Content

This course outlines some religious and philosophical aspects of contemporary culture and provides students with tools for forming a critical personal judgment in those spheres in a (post)secular society.

In the first part, a fundamental distinction is made between three different human spheres of interest: cognitive interest (the desire for knowledge), manipulative interest (the desire to influence things), and existential interest (the desire for meaning).

Building upon this distinction, the course familiarizes the student with religious and non-religious forms and structures of meaning-making. It also sheds light on the role of meaning-making processes in shaping personal ethical and philosophical judgments.

The course applies the developed model of meaning-making and judgment formation to several important existential and societal themes. Possible themes include: science and religion; evil, anger, and restoration; freedom, guilt, and responsibility; abortion and euthanasia; the public role of religion. An effort is made to relate these themes to the specific curriculum and future career path of the students.

Course material

The course material consists of course texts and selected literature, which are made available through Toledo, along with the slides used in class.

Explanation

The evaluation for this course consists of two parts.

First, the extent to which the learning content is understood and can be applied is assessed through a written exam that includes open-ended and multiple-choice questions (with penalties for incorrect answers).

Second, participation in an interactive online component (such as a discussion forum or module) is evaluated to determine the student's ability to critically reflect on religious and philosophical themes.

A total of 2 out of 20 points can be earned through the online component, while the exam accounts for 18 out of 20 points.

Information about retaking exams

Only the written exam can be retaken. The points earned from the online component are retained when the exam is retaken.

Content

Economic decision-making is the first part of the 6-ECTS course Advanced Microeconomics 1 that offers a rigorous training in microeconomic theory. The course aims at a deep understanding of the fundamental theories of individual consumer and producer behavior. Insights obtained in this course will turn out to be useful for a variety of other courses (labor economics, public economics, industrial economics, etc.). The lectures will be quite abstract (with a simple proof now and then), while the exercises will make the theory more concrete.

Course material

The lectures are based on the textbook written by A. Mas-Colell, M.D. Whinston and J.R. Green (1995), Microeconomic Theory, Oxford University Press, Oxford.

Content

This OLA covers the classical introduction to game theory and information economics.
In terms of the textbook by Mas-Colell, Whinston, and Green (1995) Microeconomic Theory, this OLA covers more or less chapters 7, 8, 9, 13, and 15.

Course material

Textbook: the textbook by Mas-Colell, Whinston, and Green (1995) is useful.

Explanation

Determination of grades

The exam is graded by the responsible professors as indicated in Toledo and the exam regulations. The result is expressed by an integer between 0 and 20.
 

Information about retaking exams

Evaluation third examination period

Per academic year, students are entitled to two possibilities to take the exam: a first time during the first or second exam period and a second time during the third exam period.
The characteristics of the evaluation for the third examination period are the same as those used during the first or second examination period.

Content

This course consists of the following topics in the field of International Trade, which are each dealt with on the basis of a seminar journal article and its extensions:

• Traditional Trade Theory: Hecksher-Ohlin theory; Ricardo theory of international Trade

• New Trade Theory: Krugman (1980); Krugman (1979); Krugman (1991); Helpman and Grossman (1991); Krugman (1984)

• NewNew Trade Theory: Melitz (2003), Melitz and Ottaviano (2008); Melitz and Redding (2014); Eaton, Kortum, Kramarz (2004); Helpman, Melitz, Yeaple (2008); Melitz and Trefler (2012); Antras, Fort, Tintelnot (2014); Arkolakis, Costinot, Rodriguez_Clare (2013); Di Giovanini and Levchenko (2014), Mayer and Head (2014)

• Evidence on Heterogeneous firms in Trade: Lileeva and Trefler (2009), Bernard, Jensen and Schott (2007), Mayer and Ottaviano (2008); Bernard, Van Beveren, Vandenbussche (2014); De Loecker (2007); Van Biesebroeck (2007); Aw, Roberts and Whinston (2010); Goldberg, Pavnic, Topolova, Khandelwal, (2010); Fontagné, Mayer, Ottaviano (2009); Gorg, Halpern, Murakozy (2010)

• NewNew Trade Theory – Extensions: Di Comite, Thisse, Vandenbussche (2014); Bernard, Van Beveren, Blanchard, Vandenbussche (2013); Eckel and Neary (2008), Bernard, Redding and Schott (2010), Bernard, Grazzi, Tommasi (2010); Baldwin and Harrigan (2008); Verhoogen (2008); Crozet, Head and Mayer (2012); Mayer, Melitz, Ottaviano (2014)

• Trade Policy and Heterogeneous Firms: Melitz and Ottaviano (2008); Konings and Vandenbussche (2005,2008); Konings and Amiti (2007); Kasahara and Lapham (2010); Konings and Vandenbussche (2012)

• Transport Costs: Martin (2012), Irrazabal et al. (2012) ; Hummels and Skiba (2004) etc.

• Reading List

Course material

Used Course Material:

-Textbook Feenstra (2004), Advanced International Trade, Princeton University Press
-Textbook Combes, Mayer, Thisse (2009), Economic Geography, Princeton University Press
- International journal articles
- Slides on the electronic learning platform Toledo

Format: more information

The course consists of a number of colleges. Students are recommended to prepare for each college according to the professor’s instructions during the previous college and to messages posted on Toledo.

Explanation

Features of the evaluation
All students have to hand in their assignment before the deadline mentioned in class and on Toledo. The instructions for the assignment will be discussed in class and on Toledo.

Determination of final grades
The final grade is based on the Exam (70%) and on the Take-home assignment and paper presentation (30%). The final exam (70%) is a written exam which consists of a number of multiple choice questions, combined with analytical questions and essay questions. The length is 2 hours.
During term, students are required to actively engage in the material by completing about 8 different assignments that range from more theoretical questions to empirical data exercises.
In addition, they are required to select a recent paper from the Journal of International Economics and to write a referee report which students are required to present in class. Referee reports are written individually or in group depending on the size of the class.

Second examination opportunity
During the second examination round, students are required to re-take another final exam. They keep the grades of the assignments and of the paper report and presentation which they obtained throughout the term.

Information about retaking exams

Second examination opportunity
During the second examination round, students are required to re-take another final exam. They keep the grades of the assignments and of the paper report and presentation which they obtained throughout the term.

Content

• First best and second best



• Traditional social choice: Arrow’s impossibility theorem, social welfare functions, optimal income taxation, tax reform, no-envy criterion.



• Non-welfarist social choice: limitations of welfarism, Sen’s approach of basic capabilities, Paretian liberal and the theory of rights, compensation and responsibility, equality of opportunity (with empical applications: taxation).



• Empirical work on justice opinions in the population.

Course material

Used Course Material
*Recent papers from scientific journals. This material changes from year to year.
Additional Recommended Course Material
/
Toledo
*Toledo is being used for this course.
 

Format: more information

Lectures, group discussions.

Explanation

Features of the evaluation

* The evaluation consists of a written, open book exam with open questions.

Determination of final grades

* The grades are determined by the lecturer as communicated via Toledo and stated in the examination schedule. The result is calculated and communicated as a whole number on a scale of 20.

Second examination opportunity

* The features of the evaluation and determination of grades are similar to those of the first examination opportunity, as described above.

Content

This component is designed to immerse students in the theory of entrepreneurship and new venture creation and address the trepidations of students who may consider becoming entrepreneurs at some point in their career.

Topics Covered in this Course:

• Entrepreneurship intro, idea generation;
• Feasibility study, business plan guidelines;
• Industry analysis, market analysis;
• Industry segmentation, target market selection;
• Marketing plan, business positioning;
• Team development;
• Operations, product development plan;
• Getting funding, financial statements.

Course material

Used Course Material:

• Barringer, B.R. & Ireland, R.D. (2012). Entrepreneurship: Successfully launching new ventures (4th edition). Harlow: Pearson Education Limited;
• Barringer, B.R. (2008). Preparing effective business plans: An entrepreneurial approach. Upper Saddle River (NJ): Prentice Hall;
• Jones-Evans, D. & Carter, S. (2012). Enterprise and small business: Principles, practice and policy (3rd edition). Harlow: Pearson Education Limited.

Recommended Reading:

• Debrulle, J., & Maes, J. (2014). The act of creating new value: Positioning the independent and corporate entrepreneurship domain. London: McGraw-Hill, available at: https://create.mheducation.com/shop/#/catalog/details/?isbn=9781308118390.

Toledo:

• Toledo is being used to share all necessary readings and lecture slides.

Language of instruction: more information

This course is taught in English. 

Format: more information

Students interactively acquire in-depth and advanced insights into the entrepreneurial process in a course that combines traditional lectures (Models and Ingredients) with a demanding field project (Development of a Business Plan).

Is also included in other courses

D0S18A : Technology Entrepreneurship and New Business Development

Content

For this component, students participate in a group-based business plan writing exercise, accompanied by presentations on their group's progress.

Topics Covered in this Course:

• Idea generation and feasibility study;
• Industry analysis, market analysis;
• Industry segmentation, target market selection;
• Marketing plan, business positioning;
• Team development;
• Operations, product development plan;
• Getting funding, financial statements.

Course material

Used Course Material:

• Barringer, B.R. & Ireland, R.D. (2012). Entrepreneurship: Successfully launching new ventures (4th edition). Harlow: Pearson Education Limited;
• Barringer, B.R. (2008). Preparing effective business plans: An entrepreneurial approach. Upper Saddle River (NJ): Prentice Hall;
• Jones-Evans, D. & Carter, S. (2012). Enterprise and small business: Principles, practice and policy (3rd edition). Harlow: Pearson Education Limited.

Toledo:

• Toledo is being used to share all necessary readings, lecture slides, presentation guidelines, submit work, etc.

Language of instruction: more information

This course is taught in English. All presentations are delivered in English. 

Format: more information

Presentation - Project work

This course provides you with a profound understanding of the role, analytics, and process of business plan writing. Following the lectures ("Models and Ingredients"), students will engage in a group-based business-planning project and accompanying presentations. You will learn how to rigorously prepare for starting up a new business. As part of a small (approximately 6 students) and diverse team, you will develop an operational business plan aimed at either the creation of a new venture (NVC-track) or the development of new business for an established small to medium-sized firm (NBD-track). You will engage in all steps of the entrepreneurial decision-making process (e.g., idea generation, feasibility analysis, industry study, market analysis, marketing plan, production plan, product development, and financial statements). Participants are expected to accumulate entrepreneurial knowledge and behaviors that support creative solutions and new value development.

The business plan is the most demanding course component. It is in the business plan that you can show what you have learned from the course. It requires extensive field research, creativity, and critical thinking.

Explanation

Features of the Evaluation:

• A written exam assesses the extent to which the student has internalized the key insights from the course material that were studied to prepare for the lectures and that will be applied in the business plan. Questions will be in the format of single-answer, multiple-choice, with correction for guessing. Further details about the grading of the multiple-choice questions will be explained during the lectures and can be found on the Toledo page;
• The course involves the full development of an operational business plan as well as multiple intermediate presentations throughout the year;
• The business plan and presentations should reflect that you can adequately apply the different entrepreneurial concepts presented in class;
• Upon completion of the business plan, students have to indicate the extent to which their team members (peers) have contributed to the final result of the manuscript and its presentations (= peer assessment);
• For the business plan exercise, the terms of delivery and deadlines will be determined by the lecturer (titularis) and communicated via the Toledo page;
• The date of the (final) business plan presentation(s) will be determined by the lecturer (titularis) and communicated via the Toledo page. The presentations will take place before the examination period.

Determination of the Final Grades:

• The grades are determined by the lecturer (titularis) as communicated via the Toledo page and stated in the examination schedule. The final grade is calculated and communicated as an integer on a scale of 20;
• The final grade is a weighted score and consists of the following components:
  • 30% on a written closed-book exam in the form of multiple-choice questions, organized in the January examination period (with correction for guessing);
  • 50% on the final business plan;
  • 20% on the business plan presentations.
• Peer evaluation may trigger a correction up to 20% of the grade of the business plan;
• If the set deadlines for the business plan exercise were not respected, the final grade will be “NA” (not taken) for the whole course;
• If the student does not participate in the development of the business plan, the final grade will be “NA” (not taken) for the whole course;
• If the student does not participate in the exam, the final grade will be “NA” (not taken) for the whole course;
• Student attendance and participation in the business plan presentations are required for successful completion of the whole course.

Second Examination Opportunity:

• At the second exam opportunity, the final grade is based on:
  • 30% on a written closed-book exam in the form of multiple-choice questions (with correction for guessing);
  • 50% on an individual assignment (for students who failed the business plan component);
  • 20% on the business plan presentations.
• Students who passed the exam do not have to retake the exam. The grade obtained at the first exam opportunity will therefore be transferred to the second exam opportunity;
• Students who have passed the business plan cannot retake that component. For them, the results already obtained at the first exam opportunity will be transferred to the second exam opportunity;
• Students who failed the business plan, cannot retake the business plan exercise but are required to complete an individual, written assignment;
• Due to the nature of the business plan presentations, this part of the evaluation cannot be retaken. The grade obtained at the first exam opportunity for this part will therefore be transferred to the second exam opportunity.

Information about retaking exams

See ‘Explanation’ for further information regarding the second examination opportunity.

Content

In this course you learn how to develop defensive and offensive intellectual property (IP) strategies that support your business model(s) and competitive strategy. You develop an understanding of the different types of IP (patents, copyright, trademarks, trade secrets), and learn how to formulate closed and open IP strategies. Further, you learn how to build IP portfolios and how to extract value from (unused) IP. Finally, patent landscaping techniques are introduced and you learn how to formulate IP strategies for weak IPR environments.

Course material

Used Course Material
* A reader available through Ekonomika.

Toledo
* Toledo is being used for this learning activity to share readings, lecture slides, etc.

Format: more information

Students interactively acquire insights of strategic IP Management. Throughout the course the case study method is used complemented by plenary discussions. Students should come to class having individually read the cases mentioned under ‘Class preparation’ for each session. Students can use the preparatory questions to guide their individual reading of the case. No case reports are required.

Explanation

Features of the evaluation

The evaluation consists of a final exam and class participation.
* The written exam is a closed book exam and consists of open questions.
* The class participation consists of case and plenary discussions.

Determination of final grades

* The grades are determined by the lecturer as communicated via Toledo and stated in the examination schedule. The result is calculated and communicated as a whole number on a scale of 20.
* The final grade is a weighted score and consists of : the written exam which is graded and counts for 100%. The evaluation of class participation will lead to an adjustment varying from 0 to +2 points of the final grade.

Second examination opportunity

* The features of the evaluation and determination of grades are similar to those of the first examination opportunity, as described above.
* Due to the nature of the class participation (i.e. the case and plenary discussions), the grade attained at the first examination opportunity will be transferred to the second examination opportunity.

Information about retaking exams

See explanation for further examination regarding the second examination opportunity.

Content

Identifying causal relationships among variables is a key part of econometrics. These causal relationships may involve linear relationships but also discrete or censored outcome variables. Examples of these non-linear relationships can be found in many economics questions and fields, for example labor economics (the decision to work and hours worked), consumer demand (choices between different products), or investment theory (a firm’s investment and location choices). This course introduces students to the discussion of causality and the challenges of identification, different methods of estimation of models (OLS, IV, 2SLS, GMM and Maximum Likelihood) and its applications in linear models and non-linear models with discrete or censored dependent variables and selected samples.

Course material

Communication via Toledo

Content

Many datasets include also the time dimension, so we observe one or more economic agents over time. This feature opens the possibility of alternative specifications to allow for different causal relationships and the use of identification variation. Additionally, sometimes we do not have the cross-sectional dimension but only the times series dimension, and we are interested in using the data to predict either the level or the variance of a particular variable. Upon completion of this course, the student will be able to specify, estimate, and evaluate regression models with panel data and time series data, in order to forecast and quantify dynamic causal effects. The concepts in time series regressions include: lags and serial correlations, first differences, growth rates, autoregression, point forecasts and interval forecasts, deterministic vs. stochastic trends, unit roots and cointegration. The concepts in panel data regressions include: panel data estimation, random and fixed effects models, difference-in-differences identification and clustering of standard errors.

Course material

Communication via Toledo

Explanation

Evaluation characteristics:
 
​​The exam is a written, closed-book exam. Students may use a pocket (not programmable) calculator. The exam is graded over 20 points. In addition, there are six take-home exercises, graded as follows: +1 point for 6 exercises handed in, 0 points for 1 to 5 exercises handed in, and -1 point for zero exercises handed in.​
 
Determination of the end result: 
 
If a student does not participate in the exam, he/she receives NA (not participated) for the whole course. The final grade is ​​​the sum of the grade of the exam plus any potential extra point obtained from handing in the exercises

Information about retaking exams

The features of the evaluation and determination of grades are identical to those of the first examination opportunity, as described in the tab 'Explanation'.

Content

The course will cover the following topics:

• Models that predict what different countries produce and trade
• International fragmentation of the production process
• Impact of outsourcing & technology on labor markets
• The organization and governance of supply chains
• The role of multinationals

Course material

The course will use survey papers from the academic literature that are not too technical, e.g. from the Journal of Economic Perspectives or the Annual Review of Economics, supplemented with lecture slides and policy reports. All material will be made available through Toledo.

Language of instruction: more information

Advanced (MA-level) class that will touch on current research which is predominantly in English.

Format: more information

The weekly lectures will cover theoretical expositions by the instructor, followed by tutorial sessions applying the theory to real world situations that will require active class participation.

Explanation

Nature of the evaluation

• Each week, almost half of the class time is devoted to applying the theory in specific, real-world cases. Students work in small groups on this and we have a class discussion to gather insights. A report of this discussion session, answering specific questions, needs to be submitted each week by the start of the next lecture. Students who did not attend the lecture still submit a written report based on the questions that are posted on Toledo, but work individually on this.
• In the last lecture, there will be a set of similar exercises. Students will work on them individually and turn in their written report. They can use any course material, but no computer or cellphone, during this test. It will consist of open questions that require the application of the class material to real-world examples as well as true/false statements that need to be discussed.

Determination of final result:

• The grade is calculated and communicated as a whole number on a scale of 20.
• The final grade is a weighted score and consists of:
  • 3.5% per lecture based on the weekly submitted report (total of 31.5%)
  • The balance of the weight, expected to be 68.5%, on the test in the final lecture. 
• If the student does not submit a report on the in-class discussion session, the grades for these partial evaluations will be a 0-grade within the calculations of the final grade.

Information about retaking exams

• The nature of the evaluation and determination of grades are identical to those of the first examination opportunity
• Students can submit a new written report on any weekly exercise, e.g. when they received a failing grade or those they did not submit during the semester. These need to be submitted before the start of the 2nd exam period. If no new report is submitted, the grade of the first examination session will be used for the weighted score.

Content

The lectures aim to let students acquire a profound insight in different models and approaches that aim to assess the future development and diffusion of technology and the translation into market/entrepreneurial opportunities. Both quantitative (forecasting) and qualitative approaches (scenario development) will be introduced and assessed. Specific attention will be paid to the role and modelling of contingencies (e.g. development paths of complementary technologies) and the inclusion of uncertainty/unpredictability.

The course also requires students to participate in a series of workshops and testimonials that highlight and discuss a number of technology trends that might unfold in markets/entrepreneurial opportunities in the foreseeable future. These seminars are given by (entrepreneurial) scientists and industry experts. Students are expected to attend and actively participate in these seminars.

Course material

Used Course Material

• Articles and literature
• Syllabus
• Lecture handouts

All material is made available through Toledo.

Format: more information

• Lectures introduce theoretical concepts in the assessment of technologies, and allow for hands-on practice of techniques like technology modelling, growth modelling, scenario planning, ecosystem mapping, etc.
• Testimonial sessions by experts introduce recent technology trends and require the application of the concepts taught in the accompanying lecture.
• The group assignment (2nd semester) requires to apply the lecture concepts to a chosen technology (and demonstrate this through a report and in a final Q&A session), supported by coaching sessions.

Explanation

FEATURES OF THE EVALUATION

• The closed book exam at the end of the 1st semester (in the January exam period) assesses the extent to which the student has internalized the insights from the readings and lectures and is able to diagnose the relevancy of different forward-looking approaches (for technological developments); their consequences/limitations and  the implications for enacting entrepreneurial opportunities. The exam contains both open questions (essay questions) and multiple-choice questions (with penalty correction for guessing).
• The report and the related Q&A session assess the abilities of the students to apply different models and approaches to arrive at an informed ‘prediction’ on the translation of technological opportunities into entrepreneurial opportunities. During the Q&A session each group is invited separately and has to answer questions about their reports. The report and Q&A session are a group assignment, done in teams of +/- 4 students.
  • For the report the requirements and deadline will be determined by the lecturer and communicated via Toledo. The deadline will be situated before the start of the examination period at the end of the second semester.
  • The timing for the final Q&A session will communicated via Toledo and will take place before the start of the examination period at the end of the second semester, typically at the beginning of May.
• Participation in the lectures is assessed (this may also include the obligation to hand in written summary reports).

DETERMINATION OF FINAL GRADES

• The grades are determined by the lecturer as communicated via Toledo and stated in the examination schedule. The result is calculated and communicated as a number on a scale of 20.
• The final grade is a weighted score and consists of the following components: 50% on a written closed book exam, 40% on the report and Q&A-session, and 10% on participation in the lectures.
• If the student does not participate in the written exam, the final grade of the course will be NA (not taken) for the whole course.
• If the deadline for the report was not respected, the grade for that respective part will be a 0-grade, unless agreed otherwise by the lecturer. Changes in deadlines can only be considered in case of unexpected, severe, circumstances.
• If the student did not participate in the elaboration of the report, the grade will be NA (not taken) for the whole course..

Information about retaking exams

SECOND EXAMINATION OPPORTUNITY

The features of the evaluation and determination of grades differ between the first and the second examination opportunity.

The student retakes that part of the evaluation (written closed book exam or report) for which (s)he did not pass. The grade obtained at the first exam opportunity for the part the student did pass, will be transferred to the second exam opportunity.

If students did not pass for the group assignment (and did not pass overall), an individual trajectory for each student in the group will be determined.