Courses

Here you can find detailed information about the current and past courses that are offered by the Faculty of Technology, Policy and Management of Delft University of Technology.

Current Courses

SPM2313: System Dynamics

SPM2313, the introductory SD course for bachelor students, focuses on introducing the theory of SD modelling. ‘Hot’ cases of 1-2 pages are used to demonstrate the use of SD in addressing current issues (Pruyt, 2009a, Pruyt, 2009b, Pruyt, 2010). These cases are embedded in a theoretical shell (see Figure below). The learning goals of the introductory SD course are:

• To have sufficient knowledge about the SD field, philosophy, method, …;
• To be able to apply the SD method using SD software packages;
• To have a basic understanding of SD model use and to have gained intermediate experience related to the SD modelling process.

Contact: Erik Pruyt

 

SPM2391: The SD Project Course

SPM2931 is the SD project course, following the Introductory SD course. Students build a SD model, based on a case description of a real societal problem and report on the development and use of their model to a fictitious client. In this way students are challenged to address real life complexity in a controlled setting. The academic skill of reflecting on a modeling study is also introduced (Slinger et al., 2008). The learning goals of the SD project course are:

• To gain experience in applying the modelling cycle to unstructured problems.
• To gain insight in the application of SD modelling to policy problems.
• To be able to apply the techniques from the introductory SD course.
• To be able to use the results of experiments on a model to come to (policy) recommendations for a problem owner.
• To be able to formulate a project plan for a new SD study
• To be able to reflect on the role of models (at a bachelor level).

Contact: Els van Daalen

 

SPM3911: Bachelor Thesis Project

In the bachelor thesis project (SPM3911) students can choose to apply the SD modeling method to a complex, multi-actor, societal problem of their own choosing. Whereas the initial analysis addresses the real world problem complexity, the final product and recommendations do not necessarily have to be used by a real life problem owner. The learning goals of the bachelor thesis project are:

• To independently apply the knowledge and skills gained during the SEPAM bachelor program.
• To structure a complex problem, abstract research questions from this and answer these with TPM analytical methods and to interpret the results taking into account the initial problem statement.

Contact: All staff members

 

EPA1321: Continuous Systems Modeling: SD

EPA1321, the Continuous Systems Modeling combines the introductory System Dynamics course and the SD project course for EPA MSc students. ‘Hot’ cases of 1-2 pages are used in the first quarter to demonstrate the use of SD in addressing current issues (Pruyt, 2009, Pruyt, 2010). These cases are embedded in a theoretical shell (see Figure below). The learning goals of the introductory SD course are:

• To have sufficient knowledge about the SD field, philosophy, method, …;
• To be able to apply the SD method using SD software packages;
• To have a basic understanding of SD model use and to have gained intermediate experience related to the SD modelling process.

After passing the mid-term exam, students follow the SD project part of the course. Students build a SD model, based on a case description of a real societal problem and report on the development and use of their model to a fictitious client. In this way students are challenged to address real life complexity in a controlled setting. The academic skill of reflecting on a modeling study is also introduced (Slinger et al., 2008). The learning goals of the SD project course are:

• To gain experience in applying the modelling cycle to unstructured problems.
• To gain insight in the application of SD modelling to policy problems.
• To be able to apply the techniques from the introductory SD course.
• To be able to use the results of experiments on a model to come to (policy) recommendations for a problem owner.
• To be able to formulate a project plan for a new SD study
• To be able to reflect on the role of models (at MSc level).

Contact: Erik Pruyt, Jill Slinger

 

SPM9154: Advanced SD Course

SPM9154, the advanced SD course, aims at deepening the students’ theoretical and practice-based understanding of justifying, building, validating, analyzing and communicating systems dynamics models. Students are required to formulate a model of an ill-defined, real world problem. Students then apply for data structuring techniques, advanced verification and validation techniques and develop a strategy to communicate their model in a multi-actor setting. Certain of the techniques that the students study are ‘cutting edge’. For example the focus on formal model analysis, including eigenvalue elasticity analysis (Kampmann, 1996) and the development of an interactive learning environment as a model communication tool (Slinger et al., 2009). In addition, students are exposed to a series of lectures from practicing, Dutch system dynamicists, building their understanding of professional practice. The learning goals of the advanced SD course are:

• To understand the possibilities and limitations of the SD modeling method;
• To understand the relevant scientific literature on selected topics such as the use of data, model structure and behavior, model validation, communicating modeling results and group model building in the field of SD.
• To be able to make an informed choice as to when to use SD;
• To apply the theoretical knowledge on building, validating and communicating models in a problem situation;
• To understand current literature and recent advances in the field of SD.

Contact: Els van Daalen, Jill Slinger

 

SPM5910: Master Thesis Project

Finally, if a student elects to use SD in their master thesis project (SPM5910) the doors are opened wide for full real world complexity. Students are expected to formulate a real life, multi-actor problem and to go through the whole modeling cycle independently. Usually the final product and recommendations are communicated and used by the actual problem owner, putting extra requirements on the use of the model and reporting of the results. Students are also expected to be able to reflect on their modeling in an academic mode of thinking. The SEPAM masters thesis project has the following objectives:

• The student independently plans and fulfills a Master Thesis Project according to academic standards of research design, having a critical stance towards the research/design topic and is able to critically reflect upon the results;
• The student passes through all phases of academic research and/or design
• The student is able to report on the thesis project in a final thesis report including a scientific paper;
• The student is able to present the research project orally and to defend it's contents;
• The student shows that s/he complies with the attainment levels of the SEPAM programme (i.e. a master of engineering level).

Figure: SEPAM SD Curriculum. Source: (Meyers et al. 2010)

 

 

 

 

 

 

 

 

 

 

 

Contact: All staff members

 

Past Courses