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“Dealing with a world of issues / Dealing with the issues of the world”

The bachelor programme in International Public Management Study guide 2011 - 2012

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Foreword This study guide contains information about the International Public Management program (hereinafter called IPM) for academic year 2011-2012. In it you will find information about the academic calendar, the curriculum, courses and facilities available for students. It also contains important rules like the Program and Examination Regulations (PER).This study guide is an important document and should be consulted whenever you need information. The information on some courses, especially for term 4, are not ‘up-to-date’ yet. These updates and the most recent versions are published on the student portal and Blackboard. I wish you a fruitful and enjoyable study year! Jeanneke Tellegen-Willems & John Sterk Program Manager & Program Manager a.i. International Public Management Office: RZ.4.15 Tel: 070-445 8495 e-mail: J.o.Sterk@hhs.nl

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Index

FOREWORD ................................................................................................................................. 2

1. THE IPM PROGRAMME .................................................................................................... 6

2. PROFESSIONAL PROFILE ................................................................................................... 7

3. GENERAL INFORMATION ................................................................................................. 16

3.1. PROGRAMME OUTLINE ......................................................................................................... 16 3.2. IMPORTANT ADDRESSES AND PHONE NUMBERS .................................................................. 17 3.3. CHANNELS OF INFORMATION ............................................................................................... 17 3.4 CLASS HOURS .......................................................................................................................... 19 3.5. IMPORTANT DATES ................................................................................................................ 20

4. COURSES YEAR 1 ................................................................................................................. 21

4.1. TERM 1 & 2 (SEP.2011-FEB.2012) ........................................................................................ 21 4.1.1. PUBLIC ADMINISTRATION 1 & 2 ........................................................................................ 21 4.1.2. COMPARATIVE POLITICS ................................................................................................... 22 4.1.3. STAKEHOLDERS IN INTERNATIONAL ORGANIZATIONS 1 & 2 ......................................... 23 4.1.4. IPM PROJECT 1: DEMOCRACY.......................................................................................... 24 4.1.5. RESEARCH SKILLS ............................................................................................................. 27 4.1.6. ENGLISH SKILLS/STUDY AND CAREER COACHING ......................................................... 28 4.2. TERM 3 AND 4 (FEB.-JUNE 2012) .......................................................................................... 31 4.2.1. POLICY MAKING PROCESSES 1 & 2 ............................................................................... 31 4.2.2.INTRODUCTION TO INTERNATIONAL LAW ........................................................................ 32 4.2.3. HUMAN RIGHTS LAW ...................................................................................................... 33 4.2.4. INTRODUCTION FINANCIAL MANAGEMENT .................................................................. 35 4.2.5. IPM PROJECT 2: HIV/AIDS IN AFRICA ........................................................................ 36 4.2.6.DEALING WITH DATA 1 ....................................................................................................... 39

5. COURSES YEAR 2 ................................................................................................................. 40

5.1. TERM 1 AND 2 ........................................................................................................................ 40 5.1.1. GLOBAL SOCIOLOGY ......................................................................................................... 40 5.1.2. GOVERNMENTAL ACCOUNTING ..................................................................................... 42 5.1.3. ECONOMICS FOR IPM 1. MICROECONOMICS: GOVERNMENT AND MARKET............. 43 5.1.4. IPM PROJECT 3: GLOBAL ECONOMICS AND GLOBAL ENVIRONMENT ....................... 44 5.1.5. DEALING WITH DATA 2 ................................................................................................... 45 5.1.6 ETHICAL AND MORAL STANDARDS .................................................................................... 46 5.1.7. ENGLISH SKILLS SCC ..................................................................................................... 47 5.2. TERM 3 AND 4 (FEB-JUNE 2012) ........................................................................................ 50 5.2.1. ECONOMICS FOR IPM 2. MACROECONOMICS: NATIONAL ECONOMIC POLICY ........... 50 5.2.2. INTERNATIONAL TRADE ................................................................................................. 51 5.2.3. ORGANIZATIONAL MANAGEMENT ................................................................................ 52 5.2.4. HUMAN RESOURCES MANAGEMENT ............................................................................. 53 5.2.5. IPM PROJECT 4: CORPORATE SOCIAL RESPONSIBILITY ............................................. 54

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5.2.6. INTERCULTURAL COMMUNICATION 1 & 2 .................................................................... 56

6. COURSES YEAR 3 ................................................................................................................. 58

6.1. TERMS 1 AND 2 (SEP 2011-FEB 2012) ................................................................................... 58 6.1.1. EUROPEAN PUBLIC MANAGEMENT .................................................................................. 58 6.2.TERM 3 AND 4 (FEB-JUNE 2012) ............................................................................................ 60 6.2.1. MINOR GLOBALIZATION, GOVERNMENT AND GOVERNANCE ..................................... 60 6.2.2. FINANCIAL MANAGEMENT 1 AND 2 ............................................................................... 61 6.2.3. E-GOVERNANCE .............................................................................................................. 62 6.2.4. ETHICAL AND MORAL STANDARDS ................................................................................ 63 6.2.5. SKILLS 1 & 2 .................................................................................................................... 64

7. COURSES YEAR 4 .............................................................................................................. 65

7.1. PRACTICE THE THEORY: THE INTERNSHIP ......................................................................... 65 7.2. SPECIALIZATION COURSES ................................................................................................ 72 7.2.1. THE WAYS OF THE WORLD: A BRIEF GLOBAL HISTORY. ........................................... 72 7.2.2. PERFORMANCE MEASUREMENT IN THE PUBLIC SECTOR............................................. 72 7.2.3. HISTORY OF PUBLIC ADMINISTRATION ........................................................................ 73 7.2.4. STRATEGIC MANAGEMENT. ........................................................................................... 73 7.2.5. ENGAGEMENT OF PRIVATE MILITARY COMPANIES OR PEACEKEEPING MISSIONS. ... 74 7.2.6. HISTORY OF THE ARAB WORLD. ................................................................................... 74

PROGRAMME EXAMINATION REGULATIONS 2011/2012 FOR INTERNATIONAL PUBLIC MANAGEMENT ......................................................................................................... 75

ARTICLE 1 DEFINITIONS ............................................................................................................ 75 ARTICLE 2 SCOPE ...................................................................................................................... 78 ARTICLE 3 STUDY LANGUAGE (ARTICLE 7.2 OF THE WHW) .................................................... 78 ARTICLE 4 ADMISSION REQUIREMENTS ..................................................................................... 79 ARTICLE 5 EXEMPTIONS AND ACCESS TO ROUTES ..................................................................... 79 ARTICLE 6 STUDY PROGRAMME ................................................................................................. 80 ARTICLE 7 FINANCIAL CONTRIBUTIONS ..................................................................................... 88 ARTICLE 8 AWARDING OF CREDITS ............................................................................................ 88 ARTICLE 9 EXAMINING BOARD .................................................................................................. 88 ARTICLE 10 EXAMINATIONS ...................................................................................................... 89 ARTICLE 11 TESTS ...................................................................................................................... 90 ARTICLE 12 REGULATIONS CONCERNING THE TAKING OF THE TESTS ....................................... 91 ARTICLE 13 PERIOD OF VALIDITY OF (PART) TEST RESULTS AND GRANTED EXEMPTIONS AND STORING PERIODS .......................................................................................................................... 92 ARTICLE 14 SPECIAL FACILITIES FOR STUDENTS WITH A HANDICAP AND STUDENTS PERFORMING AT TOP LEVEL ........................................................................................................... 92 ARTICLE 15 ADJUSTMENTS IN CASE OF A FOREIGN DIPLOMA .................................................... 93 ARTICLE 16 FORCE MAJEURE ..................................................................................................... 93 ARTICLE 17 IRREGULARITIES ..................................................................................................... 94 ARTICLE 18 STUDY PROGRESS, EDUCATIONAL CAREER SUPERVISION AND STUDY ADVICE ...... 95 ARTICLE 19 SUPPLY OF INFORMATION ..................................................................................... 100 ARTICLE 20 PASSING ................................................................................................................ 100 ARTICLE 21 CERTIFICATE ........................................................................................................ 101

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ARTICLE 22. DEGREES AND TITLES .......................................................................................... 101 ARTICLE 23. CERTIFICATE FOR SPECIAL MERITS...................................................................... 101 ARTICLE 24 FINAL CLAUSE ...................................................................................................... 102

APPENDIX FRAUD REGULATIONS ................................................................................... 103

ARTICLE 1. DEFINITIONS .......................................................................................................... 103 ARTICLE 2. FORMS OF FRAUD .................................................................................................. 103 ARTICLE 3. FORMS OF PLAGIARISM .......................................................................................... 103 ARTICLE 4. DEMONSTRATING FRAUD ...................................................................................... 103 ARTICLE 5. PROCEDURE ........................................................................................................... 104 ARTICLE 6. THE EXAMINING BOARD ....................................................................................... 104 ARTICLE 7. SANCTIONS ............................................................................................................ 104 ARTICLE 8 LEGAL PROTECTION ................................................................................................ 104

APPENDIX BY-LAWS IPM COMMITTEE ......................................................................... 106

APPENDIX STUDENT FACILITIES .................................................................................... 108

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1.The IPM Programme The Bachelor of International Public Management (IPM) is a four year, full-time programme. It’s a very practical, hands-on course, where you will learn by doing. The programme prepares you for a career as either a policy maker or manager in an organisation that deals with complex, international public issues – like global warming, trade, peace and security, or human rights. In the first two years, you will learn the fundamentals, developing the skills and knowledge you will actually need in your career. Can you see yourself working in government, or international organisations, running a department or managing projects? It takes an analytical brain and self-discipline, balanced by strong social skills such as engaging with people or motivating your team. This is why in this programme you’ll spend quite a lot of your time actually working on team projects, solving problems drawn from real life scenarios. In the final two years of the programme, you will have to apply everything you’ve learned and practiced on a work placement, or job, for a real organisation. So you will graduate with two years of experience already behind you. You choose your minors, your work placement and your thesis subject, so you can customize your final two years to your own ambitions and career goals. Knowledge We believe that knowledge is something to be shared – not just with our own students, but with the outside world. We’re always looking for new opportunities to exchange knowledge with people from other places, and we teach our students to do the same. Talent Having knowledge isn’t enough. You have to know how to use it, how to adapt and apply it to real situations. Our students learn not just how to think for themselves, but how to do it for themselves. Practical experience and independent thinking are a big part of The Hague University experience. Diversity To discover new ways of thinking, you have to explore other people’s perspectives. We believe that diversity is absolutely essential to progress. We welcome different viewpoints here, through cross-cultural debate and collaboration. Learning strategy We want you to interact as much as possible during your Bachelor’s course. We’ll engage you in a mix of classroom tuition, lectures, group activities and project work. But to get your degree, you will have to do more than sit in lectures taking notes – you’ll need to be an active learner. Hands-on assignments will gear you up to work with real companies.

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2. Professional Profile

A. Background Public administration degree programmes in the Netherlands work together under a national umbrella group, LOBO. For many years, this group has been a forum for exchanging information and setting agreements. Its aim is to encourage the ongoing improvement of public administration study programmes at higher professional education (HBO) level in the Netherlands. An important part of that cooperation is the creation of a standard career profile and course profile. These define the profession and set the framework for the degree programmes that lead to it. In 2009, LOBO evaluated the existing competencies and decided that they needed to be updated. It was determined that the number of competencies should be reduced, that they should fit better with the level of a newly qualified professional, and that each competency should be stratified into levels of achievement. LOBO also decided that not just the competencies but also the career profile and course profile should be updated. The revised profile would have to clearly present the skills and knowledge expected of a graduate. At the same time, the profile should also give individual degree programmes the freedom to add their own particular angles or to offer specialisations. The update started by taking an overview of what the profession actually is. Seven new competencies were formulated out of that overview. These seven long and detailed formulations were eventually summarised in seven succinct competencies. Each of those competencies was assigned three levels. Finally, a Body of Knowledge and Skills was included. Dozens of experts from the field were involved in creating the profile. All of the degree programmes consulted regularly with their respective employment advisory boards and/or professional bodies. These confirmed to LOBO that the profile needed updating. They contributed their views about developments in the profession and later also about core competencies, the recognition of different levels, and the Body of Knowledge and Skills. All of the employment advisory boards approved the profile. The profile was then discussed as part of the annual conference held by the European Group of Public Administration (Public Administration and Teaching study group) in Toulouse in 2010. A number of experts were subsequently consulted as well. Finally, curriculum committees, degree programme staff and education specialists from the various degree programmes also made their contributions. This eventually resulted in the creation of a profile that unites all the degree programmes, making it clear to employers and potential students what competencies a student is expected to have upon graduation, and the minimum standards that can be expected of graduates of a bachelor's programme in public administration.

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B. The purpose of a degree in Public Administration The Public Administration degree is a broad programme which focuses specifically on leadership/management in the public sector. It trains professionals to deal with social challenges and to set policy. Public administrators can face some large and complex challenges, including multiculturalism, Europeanization, and security issues. Some challenges can lie closer to home, such as refuse collection and recycling in a particular local authority. All of those challenges and problems require a search for good solutions. The public, politicians and media determine what public administrators need to be doing; it doesn’t come from within. Fundamentally, a public manager needs to understand policy (the process of finding promising solutions for social challenges and problems) and management (the implementation of those solutions). The key issue facing a public manager is to do the right things in the right way, within the parameters of the public domain (the rule of law, democracy, and market economy). Graduates need to contribute to society diligently and with a touch of idealism, bearing in mind the various roles played by citizens. In other words, they need a public service orientation. Public administrators are also ‘problem managers’: professionals who can make thoughtful decisions and explain them. In doing so, they need to take into account the general public, politicians and other stakeholders, as well as budgets and European law. Public administrators are flexible, able to tackle different issues, well-rounded, competent, and have at least a foundation in management skills, enabling them to handle straightforward coordination tasks. Graduates will often find work in local and regional government, as well as in the non-profit sector and in organisations that operate in the same spheres as government and industry. There’s one common thread in all those duties: public administrators always focus on policy. They may find themselves working on policy at a research, execution or evaluation level, but might also take on the role of project manager or work in the business-to-business sector, for instance for consultancies that specialise in the public sector. In the past, public administration graduates almost invariably went on to become civil servants in local, regional or central government. These days, however, it's not just statutory bodies and politicians that tackle social challenges. Other institutions and social bodies, as well as the private sector, increasingly play a role, at times even a leading role. Solid collaboration and integrated approaches are key to this. There is a growing demand within all these organisations for public administrators. They need staff with a professional insight into how to create optimal collaboration between stakeholders in tackling a social challenge. Public administrators are skilled in bringing together people and groups who share common interests, backgrounds, convictions and values, and getting a dialogue going in order to solve all kinds of problems. Public administrators educated at higher professional level are practitioners. They are professionals with a practical focus, trained in the actual application of knowledge and therefore not just academically trained and have professional skills and a solid grounding in their field. Although recent graduates may start at entry level, their degree programme will have equipped them as public administrators with the skills and knowledge they need to develop their career further. Therefore, their entry level job is a first step in the career ladder for public administrators.

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C. Developments in the profession Public administrators, in government or elsewhere, work from the perspective of serving the common good. In the past, that sort of work was reserved for civil servants at state and local level. Nowadays, governments and politicians no longer have a monopoly on working on social challenges. Companies, institutions and social bodies have all started to play their part. We increasingly see networks of organisations working together to tackle social issues. Some of the issues also cross national borders. Today, public administration is continuing to develop as a profession. LOBO, working with the employment advisory boards and/or professional bodies of its associated degree programmes, has come up with a list of recent or anticipated developments pertaining to public administrators at the start of their careers. These developments are grouped into four themes. 1. More complex policy management Public policy is becoming increasingly complex. Public administrators need to be able to navigate around and within the state, provinces, local authorities, water authorities and the EU. New forms of government are also emerging alongside this. These include the security regions, police regions, and regional cooperation between local authorities. Regional interests are increasingly on the agenda, and so local authorities are increasingly involved in policy development and implementation. There's also a growing role for cooperation between chains of social organisations, with or without government. Public administrators, wherever they work, will almost invariably be dealing with layers, networks and/or chains. Dealing with the finer details of policy requires the ability to find your way around these increasingly complex environments. 2. Vocal citizens The general public is increasingly vocal and does not accept the notion of government making unilateral decisions. Today’s citizens are savvy and able to mobilise supporters and shape public opinion. As a result, public perception (as well as business interests) plays an increasingly important role in policy. It is important that the public participate in policy formation, digitally or otherwise. Image, the use of traditional and new media, and good communication with target audiences are all increasingly important. Vocal citizens are also increasingly manifesting themselves as vocal consumers or customers who expect a service-oriented culture when accessing statutory services or products. 3. Social changes Our society is changing rapidly. In a global society, problems in the US banking sector can quickly translate into an unprecedented deep global economic crisis. Security concerns and climate change affect everyone too, and we barely have time to grapple with one crisis before the next one hits the news. Nationally, multiculturalism, segregation and an ageing population are all important issues. Changes stack up on each other, creating a sense of uncertainty. The government is expected to be able to respond quickly to rapidly changing circumstances. In times of crisis, banks are bailed out, citizens immunised and cattle culled. The information age also means that information spreads more rapidly via Twitter and the internet than through official channels.

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The evolution of the media from being a mouthpiece for the pillars of society to being controlled by assertive and commercially minded businesses has led to democracy being reinvented and delivered with drama, hype and a wide audience. The government and civil servants need to be nimble, able to improvise, and unflappable. They need to understand and harness the power of the media in politics. 4. And within government: ongoing professionalisation Within government, increasing attention is being given to improving standards. There is an integrated, rather sector-specific approach to policy. Service provision needs to improve, there is increasing transparency, and a greater public service orientation. Civil servants can no longer hide behind bureaucracy as easily. Personal integrity and accountability play an important role. But the dedication to the public good remains in place! Amongst all these changes, there’s one constant. Public administrators remain focused on the bigger picture of Dutch society, now and in the foreseeable future. Public administrators are still dedicated to the public good in their thoughts and deeds. D. Course profile This course profile translates the career profile into the competencies that a newly qualified professional in the field should have. The competencies, in turn, are given three levels and an associated Body of Knowledge and Skills. Finally, the competencies are linked to the Dublin descriptors. This course profile replaces the one from 2005. The concept of a competency is interpreted here as the capacity to apply the acquired skills, insights, knowledge and mentality so as to be able to properly fulfil the professional role as set out in the profile. Because the course profile is entirely focused on competencies, it may be thought of as a competency profile. The competencies in the course profile are the fundamental competencies expected of someone embarking on a career. Graduates will develop these competencies and their overall potential as their career progresses, building a broad and deep expertise. Seven competencies have been formulated, and every public administrator has to fulfil them to qualify for their bachelor's degree. Individual Public Administration degree programmes have the freedom to add other core or specialised competencies in line with the specific aims of their university or programme. Part of the competencies is specific to public administration and another part is more general and includes the competencies expected in higher professional education. In brief, the competencies are as follows: 1. The graduate knows his or her way around the public sector. 2. The graduate is able to scrutinise politically strategic choices for the purpose of

solving social challenges. 3. The graduate can develop, implement and evaluate policy. 4. The graduate can engage with organisations and take part in collaborative

working methods. 5. The graduate can carry out practical research. 6. The graduate has social communication skills. 7. The graduate is self-motivated. These competencies set out the levels that students will have reached by the time they graduate. However, competencies are not acquired in one fell swoop; this involves a layered process. They return at different points in the degree programme, at gradually increasingly advanced levels.

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That’s why it makes sense to assign levels to the competencies. Doing so requires an understanding of those levels. This course profile has selected three levels: basic, intermediate and advanced. The levels are characterised as follows: 1. Basic: the student is getting to know the profession The student is able to carry out a structured task within a defined context. The student can work on this independently but according to guidelines, and can justify the process. 2. Intermediate: the student is learning the profession The student is able to perform a broader and more comprehensive task within a fairly clear context. The student can learn independently, perform the task with limited guidelines and can justify the choices made. 3. Advanced: the student becomes a professional The student is able to perform a more comprehensive, unstructured task within a complex context. The student can make his or her own decisions and justify them.

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The table below sets out the levels in more detail according to four aspects: the nature of the context, the complexity of the task, the degree of independence, and the level of responsibility. Level Basic Intermediate Advanced Nature of the context

Defined context; assigned problem; supervision given

Fairly clear situation; practical work performed under supervision.

Complex situation; independent practical work.

Complexity of the task

Smaller structured tasks; defined subject tackled from a single angle and/or perspective.

More comprehensively structured tasks dealing with a subject from several aspects and perspectives.

Comprehensive, unstructured task dealing with several subjects with several angles and/or perspectives.

Degree of independence

Independent work: the student works according to fixed guidelines. The ‘how' and ‘what’ are provided.

Independent learning: the student can choose the ‘how’, ‘when’ and 'where’ within a given subject (the ‘what’).

Self-guided learning: the student determines the goals, criteria and execution largely or entirely on their own. The ‘how' and ‘what’ are not provided.

Responsibility Can account for his or her own tasks and for steps taken and cooperation.

Can account for steps taken, choices made, and results.

Can account in a professional way for steps taken, choices made and results towards his or her instructor and to colleagues, and is open to critical evaluation.

COMPETENCIES The competencies are assigned levels below based on these overviews of the levels. The brief version of the formulated competency provided earlier is also fleshed out. And for each competency, the Body of Knowledge and Skills (BOKS) is indicated. The BOKS is made up of components that are part of every Public Administration programme at higher professional education (HBO) level and which are common to every programme. Individual programmes can expand on the BOKS with subjects for closer study. 1. The graduate knows his or her way around the public sector. The graduate knows his or her way around the public sector and has an awareness of the international context. Level 1 has an insight into how public policy is organised, knows the main players and can explain the relationships between them. Level 2 for any given policy area, is able to outline the organisations involved and the common procedures and contexts.

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Level 3 when given a complex assignment, is able to provide an analysis of the relevant organisations and the spheres of influence they inhabit. BOKS - System of mixed economy, democracy, citizenship and rule of law. - Formal (judicial) organisation, structure and culture of public policy in the Netherlands - Judicial organisation of public policy, policy powers / instruments / application, standard setting, protection of rights, policy supervision, decision-making space, decrees, powers, attribution, delegation, mandates, sanctions - Formal organisation, structure and culture of the EU - Judicial and practical implications of the EU for public policy in the Netherlands - Decision-making processes - Chains and networks - Analysis of environment and spheres of influence - Social/political integrity and governance 2. The graduate is able to scrutinise politically strategic choices for the purpose of solving social challenges. The graduate is able to analyse social challenges with an awareness of the political and social spheres of influences within which these challenges arise, and is aware of the politically strategic options available for solving these challenges to the satisfaction of all stakeholders. Level 1 can explain whether or not a situation is a social challenge, and why. Level 2 can analyse social challenges from various perspectives. Level 3 can provide an analysis of social challenges from the point of view of every stakeholder's interests, is aware of politically strategic options and their consequences, and can interpret stakeholders' perspectives with respect to interest. BOKS - Political ideologies and theories - Workings of markets and government influence - Macro-economic concepts and frameworks, economic politics (international, national and local), public finances. - Policy processes - Interactive processes - Decision making (power and influence) - Social dynamics and processes 3. The graduate can develop, implement and evaluate policy. The graduate can analyse and implement existing policy, and following an evaluation can propose measures to improve the policy or its execution and can develop new policy. Level 1 is able to describe and analyse existing policy. Level 2 can create, evaluate and implement straightforward policy. Level 3 can create, evaluate and implement complex policy. BOKS - Policy cycle - Policy analysis - Policy instruments - Policy development methods - Interactive policy - Organisation of policy implementation

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- Evaluation techniques - Public sector finances 4. The graduate can participate in organisations and take part in collaborative working methods. The graduate has an adequate, correct and up-to-date understanding of the organisational processes, management structures and temporary or permanent collaborative working methods he is participating in, and is able to help those run smoothly. Level 1 is able to recognise structures, cultures and processes within organisations. Level 2 based on a good understanding of organisational processes and management structures, is able to participate in an organisation and help it run smoothly. Level 3 is able to participate in an organisation’s collaborative relationships and networks and help those run smoothly. BOKS - Organisation analysis - Organisational change (various change models) - Project management - Quality management - Network management / leadership - Strategic management - Planning and control - Internal and external reporting and financial management techniques 5. The graduate can carry out research with an applied focus. The student is capable of carrying out independent research and offering advice and recommendations based on thereon. Level 1 is familiar with research methods and can apply them. Level 2 is able to draw up a research plan independently and perform research with a practical focus under supervision, and report on it. Level 3 can provide functional recommendations based on research with a practical focus, planned and carried out independently. BOKS - Research methods and techniques - Research strategies - Analytical skills (qualitative and quantitative) - Information skills (searching for, selecting and disclosing sources of knowledge and information) - Reading and interpreting statistical and quantitative research reports 6. The graduate has social communication skills. The graduate has the social skills needed to function in his or her professional environment and has the verbal and written communication skills required to communicate with internal and external audiences. Level 1 has conversational techniques, can organise, present and process information. Level 2 is able to collaborate effectively and provide focused reporting.

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Level 3 is able to communicate effectively with internal and external audiences. BOKS - Collaboration, deliberation, discussion and networking - Debating, arguing and persuading - Negotiating and managing conflict - Language skills (verbal and written) - Presenting, reporting and advising - Interviewing and holding discussions - Working knowledge of English 7. The graduate is self motivated. The graduate is able to steer and manage his or her own development, to reflect and to take responsibility for his or her conduct, develop an ethical business stance and to contribute to the professionalisation of his or her field. Level 1 develops an image of the profession and an academic approach. Level 2 draws on an ethical business stance to develop points of view and reflects on his or her own work. Level 3 can give and receive a critical assessment and can be motivated to possibly adjust his or her conduct. BOKS - Recognising, identifying and respecting others’ positions and interests - Prepared to defend own position and interests - Explore and develop personal style of learning and working - Reflect on working style and personal effectiveness - Reflect on personal learning experiences - Share reflections with others and receive feedback - Quickly get up to speed with new thematic areas (challenges, policy areas, organisation) - Time management - Ethical conduct/integrity - Career development The Dublin descriptors set out an international level for the bachelor’s degree according to five areas. The table below shows how the Public Administration degree meets the Dublin descriptors. Dublin descriptors Degree competencies

1 2 3 4 5 6 7 1.Knowledge and insight

+ + + + + + +

2.Application of knowledge and insight

+ + + +

3.Opinion forming + + + + + + 4.Communication + + + +

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3. General information 3.1. Programme outline Year 1 Programme

Line Term 1 ECTS Term 2 ECTS Term 3 ECTS Term 4 ECTSYear 1 ECTS

IPM Comparative Politics 1 3 Comparative Politics 2 3 International Law 3 Human Rights Law 3Stakeholders in International Organizations 1

3 Stakeholders in International Organizations 2

3 Policy Making Processes 1

3 Policy Making Processes 2

3Public Administration 1 3 Public Administration 2 3 Financial Management 3

Projects Project 1.1 Democracy 3 Project 1.2 Democracy 3 Project 2.1 HIV-AIDS in Africa

3 Project 2.2 HIV-AIDS in Africa 3

Skills SCC/English 1.1 2 SCC/English 1.2 2 SCC/English 1.3 2 SCC/English 1.4 2Research Skills 1 2 Research Skills 2 2 Dealing with Data 1 3

EC 16 16 14 14 60

Year 2 Term 1 ECTS Term 2 ECTS Term 3 ECTS Term 4 ECTS Year 2 ECTSIPM Governmental Accounting 3 Economics for IPM 1 3 Organizational

Management3 Human Resources

Management 3Global Sociology 1 3 Global Sociology 2 3 Economics for IPM 2 3 International Trade 3

Projects Project 3.1 3 Project 3.2 3 Project 4.1 Corp.Soc. Res.

3 Project 4.1 Corp.Soc. Res. 3

Skills SCC/English 2.1 3 SCC/English 2.2 3 SCC/English 2.3 3 SCC/English 2.4 3Dealing with Data 2 0 Ethical and Moral

Standards3 Intercultural

Communication 13 Intercultural

Communication 2 3EC 12 15 15 15 57

Year 3 Term 1 ECTS Term 2 ECTS Term 3 ECTS Term 4 ECTS Year3 ECTS

IPMEuropean Public Management 1 4

European Public Management 3 3 E-Governance 3

Ethical and Moral Standards 3

European Public Management 2 4

European Public Management 4 4

3Financial Management 1 2,5

3Financial Management 2 2,5

Minor Minor free of choice 7 Minor free of choice 8 Minor Globalization 8 Minor Globalization 7Skills Skills 1 2 Skills 2 2EC 15 15 15,5 14,5 60

Year 4 Term 1 ECTS Term 2 ECTS Term 3 ECTS Term 4 ECTS Year 4 ECTSIPM Study Group Thesis 1 2,5 Thesis + Assessment 7

Study group Thesis 2 2,5Performance Management in Public Sector 3 Strategic Management 3The Ways of the World, A Global History

3

Engagement of private military companies in peacekeeping missions

3History of Public Administration 3 Arab World 3

Projects Internship 15 Internship 15EC 15 15 11,5 18,5 60

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3.2. Important addresses and phone numbers The Hague University is located behind The Hague Railway Station - Holland Spoor. The Hague University Department of Management, Policy and Law International Public Management Johanna Westerdijkplein 75 2521 EN Den Haag 070-4458888 The opening hours of the building are:

◦ Monday – Thursday 08.00 – 23.00 hour ◦ Friday 08.00 – 19.00 hour.

The building is closed in the weekends except for special occasions. Postal address: The Hague University Department of Management, Policy and Law International Public Management Postbus 13336 2501 EH Den Haag

3.3. Channels of information IPM has several channels to provide information. Students are expected to look at these regularly. The most important ones are given below. 3.3.1 Blackboard (BB) IPM is using a course management system named Blackboard. It contains information like module descriptions, assignments and announcements of the lecturers. Blackboard can be reached by the link: http://blackboard.hhs.nl (outside the school: https://blackboard.hhs.nl). The relevant information is only visible to IPM students. Students can self-enroll in the appropriate BB modules 3.3.2 Student portal The student portal contains all general information about the study like class schedules and about holidays. There is also information about all the facilities in The Hague University. The student portal is available via the home page of The Hague University www.hhs.nl. Click on the button ‘Log in’ and use your account name and pass word. 3.3.3. How to contact staff members?

◦ Students can hand in an essay /assignment through staff mailboxes outside the IPM-office.

◦ Students can make an appointment directly with the lecturer if they wish to speak to him/her or contact via e-mail.

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◦ Members of staff can be asked questions through e-mail. All e-mail addresses are mentioned in this study guide. All students are provided with an e-mail box by the University. You should only use this e-mail address to get in touch with a staff member. Also ensure that you check your University e-mail box regularly.

3.3.4. How staff contacts students If the staff wishes to contact a student, the following methods are used:

◦ Through Blackboard. ◦ Through University e-mail address. All students are provided with an e-mail

address. Make sure that you check this e-mailbox regularly. ◦ By phone or by regular post. For that reasons it is absolutely necessary that

office has up-to-date information about a student’s address and phone number. Should any changes occur in the course of the academic year, please inform the Central Student Information immediately.

◦ Students can consult their study results (in Osiris) through Intranet/student portal.

3.3.5 Mentor ◦ Every student has a Mentor and in most cases this is the first person a student

will turn to when there is a problem. Students keep their Mentor throughout the academic year. The Mentor is an IPM staff member and has detailed knowledge of the program and everything connected with it.

3.3.6 Student Counsellor

◦ The Student Counsellor is formally completely independent of IPM. He advises students on all kinds of matters ranging from study grants and housing, to other programs of study inside and outside The Hague University. He can also give information about The Hague University emergency fund, The Graduate Fund and help students with any appeals against decisions judged to be unfair or incorrect. The Student Counsellor may also be approached when students have more personal problems affecting their studies, and don’t want to confide in their mentor or the problems are more serious. Mrs Wieberdink is the Student Counsellors for IPM.

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3.3.7 Student Psychologist The Hague University has two Student Psychologists. The problems students see themselves confronted with, can be very diverse. Sometimes they lose the motivation to continue their studies or they suffer from a fear of failure; sometimes very serious things occur, such as psychiatric disorders. The student psychologist can help you resolve study and student’s problems. This means that a student with study problems as well as personal problems that hinder his study’s progress can consult the student psychologist. This help may include talks, training courses, work books/magazines with information, web pages and computer programs. He may also specifically refer you to another body in the institute or outside of it to get help. You can visit during the consulting hours for an orientating consult. On arrival, report at the Career Centre at Ovaal 1.68. The consulting hours are on:

◦ Monday between 10.00 and 11.30 AM ◦ Thuesday between 13.00 and 14.30 AM ◦ Thursday between 10.00 and 11.30 AM ◦ Friday between 10.00 and 11.30 AM

The student psychologists are:

◦ Marieke Lambeek, A.M.Lambeek@hhs.nl ◦ Marianne Cras (on Monday), M.F.R.Cras@hhs.nl

Any conversations with the Student Psychologist are confidential. Students can also be referred to expert agencies outside the University. 3.3.8 International Office If students want to find information on internships and studying abroad, visa, residence permits, insurances, grants: in short everything that has to do with internationalisation, you can go to the International Office (OV.0.74) or send an e-mail: InternationalOffice@hhs.nl The office hours of the International Office are from Monday to Thursday from 11 a.m. till 3 p.m. and outside these hours with an appointment. During school holidays the office hours can be different. For more information see portal International Office.

3.4 Class hours In The Hague University all students have the same class hours. Class hours are the following: 1. 08.45 am - 09.30 am 2. 09.30 am - 10.15 am Break 10.15 am - 10.30 am 3. 10.30 am - 11.15 am 4. 11.15 am - 12.00 pm Break 12.00 pm - 12.15 pm

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5. 12.15 pm - 13.00 pm 6. 13.00 pm - 13.45 pm 7. 13.45 pm - 14.30 pm Break 14.30 pm - 14.45 pm 8. 14.45 pm - 15.30 pm 9. 15.30 pm - 16.15 pm Break 16.15 pm - 16.30 pm 10. 16.30 pm - 17.15 pm 11. 17.15 pm - 18.00 pm Break 18.00 pm - 18.30 pm

3.5. Important dates Student vacations 2011 - 2012 Start study year 2011-2012: monday 29 August 2011

Vacation Date Week

Autumn vacation monday 17 October 2011 - friday 21 October 2011 42

Christmas vacation monday 26 December 2011 - friday 6 January 2012 52/1

Spring vacation monday 27 February 2012 - friday 2 March 2012 9

Easter vacation friday 6 April 2012 - monday 9 April 2012 14/15

Queen's Birthday monday 30 April 2012 18

Liberation day saturday 5 May 2012 18

Ascension vacation thursday 17 May 2012 - friday 18 May 2012 20

Whitsun vacation monday 28 May 2012 22

Summer vacation monday 16 July 2012 - friday 24 August 2012 29-34

Start terms 2012 - 2012

Term 1: Monday 29 August 2011 (week 35)

Term 2: Monday 14 November 2011 (week 46)

Term 3: Monday 6 February 2012 (week 6)

Term 4: Monday 23 April 2012 (week 17)

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4. Courses Year 1

4.1. Term 1 & 2 (Sep.2011-Feb.2012) 4.1.1. Public Administration 1 & 2 Instructor: Michel Hoenderboom Total ECTS: 6 (3+3) Course Description Introduction to Public Administration I comprises two themes (and five subthemes): I Organization and management (1 organizational control, 2 organizational strategy and 3 organizational culture) II Public-private dichotomy (4 common pool resources/ collective action problems and 5 hybrid organizations) Introduction to Public Administration 2 focuses on policy making and the policy process, more specific agenda setting. After an overview of the policy process, attention will be given to agenda setting and theoretical models which explain how various topics are put on the (political) agenda. Course Objectives. The courses Introduction to Public Administration 1 and 2 serve as an introduction to the academic community and the social sciences. They should be regarded as an introduction to the field of study, International Public Management, offering insight into essential literature as well as critical reflection on different theoretical perspectives within the field of study. The student is expected to acquire several academic skills, such as paraphrasing scientific literature, presenting and discussing scientific literature, looking for literature in the library/digital sources as well as writing a scientific paper. Competencies understanding regarding: - principles of organization and management - the difference between public and private - the complexity of collective action problems - a variety of processes in policy formation - the pros and cons of various agenda setting models - the sets of actors involved in agenda setting Teaching and Working Method Public Administration 1 consists of a weekly lecture and a weekly working group. Sometimes individual assignments are given in order to prepare for the working groups. Lectures and working groups will consist of theoretical as well as practical accounts, exercises, discussions of assignments, presentations and preparation for the written exam.

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Public Administration 2 starts out with a lecture in week 1 followed by weekly working groups. Individual assignments are given in order to prepare for the working groups. The lecture and working groups will consist of theoretical as well as practical accounts, exercises, discussions of assignments, presentations and preparation for writing a scientific paper. Assessment and Evaluation Introduction to Public Administration I will be graded on the basis of a written exam at the end of term 1 which accounts for 100% of the grade. Introduction to Public Administration 2 will be graded on the basis of a scientific paper at the end of term 2 which accounts for 100% of the grade. Literature Several documents are provided on blackboard 4.1.2. Comparative Politics Instructors: Roeland Audenaerde, Ines Trigo de Sousa Total ECTS: 6 (3+3) 1. Course Objectives The aim of this course is to make students of International Public Management familiar with key concepts of political science and international relations and with the organization of politics in countries around the world. The knowledge about differences and similarities among political actors and systems throughout the world allow the future International Public Manager to critically reflect on the existing classifications of countries, government institutions and forms of political organization. By the end of the course, students are expected to have a basic knowledge of the main concepts and classifications used in political science, as well as to have broadened their understanding of the political world. 2. Competencies

• Knowledge about the foundations, polity and functioning of different types of government systems;

• Ability to think about political issues outside the scope of her/ his country of origin;

• Ability to discriminate among politically sensitive issues. 3. Teaching and Working Method The course consists of 8 plenary lectures and one session in which the study materials will be reviewed. The lectures will be based on the literature prescribed for this course.

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4. Examination and evaluation At the end of the course there will be a closed-book, written examination, based on the literature, cases and examples discussed in the lectures. The exam partly consists of questions about concepts and definitions. It also comprises an essay question. 5. Literature Compulsory:

- Hague & Harrop, Comparative Government and Politics. An Introduction, Palgrave Macmillan, 8th edition, 2010. The 7th or 6th edition may also be used by students, but we recommend that they use the 8th.

- Some articles on the relationship between (new social) media and politics, drawn from international newspapers, magazines and websites. By week 6 these articles can be found on Blackboard.

4.1.3. Stakeholders in International Organizations 1 & 2 Instructors: Leo Huizinga, Jikke Bastiaanssen, Ali Al-Jaberi Total ECTS: 6 (3 and 3) Course Description This course focuses on the ascent of the present day ‘global society’. In term 1 we will study the main themes of the post war history of world politics which give a historical and generic explanation of the world we live in. we will focus on the following topics:

• Knowledge of modern 20th century history • Knowledge of main concepts and issues involving world politics • Knowledge of different theoretical approaches to globalization • Application of globalization theories to real life cases in world politics

In the second term the course builds forth on what you have studied in Stakeholders I. It assumes you have good knowledge of a number of theoretic perspectives on global politics like realism, liberalism and Marxism. These and other perspectives will be applied to analyze the role, nature and context of important actors in global politics such as states, transnational corporations, excluded groups (like child laborers) international organizations, financial institutions, cultural communities. Most importantly, the course attempts to help you think critically about global politics. Some questions you may expect to deal with are:

Who gets to decide what in global politics? How did this come about and whose interests does it serve?

How are political decisions legitimized by different actors? Should we, for example, take for granted that states decide when we go to war?

What are possible alternative ways to organize global society and the interaction of different players therein.

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Do global actors have moral responsibilities? Is it acceptable that such powerful actors as transnational firms only work for profit? What are your responsibilities as students of IPM, future policy makers en citizens of the world?

Evaluation and Assessment Term 1 will be closed with a closed book exam. The grade for Stakeholders II will be based on essays and a written final exam.

Literature for both term 1 and 2:

Baylis, Smith and Owens The Globalization of World Politics: An introduction to international relations,5th edition, Oxford: Oxford University Press, 2011.

Documents made available on blackboard 4.1.4. IPM Project 1: Democracy Instructors: IJsbrand Hoetjes and Inês de Sousa Total ECTS: 6 (3+3) Introduction to the Theme: Democracy After finishing your IPM studies you are probably going to work as a manager or policy maker in the public domain. This almost certainly means that you will work within the framework of a democracy, as today most countries and many international organizations are being governed democratically, or at least pretend to be so: nowadays even the most ruthless dictator will argue that his country is being ruled by the people. Didn’t colonel Khaddafi argue that Libya was being ‘ruled by the masses’? The Libyan example shows that democracy may have different meanings to different people. The ancient Greeks, which invented the term, used it to denote the system in which public officials were all appointed by lot, and in which all decisions were made by all of the citizens. In today’s Western world, we rather tend to see democracy as a government in which we elect politicians that are to decide for us. From this it is clear that the content of democracy varies with time and space. That does not imply however that the concept may not have any universal core. In this first IPM project we try to find some universal core, but we also look at the different forms that democracy can take. Hence we will focus on the political practices and institutions that make today’s democracies function, such as collective decision-making, popular sovereignty, political representation, the acts of electing and voting, the principles of majority rule and minority rights, constitutions, the rule of law, political rights, civil liberties, freedom and equality before the law, judicial independence, a strong civil society, political parties, vivid political debate, an enlightened public opinion, holding referendums, lobbying and bargaining, and watch dogs like the press and the new social media.

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The best way of getting to know something is to compare it to other phenomena. Therefore students may also contrast democracy to other, non-democratic types of rule, like dictatorship, aristocracy and theocracy. A historical perspective will be added by highlighting some of the shapes that democracy has taken since its beginnings, such as Athenian democracy in the 5th century BC and the political systems established by some revolutions of the modern era, such as the French Revolution (1789 AD), the velvet revolutions in Eastern Europe (1989) and the Arab Spring (2011). Finally, democracy as a concept will be studied by focusing on the thought of democracy’s major ideological advocates and critics. The objectives of the first project are:

o To make the student aware of the value of multidisciplinary research for policy making and policy evaluation, and to allow students to practice the skills required in an international policy context.

o To provide students with insights into the theory and issues connected to international migration

o For students to learn how to get acquainted with a complex policy field in a relatively short period.

o To enable students to properly present (formulate, explain, refer, publish) their findings in an open online environment.

o To give student the opportunity to develop a cooperative and constructively critical attitude towards the (policy-related) use of available information sources.

o Students are expected to actively and effectively join in informed discussions and small group collaboration.

o Students will become aware of the need of making a good selection of information (sources) based on the relevance to the policy context at hand.

The online environment for the assignments: H/WIKI For more than three academic years already, online wiki-software has been used and developed by students and staff of the Dutch and English streams of Public Management. This has resulted in the creation and growth of several open, shared knowledge bases, fragmented and unfinished by nature, yet thereby always allowing student contributions to be of added value. Making use of the TRIAS wiki1, an English-language education-directed wiki environment developed originally for e-Government education, knowledge sharing will be a key activity right from the start of the first project. The semi-open nature of this wiki allows students to actually publish work online, adding the ingredient of 'public' scrutiny to the wiki workshops, IPM tutor coaching and cooperation with peers.

1 Visit the TRIAS wiki at http://wiki.triastelematica.org/index.php/TRIAS_Telematica_Wiki or take a look at the Dutch Bestuurskunde wiki at http://bkwiki2.medialab-hhs.nl/index.php?title=Main_Page.

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The individual research assignments will involve the creation of online content within this wiki, the peer-assessment of content added by fellow students, and combining efforts to deliver a set of wikipages meeting the standards of the wiki. The next stage of wikiwork in the first project involves the creation and maintenance of a portal within the wiki environment, primarily directed at disclosure of its existing content. Details about the individual and group assignments for this project, including a timetable, will be specified at the beginning of the course. Examination The two project 'halves' 1.1 (term 1) and 1.2 (term 2) are assessed separately. No grades or (attendance) records from one 'half' can compensate or determine the grades or (attendance) records of the other. In other words: Although these two projects share the same context, theme and working environment, they are formally two separate modules where exam regulations are concerned. Nevertheless, a good performance in project 1.1 is most definitely an excellent preparation for doing well in project 1.2. Attendance requirements Minimal attendance requirements are set for the wiki workshops and -consultations in term 1 as well as for group meetings in term 2. Your presence may also be required at some specific (guest) lectures to be announced for the one or more of the reserved time slots. In both projects, a sufficient attendance record is a necessary condition for receiving your grade (and the resulting study credits)! Literature and perspectives By definition and by multidisciplinary nature, the application-oriented IPMprojects primarily rely on the books and materials treated during the non-project courses in the current and previous (!) terms. In order to facilitate students in getting acquainted with a project's Theme and Context, additional book chapters, articles and of course policy documents will be supplied in a reader format and/or on Blackboard, or will be available in the HHS library after the beginning of each term.

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4.1.5. Research Skills Instructors Term 1: Michel Hoenderboom & Jikke Bastiaanssen Term 2: Courtney Vegelin, Michel Hoenderboom & Antonio Frank Total ECTS: 4 (2+2) Course Description Research is involved in many activities of the public manager, directly or indirectly. A policy plan, for example, cannot be developed without knowing and understanding the results of a research report first. Public managers are knowledge workers with a specialization. They look at societal phenomena and seek to discover what is of public interest in it. Identifying the public interest means looking through different lenses which are often shaped by the supporting disciplines of public management: law, economy, sociology, and political science. Public managers must be also able to identify core problems that work against the public interest for which they have to put solutions forward. They engage in activities that lead to a particular result: a professional product. Course Objectives The first term of this course will focus very closely on the early stages of learning how to do research and write a paper about the research you have done. It will cover the basics, beginning with how to discover an interesting and relevant topic, moving to how to develop an argument, and concluding with how to present your argument and research results in a clear manner. The objective is to provide a solid foundation to meet the expectations and requirements for producing papers at institutes of higher education and for agencies and organizations in the field of public management. Research Skills 2 will focus on how to come up with interesting case studies for research, how to design research questions, how to develop a plan for carrying out the research, how to build up knowledge about your research topic, how to collect evidence, and finally, how to analyze and report research results. The idea is to give you first-hand experience in understanding what research is, and some basic skills for conducting research that can be used in the public management sector. Competencies The competencies you can expect to obtain from this course include:

1. Ability to pick up signals from society; 2. Ability to analyze the diversity of variables in problem areas; 3. Ability to analyze and evaluate policy processes and policy effects; 4. Ability to conduct research of a political, economic, or social nature.

Attendance Attendance is mandatory

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Evaluation and Assessment A lot of emphasis in the first term is put on the technicalities of creating and presenting a paper, several assignments will be given that result in your final grade.

• The grade for the second term will be based on

• Workgroup presentations: 50% This is a group grade – you will not be

graded on an individual basis. • Final exam: 50%

Literature Term 1 Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams, The Craft of Research, 3rd edition. The University of Chicago Press, 2008. Term 2: Yin, Robert K., Case Study Research: Design and Methods, 4th edition. Sage Publications: 2008 4.1.6. English Skills/Study and Career Coaching Instructors: Rick Arons, Melanie Hughes Terms 1, 2, 3 and 4 Total ECTS: 8 (2 per term; See below under “Grading”.) Course Description The IPM English Skills/Study and Career Coaching (SCC) course is designed to give students advanced tools in English to aid them in their studies, research and the workplace. Attention will be given to vocabulary development, grammar, writing and reading. The course will have two levels, designed to accommodate the different levels of language proficiency among the students. Placement in levels will be determined at the very beginning of the course on the basis of the results of a writing and reading/grammar assessment. Please wait to purchase books for the course until we are sure of your level. Whenever possible, student samples of writing will be used as starting points for explanations in class. Attempts will be made to link the content of reading and writing assignments to the curriculum in other courses in the IPM program. The SCC component of the course will basically be limited to some general conversation in English classes and to twice-yearly individual interviews with students to discuss goal setting, levels of progress, personal development and future choices.

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Course Objectives Students will participate in activities designed to enable them:

• to develop step-by-step writing skills that will allow them to produce pieces of

academic writing • to comprehend and use academic vocabulary, by exposing them to techniques

for studying and remembering new words, recognizing different forms of words, analysing the meanings of word parts, working with collocations (common pairings of words), using context clues to help with guessing the meaning of unknown words, and distinguishing between formal and informal lexical items

• to review, understand and use a variety of grammatical structures • to develop reading skills suitable for the demands of reading in an academic

environment Course expectations:

1. You will be in class as often as possible. If you cannot be in class, you will contact your instructor or a classmate to find out what was done in the class. If you must miss a class, you will be responsible for learning the material covered in that session.

2. If you don’t understand something, you will ask your instructor, or a classmate, for help in class, before or after class, or via e-mail.

3. After each class, at some point before the next week, you will review material that was studied in the lesson.

4. You will do extra work if there is an area that you are weak in. You can ask your teacher for extra exercises.

Homework It is the student’s responsibility to do all assigned work. Teachers are available to help clear up doubts, but independent work is required. It is also expected that you review course material and vocabulary independently on a daily basis. It is strongly recommended that you faithfully keep a vocabulary notebook. NOTE: This class requires extensive study outside of class in order for students to be able to put into practice what they learn during class time. Grading

• Final test 100% English Skills in term 1 is coupled with English Skills in term 2, and English Skills in term 3 is coupled with English in term 4. This means that you must pass English in both terms 1 and 2 to receive credit for the two courses. The same is true for English in terms 3 and 4. Passing one term, but failing the other -- even if the average of the two term grades is 5.5 or above – means that the student will not receive any English credit for the two terms. NOTE: If a student does not sign up for and attend BOTH individual SCC interviews, they will not receive credit for the course.

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Attendance Attendance will be taken in every class. It is the expectation of the instructor that students will attend all class sessions. You must be prepared for each class session, attend each class, and participate actively in individual, pair, and group activities. If you miss more than three classes in a term, one point will be deducted from your final grade. Target Competencies

• Students can read texts for main ideas and supporting information, understand main ideas and inferences, distinguish between fact and opinion, and understand author intent and bias.

• Students can write organized paragraphs on academic subjects with clear topics, logical and smooth development, and appropriate conclusions.

• Students can effectively present opinions and support for them in multi-paragraph argumentative essays.

• Students show evidence of an understanding of nuances in meaning due to changes in grammatical structure and can effectively use a variety of grammatical structures in their writing.

• Students can understand and use a variety of academic vocabulary. • Students show an understanding of register differences in English by recognizing

lexical and grammatical examples of formal and informal English in their reading and by using appropriate lexical and grammatical structures in their own writing.

Literature:

• Michael McCarthy, Felicity O’Dell, Academic Vocabulary in Use, Cambridge: Cambridge University Press 2008 (ISBN: 978-0-521-68939-7)

• Laurie Blass, Hannah Friesen and Kathy Block, Creating Meaning: Advanced

Reading and Writing, Oxford: Oxford University Press (ISBN: 978-0-19-472300-8)

• Recommended, not required: A good grammar text is highly recommended

for your use as study material, or as a grammar reference guide. One text that teachers and past students have found very helpful is Grammar in Use, by Raymond Murphy, Cambridge: Cambridge University Press 2004 (ISBN 978-0-521-53290-7). An English-English dictionary, such as the Cambridge Advanced Learner’s Dictionary or the MacMillan Dictionary for Advanced Learners is also recommended. Students should familiarize themselves with an on-line dictionary, or dictionary website, such as dictionary.com.

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4.2. Term 3 and 4 (Feb.-June 2012)

4.2.1. Policy Making Processes 1 & 2 Instructors: Ali Al Jaberi, Jikke Bastiaanssen Terms 3 and 4 Total ECTS: 6 (3+3) COURSE DESCRIPTION The development of public policy is a central practice for all governments around the world. The processes in the development and implementation of public policy are usually long, complex, involve a great deal of historical baggage, political manipulation, and struggle. Despite the complexities surrounding its formation, public policy is intended to be a public good – something that provides a degree of welfare, security or support for the general public. In term 3 we will focus on social policy processes at the global level with specific attention to how decision-making processes take place at the UN, the WTO, the World Bank, the IMF, as well as at their respective subsidiary organizations. In term 4 the focus will be on the policy process cycle; studying the phases of agenda-setting, policy formulation, decision making, implementation and evaluation. TEACHING METHOD The primary methods in this course are lectures followed by questions and discussions. The format of the discussions may include informal open discussion as well as some form of organized debate. LITERATURE Term 3: Yeates, Nicola (2008) Understanding global social policy The policy press, University of Bristol, ISBN 978 1 86134 943 9 Term 4: To be announced

ASSESSMENT Term 3:

Exam Term 4:

• Exam

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4.2.2.Introduction to International Law Instructor: Michel Hoenderboom Total ECTS: 3 Course Description This is an introductory course in public international law. It starts with a question why we need to study international law. It is intended to provide students with an understanding of the structure of international legal system and basic principles underlying legal relations between states, international organisations and other actors in the international arena. The course will focus on fundamental pillar of any field of study of international law - interaction between international relations and law, sources of law, law of state responsibility and settlement of disputes. The course will focus on the role of states as they are (still) the principle actors in international system. Sub-topics dealing with their roles will be discussed briefly. Basic issues of state responsibility will be dealt with. Peaceful resolution of international disputes is another main pillar of the course; here the focus will be on judicial, quasi-judicial and non-judicial methods. As its nature suggests, the course cannot and will not spend much time on the specialised fields of international law, such as, human rights, humanitarian law, trade law, law of sea, investment and so on. Course Objectives The goals of this course are:

1. to provide students with an understanding of the basic principles of international law and an analytical framework so that they will be able to analyse issues of international law;

2. to provide students with an adequate basic grounding in international law so that they will be prepared for a specialised course in the field of international law (for example, human rights, trade law, humanitarian law, law of sea, etc.);

3. to familiarise students with the main conventions and multilateral agreements in contemporary important areas of international law.

Competencies With reference to legal competences, this course focuses on legal knowledge. Through the lectures this course contributes to the competence of application of knowledge and judgment. Attendance In this course attendance of the lectures is mandatory. Attendance Lists will circulate during the sessions. Failure to attend a minimum of 80% will lead to exclusion of the written exam, and/or alternative tasks, at the sole discretion of the lecturers or program management. Examination and Assignments The exam of this course consists of a written exam with open and/or multiple choice questions which accounts for 100% of the grade.

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Literature - Shirley V. Scott, (2010) International Law in World Politics. An introduction. Lynne Rienner Publishers: Boulder/ London (2nd edition), ISBN 978-1-58826-745-0 - additional literature prescribed per week (will be announced in advance or added on Blackboard)

4.2.3. Human Rights Law Instructor: Michel Hoenderboom Total ECTS: 3 Course Description This is an introductory course in the law of human rights or fundamental rights. In the course Public International Law the individual is discussed as subject of international law. As such a human being has rights and obligations under international law. When the obligations are violated lawyers classify that within the subject of international criminal law and/or humanitarian law. Turning to the rights of individuals, those that play a role in international law are of a fundamental character, concerning life, liberty and welfare. Other rights of individuals are only relevant in the national context. Article 55 UN Charter stipulates that the universal respect for and observance of human rights is an objective of the United Nations and all its members. That objective is realized via the so called International Bill of Human Rights (the 1948 Universal Declaration and the 1966 International Covenants taken together), and all regional efforts like the European Convention of Human Rights and the European Social Charter. The backgrounds of this development in international law were the atrocities of the World Wars. The fundamental character is both articulated in the kind of rights like life, freedom from torture or freedom of thought and speech and articulated in the universality of the international human rights. The international role of human rights law was preceded by national developments. Traditionally founding fathers of international law (Grotius) and early national constitutions are cited as having regard to human rights as they are called now. But since up to the early 20th century half of the world population (women) were more or less exclude from these rights, modern legal scholars start the history of human rights law in 1945. Having said that, it is nevertheless the prime responsibility of the states to take care of the observance of human rights within their territory. The course Human Rights Law therefore also zooms in on regional and national systems of human rights law. Whether on the international, regional or national level, human rights law addresses:

1. the sources of the human rights and their content, 2. the mechanism on how these rights are implemented or effectuated, whether via

reporting systems, state claims, individual claims or active control methods. As said, on the international plane the novelty lies in the phenomenon that an

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individual can files suit against it state. On the national level the novelty lies in the phenomenon that traditionally the treatment of not only aliens is object of scrutiny by their home countries, but that also the treatment of “own” nationals (and especially minorities and/or indigenous people) is on the agenda of other countries. As such human rights play a role in international relations, via the United Nations or between states, further strengthened by the activities of non-governmental organizations (Amnesty International, Human Rights Watch) and legal scholars.

Scrutiny by other countries does not please states, that is to say governments, that are not able or willing to meet the observance of human rights. As a reaction human rights law is set aside as an ideology and the universal claim is disputed. We only have to read our daily newspaper to see what results from that. Nobel laureate and political dissident Andrey Sakharov once wrote from his internal exile in the Soviet Union: “The ideology of human rights is probably the one which can be combined with such diverse ideologies as communism, social democracy, religion, technocracy and those ideologies which may be described as national and indigenous. It can also serve as foothold for those (…) who have tired of the abundance of ideologies, none of which have brought (…) simple human happiness. The defense of human rights is a clear path toward the unification of people in our turbulent world, and a path toward the relief of suffering.” The course Human Rights Law primarily focuses on the “positive” rules and procedures (especially from the “Strasbourg” Court on Human Rights), but also strives to implement a sense of urgency to take the special responsibility of lawyers vis-à-vis human rights seriously. Course Objectives The goals of this course are:

1. to provide students with an understanding of the basic principles of human rights law and an analytical framework so that they will be able to analyze issues of human rights law;

2. to provide students with an adequate basic grounding in human rights law so that they will be prepared for a specialized course in the field of human rights law (for example discrimination, minorities, child rights etc.);

3. to familiarize students with the main conventions and multilateral agreements in contemporary human rights law.

Competencies With reference to the Course Book/The Hague LL.B. Manual, the chapter on the Legal Competences, this course focuses on legal knowledge.Through the assignments this course contributes to the competence of application of knowledge and judgment. Preliminary requirements The introductory course Public International Law is a prerequisite to attend this course. The lecturers may grant special permission for those students not meeting this requirement and/or from other programs.

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Course activities

1. Lectures: In this course the faculty will offer a weekly lecture. Reference is made to the Course Book/The Hague LL.B. Manual for tips and suggestions how to make lectures and the like effective. Students are required to be prepared for the lecture.

2. Workshop Lectures: In this course the faculty will offer a weekly workshop lecture. The purpose of these workshop lectures is to discuss, evaluate and deepen the understanding of the subjects of the lecture, to answer questions and, where necessary, repeat elements of the lecture.

Examination and Assignments The exam of this course consists of a written exam with open and/or multiple choice questions, as well as the two assignments. Both elements have to be successfully completed. Attendance In this course attendance of the lectures and workshop lectures, if any, is mandatory. Attendance Lists will circulate during the sessions. Failure to attend a minimum of 80% will lead to exclusion of the written exam, and/or deduction of the grade, and/or alternative tasks, at the sole discretion of the lecturers or program management. Literature - Rhona M. Smith, Textbook on International Human Rights, 5th edition, 978-0-19-960334-3 - further information will be made available through blackboard

4.2.4. Introduction Financial Management Instructor: R. Crijns Total ECTS: 3 Course description Financial accounting is aimed at providing financial information to external stakeholders, such as shareholders and banks. Investors can assess how management has performed its tasks and can use the financial information as a basis for future investment decisions, though they should realize that financial statements always relate to previous years. This course consists of four parts. In part I, the basics of the accounting process are outlined by constructing the accounting system. Part II discusses some common problems, such as VAT, withdrawals and adjustments. Part III focuses on international aspects of accounting. In part IV, all topics in the course are integrated in a case study. After successfully finishing this course students will be able to:

• Record simple financial facts in journals and sub-ledgers • Prepare journal entries and record them in the ledger system • Prepare the trial balance

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• Apply the decimal accounting system • Understand the accounting process.

Teaching method: students will do exercises for homework. We will discuss the exercises in class. Assessment: individual, written, closed book exam. Literature: Introduction to the Accounting Process, C.A.M. Klerks-van de Nouland, H.J.M. van Sten-van ‘t Hoff, A. Tressel, first edition, Noordhoff Uitgevers, ISBN: 978-90-01-78923-7.

4.2.5. IPM Project 2: HIV/AIDS in Africa Instructors: IJsbrand Hoetjes and Inês de Sousa Total ECTS: 6 (3+3)

Theme: HIV/AIDS in Africa

HIV/ AIDS constitutes a global, multifaceted problem. Whereas in Western Europe and North America prevention programs and access to treatment and medication have produced relatively satisfactory results, in poorer countries and regions this has not been the case. In sub-Saharan Africa, the HIV/AIDS epidemic has reached alarming proportions: the number of people living with this disease is still increasing, life expectancy has dropped from around 60 years to below 50 years, and in some cases is now barely above 35 years of age (Barnett 2006: 305). HIV/AIDS has serious long-term implications, which threaten to destroy the social, economic and political fabric of sub-Saharan countries. The impact of HIV/AIDS in Africa thus poses a huge policy challenge, for international and local policy-makers alike. What are the lessons to be learned from the African case and what can be done policy-wise to improve this situation?

In this project two main approaches to this problem will be distinguished:

1. The Global Approach to HIV/AIDS as a relevant international policy field is characterized by the focus on international institutions and organizations, and by the emphasis given to universal blueprints such as human, social and economic rights. This approach usually includes the analysis of regulatory frameworks and guidelines for states and other relevant international actors, such as Non-Governmental Organizations (NGOs) and Multinational Companies (MNCs) concerning research, prevention, control and treatment of the disease.

2. The Local Approach to HIV/AIDS is characterized by the focus on social, cultural and environmental factors that explain differences in policy responses among different continents, regions and countries. In the case of Africa, poor health systems and political and economic instability have turned HIV/AIDS in a

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multifaceted problem for local policy-makers and ‘on-the-field’ organizations, such as international or local NGOs, religious and charity groups.

Course Objectives

The aim of this project is to make students think about the HIV/AIDS epidemic in Africa as a concrete international policy field. By the end of this project, students should be able to:

1. Become familiar with different aspects of HIV/AIDS – social, political and economic causes and effects – from an international public policy perspective;

2. Identify the main stakeholders involved in the policy-making process dealing with this disease;

3. Apply and reflect upon the following phases of the policy cycle: agenda-setting, discussion and policy evaluation.

Teaching and Working Method

In this project, there will be a combination of plenary meetings with group meetings. The plenary meetings (including guest lectures by experts on HIV/AIDS policies) serve the purpose of making students acquainted with the field of HIV/AIDS in Africa.

The group meetings serve the purpose of preparing and guiding students in their group assignments, in preparation for a role-play exercise to be conducted at the end of Term 3; and in their individual assignments (reflecting upon and improving the outcome of the role-play exercise).

Evaluation and Assignments

Students will be graded according to their performance with regard to group and individual assignments throughout this 16 weeks’ project. In the first 8 weeks of the project (term 3) students should make themselves acquainted with the requirements of each assignment and with the necessary skills to be able to perform satisfactorily both in the group assignment and in the role-play exercise. In term 4, students are required to work in depth on the outcome of the role-play exercise

Term 3:

Preparation for the Role-play exercise (group assignment): The group assignment revolves around a role-playing setup, which will be conducted at the end of term 3. This assignment should result in a strategic document drawn up by each role-playing team, and it is a condition for entering into the role-play itself!

Role-play exercise (individual assignment): The goal of the role-play exercise is to produce a document, containing the results of the negotiation sessions. This document is the result of the group’s effort to reach an eventual policy decision, or at least a conclusion on the outcome of the negotiations. Though the result (document) will be the

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group’s responsibility, students will be assessed on their individual performance during the role-play sessions

Term 4:

Improving the Outcome (group assignment): After the role-play, the students will form teams to improve the content of the document. Each team is expected to conduct relevant and necessary research in order to improve a number of items contained in the final document.

Reflection on the Role-play (individual assignment): After concluding the final draft of the role-play document, each student is required to write an individual report about the negotiations. This should include:

1. a short summary of the negotiation proceedings; 2. a reflection on how their initial strategy has influenced the final outcome of the

negotiation.

The final grade of the project will be calculated as follows:

o Strategic Document: 25 % o Role-play Performance: 25 % o Improving the Role-play Document: 25% o Report on Role-play sessions: 25 %

Literature

For this course a selection of texts from the list below will be made available via Blackboard or in reader format.

o Fisher, Roger, William Ury and Bruce Patton; Getting to Yes; Negotiating an agreement without giving in (2nd or later edition), Random House, 1999

o Barnett, Tony and Whiteside, Alan; AIDS in the Twenty-First Century. Disease and Globalization (2nd edition), Palgrave MacMillan, 2006

o Seckinelgin, Hakan, ‘Who can help people with HIV/AIDS in Africa? Governance of HIV/AIDS and Civil Society’, International Journal of Voluntary and Non-Profit Organizations, vol. 15, no.3, 2004, pp.287-303

o UNAIDS ‘Report on the Global AIDS epidemic 2006’, available online: http://www.unaids.org/en/HIV_data/2006GlobalReport/default.asp

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4.2.6.Dealing with Data 1 Instructor: M. Hoenderboom, A. Frank Total ECTS: 3 Course Description This course is intended to provide future public managers with the necessary skills for reading and understanding the statistical data they will encounter in reports, documents, and analyses of real life social phenomena. The course will deal with basic ideas of central tendency and variance, continue to deal with the relationships between different variables, and provide understanding about reliability and validity when analyzing statistical data. The course is not focused on the carrying out of statistical calculations, but on the ability to interpret the results and understanding the meaning of statistical data. Examination: individual, written closed book exam. Assessment Final Exam 100% Literature: Statistics for people who (think they) hate statistics. Neil J. Salkind, 4th edition, Sage, ISBN: 9781412979597

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5. Courses Year 2

5.1. Term 1 and 2 5.1.1. Global Sociology Instructors: Inês de Sousa (term 1); Courtney Vegelin and Ali Al Jaberi (term 2) Total ECTS: 6 (3+3) Course Description In the last two decades, we have witnessed a number of events of truly global significance. The process of global transformation is still underway, mainly in the form of a “time-space” compression, or the shrinking of distance by better, faster, and cheaper forms of travel and communication. This has lead to an enhanced interconnectedness of economic and social processes and to an increase in the pace of human life. There are many way of explaining changes at a global level, but in doing so, we need to re-think old concepts and develop new perspectives to advance our understanding on globalization. The aim of this course is to examine a wide variety of contemporary social issues from a global perspective. This perspective includes examinations of:

The main interpretations used to explain an increasingly globalized world (sociology, history and modernization, global economy, state formation and nationhood).

New inequalities and divisions created by global processes (uneven development, class, gender and race, identity and citizenship).

New experiences such as consumerism, hyper-urbanization, the role of the media and the role of religion.

The challenges of globalization in regard to the environment, sustainable development, and universal rights, and questions about global participation and a global society.

Course Objectives Globalization is a complex phenomenon, with multiple causes and a variety of facets. The aim of this course is to tackle some of these complexities and to make IPM students familiar with the effects and challenges posed by globalization. By the end of the two courses (Global Sociology I and II) students should be able to:

Understand and distinguish causes and effects of global processes from a politico-sociological perspective.

Understand and apply concepts and definitions related to social and cultural globalization.

Analyze contemporary themes from a global sociology perspective.

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Competencies The competencies students of this course can expect to obtain include:

Awareness and understanding of political, ideological and cultural differences among people (reflection on the public duty).

Ability to discuss the role and effectiveness of public policy, looked at from different angles and perspectives (reflection on the public duty)

Ability to conduct research of a social and political nature (the public manager at work)

Teaching and Working Method The course will be a combination of lectures, discussions, student presentations, short debates, short homework assignments, and other in-class activities. Some of these activities are designed to guide the students in their assignments, exam preparation and final paper. The details of each assignment will be provided in class. Blackboard All course information found in this outline as well as any additional reading assignments will be available on the course Blackboard. Additionally, this course will make use of the Blackboard for submitting discussion questions, short written assignments, and discussion. Attendance Attendance will be taken at the beginning of each class. Students are not allowed to miss more than two classes, but it is highly recommended that you always attend. If you need to miss more than two classes, you need to inform the instructor via e-mail as soon as possible. Failure to attend the required number of classes can be reflected in your participation grade. Evaluation and Assessment The grade for this term will be based on the submission of assignments and a final paper or final exam. Literature

Cohen, Robin and Paul Kennedy, Global Sociology. 2nd ed., New York: Palgrave Macmillan, 2007.

Additional or revised literature will be announced before the course begins, or placed on the course Blackboard

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5.1.2. Governmental Accounting Instructor: Ron Crijns Total ECTS: 3 Course Description ‘Who would be interested in a book on governmental accounting who is not an accountant?’ The quick answers were obvious; investors, elected officials, financial and other managers working in government, and labour unions. On second thought, anyone who is impacted by a state or local government might have an interest in understanding what at times seems like the overly complex and confusing world of governmental accounting. Being able to more intelligently read and to understand the financial statements prepared by governments and understanding some of the key accounting concepts that underlie those financial statements can help non-accountants better understand the financial affairs of governments. In this course we will deal with the following topics:

o What is meant by governmental accounting and to what types of entities it applies?

o Some basic accounting concepts underlying all governmental accounting and financial reporting.

o The principles of fund accounting. o The basic financial statements prepared by governments. o Specific accounting issues such as accounting for revenues, capital assets, and

pensions. Literature: Governmental accounting made easy, Warren Ruppel, John Wiley & Sons, 2nd revised edition, ISBN: 978-0-470-41150-6. Examination: individual, written closed book exam.

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5.1.3. Economics for IPM 1. Microeconomics: Government and Market

Instructors: IJ. Hoetjes, R.F.C. Audenaerde Total ECTS: 3 Course Description Before a public manager can fully see the role and impact of Government in the economic aspect of society, he/she first needs to understand the functioning and malfunctioning of the market mechanism. Starting from the economics of supply, demand, and market equilibrium, an examination of the conditions necessary for markets to deliver efficient and equitable/desired outcomes will reveal the different parts Government plays in economics. Government enables markets, yet also unavoidably burdens them, and economically sound policy-making should always encompass both angles. Objectives To provide the students with the understanding of basic micro-economic concepts relevant to policy-making, and to improve their rudimentary skills in utilizing an economist’s toolkit as to enable them to analyze market functioning and policy implications from a micro-economic perspective. Teaching method and Examination In this course, there will be 8 lectures, consisting of explanation of theory and exam preparation. Students are required to prepare (i.e. fully read and keep track of difficulties) the required literature well in advance of each lecture, in order to effectively benefit from the explanations offered. The final grade will based on a closed-book exam (100%). Literature

Case, Karl E., Ray C. Fair, and Sharon M. Oster, Principles of Economics, 10th (!) global edition, Pearson Prentice Hall, 2004 (ISBN-10: 0-273-75372-X)

Part I Part II Part III

Some additional texts may be supplied in reader or online format.

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5.1.4. IPM Project 3: Global Economics and Global Environment

Instructors: Ines Trigo de Sousa, Melanie Hughes Total ECTS: 6 (3+3) Theme: Economics and the environment from a global perspective The last century, international relations have more strongly than ever been shaped by economic forces, as transportation and communication possibilities became manifold and ever cheaper. This increased interconnectedness does not, however, imply increasing global homogeneity, equality or even equity – from an economic perspective or other relevant points of view. Nevertheless, the disappearance of barriers to the functioning of world markets, can be argued to (continue to) bring many benefits, though unevenly distributed. Increased economic activity – and not in the least increased transportation of goods and people – does have environmental drawbacks. The ecological perspective has been gaining attention in the public domain, although many questions still remain as to the extent and causes of the damage done. This project requires students to see both sides of the global equation, because any policy solutions to global problems need to acknowledge global economics (and politics) as a playing field. Project Objectives The aims of this project are:

• Self-directed research: Students will gain insights (from several relevant theoretical disciplines) in the global developments and causalities underlying economic production, growth and distribution, and environmental change and its effects on society.

• Application of theory: Students will, at the end of this project, be expected to have turned acquired knowledge and insights about the project theme into a concrete set of meaningful activities for a peer audience.

• To make students realize the ins and outs of an ‘audience-oriented’ approach to the presentation of content and conclusions directed at policy design.

• To enhance skills required for the organization of a thematic event, involving (among others):

o Researching o Formulating o Planning o Organizing o Teamwork o Presentation o Improvisation

Examination Term 1: Small group and individual assignments (written), presentations. Products: Project Planning proposals, Conference Plan pitch presentation

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Term 2: Project group assignments; preparation and organization of a conference and related activities and (written) products and presentations, individual contributions and participation. Literature To be announced

5.1.5. Dealing with Data 2 Instructor: A. Frank Total ECTS: 3 Course Description This course is an introduction in meta theory; the objective is to provide you with the necessary skills for reading scientific articles and understanding the underlying meta theoretical assumptions. The course will consist of workshops in which we will discuss and debate the core concepts of meta theory; understanding vs. explaining, epistemology, ontology, methodology and so forth. Assessment Essay 100% Attendance Attendance and participation are expected. Literature: Documents available on blackboard

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5.1.6 Ethical and Moral standards Lecturer: Dr. C. A. Aldewereld Ects:3 Description: The course provides an introduction to public administration and its relationship to ethical theory. Public administration involves a variety of situations that have ethical importance in both the private and the public sector. Leading thinkers in Public Administration recognize that the critical issues of government ultimately involve moral choices. The definitive policy decisions made by public officials often have at their base conflicting ethical issues. The ambivalent position in which public officials often find themselves has led some administrative theorists to say that the chief qualifications of an executive is to resolve these ethical codes. The course deals with two different themes: Theme 1: Ethical Foundations and Perspectives Theme 2: Ethical Management and Ethical Leadership Competencies: 03. Allows for the political, ideological and cultural differences between people. 04. Allows for interests, factors of power and influence. 48. Is unbiased and honest, has a clear sense of standards and ensures fair play. Literature:

- Ethics and Integrity in Public Administration. Concepts and Cases. Ed. Raymond W. Cox.Sharpe, NY 2009. ISBN 9 780765 623119

- J. Wolff. Ethics and Public Policy, a Philosophical Inquire. Routledge 2011. ISBN 978 0 415 66853 8

Assessment: 1. Exam: an objective exam in the sense that the answers can be directly related to class discussions and the textbook. Attendance:

- An attendance rate of 80% is compulsory to finish this course successfully and to take the exam.

- The workshops are interactive, i.e. all participants in the course are required to come to class well prepared. The participation percentage you receive will depend of a variety of factors, including your participation in and contribution to class discussions.

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5.1.7. English Skills SCC

Instructors: Rick Arons, Melanie Hughes Terms 1, 2, 3 and 4 Total ECTS: 12 (3 per term) Course Description The IPM English Skills/Study and Career Coaching (SCC) course is designed to give students advanced tools in English to aid them in their studies, research and the workplace. Special attention will be given to writing skills, but vocabulary, grammar and reading will all be covered. Whenever possible, student samples of writing will be used as starting points for explanations in class. Attempts will be made to link the content of reading and writing assignments to the curriculum in other courses in the IPM program. The SCC component of the course will basically be limited to some general conversation in English classes and to twice-yearly individual interviews with students to discuss goal setting, levels of progress, personal development and future choices. Course Objectives Students will participate in activities designed to enable them:

• to develop step-by-step writing skills that will allow them to produce the kinds of

academic writing necessary in their field • to comprehend and use academic vocabulary by exposing them to techniques for

learning new words, recognizing different forms of words, analysing the meanings of word parts, working with collocations (common pairings of words), using context clues to help with guessing the meaning of unknown words, and distinguishing between formal and informal lexical items

• to review, understand and use a variety of grammatical structures • to develop reading skills suitable for the demands of reading in an academic

environment Course expectations:

5. You will be in class as often as possible. If you cannot be in class, you will contact your instructor or a classmate to find out what was done in the class. If you must miss a class, you will be responsible for learning the material covered in that session.

6. If you don’t understand something, you will ask your instructor, or a classmate, for help in class, before or after class, or via e-mail.

7. After each class, at some point before the next week, you will review material that was studied in the lesson.

8. You will do extra work if there is an area that you are weak in. You can ask your teacher for extra exercises.

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Homework It is the student’s responsibility to do all assigned work. Teachers are available to help clear up doubts, but independent work is required. It is also expected that you review course material and vocabulary independently on a daily basis. It is strongly recommended that you faithfully keep a vocabulary notebook. NOTE: This class requires extensive study outside of class in order for students to be able to put into practice what they learn during class time. Grading

• Final test 100% • NOTE: If a student does not sign up for and attend BOTH individual SCC

interviews, they will not receive credit for the course.

Attendance Attendance will be taken in every class. It is the expectation of the instructor that students will attend all class sessions. You must be prepared for each class session, attend each class, and participate actively in individual, pair, and group activities. If you miss more than three classes in a term, one point will be deducted from your final grade. Target Competencies

• Students can read texts for main ideas and supporting information, understand main ideas and inferences, distinguish between fact and opinion, and understand author intent and bias.

• Students can write organized paragraphs on academic subjects with clear topics, logical and smooth development, and appropriate conclusions.

• Students can effectively present opinions and support for the opinions in multi-paragraph argumentative essays.

• Students show evidence of an understanding of nuances in meaning due to changes in grammatical structure and can effectively use a variety of grammatical structures in their writing.

• Students can understand and use a variety of academic vocabulary. • Students show an understanding of register differences in English by recognizing

lexical and grammatical examples of formal and informal English in their reading and by using appropriate lexical and grammatical structures in their own writing.

Literature:

• Laurie Blass, Hannah Friesen and Kathy Block, Creating Meaning: Advanced Reading and Writing, Oxford: Oxford University Press (ISBN: 978-0-19-472300-8)

• Other work will be distributed in class as needed.

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• Not required, but recommended: A good grammar text is highly recommended for your own use as study material, or as a grammar reference guide. One text that teachers and past students have found very helpful is Grammar in Use, by Raymond Murphy, Cambridge: Cambridge University Press 2004 (ISBN 978-0-521-53290-7). An English-English dictionary, such as the Cambridge Advanced Learner’s Dictionary or the MacMillan Dictionary for Advanced Learners is also recommended. Students should familiarize themselves with an on-line dictionary, or dictionary website, such as dictionary.com.

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5.2. Term 3 and 4 (Feb-June 2012)

5.2.1. Economics for IPM 2. Macroeconomics: National Economic Policy Instructor: IJsbrand Hoetjes Total ECTS: 3 Course Description National economic policy affects the sum of all markets. In order to understand the aggregate mechanism of a national economy, some degree of model-wise thinking is necessary. The focus in dealing with macro models will be on graphical economics analysis, and in some instances also on the relation of these models to (time series of) economic indicators. Students of public management are required to grasp the macro-level interrelations between the markets for products, investment and input factors, and to understand the effects of different choices in fiscal and monetary policy-making. This course will start out from a closed-economy perspective for the sake of simplicity, but will gradually add the international counterparts of the markets mentioned above. Objectives The aim of this course is to provide the students with the understanding of basic macro-economic concepts relevant to policy-making, and to improve their basic skills in utilizing an economist’s toolkit in analyzing economic policy within a macroeconomic model. Teaching Method and Examination In this course, there will be 8 lectures, complemented by biweekly classes dealing with exercises and exam preparation. The final grade is calculated as follows: Attendance: 20% Written exam: 80% Literature

Case, Karl E. and Ray C. Fair, Principles of Economics, 7th (!) edition, Pearson Prentice Hall, 2004 (ISBN: 013-144172-8)

Part IV Part V Part VI

Some additional texts may be supplied in reader or online format.

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5.2.2. International Trade

Instructors: IJsbrand Hoetjes and Inês de Sousa Total ECTS: 3 Course Description Both the phenomenon of globalization and its impact are undeniably interlinked with economic forces. Nevertheless, a ‘world economy’ is in many aspects still far away from international economic interactions as we know them. Insight in the meaning of (national and regional) borders and barriers to economic behaviour is crucial in the understanding (and management) of the international public realm. Starting out with a recap of open macroeconomics and an introduction to economic theories of international trade, this course will confront students with several important issues in international relations which have a strong economic component. Adding a historical, political or even an ethical context to the economic analysis will result in future policy directions reaching beyond the ‘gains from trade’. Objectives The aim of this course is to add to students’ economic insights into the analysis of international economic relations, and to see the value and limitations of the mono-disciplinary conclusions of an economist when dealing with issues in a broader policy context. Once again, the student will acquire some useful economic tools to deal with the economic aspects of international relations, revolving around the interaction of national markets and policies concerning trade, factor movements, growth and development etc. Teaching Method and Examination In this course, there will be 7 lectures, complemented by biweekly classes used for discussions, exercises and exam preparation. The final grade is calculated as follows: Attendance: 20% Written Exam: 80% Literature

Case, Karl E. and Ray C. Fair, Principles of Economics, 7th (!) edition, Pearson Prentice Hall, 2004 (ISBN: 013-144172-8)

Part VII Additional texts will be supplied in reader or online format

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5.2.3. Organizational Management Instructors: Michel Hoenderboom, Ron Crijns Total ECTS: 3 Course Description The structure of an organization can be defined simply as the sum total of the ways in which its labor is divided into distinct tasks and then its coordination is achieved among these tasks. The elements of structure should be selected to achieve an internal consistency or harmony, as well as a basic consistency with the organization’s situation, its size, its age, the kind of environment in which it functions, the technical systems it uses, and so on. The central theme is that a limited number of configurations explain most of the tendencies that drive effective organizations to structure themselves as they do. In other words, the design of an effective organizational structure seems to involve the consideration of only a few basic configurations. Five coordinating mechanisms seem to explain the fundamental ways in which organizations coordinate their work: mutual adjustment, direct supervision, standardization of work processes, standardization of work outputs, and standardization of worker skills. These should be considered the most basic elements of structure, the glue that holds organizations together. Mintzberg distinguishes five basic parts of the organization. The operating core encompasses those members who perform the basic work related directly to the production of products and services. The strategic apex is charged with ensuring that the organization serve its mission in an effective way, and also that it serve the needs of those who control or otherwise have power over the organization. The strategic apex is joined to the operating core by the chain of middle-line managers with formal authority. In the techno structure we find the analysts who serve to achieve certain forms of standardization in the organization. A glance at the chart of almost any large contemporary organization reveals a great number of units that exist to provide support to the organization outside its operating work flow. The synthesis of Mintzberg leads to five basic configurations. The Simple Structure is based on direct supervision, in which the strategic apex is the key part. The Machine Bureaucracy is based on standardization of work processes, in which the techno structure is the key part. The Professional Bureaucracy is based on standardization of skills, in which the operating core is the key part. The Divisionalized Form is based on standardization of outputs, in which the middle line is the key part. The Adhocracy is based on mutual adjustment, in which the support staff is the key part. Teaching method: group-assignments to be discussed in class. Examination: individual, written, closed book exam. Literature: Mintzberg, Structure in Fives: designing effective organizations, Prentice Hall, ISBN: 0-13-855479-X.

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5.2.4. Human Resources Management Instructor: Roeland Audenaerde Total ECTS: 3 Course description All public and international organizations have to be properly staffed. Their staff has to be recruited, trained, appraised, coached and rewarded. This is the subject of human resource management (HRM). It is also going to be a part of the job that students will perform during their future work as an international public manager. The course presents the different elements of the HRM cycle from a strategic and public sector perspective. Two additional elements are:

- Cultural differences in HRM and collective bargaining - HRM in international (non-governmental, intergovernmental, supranational)

organizations. The course also comprises an (extra-curricular) excursion to the Social and Economic Council (SER), which is at the heart of collective bargaining in the Netherlands. Objectives:

o Students know the main concepts of HRM and organizational change and have a basic understanding of the main issues in those two areas.

o Students are able to relate those concepts and issues to their own student union, to public organizations and to (non-governmental, intergovernmental, supranational) international organizations.

o Students understand how differences in national culture influence the HRM frameworks of public organizations.

o Students are able to specify which HRM issues are distinctive of international (non-governmental, intergovernmental, supranational) organizations.

Assessment: Students are required to read and study a selection of chapters of the book mentioned below, plus an article on collective bargaining and an article about HRM in international organizations. The two articles will be distributed during the course. At the end of the course students will have to pass an individual close-book exam in which they will be asked to define some concepts from the book, and to analyse a HRM case from a national public service organization. Together with the exam they will also have to hand in a paper (written during the course) in which they provide a synthesis and assessment of the HRM strategy of an international (non-governmental, intergovernmental or supranational) organization. The synthesis and assessment have to be partly based on an interview that they have held with the HRM director or an HRM advisor of this organization. Each element (exam and paper) will count 50 % of the final grade.

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Literature

- Book: Gary Dessler, Human resource management. Twelfth edition. Pearson, Boston (Mass.), 2011. ISBN 978-0-273-74815-1.

- Article on collective bargaining (to be distributed during the course). - Article about HRM in international organizations (to be distributed during the

course).

5.2.5. IPM Project 4: Corporate Social Responsibility Instructors: Inês de Sousa, Jikke Bastiaanssen, Antonio Frank Total ECTS: 6 (3+3) Theme: CSR During the past decades, the environment for regulation of corporate activity has gone through many changes. Attempts to regulate global processes of production and distribution have been increasingly coupled with the need to protect the global environment and to safeguard human rights. A whole range of actors – intergovernmental organizations (IOs), non-governmental organizations (NGOs), trade unions, international solidarity groups and some corporations themselves – is seeking to achieve a more active role in universal standards and codes of conduct for Multinational Corporations (MNCs) in order to deal with these issues. The assumption of greater social responsibility by MNCs is particularly important in the light of the economic disruptions and social abuses that accompany the globalization process. It has become clear that globalization has facilitated the expansion of MNCs and a wider choice in the methods they use to operate in several different locations. As the decision about where to locate production facilities becomes crucial for economic development, so becomes the decision on where to invest and from where to trade. MNCs are strong advocates of international commitments regulating the obligations of national governments towards foreign investors. However, they share an “aversion” to international commitments that bind them to address the social consequences of their economic operations. Project Objectives The objective of this project is to make students familiar with corporate social responsibility as an international policy field. By the end of this project, students should be able to:

o Identify the relevant stakeholders involved in attempts of international regulation of corporate activity with regard to labor standards;

o Analyze and critically reflect on the pros and contras of international regulation of corporate activity.

o Conduct research, combining secondary and primary sources.

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o Planning and organizational skills. Competencies

o Knowledge of relevant best practices; o Ability to discuss the role and effectiveness of policies, looked at from

different angles and interests; o Ability to evaluate the content of existing policies and their development

stages; o Ability to translate political issues into lines of policies, as well as to indicate

alternatives and priorities with the help of an action plan; o Ability to use formerly and elsewhere applied solutions.

Teaching and Working Method This project will consist of plenary and group meetings. Plenary meetings may include guest lectures so that students can familiarize themselves with the theme and the related topics. Group meetings will serve the purpose of guiding the students in their assignments. Examination Term 3 In Term 3, there will only be group assignments. Each tutored group is composed of sub-groups. Each group selects and analyses two case-studies about CSR and human rights at the workplace/labor standards. Each group will be graded as follows:

Presentation on the two case-studies: 40% grade Term 3 Case-studies’ report and analysis (10-15 pages in length, or

between 4500 and 6500 words; the word count does not include the title page, footnotes or endnotes) – 60% grade Term 3

Term 4

Group Assignment (60% of grade term 4): Proposal for an organization, advocating corporate social responsibility and/ or the protection of human rights at the workplace. The proposal must contain:

o Name of the organization, o Who the organizers are and what are their goals, o Membership and networks, o Legal framework (under which set(s) of laws does the organization

operate and regulations on how it can exercise advocacy) o Financing and available budget o Distinction among short, medium and long term activities and planning: o Marketing and knowledge diffusion.

Attendance Attendance is required both in plenary sessions and group meetings.

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Literature (recommended and made available through blackboard): • Crane, Andrew, Dirk Matten and Laura J. Spence (eds), Corporate Social

Responsibility and Cases in a Global Context, London: Routledge, 2008. • Vogel, David, The Market for Virtue: The Potential and Limits of

Corporate Social Responsibility, Washington DC: The Brookings Institute Press, 2005.

• Hirschland, Matthew J., Corporate Social Responsibility and the Shaping of Global Public Policy, New York: Palgrave Macmillan, 2006.

5.2.6. Intercultural Communication 1 & 2

Instructor: C A. Aldewereld Ects 6 (3+3) Description of the course: This course focuses on the imperative for intercultural communication. The need to understand the role of culture in interpcultural communication is growing. Because of demographic, technological, economic, peace and interpersonal concerns, intercultural competence is now more vital than ever. In our times, culture, cultural differences, and intercultural communication are among the central ingredients of life. As inhabitants of this post-millennium world we no longer have the choice about whether to live and communicate with people from many cultures. Our only choice is whether we will learn to do it well! Objectives: It is the objective of this course to explore the concept of culture. Students will be encouraged to identify their own cultural heritage and will be made aware of the importance of adopting a non-judgmental approach to cultural differences. Functioning as a Public Manager in a multicultural society (a society made up of groups of different ethnic backgrounds) and in a European or global context requires an understanding and knowledge of the different cultures the (public) manager is confronted with in his field of work. This course is designed to create awareness on the student’s part of the modes of behaviour, norms and values of the public or private organisations he/she will encounter in his/her future field of work and foster the ability to function successfully in an intercultural setting. Competencies:

- To understand and explain the concept of culture. - To explain the way in which national cultures influence behavior in the work

setting (context of public management). - To assess the transferability of managerial concepts across cultures. - Demonstrate awareness of and a non-judgmental approach towards cultural

difference. - Ability to express oneself in the above mentioned context in adequate English. - Ability to communicate across cultural borders. - To apply an awareness of cultural differences to a variety of organizational

situations.

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Teaching Methods: Interactive workshops. Assessment: Term 3: Written Exam 100% Term 4: Written Exam 100% Attendance: Attendance of 80% is compulsory. Textbook: Fred E. Jandt. An Introduction to Intercultural Communication. Identities in a Global Community. 6 Edition. ISBN 978 1 4129 7010 5

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6. Courses Year 3

6.1. Terms 1 and 2 (Sep 2011-Feb 2012) 6.1.1. European Public Management Instructors: Kees Aldewereld, Ron Crijns, Roeland Audenaerde

Total ECTS: 15

Description EPM:

European Public Management offers students of International Public Management insight in the functioning of the European Union, its affairs and procedures and its policy making processes.

Knowledge of and familiarity with these topics facilitates the professional life of a future International Public Manager. The EU is an ever increasing political and economic power with an impact stretching far beyond its territory.

EPM has the objective of acquainting the international student with European Politics, European Economics, European History and European Law as the impact of the policies of the EU will also influence his/her future field of work. The transfer of knowledge about the EU is obtained is through lectures and workshops as well as through discussions and presentations. There are four modules:

- EPM 1: 4 credits

- EPM 2: 4 credits

- EPM 3: 3 credits

- EPM 4: 4 credits

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Competencies:

• Bases decision on knowledge of precepts and function of the EU political system (democracy, judiciary, European cooperation).

• Takes into account political, ideological and cultural differences. • Is able to place issues in a European context. • Has knowledge of professional, international literature of the subject matter. • Does research in matters of policy, society and economics. • Is able to determine relevant European directives. • Is able to analyze and formulate the problematic aspects of EU policy and

supranational directives and law making.

Assessment:

The assessment consists of:

• Written exams for all parts of the program as well as presentations.

Lecturers and themes:

The program is co-coordinated by Dr. Kees Aldewereld

The parts of the program are:

1. The Evolution of the EU: the lectures focus on the Evolution of the EU, and on the Government and Politics of the EU. (Lecturer: Dr. Aldewereld)

2. Economic Integration and Finances of the EU. The lectures focus on the role of Economics and Finances in facilitating and furthering the Integration of the EU. (Lecturer: Dr. R. Audenaerde)

3. European Union Law, policies and policy processes. The lectures focus on the importance of law and policies in the process of European integration. (Lecturer: Drs. R. Crijns)

Literature:

• Nugent, N. The Government and Politics of the European Union. Palgrave Macmillan, 7th edition, 2010 (ISBN 978-0-230-24118-3)

• Selected articles

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6.2.Term 3 and 4 (Feb-June 2012)

6.2.1. Minor Globalization, Government and Governance Instructors: Inês Trigo de Sousa and Courtney Vegelin Total ECTS: 15 (for both terms) Course Overview As the development goals of different countries around the world move closer together and the concept of global governance takes on increasing meaning, it becomes increasingly important for future public managers in the international arena to have a clear grasp of the both the similarities and differences in national and regional policies, different development strategies, and the role that different countries play in establishing a global agenda for governance. In this minor, the subjects of globalization, governance, and the role of government in promoting development in our increasingly integrated world will be addressed through a variety of both theoretical and regional lenses. The theoretical approaches to be introduced in the first weeks of this course include global governance, post-colonialism, regionalism, democracy, and human rights. Primarily, the regions to be considered during this course will be those making up the Global South and newly emerging economies. As such, we will be covering the topics of governance and government in Latin America, Africa (including northern Africa), and East Asia. For each of these areas, a variey of topics will be covered including national development strategies, the various meanings and ways of instutionalizing democratic norms in different national settings, and local forms of development and resistance. Teaching Method This course meets once a week for four hours for two terms. The four hours will be a combination of lectures, guest lectures, documentaries, and student workshops in which students will do presentations, debates, and discuss relevant readings. Assessment Students will be assessed based on their participation in students workshops, a written exam, and a substantial research paper (20-25 pages). The details of each will be discussed in the first week of the course. Literature All reading will be made available on the course Blackboard. No books need to be purchased for this course.

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6.2.2. Financial Management 1 and 2 Instructor: Ron Crijns Total ECTS: 5 Course Description The aim of this course is to provide students with a basic knowledge of financial management. We will cover four topics: businesses and their role in the economy, finance, management accounting and financial accounting. Businesses and their role in the economy discuss the characteristics of businesses, their activities and their legal forms. Finance is concerned with determining the quantity of capital required by a business and the means of providing the capital. Financial planning consists of capital budgeting, working capital management and capital structure. On top of that we will elaborate on financial statement analysis. Management accounting focuses on the process of providing mainly financial information for a variety of decision-making purposes. We will discuss cost allocation, budgets and variance analysis. Financial accounting highlights the provision of financial information to external parties by means of the annual report. We will address the legal framework of financial accounting. In addition the requirements governing the classification of the items shown on the balance sheet and profit and loss account will be dealt with. Financial Management 1 deals with financial statements and finance issues, whereas Financial Management 2 addresses management accounting. Teaching method: students do exercises for homework. In workshops we will discuss the exercises. Practice makes perfect! Assessment: individual, written, closed book exam. Literature:

o Basics of Financial Management, An introductory course in finance, management accounting and financial accounting, P. de Boer, M.P. Brouwers, W. Koetzier, 2011, second edition, Noordhoff, Groningen/Houten, The Netherlands, ISBN: 978-90-01-80291-2.

o Basics of Financial Management, An introductory course in finance, management accounting and financial accounting, P. de Boer, M.P. Brouwers, W. Koetzier, O.A. Leppink, Exercises, 2011, first edition, Noordhoff, Groningen/Houten, The Netherlands, ISBN: 978-90-01-80580-7.

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6.2.3. E-Governance

Instructor: IJsbrand Hoetjes, Antonio Frank Total ECTS: 3 Course objectives This course intends to

• Make students aware of the views on the (new) role of government in a widely and rapidly innovating society

• Provide students with knowledge of tools and theories to answer the question ’How to best deal with public issues and perform public tasks by optimally using (ICT) innovations?’

• Provide insight into the meaning of innovation for o different regions of the world o different levels of government o different public tasks

Introduction From an international perspective, e-government issues display a strikingly paradoxical meaning of national differences. On the one hand, the most recent ICT innovations are all about social and economic interaction taking place with little regard for borders and jurisdictions. On the other, policy approaches to enhancing government services by using such innovations are primarily developed at local or national levels. Comparisons across countries often reveal parallel cases of 'reinventing the wheel', yet initiatives to share experiences between public actors internationally remain very hard to bring to fruition. In many ways, society is becoming more and more networked, especially when considering relations on a global scale, making awareness of the network perspective on government, governance and the distinctions between private and public an invaluable tool for the internationally oriented public manager. At the same time, new ways of dealing with information and knowledge need to be found, as technology shifts the challenges from timing, availability and quantity, to accessibility, reusability and reliability (quality) – as conventional information flows move from one-way traffic to multi directional dynamics. The changes technological innovations induce in 21st century society call for a government response, or do they? What is the public task, the responsibility of our governmental institutions when human interactions in the virtual realm have real-life repercussions? Or when citizens come to expect real-time information and increased transparency of government action? Or when millions spent on governmental innovation fail to show tangible results? Literature Documents will be made available through blackboard

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6.2.4. Ethical and moral standards Instructor: Dr. C. A. Aldewereld Ects:3 Description: The course provides an introduction to public administration and its relationship to ethical theory. Public administration involves a variety of situations that have ethical importance in both the private and the public sector. Leading thinkers in Public Administration recognize that the critical issues of government ultimately involve moral choices. The definitive policy decisions made by public officials often have at their base conflicting ethical issues. The ambivalent position in which public officials often find themselves has led some administrative theorists to say that the chief qualifications of an executive is to resolve these ethical codes. The course deals with two different themes: Theme 1: Ethical Foundations and Perspectives Theme 2: Ethical Management and Ethical Leadership Competencies: 03. Allows for the political, ideological and cultural differences between people. 04. Allows for interests, factors of power and influence. 48. Is unbiased and honest, has a clear sense of standards and ensures fair play. Literature:

- Ethics and Integrity in Public Administration. Concepts and Cases. Ed. Raymond W. Cox.Sharpe, NY 2009. ISBN 9 780765 623119

- J. Wolff. Ethics and Public Policy, a Philosophical Inquire. Routledge 2011. ISBN 978 0 415 66853 8

Assessment: 1. Exam: an objective exam in the sense that the answers can be directly related to class discussions and the textbook. Attendance:

- An attendance rate of 80% is compulsory to finish this course successfully and to take the exam.

- The workshops are interactive, i.e. all participants in the course are required to come to class well prepared. The participation percentage you receive will depend of a variety of factors, including your participation in and contribution to class discussions.

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6.2.5. Skills 1 & 2 Instructors: Antonio Frank, Jikke Bastiaanssen, Ali Al-Jaberi Total ECTS: 2 + 2 Course description Apart from knowledge about international public management issues, a good public manager also requires skills to transfer this knowledge. This course will focus on skills such as debating, time-management and interviewing. The course will be very practical with a lot of emphasis on learning by doing. Literature Documents will be made available on blackboard Examination Mandatory attendance & participation in class Individual and group assignments. There will be no final exam

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7. Courses Year 4

7.1. Practice the Theory: The Internship

For further information please contact the IPM Internship-Coordinator: Name: Dr. C A Aldewereld

A. The Internship: 1. The academic requirements for taking an internship 2. The choice of organization for an internship 3. The contact between the university and the organization 4. Documents related to internship. 5. Products related to the field of work. B. The Final Paper and Assessment

C. Structure of Year 4

The Internship The internship is meant to provide opportunities for students to gain experience in their workfield, determine if they have an interest in a particular career, create a network of contacts, and gain academy credits. It is also a means of applying the theoretical knowledge to the practice of the workfield. Internships also offer the prospect for interns to return to the organization after completing their education and requiring little or no training. • An internship may be either paid, unpaid or partially paid. • Internships in ngo’s and non-profit organizations are often unpaid, volunteer

positions. 1. The objective of the Internship: The objectives of the internship for the student are:

1. to gain experience in working for and with a non profit organization within an international context,

2. to find his/her way in the public domain, 3. to develop and/ or implement and evaluate a policy, 4. to gain experience in working together with third parties or organisations, 5. to gain experience in working indepently onm fullfilling assignmen

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2. The academic requirements for taking an internship:

• The requirements for taking an internship are: 1. The student must have his/her P. 2. The student must have obtained 60 ECTS in year 2 3. The student must have obtained 51 ECTS in year 3.

3. The choice of an organization

• Internship positions are available from government departments, non-profit groups and organizations. Due to strict labor laws, European internships are mostly unpaid.

• The internship can be taken at any national or international profit, non-profit, or governmental organization, as well as at a ngo, on the condition that their main field of interest is the (international) public domain.

• The internship can be taken at an organization, located in the Netherlands or outside the Netherlands.

• The internship is taken in term 1 and 2 of the fourth year of the IPM program and lasts for two terms (18 weeks)

• The internship can be taken at one organization for a period of 18 weeks or at two organizations for a period of 9 weeks each.

• The internship is taken on the basis of a four days workweek. • The choice of organization must be approved of by the coordinator of the

internship program. 4. The contact between the university and the organization

• During the time of the internship a member of the staff of IPM is appointed to coach the student and the student is required to send a report to his/her coach every two weeks.

• The bi weekly reports describe: 1. The tasks the student is working on, 2. The problems he/she encounters at the internship or at the organization, 3. The progress made in the development of the competencies,

• The coordinator of the internship program visits the students at the beginning, in the middle and at the end of the internship (the students take the minutes of this meeting) if the student takes up an internship in the Netherlands.

• In term 1 and 2 a meeting of the students and coordinator/members of IPM staff is scheduled in the first week of term 1 (introduction) in week 10 of term 1 (reflection) and week 1 of term 3.

• In case the student takes his/her internship abroad, bi weekly contact is requested by electronic means (Skype) with the coordinator as well as with the coach.

• The objective of the meeting(either in person or electronically) is 1. to meet the organizational coach of the student, 2. to become acquainted with the organization, 3. to control if the internship has been approved of by the coordinator of the

program , 4. the professional level of the work activities of the student at the organization, 5. the facilities and support offered to the student by the organization .

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5. Documents related to personal coaching.

Documents which are to be handed in during and at the termination of the internship. (If you take two internships of nine weeks each, the products c,d, and e must be handed in for each internship.) 1. Motivation for the choice of organization at which the internship is taken, 2. A Personal Development Plan (PDP). This PDP consists of the following

documents: a. A listing of competencies which the student wants to improve during the

internship, b. Bi monthly progress reports, c. Expectations of the internship at the start of the internship. d. Reflection on the internship at the end of the internship. e. Regular meetings between coach and student.

6. Products related to the field of work: a. The students have to select a total of 4 assignments and are expected to hand in 2 products in each term. b. These products are professional papers related to their field of work activities. c. The papers must be awarded a minimum of ‘sufficient’ to obtain the total of credits attributed to the internship. d. These products can be:

1. Policy plan 2. Analysis of implementation of policy 3. Evaluation of a policy 4. Management report 5. Description of a process 6. Advisory report 7. Lobby strategy or report 8. The analysis of a network 9. Plan for a project 10. Budget 11. Analysis of a problem 12. Event

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Final paper and assessment year 4:

A. Final Paper (Thesis) 1. The last assignment of the study program is the final research paper in the field of policy making or the execution of policies. It may be possible that the (internship) organization invites the trainee to do research for the organization, e.g. in the field of policy making or the execution of policies. To avoid any misunderstandings this research assignment must be approved of by the IPM year-4 coordinator on its suitability for a final paper. Criteria for approval: - The research topic of the final paper must be related to the field of International Public Management; - The student must hand in a well-designed Plan, which needs approval of the first and second reader; - An analysis of the theory, related to the topic, is an essential part of the final paper. 2 The students meet in the context of study group to work together on the progress of their thesis on a weekly basis in term 3 and 4. The objective to this study group is to further the process of writing the final paper. Peer guidance and support is an important instrument in attaining the final objective. 3. The weekly meetings (workshops) will last for 2 hours and attendance is compulsory! Students are expected to file their papers on bb and read them in order to offer positive advice and criticism. The credits awarded for active participation and attendance are 2.5 per term. The grade is Pass or Fail. 4. The objective of the final product at the end of the study program IPM.

The final product is “ A policy document “ a. The topic must be related to public management or public administration, b. Your paper must be based on profound research, and c. Be concluded with conclusions and recommendations which lead to d. An advice! Policy Document:

In a policy document an administrative issue or problem is formulated within the context of a political decision making institution, and includes the ambitions, objectives and the method in which this policy will be executed by the institution. The policy document must be formulated in the way of an advice which will be the basis to take further steps. A Policy Document can be: 1. A Policy Plan 2. A Policy Advice 3. A Policy Evaluation 4. Scouting A Problem 5. Organizational Advice

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1. Policy Plan: This is a detailed policy proposal including an advice: - In case of a proposal it has been checked on political and societal realization,

effectiveness, efficiency, practical execution and lawfulness. - If possible, the financial and human resource consequences resulting from

this advice must be part of the policy plan.

2. Policy Advice: Policy advice plays an important part in shaping a policy. The problem scouting/-analysis is central to a policy advice. This is followed by a an advice to take proper policy measures. To be considered are: - The history /background of the issue - An analysis of the problem - Reasons for this problem - The objective of the policy - Conditions - Relevant facts like literature, existing policy, possible steps for the approach, - Review of these steps and measures. The final part is an advice supported by a proposal for financial and human resources consequences.

3. Policy Evaluation: Evaluative research is more and more often considered to be standard procedure to evaluate policy trajectories. Topics for evaluation can be: - The content matter - The processes - The organization - The effects of the policy. To evaluate a policy several questions must be answered: - Have the objectives, defined at the beginning of the process, been achieved? - Did the policy reach the intended target group? - Did the policy contribute sufficiently to achieve the goals? - What are the effects of the implemented policy? - Which of the intended effects have been realized, which have hardly been

realized and what are the reasons for this? - Which bottle neck situations were experienced by the parties involved? - How efficient is the policy process? - In which way can corrections of the implementations best be effected? The following research methods can be used for executing an evaluation research: desk research, interviews (in depth and expert-), group discussions, literature research, and case studies. Note: an evaluation research can be a policy evaluation as well as an evaluation of an implementation trajectory. An audit is also considered to be an evaluation!

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4. Scouting A Problem:

This is a general orientation towards the problem. First of all the actual problem is defined. Several stakeholders are interviewed and questioned concerning their view towards the problem, their objectives and needs as well as interests. Furthermore the available policy papers and –plans of the relevant organizations are studied to define the specific characteristics and conditions of the problem. The scouting results in a detailed description of the problem – a collection of the opinions, points of view and ideas of the diverse stakeholders – which can be a basis for the development of e.g. a vision on the future of a municipality, a proposal for a policy towards juvenile prostitution, a proposal towards combating drugs abuse, etc.

5. Organizational Advice: Point of departure in an Organizational Advice is the questions: What must we do? The first step in an organizational advice is to define the objective together with the stakeholders. The most important questions are: - What is the problem (as formulated by the client)? - The criteria for a solution - Is there consensus or are there different opinions concerning the problem? - How do the stakeholders explain the problem from the perspectives of the

tasks and what is their opinion on a possible solution of the problem?

B. The final assessment: At the end of the study program, the student: - Is able to Present, Report and Defend the content matter, the conclusions

and the advice of his/her final paper. - Is able to explain the ways of how to deal with the problem/issue. - Is able to convince the examiners of his/her knowledge, skills and attitude

related to the subject and the correctness of the conclusions and advice. - Is able to describe in general terms the trajectory of implementation towards

evaluation. - Is able to respond adequately to questions concerning policy-administrative

and commercial aspects of the proposal. See attachments 1 and 2

C. Review of the structure and ECTS of IPM/year 4 Internship term 1 and 2 for 4 days a week for a total of 18 weeks. There is one COMPULSORY day a term scheduled for a meeting for all fourth year students, also for those students who choose to take their internship abroad! 1. Personal coaching is planned for Friday by electronic communication means. 2. Students are required to hand in several products dealing with their internship:

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• professional products (4) • personal coaching ( coaching manual)

3. There will be one meeting (half a day) of all fourth years’ students in term one and two. (The first Friday of term 2 and the first Friday of term 3)

4. Credits attributed to the internship: 26 ECTS (term 1 and 2): 30 ECTS The number of ECTS attributed to the internship: 1. The actual internship: 25 ECTS (32 hours per week/total of 9 weeks a term): 2. Professional Products: (3 per term) 3. 2 meetings/full day (one in each term): 6. Personal coaching: 2.5 ects in term 1 and 2 5 ECTS The total credits for the internship (26) will only be awarded if: the internship is complemented

Year 4. Credits per term

Term 1 Term 2 Term 3 Term 4

15 Internship Internship 3,5 Thesis Thesis 2,5 Study Group

thesis 1 Study group thesis2

3 Specialization course 3

Specialization course 6

3 Specialization course 4

Specialization course 7

3 Specialization course 5

Specialization course 8

The 30 credit internship counts as a single unit. The 7 credit thesis counts as a single unit. Each 3 credit course counts as a single unit. Further units: Study group, consisting of study group 1 and study group 2 e. Out-of-school curricular part of the training

The out-of-school part of the training for fulltime study involves 30 credits of work placement/work placements. Only students who obtained 60 credits in year 2 and at least 51 credits in year 3 are allowed to apply for a work placement/internship. Further stipulations, conditions and information are referred to in the work placement manual.

f. The specialization courses will be defined during the first term of year 4. See attachment 3

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g. Graduation: There are three dates to graduate: Opportunity 1: June 2012 Opportunity 2: End of August 2012 Opportunity 3: End of February 2013

7.2. Specialization courses The specialization courses are currently being developed. The information on blackboard is most up to date.

7.2.1. The Ways of the World: A Brief Global History.

Instructor R.Audenaerde ECTS: 3

The course focuses on global developments that have shaped our present world. The course focuses on social and historical issues like Euro centrism, Abolition of Slavery, Industrialization and Revolutions. Assessment: written exam Literature: R. Strayer. Ways of the World: A Brief Global History, Vol. 2. ISBN-13: 9780312452896

7.2.2. Performance measurement in the Public Sector.

Instructors: R. Crijns, J. Tellegen Total ECTS: 3 Course description Is it possible to envisage management in the public sector without due regard to the pursuit of results and the measurement of performance? Nevertheless performance management lacks a coherent treatment that explicates its significance, analyses its several dimensions as a working system, compares its application internationally, and challenges its shortcomings. We discuss the many meanings of the word ’performance’ and how it has become one of the main but contested agendas in public administration. Questions include: what is performance and how does it relate to public values? What is micro, meso and macro performance? What is performance measurement? Is everything measurable? What is performance management and what is it not? The subsequent stages of deciding what to measure, identifying indicators, analyzing, reporting and safeguarding quality are discussed in detail. We discuss how performance information can be incorporated into policy and management. We deal with the use of performance information. Three modes of use are distinguished: learning, steering & control, and accountability. We

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reflect upon the observation that performance information is often not used. Several theories can explain why performance information is not always functional for management and policy. Besides insufficient quality of performance information, psychological, cultural and institutional barriers may inhibit use. Literature:

1. Performance Management in the Public Sector: Van Dooren, Bouckaert and Halligan, Routledge, ISBN: 978-0-415-37105-6.

2. Managing Performance in the Public Sector: Hans de Bruijn, Routledge. 2nd Edition!,

Assessment: an individual written assignment. You are expected to be able to write a critical analysis of existing performance management systems in the public sector.

7.2.3. History of Public Administration

Instructor M. Hoenderboom ECTS: 3

This course focuses on the historical origins of present day administration. An understanding of the organization and (working) methods of public administration requires more than mere knowledge of the status quo. Insight into the origins and developments in public administration is also required. The course will offer this historical perspective.

Literature : to be announced

7.2.4. Strategic Management. Instructor R. Audenaerde ECTS: 3 Course content will be published in due time via Blackboard Literature:

- John M. Bryson, Strategic planning for public and non-profit organizations. Jossey-Bass, San Francisco (Cal.), 2011. Fourth edition. ISBN 978-0-470-39251-5.

- Selected articles about strategic planning for international organizations, to be distributed during the course.

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7.2.5. Engagement of private military companies or peacekeeping Missions.

Instructor: Mr. A. Frank ECTS: 3

This course will discuss the role of PMCs in current peacekeeping missions. A

multidisciplinary approach will be taken with emphasis from law, international relations

theory, criminology, economics, corporate strategy and political economy, as well as

psychology and sociology.

Literature : to be announced

7.2.6. History of the Arab World.

Instructor: Mr. Ali Al- Jaberi ECTS: 3 Course content to be announced via Blackboard.

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Programme Examination Regulations 2011/2012 for International Public Management This document together presents the ‘hogeschool’ university and study parts of the Programme Examination Regulations. Per article the regulations at university level are shown in italics, followed by regulations and particulars at study level. Article 1 Definitions University part The regulations employ the following definitions: Academy A study or a group of studies under the academy director’s management. Academy director The official managing the academy. Academy council Representative advisory body at academy and service level referred to in the

sub-council of the WHW (article 10.25). Assessment

Integral research that should lead to assessment of and feedback on the level reached for at least one competence, established by assessors on the basis of previously determined assessment criteria, based on observable behaviour and in accordance with a situation that presents itself in a realistic professional practice or in the professional practice itself.

Assessor The assessor is the person who evaluates learning processes on the basis of an assessment. Through specific training he accurately and reliably interprets students’ test results and determines the extent to which a student has gained the tested (part) competences.

Associate degree (Ad) The legal degree awarded to students who successfully complete the Associate Degree (Ad) programme.

Associate- Degree programme (Ad programma)

A programme within a study with a study load of at least 120 credits that leads to obtaining the Associate Degree (Ad).

Examination Appeals Board

The Examination Appeals Board of the Hague University as referred to in article 7.60 of the WHW (see also chapter VII of the Students’ Charter, part 1)

Executive Board The board of the university as referred to in article 10.2 of the WHW and in article e1.1, subsection j of the WHW.

Competence An integrated whole of knowledge, skills, insight and attitude, required to realise professional products in a professional context that meet prevailing quality requirements.

Competence profile The set of competences which a starting employee must have in a certain professional field to be able to act appropriately in a professional situation. The competence profile is related to the national competence profile.

Part-time study A study taking into account the fact that the student also has other (educational) responsibilities. In the study part of the Programme Examination Regulations these responsibilities can be regarded as units of study. The student does not qualify for study grants and loans (studiefinanciering).

Dual study A study in which following a course (study part) during at least one period is alternated with professional practice (practical part) related to that study (article 7.7 paragraph 2 of the WHW). Professional practice is gained on the basis of an agreement signed by the study, the student and the employer (article 7.7, paragraph 5 of the WHW).

Examination The examination is taken if the tests of the units of study that are part of a study or the first-year programme of a study have been passed, insofar the

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Examining Board has not determined that the examination includes a study to be conducted by itself into the knowledge, insight and skills of the examinee (article 7.10 paragraph 2 of the WHW).

Examining Board The board that objectively and professionally determines whether a student meets the PER (Programme Examination Regulations) conditions set for knowledge, insight and skills that are required to obtain a degree (article 7.12 of the WHW).

Examiner Person assigned by the Examining Board to take tests (article 7.12 of the WHW).

External student The person registered at the university as ‘external student’ who, according to article 7.36 of the WHW, has the exclusive right to take the tests of the study units and the examinations that are part of the study, including the Ad programme, and who basically has the right to access the facilities and collections of the university (e.g. the library).

Handicap A visible or invisible function restriction due to a handicap or chronic illness as referred to in article 1 of the WGBH/CZ (Dutch Act governing Equal Treatment of Disabled and Chronically Ill People). This might involve several physical restrictions, chronic diseases, psychological illnesses and dyslexia.

Certificate The certificate is presented to the examinee who has passed the first year or final examination of the study or the Ad programme as referred to in article 7.11 paragraph 1 of the WHW.

University The Hague University of Applied Sciences. University part The part of the Programme Examination Regulations (OER) that applies to

the study, the tests and the examinations of all fulltime, part-time and dual studies including the university’s Ad programmes.

Post-first year programme

The part of the study following the first year.

Elective unit of study A unit of study offered by the study, according to the student’s choice, or activities inside or outside the university to fill up the minor. The study load is no more than 6 credits.

Major The part of study also allowing the student to acquire the competence profile. The major, together with the free selection, prepares the student for obtaining the final examination certificate.

Minor A unit of study worth 15 credits to fill up the minor. Minor space The part of the study with a scope to be determined by the faculty to be filled

up by the student, sanctioned by the Examining Board. Educational part The part of the dual study that consists of being in training. Unit of study A coherent part of the study concluded with a test (article 7.3 of the WHW).

A unit of study may also be referred to as ‘course’ or ‘module’. Programme Examination Regulations

The regulations which lay down the rights and obligations of students and the university as regards education, examinations and tests of a study (article 7.13 of the WHW). The regulations consist of a university part and a study part.

Educational programme

The total units of study (including work placements and the units of study to be chosen by the student in the free selection) and related tests in the first-year, post-first year or the Ad programme.

Study A study is a coherent whole of units of study, aimed to gain competences or objectives in terms of knowledge, insight, attitudes and skills which the graduate should possess (article 7.3 of the WHW). Studies have fulltime, part-time and dual study variants. The term ‘study’ used in this Programme of Examination Regulations is taken to mean a bachelor study.

Programme committee The advisory committee called in for each study and whose task is to advise on and also annually evaluate the way in which the Programme Examination

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Regulations are executed, as well as to advise the academy director and the academy council on all other affairs regarding education within the study concerned (article 10.3c of the WHW).

Study part That part of the Programme Examination Regulations (OER) which applies only to the (fulltime, part-time or dual variant of the) study concerned including the Ad programm, based on the general university part.

Force majeure Force majeure is the event that a shortcoming cannot be directly ascribed to the person, because he or she cannot be held accountable for it by virtue of the law, legal act or prevailing notions.

Professional practice The part of the dual study which consists of practical application of professional work which is part of the study programme.

First year exam The examination that concludes the first year of the study and the first-year phase of an Ad programme.

First year The first period of the study or the Ad programme of a study, prior to the post-first year phase, in which students gain insight into the study content and the future profession. Selection and reference is possible at the end of this period (article 7.8 of the WHW).

Student The person registered at the university for a fulltime, part-time or dual study or the Ad programme of a study, and who also has the right to participate in the university’s educational programme.

Student counsellor (decaan)

The independent official who advises students and helps them solve personal problems of material and immaterial character, and who also mediates wherever necessary.

Students’ Charter The Students’ Charter consists of two parts (article 7.59 of the WHW): the university-related part (part 1) and the study-related part (part 2). The first part is a general description of the study structure, supporting facilities that are offered to the student, the rights and obligations of both the student and the university and a list of regulations that protect the student’s rights. The second part is the programme of examination regulations (OER) and a list of students’ facilities.

Study advice Advice to students regarding study continuation within or without the study programme, given at the end of the first year of registration for the first-year programme or as long as the student has not yet passed the first-year examination (article 7.8b of the WHW). Three study advices exist: positive, continuous and negative binding study advice.

Academic year The term starting at 1 September and terminating at 31 August of the following year.

Educational (career) supervisor

The educational (career) supervisor supports the process in which the student learns to guide or steer his own studies and career ambitions. The objectives of educational (career) supervision are the study process, professional process and career (choice) process, self-regulation and development of talent.

Credit The study load referred to in article 7.4 of the WHW. According to the European Credit Transfer System (ECTS) one credit equals 28 hours of study.

Test The term ‘test’ is the same as the term ‘examination’ referred to in the WHW (article 7.10 of the WHW). A test is intended to research the examinee’s competences or knowledge, insight and skills, and to evaluate the outcome of that research. The term refers to all test forms (including written examinations, assessments, assignments and so on). A test may exist of several part tests.

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Top sportsman A student who participates in top-level international competitions and whom the NOC*NSF has granted a status, or a student practising a sport at the highest national level. The (average) number of hours spent on sports is 15 every week.

Top performance Top-level performance, to be evaluated by the Executive Board Shortened programme A shortened programme is a bachelor programme with a first-year

programme and a bachelor certificate issued at the end of the programme. The study programme is ‘shortened’ because the student, by virtue of his related training or work experience, qualifies for exemptions.

Accelerated programme

Educational programme in which the regular number of credits are offered and tested within a shorter period of time, for instance 240 credits in 3 years.

Fulltime study A study whereby the practical aspect (e.g. work placement) is part of the education.

WHW The Wet op het Hoger onderwijs en Wetenschappelijk onderzoek = The Dutch Act governing Higher Education and Research. (Bulletin of Acts, Orders and Decrees 1992, 593).

Working day All days of the year with the exception of Saturdays, Sundays, public holidays and days off, officially established by the university for employees.

Study part Article 2 Scope University part The university part and the study part make up the Programme Examination Regulations (article 7.13 of the WHW). The university part (appendices included) applies to the studies, tests and examinations of all fulltime, part-time and dual studies of the university in the academic year 2011-2012. Students shall not derive rights from the Programme Examination Regulations that prevailed in the previous academic years, unless stated otherwise in the transitional arrangements in the study part. Each study part supplements the university part and applies only to the study concerned or the group of studies concerned. Study part The study part applies to the fulltime variant of the International Public Management study of The Hague University. Insofar rights can be derived from the previous Programme Examination Regulations, these have been described in the study part, article 6.l of the Programme Examination Regulations. Article 3 Study language (article 7.2 of the WHW) University part:

1. The study programme will be offered in Dutch, unless the study part states that the study programme or parts of the study programme will be given in a different language, including the reasons.

2. If the study programme is offered in a language other than the Dutch language, the ‘foreign language code of conduct’ shall apply. This code of conduct can be found in part 1 of the Students’ Charter.

Study part The study programme is offered in English.

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Article 4 Admission requirements University part Registration and study access will be in line with the Enrolment and Deregistration Regulations of The Hague University. The university’s website provides the latest information about the admission requirements and the conditions for registration for the first-year programme and the post-first year programme (www.haagsehogeschool.nl). Article 5 Exemptions and access to routes University part g. The Examining Board, upon the student’s written request, may exempt the student from one

or several tests related to the units of study by virtue of the submitted documents according to which the student has already complied with the requirements (content and level) of the test concerned. Examples of these documents include: qualification, diploma, certificate.

h. Upon written request the Examining Board, provided it has developed specific policy and a specific procedure to this purpose, might grant a student exemption from one or several tests that are related to units of study on the basis of competences, knowledge and skills gained outside the domain of higher education, provided the student can prove in a way to be determined by the study or the faculty, that he has indeed already complied with requirements of the test concerned (e.g. by means of an experience certificate or EVC report).

i. The Examining Board, upon the student’s written request, may grant the student access to a shortened programme, grant exemption from tests related to units of study with a shared study load of no more than 60 credits, provided the student holds an MBO diploma which the ‘hogeschool’ considers to be relevant. The study part lays down which MBO studies are considered to be relevant and describes the exemption scope and content.

j. Upon the student’s written request, the Examining Board may grant the student access to an accelerated route on the basis of criteria to be determined later on.

k. The study part lays down how students should submit a request for exemption and/or access to a route.

l. Within 15 working days from receiving the request, the Examining Board shall inform the student in writing about its decision concerning the scope and nature of the granted exemption. The Examining Board’s decision will include the following: 1. the date on which exemption is granted; 2. the tests in question related to the units of study for which the Board has granted

exemption; 3. the validity of the exemption is equal to the validity of the test results.

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Study part a. Exemption based on a previous study or (work) experience

A student who, on the basis of previously obtained study results within the higher education domain (diplomas, certificates, qualifications,), or on the basis of (work) experience (experience certificate or EVC report from an acknowledged EVC supplier), is able to demonstrate that he has already complied with the competences, and therefore wishes to be exempted from certain units of study, should submit a written request to the Examining Board. The Examining Board will determine whether and for which exemptions the student qualifies.

b. Procedure for requesting exemptions The student who, based on the above, wishes to be exempted from tests related to units of study, should submit a written request to the Examining Board. The Examining Board must receive the request no later than 30 working days prior to the commencement of the unit of study. This request should include any supporting documents.

Article 6 Study programme University part 1. A bachelor study involves a total study load of 240 credits based on ECTS (article 7.4b of the

WHW). 2. If a study includes an Ad programme, the total study load will be at least 120 credits. 3. The curriculum of a bachelor study and the Ad programme within a study is divided into a

first-year and post-first year phase. The first-year phase involves a study load of 60 credits. 4. For fulltime and dual studies the first-year and post-first year phases are divided into

semesters. The study programme during the semester can be provided in one period of 20 weeks or two periods of 10 weeks each. The study load is divided as such over the years and within the years over the semesters allowing the student to make good progress. (WHW 7.8b sub 3).

5. The exact division of the part-time studies and the AD programmes of fulltime, part-time and dual studies in the first-year and post-first year phase is laid down in the study part of this article.

6. The units of study including the related credits are described in the study part (article 7.13 of the WHW). The minimal scope of a unit of study is 3 credits. In derogation of this, smaller units of study can be defined for 3 credits in the first-year phase and for another 3 credits in the post-first year phase.

7. The academy director, in consultation with the Examining Board, will determine the periods that are mainly reserved for tests and examinations and will lay down the periods in a year calendar. The year calendar also states the weeks basically reserved for education and the weeks in which the Examining Board is to meet. The year calendar will be announced through the students’ network prior to 1 September.

8. A bachelor study includes a major and a minor. The major focuses on gaining the competence profile. The minor focuses on increasing or further developing the competences a student acquires in the major space.

9. The major of a fulltime study involves a minimal study load of 180 credits and a maximum study load of 195 credits. The minor space in the post-first year phase of a fulltime study has a study load of 45 credits. The student can fill this minor space with 3 minors or 2 minors and elective units of study. The first-year phase may contain a minor of 15 credits. The study part states whether the first-year phase has a minor.

10. The study load of the major of a part-time or dual study amounts to no less than 180 credits and no more than 240 credits. The minor space in the post-first year phase of a part-time or dual study amounts to no more than 45 credits. The exact scope of the minor space has been included in the study part. The student can fill this minor space with no more than 15 credits for elective units of study. The post-first year phase may contain a minor of 15 credits. The study part states whether the first-year phase has a minor.

11. The following stipulations prevail for minors: a. The study’s Programme Examination Regulations includes a list of minors and elective units of study, including any entry requirements and further conditions, from which the

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student may or must choose on detailing the minor space, without an individual testing in advance by the Examining Board. b. Each student can select no more than one basic minor; which may include units of study obtained previously elsewhere (as a result of a study switch). c. The study or faculty may oblige the student to choose no more than one minor from a list to be determined by the study or faculty. In which case matters will be stated in the study’s Programme Examination Regulations. d. The student may ask the Examining Board to give permission to use the minor space in a different way, for instance by following a study programme at other Dutch higher education institutions acknowledged by the NVAO, or a foreign higher education institution which the NUFFIC considers to be equivalent. e. The study part states the procedure which the student must follow to receive the Examining Board’s permission for the implementation of the minor space suggested by the student. f. Participation in a minor provided by the university is free of charge.

g. The university’s offer of (basic) minors can be accessed through the students’ network. 12. A student’s participation in a programme committee during one year is considered equivalent

to following an elective unit of study worth 3 credits, unless the study part lays down a different study load.

Study part 1. Professional and competence profile of the study

The study is based on a professional and competence profile that has been laid down in the National Competence Profile Public Administration document (see appendix Public Administration career profile).

2. Study programme The study programme is divided into a first-year and a post-first year phase. The first-year phase, as is obligatory by law, has an introductory function, a selective function and a referring function. The first-year phase involves 60 credits; the post-first year phase involves 180 credits. The fulltime variant of the study has been divided into periods; one period covers 10 lesson weeks.

3. First year The first year covers the units of study mentioned below with the number of credits. Information about content and interpretation of all units of study, as well as the competences and/or learning objectives reached for each unit of study, has been laid down in the study guide IPM 2011-2012. If a test consists of several parts or part tests, the standard will be stated in the description of the unit of study (as laid down in module books, block indicators or otherwise in the study guide IPM 2011-2012).

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Year 1 period 1 Unit of study Number of credits Test form Any part test with weighting

factor and minimum grade Comparative politics 1

3 Individual exam -

Stakeholders 1 3 Individual exam - Project 1.1 3 Individual exam - Public Administration 1

3 Individual exam -

Research skills 1 2 Individual exam Part test with research skills 2; Weighting factor 50%; Minimum grade 5,5

SCC/English 1.1 2 Individual exam Part test with SCC/English 1.2; Weighting factor 50%; Minimum grade 5,5

Total credits 16 Year 1 period 2 Unit of study Number of credits Test form Any part test with weighting

factor and minimum grade Comparative politics 2

3 Individual exam -

Stakeholders 2 3 Individual exam - Project 1.2 3 Individual exam - Public Administration 2

3 Individual exam -

Research skills 2 2 Individual exam Part test with research skills 1; Weighting factor 50%; Minimum grade 5,5

SCC/English 1.2 2 Individual exam Part test with SCC/English 1.1; Weighting factor 50%; Minimum grade 5,5

Total credits 16 Year 1 period 3 Unit of study Number of credits Test form Any part test with weighting

factor and minimum grade International law 3 Individual exam - Policy making processes 1

3 Individual exam -

Project 2.1 3 Individual exam - Dealing with data 1

3 Individual exam -

SCC/English 2.1 2 Individual exam Part test with SCC/English 2.2; Weighting factor 50%; Minimum grade 5,5

Total credits 14

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Year 1 period 4 Unit of study Number of credits Test form Any part test with weighting

factor Human rights law 3 Individual exam - Policy making processes 2

3 Individual exam -

Project 2.2 3 Individual exam - Financial management

3 Individual exam -

SCC/English 2.2 2 Individual exam Part test with SCC/English 2.1 Weighting factor 50%; Minimum grade 5,5;

Total credits 14 Year 1, units of study Each 3 credit course constitutes a single unit of study Further units of study: Research skills, consisting of Research skills 1 and Research skills 2 SCC/English 1, consisting of SCC/English 1.1 and SCC/English 1.2 SCC/English 2, consisting of SCC/English 2.1 and SCC/English 2.2

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Post-first year programme The post-first year programme covers below units of study with the number of credits. Information about the content and details of all units of study, as well as the competences and/or learning objectives reached for each unit of study, is laid down in the study guide IPM 2011-2012. If a test consists of different parts or part tests, the standard will be stated in the description of the unit of study (as laid down in module books, block indicators or otherwise in the study guide IPM 2011-2012). Year 2 period 1 Unit of study Number of credits Test form Any part test with weighting

factor Governmental accounting

3 Individual exam -

Sociology 1 3 Individual exam - Project 3.1 3 Individual exam - Dealing with data 2

3 Individual exam -

SCC/English 3.1 3 Individual exam - Total credits 15 Year 2 period 2 Unit of study Number of credits Test form Any part test with weighting

factor Economics for IPM 1

3 Individual exam -

Sociology 2 3 Individual exam - Project 3.2 3 Individual exam - Ethical and moral standards

3 Individual exam -

SCC/English 3.2 3 Individual exam - Total credits 15 Year 2 period 3 Unit of study Number of credits Test form Any part test with weighting

factor Organizational Management

3 Individual exam -

Economics for IPM 2

3 Individual exam -

Project 4.1 3 Individual exam - Intercultural communication 1

3 Individual exam -

SCC/English 4.1 3 Individual exam - Total credits 15

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Year 2 period 4 Unit of study Number of credits Test form Any part test with weighting

factor Human resources Management

3 Individual exam -

International trade 3 Individual exam - Project 4.2 3 Individual exam - Intercultural communication 2

3 Individual exam -

SCC/English 4.2 3 Individual exam - Total credits 15 Year 2, units of study Each 3 credit course constitutes a single unit of study Year 3 period 1 Unit of study Number of credits Test form Any part test with weighting

factor European Public Management 1

4 Individual exam -

European Public Management 2

4 Individual exam -

Minor free of choice

7 Depends on minor choice

-

Total credits 15 Year 3 period 2 Unit of study Number of credits Test form Any part test with weighting

factor European Public Management 3

3,5 Individual exam -

European Public Management 4

3,5 Individual exam -

Minor free of choice

8 Depends on minor choice

-

Total credits 15 Year 3 period 3 Unit of study Number of credits Test form Any part test with weighting

factor Minor Globalization

8 Individual exam -

Financial Management 1

2,5 Individual exam Part test with Financial Management 2; weighting factor 50%; Minimum grade 5,5

E-governance 3 Individual exam - Skills 1 2 Individual exam Part test with Skills 2;

weighting factor 50%; Minimum grade 5,5

Total credits 15,5

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Year 3 period 4 Unit of study Number of credits Test form Any part test with weighting

factor Minor Globalization

7 Individual exam -

Financial Management 2

2,5 Individual exam Part test with Financial Management 1; weighting factor 50%; Minimum grade 5,5

Specialization course V

3 Individual exam -

Skills 2 2 Individual exam Part test with Skills 1; weighting factor 50%; Minimum grade 5,5

Total credits 14,5 Year 3, units of study Each course of 3 credits or above constitutes a single unit of study Further units of study: Financial Management, consisting of Financial Management 1 and Financial Management 2 Skills, consisting of Skills 1 and Skills 2 Year 4 period 1 Unit of study Number of credits Test form Any part test with weighting

factor Internship 15 Individual exam - Total credits 15 Year 4 period 2 Unit of study Number of credits Test form Any part test with weighting

factor Internship 15 Individual exam - Total credits 15 Year 4 period 3 Unit of study Number of credits Test form Any part test with weighting

factor Study Group Thesis 1

2,5 Individual exam Part test with Study Group Thesis 2; weighting factor 50%; Minimum grade 5,5

World History 3 Individual exam - Performance Management

3 Individual exam -

Specialization course W

3 Individual exam -

Total credits 11,5

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Year 4 period 4 Unit of study Number of credits Test form Any part test with weighting

factor Thesis + Assessment

7 Individual exam -

Study Group Thesis 2

2,5 Individual exam Part test with Study Group Thesis 1; weighting factor 50%; Minimum grade 5,5

Specialization course X

3 Individual exam -

Specialization course Y

3 Individual exam -

Specialization course Z

3 Individual exam -

Total credits 18,5 Year 4, units of study Each course of 3 credits or above constitutes a single unit of study Further units of study: Study Group Thesis, consisting of Study Group Thesis 1 and Study Group Thesis 2 4. Out-of-school part of the fulltime curriculum

The out-of-school part of the curriculum of the fulltime/part-time study includes work placement(s). Further stipulations, conditions and information are described in the work placement manual. See appendix Work Placement Manual.

5. Minor in the fulltime programme

The fulltime study has the following minor space: 30 credits in year 3

6. Registration procedure for a minor The student must submit a written request for approval to the Examining Board within 30 working days of registration for the selected minors and/or the units of study. The Examining Board will announce its decision in writing within 30 working days. The student doesn’t need approval for a minor within the academy BRV.

7. Exchange program

In year 3 students have the possibility to participate in an exchange program. See Appendix Exchange Program

8. Year 2. Second year students can only attend third year courses if they have their P and an average grade of 7.5.

9. Requirements to take an internship.

Students are allowed to take an internship only if they have their P, 60 credits in year 2 and 51 credits in year 3.

10. Transfer from Dutch stream BO programme. After two years of study in the Dutch stream BO programme, students can change to the IPM programma only if they have achieved 120 credits and possesses a high level of English proficiency. Application by letter of motivation to the IPM manager

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11. Within the IPM programme, a departmental committee has been installed. The educational programme is discussed in this committee by students and lecturers. See Appendix By-Laws IPM committee.

Article 7 Financial contributions University part 3. Registration shall not follow from a financial contribution other than the tuition fees. 4. A study may require a student to purchase teaching aids, if these are necessary in the study

programme. 5. The study part shows which teaching aids the faculty requires students to have in order to

follow the study and the costs of purchasing these teaching aids. - If costs are related to activities that are included as a unit of study in the study programme,

the study will offer the student an equal alternative, if he refuses or is unable to incur the costs. To this purpose the student will submit a request to the Examining Board. The Examining Board will take a decision in consultation with the lecturer.

Study part 1. Teaching aids

The following teaching aids are considered necessary to successfully follow the study: textbooks. Maximum costs involved amount to 500 euro.

Article 8 Awarding of credits University part The study load of each unit of study is worth at least 3 whole credits. The study may define 3

smaller units of study worth 3 credits only once during both the first-year phase and the post-first year phase.

The study will grant the student the credits that are part of a unit of study, provided the student has at least met the following conditions: a) The (part) test(s) for the unit of study must be taken b) The final mark gained for a unit of study must be at least 5.5 on a ten-point scale or

sufficient on a sufficient/insufficient scale. Results of part tests can be related to terms in the study part (see article 11, paragraph 8 of these regulations).

c) The student has been exempted from the test related to the unit of study. No credits shall be awarded for passing a part test. Final results achieved for units of study are not compensatory. Article 9 Examining Board University part a. The academy director establishes one Examining Board serving all studies of his academy. b. The academy director ensures that the Examining Board’s independent and professional

functioning is sufficiently protected. c. The Examining Board has the following tasks and authorities:

a. Determine whether a student meets the conditions which the Programme Examination Regulations set to knowledge, insight and skills that are required to obtain a degree; b. Protect the quality of the tests and examinations; c. Issue the guidelines and directions within the scope of these Programme Examination Regulations to assess and establish the results of tests and examinations; d. Decide on exemptions for one or several tests, as referred to in article 5; e. Attach conditions to the permission to take one or more tests of the post-first year phase before the student has passed the first-year examination (see article 18);

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f. Provide study advice for the first-year phase, as referred to in article 18 of the Programme Examination Regulations; g. Handle students’ requests for facilities and adjustments by virtue of the Dutch Act governing Equal Treatment of Disabled and Chronically Ill People, and determine the way in which students with physical and sensory disabilities are given the opportunity in all fairness to take tests (WHW 7.13.m); h. Extend the validity of passed tests (WHW 7.13k); i. Determine that tests be taken orally, in writing or otherwise other than what is prescribed in the Programme Examination Regulations (WHW 7.13.l); j. Grant students exemption from the obligatory participation in practical exercises, with a view to the permission to take the test concerned, if necessary subject to alternative requirements (WHW 7.13. t); k. Handle requests to not issue certificates yet (WHW 7.11.3); l. Assess fraud and impose sanctions up to no more than one year (WHW 7.12b). Should an (external) student commit fraud, the Examining Board shall have the right to deny the student in question access to at least one test or examination to be designated by the Examining Board during a set period of time (no more than 1 year), which will also be determined by the same board. In case of serious fraud the Executive Board, on the proposal of the Examining Board, might permanently terminate the registration of the student involved. Possible measures have been specified in the Fraud Regulations (see the fraud regulations appended to these Programme Examination Regulations); m. Issue the certificate which proves that the student has passed the examination, once the institution’s board has declared that the procedural issuing requirements have been met (WHW 7.11.2) adding a supplement & upon request issuing declarations for the tests taken; n. Grant permission for following minors, insofar this is required according to article 6.11; o. Handle students’ objections to an examiner’s assessment.

d. For the taking of tests the Examining Board designates examiners. The examiners provide the Examining Board with the requested information.

e. The Examining Board prepares internal regulations for its activities. f. If a student submits a request or complaint to the Examining Board which involves an

examiner who is a member of the Examining Board, this examiner shall not be involved in handling the request or complaint.

Study part Internal regulations of the Examining Board The internal regulations on the basis of which the Examining Board operates, is published on the students’ network and the staff’s network. Article 10 Examinations University part a. A study consists of a first year and a post-first year programme. Both phases include an

examination. If the tests or units of study corresponding with the first year or the post-first year programme have been successfully completed, then the examination in question will be completed unless the study part determines that the examination shall also consist of an investigation by the Examining Board (article 7.10, paragraph 2 of the WHW).

b. If the Examining Board decides that the examination will include a research study to be conducted by the board itself, the contents of that research will be determined annually prior to the commencement of the academic year. The contents of this research are laid down in the study part.

c. A student who has successfully completed an examination will be awarded a certificate (article 7.11 of the WHW).

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Article 11 Tests University part (Part) tests

1. A unit of study is completed with a test. A test may consist of several part tests. Reasonable conditions of an organisational and educational nature can be attached to the taking of (part) tests.

2. The Examining Board may determine that a student, before taking a test, must participate in certain practical exercises. The Examining Board may exempt the student from this obligation and may or may not set alternative demands. The study part states the practical exercises a student must join, including the procedure to be followed to be exempted from this obligation (WHW 7.13 paragraph 2 t).

3. The description of the units of study (article 6) in the study part includes how (part) tests are taken (orally, in writing or otherwise).

4. The Examining Board is responsible for announcing the learning objectives and/or competences to be tested prior to the test concerned.

Grading 5. The Examining Board is responsible for announcing the standards of the different test parts

prior to the test concerned. If these standards are not mentioned, the same standards shall apply for all test parts. On the basis of the qualitative analysis of the test, the examiner may adjust the standards subsequently with the Examining Board’s permission.

6. A (part) test is graded with one of the following qualifications: 7. Fail to be indicated as F, whereby fail is taken to mean a mark lower than 5.5; 8. Pass to be indicated as P, whereby pass is taken to mean a mark higher than or

equal to 5.5. 9. If a (part) test is graded with a mark, then the mark will be graded with an accuracy of 0.1 (a

tenth) on the scale from 1.0 up to and including 10.0. If relevant, marks will be rounded off to whole numbers. If the first figure behind the comma is less than 5, the test mark will be rounded down (example: 6.48 becomes 6). If the first figure behind the comma is equal to or higher than 5, the test mark will be rounded up (example: 6.51 becomes 7). Marks which are the results of a weighted or calculated average will not be rounded off. If this mark consists of several decimals they will be reduced to 1 decimal (example: 6.49 becomes 6.4). Here marks shall not be rounded off (example: 6.49 becomes 6.4). The study may decide to round off test marks to whole numbers in which case such will be stated in the study part.

10. When a unit of study is completed with part tests for which marks are awarded, the final result of that unit of study will be the arithmetic average of all part tests. If the part marks are based on a weighted average, this will be stated in the study part.

11. The study or faculty may lay down in the study part the demand that the results of certain part tests must be sufficient. (5.5 or 6 or V if rounded off).

12. No credits shall be awarded to the results of part tests. 13. No grades shall be awarded to (part) tests that are related to units of study from which the

student has been exempted.

Announcing results and objection and appeal 14. The student will be notified of the result of a (part) test within 15 working days after the test in

OSIRIS. This is the official announcement. Students may derive rights from the results stated in OSIRIS two months subsequent to the date at which the test was taken.

15. If the result has not been published in OSIRIS within 15 working days after the test, the student shall have the right to submit a notice of objection to the Examining Board. The notice of objection must be submitted within 20 working days subsequent to the date at which the result should have been published in OSIRIS2.

2 If the lecturer, on checking or entering the results in Osiris, remains in default, The Examining Board shall have the right to address the academy director.

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16. If a student disagrees with an examiner’s assessment, he may lodge a written objection with the Examining Board within 20 working days of the official publication of results. On handling the complaint, the Examining Board shall have the right to receive advice, for instance from the Testing Board.

17. If a student has submitted an objection, if necessary the Examining Board will convene a meeting in which both the student and the examiner can be heard. The student will be notified of the decision in writing within 15 working days from the date on which the Examining Board has received the objection. The period commences on the day after which the student’s written objection has been received.

18. Students may lodge an appeal against decisions taken by Examining Boards and examiners with The Hague University Examination Appeals Board (article 7.61 of the WHW). (See part 1, appendix 8 of the Students’ Charter.)

Evident mistakes 19. The Examining Board shall have the right to rectify evident mistakes in OSIRIS within 2

months subsequent to the test. The student shall have the right to submit an objection to the Examining Board within 20 working days subsequent to rectification in OSIRIS.

Perusal 20. The student will be given the opportunity to inspect the graded work at a time to be

determined by the study management, however in any case within 15 working days after the official announcement in OSIRIS. The period will commence on the day following the day on which the result was officially announced. The graded work can also be inspected by appointment with the lecturer (article 7.13 of the WHW).

Retake 21. In principle, the Examining Board will offer students at least one retake for each (part) test

during the same academic year. Tests that cannot be repeated during the same academic year, because retake cannot reasonably be scheduled in the study programme due to the specific character of the unit of study, are stated in the study part. After retake the highest result shall be counted.

Study part 1) Test material and test form

The learning objectives and/or competences tested by the study are stated in the description of the units of study, available in the study guide IPM. This includes the test form.

2) Rounding off Test marks are rounded off in accordance with article 11, paragraph 7.

3) Assessment of tests If a unit of study is completed with several part tests then the description of the units of study will indicate the weighting factors that apply for establishing the final mark of the unit of study concerned. Minimal results to be obtained for part tests are 5.5

4) Tests and retakes (Part) tests are taken in the last week of the period in which the unit of study is given, unless stated otherwise in the module description (see also the year calendar, article 6 of these regulations). The possibility to retake is in the test week of the next period; the next possibility to retake these tests is in the following academic year.

Article 12 Regulations concerning the taking of the tests University part a. The study part includes further provisions with regard to the taking of (part) tests. This

concerns rules for registration, attendance, the way in which assignments are submitted, behaviour, prohibited acts and so forth.

b. To take (part) tests a student must identify himself using a passport or ID according to the European model, A Dutch driving license or a Dutch residence permit; a W document or a privileged document (an overview is available at www.identiteitsdocumenten.nl).

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c. Students may not take tests if they are unable to identify themselves. d. Oral tests and examinations are not public, unless the Examining Board determines

otherwise in special cases (article 7.13 of the WHW). e. If a student is taking a test for a study other than the study for which he is registered, the

rules that prevail for the study for which he is taking the test shall apply. Study part It is compulsory that students register in the correct exam programme for each test in the grade registration system OSIRIS. If a student failed to register in the correct exam programme for a test, he/she is excluded from taking the test. Article 13 Period of validity of (part) test results and granted exemptions and storing

periods University part 1. Results obtained as of 1-9-2011 for (part) tests and exemptions within the first-year

examination remain valid for 3 years; results obtained within the post-first year programme remain valid for 5 years, unless a shorter period of validity of part tests is stated in the study part.

2. The following transition rule applies: f. Results obtained between 1-9-2007 and 1-9-2011 remain valid for 10 years, unless a

different period of validity is stated in the former examination regulation of the study. g. Results obtained before 1 September 2007 remain valid for an indefinite period of

time, unless a different period of validity is stated in the former examination regulation of the study.

3. In special cases and upon the student’s written request, the Examining Board may decide to extend the period of validity or take an additional or replacing test (article 7.13 of the WHW). The Examining Board will communicate the decision in writing. For this the study part includes a regulation.

4. The study or faculty shall store tests for at least six months, counting from the official announcement of the assessment result. In case of appeal against the test outcome, the study shall or faculty store the test concerned until an irrevocable decision has been taken.

Article 14 Special facilities for students with a handicap and students performing at top

level University part 1. Students with a handicap are entitled to proper adaptations (which means: suitable and

necessary), according to the extent of their handicap, this as a result of the Dutch Act governing Equal Treatment of Disabled and Chronically Ill People (WGBH/CZ) and the WHW (article 7.13), unless they cause a disproportionate burden to the university.

2. Adaptations are aimed at removing restrictions or limiting them, and improving the student’s independence and full participation as much as possible. They may concern accessibility to buildings, the educational programme (including work placements), the study schedule, teaching methods, and testing and teaching aids.

3. Students with a handicap who want to claim special adjustments, should submit a reasoned request for an adaptation to the Examining Board (see also part 1, appendix 11 of the Students’ Charter, available with the student counsellors). Students with a handicap who want to claim special facilities, should submit a reasoned request for an adaptation to the Examining Board. The request must include advice by the student counsellor, based on a medical certificate submitted to the student counsellor, containing the student’s personal information and medical diagnosis. In the event of dyslexia, a dyslexia statement based on an inspection by a certified psychologist or remedial educationalist will suffice. The Examining

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Board may study the medical certificate if it deems this necessary on behalf of its decision, under the obligation of privacy.

4. The student counsellor’s advice will be ready within 15 working days from the student’s interview with the student counsellor. The Examining Board will handle the request within 15 working days from receiving the request. A decision to carry out the granted facility shall be carried out within 15 working days from the date at which the decision was taken. If the request concerns a complicated facility, each of these periods may be extended by 15 working days. The authority involved shall inform the student about this postponement.

5. Students practising a top-class sport or who deliver top performance at a cultural level or any other level, investing at least 15 hours a week, may submit a request for study facilities. Students must submit this request to the Examining Board prior to the commencement of the academic year, or once the situation present itself. The Examining Board will take a decision after consulting the top-class sport coordinator if sports are involved, or the student counsellor if other top performances are involved.

6. In special cases, to be evaluated by the academy director, efficient facilities can be granted to students who do not fall under paragraph 1 or 5.

Article 15 Adjustments in case of a foreign diploma University part 1. Upon written request and during the first year of registration, students holding a foreign

secondary education diploma could be given 30% extra time during Dutch tests and may use a dictionary if they wish.

2. The request should be addressed to the Examining Board. 1. The Examining Board may expand these adjustments. The study part sets down how a

request for (expansion of) an exemption should be submitted Study part Requesting (expansion of) adjustments Students who believe to be entitled to longer test time and/or use of dictionaries during tests will need to submit a written request stating grounds to the Examining Board. Students who believe to be entitled to longer test time and/or use of dictionaries during tests will need to submit a written request stating grounds to the Examining Board Article 16 Force majeure University part If a student is unable to take a test as a result of force majeure the Examining Board, upon the student’s written and reasoned request (if possible prior to the test), may decide to allow the student to take the test concerned at a different time.

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Article 17 Irregularities University part 1. If a student is guilty of an irregularity with regard to any part of the first-year phase or the

post-first year phase, then the Examining Board can deny him (further) participation in specific tests or examinations for a yet-to-be-determined period of no more than one year (12 months) (article 7.12 of the WHW). See also the Fraud Regulations appended to the Students’ Charter.

2. If a student is found guilty of serious fraud, the Examining Board of the study for which the student is registered might advise the Executive Board to terminate the student’s registration.

3. To prevent plagiarism we use Ephorus, an online anti-plagiarism service. 4. If a student is guilty of an irregularity during a test, then the student’s name is stated on the

record or the work made. The student concerned will be notified of this. The student will be given the opportunity to finish and hand in the test. In the event of an irregularity no evaluation will be given for the test in question. A copy of the record will be put in the student’s file.

5. If the irregularity is discovered after the test or examination, the Examining Board can withhold from issuing the student concerned the certificate or qualification. It may also determine that the student concerned will only be issued the certificate or qualification after a new examination of parts of the test or examination to be determined by the Examining Board, as well as the manner in which this will be taken (article 7.12 of the WHW).

6. Before a decision is taken in accordance with paragraph 1 or 2, the (chairman of the) Examining Board will hear the student. The (chairman of the) Examining Board will announce the Examining Board’s decision as soon as possible, orally if possible and in any case in writing.

7. The Examining Board will make a report of this decision and the facts on which this rests which is sent to the academy director.

8. Students can lodge an appeal against decisions by the Examining Board with The Hague University Examination Appeals Board (article 7.61 of the WHW and article 9 of this regulation).

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Article 18 Study progress, educational career supervision and study advice 1. Suitability for the study

The Examining Board, under the responsibility of the academy director, shall give the student in writing or in an e-mail message3 and towards the end of the student’s first year of registration for the first-year phase of a study (study commencing on 1 September) and/or in the second year of registration for the post-first year phase (study commencing in February4), advice on study progress within or outside the study for which the student is registered. Preparing the negative binding study advice, the judgement of the educational career supervisor and the student dean shall be involved at all times. Advice can be given as long as the student has not yet passed the first-year examination.

2. Educational career supervision

The student who has not yet passed the first-year programme will have at least two discussions with his educational career supervisor during each academic year. During these discussions study progress among other things will be discussed based on recent details as shown in OSIRIS. Discussions are held in the first six months and the second part of the academic year. The outcome of the discussions are communicated to the student in writing and saved in his file. Also, the student may contact the student dean and address the Career Centre (Loopbaancentrum) as well as a student’s psychologist.

3. Study advice, criteria and consequences

The IPM study is subject to the following advice and criteria: 3.1. Positive advice; the advice to the student telling him that he may continue his study at the faculty will be given, provided the student has passed the first-year examination. 3.2. Continuous study advice; the advice to the student telling him that he may continue his study at the faculty, will be given provided the student has met the study advice standard for the first year of registration, although he has not yet passed the first-year examination. The student may take tests that are part of the post-first year programme provided the student gives priority to the first-year units of study. The Examining Board may attach conditions to the taking of tests for the post-first year phase’s units of study. 3.3. Negative binding study advice; the binding advice given to the student telling him that he may not continue his study at the faculty. This advice is given if the student has failed to meet the study advice standard.

3 The e-mail is sent to the student’s e-mail address at the university. 4 A registration year commences on 1 September and terminates on 31 August. The first year of registration for a student who registers for the first time on 1 February of a calendar year, terminates on 31 August of that same calendar year. On 1 September of that calendar year begins the second year of registration. On 1 September of the following calendar year begins the third year of registration.

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3.3.1. Standard for the negative binding study advice: The standards attached to the study progress assessment and for giving negative binding study advice are the following:

- Students joining the entire first-year programme will towards the end of the first year of registration for the first-year phase receive negative binding study advice, if at that moment they have gained fewer than 40 (resp. 4/6th of 60) credits from the first-year phase, or have failed to meet the qualitative requirements, being the units of study Dealing with data 1, Financial management, SCC/English 1, SCC/English 2: This advice shall be given no later than on 31 August for studies commencing on 1 September of the first year of registration and no later than on 28 February of the second year of registration for studies commencing on 1 February. - Students who have been exempted from one or several units of study will towards the end of the first year of registration for the first-year phase receive negative binding study advice, if at that moment they have gained fewer than 4/6th of the credits to be gained from the first-year examination (credits from exemptions are not included), or have failed to meet the qualitative requirements, being the units of study Dealing with data 1, Financial management, SCC/English 1, SCC/English 2 This advice shall be given no later than on 31 August for studies commencing on 1 September of the first year of registration and no later than on 28 February of the second year of registration for studies commencing on 1 February. - Students in their second or third year (studies commencing on 1 February) of registration for the first-year phase will receive negative binding study advice no later than on 31 August (studies commencing on 1 September) of the second year of registration or 28 February (studies commencing on 1 February) of the third year of registration if they fail to pass the first-year examination. - The same standards and times at which the study advice is given apply to students participating in a shortened and/or accelerated programme.

3.3.2. Further conditions for the negative binding study advice Negative binding study advice may only be given provided the student, bearing in mind the student’s study results and personal circumstances, is considered unsuitable for the study, because his study results do not meet the requirements laid down in the Programme Examination Regulations of the study, and

• the student has been offered study counselling; • the study progress details of each student are included in the study progress system

called OSIRIS. The student should receive an e-mail reminder at least once every six months emphasising the possibility to view the details in OSIRIS;

• the faculty has scheduled at least one retake for each unit of study in every academic year, with the exception of the units of study with a specific character (e.g. work placement or selective project) for which a retake is not possible within the educational programme;

• a warning has been given in advance at such a time allowing the student concerned to improve his study results (article 7.8b of the WHW);

• due consideration has been given to any personal circumstances; • the student has been given the opportunity to be heard before the Examining Board

issues the negative binding study advice. 3.3.3. Consequence of the negative binding study advice 1. Students who have received negative binding study advice for a bachelor study (fulltime, dual

or part-time variant) for an Associate Degree programme may no longer sign up with The Hague University for the same bachelor study or an Associate Degree programme. Denied registration due to negative binding study advice for an AD programme also applies to the bachelor study.

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Denied registration due to negative binding study advice for a bachelor study, does not apply to the possibility to register for the AD programme of that study.

2. The Executive Board will terminate the registration of the student who receives negative binding study advice during the academic year, in the second whole month following the month in which the student received negative binding study advice in writing. If the student wishes to terminate his registration as of the month following the month in which the negative binding study advice was given, he should submit a request to the Central Students Registration pursuant to the Enrolment and Deregistration Regulations.

3. The negative binding study advice applies to the first year of registration following the registration year in which the negative binding study advice is given. If a student wishes to sign up again for the study concerned nevertheless, he may do so provided he convinces the academy director that he will successfully complete the study.

4. Binding reference to a specific post-first year programme The study does not involve a binding reference to a specific specialisation based on the study results in the first year 5. Continuous study advice and the taking of tests in the post-first year phase Students who have not yet passed the first-year examination, but who did receive continuous study advice, must give priority to passing the remaining units of study from the first-year programme, although they may already take tests from the post-first year phase. 6. Planning and dates Students who are registered for the first-year phase of a study commencing on 1 September, will basically receive study advice no later than on 31 July of the following year according to the study results achieved so far. Nevertheless, if the Programme Examination Regulations of the IPM study state that between 31 July and 1 September students will still have the opportunity to gain credits (see year calendar, article 6), the negative binding study advice will be given no later than on 31 August. A warning about the expected negative binding study advice will be given no later than on March 31. Any request to take the student’s special circumstances into consideration must be submitted to the Examining Board no later than on July 1th. Before the Examining Board takes a final decision the student will be given the opportunity to be heard (see article 18, paragraph 8 of the Programme Examination Regulations). 7. Postponed negative binding study advice The Examining Board may decide not to apply the negative binding study advice if the student’s personal circumstances give cause for this (see article 7.8b of the WHW and article 18 of the Programme Examination Regulations) and decide to postpone the negative binding study advice. The Examining Board may attach further conditions to this postponement. The decision to postpone the negative binding study advice, including the further conditions, will be communicated to the student in writing. The Examining Board may grant this postponement under conditions towards the end of the first year and/or the second year5 of registration for the first-year phase and as long as the first-year programme has not been passed.

5 for studies commencing in February: and/or towards the end of the third year of registration for the first-year phase.

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8. Personal circumstances If the student would like the Examining Board to take his personal circumstances into consideration, he should inform the student dean and his study counsellor once these personal circumstances present themselves or as soon as he possibly can. The student is responsible for reporting circumstances and discussing matters to avoid or restrict study delay. Also, the student must request the Examining Board in writing to consider his personal circumstances before 1 July (if the study commences in September) or 1 January (if the study commences in February). The student’s personal circumstances involved in the assessment are the following:

a. Illness; any physical or mental indisposition of the student; b. Function restriction; a physical, sensory or psychological function restriction; c. Pregnancy; d. Special family circumstances:

- taking care of a chronically ill blood relative within the student’s own community; - chronic psychological and/or social problems within the student’s own community; - long-term financial problems due to social problems within the student’s own community; - other circumstances which the Executive Board considers to be special circumstances.

e. Practising a top-class sport or similar activities at a high level; (sports) activities at a national or international level spending at least 15 hours a week; f. Membership of the university council, an academy council, a training committee or the membership of the board of a foundation or association with full legal capacity which according to the articles of association aims at developing student facilities, or a body which the Executive Board considers similar considering the tasks; g. Other circumstances to be indicated by the Executive Board whereby the student develops activities as part of the organisation and the board of the university; h. Membership of the board of a student organisation of any size with full legal capacity.

9. Deregistration during the academic year / temporary discontinuation of the study Students who wish to discontinue registration during the academic year will receive negative binding study advice before 31 July or no later than on 28 February if the standards give cause to do so. An exception to this stipulation is the student who, due to personal reasons, discontinues the study and follows the procedure to have his personal circumstances taken into account (see paragraph 8 of this article). If a student who has previously deregistered from the study, wishes to sign up for the same study again, he must pass the first-year programme within two years from registration, unless personal circumstances present themselves.

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10. Unforeseen circumstances / hardship clause In the event of unforeseen cases and in cases in which applying this article means clear injustice, the Examining Board will decide under the academy director’s responsibility. 11. Appeal/suspensive effect 1. The student who has received negative binding study advice or whose negative binding study

advice has been postponed under certain conditions, may lodge an appeal with the Examination Appeals Board within 6 weeks. The appeal must be lodged with Loket Rechtsbescherming (loketrechtsbescherming@hhs.nl) Once the appeal is lodged, the execution of the negative binding study advice will be postponed temporarily until the Examination Appeals Board takes an irrevocable decision about the appeal or in case the student withdraws the appeal.

2. If the Appeals Board dismisses the appeal or in case the student withdraws the appeal, the student will be deregistered as of the first month following the month in which the Appeals Board has taken the decision or in which the student has withdrawn the appeal.

Note: As a rule, the Examination Appeals Board shall not handle an appeal before the end of the academic year in which the negative binding study advice is given. This is related to the time at which the negative binding study advice is given (for studies commencing in September: towards the end of an academic year) and within the appeal terms. Attaching a suspensive effect to an appeal allows students who are appealing against the negative binding study advice to register for the study if desired and throughout the appeal period, or remain registered (for studies commencing in February). This means two advantages. On the one hand the study grants and loans (Studiefinanciering) will be continued pending the appeal; on the other hand students will not suffer study delay unnecessarily should the Examination Appeals Board declare the appeal well-founded. Study results obtained during the appeal are legally effective (after all the student is a registered student), however they will not interfere with the decision of the Examination Appeals Board nor will they have consequences for this decision. If the appeal is dismissed, the student will be deregistered. Any consequences of the discontinued registration in terms of the study grants and loans will be at the student’s expense.

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Article 19 Supply of information University part 1. Information on the educational organisation shall be offered to students on time through the

students’ network. The student should consult the students’ network on a regular basis. 2. The schedule for an educational period will be announced at least 10 working days prior to

the commencing date; the schedule applies to the entire period. 3. No alterations shall be made to schedules that have already been offered to students, unless

unforeseen circumstances present themselves. In such case alterations shall be announced at least 24 hours in advance. If notifying students 24 hours in advance proves impossible, the study shall inform students by means of an individual e-mail.

4. The same rules apply to test schedules; regarding the provision under paragraph 1, the test schedules are to be offered to students at least 10 working days prior to the test week.

Article 20 Passing University part 1. The study part includes regulations with regard to graduating, the assessment in the

graduation phase and the determination of the results of the final examination. 2. The Examining Board will determine whether a student has passed with distinction (‘met lof’)

or with great distinction (‘met de hoogste lof’) for the first year or final examination. The descriptive with distinction or with great distinction shall be stated on the certificate. a) The student passes with distinction if the weighted average of the results for all units of

study in the first-year or the post-first year programme amounts to at least 8,0 and for all units of study at least a 7,0 has been achieved or has been graded with an ‘adequate or pass’.

b) The student will have passed ‘with great distinction’ if the weighted average or results achieved for all units of study in the first-year or post-first year programme are least 9,0 or higher and for all units of study at least a 8,0 has been achieved or has been graded with an ‘adequate’ or ‘pass’.

Results gained for units of study which are assessed on the basis of a sufficient-insufficient scale shall not be included on calculating the weighted average. Units of study to which exemption has been granted are also not included. Calculating the weighted average the study load of the units of study, expressed in credits, will be the weighting factor.

3. Students who have been exempted for at least half the educational programme, do not fall under the provision referred to in paragraph 2; these students cannot pass for the first year or final examination with distinction (“met lof”) or with the highest distinction (“met de hoogste lof”). For the first time this subclause shall apply to students who for the first time have registered for academic year 2007/2008. Students who had already registered before 2007-2008 cannot pass the first-year of the final examination with (highest) distinction if they have received exemption for at least three-quarters of the educational programme.

Study part Regulations: The regulation for graduation, assessment in the final examination phase and the determining of the outcome of the final examination are stated in the graduation manual.

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Article 21 Certificate University part 1. To prove that the first year or final examination has been successfully completed, the student

concerned is awarded the certificate, the assessment list and in the case of a final examination also a supplement that complies with the European standard format. This shall happen provided the student has met the procedural issue requirements

2. The certificate shall state the following: a. the date of the meeting during which the Examining Board has determined that the

student has passed the test; b. the name of the university and the study concerned from the central register for

higher education studies; (article 6.13 of the WHW); c. the parts covered by the examination; d. for the final examination: if relevant, related competences (see article 7.6 of the

WHW); e. for the final examination: the degree that has been granted (article 7.10a of the

WHW); and f. the time at which the study was accredited for the last time or the time at which the

study/test/new study was passed. 3. The supplement shall also include the following study information:

a. name and content; b. orientation and level related to the European and national qualification framework; c. function for the employment market. The supplement shall be prepared in English.

1. The student who prematurely discontinues his studies and who is not awarded the certificate, will, on request, receive a declaration by the Examining Board which states how far the student has progressed with the study and which tests of the first year and final examination were successfully completed.

2. The academy shall store the minutes and the list of marks/results that present the basis for the certificates for 30 years after the student’s deregistration.

4. The academy shall store copies of certificates for 30 years. Article 22. Degrees and titles University part

1. The Executive Board will grant the Bachelor degree to students who have successfully followed a bachelor study. The degree (including the specialisation) may be added to the student’s name and may be abbreviated to ‘B’.

2. Students who, by virtue of paragraph 1, have the right to add a higher educational degree to their names, will also have the right to use: a. The engineering degree (Dutch abbreviation is ing.) if the student has followed a

study in technology and informatics; b. The Bachelor degree, Dutch abbreviation bc. if the student has followed any other

HBO study. 3. The title abbreviation will be placed in front of the name. 4. The Executive Board will grant the Associate Degree to students who have passed the

Ad programme examination. The degree may be referred to after the name (adding the field of study) and may be abbreviated to ‘Ad’.

Article 23. Certificate for special merits University part Students who are actively involved in organisations that seek to upgrade the study and living

climate are also entitled to a certificate stating the extracurricular activities they have carried out. The request for the certificate may be submitted by the student himself or by a third party.

As regards activities within the academy the request should be submitted to the relevant director, or the Executive Board in case of activities which concern the entire university.

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Article 24 Final clause University part 1. In all cases these regulations do not cover, the academy director shall decide upon the

advice of the Examining Board, unless the Examining Board is authorised to decide in the matter concerned.

2. In some cases and upon the advice of the Examining Board, the academy director may decide not to apply these regulations should application of the regulations lead to unfairness of significant nature. In this context, the interest that these regulations intend to protect shall be taken into consideration.

3. In case of alterations to the university part and/or the study part of the Programme Examination Regulations (OER) that involve consequences for the registered students, the study or faculty shall lay down a transitional arrangement in the study part.

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Appendix Fraud regulations

Article 1. Definitions

1. Fraud and plagiarism: fraud and plagiarism are taken to mean a student’s action or failure to take action as a result of which assessing correctly the student’s knowledge, insight and skills becomes entirely or partly impossible. In these regulations the term ‘fraud’ is also taken to mean ‘plagiarism’. 2. Test: the term ‘test’ means the same as the term ‘examination’ referred to in article 7.10 of the WHW. This term is used to indicate all test forms including written examinations, assessments and assignments.

Article 2. Forms of Fraud

Fraud is the case in the following situations, for example: • During the test a student is caught copying off a fellow student, carrying materials that

are not permitted (e.g. cribs, books with text added, or personal organisers including files on the subject of the examination concerned).

• During the test the student hands in work under a name other than his own. • During the test the student fails to observe prevailing rules some of which are intended to

prevent fraud, such as the obligation to switch off mobile telephones or to place bags in the front of the room.

• On handing in papers, programmes, theses and such it turns out that the student has used material of other students.

• A student is found out to have offered his own material to other students to be handed in as (part of) the work to be assessed.

• The student, prior to the test, has had access to the questions, assignments or model answers of the test concerned.

• The student has used falsified details for research concerning a subject and/or thesis. Article 3. Forms of plagiarism

Plagiarism is the case in the following situations, for example:

• Parts of other people’s work or previously published own work, whether or not quotation marks have been used, have been incorporated literally into the new text without further specification or without this being clear from the list of sources.

• Parts of other people’s work or previous old work has been used in one’s own words in the new text without this being clear from the list of sources.

• Other people’s ideas or findings are presented as own ideas or own findings. Article 4. Demonstrating fraud

1. Fraud can be demonstrated during the action itself or afterwards. 2. Detecting plagiarism in texts may involve use of electronic detection programs. On

providing a text the student gives permission for the text being included in the database of a plagiarism detection program.

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Article 5. Procedure

1. If fraud is suspected or established while a student is taking a test, the invigilator will write a note on the work handed in by the student and will collect any relevant evidence. The student will be given the opportunity to finish and hand in the test. The examiner will report in writing the (suspected) fraud to the Examining Board submitting the documents and his findings. The Examining Board will send the student a copy of this note within one week after receipt.

2. If the examiner establishes or suspects fraud subsequent to the test, he will report in writing to the student and the Examining Board.

Article 6. The Examining Board

1. The Examining Board shall offer the student the opportunity to be heard. 2. The Examining Board shall determine whether fraud is the case and will inform the

student in writing about its decisions and the steps to be taken regarding the stipulation referred to in article 7, stating the possibility to appeal at the Loket Rechtsbescherming. The Examination Appeals Board is responsible for handling the appeal.

3. If plagiarism is established or suspected during a test, the Examining Board may decide to investigate past tests handed in by the student for plagiarism. The student shall be obliged to collaborate in any such investigation.

Article 7. Sanctions

1. Depending on the seriousness of the fraud committed, including repeated fraud, the

Examining Board may decide to impose the following sanctions: - Declare (part of) the test concerned invalid - Exclude the test concerned up to a maximum of one year - Exclude more tests, to be determined by the Examining Board, up to a maximum of one year. - A combination of the above measures.

2. Without prejudice to the stipulation referred to in paragraph 1 the Executive Board, on

the Examining Board’s proposal, shall have the right to terminate permanently a student’s registration for a certain study programme.

Article 8 Legal protection

1. (External) students shall have the right to file a notice of appeal to the Examination

Appeals Board against sanctions which the Examining Board has imposed pursuant to these regulations. The notice of appeal must be submitted to the Loket Rechtsbescherming.

2. (External) students shall have the right to file a notice of objection to the Mediation Advisory Board against sanctions which the Executive Board has imposed pursuant to these regulations. The notice of objection must be submitted to the Loket Rechtsbescherming.

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Appendix Exchange Program Exchange Program Policy for Participation in Exchange Program:

1. Open for students of year 3, IPM.

2. ECTS in open minor space of year 3 (elective minor)

3. Exchange program in term 2 (solution must be found to take the second part of minor EPM!)

4. Participation in program restricted to ‘excellent’ students, which means the

student must have: a. his/her P b. 60 ECTS in year 2 c. An average grade of 7.5.

5. The student must write a letter of application, stating his motivation to

participate in the exchange program.

6. This letter of application must be written in German (if the exchange programs takes place at the University of Cologne (FHK), otherwise in English

7. The letter of application is followed up by a personal interview.

8. The student must give proof of sufficient command of the German language, if

the exchange program takes places at the University of Cologne (FHK).

a. The German language skill test is conducted by means of a personal interview, which is conducted in German and is scheduled to take place in the first week of term 1 of year 3.

b. In term 1 of year 3 a ‘freshen up your German’ course is offered to

improve the German language skills (speaking, listening, reading and writing) of the students participating in this program.

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Appendix By-Laws IPM Committee Article 1: Tasks of the IPM Committee

1. The IPM-C evaluates and guards the quality of the IPM faculty. 2. The IPM-C advises the Education and Examination Regulations (EER), the

educational programme, as well as the texts of the prospectus. 3. The IPM-C advises on changes in the curriculum 4. The IPM-C evaluates the execution of the EER 5. The IPM-C advises the faculty coordinator 6. The IPM-C has the right to advise on all matters regarding the education

programme and the execution of it within the IPM faculty 7. The chairman is responsible for informing the members of the committee. 8. The IPM Committee publishes an annual report.

Working Method of the IPM Committee 1. The IM –C meets a minimum of six times a year. 2. The meetings are open to anyone, unless the IPM Committee decides otherwise. 3. The IPM-C may invite certain people to attend the meeting, either as a listener or

as a speaker 4. The IPM-C designs an annual meeting planner, published on bb. 5. The IPM -C evaluates its actions during the last meeting of the academic year.

This document is the basis for future actions. 6. The IMP-C provides a written version of its advice.

Evaluation of Teaching Programme

1. The IPM Committee deals with the evaluation of the educational/teaching programme as follows:

• The IPM-C tries to gather information if the programme has been executed to full satisfaction.

• The IPM-C tries to define shortcomings in the programme and to suggest ways of improvement

2. The meetings in which evaluations are discussed are not open to the public. The members of staff may not attend this meeting.

3. If necessary, the IPM-C advises the programme director on the basis of the evaluations.

Voting Procedures

1. Voting only takes place if a member of the IPM-C finds this necessary. 2. Voting requires a majority of the members to be present 3. Voting on persons is by ballot, on all other matters the votes are cast orally. 4. Decisions are taken by simple majority (half + 1)

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Departmental Committee (IPM-C) The IPM-C is a deliberative committee. The educational programme is discussed in this committee by students and lecturers. It is an essential instrument in the process of guarding and improving the quality of the programme. One of the more formal instruments of the committee is to contribute to this process of quality improvement of the teaching programme by means of advice. This advice is required by law. The committee is free to select other aspects of the programme to advise on. Much value is adhered to this advice, as it is a result of mutual deliberations of students and members of staff. Three members of staff represent the IMP staff. The student members are selected on an annual basis.

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Appendix Student facilities Below is a description of the university’s student facilities given in alphabetical order. Although the university aims to update the information during the year, for current information (e.g. opening hours, locations, telephone numbers and organised activities) the university refers to the information regarding student facilities on the Students’ net for instance (see "Student facilities") and by selecting the option: “who, what, where & organisation”. ACKU ACKU is a service organisation dedicated to culture, art and nightlife for all students in The Hague. For which purposes ACKU maintains good contacts with the city’s cultural institutions and places of entertainment. ACKU guides students during projects in the field of music, dance, theatre and film. Every month ACKU takes students out for dinner and a visit to one of The Hague’s theatres. HAPPEN EN STAPPEN is a wonderful low-budget initiative (€ 7.50 for dinner and show). ACKU also provides several courses including capoeira, yoga, photography, belly dancing and drama lessons; tickets for shows, handy nightlife tips and help at organising cultural initiatives. Every last Thursday of the month ACKU books the small room of PAARD van TROJE (disco) for student talent. Ideas and questions are most welcome. Website: www.acku.nl E-mail: info@acku.nl Via Students’ net: http://studentennet.hhs.nl/acku Paying at the university Students can use Chipknip to pay for products and services inside the university buildings. The Chipknip option exists on every Dutch bank card. The university’s buildings provide a number of Chipknip charge points: Main building - Central Restaurant - Restaurant 2nd floor Ovaal - Restaurant 3rd floor Singer - Restaurant 4th floor Slinger - Central hall, next to coffee corner “Mockamore”. Laan van Poot: cafeteria Delft: central hall Zoetermeer: no charge point here Security Each university building (Laakhaven, Laan van Poot, Delft and Zoetermeer) is using external security services for proper protection. Laan van Poot, Delft and Zoetermeer are using supervisors who are responsible for closing the building. Laakhaven is using security services round-the-clock. Security staff can be found next to the main entrance (Ovaal 0.01). Internal telephone number: 8001. A security company is responsible for opening and closing the Laan van Poot building every day. During opening hours the janitor is granted supervisory tasks. The building is available for renting every evening. During these events a security guard carries out supervision. Students’ Charter 2011-2012 The Hague University 107

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A security company is responsible for opening and closing the building in Delft every day. In daytime the janitor carries out supervision. If the building is open in the evening (Mondays and Wednesdays) a security guard from the security department carries out supervision. Security staff are to be considered hosts in every single building. They are granted a signalling but also an active task towards staff and students. They are responsible for opening and closing the building, for the keys, supervision, monitoring activities and observance of the house rules, handling objects lost, conducting a fire check and a coordinating role during calamities. Security staff, in close deliberation with the security coordinator of Laakhaven, keep closely in touch with the district’s police department. This cooperation has also given birth to a consulting hour for the community police offer in the main building. This consulting hour can be used to seek advice, report incidents and/or exchange experiences. For more information or if you wish to make an appointment you may contact the head of security. Library facilities The university has a central library in the Laakhaven building and annexes in the buildings on Laan van Poot, Delft and Zoetermeer. The library has a topical collection of books, a wide selection of magazine subscriptions, theses of nearly all studies, educational videos and digital sources of information, collected in the so-called digital library. The digital library contains databases, digital magazines and e-books. The digital library is available for all students and members of staff on location and at home. The digital library can be accessed through the Students’ net and Blackboard. In addition to the direct road to a databank one may also approach several databanks using the ‘simultaneous search’ option. The central library has approximately 500 study places, of which about 150 are equipped with PCs and some with video players. Two ‘silent areas’ exist one of them containing PCs, where students can study individually in peace and quiet. Training takes place in the instruction room on the first floor. The library facility in Delft is a self-service facility. Students may contact the reception should any problems present themselves. The university library is freely accessible to the university’s students and staff. Most of the material is available for lending, which occurs on display of the student card or library pass and is free. Lending terms can be extended at the desk, by telephone or on the Internet. Many theses are available in digital format at www.hbo-kennisbank.nl. Graduating students are recommended that they include the final assignment in the HBO databank through the study. To use the (library) services, the Library Regulations of The Hague University apply which have been included as appendix 5 in part 1 of the Students’ Charter. Information and news regarding the library can be found on the Students’ net under Student facilities>Facilities>Library. Laakhaven Website: www.dehaagsehogeschool.nl or via the Students’ net http://studentennet.hhs.nl/bibliotheek Email: bibliotheek@hhs.nl Laan van Poot E-mail: bibliotheek@hhs.nl/ l.w.vanderkroft@hhs.nl Zoetermeer E-mail: bibliotheek@hhs.nl/ n.b.soekhai@hhs.nl Delft E-mail: bibliotheek@hhs.nl/ b.e.i.oerlemans@hhs.nl

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Student Affairs Bureau (Bureau Studentenzaken) Student Affairs Bureau develops and supports initiatives for a multiform student life and a wide selection of student facilities both within the university and in the ‘student city of The Hague’. Student Affairs Bureau contributes to an encouraging learning environment at The Hague University. Student Affairs Bureau:

• supports students’ initiatives and organisations; • maintains an extensive internal and external network, brings parties

together, establishes contact; • advises the Executive Board; • actively contributes to organising events and organises events itself; • protects the interests and the legal position of individual students and

groups; • contributes to the university policy also with regard to quality of life,

events, religion, politics, diversity and commerce; • is an expertise centre in the field of student facilities, extracurricular talent

development, events, union’s life, The Hague as the student city, students’ interests and so on.

Both students and student organisations may contact the Student Affairs Bureau. http://studentennet.hhs.nl/bureaustudentenzaken Central Student Registration (CSI) Central Student Registration (in Dutch: Centrale Studenten Inschrijving or CSI) is responsible for handling the registrations – via Studielink – of all students of all university buildings. CSI is also responsible for deregistering graduates and university dropouts. Also, you may contact CSI to gain information about the registration and deregistration procedures, admissibility and the amount of the tuition fees. E-mail CSI: csi@hhs.nl or via http://studentennet.hhs.nl/csi Repro/ copyshop Main building Central Repro The university’s central Repro is designed as such to promptly perform larger reproduction tasks. Repro makes black/white and colour copies. At Repro different examples exist including finishing options such as stapling, gluing, plasticising or folding / attaching. Opening hours: Monday thru Friday 08.00-17.00 Location: Strip 0.82 (at the load/unload area towards the end of Strip) Information Tel. 070-445 8005 Copyshop (service desk) The copyshop performs production tasks on the basis of first-in/first-out. There is a copier especially for printing on overhead sheets. Special types of paper and formats exist as well as sheets. You may also use the copyshop for different binding options. The service part of the copyshop is available for students and staff. Opening hours: Monday thru Friday 09.00 - 19.30 Location: Strip 0.76 Information: Tel. 070-445 8005 Disruptions Call: 070-445 7777 or report to the Service Centre at Ovaal 0.03

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Multifunctionals - Students and staff may use the multifunctionals (combined black/white photocopies /printers) which can be found at several easy-to-access places inside the building. Users can only pay by ‘Chipknip’ (smart card) or student exchange card. The paper, toner and staples for the multifunctionals are added by Facility Company (Facilitair Bedrijf). The sheets used must be purchased at the Service Centre or approved by it. Accessibility of the Service Centre: see under subtitle: “Service Centre” Laan van Poot Laan van Poot’s Service Centre ensures that copy tasks are taken by the courier to the repro department of the main building and also makes sure that the copied material is returned. The Service Centre serves as a small copyshop with limited facilities for staff and students. Multifunctionals – The multifunctionals intended for staff can be found at the Service Centre. Students’ multifunctionals can be found on the ground floor in the cafeteria and in the library. Users can only pay by ‘Chipknip’ or student exchange card for printing/copying. The paper, toner and staples are added by the janitor. The sheets used must be purchased at the Service Centre or approved by it. Accessibility of the Service Centre: see under subtitle: “Service Centre” Delft Delft’s Service Centre ensures that copy tasks are taken by the courier to the repro department of the main building and also makes sure that the copied material is returned. The Service Centre serves as a small copyshop with limited facilities for staff and students. Multifunctionals: The multifunctionals for staff and students can be found at the Service Centre, the own departments and on the corridors. Users can only pay by ‘Chipknip’ or student exchange card for printing/copying. The paper, toner and staples are added by the janitor. The sheets used must be purchased at the Service Centre or approved by it. Accessibility of the Service Centre: see under subtitle: “Service Centre” Zoetermeer The academy reception can be found on the 4th floor. Accessibility of the Service Centre: see under subtitle: “Service Centre” Multifunctionals: The multifunctional can be found on the 2nd floor and accepts Chipknip payments only. Disruptions of the multifunctionals in all locations Disruptions of the multifunctionals on the corridors must be reported to the janitor or alternatively to the Service Centre. A disruption may never be rectified by the user. Reporting disruptions of the multifunctionals one should always state the number shown on the equipment. The number always begins with MFK (colour) or MFZ (black/white). Accessibility of the Service Centre: see under subtitle: “Service Centre” First Aid (EHBO)/ Emergency Services (Bedrijfshulpverlening or BHV) In accordance with the Working Conditions Act (Arbeidsomstandighedenwet) the university must have a professional in-house emergency service at its disposal. The university’s employees are trained. These are the so-called BHV-ers or emergency service staff. They have received special training to intervene in case of an emergency, such as: - first aid activities in case of calamities (EHBO), - restrict/control files,

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- prevent/restrict accidents and sound the alarm in case of an emergency, - evacuate employees, students and other individuals who might be inside the buildings. In the event of calamities, BHV staff will remain responsible until the official emergency organisations arrive to take over the responsibility. BHV staff receive regular training during repetition courses and ‘silent’ exercises to keep their knowledge and skills in shape. In the event of a calamity in the first phase the team manager will decide followed by the head of the BHV, on the actions to be taken and whether the Crisis Management Team should be called in. The Crisis Management Team decides whether partial or full evacuation is required and makes agreements regarding internal and external communication. The team consists of the head of BHV, the chairman of the Executive Board, the director of the Facility Company and the Communications and Marketing Manager. Instructions in case of fire or accidents In case of fire, bomb alert or evacuation, try to stay calm and follow below safety instructions. If you have any problems or questions, the BHV staff will know how to proceed and offer help. You will recognise the BHV staff by their orange/yellow reflecting safety jackets. On the inside of the doors of working rooms and educational areas, labels have been attached communicating below instructions. Fire 1. Sound the alarm using the alarm system 2. Call or warn

• Laakhaven (main building): 070 - 445 80 00 • Laan van Poot: 070 – 448 32 22 or inform the Service Centre • Delft: 015 – 260 63 33 or inform the Service Centre • Zoetermeer: 079 – 320 87 87

3. Warn people in your neighbourhood 4. Switch off apparatus 5. In case of a small fire, use available extinguishing tools. Evacuation 1. You will hear the evacuation alarm with slow whoop 2. Close windows, closets and drawers 3. Switch off apparatus 4. Close the door, but do not lock it 5. Quickly head for the meeting point, using the escape routes, not the elevators: Laakhaven, towards the station, between the trees Laan van Poot: the Hellas hall Delft: Inholland Zoetermeer: the footpath at the entrance Bredewater 22 Accident 1. Call the alarm number (070 445) 8000 and see under FIRE 2. Wait for help. Facilities for students with a disability The Hague University provides many facilities for students with a disability or chronic illness who are unable to easily follow their study programmes. The first contact point is the student counsellor of the study concerned. For more information: http://studentennet.hhs.nl/functiebeperking.

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Health centre: H/Health Point A health centre exists in the Laakhaven building involving different care providers: general practitioner, dietician, skin therapist, nurse and physiotherapist. H/Health Point is intended for both students and staff. Address: Johanna Westerdijkplein 67. Tel. 070-880 44 75. E-mail: healthpoint@hhs.nl Internet: www.h-healthpoint.nl The Hague Shop (Haagse Winkel) The Hague Shop can be found at Talentlaan (OV 0.82). Here you can buy items like pens, calculators and notebooks. The shop also sells bike lights, T-shirts, sweaters, etc. The Hague Shop is open on every lecturing day from 10:00 to 16:00 and is located underneath stairs 2 in the central hall of the main building. H/ Link H/Link is the magazine intended for the university’s students and staff. Just like Link Online (on the Internet portal), H/Link has an independent character offering news from within and outside the university, background information, opinions, study information, and nightlife tips. H/Link puts up an annual reward for the most newsworthy thesis, for which graduates can sign up at www.dehaagsehogeschool.nl/linkscriptieprijs. H/Link can be found throughout the buildings of The Hague University in special displays. University staff will find the magazine in their mail box. H/Link is a monthly magazine. Link Online can be found on the intranet. E-mail: link@hhs.nl. Telephone: 070- 4458813/14 University sports The university has a so-called Bureau Hogeschoolsport which offers a broad programme of sports activities throughout the academic year. The Head of Bureau Hogeschoolsport is supported by the sports council of student representatives of different studies. A large part of the activities (classes, group training, introductory courses, competitions) are offered in the sports hall, while many sports are offered at external sports accommodations at interesting discounts. The university’s own sport accommodation also has a beautiful fitness hall. Sports, fitness and spinning cards can be purchased from the Bureau Hogeschoolsport or Ovaal 0.72. Here, students can also sign up for several introductory courses and competitions. Students interested in membership of the sports council can e-mail hogeschoolsport@hhs.nl. The entire sport programme and all other information is also available in the free sport brochure and on the internet: www.hhs.nl/sport. ICT (Information and Communication Technology Service) The ICT Service provides ICT facilities, telephone services and audiovisual tools (also called AV equipment) at the university. To ask questions about using these functions and report disruptions one should contact the Service Desks. The Central Service Desk (SL 2.58) in The Hague has additional facilities such as scanners. Separate ICT tools such as storage media are also available at the Hague Shop in Atrium at Talentlaan (OV 0.79). AV equipment such as video cameras, beamers and demonstration sets can be booked in advance on the website of the ICT Service Desk (to be found via the Students’ net).

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These pages provide information on how to use ICT, telephony and AV equipment, including opening hours. The Service Desks of all locations can (also) be contacted by e-mail and telephone. See: http://studentennet.hhs.nl/ict-servicedesk Email: ict-servicedesk@hhs.nl International Office The International Office takes care of incoming international students and outgoing registered students. For incoming students the International Office arranges VISA, residence permits, insurances and so on. For incoming master, exchange, and prep school students the International Office also arranges registration and admission. Registered students may address the International Office for information on internships and studies abroad, subsidies, insurances, residence permits for the Netherlands and so on, so basically everything related to international mobility. The International Office provides information on non-educational issues which internships and studies abroad involve. Searching for an internship address we recommend contacting your internship coordinator. The booklet ‘Stage lopen en Studeren in het buitenland’ (Internship and Studying Abroad) contains useful information for students who wish to spend time abroad. This booklet is available from the International Office or internship coordinator or alternatively in digital format on the Internet page of the International Office. You can find more information on the Students’ net: http://studentennet.hhs.nl/internationaloffice For questions regarding immigration procedures: immigration@hhs.nl For questions regarding scholarship programmes: scholarships@hhs.nl For general questions: internationaloffice@hhs.nl Location: Ovaal 0.74 Intranet and website The university website consists of an internal network for students (Students’ net) and for staff (Staff’s net) and a section accessible for external visitors. 1. Students’ net Students of all locations (Laakhaven, Laan van Poot, Delft and Zoetermeer) have access to a data information system that integrates information and communication systems: Students’ net. Via Students’ net, students can find all of the relevant information on their study. Here the student can find among others messages from the academy, the university, test results, schedules, statutes and regulations, elective units of study, minors, forms, registration systems and ‘who-what-where’. The net also provides information on student facilities such as the library, the ICT service desk, student deanship and so on. The Students’ net also provides direct, single-sign-on access to external applications including webmail, Blackboard, OSIRIS (study progress) and IRIS (schedules).

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To access the Students’ net students must log in via http://studentennet.hhs.nl. Students may log in from any computer with an Internet connection, inside or outside the university buildings. 2. Staff’s net Staff’s net was created for the university staff. To access Staff’s net an employee must log in. 3. External website The website http://www.dehaagsehogeschool.nl provides all non-protected information. The external website focuses on external target groups such as potential students, deans, graduates, companies and (internship) organisations. One common external website exists for all university buildings. Lockers Laakhaven The lockers available inside the building are categorised into short-term and long-term lockers. The lockers at the library are short-term lockers. The long-term lockers can be found in the underground bicycle shed and also opposite Slinger 3.62. Short-term lockers (1 day) Short-term lockers can be found along the wall next to the library entrance. These lockers may only be used when the building is open. Laakaven’s opening hours: Monday thru Thursday: 0.800 - 23.00 Friday: 0.800 - 19.00 After closing time the lockers near the library will be opened and contents will be taken for safekeeping. You can collect your stuff from the security department once you have paid the custody and administrative costs (Ovaal 0.01, telephone number 070 – 445 8001). The university shall not be held liable for any damage or loss of properties. You are deemed to be familiar with the terms for using lockers. These terms are provided on the side of each block of lockers and are available from the Service Centre. For accessibility see: Service Centre. Long-term lockers (6 or 12 months) You may also rent a locker for a longer period of time. These lockers can be found in the underground bicycle shed and across Slinger 3.62. Options are: - First week of the academic year to last week of the academic year: € 25 - September thru December: € 12 - January thru June: € 18 The keys of the long-term lockers can be collected from the Service Centre (Ovaal 0.03) having paid € 37.50 deposit. For more information you may also contact the Service Centre. Laan van Poot At Laan van Poot free lockers are available where students may store their sporting bags/ clothing. Students must provide for their own padlock and will be responsible for their stuff. At the end of the academic year students must empty the lockers, or this will be done for them by the security staff. The university shall not be held liable for any loss or damage of properties. Also, at the end of the academic year all bicycles are to be removed or they will be removed.

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Delft Lockers can be found in the hall next to the wardrobe on the ground floor. In Delft only long-term lockers exist (from the first week to the last week of the academic year). Costs are € 25 plus € 10.50 deposit. The Service Centre will provide more information on the general (rental) terms, payment of rental costs and deposit as well as collecting the key. Zoetermeer No lockers in this building. Career Centre What to expect from the Career Centre? During the Centre’s opening hours students can walk in, ask the career adviser questions and consider training options (documentation and sites). Students can choose from several parts and thus put together their own course. Parts can be:

• individual test projects (interest, study attitude and motivation, capacities, personality),

• discussions (about continuing one’s studies, approaching the job market, dilemmas, putting together a plan of action),

• modules (about quality and pitfalls, wishes and values, skills and sources of inspiration)’

• and a group-based reorientation course. Staff at the Career Centre will be happy to assist wherever possible. For instance, have an orientation discussion, put together your own career path and discuss your best ‘route’ with one of the staff members. http://studentennet.hhs.nl/loopbaancentrum E-mail: loopbaancentrum@hhs.nl. Tel. 070-445 85 95 General opening hours: Monday, Wednesday, Thursday 10.00 – 16.00 Tuesday 12.00 – 16.00 Friday 10.00 - 13.00 (Part-time students can make an appointment after 17.00). Emergency Fund Under certain circumstances students of the university can appeal to the Emergency Fund. The latter provides temporary financial support to students who can prove they are in an acute financial emergency. The support is a short-term interest-free loan. The Fund is not intended as a supplement or correction to the normal system of student grants and loans and neither for payment of tuition fees. Applications must always be submitted in writing to the student counsellor of the study concerned. The student counsellor will send the written application to the Emergency Fund Committee. This committee decides on whether the loan will be rewarded. Supporting Dutch Education (BOON) HBO students must have sufficient command of the Dutch language. Both in their future profession and during their years of study they must be able to write reports and advisory documents correctly. Students who have been accepted for an HBO study, however, usually prove to have poor command of the Dutch language. For instance, they have difficulty structuring texts, formulating thoughts, adducing arguments or spelling words/verbs. Limited vocabulary or poor sentence structure usually presents an obstacle, particularly for students whose mother tongue is not Dutch. Therefore, The

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Hague University provides a programme to help students develop their Dutch written and oral skills. This programme is arranged by Bureau Ondersteunend Onderwijs Nederlands (BOON). Differences per study: Faculties decide for themselves whether they wish to use the Ondersteunend Onderwijs Nederlands programme or not. In some studies the programme is part of the curriculum, while other studies incidentally offer students the possibility to follow the programme. Other studies, again, do not use the BOON programme. BOON programme: The following applies to faculties using the BOON programme. To promptly and efficiently develop a picture of the linguistic skills of first-year students, students will take an initial Dutch course at the start of their studies. Depending on the test results they will qualify for a supporting Dutch course. Lessons are dedicated to among others Business Writing, Spelling Verbs and Speaking Skills. The full BOON programme, the annual schedule and the registration method are available at: http://studentennet.hhs.nl/boon Regional Adviser (RegioRegisseur) The Regional Adviser provides different opportunities for students who wish to contact the business community. The RA will actively search for knowledge questions from the business community and answer those questions from education. Some of these questions can be answered by means of a project (assignment), an internship or a final project. Through the website (wwwregioregisseur.nl) the Regional Adviser offers students the possibility to present themselves to companies in the Haaglanden region. This might lead to interesting contact between companies and students usually involving successful cooperation. The companies vary from multinationals to one-man businesses while demand is diverse and challenging. To name some concrete examples from the previous year: market research for a hairdressing salon, product development for an ICT company and building a new attraction for Madurodam whereby mbo/hbo students of various faculties join hands. For more information you may contact the Regional Adviser: Website: www.regioregisseur.nl Email: info@regioregisseur.nl Tel: (070) 445 88 35 Food and drink All buildings have (several) cafeterias, although supply may differ per cafeteria. All university buildings (including restaurants and lecture rooms) have vending machines selling drinks and food. Some vending machines also provide hot drinks (e.g. coffee, tea, soup and chocolate), soft drinks and candy. Laakhaven Food and drink is available in the central restaurant, the three cafeterias, a coffee corner, Café DOK 75 and from the vending machines on site (banqueting). The central restaurant has the biggest assortment: coffee, tea, milk products, soft drinks, bread and sandwich filling, snacks, fruit, cake, candy, soup, hot and cold snacks and warm meals. Halal food is available while the outdoor terrace at Strip can be used if the weather is good. The academy cafeterias offer coffee, tea, milk products, soft drinks, bread and sandwich filling, snacks, soup, fruit, cake and candy. Next to the main entrance is coffee corner Mockamore selling special coffee flavours, pastry and bagels. In ST 0.02 you will find Grand Café Dok75. This restaurant has an extensive lunch and dinner menu served on plates. Dok75 is a learning establishment which, together with the Academy, is run for Facility Management.

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Central restaurant: Opening hours: 08.00 - 21.00 Friday: open until 17.00 Academy cafeterias: Location: Ovaal 2nd floor, Slinger 3rd floor and Slinger 4th floor Opening hours: 10.00 - 15.00 MockaMore: Location: next to the main entrance Opening hours: 08.00 - 18.00 (on Friday until 17.00) Dok75 Location: ST 0.02 Opening hours: Monday thru Thursday 09.30 - 19.00 Friday: 09.30 - 14.00 Delft Location: ground floor Opening hours: 10.00 - 15.00 During test weeks: 11.30 - 13.30 Different soups, hot snacks and sandwiches Telephone: 015 - 2606214 Payment method: Chipknip Laan van Poot Location: auditorium, ground floor Opening hours: 09.00 - 16.00 During test weeks 09.00 - 15.00 Different soups, hot snacks and sandwiches Telephone: 070 - 448 3234 Payment method: Chipknip Zoetermeer Location: 5th floor Opening hours: 10.00 - 13.30 Restaurant with lunch facilities Payment method: Chipknip Service Centre The Service Centre is the general contact point of the Facility Company and can be found in the main building next to the main entrance (OV 0.03). Also, service centres exist at Laan van Poot, Delft and Zoetermeer. The Service Centre desks can be contacted:

• for general information on the university’s Facility Company; • to apply for events, book general areas and facilities (only in the name of

a staff member); • to report complaints, requests and disruptions with regard to: - Photocopiers machines - Coffee machines - Candy and soft drinks vending machines

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- Management and Maintenance - Cleaning - Etc.; • Requests / changes of the following: - Travel insurance - Exchange cards • Rent lockers • Access the AVM area

Accessibility of the Service Centres Service Centre

Laakhaven Laan van Poot Delft Zoetermeer

Desk OV 0.03 Near entrance Near entrance Near entrance Telephone 070- 445 7777 070- 448 3223 015- 260 62020 079- 320 8787 Email address Servicecentrum

@hhs.nl LVP-servicecentrum@hhs.nl

Delft-servicecentrum@hhs.nl

S.deBest-Visser@hhs.nl

Opening hours Mo-Thu: 08.00- 19.30 Fri: 08.00- 17.00

Mo-Fri: 08.00– 18:30

Mo-Fri: 08.00- 18.00 NOVA Thu: until 01.00

Mo-Fri: 08.00- 17.00