1. business and industrial

Professors and researchers of many areas pointed this out for years, but we will quote you because companies
are still not applying. . “Think globally, act locally.” That’s the principal.
This master’s degree will bring you the most recent business knowledge that is being discussed and
implemented around the World. Pay attention to “being”! You will not study only classical cases of companies
that innovated 100 years ago. You will study with lecturers from different countries discussing real cases of
companies from everywhere in the world doing business right here and right now – as you read this text.
That’s why this program will be an outstanding achievement for your education, your resume, your career and
to where you intend to work. Either a corporation, either in consulting or in your own business.
In addition, you do not have to leave your career or family plans on hold for 2 years. You can study online with
the same lecturers and with the additional feature of simultaneous interpreting to Brazilian Portuguese, if you
prefer.
You will be an International Professional.
Upon completion of credits and defense of your thesis, you will have developed management capacity to
propose innovations, promote strategies, interventions, counseling, and support changing processes. The
European education will provide you a plural vision based on different ways of doing business, combining the
ability to obtain short-term results, necessary for business anywhere in the World, without losing sight of longterm horizons, necessary to build the future of companies and world-class professionals.
In addition, you will receive a valid certification throughout the European Union.
Summary
Consultancy Process (CSP) ..................................................................................................... 4
Personal Development Program (PDP) ................................................................................... 5
Team Interventions (TIV)........................................................................................................ 6
Value Chain Management (VCM) ........................................................................................... 7
Entrepreneurial Challenge ..................................................................................................... 8
International project (IP) ........................................................................................................ 9
Critical Thinking and Research Methodology (CT&RM) ........................................................ 10
Business Financing ............................................................................................................... 11
Intervention & Advisory Skills (IAS) ...................................................................................... 12
Organization Development (ORD) ........................................................................................ 14
Management of Technology and Innovation (MTI) .............................................................. 16
Management of Control (MOC) ........................................................................................... 17
Consultancy Process (CSP)
This module aims to provide students with opportunities for learning about the process of consultancy and the
key competencies required in order to consult to organizational change and development. The current pace of
change, driven by globalization and technology advancements, means that organizations are under increasing
pressure to innovate, change and develop. In the past, change and development was a specialist expertise
which was only found in the Human Resources, Learning and Development and/or Change function. This
picture has changed. Now, change expertise is utilized across the organization and has become part of the
management toolkit. Developing knowledge, understanding and skills in consulting to change and development
is thus an essential skill for effective managers today. It is generally recognized that key competencies in
consulting encompass three main areas: a) technical, in other words, a particular expertise in the business
arena; b) interpersonal. In other words, basic ‘helping’ skills central to relationship-building and influencing
others; and c) consulting, in other words, the set of skills associated with the key stages in the consulting
process (Block, 2001; Cummings and Worley, 2002). This module focuses on b) and c).
Learning outcomes
Upon successful completion of this module the master student must be able to:
- discuss the role of the consultant in the process and be able to critically reflect on how they take up their roles
as consultants in relation to the cases provided;
- develop consulting and interpersonal skills through role plays and simulated exercises;
- explain and apply the cycle of planned change and the key stages of entry & contracting, discovery &
diagnosis, feedback & planning, implementing and evaluating & institutionalizing change.;
- understand issues relating to power, politics and resistance and devise some strategies for dealing with these
issues, demonstrating an awareness of themselves in the process.
- analyse & evaluate cases of change and development using the above;
- create a professional proposal for a client integrating the above learning outcomes.
Personal Development Program (PDP)
More and more, businesses are looking beyond knowledge and technical skills when interviewing potential new
hires. Research and experience both show that “soft skills” are equally, if not more important for success in
business. Although it is typical in business education that students are expected to develop knowledge in their
specific area of study, it is less usual that attention is given to development of core skills and competencies.
This Personal Development Program (PDP) addresses the need for students to be educated broadly; here they
are guided in the assessment and development of business related soft skills.
The PDP module is spread through the whole of the Masters program. Through the use of various selfevaluation tools, students will develop their self-awareness, which will include the understanding of personal
strengths, weaknesses and competencies. In addition, students will learn about and develop essential skills and
competencies required in the world of business, including but not limited to communicating effectively,
analytical and creative problem solving, and managing time and stress.
Finally, students will be guided in both setting and working towards personal development goals, using the
SMART framework and taking into consideration their values, present skill levels, and career plans. Within this
process of individual goal setting, students make links with learning in both this and other modules, and identify
ways of incorporating this learning into specific competency development. These development goals should
contribute to better functioning and performance in the workplace.
Learning outcomes
At the end of the course, the student will be able to:
- Analyse and summarize input from self-evaluations, identifying implications for career
- Link learning from the course material to his/her professional practice, and communicate it in personal
reflection reports
- Formulate SMART personal goals
- Identify strategies to achieve personal goals
- Describe and evaluate the steps taken towards personal goals
- Demonstrate skill development in self chosen areas
Team Interventions (TIV)
The Team Interventions module has been designed to give MCE students an insight into the behaviors and
psychological processes that occur within a group. Students will gain an outline understanding of decision making
behavior and group thought processes and reactions.
The module is structured so that students become aware how group thought processes, behaviors, reactions and
group history impacts on team decision making and team performance. Students learn the theory of, analyse and
apply interventions that increase team performance. A significant part of the module challenges students on what to
consider when a team is not performing effectively.
Practical case studies are linked into the programme. The lectures use a mix of experiential learning, presentations
(ppt), online, real world examples to gain understanding of the subject matter. Fieldwork is be completed between
sessions and reviewed a. for content and understanding of the theory of group dynamics and team interventions b.
discussions on the experience of working as a group to complete assignments and c. as preparation for the next
lecture.
Learning outcomes
On successful completion of the module and assignments, the master student will:
1. Gain an understanding of group dynamic theory with relevant case studies and application in real word situations.
2. Evaluate the impact of group dynamics on team performance
3. Formulate strategies, set realistic goals based on a general understanding of how groups and teams work
4. Recommends appropriate team interventions to reach a strategic goal
5. Reflects and assesses individual and group participation and results for integrated assignment and presentations
Value Chain Management (VCM)
Value Chain Management is an integrated framework for each business to create value for customers while creating
value for shareholders and for employees. In the end of the day each profitable and sustainable business, either a
manufacturing company or a service firm, has to deal with these three value drivers. In this module we discuss all
related aspects from internal and external analyses, to strategic goal setting and strategy execution. The techniques
behind generating a business model in order to start up a business by each student will be a key aspect in this
module. Strategic sourcing, make – buy or ally, will be part of the discussion, in other words the boundaries of the
business scope and how to create and maintain competitive advantage over the competitors.
Students are expected to master the theory at the beginning of each lecture and in class cases will be used to apply
the theory and to explain the case
For entrepreneurs, business managers and consultants the subjects discussed in Value Chain Management are crucial
for understanding their client’s business and their own business in order to achieve their business missions with
excellence.
Module aims
To help students (1) to think strategically, (2) to formulate successful business strategies for their own businesses
and (3) to advise clients on appropriate tools for strategic business planning through understanding paradigms and
the discourse of the strategic planning and value chain management.
Learning outcomes
Upon successful completion of this module, the master student will be able to:
- understand the basics of strategic management theories;
- apply the correct tool for strategic analysis in a given organizational context;
- formulate strategies to achieve strategic objectives.
Both Value Chain Management and Entrepreneurial Challenge will be delivered in close collaboration.
Entrepreneurial Challenge
The Entrepreneurial Challenge simulates the path of an entrepreneur. The student is challenged to bring together
different business skills and develop a credible plan to exploit a potential market opportunity and then pitch the plan
to a potential investor with a bankable deal.
What does it take to become an entrepreneur? We will look at what sets the entrepreneur apart from a manager,
can someone learn how to be an entrepreneur or are entrepreneurs born, not made?
We will look at where business ideas come from. How are new business ideas generated? How does an individual go
about deciding on a new business? Is there a method or is it just good fortune? The student is then challenged to
develop a new business idea. The scope for the new business is broad but there are restrictions. The concept may be
a product or a service. It may be a social enterprise, not necessarily a for profit business. Concepts that are not
allowed include merely setting up a franchise, e.g., a fast food outlet.
The student is then coached through the necessary steps to complete a bankable business plan. Here is where all
previous business subjects will come together and put together answers to a series of questions that a potential
investor will ask. What is the target segment? Who will be the first consumers? What is the consumer benefit - the
value proposition? How large is the potential market? What will our revenue stream look like? How will we produce
our offering? What partners and resources will we need to deliver? What will all this cost in terms of time, money,
and people? How and when do we get our investment back again - and others?
Finally, the student is coached in how to construct and deliver a pitch to a potential investor. It is possible that the
outcome of this course might be a credible new business opportunity that the student may decide to pursue after
completing the degree.
Learning outcomes
After successful completing this module the student will be able to:
- demonstrate an understanding of the principles of entrepreneurship to be reflected in the business plan (i.e., What
is the opportunity? How do we seize it? What are the risks? How to overcome the risks? What is the potential
reward?)
- compose a potentially-successful new business implementation plan based on (market) research.
- defend the Business Plan, assumptions, and the ‘deal’
- reflect on realizing the competences and formulating learning goals (not assessed).
International project (IP)
The module ‘International project’ is a unique course which combines theory and student driven activities and gives
student teams the opportunity to work on a ‘real world’ case for a ‘real world’ company/institution. Graduate
students who work in small teams, created from students from different master specialisations and of different
cultural/professional backgrounds, need to apply their knowledge and develop their own judgment to successfully
solve the case.
Students are encouraged to approach the case using the Enterprise Project Management (EPM) reasoning, to ensure
deep understanding of problem owner’s organizational structure and also that the other stakeholders such as
companies, customers, suppliers, governmental and non-governmental organizations… are also considered and their
needs and expectations understood as well. In such a complex environment, International Project team aims to
design an innovative and sustainable solution which should be applicable in practice.
Milestones of a ‘real life’ case with IP:
- integration of different stakeholder perspectives into a feasible project design,
- development of stakeholder commitment for project implementation
- management of positive group/team dynamics,
- attainment of team’s project goals within a limited time frame and within project requirements.
This module also stimulates students to acquire excellent teamwork skills. The students are requested to motivate
and evaluated each other for their contribution, following the Positive Organizational Scholarship (POS) approach:
exploring own and peer’s personal strengths, weaknesses and competences in a supportive environment.
Most importantly, the module serves as a valuable/hands-on preparation for successfully executing (writing) the
thesis as well as a preparation for a specialist role in the professional work field.
Learning outcomes
On successful completion of the module and assignments, the master student will:
- The student is able to create the project management products, tailor the processes and themes appropriately
for a given project scenario.
- The student is able to acknowledge the process side of teamwork, to observe and to describe his reflection on
interaction and emotional factors that influence himself and his role in the team.
- The student is able systematically access real life problem and develop innovative solutions.
- The student is able to use judgment making conscious choices relevant for the problem case, regarding and
evaluate overall result of the project
- The student is able to understand, evaluate and choose in between various project management methods,
and different tools as well as apply them during the process
- The student is able to report (written) and present (oral) findings to specialist and non-specialist audiences,
not only to their fellow team members and the teacher, but also to the problem owner and other key
stakeholders, making clear what knowledge and rationale underpins their conclusions
- The student is able to reflect upon the overall project management process implemented by a team and draw
lessons at the level of the methodology used.
Critical Thinking and Research
Methodology (CT&RM)
Business professionals in today’s world are challenged more and more to manage vast quantities of information. In
addition, working environments are increasingly fast paced, and challenge employees to make decisions in key areas,
such as improving and updating policies or generating and implementing innovative solutions. In this context, clear
and effective thinking and information processing skills are a necessity.
The aim of the first part of the course (Critical Thinking) is to study and practice critical thinking and argumentation, a
vital skill in today’s society, which enables us to investigate a situation, problem, question, or phenomenon and helps
to arrive at viable hypothesis or conclusion. It focuses on developing skills, such as clearly stating a claim, clarifying
the meaning of terms and, revealing the structure of the argument, assessing the credibility of sources and learning
to avoid the obstacles to good thinking.
On successful completion of this, the master student will be able to:
- The student is able to demonstrate the knowledge of the principles of critical thinking
- The student is able to analyze and compose strong and sound arguments
- The student is able to debate alternative approaches
Further part of the subject aims to prepare students for the writing of their Master’s thesis by providing them with
the knowledge and skills they require to define, design and implement their own research project within the context
of applied or practice-based research.
As such, the course has been designed to both give students an overview of the fundamentals of research methods /
methodology that meet the general requirements of a Master’s degree (RM 1) and introduce them to the methods,
tools and techniques one needs when conducting practice-based research (RM 2).
Seeing that a student’s ability to design and conduct research on his / her own is critical to his / her ability to
graduate, the course has been designed to run for two consecutive blocks in order to allow the students to acquire
and develop the relevant knowledge and skills.
- RM 1 introduces the fundamentals of doing research in general and practice-based research in particular and
introduces the following topics: the design of a research project (conceptual design), the different methods
available for doing practice-based research (technical design). All aimed to give clear focus on the how-to of
writing up research proposals.
- RM 2 focuses on the practical aspects of doing research by introducing the following tools and techniques for
collecting, analyzing and presenting data: conducting qualitative interviews, designing a questionnaire, carrying
out observation research, analyzing quantitative data and coding qualitative data using template analysis.
The following learning outcomes are applicable:
- Identify, understand and define the different types of research that can be carried out;
- Identify, understand and define the different elements that need to be included in the design, execution and
evaluation of a research project in applied science;
- Evaluate different research designs in order to define their strengths and weaknesses;
- Demonstrate the ability to come up with a research design for a (real-life) project.
Business Financing
The modern business environment demands for a deep understanding of financial statements and financial
modelling to support investment decisions. From consultants and start-up entrepreneurs we expect a bit more. They
should be able to build sound financial business models and defend their business ideas for financial institutions and
investors out of a business idea and out of unorganized data. Furthermore they should be able to analyse data and
advice on structuring the business in a financial way.
The goal of this module is to provide students with deep understanding of financial business modelling, ratio’s,
valuation and has a strong emphasize is on cash flow. The program takes six weeks of two hour lectures containing
theory, calculations and practical cases.
A consultant / entrepreneur identifies, manages and evaluates the company’s (financial) risks .
Learning outcomes of tested competency
- To apply the tools of business strategy analysis to financial statements
- To be able to interpret financial statements in relation to specific business cases.
- To apply the tools of prospective strategy analysis to financial statements
- To be able to interpret financial statements in relation to specific business cases.
- To apply the tools of prospective strategy analysis to financial statement
Intervention & Advisory Skills (IAS)
Organizations strive to prosper and grow in a world that is undergoing changes at a speed never seen before.
Globalization and rapid change into an interconnected society have only been further developed through
technological and innovative practices. As a result, companies now need to create an awareness of these ever
changing practices in a business environment. At the same time, there are the classic laws of enterprise. All of which
serve as ever driving factors for companies in their quest for maximization of shareholder value.
Whilst organizations have a wide set of tools, models/research findings available to diagnose and attune themselves,
it does not amount to much if you are not able to execute the change in an organization.
Intervention and Advisory Skills (“IAS”) offers a new set of practices and theories aimed towards the internal change
of organizational structures and working environment(s). The course focuses on the challenges that are posed to
people having to part from their old ways, while undertaking a common journey towards a newly defined
organizational practice. However, there are always underlying barriers to overcome such as: fear, parting from old
values and certainties, hardwired communication techniques, and false perceptions. Each part of this journey often
contradicts the previous state which was intentionally maintained as a stable and frozen one. IAS evaluates the
predictability of such organizational environments, and creates an awareness of the players involved.
The Master in Consultancy and Entrepreneurship educates students towards a position as business consultant and
entrepreneur. Here they must be able to strengthen organizations by: harvesting facts, handling and analysing said
facts, while diagnosing and formulating creative and effective solutions for the organization’s challenges.
The IAS course gives students a theoretical framework by which they can effectively: identify any obstructions to the
organization’s internal workings, diagnose the key figures involved in such obstructions/related issues, formulate an
action plan according to the taught theories/practices and manage the change process with the organization. The
students will be made to perform independent research and apply theory demonstrated in lectures. Thus,
stimulating them and helping them move towards a Master level.
Learning outcomes
The Master in Consultancy and Entrepreneurship prepares students for a position as business consultant and
entrepreneur, where they must be able to recognise opportunities, anticipate pitfalls and propose innovative
solutions. The module Intervention and Advisory Skills helps students to understand the complexity of the
relationship with a client organisation. Additionally, this module helps the students to recognize and improve their
personal skills as a consultant in order to advise the client in the most effective way. This is done by incorporating the
main theories on a consultant’s role(s): intervention practices and organisational learning.
Real mastery is proven by a successful application of what is learned in a practical context. It requires an open,
professional and transparent approach towards the discipline; a practical and traceable set of deliverables, open for
peer review and criticism. Most importantly, the required application of theory in a real life setting requires an
understanding of the best practices and successful application of the required underlying personal and technical
skills to produce sound results as a consultant and entrepreneur.
Students who successfully complete this module have reached the following learning outcomes:
- Explain the complexity of the relationship between the consultant and the client;
- Question one’s ‘automatic’ behaviour and develop a new set of possible reactions;
- Explain and compare the main theories concerning consulting, interventions and organisational learning;
- Develop their own communicative processes so as to be in line with that of the client;
- Analyse different psychological processes of the client;
- Select effective styles and interventions, according to the circumstances;
- Manage his or her own learning process on advisory skills and reflect upon this.
Organization Development (ORD)
Organizations strive to prosper and grow in a world that is undergoing changes at a speed never seen before.
Globalization, rapid change into an internetworked society and technology and innovation pose it upon companies to
constantly be aware of their changing environment. At the same time there are the classic laws of enterprise, as ever
driving companies towards a competitive course in their quest for maximization of shareholder value.
Whilst organizations have a wide set of tools, models and research findings available to diagnose and attune
themselves, it does not amount to much if you are not able to effectuate the change in your organization. At the end
of all analysis and course setting there remains the task of implementation, moving into a new set of practices or
changing into it.
Organization Development (“OD”) is about theory and application of it for the change of organizations. It focuses on
the challenges that are posed to people having to part from their old ways, undertaking a common journey towards
a newly defined practice. Underlying there are barriers to overcome, fear, parting from old values and certainties, a
journey often contradicting the previous state which was intentionally a stable and frozen one as in many
environments predictability is or used to be key.
OD is a management driven and organization wide structural effort to improve an organization. For this we are
intervening in its current practices using knowledge brought to us by behavioural science. So it is about people, and
nothing is cast in stone. The OD practitioner must be interrogative, receptive and adaptive in his or hers efforts to
trigger, create, reinforce and institutionalize change.
The Master in Consultancy and Entrepreneurship is educating the students towards a position as business consultant
and entrepreneur, where they must be able to strengthen organizations by harvesting facts, handling and analysing
those, diagnosing and formulating creative and effective solutions for the organization’s challenges.
The module Organization Development (OD) gives the students a theoretical framework by which they will be able to
position a company, diagnose its change capability and related issues, and formulate and manage the change
process. For this, students will be learning OD theory from various relevant angles like management models,
resistance to change, leadership, culture and organization learning. They will be stimulated to do independent
research and application of theory, stimulating them and helping them moving towards Master level.
Students will learn to be fact based and practical, and to be able to establish and present a clear trace between
current reality, theory, diagnosis and consequent practical application of theory and the intervention and
implementation plan. So OD will help students to bridge the gap between creating strategy and plan, and actual
change. The behaviouristic approach will give them a new dimension and the goal is to further the student to a wellbalanced and reflective professional, able to creatively use the OD theory handed and independently found in real
business.
Learning outcomes
Upon successful completion of this module, the master student will be able:
- To explain the concepts of organization design;
- To explain the concepts of organization transformation;
- To explain the principles of the learning organization and understand how to create an organization learning
culture;
- To point out an appropriate diagnosis and analysis of the organization context;
- To compose and communicate the appropriate organization design that meets the required strategic outcomes of
the change process;
- To compose and communicate the appropriate organization transformation approach in managing the
transformation of the organization development and cultural change.
- To argue that they have a sound understanding of best practices when addressing assignments.
- To justify by their deliverables and presentations that they have adopted the required practical skill set needed to
address assignments in a sound, transparent, verifiable and logical way.
Management of Technology and
Innovation (MTI)
The worlds of technology and business impinge each other faster and more intensely than ever. Relatively new
technologies provide enormous possibilities and threats for organizations. Technology & Innovation usually requires
large investments and affects strongly the vulnerability and performance of organisation.
Technology is seen as an enabler and driver of innovation as well as a millstone, which hinders Innovation and
disturbs the relation between Business and Technology Managers. It forces organisations to a thoughtful and aligned
Technology & Innovation in order survive and achieve their strategic goals.
The need for organisations to understand how to direct and exploit Technology and Innovation has never been
greater. In fulfilling this need the contemporary consultant and entrepreneur needs to know how to create value for
the organisation through management of technology and innovation, knowing that both (technology and Innovation)
are related, but do represent separate concerns.
The Master in Consultancy and Entrepreneurship prepares students for a position as business consultant and
entrepreneur, where they must be able to recognise opportunities, anticipate pitfalls and propose innovative
solutions.
The module Management of Technology & Innovation (MTI) enables this preparation by learning to master
effectively Technology & Innovation. It offers:
1. Stating real meaning of Technology is not just hard & software: it is the knowledge, products, processes, tools and
systems in the creation of goods or in the provision of services. It needs innovation in order to ensure added value.|
2. The know-how (theory & appliance) of a set of effectual capabilities in the field of Management of Technology and
Innovation: the capabilities needed to plan, develop, implement, monitor and control technological capabilities and
linking them
3. The support the development of reflective practitioners, who are able to reflect upon own thinking and acting.
Learning outcomes
Upon successful completion of this module the master student should be able:
- To know and understand the MTI Key Concepts and Trends in order to provide a basis or opportunity for originality
in developing or applying ideas in their context.
- To apply the knowledge and understanding of the MTI Key Concepts and Trends through problem solving abilities
applied in the valuation and assessment of Technology Trends and case studies.
- To show the ability to integrate knowledge and master complexity with respect to the MTI Key Concepts and Trends
and do judgements based upon insufficient information.
- To describe the conclusions and the knowledge with respect to the MTI Key Concepts for both specialists and
ordinary people, the lecturer, the peer students and – last but not least the case context.
- Being able to continue to study for MTI Key Concepts and Trends almost independently by being a reflective
practitioner: the ability to reflect, stipulate the lessons learned and formulating new learning objectives.
Management of Control (MOC)
Trust or control? That is the main question in modern management. Can we have predictable performance, based on
Anglo Saxon North American management? Or organic growth the Semler model?
Management of Control is an important feature to implement strategic renewals successfully. Creating Value on the
basis of business improvements. The art of balancing customer value and business value creation with the need for
being in control, in particular in organizations that demand innovation and flexibility. This module will transform the
tension between creative innovation and predictable goal achievement into profitable growth.
For both entrepreneurs and management consultants this understanding is vital to be successful in their profession
as initiators of strategic renewals in complex environments.
The feedback of performance information about the effectiveness of the strategy implementation requires careful
attention. In order to be working and be seen as a professional consultant, the student will learn how to initiate or
implement change on the basis of corporate or business strategy and master performance measurement.
People are not machines, the change of behavior and the influence on their attitude requires profound
understanding of human behavior, change adversity and effective drivers or motivations.
The senior management needs to be convinced of the necessity and urgency of the change by means of a solid
business case with viable alternatives and a cost benefit analysis.
“Levers of Control” by Robert Simons and a number of recent articles and innovative models provide the theoretical
basis and guiding principles.
Learning outcomes
On successful completion of the module and assignments, the master student will be able to:
1. To interpret the principles of management of control
2. To compose successful strategy implementation plans and the necessary business case
3. To argue and evaluate alternative implementation approaches
4. To reflect on realizing the competencies and formulating learning goals