design and in process design.

Students participate in 5 workshops, each focusing on a specific step in the design process. Workshops facilitate improvement ofinquiry skills, learning from peers and preparation of meetings with supervisors.

Literature and Study

Materials

A case description will be posted on Blackboard and discussed by the supervisor during the kick-off meeting.

Additional material will be distributed via Blackboard.Prerequisites Students must have passed spm4141 MAS Design: An integrated view with a grade of 6 or better

Assessment The final mark is based on the intermediate products and the communication about them, the final written report, theintegrativeness of the designs and the presentations. A jury per subject including a representative of the domain section(ICT/TIL/EI/W/LUD), POLG, EvI and SE, will assess and grade the project results. A condition for passing the project is thateach supervisor finds the work sufficient (>= 6.0) from his or her point of view.

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Year 2013/2014



Domain I&C

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SPM4340IA Design of Innovative ICT-infrastructures and Services 6

Module Manager Prof.dr.ir. M.F.W.H.A. Janssen

Instructor Dr.ing. A.J. Klievink


4/4/0/0

Education Period 12

Start Education 1

Exam Period 2

Course Language EnglishExpected prior knowledge Basic knowledge of information and communication technology technology

Basic knowledge of software eningeering or engineering methods and principles in general Basic knowledge of multi-actor systems

Summary The purpose of this course is to teach the design of innovative and large scale ICT networks and services in the light of thechallenges imposed by the requirements from the systems physical, economic and social environment.Emphasis will be put on the concept and role of ICT architectures to model information needs and services in order to properlydesign ICT solutions within a multi-actor context. Attention will be paid to relevant aspects such as flexibility, adaptivity, andaccountability . Next, the students will learn how to plan and design a large scale ICT implementation project by partitioning itin phases with for each the suitable decision moments. Finally, students will learn methods and tools for designing and managingIT services.

Course Contents The course is structured around a number of main themes-Enterprise architecture and systems engineering,-Systems engineering of architecture layers (business, business process, information, application and technical infrastructurelayers), principle-based engineering-Implementation and change management, and-IT governance

A number of assignments are part of this course

Study Goals Understand the main problems of designing large ICT systemsUnderstand the need for the use of architecture as design instrumentbe able to use methods and tools for designing large and complex ICT infrastructures and service systems within a multi-actorsettingbe able to apply architectural concepts for translating business needs into ICT designs at the various architectural layers within amulti-actor settingbe able to apply methods and tools for governing the architecture

Education Method Lectures Guest lectures (obliged) Assignments Literature research


-Book: Martin Op t Land, Erik Proper, Maarten Waage, Jeroen Cloo and Claudia Steghuis (2009) Enterprise Architecture.Creating Value by Informed Governance. Springer

-Reader

-All papers, slides and material on blackboard (including the slides of the guest lecturers)

Assessment Assignments (60%)Written exam (40%)Each grade should be sufficient


Module Manager Prof.dr.ir. M.F.W.H.A. Janssen

Instructor A.M.G. Zuiderwijk-van Eijk


2/2/0/0

Education Period 12

Start Education 1

Exam Period 23


Course Contents ICT-infrastructures provide generic functionalities that are used by large numbers of users. Infrastructures can provide theflexibility to adapt to ever-changing customer needs and other circumstances. ICT-Architectures aims to bridge the gap betweenbusiness and technology and should address the dependencies among a large number of heterogeneous elements. In this way, itcan be used to guide design decisions and provide direction for progressing towards the next generation of infrastructure. ICT-architectures are aimed at improving (parts of the) infrastructure (the actual reality, i.e. implementations) and take into accountthe relationships among components. All this needs to be governed by mechanisms to direct decision-making. In this course therelationship between design, ICT-architecture for creating flexible infrastructures is addressed.

Study Goals -To understand the various forms of flexibility, ICT-architectural approaches and governance-Being able to translate needs and requirements into ICT-architecture models-Being able to design a conceptual ICT-architecture meeting requirements

Education Method lectures, practical assignment

Assessment assignment and report

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SPM4440 (R)evolution in ICT-infrastructures 4

Module Manager Drs. J. Ubacht


0/0/4/0

Education Period 3

Start Education 3

Exam Period 34


Required for SEPAM, I&C domain; Elective for all other MSc students.Course Contents The sources of innovation in ICT-infrastructures are diverse.

On the one hand they are based on technical R&D activities within organisations. The transition from the R&D phase towardsimplementation and actual use of the ICT-innovation is challenging in order to make it a succesfull innovation. This requireschoices to be made during the design and implementation phase; this is the domain of transition management.

On the other hand, due to the availability of social media and other supporting ICT tools, many ICT innovations are based on aform of bottom-up, user-driven activities in which the role of former end users is changed into a contributing or even aninnovator's role. Well-known examples are Wikipedia, Peer to Peer networks like Tribler and YouTube channels.

In this module we study the trend of user-driven, bottom-up contributions to ICT innovations. We will do so by studyingtheoretical literature, analysing case studies and guest lectures by people that are themselves involved in ICT-based innovations.

Study Goals To understand the complexity of innovation and evolution in large ICT-infrastructures from a theoretical point of view.To design an analytical framework or taxonomy based on the case studies of bottom-up, user driven initiatives.To analyse cases in which the evolution in ICT-infrastructures is based on bottom-up, user driven participationTo be able to report on the results of the analysis in a scientific manner.

Education Method Workshops; (guest) lectures; case studies; literature review.Prerequisites Prior technical knowledge of ICT-infrastructures/social media is an advantage

Assessment Individual assessment based on weekly assignments (20% of final mark, average grade at least 6) and a final scientific article(80% of final mark, at least 6).

Enrolment / Application Please enroll in Osiris and make sure to attend the first class

Special Information All further information can be requested from the module manager mrs. Jolien Ubacht, Assistant Professor Section ICT, e-mail:[email protected]

Module Material Reading material will be made available in Blackboard

Targetgroup Students in their fourth or fifth MSc year(SEPAM, MoT, EPA, Computer Science, Electrical Engineering, Industrial Design,.....)Contact the module manager if you want to match your interests with this course.

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Module Manager Dr.ir. J. van den Berg


0/0/0/x

Education Period 4

Start Education 4

Exam Period 45


Course Contents BackgroundThe current Information and Communication Technology enables organisations to monitor all their activities at any detailedlevel. In this way, large amounts of data are collected. In case the amounts become very large (in the oder of petabytes andhigher), the term ' big data' is often used. In addition, many governments are publishing sets of so-called ' open data' that arefreely accessable for anyone. Last but least the Internet (or cyberspace) currently provides lots amounts of largely unstructureddata.

'Intelligent organisations' bring relevant data together in big datawarehouses and integrate them to information and knowledge,based on which operational activities can be optimized and strategic decisions underpinned. The transformation of data intoinformation and knowledge is based on the use of a broad spectrum of intelligent methods in combination with sophisticatedvisualization techniques.

The intelligent organization is characterized by its efficiency and effectiveness of the realization of its business goals and, inaddition to that, by its agility and resilience, i.e., its flexibility to deal with changing market conditions and other unexpecteddifficulties at both strategic, tactic and operational level.

In addition, other stakeholders like non-profit organizations, governments and individuals are interested in and make use of theoutcomes of (sophisticated) data analytics efforts of both structured and unstructured big data.

Modern decision support systems make use of a wide variety of data analytics' tools like query languages with rapporting andvisualization functionalities (like dashboards and google maps), online analytical processing (OLAP) tools, statistical analysis &learning algorithms, (intelligent) software for clustering, classification and prediction (like neural networks, fuzzy systems andsupport vector machines), and for text, web & multimedia mining, under an overarching umbrella term like 'data mining','machine learning', or 'intelligent data analysis'.BI software tools also concern methods for the consolidation of data in huge datawarehouses and datamarts and for data retrievalfrom the Internet.

During the course, many of these aspects are discussed at a fundamental level. Most emphasis is put on advanced methods forintelligent data analytics.

Study Goals The learning objectives of this course area) to get an overview of the Business Intelligence field;b) to understand the fundamental principles that underly1) the realization of an intelligent organisation2) the transformation of data into information and knowledgec) to obtain some experience with basis BI tools and/or applications.

In practice, the learning goals of different student groups are somewhat different. The course allows students with differentbackgrounds to focus on different aspects in the huge field called Business Intelligence. Three perspectives can be chosen from:(a) the business perspective;(b) the computer science perspective;(c) the intelligent data analysis perspective.

Education Method Around 14 classical lectures with discussions supplemented with group work.

Course Relations This course is truly an advanced version of the introductory BSc course "Business Intelligence" (SPM4424) (there is littleoverlap and all topics are treated at much more fundamental level).


Intelligent Data Analysis: see http://www.springer.com/computer/image+processing/book/978-3-540-43060-5

A (legal) soft copy of this book is made available.

Very many other materials (slides, books, articles, references to software packages, etc.) will be made available as well.

Assessment Groups of (in principal two) students are composed who work on a self-chosen practical assignment while choosing one of thepossible perspectives on BI (see learning goals = leerdoelen).

The deliverable of the final assignment is a scientific report that includes, among others, a literature review related to the topic ofchoice.

Groups of students work separately and get supervision and feedback on their work progress from the lecturer(s).

Next to the final assignment, a few homework assignments will be distributed to stimulate the study of certain subfields of thebroad field of data analytics and get practical experience using available data analytics tools.

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Year 2013/2014



Domain T&L

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SPM4611 Transport and Logistic Systems from an Engineering and ActorPerspective

6

Module Manager Dr. J.C. van Ham

Module Manager Ir. M.W. Ludema


0/4/4/0

Education Period 23

Start Education 2

Exam Period 34


Summary This course teaches the student to facilitate a multi-actor and societal environment by specifically designing simple and complex(service)systems in the TIL domain, dealing with substantive as well as procedural aspects of the systems engineering process.The focus is on Transport & Logistics Systems from the perspective of Systems Engineering and integral systems design. Thecourse considers a wide range of tools and methods that guides policy-making, opportunity statements, need-analysis,requirement statements/analysis, conceptual, functional, behavioural, temporal, structural and physical design phases of theTransport & Logistics Systems Engineering process. Transport & Logistics System typically have a long life of type and oftenare (re)designed to meet changing demands. Attention is given to the context in which a TIL-System must perform (in past andfuture) often in respect to conflicting situations. Tools and methods will be applied to a wide range or TIL-Systems, like publicrail transport, high way projects, container shipping, container handling systems, logistics distribution systems, airtaxi services,etc. Attention will be given to the Management of Service Systems that together with the physical TIL-systems fulfill mobilitydemands of both persons and goods, such as decision support systems, financing systems, event management systems, trackingand tracing systems and steering instruments to promote sustainable mobility. Special attention will be given to assetmanagement, logistics support and X-ability factors, like: availability, reliability, maintainability, risk, sustainability,constructability and producibility related design criteria. During the course, students practice activities and tasks of individualphases of a systems engineering process. Objective analysis and (quantitative) performance evaluation by means of simulation of

design deliverable reviews receive specific attention.Course Contents Outline of the course:

The course starts with a quick review of the origin, fundamentals, and qualities of the field systems analysis/engineering andengineering design. An overview of the role of meta engineering approaches in respect to more disciplinary (often more detailed)engineering approaches is given from a project management perspective. During the lectures the student will be involved insmall classroom assignments. The overall course is practical in nature. In working assignments the students will be working insmall groups and will be engaged in a Systems Engineering Process and work on their own design project in a duo-actor setting.

Theoretical Line (mainly during the first 3 weeks of the course)Short recap on engineering design.Design and development of product in production environment.Identification of analysis and design activities within the engineering of TIL-systems.Design and engineering principles in the TIL-domain.Several simple technical design exercises on a sub-system or component of a large TIL-systemPerspectives of Systems Engineering viewpoints and its ramifications.The interrelation between Systems Engineering, Asset Management and Design-to-X-ability.

Functional Discovery and Analysis of a range reference TIL-systems (e.g. distribution network, urban transport shipping,container shipping service, cargo tracking en tracing system, high-way covering and connections, transport system interaction innew development area, airtaxi-service, etc.) as a preparation for systems engineering exercises.Introducing a Practical Framework for Systems EngineeringExplaining systems engineering exercises.

Practical Line (mainly during the last weeks of the course)Formalizing the Practical Framework for Systems EngineeringOpportunity Statements and Need AnalysisConcept DescriptionsMission AnalysisOperational ConceptSupportability ConceptInformal Stakeholder RequirementsFormal Design RequirementsBehavioral/Temporal DesignFunctional DesignStructural/Physical DesignInterface Management

Configuration ManagementVerification and ValidationDetailed design of some chosen componentRe-engineering of the design from a specific Design-to-X-ability perspectivePresentation of large assignment resultsExcursion(s) when initiated en co-organized with students

Study Goals The course aims at providing knowledge and skills to the student regarding the specific design of complex and dynamic systemsin the domain of transport, infrastructure and logistics. The course focuses on the integral design of systems for transport ofpassengers and goods, as well as combined transport in all modes of transportation, including underground infrastructure.

On completion of the course, students are knowledgeable of:Diversity of notions, approaches, design principles and assessment techniques in the design of complex systems in the TILdomain, from a perspective of integral design and systems engineering.The complexity and dynamics of an open and structured TIL systems architecture, focusing on the layered nature and interfaceissues between these layers and the operational environment.Characteristics of TIL-Systems such as incremental or conceptual change processes, technological innovation, multi-actorparticipation, open planning process decision environments and project management configurationsconstraints of a societal, legal, operational nature in accepting and sustainably nature in accepting and sustainably implementing

in a socio-economical and spatial environment under conditions of societal constraints and requirements.

At the end of this course the student will be capable of:Assessing the scope and applicability of the most important methods and techniques applied in the various phases of the designprocess and assessment of the design products; Addressing the most important steps in the different phases of a generic systemsengineering process;Understanding of both the consumer and designer perspective in a large system engineering process;Dealing with conflicting interests and design aspects at the various phases of the design process;

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Assessment and integration of constraints in the integral design such as environmental, safety, spatial and sustainabilityrequirements;Participating in the mainstream of the design of aspect oriented or functional systems of the integral design, such as citylogistics, decision support systems, public transport, traffic control and management systems, container handling, regionaldistribution networks, (air-)ports, road and railway infrastructure, to name a few;Drafting and assessing system performance indicators of a legal and procedural nature, operating envelopes, safety cases, impactassessment and incident handling strategies;Participating in decision making processes relevant to the design processes of TIL systems;Develop functional, temporal and physical design and be able to evaluate the interrelationships between these designs.Perform final verification and validation of delivered designs agains earlier stated requirements;Understand the implication of designing and the resulting design when taking a Design-to-X-ability perspective.

Education Method A mix of lectures, assignments, discussions three times a week, 2 hours each. A large part of the course is aimed at playing andexperiencing a systems engineering process for a dedicated project from both a consumer as a designer perspective.

The course is a preparation of the MSc SEPAM design project spm5920 (or the MSc Interdisciplinary Project TIL5050-12) inwhich the acquired knowledge can be applied to specific design assignments in multi-actor and multidisciplinary partnershipprojects. The course applies experiences gained in several projects in the TIL domain.

Assessment Written examination on lectured theories, methods and approaches in respect to a set of articles and book chapters 1/3One large duo+duo-assignment with a written individual report 2/3Minimum result for each of these parts should be 5,0, final results should be 5,75 minimum.

Module Material The course applies Blackboard facilities and electronic documentation.A virtual spm4361 reader containing references to the study material chapters from books and journal articles will be madeavailable (at minimum expenses for the student) for this course.Hand-outs during classes.

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SPM4621 Supply Chain Analysis and Engineering 6

Module Manager Ir. M.W. Ludema


x/0/0/0

Education Period 1

Start Education 1

Exam Period 12


Expected prior knowledge This module builds on the content and knowledge gained during courses like operations management, logistics management orequivalent courses. Please consult the module manager during the first lecture. If such courses where not taken additional studymay be required.

Summary Supply chain management (SCM) includes all activities relating products and information traveling to and between companies ina supply chain chain. SCM makes an important and often essential contribution to the competitive strength of industrial tradingand distribution companies. The supply chain management function co-ordinates and controls operational business functions intheir relationship to each other and to a large extent determines the flexibility of a company in relation to the market and theefficiency of the internal processes within that company. Logistical decision-making frequently relates to situations in whichconflicting wishes and desires from various parts of the organization have to be brought together cohesively. Gaining insight intothe performance indicators of a company, its logistical costs, customer expectations and the opportunities to improve theseaspects is of vital importance.All engineers will encounter logistics to a greater or lesser extent in the business environment in which they will be working orin which they will be carrying out their assignments.

This course covers the SCM function in and between companies. This course will give the student insight in the theoreticalbackground of supply chain analysis and management. In general the student learns and puts into practice the basic theoreticalskills of a supply chain analyst and/or manager. The theoretical knowledge will be explained and exercised by practical businesscases.

After the course the student is able to: (1) position supply chain management in the broader perspective of the functioning ofenterprises; (2) formulate, comment and judge the criteria and constraints of how companies can develop and maintain theirposition as an adequate supply chain member; (3) structure, analyze and develop skills to find improvements of the strategicposition of enterprises by the use of reference models, and other modelling techniques (4) design and develop supply chainframeworks to facilitate the analyses of supply chains (5) have a detailed insight into the difference and commonalities betweensupply chain of consumables and durables (6) develop a analysis approach to guide supply chain design changes, in particularalliances (7) understand the supply chain as a fulfillment structures for collaborating companies for new business ventures tocope with problems and opportunities. (8) suggested and develop supply chain (re)design directions for the future of thecompanies in a supply chain.

Course Contents The following topics will be discussed during the lectures:

The significance of their logistics system in and between companies from a business perspective;Methods that they can use to analyze logistics systems;Their incoming logistics (Purchasing), production logistics and outgoing logistics (including customer service);The role of inventory and inventory hold points and the related facilities required in the logistics system;Strategic, tactical and operational decisions related to inventory;The role of transport management and the transport system in and between companies;Value added logistics, outsourcing and third party logistics;Logistics control and information systems;Strategic logistics and the design of logistics networks and determining locations for distribution centres;Worldwide logistics and some selected aspects of state-of- the-art logistics.

Brief overview of the important elements and the analysis of the several aspects of the dimensions of logistics systems from theinside and outside perspective of individual companies; Global Trade & Logistics, Strategic Logistics Management; The role oforganization within supply chains; Value added logistics and third party logistics; Target Costing and Supply Chain CostManagement Systems; Supply Chain & Life Cycle Management Information Systems; Actors Analysis from a supply chainperspective; Supply Chain Mapping with the SCOR-reference model; Virtual Value Systems; Advanced Supply Chain Mapping;Material Requirements Planning, Manufacturing Resource Planning, Enterprise Resources Planning; Advanced (Supply Chain)Planning Systems; Virtual Organizations & Logistics; Lean Thinking and Manufacturing, Agile Organizing, Performancemeasurement by benchmarking the supply chain; Modelling techniques for designing/analyzing Supply Chains; Spare partslogistics, special purpose supply chains; Event Logistics, Reverse logistics, Green supply chains, Supply Chain Portals forPurchasing and Sales; Interactions between user/owner, producer/user and producer/owner; Subsistence, operations en systemslogistics; Customer service as a life-cycle management effort. Partnerships and alliances and its supply chain ramifications. Findweaknesses and strengts of companies (in a supply chain). Understand supply chain (re)design directions. Generate alternativesand assess them.

Study Goals To understand the functioning of business logistics sub-systems and their interrelations with other subsystems (marketing, sales,R&D, production, finance) of companies. Tobe able to decompose the logistics function in its basic functionalities and be able to select and use the tools to analyze andoptimize them.To be able to judge the logic of the logistics of a wide variety of the product, information and money flows within and betweencompanies.To be able to show the inter-relationship between processes in the silo's of business logistics systems and how understand theneed to align them.

The module will give the student insight in the theoretical background of supply chain analysis, engineering & management.This theoretical knowledge will be explained and practiced by practical business cases. Upon completion of this course thestudent must be able to:

Position supply chain management as the broad perspective for the functioning of enterprises;Formulate, comment and judge the criteria and constraints of how companies must perform as an adequate supply chain member;Structure, analyse and develop skills to find improvements of the strategic position of enterprises by the use of reference models,and other modelling techniques;Understand the nature of the differences of consumables and durables as a structuring element of supply chains;Understand the differences between make to stock, make to order and engineer to order products;

Understand the systems engineering and product development process in the case of engineer to order (e.g. means of transportand equipment) products;Understand the difference between lean and agile supply chains and possible elements of virtuality;Understand the issue of collaborative engineering as part of equipment acquisitions;Understand concepts like, vendor managed inventory, target costing, waste management and many other supply chain relatedconcepts;Conclude on the strenght and weaknesses of a supply chain;Generate relevant criteria for improvement;

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Generated (re)design alternatives.

The module will give the student insight in the theoretical background of supply chain engineering. This theoretical knowledgewill be explained by cases. Upon completion of this course the student must be able to:

Develop a list of requirements relevant for a business case based on the ingredients that are understood after analysing a currentor relevant supply chains. Follow a system of systems engineering approach to design new supply chains. be able to assess thework on feasibility for implementation.

In general the student learns and puts into practice the basic theoretical skills of a supply chain analist and/or manager and/orengineer in a wide range of industries.

Education Method Lectures (3 hours each week), self-study and project feedback sessions. A set of assignments in where the student will 'play' astart-up that has to make a series of logistic-based decisions. After the course students will write a business logistics plan for ahypothetical company to show their abilities to integrate a series of during the lecture addressed topics.

Weekly lectures, in-class discussions, group presentations and discussions of distributed articles and cases. The first and coursewill be completed by handing in an requirement assignment and an accompanying presentation. The last weeks the student willwork on a supply chain design assignment.


Virtual reader containing articles and book chapters on Supply Chain Management, Analysis and Engineering

Assessment A final integrative large group assignment such as:- The Transportation Equipment supply chain;- The Construction Supply Chain;- The after-sales service and spare parts for maintenance supply chain;- The supply chain of conditioned goods for the retail market- The supply chain of the last mile- The Cure/Care supply chain;

A report including analysis and design output

SPM4631 Transport Policy 6

Module Manager Dr. J.C. van Ham


0/0/0/x

Education Period 4

Start Education 4

Exam Period 45


Expected prior knowledge Basic knowledge of evaluation methods like cost-benefit analysis and multi criteria techniques is necessary. Students who lackthis knowledge will be provided additional information.

Summary This course focusses on the evaluation of transport policies by looking at its impacts. Since decision making in the field of trafficand transport is complex, the quality may be improved by studies in which problems are analysed, current policies assessed andalternatives evaluated.

Course Contents The policy cycle i.e. problem formulation, designing and implementing policies, provides the framework for Transport Policy. Itis important to distinguish between the output of a policy (e.g. more competition in public transport) which is a means to an end,and the outcome (more people use public transport)which is of interest for politicians. Ex ante evaluation forecasts theanticipated impacts of policies whereas ex post evaluation monitors and assesses the concrete effects.The course is method-based and assignments show the use of results in policy making.

Study Goals The aims of the course:- to increase the knowledge of ex ante/ex post evaluation methods- to understand the reasons behind transport policies- to develop skills to assess the political relevance of the outcomes of research

Education Method Lectures (min. 2 hours a week), self education and assignments (obligatory)

Assessment Assignments by small groups.

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Year 2013/2014



Domain B&S

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SPM4710 Design of urban concepts 4

Module Manager Prof.dr. W.A.M. Zonneveld

Module Manager Dr. B. Waterhout

Instructor Dr.ir. M.P.M. Ruijgh-van der Ploeg


x/0/0/0

Education Period 1

Start Education 1

Exam Period 1

2Course Language English

Course Contents This course focuses on spatial concepts as a design tool for spatial strategy making. Spatial concepts, visions and, moregenerally, conceptualizations of the spatial surrounding play an important role in policy design and implementation. Spatialconcepts give direction to place-based development policies by connecting multiple stakeholders, processes at various spatialscales and evolving developments in time. They help in aligning policy instruments and hence assist in creating favourableinstitutional conditions for effective policy implementation in the field of spatial development and water management.This course will address a variety of spatial concepts, their use and development over time and evaluate their performance. Bymeans of introduction the course will address some well-known spatial concepts such as the Green Heart, bufferzones and urbannetworks which used to be cornerstones of Dutch spatial planning policy and how these concepts have been transformed intonovel approaches and concept such as transit oriented development and room for the river. We will address how spatial conceptscan play a role in the multi-actor, scalar and sector processes characterising spatial development and water management of today.By addressing the five dimensions of spatial concepts, i.e. the cognitive, normative, communicative, institutional andinstrumental dimension, a variety of techniques and strategies, both technological and non-technological, will be outlined inorder to design processes that successfully may help in achieving desired spatial and institutional structures.Students will be offered a range of theoretical and practical knowledge and will be challenged by means of various assignmentsand tasks to apply spatial concepts and reflect on them.

Course ContentsContinuation The course goes into the following aspects1. The main characteristics of spatial concepts in terms of their five dimensions.2. The role of spatial concepts in the recent history of Dutch and international planning and their potential use in current spatialdevelopment and water management challenges.3. Specific tools and skills related to the use and design of spatial concepts such as spatial positioning, thinking at differentscales, spatial structuring, the layer approach and cartography.4. Strategies for designing and evaluating feasible spatial concepts and strategies in relation to land use and water management.

Study Goals This course enables students to recognize, operationalize and apply spatial concepts, as used in integrative regional developmentstrategies, taking into consideration both the planning of land use and water management.

After this course the student will be ableA.Knows the main functions of spatial concepts in the context of integrative regional development and can identify and interpretthe impact of such concepts in planning and design;B.Is able to explain the Dutch policy framework for spatial planning and water management, the historical context of spatialplanning policy in The Netherlands, and the (limited) interdependency of spatial planning and water management;C.Is able to analyse and conceptualise existing or desired spatial structures of a region through interpretation of maps for landuse and water management, and to do so for different scales;D.Is able to analyse spatial plans in terms of the spatial images being used, the concepts that are applied, interests that are (not)addressed, the related (hidden) agendas, and relevance for stakeholders;E.Is able to operationalize spatial concepts related to land use planning and water management, and has practiced using suchconcepts in a design-oriented analysis.F.to reflect and discuss interactively in a group setting on academic literature and to be able to individually write reports.

Education Method Active participation is required throughout the course and due to the limited group size and in order to achieve maximum resultsattendance is compulsory. Education methods are a mix of lectures, interactive discussions of literature, excursion andhomework assignments (followed by individual introductions by students), and the making of a portfolio by students. Theportfolio workbook is an individual project.


Reader, electronic reader and additional reading made available through Blackboard.

Assessment -Attendance in the course is required. A maximum of 2 sessions can be missed-Students shall give at least one brief presentation.-Exam can be taken on the condition of submitting the portfolio and passing the attendance and presentation requirements-The final grade is a weighed total of the portfolio (50%) and the exam (50%)

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SPM4720 Design of Housing Programs 5

Instructor Dr. H.J.F.M. Boumeester

Instructor Ir. H.W. de Wolff


0/4/0/0

Education Period 2

Start Education 2

Exam Period 23

Course Language EnglishCourse Contents The course Design of Housing Programs consists of four parts:

ProcessThis first part of the course is about the different steps in the process of designing housing programs, the importance of the(demographic and economic) context and the actors involvedResearchThe second part deals with different qualitative and quantitative methods of measuring housing demand and housing preferencesDesignThe actual design of a housing program for a specific area is the central focus in the third part of the course. Important topics arethe use of research outcomes, the importance of policy choices and financial viability of the program.RealisationIn this final part of the course the realisation of a housing program is treated: market developments, strategic behaviour of actorsand the need for flexibility.

Study Goals Upon completion of the course, the student:Has knowledge of the process of designing a housing program and the role of the actors involvedCan apply different qualitative and quantitative methods of measuring housing demand and is aware of the pitfallsCan translate the results of housing demand surveys into a housing programKnows how a housing program can be used in urban (re)development strategies

Education Method Lectures (approximately 2/3) and workshops (1/3). At the end of the course period the students have to present their paper duringa plenary session


Jansen, Sylvia J.T., Henny C.C.H. Coolen, en Roland W. Goetgeluk (Eds), 2011,The Measurement and Analysis of HousingPreference and Choice, Dordrecht (Springer).In addition, a reader will be available and/or a set of selected papers will be made available through Blackboard

Assessment The final result of the assessment is based on an individual assignment (paper) and an exam (open questions), both having equalweight. Each assessment element should be passed with a minimum grade of 5.5 before the final grade will be determined.

Remarks This course is a new course in the Built environment & Spatial development domain. SEPAM students who are not obligated tofollow this course because they started the master before 2011/2012 can choose this course as an elective.

SPM4730 Strategies in urban restructuring 4

Module Manager Dr. R.J. Kleinhans

Instructor Dr. N.E.T. Nieboer

Instructor Mr.dr. H.D. Ploeger

Instructor Ir. J. Mensink


0/0/4/0

Education Period 3

Start Education 3

Exam Period 34


Summary This course deals with urban restructuring and area redevelopment strategies in Dutch cities. The focus is on restructuring ofexisting urban neighbourhoods. The course will delve into policy, governance, legal and financial aspects of restructuring andarea (re)development. Strategies and behaviour of various actors are taken into account. The theory will be illustrated withseveral cases.

Course Contents - Short history of urban restructuring and area redevelopment strategies in the Netherlands

- Policy, organisational framework, roles of multiple actors, partnerships, involvement of different stakeholders- Physical problems and strategies (and financial constraints) in restructuring- Legal framework and legal instruments of governance and co-operation (covenants, contract law) in area redevelopment- Legal aspects of land use and land registration

Study Goals After this course, students are able to:- Describe the background of different area redevelopment strategies (problem analysis, goals, actors, strategies, effectiveness)- Explain the nature and effectiveness of various governance structures in the context of area redevelopment- Analyse the legal aspects of land use and area redevelopment- Explain the merits and limitations of an interactive design process for area redevelopment projects, using maps and drawings- Differentiate between the several actors, their motives and intentions and their interrelationships in the context of urbanrestructuring- Organise and conduct an interactive design process for an urban restructuring project, using maps, drawings and organiseddiscussions- Make a strategic vision for an urban restructuring area, with specific attention for partnerships, legal aspects of land use andstrategic investment decisions of various actors.

Education Method Lectures, group discussions, writing short assignments (as preparation for a paper, see Assessment), an excursion and aManagement Game

Literature and StudyMaterials Selected papers and reports will be made available through Blackboard

Assessment The final result of the assessment is based on an individual assignment (paper) and a written exam (open questions), both havingequal weight. Each assessment element should be passed with a minimum grade of 5.5 before the final grade will be determined.

Remarks Attendance of and active participation during the Management Game and the preceding excursion is compulsory!

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SPM4740 Value capturing in land management 5

Module Manager Ir. H.W. de Wolff

Instructor Dr.ir. D.A. Groetelaers

Instructor Prof.dr. W.K. Korthals Altes


0/0/0/4

Education Period 4

Start Education 4

Exam Period 4

5Course Language English

Summary This B&S (Built environment and Spatial development) specialisation course deals with financial mechanisms behind landdevelopment. The changes of land uses in an area to be (re)developed often imply also changes in land values within the area. Ifseveral landowners are involved, these changes in land values might not be distributed equally. Besides these land value changes,(re)development often needs governmental investments, for example in public utilities.In which way can the rise of land values be canalized? Which strategies allow the government involved to use these profits forthe realization for less profitable parts of the development? And in which way the negative effects of the rise of land values toprotect economically weak functions of the land can be dealt with? How can uncertainty within these projects be managed,taking into account the rules for public accountability?

Course Contents In the course, the following issues are addressed:- Strategies for land development in an integrated way, to stimulate that less profitable parts of the area are still realised and tofinance public facilities-Instruments that can be used within such a strategy for capturing the plus value, with a focus on legal and financial instruments:possible effects en pitfalls- Learning from (international) experiences

Study Goals At the end of this course, the students know:

- which strategies can be used in (re)development projects for capturing the plus values- which aspects determine the potential of these strategies- which innovations take placeAt the end of this module the students can:- assess a value capturing strategy- make a proposal for the improvement of a value capturing strategy

Education Method Interactive lectures, in which articles and cases are discussed.Every week, a brief paper has to be written to prepare the lecture, based on the suggested literature and following indicatedpoints of interest.


Reader, otherwise published on blackboard

Assessment The final result of the assessment is based on an individual assignment (paper) and an exam (open questions), both having equalweight. Each assessment element should be passed with a minimum grade of 6.0 before the final grade will be determined.Prerequisite for obtaining a grade is a positive evaluation of participation, which is assessed on the brief preparation papers.

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Year 2013/2014



Domain E&I, SEPAM

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SPM4510 Design of systems in energy & industry 6

Module Manager Prof.dr.ir. P.M. Herder

Instructor Dr.ir. G.P.J. Dijkema


4/4/0/0

Education Period 12

Start Education 1

Exam Period 23


Course Contents Q1: design of energy and industry systems, powerplants, gasification, carbon capture, XtL technology; use of structured designapproach and physical/chemical modeling; heat and water integration and pinch techn

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