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Informatie over MSc Population Studies
Hieronder staan het programma en de vakomschrijvingen van MSc Population Studies Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (Basic programme Pop Studies) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | GEMTHPOPST | Master's Thesis Population Studies | Engels | 20 | 1 | |
| verplicht | Optional courses MSc Pop Studies | Engels en Nederlands | 10 | ||||
| semester I a | verplicht | GEMPOPHP | Population, Health and Place | Engels | 5 | 4 | |
| verplicht | GEMWDPR | Working with Data in Population Research | Engels | 5 | 8 | ||
| semester I b | verplicht | GEMMFH | Migration, Families and Households | Engels | 5 | 4 | |
| verplicht | GEMPST22 | Life Tables and Population Projections | Engels | 5 | 7 | ||
| semester II a | verplicht | GEMASA | Advanced Statistical Analysis | Engels | 5 | 8 | |
| verplicht | GEMPST23 | Contemporary Population Issues | Engels | 5 | 4 | ||
| » Jaar 1 (Optional courses Pop Studies) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | GEMSTAGE05 | Master Internship | Engels | 5 | 16 | |
| semester I a | keuze | GEMCOMPRPP | Comparative Research and Planning Pract | Engels | 5 | 5 | |
| keuze | GEMEGTT | Economic Geogr: Theory and Application | Engels | 5 | 6 | ||
| keuze | GEMERD | Entrepreneurship & Regional Development | Engels | 5 | 4 | ||
| keuze | GEMFINEW | Finance for Real Estate | Engels | 5 | 4 | ||
| keuze | GEMPLANTH | Planning Theory | Engels | 5 | variabel | ||
| keuze | GEMPRI | Place, Regions and Identities | Engels | 5 | 3 | ||
| keuze | GEMRELS | Real Estate and Land Supply | Engels | 5 | 7 | ||
| keuze | GEMTRDW | Tourism and Regional Development | Engels | 5 | 3 | ||
| semester I b | keuze | GEMCCSBT | Cross-cult Spatial Behaviour in Tourism | Engels | 5 | 3 | |
| keuze | GEMDILEIP | Dilemmas in Infrastructure Planning | Engels | 5 | variabel | ||
| keuze | GEMESST | Engaging Society for Spatial Transformat | Engels | 5 | 4 | ||
| keuze | GEMINTREM | International Real Estate Markets | Engels | 5 | 2 | ||
| keuze | GEMIPD1 | IPD1: Planning Methods and Evaluation | Engels | 5 | 4 | ||
| keuze | GEMIPD3 | IPD3: Project and Programme Management | Engels | 5 | variabel | ||
| keuze | GEMNLH | Nature, Landscape and Heritage | Engels | 5 | 5 | ||
| keuze | GEMPOPDEV | Population and Development | Engels | 5 | 5 | ||
| keuze | GEMREI | Real Estate Investment | Engels | 5 | 2 | ||
| keuze | GEMSPANGIS | Spatial Analysis with GIS | Engels | 5 | 8 | ||
| keuze | GEMSPECON | Spatial Economics | Engels | 5 | 4 | ||
| keuze | RGABE91005 | Bouwrecht en gebiedsontwikkeling | Nederlands | 5 | 2 | ||
| semester II | keuze | ULOM1005AL | Basiscursus Master Lerarenopleiding | Nederlands | 5 | variabel | |
| keuze | ULOM1105AK | Masterstage 1 Leraar aardrijkskunde | Nederlands | 5 | 10 | ||
| semester II a | keuze | GEMCITMAT | City Matters | Engels | 5 | 4 | |
| keuze | GEMQRM | Qualitative Research Methods | Engels | 5 | 4 | ||
| keuze | GEMRAMA | Regional Labour Market Analysis | Engels | 5 | 6 | ||
| keuze | GEMREENVPL | Reinventing Environmental Planning | Engels | 5 | 5 | ||
| keuze | GEMRN | Revitalizing Neighbourhoods | Engels | 5 | 4 | ||
| keuze | GEMTPP | Tourism Planning & Practice | Engels | 5 | 6 | ||
| keuze | GEMTRWATM | Transitions in Water Management | Engels | 5 | 5 | ||
| semester II b | keuze | GEMID4 | ID4: Living Lab Sustainable Places | Engels | 5 | variabel | |
| keuze | GEMINFRECS | Infrastructure, Economy and Space | Engels | 5 | 3 | ||
| keuze | GEMREDEV | Real Estate Development | Engels | 5 | 4 | ||
| keuze | GEMSOCIMAS | Social Impact Assessment | Engels | 5 | 3 | ||
| 1 | Advanced Statistical Analysis | GEMASA | |||||||||||||||||||||||||||
| This course focuses on models for the description and analysis of demographic and geographic events and social relationships, such as linear regression, logistic regression and event history models. Students will obtain substantial knowledge and practical experience concerning statistical models for the analysis of discrete and continuous time processes in life domains such as fertility, employment, migration, and health. As quantitative data often contain a temporal dimension, the required statistical tools receive special attention. Through computer lab sessions and assignments, using empirical survey data from social surveys such as the Demographic and Health Surveys and analyzing them in a statistical software package (STATA), students acquire a working knowledge for the choice, specification, estimation and interpretation of various models. Most examples during the course are related to demographic behaviour, but methods can be applied to other social relationships. | |||||||||||||||||||||||||||||
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| 2 | Basiscursus Master Lerarenopleiding | ULOM1005AL | |||||||||||||||||||||||||||
| De colleges en opdrachten staan in het teken van de kennismaking met (vak)didactisch handelen en dienen ter voorbereiding op en ondersteuning van het onderdeel Masterstage 1 leraar schoolvak. Bij dit onderdeel krijg je basiskennis over algemene didactiek en vakdidactiek. Belangrijke onderwerpen zijn: orde houden (classroom management), realiseren van een veilig leerklimaat, ontwerpen en uitvoeren van standaardlessen en uitvoeren van een reeks aaneengesloten lessen. Verder maak je kennis met de meest gangbare werkvormen, methodes, bronnen en leermiddelen/media. | |||||||||||||||||||||||||||||
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| 3 | Bouwrecht en gebiedsontwikkeling | RGABE91005 | |||||||||||||||||||||||||||
| Na een verkenning van de juridische aspecten die verbonden zijn met gebiedsontwikkeling komt op hoofdlijnen de planologische inkadering aan de orde, gevolgd door een behandeling van de verschillende grondbeleidsinstrumenten (voorkeursrecht, onteigening, kostenverhaal). Ook komen contractvorming, samenwerkingsmodellen (met name tussen overheden en marktpartijen) en het aanbestedingsrecht alsmede de regelgeving op het gebied van staatssteun aan bod. | |||||||||||||||||||||||||||||
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| 4 | City Matters | GEMCITMAT | |||||||||||||||||||||||||||
| European cities are in constant transformation. Some speak of the beginning of the urban era, now a majority of the world population lives in cities. The rise of (mega) cities is celebrated as their emergence increases production and economic growth. However, due to the liberalization of the world economy and the restructuring of the (European) welfare states, the economic situation of large social groups in the global North and the global South has become precarious. Cities that are well connected in the (world) city network become increasingly unaffordable places to live in for those with moderate incomes. On different spatial scales, we witness socio-spatial polarization. As socio-economic and ethnic segregation is on the rise, fears for the emergence of a social group that is excluded from mainstream society, economy and civic life, are growing. In City Matters: Social Justice and Urban Inequality, three main questions will be discussed: 1. How does the institutional context impact upon levels of socio-spatial inequality? From an international-comparative perspective, we will discuss the welfare state context in which cities are located. How is society stratified (layered) in different countries, and how is this layering justified? We pay special attention to recent changes in the welfare state such as liberalization and privatization. 2. How can levels of socio-spatial inequality be explained by critical urban theory? Socio-spatial inequality is the result of structural processes. Critical urban theory does not consider them as ‘blind’ or ‘neutral’ processes, but as expressions of a power imbalances between interest groups with different ideologies and agenda’s. 3. What is spatial justice? This ethical, normative question lays at the foundation of this course. Contemporary urban processes can only be problematized with a clear perspective on social justice in mind. Authors with different views on social and spatial justice (such as David Harvey, Henry Lefebvre, Edward Soja and Peter Marcuse) will be discussed and debated in the course. 4. How can urban planners contribute to more ‘just’ cities? Challenges that planners and politicians face while trying to create affordable housing and inclusive communities will be discussed, even as successful practices of ‘commoning’, whereby people take control of their own community and resources. This course consists of eight lectures, seven seminars and one excursion to a foreign city where we visit an urban development that can be contested and supported from different perspectives on spatial justice. | |||||||||||||||||||||||||||||
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| 5 | Comparative Research and Planning Pract | GEMCOMPRPP | |||||||||||||||||||||||||||
| The aim of this course is to compare planning systems, practices and cultures in different countries (focusing predominantly on Europe) and to draw lessons from such comparisons. A supplementary aim of the course is to provide students with the methodological tools (e.g. qualitative comparative analysis, case study approach, lesson drawing, policy transfer) to do international comparative research. Comparative analysis allows students to better understand planning systems and practices in their country of origin, to determine possibilities for drawing lessons from planning systems and practices in other (national) planning contexts, to critique different systems as well as to draw other generic lessons from across the borders. Spatial planning practices –including environmental and infrastructure planning ones – remain highly diverse among different countries. Important issues can vary as a result of physical circumstances, institutional designs and national history. National cultures can be supportive or unsupportive of a planned intervention. The institutional context of spatial, environmental and infrastructure planning is closely related to national judicial traditions and constitutional make-up of the state. As a result, strategies to influence spatial development are contingent to national circumstances. The CRPP course will provide an overview of related planning practices, systems and their institutional design. In order to set the context and to explain the history and development of a particular planning system, one individual country is at the focus of each so called ‘case’ lecture. Within the context of each country subsequently the key institutions, powers, limitations and strengths of the planning system are explored through an examination of particular tools, themes and techniques that operate within. Alongside, in the ‘methods’ lectures an introduction is given into qualitative comparative analysis, case study approach, lesson drawing and policy transfer as useful methods to analyze, understand and draw inspiration from different national planning systems and practices. In addition to completing a written exam, students are expected to demonstrate their knowledge and understanding of doing comparative research by completing a group assignment with the focus on transferring a (successful) policy/drawing lessons from one national/institutional/cultural context to another while being sensitive and critical towards national/institutional/cultural differences, opportunities and limitations. | |||||||||||||||||||||||||||||
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| 6 | Contemporary Population Issues | GEMPST23 | |||||||||||||||||||||||||||
| The aim of the course is to develop students’ understanding of contemporary population issues in the Netherlands, Europe and beyond, and how population policies and interventions are developed and implemented to address these issues. The course consists of seminars, group work and guest lectures given by experts working on population-related issues in government, international institutions and NGOs. Reference is made throughout the course to possible career pathways for demographers, including a customised career training session. Besides the discussion of contemporary population issues, the course also introduces students to the types of population policies that are formulated by governments to shape the size and structure of populations. The population issues and policies that will be discussed during the course include, but are not limited to: population growth and family planning, reproductive health, international migration and refugees, low fertility and rural population decline, and population ageing. The course will also look at the science-policy interface, which encapsulates the many ways in which researchers, policy makers, NGOs and other stakeholders link up to communicate, exchange ideas, and jointly develop knowledge for enriching policy and decision-making processes and research. Case studies will be used to explore how the science-policy interface works (or does not work) in daily practice. Students will be introduced to the theory and practice of creative research communication, and the ways in which science communication can strengthen the interface. Upon successful completion of the course, students will have an understanding of contemporary population issues as well as the main aims and objectives of population policies. They are also aware of the forms of research communication that tend to be effective for knowledge exchange and evidence-based policy. | |||||||||||||||||||||||||||||
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| 7 | Cross-cult Spatial Behaviour in Tourism | GEMCCSBT | |||||||||||||||||||||||||||
| What role does culture play in tourism? This research seminar builds on tourism geography and sociology, exploring tourist expectations, motivations and experiences of place through the lens of cultural tourism. We discuss recently published research on specific, concrete cases involving for example ethnic tourism, dark tourism and media tourism. Students will explore the theories and concepts offered through their own qualitative research project, reflecting on what tourism experience means in cross-cultural practice. | |||||||||||||||||||||||||||||
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| 8 | Dilemmas in Infrastructure Planning | GEMDILEIP | |||||||||||||||||||||||||||
| This course focuses on network and governance dilemmas that arise in the planning and realization of different kinds of infrastructure networks. In three thematic blocks three waterway, energy and road infrastructure networks will be covered. In total, the course consists of four thematic blocks, as the first block focuses on the general debates on network and governance theory and translates these debates into two main perspectives – a network perspective and a governance perspective. Each of the three thematic blocks will be discussed on the basis of both perspectives. The end of each block is marked by a formative exam. At the end of the thematic blocks there are also mandatory excursions with assignments. Costs may have to be made for these excursions. | |||||||||||||||||||||||||||||
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| 9 | Economic Geogr: Theory and Application | GEMEGTT | |||||||||||||||||||||||||||
| This module has two main aims. First, the course explores the current frontiers of the academic debate in Economic Geography. Second, it explicitly translates the theoretical and empirical insights in Economic Geography to the daily practice of local and region economic development as practiced by policy makers and private consultants alike. The course is set against the backdrop of ongoing economic globalization and its implications for local and regional economic development. The course will examine analytical concepts and theories, as well as empirical approaches to investigating economic geography. In this context, the course will introduce important current themes in economic geography, both from an academic point of view and from a societal stance. These current themes include the importance of Human Capital for innovation and development, Well-being and Happiness as alternative measures of development, and Territorial and Social inequality. Students will examine these issues in the context of The Netherlands, the European Union, and in terms of newly emerging and developing countries. The course explicitly asks how empirical and theoretical insights translate to the practice of local and regional development. For this, we will discuss pertinent policy options and tools, including city branding, business incentives and housing policies. Understanding the international practice of regional government is relevant in this as well, not in the least in preparation for a job in local development. Throughout the course we will pay attention to the practice of economic geography. This is most explicit in the two-day field trip to the Committee of the Regions of the EU in Brussels. | |||||||||||||||||||||||||||||
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| 10 | Engaging Society for Spatial Transformat | GEMESST | |||||||||||||||||||||||||||
| We see the emergence of citizens and entrepreneurs who collectively take the lead in spatial transformation in the context of place-based development. Examples are initiatives in revitalizing of public space, self-governance in energy production, food, health-care, or landscape maintenance, or fostering social cohesion in neighborhoods and other meaningful everyday places. The course provides insight to understand these forms of self-governance from different perspectives, how planners can facilitate these initiatives and engage society in spatial transformation and how this results in new government roles and institutional arrangements. The course specifically pays attention to the (inter)subjective aspects of planning. | |||||||||||||||||||||||||||||
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| 11 | Entrepreneurship & Regional Development | GEMERD | |||||||||||||||||||||||||||
| In this course we focus on the founding of firms and (individual) entrepreneurs. From the founding of the firm we follow the firm through the life course (growth, migration & dissolution) and how these events have an effect on regional development. Entrepreneurship (and firm dynamics in general) is an important mechanism in regional economic development. This field of study is interdisciplinary. Therefore, we pay attention to different disciplines: sociology, economics, business, demography and geography. Within each view we emphasizes the importance of the regional environment for entrepreneurial and firm dynamics and also study the spatial and regional effects of these. During the course we ask questions such as: what is the optimal spatial environment for start-ups? Where do we find the highest founding-rates? What are good incubators for successful entrepreneurship? What is the impact of entrepreneurial activity on innovation and economic welfare? How can entrepreneurship be a tool for regional policy? Next to the literature and empirical knowledge we pay attention to tools to analyze these dynamics. Students will have to critically review work of other academics and therefore will learn to think in an academic critical way towards the research process. Furthermore we want to practice what we preach and students will have to develop a business-case for a region, analyzing the entrepreneurial ecosystem within these regions and present their findings to a panel of policy makers, consultants and academics. | |||||||||||||||||||||||||||||
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| 12 | Finance for Real Estate | GEMFINEW | |||||||||||||||||||||||||||
| Value and value creation are central concepts of Corporate Finance. The value of an asset depends on the size, the timing and the risk of the expected cash flows generated by an asset. In this course you will learn how to determine the value of any asset. You will apply these techniques to value financial securities and investment opportunities of companies. The course Finance for Real Estate provides the fundamentals to assess the financial attractiveness of real estate projects. | |||||||||||||||||||||||||||||
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| 13 | ID4: Living Lab Sustainable Places | GEMID4 | |||||||||||||||||||||||||||
| Students analyze the socio-spatial challenges of a real life case in order to formulate a provocative yet viable, credible and well documented spatial visualized storyline and policy advice, inspired by a central theme. The course aims to develop an advice how to transform a location under investigation into a more sustainable place. Sustainability is understood from an integral perspective (people, planet, profit). Place is considered from a relational perspective, as the outcome of all sorts of structuring (political-economic, ecological, social-cultural) processes that stretch beyond geographical boundaries. The students concentrate on a case located near Groningen city. Socio-spatial data, policy documents, fieldwork days and interaction with the actual stakeholders feed into the analysis. During the case analysis a variety of inspiration lectures equip students with key tools, theoretical concepts and methods. This year the case-study research is assigned by the PeerGroup this year. The PeerGroup is a theater organization working on location engaging with inhabitants, and reflecting on a place, strengthening their pride of place (www.peergroup.nl). The case is an area at the border of the three provinces Drenthe, Groningen and Friesland with Allardsoog in the center which is studied in the context of the long-term research project Radius (https://www.facebook.com/radiusallardsoog/). This area includes the villages Een, Een-West, Zevenhuizen, Bakkeveen, Haulerwijk. The course is also embedded in the program ‘The North now and in future’ a follow-up of research which was carried out exactly 50 years ago among inhabitants in the north of the Netherlands. The outputs of the course will be used as input for a theatre play in the autumn of 2018 and a conference ‘the Rural Forum’, connecting art, science and communities in rural development. Part of the course is a full and obligatory week fieldwork on-site (including spending the nights there). It is compulsory to be there every day to pass the course. During this field-work students will meet inhabitants, representatives of the municipalities Ooststellingwerf, Marum en Leek, Opsterland, Noorderveld, and stakeholders: LTO, water boards, nature organisations (It Fryske Gea, SBB, NM) The theoretical insights that this course provides during this process, as well as those taught in previous courses, are deployed by the students to come to a proper understanding of a case. The policy advice presents the case with an appealing and authentic vision on its future and intervention strategy. The assessment takes place on the basis of the quality of the analysis, the visualized storyline and the intervention strategy. | |||||||||||||||||||||||||||||
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| 14 | Infrastructure, Economy and Space | GEMINFRECS | |||||||||||||||||||||||||||
| Students will acquire a thorough understanding of the relationships between transport mobility (i.e., the demand for travel), the development of infrastructure (supply side) and the wider economic development of places and regions. They will be able to apply this understanding to specific examples of transport infrastructure development. They will be able to point out the pros and cons of infrastructure projects on the basis of the travel demand and the expected spatial structuring effects and economic effects, as well as relate these to the relevant government policy to be carried out. The course is based on the continuous demand for new or improved transport infrastructure projects, in the Netherlands and in other countries, and the (public) discussion between advocates and opponents of specific infrastructure projects. A number of lectures will set out the main themes within transport and economic geography concerning: ‘need and urgence’ of infrastructure development, stakeholder involvement, and, spatial and (regional) economic impacts of infrastructure projects. A mid-term written exam will be based on obligatory literature underlying the lectures and on information provided during the lectures. At the beginning of the course groups will be formed and example projects will be chosen. They will concern recently completed new or improved transport infrastructure projects (e.g., railroad, road or airports). Students will prepare presentations and write a report on these projects in groups. They will individually prepare written critical or provocative statements related to the chosen projects, but generated from the body of scientific knowledge, which will then be debated. Presentations, reports and statements will try to explicitly link theoretical knowledge of the relationship between transport mobility, infrastructure development, economics and space to social considerations concerning costs, benefits and feasibility. The course ends with a presentation of the group project in 'workshops'. | |||||||||||||||||||||||||||||
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| 15 | International Real Estate Markets | GEMINTREM | |||||||||||||||||||||||||||
| The real estate markets have become more integrated worldwide than ever before. Today, foreign investors, (real estate) service providers, manufactures, and developers play an important role in the demand and supply of space in domestic markets, and vice versa. In the meantime, significant economic, institutional, cultural differences exist among various markets which highlight opportunities as well as challenges in the process of globalization of real estate markets. In this course, we aim to provide a comprehensive analysis on the functioning and formation of international real estate markets. Specifically, we will analyze the international real estate markets from three aspects. First, user demand for real estate will be examined. The extent to which real estate demand is driven by users consuming the space is affected by the globalization of multinational corporations and by the trade patterns between major trading partners. We will elaborate on the classic trade theories and theories on multinational firms in order to understand the demand from real estate users. Second, we will investigate the real estate from the perspective of investors. Why investors favor real estate than other asset classes, for instance, bond and stocks? To answer this question, we will go through finance and investment theories and apply them to real estate assets with the focus of risk-return trade-off and potential diversification benefits from gaining exposure to real estate. Third, institutional settings within which international real estate markets operate are also key to the understanding of the functioning of international real estate markets. It contributes to our understanding why certain markets are more attractive to users/investors than others. In addition, it helps us to promote the development of market structures and institutions in new markets. | |||||||||||||||||||||||||||||
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| 16 | IPD1: Planning Methods and Evaluation | GEMIPD1 | |||||||||||||||||||||||||||
| Complexity and uncertainties are intrinsically part of spatial planning problems. By applying planning support and evaluation methods, planners try to deal with these uncertainties and, often, reduce complexity. Worldwide, a wide-ranging assortment of planning methods is applied in plan–making practice. Some generic functions of these methods include complex problem structuring (‘problems first’), generating and defining scenarios, analysing and visualizing impacts and selecting and comparing alternative solutions for these problems. The format of the methods and the way their performance is perceived strongly depends on underlying theoretical views on planning. (e.g., goal-oriented, interactive, institutional). This course provides students with knowledge about general methodological issues, like definition and measurement of the performance of methods; limitations of methods (e.g. spatial scale, data availability, stakeholder involvement); the concept of information rich aggregation and the utilization of methods outcomes. More in detail, the conditions for successful application of methods based on problem structuring, scenario development and multi criteria analysis will be discussed. Students reflect on the value, use and performance of these methods. The main focus will be on the application of the theory and method ‘Agent-based modelling’ (ABM). ABM is a tool that explicitly represents the relations and descriptions of real-world systems comprised by individual components (agents) that interact with each other and with their environment, according to simple rules in a discrete space-time. ABM supports the incorporation of qualitative and quantitative data, while providing a tool for scenario analysis. Part of the course is an in-depth case study (group assignment) by applying ABM to urban complex problems and relating the outcomes to support decision-making related to spatial policy. Examples of ABM application for urban simulation will be presented (such as modelling of flows, change in urban structure, socio-spatial segregation). Students will choose from this set a urban spatial problem for the application of the methodology and establish the potential of its contribution as a planning support method. Students are expected to complete a written exam, to actively participate in the tutorials and in-class group assignments. | |||||||||||||||||||||||||||||
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| 17 | IPD3: Project and Programme Management | GEMIPD3 | |||||||||||||||||||||||||||
| This course focuses on the different management strategies that are used in planning practice. We use a framework which distinguishes both between output and outcome-oriented management strategies as well as between internal and external orientation. Output can be seen as specific products that are produced: for example the number of highway miles built and repaired. Outcomes are the difference made by the output: better traffic flow, shorter travel times, and fewer accidents. An internal orientation is reflected in management strategies that are defensive towards their context, while this is the other way around with an external orientation. On the basis of this framework we discuss four management strategies: project, process, multi-project and programme management. Each of the management strategies is not only discussed in theory, but also planning practitioners are invited to reflect on how these strategies work in practice. An assignment is also part of the course. In the assignment, students are required to read a business novel – which might need to be purchased – and reflect in groups on the management strategies that can be found in these books. In this way, students are both trained to understand the theoretical principals of the different approaches, as well as gain an understanding how these strategies work in practice and what are important elements to take into account. | |||||||||||||||||||||||||||||
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| 18 | Life Tables and Population Projections | GEMPST22 | |||||||||||||||||||||||||||
| The life table technique - in its original application – is used to describe the mortality pattern of a population, and results in the life expectancy. The technique can be generalized and applied in many research areas, both at the population level (population health, multi-regional dynamics, labour market demography etc.) and at the individual level. Survival analysis constitutes applying the life table technique to individual-level data on life events, which can answer a wide range of questions on the occurrence, timing and likelihood of these events (e.g. marriage, childbearing, migration, labour market, disease career). Clear links with causal modeling exist. Population projections estimate the future population size and structure. Key to population projections is the cohort component method which involves (a) the formulation of assumptions for each of the components, i.e. fertility, mortality and migration, and (b) the implementation of these assumptions into the method using the Leslie model which implies a matrix formulation. In this course, first the life table technique will be taught, followed by the population projection methodology, and subsequently survival analysis. | |||||||||||||||||||||||||||||
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| 19 | Master Internship | GEMSTAGE05 | |||||||||||||||||||||||||||
| Students do an internship at an international or Dutch organisation where they are involved in projects and tasks related to their study programme and level of education. The internship provides students the possibility to develop more practical experience and skills in the field of study, to gain more insight into personal strengths, ambitions and points of development, and to enhance their professional orientation. At the end of the internship, students can present their findings in different ways. Also, they reflect on their experiences and the extent to which they have achieved their personal learning goals. Internships will provide you with the opportunity to gain relevant work experience outside a university setting. This means that the placement will not only provide you with a unique personal learning experience, but it will also contribute to the development of your professional and academic career. It is worth noting that due to the breadth and the interdisciplinary character of your programme, you are relatively free to choose the placement of your choice. These placements could include a profit or non-profit setting, public or private, a large international organisation or a small non-governmental organisation (NGO). For example, some students choose to do a placement in a large international organisation such as the EU or UN, whilst others others like to work for a municipality or for an NGO. It is important to note that you, the student, are expected to actively and independently search for a placement. The searching process and application process are important parts of the learning process as well as dealing with problems during the internship. | |||||||||||||||||||||||||||||
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| 20 | Master's Thesis Population Studies | GEMTHPOPST | |||||||||||||||||||||||||||
| Students participate in research projects of the Population Research Centre or the Netherlands Interdisciplinary Demographic Institute. Students can choose from a list of topics and first work out their research proposal. The topic is either analytical demographic or socio-cultural demographic in nature. The protocol for the Master thesis comprises the guidelines to assist students and supervisors in activities concerning the project. Throughout the year, Master thesis seminars, instructions and milestones will be organized for input, feedback and the development of competences and skills. During the national Demographic conference (Dutch Demography Day) students will get the opportunity to meet established professionals in the field and to reflect on their research work. | |||||||||||||||||||||||||||||
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| 21 | Masterstage 1 Leraar aardrijkskunde | ULOM1105AK | |||||||||||||||||||||||||||
| Masterstage 1 loop je op een school voor voortgezet onderwijs in Noord-Nederland. De stage heeft een örienterende en een voorbereidende functie. Je wordt in staat gesteld je te oriënteren op het beroep, de leerlingen, het onderwijs en het schoolvak. Daardoor heb je na afloop een realistisch antwoord op de vragen “Vind ik dat het onderwijs iets voor mij is?” en “Vinden anderen dat ik geschikt ben?” Aan het eind van de stage wordt vastgesteld in welke mate je in staat bent om zelfstandig les te geven. De stageplaats regel je niet zelf, dit doet de lerarenopleiding voor je. Je vakcoach is aanwezig bij het merendeel van de lessen die je geeft. Tenminste een les wordt bezocht door iemand van de opleiding. Tijdens Masterstage 1 verricht je tenminste de volgende activiteiten: - 20 lessen geven, waaronder een serie van vij aaneengesloten lessen; - 10 lessen observeren met het lesobservatieformulier; - Voor- en nabespreken van je lessen met je vakcoach; - Bijhouden van je bekwaamheidsdossier. | |||||||||||||||||||||||||||||
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| 22 | Migration, Families and Households | GEMMFH | |||||||||||||||||||||||||||
| This course encompasses the three main types of residential relocations: residential mobility, internal and international migration, in relation to family and household dynamics. A life course perspective is used to determine how migration of individuals (at the micro level) is shaped by events in individual lives, such as leaving the parental home, marriage, divorce, child birth and retirement. It also examines how life events of significant others such spouses, children and parents shape migration decisions of the individual. The course contextualizes the manner in which the decision to migrate is influenced by the family and the household (at the meso level) and the housing and labour markets as well as welfare regimes (at the macro level). The course takes a critical view on the inequalities people experience either on migration or due to migration both within and outside family and household settings. | |||||||||||||||||||||||||||||
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| 23 | Nature, Landscape and Heritage | GEMNLH | |||||||||||||||||||||||||||
| Natural, heritage and landscape values of the rural and urban environment are studied to understand the different appreciations and valuations of places and areas in society. During lectures, attention will be paid to the birth and evolution of the idea of the preservation of the past and its paradigmatic transformation into heritage, with a specific focus on cultural, natural and geoheritage. The main contemporary issues and controversies surrounding heritage and identifications in pluralistic societies will also be addressed, including practical examples during (guest) lectures. Theoretical approaches of ecology, biodiversity and the landscape biography method will be introduced. To fully understand the complexity of the variety in landscape perceptions, knowledge on historical landscape development will be provided during lectures, (self-guided) excursions and presentations. The academic theories on nature values, heritage and landscape perception will be compared with the professional practice by several company visits. By analysing a self-chosen landscape a landscape biography will be written in which historical and current relationships between biotic, abiotic and human factors (including perceptions) of (natural) landscapes will be connected. | |||||||||||||||||||||||||||||
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| 24 | Place, Regions and Identities | GEMPRI | |||||||||||||||||||||||||||
| This course considers some of the key overarching concepts and ideas in cultural geography, especially those pertinent to regional development. We specifically consider the issues of ‘place and identity’, ‘dwelling and mobility’, ‘roots and routes’, ‘change and authenticity’, ‘culture and nature’, ‘difference and othering’, as well as the concepts of landscape, resilience, resistance, endogenous regional development and the cultural economy. The course is general in its focus (i.e. no specific location implied, but perhaps a European character), and highlights the trends and processes likely to be locally active in specific places. | |||||||||||||||||||||||||||||
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| 25 | Planning Theory | GEMPLANTH | |||||||||||||||||||||||||||
| This course starts with current and on-going planning theoretical discussions, seen in the light of philosophical critique and general scientific abstractions. These abstractions are amongst others obtained from theories such as systems theory, complexity theory, critical theory, social constructivism and discourse theory. This confrontation will bring us the basic arguments upon which planning is built. It will help us understand and critically reflect on current decision-making models, such as the classic technical rational approaches, contingency approaches, scenario approaches, the late modern communicative approaches in planning, the so-called models for complex decision-making and transition management. This will give us substantial depth in understanding how planning and decision-making works. As such, we want to support decision-making processes in planning through object-oriented and inter-subjective analysis in complex and very complex situations. The result is an advanced tool box to cope with simple, complex and very complex planning issues, both linear and non-linear, to tackle these issues in a thorough way, and to help us to make use of and design planning and decision-making models for particular situations. | |||||||||||||||||||||||||||||
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| 26 | Population and Development | GEMPOPDEV | |||||||||||||||||||||||||||
| The Population and Development module aims to deepen the understanding of world-wide differences in fertility, mortality, migration, health, and nutrition. The reciprocal influence of economic, socio-cultural development and these demographic outcomes at both macro and micro level will be addressed. The demographic transition theory provides the basis for the understanding of differences in fertility, mortality, migration, health, and nutrition across regions and countries. Central to the apprehension of how population and development are intertwined is the ground-breaking work of Amartya Sen and his school of thought regarding individuals’ capabilities and development. | |||||||||||||||||||||||||||||
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| 27 | Population, Health and Place | GEMPOPHP | |||||||||||||||||||||||||||
| Health influences every life stage, affects the ageing process, and is shaped by the geographical context. This module is about the dual link between health - both at the individual and population level - and place or geography. In the course, we adopt both a global and a local perspective. At the population (macro) level, we study questions such as: What is the importance of the (geographical) context to population health? What are geographical differences in health and trends therein over time? But also at the individual (micro) level we will unravel the interlinkages between health and the life course. In so doing, we look, for example, at how ageing and health are perceived in different cultural contexts; or at the inequalities that people experience when ageing in a nursing home, or when living with a disability. | |||||||||||||||||||||||||||||
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| 28 | Qualitative Research Methods | GEMQRM | |||||||||||||||||||||||||||
| The course is organized around (most of) the contents of the handbook ‘Qualitative Research Methods in Human Geography’ (edited by Iain Hay, 4th edition). In addition to theory about qualitative research methods, students will practice qualitative research in a small group project. Be advised that the meetings are discussion-based rather than organized as plenary lectures about the book. Students are expected to come well- prepared (i.e. having read assigned readings and prepared relevant tasks in writing). The first half of the block will cover issues related to qualitative research design and practice. It addresses issues of power, ethics, rigour and culture, as well as the methods interviewing and observation, and participatory research approaches. Students will be presented with a variety of research examples from active researchers in Social Geography, and they will discuss these in class. This block will be concluded with an in-class exam based on the readings and research presentations. The second part of the block is dedicated to a student research project, and will address methods of data analysis. We also discuss writing up qualitative research and communicating this to wider audiences. This block is concluded with student presentations based on the research conducted during the course. | |||||||||||||||||||||||||||||
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| 29 | Real Estate and Land Supply | GEMRELS | |||||||||||||||||||||||||||
| The course Real Estate and Land Supply is designed first to develop students scientific analytical thinking about the sustainable value of real estate and land developments, and second to improve their skills in measuring and analyzing these value changes. Both aims are strongly connected, although from an educational perspective they take somewhat different angles. As to the first aim, if we think about real estate and land supply, how to understand the value of land and of the value of real estate in connection to land? Is it an economic market outcome only? Which (other) values are at stake? Short-term and long term, private and public? How to assure that land policy balances economic interests in land and economic pressures on land use with broader social, cultural and ecological concerns; i.e. sustainability concerns? Which fundamental processes are at work ‘behind’ many individual real estate and land developments everywhere? The first aim is to develop and sharpen our thinking about these fundamental processes and balancing of values. To develop one’s thinking about the value of real estate and land supply development is essential and a main pillar of the course, but it is at least as essential to develop expertise as to the actual calculations of value in complex real world settings; calculations that try to incorporate the theoretical analytical background and the associated broad-values thinking scientific attitude. This brings us to the second aim of the course. As to this second aim, if we set out to measure and calculate sustainable value changes of real estate and land developments, which economic, social, cultural and ecological values are affected and changed by different real estate and land developments? How and to what extent can we measure different value changes; how do we use GIS tools and different data and database to this aim? And which of these values are reflected in market values, which not? Which value changes are private and which public, and how do they interrelate? Which value changes take place at different spatial levels as we move from project level to local, regional, national and international levels, from micro to macro? How can we effectively use different evaluation methods to assess sustainable value changes? How can we better use spatial data (GIS) analysis to support this assessment of value changes? | |||||||||||||||||||||||||||||
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| 30 | Real Estate Development | GEMREDEV | |||||||||||||||||||||||||||
| Planning and evaluation are key concepts in Real estate Development (RED). This course covers concepts & principles in real estate discussing its actors, development process and real estate submarkets. The course consists of Lectures and a RED Development Case. During the course students must write a RED investment proposal incorporating different applications from RED planning & economics. | |||||||||||||||||||||||||||||
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| 31 | Real Estate Investment | GEMREI | |||||||||||||||||||||||||||
| As a popular asset class, real estate has attracted attention from both the individual and institutional investors who aim to achieve portfolio diversification, better asset liability management and inflation protection. Therefore, it is crucial to understand the risk and return characteristics associated with investing in both residential and commercial real estate. This course will focus on investments in commercial and non-commercial properties, and mortgages. Specifically, we will start with property investment analysis by introducing various property valuation models and risk-return analysis. Within residential real estate investment, we will focus on the determinants of investment potential of single family housing and how to formulate sound investment analysis of potential target properties which consists of analysis of fundamentals and the establishment of market valuation. With respect to commercial real estate investment, we will first introduce the basic knowledge of rent, lease, and market forces that affect the observed rents. Next, we will concentrate on the various valuation methods of commercial real estate, i.e. sales comparable approach and income approach. Finally, we will establish investment analysis of potential target properties in terms of their associated risk and return. In the second part of the course, we will get acquainted with various mortgage products, i.e. fixed rate and variable rate mortgages and their respective risk and return characteristics from lender’s perspective. | |||||||||||||||||||||||||||||
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| 32 | Regional Labour Market Analysis | GEMRAMA | |||||||||||||||||||||||||||
| The labour market is by definition a regional market because of the limitation of the daily commuting distance. In the Regional Labour Market Analysis module, first of all the general notions of the functioning of the labour market will be explained in terms of individual labour labour market decions leading to aggregate supply and demand, investment in education, family policies and retirement decisions. Attention will also be paid to regional differences in the functioning of the labour market with regard to unemployment, employment, wages, labour market participation, labour productivity, education, etc. There will also be a focus on spatial interactions between and within regional labour markets through migration and commuting, as well as the possibilities and limitations of regional labour market policy. | |||||||||||||||||||||||||||||
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| 33 | Reinventing Environmental Planning | GEMREENVPL | |||||||||||||||||||||||||||
| The course discusses recent changes in the field of environmental planning related to the emergence of sustainable development as a prime governance guideline. The course explains how sustainable development challenges the reliance on reactive and regulatory based policies that have long been common in environmental planning in many countries. Sustainable development is presented as a call for more proactive policies that integrate environmental concerns in overall governance activities. These calls for governance renewal are connected to wider shifts in both planning theory and practice, away from command and control policies towards a richer variety of policy approaches, inspired by for example market processes, public and private partnerships, communicative rationality and multi-level governance. While discussing recent changes in environmental planning, students are invited and stimulated to develop a critical and constructive attitude, while drawing on a ‘post-contingency’ perspective for identifying various theoretical arguments and doubts regarding these changes. Students will subsequently be shown examples of changes in environmental planning, related to five dominant environmental issues: urban development, nature and biodiversity, climate change, air pollution and energy. Students will be invited during a written exam to critically discuss and reflect on recent changes in environmental planning. Finally, through assignments, students need to show their ability to make theoretically supported and well-argued choices between different planning strategies and measures when faced with different issues and circumstances. | |||||||||||||||||||||||||||||
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| 34 | Revitalizing Neighbourhoods | GEMRN | |||||||||||||||||||||||||||
| The city is constantly in transition. This is to say that demands, tensions and opportunities are continuously changing, which lead to new societal challenges for policy makers. In the Revitalizing Neighbourhoods course, you explore the ‘state of the art’ of these societal challenges in neighbourhoods and reflect on urban renewal policies. You are invited to follow the course if you are interested in the motives and changes underlying urban revitalization. We analyse how these policies affect the people living in these specific neighbourhoods. In general, the following topics will be examined: • Which policy interventions are suitable to contribute to the revitalization of neighbourhoods • How private, public and civic actors relate to one another in designing, implementing and evaluating policy interventions • How conditions of a flourishing neighbourhood change over time and its influence on policy interventions • How terms as ‘liveability’, ‘well-being’, ‘resilience’, ‘social cohesion’ and ‘gentrification’ are applied to understand, examine (analytical perspective) and influence (normative perspective) changes within neighbourhoods Similar to cities, perspectives on the revitalization of neighbourhoods are dynamic. We will position changes in urban renewal policies within time and explore new trends. Furthermore, Dutch planning practice will be examined in relation to other countries. Next tot lectures and a workshop, an group assignment on age-friendly neighbourhoods will be part of the course. You will assess the age-friendliness of an indicated neighbourhood and identify possible interventions and strategies for improvement. You are asked to independently report on your findings in a written policy advice. | |||||||||||||||||||||||||||||
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| 35 | Social Impact Assessment | GEMSOCIMAS | |||||||||||||||||||||||||||
| Social Impact Assessment (SIA) is the process of managing the social issues of projects and policies. This course enables students to understand the significance, possibilities and pitfalls relating to the use of SIA with interventions that have spatial consequences. Upon completion of the course, students will be capable of applying their knowledge of the theory of SIA to practical project strategies and to improved spatial policies. With SIA being more than a technique, and being a philosophy about development and democracy, students will have increased their awareness of the social impacts of spatial interventions. SIA includes the processes of analysing, monitoring and managing the intended and unintended social consequences, both positive and negative, of planned interventions (policies, programs, plans, projects) and any social change processes invoked by those interventions. Its primary purpose is to bring about a more sustainable and equitable bio-physical and human environment” (Vanclay 2003). SIA works with regulatory agencies to contribute to decision-making and approval processes; SIA works with the proponent of a development plan to improve projects through project (re)design, site selection, and design and implementation of mitigation measures and monitoring programs; and SIA works with the community to assist them in coping with change and planning for positive futures. | |||||||||||||||||||||||||||||
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| 36 | Spatial Analysis with GIS | GEMSPANGIS | |||||||||||||||||||||||||||
| This course deals with spatial analysis within Geographic Information Systems. Theory and literature will be explained in lectures, whereas the students learn to apply various spatial analysis techniques with practical exercises. Both theory and practice are assessed in a case study research, which is preferably related to the master thesis research of the student. The student needs to have basic GIS knowledge and skills when starting the course (see prerequisites). | |||||||||||||||||||||||||||||
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| 37 | Spatial Economics | GEMSPECON | |||||||||||||||||||||||||||
| The course starts by examining the spatial behaviour of individual firms from a theoretical perspective. The analysis is then extended to groups of firms and phenomena such as industrial clustering and agglomeration are explored both theoretically and empirically. This provides the rationale for analysing the economy of a city, its economic, social and industrial structure, and the behaviour of the various real estate markets operating within the city. We extend the argument to examine the multiplier linkages which operate between different sectors within cities and regions, and then integrate the role which labour migration and employment search processes play in the economic adjustment processes of cities and regions. The factor allocation mechanisms across space are then explored as one of the key drivers of economic growth, and we distinguish these adjustment and allocation processes from pure knowledge spillover arguments and from monetary transmission mechanisms. The implications of these various structures, systems and adjustment processes are then extended to urban and regional policy debates. The 28 hours of lectures will be complemented with 4 hours of computer classes. These computer classes will introduce students to spatial econometric techniques and input-output techniques, both of which are essential for examining and evaluating a range of spatial economic phenomena. | |||||||||||||||||||||||||||||
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| 38 | Tourism and Regional Development | GEMTRDW | |||||||||||||||||||||||||||
| The tourism sector often functions as a policy tool to achieve regional development outcomes. From this perspective, tourism development is seen to lead to regional synergy effects, incorporating both qualitative and quantitative benefits for destinations. However, practically analysing and achieving these regional development impacts is often problematic because of the uneven dispersal of impacts in space, among stakeholders, and between economic, ecological and socio-cultural spheres. This course examines the role of tourism in regional development questions in the transnational Wadden Sea region. Combining general insights in the development issues and tourism potential of the Wadden Sea area with applied knowledge on regional economic policy, cross-border governance, and sense of place, this course allows students to tackle the topic of tourism and regional development from a multifaceted, holistic and region-oriented perspective. Students will also become familiar with several measurement approaches and techniques to practically evaluate the role of tourism in regional economic and community development. The course will employ a problem-based learning approach, which promotes and enhances the students’ analytical kills, problem solving skills and team working skills. | |||||||||||||||||||||||||||||
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| 39 | Tourism Planning & Practice | GEMTPP | |||||||||||||||||||||||||||
| The course Tourism Planning & Practice focuses on the understanding and critical analysis of leisure and tourism public policy and planning processes, contexts and settings. The leisure economy – a notion used in The Netherlands to refer to the industry cluster of tourism, recreation, leisure – is a growing and a very dynamic economy. The government can be regarded as a major influence on the development of the leisure and tourism industry. It is able to steer and shape its development by means of laws, policies and planning strategies. However, the leisure economy is not the only field societies and governments have to deal with. There are many more interests, for instance regarding landscape, ecology, infrastructure, industries, agriculture, etc. As a result, the nature of leisure and tourism policy-making is complex. It is therefore essential for future decision makers in the leisure and tourism industry to develop a clear understanding of the theories and approaches from which leisure and tourism public policy and planning can be developed; the forces which shape leisure and tourism policy, planning, and development; and the impact policy has on society and the political system. Against this background, the course focuses in particular on the concept of resilience which helps us to deal with gradual as well as fundamental shifts (‘transitions’) in the structure, function, identity and/or organization in society and subsystems thereof. The module draws attention to driving forces and emergent issues at various scales (micro/business level to macro/industry level) and how to manage these from a strategic planning and public policy perspective. In doing so, scenario planning methods (in conjunction with the ETFI) are incorporated. Such understanding is essential in order to be able to apply theoretical knowledge to practical problems and how to feed it into the policy process. | |||||||||||||||||||||||||||||
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| 40 | Transitions in Water Management | GEMTRWATM | |||||||||||||||||||||||||||
| Due to urbanisation and the potential impacts of climate change, flood risks in delta areas are increasing, and, as a consequence, water management is high on the international political and societal agenda. Worldwide, the need is recognized to develop strategies and measures to adapt land use to the already occurring effects of climate change, and to develop integrated and adaptive approaches for dealing with water issues in low-lying urban deltas. The development and implementation of these integrated and adaptive approaches is however not an easy task, as they often involve a substantive and/or governance transition in water management. Drawing on a theoretical exploration of the nature of transitions (including the notions of resilience and adaptive capacity) and the way in which transitions can be managed, the course focuses on identifying current transitions in water management in relation to climate change, and on discussing issues and dilemmas in the attempts to manage these water transitions in establishing resilient delta areas. Through assignments, students will develop the capacity to suggest practical strategies and possibilities for water transition management for specific planning situations. | |||||||||||||||||||||||||||||
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| 41 | Working with Data in Population Research | GEMWDPR | |||||||||||||||||||||||||||
| The course provides an overview of different demographic data sources, both quantitative and qualitative techniques of data collection, and measures and methods used in the analysis of population-level demographic data. Data sources that we introduce you to include census, register data, and surveys. The covered techniques of data collection include surveys, focus-group discussions, in-depth interviewing, and observation. In addition, we discuss the population pyramid, demographic rates, probabilities, age standardization, decomposition methods, fertility analysis, mortality analysis and migration analysis. Focus is on practical issues, such as which data to use for which research question, how to actually collect demographic data, how to interpret often used demographic measures, and how to conduct demographic analyses. In addition, a critical attitude will be taken, with a focus on ethical issues and data quality issues. The course combines formal teaching sessions with practical activities, such as group discussions, classroom practical sessions, and computer labs. The course will be divided into three parts: the first one dealing with secondary demographic data and quantitative data collection techniques, the second introducing qualitative data collection techniques, and the last one focusing on demographic measures and methods. | |||||||||||||||||||||||||||||
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