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Informatie over Honours Master
Hieronder staan het programma en de vakomschrijvingen van Honours Master 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 | Studenten die zijn toegelaten tot het programma kunnen meer gedetailleerde informatie over de opzet en inhoud van het programma vinden in de HC Master organization in de Student Portal. | ||||||
| » Jaar 1 (2. Leadership sessions) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | verplicht | HCMLS00101 | Leadership sessions | Engels | 1 | variabel | |
| » Jaar 1 (3. Masterclasses) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | HCMMC00101 | MC Design your own Career in Science | Engels | 1 | variabel | |
| keuze | HCMMC00301 | MC Innovation | 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 | HCMMC01001 | MC Leadership in Historical Perspective | Engels | 1 | variabel | ||
| keuze | HCMMC01801 | MC In the LEAD | Engels | 1 | variabel | ||
| keuze | HCMMC02501 | MC Democracy and the Power Elites | Engels | 1 | variabel | ||
| keuze | HCMMC02801 | MC Rebuilding Education | Engels | 1 | variabel | ||
| keuze | HCMMC02901 | MC Organization and Teaming Up | Engels | 1 | variabel | ||
| keuze | HCMMC03001 | MC Leadership in Circular Economy | Engels | 1 | variabel | ||
| keuze | HCMMC03101 | MC Leadership and Networking | Engels | 1 | variabel | ||
| keuze | HCMMC03301 | MC Leadership Development in Health | Engels | 1 | variabel | ||
| keuze | HCMMC03401 | MC Leadership in Diplomacy | Engels | 1 | variabel | ||
| keuze | HCMMC03501 | MC Dissidence in Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC03601 | MC Leadership in Complex Negotiations | Engels | 1 | variabel | ||
| keuze | HCMMC03701 | MC Cooperation or Competition | Engels | 1 | variabel | ||
| keuze | HCMMC03801 | MC Going Dutch: America Rethinks | Engels | 1 | variabel | ||
| keuze | HCMMC03901 | MC Social Issues of Big Projects | Engels | 1 | variabel | ||
| Opmerkingen | Studenten dienen drie verschillende Master Classes uit de beschikbare modules succesvol af te ronden, waarbij in totaal 3 ECTS worden behaald. | ||||||
| » Jaar 1 (4. Personal Development Workshops) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuzegroep A | HCMPW00101 | Workshop The Art of Persuasion | Engels | 1 | variabel | |
| keuzegroep A | HCMPW00401 | Workshop Express yourself as a Leader | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW00501 | Workshop Sparkle when you Speak | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01101 | Workshop Leadership in Teams | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01301 | Workshop The Art of Change | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01401 | Workshop Dare to Care | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01501 | Workshop Effective Brainstorming | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01601 | Workshop Making Networks Work | Engels | 1 | variabel | ||
| keuzegroep A | HCMPW01701 | Workshop Creating Life By Our Own Design | Engels | 1 | variabel | ||
| Opmerkingen | Studenten dienen één Personal Development Workshop uit de beschikbare workshops succesvol af te ronden, waarbij in totaal 1 ECTS kan worden behaald. | ||||||
| » Jaar 1 (5. 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 | HCMLL02004 | Designing Discussion | Engels | 4 | variabel | ||
| keuze | HCMLL03504 | Building blocks for a career in science | Engels | 4 | variabel | ||
| keuze | HCMLL03904 | Leadership Lab Rebuilding Education | Engels | 4 | variabel | ||
| keuze | HCMLL04904 | Organizing a ‘College Tour’-event | Engels | 4 | variabel | ||
| keuze | HCMLL05004 | Design of a strategy | Engels | 4 | variabel | ||
| keuze | HCMLL05104 | Administrative coordinator | Engels | 4 | variabel | ||
| keuze | HCMLL05204 | LL: Business Development in Healthcare | Engels | 4 | variabel | ||
| keuze | HCMLL05304 | Youth in times of COVID-19 | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL05404 | Sustainable (regional) Development | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL05504 | Working towards a more sustainable RUG | Engels | 4 | variabel | ||
| keuze | HCMLL05604 | Project Proposal Profielwerkstuk Teacher | Engels | 4 | variabel | ||
| keuze | HCMLL05704 | Help cards for the research cycle | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL05804 | Science Box for children | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL05904 | Developing a new traineeship | Engels en Nederlands | 4 | variabel | ||
| keuze | HCMLL06004 | Alumni Engagement Model | Engels | 4 | variabel | ||
| keuze | HCMLL06104 | Creating a global engagement | Engels | 4 | variabel | ||
| Opmerkingen | Studenten dienen één Leadership Lab succesvol af te ronden, waarbij in totaal 4 ECTS kan worden behaald. | ||||||
| » Jaar 1 (6. Masterwork) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II | verplicht | HCMMW00105 | Master Work | Engels | 5 | variabel | |
| 1 | Administrative coordinator | HCMLL05104 | |||||||||||||||||||||||||||
| 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 winter and summer school with the department of International Relations and International Organization titled 'Illicit Trade’. The winter school will take place in January 2021 and the summer school in July 2021. You will play a leadership role in the organisation of the 2021 winter and summer schools on 'Illicit Trade'. This specifically entails: Assist the organization of the events; Communicate to with participants, lecturers, partners and sponsors in the lead up to, during, and after the events; Prepare the schedule for the courses; Prepare and devise a strategy to promote the winter and summer school through traditional and innovative channels; Create and coordinate a group for the participants of the winter and summer school to communicate with each other; Set up the digital platform for the Winter school online; Supervise the on-site operation of the summer school and the wrap-up activities up to a week after the summer school. Language English, Dutch is an asset | |||||||||||||||||||||||||||||
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| 2 | Alumni Engagement Model | HCMLL06004 | |||||||||||||||||||||||||||
| Description Leadership Lab: University of Groningen Alumni Did you know that the alumni network offers a variety of ways to expand your professional network? Students, graduates, and staff from the university have the opportunity to connect with alumni from all walks of life. This synergistic and mutual connection can lead to internships for students, valuable career opportunities for alumni, partnerships, and support for research and education. Being able to network via regular in-person events or virtual platforms makes it easier to form and maintain our valuable connections. To stay connected, the Alumni Office developed a range of programs to engage with alumni around the world, one of them being alumni communities abroad. In the coming year we plan to add alumni communities abroad to the existing ones. For this Leadership Lab, the focus will be on Indonesia, where almost 1,000 of our alumni live and work. Alumni Engagement during the pandemic The current pandemic opened completely new effective ways of staying in touch with our alumni online. During the last months we introduced new initiatives to connect with alumni and connect them with fellow alumni and students. You may think about initiatives like online webinars, interactive brainstorms, and career sessions for students. Our existing alumni communities in the Netherlands and abroad were the starting points for such activities. For the success of each activity the existing relationship was the main succesfactor. Expectation Within a small team of fellow Honours College Students you will develop the first Alumni Engagement Model for Indonesia. As part of the assignment the team will also launch one of the suggested activities. In the first phase of the assignment we will discuss the concept of Alumni Engagement and current alumni activities. Second, you will develop an interview about alumni engagement and conduct the interview with alumni who are working at international companies, government, universities, Gorilla companies, global and local banks, development companies or start their own businesses. Third, you will present your results. Fourth, based on the results you will create an Alumni Engagement Model for alumni in Indonesia to create meaningful relationships with alumni. Fifth, your team will be responsible for launching one concrete activity. Finally, you and your team will present the paper. The activities you will do: First Meeting: introduction of the project Interview / conduct the interview Present the results Develop an alumni engagement model Launch an activity Present the Alumni Engagement Model Leadership skills that will be practiced, e.g.: -effective communication -how to use your network -to motivate people -to organize -intercultural communication | |||||||||||||||||||||||||||||
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| 3 | 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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| 4 | Creating a global engagement | HCMLL06104 | |||||||||||||||||||||||||||
| On behalf of the ENLIGHT Think Tank for Global Engagement your team will be asked to develop a blended pilot module for Global Engagement. This module will have to consist of different (in-person and online) units, with peer-learning modalities, which students can accumulate at different ENLIGHT universities, and which they can integrate/combine with their individual learning path. The aim of the ENLIGHT Global Engagement module is to enable students and staff to develop awareness and understanding of diversity and inclusiveness and learn to work with it effectively in order to enhance their global employability and citizenship in an increasingly complex, globalised and digitalised labour market. The global engagement module will follow the principles of good teaching and learning across cultures (Leask & Carroll, 2013), Global Citizenship Education (GCED), and Education for Sustainable Development (ESD). The activities you will do: map and connect existing learning opportunities (courses, modules, programs) with regard to global engagement, diversity, inclusiveness and empowerment; identify gaps, for example a lack of research about the international classroom as a change process and International Classroom case studies; conduct interviews with experts, students; create a course outline with hybrid and blended elements, ideas for project work; pitch your team’s design for a blended module to the ENLIGHT Think Tank on Global Engagement. Leadership skills that will be practiced, e.g.: -effective communication -operating interdisciplinary -to practice verbal skills -to work with diversity -to persuade people -to cooperate with people -to structure complex tasks -creative and innovative thinking Client: UG Project Coordination Team of the ENLIGHT European University Network | |||||||||||||||||||||||||||||
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| 5 | Design of a strategy | HCMLL05004 | |||||||||||||||||||||||||||
| The Design Thinking Methodology is applied to solve the problem of how to handle a third Corona-wave. We can do it better than our government showed up to now, because we use this method and because you are a group with multidisciplinary (study programme) background. The activities Teamwork (we will teach you how to perform in the best way) using the Design Thinking Methodology (we will teach you how to do that). Weekly meeting where you present your progress, plans for next week and receive feedback from your supervisor. Leadership skills that will be practiced, e.g.: -effective communication -operating interdisciplinary -to transfer complex information -to write a policy or vision essay -to practice verbal skills -to practice listening skills -how to use your network -to work with diversity -decision-making -to persuade people -to motivate people -coaching -to cooperate with people -to organize -to structure complex tasks -to make a clear analyses of a problem -to apply team analysis -to apply the Design Thinking methodology Our Client : BV Netherlands We need a very diverse (in terms of study programme) group of eager students. We expect students that are very self-confident. They must be convinced that they can create better solutions for large societal problems than our government can do. | |||||||||||||||||||||||||||||
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| 6 | Designing Discussion | HCMLL02004 | |||||||||||||||||||||||||||
| How to engage in a reasonable, constructive, fruitful discussion, such as a debate, or a negotiation? Within various branches in philosophy, various proposals regarding the proper design of such discussions have been tabled. 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? In this leadership lab, we discuss philosophically motivated requirements for discussion software, and we contribute to the development: (a) of software for online debate for educational or organizational purposes; and (b) of software that enables teachers and students to self-design and test a debate framework. Activities: Within small groups, we design formats for high quality, deliberative discussion (for example: a debate or a negotiation), test it, and write a report about it. Leadership skills that will be practiced: -effective communication -to write a policy or vision essay -to practice verbal skills -to practice listening skills -to work with diversity -decision-making -to persuade people -to motivate people -to cooperate with people -to make a clear analyses of a problem -opinion formation; compromise formation | |||||||||||||||||||||||||||||
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| 7 | Developing a new traineeship | HCMLL05904 | |||||||||||||||||||||||||||
| Description Leadership Lab: Time and again, many ambitious students in the Northern Netherlands are set on leaving the North after they’ve graduated. The assumption is that the North lacks challenging career options and that it is not the ‘place to be’ for young professionals. Nonsense! The North has a lot to offer for young professionals. But it simply is less visible. That is why we’ve started Vonk Traineeship: a multi-company traineeship that matches talented young professionals with ambitious organizations in the Northern Netherlands. While our multi-company concept can already count on a lot of enthusiasm, we believe more is needed to successfully match these talents and Northern organizations. That is why we need you! During this Leadership Lab, you will explore the Northern labour market and collaborate with us to map HR-needs of Northern organizations. In which sectors will the need of academic talent grow during the coming years? How can Vonk Traineeship develop a sector specific traineeship to match these needs? In the end, you will collaborate with and consult us, in order to lay the groundwork for a sector-specific Vonk traineeship. The activities you will do: Act as a consultant, consulting Vonk Traineeship Connect with Northern Dutch organizations and networks Discuss and analyze current and future HR-needs of these organizations (with a focus on academic talent) Develop an advise for Vonk Traineeship, containing an analysis of these HR-needs and ideas for the development of a sector specific Vonk traineeship. Brainstorm with the Vonk team about possible directions and options in the development of a sector specific Vonk traineeship. Leadership skills that will be practiced, e.g.: (point out at least two) -effective communication -operating interdisciplinary -to write a policy or vision essay (however, the form of your advice is up to you) -how to use your network -decision-making -to organize -to make a clear analyses of a problem Client: Vonk Traineeship | |||||||||||||||||||||||||||||
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| 8 | 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 will pitch their breakthrough ideas in science and society in front of an (international) jury of experts. Qualifying rounds will take place all over the world, in such places as New York, Moscow, Cairo, Thessaloniki, Johannesburg, as well as in Groningen. The final of the event will take place in Berlin. More details can be 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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| 9 | Help cards for the research cycle | HCMLL05704 | |||||||||||||||||||||||||||
| Description Leadership Lab: The UG Pre University Academy (PUA) is responsible for the exchange of knowledge and skills between primary and secondary education in the Northern Netherlands and the UG. We do this by creating educational tools and resources: we translate current scientific research into activities and materials for teachers and school children. In the city of Groningen, but also for schools in the region. Examples of this are the Children's University, ‘Science date’ guest lessons and assistance with ‘Profielwerkstukken’. In 2019, the PUA developed a junior MOOC (www.rug.nl/juniormooc) for primary education. In this MOOC, children (and their teachers) are introduced to scientific research and the research cycle (www.rug.nl/reuzenrad). At the end of the lesson series, children can do research in their own environment on the basis of the research steps. Meanwhile, the MOOC has been followed up for the lower years of secondary education. The current teaching material mainly comprises worksheets and is structured to a large extent. For secondary education, we are currently developing help cards (hulpkaarten) for the research cycle. The purpose of these cards is to allow students to work more independently with the research cycle. An example of such a card is: "How do I make a good research question?". The PUA also wants to develop tools for primary school to help pupils to work more independently with the research cycle. In this Leadership Lab you will investigate how we can make a primary school translation of the hulpkaarten: - Investigate what kind of support is needed to allow primary school children to work (more) independently with the research cycle; - Make an inventory of the current materials of the PUA and relevant parties in the Netherlands; - Based on this, develop a proposal (framework) for help cards/materials for the junior MOOC (possibly in collaboration with students from the pedagogical academy). Knowledge and skills you will acquire: Translating scientific knowledge into a framework for useful educational products; Relating outcomes to an existing vision and mission. The activities you will do: Attend team-meetings; Literature research; Interviews with PUA-team leaders, UG- staff and primary school teachers. Write an advisory report/project proposal; Write a report about you own development, experience and learning goals; Show involvement and initiative during the Leadership Lab. Leadership skills that will be practiced, e.g.: to structure complex tasks to make a clear analyses of a problem to work interdisciplinary to practice listening skills. to cooperate with people. | |||||||||||||||||||||||||||||
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| 10 | Leadership in Historical Perspective | HCMLL00204 | |||||||||||||||||||||||||||
| In the practicum the students will use what they learned from the lectures in ‘Leadership in Historical Perspective I’ as they further explore, in small groups, the qualities and representations of historical leadership in their cultural and historical contexts. 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 Leadership skills that will be practiced, e.g.: effective communication to transfer complex information to cooperate with people to organize to structure complex tasks to make a clear analysis of a problem Method of examination: - Students will be responsible for the documentation of their research (presented in the form of, for example, an essay); - but also for communicating these results to a wider audience. Examples include a website, a poster exhibition, or a short documentary using a common approach to assess various leaders according to the designated criteria; -to be displayed in an (online?) exhibition on historical leadership from antiquity until the modern age, organized by the students. During the ‘opening’ of the exhibition the students will briefly present their work in a form that fits the medium of choice. Professors from the lectures will be given the opportunity to comment on the work. The research and research communication will be evaluated by the coordinator. | |||||||||||||||||||||||||||||
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| 11 | Leadership Lab Rebuilding Education | HCMLL03904 | |||||||||||||||||||||||||||
| What is your best and worst learning experience? How would you redesign your own education if you could? Why? We spend the majority of our educational career in formal learning environments such as classrooms or lecture halls, where learners are too often positioned as passive (listening, watching, attending, consuming) rather than encouraged to engage as creators (designing, analysing, producing, constructing). Educational pioneers have long demonstrated that the essence of good education is not to transfer 'packages of knowledge' from sender to receiver, but to facilitate and stimulate the unique learning processes of different students. During this course you will have the unique opportunity to zoom in on one aspect of your own educational path and redesign it partially or completely. How? You can choose your own topic, for example an educational situation you encountered in your bachelor or master. You may also pick a casus delivered by one of our stakeholders. The programme consists of three seminars, combined with self-study, fieldtrips and personal consults from innovation experts. The first two seminars are two full days (Saturday February 5th and Saturday March 5th). During these days you will work on the redesigns in close collaboration with stakeholders and educational experts. Here, the course coordinators will act as facilitators by assisting you and stimulating peer-to-peer feedback to understand problems in a hands-on way, and by coaching you in attaining your personal and group-based goals. In this way you can ultimately benefit by learning from your peers with different academic backgrounds. The leadership lab will be concluded by an evening symposium where you will present your results to a jury of stakeholders and educational experts. Finally, all redesigns will be bundled in an eBook to disseminate the initiatives beyond the network of Rebuilding Education. Want to know more about Rebuilding Education? Rebuilding Education is organised at different Dutch universities. Look for the redesigns from previous students on www.rebuildingeducation.com | |||||||||||||||||||||||||||||
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| 12 | Leadership sessions | HCMLS00101 | |||||||||||||||||||||||||||
| In the Leadership Sessions, students get the opportunity to learn in an informal way about leadership from experts in the field, to get inspired by interesting people, to share their experiences, and to get to know their peers even better. The Leadership Sessions consist of of different activities. At the start of the master Honours program, students watch and annotate a series of videos on the basics of leadership. This is to assure that all students start at a basic level of knowledge about leadership, so they can learn from their peers. It is an asynchronous, but interactive learning experience in Nestor. Students do it at their own pace and timing, but have to react on each other’s and their teachers annotations and questions. This is followed by the kick-off meeting. The remainder of the Leadership sessions are organised in semester 2. It are plenary lectures or workshops on different topics related to leadership. Students have to participate fully in the ‘Basics of leadership’ part and in the kick-off, and in 80% or of the semester 2 activities to obtain full credits (1 EC). | |||||||||||||||||||||||||||||
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| 13 | LL: Business Development in Healthcare | HCMLL05204 | |||||||||||||||||||||||||||
| Established in 2015, Asc Academics has the drive of a young company coupled with the expertise and excellence of a team who has provided consultancy services for a variety of pharmaceutical companies and governmental agencies. Our multidisciplinary team specializes in navigating health technology assessment (HTA), from market access strategies and pricing to reimbursement applications. We provide comprehensive health economics and market access services and expertise across a range of therapeutic areas and indications. Asc Academics has hands-on experience in HTA analyses in a broad range of diseases. The field of vaccines is however a stand-online research field and expertise of the company. Therefore, in the project ‘Asc Vaccines: internal branch or external subsidiary?’ we would like you to deliver a strategy report based on a SWOT analysis of launching Asc Vaccines as an external subsidiary. The students will join the Asc Vaccines development team (business director, 2 consultants, students) and join the ambition to launch Asc Vaccines from the Summer 2021. Activities contain: Deskresearch on creating an overview of competitors and market interest. “Fieldresearch” (digital) to determine interest of potential stakeholders / clients. Organizing strategy and progress meetings with Asc’s management team. Co-branding the marketing strategy. Writing a social media launch plan. Leadership skills that will be practiced, e.g.: -effective communication -to practice verbal skills -how to use your network -decision-making -to motivate people -to cooperate with people -to organize -to make a clear analyses of a problem Client: Asc Academics | |||||||||||||||||||||||||||||
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| 14 | 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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| 15 | MC Cooperation or Competition | HCMMC03701 | |||||||||||||||||||||||||||
| Arguments from different fields in sciences such as oceanography, archaeology, and (evolution) biology will be discerned and discussed in this Master Class, in terms of what is considered an optimal model when doing research. Depending on the field of science, the form of a research group (e.g. size, its position within the faculty), the type of leadership – informal vs formal, authoritarian vs liberal, strict organized vs self developing - will be discussed. In addition to studying literature, we will also make use of role-play situations. | |||||||||||||||||||||||||||||
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| 16 | MC Democracy and the Power Elites | HCMMC02501 | |||||||||||||||||||||||||||
| The ideal of a liberal democracy is based on values such as equality, freedom and participation. In practice, however, power plays a central role in political systems that subscribe to these ideals. Power is exerted by a governmental elite who typically subscribe to a one-sided set of values. This is in tension with the idea that all people are equal and free, and that everybody should have the opportunity to participate. As such, political parties on the left side of the political spectrum have been particularly critical of the power elite. However, left-wing parties and social movements rely on a ruling class as well. Marxists, for instance, present themselves as those who will liberate the proletariat from its shackles. This masterclass consists of two parts. The first provides the necessary background for understanding what power is and how power elites work. The second addresses the key question that arises from the conundrum just presented: when are elites acceptable? Requirements. Students prepare the meetings by reading assigned literature and formulating questions. They actively engage and discuss with the two philosophical and political contributors. And they write a brief essay in which they critically reflect on a particular power elite using the material from the masterclass. | |||||||||||||||||||||||||||||
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| 17 | 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. 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. | |||||||||||||||||||||||||||||
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| 18 | MC Dissidence in Leadership | HCMMC03501 | |||||||||||||||||||||||||||
| Dissidence: the act of publicly disagreeing with and criticizing the government or a powerful person or group (Cambridge dictionary) Leadership is commonly associated with innovation and creative thinking. However, what is infrequently addressed is that when someone has a new or different way of thinking about something, they will likely cause controversy. In many instances, today’s pioneers were yesterday’s dissenters. This Masterclass offers a critical discussion of leadership in connection to dissidence and innovation. Can one be a leader and innovative thinker without stirring the waters? Dissidents drive progress or do they just remain on the fringes? Are innovative thinking and dissidence essential features of leadership or do they challenge leadership? The Masterclass will have a concrete compass: we will study, by way of example, the work of Judge and Professor at the University of Groningen Bert Röling. Röling was a pioneering legal mind who devoted most part of his career to international law. His thinking was avant-garde – he introduced new ways to look at international law and he created news fields of interdisciplinary research (e.g. polemology, peace and security studies, including the role of nuclear power and science). He wore many hats in his leadership roles: a national judge, an international judge sitting on the bench of the Tokyo Tribunal in the aftermath of WW II, a professor and a legal advisor for the government. Röling is famous for his persistent dissidence: he openly critiqued the Dutch government’s practice in former colonies; and he wrote a Dissenting Opinion attached to judgment of the Tokyo Tribunal arguing that the majority failed to address intercultural issues in understanding international relations. Aspects of Röling’s work will serve as a valuable starting point in our meetings linking to and discussing real-life case studies spanning across academia, research, public and private sectors. Examples include: Innovative researches who used to be dissents vis-a-vis the scientific status quo. Some of these peoples’ work subsequently became part of our conventional wisdom (e.g. Galileo, Einstein, Popper); other peoples’ work remains on the fringes (see Kuhn’s theory on paradigm shifts). Advisors and public servants: is there room for them to (publicly) oppose the official position of a government? In the extremis, there are high profile cases of whilst-blowers or high-level officials who quit and publicly explained why could not remain silent in good conscience. Leaders in the tech private sector: there is a recent, notable exodus of high-level executives (e.g. computer and software engineers) from the biggest Silicon Valley’s companies. They dissent with how technology is currently used and they a took a leadership stand by stepping down and starting to create new tools. | |||||||||||||||||||||||||||||
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| 19 | MC Going Dutch: America Rethinks | HCMMC03801 | |||||||||||||||||||||||||||
| America’s coast line cities are vulnerable in many places and must make efforts to combat the threat of rising seas due to climate change. To meet this crisis, relatively weak and fragmented governmental leadership, and legislation protecting individual interest at the expense of the collective do not help. The Netherlands has had rising water issues for centuries. Their “polder model,” an institutionally embedded culture of solidarity and institutionalised leadership, was demonstrably effective to attack complex water issues. In an attempt to benefit from the Dutch approach, elements have been adopted in American contexts. But policy transfer comes with its own challenges. This seminar series brings together leading experts from the U.S. and the Netherlands and will explore how the Dutch have addressed water management at home, how they have turned this problem into a global economic opportunity, and how the U.S. has forged new approaches to rising seas using cooperative problem solving, business models, and public-private partnerships. We use ongoing conversations in Charleston, SC as a case study. The Masterclass consists 3 seminars of 3 hours. Each seminar starts with a 1 hour moderated discussion on relevant literature about leadership and policy transfer (19-20 hrs). Participants will meet in the Honours Tower room. Then the group will jointly watch two experts speak online about the tension between the Dutch approach and US policy-making practice (20-21.30 hrs). Concepts from literature will be applied in the discussion (21.30 - 22.00 hrs) in which also students of Wake Forest University (North Carolina) take part. Active participation and an essay assignment will be the basis for the grade. | |||||||||||||||||||||||||||||
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| 20 | 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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| 21 | 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. The two remaining sessions will each address a specific innovation management topic and introduces interactive online innovation-related games. | |||||||||||||||||||||||||||||
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| 22 | MC Leadership and Networking | HCMMC03101 | |||||||||||||||||||||||||||
| Social networks and formal and informal leadership roles are highly connected. Often not the formal leader in an organization is considered as the leader, but the informal leader. Social networks provide insights in the formal and informal leadership roles and team interactions. In this course, we will have a research perspective on social networks and leadership and a practical perspective on social networks and leadership in your own career. Research perspective. The foundations of (longitudinal) social network analysis will be covered and linked to leadership research. Participants will learn how they can set up a (longitudinal) social network study: theoretical background of social networks, research questions at different levels, data collection and ethical concerns, metrics and analysis, and conclusions. They get an overview over the current methods that are used in this field and what kind of questions they could explore. Based on this students will write a short research proposal and present this during the final session. Practical perspective. We will discuss the role of social networks, social capital, and leadership (“agency) in practice. To be in the lead of your own (academic) career, building social capital seems crucial. We will exchange ideas how to do this already during your master programme. Based on this, students will write a short individual reflection. The sessions will be a combination of lectures and group discussions. Students who are interested in social networks and/or related concepts of leadership are very welcome to this course. It is not a methodological course, but more a theoretical reflection on the link between social networks and leadership. The only requirements is motivation! | |||||||||||||||||||||||||||||
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| 23 | 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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| 24 | MC Leadership Development in Health | HCMMC03301 | |||||||||||||||||||||||||||
| Health is a pivotal element of society on different levels. Health is a crucial factor of individuals' happiness, as well as an asset of the national and global economy as it relates directly to labour market outcomes such as education and income. Moreover, health can be seen as a key aspect of individuals' human capital to produce economic value. In the masterclass Leadership Development in Health we will focus on the concept of “health capital” from two different angles; societal and corporate. From societal perspective health capital can be seen as an interdisciplinary concept, which is of (in)direct interest to policy makers and researchers. From a corporate perspective health capital can be seen as an investment asset to encounter unmet needs, which directly affects human and sustainable economic growth. With hands-on assignments and discussion meetings students will be guided through both angles by the Scientific Director of the Aletta Jacobs School of Public Health and the Business Director of market access and health economics consultancy Asc Academics. The final product is an individual essay in which students reflect on their leadership development in health. | |||||||||||||||||||||||||||||
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| 25 | MC Leadership in Circular Economy | HCMMC03001 | |||||||||||||||||||||||||||
| The context of the course is about communication in groups and how you can make optimal use of communication styles. The lectures and exercises will be illustrated with examples from the circular/biobased economy based upon genuine experiences. In addition, a number of entrepreneurs in biobased business will showcase their experiences in their path from idea to business. In groups of maximal 5 students, a business proposal will be written and pitched in maximal 2 minutes each. A short reflection upon your own communication style, leadership skill and performance in the group is expected as an individual assignment. | |||||||||||||||||||||||||||||
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| 26 | MC Leadership in Complex Negotiations | HCMMC03601 | |||||||||||||||||||||||||||
| Complex negotiations As a society we are currently facing a number of complex negotiations that cannot fail. We need to collectively address climate change. We need(ed) a coordinated response to the COVID-19 pandemic. And the European countries need a joined-up response to instability and poverty to its east and south. Three levels of leadership What makes these negotiations so complex is that all parties need to strike a balance between their self-interest and the collective needs. And if the parties involved are not able to coordinate their response, the problem will become more severe. In order to succeed in complex negotiations three levels of leadership are needed: personal leadership, group leadership and moral leadership. This course will help you become aware of these levels of leadership and will help you begin to develop your leadership potential. Experience and reflection This course is highly interactive experiential in nature. Half of the time you will be engaging in a complex negotiation where you will be responsible for safeguarding your own interests whilst at the same time contributing to addressing the collective problem. The other half of the time you will reflect on what this asks from you and how you can develop yourself so that in the future you can contribute to such problems. Lecturer The course will be taught by Jan Reinder Rosing. For the past 14 years he has been a diplomat working for the Netherlands Ministry of Foreign Affairs and the European Union. He spent two years in Turkey, campaigned for a seat for the Netherlands in the UN Security Council and worked on the prevention of violent conflict. In addition, he is a trainer, coach and facilitator and led dozens of sessions on communications skills and personal development. Practical The day will have a great variety of exercises and ways of working. You will pass the course on the basis of your active participation and an 800 words reflection paper. You will need to complete a two-hour preparatory (small group) assignment in order to be able to participate in this course. There might be some overlap between this masterclass and the masterclass Leadership in Diplomacy | |||||||||||||||||||||||||||||
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| 27 | MC Leadership in Diplomacy | HCMMC03401 | |||||||||||||||||||||||||||
| International challenges As a society we are facing a number of challenges which require effective diplomacy. We need to collectively address climate change. Some examples? We need(ed) a coordinated response to the COVID-19 pandemic. And the European countries need a joined-up response to instability and poverty to their south and east. The role of diplomacy But how can we address collective problems if diplomatic services serve the interest of a single country? In order to this we need leadership in diplomacy. This course will look at the diplomatic professions and the skills that are needed in order to be successful as a diplomat. It will also consider the issue of diplomacy in times of COVID-19. The lecturer has worked as a diplomat for the past 14 years and will share a number of case studies and experiences. Experience and reflection This course is highly interactive experiential in nature. Half of the time you will be engaging in a negotiation exercise where you can put your diplomatic skills to the test. The other half of the time you will reflect in a variety of ways on what this asks from you and how you can develop yourself so that in the future you can contribute to collective action problems. Lecturer The course will be taught by Jan Reinder Rosing. For the past 14 years he has been a diplomat working for the Netherlands Ministry of Foreign Affairs and the European Union. He spent two years in Turkey, campaigned for a seat for the Netherlands in the UN Security Council and worked on the prevention of violent conflict. In addition, he is a trainer, coach and facilitator and led dozens of sessions on communications skills and personal development. Practical The day will have a great variety of exercises and ways of working. You will pass the course on the basis of your active participation and an 800 words reflection paper. You will need to complete a two-hour preparatory (small group) assignment in order to be able to participate in this course. There might be some overlap between this masterclass and the masterclass Leadership in Complex Negotiations | |||||||||||||||||||||||||||||
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| 28 | MC Leadership in Historical Perspective | HCMMC01001 | |||||||||||||||||||||||||||
| Each professor will supply a key text that the students will have read ahead of time. Students will then engage in discussion, with the professor and the group. Each session is organized by a different team of students. What can we learn from history when it comes to leadership? When we study leaders from the past, questions arise that remain crucial in our own time. How important is manliness, or motherliness? How are reputations established and destroyed? How do local leaders operate in global power structures? In this Masterclass we will explore these themes to understand how leadership functioned in different historical contexts, from modern times to antiquity, for men and women, from private life to public life. We will discover the different kinds of leadership that have evolved over the ages, which ones were successful, but also which ones were not. These sessions provide a unique historical laboratorium where theoretical ideas can be tested against historical practices. | |||||||||||||||||||||||||||||
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| 29 | MC Organization and Teaming Up | HCMMC02901 | |||||||||||||||||||||||||||
| In this course, we will explore leadership in society by emulating the ways teams of entrepreneurs create opportunities by engaging with their surroundings. The assumption of this course is that opportunities emerge as entrepreneurs interact with people around them and prepare themselves for the possibility of exploiting opportunities as they emerge in this process. Finally, we look at how the exploitation of an opportunity can, in turn, trigger a new process of opportunity creation, and explore how different entrepreneurs navigate these possibilities. At the end of the course, one team will be selected for the “Falling Walls” Leadership Lab, an elite group that will work as a local student association for generating and showcasing entrepreneurial ideas. This is connected to an international endeavour that connects groundbreaking innovation ideas to investors and mentors. | |||||||||||||||||||||||||||||
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| 30 | MC Rebuilding Education | HCMMC02801 | |||||||||||||||||||||||||||
| By addressing the complex connections between neuroscience, cognitive development, artificial intelligence, economic and social change, and education, the course will tackle the question: where should we start Rebuilding Education? The course consists of three 2,5-hour evening sessions. In these sessions we will discuss the following themes: 1) Why do we learn? (Human Capital vs. Signaling) 2) How do we stimulate learning? (Engagement vs. Management) 3) How do we learn? (Neuroscience vs. Psychology) Each session consists of interactive lectures on the session’s theme and active group discussions. Before each session you will receive some introductory study material (research papers, websites or a video). After each session, you will apply the presented theories to your personal educational experience. At the end of the course, you will write a why-how-what essay on the main question of the course: where would you start redesigning your own education? You will use both your personal reflections and the theoretical perspectives presented to you in the course. | |||||||||||||||||||||||||||||
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| 31 | 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”). We will work out this model for a specific region and organize the opportunity to interview stakeholders in that region. | |||||||||||||||||||||||||||||
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| 32 | MC Social Issues of Big Projects | HCMMC03901 | |||||||||||||||||||||||||||
| 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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| 33 | 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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| 34 | Organizing a ‘College Tour’-event | HCMLL04904 | |||||||||||||||||||||||||||
| Max van den Berg, up until 2016, was King’s Commissioner for the province of Groningen. Before that, he was chair of the Partij van de Arbeid (the Dutch Labour party), director of Novib (now Oxfam Novib) and a member of the European Parliament, where he focused mainly on European aid to development countries. Max van den Berg teaches his masterclass Leadership across multi-levels of governance at the Honours College. Max van den Berg currently holds an honorary professorship in Global Governance and Sustainable Livelihood at Globalisation Studies Groningen (GSG). This event will be organised in collaboration with GSG; an interfaculty institute in the University of Groningen that organises events around three topics: Development, Humanitarianism and Globalisation. GSG and Honours College would like to organise this College Tour in honour of Max van den Berg’s impressive track record and as a ‘thank you’ for the work he has done for both our departments. Max van den Berg will be interviewed by a person of your choosing. This Leadership Lab forms the core from which this College Tour will be organized. The HC students involved are free in characterizing this Tour, as long as a solid and responsible organization is realized. You are responsible for organizing and hosting the entire event. Think off: - Practical organizational aspects: planning this project, inviting and hosting guests, technicalities, fundraising, marketing etc.; - Making short films with people who have something nice to say to/about her, will ask her a question or making clips out of existing material; - Reaching out to student organizations in this field/discipline; - Organize an audience of lots of students and make them prepare questions in advance; Leadership skills that will be practiced: -Effective communication -To practice verbal skills -To practice listening skills -How to use your network -Decision-making -To persuade people -To motivate people -To cooperate with people -To organize Selection procedure: Please indicate in your motivation for this Leadership Lab what kind of actions may be expected of you to contribute to the success of this team. Teaching method: The group has to set out the event, divert the different tasks amongst themselves, seek cooperation and organize regular meetings to monitor the progress. | |||||||||||||||||||||||||||||
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| 35 | 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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| 36 | Project Proposal Profielwerkstuk Teacher | HCMLL05604 | |||||||||||||||||||||||||||
| Description Leadership Lab: The UG Pre University Academy(PUA) is responsible for the exchange of knowledge and skills between primary and secondary education in the Northern Netherlands and the UG. We do this by creating educational tools and resources: we translate current scientific research into activities and materials for teachers and school children. In the city of Groningen, but also for schools in the region. Examples of this are the Children's University, ‘Science date’ guest lessons and assistance with ‘Profielwerkstukken’. PWS supervisors are increasingly asking us for help. We want to expand our existing PWS assistance with a manual for PWS supervisors with concrete activities and recommendations. This toolkit must link up with the continuous learning cycle on research skills developed for lower and upper years in secondary education. In this Leadership Lab, you will: - identify which products and services the UG already offers in this field and which pains, gains and tasks internal and external stakeholders want to resolve with this; - Based on this inventory, you will write a project proposal on the basis of which a project team can start developing this product next year. -this project proposal at least contains a substantiated table of contents of the intended toolkit. Knowledge and skills you will acquire: Conducting a (market) research and translating the results into a project proposal. Analyze outcomes in relation to an existing vision and products. The activities you will do: Attend team-meetings; Interviews with PWS-teachers, PUA-team leaders, UG-research and teaching staff; Make a product profile based on your pains, gains and tasks analysis; Write a project proposal; Write a report about you own development, experience and learning goals; Show involvement and initiative during the Leadership Lab. Leadership skills that will be practiced, e.g.: to structure complex tasks to make a clear analysis of a problem to work interdisciplinary to practice listening skills. to cooperate with people. | |||||||||||||||||||||||||||||
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| 37 | Science Box for children | HCMLL05804 | |||||||||||||||||||||||||||
| Description Leadership Lab: The UG Pre University Academy (PUA) is responsible for the exchange of knowledge and skills between primary and secondary education in the Northern Netherlands and the UG. We do this by creating educational tools and resources: we translate current scientific research into activities and materials for teachers and school children. In the city of Groningen, but also for schools in the region. Examples of this are the Children's University, ‘Science date’ guest lessons and assistance with ‘Profielwerkstukken’. One of the goals of the PUA is to contribute to a realistic image of science among children/young people and to improve their attitude towards science. In this way children learn to appreciate science and it helps them to see science as something that may also be something for them (aspiration development). An important part of this is to show the full width of science, ie alpha, beta and gamma sciences. Children (and their teachers and parents) have a lot of prejudices and ideas about science. The prevailing view of science is strongly beta-oriented. Science is associated by many children with white lab coats and smoking test tubes. This is reinforced by the current Science and Technology (W&T; Wetenschap en Technologie) programs and products within and outside school. A well-known example of this are the popular science boxes that you can buy in any toy store or museum shop and that are sometimes also available in schools. Titles such as: "Perfume Laboratory", "The Great Chemistry Lab" and "Rocket Experiment Set" show that these kits focus on the beta domain. The PUA wants to further explore this field of science boxes. In this Leadership lab, you conduct this exploration and research whether there is a market for a science box that focuses on science in the broadest sense. And if so, what should such a box look like? - Conduct market research into science boxes on the Dutch market. A.o. What is the current offer; how does that relate to a realistic image of science; what makes a science box attractive (for children)? - What should a science box that matches the vision of the PUA look like? - Possibly in collaboration with students from the pedagogical academy, make a proposal/framework for an alpha-beta-gamma-science box. Knowledge and skills you will acquire: Conducting a market research and translating the results into a proposal/framework. Analyze outcomes in relation to an existing vision and mission. The activities you will do: Attend team-meetings; Interviews with PUA-team leaders and UG-staff; Make a proposal for a PUA-Sciencebox; Write a report about you own development, experience and learning goals; Show involvement and initiative during the Leadership Lab. Leadership skills that will be practiced, e.g.: to structure complex tasks to make a clear analyses of a problem to work interdisciplinary to practice listening skills. to cooperate with people. | |||||||||||||||||||||||||||||
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| 38 | Sustainable (regional) Development | HCMLL05404 | |||||||||||||||||||||||||||
| In this leadership lab we focus on sustainable development in less developed regions of developed countries. For the empirical work we will focus on a small village and study how an initiative of local entrepreneurs on (sustainable) development of their city into a roadmap and supported by the local governmental administration and the administration of the province has been worked out. For the theoretical part we will use theories on Region Development Theories, New Economic Thinking and work out a “new” conceptual idea that in a structured way, raises questions on the multi-value creation process and how this can be supportive for Local Economic Development. By working with our model we hope to add to the field of New Business Models by arguing that our questions cover new value creation directions that can be used for new business models related to Local Economic Development in regions in developed countries with a shrinking economy but also in remote areas in developing countries The activities the student will do: Literature study, Conducting interviews, Analysing interview data and writing a research report. Leadership skills that will be practiced: -effective communication -operating interdisciplinary -to transfer complex information -to write a policy or vision essay -to practice verbal skills -to practice listening skills -to cooperate with people -to organize -to structure complex tasks -Doing interviews | |||||||||||||||||||||||||||||
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| 39 | Working towards a more sustainable RUG | HCMLL05504 | |||||||||||||||||||||||||||
| In this leadership lab students have the opportunity to investigate methods to make their university more sustainable. They can choose your topic of interest. A list of areas is included in the appendix. Students can also propose their own subject. The activities the student will do: Depending on the topic the student chooses, s/he will do literature research, request information from the university and analyze that information. The student will also interview various staff members and/or companies associated with the RUG, and/or develop questionnaires. Depending on the question the student will write a report, advice, analyses, or measuring tool. Topics Energy -Saving more energy at Linnaeusborg (saving energy in the -laboratory fume hoods/zuurkasten) -Reducing light pollution in Zernike Waste -Strategies for replacing plastic at the university -The effects of a new policy for sustainable logistic -Environmental impact of cotton red goodie bags -Environmental impact of reusable notebooks Mobility -Overview of flying behaviour of (Erasmus) students -Evaluating the new policy on air travelling -Making an overview of bike used at the RUG -Design methods to measure the effectiveness of our policies to increase bike use Education -How to engage students in taking part in the Sulitest -Students’ interest in a Basic Course on Sustainability -Defining sustainable education -Inventory of sustainable courses offered at the RUG Food & Drinks -Combat food waste in university canteens -Eating habits of RUG students/staff members Communication -How to communicate effectively about sustainability -Use of colours (red vs green) in messages to motivate sustainable behaviours Leadership skills that will be practiced, e.g.: -effective communication -to write a policy or vision essay -to practice verbal skills -to make a clear analyses of a problem | |||||||||||||||||||||||||||||
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| 40 | Workshop Creating Life By Our Own Design | HCMPW01701 | |||||||||||||||||||||||||||
| This PD workshop focuses around the two topics of Decision-making and Challenges for Growth. Decision-making and challenges are two concepts that play a central role in our daily lives. Decision-making is the central mechanism through which we create our lives and while we make our decisions we come across a constant flow of internal and external challenges throughout all areas of life. Developing a confident and personalized decision-making process as well as developing practical and individualized skill-sets to navigate challenges are key in our ability to realize our goals so that we can create life by our own design. The PD workshop will take place over the span of 3 weeks. The 1st week will be focused on the decision-making process and the 2nd two weeks on challenges for growth. The track will be centered around two workshops that are hosted in the beginning of the 1st and second week: 1. Decision-making: creating life by your own design 2. Challenges for Growth Throughout the 3 weeks students will run through the following different exercises and activities: • Group workshops • 1:1 discussion • Reflection Essays • Individual & pair exercises • Group discussion • Presentation The PD workshop will finish with a group presentation where students will share their experiences, what they have learned, how they have grown, and how they plan to implement learnings in the near and distant future. All activities are designed to be fun, dynamic, interactive, a mix between group, individual, and pair work, and focus on past, present, and future. The PD workshop will be a hybrid with both online and offline activities. Overview programme and dates: Wednesday 12 January the first workshop (Decision-making: creating life by your own design). Thursday 20 January the second workshop (Challenges for Growth). Monday 31 January the final presentation | |||||||||||||||||||||||||||||
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| 41 | Workshop Dare to Care | HCMPW01401 | |||||||||||||||||||||||||||
| To harness the human potential, we need leaders. Not just any leaders but leaders who know themselves, know the people they are leading and know the world they are living in. To enable such a conscious leader, we take a glance at the world and what we humans can contribute to its health. For this, permaculture and regenerative approaches to business and society are helpful. Then, we look at psychology, consciousness and business to understand how to maximise people’s potential. The study of profitable and sustainable organisations, trends in leadership science as well as philosophical approaches for developing societies are used. Lastly, you have the opportunity to look inward and reflect on yourself and what you can and want to contribute to the world. In the end, you have an overview of the mentioned topics as well as actionable methods to bring more consciousness to your leadership game, always keeping the big picture in mind. | |||||||||||||||||||||||||||||
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| 42 | Workshop Effective Brainstorming | HCMPW01501 | |||||||||||||||||||||||||||
| How do you come to creative and innovative ideas? In these workshop series you will gain insight into brainstorm strategies that work for you personally to come to creativity and innovation. This is useful and important, as creativity and innovation form important pillars in the leadership of today and the future. Effective brainstorming stimulates you to come to such creative idea generation and innovation. During these workshops you therefore will learn and experience what does and does not work for brainstorming and creativity, and you will discover which strategies work best for you to stimulate your creativity. We will build on scientific research, and implement it hands-‐on. During these workshops you will choose a topic that is relevant for you to brainstorm about and take steps in. This can be a topic within your study (for example your Leadership Lab or Master Work) or outside of it. | |||||||||||||||||||||||||||||
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| 43 | 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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| 44 | Workshop Leadership in Teams | HCMPW01101 | |||||||||||||||||||||||||||
| Teamwork is essential in projects. Do you know what your added value is and how you can lead your team to excellent performance? We will provide a workshop in which you will learn what differences in personality make the difference in teams and when these teams will be most effective. Question is: What will your added value be?! We will stretch your comfort zone and we will be confronting you with your talents or non specific talents. We will show you how to lead a group with your (non)specific talent. In this workshop you will learn insights on how to recognize peoples talents, which will lead to the ability to distinguish peoples added values. If you know how to distinguish talents, you’ll be able to influence them. What is your added value? 1. Learn all about competing values in teams. 2. Get insights in your own personality (Big Five/OCEAN). 3. Learn to recognize and detect other talents and their pitfalls 4. Learn how personality affects business outcomes and team results 5. When teams get stuck or infected by different personalities To the point/down to earth: the Dutch approach. | |||||||||||||||||||||||||||||
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| 45 | Workshop Making Networks Work | HCMPW01601 | |||||||||||||||||||||||||||
| You will be trained to build up a vital network around your assignment, and learn how you can achieve results with your network. In this time of globalization and fast technological developments it is more important than ever to work together within networks and be effective in these networks. You need certain skills to achieve results in collaboration forms when you are dependent on the knowledge and expertise of all the stakeholders who are involved. Think about assignments like climate adaptation, energy transition, and the ways policy makers try to take on big social problems like poverty and health. The recent challenge of the COVID-19 pandemic that society is faced with is yet another example. The government needs to deal with all aspects and work together with experts with specific backgrounds and interests. All of these issues demand the collaboration of many stakeholders. In your study you encounter several situations you need to work in networks. This is why in this workshop you will use your own cases to practice with the theoretical concepts and tools we offer. Think about organizing a conference or working together on a project with students from different studies. In these contexts you are dependent on the effort of different people who act like stakeholders. For generations employees were used solving assignments in forms of collaboration with hierarchical positions, working in projects with project planning and clear goals. When working on complex issues you need more. It is important to build a network and use all the assets. You need to pay attention to several interests and needs. It takes other competencies of leadership to organize a process in which everyone can contribute to creating and reaching a common goal. In this workshop you will learn about several tools that will enable you to recognize what is happening in your network. You will learn to manage those situations and this will entail vital collaboration instead of stagnation. The tools will facilitate your competencies to sharpen the goal of the initiative, to analyze the phase of the process and keep the energy in the network. You will learn to analyze the positions and roles in a network, and manage the dynamics of a group. Working with networks is not only an issue in collaborations between organizations. You can also choose to adapt and use it as a business concept. In this workshop you will meet an entrepreneur who works with a concept of horizontal steering instead of working in a hierarchical organized structure. What will be your added value: 1. Become competent in building a network around an issue in your own practice 2. Recognizing the different phases in your network and knowing how to keep the flow in working together 3. Getting insight in the dynamics of the group in networks 4. Handle transparency in collaboration and tackling ‘under water-issues’ | |||||||||||||||||||||||||||||
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| 46 | 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 personal 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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| 47 | Workshop The Art of Change | HCMPW01301 | |||||||||||||||||||||||||||
| The opportunity given by the exploration of a creative problem solving process allows the participants to delve deep into group dynamics and experience first-hand what it means experientially to overcome group tensions in a creative and productive manner. Participants are encouraged and nudged to step into the emotionally uncomfortable world of interpersonal transparency and authenticity. By the end of this workshop, participants: -will have learnt how to productively navigate conflict in teams; -will have a better understanding of their own approach to conflict; -will know how to create the setting necessary for high levels of team performance; -will have a better appreciation for negative moments in team dynamics as energy to be harnessed. | |||||||||||||||||||||||||||||
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| 48 | 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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| 49 | Youth in times of COVID-19 | HCMLL05304 | |||||||||||||||||||||||||||
| The COVID-pandemic brings along many challenges for youth and youth workers. Because of all the COVID guidelines, a part of the youngsters are out of sight for the youth workers. In order to stay in contact with these youngster, the youth workers of ‘’School als Wijk’’ (the client of this challenge) would like to have your help. How can we reach these youngsters? How can we give them a positive future perspective, given all the RIVM-guidelines and restrictions? What can they do, taking into account these guidelines? Due to the corona measures, the course will be mostly online. The sessions will be a combination of online practicals (plenary kick off meeting and group presentations at the end of the course), group discussions (in online break out groups), online intervision meetings and (if possible) field work (including consultation of the client and, if possible, the targeting group) Together with your group of students, you are going to design (and develop) an intervention, based on the steps for design-oriented research. Together with your team of students, you will have to set goals (design requirements), based on a needs-assessment of each stakeholder; design alternative solutions, based on the needs-analysis; and come up with a plan/ prototype on how to reach these youngsters. There is an amount of 1000 euros available to cover the development cost. As a group you are free to think about all kinds of ways to tackle this problem. Leadership skills that will be practiced, e.g.: -effective communication -operating interdisciplinary -to transfer complex information -to practice verbal skills -to practice listening skills -how to use your network -to work with diversity -decision-making -to cooperate with people -to organize -to structure complex tasks -to make a clear analyses of a problem -to develop a product Client: School als Wijk | |||||||||||||||||||||||||||||
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