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Informatie over Honours Master 'Leadership: making the difference!'
Hieronder staan het programma en de vakomschrijvingen van Honours Master 'Leadership: making the difference!' Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (1. Personal Development Plan) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | HCMPD00101 | Personal Development Plan | Engels | 1 | variabel | |
| Opmerkingen | Dit overzicht met de verschillende onderdelen van het Master's Honours Programma voor studenten die in studiejaar 2019-2020 starten met het programma is op dit moment nog niet definitief, er kunnen nog wijzigingen optreden. | ||||||
| » Jaar 1 (2. Masterclasses) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | HCMMC00101 | MC Design your own Career in Science | Engels | 1 | variabel | |
| keuze | HCMMC00201 | MC (Neuro)biology of Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC00301 | MC Innovation | Engels | 1 | variabel | ||
| keuze | HCMMC00501 | MC Thinking about Social Issues | Engels | 1 | variabel | ||
| keuze | HCMMC00601 | MC Leadership in Medical Ethics | Engels | 1 | variabel | ||
| keuze | HCMMC00701 | MC Leadership, Conflict, Social Change | Engels | 1 | variabel | ||
| keuze | HCMMC00801 | MC Ubuntu | Engels | 1 | variabel | ||
| keuze | HCMMC00901 | MC Responsibility, Value and New Economy | Engels | 1 | variabel | ||
| keuze | HCMMC01201 | MC Leadership across multi-levels | Engels | 1 | variabel | ||
| keuze | HCMMC01301 | MC Experiencing leadership | Engels | 1 | variabel | ||
| keuze | HCMMC01601 | MC Climate law and policy | Engels | 1 | variabel | ||
| keuze | HCMMC01801 | MC In the LEAD | Engels | 1 | variabel | ||
| keuze | HCMMC02501 | MC new Master Class. More info follows | Engels | 1 | variabel | ||
| » Jaar 1 (3. Personal Development Workshops) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | HCMPW00101 | Workshop The Art of Persuasion | Engels | 1 | variabel | |
| keuze | HCMPW00401 | Workshop Express yourself as a Leader | Engels | 1 | variabel | ||
| keuze | HCMPW00501 | Workshop Sparkle when you Speak | Engels | 1 | variabel | ||
| keuze | HCMPW00801 | Workshop Self analysis for careeer orien | Engels | 1 | variabel | ||
| keuze | HCMPW00901 | Workshop Professional coaching skills | Engels | 1 | variabel | ||
| keuze | HCMPW01001 | Workshop Intercultural perspectives | Engels | 1 | variabel | ||
| » Jaar 1 (4. Leadership Labs) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I b en semester II a | keuze | HCMLL00204 | Leadership in Historical Perspective | Engels | 4 | variabel | |
| keuze | HCMLL00604 | Falling Walls | Engels | 4 | variabel | ||
| keuze | HCMLL00804 | Summer school 'Illicit Trade' | Engels | 4 | variabel | ||
| keuze | HCMLL01104 | Studium Generale | Engels | 4 | variabel | ||
| keuze | HCMLL01804 | Creative Collaboration for Society | Engels | 4 | variabel | ||
| keuze | HCMLL02004 | Designing Discussion | Engels | 4 | variabel | ||
| keuze | HCMLL02104 | Podcasting Science | Engels | 4 | variabel | ||
| keuze | HCMLL02304 | Administrative and Marketing coordinator | Engels | 4 | variabel | ||
| keuze | HCMLL02404 | Junior Coordinators Aletta Summer school | Engels | 4 | variabel | ||
| keuze | HCMLL02504 | WIJS: Your Knowledge&Talent into action | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL02604 | Critical care decision making | Engels | 4 | variabel | ||
| keuze | HCMLL02704 | Juridische herstructurering Jeugdinricht | Nederlands | 4 | variabel | ||
| keuze | HCMLL02804 | New Energy Coalition: Academy Programme | Engels | 4 | variabel | ||
| keuze | HCMLL02904 | New Energy Coalition: Student Community | Engels | 4 | variabel | ||
| keuze | HCMLL03004 | Intercultural Competence Schools | Engels | 4 | variabel | ||
| keuze | HCMLL03104 | Wetenschapsdate.nl | Nederlands | 4 | variabel | ||
| keuze | HCMLL03204 | Sustainable Business Models:shared value | Engels | 4 | variabel | ||
| keuze | HCMLL03304 | Night of Art & Science | Engels | 4 | variabel | ||
| keuze | HCMLL03404 | New Energy Coalition: Research assistant | Engels | 4 | variabel | ||
| keuze | HCMLL03504 | Building blocks for a career in science | Engels | 4 | variabel | ||
| Opmerkingen | Let op: de Leadership Labs vormen het aanbod van het vorige academische jaar en zijn enkel een indicatie voor wat er te verwachten valt. | ||||||
| » Jaar 1 (5. Masterwork) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II | verplicht | HCMMW00105 | Master Work | Engels | 5 | variabel | |
| 1 | Administrative and Marketing coordinator | HCMLL02304 | |||||||||||||||||||||||||||
| This Leadership Lab is aimed at recruiting one or two students to join a team of four people from the GIA Archaeobotany department to host a brand new interdisciplinary Summer School. This Summer School will be hosted 22-26 July 2019. You will play a leadership role in the organisation of the 2019 GIA Summer School ‘Food from Field to Fork’. This specifically entails organising the logistics of the event, as well as the PR of the Summer School. You will have a key communications role in ensuring that participants and organizers have all the information they need in the lead up to, during and after the event. An important part of your role will be to manage the organization of location, catering and reception, as well as the contact with the RUG Summer School Organisation (Selma Bakker). You will also help in communicating with the participants and other organisers. Furthermore, you will help with the promotion of the Summer School through traditional and innovative channels. Finally, you will be on-site as a co-organiser, during the Summer School and for the wrap-up activities (up to a week) after the Summer School. You will first and foremost gain knowledge about the workings of starting up a large event, experiencing what can go right and wrong and how to deal with this. You will gain practical experience in event management and budget management. You will learn to improve your promotional skills. You will have to develop and exercise your multitasking skills, communication skills and decision-making skills when organizing the activities of a group of 20 Summer School participants. You will do so by helping to plan all activities in advance, including a back-up plan in case of some unforeseen event. You are also invited to attend the Summer School and gain insight into the archaeobotanical study of interpreting past food preparation and consumption practices; utilizing ethnographic, historical and experimental methods. | |||||||||||||||||||||||||||||
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| 2 | Building blocks for a career in science | HCMLL03504 | |||||||||||||||||||||||||||
| Dreaming of a successful future in science? This leadership lab offers a step-by-step approach to help you start your own career. From the functioning of academia in a broad sense to the particularities of your specific field, this lab helps you to gain insight into the academic world. It provides guidance to enhance your skills and combine them with those of others who can support you on the road to success. Learn about scientific and societal impact, academic networks, and grants and awards, and apply this knowledge to design a research project of your own. In this lab, you will generate original and feasible ideas for your project, strategically prepare and optimize your plan and résumé, provide others with feedback, and convert reviewers’ comments to your advantage. With numerous valuable tips and real-life stories and experiences. This leadership lab teaches how to step into the shoes of an academic scholar; it helps you to optimize your funding opportunities and take responsibility for your own career. | |||||||||||||||||||||||||||||
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| 3 | Creative Collaboration for Society | HCMLL01804 | |||||||||||||||||||||||||||
| In this Leadership Lab offered by the Faculty of Arts students will collaborate creatively in multidisciplinary teams on real life cases. During 8 weeks they will be working on a solution for a societal organisation or enterprise assisted by professional experts and a academic teacher. Diversity in teams is highly valued, so students from various studies and nationalities are welcome to participate. What will we do? The Lab aims to develop a creative and sound advice for external organisations that will fit into their working practice. The team will work on a case and produce a scientifically and financial sound advice or a prototype of a solution to the problem. The team will be formed in a first session (on February, 2) exploring the knowledge and talents of all individuals. Please keep in mind that it is mandatory to be be present on this day. The Lab finishes off by presenting the advice or prototype to the organization and a personal reflection. But it could also be the start of a new individual project, for example a Masterwork. The case will be fit for a multidisciplinary team, but they will also give students a sense of what the regional cultural field looks like and show how a Humanities approach works. The students will be working on the following case: Museum Dr8888 and its societal role Philanthropy and mecenat are important new potential sources of income in the cultural sector. The previous Dutch government has attempted to promote this practice by programmatically supporting the private sector to donate. An evaluation of this policy shows that private companies have indeed increased gifts after the crisis, but it is not clear whether the awareness of the possibilities has increased as well. The subject is of importance also because of the position of Leeuwarden as European Cultural Capital in 2018. Cultural institutions want to capitalise on global and local attention that event will generate, and create new, innovative and sustainable constructions for financing. The case is to develop such a strategy for the Museum Dr8888 in Drachten. www.rug.nl/let/creative-collaboration | |||||||||||||||||||||||||||||
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| 4 | Critical care decision making | HCMLL02604 | |||||||||||||||||||||||||||
| During the Leadership Lab period students will together gain insight in what is a Critical Care, what are critically ill patients. The Critical Care is the place were decision on patient care have to be made with uncertainty, under time pressure and with high risk outcomes. By gaining insight in the process of decision making by physicians/caregivers at the Critical Care and by studying the existing (sparse) evidence we, as a group, will create a report on which factors influence decision making. By identifying the important factors, we can write a scientific report and inform caregivers on these factors which might help them in improving their Leadership skills. In other words, we aim to make caregivers (a little) better. Knowledge obtained will be transferred to the Board of the hospital during a presentation and discussing the results. Acquire knowledge by observing: how to make decisions and how to structure complex tasks (how is a Critical Care run). Skills the student will practice: how to conduct interviews (with physicians/caregivers), how to define a research (based on the interviews), how to search (medical) literature systematically (in collaboration with librarians and with guidelines for a systematic review), how to write a scientific manuscript and how to present results to both caregivers and board members. | |||||||||||||||||||||||||||||
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| 5 | Designing Discussion | HCMLL02004 | |||||||||||||||||||||||||||
| How to engage in a reasonable, constructive, fruitful discussion, such as a debate, a deliberation or a negotiation? Within education, argumentation theory, and deliberation theory, various proposals regarding the proper design of such discussions have been tabled. In this leadership lab, small groups design a discussion format, and test it on (for example) fellow students. What design choices promote a proper balance between on the one hand cooperation, understanding, and rapprochement and on the other hand a sound dose of competition, criticism and dissent? How to avoid pitfalls due to for example confirmation bias, polarization or group think? How to deal with (alleged) fake news without giving up the freedom of speech? The activities the student will do: Within a small group, you design a format for a high quality, deliberative discussion (for example: a debate or a negotiation), test it, and write a report about it. | |||||||||||||||||||||||||||||
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| 6 | Falling Walls | HCMLL00604 | |||||||||||||||||||||||||||
| The University of Groningen Centre of Entrepreneurship (UGCE), together with the Honours College, offer you the unique opportunity to co-organize the Dutch qualifying round for an internationally well-known pitch competition. In this competition, participants under 35 years of age will pitch their breakthrough ideas in science and society in front of an (international) jury of experts. Qualifying rounds will take place in New York, Moscow, Cairo, Thessaloniki, Johannesburg and in Groningen. The final of the event will take place in Berlin. More details can found at http://www.falling-walls.com . As co-organizers of the qualifying round in Groningen you will get the chance to practice several leadership skills while being responsible for a variety of tasks related to the event organization. Examples of these tasks are: - Logistics and organization of the event - Getting public attention (press, TV); making it into a media event - Getting a minimum of 30 contestants who will participate in the lab and present their pitch - Finding a jury - Finding a moderator for the event - Finding sponsorship for the event - Using the event as a forum for exposure of talent; finding talent scouts/employers/venture capitalists to attend the event | |||||||||||||||||||||||||||||
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| 7 | Intercultural Competence Schools | HCMLL03004 | |||||||||||||||||||||||||||
| Intercultural Communication is a relatively new, emergent, interdisciplinary field combining anthropology, social psychology, political science (diplomacy) and more recently international business and globalization studies. Yearly, at the UG, two schools of intercultural competence take place, a winter school for professionals and a summer school for students. In the trajectory leading up to both the student will play a lead role in the organization and facilitation of these schools. In addition, the student will be able to fully participate in these two unique opportunities to learn (about) intercultural competence. | |||||||||||||||||||||||||||||
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| 8 | Junior Coordinators Aletta Summer school | HCMLL02404 | |||||||||||||||||||||||||||
| Within this Leadership Lab (LL) we attempt to recruit 2 students to join the Aletta Summer School Team, which consists of the Official Summer School Organization (4 coordinators) and the Summer School Social Team (4 students). As part of your LL you will (1) have the lead in the external marketing strategy (PR, social media, direct marketing) and (2) be head of the Summer School Social Team (contact with participants, planning social activities). The student will gain knowledge in (1) developing and implementing a marketing strategy for the interdisciplinary program in public health, (2) supervising the Summer School Social Team of 4 students in developing social activities and (3) collaborating with a direct partner (other LL student) for tasks (1) and (2). Furthermore, this LL gives you an unique option to collaborate with the experienced members of the AJSPH. The students will develop a marketing decision tree (who, where, why) to determine a list of target universities worldwide. The target universities will be contacted to spread the word that the AJSPH will organize a summer school in August 2019. The marketing decision tree, mail contact and follow-up communication will all be supervised by the lecturers and daily supervisor involved. Furthermore, students will lead and supervise the Summer School Social Team (4 students) in the organization of social activities during the program. | |||||||||||||||||||||||||||||
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| 9 | Juridische herstructurering Jeugdinricht | HCMLL02704 | |||||||||||||||||||||||||||
| Elker – Het Poortje is een grote jeugdzorgorganisatie in het Noorden van het land. Elker – Het Poortje bestaat uit 4 stichtingen: Stichting Combinatie Elker – Het Poortje (ondersteunende diensten), Stichting Elker (Jeugd- en Opvoedhulp), Stichting Het Poortje Jeugdinrichtingen (JeugdhulpPlus, Onderwijs en Justitiële Jeugdinrichting) en Stichting Viyuna (opvang en begeleiding van alleenstaande minderjarige vreemdelingen). Elker – Het Poortje biedt nu het hele traject van zeer licht tot zware vormen van hulp aan zeer jonge kinderen tot jongvolwassenen. Bij Elker – Het Poortje werken ruim 800 medewerkers. In 2014 zijn Elker en Het Poortje bestuurlijk gefuseerd, met als belangrijk argument goed voorbereid te zijn op de decentralisatie van jeugdzorg naar de gemeenten in 2015. In de loop der tijd zijn er nog twee nieuwe stichtingen opgericht. De verschillende organisatie-onderdelen kennen nu allen hun eigen werkmethoden en we worden steeds meer geconfronteerd met de consequenties van de huidige juridische structuur van de vier stichtingen. De verschillende organisatieonderdelen zijn nog sterk gericht op de eigen werkzaamheden, waardoor er nog niet altijd en overal sprake is van een integrale aanpak. De organisatie kenmerkt zicht door: • 4 stichtingen • Personele unie van Raad van Bestuur en Raad van Toezicht • Drie ondernemingsraden, één medezeggenschapsraad, één pleegouderraad en een personele unie van de twee cliëntenraden. • Binnen Elker – Het Poortje gelden twee cao’s: cao jeugdzorg en cao po. • Banden met drie ministeries: OCW, VWS en Justitie en Veiligheid. We verwachten van je dat je onderzoek gaat doen naar de mogelijke juridische herstructurering van Elker – Het Poortje. Dit zal in ieder geval de volgende specifieke taken omvatten: • Deelname aan overlegvormen, in- en extern, • Gesprekken met ministeries, banken en andere stakeholders • Onderzoek naar de verplichtingen en mogelijkheden op basis van statuten en relevante wet- en regelgeving (jeugdwet, contracten met gemeenten, e.d.) • Opleveren van een rapportage met daarin een of meerdere voorstellen naar een mogelijke juridische herstructurering waarbij de voor- en nadelen per optie zijn uitgewerkt. Opmerkingen/bijzonderheden: Er zal gevraagd worden een Verklaring Omtrent Gedrag in te leveren. | |||||||||||||||||||||||||||||
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| 10 | Leadership in Historical Perspective | HCMLL00204 | |||||||||||||||||||||||||||
| In the practicum the students will use what they learned from the lectures in the Masterclass ‘Leadership in Historical Perspective’ as they further explore the qualities and representations of historical leadership in their cultural and historical contexts. The lab focuses on the study of leadership in its historical context, as group project, or in smaller groups. Project: The group project will be determined by the students themselves, using a number of parameters: 1) Leadership should be examined using examples of historical leaders, which can be drawn from a wide range, e.g. political, military, spiritual, economic, industrial, scientific, education, etc. 2) Leadership should assessed as to style in relation to context, i.e. the leader should not be studied in isolation, but within the historical/social/political context of the time 3) Leadership may also be assessed according to personality traits, but should be related to context, e.g. successful strategies, opportune circumstances, the role of media Method: Students will ideally perform research in small groups (depending on the number of students) based on a common theme (e.g. period, type, or domain of leadership). Media: Students will also be responsible for the end results of the research (presented e.g. in essay form) but also for communicating this to a wider audience. Examples include a website or poster exhibition using a common approach to assess various leaders according to the designated criteria. | |||||||||||||||||||||||||||||
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| 11 | Master Work | HCMMW00105 | |||||||||||||||||||||||||||
| The masterwork is the final project of the Master's Honours programme. During your masterwork you have to demonstrate that you can put the knowledge you have gained and the skills you have learned into practice by designing and implementing your own project. The Faculty Coordinator will assess whether the proposed project is a suitable tool for testing if the student can successfully apply the acquired knowledge and skills in the field of leadership and if this project meets the requirements. The topic and design of the Masterwork must reflect the student’s ability to achieve the learning outcomes of the Masterwork. | |||||||||||||||||||||||||||||
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| 12 | MC Climate law and policy | HCMMC01601 | |||||||||||||||||||||||||||
| The course will consist of several interactive and research driven meetings where we analyse and discuss Climate law and policy. Students do independent research and give presentations. Topics covered include: - Climate science and Paris - Smart instrument mixes - Linking of Climate policies (EU, Korea, China) - Linking of Climate policies (US climate policy) Given the limited time and scope of the course our ambitions are modest: To offer an introduction into the complexities of Climate law and policy. At the end of the course students will be able to engage in academic discussions on climate change, evaluate the usefulness of different instruments in different circumstances and have a basic knowledge on national climate change policies and the challenges posed by ‘linking them’. | |||||||||||||||||||||||||||||
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| 13 | MC Design your own Career in Science | HCMMC00101 | |||||||||||||||||||||||||||
| The students will experience what it is to show leadership, either through examples from others or by means of workshops and assignments. They are invited to construct a one hour workshop based on the course book one/two weeks prior to the course (there is a bonus involved if they take up this challenge successfully) or in the wake of the course. During the course they are challenged to test their own ideas, and further develop their general and personal insights. There will be time for questions and discussions - both with the trainers and the speaker, as well as within the group. After the actual master class students draw up a personal career plan in which they incorporate insights gained during the course, and report back on discussing this plan with an expert as well as a close acquaintance or relative. The course provides opportunities to show initiative, to plan and organize independently; it increases insights in leadership processes and personal strategies. The central questions addressed are: - What is important to me? Where do I position myself in five years’ time? - What qualities and skills do I need to develop in order to achieve my personal/career goals? - What makes an academic career successful, and what does it take to make it happen? - What steps can I take in the near future, and do these steps differ per academic field? This module explains the build-up of careers, primarily within the academic world. We start with exploring personal dreams and ideas, and how they can become the basis for a successful and satisfying career. We will then discuss personal skills and talents that contribute towards leadership qualities, and explore how these qualities have played a role in the career of a successful scientist. This module helps explore the route towards a subsequent PhD trajectory – the highest level of education. Within three weeks after the course students must have handed in five assignments, all of which related to the steps to take after their graduation. Their written work must be based on the course book. | |||||||||||||||||||||||||||||
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| 14 | MC Experiencing leadership | HCMMC01301 | |||||||||||||||||||||||||||
| People sometimes emerge as leaders because of the way they behave. They have charisma, a clear presence, or a natural gift to connect with their followers. But what about their behavior makes them a good leader? In this masterclass we want to answer this question from a social psychological perspective. However, the focus of this masterclass is not on theory, but on experiencing what leadership means in practice. Together with a professional choreographer we explore, by means of movement, posture and expression, how a good leader behaves. The following questions will be addressed: How does it feel to lead or follow, how do group dynamics change under different leadership styles, and what happens in groups without a leader? Please be aware that this masterclass requires physical participation. We therefore recommend you to wear comfortable/sports clothes. | |||||||||||||||||||||||||||||
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| 15 | MC In the LEAD | HCMMC01801 | |||||||||||||||||||||||||||
| In this masterclass, across three lectures, we will delve into the intricacies of leadership research. In the first session, we will cover the development of leadership research of the past century. Specifically, we will focus on how leadership research has evolved from the trait approach, through the behavioral, power-influence, and contingency approaches, all the way to the integrative approach. In the second session, we will cover the importance of context for leadership in theory and practice. Specifically, we will focus on different theoretical and practical examples in which context dictates when, why, and how leadership is most effective. In the third session, we invite the participants of the course to present a case that demonstrates how context influences leadership processes. | |||||||||||||||||||||||||||||
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| 16 | MC Innovation | HCMMC00301 | |||||||||||||||||||||||||||
| The course is organized in 3 three-hour sessions (attendance obligatory). In the first session, the core innovation concepts, typologies and processes will be introduced through applying the Serious Lego Play methodology. The two remaining sessions will each address a specific innovation management topic. | |||||||||||||||||||||||||||||
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| 17 | MC Leadership across multi-levels | HCMMC01201 | |||||||||||||||||||||||||||
| Max van den Berg’s career has taken him across a wide array of political and management positions. These include city councillor in Groningen, party chairman of the Dutch Labour party, director of the development organization Novib, member of European Parliament and Commissary of the King in Groningen. He now brings his experience with leadership in governance from across all these different positions and levels of governance to an Honours Masterclass. In an interactive fashion, Max van den Berg will help students explore the issues and solutions of case studies from different periods (age as well as positions) in his own career, and the valuable lessons on leadership they provide. | |||||||||||||||||||||||||||||
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| 18 | MC Leadership, Conflict, Social Change | HCMMC00701 | |||||||||||||||||||||||||||
| Cognisant of the fact that leaders find themselves in contexts of conflict, either amongst the people they lead, or between them and the people they lead, and aware of the multiple levels of conflict, this masterclass will focus on the discourse and practice of leadership in relation to conflict and social change. It will offer the students some relevant theoretical and practical insights, to expand their knowledge on sources of conflict, types of conflict, responses to conflict as well as the strategies to resolve and transform. - Before the masterclass: Students will put down their thoughts and ideas on leadership in conflict transformation (what is conflict, leadership, transformation, what skills does it require, how they see their own leadership aspirations in relation to the theme, what they hope to learn). - After reading the literature: they answer some reflective questions. - After the masterclass: they reflect on their experiences in the workshop, what they learned, what was most insightful, how it influenced their ideas on conflict transformation as well as on their own development as a potential leader, which skills they would like to develop further. | |||||||||||||||||||||||||||||
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| 19 | MC Leadership in Medical Ethics | HCMMC00601 | |||||||||||||||||||||||||||
| Technological developments have provided tools to deal with many consequences of premature birth and congenital anomalies. However, there are still conditions that we cannot treat and cases where treatment fails. The decision when to start and when to withhold or withdraw treatment in individual cases is very difficult. Even more difficult are the decisions regarding end of life measures in infants who have no hope for improvement and lead a life of severe suffering that can not be alleviated. This scenario of potential consequences of high-tech support is also well known in adult medicine.When should we withhold and/or withdraw support and when and how can an autonomous person decide that enough is enough if suffering becomes hopeless and unbearable? This masterclass will introduce the participants to the practice and ethics of end-of-life decision making. We will talk about the ethical dilemmas and learn about the different perspectives of the healthcare providers, the nurses, parents, children and other stakeholder. Well reflect on the leaderships roles connected to these perspectives. | |||||||||||||||||||||||||||||
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| 20 | MC (Neuro)biology of Leadership | HCMMC00201 | |||||||||||||||||||||||||||
| The master class will be given in 2 blocks of 3,5 hours each. Three topics will be addressed: a. evolutionary origin of leadership, b. biology of personality, c. neurobiological basis of leadership. Each topic will be introduced by one or two lectures followed by discussions in small groups on a few challenging statements. The course will be completed by an individually written report of about two pages summarizing the main line of reasoning of the entire course. | |||||||||||||||||||||||||||||
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| 21 | MC new Master Class. More info follows | HCMMC02501 | |||||||||||||||||||||||||||
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| 22 | MC Responsibility, Value and New Economy | HCMMC00901 | |||||||||||||||||||||||||||
| This Master class will not be limited to economics but focuses on new developments in our (local) society. Local development means in the traditional way, setting up a business and trying to create conditions that will facilitate the creation of new business activities. This looks like a traditional business in which the ultimate purpose is realizing profits, needed as a reward for entrepreneurship and needed as investment tools for the continuation of the company. Local development in a modern way means that besides economic activities social initiatives are also part of the local development and should be studied and facilitated. In this Master class, we want to develop a new perspective on local development that could contribute to local economic and social development. This perspective is based on ideas from the field of Circular Economy (see the Ted talk of Rotmans) and Weconomy (see the Ted talk of Jan Jonker). The focus will be on three elements: (1) responsibility for what will be produced and how, (2) which values and whose values are or can be involved, and (3) new ways of thinking in economics. During the masterclass (one day) we will work with these three new dimensions: which values are central, which participants are (intended to be) involved and finally what can be the role of these new projects for the local development of a region? In the group work after the masterclass you are asked to make a portfolio which contains a short report and a two-minute video in which you work out how the three elements can be used to describe (new) economic initiatives For those who want to continue on the theory from the masterclass and go more into depth, we offer a leadership lab (“Sustainable models and shared values”). In this leadership lab, we will have the opportunity to interview some agricultural entrepreneurs and to study in depth how this model can be used to describe the initiatives of these entrepreneurs and perhaps also how the model (three dimensions) can be improved. | |||||||||||||||||||||||||||||
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| 23 | MC Thinking about Social Issues | HCMMC00501 | |||||||||||||||||||||||||||
| This Masters Honours leadership course (1ECTS) provides an opportunity to develop an interdisciplinary understanding of the social and human rights issues associated with real large development projects (e.g. mines, dams, highways, railways, major infrastructure, etc.). It will also consider how these social issues might be managed better. Enhancing benefit and creating shared value will be considered alongside mitigating negative social impacts. Ideas drawn from the fields of corporate social responsibility (CSR), human rights, social performance and social impact assessment & management will be introduced and applied to real life situations. Concepts like ‘social license to operate’, ‘social risk’, ‘human rights due diligence’, and ‘free, prior and informed consent’ (FPIC) will be introduced. Other topics discussed may include: sustainable livelihoods; ecosystem services; social inclusion, resilience and vulnerability, gendered impacts, cumulative impacts; social investment, local content and local procurement, grievance mechanisms, and other emerging ideas. Although a mining case study from a developing country will be used for teaching purposes, the concepts will be general and potentially apply to any sector in developed as well as developing country contexts. The teaching format will be a one-day, interactive training course; with assessment based on the subsequent group discussions of a case study. | |||||||||||||||||||||||||||||
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| 24 | MC Ubuntu | HCMMC00801 | |||||||||||||||||||||||||||
| Beginning with a short overview regarding Ubuntu as defined in South African management literature, we will focus on what it means to reflect on Ubuntu in two ways: first of all from the empirical perspective and secondly from the perspective of globalization. This master class will begin with a lecture on the concept of Ubuntu and both perspectives. Based on empirical research carried out with young researchers (Master students), we will also describe how this concept can be situated in management theories. We will close this part with relating the concept of Ubuntu to the participants themselves. In the second part, the participants, during this day, will have to learn what this concept is about and reflect on this. In small groups, several aspects of this concept and the two perspectives will be worked out and at the end of the day this must be presented. In the third and last part at the end of the day the participants are able to create a general overview of Ubuntu as an African Management style and start thinking how this can be used in the global world. | |||||||||||||||||||||||||||||
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| 25 | New Energy Coalition: Academy Programme | HCMLL02804 | |||||||||||||||||||||||||||
| In this Leadership Lab the student will participate in a specific project from the New Energy Coalition, the Energy Academy Programme. The student will work in a team which organizes the programme of Energy Learning Activities. These activities are open for students of the Hanze University of Science, University of Groningen and other people who are interested in the different topics around energy transition. We organize around 20 activities a year, all in English. The student will be part of the team and will get his/her own tasks and responsibilities. He/she will practice the managing, budgeting, coordinating, communicating, and cooperating skills, through organizing one or more events within our programme. This is from the start (contacting a speaker), to the practical issues (arranging a room, making promo’s, contact students), until the final event. The student will lead this event and host it together with the other team-members. Including a small introduction about the speaker during the event. Next to this, the student will think about a programme of Energy Learning Activities for the next academic year, together with the team. What should be in the programme? What subjects do students like? The activities the student will do: Working with people with diverse background, Communication with different partners, Coordination one or more events, Organize everything related to the event, Coordinate and write promotion-activities, Leading the event, Presenting at the event, Help writing the new event-programme, Help the team members with their events, Writing, analysing, reporting and presenting Leadership skills that will be practiced e.g.: effective communication, operating interdisciplinary, to transfer complex information, to practice verbal skills, to practice listening skills, to work with diversity, decision-making, to cooperate with people, to organize, to structure multiple tasks Period: 7th January – 7th June 2018, 6 hours a week. At least once a week at the New Energy Coalition.Your own event will take place by the end of May/ start of June | |||||||||||||||||||||||||||||
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| 26 | New Energy Coalition: Research assistant | HCMLL03404 | |||||||||||||||||||||||||||
| In this Leadership Lab the student will participate in the LIFE-project CLINSH, and the specific ‘research’ sub-project. The study will provide recommendations for effective and easily accessible financing mechanisms (depending on expected fuel price developments and technologies’ economies of scale). The student will study the possibilities to create new or adapt existing financing mechanisms for scaling up of adoption of emission reduction. (E.g. European Investment Bank, Green Barge Fund, European Structural - and Investment Funds, follow-up project CLINSH-2 as LIFE Integrated Project). Since emission legislation has only been implemented since 2002, and emission levels for new engines are significantly less strict than those for road transport. The IWT sector has been underexposed in EU legislation. This, combined with long-term lifetime of ship engines, results in a lower environmental performance of the inland navigation sector. Via this action CLINSH will fill this gap, providing stakeholders such as ship-owners and policymakers a framework with guidance and recommendations for decision-making. This study contains review of policy documents, consultation of sector organisations and commercial banks, round table discussions, review of examples of investment funds in other sectors. Action C1 (Socio-economic study) provides a projection of the needed amount of funding to close the financial gap in the TCO for various ship classes and technology combinations. This will involve office-based study and probably includes visiting financial institutions, governments, and stakeholders for consultation. All beneficiaries will liaise with the relevant organisations in their country. Activities the student will do: Working with people with diverse background, Communication with different partners, colleagues and companies, Coordinating a study, Fulfilling the study, Present the outcomes with a report and presentation, Writing, analysing, reporting and presenting. Leadership skills that will be practiced, e.g.:effective communication, operating interdisciplinary, to transfer complex information, to practice analyzing skills, to practice verbal skills, to practice listening skills, to work with diversity decision-making, to cooperate with people, to organize and to structure multiple tasks Knowledge the student will acquire: The student will acquire knowledge of multiple aspects of energy, energy transition and research, The student will also gain knowledge on the organisation of project management We expect you to be at least once a week at the office of New Energy Coalition | |||||||||||||||||||||||||||||
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| 27 | New Energy Coalition: Student Community | HCMLL02904 | |||||||||||||||||||||||||||
| In this Leadership Lab the student will be part of the Energy Education team. He/she will work on her own research for the Energy Student Community. The New Energy Coalition has some first thoughts for this community, which needs to go to the next level. You will get the freedom to set up your own research plan and you can fulfil this plan all by yourself. If help is necessary, the educational team will support you wherever is possible. In the end, you will deliver your results in an so called ‘action plan’ and you’ll present this to your supervisors. This will include policy/organizational items, but also creative thoughts about activities for this community, communication plans, a community name, etc. If possible, you will organize a kick-off event for this community or at least start with the preparations for this event. Leadership skills that will be practiced, e.g.: effective communication, operating interdisciplinary, to transfer complex information, to practice verbal skills, to practice listening skills, to work with diversity, decision-making to cooperate with people, to organize and to structure multiple tasks Knowledge the student will acquire: - The student will acquire knowledge of multiple aspects of energy, energy education and research. - The student will also gain knowledge on the organisation of project management and events. | |||||||||||||||||||||||||||||
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| 28 | Night of Art & Science | HCMLL03304 | |||||||||||||||||||||||||||
| Science LinX, science center of the Faculty of Science & Engineering at the University of Groningen, is specialized in communicating science to the general public. Science LinX does this by developing exhibitions, educational programmes and by contributing to different science festivals. This Leadership Lab concerns a contribution to the festival ‘Night of Art and Science’. The main aim of the festivals is to engage a broad public to current science topics. It is possible to work on one (or more) of the following aspects of a science festival - Programming, coherence around one central theme - Production: planning, logistics, set up of exhibits/demo’s/experiments/performances - Design of one exhibit, performance, demo or other program The Night of Art & Science is on the 8th of June 2019, and will be part of the University’s lustrum of 405 years. The central theme is ‘All inclusive. Science LinX will organize the programming for the Der Aa church, in collaboration with partners from Young Academy Groningen and Fablab Groningen. Leadership skills that will be practiced: operating interdisciplinary,effective communication, to transfer complex information, how to use your network, to work with diversity, decision-making, to persuade people, to motivate people, to cooperate with people, to organize and to use your creativity. Activities the student will be involved with are one (or more) of the following aspects of a science festival: Programming, coherence around one central theme, General project organisation: planning, logistics, set up of exhibits /demo’s/experiments/ performances, Design of one exhibit, performance, demo or other program. More information: Maaike de Heij: me.e.de.heij@rug.nl www.denachtvankunstenwetenschap.nl www.rug.nl/sciencelinx | |||||||||||||||||||||||||||||
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| 29 | Personal Development Plan | HCMPD00101 | |||||||||||||||||||||||||||
| At the Honours College, we believe Master’s Honours Students should be able to become the leaders they want to be. Therefore students can decide for themselves which skills and knowledge they want to acquire. To keep track of the development of these skills and this knowledge, the students write a Personal Development Plan. This plan begins with the start document. In this document, the student indicates which skills and knowledge he/she wants to acquire, why he/she wants this and how he/she plans to acquire those skills and this knowledge. The objectives of the students have to be in line with the learning outcomes of the Master’s Honours Programme. During their time in the Master’s Honours Programme, students keep track of their development in the Personal Development Plan and portfolio. At the end of the Master’s Honours Programme, the Personal Development Plan is concluded with a final reflection report in which the students present a comprehensive overview of what they have learned, and to what extent they have realized their learning objectives. In this way, students can become the leaders they want to be. | |||||||||||||||||||||||||||||
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| 30 | Podcasting Science | HCMLL02104 | |||||||||||||||||||||||||||
| The Lab is aimed at students who have taken the Masterclass on Podcasting Science. In the Lab, students will investigate in groups a collection of case studies (one per group, approx 5 case studies) related to authorship attribution (how machines can tell if two texts were written by the same person or not) and will eventually script a podcast episode per case (thus one episode per group). We will record as many as possible of the scripted episodes. Examples of authorship attribution cases that are of interest for the general public are: • Elena Ferrante: www.volkskrant.nl/boeken/hoe-een-poolse-wetenschapper-het-grootste-literaire-raadsel-binnen-vijf-minuten-oploste~a4548748/ • J.K. Rowling: https://www.smithsonianmag.com/science-nature/how-did-computers-uncover-jk-rowlings-pseudonym-180949824/ I already have a selection of cases (examples: Elena Ferrante, J.K. Rowling, Komrij/Rasoel, Dutch National Anthem case) but different ones are also possible. The activities the student will do: - Researching a specific authorship attribution case (one per group) - Scripting a podcast episode on that case - Possibly recording the episode, time permitting Knowledge the student will acquire: - Specific cases of disputed authorship - How such cases have been addressed in the scientific and general public literature - How to script and record a podcast - How to choose the right format for a podcast episode in a whole series - How to turn knowledge into some accessible and fun content for the general public Leadership skills that will be practiced, e.g.: effective communication, operating interdisciplinary, to transfer complex information, decision-making, to persuade people, to cooperate with people and to make a clear analyses of a problem. | |||||||||||||||||||||||||||||
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| 31 | Studium Generale | HCMLL01104 | |||||||||||||||||||||||||||
| SGG offers a leadership lab for a creative master Honours student with organizational skills and a broad interest in science. You will work independently under the guidance of an experienced SGG-program maker. Students will work on the following tasks: - To conceive an original and attractive series of lectures in April/May 2019 (3 evenings) about a theme to be determined. The main target group of this series are the students of the University of Groningen and the Hanze University of Applied Sciences. We have several themes for lecture series but your ideas are also welcome! - To make a plan of action for the lecture series. - To find and invite suitable speakers and make concrete agreements about the theme and set-up of the evening. - To make a publicity plan, in co-operation with the staff members organization and publicity. - To write an appealing publicity text for the flyer, poster, website and social media. - To act as host(ess) during the evening of the lecture. - To make an evaluation report of the lecture series. NB To organize a lecture series in April/May means that the workload will be mainly concentrated in the months of January and February. | |||||||||||||||||||||||||||||
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| 32 | Summer school 'Illicit Trade' | HCMLL00804 | |||||||||||||||||||||||||||
| This Leadership Lab serves to recruit up to two students to join a team of 3-4 people in total who will host a multidisciplinary summer school with the department of International Relations and International Organization titled 'Illicit Trade’ that will be organized 9/14 July 2018 in Groningen. Knowledge the student will acquire: You will gain practical experience in event management, exercise communications and promotional skills. You will have to develop your multitasking skills in organizing the activities for a group of 25 people by planning in advance the activities of the week and monitor their implementation. You will gain insight into the money laundering and illicit export practices as a way to acquire expertise to best fight those challenges. Activities the student will do: You will play a leadership role in the organisation of the 2018 summer school 'Illicit Trade'. This specifically entails organising the logistics of the event. You will have a key communications role to ensure that participants, lecturers, partners and sponsors have information they need in the lead up to, during, and after the event. An important part of your role will be to manage the promotion of the summer school through traditional and innovative channels. You will be an on-site organiser during the summer school and for the wrap-up activities up to a week after the summer school. Leadership skills that will be practiced, e.g.: to transfer complex information, to work with diversity, decision-making, to guide junior students, to cooperate with people, to organize and to structure complex tasks. | |||||||||||||||||||||||||||||
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| 33 | Sustainable Business Models:shared value | HCMLL03204 | |||||||||||||||||||||||||||
| 1 In this leadership lab we want to develop a new perspective on (local) development that could contribute to (local) economic and social development. This perspective is based on ideas from the field of Circular Economy (see the Ted talk of Rotmans) and Weconomy (see the Ted talk of Jan Jonker). The focus will be on three elements: (1) responsibility for what will be produced and how, (2) which values and whose values are or can be involved, and (3) new ways of thinking in economics. With the help of these three foci we will work with some companies who are willing to develop a business plan for setting up business in remote areas in an emerging market in Indonesia. In small teams of Honours students and FEB students we will develop for some companies a business plan and simultaneously we will develop new ways of making a business plan not just for the company but also for local communities in these remote areas of an emerging markets. At the end of the leadership lab we have made a business plan for the companies with the help of the business canvas model of Ostwalder e.a. and we have developed (we hope) new additional elements to the this traditional business model that will help the local communities in the emerging markets to develop themselves. | |||||||||||||||||||||||||||||
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| 34 | Wetenschapsdate.nl | HCMLL03104 | |||||||||||||||||||||||||||
| Wetenschapsdate.nl is a platform designed by the Pre University Academy that offers guest-lectures by university students for primary schools and/or secondary schools. Students pick their own subject based on their own research and/or academic experience. With our help they will develop this idea into an interesting lecture that resonates with the intended audience. In this Leadership Lab we ask you to do just that: translate your own research into an attractive guest lecture for primary school or secondary school students, put the result up on wetenschapsdate.nl and present your lecture several times. The Pre University Academy will provide you with the necessary training, sparring partners and evaluation moments. Every week on Wednesday evening (from 18.00-20.00) for the duration of three weeks you will attend our mandatory training-sessions to help you develop your lecture and to prepare you for school visits. This is also a great opportunity for you to share your ideas, discuss your issues and learn from your fellow students. In between sessions we will ask you to shape your idea into a suitable guest-lecture. In addition, after your first guest-lecture, we will organize an evaluation session to give you the opportunity to discuss the problems you might have encountered and share your first experience with the group. We also want you to get to know the Pre University Academy as an organization. We will therefore expect you to attend at least two monthly team-meetings and show involvement and initiative in the organization as a whole and in your own assignment. Activities you will do: - Participate in multiple training sessions, provided by the Pre University Academy. - Develop your own lecture based on your own research and/or academic experience. - Participate in at least one evaluation session after your first guest lecture. - Give at least three guest lectures based on your own research at primary or secondary schools throughout the three northern provinces (Groningen, Friesland, Drenthe) - Attend at least two monthly team-meetings. - Show involvement and initiative during the Leadership Lab. - Write a reflective report about you own development, experience and learning goals. Knowledge and skills you will acquire: - Primary and/or secondary education skills. - Validation of science and research. - Dealing with different ideas and approaches towards academic research and scientific education. - Translating science for a broader public. - Familiarizing oneself with the workings of an organization such as the Pre University Academy. Leadership skills that will be practiced, e.g.: Translating academic research into an attractive format that is both educational and understandable for audiences outside the university, effective communication, work interdisciplinary, Transfer complex information, practice verbal skills, practice listening skills, work with diversity, motivate people and cooperate with people. | |||||||||||||||||||||||||||||
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| 35 | WIJS: Your Knowledge&Talent into action | HCMLL02504 | |||||||||||||||||||||||||||
| WIJS (Wijk Inzet door Jongeren en Studenten, roughly translated: Efforts in and for the Neighborhood by Youth and Students) is an organization devoted to bridging the gap between students and non-students in the city of Groningen by focusing on what both target groups can learn from and mean to each other. In order to do so, we match demands from public and civil institutions (the municipality, NGO’s, neighborhood associations etc.) with students who want to practice their knowledge in a real life laboratory: Groningen. To best match those demands, WIJS is always looking for better ways to present itself to the outside world. Therefore this Leadership Lab is an active invitation for Honours College Master students to put their knowledge and talent into action by coming up with different ways in which various results of WIJS will be demonstrated to the city. One could think of the organization of a symposium and workshops, but WIJS is open for other proposals concerning the presenting of our results to the citizens of the city and its neighborhoods. Because most citizens do not speak English and most results are written in Dutch, this assignment needs at least one student fluent in Dutch. Activities the student will do: - The organizing of a brainstorm with the WIJS team. - Collecting and analyzing results of projects. - Interviewing WIJS team and their students about their projects. - Participant observation (of WIJS and projects). - Possibly organizing a symposium/workshop or other events/methods to present WIJS results to the public. - Put own ideas and suggestions into action. Knowledge the student will acquire: - How to operate from inside in a non-profit network organization. - Gaining insight in how to connect society with educational projects. - Getting acquainted with the goals of a non-profit organization; - Getting a rough idea of the societal problems in Groningen - and the organizations involved in dealing with them. | |||||||||||||||||||||||||||||
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| 36 | Workshop Express yourself as a Leader | HCMPW00401 | |||||||||||||||||||||||||||
| We will work with the model of Leary’s Rose and practice challenging situations. Eva Pantelakis will function as training actress and trainer. We will practice challenging situations. Students will receive case sensitive, personal feedback, as well as practical exercises in body language, facial expression and vocal training to develop leadership behaviour that will result in a greater communicative impact in challenging situations. The different, personal case studies provide a wider range of learning environments.Whether you want be a more powerful leader, more charismatic or more emphatic, there is a place for you in this inspiring workshop. After going through the two parts of this workshop, you will know exactly how to apply body language, vocal abilities and facial expression in a challenging situation. You will learn to assess a situation so that you will know whether to apply a professional, playful or more emphatic attitude in your role as a leader. By more consciously making yourself visible and audible as a true leader, you will inspire people around you to work with you. Leadership behaviour induces others to follow! In these workshops you will find: - An insight into what leadership means to you - Practical exercises that help you use body language and vocal abilities to be a better communicator - Insight into situations you would personally experience as challenging - The ability to create greater communicative impact in challenging conversations - A new found courage and positivity when entering these challenging conversations - The knowledge to motivate change in others - Personal feedback and exercises provided by the trainer to enhance your leadership abilities | |||||||||||||||||||||||||||||
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| 37 | Workshop Intercultural perspectives | HCMPW01001 | |||||||||||||||||||||||||||
| In a rapidly globalizing world with increasing demands on our ability to collaborate with others from diverse backgrounds, the competence to bridge cultural differences is necessary for any sustainable, pluriform society. Yet, the value and possibility of cultural diversity often go unused. What does it take to embrace cultural complexity and leverage diversity to drive innovation? The first session will focus on the basics required for developing intercultural competence. The second session will explore how mastering the competence for bridging cultures contributes to innovation. | |||||||||||||||||||||||||||||
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| 38 | Workshop Professional coaching skills | HCMPW00901 | |||||||||||||||||||||||||||
| As a leader, it’s important to know how you can effectively and professionally coach other people. What are your strengths in communication? What are your weaknesses? How can you convince/coach others to work on and reach a common goal, while paying attention to the human factor in this process? We will work on your professional coaching and communication skills. During the first session, we will pay attention to communication models and the solution-focused coaching model. We will then also start practising. In the second session, practice will be the main focus. In groups, you will work on cases to explore and experiment with interactional skills. We will work on skills like listening and feedback skills, effective interactional skills, dealing with resistance, self-reflection, empathy, persuasive skills and personal leadership. We will make use of Traintool so you can practice your skills with online videos, and get peer to peer feedback on your performance. Traintool assignments, as well as a reflection report, are mandatory parts of this course. | |||||||||||||||||||||||||||||
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| 39 | Workshop Self analysis for careeer orien | HCMPW00801 | |||||||||||||||||||||||||||
| ‘So, tell me something about yourself…’ is usually the first question a recruiter asks you in networking meetings or job interview settings. Do you have a professional answer to this question? Do you know yourself well enough to be able to self-reflect during meetings like these? And are you able to communicate about yourself in a professional way? We will work on identifying your qualities, weaknesses, skills and interests in the first session. In the second session, we will pay more attention to communicating about yourself in a professional way. We will make use of Traintool so you can practice your communication skills with online videos, and get peer to peer feedback on your performance. Traintool assignments, as well as a reflection report, are mandatory parts of this course. You also need an up to date CV to bring to both sessions. | |||||||||||||||||||||||||||||
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| 40 | Workshop Sparkle when you Speak | HCMPW00501 | |||||||||||||||||||||||||||
| After the workshop you know exactly what it is to sparkle when you speak. You learn to recognize professional situations in which it is appropriate and functional to speak in a more professional, playful or personal way. By confidentially switching in a conversation between those styles, you enlarge your personal leadership. Share this consciously with your employees! When you sparkle when you speak to your employees, you stimulate them to sparkle when they speak about themselves and their share in the organization. The results of this workshop are that you: - can present yourself with a sparkle when you speak - know your preference in terms of speaking style - are conscious and able to speak in a more professional, playful or personally way - start a (difficult) conversation with more joy and confidence - know how to invite and stimulate another person to sparkle when they speak with you - know practical exercises to activate your voice and body to create more impact in a conversation - received personal feedback and exercises to improve your style of speaking | |||||||||||||||||||||||||||||
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| 41 | Workshop The Art of Persuasion | HCMPW00101 | |||||||||||||||||||||||||||
| Beweging creëren Effectief beïnvloeden gaat over mensen in beweging krijgen. Door deze workshop krijg je inzicht in waarom mensen in beweging komen en hoe je ze kunt motiveren voor jouw voorstellen. Het gaat over slimme trucjes, maar ook over afstemming en gevoel voor groepsdynamiek. We gaan aan de slag met praktische technieken om op een authentieke manier effectiever te zijn in je communicatie. Thema’s We werken aan de hand van vier thema’s: 1. Inspireren – motiverend en beeldend spreken 2. Zin van onzin scheiden – het ontmantelen van valse argumenten en rattenstreken 3. Charisma – non-verbale communicatie van (wereld)leiders 4. Tactisch communiceren – draagvlak creëren en omgaan met weerstand Leren door doen Leren door doen is het motto, dus je kunt praktische oefeningen verwachten, waarin je je eigen communicatiestijl stevig onder de loep neemt! | |||||||||||||||||||||||||||||
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