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Informatie over MSc Technology and Operations Management/TOM
Hieronder staan het programma en de vakomschrijvingen van MSc Technology and Operations Management/TOM Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (basisprogramma MSc TOM) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | keuzevak(ken) MSc TOM | Engels | 10 | |||
| semester I a | verplicht | EBM041A05 | Operations Management and Control | Engels | 5 | 4 | |
| verplicht | EBM029A05 | Operations Modelling and Simulation | Engels | 5 | 6 | ||
| keuzegroep A | EBM025A05 | Facility Design and Planning | Engels | 5 | 4 | ||
| semester I b | verplicht | EBM032A05 | Behavioural Operations Management | Engels | 5 | 3 | |
| verplicht | EBM031A05 | Research Methods for TOM | Engels | 5 | 4 | ||
| semester II | verplicht | EBM766B20 | Master's Thesis TOM | Engels | 20 | variabel | |
| semester II a | verplicht | EBM024A05 | Asset Management | Engels | 5 | 4 | |
| keuzegroep A | EBM760D05 | Technology-enabled Innovation | Engels | 5 | 4 | ||
| Opmerkingen | Studenten kiezen 5 EC uit de keuzegroep (KG). In verband met een evenwichtige studielast wordt studenten aanbevolen om Facility Design and Planning te kiezen als zij in september met de MSc TOM starten; | ||||||
| » Jaar 1 (keuzevakken MSc TOM) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 16 | |
| semester I b | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 16 | |
| keuze | EBM063A05 | Developing from Technologies | Engels | 5 | |||
| keuze | EBM725C05 | Operations Management in Proc. Industry | Engels | 5 | 4 | ||
| keuze | EBM030A05 | Planning and Scheduling Methods | Engels | 5 | 5 | ||
| keuze | EBM051B05 | Strategic Management of Inf. Technology | Engels | 5 | 2 | ||
| keuze | EBM202A05 | Sustainable Energy Supply | Engels | 5 | 4 | ||
| semester II a | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 16 | |
| keuze | EBM167A05 | Energy Transition & Innovation | Engels | 5 | |||
| keuze | EBM034A05 | Healthcare Operations | Engels | 5 | 4 | ||
| keuze | EBM036B05 | Process Improvement and Change | Engels | 5 | 4 | ||
| keuze | EBM037A05 | Purchasing | Engels | 5 | 4 | ||
| keuze | EBM147A05 | Supply Chain Dynamics | Engels | 5 | 6 | ||
| semester II b | keuze | EBM151A05 | Business Research and Consulting | Engels | 5 | 16 | |
| keuze | EBM621A05 | Innovation & Entrepreneurship | Engels | 5 | 5 | ||
| keuze | EBM026A05 | Inventory Management | Engels | 5 | 4 | ||
| 1 | Asset Management | EBM024A05 | |||||||||||||||||||||||||||
| Many industrial companies require complex ‘assets’ or ‘capital goods’ in their primary process. Examples can be found in a wide range of industries and include real estate, facilities and infrastructure, manufacturing and production plants and flexible manufacturing systems. The design, proper use, and maintenance of such assets are usually critical for the performance of the company. Complex production assets typically have a long life-span, whereby the total cost of ownership (including e.g. maintenance and renovation costs) may far exceed the initial investment. This course consists of plenary lectures and tutorials related to assignments, during which the stages of the asset-life cycle will be discussed. Investment and design decisions related to manufacturing automation will be discussed. In addition, the following topics will receive attention: quantitative methods in the front-end, the organisation of operations and maintenance, reliability engineering in maintenance and operations, and condition monitoring. Students are asked to exercise with and reflect on these topics by conducting assignments, and do an intermediate exam. The assignments are all preceded by a tutorial/Q&A session. | |||||||||||||||||||||||||||||
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| 2 | Behavioural Operations Management | EBM032A05 | |||||||||||||||||||||||||||
| The primary goal of the course is to understand the effects of behavioural variables (such as cognitive limitations and effects of team work) on Operations Management decisions. Four lectures provide a basic background in the history and methodology of Behavioural Operations Management. Students develop research questions regarding the effects of behavioural variables on an Operations Management decision problem. Subsequently,students will, in multidisciplinary teams, setup and execute a scientific study to answer their research questions. The Operations Management problem will be chosen by the lecturers. The behavioural variables that will be investigated are chosen by the students and can be different per team. Examples are the effect of bounded rationality on purchasing decisions in the supply chain and the effect of team structure on rescheduling decisions. Steps in this project include formulating predictions, collecting data (e.g., experiments, cognitive task analyses, or surveys), analysing the results, and drawing conclusions. | |||||||||||||||||||||||||||||
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| 3 | Business Research and Consulting | EBM151A05 | |||||||||||||||||||||||||||
| Mixed teams of maximum four students (both from bachelor and master programmes in Economics and Business) will examine a real managerial issue. They translate the issue into a problem statement that can be addressed within the time frame of this course. Inherent parts of this course are that mixed teams of students 1) visit the company, 2) carry out desk research and literature search, 3) develop a research design (qualitative and/or quantitative), 4) analyze the results 5) draw conclusions and 6) propose a feasible solution including implementation steps to address the problem of a company. Master students have to reflect on the research process from methodological and theoretical perspectives and their role as master-level consultant and researcher. | |||||||||||||||||||||||||||||
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| 4 | Developing from Technologies | EBM063A05 | |||||||||||||||||||||||||||
| This course aims to explain the role of technology in innovation management. Students are taught to explain the role of technology from the perspectives of resource management, technology acquisition, technology development and technology adoption. The resource management perspective explains how companies can evaluate their competencies to determine the development of new (key) technologies. The technology acquisition stage explains how companies can evaluate the decision to make or buy the technology. The technology development perspective deals with how companies can develop technologies. Technology adoption is about the adoption, use and acceptance of technology by organizations. Simultaneously, students learn to analyze and improve business situations from the aforementioned perspectives and theories. | |||||||||||||||||||||||||||||
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| 5 | Energy Transition & Innovation | EBM167A05 | |||||||||||||||||||||||||||
| The shift towards renewable energy requires innovation in technologies and social behavior. The energy industry has changed and is changing dramatically. Once an oligopolistic structure, the industry is rapidly changing and incumbent businesses face threats from disruptive innovation. Similarly, newcomers face high levels of uncertainty about future demand, technological trajectories, and governmental policies. What does this mean for the established players and new start-ups? And what is the role of renewable energy innovation to be competitive in this industry? The purpose of this course is to give students an advanced understanding of these topics, using current academic research on strategy and innovation, to understand how collaboration and innovation can be used in this industry to adjust to change. We consider the complex transition towards sustainable energy, and will focus on the role of government-industry and industry-industry collaborations. In the process, students gain knowledge about how to realize and align partnerships in the transition of traditional (fossil fuels) to more sustainable sources of energy (wind, solar, biomass, tidal power). This course is part of the focus area 'Energy'. When you focus your MSc on energy subjects you will be awarded an official acknowledgement on your diploma, improving and broadening your career opportunities in the energy sector. Prerequisites are mentioned in the Teaching and Examiniation Regulations: 'Focus areas in the master programmes'. | |||||||||||||||||||||||||||||
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| 6 | Facility Design and Planning | EBM025A05 | |||||||||||||||||||||||||||
| Facilities are key elements in the creation of products and services in supply chains. Examples include factories, call centres, warehouses and ports. The aim of this course is to learn how to design such facilities from its physical manifestation to its organisation, aiming at objectives such as efficiency, quality, timeliness and human factors. We focus on topics like facility layout, material flow design, equipment selection, process planning, job assignment, and worker task composition. Both heuristic and algorithmic solution approaches are treated, as well as qualitative aspects. | |||||||||||||||||||||||||||||
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| 7 | Healthcare Operations | EBM034A05 | |||||||||||||||||||||||||||
| Healthcare systems have distinct characteristics because of high clinical, flow and professional variability. Students will learn how healthcare systems cope with these kinds of variability. The performance of healthcare systems can be measured by different aspects: patient centeredness, patient safety, effectiveness, efficiency, timeliness, equity. Approaches, methods and techniques to improve performance on these aspects will be discussed in this course. The focus is on secondary care, in particular the phases of diagnostics tests and the treatment processes within hospitals. So far, research on healthcare operations has been dominated mainly by unit (departmental) approaches. This course will provide an overview of these approaches on a strategic, tactical and operational level. A few approaches (e.g. appointment scheduling; sharing resources; quality improvement) will be discussed in-depth. Moreover, we will explore how chain and network approaches may help in delivering integrated care. In the lectures research on healthcare operations from scientific journals will be discussed. Topics of the lectures are: complexity and sources of variability; performance indicators for quality improvement and patient safety; process integration in acute care; integration of planning and control in elective care; capacity planning and the role of shared resources; lean and quantitative tools. In the tutorials students elaborate on two real-life problems, one on analysing throughput data and redesigning of a clinical pathways and one on logistics decision making. | |||||||||||||||||||||||||||||
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| 8 | Innovation & Entrepreneurship | EBM621A05 | |||||||||||||||||||||||||||
| The general objective of this course is to provide students with a full understanding of the process of successfully engaging in innovation/entrepreneurial activities. Upon completion of the course the student is able to: 1. Define the concepts of innovation and entrepreneurship and explain their interrelationships. 2. List a number of criteria to determine the success of innovation and entrepreneurial activities and to determine which ones are most relevant in a specific context. 3. Describe the different stages in innovation management processes and entrepreneurial processes and how different factors during these stages may influence the success of innovations and entrepreneurial activities. 4. Develop a theoretical framework distinguishing factors that influence the success of an innovation/entrepreneurial activity. 5. Assess the validity of the theoretical framework in a real business setting by analyzing secondary data on a specific case (i.e. a specific innovation/entrepreneurial activity). 6. Logically, clearly, carefully express his/her own activities, opinions and research findings to the lecturer and fellow students. The course consists of two parts that run parallel. The first is the theoretical part in which existing theories on innovation and entrepreneurship are discussed. In the second part, the students will apply these theories to concrete organizational settings by studying particular practical cases. Guest lectures provide the students with first hand insights on how processes of innovation and entrepreneurship take place in practice. | |||||||||||||||||||||||||||||
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| 9 | Inventory Management | EBM026A05 | |||||||||||||||||||||||||||
| The course Inventory Management provides students with the necessary knowledge and skills to analyze, improve, design and manage actual inventory systems. Topics that will be discussed are demand forecasting, production/inventory and item characteristics, performance measures, inventory control policies and policy improvement. In particular applying inventory control models to improve the company performance will be important. Spread sheet modeling skills are essential. | |||||||||||||||||||||||||||||
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| 10 | Master's Thesis TOM | EBM766B20 | |||||||||||||||||||||||||||
| With the Master thesis you give proof of your academic ability. This last phase of the study offers you the opportunity to produce an academic piece of work in the area of Technology and Operations Management and to explore this area in depth. In your thesis, you demonstrate and report in a systematic, objective and verifiable way, on the knowledge you have acquired and contributions you made in line with academic research. Writing a clear research proposal is the first essential step in this course. Guidance is offered related to all components of a successful scientific proposal, such as defining the problem definition and research questions, stating the significance of the research, critically discuss the literature, selecting and motivating the appropriate research design to answer the research questions, and planning of the project. The next step is to actually undertake the research (collect, analyse, and interpret quantitative and/or qualitative data with appropriate techniques) and draw conclusions, make recommendations, generalise findings and identify limitations. You will report on all aspects mentioned by means of a master thesis and presentations. In the Master Technology and Operations Management, research themes will be formulated. Groups of students with a similar theme will be supervised by a lecturer in group meetings in a structured way following deadlines set by the faculty. | |||||||||||||||||||||||||||||
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| 11 | Operations Management and Control | EBM041A05 | |||||||||||||||||||||||||||
| Within the area of OM&C, typically three components are to be distinguished. First of all, any organization is aiming to achieve operational excellence, i.e., to ensure that the various resources (people, machines, capital, real estate, etc.) are used to create the organization’s products and services as efficiently and effectively as possible. However, different organizations have different (operational) goals and/or want to attract different types of customers. What exactly the organization wants to achieve (its goals as measured by a certain set of performance indicators) is determined by the first component in OM&C: the Operations strategy (and its link to the Business strategy). In essence the Operations function in an organization wants to achieve multiple goals and the Operations strategy is to determine the priority and trade-offs between such goals. The second component within OM&C is formed by various concepts in the field. Here a ‘concept’ is a certain vision, model or philosophy to address OM&C situations. Such concepts are frequently of a strategic nature, i.e. address OM&C issues from a long-term perspective. Concepts include ideas like TQM, Lean, Push Vs. Pull, Customer Order Decoupling Point, TOC, Re-engineering, SCM, and so on. The third component in OM&C is the collection of (quantitative) models, e.g. queueing theory and inventory models, and rules, e.g., order release rules and material requirements planning, to to analyze production and service systems, and propose and evaluate solutions. To improve situations in OM&C these three components need to work together. The strategy and the need for operational excellence is determining the objectives; the concepts determine the environment in which the Operations work, and the quantitative models can be used to evaluate suggest solutions within the given context. In this course all three components will addressed so that towards the end of the course, students are able to use the three components in interaction and thereby create value for the OM&C function of organizations. The focus of the course will be on the development and analysis of quantitative models as these models are the most helpful to obtain an understanding of the dynamics of a production or service system. Only once these dynamics are well-understood, it is possible to choose OM&C concepts suitable for the business and develop a consistent business strategy. | |||||||||||||||||||||||||||||
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| 12 | Operations Management in Proc. Industry | EBM725C05 | |||||||||||||||||||||||||||
| The course presents an introduction to operations management in process industries, and provides the students with concepts and tools to analyze and improve operational capabilities of process-oriented organizations. It includes lectures, guest lectures, individual and group assignments, and a day long plant visit which all together provide a considerable amount of experience on process industries. The content of the course is closely related to past and current research in the Department of Operations. The course gives an overview of the characteristics of process industries. It provides the knowledge and skills to adapt planning and scheduling to deal with industry-specific aspects such as sequence dependent setups, limited intermediate storage, perishability of materials, and tracking and tracing. It also places an emphasis on how seemingly general applicable concepts such as lean manufacturing can be made suitable for process industries. The course has a research oriented approach with a strong focus on scientific writing and appropriate use of the literature in individual and group assignments. It offers an excellent start for students that aim for a master project and/or career in the process industries. | |||||||||||||||||||||||||||||
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| 13 | Operations Modelling and Simulation | EBM029A05 | |||||||||||||||||||||||||||
| Models are commonly used vehicles to describe, analyse and (re)design industrial and service operations. This course focuses on the development and use of conceptual models and coded models within simulation studies. Conceptual models capture the relevant model objectives, scope, and level of detail, starting from a defined problem and set of project objectives. Essentially, they offer an explicit, documented representation of a real-world, or proposed real-world system. Next, coded simulation models build on conceptual models and serve as a tool for quantitative analysis. A sound setup and analysis of experiments links the use of the coded model to decision support for operations (re)design. The first part of the course familiarises students with model building, experimentation, and output analysis by exploring and applying a simulation tool. The second part of the course relates simulation use to industrial practice, assuming a simulation study to be part of a project. Key issues addressed concern the definition of a conceptual model, data collection and input analysis, model coding, verification and validation, and decision support, i.e. reporting study findings. | |||||||||||||||||||||||||||||
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| 14 | Planning and Scheduling Methods | EBM030A05 | |||||||||||||||||||||||||||
| Planning and scheduling concerns decision-making processes that are used on a regular basis in various manufacturing and service industries. The planning and scheduling functions in a company rely on mathematical techniques and heuristic methods to allocate limited resources to the activities that have to be done. This allocation of resources has to be done in such a way that the company achieves its goals. This course focuses on key concepts, methods, tools and best practices of planning and scheduling in manufacturing and services applications. We cover project management and machine/job shop scheduling, economic lot size scheduling and timetabling in transportation. The course illustrates how to apply linear programming and mixed-integer-linear-programming to formulate various planning and scheduling problems in practice and demonstrates how to use solvers and/or heuristics to obtain good solutions and perform analysis. The course offers an excellent start for students that aim for a master project and/or career with the application of planning and scheduling. The course will be demanding at times, and will require a good preparation of all students. In particular, we require that students are able or willing to learn to use mathematical notation, the Excel solver, and programming in JavaScript. | |||||||||||||||||||||||||||||
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| 15 | Process Improvement and Change | EBM036B05 | |||||||||||||||||||||||||||
| The course Process Improvement & Change (PI&C) starts with describing a framework for discussing critically several change and improvement approaches and methods that are applied in the field of operations and supply chains. For each approach we will focus on analysing the ‘how’ of the process improvement approach. The review of several approaches such as Lean Manufacturing, Six Sigma, Total Quality Management, and Business Process Reengineering, will reveal gaps, differences and similarities. Furthermore, we will discuss in this course how a diagnosis of the change content and context can be made, and what this diagnosis implies for an improvement plan. A final focus is on the execution of a real-case improvement project. Representatives of companies will introduce their case. Specific topics that will be addressed in this course are the roles of different players in the change processes, the role of performance indicators in the change processes and the input of both customers and suppliers in change processes. | |||||||||||||||||||||||||||||
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| 16 | Purchasing | EBM037A05 | |||||||||||||||||||||||||||
| During the course students will get hands on experience of project management, resulting in a jointly developed e-book on the State of the Art in Purchasing 2018. The main goal of this project is to link theoretical notions on purchasing to research and practice. While the structure and content of the book should reflect current practices, research and theoretical ideas such as purchasing in relation to the global SCM field, trends, internal and external integration or sustainability its specific contents are decided jointly by the lecturers and the students. | |||||||||||||||||||||||||||||
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| 17 | Research Methods for TOM | EBM031A05 | |||||||||||||||||||||||||||
| The course focuses on research methods used in the field of technology and operations management. Students have to do two modules, these modules provide in-depth knowledge and skills, first in the design science research method (DSRM), and second in the analytical quantitative research (AQR) method. Both modules are mandatory. | |||||||||||||||||||||||||||||
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| 18 | Strategic Management of Inf. Technology | EBM051B05 | |||||||||||||||||||||||||||
| Information technology increasingly plays a principle role as the enabler or inhibitor for organizations to achieve strategic objectives.Strategically managing information technology is paramount importance to contemporary companies. The key objective of this course for students is to understand the critical and nuanced role of information technology in strategic management. The alignment between strategic innovation management and information technology management is the focus of this course. Through this course, students will learn how to identify and solve strategic management issues by using information technology to develop innovation. There are no simple, right answers. Students are trained on how to deal with strategic management in a creative, information technology-based approach. | |||||||||||||||||||||||||||||
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| 19 | Supply Chain Dynamics | EBM147A05 | |||||||||||||||||||||||||||
| Transportation systems are dynamic in nature and they need to be changed and adapted to new market situations or, for example, new technology advances. Typical strategic, tactical and operational decisions for this framework are introduced. Then, the attention is put on under-performing logistic systems and on the way to improve them by means of strategic and tactical decisions. The student is provided with different tools (graphical modeling, simulation tools) that he/she can use to analyze the current system and to assess new alternatives: tweaking some parameters of the system or evaluate new configurations in order to reach a certain performance target. Finally, mathematical modeling techniques and classical models are used to describe operational decisions. The possible applications of the models are shown by means of an industrial solver. | |||||||||||||||||||||||||||||
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| 20 | Sustainable Energy Supply | EBM202A05 | |||||||||||||||||||||||||||
| The energy transition creates many challenges in the supply of renewable energy sources: - The supply network has to be redesigned; - Unbalanced supply of wind and solar energy requires storage solutions such as hydrogen with implications for transport; - Offshore wind farms and other new solutions raise needs in terms of service logistics and asset management. In the first half of the course an introduction into the main issues raised by sustainable energy supply is provided. In the second half of the course students will work on real-life projects in a specific domain. Quantitative energy data will be used. Projects for different levels of quantitative skills will be provided. | |||||||||||||||||||||||||||||
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| 21 | Technology-enabled Innovation | EBM760D05 | |||||||||||||||||||||||||||
| This course combines regular lectures with a team effort under pressure in which a concept for new products, services or systems is developed, in conjunction with a company. Teams are coached on their progress by the lecturers. Lectures follow the course book, extended with selected subjects in service innovations and technological developments. Understanding will be tested in an individual written exam. Teams will apply this knowledge and understanding in an actual product, service or system development activity, covering relevant business, technical and organizational aspects. Toll-gate reports and pitches are the deliverables of this team effort. | |||||||||||||||||||||||||||||
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