master epa 2011 en

Program overview23-Jun-2013 6:16

Year 2011/2012Organization Techniek, Bestuur en ManagementEducation Master Engineering and Policy Analysis

Code Omschrijving ECTS p1 p2 p3 p4 p5

Master EPA 2011 1st year EPA 2011 EPA1113 Principles of Policy Analysis 5 EPA1123 Policy Analysis of Multi-Actor Systems 5 EPA1132 Technology Development and Impact Assessment 5 EPA1222 Economics and Regulation 5 EPA1233 Economics of Infrastructures 5 EPA1313 Statistical modelling 5 EPA1322 Continuous Systems Modelling 5 EPA1332 Discrete Systems Modelling 5 EPA1412 Project Management 5 EPA1423 Decision making in networks 5 EPA1432 Cross-Cultural Management 5 EPA2142 Policy and Strategy Models 5

Skills 1st year EPA 2011 EPA7010 Oral Presentation 0 EPA7020 Technical Writing 0

2nd year EPA 2011 EPA2122 Politics of policy analysis 4 EPA2142 Policy and Strategy Models 5 EPA2211 Economics of Innovation 4 EPA2240 Technology dynamics 4 EPA2910 Engineering and policy analysis integration project 6 EPA2932 Preperation master thesis 4 EPA2942 Master thesis EPA 30

Skills 2nd year EPA 2011 EPA7030 Interviewing Techniques 0

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Master EPA 2011Program Title Engineering & Policy Analysis

Prerequisites For extra information check the websiteStudent portal > TPM > TPM Programme Info > MSc Programmes

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1st year EPA 2011

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EPA1113 Principles of Policy Analysis 5Module Manager Dr.ir. A.R.C. de Haan

Contact Hours / Weekx/x/x/x

x/0/0/0

Education Period 1

Start Education 1

Exam Period 12

Course Language English

Required for First year Msc EPA

Some minors and other masters in the TU Delft

'Schakelminor' requirement for some Dutch students

Course Contents The course is an introductory course in Policy Analysis. A field of science and skills that facilitates decision makers in all kind oforganizations in making their decisions. This course teaches a classical form of Policy Analysis by applying analytical'engineering' kind of techniques to situations in which technology and (groups of) people come together. Especially where many(groups of) people are together and each of them has a different perception of the problem, has a different objective or has adifferent idea about what should be done, these techniqes prove their value.

The theoretical topics covered are (in order): Objective Analysis (problem formulation, goal tree), Causal Analysis, ScenarioAnalysis, Modeling and Estimation, Net Present Value, Decision Event Tree and Multi-criteria Decision Making. Theapplication of Policy Analysis techniques will be placed in different cultural contexts to reflect on its usefulness.

Study Goals After this course, the students should be able to:- Apply analytical methods that are commonly used in Policy Analysis (see list under Course Contents) to a case covered in themedia.- Estimate the usefulness of these analytical methods in different cultural contexts.- Present the results of an analysis in a clear and understandable way in English in a written report or other form discussed withthe teacher.- Present the results of an analysis in a clear and understandable way in English to a small audience.

Education Method Theoretical lectures and workshops:Studying theory, applying it to cases while working in groups, working out old exams and reflecting on each other's work.

The class meets multiple times a week, follwing a schedule published on Blackboard, for a theory lecture and for a workshop.

During the workshops, the students work on mastering new theory by studying and applying it to cases. A group coach isavailable to help students in determining the usefulness of their analysis results. It is not the job of the coach to judge on thequality!

Literature and StudyMaterials

Enserink, B. et al (2010), Policy Analysis of Multi-Actor systems , The Hague: Lemma.Some additional texts are provided via Blackboard.

Assessment Scoring a grade >= 5.8 (out of 10) on an individual multiple choice exam at the end of the first quarter. A retake is available inJanuary. This exam leads to a grade for the theory part of the course: EPA1113t

Scoring a grade >= 5.8 (out of 10) on a written group report. The report consists of the application of all taught analyticaltechniques on a case and consists of a reflection on the usefulness of the applied analytical techniques in different culturalcontexts. This leads to a grade for the project part of the course: EPA1113p.

Special Information Transition arrangements for students from earlier cohorts:Students who did not pass the exam of EPA1112 (6 ects) can follow the relevant part of this course and make the relevant part ofthe written exam with an extra assignment. Please, contact the module manager before epa1113 starts!

Extra Skills Trained Special attention for the skill: oral presentation, see code epa7010.

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EPA1123 Policy Analysis of Multi-Actor Systems 5Module Manager Dr.ir. B. Enserink


0/0/4/0

Education Period 3

Start Education 3

Exam Period 34


Expected prior knowledge EPA1113 Principles of Policy Analysis; EPA2142 Policy and Strategy Models

Summary In this course students learn how to deal with complex problems in multi-actor environments. They learn about the role of policyanalysts in such politicized situations; about analytical methods, policy styles and the role of information in policy processes.

Course Contents This course focuses on problems that are positioned in a complex multi-actor environment. Students learn how to characterizeand analyze such situations. They learn about the role of policy analysts in such politicized situations; about policy styles and therole of information in policy processes. In the course we deal with the following themes:-The institutional and psychological context of decision making-Policy making as a power game-Being a consultant operating in a multi-actor context-The role of information in multi-actor policy making

Study Goals After completing the module the student will1)Be able to make a stakeholder analysis and an actor-network analysis2)Be capable of making a structured problem analysis for complex multi -actor situations3)Be able to formulate research objectives and research questions4)Know basic theories and concepts on monocentric and pluricentric decision-making models5)Understand the impact of strategic behavior in policy processes6)Know the different styles of policy analysis, recognize the content and process demands and know which mode of dealing withthese demands is most appropriate.7)Recognize the psychological processes in communication and how this relates to the institutional characteristics of policymaking

Education Method Interactive weekly lectures, accompanied by a number of intensive half-day workshops for exercises, games and a simulation.Active participation in the game and simulation workshops is required.


3)Riet (2003) Policy Analysis in Multi-Actor Policy Settings Esp. Ch 2 (electronic version will be made available)4)Readings (will be put on Blackboard)5)Readings and materials related to games and simulations (will be put on Blackboard)

Books 1)Enserink et al. (2010) Policy Analysis of Multi-Actor Systems . Lemma, The Hague. Esp Ch 1,2,4,72)Plous (1993) The psychology of judgment and decision-making, McGraw-Hill, Esp Ch 1-4, 6, 15, 17-21

Assessment Written exam

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EPA1132 Technology Development and Impact Assessment 5Module Manager Dr. W. Ravesteijn

Instructor J.J. Bouma

Instructor Dr.ir. H.M. Jagtman

Instructor Dr.ir. B. Taebi

Instructor Dr. J.A. Annema


0/0/0/2

Education Period 4

Start Education 4

Exam Period 45


Required for EPA master

Course Contents The course gives knowledge of and insight into(1)technology development from a societal perspective,(2)a wide range of impact assessment procedures and methods to assess and regulate the potential impact of technologicalprojects, programmes and technology policies, and(3)ethical theories and tools to judge and manage social consequences of these initiatives.

Ad (1) To overcome one-sided Technology Push and Market Pull approaches of technological innovation, a (quasi-)evolutionarymodel of technological variation and social selection will be presented. Relevant concepts are socio-technical system(technology plus actors involved) and technological regime (rule-set). Consequently, a simple Technology Assessment step-by-step plan will be introduced as a base for the methods and techniques of Impact Assessment and as a base for a comprehensiveethical evaluation.

Ad (2) New technology-related plans, programmes and policies have all kinds of effects, including second order effects, whichshould be assessed and managed in accordance with social aims and expectations. Hereto the course presents four different formsand applications of impact assessment:- Environmental Impact Assessment- Social Impact Assessment- Social Cost Benefit Analysis- Risk Analysis.

Ad (3) Ethical theories and tools will be presented to analyse and balance new technologies and the range of effects that could beexpected on the basis of the series of impact assessments. This leads to an ethical-strategic perspective for action and transition(Strategic Impact Assessment).

Study Goals After taking the module the student will know:- Several theoretical viewpoints concerning the interrelationship and dynamics of technology and society, resulting in a view ofco-evolution and co-construction of technology- The conceptual difference between goals and effects and between scoping and screening- A step-by-step plan on the basis of which a series of impact assessments and associated ethical evaluations can be carried out- The existence, application, requirements and structure of a number of impact assessment methods, esp.:Environmental Impact AssessmentSocial Impact AssessmentSocial Cost Benefit AnalysisRisk Analysis- How to match the demands of a specific policy context with the appropriate modifications of an assessment technique- Ethical theories and tools for reflecting on the gathered Impact Assessment data- Understanding the (ethical) assumptionsunderlying the above methods and their inherent limitations- How to draw conclusions on the basis of the ethical analysis in terms of Strategic Impact Assessment

After taking the module the student will be able to:- Identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms of socio-technical systems and technological regimes- Delineate system and context as well as goals and effects- Determine which impact assessment method(s) is/are required in a given situation and (ethically) reflect on the chosen impactassessment(s)- Design a global organizational set-up of an impact assessment study and justify the scope and delineation of the chosenapproach- Assess the quality of existing impact studies and reports- Formulate ethical criteria that could help in comparing different technologies (for instance nuclear power plants andhydropower dams)- Apply the assessment techniques to interpret policy principles (such as the Precautionary Principle)

Education Method Lectures and guest lectures by practitioners and experts in the field, group work as well as presentation, defense and debate arethe educational methods to be used. A critical evaluation of passed projects on the basis of existing impact studies will be made.The focus is on big dam and nuclear power plant projects. In case of sufficient interest and an interesting possibility, anexcursion will be organized.


- A series of basic texts- Additional literature- Study materials, esp. existing impact studiesNB As far as possible, texts will be made available on Blackboard.

Assessment Students are assessed on the basis of an individual exam during which a short essay should be written.

Enrolment / Application Blackboard

Targetgroup This course is required for EPA students; other master students are welcomed to follow the course as an elective.

Extra Skills Trained Students are also trained in the skills of presenting, debating and writing.

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EPA1222 Economics and Regulation 5Module Manager Dr. S.T.H. Storm


0/6/0/0

Education Period 2

Start Education 2

Exam Period 23


Expected prior knowledge None.

Summary Economics is about how we work, what we produce, how we interact, cooperate and compete, and how we distribute andultimately use what we have produced. Because the economy is too important to be left to the economists, this course providesan introduction to economics that explains how a market economy works, why it sometimes does not work as well as we wouldlike, how its performance can be improved by regulation and policy, and how over time it changes and develops. The coursedoes not assume that the student has any prior knowledge of economics. The course has two parts: (1) microeconomics, whichcovers the standard topics of supply and demand, forms of market competition, imperfect competition, efficiency, labour marketsand technological progress by firms; and (2) macroeconomics, which examines aggregate demand, growth, welfare, inflation,unemployment, structural change and globalization. In both parts, special attention is given to (economic factors explaining) theextraordinary technological dynamism and productivity growth of market economies and to governments role in improvingmicro- and macroeconomic performance.Microeconomics (2,5 ECTS) focuses on markets, and takes both the firm as the government as principal actors. How are firms'attempts to realize their objectives (in terms of profits, sales or market shares) influenced by demand, technology and marketstructure? How can public regulation improve market performance which falls below norms considered acceptable? We identifyimportant market failures, due to which markets under-perform, and specifically investigate firm behaviour in (realistic)oligopolistic markets.Macroeconomics (2,5 ECTS) deals with the workings of the economy as a whole, why the market system often underperforms,and how macroeconomic performance can be improved by fiscal and/or monetary policy. Attention will be given to conflictsbetween achieving different goals of macroeconomic policy at the same time, and to the ways in which globalization affects thecapacity of governments to regulate their economies. The origin and consequences of the current economic crisis will beanalyzed as well as ways to get the world economy out of recession. Special attention will be given to the rapid economicdevelopment of a small group of emerging economies (e.g. China): how did these economies manage to catch-up with the richcountries? The answer to this question holds major lessons for public policy in economic development.

Course Contents Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly;market failures; externalities; public goods; regulation; efficiency; welfare; production; profit maximization; choice of technique;technological progress; labour markets; employment; worker-management relations.

Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesianeconomics; unemployment; fiscal policy; monetary policy; crowding out; stabilization policies; labour market regulation; tradepolicy; globalization; economic and financial crisis; economic development; the Asian growth model; technology policy; foreigndirect investment; financial markets.

Study Goals At the end of this course, students will be able to:

1.analyze firm behavior in markets of perfect competition, monopoly, and oligopoly as well as the impact of firm behavior oneconomic welfare.2.identify and appraise the rationale, scope and limits of public market regulation (in situations of "imperfect markets" and/or"market failures").3.derive the impact of regulation on the static efficiency and dynamic efficiency of markets.4.analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivityand competitiveness.5.appraise the structural factors underlying the current economic crisis as well as identify policies to get out of the recession.6.assess and generalize why some economies (in Asia) have been growing very rapidly whereas most developing countries havecontinued to lag behind.

Education Method Lectures. Students are expected to prepare for each class by reading the indicated literature and - at three occasions - bypreparing assignments. The total study load is 140 hours. The study load consists of 5 hours per lecture and 5 hours perassignment; preparation for the exam will take about 25 hours.

Literature and StudyMaterials S. Himmelweit, R. Simonetti and A. Trigg (2001), Microeconomics. Neoclassical and Institutionalist Perspectives on Economic

Behaviour, Cengage (indicated chapters).A selection of articles/papers/reports on macroeconomic policy, the economic crisis, globalization, and the emerging economies(China, India, Brazil). These papers will be made available on blackboard.All sheets/slides (available under course documents in blackboard)

Books See under literature.

Assessment The assessment includes: (1) an open-question, closed-book examination; and (2) three assignments in which students have toanswer open (essay) questions and solve analytical economic problems. The final grade is the weighted average of the examgrade (75%) and the average assignment grade (25%).

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EPA1233 Economics of Infrastructures 5Module Manager Prof.dr. R.W. Kunneke


0/0/3/0

Education Period 3

Start Education 3

Exam Period 34


Summary The allocation of infrastructure goods and services is often associated with different kinds of market failures, makinggovernmental intervention often necessary. Traditionally there were only very little opportunities to introduce the marketmechanism in infrastructure sectors like transport, telecom or energy. However, as a consequence of technological developmentsand innovative means of economic organization, a broad development of liberalization of different kinds of infrastructuresevolved. The economic consequences will be addressed, both with respect to the industrial organization and the changing publicmanagement. An interdisciplinary approach is necessary to cope with the complex technical, political and economicaldimensions of infrastructures.

Course Contents From several economic theories insights will be provided into the economic characteristics of infrastructures. Please seeblackboard for an extensive overview of the separate lectures.

Study Goals Introduction into economic theories providing insights into various aspects of the economic allocation, sectorial organization andpublic management of different infrastructures including transport, ICT and energy.

Education Method Lectures


Reader

Assessment Written examination

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EPA1313 Statistical modelling 5Module Manager Dr.ir. P.W. Heijnen


x/x/0/0

Education Period 12

Start Education 1

Exam Period 23


Expected prior knowledge The following foreknowledge is essential to understand the course.1.Starting a research projecta.Formulating research objectives and questionsb.Research population and samplec.Data gatheringd.Measurement levels of variables2.Descriptive statisticsa.Measures of central tendencyb.Measures for variabilityc.Statistical plots3.Theory of probabilitya.Experiments and probabilityb.Discrete and continuous variablesInformation about these topics can be found in a pdf-file on BlackBoard. If you did not follow a statistics course before, you arestrongly advised to thoroughly study the theory in this file.

Summary Statistical methods and techniques are central in the course.

Course Contents The following questions will be answered during the course:- How can you estimate values of parameters of a research population using sample data- Is there a significant statistical relation between two variables or not?- How can you test for such a relation using the Chi-square test, the Student t-test, ANOVA or a correlation coefficient.- Which conditions should be satisfied before you reliably can use these tests?- Which alternative tests can you use, if conditions are not satisfied?- How can you model a statistical relation between one dependent and several independent variables using multiple regressionanalysis?- Which conditions should be satisfied before you reliably can use the resulting regression model?- What remedies can you use when these conditions are not satisfied?

Study Goals At the end of the course, students will be able

- To assess large amounts of data on representativeness and quality- To express the characteristics of the data using indicators and graphs- To calculate probabilities for events using theoretical probability distributions- To estimate population parameters and confidence intervals from sample data- To choose the right statistical method to test the relation between two variables and to execute these methods correctly- To estimate a multiple regression model for the relation between one dependent variable and several independent variables- To check whether or not the conditions for a regression analysis are satisfied and to validate the model- To perform independently all the steps of solving a given problem using the appropriate statistical analyses and to present theresults in a well written report- To perform these tasks using the statistical software tool PASW- To interpret the results of PASW

Education Method In the first 10 weeks there is- A two-hour lecture in which the theory is discussed- A two-hour working class in the computer room

During the working class, students- work autonomously on an assignment assisted by the teacher or teaching assistent- work with PASW

In the last weeks students will work in groups on a given problem. Part of the project is to perform a multiple regression analysison a given data set and to write a report about the analyses and the results. Every week they will have a 20 minutes discussionwith their groups supervisor.

Computer Use PASW

Course Relations This course is expected prior knowledge for EPA1331 Discrete Modelling


Reader EPAXXX: Statistical modellingAssignments and presentations (on BlackBoard)SPSS Survival Manual: A step by step guide to data analysis using SPSS - Julie PallantOpen University Press, Maidenhead Philadelphia (available at Curius)

(Or for Dutch students:Basishandboek SPSS: Alphons de Vocht, Bijleveld Press, Utrecht (available at Curius)

PASW software (available in the coReader EPAXXX: Statistical modelling

Reader EPA1313 Statistical Modelling

Assessment Written exam.Students need to have a sufficient grade on their group report of the project in period 2, before they are allowed to take part inthe exam.The written exam consists of several open questions in which students have to discuss and explain topics and have to evaluatePASW output tables. Several old exams and their answers are available on BlackBoard.

Exam Hours 3

Permitted Materials duringTests

Formula pages (handed out during the exam) and calculator

Enrolment / Application Via BlackBoard

Special Information Transition arrangements for students from earlier cohorts:Students from earlier cohorts who did not pass the exam of EPA1312 can follow the relevant first part of this course and (afterconsultation with the module manager) make the relevant part of the written exam.

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Students from earlier cohorts who did not pass the exam of EPA1340 can follow the relevant second part of this course and (afterconsultation with the module manager) make an adapted version of the written exam. They should study individually the part ofthe reader EPA1340 about factor analysis.

Targetgroup First year EPA students

Extra Skills Trained Using PASW (previously called SPSS)

EPA1322 Continuous Systems Modelling 5Module Manager Dr. E. Pruyt


x/x/0/0

Education Period 12

Start Education 1

Exam Period 12


Expected prior knowledge No formal prerequistes, but the course builds on basic knowledge of differential equations (first and second order lineardifferential equations).

Summary This module introduces the System Dynamics method for modelling dynamic systems. The theory is discussed according to themodelling cycle: conceptualisation, specification, validation and use of System Dynamics models. The module consists of atheoretical/practice part and a part in which students have to carry out a modelling project.

Course Contents 1. System Dynamics modelling theory/exercisesThis part consists of a lecture series on System Dynamics and of exercises in setting up continuous System Dynamics models,simulating them using computer software, and analysing the simulation results.

2. System Dynamics modelling projectThe theory of continuous modelling is applied to a case. On the basis of a case topic, students work in pairs to make a model, useit for an analysis of the problem situation and report on the results.

The course also includes instruction on report writing.

Study Goals Upon completion of the course the student:

knows the role of System Dynamics within the process of problem solving;can apply the System Dynamics method;can analyse the behaviour of simple linear continuous dynamic models;can represent continous models in Vensim (and/or Powersim);can use the models to carry out an analysis and report on thiscan formulate a project plan for a new System Dynamics study

Education Method Lectures, computer labs and project.

Computer Use Vensim and/or powersim.

Reader Lecture notes EPA1322: System Dynamics

Exercises Book EPA1322 System Dynamics

Project case assignment (will be handed out in class)

Additional lecture notes on blackboard

Assessment For the theory/exercises part, there is a mid-term examination half-way though the semester and a retake at the end of thesemester. Students have to obtain at least a 6.0 for the examination or retake of the theory/exercises part.The final grade is the average of the mid-term exam and the mark for the project. The project has to be graded with at least a 6.0in order to pass the course.

The mid-term and retake exam consist of a large modelling question (to be solved on the computer in exam mode) and 15 to 20multiple choice questions.The project is graded on overall performance.


None: closed book and exam mode


Remarks Most exercises/cases dealt with in this course related to Sustainable Development issues.

This course is integrated with the report writing course. Students have to pass report writing to receive a mark for epa1322.

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EPA1332 Discrete Systems Modelling 5Module Manager Dr. J. Barjis

Module Manager Dr. M.D. Seck

Instructor Dr. M.D. Seck


0/0/6/6

Education Period 34

Start Education 3

Exam Period 34


Required for Simulation Masterclass (SPM9322)

Course Contents The course covers the following elements:- theory of discrete event systems- Probability distributions and statistical tests- Queuing Systems- Conceptual modeling- Model Specification- Verification and validation- Experimental design- Introduction to the Arena Software

Study Goals The goal is to understand the theory of discrete modeling and simulation and its application to practical situations in domainssuch as manufacturing and infrastructures.

Education Method The theory of discrete event modeling is though in a series of lectures.The simulation software is studied through an e-learning portal and weekly practical lab sessions.A large part of the contents is learned in during the project with the help of coaches.

Computer Use The Arena program is installed in the computer rooms in the faculty. Students will obtain licenses for their own laptops.

Reader A reader is available

Assessment The assessment is two fold.The first part is based on a three hour test in the computer room to solve a problem using a discrete event simulation software.The second part of the assessment is based on a group project where a real life case is tackled by a team of students.

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EPA1412 Project Management 5Module Manager Dr. J.L.M. Vrancken

Instructor Prof.dr.ir. A. Verbraeck


0/0/5/2

Education Period 34

Start Education 3

Exam Period 45


Course Contents 1. Kickoff: Introduction to Project ManagementWhy do complex engineering projects fail so often? What does Project Management contribute to project success and whatdoesn't it.

2. Project Life Cycle, Project Phases / Project PlanningHow are projects structured? A. Conception, B. Definition, C. Execution, contracting, implementation, D. Operation

3. Project Scope and TimeSetting the project boundaries, Work Breakdown Structure (WBS)Planning & scheduling, network scheduling, critical path method (CPM), Program Evaluation and Review Technique (PERT),resource constraints

4. Project Cost and QualityEstimating, project cost accounting, scheduling and forecasting for costs;QM, QC, TQM, six sigma, other techniques.

5. Project Organization; Teams and CoordinationDifferent possibilities: pure project organization, matrix organization, project office. Responsibilities within projects.

6. Project Management Tools; MS-ProjectProject CONTROL and SUPPORT - PMIS (Project support software, MS-Project, Primavera, PertMaster), evaluation, reporting,contract closing. Earned Value Analysis (EVA).

7. Qualitative Project RiskSpecial attention to RISK in relation to the project promises on scope, quality, time and cost. Ways to identify, classify, and dealwith risks in projects, RAM.

8. Workshop based on Mars videoRisk analysis workshop.

9. Quantitative Project Risk; PertMaster demonstrationPoint estimates versus range estimates, effect of uncertainty, risk register, relationship with time, cost, NPV.

10. International ProjectsCommunication in international projects. Characteristics of an international project manager.

11. Contracting and ProcurementContracting strategies, remuneration schemes for projects. Lump Sum versus reimbursable contracts. Relationship with risk.

12. Systems Engineering and Project ManagementEngineering projects. Different strategies for structuring the project. V-model, Spiral model, Waterfall model. High-qualityprojects. SEMP.

13. Project Management and Policy AnalysisSocietal projects. Actors and Interests. Decision making in a societal context.

14. Project Management of Infrastructure ProjectsCase Studies of Road User Charging, the Betuwe Rail Line, the Dutch High Speed Line, the Public Transport Smart Card.

15. Successful and failed projects; indicators of successDiscussion of case studies of successful and failed projects. Analysis of reason for success and failure. Complexity in projects.TOE framework.

16. Summary and wrap-up; old exams

Study Goals The course aims at providing knowledge and skills for successfully carrying out projects in engineering and business. Many ofthe subjects covered in the course are applicable both for small projects (e.g. the thesis project) and for larger, capital intensive,industrial and societal projects.

Education Method 2 hours per week lecture2 hours per week in workshop form4 hours per week self-study and assignmentsaround 20 hours preparation for exam3 hours exam


To be specified later.

Assessment Written exam, partly MC-questions,partly essay questions on the basis of a 2-page case study.


All paper documentation.

Enrolment / Application Via Blackboard

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EPA1423 Decision making in networks 5Module Manager Dr.ir. B. Broekhans


0/0/0/x

Education Period 4

Start Education 4

Exam Period 45


Course Contents This course will go into detail on the subject of decision making in and between organisations. We will introduce you to networkapproaches. Network approaches are a response to models in which decision making is seen as a more or less rational andsequential process from problem identification to evaluation and feedback. The course will introduce you to models that describehow decisions in practice are frequently made, i.e. what managers and other decision-makers really do. These models and theirlimitations will be discussed. In network approaches, every organization has its own interests, aims, and means to influencedecision making processes. Moreover, they depend on each other for the realization of their aims and for this reason maintainongoing relations with each other. Decision makers make use of these relations in several ways.In the course strategies will be presented, which allow decision-makers to deal with ambiguity and uncertainty in decision-making processes. At the end of the course you will have a better understanding of how decisions in and between organizationsare made.At the end of this course you will be able to answer the following questions: What is decision making? What are the empiricaland conceptual problems with a rational decision making process? What are the differences between decision making inorganizations and between organizations?

Study Goals At the end of EPA 1423 course students will be able to:

1. Analyze decision making processes in and between organisations, and contrast the characteristics of networks with thecharacteristics of hierarchies.2. Evaluate decision-making processes in networks.3. Design strategies for decision-making processes in networks.

Education Method This course will primarily consist of (interactive) lectures, case studies and groupwork (assignment, presentations, paper).

Part of your grade is determined by a large and complex case study, called the Sustainable Building case. In light of the casestudy, students have to work in groups and give presentations.

In the Sustainable Building case you will be tested primarily on objectives 2 and 3. The goal is to assess your ability to a)evaluate decision-making processes in networks and organizations and b) design strategies for decision-making processes innetworks and organizations. The main difference with the written exam is that in the case you need to demonstrate your skills ina real-world problem. It is a test of your actual ability to evaluate decision-making processes and to design strategies for a real-world problem.


- Hans de Bruijn and Ernst ten Heuvelhof (2008) Management in Networks- Supplementary materials will be handed out in the lectures and/or made available on Blackboard such as required readingsabout Decision Making.

Assessment The final grade:- 65% * grade for the written examination- 35% * grade for the presentations and the paper for the Sustainable Building Case

The written exam will focus on theory and its applications. You must pass the exam in order to pass the course. This means thatstudents need to score a grade of 6.0 or higher.

Enrolment / Application Written examination, presentations and groupwork. Attending the presentations is compulsory.

Enroll in Blackboard ultimately a week before the lectures start. Groups will be divided, based on enrollment.

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EPA1432 Cross-Cultural Management 5Module Manager H.J.G. Warmelink


4/0/0/0

Education Period 1

Start Education 1

Exam Period 12


Course Contents Students will learn to understand how cultural differences between people from different regions in the world impact on theirorganisational and problem-solving behaviour

Study Goals At the end of the course, the students should be able to:

Describe the basic features of globalization List the main cultural dimensions in social and organizational behavior and attitudes Explain social and organization phenomena and events in terms of cross-national cultural distinctions, where relevant Predict the relevant dos and donts in different cultural contexts Explain the pros and cons of various cultural attitudes in terms of effective problem-solving Demonstrate in real-life contexts what an appropriate attitude is for effective intercultural communication Identify criteria which make policy transplants from other countries (un)successful in different institutional contexts Show how policy transplants can be implemented successfully at home

Education Method Lectures, workgroups, assignments, role-play and debates


1. Hofstede, Geert and Gert-Jan Hofstede (2005): Cultures and Organizations; Software of the Mind, Mc Graw Hill, New York.

2. Steers, Richard M, Carlos J. Sancheze-Runde and Luciara Nardon (2010): Management across cultures; Challenges andstrategies, Cambridge University Press.

3. Readings with additional literature and materials for role plays and workgroups.

Assessment Written exam and presentation plus short essay.

EPA2142 Policy and Strategy Models 5Module Manager S. Cunningham


1st 0/x/0/0 en 2nd 6/0/0/0

Education Period 12

Start Education 12

Exam Period 123


Summary The course is a survey of models for analyzing and supporting design and decision-making in multi-actor settings.

Course Contents There are three sessions a week: formal lectures, group presentation and discussion, and computer laboratories.

Study Goals Participants will learn to recognize the difference between games and decisions, and will identify their occurrence in publicpolicy.Participants will be able to apply a principled technique for resolving dilemmas through the appropriate selection of policies.Participants will learn to formulate, design and communicate games and decisions.Participants will learn to logically analyze games and decisions.

Education Method Lectures and workshops


Game Theory and Strategy, Straffin

Prerequisites EPA 1111 or equivalent.

Assessment Quiz or Final


Targetgroup Masters students. Required for EPA students.

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Skills 1st year EPA 2011

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EPA7010 Oral Presentation 0Module Manager Drs. B.M.D. van der Laaken


X/0/0/0

Education Period 1

Start Education 1

Exam Period 12


Required for Students who take Epa1112

Course Contents In job advertisements for engineers applicants are always required to possess excellent communication skills. This means amongother things that they should be able to present their designs and research results fluently, for example during meetings withclients or with managers in their own company. A good presentation does not only require thorough preparation of content, butalso good style. It takes quite a bit of skill to come across understandable for any particular audience and to stay in control of thesituation. For this purpose Epa7010 Oral Presentation offers students the possibility to gain experience in giving presentationsunder professional guidance in a small group.

This course is integrated with Epa1112, Principles of Policy Analysis. This means that the subjects of the presentations will betaken from that course.

Study Goals At the end of the course students will be able to:â¢Speak in public clearly and attractively without making beginner's errors;â¢Present complex Epa material clearly, geared to both expert and non-expert audiences;â¢Create clearly structured presentations;â¢Make helpful PowerPoint slides;â¢Deal with questions and reactions from the audience;â¢Evaluate their own and other people's presentations;â¢Show insight into theory and practice of speaking in public.

Education Method The first meeting will be used to discuss how to prepare a presentation. The second, third and fourth meeting will be dedicated topractising presentation skills. Students will be asked to prepare short presentations for this purpose, focusing on individualpresentation skills. For the fifth, sixth and seventh meeting students will be asked to give an eight-minute presentation. Topicswill be taken from Epa1112. These presentations will be evaluated by a panel of students and the teacher. All presentations willbe recorded. This will offer participants the possibility to evaluate their own presentations.Attendance is compulsory; no more than one lesson may be missed.

Assessment The final mark will be based on participation, progress and the quality of the final presentation.

EPA7020 Technical Writing 0Module Manager Drs. B.M.D. van der Laaken


0/X/0/0

Education Period 2

Start Education 23

Exam Period 23


Required for Students taking Epa1321

Course Contents This course is integrated with Epa1321, Continuous Systems Modeling. This means that the writing assignments of both coursescorrespond.Where Epa 1321 focuses more on the content of the report and the quality of the results, Technical Writing focuses on both thequality of the text, the argumentation and on the writing process itself. In the end of course this means that the requirements thateach course sets for the reports are the same. The following subjects will be dealt with:- identifying your readers, their expectations and your writing goals- making reports accessible for people with little time to read- writing process- style- argumentation, referencing- structuring texts on several levels

Study Goals At the end of the course, students should- Know who reads their reports, why, and how- Know what this means for the requirements the report should meet- Be able to structure a report into accessible main and minor sections- Know how to support their arguments for several target groups- Be able to make correct bibliographical references, using EndNote- Be able to write in a concise, business-like style- Know what steps to take when writing reports, from first notes to final draft

Education Method Six lessons will be used for instruction, feedback and practice. Students will be required to hand in several assignments whilethey are working on the report. Every week, subgroups will present the result of a literature search and its practical implicationsfor the task at hand.No more than one lesson may be missed.

Assessment Students will receive a final mark if and when their attendance has been sufficient and all assignments have been completedsatisfactorily. The final mark will be based on the quality of the final report.

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2nd year EPA 2011

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EPA2122 Politics of policy analysis 4Module Manager G. Bekebrede


4/0/0/0

Education Period 1

Start Education 1

Exam Period 12


Expected prior knowledge 1st Year EPA or demonstrable basic knowledge of policy analysis and policy processes

Course Contents The course is about the role of information in policy making processes. This course aims to familiarize students with the socio-political context in which the practice of policy analysis occurs. Different actors have not only different interests, but alsodifferent problems perceptions (assumptions, perspectives and frames for understanding problems). As a consequence, they canpropose totally different solutions. The course will deal with the following themes:- The institutional and psychological context within which policy-making takes place- Policy-making as a power game- The role of information and analysis in multi-actor policy-making- How to tailor information and analysis to the needs of multi-actor policy-making processes

Study Goals At the end of the course students should be able to:1. Recognize the psychological processes and the institutional characteristics and the way they affect policy making2. Understand the impact of strategic behaviour in policy process3. Recognize the contents and process demands the policy analysts face in their work and understand the different roles policyanalysts can play4. Demonstrate in what context which mode of dealing with these demands is most appropriate.

Education Method Interactive lectures, exercises, and games


1.Scott Plous (1993) The psychology of judgment and decision-making, MC Graw-Hill.2.Odette Van de Riet (2003): Policy Analysis in Multi-Actor Settings; Navigating between Negotiated Nonsense andSuperfluous Knowledge, Eburon publishers, Delft.3.Readings (will be put on Blackboard).4.Readings and materials related to the game (will be put on Blackboard).

Assessment Written Exam

Special Information This is the last opportunity to follow this course.It is possible to receive a bonus point for the exam by actively participating in working classes and doing assignments. Detailsabout the requirements will be put on blackboard.

EPA2142 Policy and Strategy Models 5Module Manager S. Cunningham


1st 0/x/0/0 en 2nd 6/0/0/0

Education Period 12

Start Education 12

Exam Period 123


Summary The course is a survey of models for analyzing and supporting design and decision-making in multi-actor settings.

Course Contents There are three sessions a week: formal lectures, group presentation and discussion, and computer laboratories.

Study Goals Participants will learn to recognize the difference between games and decisions, and will identify their occurrence in publicpolicy.Participants will be able to apply a principled technique for resolving dilemmas through the appropriate selection of policies.Participants will learn to formulate, design and communicate games and decisions.Participants will learn to logically analyze games and decisions.

Education Method Lectures and workshops


Game Theory and Strategy, Straffin

Prerequisites EPA 1111 or equivalent.

Assessment Quiz or Final


Targetgroup Masters students. Required for EPA students.

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EPA2211 Economics of Innovation 4Module Manager S. Cunningham


4/0/0/0

Education Period 1

Start Education 1

Exam Period 12


Course Contents Since the Industrial Revolution national economies have been driven by innovation and technological change. The resultingeconomic growth led to substantial changes in the economic and social life of modern societies. In the last thirty years theprocesses underlying innovation, technological change ï¿½ and hence the role of the engineer ï¿½ as well as resulting economicgrowth has become centre-stage in discussions of academics, managers and policy makers.

We start the course Economics of Innovation by giving an overview of the content and central concepts as well as of theorganization of the course (Lecture 0). Then we turn to the empirical measurement of knowledge, innovation and technologicalchange (Lecture 1). As knowledge and knowledge spillovers co-evolve with innovation and lead to technological change andeconomic growth we analyse them in detail (Lecture 2). Based on these insights, we discuss how innovative agents andknowledge infrastructure shape and drive innovation systems on the industry level (Lecture 3) as well as on the regional level(Lecture 4). We investigate the university-industry-government linkages (Lecture 5) and finally turn to question of whether andhow policies contribute to innovation, technological change, and economic growth in a global environment (Lecture 6.).

Study Goals After finishing the course successfully the students will be able tooanalyse the processes underlying the creation and dissemination of knowledge and innovation, which co-evolve withtechnological change and economic growthoanalyse and report on the economic aspects of innovation and technology policies as well as to advice policy makersoadvice globally operating firms on appropriate management of innovation and knowledge

Education Method The course combines lectures with individual and groups exercises, in which the knowledge obtained will be applied to specificcases.


The relevant research papers for each lecture can be downloaded via links that will be available on Blackboard well in advance.

Prerequisites standard microeconomics course at the intermediate level like in EPA1221 or MoT1420

Assessment The examination consists of two partsA.an exam (70%)B.contributions to the exercises (30 %).Each part must receive 6.0 or higher.

Remarks Students have the possibility to take a resit even if they pass the regular exam. If they choose to do so the last mark, i.e. the oneof the re-sit, counts.

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EPA2240 Technology dynamics 4Module Manager Dr. W. Ravesteijn


0/4/0/0

Education Period 2

Start Education 2

Exam Period 23


Course Contents At the heart of this module lies a model of technology development from a social perspective, which will be applied to socio-technical problems resulting from present-day 'risk society'. The basic idea is technological innovation as a (quasi-)evolutionaryprocess of variation and selection. More specifically: variation in the form of technological alternatives and selection throughactors. Helpful tools of analysis are the concepts 'socio-technical system' (technology plus actors involved) and 'technologicalregime' (rule-set). The model prescribes an interdisciplinary approach of socio-technical problem-solving in which technologicalalternatives are judged from both social actor perceptions and expert views as to safety, sustainability and ethics.

Study Goals After following the course the student is ...

1. ... able to identify and redefine problems in which developments of technology and society are intertwined, i.e. in terms ofsocio-technical systems and technological regimes.2. ... able to analyze those problems in terms of critical technological issues.3. ... able to identify technological alternatives, considering the perspectives of all parties involved, including relevant socialactorsï¿½ views and safety, ethics and sustainability perspectives.4. ... able to devise integrated options for socio-technical solutions on the basis of at least two technological alternatives,acceptable for all parties involved, both actors and experts.5. ... able to evaluate the adequacy of the proposed options, in view of the original problem, and of possible new problemscreated in the process.

Education Method Lectures, group work, feedback sessions and project presentations are the educational methods to be used. Expert sessions, givenby the course manager or co-teachers, inform the students about the topics of the course. Students get the assignment to tackle aspecific socio-technical problem within a project group, combining the usual TPM competencies with the broad reflectiveframework of technology dynamics. The focus is on water problems and students can make a choice out of these problemsdescribed in 'project letters'.


1. Source book Technology and Society2. Project letters

N.B. Students are expected to collect additional literature sources and - if necessary - to consult experts.

Assessment Students are assessed on the basis of1. their final project reports and2. the presentations of these reports.

Each group produces one report; each student sees to a part of the final presentation.Reports are assessed collectively (if necessary, the course manager can differentiate individual scores); presentations areassessed individually.

Criteria for the (group) report are:- (clear) specification and delineation of a socio-technical problem- (complete) application of the theoretical model in analyzing the problem and working out (two) alternative solutions- originality of the chosen solutions- use of the various perspectives- quantity and quality of the used sources- integration of the various perspectives in the solutions considered- weighing the pros and cons of the solutions, in view of the original problem and including the creation of new problems- quality of the final solution choice

Criteria for the (individual) presentations:- clearness and comprehensiveness- dealing with questions and defense of positions

The marks under 1. and 2. are determined by the course manager in consultation with the co-teachers, in which the co-teachersespecially consider the way their topic has been dealt with.

Final marks are the average of the group essay mark and the individual presentation mark.

Targetgroup Students are welcomed to follow the course, which is required for EPA students, as an elective.The course fits in with a study programme focused on technology development from a societal perspective and the possibilitiesand conditions for steering and management of technology development, e.g. MOT.

Extra Skills Trained Students are also trained in the skills of debating, data gathering, presenting and writing.

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EPA2910 Engineering and policy analysis integration project 6Module Manager Dr.ir. G.L. Kolfschoten


0/6/0/0

Education Period 2

Start Education 2

Exam Period 23


Course Contents In this project you will select and use a set of techniques and methods from the EPA curriculum. You will work on a real casestudy. The course will help you to understand the relations between the different EPA methods and the EPA policy analysiscycle.

Study Goals Learn to appropriately choose methods from the EPA curriculumLearn to connect EPA methods to the EPA policy analysis cycleLearn to professionally report to a problem owner, in presentation and writingLearn to integrate the four pillars of the EPA curriculumLearn to approach a problem from multiple perspectives

aquire advanced collaboration skills

Education Method The course will be a case study project. You will work in small groups to analyse problems in a policy making project fromdifferent perspectives.

There will be a few lectures to clarify the project and introduce the case, and you will get feedback from various EPA professors.

Assessment The group report and presentation will be the basis for the asessment

EPA2932 Preperation master thesis 4Module Manager Dr.ir. B. Enserink


0/4/0/0

Education Period 2

Start Education 2

Exam Period 23


Summary This course prepares you to start your thesis project; the intended output is a concrete master thesis research proposal.

Course Contents Preparation master thesis prepares students for their thesis project. It will help students to write a thesis proposal, to formulateresearch questions and organise their research project. Additional attention will be devoted to acquiring practical skills likeliterature search, literature review, writing a research proposal, writing and reviewing an academic paper. Short training sessions(advanced literature search and interview techniques)are part of the programme.

Study Goals After concluding this course students will be able to:* write their master thesis proposal* write a scientific paperIn order to reach these main objectives, after the course students are:* skilled in literature research* can critically read and review scientific articles critically and constructively* can write a scientific text* can formulate research(able)questions* can draft a do-able research plan including a conscious and justifiable choice of research methods and an accompanying timeschedule

Education Method During this course intensive meetings and workshops will be organised; attendance and active participation will be required.Peer review is an important learning activity in this course.


Except for the book Verschuuren and Doorewaard (1999) most of the materials will be available on blackboard and handed outduring meetings.

Books Required: Piet Verschuren and Hans Doorewaard, 1999. Designing a Research Project. Lemma, Utrecht isbn 90-5189-383-3.

Assessment All assignments need to be fulfilled and the research proposal will be graded

Remarks This is the last time this course will be scheduled; next year it will be replaced by a 6 ects varaiant.

Targetgroup 2nd year EPA students

Extra Skills Trained At the course start there will be an extra training for using search engines for tracing relevant scientific articles in scientificdatabases. During the course there will be a training in interview techniques.

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EPA2942 Master thesis EPA 30Module Manager Drs. J. Ubacht

Exam Coordinator Dr. M.E. Warnier

Exam Coordinator Dr.ir. Z. Lukszo

Exam Coordinator Dr.ir. M.P.M. Ruijgh-van der Ploeg

Exam Coordinator Dr. J.A. Annema

Exam Coordinator Ir. H.W. de Wolff

Exam Coordinator Dr. M.L.P. Groenleer

Exam Coordinator Dr. L.M. Kamp


n.a.

Education Period 34

Start Education 3

Exam Period none


Expected prior knowledge All previous courses in the EPA programme and electives relevant to the chosen subject.

Course Contents The Master's Thesis Project takes place at the end of the second year and covers a period of approximately half a year. Studentshave to carry out an individual project to round off the EPA program. The subject for the project may be chosen in respect to, orindependent from, a specific area of technology and possible elective profile, though students are stimulated to find someconnectivity in their choices.

Within this project, students must demonstrate their capacity for academic analysis, synthesis, design, reflection and writtencommunication on a particular issue in the field of engineering and policy analysis.

The student can start the Master's Thesis Project after at least two members of the thesis committee have approved the (draft)project proposal and the student has filled out the application form MTP (MSc EPA). This form can be downloaded from theTPM Graduation webpages.

The student starts with an orientation phase that will lead to a detailed Master Thesis Project Proposal. After 3 and before 5weeks of orientation the student presents this Thesis Project Proposal to his/her graduation committee during a kick-off meeting .The Master Thesis Project Proposal should give information on the goal of the project, the main research/design question, a setof derived sub questions/goals that give meaning to the project, data to use/collect, methods planned to be used, and a detailedproject planning. After a successful kick-off meeting the student may start with the actual execution of the Thesis Project.

During the project the student will work towards the results of the thesis project and a compilation of project documents that thestudent will use to write a thesis report. The thesis committee or the student may organize one or more mid-term meetings toguide the progress of the project.

When the project is almost finished a green-light meeting is held [green light meeting]. During this meeting the student can get agreen light to organize his or her final thesis project defense. This means a formal approval from the administration forgraduation office (100% of the courses completed except for the graduation project) and approval with respect to the contents ofthe work (compilation of project documents in which research questions are addressed, and a high level draft version of thesisreport). The work should at least be sufficient to pass without any adjustment, but of course expected improvements on boththesis project results and thesis document as suggested by the thesis committee should be considered to be incorporated.

The student finalizes the thesis project in respect to the agreements made during the green light meeting. During the final defensemeeting the student gives a presentation to defend the final project results. If all results, including the defense and presentation,are sufficient the diploma and final grade for the thesis project as a whole will be handed out. Students are required to make thethesis report available in both paper and digital copy.

More detailed and essential information about the Master's Thesis Project can be found in Blackboard and in the so-called BlueGuide "Elective courses and the graduation procedure" that contains all administrative procedures and requirements for themaster thesis project. This manual can be downloaded from the TPM Website, on the Graduation pages.

Study Goals The EPA Master's thesis project has the following four objectives:1) The students have to plan and fulfill a Master Thesis Project on their own;2) The students pass through all phases of academic research and/or design;3) The project is a bridge between the EPA curriculum and working as an EPA engineer;4) The project is an orientation on the labor market and the field of work of the EPA engineer.

Education Method Students carry out the project individually. Cooperating with colleagues is only possible before the kick-off meeting. The thesisproject can be conducted as a part of a research/design project being carried out at the faculty, or during an internship at anexternal partner organisation in either the public or private sector.


The students are expected to consult their own information sources.

Practical Guide Graduation page MSc programmes: http://www.tudelft.nl/live/pagina.jsp?id=523972a4-cfe7-4ba0-9f66-da62c9ac1c3e&lang=en

Prerequisites Starting conditions:

(1) All other courses of the 1st and 2nd year (including epa2931) are completed or(2) EPA2931 is completed and less than 10 ECTS credits remain, but in this case approval of the study adviser is required to startepa2941.

Assessment The assessment of the EPA Master Thesis project will be based on the Master Thesis Project Proposal (issue paper and projectplan), the compilation of documents that give answer to the stated research questions, the thesis report, and the publicpresentation/defense of the thesis project at the end of the project.

The final grade for the EPA Master Thesis project is a qualification of the EPA Master Thesis Project as a whole. Though theresults of the EPA Master Thesis Project will be determined on the quality of the work, the whole thesis process (epa2931 andepa 2941) is a 6 month (840 hour) project effort can roughly divided in the following phases:

Preparation for the Master Thesis (epa2931) covers app. 4 weeks (6 ECTS)

The Master Thesis itself (epa 2941) covers app. 18 weeks (24 ECTS), consisting of:

Executing the project and writing a compilation of documents showing the body of research/design, writing a (draft) thesis report(app. 12 weeks / 340 hours)

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Finalizing the Master Thesis Report (app. 3 weeks / 105 hours)

Presentation and defense (app. 3 weeks / 90 hours )

The assessment will be based on the EPA Master Thesis project as a whole. Assessments standards will be used in respect to thefollowing components of the assessment without using separate grading of the components:

Overall planning and communication skills: shown during the official meetings, during the project at all contact momentsinternal (DUT and (if applicable) the commissioning organization) and external, shown within the Master Thesis ProjectProposal, and during the final presentation and defense;

The overall scientific attitude and results: shown during the project and various parts of the Master thesis report.

The Master Thesis Report as a whole.

The final thesis assessment form is available on the TPM website, Graduation pages/forms.

Enrolment / Application The exam coordinators listed above are the graduation coordinators for the sections in which you can graduate. A full list withcontact details and affiliations can be found on the graduation pages of the TPM website.

Targetgroup All 2nd year EPA students

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Skills 2nd year EPA 2011

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EPA7030 Interviewing Techniques 0Module Manager J. den Hartog


0/X/0/0

Education Period 24

Start Education 24

Exam Period 2345


Required for Is part of MoT 2100, preparation for the masterthesis

Course Contents see learninggoals

Study Goals Learning to professionally conduct an interview that may be part of a more extensive survey.

Education Method Actieve participation in the workshop and completing an interviewing assignment

Assessment Delivering a written interview report within the set time schedule.

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Dr. J.A. Annema

Dr. J. Barjis

G. Bekebrede

J.J. BoumaDr.ir. B. Broekhans

S. Cunningham

Dr.ir. B. Enserink

Dr. M.L.P. Groenleer

Dr.ir. A.R.C. de Haan

J. den Hartog

Dr.ir. P.W. Heijnen

Dr.ir. H.M. Jagtman

Unit Techniek, Bestuur & ManagementDepartment Transport & Logistics

Telephone +31 (0)15 27 88912Room a3.230

Unit Techniek, Bestuur & ManagementDepartment Systeemkunde

Telephone +31 (0)15 27 87184Room b1.010

Unit Techniek, Bestuur & ManagementDepartment Policy, Org Law & Gaming

Telephone +31 (0)15 27 81139Room b2.180


Telephone +31 (0)15 27 81105Room b2.090

Unit Techniek, Bestuur & ManagementDepartment Beleidsanalyse

Telephone +31 (0)15 27 87187Room c2.020


Telephone +31 (0)15 27 88071Room b2.350


Telephone +31 (0)15 27 83433Room b2.140


Telephone +31 (0)15 27 87553Room b2.330

Unit Techniek, Bestuur & ManagementDepartment Tech Strat & Ondernemersch

Telephone +31 (0)15 27 84913Room c1.010

Unit Techniek, Bestuur & ManagementDepartment Energie & Industrie

Telephone +31 (0)15 27 88072Room a3.240

Unit Techniek, Bestuur & ManagementDepartment Veiligheidskunde

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Dr. L.M. Kamp

Dr.ir. G.L. Kolfschoten

Prof.dr. R.W. Kunneke

Drs. B.M.D. van der Laaken

Drs. W.H.E. Louwerse-Houtzager

Dr.ir. Z. Lukszo

Dr. E. Pruyt

Dr. W. Ravesteijn

Dr.ir. M.P.M. Ruijgh-van der Ploeg

Dr. M.D. Seck

Telephone +31 (0)15 27 82759Room c1.090

Unit Techniek, Bestuur & ManagementDepartment Tech Dynamica & Duurz Ontw

Telephone +31 (0)15 27 86488Room b3.300


Telephone +31 (0)15 27 83567Room b1.130

Unit Techniek, Bestuur & ManagementDepartment Economie van Infrastructuren

Telephone +31 (0)15 27 87752Room c3.040

Unit Techniek, Bestuur & ManagementDepartment Inst. Techniek & Communicatie

Telephone +31 (0)15 27 81160Room c0.120

Unit Techniek, Bestuur & ManagementDepartment Onderwijs en Studentenzaken

Telephone +31 (0)15 27 83449Room a2.250

Unit Techniek, Bestuur & ManagementDepartment Energie & Industrie

Telephone +31 (0)15 27 81147Room b3.040


Telephone +31 (0)15 27 87468Room b2.390

Unit Techniek, Bestuur & ManagementDepartment Tech Dynamica & Duurz Ontw

Telephone +31 (0)15 27 84910Room b3.290


Telephone +31 (0)15 27 81867Room b2.290


Telephone +31 (0)15 27 83709Room b1.250

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Dr. S.T.H. Storm

Dr.ir. B. Taebi

Drs. J. Ubacht

Prof.dr.ir. A. Verbraeck

Dr. J.L.M. Vrancken

H.J.G. Warmelink

Dr. M.E. Warnier

Ir. H.W. de Wolff

Unit Techniek, Bestuur & ManagementDepartment Economie van Innovatie

Telephone +31 (0)15 27 83548Room c2.160

Unit Techniek, Bestuur & ManagementDepartment Filosofie

Telephone +31 (0)15 27 87511Room b4.120

Unit Techniek, Bestuur & ManagementDepartment Informatie & Communicatie

Telephone +31 (0)15 27 82791Room b3.190


Telephone +31 (0)15 27 83805Room b1.050


Telephone +31 (0)15 27 81566Room b1.210


Telephone +31 (0)15 27 81349Room b2.090


Telephone +31 (0)15 27 82232Room b1.150

Unit Onderzoeksinstituut OTBDepartment Geo-informatie en Grondbeleid

Telephone +31 (0)15 27 83668Room c1.250

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master epa 2011 en

Documents

epa2142 policy

policy analysis1st year

policy analysismaster

causal analysis

nd year epa

epa2942 master thesis

introductory course

year msc epasome minors