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Informatie over MSc BA - Health
Hieronder staan het programma en de vakomschrijvingen van MSc BA - Health Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (basisprogramma MSc BA Health) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I | verplicht | keuzevakken A MSc BA Health | Engels | 10 | |||
| verplicht | keuzevakken B MSc BA Health | Engels | 10 | ||||
| semester I a | verplicht | EBM047A05 | Innovation in Healthcare Organizations | Engels | 5 | 2 | |
| semester I b | verplicht | EBM050A05 | Research & Skills for MSc BA | Engels | 5 | 1 | |
| semester II | verplicht | EBM205A20 | Master's Thesis BA Health | Engels | 20 | variabel | |
| semester II a | verplicht | EBM196A05 | Economic Evaluation in Healthcare | Engels | 5 | 4 | |
| verplicht | EBM034A05 | Healthcare Operations | Engels | 5 | 4 | ||
| Opmerkingen | Studenten kiezen 10 EC uit 'keuzevakken A MSc MSc BA Health' (zie onder). Studenten kiezen 10 EC uit 'keuzevakken B MSc MSc BA Health' (zie onder) en/of niet-gekozen vakken uit 'keuzevakken A MSc BA Health'. | ||||||
| » Jaar 1 (keuzevakken A MSc BA Health) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | GEMPOPHP | Population, Health and Place | Engels | 5 | 4 | |
| semester I b | keuze | EBM195A05 | Health Economics and Policy | Engels | 5 | 4 | |
| keuze | EBM193B05 | Healthcare Purchasing And Supply Chains | Engels | 5 | 3 | ||
| semester II a | keuze | EBM194A05 | Fin. & Econ. Org. of Healthcare Markets | Engels | 5 | 4 | |
| semester II b | keuze | EBM204A05 | E-Health | Engels | 5 | 4 | |
| » Jaar 1 (keuzevakken B MSc BA Health) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | EBM043A05 | Business Ethics | Engels | 5 | 4 | |
| keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | EBM103A05 | Empirical Methods of Economics | Engels | 5 | 4 | ||
| keuze | EBM048A05 | IT Governance | Engels | 5 | 3 | ||
| keuze | EBM057A05 | Management Accounting Techniques | Engels | 5 | 2 | ||
| keuze | EBM220A05 | Pharmaeconomics: Capita Selecta | Engels | 5 | 4 | ||
| keuze | EBM634A05 | Service Operations | Engels | 5 | 4 | ||
| keuze | EBM210A05 | Sustainability: Strat., Innov. & Change | Engels | 5 | 2 | ||
| keuze | EBM012A05 | Work Design and Team Processes | Engels | 5 | 2 | ||
| semester I b | keuze | WMFA001-05 | Advanced Pharmacoeconomics | Engels en Nederlands | 5 | variabel | |
| keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | EBM212A05 | Digital Transformation Strategy | Engels | 5 | 2 | ||
| keuze | EBM192A05 | Marketing and Consumer Well-being | Engels | 5 | 5 | ||
| keuze | EBM220A05 | Pharmaeconomics: Capita Selecta | Engels | 5 | 4 | ||
| semester II a | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | |
| keuze | EBM103A05 | Empirical Methods of Economics | Engels | 5 | 4 | ||
| keuze | EBM106A05 | Microeconomics of Household Behaviour | Engels | 5 | 4 | ||
| keuze | EBM220A05 | Pharmaeconomics: Capita Selecta | Engels | 5 | 4 | ||
| keuze | EBM203A05 | Stress, Health and Sustainable Working Life | Engels | 5 | |||
| semester II b | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | |
| keuze | EBM621A05 | Innovation & Entrepreneurship | Engels | 5 | 1 | ||
| keuze | EBM220A05 | Pharmaeconomics: Capita Selecta | Engels | 5 | 4 | ||
| keuze | EBM108A05 | Public Economics and Social Policy | Engels | 5 | 4 | ||
| Opmerkingen | Studenten kunnen in plaats van vakken van keuzegroep B ook de niet gekozen vakken van keuzegroep A kiezen. | ||||||
| 1 | Advanced Pharmacoeconomics | WMFA001-05 | |||||||||||||||||||||||||||
| Students will learn to design, implement, and analyse health economic decision models. An important application of these models are cost-effectiveness analyses. They will learn to judge what input data are needed to populate their model and from what sources these can be obtained. Model types covered are: decision trees, macro level state transition models (Markov cohort models), and patient-level models. The differences between these models, for example in how patient heterogeneity is handled, will be explored. Several statistical techniques needed to obtain useful input data including parametric survival analysis will be discussed. Insight into the role of sensitivity analysis and the different options for this will be given. This includes probabilistic sensitivity analysis and value of information analysis. | |||||||||||||||||||||||||||||
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| 2 | Business Ethics | EBM043A05 | |||||||||||||||||||||||||||
| Bonuses, board diversity, consumer rights, corporate social responsibility, suggestive or deceptive marketing techniques, bribes to get international contracts—ethics is everywhere in business. But research in moral psychology shows that we often fail to see what is morally important about a situation. And if we do see it, we often don’t know how to deal with it. And even if we know how to deal with it, we often don’t act accordingly. For all sorts of reasons. This course takes a practical approach to business ethics. Its main objectives are to foster sensitivity to moral aspects of decisions; to teach analytic skills that help you take a position in moral debates and to give a reasonable justification for your position; and to develop ways to successfully cope with moral dilemmas and issues. We examine the main normative theories in business ethics, moral psychology, corporate social responsibility, customer relations, and the environment; we consider specific moral issues in accounting, finance, international business management, and marketing; and we approach these theories, arguments, and concepts in highly interactively ways, devoting significant part of the time to a number of important and well known cases from business ethics by means of collaborative in-class assignments. | |||||||||||||||||||||||||||||
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| 3 | Business Research and Consulting | EBM151A05 | |||||||||||||||||||||||||||
| Mixed teams of maximum four students (both from bachelor and master programmes in Economics and Business or Industrial Engineering & Management) will examine a real managerial issue. They translate the issue into a problem statement that can be addressed within the time frame of this course. Inherent parts of this course are that mixed teams of students 1) visit the company, 2) carry out desk research and literature search, 3) develop a research design (qualitative and/or quantitative), 4) analyze the results 5) draw conclusions and 6) propose a feasible solution including implementation steps to address the problem of a company. Master students have to reflect on the research process from methodological and theoretical perspectives and their role as master-level consultant and researcher. | |||||||||||||||||||||||||||||
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| 4 | Digital Transformation Strategy | EBM212A05 | |||||||||||||||||||||||||||
| Digital technologies are increasingly playing a major role as enablers or inhibitors for organizations to achieve sustainable competitive advantages in the market. For established organizations, a digital transformation strategy is of vital importance for business model innovation and ultimately for commercial success. New startups also need to devise strategies to compete in digital environments and challenge incumbents. Course participants will learn how businesses can leverage digital technologies and data to create innovations, transform business models, and manage platforms and ecosystems. There are no easy answers to strategic questions in the digital age, and the course is designed to sharpen participants' analytical and reflective skills. Students are trained to develop strategic solutions in a creative, digitally enabled approach. | |||||||||||||||||||||||||||||
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| 5 | Economic Evaluation in Healthcare | EBM196A05 | |||||||||||||||||||||||||||
| Policy makers have to decide whether to include new evidence-based technology in the basic insured package. Economic Evaluation in Healthcare is supportive to these policy makers. This course offers economic perspectives on innovations in healthcare. Patients who need care expect that this care is available in order to prevent, cure or alleviate symptoms. In addition, patients expect that the price of care is related to the expected health outcomes. The rising healthcare costs due to new technological possibilities may jeopardize the needs in other public sectors such as the education, culture, safety and defence sectors. In a context of uncertainty and scarcity, there is a high need for decision making based on valid information about health gain and costs. A course about Economic Evaluation in Healthcare provides students contemporary insights about improving the decision making on new healthcare technologies. | |||||||||||||||||||||||||||||
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| 6 | E-Health | EBM204A05 | |||||||||||||||||||||||||||
| During the course students will get familiar with the developing landscape of E-Health applications, their uses, and the reported effects in the literature. They will critically reflect on E-Health’s usefulness in practice. The course will focus on two main areas: 1. The interplay between specific design requirements and strategies, the evolution of E-Health applications, and the role of key actors during this process. First, by acquainting the student with perspectives on technology design, students learn to suggest a design strategy to arrive at a fitting design for a specified set of actors. Second, by tracing back the evolvement of an E-Health application, students develop the skills to analyze expected E-Health outcomes based on past successes and failures. Finally, by analyzing key actors’ current perspectives on E-Health, students learn about the complexities surrounding E-Health use. 2. Outcomes in terms of efficacy, effectiveness, efficiency, and ethics. Students learn about the difficulties regarding the assessment of E-Health related outcomes and are introduced to evaluation perspectives that may help to overcome some of these difficulties. In particular, students gain knowledge about ethical aspects of E-Health use, e.g., socio-economic barriers to E-Health use, E-Health literacy, privacy and security of health-related data. | |||||||||||||||||||||||||||||
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| 7 | Empirical Methods of Economics | EBM103A05 | |||||||||||||||||||||||||||
| The course covers modern econometric methods on the basis of an intermediate textbook. The technique of regression will be discussed, as well as various extensions of this estimation method in order to deal with issues such as endogenous regressors, non-linear models (e.g. probit, logit, tobit), and the analysis of panel data. The students have to complete assignments that require the use of the econometric software package STATA. | |||||||||||||||||||||||||||||
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| 8 | Fin. & Econ. Org. of Healthcare Markets | EBM194A05 | |||||||||||||||||||||||||||
| This course incorporates an advanced perspective on the economics behind organizations operating in the health and healthcare sectors. We recap the individual decision to buy health insurance and discuss the social benefits and costs arising from its provision. We explain why health insurance markets may fail, and solutions that may arise to obviate such market failure. We then discuss major actors in health and healthcare markets: physicians, hospitals, and the pharmaceutical industry. We examine how principal-agent problems characterize the patient-physician relationship. We examine funding methods for hospitals and their impact on physician's incentives. We finally examine the role of the pharmaceutical industry in researching and developing new health technologies and treatments, as well as the process of getting drugs to market. | |||||||||||||||||||||||||||||
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| 9 | Health Economics and Policy | EBM195A05 | |||||||||||||||||||||||||||
| This course incorporates an advanced perspective on the application of economic principles to analyse health and healthcare. We recap and critique the dominant economic model (the “Grossman model”) of individual decision-making with regard to health, highlighting both general problems and problems specific to particular aspects of health, such as mental health. We then consider areas where health economics can inform public policy with regard to health specifically. and how such policy may respond in the future to demographic pressures. We finish by considering how poorer countries face different policy questions. | |||||||||||||||||||||||||||||
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| 10 | Healthcare Operations | EBM034A05 | |||||||||||||||||||||||||||
| Healthcare operations refer to a wide range of health related services provided by various parties, for example, general practitioners, hospitals, clinics, emergency medical services, nursing homes, and home care. Depending on their care needs patients traverse the network made up by respective parties. The performance of healthcare systems can be measured by different aspects like patient centeredness, patient safety, effectiveness, efficiency, timeliness, and equity. Healthcare systems have distinct characteristics because of high clinical, flow and professional variability. Students will learn how healthcare providers cope with these kinds of variability in improving performance by adjusting their staff and resources, and their planning and control. It will be shown how decisions made differ for elective patients, for whom service provision can be planned beforehand, acute patients, for whom no a-priori planning of services is possible, and chronic patients, who make a recurring appeal to health care systems. Relevant approaches, methods and techniques for operations management decision making will be discussed in this course. The main focus is on secondary care, in particular the phases of diagnostics tests and the treatment processes within hospitals. So far, research on healthcare operations has been dominated mainly by unit (departmental) approaches. We will explore how chain and network approaches may help in delivering integrated care. | |||||||||||||||||||||||||||||
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| 11 | Healthcare Purchasing And Supply Chains | EBM193B05 | |||||||||||||||||||||||||||
| Healthcare purchasers play an important role in the task division and coordination of supply chains by applying their purchasing practices. In this course students develop a better understanding of the perspective of healthcare purchasers in different health systems by applying different theories (e.g. agency theory). How can the buyer/supplier relationship between healthcare purchasers (e.g. health insurers, municipalities) and healthcare providers be governed by contractual and relational governance? How can knowledge and information sharing affect the collaboration between healthcare purchaser and healthcare provider and between healthcare providers? What is the role of payment systems (e.g. fee-for-service, pay for performance and population-based payment) and their financial incentives in delivering the right care at the right place? In this course we will discuss the role of contract characteristics and the negotiation process on the performance of healthcare providers. This course explains advantages and disadvantages of purchasing based on price and contracts versus purchasing based on quality, long-term relationships and trust. By comparing cases within and outside the Netherlands, explanations will be given of how and why different purchasing strategies develop and how this relates to differences in healthcare systems. The main focus of the course is on the procurement of healthcare by insurers and municipalities. However, we also pay attention to the procurement of strategic items (e.g. expensive medicines, capital goods like MRI) by healthcare providers. | |||||||||||||||||||||||||||||
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| 12 | Innovation & Entrepreneurship | EBM621A05 | |||||||||||||||||||||||||||
| The general objective of this course is to provide students with a full understanding of the process of successfully engaging in innovation/entrepreneurial activities. Upon completion of the course the student is able to: 1. Define the concepts of innovation and entrepreneurship and explain their interrelationships. 2. List a number of criteria to determine the success of innovation and entrepreneurial activities and to determine which ones are most relevant in a specific context. 3. Describe the different stages in innovation management processes and entrepreneurial processes and how different factors during these stages may influence the success of innovations and entrepreneurial activities. 4. Develop a theoretical framework distinguishing factors that influence the success of an innovation/entrepreneurial activity. 5. Assess the validity of the theoretical framework in a real business setting by analyzing secondary data on a specific case (i.e. a specific innovation/entrepreneurial activity). 6. Logically, clearly, carefully express his/her own activities, opinions and research findings to the lecturer and fellow students. The course consists of two parts that run parallel. The first is the theoretical part in which existing theories on innovation and entrepreneurship are discussed. In the second part, the students will apply these theories to concrete organizational settings by studying particular practical cases. Guest lectures provide the students with first hand insights on how processes of innovation and entrepreneurship take place in practice. | |||||||||||||||||||||||||||||
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| 13 | Innovation in Healthcare Organizations | EBM047A05 | |||||||||||||||||||||||||||
| The introductory weeks of this course offer an overview of the strategic context of managerial innovations in healthcare and discusses a variety of such innovations. The focus is on the innovations' strategic contributions to and implications for healthcare management and performance. You evaluate the intended contributions of one specific innovation to strategic key debates in the health sector. The second part of the course addresses the particularities of stakeholder management in healthcare innovations. You learn to systematically identify and analyse the stakeholders of a managerial healthcare innovation. You explore how a specific innovation can be aligned with the stakeholders involved and what the risks and implications for the implementation process are. In the final part of the course, you get acquainted with healthcare specific implementation issues. Based on the foregoing analyses and supported by implementation models, you will learn to design an implementation approach that takes the characteristics of the healthcare context, the innovation content and the implementation process into consideration. | |||||||||||||||||||||||||||||
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| 14 | IT Governance | EBM048A05 | |||||||||||||||||||||||||||
| The IT Governance course is a condensed state-of-the-art management of information technology course for business and economics students withouth specialized IT background. The course provides overview of contemporary IT governance and management frameworks. The course focuses on the interrelation between business strategy and IT governance. In other words, how IT should be organized in modern industrial organizations. The course is intended for business and economics students with limited background in information technology and intend to improve their IT managerial and consulting skills. Through this course, students will be trained to analyze IT governance literature and resolve practical IT management challenges in an interdisciplinary approach. | |||||||||||||||||||||||||||||
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| 15 | Management Accounting Techniques | EBM057A05 | |||||||||||||||||||||||||||
| The course elaborates on the knowledge gained during previous courses on management accounting and focuses on sustainability aspect of management accounting (although for some students this course may be a first encounter with the accounting field). The objective of the course is to gain an understanding of the operation and purpose of advanced sustainable management accounting and control instruments. The tools provided by management accounting are studied in a context of the managerial control of organizations. The course uses Excel as primary tool for applying accounting techniques and developing decision making instruments. After following the course, students should be able to: identify the purpose of accounting systems in different situations and understand how they influence the organization's planning, control and decision making, identify and analyze control problems in organizations, use and critically analyze the various quantitative techniques (also in relation to more qualitative management control instruments), design, select, and appraise accounting instruments of organizations. | |||||||||||||||||||||||||||||
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| 16 | Marketing and Consumer Well-being | EBM192A05 | |||||||||||||||||||||||||||
| ´Without consumption - at least at the basic level of air, water, food, and shelter - life ceases´ (Mick et al. 2012, p3). Consumption is a critical determinant of consumer well-being. Marketing plays an essential and central role in fulfilling the needs and wants that drive their consumption behavior. Yet, in many western societies consumption levels have increased to an extent that they actually are deteriorating societal and consumer well-being. The growing demand for and consumption of goods and services has serious societal and personal implications; for example, the overconsumption of energy contributes to environmental pollution and global warming, while the overconsumption of food and the resulting obesity epidemic contributes to a dramatic increase in the cost of health care, while reducing economic productivity world-wide. In response to the negative implications of the (over)consumption of goods and services, a growing number of firms experience an increasing pressure to improve their business practices to help address these negative implications. This course will focus on the most recent insights pertaining the challenges and opportunities associated with transforming business to contribute to societal and consumer well-being. To accomplish this, this course uniquely merges marketing theory and consumer psychology. The course takes a business-to-consumer perspective. Specific attention will be paid to sustainability (incl. energy, animal well-being, labor conditions) and personal health and healthy lifestyles. The group assignment of this course consists of designing a project or intervention to increase consumer well-being, pitching it to the target audience, and preparing a report about it. The project should be related to topics covered in this course, i.e. either the field of health or sustainability/energy transition, and can be a website around a certain topic, a mobile application or another type of intervention targeted at consumers to make them change their behaviour. This course is part of the focus area 'Energy'. When you focus your MSc on energy subjects you will be awarded an official acknowledgement on your diploma, improving and broadening your career opportunities in the energy sector. Students of this focus area will be admitted to this course, please contact the course coordinator. Prerequisites are mentioned in the Teaching and Examination Regulations: 'Focus areas in the master programmes'. | |||||||||||||||||||||||||||||
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| 17 | Master's Thesis BA Health | EBM205A20 | |||||||||||||||||||||||||||
| The purpose of the master's thesis in Business Administration is that the graduate demonstrates his or her ability to do research independently within the chosen specialization. Each semester, students can choose a preferred research theme from available research topics. In general, teachers supervise a group of students working on the same theme or topic. Each supervisor defines a broad theme for the master's thesis projects she/he is willing to supervise in a specific semester. | |||||||||||||||||||||||||||||
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| 18 | Microeconomics of Household Behaviour | EBM106A05 | |||||||||||||||||||||||||||
| The course will cover intertemporal models of consumption, saving and retirement decisions and review the empirical evidence on these issues. Particular attention will be paid to the question whether people save enough for retirement and to the saving behaviour of older people. Intertemporal choices will be analysed in the context of the life-cycle framework. However, deviations from economic rationality and the standard life-cycle model will also be evaluated. | |||||||||||||||||||||||||||||
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| 19 | Pharmaeconomics: Capita Selecta | EBM220A05 | |||||||||||||||||||||||||||
| Policymaking in healthcare is increasingly dependent on cost-effectiveness analyses. National and regional governments, healthcare insurers and hospitals make decisions on the allocation of budgets with the aim to optimize health gains for the population. Manufacturers of novel health technologies have to convince decision makers that their intervention provides value to the healthcare system. Innovations in the methods for decision-analytic models enable increasingly complex models that require advanced knowledge to understand their design and outcomes. The course “Pharmacoeconomics: Capita Selecta” focusses on the interpretation and design of economic evaluations in healthcare, from the perspective of the manufacturer, policy maker and health-economic modeller. | |||||||||||||||||||||||||||||
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| 20 | Population, Health and Place | GEMPOPHP | |||||||||||||||||||||||||||
| Health and demographic processes influence each other throughout the life course, and are shaped by the geographical and socioeconomic context. This module is about the links between demography, health, and place or geography. In the course, we adopt a population and an individual level perspective, as well as a global and a local perspective. At the population (macro) level, we examine demographic developments and compare differences in health outcomes across the globe. We will investigate determinants and patterns of health inequalities. At the individual (micro) level, we will unravel the interlinkages between health and the life course in different contexts. We look, for example, at how ageing and health are perceived in different cultural and societal contexts. A central aim of this course is the introduction of theories and approaches that help us understand how health outcomes are shaped at the individual and the population level and how these are interlinked. The theories will build up to a framework to understand the different facets of population health. They also provide a link between case studies presented by various guest lecturers. | |||||||||||||||||||||||||||||
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| 21 | Public Economics and Social Policy | EBM108A05 | |||||||||||||||||||||||||||
| This course: - analyzes the impact of social insurance programs (such as unemployment insurance, disability insurance and health care) and of the tax system on individual behavior, poverty rates and health outcomes. - discusses (optimal) design of social insurances schemes: trade- off between providing a decent coverage to the population and the existence of moral hazard and adverse selection problems. | |||||||||||||||||||||||||||||
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| 22 | Research & Skills for MSc BA | EBM050A05 | |||||||||||||||||||||||||||
| This course aims to prepare students for their Master's thesis projects. It focuses on methodological and professional skills preparation, as well as research ethics. For research methods, students have to gain some basic knowledge about the topics. In weeks 1-3 there are two lectures about theory building, quantitative research methods and qualitative research methods and a MC test about lectures and literature. In weeks 4-7 students are introduced to either quantitative or qualitative tutorials. More in-depth topics about corresponding topics are introduced, how to develop a research proposal following the favored quantitative or qualitative approach is explained, and an existing research proposal is judged by the students. In week 9 a research proposal must be delivered. Presence in the lectures and tutorials is optional. For skills training, students set individual learning goals on the basis of an assessment of their current interactional and communication skills. In profile-specific groups of 15 students, we will work on these competencies by practicing, observing and reflecting on individual experiences during the Master's thesis period and with a view to the professional field. Real-life cases will be used to explore options in interactional skills. Varying per profile, competencies include listening and feedback skills, effective interactional skills, dealing with ambiguities and resistance, self-reflection, consultancy skills, empathy, persuasive skills and personal leadership. The training will be completed by group coaching. Full attendance of training sessions is required. For research ethics four online modules of the CITI program must be successfully passed through, plagiarism, privacy and confidentiality, data management, and misconduct. Each module includes a short introductory lecture, study materials, and a MC test. If you pass the test you will receive a certificate that should be handed over to the course coordinator in order to receive a course grade. | |||||||||||||||||||||||||||||
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| 23 | Service Operations | EBM634A05 | |||||||||||||||||||||||||||
| Services, such as food services, banking and insurance, non-profit services (education, (public) health), touch the lives of people around the world every day. Nowadays, digitalization and changing perspectives on consumer roles has changed the delivery and supply of service enormously, just think of multi-sided platforms and omni-channel delivery. This has also changed the relationship with suppliers, e.g. suppliers directly deliver their services to buyer’s end-customers. In the course Service Operations, first, we look at a few cases to identify together the most relevant management issues in this field. We will continue discussing management issues at both a strategic and operational levels, as, for instance managing service supply chains and triads, measuring performance of service systems, design issues as designing a service experience and modular design, managing waiting lines, revenue management, and capacity and demand management in services. The second module of the course, that is provided parallel to the first module, focuses on the application of the learned knowledge and skills in a small research project. The project consists of developing a research project to describe and explain how (descriptive) and why (explanation) a service system is designed and managed in a specific way. The research project needs to be executed in small groups. The research has to be reported on in different ways of reporting, e.g. a written report and/or a video. | |||||||||||||||||||||||||||||
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| 24 | Stress, Health and Sustainable Working Life | EBM203A05 | |||||||||||||||||||||||||||
| The World Health Organization has called job stress the “health epidemic of the 21st century” and has found that most European managers are concerned about stress in their workplaces. Job stress is a major cause for a variety of serious mental and physical diseases ranging from coronary heart disease, high blood pressure and chronic back pain to anxiety, depression and burnout. Highly stressed employees often display low levels of work motivation and job performance, and are more prone to make mistakes that can result in work accidents. They may be hostile or aggressive towards co-workers and disengage from their work by calling in sick, quitting their job, or retiring early. Therefore, job stress is associated with reduced organizational productivity, quality of products and services. In the Netherlands, Blatter et al. (2005) estimated the costs of absenteeism, disability benefits and healthcare due to stress-related illnesses at €4 billion per year. But why is job stress such a common day phenomenon and more and more prevalent among workers? Spatial and temporary boundaries between work and private life increasingly vanish. Modern employees work in globalized 24/7 economies and smart mobile ICT devices enable and oblige them to work anywhere and anytime. Telework has become the new normal. Workers often have to perform several tasks simultaneously and rapidly, and continuously update their knowledge and learn new skills. Moreover, poorly paid, temporary and project-based work with high-levels of job insecurity is on the rise. Eventually, each HR-manager will need to deal with the effects of stress on employee well-being and performance at some stage of their career. Accordingly, it is essential to understand its causes, consequences and possibilities to lower stress with the help of structural interventions. In this course students will learn to identify symptoms of stress and understand the mechanisms, which link job stress to mental and physical health deterioration. Based on major stress theories, they will learn about sources of job stress such as role stress, work intensification, telework and factors in the job itself, for instance adverse work schedules, low levels of autonomy or emotional labor. Special attention will be paid to specific groups of workers and the stressors they face. A significant share of the course will be devoted to organizational-level and individual-level interventions to prevent or ameliorate job-related stress. The overall aim of the course is to increase student´s understanding of sustainable working life and the importance of lowering stress to support well-being and prolong working careers of a workforce composed of people with different backgrounds and conflicting roles. | |||||||||||||||||||||||||||||
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| 25 | Sustainability: Strat., Innov. & Change | EBM210A05 | |||||||||||||||||||||||||||
| Firms are increasingly expected to take more responsibility for their social and environmental impacts, while continuing to turn a profit. Sustainability starts to become an important differentiator for more discerning customers and financial investors. New industry entrants compete on the premise of combining environmental, social, and economic rent generation. Social activists command increasing attention of the public when surfacing corporate sustainability scandals. All this necessitates businesses to make a success of integrating sustainability into their activities for continued public approval and competitive performance. This course will teach students how to critically assess corporate sustainability initiatives, to analyze the need for sustainability strategies, to manage change for sustainability, and to support sustainability focused innovation. It trains students to apply classic management theory as well as the newest research insights to business sustainability issues. To do so, it uses an interactive flipped-classroom design, with online lecture modules and application focused tutorials. It combines case method teaching and authentic assessment techniques to ensure students develop the practical skills required for successful sustainability management. | |||||||||||||||||||||||||||||
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| 26 | Work Design and Team Processes | EBM012A05 | |||||||||||||||||||||||||||
| This course aims to integrate recent developments in Organizational Behavior with insights derived from Psychology, Sociology and Management. Students acquire advanced knowledge about the functioning of teams and individual employees therein. The emphasis will be on understanding why individual and team task performance indicators, as well as a collective focus on social responsibility and sustainability, are contingent on five key social dynamic factors, namely: identity processes, diversity, employee mobility, hierarchical power structures within organizations and organizational change. The course will address the most relevant theories on these topics, and illustrate their relevance for personnel management based on recent empirical findings. Moreover, the course will provide guidelines for theoretically based HRM interventions to improve team work in organizations. | |||||||||||||||||||||||||||||
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