Topics | 2016-2017 Semester 1
Extracting Multiple Value from Big Data
Project details: Big data is all around us and it is a (potential) source for creating value. However analyzing big data is not yet part of every student’s toolkit. Therefore in September a learning community is started in which students learn more about analyzing big data. Aim is to experience in an informal, interactive way what is needed to extract multiple value from all kinds of big data sources. Advanced techniques and open source tooling will be used for getting insights in the different stakeholder’s perspectives on what is value in Value Based Healthcare. Students will have the opportunity to get hands-on experience analyzing big data themselves and to learn more about transforming big data into value. This community will be a mix of theory, discussion, exercises, assignments, collaboration, generating insights, guest speakers and company visits. Learning communities can be characterized by strong commitment, a high level of social interaction, and pro-actively sharing of knowledge and insights.
For whom: Eight selected students can participate. Primarily the community will be open for FEB students who have experience with analyzing large datasets and/or who have their own (big) dataset waiting to be analyzed. In addition the community is open for students who participate in the course Data Science & Marketing Analytics, and who show serious interests in the opportunities of big data in healthcare.
Skills covered: developing insights, tooling, validating data, looking at data from customer, financial & social perspective, interviewing and pitching.
Time investment: This Learning Community has scheduled seven meetings, three weekly based on Tuesday 17:00 – 21:00 .
External business contacts involved: to be announced
Mergers and acquisitions in small and medium-sized enterprises
Lecturer(s) involved: Drs D.P. Tavenier RA
Project details: Owners of SMEs need support in the processes associated with mergers and acquisitions of their company. In a relatively short time important and far-reaching decisions have to be taken that require knowledge from various fields, such as finance, strategy, operations, business administration, and legal affairs. There is a lack of rather small but complete integrative tools that bring together elementary models from the various fields and support the actual decision making process of these entrepreneurs. This project will focus on developing such tools based on the analysis of some recent mergers and acquisitions of SMEs. It encompasses interviews with consultants, bankers and entrepreneurs involved. Learning is partly done by developing a negotiating game which will be played and evaluated.
Skills covered: Interviewing, tool development, diagnostic modeling, financial valuation, negotiating.
External business contacts involved: Financing specialists, consultants, and owners of SMEs.
Skills lab in computer programming
Lecturer(s) involved: Dr N.B. Szirbik
Project details: The dual role envisaged for this LC is to provide an infrastructure for disseminating and preserving programming knowledge within a select group of students at FEB and to support research projects in FEB that need a programming effort. The LC will be organized in a hierarchical way, namely in three separate levels. Students (and PhD candidates) who intensively do programming when working for research projects, will form the Experts Level (EL). Their main goal is to achieve research results. The next level, the Developers level (DL), is formed by the students who participate actively in these programming activities. Their goal is to improve their programming skills, and participate in research at FEB. To enter this level, students have to spend time as Candidates, in the candidates level (CL), when they have to reach the necessary skill to contribute as programmers to the research projects. The main incentives for the students are that they may be acknowledged in research papers, get recognition and recommendations for employment and further education, and if possible, get Student Assistantship pay for their effort.
For whom: The students who want to join the CL group do not necessarily need prior knowledge of programming, but they should be willing to invest some time. The students who want to join the DL group have to be able to program at CS10 level (basically, they should be able to pass the Programming course assessed with a mark above 7, or prove that they can program in another way).
Skills covered: Programming, entrepreneurship. No advanced coding experience required.
Time investment: CL group 100 hours supplementary study work in one academic year. We also expect that DL students should be willing to invest around 100 hours of work per year in the projects they will be involved in as developers.
External business contacts involved: Programmers, entrepreneurs, IT experts.
Social Impact Analysis of Global Investments
Project details: Companies primarily focus on financial gains when making investment decisions. From a societal perspective, this is increasingly seen as an insufficient approach. Many investments have hidden costs for other stakeholders as companies `externalize’ these costs to the outside world. Although there is increasing attention for these issues in managerial circles, there is a lot of room for improvement. In this Learning Community, we want to work closely with a dedicated group of students on a particular example. Together, we want to develop a `teaching case’ which can be used for training purposes within and outside business school curricula. The purpose is to come up with a well informed and nuanced picture of the recent development of a nickel mine, set up by a multinational company in Papua New Guinee. It is a real story of a large multinational company that develops a huge open pit mine seemingly without taken into account the effects on the direct natural and social surroundings. We want to develop a structured account of the decisions made, the consequences, and the alternatives that could have been chosen in order to teach future students about the intricacies of these processes. We will use the conceptual apparatus of `Social Impact Assessment’ as a starting point for developing the case. The activities in this group consist of a broad study of the developments around mining investment and social impact assessment in general.
For whom: We are looking for about 6 dedicated and motivated students (preferably 3rd year or MSc), who are intrigued by this topic and want to contribute actively. In terms of skills, we are interested in students with a very inquisitive mindset, good writing skills, interview skills, or some video-editing experience/skills. As you can imagine, this can be interesting for students in international business, spatial economics/geography, international relations, journalism, audio-visual studies and so on.
Skills covered: Knowledge about CSR, policy development and especially Social Impact Assessment as a management tool. Plus you can work on your research- , project management-, teaching- , interviewing- , writing- , and video-editing skills.
Time investment: We expect that it will cost you around 4 hours a week. We usually meet every two weeks on Thursday and Friday afternoons during semester 1.1 and 1.2, but not during exam periods. We preferable meet around lunch. Schedule will be made available soon.
External business contacts involved: Nickel mine case in Papua New Guinea and involved local and national organisations.
|Laatst gewijzigd:||02 augustus 2017 11:47|