european food business · aeres tech is a practical training centre for refrigeration and...

[Typ hier]

Datum of naam auteur

European Food Business ECTS information package 2019-2020

Program coordinator S. Kuipers-Moroza

Aeres • 3 April 2019 of 46


1 Introduction 4

2 Competency based education 6

3 Program structure 8

4 General courses throughout the program 9

5 Education & Exam regulation 11

6 Curriculum outline 12 6.1. Curriculum outline year 1 12 6.2. Curriculum outline year 2 14 6.3. Curriculum outline year 3 16 6.4. Curriculum outline year 4 17

7 Year schedule European Food Business 2018-2019 19

8 Module overviews 21 8.1. First year general modules 21 8.2. First year modules 23 8.3. Second year general module 28 8.4. Second year modules 28 8.5. Third year general module 33 8.6. Third year modules 33 8.7. Fourth year general modules 38

Appendices

Overview contents Mathematics test/21+ entrance test Common European Framework of Reference for Languages self-assessment grid level A1 to B2 Estimate Cost overview 2018-2019 European Food Business

Content


Aeres has started a new English taught program in September 2015: European Food Business. It is a 4 year Bachelor program, which equas 240 ECTS. This study guide provides an overview in the organizational aspects of the program. Europe has a very rich history in food production and trade. The different locations in Europe allowed for the development of unique products and traditional production methods. What is the future for these products? Students from different nationalities will study the European Food Business and explore how the diversity of food production opportunities within the European Union can be better used. This 4 year Bachelor program will focus on entrepreneurship and innovation in the European Food Business. In the first two years the student will focus on subjects related to business management, marketing and food product development. In these two years the student will also get a better overview of the developments in the food business worldwide as well as the latest developments within the European Union. One of the elements of the program is a study tour to one or two European countries to further explore the concept of European food production. In the second and third year the student will study at two different European universities and further focus on the relation between the location where the product is grown and the specific characteristics of the product. The student will also get a better understanding of the relationship between culture and food, and how to market products coming from a specific region. The fourth year is the specialisation year where the student can either broaden or deepen his/her knowledge on topics of own choosing. The fourth year includes conducting applied research, thesis writing and two minors of own choosing. The full program is offered in English only. The European Food Business program focuses both on professional development and personal development, as both are of great importance in order to become a successful young professional within the European business field. As such, students have to comply with certain criteria to be accepted in the program. The European Food Business program is a new and innovative program, that focuses on the unique developments taking place in Europe. The European Food Business team will do the outmost to keep the quality of the education at a high level. A Dutch organization Keuzegids has announced European Business to be one of the Top Rated Programs in the Netherlands for 2019! The quality of the program will be continuously monitored and the modules will be revised yearly if needed. Aeres has set up a cooperation with two European universities to ensure the content of the program is in line with the latest developments in food business within Europe. 1.1. General information Aeres Group

Aeres consists of schools, commercial courses and training centers and institutes specialized in

supporting services: Aeres University of Applied Sciences and Teacher Education. The university has three faculties which are

named after the location they are established in: Almere, Dronten and Wageningen. Almere has a primary focus on Urban issues and Food, Dronten is the agricultural faculty, Wageningen the educational one.

1 Introduction

https://www.aeres.nl/international/education/bachelor-and-master


Aeres TVET has seven schools in the center of the Netherlands. They all have their own profile from Pet care, Flower and garden, Arable farming and animal husbandry, Outdoor, Design, Science to Food.

Eight schools of Aeres Preparatory Secondary Vocation Education. Aeres Tech is a practical training centre for refrigeration and Engineering. Aeres Agri Training Centre for Arable Farming, Animal Husbandry (Dairy and Horse) and Horticulture.

Aeres Group Executive Board consists of: B.M.P. Pellikaan (chairman) and R. Komen (vice-chairman). Once you are admitted as a student at Aeres University of Applied Sciences, it is also possible to become a member of a Student association. More information can be found on the website: www.aeresuas.com

https://www.aeres.nl/international/education/btec


Aeres has chosen to work with competency based education in all its programs. Competencies are identified behaviours, knowledge, skills, and abilities that directly and positively impact the success of employees and organizations. Competencies can be objectively measured, enhanced, and improved through coaching and learning opportunities. Throughout the program the student works on the 10 AERES competencies. 10 AERES competencies 1.To show leadership Coaches the development of employees and shows exemplary behaviour; retains overview in complex situations, takes initiative at key strategic moments to administer processes of change and applies an appropriate leadership style. 2. To cooperate Creates a good atmosphere, handles the interests of others with care, is able to conquer resistance and conflict and utilizes the qualities of all individual team members to collectively reach the predetermined goals. 3. To present Is able to communicate messages about complex topics in an understandable and persuasive manner to a critical target audience, thereby consciously choosing the most effective form of communication. 4. To research Is able to recognise and describe a problem or development , is able to formulate the practical research inquiry and is able to supply a solution using the appropriate research methods. 5. To innovate Uses creativity to develop new products, services and applications that are of use in practice. 6. To organise Plans and executes activities, brings both employees and resources effectively into action, supervises progress, adjusts when necessary and achieves the desired results. 7. To reflect/to introspect Is able to assess and adjust development to ensure that own performance and the work environment are in keeping with each other. 8. To enterprise Is able to see opportunities and is able to achieve the desired results by taking risks. 9. To endorse sustainable behaviour Is responsible for the respectful treatment and sustainability of available sources ,taking into account moral standards. 10. To appreciate the global perspective Sees the whole world as a work field and is able to operate in an international environment. In the Bachelor programs AERES offers, there are 3 levels defined for these competencies: Propaedeutic phase, Main phase and Graduation phase. Graduating students must have obtained 8 out of 10 of these competencies at the Graduation phase level and be able to proof this. The student will be coached throughout their 4 years of study on personal development. This is registered as the course element CMP. Each group gets a personal coach who will be there to guide the students through their studies and support them in the process of getting to the requested competency level.

2 Competency based education


The development of the competencies is monitored in CMP throughout the program, but will be assessed at three distinctive moments in the program:

1. At the end of the propaedeutic phase (year 1) the student will have to prove he/she has 5 out of the 10 AERES competencies at level 1: to cooperate, to present, to research, to organise and to introspect. The student has to show by means of a portfolio that he/she masters these competencies at the “Propaedeutic” level of performance.

2. At the end of the main phase (year 3), the student will have to prove that he/she masters the other 5 competencies at level 2: to show leadership, to innovate, to enterprise, to endorse sustainable behaviour and to appreciate the global perspective. The student has to show by means of a portfolio that he/she masters these competencies at the “Starting professional” level of performance.

3. After successfully having finished all educational activities by the end of year 4, the student will

need to prove by means of a portfolio that he/she masters 8 out of 10 AERES competencies at Graduation phase level.


The following section deals with the contents of the program in more detail. One ECTS corresponds with a study load of 28 hours, so 13 ECTS corresponds with 364 hours of study load. The study load is what an average student should spend on the module in time. Therefore, a 13 ECTS module has the student working for 364 hours on it, in total, that is seminars, trainings, meetings and study or research time. Every academic year is divided in 2 semesters. Each semester contains of 2 study periods of 7 lesson weeks after which exam periods are scheduled.

Table 1. Academic year layout of EFB year 1

SEMESTER 1 SEMESTER 2

Period 1 T1 Period 2 T2 Period 3 T3 Period 4 T4

Module 1 PEMC Exams

Module 1 PEMC Exams

Module 3 PEFC Exams

Module 3 PEFC Exams

Module 2 PSEF Exams Module 2

PSEF Exams Module 4

PEBU Exams Module 4

PEBU Exams

Personal Dev Exams Personal Dev Exams Personal Dev Exams Personal Dev Exams

The modules in year 1 (NL) are worth 13 ECTS each and contain several subjects. Each module is completed by fulfilling the requirements of the proof of proficiency. Students have to pass each subject. For all specific requirements and regulations, check the Exam Regulations. Next to the regular modules, students work on personal development and competency management in order to become successful young professionals. Although the credits for the module are divided over the different subjects, credits are only awarded when all assessments in the module, including the proof of proficiency are passed. The proof of proficiency is an overall assessment where the student has to show that he/she is able to integrate all the learned elements of the module by performing a professional task in a realistic professional setting. Students graduate with a Bachelor degree in Agribusiness and Business Administration. Information related to recognition of prior learning can be found on Aeres UAS website under Admission: https://www.aeresuas.com/study-programmes/bachelor/admission

3 Program structure

https://www.aeresuas.com/study-programmes/bachelor/admission


There are several general courses throughout the program. The general courses have codes starting with PSVAi (refresher courses), PPLi (general courses in year 1), HPLi (general courses in year 2 and 3) and APL (general courses in year 4). Refresher courses (PSVAi) Having a group of students coming from all sorts of backgrounds, Aeres has defined a set of entrance courses for international programs. Students get 1 ECTS when they have completed all the PSVAi courses. Depending on their previously obtained skills or background, students might be able to get dispensation for some of the refresher courses. PPLi courses The PPLi courses consist of language training and competency development activities (CMP). In the first year the study tour is also part of this list of courses. Compensation of credits is not possible in the PPLi courses. Regarding the language training in the program, Aeres works with the Common European Framework for languages. In appendix 2 an overview of the European language levels A1 to B2 is given. There is also a level C1 and C2, although not shown in the overview in appendix 2. First year

Refresher course Mathematics. At the start of the year students need to take an entrance test Mathematics. Based on this, the student could get dispensation for the Mathematics course. For Dutch students with a MBO degree it is strongly advised to participate in the summer course Mathematics before the start of the academic year. An alternative to the summer course is the PSDV1 course offered in period 1, in Dutch. This course is needed for this specific group before going into the entrance course Mathematics.

Refresher course Micro Economics. This course is merely a refresher course and focusses merely on micro economics. The course is mandatory for all students.

English language. In year 1 the B1 level will be achieved using the Cambridge certificate method. Students can choose to obtain the Cambridge certificate (at an official institute). English must be completed within this academic year with a score of at least 6,0.

European Food Business study tour (Italy). After the first weeks of classes students will travel to Italy to have a closer look at what European food business is. There are several goals for this study tour: getting to know each other, experiencing cultural differences and learning to deal with that, getting to know the Italian university that will offer part of the courses in year 3 and, last but not least, getting introduced into the European food business. Given the international character of the group, teambuilding is of great importance in order to identify cultural differences and find ways how to deal with this.

CMP/personal development. Throughout the study program at AERES the student will work, supported by a personal coach, on his/her personal development. The student will receive a CMP workbook with assignments that support the student in working on his/her development.

4 General courses throughout the program


Second year


French. This course is designed to provide students with the basic knowledge of French language and culture. After finishing this course the students are expected to have language proficiency at A1 level (based on the Common European Framework of Reference for Languages).

Third year


Fourth year

Ethics. During the fourth year students must attend the Ethics course as part of becoming successful young professionals. Seeing different perspectives and paradigms is essential when students want to work in a professional setting.

CMP/personal development. Throughout the study program at the Aeres the student will work, supported by a personal coach, on his/her personal development. The student will receive a CMP workbook with assignments that support the student in working on his/her development.


The Education & Exam regulation is published online as part of the Student charter. This can be found on intranet website (https://aerport.aeres.nl), select “English” as a language and thereafter select the button “Student charter”.

5 Education & Exam regulation


6.1. Curriculum outline year 1

General courses for semester 1 & 2

subject name subject ECTS

PPLi1-01 Managing competencies 1 (CMP semester 1) 1

PPLi2-02 Managing competencies 2 (CMP semester 2) 1

PPLi1-03 Use of English (semester 1) 1

PPLi1-04 English language skills (semester 1) 1

PPLi1-05 Use of English (semester 2) 1

PPLi1-06 English language skills (semester 1) 1

PPLi1-23 Study tour Italy (Team work) 1

PSVAi0 1

PSVAi14 Mathematics refresher course

PSVAi21 Micro economics refresher course

total 8

Semester 1

PEMC Marketing and communication strategy


PEMC01 Assessment (Proof of proficiency) 3

PEMC03 Marketing communication strategy and

instruments 4

PEMC05 Sales management 2

PEMC06 Consumer behaviour 2

PEMC07 Article writing 2

Total 13

6 Curriculum outline


PSEF Settling in European food business


PSEF01 Assessment (Proof of proficiency) 3

PSEF02 Intercultural communication 2

PSEF03 Introduction to macro economics 2

PSEF04 Global economics 2

PSEF06 European food business and agricultural food

policy 4

total 13

Semester 2

PEFC Analysing food value chains


PEFC01 Assessment (Proof of proficiency) 3

PEFC02 International food trade 2

PEFC03 Managing food value chains and waste

management in the chain 3

PEFC04 Logistics and distribution analysis 2

PEFC05 Food quality and safety management 3

total 13

PEBU Analyzing business processes


PEBU01 Assessment (Proof of proficiency) 3

PEBU03 Introduction to business management and

organisational behaviour 4

PEBU04 Introduction to operations management 2

PEBU06 Introduction to business finance 2

PEBU07 Academic language and report writing 2

total 13


6.2. Curriculum outline year 2

In the second year, semester 1 students follow courses in Almere. Thereafter students move to Ecole Superieure d’Angers in France for the semester 2.

General courses for semester 1


HPL2e01 Personal development semester 1 1

HPL2e02 French 3

total 4

Semester 1 (the Netherlands)

HEFT Research in European food trade


HEFT01 Assessment (Proof of proficiency) 3

HEFT03 European Union 2

HEFT05 Innovation and entrepreneurship 2

HEFT06 International law 2

HEFT07 Purchase management, transportation and storage

2

HEFT08 Management simulation “The Fresh Connection” 2

total 13

HMRM Research in European food business


HMRM 01 Assessment (Proof of proficiency) 3

HMRM 03 Research design, methodology and reporting 2

HMRM 04 Data collection, processing and analysis 4

HMRM05 Article writing 2


HMRM06 Marketing management 2

total 13

Semester 2 (France)

TPC Typical product characterization


TPC 1 Assessment 4

TPC 2 Quality label/concept of terroir 3

TPC 3 Product analysis 2

TPC 4 Food production 2

TPC 5 European Food law and policy/risk management 2

TPC 6 Branding of regional products and sales 2

total 15

MIP Management of an innovative project


MIP 1 Assessment 2

MIP 2 Food product innovation and innovation strategies

2

MIP 3 Product analysis 2

MIP 4 Project management 2

MIP 5 Local and industrial processing 2

MIP 6 Final project: development of a new product and choice of the market

5

total 15

NB: when in France, the examination regulations of the host university apply.


6.3. Curriculum outline year 3 The semester 1 of the third year of the program takes place in Italy (September – January) at the Universita Cattolica del Sacro Cuore (UCSC) in Piacenza. Thereafter students come back to the Netherlands for the semester 2.

General courses for semester 2


HPL3i01 Personal development 1

HPL3i02 Personal choice 3

total 4

Semester 1 (Italy)

subject name subject

ECTS

HITA1 Food law and certification

5

HITA2 Economic and environmental sustainability of agriculture

5

HITA3 Sensory evaluation

4

total 14


HITA4 Milk and meat production

6

HITA 5 Technology of animal chain products

6

HITA6 Grain processing and baking technology

4

Total 16

Semester 2 (the Netherlands)

HBCF Business consultancy


HBCF01 Assessment (Proof of proficiency) 3

HBCF02 Financial analysis & advice 4

HBCF03 HRM and leadership 2

HBCF04 Circular economy in food 2


HBCF05 Consultancy skills 2

total 13

HFBD Business development for specialized foods


HFBD01 Student company 6

HFBD02 Internship in a food start-up 7

total 13

NB: when in Italy, the examination regulations of the host university apply.

6.4. Curriculum outline year 4 Students will finalise their studies in the Netherlands. In this year the student will select two minor subjects which together comprise one semester workload. The other semester is spent on conducting applied research and thesis writing. The student can choose to comprise his/her fourth year based on the chosen minors, and there are several options possible. In table 2 the most often chosen option by students can be found. In general, the fourth year programme consists of two minors, a placement and thesis. Table 2 Academic Year outline of EFB year 4 (most often chosen option)


Minor 1 15 Fourth year placement 17

Minor 2 15 Thesis 10

Ethics Competency Development 3

Table 3. Academic Year outline of EFB year 4 (another possible option)


Minor 1 15 Minor 2 15

Fourth year Placement 17 Thesis 10


Table 4. Academic Year outline of EFB year 4 (another possible option – an own company).


Green starters 30*

Green starters 17*

Green starters Thesis 10


*ECTS division per semester can change, however in total those are 47 ECTS

Although the student receives credits for the placement and the thesis separately, it is assumed that the student can work on a thesis project during the placement, within the company, leading to a thesis report.


In year 4 students also can choose to follow the “Green starters” project. That means that student will be able to graduate while running his/her own company. In order to take part in this project, the student has to get approval from the “Green starters” commission.


Month Semester Week Week Type

EFB Year 1 EFB Year 2* EFB Year 3* EFB Year 4

Aug. 1 33 T5 T5 Resits from Year 1 T5 Resits from Year 2 T5 Resits from Year 2

34

35 Friday August 31st; mandatory meeting start

year 4

Sept 36 Orientation Week Orientation Week Start minors

37 L1 Classes Begin (semester 1)

38 L2

39 L3 Study tour (intro week) Enrol for Exams/Resits T1

Enrol for Exams/Resits T1; Propaedeutic ceremony (27-09-2018)

Classes begin in Italy* Enrol for Exams/Resits T1

Enrol for Exams/Resits T1

Oct. 40 L4

41 L5

42 L6

43 Autumn break Autumn break Autumn break

44 L7

Nov. 45 T1 Exam Week; exams Exam Week; exams

Exam week Italy Exam Week

46 T1

47 L1

48 L2

Dec. 49 L3 Enrol for Exams T2 Enrol for Exams T2 Enrol for Exams T2

50 L4

51 L5

52 Christmas Break No classes

Christmas Break No classes

Christmas Break No classes

Christmas Break No classes Jan. 01

02 L6

03 L7

04 T2 Exam week T2

Exam week T2

Exam week T2

Exam week T2

05 T2

7 Year schedule European Food Business 2018-2019


Month Semester Week Week type

EFB Year 1 EFB Year 2* EFB Year 3* EFB Year 4

Feb. 06 Progress meeting Progress meeting Progress meeting

2 07 L1 Classes semester 2 Classes in France* Classes semester 2 (NL)

08 Spring Break Spring Break

09 L2 Enrol for Exams/Resits T3 Enrol for Exams/Resits T3 Enrol for Exams/Resits T3

March 10 L3

11 L4

12 L5

13 L6

14 L7

April 15 T3 Exam Week T3: exams & resits of semester 1

Exam Week T3: resits of year 2

Exam Week T3: exams & resits

Exam Week T3: exams & resits of semester 1 16 T3

17 L1

18 May holiday; King’s Day (27-04-20), University closed

May holiday; King’s Day (27-04-20), University closed

May holiday; King’s Day (27-04-20), University closed

May 19 L2 4 and 5 May: Memorial and

Liberation day, University

closed

4 and 5 May: Memorial and Liberation day, University

closed

20 L3 Enrol for Exams Enrol for Exams Enrol for Exams

21 L4 Thursday 21 and Friday 22 May

– Ascension day; University

closed

Thursday 21 and Friday 22 May – Ascension day; University

closed

22 L5

June 23 L6 1 June: Pentecost Monday -

University closed

1 June: Pentecost Monday - University closed

24 L7

25 L8

26 T4 Exam Week T4 Exam Week T4 Exam Week T4

27 T4

July 28 Progress meeting; Enrol for Exams/Resits T5

Enrol for Exams/Resits T5 Enrol for Exams/Resits T5 Graduation 9 July 2020

Aug. Summer holidays; university closed from July 27th 2020- August 7th 2020

33 T5 Exam Week T5: final resits Exam Week T5: Resits Exam Week T5: Resits Exam Week T5: Resits

* planning EFB year 2 (France) and year 3 (Italy) is according to the academic calendar of the host university


In this chapter a short description of the modules is given. The module workbook contains more detailed information. 8.1. First year general modules

Entrance courses (PSVAi0)

Entrance Courses

Coordinator: W. van der Vlis-Hetsen (VLW) credits: 1

Module elements

ECTS Name Mode of Exam Exam in Period

Literature

PSVAi14 0 Mathematics Written Exam 2

Irénée, D. & Krasser, W. (2014). Mathematics for Finance, Business and Economics Groningen: Noordhoff Uitgevers. ISBN: 9789001818623

PSVai16 0 Presentation skills Presentation &

training 1 Materials provided by lecturer

PSVAi21 0 Microeconomics Written Exam 1

Goodwin, N., Harris, J.M., Nelson, J.A., Roach, B., Torras, M. (2013). Microeconomics in context, 3rd edition. Routledge. ISBN: 9780765638786

Entrance requirements:

None

Professional task: Students need to obtain a basic understanding of mathematics and microeconomics in order to be able to work in the different modules, these courses focus on ‘refreshing’ the memory to overcome knowledge gaps.

Role: N.A.

Methods: Lectures, training, working groups, assignments, exams

Fields of expertise: Learning objectives:

Mathematics The student is able to calculate differentiation, linear programming, ABC formula’s,

function analysis.

Microeconomics The student is able to understand consumers, producers, market analysis, the concept

and importance of demand and supply and producer revenue in relation to elasticity.

Presentation skills Students are able to present information from reports in an official and academic way

as explained during the training and according to the criteria presented in the presentation skills assessment form

Aeres competencies:

Present/communicate (level 1): assessed by means of a final report and presentation for the proof of proficiency.

Final qualifications:

Effective cooperation and communication in a multi-disciplinary, intercultural environment

8 Module overviews


Personal development (PPL1i)

Coordinator: K. van den Brande (BNK) credits: 7

Module elements

ECTS Name Mode of exam Exam in period

Literature

PPL1i01 1 Managing

competencies 1 Assignment 2 materials provided by lecturer

PPL1i02 1 Managing

competencies 2 Assignment 4 materials provided by lecturer

PPL1i03 1 Use of English 1 Written exam 2

McCarthy, M. & O'Dell, F. (2012) English Vocabulary in Use; upper-intermediate. Third edition Cambridge University Press. ISBN 9783125349575

Hewings, M. (2015) Advanced Grammar in Use, third edition. Cambridge: Cambridge University Press. ISBN 978-1107539303

PPL1i04 1 English language

skills 1 Portfolio 2

PPL1i05 1 Use of English 2 Written exam 4

McCarthy, M. & O'Dell, F. (2012) English Vocabulary in Use; upper-intermediate. Third edition Cambridge University Press. ISBN 9783125349575

Hewings, M. (2015) Advanced Grammar in Use, third edition. Cambridge: Cambridge University Press. ISBN 978-1107539303

PPL1i06 1 English language

skills 1 Portfolio 2

PPL1i23 1 Team work Assignment 1

N.A Mandatory introduction study tour costs to be paid by student, estimated cost 1000 euros. Student will pay actual costs.

Entrance requirements: None

Professional task: N.A.

Role: N.A.

Methods: Lectures, training, assignments, exams, introduction week,


English (in general)

The student is able to obtain CEFR level B2 at the end of year 1 with a strong focus on obtaining a broad spectrum of vocabulary. At the end of year 2 students need to be able to pass the CAE exam on CEFR C1 level.

Is able to provide a portfolio with a range of English language skills assignments (Listening, writing, speaking) that prove B1 CEFR level.

English: listening Is able to understand extended speech even when it is not clearly structured and when

relationships are only implied and not signaled explicitly.

English: reading Is able to understand long and complex factual and literary texts, appreciating distinctions of

style.

Is able to understand specialised instructions, even when they do not relate to their field.

English: spoken interaction and production

Is able to express his/herself fluently and spontaneously without much obvious searching for expressions. He or she can use language flexibly and effectively for social and professional purposes. He/she can formulate ideas and opinions with precision and relate my contribution skillfully to those of other speakers.


8.2. First year modules

Marketing and communication strategy (PEMC)

Coordinator: R. Oevering (OER) credits: 13

Module elements

ECTS Name Mode of

Exam Exam in Period

Literature

PEMC01 3 Assessment

Assessment

2 N.A.

PEMC03 4 Marketing communication strategy and instruments

Written exam 2

Pelsmacker de, P., Geuens, M., & Bergh, van den, J. (2017). Marketing Communications: A European Perspective 6th Edition. Pearson Education Limited. ISBN: 9781292135762

PEMC05 2

Sales management Written exam 2

Rustenburg, G.& Steenbeek, A. (2013). Sales Management. Noordhoff Uitgevers B.V. ISBN: 9789001807986

PEMC06 2 Consumer behaviour Written exam 1

Solomon, M.R. (2018). Consumer Behavior: Buying, Having, and Being. Global Edition, 12/E. Pearson. ISBN: 9781292153100

PECM07 2 Article writing Assignment 1 Materials provided by lecturer

Entrance req.: None

Professional task: As a marketing assistant/consultant you develop a marketing communication strategy for a company. Afterwards you develop a marketing communication plan based on the previously formulated marketing communication strategy and objective(s).

Role: Marketing assistant/consultant

Methods: Classes, training (excursions, when possible)

English: writing

Is able to present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

Is able to write content that contains minor irrelevances and/or omissions may be present. Target reader is on the whole informed.

Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate.

Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect as well as use a wide range of vocabulary, including less common lexis, appropriately.

Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication.

Personal development The student is able to describe and explain their progress in correlation to competencies on level

1. Students will be able to explain their progress by means of SMART examples of the 10 Aeres competencies and obtain level 1 for all 10 competencies.

Study tour/Teamwork is able to understand the context of the international food business and cooperatively work in

an international team in a multicultural environment

Aeres competencies: To cooperate (level 1): students start a project for the module PSEF. This competency will be assessed by the assessment form

provided by the module PSEF, where attention will be paid to their cooperation, resolving problems, tackling difficulties, assessed by means of declaration of process.

To organize (level 1): students plan and organize their own assignments, projects, and progress in this module by means of project deadlines, learning tasks of other modules and assignments.

To introspect (level 1): Assessed by means of assignments in which students show examples of situations where they worked on improving their competencies The examples given are based on the goals students set at the beginning of the year and halfway through the first year. The examples are given using the STARR method and goals are formulated according to the SMART method.


Management and development of own professional and personal attitude and skills



Consumer behaviour The student gains insight in the behaviour of consumers and how company can use this

knowledge about consumers to improve products and services.

Marketing communication strategy and instruments

The student learns how a marketing communications strategy is developed .

The student learns how to develop marketing communications instruments and how to apply them in practice

Sales management The student learns how to make a sales plan and how to do a sales pitch. Next to this the focus is

on strategic and operational aspects of sales management. Attention is also on how to coach and motivate the sales team, sales skills and sales leadership.

Article writing The student gains knowledge on how to write an article for a food blog or speciality food

magazine

Aeres competencies:

To present (level 1): Examined by a report and oral presentation during the proof of proficiency.

To enterprise (level 1): The student is able to see opportunities and is able to achieve the desired results by taking risks


Strategic marketing of products and services in the global agri-food

Settling in European food business (PSEF) Coordinator: C. Akkermans (AKC) credits: 13

Module elements EC Name Exam Period Literature

PSEF01 3 Assessment assessment 2 N.A.

PSEF02 2

Intercultural

communication

Written exam 1

Nunez, C., Mahdi, R. & Popma, L.

(2017) Intercultural Sensitivity, from

denial to intercultural competence.

Assen: van Gorcum. ISBN:

9789023255567

PSEF03 2 Introduction to

macro economics Written exam 1

Goodwin, N., Harris, J., Roach, B., Nelson, J., Torras, M. (2013).

Macroeconomics in context, 2nd edition. Taylor Amp & Francis Inc.

ISBN: 9780765638748

PSEF04 2 Global economics Written exam 2

Krugman, P.R., & Obstfeld, M., & Melitz, M.J. (2018). International

Economics Theory and Policy (11th edition). Harlow: Pearson. ISBN

9781292214870

PSEF06 4

European food

business and

agricultural food

policy

Written exam 2

Paarlberg, R. (2013). Food Politics;

what everyone needs to know. Oxford:

Oxford University Press. ISBN:

9780199322381


Professional task: Preparation of a report about possibilities to introduce a food product on a foreign market(s). Presenting the report to a group stakeholders (assessors).

Role: A member of a consultancy team that is responsible for introducing a food product with specific qualities (identity) on a foreign market(s).

Methods: Study tour, guest lectures, lectures, group assignments.


Political developments regarding food production and trade

The student is able to explain the link between food policies and international food market

The student is able to give examples of most recent developments in the agro-food sector


European food business and policies

The student is able to explain the role and influence of various food business stakeholders

The student is able to determine various organisations behind international food policies

Macroeconomics The student is able to analyse the intensity of competition in a particular industry

The student is aware of the role of economic environment, developments and risks

Intercultural communication theories

The student is able to identify intercultural differences (based on theory)

The student is able to deal with intercultural differences

The student is able to make an intercultural strategy for a company

Aeres competencies:

To cooperate / collaborate (level 1): The student is able to contribute effectively to group work and activities, reporting progress in a logbook.

To research (level 1): The student analyses the possibility to introduce a food product on a foreign market through extensive market analysis. The student is able to identify and describe such a development, give recommendations.

To appreciate the global perspective (level 1): The student considers the world one’s playing field and functions well in an international environment. The student analyses various countries in order to find the best export market. The student is able to explain how the global food policy influences the international food market.


To know the current developments in the agri-food sector

Effective cooperation and communication in a multi-disciplinary, intercultural environment.

Analysing business processes (PEBU)

Coordinator: R. Oevering (OER) credits: 13

Module elements

ECTS Name Mode of

Exam Exam in Period

Literature

PEBU01 3 Proof of proficiency Assessmen

t 4

PEBU03 4

Introduction to business management

and organisational behaviour

Written exam

4 Robbins, S. & Coulter, M. (2015).

Management. 13th Global edition. Pearson Education. ISBN: 9781292090207

PEBU04 2 Introduction to

operations management

Written exam

3

Krajweski, L.J., Ritzman, L.P., Malhotra, M.K. (2016). Operations Management – Processes and supply chain: Global 11th

edition. Pearson Education Limited. ISBN 9781292093987

buy only after more information from lecturer is given in class

PEBU06 2 Introduction to

business finance Written

exam 4

Atrill, P. & McLaney, E. (2018). (Accounting and finance for non-specialists, 11th

edition. New Jersey: Pearson Education Limited. ISBN: 9781292244013

PEBU07 2 Academic language and report writing

Written exam

3

Loon, van, J., Thuss, A., Schmidt, N., Haines, K. (2018). Academic Writing in

English, a process-based approach. Bussum: Coutinho. ISBN 9789046906491


Professional task: Understanding and analysing business processes, making connections between the various aspects of the process and how and why various strategies are implemented.

Role: Member of a consultancy team who will advise a company within the international food business how to improve their business organisation and strategy.




Organisation & management

The student is able to explain the basic functions of a business manager – planning, controlling, directing, and decision-making as well as to understand that organizations consist of people, and have an understanding of how people behave in groups and with various levels of power.

Strategy The student is able to explain what strategy is, how strategies are formulated based on internal and

external analysis, know how strategy models are used and how strategies are implemented.

Business processes

The student is able to understand the operational differences between goods and services, the concept of productivity and enhancing it, understand how to approach major projects and how to link global developments in operations management to the strategic choices a company in international food business can make.

Business Finance The student is able to prepare balance sheets, profit and loss accounts and cash flow statements,

analyze financial statements and give an underpinned opinion on the importance of accounting conventions

Report writing & presentation skills

The student is able to write and structure reports according to academic standards according to APA style as well as present information from reports in an official and academic way.

Aeres competencies:

Present/communicate (level 1): assessed by means of a final report and presentation for the proof of proficiency.

Research (level 1): assessed by means of the final report for the proof of proficiency.

To endorse sustainable behaviour (level 1): assessed by means of a final report for the proof of proficiency.


Developing a vision and strategy for an (international) agri-food company

Management of organizations, processes, projects and people

Analyzing food value chains (PEFC)

Coordinator: P. Burgess (BUP) credits: 13

Module elements ECTS Name Mode of Exam Exam in Period

Literature

PEFC01 3 Assessment Assessment 4 N.A.

PEFC02

2

International food

trade Written exam 3

Krugman, P.R., & Obstfeld, M., & Melitz, M.J. (2018).

International Economics Theory and Policy (11th edition).

Harlow: Pearson. ISBN 9781292214870

PEFC03

3

Managing food value

chains and waste

management in the

chain

Written exam 3

Samir Dani (2015) Food Supply Chain management and

logistics. Kogan Page: London, ISBN 9780749473648

PEFC04 2 Logistics and

distribution analysis

Written exam

4

Rushton, A., Croucher, P., & Baker, P. (2017). The Handbook of Logistics and Distribution Management: Understanding the Supply Chain (5 ed.). London: Kogan Page. ISBN:074947677X

PEFC05 3 Food quality and

safety management

Written exam 4 Materials provided by lecturer


Professional task: Analyzing the company’s current food value chain, analyzing problems in the area of food chain management, logistics and food quality/safety management, preparing and presenting an advisory report.

Role: Advisor

Methods: Lectures, group assignments, excursions


Production and distribution management Stock management Reverse logistics

The student can apply logistics into various types of business environments

The student can define the content of discipline ‘logistics’

The student can work with various logistics concepts


Chain management Import- and export management

The student can explain the difference between the demand management and supply chain management

The student can recognize the function and types of inventory

The student can indicate the influence of product design on logistics costs;

The student can define form, fit and function of the product

The student can apply the logistic concepts in distribution management

The student can explain the difference between green logistics and reverse logistics

The student can indicate the importance of continuous improvement in logistics

Quality management Analysing processes information analysis and use of information systems Creative and problem solving thinking

The student understands basic quality concepts and food safety fundamentals.

The student is able to describe the general principles of most well-known food quality management systems

The student is able to analyze the problems in the area of food chain, logistics and food quality management and plan quality-improvement activities.

The student understands and can apply waste management in the chain and cradle2cradle concepts in food chains

Aeres competencies:

To cooperate / collaborate (level 1): Student work on a group project throughout the semester. Students involvement in a group work and his/her contribution to a team work is being assessed. To endorse sustainable behaviour (level 1): students will be able to analyse the food chain and identify opportunities to increase the sustainability within the food chain To appreciate the global perspective / globalization (level 1): student obtains an insight into global food supply chain and is able to demonstrate an ability of analysing global food value chains .


Optimising logistics and managing the quality in agri-food chains


8.3. Second year general module

Personal development year 2 (HPL2e) Coordinator: T. Medema (MEA) Credits: 4

Module elements

EC Name Exam Period Literature

HPL2e01 1 Personal development

semester 1 Assignments T2 Materials provided by lecturer

HPL2e02 3 French Written exam T2 Dupuy, M., Houssa, C. (2015). Réussir le DELF scolaire et junior A1. Paris: Didier. ISBN 9782278065783


None

Professional task: N.A.

Role: N.A.



French The student has the French language skills (speaking, listening, writing, reading and using vocabulary) at

B1 level of the The Common European Framework of Reference for Languages

Personal Development

The student is able to describe and explain his/her progress in correlation to the Aeres UAS competencies and obtain level 2 by means of SMART examples.

The student chooses to engage in activities which allow to grow and develop both professionally and personally

Aeres competencies:

To introspect (level 2): assessed by means of assignments in which students formulate goals by using the SMART method and provide examples using the STARR method


Effective cooperation and communication in a multidisciplinary and intercultural environment

Engagement and development of own professional and personal attitude and skills

8.4. Second year modules

Research in European food business (HMRM) Coordinator: S. Kuipers-Moroza (MOS) credits: 13

Module elements


HMRM01 3 Assessment Assignment 2 N.A.

HMRM03

2

Research design, methodology and

reporting Written exam

1

Jong, de, J., (2017). Effective strategies

for academic writing, the road towards

essay, paper or thesis. Bussum:

Coutinho. ISBN: 9789046905050

Baarda, B. ( 2010). Research, this is it! Noordhoff Uitgevers. ISBN: 9789001790264

HMRM04 4 Data collection, processing and

analysis Assignment

2 Compulsory: Field, A. (2013). Discovering Statistics Using SPSS, 3rd or 4th edition. . Sage Publications Ltd. ISBN: 9781847879073


Suggested for further reading: Naresh, K. Malhotra. (2009). Marketing Research: An Applied Orientation. Global Edition, 6/E: Pearson Higher Education. ISBN: 9780136094234.

HMRM05

2 Article writing Assignment 1

Materials provided by lecturer

HMRM06 2 Marketing

management Written exam

1 Kotler, P. & Armstrong G. (2017). Principles of Marketing. 17th edition.

Pearson Education Limited. ISBN: 9781292220178.


Report writing skills, based on year 1

Professional task:

The student performs a research for a local food business in the region of Almere or for a special project. Recommendations based on the research should support the companies to further develop the business or generate data for the project purposes.

Role: Researcher

Methods: Classes, training, excursions

Fields of expertise: Learning objectives (the student):

Data analysis

The student is able to use Microsoft Excel to process data and use statistics.

The student knows how to analyze and interpret data using SPSS in the framework of qualitative

research

Desk research, qualitative research, quantitative research, field research

The student is aware of the different types of research (quantitative vs. qualitative)

The student is able to identify which type of research is suitable to solve a given problem

Consumer behaviour

The student gains insight in consumer behaviour, how to do research on consumer behaviour in a

specific situation for a specific product, to understand how insight on consumer behaviour can be

used in marketing

Research design, methodology and reporting

The student is able to identify a challenging topic within the European food business.

The student is able to search for relevant information on a topic in the food business and to further

work out the description of the topic.

The student is able to describe the relevance of researching the topic in the food business.

The student is able to describe the knowledge gap of the research topic and can translate this into a

main question.

The student knows the different forms of research, is able to choose the relevant form, design and

methodology of research.

The student is able to perform the research according to scientific methodology.

The student can present the research findings in writing and orally depending on the target group.

Article writing The student gains knowledge on how to write an article for a scientific journal

Marketing management

focuses on the major decisions that marketing managers and top management face in their efforts to

harmonize the organization’s objectives, capabilities, and resources with marketplace needs and

opportunities.

learns about conceptual tools and frameworks for analyzing recurring problems in marketing

management.

learns about how to develop marketing strategies and plans; to connect with customers; how to build

strong brands; how to shape the market offerings; how to deliver and communicate value; how to

create successful long-term growth

Aeres competences:

To research (level 2): The student identifies and describes a problem or a development, formulates a practice-based research question and answers this using a suitable research method. The result is presented in the form of a research report and a poster presentation


Designing and implementing result oriented applied research in the agri-food sector


Research in European Food Trade (HEFT) Coordinator: T. Medema (MEA) credits: 13

Module elements


HEFT01 3 Assessment Assessment 2

HEFT03 2 European Union Written exam

1

McCormick, J. (2014) -Understanding the European Union, 6th edition. Palgrave Macmillan Ltd. ISBN: 9780230298835

HEFT05

2 Innovation and

entrepreneurship Written exam

2 Bessant, J. and Tidd, J. (2015). Innovation and Entrepreneurship, 3rd edition. John Wiley and Sons Inc. ISBN: 9781118993095

HEFT06 2 International law Assignment

2

Wevers, H. (2014). A basic guide to international business law (e-book). Houten: Noordhoff Uitgevers. ISBN: 978900184404

HEFT07 2

Purchase

management, transportation and

storage

Written exam 1

Weele, A. J. van (2018). Purchasing

and Supply Chain Management .

Hampshire: Cengage . ISBN

9781473749443

HEFT08 2

Management simulation ‘The Fresh

Connection’ Assignment

2 N.A.


n.a.

Professional task: You have to develop a successful innovation for a food product. Doing this you will also cover purchasing management decisions and deal with the patenting topic.

Role: Entrepreneur



Purchase

management, transportation and

storage

learns the latest developments in purchasing and supply chain management theory and practice about the core concepts, strategy, and implementation

learns the basics of transportation and storage. The focus will be on the fact that there is a relationship between the functioning of a supply chain and the time to market the products.

European Union is able to understand how the European Union works and how it influences European Food Business

Innovation and Entrepreneurship

Students are able to show the principles of innovation and entrepreneurship by demonstrating their

knowledge and entrepreneurial skills by thinking of an innovation for a food company

Introduction to business law

is able to understand the basics of civil law the affects it has on international food business, the relation between civil law and international trade and agreements, the principles of a contract and its obligations and settlement of a dispute.

Aeres competences:

To enterprise (level 2)

To globalise (level 2)


Entrepreneurship and innovation in the international agri-food business.

Optimising logistics and monitoring quality of agri-food chains.

Familiarizing with the international agri-food sector


Program at ESA, France in Semester 2

Typical Product Characterization (TPC)

Coordinator: M. Dufrechou credits: 15

Module elements


TPC1 4 Assessment Research report 3 N.A.

TPC2 3 Quality labels/concept of terroir Poster/oral presentation

3 Berard, L. & Marchenay, P. (2008) From localized products to geographical indications. ISBN: 978-2-9528725-1-5

TPC3 2 Product analysis Written exam 3 N.A. TPC4 2 Food production Written exam 3 N.A.

TPC5 2 European Food law and policy/risk management

Written exam 3 N.A.

TPC6 2 Branding of regional products and sales

Written exam 3 N.A.


N.A

Professional task: From the producer to the consumer; understanding the quality and diversity of traditional food products, create relations between their localization and the traditional process used; and understanding how the “terroir” can impact the quality of the product

Role: A member of a consultancy team who will advise a company within the design and the development of new traditional products.

Methods: Classes, training, excursions, working groups, assignments, exam


Quality label/concept of terroir

Student is able to find, choose local products and explain history of the product and how it could be promoted

Understand the importance of the terroir in the product valorization

Determine the different quality labels of these products

Product analysis Student is able to observe the diversity of the products existing, from the different

transformation of the raw material to the valorization of the finished product

Students are able to have a primary sensorial evaluation

Food production

Student is able to understand all the transformation of the product including the impact

of the process and the evolution of the intrinsic parameters of the product during the

transformation

Student is able to understand products making from the raw material to the finished

product

European Food law and policy/risk management

Determine the different food law and risk management

Branding of regional products and sales

Student is able to establish a list of specifications to promote a product and the

different prices between basic/quality label products

Aeres competences:

To cooperate

To globalize

To enterprise


To enterprise and innovate in the international agri-food business


Management of an innovative project (MIP)

Coordinator: M. Dufrechou credits: 15

Module elements


MIP1 2 Assessment Report, oral presentation

4 N.A.

MIP2 2 Food product innovation and innovation strategies

Oral presentation

4 N.A

MIP3 2 Product analysis Practical work 4 N.A.

MIP4 2 Project management Written exam 4 N.A.

MIP5 2 Local and industrial processing Written exam 4 N.A.

MIP6 5 Final project: development of a new product and choice of the market

Oral presentation

4 N.A.


N.A

Professional task: From the producer to the consumer; understanding the quality and diversity of traditional food products, create relations between their localization and the traditional process used; and understanding how the “terroir” can impact the quality of the product

Role: A member of a consultancy team who will advise a company within the design and the development of new traditional products.

Methods: Classes, training, excursion, working groups, assignments, exam


Food product innovation and innovation strategies

Student is able to create a new product using local raw materials

Student is able to use specific method of creativity depending on the specific consumer targeted.

Product analysis

Student is able to correctly select the raw material depending on the final product targeted

Characterisation of a product using physic-chemistry methods, microbiology and sensory analysis

Validation of the new product depending on the result obtained (quality and acceptation by the consumer)

Project management

student is able to create a technical specification document

to plan the different steps of the product making and of the project including the feasibility study (economically and technically)

To define a specific market

Local and industrial processing

Visit of industrial and local food processing

Final project: development of a new product and choice of the market

student is able to develop their own product with a specific technical specification document

development of a basic product, product with a quality specification and innovative product

Aeres competences:

To research

To innovate

To globalize


To enterprise and innovate in the international agri-food business

Management of organisations, processes, projects and people

Cooperate effectively and communicate in a multidisciplinary, intercultural environment


8.5. Third year general module

Personal development year 3 (HPL3i) Coordinator: T. Medema (MEA) credits: 4

Module elements


HPL3i01 1 Personal development Assignments 4 materials provided by lecturer

HPL3i02 3 Personal choice Assignment 4 Own material searched by student


None

Professional task: Reflection and deepening the knowledge Role: Researcher, course participant Methods: Coaching and assignments


Personal Development

The student is able to describe and explain his/her progress in relation to the Aeres competencies and obtain level 2 by means of providing examples using STARR method

The student chooses to engage in activities which allow to grow and develop both professionally and personally

Aeres competencies:

To self-direct (level 2): assessed by means of assignments in which students formulate goals by using the SMART method and provide examples using the STARR method. The student describes undertaken activities and influence of these activities on professional and personal development

To research (level 2): Is able to recognize and describe a problem or development, is able to formulate a practical research hypothesis and is able to supply a solution using the appropriate research methods. Identifies links; draws substantiated conclusions and assesses consequences. Breaks complex problems down into parts and distinguishes primary and secondary elements. Uses logic.


Effective cooperation and communication in a multidisciplinary and intercultural environment

Engagement and development of own professional and personal attitude and skills

8.6. Third year modules

Italy, Italian food business

Coordinator: To be announced credits: 14

Module elements


HITA1 5 Food law and certification Written exam

T2 (Nov/Dec

and/or Jan-Feb)

To be defined

HITA2 5 Economic and environmental sustainability of agriculture

Written exam

T2 (Nov/Dec

and/or Jan-Feb)

To be defined

HITA3 4 Sensory evaluation Written exam

T2

(Nov/Dec

and/or

Jan-Feb)

To be defined


N/A


Professional task: N/A

Role: N/A



Food law and certification

The student will get introduced to the regulation of foodstuffs, highlighting not only the interplay between the domestic and international regulatory layers, but also food law’s complex structure, characterized by the interaction between public norms, private standards and certifications.

The student will learn about international food standards; quality, including the protection of geographical indications

The student will explore regulatory mechanisms to promote (economic, social, environmental) sustainability

The student will learn about protection of innovation, with regard to patents, plant variety and other sui generis rights

Economic and environmental sustainability of agriculture

The student will be introduced to economic theories and relationship between the

economic system and the environment

The student will learn about optimal use of renewable natural resources in different management conditions (profit maximization, free access, common property, presence of externalities like the value of biodiversity)

The student will learn about the principles and tools for the economic evaluation of environmental goods and ecosystem services (implication for the agri-food sector and policies)

The student will get acquainted with rural development policies and agro-environmental policies. Environmental certifications and sustainability.

Sensory evaluation

The student will be introduced to sensory analysis techniques and provided with elements for statistical evaluation of sensory tests

The student will learn about sensory attributes of beverages and food and their perceptions. The student will work on preparation of tasters and tasting panels

Aeres competencies:

To endorse sustainable behaviour

To research

To innovate


Entrepreneurship and innovation in the international agri-food business


Italy, Food processing

Coordinator: To be announced credits: 16

Module elements


HITA4 6 Milk and meat production

Written exam

T2 (Nov/Dec

and/or Jan-Feb)

To be defined

HITA5 6 Technology of animal chain products

Written exam

T2 (Nov/Dec

and/or Jan-Feb)

To be defined

HI6 4 Grain processing and baking technology

Written exam

T2 (Nov/Dec

and/or Jan-Feb)

To be defined



N/A

Professional task:

N/A

Role: N/A

Methods: Classes, excursions

Fields of expertise:

Learning objectives:

Milk and meat production

The student will gain scientific and technical skills in livestock production (milk, meat and

pork).

The student will address the management and the feeding techniques in ruminants and monogastric rearing for animal performance optimization, including aspects on animal health and welfare, and for a sound product quality and environmental benefits.

Technology of animal chain products

The student will improve improve the knowledge about the technology of transformation and milk and meat quality for the principal Italian PDO cheeses and cured meat

The student will learn about genetic and environmental factors affecting milk and meat quality

The student will learn about the rules of Parma and S. Daniele ham consortium, the rules of Grana Padano and Parmigiano Reggiano cheeses

Grain processing and baking technology

The student will gain basic knowledge about basic knowledge of the science of bakery products including ingredients production and their characteristics, processing technologies for bread and non-bread products, and quality control

The student will learn about flours and other baking ingredients

The student will be introduced to different baking technologies

The student will get an overview on nutritional aspects and functional bakery products

Aeres competencies:

To research

To appreciate the global perspective


Familiarizing with the international agri-food sector

Business consultancy (HBCF)

Coordinator: F. de Wolff (WOF) credits: 13

Module elements


HBCF01 3 Assessment Assignment 4

HBCF02 4 Financial analysis & advice

Assignment 4

Atrill, P. & McLaney, E. (2019). Accounting and finance for non-specialists, 11th edition. New Jersey: Pearson Education Limited. ISBN: 9781292062716

HBCF03 2 HRM and leadership

Assignment

3

DeCenzo, D. A., Robbins, S. P. (2013).

Fundamentals of Human Resource 11th Edition.

E-book. ISBN: 9781118413753

HBCF04 2 Circular economy in food

Written exam

3

Towards a circular economy: business rationale

for an accelerated transition. Ellen McArthur

foundation (2015) freely available at

http://www.ellenmacarthurfoundation.org/publ

ications

HBCF02 2 Consultancy skills Assignemnt 4 Materials provided by lecturer


n.a.

http://www.ellenmacarthurfoundation.org/publications

http://www.ellenmacarthurfoundation.org/publications


Professional task:

The student advises a SME food company that wants to improve its business and focus more on the opportunities provided by the principles of the circular economy. The advice for the company will support the company in its decision-making in relation to financial aspects and the circular economy on the strategic, tactical and operational level. The HRM course mainly provides knowledge for the students to apply in the assignments of the HFBD module, which is also taught during the second semester.

Role: Consultant



Business finance The student is able to conduct a research about a company based on its financial results

The student knows how to apply cost price analysis, budgeting and financing

The student can give a financial advice to a company

Human resources management

The student is able to manage a recruitment process and can identify appropriate ways to train, motivate, evaluate and discipline employees

The student can identify an organization’s HR needs

The student can describe the role of unions and management in the collective bargaining process

The student understands the basic principles of human resources management, leadership and strategic management

Circular economy

The students knows the principles of circular economy

The student is able to apply the principles of circular economy into practice and advise companies willing to do so

The student is aware of new circular economy business models

Consultancy skills

Understanding consultants, consultancy and consulting engagements

Demonstrate a structured approach to investigating a business topic, from problem definition to making recommendations

Demonstrate effective relationship skills and professionalism

Aeres competencies:

To show leadership capabilities (2)

To endorse sustainable behaviour (2)


Management of organisations, processes, projects and people

Advising about financial aspects to manage an agri-food company.

Business Development for specialized foods (HFBD)

Coordinator: E. Anom (AME) credits: 13

Module elements

ECTS Name Mode of

exam Exam in period

Literature

HFBD01 6 Student

company Assignment 4 Jong ondernemen

HFBD02

7

Internship in a food start-up

Assignment 4

Reis, E. (2011). The lean Start-up. Penguin

Books Ltd. ISBN: 9780670921607

Gower, RK, & Mulvaney, MA

(2012). Making the most of your

internship: A strategic

approach. Sagamore Publishing.

Professional task:

Students develop their own business idea in a team , under the guidance of coaches and set up a food company ,with real products, money and customers The aim is to create added value and adopt the framework of the triple bottom line. Students also work part-time in a food start-up, propose measures to optimize key business operation activities in the placement company and transfer the knowledge gained from the placement into their own student company.

Role: Entrepreneur

Methods: (guest) Lectures, Assignments, Excursions, Coaching. All aspects of business management are discussed: from business plan to financing, from design to production and from marketing to


sales. Students talk to suppliers, put out shares, build a website, arrange the promotion and take care of the sale of their product.

Fields of expertise:

Learning objectives (the student):

Entrepreneurship

Is able to apply a series of tools and develop entrepreneurial skills.

Is able to effectively build a start-up team, communicate, cooperate and solve problems in a team

Is able to mobilize resources to build a viable food company

The student can identify opportunities with potential for innovation.

The student can generate, qualify and evaluate innovative ideas based on relevant criteria in order to create value in new and changing contexts.

Aeres-competences:

- To enterprise (level 2) - To innovate (level 2)


- To enterprise and innovate in the international agri-food business - To direct and develop your professional actions and attitude


8.7. Fourth year general modules

Personal development (APL4i)

Coordinator: W. van der Vlis-Hetsen (VLW)/

S. Kuipers-Moroza (MOS) credits: 3

Module elements


APL4i01 1 Managing

competences Report 4 Syllabus APL4i

APL4i02 2 Ethics

Class discussions &

assignments

2 Syllabus APL4i

Final report 2

Entrance requirements: To enter the 4th year students should have obtained 170 ECTS credits at least, from the first three years of their studies and completed all of the personal development modules from year 1 to 3.

Professional task: Personal Development and self-reflection

Role: Junior professional

Methods: Training, class discussions, individual assignments.


Personal development Reflects constantly on his/her own personal- and competency development,

part of the lifelong learning paradigm.

Ethics

The student shows he or she is able to formulate an opinion on important and current aspects of the professional work environment, based on own experience and norms and values or that of others, while he or she is able to separate opinion from facts. The student shows that he or she can and is willing to openly discuss and exchange ideas with others on these kinds of topics.

Aeres competencies:

To introspect: 8 out of 10 Aeres competencies must be at level 3 (highest level). Assessed by means of final

report and meeting in which students show examples of situations where they worked on improving their

competencies. The examples given are based on the goals students set at the beginning of the year and halfway

through the third and fourth year. The examples are given using the STARR method and goals are formulated

according to the SMART method.



Effective cooperation and communication in a multi-disciplinary, intercultural environment.


Graduation project (AAFWi)

Thesis Project

Coordinator: W. van der Vlis-Hetsen (VLW)/

Sintija Kuipers-Moroza (MOS) Credits: 10

Module element

ECTS Name Mode of Exam Exam

period Literature

AAFWi01 10 Thesis Report + thesis seminar 1, 2, 3, 4

Jong, de, J., (2017). Effective

strategies for academic writing,

the road towards essay, paper

or thesis. Bussum: Coutinho.

ISBN: 9789046905050

Baarda, B. ( 2010). Research,

this is it! Noordhoff Uitgevers.

ISBN: 9789001790264

Suggestion for further reading:

Kumar, R. (2014). Research

methodology, A Step-by-Step

Guide for Beginners. Sage

publications Ltd. ISBN:

9781446297827


All research modules should have been completed with sufficient marks

Professional task: Research topic based on own choice


Methods: Independent research


Based on own choice

Preparation for the work environment in which the student works on professional tasks.

Is able to work on and show proof of 3 selected Aeres competencies, based on the students own choice, on level 3 in a professional setting.

Aeres competencies: Based on own choice

Final qualifications: Check curriculum overview and programme profile.


Graduation Work Placement (AGWP)

4th Year Work Placement

Coordinator: Wieke van der Vlis-Hetsen (VLW)/

Sintija Kuipers-Moroza (MOS) Credits: 17

Module Element

ECTS Name Mode of

Exam Exam

period Literature

AGWP01 17 Graduation Work Placement Report 1, 2, 3, 4 N/A


Professional task: Based on own choice


Methods: work placement


Based on own choice

Preparation for the work environment in which the student works on professional tasks.

Gains knowledge into different companies and job profiles.

Is able to work on and show proof of 3 selected Aeres competencies, based on the students own choice, on level 3 in a professional setting.

Aeres-competencies: Based on own choice

Final Qualifications: Check curriculum overview and programme profile.


Students who studied mathematics A1 as part of the HAVO (GCE level) study profile ‘Culture and

society’ are required to partake in our entrance test as this level does not meet with the requirements

to enter any of the educational programmes at the Aeres University of Applied Sciences.

In accordance with Dutch law, the minimum required level is A2 mathematics at HAVO (GCE level)

usually chosen by students with study profile ‘economics and society’).

The discrepancy is in the following areas of education;

F: applied analysis

G: binomial division

These areas are to be found in the book: ‘Modern mathematics” part A2 Havo (GCE level) for the

higher forms. ISBN 90

In order to study at the Aeres the following subjects are explicitly important

A1: Exponential functions (domain F)

A2: Functions with powers (domain F)

A4: Inclination graphs (domain F)

A5: Calculation of inclination functions (domain F)

A6: Optimisation (domain F)

This knowledge is necessary for use in the business economics subjects and/or the link module maths

(for the full time education). The subjects of domain G are also included, albeit in a limited amount, in a

number of modules at Aeres UAS. These subject are not a part of the entrance exam material.

Aeres UAS provide dispensation for students competent in the above mentioned subjects by meeting

concluding the entrance exam (21+ rule) with a satisfactory result in the above mentioned chapters A1,

A2, A4, A5 and A6 and thus meeting the entrance requirements for study programmes at Aeres UAS.

Overview contents Mathematics test/21+ entrance test


Common European Framework of Reference for Languages self-assessment grid level A1 to B2

A1 A2 B1 B2

Un

derstan

din

g A

N D

I N G

Listening I can recognise familiar words and

very basic phrases concerning

myself, my family and

immediate concrete surroundings

when people speak slowly and clearly.

I can understand phrases and the highest frequency

vocabulary related to areas of most immediate

personal relevance (e.g. very basic personal and

family information, shopping, local area,

employment). I can catch the main point in short,

clear, simple messages and announcements.

I can understand the main points of clear standard

speech on familiar matters regularly encountered in work,

school, leisure, etc. I can understand the main point of

many radio or TV programmes on current affairs or

topics of personal or professional interest when the

delivery is relatively slow and clear.

I can understand extended speech and lectures

and follow even complex lines of argument

provided the topic is reasonably familiar. I

can understand most TV news and current

affairs programmes. I can understand the

majority of films in standard dialect.

Reading I can understand familiar names, words and very

simple sentences, for example on notices and

posters or in catalogues.

I can read very short, simple texts. I can find

specific, predictable information in simple everyday

material such as advertisements, prospectuses,

menus and timetables and I can understand short

simple personal letters.

I can understand texts that consist mainly of high

frequency everyday or job-related language. I can

understand the description of events, feelings and wishes in

personal letters.

I can read articles and reports concerned with

contemporary problems in which the writers

adopt particular attitudes or viewpoints. I can

understand contemporary literary prose.

Sp

eakin

g

S P E A

K I N

G

Spoken

Interaction I can interact in a simple way provided the

other person is prepared to repeat or rephrase

things at a slower rate of speech and help me

formulate what I'm trying to say. I can ask

and answer simple questions in areas of

immediate need or on very familiar topics.

I can communicate in simple and routine tasks

requiring a simple and direct

exchange of information on familiar topics

and activities. I can handle very short social

exchanges, even though I can't usually understand

enough to keep the conversation going myself.

I can deal with most situations likely to arise whilst

travelling in an area where the language is spoken. I can

enter unprepared into conversation on topics that are

familiar, of personal interest or pertinent to everyday

life (e.g. family, hobbies, work, travel and current events).

I can interact with a degree of fluency and

spontaneity that makes regular interaction

with native speakers quite possible. I can take

an active part in discussion in familiar

contexts, accounting for and

sustaining my views.

Spoken Production

I can use simple phrases and sentences to

describe where I live and people I know.

I can use a series of phrases and sentences to describe

in simple terms my family and other people,

living conditions, my educational background and

my present or most recent job.

I can connect phrases in a simple way in order to describe

experiences and events, my dreams, hopes and

ambitions. I can briefly give reasons and explanations for

opinions and plans. I can narrate a story or relate the plot of

a book or film and describe my reactions.

I can present clear, detailed descriptions on a

wide range of subjects related to my field of

interest. I can explain a viewpoint on a

topical issue giving the advantages and

disadvantages of various options.


writin

g

Writing I can write a short, simple postcard, for

example sending holiday greetings. I can fill in

forms with personal details, for example

entering my name, nationality and address on a

hotel registration form.

I can write short, simple notes and messages

relating to matters in areas of immediate needs. I

can write a very simple personal letter, for

example thanking someone for something.

I can write simple connected text on topics which are

familiar or of personal interest. I can write personal

letters describing experiences and impressions.

I can write clear, detailed text on a wide range of

subjects related to my interests.

I can write an essay or report, passing on

information or giving reasons in support of or

against a particular point of view. I can write

letters highlighting the personal significance

of events and experiences.

Estimate Cost overview 2018-2019 European Food Business

Year 1 in the Netherlands EU citizens Non-EU citizens

Tuition fee 2019-2020 (1) € 2.083 € 6.833

Residence in Almere (rent per month costs between € 175,- and €

400,-) (2) € 4.800 € 4.800

Books, teaching materials € 600 € 600

Study tour Italy € 850 € 850

Insurance (3) € 495

Visa (4) € 192

Handling fee € 50 € 100

Total € 8.383 € 13.870

Year 2 in the Netherlands/France

Tuition fee 2020-2021 (1) € 2.142 € 6.850

Residence in Almere and Angers (2) € 4.800 € 4.800



Total € 7.362 € 12.610

Year 3 in Italy/the Netherlands

Tuition fee 2021-2022 (1) € 2.230 € 6.950

Residence in Piacenza and Almere (2) € 3.500 € 3.500



Total € 6.430 € 11.690

Year 4 the Netherlands

Tuition fee 2022-2023 (1) € 2.320 € 7.050

Residence in Almere (rent per month costs between € 175,- and €

400,-) (2) € 4.800 € 4.800



Minor Excursions/travelling costs for assignments (5) € 150 € 150

Total € 7.370 € 12.640

(1) Tuition fee is an estimate based on the information the Dutch government provides us with, no rights can be derived from the estimate amounts.

(2) Residence offered in Almere are individual and shared rooms. There is a limited availability of shared rooms which are cheaper. The international office will inform you on the available rooms.

(3) Aeres UAS requires non-EU citizens to take IPS insurance in the Netherlands on top of their own national health insurance. There is no opting out of this mandatory insurance fee.


(4) The International Office of the university will organise the visa application procedure for all the non-European citizens arriving in the Netherlands.

(5) Minors might include additional costs such as study tours, excursions or company assignments for which travelling or other costs are required. No estimate is given as it depends on the minor of choice but extra costs should be considered and taken into account when students plan their fourth year.

In this overview is NOT included: travel costs in Europe or in the Netherlands and costs for meals in the

Netherlands.

EU citizens can use their national health insurance in the Netherlands as well, which means they only have to

pay their national costs for health insurance.

Information related to medical facilities is included in the Student guide, which is handed to the students upon

arrival.

External resources to sponsor your studies There is NO scholarship provided by the university. We provide you with an overview of possible sources of income.

WORK: In the Netherlands, the university will process your residence and work permit. Non-European are by law not allowed to work more than 10 hours per week. Moreover, you should be aware that when you have a small job next to studies, the Dutch government might require you to get a Dutch health insurance next to the health insurance you already have. This costs around 100 euros per month. Check the Nuffic website to get more detailed info: http://www.studyinholland.nl/

LOANS, GRANTS, STUDY FINANCE: For more information regarding financing your studies in the Netherlands, please check: https://www.studyinholland.nl/study/financing-your-studies

SCHOLARSHIPS: For more information about Aeres scholarships and other financing options, please visit Aeres website: https://www.aeresuas.com/practical-information/scholarship

No rights can be derived from this document

http://www.studyinholland.nl/

https://www.aeresuas.com/practical-information/scholarship


Klik hier als u tekst wilt invoeren. © Copyright 2019, Stichting Aeres Groep. All rights reserved . No part of this publication may be reproduced, stored in a retrieval system , and/or published in any form by any means, electronic, mechanical , photocopying, recordings otherwise, without the prior approval of Aeres.

P.O. Box 374, 8250 AJ Dronten De Drieslag 4, Dronten The Netherlands +31 88 020 6000 aeresuas.nl/dronten [email protected]

european food business · aeres tech is a practical training centre for refrigeration and...

Documents