European Food Business - ECTS information package 2018-2019 Program coordinator S. Kuipers-Moroza - Aeres University of Applied Sciences
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
European Food Business
ECTS information package 2018-2019
Program coordinator S. Kuipers-Moroza
Datum of naam auteur
[Typ hier]
Aeres • 29 June 2018 Page 2 of 42
Content
1 Introduction 4
2 Competency based education 5
3 Program structure 7
4 General courses throughout the program 8
5 Student contract and educational exam regulations 10
6 Curriculum outline 11
6.1. Curriculum outline year 1 11
6.2. Curriculum outline year 2 13
6.3. Curriculum outline year 3 15
6.4. Curriculum outline year 4 16
7 Year schedule European Food Business 2018-2019 17
8 Module overviews 19
8.1. First year general modules 19
8.2. First year modules 21
8.3. Second year general module 25
8.4. Second year modules 25
8.5. Third year general module 30
8.6. Third year modules 30
8.7. Fourth year general modules 34
Appendices
Overview contents Mathematics test/21+ entrance test
Common European Framework of Reference for Languages self-assessment grid level A1 to
B2
Estimate Cost overview 2018-2019 European Food Business
Aeres • 29 June 2018 Page 3 of 421 Introduction Aeres has started a new English taught program in September 2015: European Food Business. This study guide provides an overview in the organizational aspects of the program. Europe has a very rich history in food production and trade. The different locations in Europe allowed for the development of unique products and traditional production methods. What is the future for these products? Students from different nationalities will study the European Food Business and explore how the diversity of food production opportunities within the European Union can be better used. This 4 year Bachelor degree will focus on entrepreneurship and innovation in the European Food Business. In the first two years students get a foundation in business management, marketing and food product development. In these years the student will also get a better overview of the developments in the food business worldwide as well as the latest developments within the European Union. One of the elements of the program is a study tour to one or two European countries to further explore the concept of European food production. In the second and third year the student will study at two different European universities and further focus the relation between the location the product is grown and the specific characteristics of the product. The student will also get a better understanding of the relation between culture and food, and how to brand products coming from a specific region. The fourth year is the specialisation year where students can either broaden or deepen their knowledge on topics of their choosing. The fourth year includes conducting applied research, thesis writing and 2 minors of own choosing. The full program is offered in English only. The European Food Business program focuses both on professional development as personal development, as both are of great importance in order to become a successful young professional within the European business field. As such, students have to comply with certain criteria to be accepted in the program. The European Food Business program is a new and innovative program, based on the successful Bachelor program International Food Business, but focusses on the unique developments taking place in Europe. The European Food Business team will do the outmost to keep the quality of the education at a high level. The results of the National Student Enquiry 2017 were higher than other food business programs in the Netherlands: program was assessed in general a 4,22 on a scale 1-5, atmosphere a 4,35 and the students recommend the program to others with a 4,42 (see Figure 1)! Figure 1. National Student Enquiry results EFB 2017 The quality of the program will be continuously monitored and the modules will be revised yearly if needed. Aeres has set up a cooperation with two European universities as well as the Dutch NGO “Slow Food Youth Network” to ensure the content of the program is in line with the latest developments in food business within Europe. Aeres • 29 June 2018 Page 4 of 42
2 Competency based education Aeres has chosen to work with competency based education in all its program. Competencies are identified behaviours, knowledge, skills, and abilities that directly and positively impact the success of employees and organizations. Competencies can be objectively measured, enhanced, and improved through coaching and learning opportunities. Throughout the program students work on the 10 AERES competencies. 10 AERES competencies 1.To show leadership Coaches the development of employees and shows exemplary behaviour; retains overview in complex situations, takes initiative at key strategic moments to administer processes of change and applies an appropriate leadership style. 2. To cooperate Creates a good atmosphere, handles the interests of others with care, is able to conquer resistance and conflict and utilizes the qualities of all individual team members to collectively reach the predetermined goals. 3. To present Is able to communicate messages about complex topics in an understandable and persuasive manner to a critical target audience, thereby consciously choosing the most effective form of communication. 4. To research Is able to recognise and describe a problem or development , is able to formulate the practical research inquiry and is able to supply a solution using the appropriate research methods. 5. To Innovate Uses creativity to develop new products, services and applications that are of use in practice. 6. To organise Plans and executes activities, brings both employees and resources effectively into action, supervises progress, adjusts when necessary and achieves the desired results. 7. To reflect/ to introspect Is able to assess and adjust development to ensure that own performance and the work environment are in keeping with each other. 8. To enterprise Is able to see opportunities and is able to achieve the desired results by taking risks. 9. To endorse sustainable behaviour Is responsible for the respectful treatment and sustainability of available sources ,taking into account moral standards. 10. To appreciate the global perspective Sees the whole world as a work field and is able to operate in an international environment. In the Bachelor programs AERES offers, there are 3 levels defined for these competencies: Propaedeutic phase, Main phase and Graduation phase. Graduating students must have obtained 8 out of 10 of these competencies at the Graduation phase level and be able to proof this. The students will be coached throughout their 4 years of study on personal development. This is registered as the course element CMP. Each group gets a personal coach who will be there to guide the student through their studies and support students in the process of getting to the requested competency level. Aeres • 29 June 2018 Page 5 of 42
The development of the competencies is monitored in CMP throughout the program, but will be
assessed at three distinctive moments in the project:
1. At the end of the propaedeutic phase (year 1) the student will have to prove they have 5 out of
the 10 AERES competencies at level 1: to cooperate, to present, to research, to organise and
to introspect
The student has to show by means of a portfolio that they master these competencies at the
level of the “Propaedeutic” level of performance.
2. At the end of the main phase (year 3), the student will have to prove that he or she masters the
other 5 competencies at level 2: leadership, to innovate, to enterprise, to endorse sustainable
behaviour and to appreciate the global perspective.
The student has to show by means of the portfolio that they master these competencies at the
level of the “starting professional” level of performance.
3. After successfully having finished all educational activities by the end of year 4, the student will
need to prove by means of their portfolio that he masters 8 out of 10 AERES competencies at
Graduation phase level.
Aeres • 29 June 2018 Page 6 of 423 Program structure
The following section deals with the contents of the program in more detail. One ECTS corresponds with
a study load of 28 hours, so 13 ECTS corresponds with 364 hours of study load. The study load is what
an average student should spend on the module in time. Therefore, a 364-hour credit has the student
working for 364 hours on it, in total, that is seminars, trainings, meetings and study or research time.
Every academic year is divided in 2 semesters. Each semester contains of 2 study periods of 7 lesson
weeks after which exam periods are scheduled.
Table 1. Academic year layout of EFB year 1
SEMESTER 1 SEMESTER 2
Period 1 T1 Period 2 T2 Period 3 T3 Period 4 T4
Module 1 Module 1 Module 3 Module 3
PEBU Exams PEBU Exams PEFC Exams PEFC Exams
Module 2 Module 4 Module 4
Module 2 PSEF Exams PSEF Exams PEMC Exams PEMC Exams
Personal
Personal Dev Exams Personal Dev Exams Dev Exams Personal Dev Exams
The modules in year 1 (NL) are worth 13 ECTS each and contain several subjects, each module is
completed by fulfilling the requirements of the proof of proficiency. Student have to pass each subject,
for all specific requirements and regulations, please check the Exam Regulations. Next to the regular
modules, students work on personal development and competency management in order to become a
successful young professional.
Although the credits for the module are divided over the different subjects, credits are only awarded
when all assessments in the module, including the proof of proficiency are passed. The proof of
proficiency is an overall assessment where the student has to show that he is able to integrate all the
learned elements of the module by performing a professional task in a realistic professional setting.
Aeres • 29 June 2018 Page 7 of 424 General courses throughout the program
There are several general courses throughout the program. The general courses have codes starting
with PSVAi (entrance courses), PPLi (general courses in the first year), HPLi (general courses in year 2)
and APL (general courses in the fourth year).
Refresher courses (PSVAi)
Having a group of students coming from all sorts of backgrounds, we have defined a set of entrance
courses. Students get 1 ECTS when they have completed all the PSVAi courses. Depending on their
previously obtained skills or background, students might be able to get dispensation for some of the
entrance courses.
PPLi courses
The PPLi courses consist of language training and competency development activities (CMP). In the first
year the study tour is also part of this list of courses.
Compensation of credits is not possible in the PPLi courses.
Regarding the language training in our program, we work with the Common European Framework for
languages. In appendix 2 an overview of the European language levels A1 to B2 is given. There is also a
level C1 and C2, although not shown in the overview in appendix 3.
First year
Refresher course Mathematics. At the start of the year students need to take an entrance
test Mathematics. Based on this, the student could get dispensation for the mathematics
course. For Dutch students with a MBO degree it is strongly advised to participate in the
summer course mathematics before the start of the academic year. An alternative to the
summer course is the PSDV1 course offered in period 1, in Dutch. This course is needed for
this specific group before going into the entrance course mathematics.
Refresher course Micro Economics. This course is merely a refresher course and focusses
merely on micro economics. The course is mandatory for all students.
English language, 4 ECTS. In this year the B1 level with be achieved using the Cambridge
certificate method. Students can choose to obtain the Cambridge certificate (at an official
institute). English must be completed within this academic year with a score of at least 6,0.
European Food Business study tour (Italy). After the first weeks of classes students will
travel to Italy to have a closer look at what European Food Business is. There are several
goals for this study tour: getting to know each other, experiencing cultural differences and
learning to deal with that, getting to know the Italian university that will offer part of the
courses in year 3 and last but not least getting introduced into the European food
business. Given the international character of the group, teambuilding is of great
importance in order to identify cultural differences and find ways how to deal with this.
CMP/personal development. Throughout the study program at AERES the student will
work, supported by a personal coach, on his personal development. The student will
receive a CMP workbook with assignments that support the student in working on his
development.
Aeres • 29 June 2018 Page 8 of 42Second year
CMP/personal development. Throughout the study program at AERES the student will
work, supported by a personal coach, on his personal development. The student will
receive a CMP workbook with assignments that support the student in working on his
development.
French. This course is designed to provide students with the basic knowledge of French
language and culture. After finishing this course the students are expected to have
language proficiency at A1 level (based on the Common European Framework of
Reference for Languages).
Third year
CMP/personal development. Throughout the study program at AERES the student will
work, supported by a personal coach, on his personal development. The student will
receive a CMP workbook with assignments that support the student in working on his
development.
Fourth year
Ethics. During the fourth year students must attend the ethics course as part of becoming
a successful young professional. Seeing different perspectives and paradigms is essential
when students want to work in a professional setting.
CMP/personal development. Throughout the study program at the Aeres the student will
work, supported by a personal coach, on his personal development. The student will
receive a CMP workbook with assignments that support the student in working on his
development.
Aeres • 29 June 2018 Page 9 of 425 Student contract and educational exam
regulations
At the start of the academic year students will have to sign a student contract. The contract indicates
the individual study path of the student for that academic year. The study contract also expresses
specific conditions that would have to be met at a given date during the academic year. The student
contract can be regarded as a supplement to the Educational Exam Regulations. The Educational Exam
Regulations as given here are published online as part of the Student charter. This can be found on
intranet website, select “English” as a language and thereafter select the button “Student charter”.
Aeres • 29 June 2018 Page 10 of 426 Curriculum outline
6.1. Curriculum outline year 1
General courses for semester 1 & 2
subject name subject ECTS
PPLi1-01 Managing competencies 1 (CMP semester 1) 1
PPLi2-02 Managing competencies 2 (CMP semester 2) 1
PPLi1-21 English (sem1) 2
PPLi1-22 English (sem2) 2
PPLi1-23 Study tour Italy 1
PSVAi0 1
PSVAi14 Mathematics refresher course
PSVAi21 Micro economics refresher course
total 8
Semester 1
PEBU Analyzing business processes
subject name subject ECTS
PEBU 01 Assessment (Proof of proficiency) 3
introduction into business management and
PEBU 03 4
organisational behaviour
PEBU 04 Introduction into operations management 2
PEBU 06 Introduction into business finance 2
PEBU 07 Academic language and report writing 2
total 13
Aeres • 29 June 2018 Page 11 of 42PSEF Settling in European food business
subject name subject ECTS
PSEF 01 Assessment (Proof of proficiency) 3
PSEF 02 Intercultural communication 2
PSEF 03 Introduction to macro economics 2
PSEF 04 Global economics 2
European food business and agricultural food
PSEF 06 4
policy
total 13
Semester 2
PEFC Analysing food value chains
subject name subject ECTS
PEFC 01 Assessment (Proof of proficiency) 3
PEFC 02 International food trade 2
Managing food value chains and waste
PEFC 03 3
management in the chain
PEFC 04 Logistics and distribution analysis 2
PEFC 05 Food quality and safety management 3
total 13
PEMC Marketing and communication strategy
subject name subject ECTS
PEMC 01 Assessment (Proof of proficiency) 3
Marketing communication strategy and
PEMC 03 4
instruments
PEMC 05 Sales management 2
PEMC 06 Consumer behaviour 2
PEMC 07 Article writing 2
total 13
Aeres • 29 June 2018 Page 12 of 426.2. Curriculum outline year 2
In the second year, semester 1 students follow courses in Almere. Thereafter students move to Ecole
Superieure d’Angers in France for the semester 2.
General courses for semester 1
subject name subject ECTS
HPL2e 01 Personal development semester 1 1
HPL2e 02 French 3
total 4
Semester 1 (the Netherlands)
HEFT Research in European food trade
subject name subject ECTS
HEFT 01 Assessment (Proof of proficiency) 3
Purchase management, transportation and
HEFT 02 4
storage
HEFT 03 European Union 2
HEFT 05 Innovation and entrepreneurship 2
HEFT 06 International law 2
total 13
HMRM Research in European food business
subject name subject ECTS
HMRM 01 Assessment (Proof of proficiency) 3
HMRM 02 Consumer behaviour 2
HMRM 03 Research design, methodology and reporting 2
HMRM 04 Data collection, processing and analysis 4
HMRM05 Article writing 2
total 13
Aeres • 29 June 2018 Page 13 of 42Semester 2 (France)
TPC Typical product characterization
subject name subject ECTS
TPC 1 Assessment 4
TPC 2 Quality label/concept of terroir 3
TPC 3 Product analysis 2
TPC 4 Food production 2
TPC 5 European food law and policy/risk management 2
TPC 6 Branding of regional products and sales 2
total 15
MIP Management of an innovative project
subject name subject ECTS
MIP 1 Assessment 2
Food product innovation and innovation
MIP 2 2
strategies
MIP 3 Product analysis 2
MIP 4 Project management 2
MIP 5 Local and industrial processing 2
Final project: development of a new product and
MIP 6 5
choice of the market
total 15
Please note: when in France, the examination regulations of the host university apply.
Aeres • 29 June 2018 Page 14 of 426.3. Curriculum outline year 3
The semester 1 of third year of the program will take place in Italy (September – January) at the
Universita Cattolica del Sacro Cuore (UCSC) in Piacenza. Thereafter students will come back to the
Netherlands for the semester 2.
General courses for semester 2
subject name subject ECTS
HPL3i 01 Personal development 4
total 4
Semester 1 (Italy)
name subject
subject ECTS
Food Law and Certification
HITA 1 5
Economic and Environmental Sustainability of
HITA 2 5
Agriculture
Sensory Evaluation
HITA 3 4
total 14
ECTS
subject name subject
Milk and meat production
HITA 4 6
Technology of animal chain products
HITA 5 6
Grain processing and baking technology
HITA 6 4
total 16
Semester 2 (the Netherlands)
HBCF Business consultancy
subject name subject ECTS
HBCF 01 Assessment (Proof of proficiency) 3
HBCF 02 Financial analysis & advice 4
HBCF 03 HRM and leadership 3
HBCF 04 Circular economy in food 3
total 13
Aeres • 29 June 2018 Page 15 of 42HFBD Business development for specialized foods
subject name subject ECTS
HFBD 01 Student company 6
HFBD 02 Internship in a food start-up 7
total 13
Please note: when in Italy, the examination regulations of the host university apply.
6.4. Curriculum outline year 4
Students will finalise their studies in the Netherlands. In this year student will select two minor subjects
which together comprise of a semester workload. The other semester will be spent on conducting
applied research and thesis writing. The students can choose to comprise their fourth year based on the
chosen minors, there are variable options possible. In table 3 and 4 you will find the 2 most often
chosen options. The fourth year programme consist of 2 minors, a placement and thesis.
Table 2 Academic Year outline of EFB year 4 (most often chosen option)
SEMESTER 1 SEMESTER 2
Minor 1 15 Fourth year placement 17
Minor 2 15 Thesis 10
Ethics Competency Development 3
Table 3. Academic Year outline of EFB year 4 (another possible option)
SEMESTER 1 SEMESTER 2
Minor 1 15 Minor 2 15
Fourth year Placement 17 Thesis 10
Ethics Competency Development 3
Table 4. Academic Year outline of EFB year 4 (another possible option – an own company).
SEMESTER 1 SEMESTER 2
Green starters Green starters 17*
30*
Green starters Thesis 10
Ethics Competency Development 3
*ECTS division per semester can change, however in total those are 47 ECTS
Although the student receives credits for the placement and the thesis separately, it is assumed that the
student can work on a thesis project during the placement, within the company, leading to a thesis
report.
In year 4 students also can choose to follow the “Green starters” project. That means that student will
be able to graduate while running his/her own company. In order to take part in this project, the
student has to get approval from the “Green starters” commission.
Aeres • 29 June 2018 Page 16 of 427 Year schedule European Food Business 2018-2019
Month Semester Week Week EFB Year 1 EFB Year 2* EFB Year 3* EFB Year 4
Type
Aug. 1 33 T5 T5 Resits from Year 1 T5 Resits from Year 2 T5 Resits from Year 2
34
35 Friday August 31st;
mandatory meeting start
year 4
Sept 36 Orientation Week Orientation Week Start minors
37 L1 Classes Begin (semester 1)
38 L2
39 L3 Study tour (intro week) Enrol for Exams/Resits T1; Classes begin in Italy* Enrol for Exams/Resits T1
Enrol for Exams/Resits T1 Propaedeutic ceremony (28- Enrol for Exams/Resits T1
09-2018)
Oct. 40 L4
41 L5
42 L6
43 Autumn break Autumn break Autumn break
44 L7
Nov. 45 T1 Exam week Italy Exam Week
Exam Week; exams Exam Week; exams
46 T1
47 L1
48 L2
Dec. 49 L3 Enrol for Exams T2 Enrol for Exams T2 Enrol for Exams T2
50 L4
51 L5
52 Christmas Break Christmas Break Christmas Break Christmas Break
Jan. 01 No classes No classes No classes No classes
02 L6
03 L7
04 T2 Exam Week; exams & Exam Week; exams & Exam Week; exams & Exam Week; exams &
assessments assessments assessments assessments
05 T2
Aeres • 29 June 2018 Page 17 of 42Week
Month Semester Week EFB Year 1 EFB Year 2* EFB Year 3* EFB Year 4
type
Feb. 06 Progress meeting Progress meeting Progress meeting
2 07 L1 Classes semester 2 Classes in France* Classes semester 2 (NL)
08 Spring Break Spring Break
09 L2
March 10 L3 Enrol for Exams/Resits T3 Enrol for Exams/Resits T3
11 L4
12 L5
13 L6
14 L7
April 15 T3 Exam Weeks; exams & resits Exam Week: resits of Exam Weeks; exams & Exam Weeks; exams & resits
16 T3 of semester 1 year 2 resits of semester 1
17 L1
18 May holiday; King’s Day (27- May holiday; King’s Day May holiday; King’s Day (27-
04-18) University closed (27-04-18) University 04-18) University closed
closed
May 19 L2
20 L3 Enrol for Exams Enrol for Exams Enrol for Exams
21 L4
22 L5 University closed 30&31 May University closed 30&31 University closed 30&31
May May
23 L6
June 24 L7 Pentecost June 10 Pentecost June 10 Pentecost June 10
25 L8
26 T4 Exam Week; exams & Exam Week; exams &
27 T4 assessments assessments
July 28 Progress meeting; Enrol for Enrol for Exams/Resits T5 Enrol for Exams/Resits T5 Graduation 12 July 2019
Exams/Resits T5
Aug. Summer holidays; university closed from July 29th 2019- August 11th 2019
33 T5 Exam Week; final resits Exam Week; Resits Exam Week; Resits of Exam Week; Resits
year 2
* planning EFB year 2 (France) and year 3 (Italy) is according to the academic calendar of the host university
Aeres • 29 June 2018 Page 18 of 428 Module overviews
In this chapter a short description of modules is given. The module workbook contains more detailed
information.
8.1. First year general modules
Entrance courses (PSVAi0)
Entrance Courses
Coordinator: W. van der Vlis-Hetsen (VLW) credits: 1
Module Exam in
ECTS Name Mode of Exam Literature
elements Period
Irénée, D. & Krasser, W. (2014).
Mathematics for Finance,
PSVA14 0 Mathematics Written Exam 2 Business and Economics
Groningen: Noordhoff Uitgevers.
ISBN: 9789001818623
Goodwin, Harris, Nelson, Roach,
Torras, (2013). Microeconomics
PSVA21 0 Microeconomics Written Exam 1 in context, 3rd edition. –
M.E.Sharpe inc. ISBN:
9780765638786
Entrance
None
requirements:
Students need to obtain a basic understanding of mathematics and microeconomics in
Professional task: order to be able to work in the different modules, these courses focus on ‘refreshing’ the
memory to overcome knowledge gaps.
Role: N.A.
Methods: Lectures, training, working groups, assignments, exams
Fields of expertise: Learning objectives:
The student is able to calculate differentiation, linear programming, ABC formula’s,
Mathematics
function analysis.
The student is able to understand Consumers, Producers, Market Analysis, the concept
Microeconomics
and importance of demand and supply and producer revenue in relation to elasticity.
Aeres competencies:
N.A.
Final qualifications:
N.A.
Aeres • 29 June 2018 Page 19 of 42Personal development (PPL1i)
Coordinator: W. van der Vlis-Hetsen (VLW) credits: 7
Module Exam in
ECTS Name Mode of exam Literature
elements period
Managing
PPL1i01 1 Assignment 2 materials provided by lecturer
competencies 1
Managing
PPL1i02 1 Assignment 4 materials provided by lecturer
competencies 2
McCarthy, M. & O'Dell, F. (2012)
English Vocabulary in Use; upper-
intermediate. Third edition
Cambridge University Press. ISBN
9783125349575
PPL1i21 2 English 1 Written exam 2
Hewings, M. (2015) Advanced
Grammar in Use, third edition.
Cambridge: Cambridge University
Press. ISBN 978-1107539303
McCarthy, M. & O'Dell, F. (2012)
English Vocabulary in Use; upper-
intermediate. Third edition
Cambridge University Press. ISBN
9783125349575
PPL1i22 2 English 2 Written exam 4
Hewings, M. (2015) Advanced
Grammar in Use, third edition.
Cambridge: Cambridge University
Press. ISBN 978-1107539303
N.A
Mandatory introduction study tour
PPL1i23 1 Team work Assignment 1 costs to be paid by student,
estimated cost 1000 euros. Student
will pay actual costs.
Entrance requirements: None
Professional task: N.A.
Role: N.A.
Methods: Lectures, training, assignments, exams, introduction week,
Fields of expertise: Learning objectives:
The student is able to obtain CEFR level B2 at the end of year 1 with a strong focus on obtaining a
English broad spectrum of vocabulary. At the end of year 2 students need to be able to pass the CAE
exam on CEFR C1 level.
The student is able to describe and explain their progress in correlation to competencies on level
Personal development 1. Students will be able to explain their progress by means of SMART examples of the 10 Aeres
competencies and obtain level 1 for all 10 competencies.
The student is able to understand the context of the international food business and
Study tour
cooperatively work in an international team
Aeres competencies:
To cooperate (level 1): students start a project for the module PSEF. This competency will be assessed by the assessment form
provided by the module PSEF, where attention will be paid to their cooperation, resolving problems, tackling difficulties,
assessed by means of declaration of process.
To organize (level 1): students plan and organize their own assignments, projects, and progress in this module by means of
project deadlines, learning tasks of other modules and assignments.
To introspect (level 1): Assessed by means of assignments in which students show examples of situations where they worked
on improving their competencies The examples given are based on the goals students set at the beginning of the year and
halfway through the first year. The examples are given using the STARR method and goals are formulated according to the
SMART method.
Final qualifications:
Management and development of own professional and personal attitude and skills
Aeres • 29 June 2018 Page 20 of 428.2. First year modules
Settling in European food business (PSEF)
Coordinator: C. Akkermans (AKC) credits: 13
Module elements EC Name Exam Period Literature
PSEF01 3 Assessment assessment 2 N.A.
Nunez, C., Mahdi, R. & Popma, L.
Intercultural (2017) Intercultural Sensitivity, from
PSEF02 2 communication Written exam 1 denial to intercultural competence.
Assen: van Gorcum. ISBN:
9789023255567
Goodwin, Neva R. (2014)
Introduction to Macroeconomics in context. Armonk,
PSEF03 2 Written exam 1
macro economics New York: M.E.Sharpe Inc. ISBN
9780765638748
Eicher, Theo S., Mutti, John H,
Turnovsky, Michelle, H (2009)
PSEF04 2 Global economics Written exam 2
Internationa economics. Abingdon:
Routledge ISBN 9780415772860
European food Paarlberg, R. (2013). Food Politics;
PSEF06 4 business and Written exam 2 what everyone needs to know. Oxford:
agricultural food Oxford University Press. ISBN:
policy 9780199322381
Entrance requirements: None
Preparation of a report about possibilities to introduce a food product on a foreign
Professional task:
market(s). Presenting the report to a group stakeholders (assessors).
A member of a consultancy team that is responsible for introducing a food product
Role:
with specific qualities (identity) on a foreign market(s).
Methods: Study tour, guest lectures, lectures, group assignments.
Fields of expertise: Learning objectives:
The student is able to explain the link between food policies and international food
Political developments
market
regarding food production and
The student is able to give examples of most recent developments in the agro-food
trade
sector
The student is able to explain the role and influence of various food business
European food business and stakeholders
policies The student is able to determine various organisations behind international food
policies
The student is able to analyse the intensity of competition in a particular industry
Macroeconomics
The student is aware of the role of economic environment, developments and risks
The student is able to identify intercultural differences (based on theory)
Intercultural communication
The student is able to deal with intercultural differences
theories
The student is able to make an intercultural strategy for a company
Aeres competencies:
To cooperate / collaborate (level 1): The student is able to contribute effectively to group work and activities,
reporting progress in a logbook.
To research (level 1): The student analyses the possibility to introduce a food product on a foreign market through
extensive market analysis. The student is able to identify and describe such a development, give recommendations.
To appreciate the global perspective (level 1): The student considers the world one’s playing field and functions well in
an international environment. The student analyses various countries in order to find the best export market. The
student is able to explain how the global food policy influences the international food market.
Final qualifications:
To know the current developments in the agri-food sector
Effective cooperation and communication in a multi-disciplinary, intercultural environment.
Aeres • 29 June 2018 Page 21 of 42Analysing business processes (PEBU)
Coordinator: To be announced credits: 13
Module Mode of Exam in
ECTS Name Literature
elements Exam Period
Assessmen
PEBU01 3 Proof of proficiency 2
t
Introduction to
Robbins, S. & Coulter, M. (2015). (13th
business management Written
PEBU03 4 2 revised edition) Management. Pearson
and organisational exam Education. ISBN: 9781292090207
behaviour
Krajweski, L.J., Ritzman, L.P., Malhotra,
M.K. (2016). Operations Management –
Introduction to
Written Processes and supply chain: Global 11th
PEBU04 2 operations 1
exam edition –– ISBN 9781292093987
management buy only after more information from
lecturer is given in class
Atrill, P. & McLaney, E. (2014). (9th
edition) Accounting and finance for non-
Introduction to Written specialists. New Jersey: Pearson Education
PEBU06 2 2 Limited. ISBN:9781292062716
business finance exam
Loon, van, J., Thuss, A., Schmidt, N.,
Academic language Written Haines, K. (2016) Academic Writing in
PEBU07 2 1
and report writing exam English, a process-based approach.
Bussum: Coutinho. ISBN 9789046905159
Entrance requirements: None
Understanding and analysing business processes, making connections between the various aspects of the
Professional task:
process and how and why various strategies are implemented.
Member of a consultancy team who will advise a company within the international food business how to
Role:
improve their business organisation and strategy.
Methods: Lectures, training, working groups, assignments, exams
Fields of expertise: Learning objectives:
The student is able to explain the basic functions of a business manager – planning, controlling,
Organisation &
directing, and decision-making as well as to understand that organizations consist of people, and have
management
an understanding of how people behave in groups and with various levels of power.
The student is able to explain what strategy is, how strategies are formulated based on internal and
Strategy
external analysis, know how strategy models are used and how strategies are implemented.
The student is able to understand the operational differences between goods and services, the
concept of productivity and enhancing it, understand how to approach major projects and how to link
Business processes
global developments in operations management to the strategic choices a company in international
food business can make.
The student is able to prepare balance sheets, profit and loss accounts and cash flow statements,
Business Finance analyze financial statements and give an underpinned opinion on the importance of accounting
conventions
Report writing & The student is able to write and structure reports according to academic standards according to APA
presentation skills style as well as present information from reports in an official and academic way.
Aeres competencies:
Present/communicate (level 1): assessed by means of a final report and presentation for the proof of proficiency.
Research (level 1): assessed by means of the final report for the proof of proficiency.
To endorse sustainable behaviour (level 1): assessed by means of a final report for the proof of proficiency.
Final qualifications:
Developing a vision and strategy for an (international) agri-food company
Management of organizations, processes, projects and people
Aeres • 29 June 2018 Page 22 of 42Marketing and communication strategy (PEMC)
Coordinator: S. Kuipers-Moroza (MOS) credits: 13
Module Mode of Exam in
ECTS Name Literature
elements Exam Period
Assessment Assessme
PEMC01 3 4 N.A.
nt
Pelsmacker de, P., Geuens, M., and
Van Den Bergh, J. (2017). Marketing
Marketing communication
PEMC03 4 Written exam 4 Communications: A European
strategy and instruments Perspective - 6th UK Edition. ISBN:
9781292135762
Rustenburg, G.&
Steenbeek, A. (2013). Sales
PEMC05 2 Written exam 4 Management. Noordhoff
Sales management Uitgevers B.V. ISBN:
9789001807986
Sethna, Z. & Blythe, J. (2016).
Consumer Behaviour. Sage
PEMC06 2 Consumer behaviour Written exam 3 Publications Ltd. ISBN:
9781473919136
PECM07 2 Article writing Assignment 3 Materials provided by lecturer
Entrance req.: None
As a consultant you develop a marketing communication strategy for a company. Afterwards you
Professional task: develop a marketing communication plan based on the previously formulated marketing
communication strategy.
Role: Marketing assistant/consultant
Methods: Classes, training (excursion, when possible)
Fields of expertise: Learning objectives:
The student gains insight in consumer behaviour, how to do research on consumer behaviour in a
Consumer behaviour specific situation for a specific product, to understand how insight on consumer behaviour can be
used in marketing
Marketing
The student learns how a marketing communications strategy is developed .
communication
The student learns how to develop marketing communications instruments and how to apply
strategy and
them in practice
instruments
The student learns how to make a sales plan and how to do a sales pitch. Next to this the focus is
Sales management on strategic and operational aspects of sales management. Attention is also on how to coach and
motivate the sales team, sales skills and sales leadership.
The student gains knowledge on how to write an article for a food blog or speciality food
Article writing
magazine
Aeres competencies:
To present (level 1): Examined by a report and oral presentation during the proof of proficiency.
To enterprise (level 1): The student is able to see opportunities and is able to achieve the desired results by taking risks
Final qualifications:
Strategic marketing of products and services in the global agri-food
Aeres • 29 June 2018 Page 23 of 42Analyzing food value chains (PEFC)
Coordinator: P. Burgess (BUP) credits: 13
Module Exam in
ECTS Name Mode of Exam Literature
elements Period
PEFC01 3 Assessment Assessment 4 N.A.
International Economics, 7th
edition (2009), Theo Eicher,
International food
PEFC02 Written exam 3 John H. Mutti & Michelle
2 trade Turnovsky, Routledge, ISBN
978-0-415-77286-0
Managing food value Samir Dani (2015) Food Supply
chains and waste Chain management and
PEFC03 Written exam 3
3 management in the logistics. Kogan Page: London,
chain ISBN 9780749473648
Rushton, A., Croucher, P., &
Written exam Baker, P. (2017). The
Handbook of Logistics
and Distribution
Logistics and
PEFC04 2 4 Management :
distribution analysis Understanding the
Supply Chain (5 ed.).
London: Kogan Page.
ISBN:074947677X
Food quality and
PEFC05 3 4 Materials provided by lecturer
safety management Written exam
Entrance requirements: None
Analyzing the company’s current food value chain, analyzing problems in the area of food chain
Professional task: management, logistics and food quality/safety management, preparing and presenting an
advisory report.
Role: Advisor
Methods: Lectures, group assignments, excursions
Fields of expertise: Learning objectives:
The student can apply logistics into various types of business environments
Production and distribution The student can define the content of discipline ‘logistics’
management
The student can work with various logistics concepts
Stock management
The student can explain the difference between the demand management and supply chain
Reverse logistics
management
Chain management
The student can recognize the function and types of inventory
Import- and export
The student can indicate the influence of product design on logistics costs;
management
The student can define form, fit and function of the product
The student can apply the logistic concepts in distribution management
The student can explain the difference between green logistics and reverse logistics
The student can indicate the importance of continuous improvement in logistics
Quality management The student understands basic quality concepts and food safety fundamentals.
Analysing processes The student is able to describe the general principles of most well-known food quality
information analysis and management systems
use of information systems The student is able to analyze the problems in the area of food chain, logistics and food quality
Creative and problem management and plan quality-improvement activities.
solving thinking The student understands and can apply waste management in the chain and cradle2cradle
concepts in food chains
Aeres competencies:
To cooperate / collaborate (level 1): Student work on a group project throughout the semester. Students involvement in a
group work and his/her contribution to a team work is being assessed.
To endorse sustainable behaviour (level 1): students will be able to analyse the food chain and identify opportunities to
increase the sustainability within the food chain
To appreciate the global perspective / globalization (level 1): student obtains an insight into global food supply chain and is
able to demonstrate an ability of analysing global food value chains .
Final qualifications:
Optimising logistics and managing the quality in agri-food chains
Aeres • 29 June 2018 Page 24 of 428.3. Second year general module
Personal development year 2 (HPL2e)
Coordinator: S. Kuipers-Moroza (MOS) Credits: 4
Module
EC Name Exam Period Literature
elements
Personal development
HPL2e01 1 Assignments T2 Materials provided by lecturer
semester 1
HPL2e02 3 French Written exam T2 Materials provided by lecturer
Entrance
None
requirements:
Professional task: N.A.
Role: N.A.
Methods: Lectures, training, working groups, assignments, exams
Fields of expertise: Learning objectives:
The student has the French language skills (speaking, listening, writing, reading and using vocabulary) at
French
B1 level of the The Common European Framework of Reference for Languages
The student is able to describe and explain his/her progress in correlation to the Aeres UAS
Personal competencies and obtain level 2 by means of SMART examples.
Development The student chooses to engage in activities which allow to grow and develop both professionally and
personally
Aeres competencies:
To self-direct (level 2): assessed by means of assignments in which students formulate goals by using the SMART method and
provide examples using the STARR method
Final qualifications:
Effective cooperation and communication in a multidisciplinary and intercultural environment
Engagement and development of own professional and personal attitude and skills
8.4. Second year modules
Research in European food business (HMRM)
Coordinator: S. Kuipers-Moroza (MOS) credits: 13
Module
EC Name Exam Period Literature
elements
HMRM01 3 Assessment Assignment 2 N.A.
Blythe, J. (2013). Consumer Behaviour.
Sage Publications Ltd. ISBN:
HMRM02 2 Consumer behaviour Written exam 2
9781446266458
2 Jong, de, J., (2017). Effective strategies
for academic writing, the road towards
Research design,
HMRM03 methodology and Written exam 1 essay, paper or thesis. Bussum: Coutinho.
reporting ISBN 9789046905050
Baarda, B. ( 2010)- research, this is it!
Noordhoff uitgevers ISBN
9789001790264
2
Data collection, Compulsory: Field, A. (2013). Discovering
HMRM04 4 processing and Assignment Statistics Using SPSS. Sage Publications
analysis Ltd, 3rd or 4th edition. ISBN:
9781847879073
Aeres • 29 June 2018 Page 25 of 42Suggested for further reading: Naresh,
K. Malhotra. (2009). Marketing Research:
An Applied Orientation. Global Edition,
6/E: Pearson Higher Education. ISBN:
9780136094234.
HMRM05 1
2 Article writing Assignment Materials provided by lecturer
Entrance
Report writing skills, based on year 1
requirements:
The student performs a research for a local food business in the region of Almere. Recommendations
Professional task: based on the research should support the companies to further develop the business.
Role: Researcher
Methods: Classes, training, excursions
Fields of expertise: Learning objectives (the student):
The student is able to use Microsoft Excel to process data and use statistics.
The student knows how to analyze and interpret data using SPSS in the framework of qualitative
Data analysis
research
Desk research,
qualitative research,
The student is aware of the different types of research (quantitative vs. qualitative)
quantitative
The student is able to identify which type of research is suitable to solve a given problem
research, field
research
The student gains insight in consumer behaviour, how to do research on consumer behaviour in a
specific situation for a specific product, to understand how insight on consumer behaviour can be
Consumer behaviour
used in marketing
The student is able to identify a challenging topic within the European food business.
The student is able to search for relevant information on a topic in the food business and to further
work out the description of the topic.
The student is able to describe the relevance of researching the topic in the food business.
Research design, The student is able to describe the knowledge gap of the research topic and can translate this into a
methodology and
main question.
reporting
The student knows the different forms of research, is able to choose the relevant form, design and
methodology of research.
The student is able to perform the research according to scientific methodology.
The student can present the research findings in writing and orally depending on the target group.
Article writing The student gains knowledge on how to write an article for a scientific journal
Aeres competences:
To research (level 2): The student identifies and describes a problem or a development, formulates a practice-based research
question and answers this using a suitable research method. The result is presented in the form of a research report and a
poster presentation
Final qualifications:
Designing and implementing result oriented applied research in the agri-food sector
Aeres • 29 June 2018 Page 26 of 42Research in European Food Trade (HEFT)
Coordinator: T. Medema (MEA) credits: 13
Module
EC Name Exam Period Literature
elements
HEFT01 3 Assessment Assessment T2
Purchase Lysons, K. and Farrington, B. (2012).
HEFT02
Procurement and Supply Chain
management,
4 Written exam T2 Management. 9th edition. Pearson
transportation and Education Canada. ISBN 978-
storage 1292086118
HEFT03 McCormick, J. (2014) -Understanding the
European Union. Palgrave Macmillan Ltd
2 European Union Written exam T1
( 6th edition)
ISBN 9780230298835
HEFT05 T2 Bessant, J. and Tidd, J. (2015). Innovation
Innovation and
2 Written exam and Entrepreneurship, 3rd edition. John
entrepreneurship Wiley and sons Inc. ISBN 9781118993095
Wevers, H. (2014). A basic guide to
HEFT06 T2 international business law (e-book).
2 International law Assignment
Houten: Noordhoff uitgevers. ISBN:
978900184404
Entrance
n.a.
requirements:
You have to develop a successful innovation for a food product. Doing this you will also cover purchasing
Professional task:
management decisions and deal with the patenting topic.
Role: Entrepreneur
Methods: Classes, training, excursions
Fields of expertise: Learning objectives (the student):
Purchase learns the latest developments in purchasing and supply chain management theory and practice
management, about the core concepts, strategy, and implementation
transportation and learns the basics of transportation and storage. The focus will be on the fact that there is a
storage relationship between the functioning of a supply chain and the time to market the products.
European Union is able to understand how the European Union works and how it influences European Food Business
Students are able to show the principles of innovation and entrepreneurship by demonstrating their
Innovation and
knowledge and entrepreneurial skills by thinking of an innovation for a food company
Entrepreneurship
is able to understand the basics of civil law the affects it has on international food business, the
Introduction to
relation between civil law and international trade and agreements, the principles of a contract and its
business law
obligations and settlement of a dispute.
Aeres competences:
To enterprise (level 2)
To globalise (level 2)
Final qualifications:
Entrepreneurship and innovation in the international agri-food business.
Optimising logistics and monitoring quality of agri-food chains.
Familiarizing with the international agri-food sector
Aeres • 29 June 2018 Page 27 of 42Program at ESA, France in Semester 2
Typical Product Characterization (TPC)
Coordinator: M. Dufrechou credits: 15
Module
EC Name Exam Period Literature
elements
TPC 1 4 Assessment Research report T3 N.A.
T3 Berard, L. & Marchenay, P.
(2008) From localized
Poster/oral
TPC 2 3 Quality labels/concept of terroir products to geographical
presentation
indications. ISBN: 978-2-
9528725-1-5
TPC 3 2 Product analysis Written exam T3 N.A.
TPC 4 2 Food production Written exam T3 N.A.
European Food law and Written exam T3 N.A.
TPC 5 2
policy/risk management
Branding of regional products T3 N.A.
TPC 6 2 Written exam
and sales
Entrance
N.A
requirements:
From the producer to the consumer; understanding the quality and diversity of traditional
Professional task: food products, create relations between their localization and the traditional process used;
and understanding how the “terroir” can impact the quality of the product
A member of a consultancy team who will advise a company within the design and the
Role:
development of new traditional products.
Methods: Classes, training, excursions, working groups, assignments, exam
Fields of expertise: Learning objectives (the student):
Student is able to find, choose local products and explain history of the product and
Quality how it could be promoted
label/concept of Understand the importance of the terroir in the product valorization
terroir Determine the different quality labels of these products
Student is able to observe the diversity of the products existing, from the different
Product analysis transformation of the raw material to the valorization of the finished product
Students are able to have a primary sensorial evaluation
Student is able to understand all the transformation of the product including the impact
of the process and the evolution of the intrinsic parameters of the product during the
transformation
Food production
Student is able to understand products making from the raw material to the finished
product
European Food law
Determine the different food law and risk management
and policy/risk
management
Student is able to establish a list of specifications to promote a product and the
Branding of regional
products and sales different prices between basic/quality label products
Aeres competences:
To cooperate
To globalize
To enterprise
Final qualifications:
To enterprise and innovate in the international agri-food business
Aeres • 29 June 2018 Page 28 of 42Management of an innovative project (MIP)
Coordinator: M. Dufrechou credits: 15
Module
EC Name Exam Period Literature
elements
Report, oral
MIP 1 2 Assessment T4 N.A.
presentation
Food product innovation and Oral T4
MIP 2 2 N.A
innovation strategies presentation
MIP 3 2 Product analysis Practical work T4 N.A.
MIP 4 2 Project management Written exam T4 N.A.
MIP 5 2 Local and industrial processing Written exam T4 N.A.
Final project: development of a T4 N.A.
Oral
MIP 6 5 new product and choice of the
presentation
market
Entrance
N.A
requirements:
From the producer to the consumer; understanding the quality and diversity of traditional food
Professional task: products, create relations between their localization and the traditional process used; and
understanding how the “terroir” can impact the quality of the product
A member of a consultancy team who will advise a company within the design and the development
Role:
of new traditional products.
Methods: Classes, training, excursion, working groups, assignments, exam
Fields of expertise: Learning objectives (the student):
Food product Student is able to create a new product using local raw materials
innovation and Student is able to use specific method of creativity depending on the specific consumer targeted.
innovation strategies
Student is able to correctly select the raw material depending on the final product targeted
Characterisation of a product using physic-chemistry methods, microbiology and sensory analysis
Product analysis
Validation of the new product depending on the result obtained (quality and acceptation by the
consumer)
student is able to create a technical specification document
to plan the different steps of the product making and of the project including the feasibility study
Project management
(economically and technically)
To define a specific market
Local and industrial Visit of industrial and local food processing
processing
Final project:
development of a new student is able to develop their own product with a specific technical specification document
product and choice of development of a basic product, product with a quality specification and innovative product
the market
Aeres competences:
To research
To innovate
To globalize
Final qualifications:
To enterprise and innovate in the international agri-food business
Management of organisations, processes, projects and people
Cooperate effectively and communicate in a multidisciplinary, intercultural environment
Aeres • 29 June 2018 Page 29 of 428.5. Third year general module
Personal development year 3 (HPL3i)
Coordinator: T. Medema (MEA) credits: 4
Module
EC Name Exam Period Literature
elements
HPL3i01 4 Personal development Assignments T2 materials provided by lecturer
Entrance
None
requirements:
Professional task: N.A.
Role: N.A.
Methods: Lectures, trainings, working groups, assignments
Fields of expertise: Learning objectives:
The student is able to describe and explain his/her progress in relation to the Aeres competencies and
Personal obtain level 2 by means of providing examples using STARR method
Development The student chooses to engage in activities which allow to grow and develop both professionally and
personally
Aeres competencies:
To self-direct (level 2): assessed by means of assignments in which students formulate goals by using the SMART method and
provide examples using the STARR method. The student describes undertaken activies and influence of these activities on
professional and personal development
Final qualifications:
Effective cooperation and communication in a multidisciplinary and intercultural environment
Engagement and development of own professional and personal attitude and skills
8.6. Third year modules
Italy, Italian food business
Coordinator: To be announced credits: 14
Module
EC Name Exam Period Literature
elements
T2
(Nov/Dec
HITA 1 5 Food law and certification Written exam To be defined
and/or
Jan-Feb)
T2
Economic and
(Nov/Dec
HITA 2 5 environmental sustainability Written exam To be defined
and/or
of agriculture
Jan-Feb)
T2
HITA 3 4 Sensory evaluation Written exam (Nov/Dec To be defined
and/or
Jan-Feb)
Entrance
N/A
requirements:
Professional task: N/A
Role: N/A
Methods: Classes, training, excursions
Aeres • 29 June 2018 Page 30 of 42Fields of expertise: Learning objectives:
The student will get introduced to the regulation of foodstuffs, highlighting not only the
interplay between the domestic and international regulatory layers, but also food law’s
complex structure, characterized by the interaction between public norms, private
standards and certifications.
Food law and The student will learn about international food standards; quality, including the protection
certification of geographical indications
The student will explore regulatory mechanisms to promote (economic, social,
environmental) sustainability
The student will learn about protection of innovation, with regard to patents, plant variety
and other sui generis rights
The student will be introduced to economic theories and relationship between the
economic system and the environment
The student will learn about optimal use of renewable natural resources in different
Economic and management conditions (profit maximization, free access, common property, presence of
environmental externalities like the value of biodiversity)
sustainability of The student will learn about the principles and tools for the economic evaluation of
agriculture environmental goods and ecosystem services (implication for the agri-food sector and
policies)
The student will get acquainted with rural development policies and agro-environmental
policies. Environmental certifications and sustainability.
The student will be introduced to sensory analysis techniques and provided with elements
for statistical evaluation of sensory tests
Sensory evaluation
The student will learn about sensory attributes of beverages and food and their perceptions.
The student will work on preparation of tasters and tasting panels
Aeres competencies:
To endorse sustainable behaviour
To research
To innovate
Final qualifications:
Entrepreneurship and innovation in the international agri-food business
Management and development of own professional and personal attitude and skills
Italy, Food processing
Coordinator: To be announced credits: 16
Module
EC Name Exam Period Literature
elements
T2
Milk and meat (Nov/Dec
HITA 4 6 Written exam To be defined
production and/or
Jan-Feb)
T2
Technology of animal (Nov/Dec
HITA 5 6 Written exam To be defined
chain products and/or
Jan-Feb)
T2
Grain processing and (Nov/Dec
HITA 6 4 Written exam To be defined
baking technology and/or
Jan-Feb)
Entrance
N/A
requirements:
Professional N/A
task:
Role: N/A
Aeres • 29 June 2018 Page 31 of 42You can also read
