TU Delft
Education Type
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2011/2012 Technology, Policy and Management WM look at TBM Electives
Integrative project for management in a high-tech environment
Module Manager
Name E-mail
P. de Vries    Pieter.deVries@tudelft.nl
Contact Hours / Week x/x/x/x
Education Period
Start Education
Exam Period
Different, to be announced
Course Language
Course Contents
The course consists of two parts. In the first part the student will take the role of a consultant and in the second part the role of a manager. In this way you will experience business related work from both perspectives.

In the consultancy job you will need to develop a proposal based on a case study supplied by a technical company looking for solutions. In the management job you submerge in a management game as a board-member of a company and play this game during a 5 day period (a whole week) at the end of the course.

The essence of the case study depends on the demands of the company involved, which will most likely be a mid-size technical company that is facing a number of problems due to growing international competition, lack of technological innovation for their products, and internal problems with quality control and information management.

In the 1st week of the 2nd quarter, the case will be presented to the students including the consultancy methodology used to develop an advisory report. They will work on this assignment in small groups to develop the proposal that addresses possible solutions for the problems of the company.

In the first four weeks the focus is on analyzing the problems from different angles. Rich information will be available from different departments: management, finance, HR, R&D, communications. Student teams have to make an internal task division to analyze the problems in the different departments (partly interrelated, partly symptoms) to come up with a clear analysis of the problems the organization is facing.

They will present their findings as individual groups to their coach from the section for further comments and improvements (contact moments in weeks 2 and 4). The final three weeks are used to formulate a consistent proposal for the company to deal with the problems.

In the final weeks of the integrative project the student teams will play the business game to further apply and integrate the acquired knowledge and skills. They will play the game in the same team as in the case study.
Study Goals
The aim of this integrative course is to let the students experience the use of their acquired knowledge in the minor in a case based setting in the role of a consultant and the role of a manager, which impersonates an Authentic Learning Environment.

By the end of the project the student will have:
- Basic, but operational knowledge of a consultancy trajectory
- Shown the ability to integrate the acquired competencies in line with the demands of the case study and management game
- Skills to analyse a technical company from a consultancy and a management perspective
- Ability to determine qualitative and quantitative factors for success or failure in a business environment
- Insight into the trade-offs between different aspects of consultancy and management / business administration
- Writing skills for consistent consultancy and management reports
- Management-style reporting and presentation skills
Education Method
The educational design of the project is based on the requirements for a so-called Authentic Learning Environment.

The organizational setting is a consultancy trajectory in which the students work in groups of 3/4 students with each of them in a particular role, which can be a combination of finance and innovation, or another combination reflecting the competencies acquired in the other courses.

Students receive an introduction in consultancy skills and use a basic consultancy reporting model to develop their proposal. These constituting elements should supply structure to their learning experiences.

The group work contains options for peer review and coaching (content and process) using available techniques and learning tools.

The management game in week 7 of Q2 should allow for an extension of the learning experience and a reflection on the issues that are dealt with.
The organisation of the classes is a combined effort of the teacher and the students and therefor part of the assessment. In the 4th week of the second period the students hand in a draft report, for which they will get feed-back. A final version of their report has to be handed in and presented at mid-December.

In the December month a full-day or half-day meeting is organized, where all groups will give a short presentation about their findings and advice (as if they are competing consultancy companies that want to win the bid). After the sequence of short, 10-minute presentations, each group will sit together with a number of teachers in a Q&A session for half an hour to discuss their report, after which the final mark will be determined.

The management game will take a week of full-time work. Before starting the game each group will write a motivated strategy statement. After the game a reflection document is produced by each group. Groups will be marked according to the score obtained in the game (50%) and the quality of the strategy statement and reflection document (50%).

a. case report 50%
b. group work and presentations 20%
c. game 30%