Goals and final qualifications
Aim of the programme
The graduates of the M-IEM programme are able to analyse problems and define required improvements for the design and control of operational processes (the IEM domain) at an academic level. Moreover, they are able to implement such improvements. The graduates are able to perform these activities in complex situations.
Intended learning outcomes (ILOs)
The ILOs (or the so called Final Qualifications) of the M-IEM programme correspond to the requirements formulated by colleagues in the Netherlands and abroad, and by professional practice. We distinguish two groups of competences: domain-specific and general competences, with a specific operationalization on general competences: reflection, working in (multidisciplinary) teams and preparation of student’s lifelong learning, ethics, philosophy of science and Corporate Social Responsibility. Table 5 outlines the ILOs.
Intended Learning Outcomes of the Master Industrial Engineering and Management programme.
A. Professional Academic Qualifications
The graduate is able to quickly identify, thoroughly comprehend, critically assess, correctly apply, and creatively integrate existing scientific knowledge that can be used for analysing problems and designing solutions, in one of the domains of:
· Production and logistics;
· Finance and accounting;
· Health care
Has a thorough overview of the structure of research and design processes and is able to
· Identify the various steps in performed research and design
· Properly break up own research and design activities into sub-processes
These processes are intertwined: Research is needed for producing knowledge that is used for designing solutions in a specific context. Such knowledge is produced in a purposeful and methodical way (using scientific research methods). It may or may not be generalizable knowledge.
Has an overview of quantitative and qualitative empirical research methods and is able to
· Critically analyse performed research as to the methodological aspects
· Select an appropriate method and justify this choice for research to be performed
· Apply this method in relatively complex cases
Has a thorough overview of quantitative modelling techniques for operational processes in this domain, and is able to
· Critically analyse the results of modelling activities
· Select appropriate modelling techniques and justify this choice
· Apply these techniques in relatively complex cases.
Is able to integrate existing knowledge, modelling techniques, and research results for designing, validating, and selecting solutions in relatively complex cases.
This is challenging, because existing knowledge may not fully apply to a specific situation, models are always stylised, empirical research always has limitations, and some aspects have been left out of scope from the beginning anyway.
Has an overview of implementation methods and processes and is able to
· Critically analyse ongoing or finished implementation processes
· Plan globally an implementation process in a relatively complex case
Has an overview of evaluation methods and techniques and is able to
· Critically analyse the results of performed evaluations
· Select appropriate evaluation methods and justify this choice
· Carry out an evaluation in relatively complex cases
In order to be able to meet these competencies, the graduate must have mastered a set of core disciplines in the specialisation domain.
Is able to contribute to the development of the academic profession by identifying generic consequences and implications from professional cases (for example, general presentations, write papers about design solutions).
B. General Academic Qualifications
Is able to work autonomously and self-reliant
Is able to work in multidisciplinary teams
Is able to communicate properly (in oral and written form) with various stakeholders
Is able to conduct a bibliographic search and knows how to reference correctly
Is able to reflect on professional behaviour and ethical and societal aspects of work
Is able to reflect on and direct personal and professional development
Is able to manage and concretise effectively his own learning process in the context of “lifelong learning”