Informatie over MSc BA - Small Business & Entrepreneurship/SB&E
Hieronder staan het programma en de vakomschrijvingen van MSc BA - Small Business & Entrepreneurship/SB&E Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (basisprogramma SB&E) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I | verplicht | keuzevakken MSc BA SB&E | Engels | 10 | |||
| semester I a | verplicht | EBM059A05 | Small Business Management | Engels | 5 | 3 | |
| verplicht | EBM060A05 | Strategic Analysis for Small Business | Engels | 5 | 3 | ||
| semester I b | verplicht | EBM042A05 | Business Diagnosis and Design | Engels | 5 | variabel | |
| verplicht | EBM050A05 | Research & Skills for MSc BA | Engels | 5 | 1 | ||
| semester II | verplicht | EBM712A20 | Master's Thesis BA SB&E | Engels | 20 | 1 | |
| semester II a | verplicht | EBM838A05 | New Ventures & Entrepreneurship | Engels | 5 | 3 | |
| Opmerkingen | Studenten die in februari starten met de MSc BA SB&E moeten rekening houden met de volgende verschuivingen: | ||||||
| » Jaar 1 (keuzevakken MSc BA SB&E) | |||||||
| 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 | EBM062A05 | Developing for Markets | Engels | 5 | 2 | ||
| keuze | EBM085A05 | Emerging Markets (MSc) | Engels | 5 | 4 | ||
| keuze | EBM168A05 | Financial Reporting and Risk Management | Engels | 5 | 3 | ||
| keuze | EBM049A05 | Organization Design (MSc) | Engels | 5 | 2 | ||
| keuze | EBM210A05 | Sustainability: Strat., Innov. & Change | Engels | 5 | 2 | ||
| semester I b | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | |
| keuze | EBM211A05 | Data-driven Business Processes | Engels | 5 | 3 | ||
| keuze | EBM212A05 | Digital Transformation Strategy | Engels | 5 | 2 | ||
| keuze | EBM166A05 | Energy & Finance | Engels | 5 | 4 | ||
| keuze | EBM090B05 | Foreign Market Entry Strategies | Engels | 5 | 3 | ||
| keuze | EBM193B05 | Healthcare Purchasing And Supply Chains | Engels | 5 | 3 | ||
| keuze | EBM198A05 | Int. Fin. Institutions and Governance | Engels | 5 | 4 | ||
| keuze | EBM045B05 | International Financial Reporting | Engels | 5 | 3 | ||
| keuze | EBM037A05 | Purchasing | Engels | 5 | 4 | ||
| keuze | EBM223A05 | Smart Industry Operations | Engels | 5 | |||
| semester II a | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | |
| keuze | EBM083A05 | Comparative Corporate Governance | Engels | 5 | 4 | ||
| keuze | EBM167A05 | Energy Transition & Innovation | Engels | 5 | 1 | ||
| keuze | EBM194A05 | Fin. & Econ. Org. of Healthcare Markets | Engels | 5 | 4 | ||
| keuze | EBM203A05 | Stress, Health and Sustainable Working Life | Engels | 5 | 3 | ||
| semester II b | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 3 | |
| keuze | EBM808B05 | B2B Marketing | Engels | 5 | 5 | ||
| keuze | EBM074A05 | Consumer Psychology | Engels | 5 | 3 | ||
| keuze | EBM204A05 | E-Health | Engels | 5 | 3 | ||
| keuze | EBM733A05 | HRM & International Labour Law | Engels | 5 | 3 | ||
| keuze | EBM621A05 | Innovation & Entrepreneurship | Engels | 5 | 1 | ||
| keuze | EBM045B05 | International Financial Reporting | Engels | 5 | 3 | ||
| keuze | EBM026A05 | Inventory Management | Engels | 5 | 4 | ||
| keuze | EBM148B05 | Regulating Energy Markets | Engels | 5 | 4 | ||
| keuze | EBM039A05 | Strategic Supply Chain Management | Engels | 5 | 3 | ||
| 1 | Business Diagnosis and Design | EBM042A05 | |||||||||||||||||||||||||||
| In most master courses, students study many theories but usually do not have the oportunity to apply the acquired knowledge in a real-life business context. This course is developed to give students of the MScBA Small Business & Entrepreneurship the opportunity to apply their knowledge from other master courses. Students will form small groups. Each group is responsible to find one or more (small/young) firm(s), identify a management problem or business challenge, develop a research method based on the guidelines of the course, execute the research, and write a research report including practical implications of the study. | |||||||||||||||||||||||||||||
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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 | B2B Marketing | EBM808B05 | |||||||||||||||||||||||||||
| Firms operating in a business-to-business (B2B) environment acquire goods and services either for their own use, to incorporate into the products or services that they produce, or for resale along with other products and services to other firms, institutions, or the government. Although the majority of the global transaction volume takes place in a B2B context, literature traditionally focuses on the marketing of fast-moving consumer goods. However, since most firms operating in a B2B environment have moved away from a more technical-oriented to a more market and customer driven focus, B2B marketing becomes increasingly important. B2B marketing can be defined as the process of understanding, creating and delivering value to targeted business markets and customers. Understanding and quantifying the value for customers and the value of customers are the cornerstones of B2B Customer Value Marketing (CVM). This course therefore covers the following topics: - Understanding business markets, customers and relationships - Segmenting customers on value of the customer and value for the customer - Developing value propositions for target segments - Organizing the elements of the value proposition like products/services, service, customer relationship management, pricing/total cost and risk reduction in B2B markets - Developing a business case and understanding the results of CVM The topics are discussed in lectures, tutorials, and case studies. | |||||||||||||||||||||||||||||
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| 5 | Comparative Corporate Governance | EBM083A05 | |||||||||||||||||||||||||||
| The world of the corporate upper echelons has changed rapidly and significantly in the last two decades. Ongoing corporate scandals and the global financial crisis of 2008 have generated important questions about the concentration of power at the top of large corporations. Who runs these large corporations? How are these executives monitored and on behalf of whom? What is the basis of such corporate governance systems, and how do these systems change over time? What determines differences and similarities between corporate governance systems between countries? What does the increasing concentration of capital in the hands of large institutional investors and the super-rich imply for this system? And very recently, how does the system survive a huge economic shock stemming from global pandemics like the spread of corona virus? Do present day corporations have the right purpose and still serve the needs of society? This course introduces students to the recent debates in this field to help them develop a better understanding of the inner circles of corporate power and its consequences. | |||||||||||||||||||||||||||||
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| 6 | Consumer Psychology | EBM074A05 | |||||||||||||||||||||||||||
| Whether it concerns the design of advertisements, store design or loyalty programs, all marketing strategies are built on assumptions about consumer psychology. This course aims to provide students with a better understanding of the motives and cognitive capacities that determine consumers' behavior. An array of (social) psychological theories and findings will be discussed, as well as their relevance in understanding and predicting consumer behavior. Course topics include, amongst others, (un-)consious processes, self-regulation, emotions and well-being, and social influence. The course consists of lectures (given by the course coordinator and other experts in consumer psychology), as well as group assignments in which students apply findings and theories from consumer psychology to specific marketing issues. | |||||||||||||||||||||||||||||
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| 7 | Data-driven Business Processes | EBM211A05 | |||||||||||||||||||||||||||
| Business processes represent the `vehicle' through which an organization delivers its products and/or services in accordance with customers' expectations. Business process management (BPM) involves the (re)configuration of activities within an organization towards achieving the corporate strategy. Business processes and their performance are thus subjected to constant evaluation and scrutiny. The (re)design of business processes, based on the data available, and through the enhancement of supporting ICT and human infrastructures, therefore reflects a core competency for an organization to maintain sustainable competitive advantages in the marketplace. | |||||||||||||||||||||||||||||
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| 8 | Developing for Markets | EBM062A05 | |||||||||||||||||||||||||||
| The course aims to explain the role of a customer focus in innovation management. Students are taught analytical and design skills in order to propose, design and market new products (or services) that offer superior value to customers. They learn to synthesize different theoretical perspectives, and to apply theoretical concepts of innovation management and marketing to real-life situations. Synthesis of the theory is achieved through an intensive series of lectures during the first part of the course. The second part of the course is reserved for the project in which groups of students apply the acquired theoretical insights to identify, analyze, and solve a real-life customer problem. The project is an important part of the course, as it enables learning by experiencing. It deepens the students’ understanding of why so many firms struggle with applying a customer focus in innovation. Innovation management deals with the challenge of developing new markets and new products. New products need to solve real customer pain points and must be well-differentiated from competition. Firms can only identify and successfully develop such products (goods and services) if they have acquired an in-depth understanding of customers. As products are no more than a means towards an end, managers need to understand the job that customers are trying to do. But how can they learn from customers? How can they involve customers in the innovation process? How can they translate customer insights creatively into new product concepts? And how to move such concepts successfully through the stages of development, launch, and market acceptance? A real innovative firm is able to go through this process again and again. Such a firm has a shared customer orientation and is organized accordingly. In short: it pursues outside-in innovation, the focus of this course. | |||||||||||||||||||||||||||||
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| 9 | 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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| 10 | 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 the development of E-Health applications, and the role of key actors during this process analyzed through three theoretical lenses. First, by acquainting the student with perspectives on e-Health development, students learn to suggest a design strategy to arrive at a fitting design for a specified set of actors. Second, by addressing a business related e-Health related problem for a real life organization, students develop the skills to analyze expected E-Health outcomes based on the three lenses on e-Health development. 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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| 11 | Emerging Markets (MSc) | EBM085A05 | |||||||||||||||||||||||||||
| The course is practitioner oriented and provides a nuanced perspective on doing business in low income, high growth countries (emerging markets) such as Brazil, Russia, India and China. Primary emphasis is on, 1) Recognizing the uniqueness and challenges of the context characterizing the business environment in these economies such as rapidly evolving business environment, underdeveloped infrastructure, bottom of the pyramid consumers, and 2) How the context then shapes the nature and behavior of firms. From an academic perspective, the course emphasis is on recognizing and evaluating the assumptions and limitations of popular theories and frameworks, originally developed and applied in the context of developed economies. The course employs real business case studies to assess the relevance of theory in the context of emerging markets and to gain second-hand experience of the thought processes of top managers and CEOs grappling with business related challenges. | |||||||||||||||||||||||||||||
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| 12 | Energy & Finance | EBM166A05 | |||||||||||||||||||||||||||
| This is a course in the MSc Finance which focuses on risk analysis and valuation in the energy sector, with an emphasis on mathematical modelling of these risks. Almost all methods that are developed and used in financial market analysis can be used in energy markets as well. However, we concentrate on two general aspects in particular and aim to deepen their understanding. These are real option analysis and energy markets and derivatives. First, real option analysis uses the mathematical methods of derivatives pricing to analyze the value of various types of flexibilities in (real) investment projects. Real option analysis so far has only remotely been touched upon in the finance curriculum and is perfectly suitable to apply in the valuation of energy projects. Secondly, we delve into energy risk management as, in energy markets, many risks are related to underlying cost structures and the characteristics of volatility of prices. Power prices for instance are related to the price of fuels and to carbon prices. In the course Energy & Finance, we investigate how to assess the exposure of firms to a variety of energy risks regarding both their costs and revenues, and study related risk management and investment strategies. 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. Prerequisites are mentioned in the Teaching and Examination Regulations: 'Focus areas in the master programmes'. | |||||||||||||||||||||||||||||
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| 13 | Energy Transition & Innovation | EBM167A05 | |||||||||||||||||||||||||||
| The energy industry has changed, is changing, and must continue to change, in order to become more sustainable. The transition, however, presents faces a number of challenges, such as: (1) social challenges, for example, in terms of social resistance to the change; (2) business challenges, for example, as both emergent green technologies and polluter incumbents look for ways in which to become financially sustainable in the new environment; (3) policy challenges, for example, as governments look for ways in which to incentivise the transition; and (4) marketing challenges, for example, as once niche ideas about sustainability and environmental protection, are mainstreamed. In this course we will explore each of these challenges, we will reflect upon the business opportunities that each creates, and will consider the supporting role of competition and markets. In the process, students will gain knowledge about the challenges and opportunities presented by the transition. | |||||||||||||||||||||||||||||
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| 14 | 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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| 15 | Financial Reporting and Risk Management | EBM168A05 | |||||||||||||||||||||||||||
| Every organisation faces a variety of risks. Unexpected events in its external or internal environment may affect the probability of achievement of the organisation's goals. Some of the risks are related to compliance with laws and regulation, and more specifically to reliable financial reporting. To assess the financial reporting risks, the adequacy of how an organization has applied the accounting principles and valuation methods should be determined. The first step in understanding financial reporting issues is a thorough understanding of journal entries. The second step is the evaluation of choices and risks that a manager faces when financial statements are compiled. In addition to financial reporting risks, organizations are also exposed to risks related to their core activities. For instance, changes in market circumstances may threaten the organisation's ability to achieve its strategic objectives, or some of the organisation's assets may disappear due to fraud by employees. Ignoring risks can endanger the organisation's survival. Therefore, organisations often rely on systems which enable them to identify and assess risks, and to develop and monitor control activities. However, using such systems also has its drawbacks. In this course, a textbook will be used to refresh students' understanding of business transactions, valuation and accounting principles. Cases and academic papers will provide the basis for a critical thinking regarding risk management issues including an organisation's risk culture and ethical considerations. | |||||||||||||||||||||||||||||
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| 16 | Foreign Market Entry Strategies | EBM090B05 | |||||||||||||||||||||||||||
| The course deals with managing foreign market entry strategies-- a key factor for successful internationalization. The course specifically deals with the challenges and pitfalls of managing entry modes. The various managerial challenges will be analyzed by using interorganizational theories such as transaction cost economy and institutional theroy. Furthermore, contemporary research findings will be discussed and applied in case studies. | |||||||||||||||||||||||||||||
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| 17 | Healthcare Purchasing And Supply Chains | EBM193B05 | |||||||||||||||||||||||||||
| This course will discuss purchasing and supply chain management in the healthcare sector. We focus on the purchasing of care, not particularly on the purchasing of materials and/or services by the healthcare provider. In the course there is much attention for the implications of different healthcare systems and policies for purchasing. In pursuing the triple aim of healthcare (quality, accessibility, and cost), purchasers (e.g., health insurers or regional or local governmental bodies) can play an important role. For example, how can we move from volume to value for patients through the incorporation of innovative payment models and how can we better define and measure value of care? What type of contracts should, and can, purchasers agree upon with healthcare providers to incentivize quality? What are the potential effects of such contracts? Importantly, purchasers are not alone- we must consider the interests of care suppliers as well in order to address issues of population health, affordability and quality. Some further questions arise concerning the healthcare supply chain: What type of purchaser-provider relationships and market conditions are most effective for achieving better care delivery? Should providers cooperate or compete in order to strive for better health outcomes, better care experiences and for healthcare expenses to be reduced? Do we really have optimal market conditions in healthcare? We will critically assess concepts such as payment via diagnosis related groups (DRG), Value-based healthcare (VBHC) and approaches for internal financial control within hospitals. We will use different organisation theories to study the role of the healthcare purchaser and the relationships between key stakeholders. Furthermore, in order to keep healthcare affordable, one has to think about which provider should offer which service in the healthcare supply chain. As we see in the Netherlands, care is becoming concentrated. More complex care is performed by university hospitals while less complex care can be delivered at peripheral hospitals. But what should the right balance be between complex and non-complex care for university hospitals? How can purchasers manage networks of care? These types of questions will be elaborated upon in this course. We will show how complex healthcare systems are, and how challenging it is to deal with or change the deeply rooted positions of purchasers and providers in the care chain. | |||||||||||||||||||||||||||||
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| 18 | HRM & International Labour Law | EBM733A05 | |||||||||||||||||||||||||||
| International labour relations have increasingly assumed importance in a globalizing world. In order to manage labour relations, in this context, properly, it is necessary to take into account the impact of International Labour Law. Basic information on existing rules and court decisions related to International Labour Law will be given. Each student will be required to write and present a position paper (individually or in a group). Students select a topic from a list composed by the lecturer. Corporate social responsibility, the freedom of movement of workers within the European Union and the posting of workers abroad, are some examples of possible topics. | |||||||||||||||||||||||||||||
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| 19 | 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. 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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| 20 | Int. Fin. Institutions and Governance | EBM198A05 | |||||||||||||||||||||||||||
| This course will provide students with an overview of the theoretical and empirical literature on the main themes in international financial institutions and governance. The aim is to provide students with in-depth knowledge of how multinationals finance their operations and investments, taking the perspective from the supply side. During the course we will discuss what role (international) banks, stock markets, different types of investors (such as institutional investors, hedge funds, sovereign wealth funds, etc.) play in financing these companies. We will also discuss the consequences of the different types of finance for the governance of these companies. We will deal with these issues by discussing a number of academic articles on related topics. Moreover, we will discuss cases describing the role of various suppliers of finance and their consequences for the governance of multinationals. These cases will be prepared by teams of students and presented during tutorials. | |||||||||||||||||||||||||||||
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| 21 | International Financial Reporting | EBM045B05 | |||||||||||||||||||||||||||
| The course introduces the subject of international financial accounting and explains the relevance thereof. The major international financial accounting systems will be compared and discussed. In this context, particularly the international development of the accounting discipline is covered as well as the classification of international accounting systems. Examples of important international financial reporting subjects as covered during this course are: foreign currency transactions and the related accounting, foreign currency as part of the financial statement consolidation process, hedge accounting, inflation accounting and segment reporting. Furthermore, international aspects related to the analysis of financial statements will be discussed, and an overview provided which covers the most recent changes in corporate governance in relation to financial accounting subjects. | |||||||||||||||||||||||||||||
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| 22 | Inventory Management | EBM026A05 | |||||||||||||||||||||||||||
| The course provides the students with the necessary knowledge and skills to design, analyze, and manage inventory systems. The topics that are discussed include inventory systems, performance measures, demand forecasting, and inventory control policies. In particular, there is an emphasis on applying inventory control models to improve performance. | |||||||||||||||||||||||||||||
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| 23 | Master's Thesis BA SB&E | EBM712A20 | |||||||||||||||||||||||||||
| 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. Each supervisor defines a broad theme for the master's thesis projects he/ she is willing to supervise in a specific semester. | |||||||||||||||||||||||||||||
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| 24 | New Ventures & Entrepreneurship | EBM838A05 | |||||||||||||||||||||||||||
| This course is one of the obligatory courses of the SB&E track within the MScBA and introduces the students to the specific challenges and issues that entrepreneurs face when starting and establishing a new business. The course also discusses the measurement of success. The course provides insights into the process of new venture creation from a scientific point of view. We will focus on business survival, managing venture growth, and securing finance for venture development. Special attention will be paid to challenges of technology-oriented start-ups. A further topic is corporate entrepreneurship, which allow students to see how | |||||||||||||||||||||||||||||
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| 25 | Organization Design (MSc) | EBM049A05 | |||||||||||||||||||||||||||
| This course conveys how to analyze organizations from a design perspective. Design implies a practical orientation – finding solutions for problems. This orientation is somewhat at odds with organization and management studies focusing on theory development. Through discussion-focused seminars, we will explore how this apparent tension is actually generative despite first appearances. A managerial take portrays organization design as mere ‘technical’ task, in which the organization is seen as an instrument to reach specific outcomes – the designer as engineer. Much of the mainstream literature on organizational structure adopts this approach. Yet, a deeper understanding also acknowledges social, cultural, and processual aspects of organizational worlds. By the end of this course, you will be able to appreciate how different theoretical perspectives can jointly inform the practice of organizational design. | |||||||||||||||||||||||||||||
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| 26 | Purchasing | EBM037A05 | |||||||||||||||||||||||||||
| During the course students will get frontier knowledge in Strategic Purchasing aiming to provide an advanced understanding of management concepts and tools in the field. Moreover, students will get hands on experience during tutorials to develop purchasing skills, project management skills, communication skills, etc. Students will learn how to translate and integrate theory into managerial recommendations through tutorials and (group) assignments. The main goal of the course is to bring the importance of modern strategic Purchasing to the forefront of doing business in the 21st century. Strategic Purchasing is key in almost any organization and is responsible for acquisitions ranging from technical equipment to production input, marketing material or personnel. Still, often seen as a support function, purchasing can contribute beyond cost savings to the value creation of a company by managing internal and external relationships, ensuring sustainability and quality or by ensuring innovation and new product development in feasible terms of supply. | |||||||||||||||||||||||||||||
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| 27 | Regulating Energy Markets | EBM148B05 | |||||||||||||||||||||||||||
| The central theme of the course is: how do energy markets, in particular electricity and gas markets, function and how can this be improved by governments (regulators). The functioning of energy markets differs from many other sectors because of the economies of scale of the networks, resulting in natural monopolies, the importance of network balance, the societal objective to radically change the nature of the energy industry (i.e. energy transition: renewables, hydrogen, electrification) and the fact that energy is a basic commodity which is needed by everyone. Topics to be discussed are among others: how to determine the tariffs that an operator of an electricity or gas network is allowed to charge on users of the infrastructure? How to implement competition in the energy industry, both on wholesale level and retail level? To what extent need the energy markets be changed because of the energy transition in which fossil technologies are replaced by renewable sources (as wind and solar)? How to give incentives to energy producers and consumers to reduce carbon emissions? Knowledge of economics of regulating market is useful for positions within regulated companies (TenneT, Gasunie, etc.), companies using regulated infrastructures (in particular large energy users), governments (national, EU), regulatory bodies (ACM, ACER, etc.) and consultancies (PWC, Oxera, etc.). The course not only deals with the economic theory behind the regulation of markets, but also applies this theory to real-life problems in energy markets. The course consists of lectures and tutorials every week. The course starts by discussing the question why energy markets need regulation. Then, we discuss how the government could regulate these markets. These first meetings are meant to give the students some theoretical background in economic regulation. Afterwards, we discuss key issues in the daily practice of regulation: benchmarking on efficiency and the determination of the the appropriate reward (i.e. the WACC) on capital which is invested in the network. These questions are highly important for regulated firms as it affects how much profit they are allowed to make and to which extent they are able to finance the investments. Then, we go into in the question how to implement competition in energy markets. We discuss the design of electricity and gas markets on wholesale level and how these markets become more integrated on an international level. We also pay attention to how environmental regulation (like emissions trading and subsidies for renewables) can be designed and how this affects the electricity sector/market. We also pay attention to the retail energy market and consumer behaviour, discussing how competition can be implemented in markets where the demand is affected by factors like (perceived) switching costs and trust in retailers. In most weeks, there will be assignments, which are discussed in the tutorials based on presentations by students. In addition, there will be a few extra tutorials where we recap the material and discuss questions of students. At the end there will be a meeting to discuss the mock exam. This course is part of the focus area 'Energy'. | |||||||||||||||||||||||||||||
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| 28 | 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. 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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| 29 | Small Business Management | EBM059A05 | |||||||||||||||||||||||||||
| The SBM course is one of the obligatory courses of the SB&E track within the MScBA. The course content is aimed at providing students with knowledge needed to understand the essence of managing small businesses. This knowledge can also be applied to smaller independent parts of a large organization. Small companies have specific characteristics. Usually they are family businesses that go through different development phases. Growth, innovation, and change are themes that small businesses have to deal with. Also, ownership and management are intertwined, which has a major influence on the corporate governance of the firm. Such characteristics form the leitmotif of the different themes that will be dealt with in this course. This course will focus on the content as well as the process of managing SMEs. During the course, groups of students will do a small empirical research during which small business owners will be interviewed. Thus, students practice to apply theoretical knowledge to a real-life situation and develop their research skills. | |||||||||||||||||||||||||||||
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| 30 | Smart Industry Operations | EBM223A05 | |||||||||||||||||||||||||||
| Industry 4.0 technologies have a transformative impact on the design and management of operations in industry. Operational performance for example can directly benefit from increased connectivity among different actors, but also through the application of machine learning and artificial intelligence on the data generated by such connected systems. Typically, the role of the human is changing within smart industrial environments. This, requires renewed attention to the design and management of socio-technical systems towards what is now called Industry 5.0, complementing Industry 4.0 towards a transition to sustainable, human-centric, and resilient industry. This course provides introductory knowledge and coverage of Industry 4.0 technologies and their interrelation with humans, with a specific focus on technologies such as internet of things, and machine learning / artificial intelligence, including relevant Python implementation programming, to provide working knowledge and necessary skills for designing, implementing, and managing smart industry operations. | |||||||||||||||||||||||||||||
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| 31 | Strategic Analysis for Small Business | EBM060A05 | |||||||||||||||||||||||||||
| This course is one of the obligatory courses of the SB&E track within the MScBA. The aim of the course is to discuss recent academic research on the issue of strategic positioning and the creation of a competitive advantage. The course focuses on those insights that allow SMEs to solve strategic queries they are confronted with. As small businesses are more resource constrained than larger businesses strategic choices regarding these topics will have major consequences for the performance of the SMEs. The students have to review scientific publications and to reflect critically on the relevance of these theories for SMEs. The following topics are dealt with: boundaries of the firm, competition and types of cooperation, strategic positioning, and the impact of the external environment on strategy. | |||||||||||||||||||||||||||||
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| 32 | Strategic Supply Chain Management | EBM039A05 | |||||||||||||||||||||||||||
| Almost all companies face an increased complexity in their supply chains caused by global competition, more demanding customers, worldwide outsourcing and sustainability requirements. This course introduces students to strategic and global aspects of manufacturing and supply chain management. The course offers an overview of contemporary theoretical findings in the field through a book and lectures, complemented with research papers, which are assessed in a literature examination. Specifically, the course focuses on buyer-supplier relationships, the use of ICT in those relations, the role of outsourcing, and the importance of sustainability and corporate social responsibility in shaping supply chains. Students have to complete several practical oriented cases and are trained in using and evaluating literature through writing reviews of relevant scientific papers. The final part of the course is a group based project that aims at playing a supply chain game and theoretically interpreting and evaluating the results. | |||||||||||||||||||||||||||||
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| 33 | 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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| 34 | 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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