INNOVATION SCIENCES TU/e OW 2010 DEPARTMENT OF INDUSTRIAL ENGINEERING AND INNOVATION SCIENCES EINDHOVEN UNIVERSITY OF TECHNOLOGY

INNOVATION SCIENCES TU/e OW 2010 DEPARTMENT OF INDUSTRIAL ENGINEERING AND INNOVATION SCIENCES EINDHOVEN UNIVERSITY OF TECHNOLOGY

Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 P.O Box 8035 3503 RA Utrecht The Netherlands Phone: 030 230 3100 Fax: 030 230 3129 E-mail: info@qanu.nl Internet: www.qanu.nl 2010 QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

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Table of contents Foreword 5 Part I General Part 7 1. Structure of the report 9 2. Task and composition of the Assessment Committee 11 3. Method of working of the Assessment Committee 13 Part II Programme Report 15 4. Report on the Bachelor s programme Innovation Sciences and the Master s programmes Innovation Sciences and Human Technology Interaction offered by Eindhoven University of Technology 17 Appendices 61 Appendix A: Exit qualifications of the programmes 63 Appendix B: Curricula of the programmes 69 Appendix C: Curricula Vitae of the Committee members 73 Appendix D: Time schedule of the site visit to Innovation Sciences, Eindhoven University of Technology, 6-7 December 2010 75 4 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

Foreword This report describes the findings of the Innovation Sciences Assessment Committee for the Bachelor s programme Innovation Sciences and the Master s programmes Innovation Sciences and Human Technology Interaction of Eindhoven University of Technology. The report is part of the quality assessment of university Bachelor s and Master s programmes in the Netherlands. The purpose of this report is to present a reliable picture of the results of the degree programmes, to give feedback to the internal quality assurance of the programmes and to serve as the basis for accreditation of these programmes by the Accreditation Organisation of the Netherlands and Flanders (NVAO). Quality Assurance Netherlands Universities (QANU) aims to ensure independent, unbiased, critically constructive assessments on the basis of standardized quality criteria while taking specific circumstances into account. The QANU Innovation Sciences Assessment Committee has fulfilled its task in Eindhoven with great dedication. The programme has been evaluated in a thorough and careful manner. We expect that the judgements and recommendations will be carefully considered by the programme organization and the Board of the University. We thank the chairman and members of the Assessment Committee for their willingness to participate in this assessment and for their dedication in carrying out their task. We also thank the staff of the department concerned for their efforts and for their cooperation during the assessment. Quality Assurance Netherlands Universities Chris J. Peels LLM Director Dr Jan G.F. Veldhuis Chairman of the Board QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 5

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PART I: GENERAL PART QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 7

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1. Structure of the report In this document the Innovation Sciences Assessment Committee reports its findings. The report consists of two parts: a general part (Part I) and a programme part (Part II). The general part summarizes the tasks, composition, input documentation and working methods of the Assessment Committee. The programme part describes the evaluation and assessment of the Bachelor s and Master s programmes in Innovation Sciences and Human Technology Interaction at Eindhoven University of Technology. This programme part is structured in accordance with the accreditation criteria of NVAO (Accreditation Organisation of the Netherlands and Flanders). QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 9

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2. Task and composition of the Assessment Committee 2.1. Task of the Assessment Committee The task of the Assessment Committee was to evaluate and assess the Bachelor s programme Innovation Sciences and the Master s programmes Innovation Sciences and Human Technology Interaction at Eindhoven University of Technology according to the accreditation criteria set by NVAO. Based on and in accordance with these criteria, the Assessment Committee is expected to assess different aspects of quality of the programmes based on the information provided by the programme management in the self-assessment report and discussions during the site visit. The assessment report contains implicit recommendations of the Committee; however, the emphasis lies on assessment and justification of basic quality. 2.2. Composition of the Assessment Committee The Assessment Committee consists of a chairman and four members. Appendix C lists brief curricula vitae of the Committee members. Chair Dr A. (Arie) Rip, professor emeritus of Philosophy of Science and Technology, University of Twente Members Dr B. (Bernhard) Boukamp, associate professor emeritus of Inorganic Material Science, University of Twente Dr C. (Cees) Terlouw, lecturer of Intake and Junction Management, University of Applied Sciences Saxion Dr A.T.H. (Ad) Pruyn, professor of Marketing Communication and Consumer Behaviour, University of Twente P. (Pepijn) Veling, Master s student in Science and Innovation Management, Utrecht University. The Committee also consulted an external reviewer: Prof. B. (Bernhard) Truffer, Research Fellow in Sustainability Science, Kennedy School of Government and School of Engineering and Applied Sciences, Harvard University. All members of the Assessment Committee and the external reviewer signed a declaration of independence as required by the QANU protocol to ensure that the Committee members judge without bias, personal preference or personal interest, and that the judgement is passed without undue influence from the institute, the programme or other stakeholders. The project leader of the assessment was Dr B.M. (Barbara) van Balen, QANU staff member. The site visit took place on 6 and 7 December 2010. The programme of the site visit is included in appendix D. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 11

3. Method of working of the Assessment Committee 3.1. Introduction The Assessment Committee was constituted formally on 18 November 2010 by C.J. Peels LLM, director of QANU, on behalf of the QANU Board. During this inaugural meeting the Assessment Committee discussed its task and methods of working. 3.2. Preparatory phase After receipt of the self-assessment report, the project leader checked the quality and completeness of the information provided. After approval, the self-assessment report was forwarded to the Assessment Committee. During the initial meeting at the start of the site visit, the Assessment Committee discussed their findings. In addition to the self-assessment report, each of the Committee members read three theses for each of the programmes to be assessed. When considered necessary, Committee members could read additional theses during the site visit. The theses were selected at random by the project leader and the members of the Committee. Since the Assessment Committee has to evaluate programmes leading to a scientific degree (BSc and MSc), specific attention was given to the scientific level of the theses, the requirements, carefulness of judgement by the reviewers of the theses and the assessment procedure. Within the Committee a specific allocation of tasks was agreed upon, based on expertise and composition. It should be emphasized that although specific tasks were assigned, the entire Assessment Committee remains responsible for the judgements and the final report. Prof. Truffer was asked to formulate an assessment of the Bachelor s programme on three standards. Standard 5: Relationship between aims and objectives and contents of the programme Standard 6. Coherence of the programme Standard 20. Level achieved. The report and assessment by Prof. Truffer is included in the assessment report. 3.3. Site visit Before the site visit the project leader created a programme for the interviews. The draft programme was discussed with the chair of the Assessment Committee and the coordinator of the programme. During the site visit, interviews were held with the dean of the Faculty, the programme directors, the Educational Committee, the Examination Board and alumni. Furthermore, a selection of students and lecturers were interviewed. During the site visit the Committee studied additional information such as study books and reports of meetings of the Educational Committee. A consultation hour was scheduled to give students and staff of the programmes the opportunity to talk to the Assessment Committee. No requests for the consultation hour were received. The Assessment Committee used a major part of the final day of the site visit to discuss the assessment of the programmes and to prepare a preliminary presentation of the findings. The site visit was concluded with a presentation by the chairman in which the preliminary findings were provided. The presentation consisted of a general assessment and several specific findings and impressions of the programmes. 12 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

3.4. Scores of the standards The assessments were performed in accordance with NVAO s accreditation framework. The scale for the scores of the standards prescribed by NVAO was adopted; each standard was scored on a four-point scale (unsatisfactory, satisfactory, good, excellent), and themes were scored on a two-point scale (satisfactory, unsatisfactory). The Assessment Committee adopted the standard decision rules provided by QANU: Unsatisfactory: the level for this facet is below the basic standard of quality; Satisfactory: the level meets the best basic standards of quality; Good: a quality level is attained that exceeds the basic standards of quality and is the result of a well-considered policy; Excellent: a quality level is attained that is very good in all aspects and meets international benchmarking. It is an example of international best practice. The default assessment is satisfactory, i.e. the programme meets the criteria adequately. The Assessment Committee feels in that case that, despite critical remarks, the score satisfactory can be given to a specific standard. In those situations, the critical remarks will be accompanied by positive observations. When the Assessment Committee observes good national practice, the judgement will be good. When both good practice and a critical remark are observed by the Committee, a weighted average score is given. In the rare case that the Assessment Committee decides to grant an excellent score, it aims to signal best international practice which deserves to be copied within the academic community. 3.5. Reporting After the site visit the project leader wrote a draft report based on the findings of the Committee. The draft was read and commented upon by the Committee members. The draft report was subsequently sent to the Faculty involved to check for factual irregularities. Any comments of the Faculty were discussed with the chair of the Assessment Committee and, if necessary, with the other Committee members. After that, the report becomes official. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 13

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PART II: PROGRAMME REPORTS QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 15

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4. Report on the Bachelor s programme Innovation Sciences and the Master s programmes Innovation Sciences and Human Technology Interaction offered by Eindhoven University of Technology Administrative data Bachelor s programme Innovation Sciences: Name of the programme: Innovation Sciences CROHO number: 56265 Level: Bachelor s Orientation: academic Number of credits: 180 EC Degree: Bachelor of Science Mode(s) of study: full time, part time Location(s): Eindhoven Expiration of accreditation: 21 May 2012 Master s programme Innovation Sciences: Name of the programme: Innovation Sciences CROHO number: 66265 Level: Master s Orientation: academic Number of credits: 120 EC Degree: Master of Science Mode(s) of study: full time, part time Location(s): Eindhoven Expiration of accreditation: 21 May 2012 Master s programme Human Technology Interaction: Name of the programme: Human Technology Interaction CROHO number: 60431 Level: Master s Orientation: academic Number of credits: 120 EC Degree: Master of Science Mode(s) of study: full time, part time Location(s): Eindhoven Expiration of accreditation: 21 May 2012 The site visit of the Assessment Committee Innovation Sciences TUe OW 2010 to the Department of Industrial Engineering & Innovation Sciences of Eindhoven University of Technology took place on 6 and 7 December 2010. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 17

4.0. Structure and organization of the Faculty The department of Industrial Engineering & Innovation Sciences (IE&IS) at Eindhoven University of Technology (TU/e) was founded in 1995, after a merger between the former departments of Industrial Engineering and Philosophy & Social Sciences. Since 2008, two Schools exist within the Department: the School of Industrial Engineering (IE) and the School of Innovation Sciences (IS). The School of Innovation Sciences offers the education programmes assessed in this report. The School of Innovation Sciences has a threefold mission: 1. to carry out: (a) a Bachelor s and a Master s programme in the field of Innovation Studies and (b) a Master s programme in the field of Human Technology Interaction; 2. to conduct research in these fields; 3. to carry out a number of university-wide education programmes: reflection on the technology programme, the certificate and minor programmes. The School of Industrial Engineering and the School of Innovation Sciences offer separate education programmes and consist of separate groups. The Dean bears responsibility for both Schools, which share an Advisory Council, a Department Council and departmental offices. These offices provide personnel and budgeting services and an education office which support the education programmes. The Advisory Council consists of leading people from relevant sectors in society and regularly advises the Department Board on strategic and tactical issues. The Department Council consists of elected employees and students from the Department and advises the Board on strategic and tactical issues. The Council has the right to endorse policy on these matters. The Department Board is responsible for education and research policy. The Dean is the head of the Department and is responsible for its management, the education portfolio and professor and associate professor appointments. The Board has two vice-deans, one for each School. The School of Innovation Sciences offers the following education programmes: Bachelor s programme Innovation Sciences (IS); Master s programme Human Technology Interaction (HTI); Master s programme Innovation Sciences (IS); Pre-master s programme Human Technology Interaction (HTI); Pre-master s programme Innovation Sciences (IS). Minor Human Technology Interaction (HTI); Minor Technology and International Sustainable Development (TIDO); Certificate programme Technology, Development and Globalization (TDG); Certificate programme Technology for Sustainable Development (TDO); Certificate programme Philosophical Reflection on Science & Technology (PRST). The School is also a supplier of university-wide lecture series in TU/e minor programmes. These courses aim at strengthening the academic education of all engineering students. 18 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

4.1. The assessment framework 4.1.1. Aims and objectives S1: Subject/discipline-specific requirements The intended learning outcomes of the programme correspond with the requirements set by professional colleagues, both nationally and internationally, and the relevant domain concerned (subject/discipline and/or professional practice). Description The self-assessment report describes that technological innovation in society is interwoven with economic and social developments in many ways. On the one hand, history has shown that technology is one of the dominant forces that shape modern societies. On the other hand, technological innovation is influenced by economic, social and historical considerations. For example, designers have social visions and values that - often implicitly - influence their technological choices and designs. The future of companies, regions and countries is partly determined by their ability to innovate and adopt new technologies. When technologies are introduced in society, consumers (users), the general public and policymakers all influence the nature and timing of the integration of those technologies with daily life. These actors are increasingly critical and demand social relevance, sustainability, functionality and user-friendliness. Learning outcomes specifically designed for research universities have been developed at Eindhoven University of Technology. In 2005, the Criteria for Academic Bachelor and Master Curricula were defined by seven competence areas: 1. Competence in one or more scientific disciplines. 2. Competence in research. 3. Competence in design. 4. The ability to use a scientific approach. 5. The possession of basic intellectual skills. 6. Competence in co-operating and communicating. 7. The ability to take the temporal and social context into account. Because of the objective that graduates should be able to perform in an international setting, several of these competencies are explicitly defined towards that learning outcome. The intended learning outcomes, which are based on the aim of each specific programme, are presented in Appendix A. Bachelor s programme Innovation Sciences The general objective of the bachelor s programme Innovation Sciences (IS) is to educate students in understanding and influencing the complex relationships between innovations, technology and society and in knowing how to influence the adoption of innovations. This requires that students: are able to analyse innovations and innovation processes from a user, socio-economic and technological perspective; speak the language and know the culture of engineers that develop or adapt technological innovations; are able to formulate recommendations on innovations or innovation processes based on combination or integration of technological and social science analyses; QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 19

can reflect on the proposed improvements in a broad context; are able to communicate results of their analyses and improvements to academics, politicians and the public at large. TU/e considers the Bachelor s degree as a basis for the Master degree instead of an independent academic qualification for the labour market. After completing the Bachelor s programme IS, students are capable of working on technology and society subjects of limited complexity, using proven concepts and theories. Their work takes place under close supervision. Master s programmes Two Master s programmes follow the Bachelor s Innovation Sciences programme: the Master s programme Human Technology Interaction (HTI) mainly focuses on individual users in interaction with their technological environment while the Master s programme Innovation Sciences (IS) focuses on socio-technical innovation processes. Master s programme Innovation Sciences While innovation is crucial to economic growth, sustainable development and welfare, many inspiring technological ideas never make it into society. The Master s programme IS focuses on gaining a deeper understanding of why this is the case and on how to improve the situation. Students learn to understand and manage the mechanisms and processes involved in developing and introducing new technological options, including options that might induce radical change (or transitions). They gain a better understanding of the socio-economic implications of technical change. They will work on the design and evaluation of public policies, private business strategies and actions of non-governmental organizations. They are taught to place technical change in a European and global context. An important question is, for example, how local or national societies can create an innovative climate in a globalizing world. What factors and actors determine whether a new technology will succeed? How can government and business introduce innovations that lead to sustainable development? Graduates from the Master s programme IS are capable of working independently on subjects characterized by high complexity which entail the redesign of existing and/or the development of new policies, products and technology introduction strategies. This makes them suited for policy and research jobs in industry, research institutes, the government or non-governmental organizations, both nationally and internationally. Master s programme Human Technology Interaction The interaction of people with their complex technological environment raises a number of fundamental scientific questions, which cannot be answered from a mono-disciplinary point of view. The design and development of new advanced products and environments (such as computers, smart phones, office environments, the internet, home entertainment, sustainable energy systems and e-commerce) require a multidisciplinary approach in which knowledge of human behaviours (from the social sciences) is combined with knowledge acquired from technical disciplines. The focus of the Master s programme HTI is on human beings in technological environments while using advanced technological products. The HTI programme studies how to improve these technologies by exploiting human capabilities and recognizing human limitations. The central question in this context is how technology influences human beings and vice versa and what characteristics of both individuals and technology determine the 20 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

quality of the interaction. The main objective of the programme is to educate students to understand this interaction and, in due course, to enable them to improve the usability and the usefulness of technology. The programme is based on insights into three pillars: 1. Human behaviour (especially when applied to technological settings); 2. User-oriented development of technological products and environments; 3. Scientific methodology. Graduates from the Master s programme HTI are capable of working independently on subjects that are generally characterized by a high complexity and entail the redesign of existing and/or development of new concepts. This qualifies the graduate for positions in industry or in governmental institutions or positions as a developer and researcher in industry or research institutes, both nationally and internationally. As the Master s programme HTI trains students to become highly qualified and internationally oriented researchers, they can easily continue their academic education in internationally oriented Professional Doctorate in Engineering (PDEng) or PhD programmes. Assessment The Committee studied the intended learning outcomes of the Bachelor s programme Innovation Sciences and concludes that these are in line with the requirements of the domain. The Committee understands the objectives of the Bachelor s programme as providing a broad competence base in human and society-related aspects of technology in general and innovation in particular. The intended learning outcomes are explicitly and transparently described. The qualifications are multidisciplinary and offer a broad perspective, which the Committee finds relevant taking into account the domain concerned. In addition, sufficient attention is paid to academic skills. The Committee finds it useful to have this programme in the Netherlands and is convinced that the Bachelor s programme meets the criteria for this standard. The Committee understands the objective of the Master s programme Innovation Sciences as deepening the knowledge and competences of the students in the domain, from the perspective that innovation is crucial to economic growth, sustainable development and welfare while many technological ideas never make it into society. The intended learning outcomes are in line with the objective of the Master s programme and correspond with the requirements set by national and international professional colleagues and the relevant domain concerned. The main objective of the Master s programme Human Technology Interaction is to educate students in understanding how technology influences human behaviour and how human beings influence technology. According to the Committee, the focus of this Master s programme is clear, interesting and very relevant. The intended learning outcomes are well developed in line with the domain. The Master s programme meets the criteria of the standard subject/ discipline-specific requirements. Bachelor s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Human Technology Interaction: the Committee judges this standard satisfactory. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 21

S2: Bachelor s and Master s level The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a Bachelor s qualification or a Master s qualification. Description The programme management refers to the Meijers criteria [derived from A.W.M Meijers, Criteria for Academic Bachelor s and Master s Curricula] for describing the level the programmes aim at. These Meijers criteria are in line with the Dublin descriptors and more specifically aim at technological programmes. The seven competence areas according to the Meijers criteria are described in programme-specific intended learning outcomes for the Bachelor s programme. The most important objective of the Bachelor s programme IS is to give students a scientific foundation in the field of innovation sciences. The programme management considers the direct transfer of graduates to (inter)national Master s programmes as an indicator of the level of the Bachelor s programme. After finishing the Bachelor s programme students have immediate access to the TU/e Master s programmes IS, HTI, Sustainable Energy Technology or Construction Management and Engineering. The same applies to many related Master s programmes such as the TU/e Master s programmes Business Information Systems and Innovation Management after following a limited transfer programme of no more than 30 credit points (EC). Transfer matrices have been developed to offer Bachelor s students ample choice regarding a transfer to Master s programmes within the 3TU context. The intended learning outcomes of the Bachelor s and Master s programmes are described in detail under Appendix A. According to the self-assessment report, the Master s programmes allow for specialization and taking in most up-to-date scientific knowledge from the scientific community. After completion of the Master s programmes, engineers will be able to work and think independently on an academic level in a career as consultant, engineer, researcher or manager. The academic level of the programmes also follows from the set of competences and learning outcomes as defined in Appendix A. These criteria have also been adopted by the European Joint Quality Initiative as an implementation of the Dublin descriptors. Assessment The Committee verified that the exit qualifications of the Bachelor s programme are in line with the Meijers criteria. The Committee found that graduates of the Bachelor s programme acquire skills and attitudes on a basic level that is characteristic of a Bachelor s programme. For instance, Bachelor students acquire scientific knowledge of and insight into specific technological systems and their components in one of three technology domains. Furthermore, they acquire knowledge of and insight into the core concepts, theoretical frameworks and methodologies of psychology applied to the complex relationships between innovations, technology and users (Dublin descriptor 1). In addition, they develop the competence to conduct research under supervision, to integrate knowledge in a design of products, policy processes and technology introduction strategies (Dublin descriptor 2), and the ability to reflect, think and behave systematically (Dublin descriptor 3, Making judgements), while the ability to communicate (in writing and orally) is described in competence area 6 (see Appendix A), which is in concordance with Dublin descriptor 4. Finally, the development of a critical mindset (exit qualification 5c) corresponds with Dublin descriptor 5, Learning skills. The Committee concludes that the intended learning outcomes of the Bachelor s programme correspond with the general, internationally accepted descriptions of a Bachelor s qualification. 22 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

The programme management followed the same line in describing the exit qualifications for the Master s programme Innovation Sciences. The Committee verified that the exit qualifications are in line with the Meijers criteria. The intended learning outcomes of the Master s programme Innovation Sciences show that students acquire knowledge, understanding, skills and attitudes on an advanced level typical of a Master s programme. The Committee concludes that the intended learning outcomes correspond sufficiently with the Dublin descriptors. For instance, students of the Master s programmes acquire sound knowledge of and deep insight into the concepts, theoretical frameworks and methodologies of innovations studies (Dublin descriptor 1). In addition, they have the ability to independently contribute to the development of scientific knowledge in one of the areas of innovation sciences (Dublin Descriptor 2). Dublin descriptor 3 (making judgments) is reflected most distinctively in the abilities to form a well-reasoned opinion in the case of incomplete or irrelevant data and the ability to take a standpoint with regard to a scientific argument in the field of innovation sciences. Graduates are expected to have excellent skills in oral and written communication and to be able to work in international multidisciplinary research and design teams (Dublin descriptor 4). Finally, the abilities to reflect on their own thinking, analysis and design are in concordance with Dublin descriptor 5. The same applies to the exit qualifications of the Master s programme Human Technology Interaction. According to the exit qualifications, graduates have achieved a level that corresponds with the general internationally accepted description of the qualifications of a Master s programme. For instance, students of the Master s programmes achieve a sound knowledge of theories and applications of experimental, cognitive, social and environmental psychology as well as knowledge of and insight into specific technological systems and their components (Dublin descriptor 1). In addition, they have the ability to independently contribute to the development of scientific knowledge in the area of Human Technology Interaction (Dublin Descriptor 2). Dublin descriptor 3 (making judgments) is reflected in the abilities to form a well-reasoned opinion in the case of incomplete or irrelevant data and the ability to take a standpoint with regard to a scientific argument in the field of human technology interaction. Graduates are expected to have excellent skills in oral and written communication and to be able to work in international multidisciplinary research and design teams (Dublin descriptor 4). Finally, the abilities to reflect on their own thinking, analysis and design are in concordance with Dublin descriptor 5. Graduates of the Master s programme Human Technology Interaction are competent in conducting research in their subject and have the intellectual skills that can be expected from a Master s graduate. Bachelor s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Human Technology Interaction: the Committee judges this standard satisfactory. S3: Academic orientation The intended learning outcomes of the programme correspond with the following descriptions of a Bachelor s and a Master s qualification: The intended learning outcomes are derived from requirements set by the scientific discipline, the international scientific practice and, for programmes to which it applies, practice in the relevant professional field. An academic Bachelor (WO-Bachelor) has the qualifications that allow access to at least one further programme on an academic Master's level (WO-Master) and the option to enter the labour market. An academic master (WO-Master) has the qualifications to conduct independent research or to solve multidisciplinary and interdisciplinary questions in a professional field for which academic higher education is required or useful. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 23

Description The Bachelor s and Master s programmes of the School of Innovation Sciences have, according to the self-assessment report, been benchmarked against thirteen Innovation Sciences and ten Science, Technology and Society (STS) programmes in Europe and the USA. This benchmark showed that the programmes of the Innovation Sciences School are generally comparable to Innovation Sciences and Science, Technology and Sciences curricula commonly found in Europe and the USA but also have some unique characteristics. These characteristics come from the strong embedding of the Bachelor s and Master s programmes in five research programmes of the School. The Innovation Sciences education programmes have a focus emphasizing socio-technical innovation processes, which are broadly understood as covering the whole lifecycle: 1. Invention: science, research. 2. Development: transfer of knowledge from universities to firms and translation into new products and technologies. 3. Innovation: introduction of new technologies in markets. 4. Diffusion, integration of new technologies in user practices, and broader societal embedding: new infrastructures, regulations, cultural debates. 5. Societal and economic effects: major social transformations, substitution of existing technologies, disappearance of existing industries, and waves of creative destruction. A distinctive characteristic of Innovation Sciences, according to the self-assessment report, is the focus on supply/production in combination with use/demand/societal embedding. The programmes teach to look further than the user side of market demand by analysing what users actually do with new technologies and how user practices and technology mutually shape one another. The programmes also address the complementary broader issues of societal embedding of new technologies, including issues of trust, legitimacy and user practices and the contributions of new technology to broader societal transformations (transitions). These transformations include local, national, European as well as global processes. Transformations are not simply studied as impact of technology (which may lead to linear models and technological determinism), but also as co-evolution processes, where actors make choices and impacts are co-constructed. In studying these processes three perspectives are taken: description and analysis, intervention and governance, and reflection and evaluation. Assessment As described under standard 2, the intended learning outcomes of the Bachelor s and Master s programmes are formulated in line with the so-called Meijers criteria for academic competences. These competences explicitly reflect both scientific and professional requirements. The Meijers criteria 2 and 6 (competence in research and development of a scientific approach) are clearly derived from requirements set by the academic discipline, while criteria 3 and 5 (competence in design, cooperation and communication) most explicitly reflect requirements derived from practice of the relevant professional field. The Committee examined the intended learning outcomes for the Bachelor s programme Innovation Sciences from the perspective of the required academic orientation. The Committee noted that they correspond sufficiently to the requirements of the academic discipline (see also standard 1). The Committee concludes that the learning outcomes are explicitly of an academic nature and level. The exit qualifications guarantee that the Bachelor student achieves the level that could be expected. 24 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

The Committee concludes that graduates of the Bachelor s programme acquire qualifications that allow access to at least two further programmes on the academic Master s level. It verified that the Bachelor s programme provides qualifications for admission to the Master s programme Innovation Sciences and the Master s programme Human Technology Interaction. The Master students in both programmes achieve a level that exceeds the level of the Bachelor s programme The Committee was able to note that graduates in practice also continue their studies in other directions, for example technological Master s programmes. The Bachelor s programme does not explicitly prepare students for entry into the labour market, and very few graduates end their studies with a Bachelor s degree. However, the Committee concluded that the intended learning outcomes of the Bachelor s programme correspond sufficiently to relevant professional requirements, most explicitly in the capability of communicating with engineers, academics, policy makers and the public at large and in cooperating in a multidisciplinary environment and the capability of reporting and communicating problems and solutions, both verbally and in writing, with colleagues, engineers and users of varying educational attainment. According to the intended learning outcomes of the Innovation Sciences and Human Technology Interaction Master s programmes, students acquire the qualifications to conduct independent research. This is most clearly reflected in the learning outcomes in the competence area research, which states that graduates have acquired the ability to independently contribute to the development of scientific knowledge in one of the areas of the Innovation Sciences or Human Technology Interaction as well as the capability of identifying and analysing problems typical of Innovation Sciences or Human Technology Interaction. Graduates from these programmes are qualified to enter a PhD trajectory. The Committee concludes that the Bachelor s programme Innovation Sciences and the Master s programmes Innovation Sciences and Human Technology Interaction fulfil the requirements for standard 3. Bachelor s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Innovation Sciences: the Committee judges this standard satisfactory. Master s programme Innovation Sciences: the Committee judges this standard satisfactory. Assessment of the theme Aims and objectives The Committee arrived at an overall assessment of the theme Aims and objectives on the basis of its assessments of the separate standards. For the Bachelor s programme Innovation Sciences, it judges this theme satisfactory. For the Master s programme Innovation Sciences, it judges this theme satisfactory. For the Master s programme Human Technology Interaction, it judges this theme satisfactory. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 25

4.1.2. Curriculum Description of the curriculum of the programmes Bachelor s programme Innovation Sciences The Bachelor s programme Innovation Sciences is a three-year programme of 180 EC. The curriculum is designed to enable students to acquire the knowledge and skills necessary to analyse and (re)design innovations and innovation processes. Innovation processes can be defined as the interaction between technological, economic, psychological and social developments, with an emphasis on pervasive and long-term changes (transitions). In studying these changes, four perspectives are adopted: (1) innovation from a user perspective, (2) innovation from a socio-economic perspective, (3) reflection on innovation, and (4) technical specialization. For each of the perspectives, a learning line is defined. Furthermore, the social sciences perspectives and the technology perspective have been merged into the learning line integration. The programme also contains the learning line research and the learning line academic skills. Appendix B shows the arrangement of the programme in learning lines. Master s programme Innovation Sciences The first year of the Master s programme Innovation Sciences consists of six core courses (36 EC), a specialization (12 EC) and a set of free optional subjects (12 EC) that aim at deepening or broadening and might also focus on technology subjects. The second year consists of three parts: an international semester (20 EC), the Master s thesis preparation (10 EC) and the Master s thesis (30 EC). An overview of core courses and specializations is provided in Appendix B. Students are closely supervised and collaborate with a mentor assigned to them after the first semester. The task of the mentor is to discuss possible choices with the students (which optional subjects to choose, where to go for the international semester) and support them in developing a Master s thesis project. In many cases, but not necessarily, the mentor will also become the thesis supervisor. The Master s theses of the students are embedded in one of the research programmes currently running at the School of Innovation Sciences. The aim is to integrate students as much as possible into ongoing research at the School. They are also invited to workshops, seminars and conferences. Master s programme Human Technology Interaction The interdisciplinary basis of the study of Human Technology Interaction requires the students to be educated in both the relevant social-science domains and a technological domain. The programme focuses on problems arising from the rapidly changing technological environments experienced in daily life. The technological domain of the programme is represented by the courses the students select out of three domains. Students are provided with a list of suggestions for each domain but are also encouraged to search for relevant courses themselves. This division into three domains is not strict. There are various application domains where the three specified domains overlap, such as smart homes, robotics, sustainable building or virtual environments. For students who are interested in such interdisciplinary domains, the selection can comprise courses from different domains. Faculty members are responsible for approving domain course selections, safeguarding a coherent set of domain courses. 26 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)

The courses, which are presented in Appendix B, cover the first year of the Master s programme. The second year comprises the international semester, the HTI research project and the Master project. The international course allows students to work and study in an international (research) environment, and the research project allows for further practice in carrying out an empirical study, as a preparation to the Master s thesis project. The Committee noted that the School of Innovation Sciences offers the Bachelor s and Master s programmes in full-time and part-time variants. The School offers no extra facilities for part-time students. The part-time students follow the courses during daytime together with full-time students. The Committee noted that very few students are registered as parttime students. The Committee did not have the opportunity to interview part-time students during the site visit but did not identify any problems with the part-time variant. Accordingly, no distinction is made in this assessment report between full-time and part-time variants. S4: Requirements for academic orientation The proposed curriculum meets the following criteria for an academic orientation: The students develop their knowledge through the interaction between education and research within the relevant disciplines The curriculum corresponds with current developments in the relevant discipline(s) by verifiable links with current scientific theories The programme ensures the development of competences in the field of research Where appropriate, the curriculum has verifiable links with current relevant professional practice. Description According to the self-assessment report, the Bachelor s programme Innovation Sciences is primarily a research-oriented programme. In the research learning line, students acquire knowledge of and insight into a number of research techniques, are introduced to the research cycle and trained in research skills, learn to apply statistics as used in the social sciences (building upon the basic statistics learned as part of the general engineering profession), learn the basics of quantitative and qualitative research and learn how to design an experiment and how to implement it. This learning line consists of two specific courses. It is, however, part of most OGO (design-driven education) courses presented under the learning line integration (see Appendix B), particularly in the Bachelor s thesis project in which students, under guidance, pass through a complete research cycle. Students must acquire a number of academic skills. Academic skills are part of a complete academic training. The general academic and scientific qualifications in the learning line are: General skills. These include basic intellectual skills such as the ability to read and write scientific texts, the ability to reflect, think and behave systematically (under supervision), basic computer skills and the ability to handle complex data, possession of a critical mindset and the ability to think in abstract terms; Cooperation and communication skills. These include written and oral communication with engineers, academics, policy-makers and the public at large (interviewing and cooperating in a multidisciplinary environment). Courses on research methods are included in the Bachelor s programme. These courses provide the necessary basic knowledge on research methodology and training in research skills: 1. Probability and statistics 1 (2DT03): 3 EC, in semester 1.2. 2. Methods and Models of Behavioural Research (MMBR, 0AP03): 6 EC, in semester 2.1. QANU / Innovation Sciences, Eindhoven University of Technology (Q-280) 27

3. Advanced Methods and Models of Behavioural Research (AMMBR, 0A611): 3 EC, in semester 3.2. 4. Bachelor s thesis (0BT01): 8 EC, in semester 3.2. Both Master s programmes are primarily research-driven. This not only applies to the various assignments, but also to the content of the courses. For example, in the Master s programme Human Technology Interaction both in the fundamental courses (Advanced perception, Advanced cognition and Social psychology) and in the three main fields of application (User-oriented design, Environment and behaviour, and Consumer behaviour), the link with the research questions of the research programme is close. A similar situation applies to the Master s programme Innovation Sciences in which core courses and specializations directly link to Faculty research interests and programmes. However, the link becomes particularly strong in the student s thesis trajectories. Here, students are also expected to contribute to the research of the department. Those students who prefer to do in-house research participate in the regular research programme, in many cases also providing input to ongoing PhD projects. Master s projects carried out in other university departments or in research and development departments of industrial companies are closely coached by a Faculty member who is an expert in the relevant research subject. To prepare students for their final thesis work, the Master s programmes provide a preparation track. In the HTI Master s programme students undertake a research project covering the phases of formulation of research questions and hypotheses, theory development, data collection and empirical analysis. In the IS Master s programme, students are in the position to put together a set of research methodology courses and a literature study aligned to their Master s thesis subject and monitored by their supervisors. This results in an approved research proposal. Research skills are included throughout the programmes. In many courses, students conduct small research projects and write essays for which they have to relate their work to current scientific literature and research. In addition, students are required to perform independently a literature study on their thesis subject. Master s programme Innovation Sciences The course Research Methodology aims at preparing students for conducting research and writing a Master s thesis, with an emphasis on choosing, using and reporting on appropriate methods. The methodology training consists of two parts. Part I focuses on the research design and research methodologies in the problem-theory-empirical research cycle. Part II focuses on specific techniques of data collection and analysis within a given research design. Students have to demonstrate in assignments that they know how to arrive at an answer to a research question by choosing a problem-adequate design. Special emphasis is laid on the relationship between theory and empirical research. Moreover, students have to develop a preliminary research question related to the prospective area of their own Master s thesis. For this question they have to formulate an adequate research design, taking into account earlier research and indicating what the data collection procedure and analysis is going to look like. Master s programme Human Technology Interaction In the Master s programme HTI, research skills are predominantly focused on empirical and survey research. The advanced data analysis course provides students with advanced statistical skills required for this type of research. Students are trained in performing and analysing research in the first-year design tracks and the second-year research project. In the Design 28 QANU / Innovation Sciences, Eindhoven University of Technology ( Q-280)