Module Book

Xplore International Business

Academic year 2022-2023

Module period 1 (M1)
P REFACE

Welcome at NHL Stenden University of Applied Sciences.

This is the module book for this module period: Xplore International Business.

For some of you it is the first module period (September starters) and for some of you the
third module period (February starters).

We hope you will find this module useful and enjoyable.

Good luck!

Team International Business

C ONTENT

Preface........................................................................................................................................ 2
Content ....................................................................................................................................... 3
1. General Information ......................................................................................................... 4
1.1. Target group ................................................................................................................ 4
1.2. Entry Requirements ..................................................................................................... 4
1.3. Justification and incorporation in curriculum ............................................................. 4
1.4. Concerned Parties........................................................................................................ 4
1.4.1. Module Coordinator Xplore International Business ................................................ 4
1.4.2. teachers involved ..................................................................................................... 4
2. Content ............................................................................................................................. 5
2.1. Topic Module ............................................................................................................... 5
2.2. Module Learning Outcomes ........................................................................................ 5
2.3. Description of the elements of the module (courses)................................................. 6
2.4. Description of the design project ................................................................................ 9
2.5. Description of the Business Transformers................................................................. 10
2.5.1 September intake ................................................................................................... 10
2.5.2 February intake ...................................................................................................... 13
3. Learning environment..................................................................................................... 19
3.1. Methods and learning trajectories ............................................................................ 19
3.2. Responsibilities .......................................................................................................... 19
3.3. Study material............................................................................................................ 19
3.4. Planning: Organisation & People ............................................................................... 19
4. Examination .................................................................................................................... 20
4.1. Examination unit ........................................................................................................ 20
4.2. Examination process .................................................................................................. 20
4.3. Re-examination .......................................................................................................... 20
5. Assessment forms ........................................................................................................... 21
5.1. Overview learning outcomes module 1 .................................................................... 21
6. APPENDECIES .................................................................................................................. 23
Assessment form: Project Xplore International Business ............................................... 23
Business Transformers Assessment form ....................................................................... 25
6.1 Attendance policy ........................................................................................................... 28
1. G ENERAL I NFORMATION
1.1. T ARGET GROU P
International Business students, Year 1.
1.2. E NTRY R EQU IREMENTS
There are no entry requirements.
1.3. J U STIFICATION AND INCORPORATION IN CURRICU LU M
The module periods of the first year are build up and connected to each other.
1.4. C ONCERNED P ARTIES

1.4.1. M ODULE C OORDINATO R X PLORE I NTERNA TIONAL B U SINESS

Sanda Ntayiya
E: sanda.ntayiya1@nhlstenden.com

Sietse Schaafsma
E: sietse.schaafsma@nhlstenden.com

1.4.2. L ECTU RERS INVOLVED

Project Manager BT Coach Organisation & Research

People
IB1A Sanda Ntayiya Kai Gozo Sanda Ntayiya Irina Dragomir
IB1B Rint Henstra Morgan Collins Sanda Ntayiya Irina Dragomir
IB1C Rutger de Jong Paul Hartog Sanda Ntayiya Irina Dragomir
IB1D Marilyn López Joanna Wedrychowicz Sanda Ntayiya Irina Dragomir
IB1E Sietse Schaafsma Miriam Terpstra Sanda Ntayiya Irina Dragomir
IB1F Rint Henstra Nadia Osuna Diaz Sanda Ntayiya Irina Dragomir
IB1M Kai Gozo Rint Henstra Sanda Ntayiya Irina Dragomir
IB1N Paul Hartog Sanda Ntayiya Sanda Ntayiya Irina Dragomir
IBE1A Julia Huisman Nadia Diaz Osuna Sietse Schaafsma Iris Yuping

EBC MFL MFL MFL MFL

English Dutch German French Spanish
IB1A Joe Murphy Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Nadia Diaz Osuna
IB1B Joe Murphy Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Nadia Diaz Osuna
IB1C Jacob Loer Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Nadia Diaz Osuna
IB1D Anneke Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Feenstra Nadia Diaz Osuna
IB1E Jakob Loer Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Nadia Diaz Osuna
IB1F Anneke Tialda Dijkstra Natasja Kuiper Horia Benmehdi Marilyn López, Roberto Piorno,
Feenstra Nadia Diaz Osuna
IB1M Joe Murphy Tialda Dijkstra Natasja Kuiper Horia Benmehdi Roberto Piorno
IB1N Joe Murphy Tialda Dijkstra Natasja Kuiper Horia Benmehdi Roberto Piorno
IBE1A Julia Huisman Pim Wolsink Natasja Kuiper Horia Benmehdi Nadia Diaz Osuna

4
2. C ONTENT
2.1. T OPIC M ODULE

The theme of this module is: Organisation & People. In the first weeks we will focus on the
organisation part of an internationally oriented company, in the second part of the module,
we will focus on the people part of an international organisation.

During this introduction module, you will get an insight in the international business
environment, the organisational structures and different leadership styles. How do
organisations combine and structure the tasks, their people & resources in such a way that
the goals of an organisation or enterprise can be reached? What will be the consequences
and effects of internal and external changes for companies? You will explore this during this
module.

2.2. M ODU LE L EARNING O U TCOMES

Learning Outcomes Organisation & People (O&P):

• Identify and describe the key characteristics of an international organization and the
organisational structure, strategies and recognise (the effects of) internal changes in
an organisation;
• Recognise, define, explain, and apply basic concepts in the field of organisation and
people theories within an international setting;

Learning Outcomes of the Design Project (DBE):

• Describe an organisation within an international context using common methods or
models in literature about Organisation and People;
• Design and conduct research applying relevant desk research, specifically analysing
literature, in a DBE cycle to construct a measurement tool and formulate a conclusion
about degree of internationalisation of the project company.

Learning Outcomes Business Transformers (BT):

• International Business Awareness (*not for Feb 2022 intake):

- In a team and under supervision students interpret the international business
environment relevant for an organization (economic factors impacting the
organization, the role of governments, national and international organizations)
and relate this to the organization’s internal environment.

• Critical Thinking (*not for Sept 2022 intake): Reflect on the justification of one's own
beliefs and values leading to an understanding of self and his /her view on the world.

• Ethical & Social Responsibility (*not for Sept 2022 intake): Formulate one’s own
position concerning ethical and social responsibility at a personal level Personal and
Professional Development;

5
 - Express reflections on one's personal development with the aim of personal
growth as a student in the context of the IB study programme 
- Respond appropriately to a predictable business environment.  

• Personal and Professional Development:

- Express reflections on one's personal development with the aim of personal
growth as a student in the context of the IB study program.
- Respond appropriately to a predictable business environment. 

• Collaboration: Collaborate effectively with peers (students) and supervisors to

contribute to achieving agreed goals within the context of the IB program, with a
certain degree of coaching (teamwork)

Learning Outcomes English Business Communication (EBC)

• Students give a clear and well-structured informative presentation related to the
theme of the module. The audience is engaged through effective use of
communication techniques, body language and audio-visual aids.

Learning Outcomes Modern Foreign Language (MFL):

• Use an additional language to facilitate International Business, on A1 level
(beginners) or A2-B1 level (intermediate).

2.3. D ESCRIPTION OF THE ELEMENTS OF THE MODU LE ( COU RSES )

Organisation & People (O&P)

The core of this module is to identify the key characteristics of a company, the internal
structures, the environment, the people, and the organisation. Students learn theory about
Organisation and People, the leadership aspects, and the internal changes of an
organisation. The knowledge of the Organisation & People course will provide input for the
DBE project and the knowledge exam.

Design Project (DBE)

Design Based Education (DBE) is used as an educational concept. The following Design-
Thinking steps will be used: empathise – define – ideate – prototype – test – evaluate. This
module, students will pick a company which they will research. Each group of students
analyses the organisation and its environment. In two DBE cycles the students will develop a
company specific measurement tool/model to analyse the level of internationalisation. The
workshops of the course Organisation & People provide the necessary knowledge in this
field. Research workshops are part of the DBE project. During the project, guest lectures and
company visits are organised to support the project.

6
Business Transformers (BT)

General introduction to Business Transformers

Business Transformers (BT) is a course within the International Business programme which
can be best described as a combination of skills, attitudes and mindset that is essential for
working in an international business environment.
The following topics are included in the Business Transformers of IB:

1. Personal & Professional Development

2. Collaboration
3. International Business Awareness
4. Innovation & Creativity
5. Intercultural Proficiency
6. Ethics & Social Responsibility
7. Critical Thinking
8. Managing Information as a Digital Citizen

Throughout the year you will be working on the achievement of the learning outcomes
related to these BT’s.

Portfolio
During the modules you are asked to create a portfolio. A well-founded portfolio provides
evidence of learning and its processes. That is why we want you to safe guard it. This
portfolio includes learning activities throughout all four modules in year 1. It is your
portfolio, which records a unique learning journey, and it is primarily for you alone. So
please make it your own way with care, and we as coaches provide you with some
guidelines. At the end of each module, you are required to share the portfolio with your BT
coach as evidence of learning and development, but not to be judged or assessed as an
official assignment. Therefore, this portfolio means to be completed to facilitate learning,
but not the end itself as a summative assessment. Guidelines for filling your portfolio will be
shared on BB on a weekly basis (end of the week).

Assessment
At the end of each module period you deliver a reflection report in where you show your
development on the BT topics of the module. You use the evidence you collected in your
portfolio as a source for your reflection report. On the assessment sheet you find the criteria
for your reflection report. Toward the end of your first year, you present to your coach how
you have developed yourself in the past year and share your study plan for the second year.

Individual Interview
In your first year of IB, three individual interviews with your coach are scheduled. The coach
will set up an interview schedule for the students and inform you on when you have your
interview or ask you to sign up. In each individual interview there’s room for three main
topics to discuss and for which your also need to prepare: well-being check, study progress &
planning and personal and professional (PPD) plan. Your coach will explain to you what
exactly needs to be prepared for these interviews.

7
English Business Communication (EBC)

In this course, you will develop the skills and language you need to excel at presenting.
The course covers everything from getting started to structuring your talk and from
mastering your body language to handling the question-and-answer session. You must give a
presentation (in groups) about designated chapters from the course literature (to be
decided).

The course is interactive and offers thorough practice. Each student has at least one practice
presentation video recorded for the purpose of self-evaluation and peer feedback.

Modern Foreign Languages (MFL)

Another Modern Foreign Language (MFL) is chosen next to English. You can choose any of
the following languages not being their mother tongue: Dutch, French, German, Spanish. The
offer and level depend on the campus location.

NB beginners level starts from 0 and leads up to A2 according to the CEF; intermediate level
starts at A2 and leads up to B1 according to the CEF.

8
 2.4. D ESCRIPTION OF THE DESIGN PROJ ECT

For the design project, the following two learning outcomes need to be reached:

• To identify and to describe the key international characteristics of an organisation

and its strategy;
• To design an internationalisation measurement tool for an international company.

For the design project you will work with a self-chosen company. In the first week of the DBE
sessions, students will select their company of preference for the module period. The basis
of the company will be picked by the students in consultation with the project manager.
Each company chosen to explore should be a medium to large multi-national organisation,
to assist with the desk research. All companies are and should be internationally oriented, to
explore their international business environment.

Throughout the module, each group of students (4-5 students) will analyse the organisation
and its environment, following two DBE cycles; empathize – define – ideate – prototype –
test – evaluate. The design thinking cycle will be utilized for the analysis, development and
testing of the model created during the project sessions. You are expected to explore the
organisation, its mission, vision, people, and people management; the organisational
structures and strategies within an international context. Methods and models are provided
in the literature and Organisation & People and Research lectures. You need to conduct
research, applying relevant desk research.

A measurement tool needs to be constructed. The tool needs to be relevant for the specific
sector or business field. A conclusion needs to be drawn and recommendations need to be
provided about the degree of internationalisation for the project company.

Research needs to be conducted, applying relevant desk research to be able to write a

management report (max. 10-pager) for the project company and project manager. The
student group will provide a separate logbook for their project manager, to show their
progress, the Design Thinking steps and the prototypes. At the end of the project, the
student group will present the results to two project managers. Each individual student will
be questioned.

Learning and teaching activities: 2 DBE sessions of 3 hours each week.

Design project deadline overview:

• Delivery first prototype: Friday 30th September week 1.5, before 17:00;
• Delivery final prototype: Wednesday 26th October week 1.8, before 17:00;
• DBE final presentations: week 1.9.

9
 2.5. D ESCRIPTION OF THE B U SINESS T RANSFORMERS

2.5.1 S E P TE M BE R IN T A K E

Introduction
What does Business Transformers exactly entail? What topics are involved and why is it
important to learn about these topics? In module 1 we start off with an introduction to BT,
where in the first few week’s attention will be given to vital skills such as reflecting, giving
and receiving feedback and working in teams. In the second half of the module the focus will
shift to International Business Awareness. How the different BT topics are organized for the
first year can be found in the figure (1) below.

Figure 1: Overview of the Business Transformers topics in year 1 (September intake)

Assignment
‘We don’t learn from experiences; we learn from reflecting on experiences.’ -- John Dewey

You might have a variety of end goals or purposes of learning through higher education, may
it be more knowledge, better job opportunities, personal growth, and/or make the world a
better place. We aim to foster meaningful learning experiences at IB, and we hope your
learning journey is fruitful and challenging.

The way how you experience this education defines your learning journey, which is created
through learning activities and interactions with others. Learning from experiences is
essential to personal and professional development, which enables lifelong learning.
Therefore, we encourage learning and practicing “how to learn from experiences”.

‘It is not sufficient simply to have an experience in order to learn. Without reflecting upon
this experience, it may quickly be forgotten, or its learning potential lost. It is from the
10
feelings and thoughts emerging from this reflection that generalisations or concepts can be
generated, and it is generalisations that allow new situations to be tackled effectively.’
(Gibbs, 1988)

The quest is to develop competencies of reflective thinking by reflecting on learning

experiences. Reflection is not easy; it requires efforts and conscientious. The first step
towards effective reflection is to understand its importance to learning and well-being.

‘Reflection or critical reflection is the conscious examination of past experiences, thoughts,

and ways of doing things.  Its goal is to surface learning about oneself and the situation, and
to bring meaning to it in order to inform the present and the future.  It challenges the status
quo of practice, thoughts and assumptions and may therefore inform our decisions, actions,
attitudes, beliefs and understanding about ourselves.’—University of Edinburgh (8-12-2018)

We ask you to deliver a reflection report in each module of year 1. This very first one
requires you to learn how to reflect based on Gibbs’ Reflective Cycle (1988), and then apply
and practice the six stages of reflection to your own learning experiences. A reflection report
does not require you to share private information if you do not prefer to, and you should
never share something you are not feeling comfortable with.

During the module you will be collecting and documenting learning experiences in your
portfolio, which serves as the foundation of the reflection report. The assignment entails a
reflection report (+/-2,000 words) that contains reflection on critical incidents happened
during relevant learning experiences (e.g., classroom activities, working process, and project
collaborations). During this module, the BT program tackles topics relates to personal and
profession development, collaboration, and international business awareness.
The following table shows an overview of the topics, learning activities and assessment
method of the BT program in module 1.

11
The reflection predominately is about yourself, how you behaved and how you feel in a
situation that you have encountered during the participation of this module. A reflection is
about re-visiting the learning experiences, express your feelings, and reviewing them from a
different angle than the usual unconscious self, in other words, trying to see a different
perspective, perhaps a more rational perspective.

We have chosen a common and suitable model to facilitate reflective thinking: Gibbs’
Reflective Cycle (1988), which includes six stages of reflection to be followed through. The
detailed explanations, guidelines and examples can be found in the following link:
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-
reflective-cycle

The core focus of this assignment lies at practising reflective thinking skills by reflecting on
learning experiences that occur to you during this module. By completing this reflection
report, you should be able to demonstrate that you have gained new
knowledge/understanding about yourself and the situation encountered while studying and
working on the project.  

Assessment
The reflection report (+/-2,000 words) should include three critical incidents that happened
during the module (related to the three topics of this module: PPD, collaboration and
International Business Awareness). Please follow through the six stages of Gibbs’ Reflection
Cycle in terms of content writing and draw conclusions about the learning effect at the end
of each reflection. Prerequisites must be met in order to be qualified for the final Reflection
Report assessment.

Prerequisites:
• The BT portfolio M1 is completed (covers at least 5-week's learning experiences during
the module period) and shared with the coach.  
• The reflection report is handed in on time.  
• The reflection report is written in a professional manner. (Title page, number of words,
use of language, appropriate style)   
• Correct APA referencing when it is in need.  

Deadlines:
• Portfolio & Reflection Report: Monday week 1.8 midnight (Monday October
24th, 24:00)  
• Re-sit Portfolio & Reflection Report: Monday week 2.5 midnight (December 5th, 24:00)

Assessment criteria
The assessment of the reflection report aims at attitudes that foster continuous
improvements and growth mindset. The design of the assessment intends to provide you
with feedback on your work rather than focusing on a specific grade as the outcome of the
assignment. You can either receive a sufficient result that will grand you with 3 credits, or a
‘not yet’ sufficient result that requires further improvements base on feedback (re-sit).

12
The standards are set around four categories of criteria: reflective writing, BT topics, learning
effects, and conscientiousness. Please find the description of each criterion in the
assessment sheet (appendix 6.1). Each criterion must meet the required standards in order
to receive a sufficient assessment.

References:

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further
Education Unit. Oxford Polytechnic: Oxford.
Gibbs’ Reflective Cycle, Reflection Toolkit, The University of Edinburgh. (11-11-2020),
retrieved from: https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-
experience/gibbs-reflective-cycle

2.5.2 F E BR U AR Y IN T AK E

Introduction
You made it halfway your first year at IB, well done! As can be seen in the overview in figure
2 two new BT topics are on the planning for this module:

• Ethical & Social Responsibility

• Critical Thinking

Figure 2 Overview of the Business Transformers topics in year 1 (February intake)

13
You will be learning about these topics by actively taking part in interactive workshops and
prepare homework assignments. These learning activities are to be collected and
documented in your portfolio. Similar as in the previous modules, your portfolio serves as a
foundation of the reflection report. It is therefore vital to regularly update your portfolio.
This way your meaningful learning experiences will not get lost. Suggestions for evidence to
add to your portfolio will be given to you on a weekly basis via Blackboard. Obviously, you
are encouraged to add your own learning experiences related to the BT’s.

The table below shows the learning outcomes of the BT topics for this module, the core
topics that will be discussed, the learning activities that are organized and lastly how the
achievement of the BT’s will be assessed:

Assessment
The assignment entails a reflection report (+/- 1,500 - 2,000 words) that contains reflection
on critical incidents happened during relevant learning experiences (e.g., classroom
activities, working process, and project collaborations) that are connected to the BT learning
outcomes for Critical Thinking, Ethical and Social Responsibility and PPD.
The reflection predominately is about yourself, how you behaved and how you feel in a
situation that you have encountered during the participation of this module. A reflection is
about re-visiting the learning experiences, express your feelings, and reviewing them from a
different angle than the usual unconscious self, in other words, trying to see a different
perspective, perhaps a more rational perspective.   
  
We have chosen a common and suitable model to facilitate reflective thinking: Gibbs’
Reflective Cycle (1988), which includes six stages of reflection to be followed through. The
detailed explanations, guidelines and examples can be found in the following link:   
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-
reflective-cycle  
   
The core focus of this assignment lies at practicing reflective thinking skills by reflecting on
learning experiences that occur to you during this module. By completing this reflection
report, you should be able to demonstrate that you have gained new knowledge/
understanding about yourself and the situation encountered while studying and working on
the project.    

Requirements
The reflection report (+/-1,500 - 2,000 words) should include at least one critical incident per
BT topic that happened during the module. Please follow through the six stages of Gibbs’
Reflection Cycle in terms of content writing and draw conclusions about the learning effect
at the end of each reflection. Prerequisites must be met in order to be qualified for the final
Reflection Report assessment.
  

Pre-requisites:  
• The BT portfolio M1 is completed (covers at least 5-week's learning experiences during
the module period) and shared with the coach.

14
• The BT portfolio includes the Critical Thinking assignment that can be found further in
this chapter.
• The reflection report was handed in on time.    
• The reflection report is written in a professional manner. (Title page, number of words,
use of language, appropriate style)     
• Correct APA referencing when it is in need.  

Deadlines:
• Portfolio & Reflection Report: Monday week 1.8 midnight (Monday October 24th, 24:00)  
• Re-sit Portfolio & Reflection Report: Monday week 2.5 midnight (December 5th, 24:00)

Assessment criteria
The assessment of the reflection report aims at attitudes that foster continuous
improvements and growth mindset. The design of the assessment intends to provide you
with feedback on your work rather than focusing on a specific grade as the outcome of the
assignment. You can either receive a sufficient result that will grand you with 3 credits, or a
‘not yet’ sufficient result that requires further improvements base on feedback (re-sit).

The standards are set around four categories of criteria: reflective writing, BT topics, learning
effects, and conscientiousness. Please find the description of each criterion in the
assessment sheet (appendix). Each criterion must meet the required standards in order to
receive a sufficient assessment.

15
Critical Thinking assignment
Critical Thinking is acknowledged as one of the most important “21st century skills”. As an
introduction to critical thinking, you are asked to work on this assignment and include it in
your portfolio for module 1.

Part I Cognitive bias

1. The cognitive bias codex, see link below
https://upload.wikimedia.org/wikipedia/commons/6/65/Cognitive_bias_codex_en.sv
g
Describe in your own words and give an example of one randomly picked* cognitive
bias;
a from the category 'What should we remember?' (31 in total).
b from the category 'Too much information' (42 in total).
c from the category 'Need to act fast' (52 in total).
d from the category 'Not enough meaning' (63 in total).
* tip: use http://dice.virtuworld.net/
2. Which category from the cognitive bias codex seems most interesting to you?
Elaborate!
3. Describe two real situations from your own live where cognitive biases play, or have
played, an important role. Any additional thoughts/feelings?
4. What did answering these questions do for you in the here and now? Elaborate.
5. What can you foresee answering these questions would do for you in the
future? Elaborate!

Part II Dispositions
Truth-seeking
Ask courageous and probing questions. Think deeply about the reasons and evidence for and
against a given decision you must make. Pick one or two of your own most cherished beliefs
and ask yourself what reasons and what evidence there are for and against those beliefs.
In other words; meaning that the person has intellectual integrity and a courageous desire to
actively strive for the best possible knowledge in any given situation. A truth-seeker asks
probing questions and follows reasons and evidence wherever they lead, even if the results
go against his or her cherished beliefs.

Open-mindedness
Listen patiently to someone who is offering opinions with which you do not agree. As you
listen, show respect and tolerance toward the person offering the ideas. Show that you
understand (not the same as “agree with”) the opinions being presented. In other words;
meaning that the person is tolerant of divergent views and sensitive to the possibility of his
or her own possible biases. An open-minded person respects the right of others to have
different opinions.

Analyticity
Identify an opportunity to consciously pause to ask yourself about all the foreseeable and
likely consequences of a decision you are making. Ask yourself what that choice, whether it
is large or small, will mean for your future life and behaviour. In other words; meaning that
the person is habitually alert to potential problems and vigilant in anticipating consequences

16
and trying to foresee short-term and long-term outcomes of events, decisions, and actions.
Another words, to describe this habit of mind might be “foresightful.”

Systematicity
Focus on getting more organized. Make lists of your most urgent work,
family and educational responsibilities, and your assignments. Make lists of the most
important priorities and obligations as well. Compare the urgent with the important. Budget
your time to take a systematic and methodical approach to fulfilling obligations. In other
words; meaning that the person consistently endeavours to take an organized and thorough
approach to identifying and resolving problems. The systematic person is orderly, focused,
persistent, and diligent in his or her approach to problem solving, learning, and inquiry.

Confidence
Commit to resolve a challenging problem by reasoning it through. Embrace a question,
problem, or issue that calls for a reasoned decision, and begin working on it yourself or in
collaboration with others. In other words, meaning that the person is trustful of his or her
own reasoning skills to yield good judgments. A person’s or a group’s confidence in their
own critical thinking may or may not be warranted*, which is another matter.

Inquisitiveness
Learn something new. Go out and seek information about any topic of interest, but not one
that you must learn about for work and let the world surprise you with its variety and
complexity. In other words; meaning that the person habitually strives to be well informed,
wants to know how things work, and seeks to learn new things about a wide range of topics,
even if the immediate utility of knowing those things is not directly evident. The inquisitive
person has a strong sense of intellectual curiosity.

Judiciousness
Revisit a decision you made recently and consider whether it is still the right decision.
See if any relevant information has come to light. Ask if the results that had been anticipated
are being realize. If warranted, revise the decision to better suit your new understanding of
the state of affairs. In other words; meaning that the person approaches problems with a
sense that some are ill structured, and some can have more than one plausible solution. The
judicious person has the cognitive maturity to realize that many questions and issues are not
black and white and that, at times, judgments must be made in contexts of uncertainty.
*Justify or necessitate (a course of action).
"The employees feel that industrial action is warranted"

5. Reflect in writing on each of the dispositions above how developed each of them is
for you as a person.
6. Which disposition seems most interesting to you? Elaborate!
7. Describe two real situations from your own lives where your dispositions play, or
have played, an important role. Any additional thoughts/feelings?
8. What did answering these questions do for you in the here and now? Elaborate!
9. What can you foresee answering these questions do for you in the
future? Elaborate!

17
Part III Peer feedback and your reflection

10. Find yourself a fellow student, read each other’s work and treat each other with
written feedback. Please use the rubrics below as a guideline. PLEASE take time and
effort in both giving and receiving, this has proven to be very enlightening.
11. Please include the feedback that has been given to you and your reflection to this!

Excellent Good Sufficient Insufficient

Identifies own position Identifies own Identifies own Does not identify own
on the issues, draws position on the position on the position on the issues.
support from issues, draws issues, drawing
experience and support from support from
information not experience and experience.
available from assigned information not
sources. available from
+ assigned sources.
Identifies and assesses +
other perspectives and Identifies other
positions. perspectives and
positions.

18
3. L EARNING ENVIRONMENT
3.1. M ETHODS AND LEARNING TR AJ ECTORIES

In this module, different teaching methods are used: Organisation & People and Research
lectures, Design Based Education (DBE) workshops, Modern Foreign Language (MFL) classes,
if possible, company visits and guest lectures. With different teaching methods, (virtual)
visits and lectures, a broad insight and knowledge is given in international business.
3.2. R ESPONSIBILITIES
Students are expected to be self-sufficient and take initiative. Students will participate in the
lectures and will prepare themselves for the lectures and workshops. This means that
students will read the obligatory reading material (see planning) and do assignments as
indicated.
3.3. S TU DY MATERIAL

Van Dam, N., Marcus, J. (2019). Handbook Organisation and Management - A Practical
Approach (4th edition). Groningen: Noordhoff Uitgevers. ISBN 978-90-01-89564-8

Verhoeven, N. (2015). Doing research: the hows and whys of applied research (4th edition).
Amsterdam: Boom Lemma Uitgevers. ISBN 9789462364820

3.4. P LANNING : O RGANISATION & P EOPLE

Week Topic Expert Lecture Read

1.2 Introduction Organisation & People, Peter de Boer, Sietse Ch. 0.
Internationalisation, History of Schaafsma Ch 4.
International Trade
1.3 Organisational structuring Jordi Ballart; Sietse Ch. 11.
Environmental influences, politics Schaafsma Ch. 1.
1.3 Strategic Management Rutger de Jong; Sietse Ch. 2.
CSR, Corporate Governance, Ethics Schaafsma Ch. 5.
1.4 Process and Control Sam Mosallaeipour; Sietse Ch. 10
Organisational Change & Development Schaafsma Ch. 13
1.5 Leadership & Management Pei Pei Vong; Sietse Ch. 9
Human Resource Management Schaafsma Ch. 7
1.6 Individuals & Groups Morgan Collins; Sietse Ch. 8
Organisational Cultures Schaafsma Ch. 12
1.7 Q&A, Trial test Sanda Ntayiya; Sietse Ch. 0, 1, 2,
Schaafsma 4, 5, 7, 8, 9.
10, 11, 12
1.9 Organisation & People and Research Sanda Ntayiya; Sietse Ch. 0, 1, 2,
exam Schaafsma 4, 5, 7, 8, 9.
10, 11, 12

19
4. E XAMINATION

4.1. E XAMINAT ION U NIT

Deliverable(s)/Assignment/Exam G/I* Result EC*

Knowledge test: Organisation & I 1-10 3EC
People and Research 5.5 = pass

DBE assignment G 1-10 6EC

5.5 = pass

Portfolio I P/F** 3EC

*EC = European Credit (1 EC equal 28 hours)

*Group/Individual
**Pass/Fail
N.B. Attendance policy: please refer to Appendix
4.2. E XAMINAT ION PROCESS

There will be a multiple choice (MC) exam at the end of this module, testing your knowledge
about Organisation & People (38 questions) and Research (12 questions). Two exam options
are offered per academic year, the first exam option and the resit exam. All students need to
enrol themselves for an exam via Progress.

The Organisation & People (O&P) test will take place in test week 1.9, module period 1.

4.3. R E - EXAMINATION

The re-sit of Organisation & People (O&P) test will take place in test week 2.9, module
period 2.

20
5. A SSESSMENT FORMS
5.1. O VERVIEW LEARNING OU TCOMES MODU LE 1
Programme Learning Outcomes (PLO’s) covered:
Module Themes No. IB Learning Outcomes level 1
– business transformers
M1 Organisation TWM22 Identify and describe the key
& People characteristics of an
organisation and its strategy
M1 Organisation TWM23 Recognise (the effects of)
& People internal changes in an
organisation.
M1 Research TWM24 Propose a solution for a
problem with limited
complexity by applying the
steps in design thinking /
design science research,
applying a small number of
tools.
M1 Collaboration WW6 Collaborate effectively with
peers (students) and
supervisors to contribute to
achieving agreed goals within
the context of the IB
programme, with a certain
degree of coaching
(teamwork).
21
Delivery
Mission / vision, people and
people management, legal
entity and organisational
structures and strategies.
Methods or models are used
from the literature about
Organisation and People.
Description of current
patterns and developments.
Argumentation why trends
are classified as relevant or
not relevant to the
organisation, based on valid
& reliable sources of
information.
The prototype leads to an
adequate evaluation of the
design project. The solution
is complete, usable, easy to
understand. The evaluation
discusses the degree to
which the project goals are
realised and provides tools
for improvement and follow
up steps. The solution is
feasible and includes sources
& data collection methods.
Reflection is focused on
feedback from peers and
supervisors (project
manager). Collaboration to
adapt to behaviour, taking
into consideration the
feedback given by peers and
supervisors. Contribution to

M1 Intercultural LW11 Show awareness of and
Proficiency conscious attempts at
avoiding common pitfalls of
cultural differences in
intercultural teamwork
within the context of the IB
programme, with a certain
degree of coaching.
M1 Intercultural LW13 Describe and identify
Proficiency differences in appropriate
verbal and non-verbal
communication in
intercultural group work and
adapt their verbal and non-
verbal communication
accordingly to a certain
extent, with a certain degree
of coaching.
M1 Intercultural LW14 Define and identify cultural
Proficiency factors that have an impact
on the organization’s
international business
operations and (internal)
processes, with a certain
degree of coaching.
22
the collaboration in the
team.
Identification and reflection
on at least three potential
cultural differences.
Prediction of own values and
beliefs and that of the team
members taking cultural
factors into account.
Description of verbal or non-
verbal differences
encountered within the
team, including a reflection
on the changes made in
verbal or non-verbal
communication to try to
improve the situation.
Definition and identification
of at least two cultural
factors that have an impact
on the organisation and
international business
operations of the company
within the project.
6. APPENDECIES

A S S E S S M E NT FO R M : P R O J E CT X P LO R E I NT E RN A TIO N A L B U S IN E S S

Student(s)

Student Number(s)

Assessor

Advisor

Criteria Indicative content Fulfilment Remarks

The management report is submitted in

time with all the components, and it is:
• written in correct English;
Management report yes / no
• does not exceed 10 pages (4000 words
excl. appendices);
• correct use of APA referencing.

The project logbook demonstrated the DBE

steps and DBE phases throughout the
Logbook yes / no
project and the choices made within the
different steps of the DBE process on a
weekly basis.

The student demonstrated the ability to:

• prepare and present a prototype;
• record the design thinking phases
Prototype & (through a project logbook); yes / no
iterative process • make adjustment on the prototype based
on outcomes of the primary research, the
feedback and reflection assumptions or
well-argued choices.

The student conducted:

Feedback • constructive group and peer yes / no
feedback during the feedback moments;
• is able to reflect on peer feedback.

The student:
• defended the design project, its
Group assessment conclusions and recommendations in a well
yes / no
and defence formulated manner with sound arguments;
• the questions were handled confidently
and demonstrated an understanding of the
project.

23
Indicator Max Min. Given Remarks
points points points
Organisation & People

1. Description: mission & 15

vision, organisational
structure, strategy.
2. Description: application 15
of one model from
Organization and People
3. Description of 3 relevant 15
international trends that
affect the organization.
4. Description: All DBE 10
steps.
5. Description: The 10
Protype. The
recommendations that
were made based on the
application of the
prototype
6. Description gives correct 15
use of APA style for
referencing
7. Description of the used 10
creativity tool.
8. Description of own 10
evaluation and ideas for
further improvement.
100 Grade

Name Signature
Assessor

Advisor

Date

24
B U S IN E S S T R A N S FO R M E R S A S S E SS M E N T FO R M
Assessment sheet BT reflection report M1, 2022-23, September intake
Student name & number:
Name of assessor:
Date:
Result:
Signature:

Prerequisite:
☐ The BT portfolio M1 is completed (covers at least 5-week's learning experiences).
☐ The reflection report was handed in on time.
☐ The reflection report is written in a professional manner. (Title page, number of
words, use of language, appropriate style)
☐ Correct APA referencing when it is in need.

Not Yet Sufficient Criteria* Sufficient

(Areas of improvement) (Evidence for exceeding
standards)
Reflective writing

• Follow through the 6 stages of

Gibbs’ Reflective
Cycle (description, feelings,
evaluation, analysis, conclusion
& action plan).
• Demonstrate reflective
writing rather than
merely descriptive writing.
• Provide clarity: the language is
clear, and a reader is able to
picture the situation
described.

BT learning topics

• All BT topics of the module are

covered (PPD, collaboration
and International Business
Awareness)
• The examples and critical
incidents given are relevant to
the BT learning
activities and/or project work.

Learning effects

25
 • Increased self-awareness: the
reflector has gained new
knowledge/understanding
about him/herself and the
situation.
• Feedback received is utilized
and processed.
• Show curiosity of learning from
experiences.

Sincerity & conscientiousness

• The student is critical about

her/his own actions and
assumptions. Express feelings
and critically address
emotional difficulties.
• The content is thought through
with in-depth understanding of
the topics.

General remarks:

*Each criterion must meet the required standards in order to receive a sufficient
assessment.

26
 Assessment sheet BT reflection report M1, 2022-23, February intake
Student name & number:
Name of assessor:
Date:
Result:
Signature:

Prerequisite:
☐ The BT portfolio M1 is completed (covers at least 5-week's learning experiences).
☐ The reflection report was handed in on time.
☐ The reflection report is written in a professional manner. (Title page, number of
words, use of language, appropriate style)
☐ Correct APA referencing when it is in need.
Not Yet Sufficient Criteria* Sufficient
(Areas of improvement) (Evidence for exceeding
standards)
Reflective writing

• Follow through the 6 stages of Gibbs’

Reflective Cycle (description, feelings,
evaluation, analysis, conclusion &
action plan).
• Demonstrate reflective writing rather
than merely descriptive writing.
• Provide clarity: the language is clear,
and a reader is able to picture the
situation described.

BT learning topics

• All BT topics of the module are

covered (ethical & social
responsibility, critical thinking)
• The examples and critical
incidents given are relevant to
the BT learning
activities and/or project work.

Learning effects

• Increased self-awareness: the

reflector has gained new
knowledge/understanding
about him/herself and the situation.
• Feedback received is utilized and
processed.
• Show curiosity of learning from
experiences.

Sincerity & conscientiousness

• The student is critical about her/his

own actions and
assumptions. Express feelings and
critically address emotional
difficulties.

27
 • The content is thought through with in-
depth understanding of the topics.

General remarks:

*Each criterion must meet the required standards in order to receive a sufficient
assessment.

6.1 A TTENDANCE POLICY

Academic participation guiding policy

1. Background and justification for policy
The need for a consistent approach to student participation across modules and years has
become increasingly evident as students and staff note a general decline in participation and
physical attendance of students on campus. While we acknowledge that compulsory
attendance policies and punitive measures are neither possible or wholly effective, we have
also identified a need for a consistent approach amongst staff to student participation and
presence on campus across various educational activities.
Specifically, due to the project nature of our curriculum, consistent participation and
professionalism is vital to ensure the success and quality of our education. As such, the
following document outlines minimum participation and physical attendance for educational
activities.
It is important to note that the implementation of a such a policy is to encourage and not to
punish students. This policy aims to act as a first step in creating a consistent approach to
attendance and participation across modules and thus, support the creation of a culture of
participation and accountability on campus in which our students can fully make use of the
educational activities and resources provided. The end goal of this policy is to create an
environment where punitive measures are not utilised as these are not, in themselves
motivating. Instead, this policy is geared towards focusing on developing self-regulated
learners who utilise the added value provided by classes and develop their professional
behaviours and attitudes.

28
We will continue to evaluate this procedure each semester and adjust as needed.
Importantly, a more in-depth and tailored investigation is needed to fully understand the
causes of absenteeism in the IB programme and the educational needs of our students.

2. Student Presence and Participation:

2.1. Physical presence in class (see 2.2) will stand as a pre-requisite for assignments and
relevant assessments at the discretion of the relevant teacher and MOCO.
2.1.1 This does not apply for taking knowledge tests.

2.2. Students are required to participate and be physically present for at least 70% of
workshops per module/component on campus for Years 1, 2 and 4 (Semester 7).
2.2.1 As Year 3 is study abroad/internship, the participation requirements are not
applicable.
2.2.2. This participation and presence requirement will apply to academic activities
including project sessions, BT/PPD sessions, electives, EBC and MFL’s. Expert sessions
will not be included in this requirement. Participation in these sessions is however,
highly encouraged.
2.2.3. Students are expected to inform the project manager/lecturer and the group
members (where applicable) preferably before the start of the day (8:30) or, in an
emergency, the start of the session, if they are unable to participate in a session.
2.2.4. Lecturers will be required to record student participation and presence each
session. A shared module excel sheet administered by the relevant MOCO is
recommended for this purpose.

29