In this core course, several lecturers present their field of expertise, in line with the current scientific research areas in our research groups. This course is compulsory for all EST students and the topics presented will cover both Educational Design & Effectiveness (EDE) and Human Resource Development (HRD). They include:
- Talent management / talent development
- Data-based instruction and decision making
- Lifelong learning skills
- 21st-century skills: the school of the future
- Leadership for learning
- Professional learning communities.
The course is structured thematically and covers strategic HRD, management development, educational design, talent development and learning in a knowledge society, all with reference to learning in the workplace. The various perspectives on offer are supported by research in the field of learning and development in organizations.
You will study learning at the workplace from the perspective of the individual, the team and the organization, and address a number of important questions. How does expertise develop? What learning activities are conducive to workplace development? How do formal, informal and non-formal activities interact? You will also try to identify any favourable and inhibiting factors present at the various levels.
In this course students work in teams on real HRD cases from organizations. These cases will focus on technology-enhanced learning from an HRD perspective, for example the implementation of blended learning in the workplace, the use of social media for knowledge sharing within the organization, assessment and/or evaluation of e-learning trajectories, and pros and cons of using Massive Open Online Courses (MOOCs).
The course starts with an introduction to HRD, technology, consultancy and some HRD intervention skills necessary to complete the course. The teams will visit a company regularly and work in a group on a tailor-made final product and a justification and reflection report. This course offers a unique chance to apply theories and research methodology in HRD contexts and offers relevant preparation for the Final Project. Preparing the advice includes: analysis of the initial questions, reports on field research, design of interventions, supporting materials, instructions for practitioners, evaluation methodology, evidence of effects; furthermore reflections on the problem, context, design, research and consultancy approach, theoretical underpinning and effects, and the added value of HRD in this case.
This course deals with the variation in regulation and facilitation of workplace learning. This may vary from formal training courses to self-directed learning. Central in this course is how you can facilitate diverse ways of learning at the workplace. How do you create a good learning climate? How do you make employees self-responsible for their own learning and how can you manage this? Which factors inhibit and stimulate learning? What are roles of others (mentoring, coaching, and peer support) in this? In order to answer these questions, we will discuss a large variation of workplace learning theories.
The course will start with some introductory lectures. During the course students will interview an HRD-manager from a company about their corporate curriculum and analyse this case by making use of various workplace learning theories. Half way the course a take home exam will be given. The final assignment will consist of an analysis and evaluation of a corporate curriculum, resulting in an advice report on how to optimize this curriculum.
This course looks at how leadership can improve the way in which an organization functions. Leadership plays a critical role in mediating the influences of external policies and socio-cultural demands. It builds organizational capacity, changes existing practices and helps make organizations better. You will examine governance structures, leadership practices, structural and cultural conditions and their effects on how people function in a range of different organizations, including schools. Your focus will be on motivation for learning, organizational commitment, citizenship behaviour, shared decision making, innovative climate and politics in organizations.
After a review of the general theories of leadership in organizations, you will look at current themes and dimensions of leadership with a view to motivating the members of an organization to learn and change their practices. Through discussion and practical assignments, you will not only learn to reflect on current research into leadership and organizational change but also to design ways to optimize leadership practices in different organizational contexts. In your final assignment, you will evaluate a leadership problem in a real-life organization and draw up a research plan aimed at effecting improvements and organizational change.
This course is designed with the aim to develop knowledge in the field of HRM transformation and transformational processes as well as skills for conducting research.This course is designed to develop knowledge and skills for management of IT-enabled HRM transformation processes in organizations. It is built on concepts and methods associated with Strategic HRM and HRM architectures, adoption of Information Technologies by end-users; Contingency theory and Theories of the firm.
During the course, students have to read papers and discuss both the theoretical and practical relevance of findings into transformation of the HRM function with the use of IT (e.g. HR outsourcing, e-HRM and HR shared services). As such, this course supports students to gain practical and theoretical knowledge of advanced issues in business administration.
The aim of this course is to provide students with in-depth knowledge on the dynamics and governance of technology, and the management of innovation in organizations.
The course is organized in interactive half-day workshops (attendance obligatory). During the first hour of each workshop, the main theoretical concepts and implications of the topic will be introduced. Topics to be addressed are: 1) Technological development and innovation as social processes; 2) Organizing for continuous innovation; 3) Organizing for discontinuous innovation; 4) Innovation and collaboration; 5) Innovation systems; 6) Innovation policy.
Subsequently, papers will be presented and discussed. Based on specific assignments, students will play an active role in the presentation and critical assessment of these papers
As its name suggests, this course prepares you to tackle the final project of the Master’s programme. As a full-time student you will start the course in quarter 1 (if you enrolled in September) or quarter 3 (if you enrolled in February). If you are taking the programme on a part-time basis, the course will be scheduled in conjunction with your final project.
The aim of the course is to help you design an optimal research project and write a research proposal. You will attend general lectures and seminars which look at the factors that determine the design quality of a research project and research proposal, including information skills, ethics and publication skills.
You will also become part of a small community based on shared research interests. Under the supervision of a member of staff, you will collaborate on your research plan and research proposal.
In your final project for the EST programme, you will design an education/training-related intervention and evaluate it in the context of a school or workplace environment. Alternatively, you can perform an empirical study using an existing design. This project can be performed as part of a departmental research programme or at an external organization. Your final project will be individually supervised by two staff members of the EST programme and, if applicable, by an internal and an external supervisor.