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Informatie over BSc Global Responsibility & Leadership
Hieronder staan het programma en de vakomschrijvingen van BSc Global Responsibility & Leadership Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| semester I a | verplicht | CFB002A05 | Explaining Human Behaviour | Engels | 5 | ||
| verplicht | CFB006A05 | Introduction to Programming | Engels | 5 | |||
| verplicht | CFB010A05 | Academic Communication | Engels | 5 | |||
| semester I b | verplicht | CFB001A05 | Politics, Power & International Responsibility | Engels | 5 | ||
| verplicht | CFB004A05 | The Earth System | Engels | 5 | |||
| verplicht | CFB011A05 | Language and Culture I | Engels | 5 | |||
| semester II a | verplicht | CFB003A05 | Principles of Economics | Engels | 5 | ||
| verplicht | CFB012A05 | Statistics I | Engels | 5 | |||
| keuzegroep A | CFB022A05 | Key Political Thinkers | Engels | 5 | |||
| keuzegroep A | CFB028A05 | Information Technology and its Implications | Engels | 5 | |||
| keuzegroep A | CFB034A05 | Psychological Perspectives on Leadership and Organizations | Engels | 5 | |||
| keuzegroep A | CFB035A05 | Introduction to Sustainable Energy Transition | Engels | 5 | |||
| keuzegroep A | CFB044A05 | Activism and Global Health | Engels | 5 | |||
| semester II b | verplicht | CFB005A05 | Introduction to Global Health | Engels | 5 | ||
| keuzegroep B | CFB013A05 | Language and Culture II | Engels | 5 | |||
| keuzegroep B | CFB020A05 | Sustainable Tourism | Engels | 5 | |||
| keuzegroep B | CFB024A05 | Comparative Political Systems | Engels | 5 | |||
| keuzegroep B | CFB025A05 | History of Economic Thinking | Engels | 5 | |||
| keuzegroep B | CFB028A05 | Information Technology and its Implications | Engels | 5 | |||
| keuzegroep B | CFB032A05 | Applied Social Psychology | Engels | 5 | |||
| keuzegroep B | CFB045A05 | The Birds and the Bees: Knowledge Infrastructures | Engels | 5 | |||
| Opmerkingen | Teaching methods and assessment might be adjusted due to the special circumstances regarding Covid-19 and its implications and the following measurements. | ||||||
| » Jaar 2 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | CFB008A05 | Leadership Lab | Engels | 5 | ||
| verplicht | CFB014A05 | Statistics II | Engels | 5 | |||
| keuzegroep C | CFB017A05 | Ecosystem Processes | Engels | 5 | |||
| keuzegroep C | CFB029A05 | Diversity, Intersectionality and Global Health | Engels | 5 | |||
| keuzegroep C | CFB043A05 | Governance and EU-Law | Engels | 5 | |||
| semester I b | verplicht | CFB015A05 | Qualitative Methods | Engels | 5 | ||
| verplicht | CFB037A05 | Ethics & Global Responsibility | Engels | 5 | |||
| keuzegroep D | CFB026A05 | Behavioural Economics | Engels | 5 | |||
| keuzegroep D | CFB041A05 | Homes and Cars: Technologies, Citizens and the Energy Trans | Engels | 5 | |||
| semester II | verplicht | CFB040A10 | Living Lab | Engels | 10 | ||
| semester II a | keuzegroep E | CFB018A05 | Climate Change: Land, Earth and Water | Engels | 5 | ||
| keuzegroep E | CFB022A05 | Key Political Thinkers | Engels | 5 | |||
| keuzegroep E | CFB028A05 | Information Technology and its Implications | Engels | 5 | |||
| keuzegroep E | CFB034A05 | Psychological Perspectives on Leadership and Organizations | Engels | 5 | |||
| keuzegroep E | CFB035A05 | Introduction to Sustainable Energy Transition | Engels | 5 | |||
| keuzegroep E | CFB046A05 | Topics on Data Science | Engels | 5 | |||
| semester II b | keuzegroep F | CFB013A05 | Language and Culture II | Engels | 5 | ||
| keuzegroep F | CFB020A05 | Sustainable Tourism | Engels | 5 | |||
| keuzegroep F | CFB024A05 | Comparative Political Systems | Engels | 5 | |||
| keuzegroep F | CFB025A05 | History of Economic Thinking | Engels | 5 | |||
| keuzegroep F | CFB028A05 | Information Technology and its Implications | Engels | 5 | |||
| keuzegroep F | CFB030A05 | Global Equity and Resilient Health Systems | Engels | 5 | |||
| keuzegroep F | CFB032A05 | Applied Social Psychology | Engels | 5 | |||
| keuzegroep F | CFB045A05 | The Birds and the Bees: Knowledge Infrastructures | Engels | 5 | |||
| Opmerkingen | At the end of the first year you chose your Major (Responsible Governance, Responsible Humanity or Responsible Planet). Within your Major you have to complete at least two tracks. In the second year, you take 3 skills lab courses and 1 ethics course. All other courses are courses chosen within (or even outside of) your major. | ||||||
| » Jaar 3 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | verplicht | Minor | Engels | 30 | |||
| semester II | verplicht | CFB036A10 | Capstone | Engels | 10 | ||
| semester II a | keuzegroep G | CFB027A05 | 22nd Century Economy | Engels | 5 | ||
| keuzegroep G | CFB031A05 | Comparative Health Systems and Approaches | Engels | 5 | |||
| keuzegroep G | CFB042A05 | Petrocultures in transition | Engels | 5 | |||
| semester II b | keuzegroep H | CFB019A05 | Climate Data and Services | Engels | 5 | ||
| keuzegroep H | CFB023A05 | Global Environmental Governance | Engels | 5 | |||
| keuzegroep H | CFB033A05 | Consumer Psychology | Engels | 5 | |||
| Opmerkingen | Teaching methods and assessment might be adjusted due to the special circumstances regarding Covid-19 and its implications and the following measurements. | ||||||
| » Major Responsible Governance | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | Political Science | CFB043A05 | Governance and EU-Law | Engels | 5 | ||
| semester I b | Economics | CFB026A05 | Behavioural Economics | Engels | 5 | ||
| semester II a | Political Science | CFB022A05 | Key Political Thinkers | Engels | 5 | ||
| Economics | CFB027A05 | 22nd Century Economy | Engels | 5 | |||
| semester II b | Political Science | CFB023A05 | Global Environmental Governance | Engels | 5 | ||
| Political Science | CFB024A05 | Comparative Political Systems | Engels | 5 | |||
| Economics | CFB025A05 | History of Economic Thinking | Engels | 5 | |||
| Opmerkingen | The Major Responsible Governance is one of the three majors you can choose during your programme. In the overview above you can see all the courses that are part of this major. The Major Responsible Governance consists of two tracks: Economics & Political Science. | ||||||
| » Major Responsible Humanity | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | Global Health | CFB029A05 | Diversity, Intersectionality and Global Health | Engels | 5 | ||
| semester II a | Global Health | CFB031A05 | Comparative Health Systems and Approaches | Engels | 5 | ||
| Psychology | CFB034A05 | Psychological Perspectives on Leadership and Organizations | Engels | 5 | |||
| Global Health | CFB044A05 | Activism and Global Health | Engels | 5 | |||
| semester II b | Global Health | CFB030A05 | Global Equity and Resilient Health Systems | Engels | 5 | ||
| Psychology | CFB032A05 | Applied Social Psychology | Engels | 5 | |||
| Psychology | CFB033A05 | Consumer Psychology | Engels | 5 | |||
| Opmerkingen | The Major Responsible Humanity is one of the three majors you can choose during your programme. In the overview above you can see all the courses that are part of this major. The Major Responsible Humanity consists of two tracks: Psychology & Global Health. | ||||||
| » Major Responsible Planet | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | Earth & Environment | CFB017A05 | Ecosystem Processes | Engels | 5 | ||
| semester I b | Energy | CFB041A05 | Homes and Cars: Technologies, Citizens and the Energy Trans | Engels | 5 | ||
| semester II a | Earth & Environment | CFB018A05 | Climate Change: Land, Earth and Water | Engels | 5 | ||
| Energy | CFB035A05 | Introduction to Sustainable Energy Transition | Engels | 5 | |||
| Energy | CFB042A05 | Petrocultures in transition | Engels | 5 | |||
| semester II b | Earth & Environment | CFB019A05 | Climate Data and Services | Engels | 5 | ||
| Opmerkingen | The Major Responsible Planet is one of the three majors you can choose during your programme. In the overview above you can see all the courses that are part of this major. The Major Responsible Planet consists of two tracks: Energy and Earth & Environment. | ||||||
| » Optional Electives | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II a | Data Science | CFB046A05 | Topics on Data Science | Engels | 5 | ||
| semester II b | Language and Culture ... | CFB013A05 | Language and Culture II | Engels | 5 | ||
| Sustainable Tourism | CFB020A05 | Sustainable Tourism | Engels | 5 | |||
| Data Science | CFB028A05 | Information Technology and its Implications | Engels | 5 | |||
| Knowledge for Sustai ... | CFB045A05 | The Birds and the Bees: Knowledge Infrastructures | Engels | 5 | |||
| Opmerkingen | Next to the three majors (Responsible Humanity, Responsible Planet and Responsible Governance) you can choose optional electives. | ||||||
| 1 | Academic Communication | CFB010A05 | |||||||||||||||||||||||||||
| The course aims to transfer academic communication skills in the field of writing, presenting and scientific discourse. Specifically, students will learn to develop strategies for finding, analysing and presenting (orally and in writing) academic literature, research, and results relating to the SDGs and other topics. Furthermore, students will learn the tenants of academic communication, including how to structure coherent logical arguments, present complex ideas in a clear and engaging way, and perform literature reviews. Techniques for providing peer feedback are also part of the programme, in addition to essential study skills such as online library use, referencing requirements and avoiding plagiarism. This course provides skills which are key for the GRL bachelor course programme. | |||||||||||||||||||||||||||||
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| 2 | Activism and Global Health | CFB044A05 | |||||||||||||||||||||||||||
| This course aims to analyse health in three settings: (1) Successful examples of bottom-up movements that have led to advancing health policies as a component of social welfare and societal wellbeing (e.g. reproductive health or HIV/AIDS). (2) Examples of health activism and social movements as separate paths where social movements leave behind health issues or health movements that are disconnected with social inequalities (3) Health activism vis-a-vis personal and professional outcomes | |||||||||||||||||||||||||||||
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| 3 | Applied Social Psychology | CFB032A05 | |||||||||||||||||||||||||||
| Some people show aggression towards refugees. Using fossil-fuel cars or burning coal for energy leads to global warming. Thousands of people suffer from heart problems due to unhealthy diets. Why do people behave as they do? And how can we change their behaviour? Questions like these need a thorough understanding of human behaviour and thinking. This course will focus on interventions to change behaviour by giving further insights on application of social psychological theories, approaches, and methods. As human behaviour is very much influenced by culture, we will have a focus on cultural differences whenever applicable. The course will mainly address the Sustainable Development Goals of 3 (good health & well-being), 5 (gender equality), 7 (affordable & clean energy), 10 (reduced inequalities), 11 (sustainable cities & communities), 12 (responsible consumption & production), and 13 (climate action). Notably, we will cover a different topic in each lecture. Throughout the course, you will get acquainted with certain interventions aimed at changing behaviour. You will work with real-life societal problems and propose theory-driven solutions to these problems. | |||||||||||||||||||||||||||||
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| 4 | Behavioural Economics | CFB026A05 | |||||||||||||||||||||||||||
| The relation between economics and psychology is becoming more intense. The emphasis within the field of economics has been on economic institutions and economic models. Economists traditionally try to predict economic developments. The financial crises have illustrated that predictions are difficult. People and institutions behave in a different way than we assume at a theoretical level. To understand behaviour of people and institutions in the real economy (“the animal spirits”) a new specialisation "Behavioural Economics” is developing. In this course students learn to explain and interpret the principles underlying decision-making and compare the nudging approach to other methods of behavior change, how to critique, design and interpret the results of experiments and design nudges and decision-tools to help people make better decisions. Understanding experimental design and interpretation is a central topic. | |||||||||||||||||||||||||||||
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| 5 | Capstone | CFB036A10 | |||||||||||||||||||||||||||
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| 6 | Climate Change: Land, Earth and Water | CFB018A05 | |||||||||||||||||||||||||||
| The course addresses how climate change and increasing human pressure including emissions, land and water use influence the environment and impact ecosystems and society through e.g. sea level rise, deteriorating air and water quality, soil degradation, reduced sweet water availability and weather extremes. | |||||||||||||||||||||||||||||
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| 7 | Climate Data and Services | CFB019A05 | |||||||||||||||||||||||||||
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| 8 | Comparative Health Systems and Approaches | CFB031A05 | |||||||||||||||||||||||||||
| This course compares and contrasts how different health systems and health sector reforms influence health outcomes around the world. The course touches on ethical, legal and ethnographic insights in healthcare. It includes study of health insurance and other financing mechanisms as well as the concept of universal health coverage. Hereby it does not only discusses positive experiences but also present the challenges by reflecting on different country case studies. It builds onto and integrates concepts of the Foundation course Global Health and the courses Contemporary Issues in Global Health and Innovative Technologies. This makes this an interesting course for students, in which they are encouraged to apply and demonstrate in-depth understanding and conceptualisation of what they learned. | |||||||||||||||||||||||||||||
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| 9 | Comparative Political Systems | CFB024A05 | |||||||||||||||||||||||||||
| With the rise of populism in Western democracies, the digitalisation of the election campaign process, the appearance of new actors in the political arena, and the 24/7 immediate (social)media culture, comparative research seems as valuable as ever. Nations the world over have been impacted by this ‘turbulent’ political era, however in various and differing ways. By comparing political systems between and amongst each other, the basic workings, beliefs and climate of political regimes can be exposed in turn allowing for a fuller comprehension of contemporary (global) politics and society. Amid this backdrop that political scientists and public administration experts deem to be a ‘turbulent political era’, the course Comparative Political Systems looks into the various institutional, systemic and cultural traits of political systems globally, and observes how these features differ from nation to nation. The course first will guide students in identifying the various characteristics that compose various political systems. Building upon this, the course shall then secondly equip them with the necessary tools to then compare and contrast political systems amongst and between each other (majoritarian vs consensus democracies, global vs local governance, national vs EU level). Thirdly, by examining various themes such as democracy, populism, authoritarianism, and polarization, to name a few, students shall be accompanied in reflecting upon how various political systems embrace or are confronted with such phenomena. Finally, in a more hands-on manner, the methodologies used in comparative political research shall be elaborated upon providing students with the basics for conducting their own comparative research. This course is part of the Responsible Governance track that builds upon the knowledge and foundations from the Politics, Power & International Responsibility (PPIR) and Key Political Thinkers courses. In particular, the course will address the Sustainable Development Goals 11 (Sustainable Cities and Communities); 16 (Peace, Justice and Strong Institutions); and 17 (Partnerships for the Goals). | |||||||||||||||||||||||||||||
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| 10 | Consumer Psychology | CFB033A05 | |||||||||||||||||||||||||||
| This course focuses on individual decision-making from the perspective of psychology and behavioural economics. Students will acquire knowledge on how decisions are made, and the effect of contextual influences (such as situations of risk, uncertainty, and time-pressure) on depth of information-processing and decision-making. We will cover various topics such as moral decision-making, social dilemmas, game theory, heuristics and motivated cognition. We will look at applications of decision-making on different domains relevant for sustainability such as pro-environmental behaviour, consumer behaviour, marketing, and acceptability of sustainable policies. As such, the course will address the Sustainable Development Goals of 3 (good health & well-being), 7 (affordable & clean energy), 11 (sustainable cities & communities), 12 (responsible consumption & production), and 13 (climate action). | |||||||||||||||||||||||||||||
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| 11 | Diversity, Intersectionality and Global Health | CFB029A05 | |||||||||||||||||||||||||||
| In this course we discuss how multiple forms of inequalities (particularly gender and identity) intersect and create obstacles for individuals to achieve health as a quality of life. As the first step, students learn to critically analyze diversity as a construct. Next, key theories and frameworks are introduced to understand the role of diversities in creating unequal health outcomes. Finally, we critically analyze health interventions based on an understanding of how health issues have come about and how applying intersectionality as a framework could help improving our policies and interventions. | |||||||||||||||||||||||||||||
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| 12 | Ecosystem Processes | CFB017A05 | |||||||||||||||||||||||||||
| Ecosystem Processes and Services provides students with a thorough understanding of ecosystem function and change. Special attention is paid to the pressing environmental challenges facing the 21st Century. The course provides the necessary conceptual and analytical framework to link specific local issues to a global framework. The course's lectures are complemented by practical exercises, a group project and by (digital) fieldwork aimed at gaining deeper understanding of newly attained knowledge. In particular, the course will address the following Sustainable Development Goals: 6: Clean Water and Sanitation 7: Affordable and Clean Energy 13: Climate Action 14: Life Below Water 15: Life on Land. This is a course in the Major Responsible Planet. The course relates to the SDGs by delving into the ecosystems that humans depend on to thrive. This course helps strengthen the understanding of our changing global environment. | |||||||||||||||||||||||||||||
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| 13 | Ethics & Global Responsibility | CFB037A05 | |||||||||||||||||||||||||||
| This course aims at introducing students to key ethical theories and methods that underpin both age-old as well as current-day ethical dilemmas. This knowledge is needed in order for students to determine their own position and construct original ideas. We will provide students with a toolkit to approach ethical dilemmas, such as values and norms, virtues and moral judgements. Moreover, we will cover the key ethical theories: deontology, utilitarianism and virtue ethics. Students will also be introduced to different global ethical traditions, and will get acquainted with the meaning of applied ethics, through political ethics, development ethics and environmental ethics. One of the means to do this is through close reading of a few key primary texts. Questions that will be addressed are what does it mean to be a human being? How should human beings relate to each other and to the natural world? Or what is the role of ethics in politics? The course is highly interactive and will challenge students to further develop their capabilities with regard to critical thinking and rhetoric. The course specifically builds upon the Skills Lab courses Academic Communication, Leadership Lab and Language & Culture. In addition, some parts of the course link to the the Foundation course PPIR, The Earht System and Introduction to Global Health, and to the Major course Key Political Theory. Finally, the course touches upon at least SDG # 1, 3, 4, 10, and 16. | |||||||||||||||||||||||||||||
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| 14 | Explaining Human Behaviour | CFB002A05 | |||||||||||||||||||||||||||
| The course aims at understanding human behaviour within the context of individual, social, cultural and environmental factors. We will examine how these factors influence people’s behaviour, cognition, and thinking as well as the way people make choices. We will cover basic research methods and theories from social psychology (social cognition, social influence, group processes etc.), giving a clear insight into the social psychological perspective and methodology. In addition, we will talk about those classical social psychology experiments, which will hopefully be a great source of inspiration for you to design similar approaches and experiments in the future. In particular, the course will address the Sustainable Development Goals of 3 (good health & well-being), 5 (gender equality), 7 (affordable & clean energy), 10 (reduced inequalities), 11 (sustainable cities & communities), 12 (responsible consumption & production), 13 (climate action), and 16 (peace, justice and strong institutions). The foundation course would help provide a theoretical basis for the Psychology track courses, such as Applied Social Psychology and Sustainable Decision Making. The course will complement other foundation courses in the majors Responsible Governance and Responsible Planet. For instance, the course will complement the foundation course The Earth System by zooming into human behaviour as the antecedent of many environmental problems. It will also add to the foundation course Principles of Economics by means of providing a different angle to explain human behaviour. | |||||||||||||||||||||||||||||
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| 15 | Global Environmental Governance | CFB023A05 | |||||||||||||||||||||||||||
| This second course examines how the struggle among competing advocates shapes the outputs of government. It considers how conditions become problems for government to solve, why some political arguments are more persuasive than others, why some policy tools are preferred over others, and whether policies achieve their goals. Students will investigate the interactions among elected officials, think tanks, interest groups, the media, and the public in controversies over global warming, urbanisation, health care, the digital society, education and other issues related to the global goals. Western and non-Western perspectives are both considered. | |||||||||||||||||||||||||||||
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| 16 | Global Equity and Resilient Health Systems | CFB030A05 | |||||||||||||||||||||||||||
| How could technology contribute to better healthcare? In this course, students learn about various innovations that have been tested and aim to support health systems. Students will discuss innovative applications, such as how mobile phone technology in low income countries can enhance access to healthcare and help to improve the quality of care. They will also learn how this in certain cases fails. By using and integrating concepts of the Foundation course Introduction to Global Health and the 100-level Contemporary Issues in Global Health course, students will demonstrate their knowledge and skills to design basic, innovative models using new technology. | |||||||||||||||||||||||||||||
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| 17 | Governance and EU-Law | CFB043A05 | |||||||||||||||||||||||||||
| In 2012 the European Union (EU) received the Nobel Peace Prize for advancing the causes of peace, reconciliation, democracy and human rights in Europe. Widely regarded as beacon of peace and stability, the EU faces uncertainty as new challenges emerge. Issues such as the climate crisis or digitalisation demand to revisit the efficiency and appropriateness of established institutions and legal regimes. Furthermore, many member states express diminishing faith in the EU and question the rule of law. There seems to be more attention on putting own national interests first. All of these recent developments could become a 'perfect storm', which threatens to destroy the fruits of European Integration reaped throughout the second half of the 20th century. This course will start with exploring the origins of European Integration and its institutionalisation in the aftermath of World War II. Besides exploring relevant governance models and the European Institutions students will discover why the EU is sometimes described as 'creature of law'. This becomes particularly visible as we discover the essence of the four fundamental freedoms that have been at the heart of the internal market, as well as the complex and comprehensive human rights framework which aims at formalisation of European values and principles. The course concludes with three sessions on the rule of law, digitalisation and the EU as actor in the climate crisis. These policy areas function as backdrop for students to understand and describe the intersections between the national, international and supranational governance layer. Weekly schedule: Week 1. The Origins and Future of European Integration Week 2. Steps of European Integration Week 3. Governance of the European Union Week 4. Institutions of the European Union Week 5. Four Fundamental Freedoms Week 6. National Constitutions and Human Rights Week 7. Individual Remedies and Safeguards Week 8. Tales of EU Governance I: Rule of Law Week 9. Tales of EU Governance II: Digital Age Week 10. Tales of EU Governance III: Climate Crisis | |||||||||||||||||||||||||||||
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| 18 | History of Economic Thinking | CFB025A05 | |||||||||||||||||||||||||||
| In this course, students will be introduced to the most prominent theories of the famous economists of our time and major debates in economic history. Classical economists such as Adam Smith, Thomas Malthus, David Ricardo and Karl Marx, neoclassical economists, and Keynes’ theory are covered. The economic theories will be used to explain how societies made a transition from stagnation to sustained growth. We will compare different historical contexts with today to identify their similarities and the differences and discuss whether we can learn from the past. An example for this is the comparison of the global financial crisis in the beginning of the 21st century and the Great Crash of the 1920s. By doing so, economic theories will serve as a tool to understand the major socio-economic transitions our world has gone through in the last five hundred years and the implications of these transitions for some of the sustainable development goals and wellbeing of citizens. The course deals with modern thinkers such as Piketty to discuss issues such as growing inequality and poverty and the importance of politics and institutions in regulation of the markets as highlighted by the institutional economists. Cross-connections between politics and economics are also an important part of the programme. While students are introduced with some of these themes in the Principles of Economics course, during this course, students will get the chance to go in depth of the economic theories, work with first hand material and develop a critical understanding of these theories. | |||||||||||||||||||||||||||||
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| 19 | Homes and Cars: Technologies, Citizens and the Energy Trans | CFB041A05 | |||||||||||||||||||||||||||
| This course aims to discuss recent technological developments and innovations in the area of energy (such as new forms of heating and electric vehicles), in relation to basic energy needs in housing and transportation. The course addresses the current developments and challenges in integrating new approaches to energy at the level of socio-technical systems. | |||||||||||||||||||||||||||||
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| 20 | Information Technology and its Implications | CFB028A05 | |||||||||||||||||||||||||||
| This course presents an overview of the Information Technology (IT) discipline and engages the students in discussions about concepts and technologies of computers, software and the major fields of IT. The course starts with a complete overview of the history of IT. Students learn about and discuss revolutionary inventions in computer technologies and information systems. During these discussions, the students are introduced to major fields of IT (e.g., operating systems, databases, and software engineering, understanding why they became relevant, how they were formed, their scope and relationship with other major fields of IT. Students start to identify and understand several types of limitations that IT systems are subject to, such as computational power, storage, inter-connection, distribution, security and privacy.These are all linked to potential societal issues as well. Next, a series of cornerstone technologies are presented to the students, and their applications, impact and limitations are discussed. The technical, economic and societal viability of these technologies and applications are the main topics for discussion. Students are presented with basic information and issues, to engage them into the discussion, and are subsequently asked to discuss the design, cost and (quantitative) impact of the technologies and applications. As part of their assessment, students conduct a systematic literature review regarding one technology of choice. The technologies that are presented and proposed to the students have impacted (or impact) global development according to the scope of the GRL curriculum. | |||||||||||||||||||||||||||||
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| 21 | Introduction to Global Health | CFB005A05 | |||||||||||||||||||||||||||
| The foundation course introduces students to the landscape of global health issues and challenges. Students develop an understanding of theories, key concepts, tools and frameworks essential for continued study in global health. They acquire basic competencies in collaboration, academic development and communication. Developing leadership and responsibility in health in a continuously changing global and local context, requires an eco-system that seeks collaboration between different actors and different sectors. New health targets are set by the multi-sectoral Sustainable Development Goals. Therefore, this introduction to Global Health emphasises the linkages with other foundation courses in the GLR study. The foundation course includes five themes: - How do we define 'health'? - Determinants of health - Global burden of disease - Stakeholder analysis and SDG's | |||||||||||||||||||||||||||||
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| 22 | Introduction to Programming | CFB006A05 | |||||||||||||||||||||||||||
| Introduction to Programming aims at getting students acquainted with algorithms, algorithmic problem-solving and programming. We start with a brief history of computers, their main elements and limitations. Then we introduce notions of computer programmes and algorithms. The course continues with an introduction to algorithms and algorithmic modelling, and learning about basic concepts such as conditions and iteration flows (loops). Subsequently, students are introduced to computers and programming, learning to translate algorithms into programmes. Students study basic data structures, like character strings, arrays and sets, as well as programming structures, like variables, function calls and recursions. The Python programming language is used during the course to explain and practice programming concepts. Therefore, students also learn to develop, compile and run source code written in this language. Algorithmic and programming concepts presented in the course are illustrated by examples in the scope of the GRL curriculum, such as decision-making, data analysis and visualisation of geographical data, all related to the SDG’s. This first-year course unit provides an in-depth introduction to the Information Technology discipline through practical algorithmic design and programming experience. It is the first of two foundation courses for the Information Technology discipline and serves as the basis for the second one, Introduction to Data Science. | |||||||||||||||||||||||||||||
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| 23 | Introduction to Sustainable Energy Transition | CFB035A05 | |||||||||||||||||||||||||||
| The perspective from Energy Transition addresses the necessary structural changes in our energy systems and conceptions of energy. Students will gain insight into the drivers and objectives of energy transition, understand different models of transition and the connections between technologies, resources, governance, economics, behaviour and culture of energy at different scales. The course will address the following themes: energy needs; energy transition; energy and sustainability issues; energy conversion, transmission and storage; systems analysis; electric grids; specific energy technologies (Geothermal, Sun, Wind). The course will also address energy transition in developed and developing contexts. An excursion on Wednesday 19 June to the Maasvlakte, a European ‘energy landscape’ par excellence, is also part of the course. | |||||||||||||||||||||||||||||
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| 24 | Key Political Thinkers | CFB022A05 | |||||||||||||||||||||||||||
| The nature and purpose of political theory are said to be best understood by an examination of the ways in which political thinkers conceive of power relations. This type of examination constitutes the core of the course. By concentrating on some of the most important and influential political thinkers over the last two and a half millennia, this course will examine fundamental questions of politics and power: What is a just political order? What is the relationship between political power and resistance? Can the use of violence be justified? The course will explore these fundamental questions and show how key political thinkers such as Immanuel Kant, Hannah Arendt, Mahatma Gandhi and Michel Foucault have helped shape our view of the world today through their enduring legacy in the fields of political thought and international relations. The course also connects ideas of key political thinkers to topical questions concerning the justice and stability of today’s contested political orders. | |||||||||||||||||||||||||||||
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| 25 | Language and Culture I | CFB011A05 | |||||||||||||||||||||||||||
| This course offers an overview of key concepts in language and culture, with a focus on applying them to offer deeper understandings of current events. For example, we may explore the topic of race through an analysis of worldwide #BlackLivesMatter activities, or gender and sexuality through trans-rights movements, or religious diversity through speaking with experts in shamanism. By using concepts from the scientific fields of linguistics and anthropology, we will interpret international events from a fresh perspective and see how language and culture saturate human affairs. To achieve this, you will also learn how to view the dominant consumerist culture from the outside, not as some “neutral” milieu, but in such a way that “the familiar becomes strange” while at the same time appreciating other cultures so that “the strange becomes familiar” (Spiro, 1990). To those ends, I will invite multiple guest lectures on topics as diverse as indigenous rights activists, therapeutic psychotropics, and minoritized languages. You will leave this class with a tangible understanding of the value of linguistic and cultural diversity, and learn to recognize and (hopefully!) overcome your own implicit biases and ethnocentrism. | |||||||||||||||||||||||||||||
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| 26 | Language and Culture II | CFB013A05 | |||||||||||||||||||||||||||
| This course builds on Language and Culture I, tackling many of the same topics but going much deeper. Students will critically engage key literature through reading, group presentations and independent research design. To discuss the interplay between food, nutrition, culture and sustainability, for example, we will take an extended field trip to a McDonalds, to consider issues relating to cultural contact and religious identity we may attend a religious service (online or in person). You will also conduct your own ethnographic research project in which you investigate issues in local and/or online communities using participant observation, interviews and other fieldwork methods from ethnography and relate them to the literature and ideas presented during the course. This may involve targeted investigations of race and gender in massively online gaming communities (like World of Warcraft), the meaning of “value” in virtual economies in Reddit or other cryptocurrencies, or the particular language use of #MAGA groups. Alternatively, you may investigate group behavior in a local casino, code switching in Frisian schools, representations of authenticity in an ethnic restaurant, politics of ethnic identity in a migration center, or beliefs about the end of days with a local church group... among many other topics! Finally, at the end of the course, we will revisit the SDGs in light of what we have learned and examine them not as a universal truth, but as a cultural artifact within a particular historical and political context. | |||||||||||||||||||||||||||||
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| 27 | Leadership Lab | CFB008A05 | |||||||||||||||||||||||||||
| During the integrative seminar students are challenged to develop themselves as leaders for sustainable development and to use an interdisciplinary approach to devise and evaluate creative and innovative solutions to real-life leadership problems on a local or global scale. The course starts with a philosophical discussion of the concept of leadership, showing that current definitions of leadership fail to make a distinction between people who lead by inclusion (such as Nelson Mandela and Rosa Parks) and people who lead by exclusion (such as Adolf Hitler). Sustainable development is an inclusive form of development and needs therefore an inclusive form of leadership. Following one of the newest theories on leadership development, authentic leadership, the course then examines which are the characteristics of inclusive leadership by looking at the person behind the leader. Therefore, the questions ‘what defines a leader?’ and ‘how can inclusive leadership be developed?’ will be answered by addressing the questions ‘what defines a human being’ and ‘how can a human being develop to become an inclusive leader’?. The course will take an interdisciplinary approach and call upon insights from philosophy, (critical) economics, evolution theory, social psychology and management theory to answer the above mentioned questions. Furthermore, students will be encouraged to share theories on and examples of leadership from their own cultural background. The course deals specifically with two SDGs: goal 12 sustainable consumption, which is based on the self-transcendent values explored and applied during this seminar, and goal 16 as in order to build peaceful, just and inclusive societies, inclusive leadership is needed. The course has an applied character as well as a theoretical character. It also intends to support students in developing their own leadership capability on a self-enhancement and a self-transcendent dimension. This is achieved by exposing students to different exercises and challenges, including taking the lead on at least one meeting (seminar) during the course. In addition, the course will invite leaders from different (cultural) backgrounds to both model leadership and to present the students with a specific, personal leadership challenge. In a form of their choosing, students are asked to reframe the leadership challenges presented using the theories discussed and generate inclusive solutions. | |||||||||||||||||||||||||||||
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| 28 | Living Lab | CFB040A10 | |||||||||||||||||||||||||||
| The Living Lab (LL) concept of University College Fryslân (UCF) is a research concept which involves a co-creation process between students, researchers, public and/or private organisations. LLs are opportunities to develop new ideas, products, services and business models to serve as a solution to a societal challenge. As such, the aim of the Living Lab is to integrate academic and experiential (non-academic) knowledge, thus stimulating transdisciplinary collaboration. Together with private and public stakeholders from the region (the host organisations), students identify a question relevant to their research interests and capacities. Together with their academic supervisor, students then translate this into a question suited for academic research and define the connecting disciplines, use scientific theory, collect data, run experiments and answer hypotheses. Students report the results of the findings by way of providing recommendations for the (context of the) stakeholder. In the LL, bachelor students might additionally cooperate with master and PhD students. The Living Lab will address at least one of the Sustainable Development Goals per, depending on the project. The Living Lab teaches students to apply theoretical knowledge into a practical situation and thus specifically contribute to students’ mastery of integrative and applied learning. | |||||||||||||||||||||||||||||
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| 29 | Petrocultures in transition | CFB042A05 | |||||||||||||||||||||||||||
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| 30 | Politics, Power & International Responsibility | CFB001A05 | |||||||||||||||||||||||||||
| This course is an introduction to international relations and international organisations. Students gain clear insight into the political perspective and the concept of power. Topics such as governments and non-state actors, responsibility, accountability, geopolitical developments, global governance and political theory are all addressed. The course centres on four blocks that lead from a fundamental level of understanding to challenging traditional assumptions: ● Political Theory: the state and its functions / what are power, sovereignty, legitimacy, and authority; responsibility and accountability / the nation state / different political systems (e.g. autocracy, oligarchy, democracy) / republican principles and the separation of powers; ● Norms, Institutions and Normative Orders: how norms emerge and change / the concept of normativity / introduction to institutional theory / what is an institution; ● Peace and Peace Orders: intra- and international conflicts / political peace orders (UN, EU and their philosophical underpinnings) / fundamentals of Just War Theory / human rights and its predecessors; ● International Politics and Cooperation: geopolitics and international regimes / international justice / development cooperation and environmental governance. This course is one of the Foundation courses of the GRL programme. As such it introduces the fundamentals of political science and international relations with an emphasis on global challenges. Part of this course will be the introduction of the political dimension and the background of the SDGs. As such, it constitutes a constituent part of the Responsible Governance major. The course connects to foundation courses such as Introduction to Global Health, the Earth System and Principles of Economics as it prepares the ground for thinking through parallel global political processes. Furthermore, this course connects to the foundation course Explaining Human Behaviour as the normative expression of social mechanisms in larger groups and societies. The four pillars cut across the SDGs and explain their political backgrounds. At the same time, they more specifically touch upon SDGs # 8, 10, 11, 13 and 16. | |||||||||||||||||||||||||||||
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| 31 | Principles of Economics | CFB003A05 | |||||||||||||||||||||||||||
| During the course, students will deal with questions such as: Why some countries are rich while others are poor? What are the consequences of economic growth for other societal outcomes such as pollution and inequality? What role can governments play when markets fail? Which factors play a role in the decision-making process of firms and consumers? To be able to answer these questions,this course covers the fundamentals of micro- and macroeconomics. The microeconomics part of the course covers economic decision-making by individuals and firms, the determination of quantities and prices of goods, and the theoretical basis for international trade. The macroeconomics part of the course covers topics such as the determination of the aggregate level of economic activity, long-run economic growth, government policies, and short-run economic stability (the rate of unemployment and inflation). This course offers a unified approach combining the two fields by using themes such as markets, development, social relations, and institutions. This way students gain clear insight into the interaction between individuals, households, firms, and governments. | |||||||||||||||||||||||||||||
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| 32 | Psychological Perspectives on Leadership and Organizations | CFB034A05 | |||||||||||||||||||||||||||
| What is good leadership in society and organisations? How does social, cultural and political context affect preferences for different leadership styles? Can an effective leader spark positive change? In the course Leadership and Change we will focus on theories on leadership, and how leadership might enhance or impair organisational, social and cultural change. We will cover theories from both social and organisational psychology. We will have a reflection on the early leadership theories that had much emphasis on personality factors and which ignored the interaction of the leader with the context or followers. We will zoom into new theories of leadership that stem from social identity research, and examine how leaders are a source of social influence when followers perceive an identity-match between themselves and the leader as well as when the leader is perceived to represent core values in a group. The course will help developing an understanding of leadership as an agent of change for better functioning organisations, societies and cultures. We aim at achieving this by using historical and recent examples of male and female leaders (e.g., Gandhi, Rosa Parks, Aung San Suu Kyi, Trump, CEOs of local companies in Friesland), and challenging students to discuss leader-induced (positive or negative) change at an organisational, societal and cultural level. Students will work on assignments, both written and oral, which will help them to structure their ideas based on theory. The course will mainly address the Sustainable Development Goals of 1 (no poverty), 2 (zero hunger), 3 (good health and well-being), 5 (gender equality), 8 (decent work and economic growth), 10 (reduced inequalities), 12 (responsible consumption and production), and 16 (peace, justice, strong institutions). | |||||||||||||||||||||||||||||
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| 33 | Qualitative Methods | CFB015A05 | |||||||||||||||||||||||||||
| In the course, students learn to execute and report on a complete qualitative research project. To this goal, students go through the qualitative research cycle, comprising the design cycle, the ethnographic cycle and the analytic cycle. Students start with formulating an SDG-related research question, and after critically engaging with the literature, they design their research instrument, collect and analyse data, and finally write and present a research report. When collecting data, interviews will be used, but also focus group discussion and observation is taken into account (triangulation). The students also work on weekly assignments, group discussions and literature presentations. | |||||||||||||||||||||||||||||
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| 34 | Statistics I | CFB012A05 | |||||||||||||||||||||||||||
| Practical knowledge of statistics is a fundamental skill for researchers in the all scientific disciplines. The recent growth of Big Data Applications and Data Science only enhances the need for students to have solid theoretical knowledge of statistical analysis to help them understand their own data as well as the analyses performed by others. The aim of Statistics I is to engage students with the fundamental concepts of statistical analysis and basic tools in statistical analysis using descriptive and univariate analysis, and research data management. Starting with the theoretical background of statistics, students are taught to engage critically with data-set characteristics; samples and populations, sampling strategies, generalisability, and bias. Subsequently, characteristics of the data in the data-set are discussed, dealing with measurement levels, central tendency, dispersion, distributions, and generalisations using the central limit theorem. The final part of the course focuses on univariate statistical techniques: z-score and z-test, t-test and non-parametric alternatives, binomial test, and difference of proportion test. Throughout the course, students are required to use R for their statistical analysis. A working knowledge of R, with its large developer support and comprehensive library of basic and cutting edge statistical packages, means students will be able to easily transition from basic to more advanced statistical tools. R also provides interfaces from R to Python, and from Python to R, which allows students to easily transfer their knowledge between Statistics I, and Introduction to Programming and Introduction to Data Science. Throughout the course, students will be taught to follow best-practices regarding ‘reproducible research’, in data management and transformation, analysis, and visualisation. | |||||||||||||||||||||||||||||
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| 35 | Statistics II | CFB014A05 | |||||||||||||||||||||||||||
| Following on from Statistics I, this second course focuses on teaching students a selection of multivariate techniques. The univariate techniques with which Statistics I concluded will be extended to include bivariate comparisons, allowing students to make real world statements based on their understanding of sample statistics. Building on from bivariate analysis, students will subsequently learn how to build, interpret, and assess more complicate multivariate models. The course covers the use of analysis of variance, including multivariate analysis of variance, chi-square test and post-hoc comparisons, correlation, simple and multiple linear regression, and logistic regression. In addition to the statistical tests covered, students will become fluent in data-visualisation techniques and online publication of results, allowing them to more effectively communicate the message in their research. Throughout the course, students are required to use R for their statistical analysis. In terms of research practices, this course builds on Statistics I in maintaining high standards of transparency in research. In addition, due to the increasing complexity in the models, the students will be encouraged to passively (viewing) or actively engage with online communities (such as stackexchange and r-bloggers) for support and suggestions for future analyses. Knowledge of flexible knowledge resources regarding statistical analysis and data-visualisation will further the students’ abilities to explore more advanced techniques throughout their careers. | |||||||||||||||||||||||||||||
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| 36 | Sustainable Tourism | CFB020A05 | |||||||||||||||||||||||||||
| The impact of tourism on the socio-economic and environmental dimensions of sustainability is undeniable. Tourism, for example, is accredited with almost 5% of worldwide carbon emissions (WTO, 2008) and it is estimated to generate 9.8% of global GDP (WTTC, 2016). At the same time, global challenges such as climate change impact tourism by, for example, making specific destinations less attractive. It is therefore, not surprising that in the last decade the interplay between the tourism and hospitality industry on one side and environmental protection and socio-economic development on the other has increasingly attracted the attention of academic researchers and policy makers. The last two years have been particularly intense. In 2016, the Paris Treaty called upon all industries, and explicitly upon the tourism and hospitality industry, to take responsibility towards climate change. Moreover, 2017 has been designated by the United Nations as the International Year of Sustainable Tourism for Development. The aim of the UN is to harvest the transformative force of tourism not only as an ally in lowering carbon emissions but also as an opportunity to celebrate cultural diversity, to stimulate social inclusiveness, to reduce poverty, promote peace and stimulate sustainable economic growth (UN, 2016). Considering this context, the course Sustainable Tourism will first guide students in discovering on one side the impact of tourism on the social and environmental dimension of sustainability and on the other side the impact of environmental, socio-economic, cultural and political changes on tourism. The focus will be on global challenges of particular local relevance, such as water scarcity and cultural diversity. As such, not only the direct but also the indirect impacts of and on tourism will be discussed. Specifically, the course will deal with the following SDGs: - goals 1 and 8: tourism is seen as an opportunity for weak regions to develop economically, create jobs and lift people out of poverty; - goal 6: the impact of tourism on water availability for local communities is a theme that attracts more and more attention and will be discussed in the course; - goal 12: sustainable tourism is a form of sustainable production & consumption; - goal 13: tourism is responsible for 5% of CO2 emissions worldwide; - goals 14 and 15: tourism depends on a healthy natural environment and yet has often a negative impact on marine and land life. Second, answering the call by Liu (2003, p. 472) for an approach to ‘‘researching sustainable tourism where synergies between different disciplines are developed to produce a more holistic synthesis’’, the course will guide students in discovering the main perspectives in the current debate about sustainable tourism, and the possibilities and barriers towards it. Third, the dilemmas and opportunities for change towards sustainable tourism at system, technology and behaviour level will be discussed. In this context, the issue of communicating sustainability, technology implementation and the role of big data will also be addressed. Finally, a more integrated approach to sustainable tourism, where an understanding of systemic constraints is connected to the impact of individual choices. Contextually, the leadership capacity of students to harness the transformational nature of tourism will be stimulated. To assess the presented instruments and perspectives, several cases will be presented to and critically analysed with the students. | |||||||||||||||||||||||||||||
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| 37 | The Birds and the Bees: Knowledge Infrastructures | CFB045A05 | |||||||||||||||||||||||||||
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| 38 | The Earth System | CFB004A05 | |||||||||||||||||||||||||||
| The Earth System course provides students with a thorough understanding of the dynamics of our planet. Special attention is paid to the pressing environmental challenges facing the 21st Century. The course provides the necessary conceptual and analytical framework to link specific local issues to a global framework. The course's lectures are complemented by practical exercises, a group project and an individual assignment and by specific exercises aimed at gaining deeper understanding of modelling. In particular, the course will address the following Sustainable Development Goals: 6: Clean Water and Sanitation 7: Affordable and Clean Energy 13: Climate Action 14: Life Below Water 15: Life on Land. This is a foundation course that prepares students for the Major Responsible Planet. It focuses on the interdependence of systems as a physical component with which to develop sustainability. As such, the course relates to the SDGs by delving into the components of system earth that are central to a number of the goals (biosphere, atmosphere, geosphere and hydrosphere) and by showing their interaction. It connects directly to the other GRL majors and courses. | |||||||||||||||||||||||||||||
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| 39 | Topics on Data Science | CFB046A05 | |||||||||||||||||||||||||||
| Data Science is a fast-growing field that combines statistics and several fields of IT to provide theoretical and practical tools for exploring and solving data-related problems. Among its possible applications, data science is a powerful tool to support addressing global challenges, as they often involve reasoning based upon diverse and sizeable data. This course aims at developing a minimal set of skills necessary to start applying data science to real-world problems. For that, students are introduced to several topics related to three main components: data retrieval, visualisation and analysis. Also, students learn and apply basic techniques of each component. The basic techniques are practised throughout the course with weekly computer exercises, and the students demonstrate their acquired skills in a non-trivial project for analysing a real-world dataset. Finally, the course also briefly tackles societal and ethical implications related to the studied topics. Topics on data retrieval include traditional file-based datasets, database technologies, and streaming. Topics on data visualisation include reporting and plotting, qualities of visualisations, translation of statistical measures into visualisation, and visualisation best practices. Topics on data analysis include basic statistical tests, data clustering and machine learning. All data used and analysed are related to the global goals and as encountered / used by corporations, organisations and governments. | |||||||||||||||||||||||||||||
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| 40 | 22nd Century Economy | CFB027A05 | |||||||||||||||||||||||||||
| Economic crisis hits the world about every 10 years. Increasing insecurity and complexity characterize the current economic system. In this class students will research and analyse some of current, forward-thinking economists. What are future-proof economic models? Is economic growth good or bad for the environment? Do we need to put a price on nature in order to save it? Is it possible to design a truly sustainable economy? What is the appropriate role for market signals in environmental policies? This course examines these questions, as well as the reasons why different economists typically provide conflicting answers to them. The aim of the course is not to provide a ‘right answer’ or train students in particular economic or mathematical ‘methods’. Instead it seeks to provide students with an understanding of the differing viewpoints and their associated methods, including their strengths, weaknesses and applicability in a policy context. | |||||||||||||||||||||||||||||
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