a. Scientific competences
1. The bachelor receives a scientifically founded training in the domain of the applied economical sciences, with an emphasis on management information systems and ICT. This training wants to give insight into the state-of-the-art scientific knowledge in this field. The training is clearly and visibly supported by scientific research.
2. The university level also demands a solid general formation. This implies the study of a number of side-disciplines from the humanities, the study of the institutional context in which the work is done. This also requires questioning one’s own knowledge.
- The scientifically based knowledge in the strict field of applied economic sciences (AES) that is aimed for, includes:
- basic insights into business economics, the economic environment and technology, with an emphasis on ICT.
- basic insight into relevant scientific methods and techniques. Here both quantitative and qualitative methods are discussed.
- limited specialization in management information systems and ICT in a business environment.
The result is that the bachelor is able to integrate and synthesize the different approaches of economic and business economic problems, both in his/her own discipline and in an interdisciplinary approach, next to the ICT-component.
3. The bachelor has acquired a sufficiently broad scientific basis to successfully start and complete a Master training in Business Engineering in Management Information Systems.
b. Professional competences
1. The Bachelor should be able to apply his/her scientific knowledge in preparing, making and following economic and business-economic and ICT policy decisions, in a professional and independent way.
It is important that this can be done in a great diversity of professional situations (in the private and the public sector, in profit and non-profit organizations, in a micro-economic and a macro-economic perspective) and in a great diversity of functions (marketing, economic policy, accounting… and of course management information systems).
2. In this is is not advisable to prepare the student for a very specific (narrow) function. In the perspective of lifelong learning, the development of academic core skills – independent analysis/synthesis (reasoning), evaluation and communication – is more important than the (short term) value of the training as a preparation for a specific profession.
In this way the Bachelor has a problem-oriented attitude (professional habitus) that is required for recognizing and tackling problems, for scanning possible orientations of solutions, and for choosing, developing, implementing and evaluating a well-reasoned solution.
The bachelor is able to critically apply the scientific insights and methods while evaluating and developing business-economical, economical and technological knowledge (including ICT), and while intervening (diagnosing, developing, changing and evaluating) in organizations.
3. The bachelor has the skills to communicate in at least three (economically important) foreign languages, in accordance with the C1-standard of the European portfolio for languages, next to which obviously also the acquisition of relevant forms of communication and communication strategies in Dutch is a central concern.
This implies that other skills are simultaneously developed / acquired, such as: interpersonal skills (presentations, interviews, meetings) and skills in expression and formulation.
4. The bachelor has an international (multicultural) attitude.
5. The bachelor has the required foreknowledge to organize this (business-) economic knowledge, skills and attitudes via ‘learning situations’ for the next generations or within a training environment.
c. Social competences
The bachelor acquires insights into the domain of general social developments (globalization, sustainable development …) and new insights that result from ICT, business-scientific, and economic research, and on its relevance for daily work. Moreover, the bachelor is well aware of the interactions between social changes and the functioning of organizations.
d. Reflective competences
1. The bachelor has an independent and critical attitude, so that the graduate recognizes the circumstances in which it is important to think independently, rationally and in a disciplined way, and has the courage and power to use his/her skills in such a situation.
2. From a historical-scientific perspective the bachelor reflects upon his/her position in society.
- Based on critical-philosophical reflection, the bachelor questions both him/herself and the political, social and economic system.
- Based on ethical-humane concern, he/she stands up for the less fortunate in society. From a global-multicultural point of view, he/she positions him/herself in his/her world.