4.3.2 Copying and Printing Library ICT Facilities Computer facilities Wi-Fi Printing, copying

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2 Contents 1 INTRODUCTION The University of Aruba and Faculties Objectives of the University THE GOVERNANCE OF THE UNIVERSITY OF ARUBA Rector Advisory Board Faculty Council EDUCATIONAL ORGANIZATION Application and re-application Registration for almost Graduated Students Registration period Change in personal information Student Identification Card (ID) UA Lectures and Learning Reading, Self-study and Literature Attendance Class Hours Exams and Re-exams Appeal Requests for Exemption Degree and Graduation Requirements Withdrawal Exam Fee Partial Tuition Fees Refund Auditors FACILITIES OF THE UNIVERSITY Office of Student Affairs Office of Educational Affairs Reception Readers/Syllabi

3 4.3.2 Copying and Printing Library ICT Facilities Computer facilities Wi-Fi Printing, copying and scanning UA address and Google Drive Mentors Quality Important Notices STUDENTS Student Organizations Student Award Ceremony THE FACULTY OF ARTS AND SCIENCE FAS Dean and Vice-Dean Core values Sustainability Diversity Civic participation Identity OGM Mission of OGM The OGM Graduate Profile Knowledge: Skills: Attitude: The OGM Program learning outcomes Learning Tracks Free Electives The OGM program Modules per Semester Overview Bachelor I Bachelor II Bachelor III

4 8.1.4 Bachelor IV Short Module Descriptions bachelor I Bachelor II Bachelor III Bachelor IV PLANNING ACADEMIC YEAR ANNEX List of Abbreviations Support Services APPENDICES

5 1 INTRODUCTION 1.1 THE UNIVERSITY OF ARUBA AND FACULTIES The University of Aruba (UA) opened its doors in September The establishment and organization of the UA are arranged by the State Ordinance University of Aruba (LUA), AB 1988, 100, as amended by AB 1996, 72. The Faculty of Law (FdR), the first faculty, provides academic training in Aruban law. In the academic year the curriculum was amended to a Bachelor - Master structure. In the beginning of September 2006, the three-year Bachelor in Aruban law was introduced, followed by a Master in Aruban law in the academic year The academic year saw the birth of the Financial and Economic Faculty (FEF), the UA s second faculty. The FEF offers programs in Business Economics and Commercial Economics, each is a four-year undergraduate program. In the academic year a third faculty: Faculty of Hospitality and Tourism Management Studies (FHTMS) started. This faculty offers a three-year Bachelor of Science in the areas of Hospitality and Tourism Management, International Tourism Management and International Business. In 2008, the first cohort of the faculty s two-year MBA program entered the university. Our youngest faculty is the Faculty of Arts and Science (FAS). FAS is set up as a multi-program faculty. In the academic year , FAS launched the Bachelor Programs Social Work and Development and Organization, Governance and Management. The Bachelor Lerarenopleiding Wiskunde started in the academic year The aim of the UA is to offer various forms of academic and higher education through its faculties. Faculties also conduct research on Aruban social processes. The results are shared with the Aruban and international community through education, publications, symposia, lectures and other activities. 1.2 OBJECTIVES OF THE UNIVERSITY By offering higher education, the University has the task to: a. Prepare students for social functions, which require higher education; and b. Promote understanding of the relationship between science and social responsibility to the students. Furthermore, the University of Aruba promotes and provides both on and off island, scientific education for those who wish to study at higher educational institutions. This is often in collaboration with other esteemed academic institutions. 4

6 2 THE GOVERNANCE OF THE UNIVERSITY OF ARUBA The University of Aruba is governed by a Board of Trustees. The Board of Trustees promotes education and science and oversees the operations of the University. The current Board consists of the following members: mr. Adolf Richardson mr. Annemarie Verblackt drs. Miriam Gonzalez Contact address Board of Trustees J. Irausquinplein 4 P.O. Box 5 Oranjestad, Aruba 2.1 RECTOR The Rector is responsible for directing and supervising the daily operations within the UA. As far as education and research are concerned, the Rector communicates with other centers of knowledge on behalf of the University. The secretariat of the Rector can be reached by phone ADVISORY BOARD The Advisory Board promotes the general interests of education and science in particular. The Advisory Board consists of the Rector and the Deans of the Faculties. The Rector is the Chair. 2.3 FACULTY COUNCIL Each Faculty has a Faculty Council. The Faculty Council is responsible for the education and research of the Faculty. The chair person of the Faculty Council is elected by the Council for the duration of one academic year and has the title of Dean of the Faculty. The Faculty Councils are formed from all levels within a Faculty, namely the academic personnel and /or lecturers, full time and part time, the non-academic personnel and students. The Faculty Council is entitled to establish committees, such as the Exam Committee and the Education Committee. 5

7 3 EDUCATIONAL ORGANIZATION 3.1 APPLICATION AND RE-APPLICATION The right to attend and participate in classes and examinations at the University is obtained per academic year by applying or re-applying as a student and pay tuition on time. Acceptance of the application or re-application form does not mean registration nor admission. Each application requires the approval of the Dean of the Faculty. The registration is completed by creating the student ID after payment of tuition. 3.2 REGISTRATION FOR ALMOST GRADUATED STUDENTS Students who graduate after June 30 but before the official opening of the new academic year (the second Friday in September), fall in the current academic year, and are not required to register for the new academic year. Students, who submit their final thesis before the opening of the new academic year and graduate no later than September 30, are not required to register for the new academic year. Students who submit their thesis after the official opening of the new academic year are considered to register for the new academic year. For refund of tuition fees see 3.17 PARTIAL TUITION FEES REFUND. More detailed information about the (re) application procedure can be obtained from the Office of Student Affairs (see 4.1) 3.3 REGISTRATION PERIOD The same person can be enrolled as a student for a maximum of six years for OGM. This period starts on the day after the registration is completed. In exceptional cases, it is possible to deviate from the established deadlines. For an exemption the students must send a written request to the Board of Trustees of the UA. 3.4 CHANGE IN PERSONAL INFORMATION Students should inform the Office of Student Affairs (OSA) of any change in their personal data. The OSA will make the relevant changes in the administration and notify internal departments and the Faculty STUDENT IDENTIFICATION CARD (ID) Students only have permission to attend lectures, take (re) examinations and participate in internships or graduation projects if they are in the possession of a valid Student ID, issued after registration and tuition payment. Occasional students or auditors need a special permission for this type of arrangement. It has to be granted separately and the occasional student or auditor must be able to show it at all times. If a student identification card has been lost, stolen, damaged or if a

8 student wants to replace a current picture, a new student identification card may be issued after the payment of Awg. 25, UA Every registered student will obtain an address of the UA. The UA will use this address in order to communicate with students. 3.7 LECTURES AND LEARNING In accordance with article 3 of the Lb FAS the lectures will in principle be conducted in English. Based on the student population or availability of materials the lecturer may decide to give the lectures in Dutch, Papiamento or Spanish. The lectures are organized as interactive working sessions in which students are expected to be prepared and to participate actively in the class discussions. Students are therefore advised to be prepared (have homework, readings, assignments, etc., done) before coming to class. Active class participation and class discussions are essential for completing all modules. Randomly inviting students to comment on a topic or provide a presentation are an integral and natural element of class hours. So, do not be surprised if the lecturer invites you in front of the class to make a short presentation on the chapter(s) you had to read for that day. During any given session, the lecturer may decide to give a pop-quiz (unexpected short test based on study material). 3.8 READING, SELF-STUDY AND LITERATURE Each module will have a list of mandatory and recommended literature. Some modules will have a reader, while others require that students purchase text books. It is important that you order your books and readers in time, so you will have them at the start of the module. You have to realize that most books you will need have to arrive from the U.S.A. and there will be a couple of weeks between ordering and receiving books. An ECTS (European Credit Transfer System) stands for 28 study hours. Most bachelor students read 5-7 pages an hour. As a guideline: students have 7 to 8 contact hours and 20 to 21 hours for reading, self-study, assignments, exam etc. per ECTS. 3.9 ATTENDANCE Attendance and participation are vital elements of active student learning, and significantly enhance your chances of successfully completing a module and the program. Students need to comply with the attendance and/or participation policy stated in the respective module descriptions CLASS HOURS Each module session is 2½ hours. The schedules of the study program will be provided to students in advance of the commencement of classes. 7

9 3.11 EXAMS AND RE-EXAMS The students must register for the module for which the student wants to take exams. This must be done at the Office of Education Affairs (OEA). Registration for an exam or re-exam starts three weeks before, and ends five days before the exam date. Students will be required to show a valid Student ID upon registering for the module and while taking the exam. Students may participate in exams and re-exams, only if they comply with all the conditions stated in the Examination Regulations. For more detailed information regarding exams and re-exams consult the Examination Regulations (see Annex) APPEAL Students, who are directly affected in their interests by a decision under the first paragraph of Article 33 of the State Ordinance University of Aruba, or the unreasonably long absence thereof, may appeal to the Appeals Committee. A decision under the preceding paragraph shall include the assessment of a project, a thesis or internship report. For further details please consult the Dean REQUESTS FOR EXEMPTION Requests for exemption from exams or parts of an exam during the academic year can be submitted by to the FAS Exam Committee (fas.examcommittee@ua.aw) DEGREE AND GRADUATION REQUIREMENTS The Bachelor of Arts degree is awarded to students who meet the criteria as stipulated in the ruling Examination Regulations for the Bachelor Program Organization, Governance and Management WITHDRAWAL If a student withdraws from the Faculty, the OSA must be informed. The student must complete an exit form. This form is available at the OSA and OEA office and must be submitted to the OSA. The OSA will inform the Faculties and the OEA about the withdrawal. The student is also recommended to participate in an exit interview. The information obtained can be used to serve students better in the future EXAM FEE For each graduation exam, an exam fee is due, which must be paid by deposit on the account of the UA: RBC Bank, account number , stating the name of the exam that you want to take and your student number. For taking regular exams no fee is required. The amount must be paid not 8

10 later than one month before the examination date (graduation).failing to pay will result in not awarding the diploma PARTIAL TUITION FEES REFUND Depending on the month in which the student graduates, the student may qualify for (partial) refund of tuition fees. Students can contact OSA for more information. In the event that students, due to illness or other exceptional circumstances beyond their control are unable to attend lectures for a minimum period of six months, in the current academic year, they may be entitled to restitution of one tenth of the tuition for each month in which they were unable to attend the lectures. In the case where a student dies during the academic year, the heirs receive the refund AUDITORS Registration as an auditor to attend a program or part thereof is possible, if in the opinion of the Rector the quality of the education is not jeopardized. To the auditors request a statement is issued containing a list of courses taken, the period during which this was done and the results of the assessments. The completed assessments do not have the status of an examination. Moreover this status cannot be acquired by conversion of the registration of auditor to enrolled student. For the same reason, no exemption is granted for the courses taken as an auditor. The auditor pays a registration fee and tuition. For more detailed information about the registration procedure please contact the Student Administration at the Office of Student Affairs. You can contact them at phone or

11 4 FACILITIES OF THE UNIVERSITY 4.1 OFFICE OF STUDENT AFFAIRS The Office of Student Affairs (OSA) takes care of recruitment, representation, guidance, registration and withdrawal of the students (administration). Besides, a special task of the OSA is to advise students who want to internationalize their study by means of an international internship or thesis. The OSA is also responsible for the organization of the introduction week for the students of all the Faculties. The introduction week takes place in the second week of August. The purpose of the introduction week is to provide an opportunity for students to get acquainted with each other, the UA and the Faculty. The introduction week also serves to prepare students for studying in higher education and setting their own personal goals. It is not mandatory to participate in the introduction week, but all incoming students are encouraged to attend. The OSA organizes training and seminars for all students of the UA. Each year a special theme is chosen. These trainings and seminars are held during the months of August and October. For more information contact the OSA at osa@ua.aw or at tel. no , ext. 255 or OFFICE OF EDUCATIONAL AFFAIRS The Office of Educational Affairs (OEA) is responsible for the educational administration of the Faculties. The OEA assists with the production of the time-tables, schedules of the lectures, the exams and the re-exams, the administration of grades of the students and the secretarial support of the Faculties. The OEA is situated at the office next to the patio. The OEA is open daily from 08:00 to 12:00 and from 14:00 to 17:00 hrs. Mrs. Charlene Leslie is the first contact person for the educational administration of the Faculty of Arts and Science. For more information contact OEA at fas.oea@ua.aw. 4.3 RECEPTION The University's reception office is open every day from 8:00-13:00 hrs. and from 14:00-16:30 hrs. More information is available at info@ua.aw or via tel. no extension READERS/SYLLABI At the reception you can order readers and workbooks. For different modules the lecturers prepare the educational material. Students can order copies at the reception paying in advance not later than one week before the start of lectures or seminars. After three to five working days the reader is ready. Lecturers may deviate from this rule on an individual basis and extend the period of time. Lecturers may also provide the educational material in digital files. Those students who do not order on time will have to take care for the reproduction of the material themselves because only the amount of copies ordered is produced. 10

12 4.3.2 COPYING AND PRINTING Print credit can be bought at the reception. 4.4 LIBRARY The library is open on working days from 08:00 to hrs. The entrance to the library is free. Books, journals and other library material can be consulted in the library by everyone. Publications can only be borrowed by holders of a valid student card and according to the lending conditions. These lending conditions are obtainable in the library. The library may also be of assistance to enter online databases, like SAGE online journals, Emerald Premium and EBSCO. More information is available at and by library@ua.aw or by tel. no , ext.207, 208 or ICT FACILITIES COMPUTER FACILITIES Computers are available in the Library and in the Computer room (the second floor of the University). Keep in mind that the Computer Room is also used for educational activities (classes/lectures) whereby computer use is needed. Computers are also available in the library. Eating, drinking and smoking are strictly prohibited in the computer rooms. The computers have the following programs installed: Office 2010, QuickBooks 2014, SPSS22, FreeMind, Adobe Dreamweaver, FX MatchPack, MathType, GeoGabra, Tableau Desktop and DVDVideoSoft. 14 computers have Adobe Illustrator and PhotoShop WI-FI The students are able to use wireless internet on the whole campus, without charges. For more information apply at cc@ua.aw or tel.no , ext PRINTING, COPYING AND SCANNING Printing, copying and scanning can be done in the Library and in the Computer Room. Printing is also possible via mobile printing : meaning print jobs can be sent via smartphones, tablets or laptops, you need to login into the printers the library or the computer room to pick up your prints. To copy and print you need the following: A username A PIN code: available at the reception facilitates (FMD) or Computer Center (CC) Print credit: available at the reception 11

13 4.5.4 UA ADDRESS AND GOOGLE DRIVE Each student has an address at the University of Aruba and should be the only address used for communication within the University of Aruba. The student has the ability to use Google Drive: this is a cloud storage service with a capacity of 30GB. This eliminates the need to use external storage devices such as USB sticks, minimizing the risk for viruses and losing your data and syncing data on different machines. The data on Google Drive is available from your smartphone, tablet or laptop. If there are any questions you can obtain more information by cc@ua.aw or by phone at , extension 252 or extension MENTORS All students will be coached by a designated OGM-lecturer. This coaching is directed to helping students reflect on their academic progress and their personal and professional development on a structural basis. Themes that are discussed during a coaching meeting are, the student s capabilities, motivation and career plans as aligned with the OGM professional roles. Students in the first and second year meet three times with their coach, while students in the third meet their coach two times during the academic year. If needed extra meetings can be convened. There is no mentor assigned to students of BA4. We expect from these students that they have learned to reflect independently, to be proactive and solution focused and therefore will be able to contact a lecturer of their choice if needed. We encourage all lecturers to approach a student in case of unexpected absence for a longer period or when they notice the student has problems. In special cases you can always consult the mentor. 4.7 QUALITY The Faculty collaborates with the Center for Quality Assurance (CQA) to guarantee and permanently upgrade the quality of the program of study. This is done among other things, by means of evaluation of the different modules of the curriculum by students and lecturers. 4.8 IMPORTANT NOTICES Important notices are passed on to the students via their address of the UA or placed on the announcement board in the University's patio. 12

14 5 STUDENTS 5.1 STUDENT ORGANIZATIONS The UA offers students the possibility to express their creativity, make new friends and gain new experiences. The student organizations which are active at present are the Student Council, the Circle K service club, Parlamento Hubenil (UA) and the UNIA-magazine-team. 5.2 STUDENT AWARD CEREMONY The UA organizes a Student Award ceremony on a yearly basis. This ceremony is intended for students that excel in extra-curricular activities in cultural settings and in services rendered to the community. Students, who are considered for the award, must have confirmed personal leadership capacities. More information on this award can be obtained at osa@ua.aw or on Facebook. 13

15 6 THE FACULTY OF ARTS AND SCIENCE The FAS offers a substantial expansion of the possibilities for higher education in Aruba, as well as the expansion of research and social service in the field of social-cultural studies and humanities. The embedding of the FAS within the University of Aruba impacts the Aruban society in multiple ways and it strengthens the role of the University as a change agent in the surrounding society, for the sake of development. Set up as a multi-study faculty, the FAS contributes to the diversity in student population, teaching staff and study program. The FAS will expand gradually; each new study will be carefully prepared and presented for approval to the Minister of Education, before being offered to the Aruban and international society. The FAS offers the following programs: Bachelor Social Work and Development Bachelor Organization, Governance and Management Bachelor Lerarenopleiding Wiskunde 6.1 FAS DEAN AND VICE-DEAN The FAS has a Dean, who is responsible for the general management of the faculty. The Dean and the Vice Dean of FAS are: Dean Luciano Milliard, LL.M. Tel. No , ext. 210 Fax No luciano.milliard@ua.aw Vice-Dean Tim Croes, M Ed Tel. No , ext. 266 Fax No tim.croes@ua.aw 6.2 CORE VALUES The core values of the FAS: sustainability, diversity, civic participation and identity will be described in this chapter SUSTAINABILITY Sustainability is understood as the capacity of a society to regenerate itself in a responsible way. Sustainability manifests itself in all areas of human society and its natural environment: economic, social-cultural, and natural and ecological sustainability. All through the Bachelor degree programs, there is a focus on issues and questions related to sustainability. The main question is how a society can guarantee sustainability making use of its own strengths and opportunities. Sustainability deals with important concepts like: vulnerability, risk management, threat, disaster, optimism, collective responsibility and hope. 14

16 6.2.2 DIVERSITY Diversity is understood as a state of heterogeneity and the existence of differences. It is considered a natural state of being of the human society as well as the natural environment. Diversity manifests itself in social, cultural, physical, mental and natural areas. All through the Bachelor degree programs, there is a focus on issues and questions related to diversity. The main question is how a society can reach unity within contexts of diversity, how the society can become a nation and a people. Diversity deals with topics and concepts related to intercultural communication, solidarity and social harmony, multi-cultural literacy and national identity CIVIC PARTICIPATION Social action and social interaction are understood as a necessary state of being and condition for survival in a democratic and viable society. Together, social action and interaction constitute the core of effective civic participation. Civic participation manifests itself in all spheres of policy and decision making in the society: social, cultural, economic and political spheres. All through the Bachelor degree programs, there is a focus on issues and questions related to civic participation. The main question is how a society can facilitate maximum civic participation, within a framework of human rights and responsible human relations. Civic participation deals with topics and concepts related to issues of social movements and social action, freedom, power, ownership, empowerment, voice and perception IDENTITY Identity is understood as a state of belonging and interactive and contextualized self-definition, and self-esteem. It is considered a state of being of the individual, the group and local and global societies. Identity manifests itself in social, cultural, physical, mental and natural areas. All through the Bachelor degree programs, there is a focus on issues and questions related to identity. The main question is how identity is and can be defined at micro, mezo and macro levels in such a way that self-esteem and self-respect, are combined with respect for others and social-cultural sustainability of societies as a whole. Identity deals with topics and concepts related to internal congruence, self-image and selfawareness. 15

17 7 OGM 7.1 MISSION OF OGM 1 The mission of OGM is to study the interaction between social transformations and organizations, in relation to the local context and the public administration. 7.2 THE OGM GRADUATE PROFILE The Graduate Profile is a description of the knowledge, skills and attitude a student is expected to obtain by the end of the OGM bachelor program. The graduate profile has been formulated based on: Sessions with the Aruban work field Sessions with the Utrechtse School voor Bestuur en Organisatiekunde, our academic partner FAS core values: diversity, identity, civic participation and sustainability The mission of OGM The OGM department expects its graduates to have the following attributes: KNOWLEDGE: A mastery of a body of knowledge including an understanding of broad conceptual and theoretical elements of Public Administration, Organization Science and Management An understanding of the public domain in the local and regional context and in relation to international developments An understanding of the concepts, implications and interconnectedness of power and culture SKILLS: An ability to do academic and applied research A capacity for critical, conceptual and reflective thinking, reading and writing. A capacity for creativity and originality An ability to access, identify, organize and communicate knowledge effectively in both written and spoken English, Dutch and Papiamento An ability to apply managerial skills (teamwork, presenting, client based thinking, negotiating, debating, project management and ICT skills) ATTITUDE: self-discipline and an ability to plan and achieve personal and professional goals 1 We are currently in the accreditation process and are streamlining our mission, graduate profile and learning outcomes. 16

18 respect for the values of other individuals and groups, and an appreciation of human and cultural diversity solution focused behavior an ability and willingness to work independently and in collaboration with others personal and professional integrity and an awareness of the requirements of ethical behavior proactive and constructive conduct focus on development, sustainability and civic participation 7.3 THE OGM PROGRAM LEARNING OUTCOMES Together with the Center of Quality Assurance (CQA), the OGM department has formulated 9 learning outcomes to assure that students reach the OGM graduate profile: 1. Value theoretical and methodological principles of Public Administration, Organization Science and Management and issues pertaining to organizations with a public function in interaction with administrative and social contexts. 2. Demonstrate a professional approach to their work and contribute to organizational and societal development. 3. Have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues. 4. Critique models, theories or solutions, and their fit to the local context. 5. Formulate opinions that are based on balancing the relevant socio-civic, scientific or ethical aspects. 6. Demonstrate general academic skills, in particular analyzing, interpreting and advising on the basis of analytical, social and professional communication skills. 7. Demonstrate general managerial skills, in particular conversation techniques, negotiating and conflict management, teamwork skills, ICT skills and debating skills. 8. Explain information, ideas, and solutions to a specialist and non-specialist audience. 9. Ability to pursue a Master study. The learning outcomes were formulated in accordance with the Bologna first cycle learning outcomes. The Bologna first cycle learning outcomes are general learning outcomes (see appendix A) which among others have been defined to improve comparability of higher education levels within the European Higher Education Area LEARNING TRACKS There are three learning tracks in the curriculum: 1. General education: this track attends the general academic competencies like research, philosophy of science, critical thinking and auxiliary social science disciplines to provide a framework to understand the local context. 2. Core curriculum: this track focuses on the theories of the disciplines of public administration and the organizational sciences. 3. Practice: this track covers the skills necessary to function as a professional in the Aruban society.

19 The thesis integrates all the tracks described above. The learning tracks are tabulated below. Ba 1 Ba2 EC Core Curriculum EC General Education EC Practice Perspectives on organizations Governance, policy and organization Teamwork and group dynamics The classics Diversity Disciplinary approaches Communication organizations Client-based thinking Policy, rationalism and power in Academic reading and writing Sociology Taalvaardigheid Critical thinking and new literacies Introduction into research methodology Quantitative research Writing and presenting research reports Philosophy of science 2.5 Community project Ba 3 Ba Constitutional and administrative law Economics and finance Human resource management Public management Strategic management Between plan and practice Research lab Research proposal and literature review Research and Thesis Small island developing states Conversacion profesional papiamento Qualitative research Free elective na Preparation internship or exchange Internship or exchange Professional and academic specialization 18

20 7.4 FREE ELECTIVES To complete the OGM program students must take a mandatory 10 ECTS of free electives, time has been allocated in the 1st semester of the fourth year of the program. Students are allowed to take as many free elective courses as they want as long as it adds up to 10 ECTS. Students of all years are allowed to participate in free electives at any time, but must keep in mind that the program does not offer extra space for study. What is the procedure to acquire the mandatory 10 ECTS of free electives? Free electives requests must be sent to the FAS Exam Committee (fas.examcommittee@ua.aw) with a carbon copy to members of the OGM Education Committee. If a free elective is on the list of approved free electives the Exam Committee approves the request. Otherwise the Exam Committee request an advice to the Education Committee, the Education Committee gives an advice based on the answers to the following questions: - Is the level of the free elective comparable or higher than the OGM program? - Does the free elective contribute to the professional roles of the OGM program (researcher, consultant, policy advisor, manager)? - Is the institute a credible institute? - Is the workload conversion to ECTS performed in a correct way? - Is the grade of the free elective still valid at the institute issuing the certificate when the request was submitted to the Exam Committee? Between the request and the start of the free elective a reasonable period should be allowed for the Exam Committee and Education Committee to evaluate the request. Keep in mind the 6 weeks for the Exam Committee to evaluate a request. If a request has been submitted after the start of a free elective the student risks that the request will be rejected: the completed free electives will not contribute to the mandatory 10 ECTS of free electives and will be registered as extra credits on the transcripts. What information should be submitted with my request for the free elective? - Learning outcomes of the module - The module description - Number of ECTS 1 - Name, location and website of the educational institute - A short motivation of the student of how the course contributes to the OGM professional roles of researcher, consultant, policy advisor and manager. What modules can be free electives? - A student apprenticeship can be a free elective 2. - Modules given as massive open online courses (MOOC) 3. - Modules given at other faculties of the University of Aruba 4. - Modules given at partner universities of the University of Aruba 5. - Modules given at other higher education institutes. 5 19

21 What happens when I pass a free elective? For all free electives a statement of accomplishment should be provided to the Education Committee. What happens when I fail a free elective? As free electives are not part of the core curriculum there is no guarantee that they will be offered again in the next academic year. This means that you might have to take another free elective to meet the mandatory 10 ECTS of free electives. Notes 1. For institutes that do not use the European Credit Transfer and Accumulation System the student should calculate an estimation of the amount of ECTS based on the total module load. The motivated calculation should be provided with the request. 2. During a student apprenticeship the student performs (part) of a study under supervision of a lecturer. 3. Be sure that you can obtain a statement of accomplishment. For some MOOC s you must pay tuition. For a review of online providers of free courses you can find information here: 4. If you want to take courses at other faculties at the UA you must also obtain approval from the respective dean. 5. You must seek and obtain approval of the institute. Possible tuitions may apply. 20

22 8 THE OGM PROGRAM The study program spans four years. Each year is divided in two semesters. 8.1 MODULES PER SEMESTER OVERVIEW This chapter presents the list of modules per semester. A brief description of the modules is also included BACHELOR I Semester 1 Semester 2 Introduction to the Aruban context and the study Orientation of the foundation of OGM Code ECs Module Code ECs Module AOGM-CCO AOGM-CCO03-11 Disciplinary Perspectives on 7.5 Approaches Organizations AOGM-CCO Governance, Policy and AOGM-CCO The Classics Organization AFAS-GE AFAS-GE03-11 Critical Thinking and Academic Reading and 5 New Literacies Writing AOGM-GEO01-11 AFAS-GE02-11 AOGM-GEO Teamwork and Group Dynamics Sociology Taalvaardigheid AOGM-CCO05-11 AFAS-GE Diversity Introduction Research Methodology into 21

23 8.1.2 BACHELOR II Semester 1 Semester 2 Client-based Thinking in Public Organizations Organizational Realities Code ECs Module Code ECs AOGM-CC Communication in AOGM-CCO Organizations AOGM-CC Client-based Thinking AOGM-CCO AOGM-CCO19-12 AGOM-GEO07-12 AOGM-CCO Quantitative Research Writing and presenting Research Reports Community Project AOGM-CCO12-11 AFAS-GE04-11 AOGM-CCO Module Economics and Finance Policy, Rationality and Power Human Resource Management Philosophy of Science Constitutional and Administrative Law BACHELOR III Semester 1 Semester 2 Organizations and Development Becoming Part of Communities of Practice Code ECs Module Code EC Module s AOGM-CCO Public Management AOGM-CCO Internship or Exchange AOGM-CCO Strategic Management AOGM-GEO Small Island Developing States AOGM-CCO Qualitative Research AOGM-CCO Preparation Internship or Exchange AOGM-GEO Conversacion Profesional na Papiamento 22

24 8.1.4 BACHELOR IV Semester 1 Semester 2 Comprehensive Professional Development and The Researching Professional Service/Circle of Knowledge Code ECs Module Code ECs Module AOGM-CCO24-10 Between Plan and Practice AOGM-CCO Research Lab 12 AOGM-CCO26-10 Free Elective AOGM-CCO Research and Thesis AOGM-CCO29-13 Professional and AOGM-CCO30- Research Proposal and 5 Academic 13 Literature Review Specialization 23

25 8.2 SHORT MODULE DESCRIPTIONS BACHELOR I Semester 1 Perspectives on Organizations Code AOGM-CC ECs 7.5 Learning outcomes Contents To foster knowledge and understanding of the different perspectives from which one can view an organization; To recognize the presuppositions about the different perspectives on organizations; To foster knowledge and in-depth insight in the pros and cons of working with perspectives; To foster knowledge, understanding and in-depth insight in various aspects of organizations, such as structures, humans, power and cultures in organizations; To provide with knowledge and to foster insight in the stratification of an organization; To experience the relation between the formal and informal aspects of organizing; To elaborate on the concept of promoting diversity, one of the basic human resource strategies. To train presentation skills and techniques, and get an introduction into interview skills and techniques. Our society can be looked upon as a build-up of various organizations. Our life is (over)organized from the cradle to the grave. The words organization and organizing dominate our daily linguistic usage. On closer examination it becomes evident that there are several concepts with regard to the main tasks and aspects of organizations. These differences may be linked up with both the various experiences, and the way different science disciplines (as sociology, anthropology, psychology, economics and jurisprudence) view organizations, as well as the particular aspects of organizations (such as structure, human relations, power and culture) are being attended. Customers, employees and managers do often have different and conflicting opinions about the same matter. In organizations these different views and interpretations, as well as the different positions (of power) form the foundation of the interactions of the parties involved. 24

26 In this module the four-frame model of Bolman, L.G., and Deal, T.E. (2008) plays a center role. The model examines organizations as factories ( the structural frame ), families ( the human resource frame ), jungles ( the political frame ), and temples ( the symbolic frame ). Each frame has its own unique features, understanding that you can view an organization from different perspectives, leads to the conclusion that an organization is a multiple reality. Multi-frame thinking (instead of a single-one approach) creates a better position to make sense of complex situations. After all, complex situations do not present bounded, well-defined problems. An approach from different angles, following the concept of reframing, results in a more comprehensive picture of what is going on in organizations and how to act. Entry requirements Core concepts Teaching approach Lecturers None Perspectives, reframing, multi frame thinking, four-frame model. Interactive and dynamic teaching approach, assignments, group-presentations. Charlene Leslie, MA Governance, Policy and Organization Code AOGM-CC ECs 7.5 Learning outcomes Contents Demonstrate a basic understanding of: The various meanings and forms of governance; Management; Policy making; Organization; Politics; The disciplines Public administration and Organizational sciences. The module is both an introduction into the core object of the study Organization, Governance, and Management ( OGM ), namely governance, management, and organization, and an introduction into its core focus, the disciplines public administration and organizational sciences. The module aims at the how question of governance in the public sector and the non-profit sector: can we understand how governance works; how policy is made, and how stakeholders and administration interact? At the same time, the students get an introduction into the most important public institutions and organizations, in Aruban government and society, and in its counterparts in 25

27 The Netherlands, and European Union. Entry requirements Core concepts Teaching approach Lecturers None Public administration, the dichotomy public-private, governance, management, policy making, politics, democratic constitutional state, power, culture, organization. Interactive and dynamic teaching approach; individual and group assignments. Further, students learn how to give a presentation and how to write a policy proposal. drs. Yolanda Richardson Luciano Milliard, LL.M Helmut Vink, LL.M, MA Academic Reading and Writing Code AFAS-GE01-11 ECs 5 Learning outcomes Contents Upon successful completion of this course, the student: Has knowledge of the rules and conventions of academic writing and is able to apply them to his or her writing; Can distinguish a well written essay or research report from a poorly written essay or research report and can explain why it is categorized as such; Is able to find relevant, scholarly sources for writing essays and research reports through search engines such as EBSCO and Google Scholar; Has knowledge of and is able to apply the rules of APA style for referencing sources and the layout and stylistics of a paper; Can demonstrate through his or her writing that he or she has the ability to think and write in a critical, objective, logical and academic manner. This module is aimed at providing students with the skills and tools needed to be better able to read, write and comprehend academic literature. Students will become aware of the theory and conventions of academic literacy, from structure to style, with an increasing focus on academic essays. Features of academic writing that will be introduced and practiced during the course are: the structure of paragraphs and cohesion; appropriate grammar and vocabulary; the structure of texts such as essays and research reports; academic conventions of citing sources and creating footnotes and reference lists. Students will be taught how to write academic papers according to that 26

28 which is stipulated by the American Psychological Association (APA). Additionally, they will be introduced to search engines such as the EBSCO Host in order to carry out meaningful literature research. Classroom activities include a mixture of individual, pair and small group work, based on a variety of material and exercises from the course book. Entry requirements Core concepts Teaching approach Lecturers None Academic writing, academic reading, grammar, vocabulary, APA style, essays, research reports, literature research, literature reviews Interactive and dynamic teaching approach. The assessment will consist of assignments and a written exam. Valerie. Maduro, MA Teamwork and Group Dynamics Code AOGM-GEO01-11 ECs 3 Learning outcomes Contents Entry To foster knowledge and understanding regarding team work and group dynamics, and the role of leadership and social communication in group work and critical but friendly collaboration. To gain personalized participation in groups, as well as professional understanding of how to strengthen group work competencies in the professional field. To foster knowledge and understanding of the influence of the student as a person and his role in teamwork, group dynamics and social communication. The module offers knowledge, insights and skills with respect to how teams can work effectively and efficiently, taking into account complex social-cultural, political and psychological group dynamics and group interaction. The module explores strategies and tools to analyze group life and group dynamics, as well as strategies and tools to improve group work. It will provide the students also with introductory skills in becoming an effective communicator within the group work process. More importantly, this module will introduce students to the power of teamwork. The module will explore all the transversal lines namely sustainability, diversity, civic participation and identity. Identity for example is considered a state of being of the individual, the group and local and global societies. In this module students explore their personal qualities, pitfalls, challenges and allergies towards social communication, teamwork and leadership. The students explore teamwork and different leadership styles in Aruban organizations. None 27

29 requirements Core concepts Teaching approach Lecturers Teamwork, group dynamics, group formation, power, influence, group communication skills, leadership and conflict management This is an experiential course, which will focus on the development of a cohesive small group while learning about theories, group dynamics and leadership and at the same time developing skills in group participation. The lecturer s primary focus is to facilitate an experiential learning environment that will foster individual and group development. The course is based on cooperation and project based learning and requires active involvement from all students individually, as well as in project assignments, presentations of group assignments and classroom activities. The assessment will consist of active class participation and responsibility, two group presentations and a portfolio with individual assignments and a reflection paper. Mieke de Droog, MA Sociology Code AFAS-GE02-11 ECs 4 Learning outcomes Contents At the end of the module the student will be able to: 1. understand core sociological concepts. 2. understand and differentiate between a series of basic sociological paradigms and social theories. 3. apply these (see 1 and 2) for the understanding and articulation of social and cultural issues. 4. understand and apply the sociological imagination (the ability to perceive situations and circumstances in a wide social context) in order to pinpoint, study and discuss actualities. 5. identify (basic) emerging societal changes both on the global as local level. The module offers an introduction to Sociology providing students with a comprehensive understanding of the rapid changing nature of contemporary society. Starting point will be the introduction of core sociological concepts, different theoretical perspectives in sociology, their relation to contemporary social issues and their roots in classical social thought. In addition to this, new emerging sociological paradigms will be introduced. An array of classic and contemporary sociological thinkers will be presented and juxtaposed to each other. This all contributes to the awakening of student s sociological 28

30 imagination, an analytical framework for the grasping and understanding of social phenomena and the ability to perceive situations and circumstances in a wide social context observing how actions and interactions influence other individuals and situations. This all in a way that the uniqueness of the local, the regional and globalizing trends can be captured, articulated and studied. Based on sociological analysis, discussions and academic reflection of contemporary socio-cultural developments, social issues (both global as local) and public debates (classic, as well as new and controversial) the module provides the students with a stimulating intellectual environment whereby he or she will never look at society with the same eyes again. Entry requirements Core concepts Teaching approach Lecturers None society, sociological imagination, social theories, social change theories, micro and macro perspectives, different sociological paradigms (structuralfunctionalism, conflict theory, symbolic-interactionism, post-modernism), introduction to some classic and contemporary sociological thinkers, the nature-nurture debate, identity, the self, social construction, social identities, socialization, agents of socialization, theories of socialization, inequality, different forms of inequalities, intersectionality, diversity, globalization, social structures, social institutions, community, culture, reciprocity, social capital, local, global, (inter alia). Lectures: 80% attendance rule is applicable, Sociology lab : we will train the sociological imagination based on assignments on NEO. Nadia Dresscher, M Sc. Taalvaardigheid Code AOGM-GEO02-11 ECs 3 Learning outcomes Contents Entry requirements To improve proficiency in Dutch The program focuses on writing skills, but also verbal skills are covered. The students complete Nedercom Spelling 2 and Form 2, and practice skills needed for consultation and negotiation. The module also focuses on skills in drafting reports. The module is 3 ECs (1 EC for Nedercom, 2 ECs for attending lectures, studying the material, executing assignments and exam time). None 29

31 Core concepts Teaching approach Lecturers Literature writing skills, report writing, negotiating, formal meeting skills Interactive and dynamic teaching approach. The assessment will consist of assignments and a written exam. drs. Kitty Groothuijse See literature list. Semester 2 Disciplinary Approaches to Organizations Code AOGM-CC ECs 7.5 Learning outcomes Contents Entry requirements To foster introductory knowledge of the different disciplinary approaches such as law, sociology, psychology and anthropology and understanding of the use and limitations of a disciplinary approach in the analysis of organizational issues. The module continues on the different perspectives on organizations as presented in the module Perspectives on Organizations by showing their connection to the four different aforementioned academic disciplines. Students get acquainted with these approaches through interactive lectures by an expert for every discipline, class discussions and literature. At the end of the first part of this module students will make a choice for the discipline psychology or anthropology and will have the opportunity to study a topic indepth from the perspective of this specific discipline. The second part of this module will start with a focus on the mandatory literature of their chosen disciplinary approach. Thereafter the students have to work on two assignments: First, the group will make an analysis of an actual problem of a local organization from the relevant discipline. After the first assignment, groups of two students of the same discipline will execute a small and well defined literature research. The lecturer will guide the groups in the process of formulating their question, their choice for literature and the structure of their paper. The librarian will give advice in finding relevant literature. This module deals with the transversal lines of identity, diversity, civic participation, sustainability and with comprehensiveness as a method. None Core concepts Disciplinary approaches, perspectives on organizing, law, sociology, 30

32 anthropology, psychology, methodology, networks, networked society, McDonaldization, bureaucracy, organization culture, power, conceptions of reality, values and principles, personal ambitions, status, rules, codes of conduct, coherence, contradictions, subcultures, rituals, heroes, symbols, meanings, context, integration, differentiation, fragmentation, personality, behavior, intelligence, aptitude, ability, cultural factors, work motivation, jobdesign, leadership, management, and nation cultures. Teaching approach Lecturers Integrative and interactive teaching approach, supported by experts for every discipline. The assessment will consist of active class participation and responsibility, a written exam, a presentation of analysis and advice to an Aruban organization and a literature study. Nadia Dresscher, MSc, Helmut Vink, LL.M, MA, drs. Yolanda Richardson and Mieke de Droog MA (coordinator). The Classics Code AOGM-CC ECs 7.5 Learning outcomes Contents Entry requirements To foster knowledge and understanding in some classical themes of governance and organization by different philosophers, in order to apply these insights to contemporary, international and local governance and organizational issues. What does a just society look like? To whom should we entrust the governance of a nation? What is a good governor? What kind of knowledge and skills does a governor need to have? How does a governor keep his power? Are there different standards in politics compared to daily life? Why should you have to accept the custody of the government? What is for a nation or an organization the best form of governance: democracy: governance by the people, or meritocracy: governance by experts? These are classical questions that have classical answers. These questions or dilemmas constantly return in modern discussions and can be regarded as the base of organizational and governmental thinking. Students get acquainted with these classical approaches on the basis of interactive lectures, class discussions and reading questions about the literature. In addition, students will learn to debate about the topics, will do a writing assignment on an actual topic in Aruba based on three perspectives and therefore will be able to translate these topics to modern society. This module deals with the four transversal lines and will be terminated with a written exam. None 31

33 Core concepts Teaching approach Lecturers Justice, democracy, governance, leadership, politics, professionals, ethics, responsibility, power, strategy, control, bureaucracy, morality and debating. Interactive and dynamic teaching approach. The assessment will consist of active class participation and responsibility, a written assignment, two debates and a written exam. drs. Eduard Dresscher, Luciano Milliard, LL.M, and drs. Yolanda Richardson Name Code Critical Thinking and New Literacies AFAS-GE03-11 ECs 5 Learning outcomes Contents Entry requirements Core concepts On successful completion of this module the student should be able to apply critical thinking skills. The module will focus on developing the necessary competencies for reflective and critical thinking. We will explore the anatomy of the thinking process and the different categories of thinking. The module focuses on the ways in which we try to make sense of the world and how we come to beliefs, knowledge and judgments. The students will learn how to analytically solve problems and reach goals and to critically assess their own thinking. They will learn to analyze the thinking process and relate and organize thinking patterns and evaluate arguments. None Critical thinking, Benjamin Bloom s categories of questions, the problem solving approach, sensory data, perception, beliefs, knowledge and judgments, analytic decision-making process, language as a system of symbols, semantic, perceptual, syntactic and pragmatic meaning, the structure of concepts, ethics, deontology, utilitarianism, deductive and inductive arguments, fallacies of reason. Teaching approach Lecturers Interactive and dynamic teaching approach, (including group work). The assessment will consist of assignments and two written exams: midterm and final term. drs. Eduard Dresscher Diversity 32

34 Code AOGM-CCO05-11 ECs 5 Learning outcomes Contents Entry requirements Core concepts Teaching approach Lecturers Foster knowledge and a better understanding of diversity as an important part of (organizational) reality. The module will generally offer knowledge and indepth insights of how people, governments and organizations are affected by and respond to a multi-cultural and multi-lingual diverse context, both in terms of internal and external influences. Students will be stimulated to develop a perspective of the different ways organizations can use diversity as a strategy. This module will introduce the concepts diversity, identity and sense making, and the way they occur in organizational settings. Students will be introduced to the subject of diversity in all its appearances, such as gender, race, class, orientation, ethnicity, appearance and nationality, through concepts as Identity, Difference, Inclusion and Pluralism. Subsequently, the module will elaborate on the specific influence that diversity has on organizational life and organizational effectiveness, and how (and if) diversity can be actively managed in organizations. This module deals with the transversal lines of diversity, identity and civic participation. None Diversity, identity, sense making, multiculturalism, multilingualism. Interactive and dynamic teaching approach. The assessment will consist of a presentation and a paper. drs. Yolanda Richardson Introduction to research methodology Code AFAS-GE05-11 ECs 5 Learning outcomes Contents To have knowledge and understanding of the various components and stages of the research process. The module will also seek to help students become familiar with the philosophies and ethics of social science research. This module is designed to introduce students to research focusing on the general philosophies, principles and skills needed in order to design and conduct basic social science research. The module offers a basic introduction to the different phases and requirements of the empirical research process. The module will therefore introduce the process of research design, formulate research questions. Students will learn elementary research skills; develop an 33

35 inquisitive attitude in the field of social sciences. Entry requirements None Core concepts Ethics and philosophy of research; sampling; population; causation; measurement; validity; reliability; research methods, research strategies, research designs; analysis; quantitative and qualitative. Teaching approach Lecturers Interactive and dynamic teaching approach. Computer lab. The assessment will consist of individual assignments, a midterm, a group project and/or group paper. Clementia Eugene, MSW, drs. Yolanda Richardson, and Valerie. Maduro, MA 34

36 8.2.2 BACHELOR II Semester 1 Communication in Organizations Code AOGM-CC ECs 7.5 Learning outcomes Contents Entry requirements Core concepts The main objective of the course Communication in Organizations is to foster knowledge, in-depth insights and understanding of the role of communication within organizations, and to develop understanding of the informational and cultural aspects of communication, both as a tool and a strategy. The module will generally offer an exploration of the link between communicative acting and organizational aspects, such as culture, structure, leadership, management of change and networking, grounded in current literature and theoretical debate. Furthermore students will be extending their behavioral repertoire of verbal and written communication skills and learn to reflect on their own behavior in communication settings. In contemporary organizations, communication is being used actively, both as fuel and as a lubricant. In order to deal with a more volatile, uncertain and complex world, organizations have to search for a new (and sometimes ground breaking) way of working. It takes creativity, leadership and a lot of communication to develop new pathways and deal with the challenges on the way to organizational development. And then, after the new strategy is decided upon, it has to be communicated to the outside world, while the internal communication needs to be accurate, inspiring and creative, in order to support the operational core and the organizational challenges of all employees. Quite a challenge! The module Communication in Organizations offers a deep understanding of the impact that communication (or a lack of communication) can have on major processes and developments in organizational settings. By exploring the concepts of formal and informal networking, culture, power, management and organizational change in relation to communication, students will explore the theoretical frame work. Global and local cases will be used to explore the different approaches towards the use of communication as a strategic tool, while students learn to enforce their personal communicative abilities. None Communication, formal and informal, organizational change, strategy, development, agility, contextually, balanced approach, diversity, identity, social 35

37 interaction Teaching approach Lecturers Interactive and dynamic teaching approach. The assessment will consist of individual and group in-block assignments, and the writing of a policy plan. Birgit Kreykenbohm MA Client Based Thinking Code AOGM-CC ECs 5 Learning outcomes Contents To foster knowledge and understanding of services in and around the public domain, the local complexities of the day-to-day processes of service delivery and the diversity of client experiences and professional roles associated with various client relationships. The module focuses on practice and theory and will bring new perspectives to students engaged in public services, public management and the primary process of service delivery. The students will discover the diversity of services, the variety of core services and associated client relationships and the inconveniences and risks that maybe involved with these various transactions. This module also addresses the series of client contacts that together make up the processes of service delivery, as arranged by the organization, professionals and their contribution to the services, the client experience and managerial control. For all service organizations, the quality of service and the client experiences amounts to a crucial factor, but there are differences in this respect between various types of service organizations. To gain further insight into the issue of quality of service, the typology of service organizations and the various dimensions of quality are studied in this module. For example the employee in the encounter with the customer can contribute to the quality of service and also the way the primary processes are designed can make a difference for the quality of service. Service organizations are also able to expressly create conditions for quality in their policies for their staff. In this module we do not pay attention to these policies; this important matter is addressed in the module Human Resource Management. Entry requirements Core concepts None Public services, diversity of services, core values, core services, routing of the clients, client experiences, client relationships, professional roles, client roles, 36

38 the service concept and managerial control Teaching approach Lecturers Interactive and dynamic teaching approach. Mieke de Droog, MA Quantitative research Code AOGM-CCO19-12 ECs 10 Learning outcomes Contents Entry requirements Core concepts Teaching approach Lecturer The objective of the module is to provide students with the tools to conduct a quantitative survey research project as a team, focused on quality of service in a local organizational setting. At the same time the relationship between research question, the type of data generated and the method used for analysis must be understood. The module will introduce the students to the initial steps in planning and conducting a quantitative-based survey research design in a local organizational setting focused on clients and quality of service. In this way it may help the participants in their search of a methodological basis for their own research project. The course will focus on design and structuring of surveys, including formulation of questions and development of scales representing a concept, and a discussion of validity and reliability. Introduction to Research Methodology Ontology, Epistemology, Quantitative research, validity, reliability, statistical significance, sampling, operationalization, indicator and measurements, research designs, research methodology, variance, mean, correlation, confidence intervals tests of significance, normal distribution, T-Test, chisquare test, p value, research ethics. Lectures and computer lab Judelca Briceño Writing and presenting Research Reports Code AOGM-GEO07-12 ECs 5 Learning The objective of the module is to provide students with the skills to write and 37

39 outcomes Contents Entry requirements Core concepts present research results. Focus lies on the APA standard. Assist students in writing a research report and presenting the research results conducted in the module: Public Organizations, Quantitative Research. Academic Reading and Writing APA, research reports, literature reviews, academic writing Teaching approach Lecturers V. Maduro, MA Community Project Code AOGM-CCO09-11 ECs 2.5 Learning outcomes By the end of this course, you should be able to: Explain the concept of community. Explain the concept of social capital. See how community relates to the concept social capital. Know why social capital matters. Know the indicators of social capital. Take a stance in the discussion about offline vs. online social capital. Place the theory of social capital in the Aruban context. Contents Entry requirements Core concepts Teaching approach Lecturers This module will introduce the students to the concepts of social capital and community. Furthermore the students will come up with their own idea to do a community project. The students are expected to spend 40 hours on this project. At the end of the academic year the class will reunite again and the students will present their community projects to each other and/or peers. None Social capital, community, indicator, concept, offline and online social capital Group discussions, interactive lectures and workshops drs. Yolanda Richardson 38

40 Semester 2 Economics and Finance Code AOGM-CCO10-11 ECs 7.5 Learning outcomes Contents The main objective of the course is to provide with knowledge of and to foster general insights into the world of economics and finance, and how both areas of study relate to each other. Furthermore the course aims to develop an understanding of core principles of economics and finance (both from a global and a local perspective) and their application to current problems and issues faced by managers, policymakers and leaders in executive power. This course introduces students to the fields of economics and finance. Both principles of microeconomics and macroeconomics will be emphasized. Topics include basic concepts such as: efficiency, trade, supply, demand, and how markets function; taxes and price controls; national income accounting, inflation, and unemployment and furthermore during the course students will examine economic behavior of individuals, firms, and markets. Students will assess the role of governments as key players in the economy and analyze their principle goals and how they attempt to accomplish those goals through fiscal policy. Furthermore the bigger picture of macroeconomics will be discussed and students will be encouraged to critically explore how the economic system can be changed to become more adaptive and resilient in the face of the challenges of the 21st century, and how it can be more directly designed to support human well-being, in the present and the future. The students will also be introduced to the principles, concepts, and applications of financial accounting. During the course the following key questions will be addressed: what is financial accounting; what are financial statements; how and why are they prepared; and what are some of the elementary rules governing their preparation? Students are exposed to the process by which financial transactions and events are recorded, and will learn how to compile and interpret rudimentary financial statements. Entry requirements Core concepts None Economic principles, supply and demand, international trade, market structures and business organizations, public goods and the tax system, Aruba public finance, monetary policy, measuring a nation s income and cost of living, 21st century economics, introduction to finance, financial accounting terms, frameworks and principles, financial reporting and ratios. 39

41 Teaching approach Lecturers Interactive presentation of the units by the lecturer; Students should prepare the questions given to them and need to prepare at least one question regarding the previous session; Plenary debate on issues that were raised; Active participation in class assignments and case studies. Edward Erasmus, M.Sc., MA Policy, Rationality and Power Code AOGM-CCO11-11 ECs 7.5 Learning outcomes Contents Entry requirements Core concepts Knowledge and understanding of the different phases of the policy-making process. Knowledge and understanding of the different theoretical perspectives on policy-making in particular the perspective of model. Basic understanding of the financial and economic aspects of policy-making. Practical application of the readings on selected actual social problems. Basic ability to design, present and defend a policy for an actual social problem. In this course two dominant models of policy-making (the market-model and the polis-model ) are introduced and evaluated. This course aims to give more insight into these models of policy-making, their implementation in social-science and the relationship between them. In addition, we will try to achieve a better understanding of several actual policyproblems and policy-making processes by applying the models to actual and topical governance-issues. In addition, you will learn how to design a concrete policy-proposal for a current societal problem, present and defend this plan before an audience of interest groups. Governance, Policy, and Organization. Policy, rationality, power. Teaching approach Interactive and dynamic teaching approach; assignments; groupspresentations. Lecturers Helmut Vink, LL.M., MA Human Resource Management Code AOGM-CCO

42 ECs 5 Learning outcomes Contents Entry requirements Core concepts Teaching approach Lecturers Foster knowledge and understanding of the role of Human Resource Management in contemporary organizations. Introduce students to the main HR concepts and their implications in an organizational context. Develop understanding of the different HR approaches and the importance of the balanced HR approach in the Aruban context. Students will explore the concept of strategy and the changing role of the Human Resource department in organizations. This module introduces students to the impact of societal and organizational development on employment relationships. By exploring the developments in HRM, studying the changing employment relationships and by getting to know the main HR concepts and their implications in an organizational context, students gain insight and understanding in the changing role of the HR department and the alternating theoretical approach of the field. Furthermore, the students will get acquainted with the most important HR instruments and tools, and the added value of a strategic HR approach that fits in the organizational and external context. This module deals with the transversal lines of diversity, identity, civic participation and sustainability. None Competitiveness, organizational change, strategy, agility, contextuality, bestfit-proposition, balanced approach, diversity, identity Interactive and dynamic teaching approach. The assessment will consist of individual and group assignments, and a research project. drs. Angelo Brete Philosophy of Science Code AFAS-GE04-11 ECs 5 41

43 Learning outcomes The student is aware of the importance of reflection on philosophy and science research and knows the most important theories. The student knows the most important research movements in social science in general and specific in governance and in organization science. The student is able to place research in research traditions and recognize its strengths and weaknesses. The student is able to recognize diversity in and around research, to allow different perspectives on the truth and to work systematically. The student is able to reflect on the (often-implicit) authors opinions on research, and is able to position his/her own research. Contents Entry requirements Core concepts Teaching approach Lecturers This module addresses the questions: What is truth? How do we search for the truth? Are we able to find the truth? This module focuses on the theoretic aspects of our knowledge, the way knowledge is built and the role and effects of our knowledge concept. This is very important because our opinions about knowledge and truth (based on e.g. positivism, the interpretative approach, the critical theory and postmodernism) influence the results of our research. The student will discover if there are one or more positions, and on what grounds, and what implications this will have for their research methodology. Besides this, central questions will be addressed as the dilemma of agency/structure, micro and macro perspectives and system versus party and individual perspectives. Finally, the focus will be on the implications of these considerations for the choice of a quantitative or a qualitative research design (or a combination of the two). Students will be familiar with the idea of theoretical and methodological pluralism with respect to the perspective of authors and researchers. This module deals with the transversal lines of identity and diversity and with comprehensiveness as method. None Perspectives, reflection, truth, identity, diversity, evolution of philosophy and science, structure, agency, voluntarism and determinism. Interactive and dynamic teaching approach. Students will be evaluated using some of the following range of assessments: in-block individual and group assignments; a paper on relevant themes and, or a final exam. drs. Eduard Dresscher Constitutional and Administrative Law Code AOGM-CCO13-11 ECs 5 42

44 Learning outcomes Contents Entry requirements Core concepts To understand and practice the basic juridical concepts; to understand the concept of law and the way of creating law; to get an overview of the various areas of law; to understand the structure of constitutional and administrative law; to obtain knowledge of the basic organization of the Kingdom of the Netherlands and Aruba; to acquire knowledge and practical legal skills to solve simple legal administrative law cases. Constitutional and administrative law determines the organization of the state and the relation between government and citizens. The main line is the question to what extent the Kingdom of the Netherlands meets the perfect example of a democratic constitutional state. Is the distribution of powers between the legislator, the judge and the administration well balanced? Is it in accordance with the principles of the Trias Politica? Are legislation and the legislative powers sufficiently democratic? The module starts with a general introduction in law. Different classifications of law exist: public law versus civil law, and a subdivision in criminal law, civil law, and constitutional and administrative law. Important basic concepts like statutory, lawfulness and justice, sources of law, how judges make their decisions, and law enforcement will be reviewed. Other questions are about the legitimacy of the state s authority, why a country should have a government, and the relation between law and morality. Governance, Policy and Organization Basic judicial concepts; classifications of law; organization of the state; Trias Politica; relation between government and citizens; legitimacy of power; democratic constitutional state. Teaching approach Interactive and dynamic teaching approach; assignments; groupspresentations. Lecturers Luciano Milliard, LL.M. and Helmut Vink, LL.M., MA 43

45 8.2.3 BACHELOR III Semester 1 Public Management Code AOGM-CCO21-12 ECs 5 Learning outcomes Contents 44 Knowledge and understanding of different kinds of public and non-profit organizations, including (statutory) positions, structure, organization, organizational principles, and management structures; Knowledge and understanding of how public organizations relate to each other, and to their direct administrative and social (production) environments; Reflection from a public administration and organization theory perspective on management challenges in public and non-profit organizations, and the strategic tasks in reorganizations; Knowledge and understanding of different types of public and non-profit managers, responsibilities and roles, but also into the actual work and behavior of managers; Knowledge and understanding of success and failure of reforms and management approaches, including insight into best and worst practices. Main questions of the course are: How do public and non-profit organizations want to manage and organize? How is this happening in reality, and what are the effects? In other words: How do they ensure that they can actually perform, and do they succeed? In this course we approach reality from the inside out: action by units, managers and employees are the focus point. This exploration takes place on multiple levels: 1. The organization. How are public and non-profit organizations designed and run, nowadays? 2. Inter-organizational relations. How do organizations relate to each other? (E.g. through networks, alliances, etc.) 3. Organizations and stakeholders. How do organizations maintain relations and coalitions with (societal) stakeholders? The findings will be worked out on the basis of management settings. The four management settings are: 1. Business setting: routine production, standard services. 2. Expert setting: policy through expertise, professional services. 3. Ideological setting: proponents and opponents, policy controversies. 4. Political setting: hassle, media, party politics and conflicts. Settings may present different favorable conditions. For example, in some

46 settings New Public Management is suitable, and its tools (planning and control, monitoring, performance indicators, ratios, cost-benefit analysis, boards, divisions, contracts, etc.) cause little problems. In other settings, such as in organizations with many professionals, and/or organizations that experience a lot of political dynamics, the on high production focused NPM and chain approaches may encounter problems. Entry requirements Policy, Rationality and Power Core concepts Teaching approach Interactive and dynamic teaching approach; assignments; individual presentations. Lecturers Helmut Vink, LL.M., MA Strategic Management Code AOGM-CCO15-11 ECs 5 Learning outcomes Foster knowledge and understanding of different theories on Strategic Management, and the ability to compare them. Develop the ability to identify strategic issues on different levels within organizations, and make analyses of these issues using the concepts that were dealt with in the literature. The students will explore different models of conflict handling approaches and problem solving techniques. Contents This module introduces students to the phenomenon of Strategic Management, and seeks to give them insight in the question: How can organizational dilemmas and issues be identified and dealt with, from the perspective of Strategic Management? By introducing the students to a variety of strategic issues in global and local organizations, they develop a sense of what strategic issues are and how they can be identified. The theory is used to frame the organizational reality, and develop critical thinking towards the different theoretical perspectives and contemporary management concepts. Students learn to understand the added value of strategic approaches that are not merely a plan developed by the management level of the organization, using one or more theoretic models, but rather a strategic way of planning and working, adopted by all members of the organization on every level, that fits in the organizational and external context. The management training enforces the personal abilities of each student to deal with conflict and opposition. This module deals with the transversal lines of diversity, identity, civic participation and sustainability. 45

47 Entry requirements Core concepts Teaching approach Lecturers none Strategy, organizational dilemmas, competitiveness, organizational change, agility, contextually, best-fit-proposition, stake holder, participation, Interactive and dynamic teaching approach. The assessment will consist of an exam and a paper. drs. Angelo Brete Small Island Developing States Code AOGM-GEO08-12 ECs 5 Learning outcomes Contents Entry requirements Core concepts Teaching approach To be announced. This module examines several different aspects of Small Island Developing States. During the module we will discuss and compare several different SIDS and explore several different issues surrounding these states i.a. economic growth and vulnerability, tourism and sustainability, civil society and social capital, identity, sovereignty and power and globalization and change management. During the course the students present articles, participate in group discussions, work on their individual literature review and peer review the work of other students. The students will study the reader and complement these texts with an additional corpus of relevant literature they will compile themselves. None 1. The student is able to recognize most important issues surrounding SIDS 2. The student is able to compare different SIDS with each other. 3. The student is able to compare and appraise different aspects of SIDS. 4. The student is able to search, assess, present and write academic articles. During the course the students will be asked to read, search, discuss and present several academic texts, as the course progresses they will acquire their own corpus of literature which will form the basis of their literature review. During the course the students will write and present parts of the paper and read and comment on the papers of the other students. 46

48 Lecturers drs. Eduard Dresscher Qualitative Research Code AOGM-CCO23-13 ECs 11.5 Learning outcomes Contents Entry requirements Core concepts Teaching approach Lecturers To recognize that research methods, theory and different perspectives in the social sciences are intricately interwoven. To learn how to use observation, document analysis and interview methods to gather field data. To foster knowledge, skills, attitude and experience with respect to qualitative research and analyses as an academic approach in organizational practice. To train competencies with respect to qualitative research conducted in a local organizational setting. The student will design a qualitative research focused on an organizational issue. The research is conducted in a local organizational setting. The outcome of this effort will result in a research report and a reflection report. Introduction to Research Methodology Scientific, qualitative, interviews, observation, validity, reliability, and analysis To be announced Luc Alofs, Ph.D. Conversacion Profesional na Papiamento Code AOGM-GEO05-11 ECs 2.5 Learning outcomes Contents Entry requirements Core concepts To be announced. To be announced. None To be announced. 47

49 Teaching approach Lecturers To be announced. To be announced. Preparing for Internship or Exchange Code AOGM-CCO32-14 ECs 1 Learning outcomes Contents Entry requirements Core concepts One objective of the course is to engage students to decide if they will do an internship or exchange. At the end of the course students should have a placement agency and they should have acquired skills to assume the role as an intern or an international student. Search for an Internship agency or a partnering institution where the student can apply for exchange, write application/motivation letters, conduct a recruitment conversation or register at a partnering University none Career development, application or registration for exchange, professional skills, reflection and supervision geared at training different skills to prepare for a new independent role as an intern or international student. Teaching approach Interactive workshops and students are expected to complete various preparatory assignments Lecturers drs. Yolanda Richardson 48

50 Semester 2 Internship or Exchange Code AOGM-CC ECs 30 Learning outcomes The objective of the internship is to provide a learning experience that allows students to make use of their education in the Organization, Governance and Management field of expertise. Students are required to perform organizational, managerial or governance related tasks. Typically such work would involve policy preparation and writing, project management, organizational and problem analysis, proposal writing and analysis, or providing support to the management of a department or organization. Other types of work could involve education or training tasks, advisory or consultancy tasks, structural or process design, Human Resource Management, and research. Contents Entry requirements Preparing Internship or Exchange Core concepts - Teaching approach Lecturers Application of theory, interactive learning, practice in various fields of OGM The OGM team and drs. Yolanda Richardson (coordinator) 49

51 8.2.4 BACHELOR IV Semester 1 Between Plan and Practice Code AOGM-CCO24-12 ECs 10 Learning outcomes Foster knowledge and understanding in the dynamics that disturb and disrupt policies from being implemented or lead to change in organizations; Gather knowledge and insight in the dynamics between (governmental) policy and management of organizations on one side, and organizational practices on the other side; Understand the influencing mechanisms between organizations and their context; Develop knowledge and understanding of organizational processes that manifest during practice or execution, and are able to describe the different forms of reasoning and logic in every work environment; Learn to reflect on the case study, based on different theories; Be able to translate theoretical insights to concrete questions to the different stake holders in the case study; Be able to integrate their reflections and interpretations into a coherent research paper. Contents 50 In this module you will study examples from theory as well as from our Aruban context showing that changes in society and even obligatory government policy do not always lead to the desired effects in organizations. Conversely, you might wonder why successful implementation and organizational practices don t lead to government support and policy. In this module, you ask yourself the question why this is the case. You explore the dynamics of public policy and its implementation. We introduce an Aruban case study to enable you to search for the determinants of (un)successful implementation of policy. You explore the dynamics of policy and management of organizations and ask yourself how that provides insight into the difference between management planning and implementation in the organization. You explore the dynamics of implementation practice (primary process) in organizations and wonder what that means for the relationship with management plans, public policy and social change. You will recognize that an organization is a half-open system, meaning that organizations are influenced by social and administrative processes, but also has its own internal dynamics. These complex and multiple forces contribute to the fact that the relationship between planning and implementation cannot be determined

52 straightforward. Entry requirements Core concepts Teaching approach Lecturers Strategic Management (Government) policy, implementation/changes within organizations, processes and dynamics Interactive and dynamic teaching approach with a focus on theory as well as on practice Edward Erasmus MA Research Proposal and Literature Review Code AOGM-CCO30-13 ECs 10 Learning outcomes Contents Evaluate research questions Formulate a problem statement This module is part of the thesis trajectory line. Information will be given about the thesis guide and thesis regulations. In this module the students are coached in producing a research proposal. The student will then have a working document to approach prospective thesis supervisors. Entry requirements - Core concepts - Teaching approach Lecturers Students will learn through active participation, concept exploration, critical questioning, interactive discussions, dialogue, individual reflection and team collaboration. Active participation of the student is required in order to reach his/her full learning potential. The learning process not only reflects the students, but also applies to the lecturers. In this regard feedback is an important aspect in the student/lecturers relationship. You can always approach us with your questions and concerns. By means of in-class (individual and/or group) and take-home assignments theories will be applied to practice. You are encouraged to do these assignments; they are essential to pass the final exam and help you train the the competencies the program aims for. drs. Eduard Dresscher and Luc Alofs Ph.D. 51

53 Literature Reader Professional and Academic Specialization Code AOGM-CCO25-12 ECs 5 Learning outcomes Contents Entry requirements The objective of the module is to provide the student with the opportunity to work on his/her professional and academic specialization and at the same time contribute to the challenges and opportunities in the Aruban work field. The central question in this module is: How can your own professional and academic development contribute to the challenges and opportunities in the Aruban work field? None Core concepts - Teaching approach Lecturers Coach students so they can design their own learning path drs. Yolanda Richardson Semester 2 Research Lab Code AOGM-CCO28-13 ECs 5 Learning outcomes Contents Entry requirements Core concepts Teaching approach Lecturers Literature To be announced To be announced Qualitative research, Quantitative Research To be announced To be announced Luc Alofs, Ph.D. Reader 52

54 Thesis Code AOGM-CCO27-12 ECs 20 Learning outcomes The objectives of the Bachelor program have been derived from the general so-called Dublin Descriptors for Bachelor programs. Students who have finished a Bachelor program should be able to: - Show that they have knowledge of the most recent developments in their academic field; - Use their knowledge and insights (including methodological skills) to address practical issues in their field; - Give a well-balanced assessment of their own work from an academic angle, from the practical side and from the ethical perspective; - Communicate (both orally and in writing) their ideas and insights to a mixed public; - Work independently. Contents - Entry requirements Core concepts Teaching approach Research Proposal and Literature Review To be announced To be announced 53

55 U ni v e r si t y of A r u b a S W & D / O G & M JULY AUGUST SEPTEMBER s m t w t f s s m t w t f s s m t w t f s OCTOBER NOVEMBER DECEMBER s m t w t f s s m t w t f s s m t w t f s SW M RM xxx xxx JANUARY FEBRUARY MARCH s m t w t f s s m t w t f s s m t w t f s xxx F SW SW SW M RF APRIL MAY JUNE s m t w t f s s m t w t f s s m t w t f s RM SW F SW SW SW RF JULY s m t w t f s RF Classes Midterms / Finals Resits Studyday Vacationday

56 10 ANNEX 10.1 LIST OF ABBREVIATIONS ABBREVIATIONS FAS OGM SW&D CC CCOGM GE FASGE PSP ECs CQA OEA OSA SAT TOEFL MEANINGS Faculty of Arts and Science Organization, Governance and Management Social Work and Development Core Curriculum Core Curriculum OGM General Education Faculty of Arts and Science General Education Professional and Society Practice European Credits Centre for Quality Assurance Office of Educational Affairs Office of Students Affairs Scholastic Aptitude Test Test of English as a Foreign Language 10.2 SUPPORT SERVICES Other Services Extension Mrs. J. Boekhoudt Reception ext.290 Mrs. C. Leslie Coordinator of OEA ext.260 Mrs. L. Boerkamp Librarian ext.207 Mrs. A. Charles Librarian ext.208 Mrs. J. Maria Secretariat of the Rector ext.202 Mrs. C. Hoen-Daly Coordinator of OSA ext.257 Mr. E. Jacobs Computer Center ext

57 Mr. R. Trimon Mrs. N. Henriquez Administrator OSA Administrator OSA ext ext

58 57 11 APPENDICES

59 FACULTY OF ARTS & SCIENCE ORGANIZATION, GOVERNANCE AND MANAGEMENT EXAMENREGLEMENT VAN DE FACULTY OF ARTS AND SCIENCE VAN DE UNIVERSITEIT VAN ARUBA VOOR DE VIERJARIGE BACHELOROPLEIDING ORGANIZATION, GOVERNANCE AND MANAGEMENT (Vastgesteld door de Faculteitsraad op 11 februari 2010, gewijzigd bij besluiten van 30 september 2011, 29 juni 2012, 6 juli 2012, 3 mei 2013, 25 april 2014, 29 mei 2015 en in werking getreden op 1 augustus 2015). 1

60 Inhoudsopgave 1 Begripsbepalingen Algemeen Inwerkingtreding en voorrang De Examencommissie Inhoud en inrichting van de opleiding Onderwijs Drempelregelingen Aanwezigheids- en inspanningsverplichting Toetsing Procedures Moment van afname Inzagerecht Herkansing Vrijstelling Cijfers Geldigheidsduur Bewaartermijn toetsen Judicium Gemiddelde eindcijfer Regels en richtlijnen met betrekking tot tentamens Ordemaatregelen Onregelmatigheden en Fraude Procedure bij ontdekking van onregelmatigheden of fraude Beroepsprocedure Studieadvies Bijlagen Bijlage 1: Overzicht van de onderdelen van de vierjarige Bacheloropleiding Organization, Governance & Management

61 1 BEGRIPSBEPALINGEN In dit reglement wordt verstaan onder: Credit: Deeltentamen: Docenten: Examen: Examenbevoegd: Herkansing: Opleiding: Schriftelijk tentamen: Niet schriftelijk tentamen Surveillant: Tentamen: Tentaminator: Een studiepunt volgens het European Credit Transfer System (ECTS). 1 ECT komt overeen met 25 tot 30 studie-uren. Zoals genoemd in de nota van toelichting van de LBFAS (2009, 82). Een onderdeel van een tentamen. Dit onderdeel kan een schriftelijk tentamen zijn of bestaan uit een andere vorm, zoals een presentatie, debat, werkstuk of paper. De medewerkers genoemd in artikel 12 van de Landsverordening Universiteit van Aruba ( LUA ) (AB 1988, 100, nadien gewijzigd): alle gewone en buitengewone hoogleraren, wetenschappelijke hoofdmedewerkers, wetenschappelijke medewerkers, wetenschappelijke assistenten en het overige docerend personeel, derhalve uitgezonderd het niet-docerend personeel; Het bachelorexamen van de opleiding, bestaande uit verschillende tentamens, inbegrepen deeltentamens. Docenten. Een 2e gelegenheid om een tentamen af te leggen in hetzelfde academisch jaar. De vierjarige bacheloropleiding Organization, Governance & Management (OGM) van de Faculty of Arts and Science van de Universiteit van Aruba. Een schriftelijke toets bestaande uit open vragen en/of meerkeuze vragen, welke gepland wordt in de midterm- en/of final exam week. Een onderzoek dat geen schriftelijke tentamen is. Het wordt gepland uiterlijk in de midterm- en/of final exam week. Voorbeelden van zo n onderzoek zijn een presentatie, debat, werkstuk of paper. Een persoon die toeziet op het ordelijk verloop van de tentaminering in de zin van artikel 6.1 van dit reglement. Onderzoek naar de kennis, het inzicht en de vaardigheden van de student, alsmede de beoordeling van de resultaten van het onderzoek, als onderdeel van het examen. De voor het tentamen verantwoordelijke docent. 3

62 2 ALGEMEEN 2.1 INWERKINGTREDING EN VOORRANG 1. Dit examenreglement treedt in werking op 17 augustus 2015 en is vanaf dat moment van toepassing op alle studenten. 2. In alle gevallen (bijvoorbeeld bij onduidelijkheden, afwijkingen, verschillen van interpretatie, en/of tegenstrijdigheden) prevaleert de Nederlandstalige versie van het examenreglement boven een Engelstalige versie, ook wanneer de laatste van meer recente datum is. 3. In geval van informatie strijdig met dit reglement prevaleert het examenreglement. 4. In uitzonderlijke gevallen kan de Examencommissie of de Faculteitsraad, zo nodig ambtshalve, afwijken van dit reglement. 5. Over aangelegenheden waarin niet is voorzien beslist de Faculteitsraad. 2.2 DE EXAMENCOMMISSIE 1. De Faculteitsraad stelt uit de examenbevoegde docenten van de Universiteit van Aruba een Examencommissie in die uit tenminste drie leden bestaat, waaronder een voorzitter en een plaatsvervangend voorzitter. - De Faculteitsraad kan jaarlijks één of meerdere plaatsvervangende leden benoemen. - De leden van de Examencommissie worden voor een periode van één jaar benoemd, met uitzondering van de voorzitter die voor een periode van twee jaar wordt benoemd. - De leden kunnen worden herbenoemd. - De Examencommissie rapporteert aan de faculteitsraad. 2. Het voorzitterschap van de Examencommissie wordt bekleed door een full-time medewerker van de faculteit. 3. De Examencommissie stelt de cijferlijsten voor het examen vast en beslist over het al of niet geslaagd zijn van de kandidaten. 4. De door de Examencommissie vastgestelde cijferlijst wordt aan de student bekend gemaakt. 5. Tegen besluiten, houdende een beoordeling van het kennen of kunnen van iemand die te dier zake is geëxamineerd of op enigerlei andere wijze is getoetst zoals bedoeld in artikel 2 lid 2 sub f Landsverordening Administratieve Rechtspraak, oftewel tegen de vaststelling van de uitslag van een examen of een onderdeel daarvan, dan wel tegen de wijze waarop een examen of onderdeel daarvan is afgenomen, staat conform artikel 33 van de LUA en het Reglement van de Commissie van Beroep administratief beroep open bij de Commissie van Beroep. 6. De getuigschriften voor het examen worden ondertekend door de Rector en de Decaan. Bij afwezigheid van de Rector tekent de Waarnemend rector. Bij afwezigheid van de Decaan tekent de Waarnemend decaan. 7. De in de opleiding behaalde cijfers voor de tentamens worden door de docenten vastgesteld 4

63 zonder tussenkomst van de Examencommissie. 8. De Examencommissie beschikt niet alleen over de in dit Examenreglement genoemde bevoegdheden, maar ook over de bevoegdheden die in andere reglementen en regelingen worden genoemd. 9. De Examencommissie neemt binnen zes weken na indiening van een verzoek of klacht een beslissing op dat verzoek of klacht. De Examencommissie kan de beslissing voor ten hoogste veertien dagen aanhouden. Van de aanhouding wordt voor de afloop van de hiervoor genoemde termijn schriftelijk mededeling gedaan aan de verzoeker. 10. Tegen beslissingen van de Examencommissie, met uitzondering van de beslissingen bedoeld in artikel van het Examenreglement, staat voor de belanghebbende(n) bezwaar open. Het bezwaarschrift dient binnen zes weken na bekendmaking van de beslissing met redenen omkleed te worden ingediend bij de Faculteitsraad van de Faculty of Arts and Science. 11. De Faculteitsraad stelt ad hoc en voor de duur van de behandeling van de voorliggende bezwaarschriften een bezwaarschriftencommissie in, bestaande uit drie full-time docenten van de Universiteit van Aruba. Lidmaatschap van de Examencommissie is onverenigbaar met lidmaatschap van de bezwaarschriftencommissie. De bezwaarschriftencommissie beslist binnen zes weken na indiening op het bezwaarschrift. De bezwaarschriftencommissie kan de beslissing voor ten hoogste veertien dagen aanhouden. Van de aanhouding wordt voor de afloop van de hierboven genoemde termijn schriftelijk mededeling gedaan aan de belanghebbende. 12. De Examencommissie besluit bij meerderheid van stemmen. 13. De Examencommissie vervult haar taak zonder vooringenomenheid. Elk lid van de Examencommissie dient zich te verschonen indien er feiten of omstandigheden zijn die een onpartijdige beoordeling in de weg kunnen staan. 14. Iedere student van de Faculty of Arts and Science kan ter behartiging van zijn belangen bij de Examencommissie een verzoek indienen ter zake waarvan de Examencommissie bevoegd is. De Examencommissie zendt geschriften tot behandeling waarvan kennelijk een ander bestuursorgaan bevoegd is onverwijld door naar dat orgaan, onder gelijktijdige mededeling daarvan aan de afzender. 15. De student die rechtstreeks in zijn belang is geschaad door de wijze waarop een tentamen of onderdeel daarvan is afgenomen, kan een met redenen omkleed klaagschrift indienen bij de Examencommissie. In een dergelijk geval staat conform artikel 33 lid 3 LUA tevens administratief beroep open bij de Commissie van Beroep. In het klaagschrift kan de indiener de Examencommissie verzoeken in te stemmen met een rechtstreeks beroep bij de Commissie van Beroep. 16. De student die rechtstreeks in zijn belang is geschaad door een besluit, waarbij de uitslag van een tentamen of een onderdeel daarvan is vastgesteld, kan, nadat hij eerst heeft geprobeerd met de tentaminator in kwestie tot een minnelijke schikking te komen, bij een met redenen 5

64 omkleed beroepschrift, beroep instellen bij de Commissie van Beroep op grond van strijd met bij of krachtens de LUA vastgestelde regelen, dan wel de redelijkheid of billijkheid. 6

65 3 INHOUD EN INRICHTING VAN DE OPLEIDING 1. De studie Organization, Governance & Management omvat één examen: het bachelorexamen. 2. Het examen kent een totale studielast van 240 credits. 3. Het examen omvat de in Bijlage I omschreven onderdelen. Deze bijlage vermeldt naast een opsomming van de onderdelen van de opleiding, de in credits uitgedrukte studielast per onderdeel en geeft aan welke modules behoren tot core curriculum ( CC ), general education ( GE ) of professional and society practice ( PSP ). 4. Een met goed gevolg afgelegd examen geeft de graad Bachelor of Arts (B.A.). 5. De maximale inschrijvingsduur voor de opleiding is zes jaren te rekenen vanaf de datum van de inschrijving. 6. De student dient 10 credits aan keuzevakken te behalen voor het examen. Verzoeken om een vak als keuzevak te laten meetellen voor het examen dienen te worden ingediend bij de Examencommissie. 7. Indien ten opzichte van het voorafgaande academisch jaar in een academisch jaar een wijziging plaatsvindt in de modules die in dat academisch jaar worden gedoceerd dan wel een wijziging in het bachelorjaar waarin de modules worden gedoceerd, stelt de Faculteitsraad een overgangsregeling vast. Hetzelfde geldt indien een wijziging plaatsvindt in de studielast die aan één of meer modules is toegekend. 7

66 4 ONDERWIJS 4.1 DREMPELREGELINGEN 1. Om deel te mogen nemen aan de tentamens uit het programma van het tweede jaar dient een student in ieder geval: - minstens 75% van alle modules (45 credits) van het eerste jaar te hebben behaald; 2. Om deel te mogen nemen aan de tentamens uit het programma van het derde jaar dient een student in ieder geval: - alle onderdelen van het eerste jaar te hebben behaald; - minstens 75% van alle modules (45 credits) van het tweede jaar te hebben behaald; 3. Om deel te mogen nemen aan de tentamens uit het programma van het vierde jaar dient een student in ieder geval: - alle onderdelen van het tweede jaar te hebben behaald - minstens 75% van alle modules (45 credits) van het derde jaar te hebben behaald; 4. Tot de uitvoering van de afstudeeropdracht van de opleiding wordt slechts toegelaten de student die aan de volgende voorwaarden heeft voldaan: - alle onderdelen van het eerste en tweede jaar heeft behaald; - minimaal 70% van de totale credits van het opleidingsprogramma heeft behaald; - een minimum gemiddeld eindcijfer van 7 heeft voor de reeds behaalde modules, met dien verstande dat voor elke module minstens het cijfer 6 is behaald. 5. Naast het bepaalde in de artikelen 4.1.1, en kan de Faculteitsraad aanvullende voorwaarden stellen waaraan moet zijn voldaan om deel te mogen nemen aan het tentamen voor de verschillende modules uit het programma van het volgende jaar. De Faculteitsraad stelt voor de aanvang van het academisch jaar vast of aanvullende eisen worden gesteld en welke eisen dit zijn. 6. Indien naar haar oordeel hiertoe voldoende zwaarwegende redenen aanwezig zijn, kan de Examencommissie op verzoek van de student afwijken van hetgeen is bepaald in de artikelen tot en met AANWEZIGHEIDS- EN INSPANNINGSVERPLICHTING 1. Van elke student wordt actieve deelname verwacht aan de module waarvoor hij staat ingeschreven. 2. In elke modulebeschrijving wordt melding gemaakt van de periodes waarin het verplicht is bij het onderwijs aanwezig te zijn. De modulebeschrijving vermeldt eveneens welke regeling van kracht is in geval van afwezigheid in deze periodes. 3. Voor vaardigheidsonderdelen geldt een aanwezigheidsplicht van 100%. 8

67 5 TOETSING 5.1 PROCEDURES 1. In ieder academisch jaar worden twee mogelijkheden geboden om tentamens dan wel deeltentamens af te leggen over de stof die in dat jaar wordt gedoceerd, tenzij de docent na positief advies van de Faculteitsraad binnen vier weken na de aanvang van het onderwijs aan de studenten aangeeft dat de aard van het tentamen of het tentamenonderdeel zich daartegen verzet. 2. De data voor de schriftelijke tentamens worden door de Faculteitsraad vóór 1 september van het lopende studiejaar vastgesteld en schriftelijk bekendgemaakt. 3. Zonder inschrijving voor een module is deelneming aan een tentamen niet mogelijk. Inschrijving geschiedt bij de studentenadministratie. De inschrijvingstermijn sluit drie werkdagen voor de start van het tentamen. 4. Uiterlijk een week na de aanvang van de colleges verstrekt de docent een modulebeschrijving aan de studenten waarin het volgende is vermeld: - de verplichte en eventuele aanbevolen literatuur voor het tentamen; - welke literatuur en andere hulpmiddelen op het tentamen mogen worden gebruikt; - de wijze waarop het tentamen zal geschieden; - de datum waarop het tentamen en de herkansing zal geschieden. De uiterlijke datum van deze herkansing is de laatste dag van de resit- final exam week in het betreffende semester; - indien een tentamen uit meerdere onderdelen bestaat wordt tevens vermeld uit hoeveel onderdelen het tentamen bestaat, voor welk percentage van het eindcijfer deze onderdelen meetellen en of deze onderdelen met een voldoende moeten worden afgesloten. 5. Op ondergeschikte punten kan ook na de termijn genoemd in artikel een aanvulling op de verplichte literatuur worden gegeven. Tenzij uitdrukkelijk anders is bepaald, behoort hetgeen in de colleges is behandeld tot de tentamenstof. Indien de voor het tentamen verplichte literatuur niet drie weken voor het tijdstip van het tentamen voor de studenten beschikbaar is en de oorzaak hiervan toe te rekenen is aan de Universiteit van Aruba, mogen daaruit geen tentamenvragen worden gesteld, voorzover deze stof niet in de colleges is behandeld. 6. Indien een tentamen schriftelijk wordt afgenomen, geeft de docent, in beginsel niet later dan drie weken voor het tijdstip van het schriftelijke tentamen, één of meer voorbeelden van vragen, zoals die op het schriftelijke tentamen zullen worden gesteld. 7. Indien de schriftelijke tentamenvragen niet alle een gelijk gewicht hebben, wordt bij elke vraag vermeld welke waardering aan een goed antwoord zal zijn verbonden. 9

68 5.2 MOMENT VAN AFNAME 1. Als moment voor het afleggen van het tentamen geldt bij schriftelijke opdrachten de bij aanvang van de opdracht vastgestelde inleverdatum. 2. Wanneer een tentamen uit deeltentamens bestaat, geldt als moment van het afleggen van het tentamen de dag waarop het laatste deeltentamen is afgelegd. 3. Als moment van het afleggen van het tentamen geldt bij de stage de bij aanvang van de opdracht vastgestelde inleverdatum. 4. Als moment van het afleggen van het tentamen geldt bij de onderzoeksopdracht de dag van het inleveren van de definitieve versie van het verslag van de onderzoeksopdracht bij de begeleider. 5.3 INZAGERECHT 1. Na de bekendmaking van de uitslag van het tentamen geeft wordt aan de kandidaten de mogelijkheid geboden om hun werk in te zien. Deze inzage vindt plaats binnen 15 werkdagen na het maken van het tentamen. Indien een docent op dat moment niet op Aruba verblijft, kan deze volstaan met het verstrekken van modelantwoorden. De inzage kan alsdan geschieden door een andere daartoe aangewezen docent. Mochten kandidaten vragen hebben, kunnen zij rechtstreeks contact opnemen met de andere daartoe aangewezen docent. De docent kan naast het beschikbaar stellen van de modelantwoorden een bespreking houden. 5.4 HERKANSING 1. In ieder academisch jaar worden twee mogelijkheden geboden om tentamens dan wel deeltentamens af te leggen over de stof die in dat jaar wordt gedoceerd. 2. Herkansing van een tentamen of deeltentamen waarvoor reeds een voldoende is behaald, is behoudens zeer uitzonderlijke, door de Examencommissie te beoordelen omstandigheden, uitgesloten. 3. Indien door de Examencommissie krachtens artikel een herkansing wordt toegestaan, dan geldt het reeds afgelegde tentamen of deeltentamen waarvoor een herkansing wordt toegestaan niet als benutte tentamengelegenheid. Het cijfer dat voor dit reeds afgelegde tentamen was behaald, vervalt op het moment dat toestemming voor de herkansing wordt verleend door de Examencommissie. 4. Een student kan bij de Examencommissie een verzoek indienen voor een alternatieve datum van een schriftelijk tentamen wanneer er sprake is van overmacht waardoor niet kan worden deelgenomen aan de reguliere toetsing zoals omschreven in Is er binnen het studiejaar nog sprake van een reguliere toetskans, dan wordt de student geacht hier gebruik van te maken alvorens een beroep te doen op deze regeling. Een verzoek wordt schriftelijk ingediend bij de Examencommissie, uiterlijk tien werkdagen na de reguliere toetsdatum. 5. Een student kan bij de betreffende docent een verzoek in te dienen voor een alternatieve datum van een niet schriftelijk tentamen wanneer er sprake is van overmacht waardoor niet kan worden deelgenomen aan de reguliere toetsing zoals omschreven in

69 Is er binnen het studiejaar nog sprake van een reguliere toetskans, dan wordt de student geacht hier gebruik van te maken alvorens een beroep te doen op deze regeling. De uiterlijke alternatieve datum van dit niet schriftelijke tentamen is de laatste dag van de resitfinal exam week in het betreffende semester. Als de student het oneens is met het oordeel van de docent kan de student zijn of haar verzoek indienen bij de Examencommissie. 6. Onder overmacht in de zin van de artikelen en wordt verstaan: - langdurige of chronische ziekte; - handicap of functiebeperking; - bijzondere (familie)omstandigheden. Een overmachtsituatie dient altijd met bewijsstukken te worden aangetoond. 7. Het is aan de docent van de module in het nieuwe studiejaar om te bepalen of deeltentamen(s) die met een voldoende zijn beoordeeld in het voorgaande studiejaar opnieuw moet worden afgelegd. Dit kan bepaald worden op basis van een wijziging van de leerdoelen, literatuur en/of toetsmethodiek van de module. 5.5 VRIJSTELLING 1. De student kan de Examencommissie verzoeken om vrijstelling te verlenen voor een tentamen dan wel een tentamenonderdeel op basis van een door de student in het verleden behaald diploma of certificaat. 2. Verzoeken om vrijstelling worden met redenen omkleed ingediend en voorzien van (voor eensluidend verklaarde) kopieën van de behaalde diploma s en/of certificaten bij de Examencommissie. Alvorens op het verzoek te beslissen, wint de Examencommissie het advies in van de docent(en) van de module waarvoor vrijstelling wordt verzocht. 5.6 CIJFERS 1. De beoordeling van de tentamens geschiedt in de schaal van 1 tot 10 en kan tot op één decimaal nauwkeurig geschieden, dan wel door het toekennen van de beoordeling voldoende dan wel onvoldoende. 2. Indien een tentamen niet wordt beoordeeld met een cijfer, maar met de beoordeling voldoende dan wel onvoldoende, dan wordt wanneer een voldoende is toegekend dit aangegeven door een v en wanneer een onvoldoende is toegekend door een letter o. 3. Indien een tentamen niet afgelegd is, wordt een incompleet ( ic ) toegekend. 4. Om een tentamen van een module dat uit meerdere onderdelen bestaat, met goed gevolg af te leggen, dient voor alle deeltentamens minimaal 5,5 of een voldoende te zijn behaald, tenzij de betreffend modulebeschrijving uitdrukkelijk anders vermeld. 5. Indien het tentamen van een module uit meerdere onderdelen bestaat, wordt het eindcijfer verkregen door het gemiddelde van de aan de deeltentamens toegekende cijfers op hele punten af te ronden. Cijfers die eindigen op 0,5 of meer worden naar boven afgerond. Cijfers die eindigen op minder dan 0,5 worden cijfers naar beneden afgerond. 11

70 6. Voor het examen worden door de Examencommissie cijferlijsten vastgesteld. 7. In afwijking van het hiervoor bepaalde kan de beoordeling van de afstudeeropdracht geschieden in halve punten. Dit cijfer wordt niet afgerond op de cijferlijst vermeld. 8. Om het examen met goed gevolg af te leggen, dienen alle cijfers die op de door de Examencommissie vastgestelde cijferlijst voorkomen, zes of hoger, dan wel een voldoende te zijn. 9. De tentaminator stelt het oordeel over een tentamen binnen 10 werkdagen vast en verschaft de administratie van de opleiding het eindcijfer van de module na de tentameninzage. 5.7 GELDIGHEIDSDUUR 1. De geldigheidsduur van de met goed gevolg afgelegde tentamens is acht jaren, gerekend vanaf het moment waarop het tentamen is afgelegd. Het examen is onbeperkt geldig. 2. In uitzonderlijke gevallen kan de Faculteitsraad op verzoek van de student de geldigheidsduur van een tentamen verlengen. 3. Het verzoek inzake verlenging van de geldigheidsduur van tentamens wordt in de Faculteitsraad geanonimiseerd behandeld. De vergadering naar aanleiding van dit verzoek vindt conform artikel V.10 van het Faculteitsraadreglement achter gesloten deuren plaats. De Faculteitsraad zal in dit geval conform artikel V. 8. van het Faculteitsraadreglement omtrent de inhoud van de stukken en de uitkomst van de beslissing, geheimhouding opleggen aan de leden van de Faculteitsraad. 5.8 BEWAARTERMIJN TOETSEN 1. De door een student bij een schriftelijk tentamen gegeven antwoorden worden door de administratie bewaard gedurende de in dit reglement bepaalde geldigheidsduur. Na het verstrijken van deze termijn kunnen ze worden vernietigd. Het voorgaande geldt tevens voor werkstukken en afstudeeropdrachten. 5.9 JUDICIUM 1. Indien voor een examen een gemiddeld eindcijfer is toegekend van 7,5 of hoger en geen cijfer lager dan 7 op de cijferlijst voorkomt, wordt door de Examencommissie de kwalificatie met genoegen verleend. 2. Indien voor een examen geen cijfer lager dan 8 op de cijferlijst voorkomt, wordt door de Examencommissie de kwalificatie cum laude verleend. 3. Voor de kwalificaties met genoegen en cum laude dienen de cijfers bij de eerste benutte tentamengelegenheid te zijn behaald. 4. Indien voor bepaalde tentamens van het examen vrijstellingen zijn verleend, beslist de Examencommissie, de Faculteitsraad gehoord, over het al dan niet verlenen van één van de kwalificaties. 12

71 5.10 GEMIDDELDE EINDCIJFER 1) Het gemiddeld eindcijfer is het gemiddelde cijfer van de toetsresultaten die zijn behaald binnen het examenprogramma van de opleiding, gewogen naar studiepunten. 2) Het gemiddeld eindcijfer kan op tot op één decimaal nauwkeurig geschieden. 3) De berekening van het gemiddeld eindcijfer gaat als volgt: a) Indien een module niet is beoordeeld met een cijfer maar met een voldoende of onvoldoende dan wordt voor deze module het product niet berekend. b) Indien voor een module een vrijstelling verkregen is dan wordt voor deze module het product niet berekend. c) Voor elke andere module wordt het product berekend van het aantal credits dat voor de module staat en het onafgeronde eindcijfer van die module. d) De som van de credits van de modules die aan de volgende voorwaarden voldoen wordt berekend: i) De module is geen vrijstelling. ii) De module is beoordeeld met een cijfer. e) Alle producten onder c worden gesommeerd. f) Het getal onder e wordt gedeeld door het getal onder d. 13

72 6 REGELS EN RICHTLIJNEN MET BETREKKING TOT TENTAMENS 6.1 ORDEMAATREGELEN 1. De Examencommissie zorgt ervoor dat ten behoeve van de schriftelijke examinering surveillanten worden aangewezen, die erop toezien dat de examinering in goede orde verloopt. 2. Tijdens het tentamen is de student verplicht zich op verzoek van of vanwege de Examencommissie te legitimeren door middel van zijn collegekaart of het bewijs van inschrijving. 3. Aanwijzingen van de Examencommissie, tentaminator of surveillant voorafgaand aan, tijdens en onmiddellijk na afloop van het tentamen, tentamenonderdeel of gedeelte daarvan door of namens de Examencommissie worden gegeven, moeten door de student worden opgevolgd. 4. De student die niet voldoet aan het bepaalde bij het tweede en derde lid kan door de tentaminator of een lid van de Examencommissie worden uitgesloten van verdere deelname aan het desbetreffende tentamen of tentamenonderdeel. 5. Tijdens de tentaminering is het gebruik maken van elektronische apparatuur niet toegestaan, behoudens aan het tentamen voorafgaande schriftelijke toestemming van de docent. 6. De student dient vóór de aanvang van het tentamen of deeltentamen aanwezig te zijn in het lokaal waar het tentamen of het tentamenonderdeel wordt afgenomen. Wanneer een kwartier na de aanvang van het tentamen of het tentamenonderdeel is verstreken, wordt de student niet meer toegelaten tot het tentamen of het tentamenonderdeel. 7. De student mag het lokaal waar het schriftelijke tentamen wordt afgenomen niet verlaten gedurende het eerste half uur na de aanvang van het schriftelijke tentamen. 8. Indien de student gedurende het tentamen of het deeltentamen het lokaal waar het tentamen of het tentamenonderdeel wordt afgenomen wil verlaten, vraagt hij hiervoor toestemming van de aanwezige tentaminator of surveillant. 6.2 ONREGELMATIGHEDEN EN FRAUDE 1. Er is sprake van onregelmatigheden indien een student bij enig tentamen of tentamenonderdeel in strijd met de in artikel 6.1 van dit reglement bedoelde ordevoorschriften handelt. 2. Er is sprake van fraude indien een student bij enig tentamen of tentamenonderdeel: a) ongeoorloofde hulpmiddelen, teksten of aantekeningen voorhanden heeft gehad; b) verbaal of door middel van gebaren zonder toestemming van de tentaminator of surveillant heeft gecommuniceerd of getracht te communiceren met een medestudent; c) heeft afgekeken of getracht af te kijken, dan wel de gelegenheid tot afkijken heeft gegeven; d) de Examencommissie, een corrector, tentaminator, of surveillant ten aanzien van de toetsing opzettelijk heeft misleid, althans heeft getracht te misleiden of de gelegenheid daartoe heeft gegeven; e) plagiaat heeft gepleegd of f) zich anderszins aan fraude heeft schuldig gemaakt. 3. Onder plagiaat in de zin van lid 2 onder e. van dit artikel wordt verstaan het (bijna letterlijk) overnemen van materiaal, waaronder zinnen of substantiële zinsdelen of (gedeelten van) 14

73 afbeeldingen (schema s, figuren, grafieken, tabellen, tekeningen, foto s, etc.), uit het werk van anderen zonder adequate bronvermelding. 6.3 PROCEDURE BIJ ONTDEKKING VAN ONREGELMATIGHEDEN OF FRAUDE 1. Indien naar het oordeel van een tentaminator of surveillant sprake is van onregelmatigheden of fraude in het kader van de toetsing, treedt deze in beginsel als volgt op: a) ingeval daarvan sprake is tijdens het afleggen van een tentamen of tentamenonderdeel geldt het navolgende: - de surveillant of tentaminator stelt de student op de hoogte van de geconstateerde mogelijke onregelmatigheid of fraude; - eventuele tekst(en) of andere hulpmiddelen die de student ten onrechte voor gebruik beschikbaar heeft of heeft gehad worden ingenomen; - de student wordt, voorzover van toepassing, in de gelegenheid gesteld om het tentamen of tentamenonderdeel verder af te leggen, tenzij de tentaminator anders beslist; - de surveillant of tentaminator gaat over tot uitsluiting van verdere deelname, indien de student zich verzet tegen de inname van eventueel ten onrechte voor gebruik beschikbaar gehouden tekst(en) of andere niet toegelaten hulpmiddelen; - ingenomen tekst(en) of andere hulpmiddelen worden na de beëindiging van het tentamen of tentamenonderdeel niet geretourneerd aan de student, tenzij de tentaminator anders beslist; - de surveillant of tentaminator legt de relevante gegevens in verband met de geconstateerde mogelijke onregelmatigheden of fraude vast in een daartoe bestemd proces-verbaal; - de surveillant of tentaminator zendt het proces-verbaal onverwijld door aan de Examencommissie onder bijvoeging van de eventueel ingenomen tekst(en) en ingenomen hulpmiddelen; b) ingeval fraude wordt ontdekt tijdens of na de correctie van een tentamen of tentamenonderdeel geldt het navolgende: - de tentaminator stelt de Examencommissie onverwijld schriftelijk door middel van een proces-verbaal op de hoogte van de mogelijke onregelmatigheden of fraude, onder bijvoeging van de relevante stukken; - de Examencommissie stelt de student op de hoogte van de geconstateerde mogelijke onregelmatigheden of fraude. 2. Inzake mogelijke gevallen van onregelmatigheden of fraude in het kader van de toetsing handelt de Examencommissie in beginsel als volgt: a) naar aanleiding van het ontvangen proces-verbaal wordt de desbetreffende student opgeroepen voor een gesprek; aan de zijde van de Examencommissie nemen aan dat gesprek deel de voorzitter (dan wel zijn plaatsvervanger) en ten minste één ander lid van de Examencommissie; b) mede op basis van de resultaten van het hierboven onder (a) bedoelde gesprek beslist de 15

74 Examencommissie of al dan niet sprake is van onregelmatigheden en/of fraude; c) de student wordt zo spoedig mogelijk van de beslissing van de Examencommissie op de hoogte gesteld. 3. Indien de Examencommissie vaststelt dat een student bij enig tentamen of tentamenonderdeel zich schuldig heeft gemaakt aan onregelmatigheden of fraude in de zin van artikel 6.2 van dit reglement, kan de Examencommissie besluiten het resultaat van het desbetreffende tentamen of tentamenonderdeel voor de betreffende student ongeldig te verklaren. Een ongeldig verklaarde tentamenuitslag geldt in het kader van de artikelen en van het Examenreglement van de Faculty of Arts and Science voor de vierjarige Bacheloropleiding Organization, Governance, and Management als een benutte tentamengelegenheid. 4. In de onder lid 3 bedoelde gevallen kan de Examencommissie voorts de volgende sancties opleggen: a) een niet-openbare schriftelijke berisping; b) een openbare schriftelijke berisping; c) uitsluiting van (verdere) deelname aan een of meer examenonderdelen voor een periode van ten hoogste één jaar. 5. Van een ongeldigverklaring van een tentamen of tentamenonderdeel alsmede van een opgelegde sanctie wordt een aantekening gemaakt in het dossier van de student. 6. De ingenomen teksten en hulpmiddelen worden na een desbetreffend verzoek daartoe door de Examencommissie aan de student geretourneerd, indien de Examencommissie beslist dat deze teksten of hulpmiddelen niet langer beschikbaar dienen te blijven in verband met de (verdere) behandeling van de zaak. 6.4 BEROEPSPROCEDURE 1. Conform artikel 33 LUA en artikel Examenreglement van de Faculty of Arts and Science voor de vierjarige Bacheloropleiding Organization, Governance, and Management kan de student die rechtstreeks in zijn belang is geschaad door een besluit, waarbij de uitslag van een examen of een onderdeel daarvan is vastgesteld, dan wel door de wijze waarop een examen of onderdeel daarvan is afgenomen, bij een met redenen omkleed beroepschrift, beroep instellen bij de Commissie van Beroep. 16

75 7 STUDIEADVIES 1. Indien een student na twee jaren te zijn ingeschreven niet alle tentamens van het eerste jaar met een voldoende resultaat heeft afgelegd, deelt de Examencommissie dit de betreffende student schriftelijk mede, waarbij tevens wordt aangegeven dat de Examencommissie een negatief studieadvies zal uitbrengen indien de student aan het einde van het derde jaar van inschrijving niet alle tentamens van het eerste jaar met voldoende resultaat heeft afgelegd. 2. Indien een student na drie jaren te zijn ingeschreven niet alle tentamens van het eerste jaar met een voldoende resultaat heeft afgelegd, brengt de Examencommissie een negatief studieadvies uit aan deze student. 3. De student die een negatief studieadvies heeft gekregen, kan zich voor de duur van één academisch jaar niet meer inschrijven als student aan de opleiding OGM. 4. De Faculteitsraad kan nadere regels stellen met betrekking tot aangelegenheden, het negatief studieadvies betreffende. 17

76 8 BIJLAGEN BIJLAGE 1: OVERZICHT VAN DE ONDERDELEN VAN DE VIERJARIGE BACHELOROPLEIDING ORGANIZATION, GOVERNANCE & MANAGEMENT Eerste cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) werden de volgende modules gedoceerd: General Education (GE): (28 credits): A-GE1A-09 Philosophical and historical perspectives on 3 development in the Americas A-GE1B-09 Social and Cultural fundaments of Aruba and the 3 Caribbean: social genesis and trends A-GE2-09 Critical Thinking and Self-Reflection and 3 communication: Developing personal perspectives A-GE3A-09 Critical literacy, communication and interaction I 3 A-GE3B-09 Critical literacy, communication and interaction II: oral 3 presentation, voicing A-GE4-09 Introduction to the political and economic context of 3 Aruba, the region and the world: Trends, scenarios and developments A-GE5-09 Introduction to Governance and Political Institutions in 3 democratic societies: a comparative perspective A-GE6-09 Small scale societies: challenges and opportunities 3 A-GE7-09 Group dynamics, team work, leadership and social 3 communication A-GE8-09 Basic introduction to research methodology 1 Sub-totaal credits 2 8 Core Curriculum (CC) (24 credits): A-CC1-09 Perspectives on organizations I 4 A-CC2-09 Classical and social-cultural approaches to 4 organizations I A-CC3-09 Multi-cultural and multi-lingual Diversity: implications 4 for organizations A-CC4-09 Formal and informal communication: conversation and 4 interview skills A-CC5-09 Perspectives on organizations II 4 A-CC6-09 Classical and social-cultural approaches to 4 organizations II Sub-totaal credits 2 4 Professional and Society Practice (PSP) 18

77 A-PSP1/2-09 Democracy in Action, Political and Social Awareness as 6 reflected in Aruban and Caribbean Carnival Songs A-PSP3-09 Integrated in the CC modules Perspectives on 0 Organizations I and Multi-cultural and multi-lingual Diversity (Assignment: Angela s Mission) A-PSP4-09 Integrated in the CC modules Perspectives on 0 Organizations II and Classical and social-cultural approaches to organizations II (Assignment: The organization of workshops about topics of the students choice) Sub-totaal credits 6 Opmerking: 2 credits van academisch jaar worden uitgesteld naar een van de komende studiejaren. 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE) A-GE1-10 English Language 3 A-GE9-10 Introduction to research methodology 3 Sub-totaal credits 6 Core curriculum (CC): A-CCOGM5-10 Client based thinking 4 A-CCOGM6-10 Quantitative research in organizations 8 A-CCOGM7-10 Disciplinary approaches to organizations I 3 A-CCOGM8-10 Governance, Policy and Organization 6 A-CCOGM9-10 Disciplinary approaches to organizations II 3 A-CCOGM10-10 Policy, Rationalism and Power 7 A-CCOGM11-10 Communication in organizations 5 A-CCOGM12-10 Constitutional and administrative law 4 A-CCOGM13-10 Human Resources 5 A-CCOGM14-10 Philosophy of Science 6 Sub-totaal credits 51 Professional and Society Practice (PSP): A-PSP5/6-10 Plenary personal reflection, discussion, reflection and 2 reflection paper A-PSP7-10 Integrated in the module Human resources (Research 0 Meaningful Workplaces) A-PSP8-10 Visits to the research organizations, process meetings, 3 presentation and reflection Sub-totaal credits 5 Opmerking: 2 credits van academisch jaar zijn ingehaald in academisch jaar In het derde jaar ( ) worden de volgende modules gedoceerd: General Education (GE) A-GEO05-11 Conversacion Profesional na Papiamento 2.5 A-GEO06-11 Taalvaardigheid

78 Sub-totaal credits 5 Core curriculum (CC): (25 credits); A-CCO14-11 Economics and Finance 5 A-CCO15-11 Strategic Management 5 A-CCO16-11 Political Institutions in Comparative Perspective 5 A-CCO17-11 Qualitative research in Organizations 10 Sub-totaal credits 25 Professional and Society Practice (PSP) A-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (5 credits); AOGM-CCO26-12 Free Elective OGM will offer Public Management 5 Sub-totaal credits 5 Core curriculum (CC): (20 credits); AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO25-12 Professional and Academic Specialization 10 Sub-totaal credits 20 Professional and Society Practice (PSP): AOGM-CCO27-12 Research and Thesis 35 Sub-totaal credits 35 20

79 Tweede cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) worden de volgende modules gedoceerd: General Education (GE): A-GE1-10 English Language 3 A-GE2-10 Philosophical and historical perspectives on 3 development in the Americas A-GE3-10 Teamwork and group dynamics 3 A-GE4-10 Critical literacy and interaction 3 A-GE5-10 Critical thinking and self-reflection 3 A-GE6-10 Introduction to the political and economic context 3 of Aruba, the region and the world A-GE7-10 Social and cultural fundaments of Aruba and the 2 Caribbean A-GE8-10 Introduction to Governance of Political Institutions 3 A-GE9-10 Introduction to research methodology 3 Sub-totaal credits 26 Core Curriculum (CC) A-CCOGM1-10 Perspectives on organizations I 3 A-CCOGM2-10 Perspectives on organizations II 3 A-CCOGM3-10 Governance, Policy and Organization 7 A-CCOGM4-10 Multi-cultural and multi-lingual Diversity: 4 implications for organizations A-CCOGM5-10 Client based thinking 4 A-CCOGM6-10 Quantitative research in organizations 8 Sub-totaal credits 29 Professional and Society Practice (PSP): A-PSP1/2-10 Cultural heritage of Aruba 1 A-PSP3-10 Field research on the relationship between public, 1 private and midfield organizations A-PSP4-10 Visits to the research organizations, process 3 meetings, presentation and reflection Sub-totaal credits 5 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE): A-GEOFAS05-11 Philosophy of Science 5 A-GEO04-11 Taalvaardigheid 5 Sub-totaal credits 10 Core curriculum (CC): A-CCO06-11 Disciplinary Approaches to organizations 7.5 A-CCO07-11 The Classics

80 A-CCO08-11 Communications in Organizations 7.5 A-CCO10-11 Economics and Finance 7.5 A-CCO11-11 Policy, Rationalism and Power 7.5 A-CCO12-11 Human Resources Management 5 A-CCO13-11 Constitutional and Administrative law 5 Sub-totaal credits 47.5 Professional and Society Practice (PSP): A-CCO09-11 Community Project 2.5 Sub-totaal credits In het derde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): AOGM-GEO08-12 Small Scale Societies 5 AOGM-GEO05-11 Conversation Profesional na Papiamento 2.5 Sub-totaal credits 7.5 Core curriculum (CC): (22.5 credits); AOGM-CCO21-12 Public Management 5 AOGM-CCO15-11 Strategic Management 5 AOGM-CCO23-12 Qualitative Research in Organizations 12.5 Sub-totaal credits 22.5 Professional and Society Practice (PSP): AOGM-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (10 credits); AOGM-CCO26-12 Free Elective 5 AOGM-CCO26-12 Free Elective 5 Sub-totaal credits 10 Core curriculum (CC): (20 credits); AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO28-13 Research Lab 5 AOGM-CCO29-13 Professional and Academic Specialization 5 AOGM-CCO30-13 Research Proposal and Literature Review 10 AOGM-CCO31-13 Thesis 20 Sub-totaal credits 50 22

81 Derde cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) worden de volgende modules gedoceerd: General Education (GE) A-FASGE01-11 Academic Reading and Writing 5 A-FASGE02-11 Introduction to Sociology of Development 4 A-FASGE03-11 Critical Thinking and Literacy 5 AOGM-GEO01-11 Teamwork and group dynamics 3 AOGM-GEO02-11 Taalvaardigheid 3 AFAS-GEO05-11 Introduction to Research Methodology 5 Sub-totaal credits 25 Core curriculum (CC AOGM-CCO01-11 Perspectives on Organizations 7.5 AOGM-CCO02-11 Governance, Policy and Organization 7.5 AOGM-CCO03-11 Disciplinary approaches to organizations 7.5 AOGM-CCO04-11 The Classics 7.5 AOGM-CCO05-11 Diversity 5 Sub-totaal credits 35 Professional and Society Practice (PSP): Integrated in the program 0 Sub-totaal credits 0 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE): AFAS-GE04-11 Philosophy of Science 5 AOGM-GEO07-12 Writing and presenting Research reports 5 Sub-totaal credits 10 Core curriculum (CC): AOGM-CCO08-11 Communications in Organizations 7.5 AOGM-CCO20-12 Client based Thinking 5 AOGM-CCO19-12 Public Organizations: Quantitative Research 10 AOGM-CCO10-11 Economics and Finance 7.5 AOGM-CCO11-11 Policy, Rationalism and Power 7.5 AOGM-CCO12-11 Human Resources Management 5 AOGM-CCO13-11 Constitutional and Administrative law 5 Sub-totaal credits 47.5 Professional and Society Practice (PSP): AOGM-CCO09-11 Community Project 2.5 Sub-totaal credits

82 3. In het derde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): AOGM-GEO08-12 Small Island Developing States 5 AOGM-GEO05-11 Conversation Profesional na Papiamento 2.5 Sub-totaal credits 7.5 Core curriculum (CC): AOGM-CCO21-12 Public Management 5 AOGM-CCO15-11 Strategic Management 5 AOGM-CCO23-12 Qualitative Research 12.5 Sub-totaal credits 22.5 Professional and Society Practice (PSP): AOGM-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): AOGM-CCO26-12 Free Elective 5 AOGM-CCO26-12 Free Elective 5 Sub-totaal credits 10 Core curriculum (CC): AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO28-13 Research Lab 5 AOGM-CCO29-13 Professional and Academic Specialization 5 AOGM-CCO30-13 Research Proposal and Literature Review 10 AOGM-CCO31-13 Thesis 20 Sub-totaal credits 50 Overgangsregeling voor Cohort 3 Indien een student van cohort 3 de module Internship or Exchange niet heeft behaald dan moet de student het cohort 4 module: Preparation internship or exchange volgen. Indien een student van cohort 3 de module Qualitative Research niet heeft behaald maar wel het cohort 3 Internship or Exchange dan heeft de student recht op vrijstelling op de cohort 4 module Preparation internship or exchange. Indien een student van cohort 3 zowel het vak Qualitative Research als het vak Internship or Exchange niet heeft behaald dient de student het cohort 4 traject voor deze vakken te volgen inclusief het vak Preparation internship or exchange. 24

83 Vierde cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) worden de volgende modules gedoceerd: General Education (GE) A-FASGE01-11 Academic Reading and Writing 5 A-FASGE02-11 Introduction to Sociology of Development 4 A-FASGE03-11 Critical Thinking and Literacy 5 AOGM-GEO01-11 Teamwork and group dynamics 3 AOGM-GEO02-11 Taalvaardigheid 3 AFAS-GEO05-11 Introduction to Research Methodology 5 Sub-totaal credits 25 Core curriculum (CC): (35 credits); AOGM-CCO01-11 Perspectives on Organizations 7.5 AOGM-CCO02-11 Governance, Policy and Organization 7.5 AOGM-CCO03-11 Disciplinary approaches to organizations 7.5 AOGM-CCO04-11 The Classics 7.5 AOGM-CCO05-11 Diversity 5 Sub-totaal credits 35 Professional and Society Practice (PSP): Integrated in the program 0 Sub-totaal credits 0 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE): (10 credits): AFAS-GE04-11 Philosophy of Science 5 AOGM-GEO07-12 Writing and presenting Research reports 5 Sub-totaal credits 10 Core curriculum (CC): (47.5 credits); AOGM-CCO08-11 Communications in Organizations 7.5 AOGM-CCO20-12 Client based Thinking 5 AOGM-CCO19-12 Quantitative Research 10 AOGM-CCO10-11 Economics and Finance 7.5 AOGM-CCO11-11 Policy, Rationalism and Power 7.5 AOGM-CCO12-11 Human Resources Management 5 AOGM-CCO13-11 Constitutional and Administrative law 5 Sub-totaal credits 47.5 Professional and Society Practice (PSP): (2.5 credits) AOGM-CCO09-11 Community Project 2.5 Sub-totaal credits

84 3. In het derde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (7.5 credits); AOGM-GEO08-12 Small Island Developing States 5 AOGM-GEO05-11 Conversation Profesional na 2.5 Papiamento Sub-totaal credits 7.5 Core curriculum (CC): (22.5 credits); AOGM-CCO21-12 Public Management 5 AOGM-CCO15-11 Strategic Management 5 MISSING Qualitative Research 11.5 Sub-totaal credits 21.5 Professional and Society Practice (PSP): (30 credits) MISSING Preparation Internship or Exchange 1 AOGM-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (10 credits); AOGM-CCO26-12 Free Elective 5 AOGM-CCO26-12 Free Elective 5 Sub-totaal credits 10 Core curriculum (CC): (20 credits); AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO28-13 Research Lab 5 AOGM-CCO29-13 Professional and Academic 5 Specialization AOGM-CCO30-13 Research Proposal and Literature 10 Review AOGM-CCO31-13 Thesis 20 Sub-totaal credits 50 26

85 Zesde cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) worden de volgende modules gedoceerd: General Education (GE)(25 credits): A-FASGE01-11 Academic Reading and Writing 5 A-FASGE02-11 Sociology 4 A-FASGE03-11 Critical Thinking and New Literacies 5 AOGM-GEO01-11 Teamwork and group dynamics 3 AOGM-GEO02-11 Taalvaardigheid 3 AFAS-GEO05-11 Introduction to Research Methodology 5 Sub-totaal credits 25 Core curriculum (CC): (35 credits); AOGM-CCO01-11 Perspectives on Organizations 7.5 AOGM-CCO02-11 Governance, Policy and Organization 7.5 AOGM-CCO03-11 Disciplinary approaches to organizations 7.5 AOGM-CCO04-11 The Classics 7.5 AOGM-CCO05-11 Diversity 5 Sub-totaal credits 35 Professional and Society Practice (PSP): (0 credits) Integrated in the program 0 Sub-totaal credits 0 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE): (10 credits): AFAS-GE04-11 Philosophy of Science 5 AOGM-GEO07-12 Writing and presenting Research reports 5 Sub-totaal credits 10 Core curriculum (CC): (47.5 credits); AOGM-CCO08-11 Communications in Organizations 7.5 AOGM-CCO20-12 Client based Thinking 5 AOGM-CCO19-12 Quantitative Research 10 AOGM-CCO10-11 Economics and Finance 7.5 AOGM-CCO11-11 Policy, Rationalism and Power 7.5 AOGM-CCO12-11 Human Resources Management 5 AOGM-CCO13-11 Constitutional and Administrative law 5 Sub-totaal credits 47.5 Professional and Society Practice (PSP): (2.5 credits) AOGM-CCO09-11 Community Project 2.5 Sub-totaal credits

86 3. In het derde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (7.5 credits); AOGM-GEO08-12 Small Island Developing States 5 AOGM-GEO05-11 Conversation Profesional na 2.5 Papiamento Sub-totaal credits 7.5 Core curriculum (CC): AOGM-CCO21-12 Public Management 5 AOGM-CCO15-11 Strategic Management 5 MISSING Qualitative Research 11.5 Sub-totaal credits 21.5 Professional and Society Practice (PSP): MISSING Preparation for Internship or 1 exchange AOGM-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (10 credits); AOGM-CCO26-12 Free Elective 5 AOGM-CCO26-12 Free Elective 5 Sub-totaal credits 10 Core curriculum (CC): (20 credits); AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO28-13 Research Lab 5 AOGM-CCO29-13 Professional and Academic 5 Specialization AOGM-CCO30-13 Research Proposal and Literature 10 Review AOGM-CCO31-13 Thesis 20 Sub-totaal credits 50 28

87 Zevende cohorte (start in het academisch jaar ) 1. In het eerste jaar ( ) worden de volgende modules gedoceerd: General Education (GE)(25 credits): A-FASGE01-11 Academic Reading and Writing 5 A-FASGE02-11 Sociology 4 A-FASGE03-11 Critical Thinking and New Literacies 5 AOGM-GEO01-11 Teamwork and group dynamics 3 AOGM-GEO02-11 Taalvaardigheid 3 AFAS-GEO05-11 Introduction to Research Methodology 5 Sub-totaal credits 25 Core curriculum (CC): (35 credits); AOGM-CCO01-11 Perspectives on Organizations 7.5 AOGM-CCO02-11 Governance, Policy and Organization 7.5 AOGM-CCO03-11 Disciplinary approaches to organizations 7.5 AOGM-CCO04-11 The Classics 7.5 AOGM-CCO05-11 Diversity 5 Sub-totaal credits 35 Professional and Society Practice (PSP): (0 credits) Integrated in the program 0 Sub-totaal credits 0 2. In het tweede jaar ( ) worden de volgende modules gedoceerd: General Education (GE): (10 credits): AFAS-GE04-11 Philosophy of Science 5 AOGM-GEO07-12 Writing and presenting Research reports 5 Sub-totaal credits 10 Core curriculum (CC): (47.5 credits); AOGM-CCO08-11 Communications in Organizations 7.5 AOGM-CCO20-12 Client based Thinking 5 AOGM-CCO19-12 Quantitative Research 10 AOGM-CCO10-11 Economics and Finance 7.5 AOGM-CCO11-11 Policy, Rationalism and Power 7.5 AOGM-CCO12-11 Human Resources Management 5 AOGM-CCO13-11 Constitutional and Administrative law 5 Sub-totaal credits 47.5 Professional and Society Practice (PSP): (2.5 credits) AOGM-CCO09-11 Community Project 2.5 Sub-totaal credits

88 3. In het derde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (7.5 credits); AOGM-GEO08-12 Small Island Developing States 5 AOGM-GEO05-11 Conversation Profesional na 2.5 Papiamento Sub-totaal credits 7.5 Core curriculum (CC): AOGM-CCO21-12 Public Management 5 AOGM-CCO15-11 Strategic Management 5 AOGM-CC Qualitative Research 11.5 Sub-totaal credits 21.5 Professional and Society Practice (PSP): AOGM-CC Preparation for Internship or 1 exchange AOGM-CCO18-11 Internship or exchange 30 Sub-totaal credits In het vierde jaar ( ) worden de volgende modules gedoceerd: General Education(GE): (10 credits); AOGM-CCO26-12 Free Elective 5 AOGM-CCO26-12 Free Elective 5 Sub-totaal credits 10 Core curriculum (CC): (20 credits); AOGM-CCO24-12 Between Plan and Practice 10 AOGM-CCO28-13 Research Lab 5 AOGM-CCO29-13 Professional and Academic 5 Specialization AOGM-CCO30-13 Research Proposal and Literature 10 Review AOGM-CCO31-13 Thesis 20 Sub-totaal credits 50 30

89 Faculty of Arts & Science Organization, Governance and Management STAGEREGLEMENT VAN DE FACULTY OF ARTS AND SCIENCE VAN DE UNIVERSITEIT VAN ARUBA VOOR DE VIERJARIGE BACHELOROPLEIDING ORGANIZATION, GOVERNANCE AND MANAGEMENT (Vastgesteld door de Faculteitsraad bij besluit van 25 april 2014 en in werking getreden op 1 augustus 2014)

90 INHOUDSOPGAVE 1 Begripsbepaling Doel stage Algemeen stagecoördinator en stagebegeleider Eisen aan de stage Eisen aan de stageplaats Tijdsduur en studiebelasting van de stage Uitwisseling in plaats van stage Voorbereiding stage Goedkeuring stage Uitvoering stage Afronding stage Beoordeling stage Aansprakelijkheid en verzekering Inwerkingtreding... 11

91 1 BEGRIPSBEPALING In dit reglement wordt verstaan onder: Faculteit: Programma: Afdeling: Examencommissie: Student: Credit: Faculty of Arts & Science van de Universiteit van Aruba. De vierjarige bacheloropleiding Organization, Governance & Management (OGM) van de faculteit. Het departement dat het programma verzorgt. De commissie bedoeld in artikel 2.2 lid 1 van het examenregelement voor het programma. Een persoon die deelneemt aan het programma en als zodanig staat ingeschreven bij de Universiteit van Aruba. Een studiepunt (EC) volgens het European Credit Transfer System (ECTS). Praktijkontwikkeling: Het in artikel 5, lid 2, sub c. Landsbesluit instelling faculteit Arts and Science Universiteit van Aruba bedoelde onderdeel van het bachelorexamen ( Profession and Society Practice ). Stage: Het werken bij een organisatie buiten de faculteit onder begeleiding van een praktijkbegeleider gedurende het tweede semester van het derde jaar of het eerste semester van het vierde jaar van het programma.

92 Stagiair: Stageplaats: Praktijkbegeleider: Stagebegeleider: Algemeen stagecoördinator: Stagecommissie: Handboek: Stagevoorstel: Stageovereenkomst: Oriëntatieperiode: De student die als onderdeel van het programma een stage loopt. De organisatie waar de stagiair stage loopt ( Employing Organization ). De persoon die de student begeleidt binnen de stageplaats ( Work Field Supervisor ). De persoon die binnen de faculteit belast is met de interne begeleiding van de stagiair ( Faculty Supervisor ). De persoon die binnen de faculteit belast is met de voorlichting aan studenten en de coördinatie van het programma stagebeleid ( PSP Coordinator ). Commissie bestaande uit de algemeen stagecoördinator en de betreffende stagebegeleider ( Internship Committee ) Het Handbook for Internship, dat voorwaarden en richtlijnen voor de stage bevat. Voorstel van een student tot het lopen van een stage, waarvan het model is opgenomen in Bijlage I van dit reglement ( Internship Proposal ). Overeenkomst tussen de stagiair en de stageplaats, waarvan het model is opgenomen in Bijlage II van dit reglement ( Internship Contract ). De periode van de eerste drie weken van kennismaking met de (potentiële) stageplaats, eveneens de periode waarbinnen het stagevoorstel en de stageovereenkomst moeten

93 Terugkomdag: Tussentijdse beoordelingsformulier: Eindbeoordelingsformulier: Eindproduct: worden goedgekeurd. Sessie die periodiek op de afdeling plaatsvindt met alle stagiairs met het doel om hun vorderingen te monitoren en hen te stimuleren te reflecteren over het leerproces. Formulier dat criteria bevat om halverwege de stage de algemene prestaties van de stagiair als beginnend beroepsbeoefenaar te beoordelen, waarvan het model is opgenomen in Bijlage III van dit reglement ( Mid-Evaluation Form ). Formulier dat criteria bevat om aan het einde van de stage de algemene prestaties van de stagiair als beginnend beroepsbeoefenaar tijdens de stage te beoordelen, waarvan het model is opgenomen in Bijlage IV van dit reglement ( Internship Final Evaluation Form ). Een tastbaar product dat in overleg en op verzoek van de stageplaats door de stagiair wordt ontwikkeld ( Deliverable ). 2 DOEL STAGE De stage houdt een oriëntatie op de beroepspraktijk in door middel van eigen onderzoek van de stagiair naar aanleiding van beroepsrelevante problemen die bij de stageplaats aan de orde zijn of projecten die de stageplaats wil uitvoeren. De student wordt tijdens de stage in staat gesteld zijn theoretische kennis toe te passen in een praktijksituatie en tot het verder ontwikkelen van bepaalde sociale en communicatieve vaardigheden die noodzakelijk zijn bij de uitoefening van zijn werkzaamheden. De stage biedt de student de mogelijkheid om te laten zien dat hij/zij over het vereiste profiel beschikt voor het toekomstig succesvol functioneren binnen het beroepenveld.

94 3 ALGEMEEN STAGECOÖRDINATOR EN STAGEBEGELEIDER 1. De algemeen stagecoördinator wijst na overleg binnen de afdeling voor elke student een stagebegeleider aan. 2. De taken en verantwoordelijkheden voor de stagebegeleider zijn nader omschreven in het handboek. 4 EISEN AAN DE STAGE 1. Studenten moeten gedurende het tweede semester van het derde jaar of het eerste semester van het vierde jaar van het programma stage lopen. 2. Stages kunnen zowel in Aruba als in het buitenland plaatsvinden. 3. De student kan een stage lopen bij een stageplaats waar zij/hij eveneens als werknemer werkzaam is. In dat geval geldt de voorwaarde dat de stage op andere taken of activiteiten betrekking heeft dan die waarvoor de student als werknemer in dienst is. 4. Indien de student bij haar/zijn werkgever stage wenst te lopen dan moet zij/hij een schriftelijk gemotiveerd verzoek bij de examencommissie indienen. De examencommissie kan zich in deze laten adviseren door de algemeen stagecoördinator. 5. Eerder verrichte werkzaamheden kunnen niet als stage in de opleiding worden ingebracht. 5 EISEN AAN DE STAGEPLAATS 1. De stageplaats moet aan de volgende voorwaarden voldoen: a. De werkzaamheden die de stagiair tijdens de stage zal gaan verrichten sluiten aan bij de learning outcomes van het programma en vormen een afspiegeling van een functie die zij/hij na het programma kan uitvoeren; de stagiair wordt aldus de mogelijkheid geboden kennis te nemen van activiteiten en werkzaamheden die betrekking hebben op de beroepsrollen die kunnen worden uitgeoefend na succesvolle deelname aan het programma;

95 b. De stagiair krijgt de mogelijkheid actief deel te nemen aan voornoemde activiteiten en werkzaamheden; c. Er moet een praktijkbegeleider bij de stageplaats beschikbaar zijn die als aanspreekpunt kan fungeren; d. Deze praktijkbegeleider moet zelf minimaal over een diploma van een hoger opleidingsinstituut beschikken; e. De praktijkbegeleider moet bereid zijn tussentijds en aan het eind van de stage het beoordelingsformulier in te vullen en eventuele vragen van de stagebegeleider te beantwoorden. 6 TIJDSDUUR EN STUDIEBELASTING VAN DE STAGE 1. Een stage heeft een studielast van 30 (dertig) credits, inclusief het schrijven van het in artikel 11 lid 1 van dit reglement bedoelde verslag. 2. De voorbereiding voor de stage wordt gedaan in de Module Preparing for Internship. Deze voorbereidende module beslaat 28 uren, te weten (1) één credit. 3. De stage heeft een omvang van 760 uren (19 weken van 40 stage-uren) op de werkvloer en 80 uren voor het schrijven van het verslag en het bijwonen van plenaire en individuele bijeenkomsten. 7 UITWISSELING IN PLAATS VAN STAGE 1. Het is mogelijk om, in plaats van de stage van het tweede semester van het derde jaar, gedurende dit semester onderwijs bij een buitenlandse onderwijsinstelling van hoger onderwijs te volgen in het kader van een uitwisselingsprogramma. 2. De student dient hiervoor expliciet goedkeuring aan te vragen bij de examencommissie, welke zich kan laten adviseren door de algemeen stagecoördinator. 3. Indien de student kiest voor de in artikel 7 lid 1 genoemde optie, dient zij/hij alsnog in het eerste semester van het vierde jaar stage te lopen.

96 4. De stage vervangt alsdan de 10 (tien) credits die als vrije keuze zijn benoemd in het programma. 5. Deze stage heeft een omvang van 280 uren (15 weken van 16 stage-uren) op de werkvloer en 40 uren voor het schrijven van het in artikel 11 lid 1 van dit reglement bedoelde verslag. 8 VOORBEREIDING STAGE 1. De student dient zelf een stageplaats te regelen en de geschikte organisaties te benaderen. De faculteit treedt bij het vinden van een mogelijke stageplaats enkel faciliterend op. De student zal zelf, veelal door middel van het doorlopen van een sollicitatieprocedure, de stageplaats dienen te verwerven. 2. De student dient zelf in samenspraak met de stageplaats een praktijkbegeleider binnen de stageplaats te zoeken en moet zelf zorgdragen voor de continuïteit van de stage door afspraken te maken met de stageplaats over onder andere de voortgang van de stage bij ziekte, afwezigheid van de praktijkbegeleider. 3. De stagiair/student maakt afspraken met de stageplaats c.q. praktijkbegeleider over de inhoud van de stage en de daaraan gerelateerde werkzaamheden en het eindproduct. 4. De stagiair/student is zelf verantwoordelijk voor het opstellen van het stagevoorstel en de stageovereenkomst, welke moeten voldoen aan de daaraan gestelde voorwaarden. 9 GOEDKEURING STAGE 1. De student dient het stagevoorstel en de stageovereenkomst ter goedkeuring in bij haar/zijn stagecommissie. 2. De student kan haar/zijn activiteiten bij de voorgenomen stageplaats beginnen in afwachting van de gereedmaking en de goedkeuring van het stagevoorstel en de stageovereenkomst ( oriëntatieperiode ). 3. Het stagevoorstel en de stageovereenkomst moeten binnen de oriëntatieperiode worden goedgekeurd, bij gebreke waarvan de

97 voorgenomen stage moet worden afgebroken. Slechts bij goedkeuring van het stagevoorstel en de stageovereenkomst kunnen de werkzaamheden worden gecontinueerd. 4. Goedkeuring van het stagevoorstel en de stageovereenkomst volgt slechts wanneer aan alle aan de stage te stellen, in dit reglement en het handboek omschreven, voorwaarden is voldaan. Daarnaast dient de student een voldoende voor de module Preparing for Internship in het eerste semester van het derde leerjaar te hebben behaald. 5. Indien het een student niet lukt om voor mid-semester (week 8) een aanvang te maken met de stage moet de student de stage uitstellen tot het volgend academisch jaar. 10 UITVOERING STAGE 1. De stage wordt gelopen onder begeleiding van een praktijkbegeleider afkomstig van de stageverlenende instelling. 2. De stagiair en de praktijkbegeleider zijn verantwoordelijk voor de voortgang, de afronding en de kwaliteit van het eindproduct. Het eindproduct kan een advies, nota of dan wel een rapport zijn. Het eindrapport moet voldoen aan de in het handboek vermelde criteria en de richtlijnen. 3. De stagiair heeft ten minste drie maal gedurende de stage een stagevoortgangsgesprek met zijn/haar praktijkbegeleider. 4. De stagiair doet ten minste drie maal mondeling en/of schriftelijk verslag van de stage aan de stagebegeleider op van tevoren afgesproken tijdstippen. Deze overlegmomenten worden in het handboek vermeld als kennismakingsgesprek, de tussenevaluatie en de eindevaluatie. 5. De stagiair is verantwoordelijk om deze overlegmomenten te plannen in overleg met de praktijkbegeleider en de stagebegeleider. 6. Tussen de tussenevaluatie en de eindevaluatie moet er een interval zijn van minimaal drie weken. 7. De stagiair moet zich ten minste vier maal gedurende de stage melden voor de terugkomdagen.

98 8. De stagebegeleider kan te allen tijde contact opnemen met de stageplaats. 11 AFRONDING STAGE 1. De stage wordt afgesloten met een verslag dat moet voldoen aan de in het handboek vermelde criteria en de richtlijnen ( eindverslag ). 2. Binnen een week na beëindiging van de stage wordt het eindverslag ter goedkeuring aangeboden aan de stagebegeleider, tenzij de stagiair en de stagebegeleider anders zijn overeengekomen. 12 BEOORDELING STAGE 1. Aan het einde van de stage beoordeelt de praktijkbegeleider de algemene prestaties van de stagiair als beginnende beroepsbeoefenaar. Dit gebeurt aan de hand van de criteria van het eindbeoordelingsformulier. Halverwege de stage vindt een tussentijdse evaluatie plaats door invulling van het tussentijdse beoordelingsformulier. 2. Het eindverslag wordt beoordeeld door de stagebegeleider. Voordat het eindverslag ter goedkeuring wordt voorgelegd, wordt het eerst ter advisering voorgelegd aan de praktijkbegeleider/stageplaats. 3. De aanwezigheid en het gedrag van de stagiair gedurende terugkomdagen wordt beoordeeld door de stagecommissie aan de hand van de in het handboek vermelde criteria en de richtlijnen. 4. I. Het uiteindelijke cijfer voor de stage bestaat uit de volgende gewogen onderdelen: - De in lid 1 bedoelde evaluaties door de praktijkbegeleider: 50%; - De in lid 2 bedoelde beoordeling van het eindverslag: 35%; - De in lid 3 bedoelde waardering van de aanwezigheid en het gedrag: 15%. II. Indien de student kiest voor de in artikel 7 lid 1 genoemde optie, dan komt de in lid 3 bedoelde waardering te vervallen. Het eindverslag weegt dan eveneens voor 50% mee voor het eindcijfer.

99 5. Voor elk van de genoemde onderdelen dient minimaal het cijfer 5,5 te zijn behaald. Er is geen herkansingsmogelijkheid voor het praktisch onderdeel van de stage. De mogelijkheid tot herkansing bestaat uitsluitend voor het eindverslag. 6. Een student heeft de stage gehaald als hij tenminste het cijfer 5.5 heeft gehaald. Dit cijfer wordt in de cijferlijst vermeld. 13 AANSPRAKELIJKHEID EN VERZEKERING De stagiair is zelf verantwoordelijk voor een verzekering, al dan niet in overleg met de stageverlenende instantie. De universiteit, faculteit of afdeling kan niet worden aangesproken voor schade voortvloeiend uit de stage. 14 INWERKINGTREDING Dit reglement treedt op 1 augustus 2015 in werking.

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