International Business and Finance (IBF)wong/foreign_universities/icp... · INHolland University, School of Economics, Finance Cluster Differentiation Minor IBF Part I 2009-2010 1

1

INHolland University School of Economics Rotterdam

Finance Cluster

Student Handbook

Differentiation Minor:

International Business and Finance (IBF)

Part 1

2009 - 2010

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

COLOFON: Theme: Differentiation Minor: International Business & Finance (IBF) ECTS: 15 ECs Year: Year 3 & 4 students Terms: Term 9 & 10 (year 3 students) or Term 13 & 14 (year 4 students) Author & Coordinator: Robert de Pauw


3

Course title:

International Business &Finance (IBF)

Part 1

Type of course

Differentiation Minor (DM)

Name school:

School of Economics,

Rotterdam

Name of study:

Finance, Marketing, Management

Location:

Rotterdam

Course code:

Compulsory or facultative:

Facultative

Number of credits (in EC):

15

Year of study:

3/4

Semester

1 and 2;

Language of instruction:

English

Name of contact person:

Robert de Pauw


4

Table of contents

1 INTRODUCTION.................................................................................................................................................. 5

1.1 CENTRAL THEME........................................................................................................................................... 5

1.2 CONTENT ....................................................................................................................................................... 5

1.3 ASSESSMENTS ............................................................................................................................................... 6

1.4 TIMETABLE IBF PART I, TERM 9, 2009-2010 ................................................................................................. 7

1.5 TIMETABLE EXAMS IBF PART I AND PART II, 2009-2010 .............................................................................. 8

2 COMPETENCIES .................................................................................................................................................. 8

2.1 GENERAL OUTLINE ....................................................................................................................................... 8

2.2 COMPETENCIES & LEARNING TASKS ............................................................................................................. 9

2.3 TEACHING AND LEARNING METHODS ......................................................................................................... 10

2.4 LITERATURE OVERVIEW .............................................................................................................................. 11

3 THE PROJECT ASSESSMENT IBF PART I ....................................................................................................... 12

3.1 THE PROJECT ASSIGNMENT .......................................................................................................................... 12

3.2 LEARNING TASKS ........................................................................................................................................ 14

3.3 OUTPUT ....................................................................................................................................................... 15

3.4 WORKLOAD ................................................................................................................................................. 15

3.5 DEADLINES.................................................................................................................................................. 16

3.6 RESOURCES ................................................................................................................................................. 16

4 BODY OF KNOWLEDGE PORTFOLIO ............................................................................................................. 17

4.1 OUTLINE ...................................................................................................................................................... 17

4.2 CONTENT ..................................................................................................................................................... 17

4.3 COMPETENCES & LEARNING TASKS ............................................................................................................ 17

5 CASE STUDY ASSESSMENT ............................................................................................................................. 17

5.1 PRACTICAL INFORMATION: .......................................................................................................................... 18

5.2 HOW TO PREPARE FOR THE CASE-STUDY ASSESSMENT? .............................................................................. 18

5.3 CASE-STUDY ASSESSMENT LEARNING TASKS .............................................................................................. 18

6 SUPPORT TUITION .......................................................................................................................................... 19

6.1 OVERVIEW AND ASSESSMENT ..................................................................................................................... 19

6.2 EUROPEAN ECONOMICS............................................................................................................................... 20

6.3 INTERNATIONAL ECONOMIC RELATIONS (TRADE & MONETARY POLICY) .................................................... 23

6.4 EUROPEAN LAW .......................................................................................................................................... 26

6.5 INTERCULTURAL MANAGEMENT ................................................................................................................. 28

6.6 ENGLISH ...................................................................................................................................................... 30

6.7 DUTCH LANGUAGE & CULTURE (FOR EXCHANGE STUDENTS ONLY) ........................................................... 33

6.8 WRITE SMART – ADDITIONAL ASSESSMENT RULES .................................................................................... 35


1 Introduction

1.1 Central Theme The Differentiation Minor International Business and Finance (IBF ) consists of two parts. The main goal of this minor is to make students aware that internationalization and international cooperation is a very important factor in the development of Europe in general and the Dutch economy in particular. Far the bigger part of our prosperity has to do with international trade and Dutch companies must be aware of the challenges and the threats that the international world provides. In the first part of the minor we discuss theories that deal with international trade from a European point of view. Although cooperation within Europe has lead to higher prosperity rates within Europe as a whole, cultural differences often lead to misunderstandings so being a factor that may impede growth. While studying international trade, it is important to pay attention to these facts as well. In a term of seven weeks, with classes, workshops, guest lecturers and site visits, students will be dealing with the main features of Internationalization within the context of Europe, both from an economic point of view. Attention will be paid to reasons for international trade, international institutions that stimulate international trade, the history of the unification of Europe, economic policies within the EU and finally recent developments within the EU. 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. In part II of this differentiation minor students broaden their view to a world wide perspective: is globalization and liberalization of international markets outside Europe a good, or a bad thing? We 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? The project in period 2 deals with international sustainable trade. Students have various options as to the subject of their choice within this project.

1.2 Content There are 7 compulsory units of study in IBF Part I: 1. European Economics (3 EC) 2. International Economics Relationships (3 EC) 3. European Law (2 EC) 4. Intercultural Management (1 EC) 5. English (1 EC) 6. Project: Innovation, a theoretical and practical approach (4 EC) 7. Study trip to Brussels (1 EC) 8. Dutch (extra curricular: for exchange students only: extracurricular certificate = 3 EC)

The basic outline of the compulsory topics of this IBF programme is: 1. European Economics

Europe has developed since the end of WWII into a powerful continent. What has been its history since 1945? Through what stages of co-operation has it gone?. What was its policy in the past?. What is its policy today? Will it develop into a super power? 2. International Economic Relations

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


Page 6

trade, etc. The second part deals with the monetary side of internationalisation: the way the euro came into existence , policies of the European Central Bank, etc. 3. European Law

An examination of the institutions of the European Union will be the main focus of this subject. What legislation comes from Europe and what is the relationship between Brussels and national legislation? Is Europe a supranational organisation and, if so, in what way? 4. Intercultural Management

Many potential international transactions do not take place because of cultural differences. Therefore, it is very important to recognise these differences. This subject deals with the differences and how to cope with them. 5. English

The minor will be taught in English. Your examinations, research paper and presentation will be in English. It is important that you have command of this language. Special attention will be paid to English grammar. 6. The Project ‘Innovation, a theoretical and practical approach

The project of the differentiation minor is different from the parts as described above in the way that it deals with the theoretical and practical side of innovation. We pay attention to European legislation in relation to innovation and the policy of one member country of the European Union. After discussing these two items, the students will examine innovation in companies in the Rotterdam region, advise the companies, do a presentation about the findings of the research and write a final report about innovation. ( see: “project “). 7. Study trip to Brussels

In the month of November 2009 we make a trip to Brussels and visit the institutions of the European Union. This three-day trip will cost approximately 175 euros and forms a compulsory part of the minor. In addition to the institutions, we will also visit the Belgian Central Bank and possibly the Dutch Embassy in Brussels. More information will be provided as soon as possible. See the blackboard course for time schedules. i) 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 makes you understand and speak the language at a basic level.

1.3 Assessments The herefore mentioned units will give a total of 15 ECs. At the end of term there will be assessments in the form of a Project assessment, BoK / written exams and a Case Study’assessment. The courses and credits will appear on your Peoplesoft (PS) - grade tree as follows:


Page 7

Compulsory programma Differentiation Minor IBF Part I 2009-2010

Assesssments Topic Credits PS code:

Project assessment Innovation, a theoretical and practical approach

4 EC 1008IBF13A

Study trip to Brussels 1 EC 1008IBF13B

Body of Knowledge portfolio

International Economics Relationships 3 EC 1008IBF11A

European Law 2 EC 1008IBF12B

Intercultural Management 1 EC 1008IBF11B

English 1 EC 1008IBF11C

Dutch (extra curricular: for exchange students only)

3 EC

Case study assessment

European Economics

3 EC 1008IBF12A

These compulsory units will give a total of 15 ECs, with an extracurricular certificate for Dutch for exchange students only. At the end of term there will be assessments in the form of knowledge exams, a Case Study assessment and the presentation/submission of the student projects. 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 I, Term 9, 2009-2010

Lecturer: Assignment:

Weeks: 1 2 3 4 5 6 7

Assessment: Support

Robert de

Pauw

Coordinator

+ Project

expert

consultancy

hour

1 1 1 1 1 1 1 Project

assessment:

‘Innovation, a

theoretical and

practical

approach’

Consultancy hour

Robert de

Pauw

European

Economics

3 3 3 3 3 3 3 Project + case

study assessment

Lectures

Arthur van

der Ham

International

Economics

Relationships

(trade)

2 2 2 2 2 2 2 BoK: written exam Lectures

Twan

Franken

International

Economics

Relationships

(monetary)

1 1 1 1 1 1 1 BoK: written exam Lectures

Monique

Daum

European

Law

2 2 2 2 2 2 2 BoK: written exam lectures

Marleen

Bartelts

Intercultural

Management

1 1 1 1 1 1 1 BoK: written exam


Page 8

Guest

lecturers +

2 2 2

Brussels

trip

Week 10 Compulsory!

Tahirah

Khan

English

2

2 2 2 2 2 2

BoK: Language

assessment language training

Kees

Smies

Dutch

language &

culture (for

exchange

students

only)

2

2 2 2 2 2 2

Language

assessment

1.5 Timetable exams IBF Part I and Part II, 2009-2010 IBF Part I: Week 1 – 7 (36-42) Lectures Part I Week 8, 9 and 10 (week number 43, 44, 45) Exams Part I; week 10: Brussels IBF Part II: Week 1 – 6 (46-51) Lectures Part II Week 7 (2) Presentations and Project Assessment Part II Week 8, 9 and 10 (week number 3, 4, 5) Exams and retakes Part I and Part II

2 Competencies

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


Page 9

2.2 Competencies & Learning Tasks Regarding the competencies as defined for the cluster Finance we made the following selection of competencies for IBF part I and part II. In the support tuition part of this term book these competencies are the learning tasks that will show in detail what you are supposed to study and have to apply in several assessments. Selection of competencies 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 the 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; Level year 4: see year 3 with the requirement that the profit- and risk analysis is more refined.

1.3: Auditing 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 a ethical point of view; Level year 4: see level year 3; besides: the student can determine what are the basics of the ethics and give a thorough analysis of it.

2: With the customer Learning tasks

2.2: Developing a block of services 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; 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.

4: Human being in the organization Learning tasks

4.1: Reporting own activities 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.

4.2: Functioning as a team player 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 of colleges 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.


Page 10

5: Environment and organization Learning tasks

5.1: Dealing with external developments Level year 3: The student shows that by using strategic analysis he is able to make a report about the companies position in her 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.

5.1: Dealing with external developments (and extension of this competence towards more internationally related issues)

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.

5.3: To fulfil an ambassadors role 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.

6: Working on it’s own professional qualities Learning tasks

6.1: Developing it’s own professionality Level year 3: The student shows by using various international resources he has an access to the most recent developments so that he can approve it’s own professionability; Level year 4: see level year 3; besides: he is able to continuously make a plan of improvement so that it’s own professionability remains up to date.

6.2: Attention for social developments

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 necessary for independent learning abilities that students in their 3 rd and 4th 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; d) be visiting companies; e) attend classes with lecturers and guest speakers for specific topics; f) 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.


Page 11

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 minor will be accessible on Blackboard. Students are expected to check Blackboard daily. On the Blackboard course the students can also check their exam results and assignments and Powerpoint presentations.

2.4 Literature Overview The following is a compulsory list of books for part I: - Neal, The Economics of Europe and the European Union, Cambridge, 2007 - Sawyer, Sprinkle, International Economics, 3

rd edition, Pearson Prentice Hall, 2009

- Schneider, Barsoux, Managing Across Cultures, 2nd edition, 2003 - Tappe, Tullis, Intelligent Business Coursebook - Pile, Intelligent Business Workbook - Kent, Law of the European Union, 3rd edition, Pearson.

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; - Tony Judt: Postwar: A history of Europe since 1945; - Iris Origo: The merchant of Prato.

Beside the books mentioned we refer the students to the databases at the INHolland library, sources on internet, magazines, You tube, and other means of valuable information.


Page 12

3 The Project assessment IBF Part I

3.1 The project assignment Students in Part I will form themselves into project groups at the beginning of term. At the beginning and middle of the term there will be a general meeting of all students in order to give some guidance about the project; questions and progress will be discussed, and solutions offered. Using the concepts and ideas learnt during lectures and self-study, students will investigate the following assignment:

Project Innovation: Innovation, a theoretical and practical approach’ in small and medium sized companies.

The innovation project as part of the minor International Business and Finance part 1 has its main goal in showing the students the importance of innovation in Europe and especially in the Netherlands. Within an international ( European ) and national ( Dutch ) scope, students must think about and carry out innovation policy in small and medium sized companies within the Netherlands. So we start at a global, more theoretical based approach and end up at a micro economic, practical level within companies. Here you can read the description of the project. Theoretical approach.


Page 13

1) In groups of about 4 persons students discuss European innovation policies, beginning with the Lisbon Strategy ( contents of the Strategy, interim goals achieved, possibilities for Dutch small and medium sized companies, etc.). Answer the same questions in relation to different European programs.

2) Discuss Dutch innovation programs ( see question 1 for the details ). What is the role of intermediates, like e.g. Senternovem and Syntens ?

Practical approach.

1) The same groups visit small and medium sized companies, have talks with representatives of the

company and investigate innovation activities. If there are no innovation policies present , the students try to find out for the company if there are items that are of importance to innovate and try to convince the company of the importance of the innovation .

2) Students investigate the possibilities for these companies to get the innovation subsidized, having studied the various possibilities offered by the programs ( European or Dutch ) and give the companies advice about these possibilities.

3) Students occupy themselves with the request for the subsidy ( e.g. via innovation vouchers ) and help the company fill in these requests.

4) Students do a presentation of their findings for the company. In this presentation the students must emphasize economic consequences of the innovation: turnover, costs, profits, employment, consequences for e.g. internal or administrative organization as well as the advices as to subsidizing the innovation .


Page 14

3.2 Learning Tasks After completing the project IBF part I, students will be expected to have gained a knowledge and understanding in the following areas: The student: 1.2

- shows that by using skills of investment selection, financing communication and reporting. - 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 - 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 a ethical point of view;

2.2 - 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

- must report on the actions the organization must take to make use of the challenges and to change threats into chances.

4.1 - 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;

4.2 - 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 of colleges and to use the added value of the various members so that the requirements of the principal can be met as good as possible;

- can handle the pressure that follows from the constitution of the group in relation to the requirements of the principal.

5.1 - shows that by using strategic analysis he is able to make a report about the companies position in

her environment; - 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. - 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. 5.3

- 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;

- is able to strengthen the position of the company in various negotiations. 6.1

- shows by using various international resources he has an access to the most recent developments so that he can approve it’s own professionability;

- is able to continuously make a plan of improvement so that it’s own professionability remains up to date.

6.2 - 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.


Page 15

The student will apply these herefore mentioned learning tasks in the context of: - The knowledge of European and Dutch innovation policies; - The insight how to practise this knowledge in small and medium sized companies; - The knowledge of the role of innovation for various small and medium sized companies; - The knowledge of the importance of communicating within a group of students and within an

unknown company; - The understanding of the importance of innovation in a changing world; - The understanding of the relationship between a company and government institutions; - The knowledge of the importance of a presentation of the groups findings.

3.3 Output Final report and presentation. Student groups: 1. write a report about the theoretical and practical part of the project 2. do a presentation for the company of the practical part 3. do a presentation of the final report at INHolland University.

Final evaluation Students will be evaluated on the following items: a) The proceeded activities within the companies, together with the cooperation within the group, the

initiatives from the group towards the company, verbal skills and formulated advices for the company; b) The presentation at the companies and answering of the formulated questions from the side of the

companies; c) The final report:

a. Structure: introduction, European innovation policies, Dutch innovation policies, description of the company, the innovation within the company, description of the groups work, conclusion and recommendations, list of used sources-

b. level of content, English; 20-30 pages; d) The 30 minutes presentation of the report at INHolland University.

Every student will be expected (apart from completing their individual tasks as a contribution to the project) to have an overall comprehension of the submitted project document. This knowledge will be assessed in the presentation/defence. To get a pass for the project assessment all elements have to be a ≥ 5.5. Students who did not participate or did participate but at a too low level can do a retake of the whole project in next term.

3.4 Workload The project will be supported by all the support tuition courses. Each Monday is a consultancy hour scheduled; each group will be invited to meet the consultant / expert. Successfully finishing the project will earn 4 ECs (per student). That means each team member should invest approximately ‘112 hours in the project, and next to it attending support tuition classes. Presentations will be in the 8

th and 9

th week (week 43 + week 44).


Page 16

3.5 Deadlines Week number Activity Hand in/ appointments

Term week 1: 36 - 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;

Week 2: 37 - First visit: planning and organizing the investigation;

- Work on the research; - Work on European and Dutch

innovation policies;

- Questions/problems to be discussed at the project hour;

- Hand in the definitive version of European and Dutch innovation policies to be corrected;

Week 3: 38 - Work on the research; if necessary: contact the company for questions, etc.

- Finish European and Dutch innovation policies

- Hand in the definitive version of European and Dutch innovation policies to be corrected;

- Interim meeting with professors;

Week 4: 39 - Work on the research: pay attention to the innovation and investigate economic consequences of the innovation; question the company if necessary

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

Week 5: 40 - see week 39; - See week 39;

Week 6: 41 - Work on the research; - Prepare the presentation at the

company: powerpoint. - Work on the final report;

- See week 40;

Week 7: 42 - Presentation at the company; - Finishing the final report;

- Hand in the final report: 1 hard copy and 1 by email.

Week 8 & 9: 43 or 44

- Presentation of the report at INHolland University.

- Evaluation of the final results.

3.6 Resources See list of literature (§ 2.4 ). Use various websites for further information.


Page 17

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:

- International Economics Relationships 3 EC - European Law 2 EC - Intercultural 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 International Economics Relationships, European Law, Intercultural Management, English, Dutch (for exchange students only) in the support tuition of these subjects.

5 Case Study Assessment The case-study assessment is one of the assessment formats that can be used to measure student competency-development for each term. The case-study assessment can be used to assess problem-solving, knowledge development and knowledge application for each individual student. Case-study assessments have a relatively high reliability and are valid. As such, the case-study assessment is a perfect supplement to the project assessment (high reliability) and the Body of Knowledge portfolio (high validity). A case-study assessment is a realistic description of a situation derived from professional practice and in which a number of (core) problems are evident. A case-study assessment tests your individual problem-solving skills, planning skills, analytical ability and the ability to recognise relationships. Passing a case-study assessment demonstrates that you:

- are able to recognise a problem relevant to your profession,

- are able to study and analyse a professional situation,

- are able to resolve problems, in a manner that complies with the standard for the professional group. A case study is different to project-based tuition. In the projects you work in a group and there are open ends. Added to this, one or more problems need to be resolved and, as such, the resolution of problems is the objective. In a case-study assessment, the problem presented is a vehicle. By resolving the problem, you show that you have mastered the subject matter and developed an understanding of the material. A


Page 18

case-study assessment encompasses a number of disciplines and includes problems for which there may be a number of solutions/correct answers. So, you will have to study a substantial amount of material to be able to pass a case-study assessment. Then again, passing the case-study assessment will earn you 2 credits per term!

5.1 Practical information: - A case-study assessment is a written examination; - A case-study assessment is an ‘open book’ examination. In professional practice, you will be able to

consult handbooks and literature when resolving issues, so this is also permitted during case-study assessments. You will be able to take certain books into the examination with you, i.e. those used within the support tuition for the term in question. Journals, annotated books, lecture notes and other books are not permitted;

- You will have two clock hours1 to complete the case-study assessment. In order to ensure that you do

not spend the full 2 clock hours reading the questions without answering them, the case-study narratives will be available without the assessment questions 2 week2 before the examination date. The case study will be handed out again, with the assessment questions, during the examination.

5.2 How to prepare for the case-study assessment? You cannot prepare for a case-study assessment by learning your books and notes by heart a day or two before the examination. The case-study assessment is about showing that you understand the subject materials offered in the term and that you can use them in various (practical) contexts. It is not about showing that you can reproduce knowledge. Hence, the best preparation for the case-study assessment is going to class, doing the assignments and keeping up with the assigned reading. That way you will learn to grasp the subject material and you won’t need extensive preparation right before the examination. To prepare for the real Case Study Assessment, the only things you will have to do then are: - Print and carefully read the case-text at home (will be published on Blackboard a week before the

examination); - Try to ‘predict’ what the questions or assignments corresponding with the case-text will be, based on

the assessment indicators below and the classes you attended; - Look up concepts you don’t understand and translate them in your own words; - Highlight passages in the case-text that you deem important, so that you will be able to find them

quickly during the examination; - Don’t forget to carefully read appendices. Often crucial numeric information is presented and you

know: where’s there numeric information you will be asked to do something with it in the test! - Mark or highlight passages or chapters in your books that you deem important for the case-study, so

that you will be able to find what you need quickly during the examination. That way you also refresh your knowledge and understanding of the subject matters.

- Just before the examination: carefully re-read the case-text, so that you won’t have to waste too much time reading during the examination but can go right to answering the questions.

5.3 Case-study assessment learning tasks In Part I you will be tested on your command of the competences and learning tasks concerning the support tuition of ‘European Economics: 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


1 Students with dyslexia and other language problems can apply for extended examination time. See the Study Guide

with the Tuition and Examination Regulations.


Page 19

- 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;

- 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 of colleges and to use the added value of the various members so that the requirements of the principal can be met as good as possible;


- 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 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;


6 Support Tuition

6.1 Overview and Assessment In this chapter: Course Hrs/week Assessment

6.2 European Economics 3 Language assessment

6.3 International Economics Relationships

3 Project / BoK (oral exam)

6.4 European Law 2 Project / BoK (oral exam)

6.5 Intercultural Management 2 Project / Case Study Assessment

6.6 English 2 Language assessment

6.7 Dutch Language and Culture 2 Language assessment


Page 20

6.2 European Economics When: Week 1 - 7 Contact hours: 3 hrs per week Student work load:

3 EC = 3 x 28 hrs

Assessment : Project assessment + Case Study Assessment

6.2.1 Week planning

week Topics in class Self study / preparation in advance

1 Chapter 1,2,3; Questions ch. 1,2,3.

For all weeks: - Read the chapters scheduled for this week

in advance - take notes - write down questions that might be

discussed in class

2 Chapter 1,2,3; Questions ch. 1,2,3; Chapter 4,7 ; Questions ch. 4,7;

3 Chapter 4,7; Questions ch. 4,7; Chapter 8,9; Questions ch. 8,9;

4 Chapter 8,9; Questions ch. 8,9; Chapter 10, 11; Questions ch. 10, 11;

5 Chapter 10, 11; Questions ch. 10, 11; Chapter 19, 20; Questions ch. 19, 20;

6 Chapter 19, 20; Questions ch. 19, 20; Articles;

7 Articles.

6.2.2 Learning tasks Project assessment: The student:

- shows that by using skills of investment selection, financing communication and reporting. - 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; - 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 a ethical point of view;




Page 21




- shows that by using strategic analysis he is able to make a report about the companies position in her environment;

- 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.



- 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;

- is able to strengthen the position of the company in various negotiations. - shows by using various international resources he has an access to the most recent

developments so that he can approve it’s own professionability; - is able to continuously make a plan of improvement so that it’s own professionability remains up to

date. - shows that by studying professional literature and by keeping up networks he is able to have a



Case-studv Assessment: The student:











Page 22

6.2.3 Link to competencies

1.2: Advising: 1.3: Auditing 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 5.1: Dealing with external developments (and extension of this competence towards more internationally related issues) 5.3: To fulfil an ambassadors role 6.1: Developing it’s own professionality 6.2: Attention for social developments

6.2.4 Content

European Economics pays attention to the development of the European economy since 1945. In the first chapters the origins of Europe are discussed, followed by the policies (agricultural, social, economic regional: chapters 4, 7, 8, 9 and 10 ). By 2008 Europe has extended to 27 countries. We can ask our self if Europe by that time can be considered a super power, comparable to the United States i.e. (chapter 11).

6.2.5 Teaching method

European Economics will be given during 3 hours a week. During the colleges 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. Discussions as to the topics offered will take place during the lessons.

6.2.6 Assessment

The topics in this subject will probably be examined in a written exam in the form of a case study. As to this exam written presentations of various politicians/economists must be explained. Not only the knowledge of the chapters, but also the understanding and relationships of the various items are part of the exam. The professor has the right to turn away from the suggested way of examining.

6.2.7 Teaching and Learning Materials

- Larry Neal: The economics of Europe and the European Union, Cambridge University Press, first edition, 2007.

- On the Blackboard course students will find links to Google and You tube site to consult.


Page 23

6.3 International Economic Relations (trade & monetary policy) International Economic Relations consists of two parts that wille bbe desctibed below: 1) Trade; 2) Monetary Policy

Ad 1: Trade policy When: Week 1 - 7; Contact hours: 2 hours per week Student work load: Weekly: 7 hours Assessment BoK: written exam + essay.

6.3.1 Week planning


1 Chapter 1 Read full chapter/answer the questions;

2 Chapter 2 See week 1

3 Chapter 3 See week1

4 Overview 1-3/Focus on the essay Make a choice/read, write a logline

5 Chapter 4 Read full chapter/answer the questions;

6 Chapter 5 See week 5

7 Exam practice/Focus on the essay

6.3.2 Learning tasks

Body of Knowledge portfolio: - The student shows that he is able to to translate the development in the environment into chances

and threats for companies; - The student shows that by using project management he is able to organize a team, divide tasks,

considering individual aims and qualities of the group members; - The student shows that he is able to understand the various influences of internationalization on

Dutch economy on a macro economic level and understand the relationship between them; - The student shows that by using verbal skills he is able to carry on negotiations inside and outside a

company; thereby strengthening the position of a company within an international context; - The student uses various international resources and understands the most recent developments of

the international development;


4.1: Reporting own activities; 4.2: Functioning as a team player; 5.1: Dealing with external developments; 6.1: Developing it’s own professionality.

6.3.4 Content

In this subject the students will get familiar with the causes of international trade on a theoretical and practical level. We try to find answers on the following questions: - Why do nations trade; - Why do nations cooperate, politically and economically; - Does every country benefit from interactions with other countries;


Page 24

- What is exactly meant by globalization?


The trade part of International Economic Relations will be given during 2 hours a week. During the colleges students are expected to play an active role and have an open mind as to the various parts of this subject. During the colleges attention will be paid to the writing of the essay and its contents.

6.3.6 Assessment

The topics in this subject will be examined in a written exam ( chapter 1- 5 ). Students must write an essay about either chapter 6 of the book, or about Globalization: a very short introduction (Oxford University Press: M. Steger. 2

nd edition). Both parts of trade are rewarded with 1 EC. Compensation is not possible.

The final mark for International Economic Relations consists of trade together with the Monetary Policy part, with a weighing of 2 : 1.


- Sawyer, W., Sprinkle, R., International Economics – International Edition, 3rd

edition 2009. ISBN 978-0-13-208997-5, Pearson Prentice Hall,

- Various internet sites - Slides of the various chapters are on the Blackboard course as well as background material.

Ad 2: Monetary Policy. When: Week 4-7 Contact hours: 1 hour per week Student work load: weekly: 4 hours Assessment BoK: written exam .

6.3.8 Weekplanning


1 Chapter 12: Introduction Read full chapter

2 Chapter 12: Balance of Payments Read full chapter

3 Chapter 13: International Financial markets See week 4

4 Chapter 14: Exchange rates: a model for the long run See week 4

5 Chapter 15: Exchange rates: a model for the short run See week 4

6 Chapter 16: Purchasing Power Parity See week 4

7 The international credit crisis


Body of Knowledge portfolio: - The student shows that by using competition and environmental analysis of the market , he is able to

translate the development in the environment into chances and threats; - The student shows that by using strategic analysis he is able to make a report about the company’s

position in her environment; - 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; - The student shows by using international resources he has an access to the most recent

developments so that he can approve his own professionability.


2.2: Developing a block of services; 5.1: Dealing with external developments; 6.1: Developing his own professionability;


Page 25

6.3.11 Content

In this subject the main question will be:”What factors cause exchange rates to change?””, indicating that this part of International Economic Relations deals with subjects concerning international financial markets. Attention will be paid to the short and long run developments of a currency and the influences of this development on business decisions. The recent international credit crisis will be discussed in the last week of this term.


The monetary part of International Economic Relations will be given during 1 hour a week on an average. However: lessons will be scheduled in week 39 – 42: 2 hours in weeks 39, 40 and 41 and 1 hour in week 42. During college students are expected to play an active role.

6.3.13 Assessment

The topics in this subject will be examined in a written exam (chapter 12 - 16 ). The monetary part is rewarded with 1 EC. The end mark for International Economic Relations consists of the Trade part (2 EC) together with the Monetary part (1 EC) with a weighing of 2: 1.


- Sawyer, W., Sprinkle, R., International Economics – International Edition, 3rd

edition 2009. ISBN 978-0-13-208997-5, Pearson Prentice Hall,

- Various internet sites - Slides of the various chapters are on the Blackboard course as well as background material.


Page 26

6.4 European Law When: Week 1 - 7 Contact hours: 2 hrs per week Student work load: 2 EC = 2 x 28 hrs Assessment : Project assessment + BoK: written exam

6.4.1 Week planning

week Topics in class Self study / preparation in

advance

week Topics in class

1 Introduction; Construction of the EU; Chapter 2: The institutions of the European Community; Chapter 3: The sources of Community Law.

Prepare for these chapters

2 Chapter 4: General Principles of law; Chapter 5: The supremacy of Community Law; Chapter 7: Actions against member states;

See week 1

3 Chapter 8: Judical Review; Chapter 9: Contractual and non-contractual liability of the Community;

See week 1

4 Free movement within the single market ( part one ) Chapter 11: Customs; Chapter 12: Quantitative restrictions and measures having equivalent effect; Chapter 13: State monopolies of a commercial character

See week 1

5 Free movement within the single market ( part two ) Chapter 14: The free movement of workers; Chapter 15: The right establishment and the freedom to provide services; Chapter 16: Social security;

See week 1

6 Competition Law and policy Chapter 18: Introduction to competition; Chapter 19: Article 81; Chapter 20: Article 82; Chapter 21: Articles 81 and 82: enforcement and procedure; Chapter 23: Competition Law and state regulations;

See week 1

7 Wrap up and preparations for the exam

6.4.2 Learning tasks Project assessment: The student: - is able to understand the various influences of internationalization on Dutch economy on a macro


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 professionability; - is able to continuously make a plan of improvement so that it’s own professionability remains up to

date.


Page 27



Body of Knowledge portfolio The student: - is able to understand the various influences of internationalization on Dutch economy on a macro


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 professionability; - is able to continuously make a plan of improvement so that it’s own professionability remains up to

date. - shows that by studying professional literature and by keeping up networks he is able to have a




5.1: Dealing with external developments 6.1: Developing it’s own professionality 6.2: Attention for social developments

6.4.4 Content

This subject studies the juridical side of the European unification, comparable with the economic development. The institutions and the legal development of Europe, the juridical side of the free movement of labor and services, as well as competition law within the Union will be discussed. In the project the students study the possibilities of small and medium sized companies for subsidizing innovations. By doing so:

1) The students have to show their knowledge of the European regulations; 2) The students apply their knowledge to the companies they research; 3) The students elaborate their knowledge in the final paper.

In general: see learning tasks: 5.1, 6.1 and 6.2.


European Law will be given during 2 hours a week. During the colleges 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. Discussions as to the topics offered will take place during the lessons.

6.4.6 Assessment

The topics in this subject will be examined in a written exam.


- Penelope Kent: Law of the European Union, Publisher: Pearson; 3rd

edition;


Page 28

6.5 Intercultural Management When: Week 1-7; Contact hours: 2 hours per week Student work load: Weekly: (in groups and individual study load) = 7 hours; (1 EC = 28 hours) Assessment Project assessment + BoK: portfolio and presentation

6.5.1 Week planning


1 Chapter 1 and 2 Read chapter 1 and 2 and make a summary (portfolio)

2 Chapter 2 and 3 See blackboard

3 Chapter 4 and 5




7 Overview all chapters and articles; an exam for practice

6.5.2 Learning tasks Project assessment: - The student shows that he is able to work in a surrounding consisting of various cultural background; - The student shows that he can understand and apply the various contents of cultural differences in a

practical surrounding.

Body of Knowledge portfolio: - The student shows that in groups he can work on various assignments; - The student shows that he can apply the intercultural theory in practical situations; - The student shows that he can do a presentation about his findings about the built-up portfolio at the

end of the term.


1.3: Advice a customer about ethical effects of a company’s culture; 5.1: Write a report about a company’s position in her environment; 5.1: The ability to understand the various influences of internationalization on Dutch economy; 5.1: Show the capacity of knowing how to implement changes in the company’s policy as a result of external influences.

6.5.4 Content

Intercultural management makes the student aware of the influence of cultural differences on various decisions in companies, so that by applying the knowledge provided by this subject he is able to advice international operating companies about these differences in culture. The consequences of this advice will be an improvement in the international economic situation of the company, so that revenues and profits will increase; not only on a micro economic level , but also on a macro level.


During one hour a week students will be confronted with various practical situations on which they will discuss in groups and try to find solutions for the questions and dilemma’s they are confronted with. The students build up a portfolio of the answers and solutions.


Page 29

6.5.6 Assessment

The project assessment as described from § 3.1. In the BoK portfolio the students have to do a presentation about the solutions of one or more assignments of this subject at the end of the term. Attendance is compulsory.


- Schneider, Barsoux: Managing across cultures, 2nd

edition, 2003.


Page 30

6.6 English When: Week 1 -7 Contact hours: 2 hours per week Student work load: Weekly: 7 hours Assessment: BoK: written exam

6.6.1 Weekplanning

week - Topics in class Self study / preparation in advance

1 - Introduction to Course - Introduction Presentation Skills - Unit 1: Discuss Assignments - Hand in Glossary Questions - Culture at work / Dilemma & Decision

(Time permitting)

- Intelligent Business Coursebook (IBC): Glossary: Prepare 5 MC questions from Unit 1, with 4 possible answers, Eng – Eng (difficult words)

- Prepare and study Unit 1 Alliances: pp 7 - 13

- DO: Reading 1, 2, 3 (p. 8); Vocabulary 1, 2; Practice (p. 10); Language Check, 2, 3; Practice (p. 11); Carrier skills 2 (p. 13)

- Glossary: Study p. 9 & p.147 - Intelligent Business Workbook (IBW): Unit

1: Complete and check answers

2 - Unit 2: Discuss Assignments - Hand in Glossary Questions o Culture at work / Dilemma & Decision

(Time o permitting

- IBC: Glossary: prepare 5 MC questions from Unit 2 with 4 possible answers, Eng – Eng

- Prepare and study Unit 2 Projects: pp 15 – 21

- DO: Preview; Reading 2; Vocabulary 1 – 4; Practice; Language Check 1 – 3; Practice; Carrier skills

- Glossary: Study p 17 & p. 147 - IBW: Unit 2: Complete and check answers

3 - Unit 3: Discuss Assignments - Hand in Glossary Questions - Culture at work / Dilemma & Decision

(Time permitting)


- Prepare and study Unit 3 Teamworking: pp 23 – 29

- DO: Preview 2; Reading 1, 2; Vocabulary 1, 2; Practice; Reading 1, 2 (p 27); Language 1 – 4; Carrier skills; Review 1: pp 31, 32



(Time permitting)


- Prepare and study Unit 4 Information: pp 33 – 39

- DO: Reading 1, 2; Vocabulary; Practice (p.36); Language Check; Practice pp 37 – 38; Carrier Skills 1, 2


5

- Unit 5: Discuss Assignments - Hand in Glossary Questions - Culture at work / Dilemma & Decision



Page 31

(Time permitting)

- Prepare and study Unit 5 Technology: pp 41 – 47

- DO: Reading 1, 2; Vocabulary 1, 2; Practice (p. 45); Language Check; Practice 1, 2 (p 46); Carrier skills



(Time permitting)


- Prepare and study Unit 6 Advertising: pp 49 – 55 + Review 2: pages 57, 58 DO: Reading 1 – 5; Vocabulary 1, 2; Practice (p 52); Language Check 1 – 3; Practice (p 53); Carrier skills


7 - Unit 1-6 - Culture at work/dilemma and decision

- Study for the exam

6.6.2 Learning tasks Project assessment: - 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; - The student shows that by using various international English resources he has an access to the

most recent developments so that he can approve his own professionalization. Body of Knowledge portfolio - Application of professional sales and negotiation skills in a intercultural setting (languages) - Ablility to comprehend the international clients objectives - Understanding cross cultural differences and applying this knowledge in the several linguistic

surroundings in a business environment - Maintain functional contacts with international clients - Presenting and defending the business plan in English and addressing and receiving feedback in a

peer assessment

− The international marketing manager is able to communicate in English both verbally and in writing and to assess and overcome cultural differences when doing so (CEF level C 1)


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.

6.6.4 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 in the lessons English. In these lessons English the students have to prepare the various chapters and they must prepare MC questions about the units that will be discussed in the weeks of the term. Various aspects of business English will be discussed: Alliances, Projects, Team working, Information, technology and Advertising, so that a complete program is offered.


Page 32


English will be given during two hours a week. In the first term the lessons begin not at the start of the term, but at a later point: see time schedule: English. The students play an active role during the lessons, because they have prepared the weekly program. Attendance is compulsory with home work done. This will earn the students a 0,5 bonus to be added to their exam grade. If the assignments are not done in time, or if students are absent ( for whatever reason ) they will not be rewarded the bonus points.

6.6.6 Assessment

The topics in this subject will be examined in a written exam: Intelligent Business Course book Unit 1-6; Intelligent Business Workbook: Unit 1-6 Including Glossary and Grammer Reference (see back of book ).


Literature: (compulsory): - Intelligent Business Course book: Upper Intermediate;(Trappe and Tulles) - Intelligent Business Work book: Upper Intermediate;(L.Pile).

Literature: ( recommended): - Longman: Dictionary of Contemporary English; - A business dictionary, e.g.:

o Oxford Dictionary of Business English for learners of English, edited by A. Tuck, Oxford University Press or

o New Oxford Business English dictionary edited by D. Parkinson, Oxford University Press.


Page 33

6.7 Dutch Language & Culture (for exchange students only) When Week 1 – 7

Contact hours 2 hours per week

Study load 84 hours (3 EC)

Assessment BoK: Written exams

6.7.1 Weekplanning

Week

1 - Introducing myself (task 1.1)

2 - My adress (task 1.2) - Grammar: ch1-2 - CHAPTER 1 HOLLAND HANDBOOK

3 - Forms (taak 1.3) - Pronunciation (lang. lab) - CHAPTER 1 HOLLAND HANDBOOK

4 - My room (task 4.1) - Grammar: ch. 3 - CHAPTER 2 HOLLAND HANDBOOK

5 - Ads. for a room (task 4.2) - Pronunciation (lang. lab) - CHAPTER 2 HOLLAND HANDBOOK

6

- Furniture (task 4.3) - Grammar: ch. 4 - CHAPTER 3 HOLLAND HANDBOOK

7 - A new room? (task 4.4) - Pronunciation (lang. lab) - CHAPTER 3 HOLLAND HANDBOOK


- 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)


Dutch as a second language contributes to the development of the competency: - 1.1 Conduct and maintain relations with customers

6.7.4 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 globally 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).


Page 34


You have to make many multimedia exercises to prepare the lessons, and afterwards to consolidate. During classes oral reproductive exercises are the main issue (e.g. in the language lab). Grammar and cultural awareness are important subjects too. The program does not follow the strict order of the course materials. A1-tasks which can be placed under the overall theme are grouped together to create a more solid cohesion. However, the grammar is following the original order of the course materials, because of its longitudinal character.

6.7.6 Assessment

Your language skills in Dutch will be tested The assessment consists of : 1) Oral Exam 2) Written exam 3) Chapters 1 – 3 of the Holland handbook this will be in English of course The final grade should be a minimum of 5,5.

6.7.7 Learning materials

- Code Deel I Takenboek; Thiememeulenhoff; isbn 90 06 81110 6 (do not buy yet) - Holland Handbook Scriptum books isbn 9789055945153


Page 35

6.8 Write Smart – Additional Assessment Rules Each lecturer will assess the English language use of each final product handed in by students. PLEASE NOTE: in Term 7 and 8, work was checked and comments made on language errors. In Term 9 and 10 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. For more information and for examples of language errors, see the handbook prescribed by the cluster. Also see Blackboard for information about theory, exercises and literature on language proficiency.

Documents

International Business and Finance (IBF)wong/foreign_universities/icp... · INHolland University, School of Economics, Finance Cluster Differentiation Minor IBF Part I 2009-2010 1