International Business and Finance (IBF)

Draft May 04 2010 AB INHolland University School of Economics Rotterdam Finance Cluster

Student Handbook Differentiation Minor:

International Business and Finance (IBF)

Part II 2009 - 2010

1

INHolland University of Applied Sciences, SoE Rotterdam, DM IBF Part II 2009-2010

COLOFON:

Theme: ECTS: Year: Terms: Author & Coordinator: Draft November 30 2009

Differentiation Minor: International Business & Finance (IBF) Part II 15 ECs Year 3 & 4 students Term 9 & 10 (year 3 students) or Term 13 & 14 (year 4 students) drs. Robert de Pauw

INHolland University, School of Economics, Finance Cluster Differentiation Minor IBF Part I 2009-2010

Course title: International Business &Finance (IBF) Part II

Type of course Differentiation Minor (DM)

Name school: School of Economics, Rotterdam (SoER)

Name of study: Location: Finance, Marketing, Management Rotterdam

Course code:

Compulsory or facultative: Facultative

Number of credits (in EC): 15 EC

Year of study: 3/4

Semester 1 and 2;

Language of instruction: English

Name of contact person: Drs Robert de Pauw

3

INHolland University, School of Economics, Finance Cluster Differentiation Minor IBF Part I 2009-2010

Table of contents 1

2

3

4

5

6

Introduction ............................................................................................................................. 5 1.1 Central Theme ................................................................................................................... 5 1.2 Content............................................................................................................................... 6 1.3 Assessments ....................................................................................................................... 7 1.4 Timetable IBF part II, Term 10, 2009-2010 ...................................................................... 7 Timetable exams IBF Part II, 2009-2010 ..................................................................................... 8 IBF Part II: ................................................................................................................................... 8 Competences ............................................................................................................................ 8 2.1 General Outline.................................................................................................................. 8 2.2 Competences & Learning Tasks ........................................................................................ 8 2.3 Teaching and Learning Methods ....................................................................................... 9 2.4 Literature Overview ......................................................................................................... 10 The Project Assessment IBF Part II...................................................................................... 11 3.1 The project assignment .................................................................................................... 11 3.2 Learning Tasks ................................................................................................................ 11 3.3 Output .............................................................................................................................. 12 3.4 Workload ......................................................................................................................... 12 3.5 Deadlines ......................................................................................................................... 12 Body of Knowledge Portfolio................................................................................................ 14 4.1 Outline ............................................................................................................................. 14 4.2 Content............................................................................................................................. 14 4.3 Competences & Learning Tasks ...................................................................................... 14 Case Study Assessment ......................................................... Error! Bookmark not defined. 5.1 Practical information: ...................................................... Error! Bookmark not defined. 5.2 How to prepare for the case-study assessment? .............. Error! Bookmark not defined. 5.3 Case-study assessment learning tasks.............................. Error! Bookmark not defined. Support Tuition ..................................................................................................................... 14 6.1 Overview and Assessment ............................................................................................... 14 6.2 Globalization ................................................................................................................... 15 6.3 International Economic Relations & Trade (IER) ........................................................... 17 6.4 International Economic Relations & Trade (IER) Money............................................... 19 6.5 Sustainability ................................................................................................................... 21 6.6 International Change Management .................................................................................. 23 6.7 English ............................................................................................................................. 25 6.8 Dutch Language & Culture.............................................................................................. 29 6.9 Write Smart – Additional Assessment Rules .................................................................. 30

4

INHolland University of Applied Sciences, SoE Rotterdam, DM IBF Part II 2009-2010

1 Introduction 1.1 Central Theme “You had better be a cow in the western world than a poor human being in an underdeveloped country”, Mr. Joseph Stiglitz (former Nobel Price winner for Economics and adviser of the former President Clinton of the U.S.), answered to questions about globalization during one of his presentations about that topic. He tried to say that globalization would lead to world wide developments where some countries and people could profit from globalization, but other countries would be victim of the free trade that would be the consequence of globalization. So, what is the difference between a cow in the western world and a poor human being somewhere in for instance Africa?

The opening up of the borders of most of the countries have in general led to more international trade, but also to more world wide competition and consequences ( children work, pollution, climate change , etc.) that need to be discussed. A lot of economists and politicians are convinced that non-controllable economic growth will lead to long term effects that are not desirable. In Part II of this differentiation minor we try to find answers to the following main questions: − What is economic globalization? − What are the effects of world wide globalization? − How can we control globalization and put it in a form that is desirable in the long run? − What is sustainable economic growth? − Is sustainable economic growth important ? − Which are the institutions that can make decisions about desirable globalization and sustainable economic growth ? − If companies endorse long run sustainable economic growth in what way do they have to change their policies ? − What is the relation between a company’s sustainable long term goals and various economic variables, such as revenues, profits, employment ? In the first part of the minor you became acquainted with theories that deal with international trade from an European point of view. But Part II of this differentiation minor you will broaden your view to a world wide perspective: is globalization and liberalization of international markets outside Europe a good, or a bad thing? In class you’ll discuss the criteria for this opinion. Besides, how do companies react on the shift of markets caused by demands for a more long run sustainable approach? In seven weeks, with classes, workshops, guest lecturers and site visits, you will investigate these questions. The project in term II deals with international sustainable trade. Students have various options as to the subject of their choice within this project. English as one of the subjects will support this minor, not only in the first but also in the second part of this differentiation minor, because English is the working language of the program at level B1 / B2 CEF level.

INHolland University, School of Economics, Finance Cluster Differentiation Minor IBF Part II 2009-2010

1.2 Content There are 7 compulsory units of study in Differentiation minor (DM) IBF Part II: 1. Globalization (3 EC) 2. International Economic Relations (3 EC) 3. Sustainability (2 EC) 4. International Management of Change (1 EC) 5. English (1 EC) 6. Project: International Sustainable Trade (5 EC) 7. Dutch Language and Culture (extra curricular: for exchange students only: extracurricular certificate = 3 EC) The basic outline of the compulsory topics of this IBF programme is: 1. Globalization The world wide opening up of borders has changed the way countries and people trade with each other and has given advantages and disadvantages to certain continents, and countries. We notice also world wide changes. This subject deals with the effects of globalization and the way that it should be organised in case more people and countries may benefit from it. 2. International Economic Relations Part II This subject deals with the basis of international economics. It is divided into two sub-subjects: international trade and international monetary development. The first part deals with free trade versus protection; advantages and disadvantages of free trade, co-operation between countries in relation to trade, etc. The second part deals with the monetary side of internationalization: the way the euro came into existence , policies of the European Central Bank, etc. This second part of IER is the follow up of part I. Robert 3. Sustainability A great many politicians and economists think that sustainability is the solution and answer for and to globalization. What is sustainability and how does it effect international thinking and decision making. 4. International Management of Change International Management of Change is a logic continuation of International Management and Cultures from part 1 of this minor. This term we will focus on change and persuasion in an international context . Important question is how do companies can and must change as a consequence of sustainable demands within their company. Marleen 5. English Part II Because this DM deals with internationalization, this minor is offered in English. Papers, presentations, exams, etc, will be in English. The subject pays especially attention to English grammar. Part 2 is the follow up of part 1. 6. Project ‘International Sustainable Trade’ In the first part of this DM we paid attention to innovation in an European and Dutch framework. In this second part students are working on various subjects concerning long term international sustainable trade/development. Topics are (amongst others) alternative sources of energy, and micro credits in underdeveloped countries. 7. Dutch Language & Culture (for exchange students only = 3 EC) Living in a new unfamiliar country might arouse a cultural shock, but you will be provided with interesting classes about the Dutch culture and language. This makes you understand and speak the language at a basic level. Robert / Sandy???

Page 6


1.3 Assessments The above mentioned units will give a total of 15 ECs ( 18 if Dutch Language and Culture are in ) . At the end of term there will be assessments in the form of a Project assessment, BoK / written exams and a Case Study’s assessment. The courses and credits will appear on your Peoplesoft (PS) - grade tree as follows: Compulsory programm Differentiation Minor IBF Part II 2009-2010 Assesssments Topic Project assessment International Sustainable Trade/development project Body of Knowledge portfolio

Credits 5 EC

PS code: 1009IBF23A

International Economic Relations Part II

3 EC

1009IBF22A

Sustainability International Management of Change English Part II Globalization Dutch language and Culture Part II (for exchange students only)

2 EC 1 EC 1 EC 3 EC 3 EC

1009IBF22B 1009IBF21B 1009IBF21C 1009IBF21A Robert/Kees

The teaching methods will include lectures, project coaching, seminars, film materials etc. Students are encouraged to be self-sufficient throughout the DM. This entails attending classes and project group meetings; reading the relevant study materials; researching specific issues; and engagement with peers and teachers.

1.4 Timetable IBF part II, Term 10, 2009-2010 Weeks: 1

2 3

4

5

6

7

1

1 1

1

1

1

1

Globalization

2

2 2

2

2

2

2

BoK: written exam Lectures

International Economic Relations part 2 (trade) International Economic Relations part 2 (monetary) International Management of Change English

2

2 2

2

2

2

2


1

1 1

1

1

1

1


1

1 1

1

1

1

1

BoK: written exam

2

BoK: Language assessment

Lecturer: Robert de Pauw

Assignment: Coordinator + Project expert consultancy hour

Robert de Pauw Arthur van der Ham

Twan Franken

Marleen Bartelts Tahirah Khan Guest

2

2 2 2

2 2

2

2 2

Assessment: Support Project Lessons & assessment: Consultancy hour International sustainable trade/development

language training

Page 7


lecturers + Company visits Kees Dutch Smies language & culture (for exchange students only)

2

2 2

2

2

2

2

Language assessment

Timetable exams IBF Part II, 2009-2010 IBF Part II: Semester 2: week 15 – 17, 19 – 22 Dates of exams/presentations: week 23 – 26.

2 Competences 2.1 General Outline Although this differentiation minor is open for students from various directions of studies the hereby mentioned competences are based upon the competences related to the Finance programme. In general the students must understand the role of internationalization for national economy in general and to develop tools for companies to meet the challenges and threats. It is assumed that the competences of year 1 and 2 are already achieved for the bigger part.

2.2 Competences & Learning Tasks Regarding the competences as defined for the cluster Finance we made the following selection of competences for IBF part I and part II (see also part 1 of this minor). In the support tuition part of this term book these competences are the learning tasks that will show in detail what you are supposed to study and have to apply in several assessments. Selection of competences cluster Finance: 1: For the customer Learning tasks 1.2: Advising: Level year 3: The student shows that by using skills of investment selection, financing communication and reporting he is able to relate profits and risks of a project to the customers situation, so that the customer is being helped with the choice to take a decision;

1.3: Auditing

2: With the customer 2.2: Developing a block of services

Level year 4: see year 3 with the requirement that the profit- and risk analysis is more refined. Level year 3: the student shows that by using general economics, organization processes and ethics he is able to advice a customer about ethical aspects of the companies culture so that the customer understands that not every chosen solution needs to be accepted from an ethical point of view; Level year 4: see level year 3; besides: the student can determine what are the basics of he ethics and give a thorough analysis of it. Learning tasks Level year 3: the student shows that by using competition analysis and environmental analysis of the market he is able to translate the development in the environment into chances and threats, so that he can give a good report on the changes in the organization that must take place to meet these challenges and threats; Page 8


4: Human being in the organization 4.1: Reporting own activities

4.2: Functioning as a team player

5: Environment and organization 5.1: Dealing with external developments

5.1: Dealing with external developments (and extension of this competence towards more internationally related issues) 5.3: To fulfil an ambassadors role

6: Working on it’s own professional qualities 6.1: Developing skills

6.2: Attention for social developments

Level year 4: see level year 3: besides: the student must report on the actions the organization must take to make use of the challenges and to change threats into chances. Learning tasks Level year 3: The student shows that by using self chosen communication skills he is able to inform his direct officer about his approach of his professional activities, so that the direct officer is being informed and is able to give his review; Level year 4: see level year 3. Level year 3: The student shows that by using project management and in stress situations he is able to organize a team, divide tasks, considering individual aims and qualities of the group members and with various cultural backgrounds and to use the added value of the various members so that the requirements of the principal can be met as good as possible; Level year 4: see level year 3: besides: he can handle the pressure that follows from the constitution of the group in relation to the requirements of the principal. Learning tasks Level year 3: The student shows that by using strategic analysis he is able to make a report about the companies position in its environment; Level year 4: see level year 3; besides: the student is able to use tools to evaluate the challenges and threats of the company so that the management can make decisions on a strategic level. Level year 3: The student is able to understand the various influences of internationalization on Dutch economy on a macro economic level and understand the relationship between them; Level year 4: see level year 3; besides: the student shows the capacity of knowing how to implement changes in the companies policy as a result of external influences. Level year 3: The student shows that by using verbal skills he is able to carry on negotiations inside and outside the organization to the best interest of the company; Level year 4: see level year 3; besides: the student is able to strengthen the position of the company in various negotiations. Learning tasks Level year 3: The student shows by using various international resources that he has an access to the most recent developments so that he can approve his own skills; Level year 4: see level year 3; besides: he is able to continuously make a plan of improvement so that it’s own skills remains up to date. Level year 3: The student shows that by studying professional literature and by keeping up networks he is able to have a conversation with his organization so that the conclusions of the conversation can make a contribution to the quality of the services rendered; Level year 4: see level year 3; besides: the student is able to understand social developments so that services of the organization can be offered in accordance with actual situations

2.3 Teaching and Learning Methods The differentiation minor applies a variety of teaching methods to offer the students the learning tools rd th necessary for independent learning abilities that students in their 3 and 4 year are expected to develop. Besides attending classes / lectures the students will : a) be a member in group discussions; b) employ intercultural coaching techniques; c) do interactive presentations; Page 9


d) e) f)

be visiting companies; attend classes with lecturers and guest speakers for specific topics; work on the project and case studies.

During classes modern ICT equipment will be available for the lecturer, i.e. Blackboard and the INHolland (protected) websites. The exchange students will have access to these facilities as well. Students are expected to prepare the various parts of the minor in advance. Preparation of lessons, etc. has proven to be an efficient way of working generally yielding good results. We expect the students to prepare for each class hour, at least the equal part measured in time. So, if 10 hours lessons are scheduled weekly means at least 10 hours self study / preparation in advance. The assignments for the various subjects will take around 10 hour more. In general, we expect the students to work on the project for another 10 hours a week. Students will understand that the preparation of the various parts of the minor will differ from each other, depending on the subjects, the content and the demands of a specific item. Study load: Part I and Part II each consist of 15 EC; this says that the study load is at least: 15 x 28 hours of study makes 420 hours! The information concerning this differentiation minor will be accessible on Blackboard. Students are expected to check Blackboard daily. On the Blackboard course the students can also check their assignments, Powerpoint presentations and exam results.

2.4 Literature Overview Robert controleren en aanvullen The following is a compulsory list of books for part II: - Stiglitz: Making Globalization work: pocket edition, Penguin. rd - Sawyer, Sprinkle, International Economics, 3 edition, Pearson Prentice Hall, 2009 - Tappe, Tullis, Intelligent Business Coursebook - Pile, Intelligent Business Workbook The following is a list of some recommended titles relevant to the course: - Alan Greenspan: The age of turbulence; - Pietra Rivoli: The travels of a T-shirt in the global economy; - Daniel Altman: 24 hours in the global economy; - Thomas Pugel: International Economics; - Iris Origo: The merchant of Prato. - Kishore Mahbubani: The new Asian hemisphere: The irresistible shift of global power to the east; - Muhammed Yunus: Creating a world without poverty. Beside the books mentioned we refer the students to the databases at the INHolland library, sources on internet, magazines, YouTube, and other means of valuable information.

Page 10


3 The Project Assessment IBF Part II 3.1 The project assignment The project students will be working on in the second part of the minor is closely related to the various subjects offered in this part. As will be discussed in the subject: globalization and free international trade do not bring the overall advantages economists had hoped for, but leave some countries with benefits and others with relative disadvantages. Also within countries some groups will benefit, others will be confronted with insecurities as to the economic process they are in and see only disadvantages. The project deals with countries and people that are confronted with disadvantages of globalization and free trade. It also pays attention to long term world wide development as it should occur in the long run, as a consequence of changing climates, run out resources, etc. Students are free to choose the project they are mostly interested in. INHolland University offers 4 projects: 1. Water4Life. Students study the possibility of introducing a means to introduce clean water in underdeveloped countries, and its consequences for economics; 2. Banking in underdeveloped countries. Students study the possibilities of introducing a banking system in underdeveloped countries and the consequences of the development of these countries; 3. Diligent Tanzania. Students study the possibilities of alternative sources of energy in this poor African country and the consequences of these alternative resources for the Tanzanian economy; 4. A sustainable coffee market. Students study the international coffee market and hand in solutions to make this coffee market sustainable. My questions are: How do the students have to work in the project????supported by project hour (objective???), contributions ??? supported by ?? is getting in touch with above mentioned companies/projects compulsory??? Added value of external / in school experts / consultants?? And so on …..This is some information I already found and reconstructed it. Please read it carefully and adjust it as you like. Project class hour: see for a broad outline: 3.1. More detailed information about the contents of the project: see Blackboard. The project is 1 hour a week and during class students are expected to have an open mind and a critical approach as to the contents of the project. In the project classes successively being discussed: the personal interest for a project content, the general outline of the report, discussion of contents of the report and the last 4 weeks will be discussions about the progress of the project assignment and answering questions about the assignment. The last week is the focus towards the preparation of the report and what has to be expected of the defense session. And if a retake will be necessary how it has to be executed. Robert On Blackboard a lot of supportive information will be posted and is the base of the project. There, students will find a full description of the various projects.

3.2 Learning Tasks The student: add in front of learning task first the number of competence (see below and look up the STH part I as an example!!) − is able to understand the various influences of internationalization on a macro economic, international level and understand the relationship between them; − shows the capacity of knowing how to implement changes in the companies/countries policy as a result of external influences; − shows by using various international resources that he has access to the most recent developments so that he can approve his own skills; − is able to continuously make a plan of improvement so that his own skills remain up to date. − shows that by studying professional literature and by keeping up networks he is able to have a conversation with his organization so that the conclusions of the conversation can make a contribution to the quality of the services rendered;

Page 11


− −

is able to understand social developments so that services of the organization can be offered in accordance with actual situations; is able to work in a group process, divide tasks and come to a product of satisfactory level.

3.2.1 Link to competences 1.2: Advising; 2.2: Developing a block of services; 4.1: Reporting own activities; 4.2: Functioning as a team player; 5.1: Dealing with external developments; 6.1: Working on own development; 6.2: Attention for social and ethical developments.

3.3 Output The topics in this project will be examined in a report that consists either a business plan or an advice plan towards a company, international institution or a government. The report must be presented to various professors and to peers of your class. Discussion takes place, the project group must answer all questions. The final grade for the project consists of various parts of the project. 1. The Report. 70% of the final grade will be represented by the report. Without falling into details (see Blackboard course for the details) the final report will be evaluated on the following topics: logical structure, layout, theoretical and practical solution of the subject in general, level of English. 2. The Presentation 30% of the final grade will be represented by the presentation. Important issues during the presentation will be: level of spoken English, logic, vividness, knowledge of the written report, level of answering questions.

3.4 Workload The project will be supported by all the support tuition courses. Several consultancy hours will be scheduled; each group will be invited to meet the consultant/expert. Successfully finishing the project will earn 5 ECs (per student). That means each team member should invest approximately 140 hours in the project (5 x 28 hrs) and next to it attending support tuition classes. presentations will be in week 26.

3.5 Deadlines Robert: please give the deadlines for Part II; I’ve inserted the deadline scheme of Part I which you have to adjust!! Robert Week number Term week 1: 36

Week 2: 37

Week 3: 38

Activity - Groups formation; first meeting; - First contact with the company; - Planning of first appointment in the company; - Preparing first meeting in the company; - Prepare European and Dutch innovation policies; - First visit: planning and organizing the investigation; - Work on the research; - Work on European and Dutch innovation policies; - Work on the research; if necessary: contact the company for questions,

Hand in/ appointments

-

-

Questions/problems to be discussed at the project hour; Hand in the definitive version of European and Dutch innovation policies to be corrected; Hand in the definitive version of European and Dutch innovation Page 12


Week 4: 39

-

Week 5: 40 Week 6: 41

-

Week 7: 42 Week 8 & 9: 43 or 44

-

etc. Finish European and Dutch innovation policies Work on the research: pay attention to the innovation and investigate economic consequences of the innovation; question the company if necessary see week 39; Work on the research; Prepare the presentation at the company: powerpoint. Work on the final report; Presentation at the company; Finishing the final report; Presentation of the report at INHolland University.

-

policies to be corrected; Interim meeting with professors;

-

Questions/problems to be discussed at the project hour; as well as the progressing of the project

-

See week 39; See week 40;

-

Hand in the final report: 1 hard copy and 1 by email. Evaluation of the final results.

-

3.5.1 Resources -

Literature: add the literature here as well!!! (see recommended literature for instance), internet sites & databases & magazines INHolland library: ………….

Page 13


4 Body of Knowledge Portfolio The Body of Knowledge (BoK) portfolio is a combination of different knowledge exams. An knowledge exam determines whether you have acquired the necessary knowledge and skills and whether you are able to generate (new) knowledge. The knowledge exams are supposed to stimulate you to actively acquire knowledge and skills during a longer period of time (a full term). On the one hand the BoK portfolio requires you to dive into (applied) knowledge and on the other hand to develop critical professional skills. In the economics / business administration domain these critical professional skills also include (foreign) language skills, ICT skills and social communicative skills. Passing all parts of the term’s BoK portfolio is conditional for receiving the credits connected to the BoK exams.

4.1 Outline The BoK exam is an assessment that will determine how well you have understood the concepts and ideas taught during the course. Each written exam will consist of open questions and/or Multiple choice questions. See the exam schedule for the duration of each exam.

4.2 Content Students will be assessed on all aspects of the courses. The BoK exams consist of the following subjects: - Globalization 3 EC - International Economic Relations 3 EC - Sustainability 2 EC - International Change Management 1 EC - English 1 EC - Dutch (for exchange students only) 3 EC’

4.3 Competences & Learning Tasks You will find the competences and learning tasks of Globalization, International Economic Relations, International Change Management, English and Dutch (for exchange students only) in the support tuition of these subjects (see chapter 6).

5 Support Tuition 5.1 Overview and Assessment In this chapter: 6.2

Course Globalization

Hrs/week 2

Assessment

6.3

International Economic Relations Sustainability

2

1

Project / BoK (written exam) Project / BoK (written exam) Project / BoK

2 2

Language assessment Language assessment

6.4 6.5 6.6 6.7

International Management of Change English Dutch Language and Culture (exchange students only)

2

Project assessment; BoK: written exam

Page 14


5.2 Globalization When: Contact hours: Student work load: Assessment:

Week 1 - 7 2 hours a week Weekly: 14 hours; total of 56 hours; Project assessment; BoK: written exam

5.2.1 Week planning Week Topics in Class 1 - Introduction of Globalization; - Chapter 1: Another world is possible 2 - Chapter 2: The promise of development; - Discussing questions chapter 1; 3 - Chapter 3: Making trade fair; - Discussing questions chapter 2; 4 - Chapter 4: Patents, profits and People; - Discussing questions chapter 3; 5 - Chapter 5: Lifting the resource curse; - Discussing questions chapter 4; 6 - Chapter 6: Saving the planet; - Discussing questions chapter 5 7 - Recapitulation

Homework / Self study / Preparation in advance Prepare chapter 1. -

Prepare chapter 2; Prepare questions chapter 1;

-

Prepare chapter 3; Prepare questions chapter 2; Prepare chapter 4; Prepare questions chapter 3; Prepare chapter 5; Prepare questions chapter 4; Prepare chapter 6; Prepare questions chapter 5; Overall discussion

5.2.2 Learning Tasks Project assessment: - The student shows that he is able to understand international relationships between countries and organizations; - The student is able to apply economic topics to various different settings; - The student shows that by using various international English resources he has access to most recent economic and social developments so that he can improve his own professionalization. Body of Knowledge portfolio The student has the ability to: - understand the contents of globalization; - understand the impact of a globalizing world on companies; - form his own opinion about globalization and its consequences; - recognize the range of international institutions decisions for the international economic community.

5.2.3 Link to competences 2.2: Developing a block of services; 4.2: Functioning as a team player; 5.3: Fulfill an ambassadors role; 5.4: External developments; 6.1: Develop own professionalization.

5.2.4 Content The subject Globalization is the logical follow up of European Economics from part 1. Economic and political cooperation within Europe since 1957 (the Treaty of Rome) can be considered as the base of globalization. The opening up of European markets are followed by opening up of world markets. This does not involve that every country or continent succeeds to profit from this globalization: some countries and/or people within countries only know disadvantages of globalization. Joseph Stiglitz pays in “ Making

Page 15


globalization work “ attention to the advantages and disadvantages of globalization and comes to solutions as to the organization of globalization.

5.2.5 Teaching method Students will get 2 hours class a week. During these lessons chapters of the book will be discussed and knowledge will be tested by the questions the students have to answer. Discussions will take place as to the solutions Stiglitz offers for a better world.

5.2.6 Assessment A written exam (mark ≥ 5.5).

5.2.7 Teaching and Learning material Compulsory literature: - Joseph Stiglitz: Making Globalization Work; the next steps to global justice. Penguin Book, Paperback Edition, 2008.

Recommended literature: - Thomas Friedman: The World is flat; paperback edition, Penguin, 2008; - C.K. Prahalad: The fortune at the bottom of the pyramid; paperback edition, Wharton School Publishing, 2006; - Muhammed Yunus: Creating a world without poverty, Public Affairs, 2007; - Dambisa Moyo: Dead Aid; paperback edition, Penguin, 2009.

Page 16


5.3 International Economic Relations & Trade (IER) When: Contact hours: Student work load: Assessment :

Week 1 - 2 - 3 - 6 - 7 2 hrs per week (5 x 1,5 hrs = 7.5 hrs) + extra guest hrs in week 1 and 2 2 EC = 2 x 28 hrs BoK: written exam (2 x trade + 1 x money/ 3) assignment: writing an essay – IER of Russian Finance / Culture

5.3.1 Week planning IER Trade week

Topics in class

Self study / preparation in advance

1

Introduction; Chapter 1: World economy Guests: Russian Finance & Culture Chapter 2: Why countries trade Guests: Russian Finance & Culture Chapter 3: Adam Smith & David Ricardo No class No class Chapter 4: factor endowments Chapter 5: intra-industry trade

Read chapter / look at Bb course documents / ppt

2 3 4 5 6 7

Id. Id.

Id. Id.

5.3.2 Learning tasks Body of Knowledge portfolio The student: - is able to understand the various influences of internationalization on Dutch economy on a macro economic level and understand the relationship between them; - shows the capacity of knowing how to implement changes in the companies policy as a result of external influences - shows by using various international resources he has an access to the most recent developments so that he can approve it’s own professionalism; - is able to continuously make a plan of improvement so that it’s own professionalism remains up to date. - shows that by studying professional literature and by keeping up networks he is able to have a conversation with his organization so that the conclusions of the conversation can make a contribution to the quality of the services rendered; - is able to understand social developments so that services of the organization can be offered in accordance with actual situations.

5.3.3 Link to competences 5.1: Dealing with external developments; 6.1: Developing it’s own professionalism; 6.2: Attention for social developments.

5.3.4 Content While writing this introduction on an American desktop, wearing my German sneakers, Chinese jeans and Italian shirt, I am drinking my French water while an Icelandic singer is singing a song*. IER-trade deals with the basis of international economics: free trade versus protection, advantages and disadvantages of free trade, co-operation between countries in relation to trade, etc. For a longer period of time, international trade in goods and services have been a large percentage of total Dutch economic activity and still are. Does every country benefit from interactions with other countries? And is there only one definition of the term globalization? Adam Smith and David Ricardo have both formulated different concepts on advantages of trade. And the result of the famous empirical test of the factor-proportions model by Wassily Leontief has even been called the ‘Leontief Paradox’. Words like openness, gains &

Page 17


losses, abundant, borders, barriers, unfair, friends will pass by. And writers as Moisy & Orwell! During seven weeks you will have to read the first five chapters of the book which will be tested in an exam. Furthermore you are asked to write a short essay of a maximum of 500 words on a) one of the summary topics of International Economics chapter six, pages 139-140 or b) one of the chapters in italics of Globalization or c) Russian Finance and/or culture. An arresting title and a logline are part of this essay.

5.3.5 Teaching method IER trade will be given during 2 hours a week + extra guest lectures by two Russian professors in the first two weeks. Students are expected to have an open mind and a critical approach as to the contents of the lectures. Blackboard forms the base of the lessons: you will find the weekly PPT slides (make sure you join the story that goes with them), a discussion board for FAQ and a detailed time schedule. Discussions as to the topics offered will take place during the lessons.

5.3.6 Assessment The topics in this subject will be examined in a BoK, a written exam during 120 minutes.

5.3.7 Teaching and Learning Materials Compulsory literature: rd - Sawayer, W.C. & Sprinkle, R.L. International Economics, 3 edition, Pearson international edition 520 pages, € 96.00 (chapters 1 overview World economy / 2 why countries trade? / 3 comparative advantage / 4 factor endowments / 5 intra-industry trade / (6 international factor movements – focus on writing an essay) For one semester courses in international economics, Sawyer and Sprinkle is the only International Economics text appropriate for the broadest range of students: economics majors, business majors, international relations and other non-business students. Recommended literature: nd - Steger, M. Globalization: a very short introduction, 2 edition, Oxford university press, 57+44 pages € 12.95 (chapters 1 A contested concept / 2 history: is globalization a new phenomenon? / 3 the economic dimension / 7 market globalism / 8 assessing the future) 'Globalization' has become one of the defining buzzwords of our time - a term that describes a variety of accelerating economic, political, cultural, ideological, and environmental processes that are rapidly altering our experience of the world. It is by its nature a dynamic topic - and this Very Short Introduction has been fully updated for 2009, to include developments in global politics, the impact of terrorism, and environmental issues.

Page 18


5.4 International Economic Relations & Trade (IER) Money When: Contact hours: Student work load: Assessment :

Week 1 - 2 - 3 - 6 - 7 1 hr per week (5 x 1,5 hrs = 7.5 hrs) + extra guest hrs in week 1 and 2 2 EC = 2 x 28 hrs in total BoK: written exam (2 x trade + 1x money / 3) assignment: writing an essay – IER of Russian Finance / Culture

5.4.1 Week planning IER Money op 4 mei mail aan Twan en Robert gemaakt week Topics in class Self study / preparation in advance 1

2 3 4 5 6 7

Introduction; Chapter 1: World economy Guests: Russian Finance & Culture Chapter 2: Why countries trade Guests: Russian Finance & Culture Chapter 3: Adam Smith & David Ricardo No class No class Chapter 4: factor endowments Chapter 5: intraindustry trade

Read chapter / look at Bb course documents / ppt Id. Id.

Id. Id.

5.4.2 Learning tasks Body of Knowledge portfolio The student: - is able to understand the various influences of internationalization on Dutch economy on a macro economic level and understand the relationship between them; - shows the capacity of knowing how to implement changes in the companies policy as a result of external influences; - shows by using various international resources he has an access to the most recent developments so that he can approve it’s own professionalism; - is able to continuously make a plan of improvement so that it’s own professionalism remains up to date; - shows that by studying professional literature and by keeping up networks he is able to have a conversation with his organization so that the conclusions of the conversation can make a contribution to the quality of the services rendered; - is able to understand social developments so that services of the organization can be offered in accordance with actual situations.


5.4.4 Content While writing this introduction on an American desktop, wearing my German sneakers, Chinese jeans and Italian shirt, I am drinking my French water while an Icelandic singer is singing a song*. IER-trade deals with the basis of international economics: free trade versus protection, advantages and disadvantages of free trade, co-operation between countries in relation to trade, etc. For a longer period of time, international trade in goods and services have been a large percentage of total Dutch economic activity and still are. Does every country benefit from interactions with other countries? And is there only one definition of the term globalization? Page 19


Adam Smith and David Ricardo have both formulated different concepts on advantages of trade. And the result of the famous empirical test of the factor-proportions model by Wassily Leontief has even been called the ‘Leontief Paradox’. Words like openness, gains & losses, abundant, borders, barriers, unfair, friends will pass by. And writers as Moisy & Orwell! Literature: I. on the required reading list Sawayer, W.C. & Sprinkle, R.L.

: International Economics

3rd edition Pearson international edition 520 pages € 96.00 chapters 1 overview World economy / 2 why countries trade? / 3comparative advantage / 4 factor endowments / 5 intraindustry trade / (6 international factor movements – focus on writing an essay) For one semester courses in international economics, Sawyer and Sprinkle is the only International Economics text appropriate for the broadest range of students: economics majors, business majors, international relations and other non-business students.

II. optional Steger, M.

: Globalization: a very short introduction

2nd edition Oxford university press 57+44 pages € 12.95 chapters 1 A contested concept / 2 history: is globalization a new phenomenon? / 3 the economic dimension / 7 market globalism / 8 assessing the future 'Globalization' has become one of the defining buzzwords of our time - a term that describes a variety of accelerating economic, political, cultural, ideological, and environmental processes that are rapidly altering our experience of the world. It is by its nature a dynamic topic - and this Very Short Introduction has been fully updated for 2009, to include developments in global politics, the impact of terrorism, and environmental issues.

During seven weeks you will have to read the first five chapters of the book which will be tested in an exam. Furthermore you are asked to write a short essay of a maximum of 500 words on a) one of the summary topics of International Economics chapter six, pages 139-140 or b) one of the chapters in italics of Globalization or c) Russian Finance and/or culture. An arresting title ánd a logline are part of this essay. 5.4.5 Teaching method IER trade will be given during 2 hours a week + extra guest lectures by two Russian professors in the first two weeks. Students are expected to have an open mind and a critical approach as to the contents of the lectures. Blackboard forms the base of the lessons: you will find the weekly PPT slides (make sure you join the story that goes with them), a discussion board for FAQ and a detailed time schedule . Discussions as to the topics offered will take place during the lessons. 5.4.6 Assessment The topics in this subject will be examined in a BOK, a written exam during 120 minutes. 5.4.7 Teaching and Learning Materials - See above & often Blackboard discussion board.

Page 20


5.5 Sustainability When: Contact hours: Student work load: Assessment:

Week 1 - 7 2 hrs per week (5x 1,5 hrs = 7.5 hrs) + extra guest hrs in week 1 and 2 2 EC = 2 x 28 hrs BoK: written exam

5.5.1 Week planning week

Topics in class


1

Introduction about the Netherlands and about the topic

2

Lecture 2 – Weaving faults

3

Lecture 3 – Sources of energy

4

Lecture 4 – Here and there

5

Lecture 5 – Now and later

6

Lecture 6 – Discussions

7

Lecture 7 – Discussions

Study the content of the PP of lecture 1 Study the content of the PP of lecture 2 Study the content of the PP of lecture 3 Study the content of the PP of lecture 4 Study the content of the PP of lecture 5 Discussion about the content of the topic Discussion about the content of the topic

5.5.2 Learning tasks Body of Knowledge portfolio The student: - is able to understand the various influences of internationalization on Dutch economy on a macro economic level and understand the relationship between them; - shows the capacity of knowing how to implement changes in the companies policy as a result of external influences; - shows by using various international resources he has an access to the most recent developments so that he can approve it’s own professionalism; - is able to continuously make a plan of improvement so that it’s own professionalism remains up to date; - shows that by studying professional literature and by keeping up networks he is able to have a conversation with his organization so that the conclusions of the conversation can make a contribution to the quality of the services rendered; - is able to understand social developments so that services of the organization can be offered in accordance with actual situations.


5.5.4 Content Sustainability is the capacity to endure. In ecology the word describes how biological systems remain diverse and productive over time. For humans it is the potential for long-term maintenance of wellbeing, which in turn depends on the wellbeing of the natural world and the responsible use of natural resources. Sustainability has become a wide-ranging term that can be applied to almost every facet of life on Earth, from local to a global scale and over various time periods. Long-lived and healthy wetlands and forests are examples of sustainable biological systems. Invisible chemical cycles redistribute water, oxygen, Page 21


nitrogen and carbon through the world's living and non-living systems, and have sustained life for millions of years. As the earth’s human population has increased, natural ecosystems have declined and changes in the balance of natural cycles has had a negative impact on both humans and other living systems Since the 1980s sustainability has been used more in the sense of human sustainability on planet Earth and this has resulted in the most widely quoted definition of sustainability and sustainable development, that of the Brundtland Commission of the United Nations on March 20, 1987: “sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The first fife lectures of this topic are about different aspects of sustainability. The content of these lectures are based on the Powerpoint presentation.

5.5.5 Teaching method Sustainability will be given during 2 hours a week. Students are expected to have an open mind and a critical approach as to the contents of the lectures. Blackboard forms the base of the lessons: you will find the weekly PPT slides. Discussions as to the topics offered will take place during the lessons.

5.5.6 Assessment The topics in this subject will be examined in a BoK, a written exam during 120 minutes.

5.5.7 Teaching and Learning Materials - Powerpoint presentations - Web links

Page 22


5.6 International Change Management When: Contact hours: Student work load: Assessment:

Week 1 - 7 2 hrs per week 1 EC = 1 x 28 hrs − BoK: written exam − Weekly assignment published on Blackboard

5.6.1 Week planning week

Topics in class


2

Introduction; Chapter 1: Approaching Change Chapter 2: Orientation Chapter 4: Organization

Read the chapters Learn the information on the ppt Make the assignment Read chapter 3 and 4 Learn the information on the ppt Make the assignment

3 4

Istanbul Chapter 5: Modification

5

Chapter 6: Implementation

6

Chapter 7: Transition Chapter 8: Leading Change

6

Chapter 9: Integration Chapter 10: Conclusion

7

Wrap up!

1

Read chapter 5 Learn the information on the ppt Make the assignment Read chapter 6 Learn the information on the ppt Make the assignment Read chapters 7 and 8 Learn the information on the ppt Make the assignment Read chapters 9 and 10 Learn the information on the ppt Make the assignment

5.6.2 Learning tasks Body of Knowledge portfolio The student: - is able to describe the process of change in an organization; - is able to describe the list of do’s and don’t’s each step of the process; - is able to analyse and recognize the variety in barriers in each step of the process; - is able to describe skills which are necessary to manage a situation; - is able to make a plan for change management; - is able to adapt an existing plan during the process of change.

5.6.3 Link to competencies 1.2: Advising; 2.2: Developing a block of services; 4.2: Functioning as a team player; 5.1: Dealing with external developments; 6.1: Developing it’s own professionalism; 6.2: Attention for social developments.

5.6.4 Content The book ‘Change Management’ of Mike Green describes a step by step process in Change Management. We are focusing on change management regarding sustainability. The assignments will focus on a change management towards sustainability. Page 23


5.6.5 Teaching method Change Management will be given during 2 hours a week. Students are expected to have an open mind and a critical approach as to the contents of the lectures and the theoretical approach. The book and Blackboard form the base of the lessons: you will find the weekly PPT slides (make sure you join the story that goes with them) and a detailed time schedule. Making the assignment before coming to class is absolutely necessary. Discussions as to the topics offered will take place during the lessons.

5.6.6 Assessment The topics in this subject will be examined in a BoK, a written exam during 120 minutes. The assignments are part of the BoK assessment. Grading: Assignments 50 % Written exam 50 %. A pass is ≥ 5.5.

5.6.7 Teaching and Learning Materials -

Change Management Masterclass, A Step-By-Step Guide to Successful Change Management. Mike Green . Kogan Page, 2007 Blackboard discussion board.

Page 24


5.7 English When: Contact hours: Student work load: Assessment:

Week 1 - 7 2 hours a week Weekly: 7 hours 2 ECs

− BoK: written exam: Grammar, Language, Reading, Vocabulary – Upper Intermediate –advanced level.

− Class assignment: Meetings and Negotiations;

written assignments.

5.7.1 Week planning Week In Class 1 − Setting up Course plus groups − Introduction to meetings, agendas, negotiation − IBC Unit 7 Discuss Assignments (whole class) − Start Unit 8: Brands (P.67 – 73) and complete − Hand in MC questions on Glossary (Unit 7) 2

3

Homework / Self study / Preparation in advance - Intelligent Business Course book (= IBC) Prepare and study p. 59 - 65; Do: IBC Reading 1 - 3; Vocab.1 - 4; Practice p 63 - 64; Lang. Check 1 – 3; Career skills - Intelligent Business Workbook (= IBW) Unit 7 plus Law. - IBW U 7 – 8. DO + check answers Glossary U 7 + 8 + grammar References; - Do: U 8: Reading 1 – 3; Vocab. 1 – 3; Practice; Lang. Check: Practice 1 – 2 Career skills (complete) Unit 8 + Unit 9: - IBC: U 8 (p. 67 – 73) U.9 (p. 75 – 81) Prepare and study − Discuss assignments (whole class) - Do: IBC (U9) p.75 – 81; Preview 2; Reading 1, 2; Vocab. 1, 2 (1-3); Practice 1; − Hand in M Ch questions on Glossary IBW: U 8 + 9 Complete and check answers (Units (7), 8, 9)) - Study Notes on Negotiation – Reader - Glossary U8 + U9. Grammar References − Case 1: China – Land of Opportunity. - Let’s Talk Business Case 1 (whole class in groups) - Study and Prepare Negotiation (in project groups) Unit 10 + Review 3: - IBC: Review 3 (p. 83, 84); U 10 (p. 85 – 91) - Prepare and study − Discuss assignments (whole class) - Do: IBC: P, reading 1 – 3; Vocab. 1 – 2; Practice; Lang check; Practice 1 – 2; Career skills. − Hand in MC questions on Glossary (Unit IBW: compete and check answers 10) - Glossary U10; Grammar References - Let’s Talk Business Case 2 + 3. − Group 1: Case 2, hand in assignments - Group 1: Case 2 case 2 a. meeting − Group 2: Case 3, hand in assignments b. Assignment 2.2; 2.9 (written) case 3 c. Prepare Minutes (hand in next week) - Group 2: Case 3 a Meeting b. Assignment 3.6, 3.9 c. Prepare minutes (hand in next week)

Page 25


4

Unit 11: - Discuss assignments (whole class) Hand in MC questions on Glossary (Unit 11) Groups 1 + 2: Hand in minutes - Group 3: Case 4 - Group 4: Case 5 - Hand in assignments Case 4 + 5 - Hand in minutes case 2, 3.

5

Unit 12: - Discuss assignments (whole class) - Hand in MC questions on Glossary (Unit 12) - Groups 3 + 4: Hand in minutes - Group 5: Case 6 - Group 6: Case 7 - Hand in assignments Case 4 + 5 - Hand in minutes case 4, 5.

6

7

- IBC U 11 (p. 92 – 99); Prepare and study; - DO: IBC: Reading 1, 4; Vocab. 1 – 2; Practice; Language check 1 - 2; Career skills. - IBW U 11: complete and check answers - Glossary U11 + Grammar References - Let’s Talk Business Case 2 + 3. - Group 3: Case 4 a. Meeting b. Assignment 4.3; 4.9 c. Prepare Minutes (hand in next week) - Group 4: Case 5 a. Meeting b. Assignment 5.5, 5.9 c. Prepare minutes (hand in next week) - IBC U 12 (p.101 – 107); Prepare and study - DO: IBC: Reading 1, 2; Vocab. 1 – 2; Practice; Language check 1 - 3; Practice; Career skills. - IBW U 12: complete and check answers - Glossary U11 + Grammar References - Let’s Talk Business Case 6 + 7. - Group 5: Case 6 a. Meeting b. Assignment 6.5; 6.10 c. Prepare Minutes (hand in next week) - Group 6: Case 7 a Meeting b. Assignment 7.4, 7.10 c. Prepare minutes (hand in next week) - IBC Review 4; U 13 (p. 111 – 117) - Do: Preview; Reading 1, 2; Vocab.1, 2; Practice; Language check; Practice 1, 2; Career skills - IBW U13 Complete and check answers

Unit 13 + Review 4: - Discuss assignments (whole class) - Hand in MC questions on Glossary (Unit 13) - Groups 5 + 6: Hand in minutes - Hand in minutes case 6, 7. - Retakes Units 14 + 15 Review 5: - IBC U 14 (p. 119 – 124) - Discuss assignments (whole class) - IBC U 15 (p. 126 – 132) - Hand in MC questions on Glossary (Unit - IBC Review (p. 135 – 136) 14 + 15 ) - Do: U 14: Reading 1; Vocab.1 - 3; Practice; - Retakes Language check; Practice - Do: U 15: Reading 2; Vocab.1 - 2; Practice; Language check. - IBW U 14 + 15 Complete and check answers

5.7.2 Learning tasks Project assessment: - The student shows that by using verbal skills he is able to carry out negotiations inside and outside the organization to the best interest of the company; - The student shows that by using various international English resources he has access to most recent developments so that he can improve his own professionalization. Body of Knowledge portfolio The student has the ability to: - apply professional sales and negotiation skills in an intercultural setting (languages); recognize a win – win / win – lose situation, and react accordingly - comprehend the international clients’ objectives Page 26


-

understand cross cultural differences and applying this knowledge in the several linguistic surroundings in a business environment maintain functional contact with international clients give and receive feedback in peer assessments communicate in English both verbally and in writing and assess and overcome cultural differences when doing so (CEF level C 1)

5.7.3 Link to competences 1.3: Auditing; 2.2: Developing a block of services; 4.1: Reporting own activities; 5.3: Fulfill an ambassadors role; 6.1: Develop own professionalization.

5.7.4 Content As the whole minor is offered in English, the students get the opportunity to improve their English knowledge and skills not only during the lessons of the economic, cultural and juridical subjects, but also during the English lessons. In these lessons students have to prepare the various chapters and units of the course books. Furthermore, they prepare MC questions on the content of the units that will be discussed during the course of the term. The following aspects of business English will be covered: Law, Brands, Investments, Energy, Going public, Competition, Banking, Training and Consulting, in order to offer as complete a program as possible. Moreover, the students have to hold meetings on international case studies. This includes skills, such as the ability to chair meetings, writing minutes and doing research on the countries they have to deal with in the cases.

5.7.5 Teaching method In this second course, two hours of English will be given per week. The students will play an active role during the lessons (see weekly programme). Attendance is compulsory with the necessary lesson material and home work done. This will earn the student a 0,5 bonus point to be added to his/her exam grade. If the assignments are not done in time, or if a student is absent (for whatever reason) he/she will not be awarded the bonus point.

5.7.6 Assessment Written exam (mark): - Intelligent Business Coursebook Unit 7 - 15 - Intelligent Business Workbook: Unit 7 – 15 - Glossary Unit 7 - 15 - Grammar Reference (see back of book) - Handouts Class assignment (pass/fail): - 5 M Ch questions per unit (individual) - meetings plus minutes (group) - written assignments from Let‘s Talk Business (group and individual)

5.7.7 Teaching and Learning Materials Compulsory literature : - Intelligent Business Coursebook: Upper Intermediate (Trappe and Tulles), ISBN 0-582-84809-1 - Intelligent Business Workbook: Upper Intermediate (L. Pile)) ISBN 0-582-84699-4 - Let‘s Talk Business (I. Laponder) ISBN 90-01-50106-0 Recommended literature: - Longman Dictionary of Contemporary English, ISBN 978-1-4082-1533-3 Page 27


-

A business dictionary, e.g.: Oxford Dictionary of Business English for Learners of English, edited by A. Tuck, Oxford University Press or New Oxford Business English Dictionary, edited by D. Parkinson, Oxford University Press.

Page 28


5.8 Dutch Language & Culture When: Contact hours: Work study load: Assessment:

Week 1 – 7 2 hours per week 28 hours (1 EC) BoK: Written exams

5.8.1 Week planning Week 1 2 3 4 5 6 7

-

CHAPTER 4 CODE 1 CHAPTER 4 CODE 1 CHAPTER 5 CODE 1 CHAPTER 5 CODE 1 CHAPTER 6 CODE 1 CHAPTER 6 CODE 1 CHAPTER 6 CODE 1

5.8.2 Learning tasks -

understand and pass on simple messages in a second foreign language (level A2), as to read, listen and understand written and oral professional dialogue: informal conversation /ask answer questions about personal details/in informal situations (A1), Listening (A1), Grammatical Structures make proper use of audio-visual aids in his presentation, as to read, listen and understand written and oral professional dialogue understanding cross cultural differences and applying this knowledge in the several linguistic surroundings in a business environment (languages)

5.8.3 Link to competencies Dutch as a second language contributes to the development of the competency: 1.1 Conduct and maintain relations with customers; 1.2 Advising

5.8.4 Content You will learn/acquire Dutch at a very basic A1-level (starting up from zero) about the overall theme “personal information”. Generally spoken you only have to master a restricted set of standard phrases, in which pronunciation problems have to be accepted. You have to be able to understand the phrases of the other, if the level is to compare with these standard phrases. An issue too is showing respect. You understand forms, used in everyday situations (like enrolment forms of a sport club). You have to describe your living situation. Therefore you will learn the names of the most important furniture. These skills have to be used in the context of the theme of the period (personal information).

5.8.5 Teaching Method During classes oral reproductive exercises are the main issue Grammar and cultural awareness are important subjects too. However, the grammar is following the original order of the course materials, because of its longitudinal character.

5.8.6 Assessment Your language skills in Dutch will be tested The assessment consists of a written exam. The final grade should be a minimum of 5,5.

5.8.7 Learning materials -

Code Deel I Takenboek; Thiememeulenhoff; isbn 90 06 81110 6 (do not buy yet).

Page 29


5.9 Write Smart – Additional Assessment Rules Each lecturer will assess the English language use of each final product handed in by students. PLEASE NOTE: in previous terms, work was checked and comments made on language errors. In From now on each final product will be assessed on the basis of content and on English language use. Both components must be satisfactory.

There are three possibilities: - If the content of your work worth a satisfactory result, but you have made too many language errors, you will not be given a mark for your work and you will be expected to do a retake. This will not happen often, since language and content are very closely linked. - If both aspects are ‘not satisfactory’, you will again be expected to do a retake. - If your English language use is satisfactory, but you score a ‘not satisfactory’ result for content, you will also be eligible for a full retake. When assessing English language we will apply the following criteria: - Two random pages of the written work will not contain any more than a total of five language errors. Examples of language errors: - Errors in the spelling used for verbs (sent/send) - Errors in anaphoric pronouns, compounds, fixed collocations, fixed expressions, punctuation. - No number agreement between subject and finite verb. - Sentences with construction errors, sentences that don’t run properly, are incomplete, derail. - Incorrect contraction of words. - Incorrect use of prepositions. - Incorrect use of fixed prepositions. - Writing separate words as one word. Please note: this list is not exhaustive.

Also see Blackboard for information about theory, exercises and literature on language proficiency.

Page 30