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Informatie over BSc Econometrics and Operations Research/EOR
Hieronder staan het programma en de vakomschrijvingen van BSc Econometrics and Operations Research/EOR Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (basisprogramma BSc EOR) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| semester I a | verplicht | EBP801B05 | Finance for EOR | Engels | 5 | 4 | |
| verplicht | EBP011B05 | Mathematics I for EOR | Engels | 5 | 8 | ||
| verplicht | EBP841B05 | Microeconomics for EOR | Engels | 5 | 7 | ||
| semester I b | verplicht | EBP012B05 | Mathematics II for EOR | Engels | 5 | 8 | |
| verplicht | EBP821B05 | OR Modelling | Engels | 5 | 7 | ||
| verplicht | EBP014B05 | Probability Theory for EOR | Engels | 5 | 6 | ||
| semester II a | verplicht | EBP037A05 | Linear Algebra for EOR | Engels | 5 | 8 | |
| verplicht | EBP038A05 | Probability Distributions | Engels | 5 | 6 | ||
| verplicht | EBP039A05 | Programming for EOR | Engels | 5 | 4 | ||
| semester II b | verplicht | EBP036A05 | Estimation and Testing | Engels | 5 | 4 | |
| verplicht | EBP013B05 | Multivariate Calculus | Engels | 5 | 8 | ||
| verplicht | EBP008B05 | Statistical Modelling for EOR | Engels | 5 | 2 | ||
| » Jaar 2 (basisprogramma BSc EOR) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | EBB027B05 | Macroeconomics for EOR | Engels | 5 | 4 | |
| verplicht | EBB073A05 | Matrices, Graphs and Convexity | Engels | 5 | 4 | ||
| verplicht | EBB075A05 | Statistical Inference | Engels | 5 | 6 | ||
| semester I b | verplicht | EBB812A05 | Difference- & Differential Equations | Engels | 5 | 6 | |
| verplicht | EBB829A05 | Introduction to Operations Research | Engels | 5 | 4 | ||
| verplicht | EBB072A05 | Linear Models in Statistics | Engels | 5 | 4 | ||
| semester II a | verplicht | EBB827A05 | Introduction to Actuarial Science | Engels | 5 | 4 | |
| verplicht | EBB828A05 | Introduction to Econometrics | Engels | 5 | 4 | ||
| verplicht | EBB074A05 | Queueing Theory and Simulation | Engels | 5 | 5 | ||
| semester II b | verplicht | EBB813A05 | Dynamic Econometrics | Engels | 5 | variabel | |
| verplicht | EBB830A05 | Introduction to Mathematical Economics | Engels | 5 | 6 | ||
| verplicht | EBB863A05 | Risk Insurance | Engels | 5 | 6 | ||
| » Jaar 3 (basisprogramma BSc EOR) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuzegroep A | buitenlandminor | Engels | 30 | |||
| keuzegroep A | minor Bedrijf en Belastingen | Nederlands | 30 | ||||
| keuzegroep A | minor E&BE | Engels | 30 | ||||
| keuzegroep A | minor Educatie Wiskunde | Nederlands | 30 | ||||
| keuzegroep A | minor EOR | Engels | 30 | ||||
| keuzegroep A | minor Innovation & Entrepreneurship | Engels | 30 | ||||
| keuzegroep A | universitaire minor | Engels en Nederlands | 30 | ||||
| semester II | verplicht | EBB925A10 | Bachelor's Thesis EOR | Engels | 10 | variabel | |
| semester II a | verplicht | EBB115A05 | Numerical Methods for EOR | Engels | 5 | 6 | |
| verplicht | EBB878A05 | Stochastic Models | Engels | 5 | 3 | ||
| semester II b | verplicht | EBB872A05 | Game Theory | Engels | 5 | 4 | |
| verplicht | keuzevak BSc EOR | Engels | 5 | ||||
| Opmerkingen |
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| » Jaar 3 (keuzevakken BSc EOR) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | EBB087A05 | Behavioural Corporate Finance | Engels | 5 | 4 | |
| keuze | EBB104A05 | Behavioural Decision Making | Engels | 5 | 3 | ||
| keuze | WBCS033-05 | C++ fundamentals | Engels | 5 | |||
| keuze | EBB090A05 | Culture and Economics | Engels | 5 | 4 | ||
| keuze | EBB120A05 | Health Economics | Engels | 5 | 4 | ||
| keuze | EBB123A05 | Junior Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | WBMA036-05 | Metric and Topological Spaces | Engels | 5 | |||
| keuze | EBB742B05 | Purchasing & Supply Chain Management | Engels | 5 | 4 | ||
| semester I b | keuze | EBB086A05 | Behavioural and Experimental Economics | Engels | 5 | 4 | |
| keuze | EBB898B05 | Environmental and Resource Economics | Engels | 5 | 4 | ||
| keuze | EBB132A05 | Healthcare Management | Engels | 5 | 3 | ||
| keuze | EBB107A05 | Innovation Management B&M | Engels | 5 | 3 | ||
| keuze | EBB627A05 | International Financial Management | Engels | 5 | 6 | ||
| keuze | EBB123A05 | Junior Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | EBB109A05 | Operations Strategy and Technology | Engels | 5 | 4 | ||
| keuze | FI180WET | Philosophy of Science | Engels | 5 | variabel | ||
| keuze | WBMA024-05 | Probability and Measure | Engels | 5 | |||
| keuze | EBB920A05 | Sports Economics | Engels | 5 | 4 | ||
| semester II a | keuze | EBB811B05 | Growth and Development Economics | Engels | 5 | 4 | |
| keuze | EBB842B05 | Intermediate Macroeconomics | Engels | 5 | 4 | ||
| keuze | EBB609B05 | International Bus.& Supply Chain Market. | Engels | 5 | 3 | ||
| keuze | EBB123A05 | Junior Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | EBB840A05 | Labour Economics | Engels | 5 | 4 | ||
| semester II b | keuze | EBB079B05 | Intermediate Corporate Finance | Engels | 5 | variabel | |
| keuze | EBB627A05 | International Financial Management | Engels | 5 | 6 | ||
| keuze | EBB123A05 | Junior Business Research and Consulting | Engels | 5 | 3 | ||
| keuze | WBMA008-05 | Partial Differential Equations | Engels | 5 | |||
| keuze | EBB886B05 | Political Economics | Engels | 5 | 4 | ||
| » Jaar 3 (minor Bedrijf en Belastingen) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | RGAFI30510 | Inl. Belastingheffing voor niet-jur | Nederlands | 10 | variabel | |
| verplicht | RGBFI00105 | Loonheffingen | Nederlands | 5 | 2 | ||
| semester I b | verplicht | EBB121A05 | Global Corporate Taxation | Nederlands | 5 | 4 | |
| verplicht | RGAFI30405 | Omzetbelasting voor niet-juristen | Nederlands | 5 | 4 | ||
| verplicht | RGAPR70205 | Privaatrecht voor niet-juristen | Nederlands | 5 | 2 | ||
| » Jaar 3 (minor E&BE) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | EBB087A05 | Behavioural Corporate Finance | Engels | 5 | 4 | |
| keuze | EBB090A05 | Culture and Economics | Engels | 5 | 4 | ||
| keuze | EBB091A05 | Development Finance | Engels | 5 | 4 | ||
| keuze | EBB120A05 | Health Economics | Engels | 5 | 4 | ||
| semester I b | keuze | EBB086A05 | Behavioural and Experimental Economics | Engels | 5 | 4 | |
| keuze | EBB089A05 | Corporate Governance for E&BE | Engels | 5 | 4 | ||
| keuze | EBB898B05 | Environmental and Resource Economics | Engels | 5 | 4 | ||
| keuze | EBB023C05 | International Business Strategy for E&BE | Engels | 5 | 4 | ||
| keuze | EBB920A05 | Sports Economics | Engels | 5 | 4 | ||
| Opmerkingen | Studenten kiezen 30 EC uit het minor E&BE aanbod. | ||||||
| » Jaar 3 (minor Econometrics and Operations Research/EOR) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | EBB825A05 | Finance Theory and Modelling | Engels | 5 | 4 | |
| verplicht | EBB114A05 | Marketing Analytics | Engels | 5 | 4 | ||
| verplicht | EBB880C05 | Microeconometrics | Engels | 5 | 4 | ||
| semester I b | verplicht | EBB888B05 | Applied Operations Research | Engels | 5 | 7 | |
| verplicht | EBB113A05 | Empirical Econometrics | Engels | 5 | variabel | ||
| verplicht | EBB883B05 | Generalized Linear Models | Engels | 5 | |||
| Opmerkingen | Studenten die de minor EOR kiezen kunnen maximaal 2 vakken vervangen door niet eerder gekozen vakken van ‘keuzevakken BSc EOR’ (sem. 1.1 en/of sem. 1.2). | ||||||
| » Jaar 3 (minor Educatie Wiskunde) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | ULOB0105 | Basiscursus Minor Lerarenopleiding | Nederlands | 5 | variabel | |
| verplicht | ULOB0210 | Minorstage 1 Lerarenopleiding | Nederlands | 10 | variabel | ||
| semester I b | verplicht | ULOB0310 | Minorstage 2 Lerarenopleiding | Nederlands | 10 | variabel | |
| verplicht | ULOB0405 | Vakdidactiek onderbouw | Nederlands | 5 | variabel | ||
| Opmerkingen | De minor Educatie Wiskunde wordt aangeboden in het Nederlands en levert na succesvolle afronding een beperkte tweedegraads lesbevoegdheid op. | ||||||
| » Jaar 3 (minor Innovation & Entrepreneurship) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | EBB117A05 | Entrepreneurial Marketing | Engels | 5 | 3 | |
| verplicht | EBB124A05 | Introduction to Entrepreneurship | Engels | 5 | 3 | ||
| verplicht | EBB119A05 | Technology-based Offerings | Engels | 5 | 3 | ||
| semester I b | verplicht | EBB118B10 | Entrepreneurship Project | Engels | 10 | 8 | |
| verplicht | EBB107A05 | Innovation Management B&M | Engels | 5 | 3 | ||
| 1 | Applied Operations Research | EBB888B05 | |||||||||||||||||||||||||||
| Students will work out (in groups) a number of case studies on practical applications of planning and scheduling problems in, among others, production- and distribution logistics, telecommunication, maintenance, and public transport. Based on the case studies, students have to write a report and give a presentation during the course. Much attention will be paid to the possibilities and difficulties encountered when using simulation as a flexible method to analyze the process of complex stochastic systems. Special attention is given to statistical analysis of the output and optimization with the aid of simulation. Guest lectures covering a number of OR application areas provide an overview of how OR models and techniques are used in practice. | |||||||||||||||||||||||||||||
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| 2 | Bachelor's Thesis EOR | EBB925A10 | |||||||||||||||||||||||||||
| The student writes an indidual scientific report on a supervised individual routine research project, on a subject chosen from a list offered by the programme. | |||||||||||||||||||||||||||||
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| 3 | Basiscursus Minor Lerarenopleiding | ULOB0105 | |||||||||||||||||||||||||||
| Bij dit vak wordt de student ingeleid in een aantal theoretische uitgangspunten die ten grondslag liggen aan effectief pedagogisch-didactisch handelen in de beroepspraktijk. De student wordt daarbij, onder andere in speciale trainingssessies (micro-teaching), uitgedaagd de theorie praktisch te vertalen naar de (eigen) lessituatie. Dit vak is daarmee ondersteunend bij de oriënterende en voorbereidende stage in de educatieve minor (Minorstage 1) | |||||||||||||||||||||||||||||
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| 4 | Behavioural and Experimental Economics | EBB086A05 | |||||||||||||||||||||||||||
| As the name suggests, this course has two main themes: behavioural economics and experimental economics. They are interconnected, as behavioral economics (BE) is typically informed by insights from experimental research. Introduction to behavioral economics: Oftentimes, we are not the flawless, time-consistent maximizers of our own expected utility that neoclassical rational choice theory assumes us to be. Instead, we tend to make choices that are not in our long-run self-interest. For example, we delay unpleasant tasks and are tempted by short-term pleasures. Our choices are susceptible to the framing of decision-making problems because our cognitive abilities to solve them are limited. Also, we are willing to sacrifice our own interests to help others. The behavioral economics part of the course will teach you the basic theories that describe the above behaviors, including basic prospect theory, hyperbolic discounting and theories of fairness and altruism. Introduction to experimental economics: How do people really behave? Experimental economics (EE) examines this question empirically. We will discuss experimental research on various topics (e.g. market experiments, game theory experiments, labor market experiments). You will learn about the standards of experimental economics and the main types of experiments. We will make a direct connection to behavioral economics by discussing experimental evidence on the behavioral view of human decision-making. We will not only talk about experiments but also do some classroom experiments ourselves. There will also be a group assignment, where the task is to work out a proposal for an economic experiment. You will present this proposal in class, incorporate the feedback that you get, and write up the research proposal as a paper. Note that the schedule is irregular as the course is front-loaded with lectures. In the first three weeks there will be three lectures per week; in the next week two lectures, and in the last three weeks one lecture per week. The reason for this front-loading is that 25% of the grade is based on an assignment (the abovementioned research proposal for an experiment). To be able to write this assignment, students should learn about the experimental methodology and the types of experiments first - hence the many lectures in the first few weeks. For the exact times please consult the website rooster.rug.nl | |||||||||||||||||||||||||||||
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| 5 | Behavioural Corporate Finance | EBB087A05 | |||||||||||||||||||||||||||
| The course will identify and apply behavioral phenomena to the study of corporate financial decision making. The course provides psychology-based explanations for observed corporate and managerial behaviors that do not fit well within the neoclassical framework of traditional corporate finance. | |||||||||||||||||||||||||||||
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| 6 | Behavioural Decision Making | EBB104A05 | |||||||||||||||||||||||||||
| This course aims to provide students with an overview and understanding of topics in behavioral decision-making. A variety of theories and findings on decision-making will be discussed in class. In addition, their relevance in explaining and predicting (group) decision-making in organizational settings will be discussed in more depth in the tutorials. Topics that we will discuss in the course include dual process approaches, motivations, emotions, interdependent decision-making in negotiations, and group decision-making. The course is designed as follows: Within the lectures the theories of behavioral decision-making will be explained, as well as the psychological basis behind these effects. Within the tutorials, students will practice applying BDM theories into practice. Students are expected to have read the papers assigned for each week and should be able critically examine the papers. The course includes a group assignment in which students will discuss theories as well as practical applications of these theories in real-world settings. | |||||||||||||||||||||||||||||
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| 7 | C++ fundamentals | WBCS033-05 | |||||||||||||||||||||||||||
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| 8 | Corporate Governance for E&BE | EBB089A05 | |||||||||||||||||||||||||||
| This course offers an introduction to the theory and practice of corporate governance. It focuses on corporate governance mechanisms such as shareholders and voting rights, boards, committees, and remuneration, as well as on comparing corporate governance systems used in different country settings, including the differences in corporate governance codes established in different countries. The discussion of these mechanisms and systems starts from agency theory and resource dependency theory. | |||||||||||||||||||||||||||||
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| 9 | Culture and Economics | EBB090A05 | |||||||||||||||||||||||||||
| In this course, we discuss the increasingly recognized role of culture (interpreted as shared values, norms and beliefs) on economic behaviour and outcomes. The course consists of two parts. In the first two introductory lectures, we sketch a general overview how cultural differences in recent years have been theoretically and empirically linked to differences in economic outcomes and the conduct of international business respectively. This recent trend is positioned against the background of a discussion why economics traditionally used to ignore cultural explanations, and how it struggles to incorporate cultural factors now. The second part of the course consists of three lectures, in which we go deeper into the impact of values, norms and beliefs for economic behavior and outcomes. One lecture deals with the impact of differences in attitudes and value orientations for economic behavior; another with the impact of differences in norms about kinship and family relations; a third about the role of differences in religious beliefs on political and economic outcomes. At the end of the course, students should be aware of the cultural contingency of economic outcomes and behaviors, and be able to relate form an informed assessment of the promises of cultural explanations in economic thought. | |||||||||||||||||||||||||||||
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| 10 | Development Finance | EBB091A05 | |||||||||||||||||||||||||||
| This is an introductory course on development finance. It is targeted at students with a basic knowledge of economics and/or business. The level will be aimed at students who have finished the first year of an economics and/or business programme. | |||||||||||||||||||||||||||||
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| 11 | Difference- & Differential Equations | EBB812A05 | |||||||||||||||||||||||||||
| Equilibrium solutions, periodic solutions and the general solution of difference and differential equations. Stability properties of solutions of such equations. Simple dynamic economic models.Calculus of variations, control theory, the Maximum Principle. | |||||||||||||||||||||||||||||
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| 12 | Dynamic Econometrics | EBB813A05 | |||||||||||||||||||||||||||
| Analysis of univariate and multivariate linear time series models | |||||||||||||||||||||||||||||
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| 13 | Empirical Econometrics | EBB113A05 | |||||||||||||||||||||||||||
| Students select a research topic, formulate hypotheses and collect data. Furthermore, students use an econometric software package (Stata) to carry out their empirical research. Next, they estimate their model and test their hypotheses. Finally, they report their findings in an empirical research paper. | |||||||||||||||||||||||||||||
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| 14 | Entrepreneurial Marketing | EBB117A05 | |||||||||||||||||||||||||||
| With traditional marketing, a firm operates in a stable market environment and addresses clearly perceived customer needs. In contrast, entrepreneurial marketing refers to situations where the environment is uncertain, market conditions change rapidly, and customer needs are not clear. It combines the disciplines of marketing, entrepreneurship and innovation. Here, firms are searching for new opportunities to create value for customers, and ways to translate their creative ideas into a viable business. Entrepreneurial marketing is not about selecting the right advertising strategy or setting the right price. It is about identifying interesting opportunities, based on innovative technologies and rapidly changing markets, and developing a business model that allows the firm to create and deliver superior value to customers while earning profitable returns. Entrepreneurial marketing is relevant for both (a) start-up firms and (b) established firms that want to create a new business. The course is structured around three key issues: 1. Identifying opportunities, where firms look for interesting opportunities to create superior value to customers; e.g. based on innovative new technology, creative combination of existing ideas or changing customer needs (including market sensing techniques). 2. Developing a business model, where firms translate their innovative idea into a viable business that satisfies two key objectives: (a) delivering superior value to customers and (b) attaining the goals of the firm such as delivering profitable returns and/or societal value. 3. Implementing the marketing strategy, where firms develop a compelling value proposition for customers and implement the accompanying processes that are required to deliver that value to customers. | |||||||||||||||||||||||||||||
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| 15 | Entrepreneurship Project | EBB118B10 | |||||||||||||||||||||||||||
| The course 'Entrepreneurship Project' is the concluding course of the faculty minor 'Innovation and Entrepreneurship' and university minor 'Entrepreneurship', and can be considered a Student Venturelab. In this course, students will develop an empirically well-founded solution to a practical business development challenge in a multidisciplinary project setting. There are two main sources of challenges: - the student’s own entrepreneurial idea - an entrepreneurial idea delivered by an existing SME, larger firm or entrepreneurial team The starting point of the course is a certain knowledge element. This element is often technology based, for example health- or energy-related devices, developed at the University of Groningen. The goal is to create an empirically validated understanding of the corresponding business model. In-between steps are: - validating customer needs - developing suggestions for products/services to satisfy those needs - validating the solution Theory and tools from the disciplines of (entrepreneurial) marketing, entrepreneurship and innovation & technology management are applied during these three steps. | |||||||||||||||||||||||||||||
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| 16 | Environmental and Resource Economics | EBB898B05 | |||||||||||||||||||||||||||
| The course studies the basic issues of environmental and resource economics from a microeconomic and theoretical perspective. Main subjects are: - Economic analysis of the causes of environmental degradation (external effects, property rights and market failure); - Economic valuation methods of environmental damage; - Markets as allocation mechanism for natural resources (fossil energy,solid waste, recycling, water scarcity, fisheries); - Market allocation for pollution (The relevance of voluntary negotiations, analysis of policy instruments: standards, pollution charges, markets of emission permits); - International dimensions of environmental economics: international cooperation on global environmental problems (acid rain, global warming, ozone layer depletion). | |||||||||||||||||||||||||||||
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| 17 | Estimation and Testing | EBP036A05 | |||||||||||||||||||||||||||
| In this course you will learn to construct a confidence interval and you will learn to set up a hypothesis, perform a statistical test on this hypothesis and draw conclusions from this test. | |||||||||||||||||||||||||||||
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| 18 | Finance for EOR | EBP801B05 | |||||||||||||||||||||||||||
| 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 risk-adjusted cost of capital. You will apply these techniques to valuing of shares and bonds and to investment decisions of a firm. The analysis of investments will show you the relation between financial accounting and corporate finance. Next, the financing decisions of firms will be dealt with, taking into account institutional aspects of capital markets and the efficiency of these markets. | |||||||||||||||||||||||||||||
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| 19 | Finance Theory and Modelling | EBB825A05 | |||||||||||||||||||||||||||
| We give an introduction to the most important concepts in financial engineering. Our treatment is conceptual and puts emphasis on the mathematical translation of concepts like risk, riskless profit, derivative, tradable. Along the way we will introduce those concepts and tools from probability theory and operations research, that are helpful in modeling and solving some basic problems in financial engineering. | |||||||||||||||||||||||||||||
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| 20 | Game Theory | EBB872A05 | |||||||||||||||||||||||||||
| This course consists of combined lectures/tutorials including a discussion of a series of exercises. Ample attention is paid to the basic elements of non-cooperative games, in particular of static and dynamic games, and games with asymmetric information. There is a formal mathematical discussion about different equilibrium concepts for such games, like Nash equilibria, (subgame) perfect equilibria, Bayesian equilibria, and signaling equilibria. Ample attention will be paid to the rationality, beliefs and information of the players. Applications will be discussed with respect to, e.g., oligopoly models. The course further pays attention to mathematical properties of cooperative games, and concludes with a formal discussion of the principal-agent model. | |||||||||||||||||||||||||||||
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| 21 | Generalized Linear Models | EBB883B05 | |||||||||||||||||||||||||||
| The course gives an introduction to the field of generalized linear models (GLM), which are an extension of the standard regression model (alternatively called the linear model). The GLM comes into play if the assumptions of linearity and/or normality – the usual ingredients of the standard regression model – are violated. GLMs are often used in actuarial science and risk insurance, for example to model the number and the size of claims. Hence, GLMs are particularly important to students with in an interest in actuarial science. However, this course gives a general introduction to GLMs in a broad statistical context. | |||||||||||||||||||||||||||||
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| 22 | Global Corporate Taxation | EBB121A05 | |||||||||||||||||||||||||||
| Het gedrag van bedrijven wordt beïnvloed doordat zij in de landen waarin zij opereren vennootschapsbelasting en de voorheffingen op die belasting (dividendbelasting, en in de meeste landen ook interestbelasting en royaltybelasting) moeten betalen. De fiscale wetgever - staten en Europese Unie, daarbij geadviseerd door de Organisatie voor Economische Samenwerking - proberen dat gedrag te beïnvloeden. Voorbeelden zijn fiscale faciliteiten zoals investeringsfaciliteiten en faciliteiten voor uitstel van belastingheffing bij bijvoorbeeld fusies, maar ook de vele anti-ontgaansbepalingen die in de vennootschapsbelastingsystemen van (vrijwel) alle landen zijn opgenomen. Mits het belang van de vennootschapsbelasting en de voorheffingen voor de rechtsvorm, investerings- en financieringsbeslissingen en de vestigingsplaatskeuze tijdig wordt onderkend, kan de omvang van de (wereldwijd) verschuldigde vennootschapsbelasting en de effecten daarvan op de kasstromen aanzienlijk worden beperkt. Een andere factor die de kasstromen gunstig beïnvloedt is het op juiste wijze tijdig aan de verplichtingen voldoen en een adequate rapportage hierover richting belastingdienst. Daardoor worden boetes, maar ook reputatieschade vermeden. Door middel van een Tax Control Framework kunnen fiscale risico's waardoor onjuist of niet op tijd aangifte wordt gedaan worden onderkend. | |||||||||||||||||||||||||||||
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| 23 | Growth and Development Economics | EBB811B05 | |||||||||||||||||||||||||||
| Why are some countries richer than others? What are the main determinants of successful development? Why do some countries grow rapidly, while others are left behind? And what does this mean for people in those countries: who are the poor and what can we learn about inequality within and between countries? By applying empirical techniques and theoretical models, you will gain a deeper understanding of the driving forces of development. We will discuss topics such as the measurement of income differences, inequality and poverty; the interplay of inequality and growth; the role of structural change and linkages between sectors in development; and the role of government, geography, natural resources and culture in stimulating or hindering the process of growth and development. | |||||||||||||||||||||||||||||
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| 24 | Health Economics | EBB120A05 | |||||||||||||||||||||||||||
| Health economics is a subfield of economics. It can be described as applying economic principles to analyse health and healthcare. This course offers an introduction to health economics. It aims to give you an introduction to key concepts in health economics and to describe how health economics may inform policy debates worldwide. In this course, we explore and discuss how economic principles can be applied to health and healthcare. We focus on the characteristics of health and healthcare in high income countries. We describe the supply side (e.g. medical doctors) and demand side (e.g. people already with medical conditions, as well as other individuals facing uncertain future health outcomes) of healthcare markets. We explore a canonical model of individual decision-making with regard to health, as well as the socioeconomic context in which such decisions are made. We consider insurance markets for healthcare and ways in which they may fail. We discuss the pros and cons of government intervention in attempts to correct for market failure. Finally, we examine how economic decisions are made regarding the introduction of new healthcare interventions. | |||||||||||||||||||||||||||||
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| 25 | Healthcare Management | EBB132A05 | |||||||||||||||||||||||||||
| Healthcare settings require specific management strategies and approaches to organizing in certain aspects. Healthcare organizations are professional service firms with most often a multidisciplinary workforce. Professionals require a degree autonomy, which does not mean highly professionalised medical doctors should be unmanaged – It just requires a different type of leadership from managers working in medical contexts. Medical and related knowledge is rapidly progressing and despite all the advances in technology leading to more complicated equipment and refined diagnostic and treatment procedures, at first sight the healthcare process in itself may still be seen as organised comparatively traditionally. A closer look, however, will reveal that healthcare organisations have increasingly implemented structures and explicitness (such as healthcare supply chains, clinical guidelines, electronic healthcare records, outcome monitoring systems) to the healthcare process to increase quality of care. These improvements have also led to new challenges, such as being confronted with the question how to balance investments in transparency and reliability against increased administration costs. Another feature that makes healthcare organisations stand out is they all share to some degree a sense of social mission or purpose concerned with the public good. Unlike most other organisations, healthcare generally aims to both realise this social mission while at the same time responding to financial incentives and behaving entrepreneurially, resulting in sometimes doing things that do not make sense in business terms. The multiple aims and the multiple actors involved pose specific challenges to managers in healthcare settings. This course sets out to explore the key areas in which healthcare management differs from management in other contexts. In this course you will be introduced to the basic components of the healthcare system and how these are organized and managed. You will be stimulated to reflect on the consequences for the quality of care. By working together on a complex real-life case that shows how the different components are related, you will get acquainted with the set-up of healthcare systems and the dynamics evolving from the actors involved and their specific roles. | |||||||||||||||||||||||||||||
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| 26 | Inl. Belastingheffing voor niet-jur | RGAFI30510 | |||||||||||||||||||||||||||
| De cursus wordt gegeven in de vorm van een practicum ondersteund door hoorcolleges. Aanwezigheid bij de werkcolleges en actieve deelname daaraan zijn verplicht. Dit zijn de practicumverplichtingen. De cursus wordt afgesloten met een essay tentamen. Aandacht wordt besteed aan de volgende onderwerpen: - algemene inleiding in het belastingrecht - formeel belastingrecht - omzet- en overdrachtsbelasting - inkomstenbelasting, zowel in de winstsfeer als voor particulieren - vennootschapsbelasting - bronbelastingen - internationaal belastingrecht - introductie tax risk management De hoorcolleges worden grotendeels gevolgd samen met studenten Fiscaal Recht en Notarieel Recht die het vak Inleiding Belastingheffing voor niet-juristen volgen. De werkcolleges worden voor de doelgroep studenten Minor Bedrijf en Belastingen afzonderlijk gegeven. De bovengenoemde onderwerpen worden voor wat betreft de hoorcolleges gegeven in de de collegecyclus van het vak Inleiding Belastingheffing voor niet-juristen uit de bachelor Fiscaal Recht. De inhoud van het vak IBNJ verschilt op onderdelen van dat van Inleiding Belastingheffing voor niet-juristen. Zo wordt voor de groep studenten die de Minor Bedrijf en Belastingen volgen wordt een inleidend college gegeven en wordt bij IBNJ ingegaan op tax risk management, een onderdeel dat niet aan de orde wordt gesteld in het vak Inleiding Belastingheffing voor niet-juristen. ZEER BELANGRIJK: STUDENTEN DIENEN ZICH IN PROGRESS VOORAFGAANDE AAN DE COLLEGEPERIODE BINNEN DE DAARTOE GESTELDE TERMIJN (zie de jaarindeling) IN TE TEKENEN VOOR HET VAK. DAARMEE KRIJGT U TOEGANG TOT DE VAKINFORMATIE IN DE STUDENTPORTAL (NESTOR) EN HET TENTAMEN. U HOEFT U NIET AFZONDERLIJK IN TE TEKENEN VOOR DE WERKGROEP, HIER KUNT U GEWOON NAAR TOE GAAN. BEIDE DELEN (WG DEEL 1 EN WG DEEL 2) DIENT U TE VOLGEN. | |||||||||||||||||||||||||||||
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| 27 | Innovation Management B&M | EBB107A05 | |||||||||||||||||||||||||||
| The management of innovation processes helps both entrepreneurial new ventures and established organizations to innovate successfully. Firms frequently require various internal and external sources that are important for innovations. In this context businesses face several challenges to successfully recombine different sources of knowledge. Students will approach the management of innovation by learning how organizational and industrial context shapes innovation and which strategies firms apply to innovate and generate value from innovations. We start with discussing the characteristics of knowledge from an economics perspective and the relevance of innovation for firms and society. Introducing different types of innovations and the role of innovation for industrial dynamics will allow students to build a thorough understanding of the context in which firms innovate. Based on these insights we discuss the relevance of various actors in the process of innovation and collaborations among them. Discussing the challenges of managing the innovation process when tapping into external and global knowledge sources will complete this course, and allow you to understand better how organizations innovate in an increasingly open and global innovation system. | |||||||||||||||||||||||||||||
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| 28 | Intermediate Corporate Finance | EBB079B05 | |||||||||||||||||||||||||||
| In this course, the lessons learnt from studying the valuation of financial assets, will be applied to the valuation of real assets, such as factories and machines. Various methods for real asset valuation will be considered, including the Weighted-Average-Cost-of-Capital method, the Adjusted Present Value method and real options approaches. Also ways to derive expected future cash flows (being an important input for real asset valuations) from accounting statements and other information will be discussed. In addition to the valuation of real assets, the financing of firms will be covered in this course. Taking the irrelevance theorem as a starting point, the course will explore the consequences of, for instance, taxes, agency problems and information asymmetries, on the capital structure of firms. A similar set of arguments will be applied to firms' pay-out policies. | |||||||||||||||||||||||||||||
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| 29 | Intermediate Macroeconomics | EBB842B05 | |||||||||||||||||||||||||||
| This course starts with a brief survey of the main schools of thought in macroeconomics, such as the (new-)Keynesians, the monetarists, and the (new-) classicals. Subsequently, the course will deal in depth with various important topics such as stock-flow interaction, rational expectations and the perfect foresight hypothesis and open economy macroeconomics. | |||||||||||||||||||||||||||||
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| 30 | International Bus.& Supply Chain Market. | EBB609B05 | |||||||||||||||||||||||||||
| Firms operating in a Business-to-Business environment market goods and services to other firms, institutions, or the government, where their potential customers can be all over the world. Another challenge that firms operating in a business environment face is that they have to market and coordinate their goods and services along the supply chain. For companies, thinking in terms of added value instead of a product-focused perspective is key. Students will gain insights in the specialties of international business markets and business customers, such as that the customers are internationally operating firms rather than individuals, and that deals are closed between buying and selling centers consisting of several people. Other topics that will be covered are the management of products and services, price management, and sales management. Since market offerings in business markets are usually realized in conjunction with other firms along the value chain - both suppliers and customers - efficient management of the (international) supply chain will receive special attention, where students will experience the problems of supply chain optimization in a management game. | |||||||||||||||||||||||||||||
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| 31 | International Business Strategy for E&BE | EBB023C05 | |||||||||||||||||||||||||||
| The course is structured around plenary lectures and interactive teaching activities that relate to real-world cases. The course is organized along the lines of seven teaching cycles that offer a guided tour on principles of international business strategy. The heart of the course is a series of group meetings during which students analyze and discuss real-world business cases, extensively relying on and referring to the theory presented in the selected reading material (the course literature). Throughout the course, students (grouped in teams) will develop, execute and present their own research project, which aims at applying the theory learned in the course on a study of a Fortune 500 multinational company. Additionally, plenary lectures target the development of applied academic research in the international business strategy field, by discussing additional academic journal articles. The insights communicated during the plenary lectures are part of the final exam. | |||||||||||||||||||||||||||||
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| 32 | International Financial Management | EBB627A05 | |||||||||||||||||||||||||||
| The International Financial Management course concentrates on the accounting and financial issues faced by multinational corporations (MNC). The course aims to address the significant accounting and financial problems that MNCs may experience and propose methods that could result in possible solutions while taking institutional, cultural, and social aspects of internationalization into consideration. Specifically, this course aims to discuss: (i) The reasons for accounting diversity across countries and its consequences on performance measurement and control of MNCs (ii) Other critical accounting and financial reporting issues (such as inflation, consolidation, segment reporting, etc.) faced by MNCs (iii) International Transfer Pricing (ITP) strategies and its managerial and ethical aspects for MNCs (iv) The importance of multinational capital and operational budgeting in terms of strategy implementation and social responsibility for MNCs (v) The role of foreign exchanges and international capital markets for MNCs (vi) The foreign exchange risks faced by MNCs by referring to the transaction, economic, and accounting exposures together with potential methods through which companies can hedge themselves against such threats | |||||||||||||||||||||||||||||
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| 33 | Introduction to Actuarial Science | EBB827A05 | |||||||||||||||||||||||||||
| The economics of insurance, individual risk models for a short term, survival distributions and life tables, life insurance, life annuities, and benefit premiums. | |||||||||||||||||||||||||||||
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| 34 | Introduction to Econometrics | EBB828A05 | |||||||||||||||||||||||||||
| The course gives an introduction to econometrics. Especially the foundation of the econometric methodology around the linear model is emphasized. Taking the linear model as starting point several estimation methods (e.g. OLS, GLS, IV and GMM) and testing procedures are considered from different viewpoints. Both exact and asymptotic methods are treated. We provide some empirical examples of regression analysis which are societal relevant. These examples are instrumental in learning the students how to interpret regression results in an economic way. The students are supposed to complete 6 group assignments (maximum group size: 2). Some of these group assignments are of an empirical nature. In that case the students have to use the econometric software package STATA and to provide an economic interpretation of the regression results. The assiggnments also contain some theoretical questions which contribute to the understanding of estimation methods and testing procedures. | |||||||||||||||||||||||||||||
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| 35 | Introduction to Entrepreneurship | EBB124A05 | |||||||||||||||||||||||||||
| The attention paid to entrepreneurship in economics and business has steadily increased during the last decades. Policy makers and practitioners are seeking to promote the supply of entrepreneurs in order to encourage economic benefits (e.g. employment, wealth creation and competition) as well as social benefits (e.g. social cohesion and empowerment). Entrepreneurship is a multi-dimensional concept that takes a variety of forms and appears in both large and small businesses, in both new and established firms, in both the formal and informal economy, in technological and non-technological industries and in many world regions. It is important to understand the basic characteristics of entrepreneurship in different settings in order to derive meaningful implications for different stakeholders. This course offers basic knowledge in the field of entrepreneurship to students with various educational backgrounds. We discuss entrepreneurship from different perspectives (e.g. psychological, economic and process perspectives) and in different forms (e.g. new ventures and established businesses), and we discuss the value and importance of entrepreneurship in the modern economy. We also discuss theories and models that help in explaining antecedents and consequences of behaviors during the exploration and the exploitation phases in the entrepreneurial process. After students have obtained an understanding of the importance of entrepreneurship and the entrepreneurial processes occurring at the micro level, we go back to the macro level and discuss how and under what circumstances institutions can promote entrepreneurship. Finally, in addition to the theoretical knowledge on entrepreneurship, throughout the course we aim to provide students with the opportunity to reflect on this knowledge by providing them with practical examples from a wide range of contexts, inviting guest lecturers from the field, and by providing a small group assignment in which students have to link the theory to practice and present their findings to an audience. | |||||||||||||||||||||||||||||
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| 36 | Introduction to Mathematical Economics | EBB830A05 | |||||||||||||||||||||||||||
| The course discusses a number of mathematical models which constitute the core of modern neoclassical microeconomic theory. Topics discussed include: producer theory, consumer theory, duality, choice under uncertainty, partial market equilibrium, general market equilibrium, welfare economics, public goods. The course focuses on rigorous analysis of standard models by using mathematical tools. | |||||||||||||||||||||||||||||
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| 37 | Introduction to Operations Research | EBB829A05 | |||||||||||||||||||||||||||
| This course introduces and expands on a number of Operations Research techniques that are pivotal in solving many problems that arise in practice, such as supply chain optimization, design of telecommunication networks, facility layout, freight transportation, and work rostering. Applicable methods include Linear and Integer Programming, Graph Theory, Dynamic Programming, and heuristics. | |||||||||||||||||||||||||||||
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| 38 | Junior Business Research and Consulting | EBB123A05 | |||||||||||||||||||||||||||
| 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. Bachelor students have to reflect on the research process and their role as junior consultant and researcher. | |||||||||||||||||||||||||||||
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| 39 | Labour Economics | EBB840A05 | |||||||||||||||||||||||||||
| The market that allocates workers to jobs and coordinates employment decisions is the labour market. The labour market is unique; non-pecuniary factors, such as work environment, risk of injury, personalities of managers, perceptions of fair treatment, and flexibility of work hours, loom larger in employment transactions than they do in markets for commodities. Furthermore, a host of institutions and pieces of legislation that influence the employment relationship do not exist in other markets. Labour economics is the study of the workings and outcomes of the labour market. The main subjects in this course are labour supply and demand, wages and productivity, inequalities and discrimination, collective bargaining, macroeconomic and regional economic issues of unemployment, international migration and labour market policy. | |||||||||||||||||||||||||||||
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| 40 | Linear Algebra for EOR | EBP037A05 | |||||||||||||||||||||||||||
| Eigenvalues, eigenvectors, solutions of differential equations and their stability, determinants, linear (sub)spaces | |||||||||||||||||||||||||||||
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| 41 | Linear Models in Statistics | EBB072A05 | |||||||||||||||||||||||||||
| The course starts with a discussion of matrix algebra relevant to econometric applications. Afterwards properties of normally distributed random vectors are analyzed. The main part is about the classical linear model. It encompasses the discussion of different estimation approaches, properties of the estimators and statistical inference. | |||||||||||||||||||||||||||||
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| 42 | Loonheffingen | RGBFI00105 | |||||||||||||||||||||||||||
| In het vak Loonbelasting komen de loonbelasting en de premieheffing volks- en werknemersverzekeringen aan de orde. Vrijwel alle werknemers die in Nederland in dienst zijn bij een werkgever betalen loonbelasting. Hetzelfde geldt voor mensen met een uitkering. De manier waarop het loon en daarover verschuldigde belasting worden berekend en betaald aan de fiscus is het voornaamste onderwerp van dit vak. Daarnaast is er aandacht voor de premieheffing werknemersverzekeringen. Uit deze premies wordt een groot aantal in Nederland geldende uitkeringen voor werknemers betaald. De benodigde wetteksten voor de premieheffing volks- en werknemersverzekeringen komen óf op Studentportal (Nestor) te staan óf worden in de vorm van een syllabus aangeboden. | |||||||||||||||||||||||||||||
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| 43 | Macroeconomics for EOR | EBB027B05 | |||||||||||||||||||||||||||
| This course develops the tools to understand macroeconomic issues. It discusses important European and global policy issues and provides students with the analytical skills to address them. | |||||||||||||||||||||||||||||
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| 44 | Marketing Analytics | EBB114A05 | |||||||||||||||||||||||||||
| Marketing Analytics is an introductory course to both marketing and marketing analytics. It covers basic concepts and theoretical models as well as applications of econometric models in marketing. | |||||||||||||||||||||||||||||
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| 45 | Mathematics I for EOR | EBP011B05 | |||||||||||||||||||||||||||
| Main educational goal: The student will learn to formulate in a mathematically correct way and acquires understanding of the mathematics underlying economic models. The student obtains the skills to prove results, and to solve problems. Topics: Introduction to analysis and linear algebra, calculus, mathematical induction, complex numbers. | |||||||||||||||||||||||||||||
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| 46 | Mathematics II for EOR | EBP012B05 | |||||||||||||||||||||||||||
| Main educational goal: The student will learn to formulate in a mathematically correct way and acquires understanding of the mathematics underlying economic models. The student obtains the skills to prove results, and to solve problems. Topics: Introduction to linear algebra, functions of several variables and advanced analysis. | |||||||||||||||||||||||||||||
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| 47 | Matrices, Graphs and Convexity | EBB073A05 | |||||||||||||||||||||||||||
| The students will acquire knowledge and skills of mathematical methods used in econometrics and operations research. Topics: Kronecker product, singular value decomposition, one-sided inverses and generalized inverses of matrices, (un)directed graphs, irreducible non-negative matrices, convex sets, convex and quasi-convex functions, supporting hyper-planes of a convex set and separating hyper-planes of two convex sets. | |||||||||||||||||||||||||||||
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| 48 | Metric and Topological Spaces | WBMA036-05 | |||||||||||||||||||||||||||
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| 49 | Microeconometrics | EBB880C05 | |||||||||||||||||||||||||||
| Substantive topics of the course 1. Binary choice modeling: the dependent variable is a 0 or a 1. 2. Multinomial choice models. 3. Models with selection of observations; the dependent variable is > 0 and beyond. 4. Survival (or duration) analysis. 5. Panel data analysis: combining time-series and cross-sectional data. 6. Simulation-based econometrics. 7. Non-linear panel data models. To estimate the models we use: 1. Maximum Likelihood (ML) estimation, and 2. Generalized Method of Moments (GMM)estimation. We discuss these methods while going on. | |||||||||||||||||||||||||||||
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| 50 | Microeconomics for EOR | EBP841B05 | |||||||||||||||||||||||||||
| Microeconomics for EOR deals with the basic principles of microeconomic theory. Every day, consumers make decisions about the purchase of goods and services, while companies continuously decide what their product range will include and in what quantities they will supply their products. In most economies, the decisions of consumers and producers are coordinated through markets by means of the price mechanism. Microeconomics deals with the individual decisions of consumers and producers and their coordination through the price mechanism. It studies the behavior of companies and how this behavior contributes to social welfare. | |||||||||||||||||||||||||||||
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| 51 | Minorstage 1 Lerarenopleiding | ULOB0210 | |||||||||||||||||||||||||||
| De student maakt kennis met het onderwijs en het beroep door, drie dagen per week stage te lopen op een school voor voortgezet onderwijs. De student wordt daarbij begeleid door een vakcoach; een ervaren docent van de school die meestal hetzelfde schoolvak geeft. Tijdens de stage observeert de student lessen, interviewt leerlingen en docenten, bereidt zelf lessen (ook online lessen) voor en staat (aanvankelijk onder begeleiding) voor de klas en/of voert online onderwijs uit. Daarnaast neemt de student deel aan intervisie met medestudenten op de school of op het opleidingsinstituut. De stageactiviteiten worden op het instituut ondersteund met praktische trainingen, werkcolleges en opdrachten. De resultaten van alle activiteiten slaat de student op in een elektronisch bekwaamheidsdossier. Op grond van dit dossier vindt voor half november een beoordelingsgesprek plaats. Dit gesprek mondt uit in een advies voor de vervolgfase. De student heeft na afloop van de schoolstage en ondersteunende instituutsactiviteiten een gefundeerd antwoord op de vragen: is het onderwijs en het beroep van leraar iets voor mij? Vinden mijn beoordelaars (op school en instituut) dat ik in potentie geschikt ben voor het leraarsberoep? Verwachten mijn beoordelaars dat ik in staat ben om de beroepskwalificerende stage (Minorstage 2) positief af te ronden? | |||||||||||||||||||||||||||||
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| 52 | Minorstage 2 Lerarenopleiding | ULOB0310 | |||||||||||||||||||||||||||
| Tijdens deze beroepskwalificerende stage wordt de student op de school in staat gesteld te werken aan de doelstellingen zoals hierboven omschreven. Dit betekent onder meer dat de student in staat wordt gesteld om een substantiële hoeveelheid lessen (ook online lessen) zelfstandig voor te bereiden en te verzorgen. Daarnaast krijgt de student de gelegenheid om mee te draaien in de schoolorganisatie. Minorstage 2 wordt ondersteund door intervisieactiviteiten op de school of op het opleidingsinstituut. Vanuit het instituut wordt de stage daarnaast ondersteund met werkcolleges en opdrachten. | |||||||||||||||||||||||||||||
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| 53 | Multivariate Calculus | EBP013B05 | |||||||||||||||||||||||||||
| Differentiability and linear approximation of multivariate functions, implicit function theorem, (constrained) optimization, Lagrange multipliers, envelope theorems. | |||||||||||||||||||||||||||||
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| 54 | Numerical Methods for EOR | EBB115A05 | |||||||||||||||||||||||||||
| Improvements in data storage and computing power enable researchers to address economic and econometric issues that were impossible to address ten years ago. Also, numerical methods and simulation enable theorists to understand their models better. In this course, we focus on data, numerical methods to answer questions relevant to these data, and (econometric) analysis of these data. | |||||||||||||||||||||||||||||
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| 55 | Omzetbelasting voor niet-juristen | RGAFI30405 | |||||||||||||||||||||||||||
| De omzetbelasting is een algemene verbruiksbelasting die de particuliere bestedingen wenst te treffen. Aandacht zal vooral worden besteed aan heffingstechniek, zoals deze in de wet gestalte is gegeven en aan de invloed van de EU-richtlijnen op de Nederlandse omzetbelasting. Gezien het grote aandeel van deze belasting in de nationale en Europese middelen is een grondige kennis van structuur en theorie onontbeerlijk. Het vak bestaat uit hoor- en werkcolleges. Uren per week: 2 uur hoorcollege via online-colleges 2 uur werkcollege | |||||||||||||||||||||||||||||
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| 56 | Operations Strategy and Technology | EBB109A05 | |||||||||||||||||||||||||||
| Starting from the notion that many disciplines relate to the operations function of companies, this module provides an in-depth analysis of the operations management function of companies including the associated (theoretical) approaches. The course supplies the general approaches on an advanced level necessary to describe and understand practical operations management problems. In doing so, the module covers three main areas: the role and nature of operations, the planning and control of the operations process and the organizational setting of the operations function. These areas will be analyzed from different perspectives including topics like: a. The strategic role of operations (operations strategy); b. The reconciliation between market requirements and operations resources; c. The impact operations have on performance objectives. In doing so, the focus will be on the role technology plays in achieving long term competiveness. Additionally, some specific approaches to operations like Lean Operations, Agile Operations, Total Quality Management (TQM), and Enterprise Resource Planning (ERP) will be discussed and the practical value of these approaches will be considered. | |||||||||||||||||||||||||||||
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| 57 | OR Modelling | EBP821B05 | |||||||||||||||||||||||||||
| The course is about modeling business decision (OR) problems as well as solving them. The course starts with linear programming. Practical problems will be modeled as linear programs (LPs). Small LPs will be solved graphically and with the simplex method; the Excel solver will be used to solve larger problems. Furthermore, sensitivity analysis will be discussed, and LPs are extended to integer linear programs. The course also deals with problems on network theory, queueing theory, and inventory theory. Various models and solution techniques will be discussed. Students have to write a report based on a group assignment about (integer) linear programming. | |||||||||||||||||||||||||||||
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| 58 | Partial Differential Equations | WBMA008-05 | |||||||||||||||||||||||||||
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| 59 | Philosophy of Science | FI180WET | |||||||||||||||||||||||||||
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| 60 | Political Economics | EBB886B05 | |||||||||||||||||||||||||||
| This course provides an overview of the current state of affairs of scientific research in the field of political economy. Topics covered are: political accountability / voting models, central bank independence, political budget cycle- and partisan- theory, the impact of the political system on economic reforms (fiscal policy changes, market reform etc.), and the impact of democracy/autocracy on economic growth. | |||||||||||||||||||||||||||||
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| 61 | Privaatrecht voor niet-juristen | RGAPR70205 | |||||||||||||||||||||||||||
| Privaatrecht is het recht tussen burgers onderling. Het vak bouwt voort op Inleiding Recht voor niet-juristen. Iedereen komt in het dagelijks leven op uiteenlopende wijze in aanraking met het privaatrecht. In een collegecyclus van 6 weken passeert in feite het leven van elke dag, en de rol van het privaatrecht daarin, de revue. Kan ik zonder toestemming van mijn echtgenoot met geleend geld gaan beleggen (DEXIA) of een bedrijf kopen? Delen al mijn kinderen op gelijke wijze in mijn nalatenschap? Mag ik mijn (oudste) zoon bevoordelen? Waaraan ben ik gebonden als ik per e-mail een abonnement voor een mobiele telefoon afsluit? En als ik in een te enthousiaste bui een huis koop, kan ik dan nog terug? En wat als de grond vervuild blijkt te zijn, of de garage vijftien centimeter over de grens blijkt te zijn gebouwd? Op het gebied van letselschade geeft het leven tal van treurigheden te zien: heb ik als ouder een claim jegens de dronken automobilist die voor mijn ogen mijn kind doodrijdt? En tegen ZOO BV als een Bokito mij onverwacht aanvalt? Kortom, relevante vragen van alledag worden in een juridisch kader geplaatst. Na afloop van dit vak heeft u inzicht in belangrijke privaatrechtelijk leerstukken en het vermogen om de daarmee samenhangende juridische vraagstukken te beoordelen. U leest de krant anders, beslist! | |||||||||||||||||||||||||||||
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| 62 | Probability and Measure | WBMA024-05 | |||||||||||||||||||||||||||
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| 63 | Probability Distributions | EBP038A05 | |||||||||||||||||||||||||||
| This course continues the study of probability theory, started in the course Probability theory. We will study joint probability distributions, change of variables, conditional expectation and inequalities and limit theorems. The book is the same as for Probability Theory, we continue with ch 7, 8, 9, and 10. | |||||||||||||||||||||||||||||
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| 64 | Probability Theory for EOR | EBP014B05 | |||||||||||||||||||||||||||
| There are two lectures each week in which the theory from the book is discussed, and various examples are given. In addition, there are weekly two-hour practical sessions. We discuss Chapters 1 through 6 of the textbook. The material discussed in this course is used amongst others in Probability Distributions in period 2.1, and Estimation and Testing in period 2.2. | |||||||||||||||||||||||||||||
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| 65 | Programming for EOR | EBP039A05 | |||||||||||||||||||||||||||
| The goal of this course is to teach the students basic R programming skills related to econometrics, statistics and operations research. In each week, there is a main lecture, computer practical and assignment. The main lectures cover theory and examples, while the computer practicals and assignments allow the students to bring theory into practice. There are six assignments, each counting 11% of the final course grade. Assignments are done in groups of two students. There are weekly office hours for students with questions about the assignments. The exam covers all the material discussed in the lectures and assignments. | |||||||||||||||||||||||||||||
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| 66 | Purchasing & Supply Chain Management | EBB742B05 | |||||||||||||||||||||||||||
| In today's business environment, most organizations are part of a chain or network in order to produce and deliver goods or services to the ultimate customer. As such, organizations have all kinds of relationships with one another and parties involved are connected through various business processes. The purchasing process is one of these business processes, linking needs and requirements of one organization with the supply of another. This course will focus on various concepts related to supply chains such as supply chain strategy, supply chain operations, outsourcing and relationship management between the focal firm, its suppliers and its customers. Moreover, purchasing is examined from a supply chain perspective and business functions related to both supply chain management and purchasing are explored. Attention will be paid to various working contexts and sectors (services, public sector) in order to clarify that common purchasing and supply chain management practices may not be used or applied in every context in the same manner. In this course, specific attention will be given to sustainability. Being of great importance in today's business environment, aspects of environmental and social sustainability and how these relate to supply chain management and purchasing will be explored and critically reflected upon. This course will allow students to become sensitive to sustainability issues and how these are dealt with, both in theory and in in practice. | |||||||||||||||||||||||||||||
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| 67 | Queueing Theory and Simulation | EBB074A05 | |||||||||||||||||||||||||||
| Queueing systems pervade our society, at shops, supermarkets, call centers and so on. It is common in such systems to make trade-offs between the costs of operation, e.g., hiring personnel, and service as perceived by customers, e.g., mean waiting time. To make such trade-offs one should be able to analyze the behavior of queueing systems and compute relevant key performance indicators. For this purpose we need models of queueing systems. The simple models can typically be solved with mathematical tools, but the analysis of difficult models requires simulation. However, even though simulation is very powerful, the development of useful simulators is based on profound insight into queueing systems in general, such as the dominating factors and aspects of the system’s behavior. Moreover, simulators require extensive testing, as bugs are easily made. Hence, mathematical models are also key ingredients in the development process of a simulator, to provide insight and a suitable testing ground. The aim of this course is to equip a student with a set of tools to analyze and improve queueing systems by means of simple mathematical models on the one hand, and with simulation on the other. The student should realize that both approaches complement each other: the simulations to analyze realistic queueing systems, the mathematical models to provide intuition, insight and tests. The course starts with providing a set of simple numerical models (recursions) to analyze and simulate realistic queueing systems. Then we develop mathematical models to analyse single server queueing systems and queueing networks, and show how simulation and analysis interact in the understanding of queueing systems and queueing networks. | |||||||||||||||||||||||||||||
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| 68 | Risk Insurance | EBB863A05 | |||||||||||||||||||||||||||
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| 69 | Sports Economics | EBB920A05 | |||||||||||||||||||||||||||
| This course consists of two parts. In the main lectures, a review is given of modern literature on the economics of sports. Important topics are: demand for sports, supply of sports, the outcome of sport events, the market for (top)talent, sport and the government, economic effects of major sport events. Some lectures are more research oriented, when recent papers are discussed. Finally, students write a paper in teams on a topic of their choice. Of course, that topic should be related to sports economics. One or two guest lecturers will provide another perspective on current developments. | |||||||||||||||||||||||||||||
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| 70 | Statistical Inference | EBB075A05 | |||||||||||||||||||||||||||
| Parameter estimation and hypothesis testing based on the likelihood function. | |||||||||||||||||||||||||||||
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| 71 | Statistical Modelling for EOR | EBP008B05 | |||||||||||||||||||||||||||
| The focus of this course will be on tackling econometric and actuarial science problems through working with data. Students experience how applied econometric research is conducted in practice. They get acquainted with empirical research from economic journals, such as the American Economic Review, as well as research from fields other than economics, to learn about the broad applicability of econometrics. An example of a topic that might be studied is the question of how much an extra year of education increases later earnings. Students are provided with the data used in empirical studies and replicate the results of the associated publications. Moreover, they are asked to explore variants of the empirical strategies employed by the authors. Students write reports about their findings and orally present these. Students further tackle empirical problems in actuarial science and orally present their results. A block assignment asks students to compile their own data set to answer a relevant research question (with guidance by the lecturers). | |||||||||||||||||||||||||||||
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| 72 | Stochastic Models | EBB878A05 | |||||||||||||||||||||||||||
| In statistics, econometrics, OR, insurance, marketing, logistics and finance stochastic models play an essential role. A number of standard models are treated in this course, and many examples are given. Topics dealt with include: Markov chains with discrete time parameter, Poisson processes, Markov chains with continuous time parameter, renewal theory, reliability. | |||||||||||||||||||||||||||||
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| 73 | Technology-based Offerings | EBB119A05 | |||||||||||||||||||||||||||
| Technological innovation is one of the most important drivers of success in many established companies, as well as in many new ventures. This course aims at providing knowledge and understanding of how technology is used for new product/service propositions. Subjects covered are (amongst others) technology management, product architecture, (adoption of) disruptive technologies, sustainability and circular economy, intellectual property management, and collaboration on technology. At the same time, an early practical experience is provided in which groups of students develop a product/service proposition from technology, from idea to first concept. This concept is further developed in the minor course ´Entrepreneurship Project´ (EBB118B10) in semester 1b. | |||||||||||||||||||||||||||||
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| 74 | Vakdidactiek onderbouw | ULOB0405 | |||||||||||||||||||||||||||
| Tijdens werkcolleges wordt in kleine groepen onder leiding van de vakdidacticus voor het bewuste schoolvak aandacht besteed aan lesplanning, -uitvoering en -evaluatie. Er wordt stilgestaan bij uiteenlopende lesmethoden, moeilijkheden die leerlingen kunnen ondervinden bij het leren van het vak, doorlopende leerlijnen, het plannen van een lessenreeks, etc. De student leert voorts hoe deze het leren van leerlingen ‘zichtbaar’ kan maken en hoe hij de leerprestaties en –vorderingen van leerlingen kan toetsen. De werkcolleges stellen de student in staat om de eigen onderwijspraktijk (Minorstage 2) en het eigen professionele handelen in die praktijk vorm te geven, te analyseren en te verbeteren op grond van kennis over het vak en de vakdidactiek. | |||||||||||||||||||||||||||||
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