Programme structure
The EPA curriculum has two learning lines. The modelling and simulation line, representing courses that put you in the position of analyst. The courses teach you to analyse, model and simulate complex multi-actor problems. A second learning line is the policy and politics line, which explains decision making as a dynamic process wherein economic, ethical and political considerations by multiple stakeholders are at stake. The two learning lines are interwoven to highlight the interdisciplinary nature of the programme. The first year lays the foundation for the programme, and will be taught exclusively in The Hague. In the second year, you will also have courses in Delft.
Specialisations
In the first year, you follow a highly interactive programme with required courses. In the second year you can choose a specialisation.
Learning lines and knowledge & skills
This line consists of 5 courses:
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This course lays the foundation for the program. It teaches both systems thinking and decision-making processes. At the same time it teachers you to reflect on the role and position of the policy analyst for policy interventions.
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This course focuses on developing a solid basis in the political aspects of decision theory, such as understanding the institutional context in which decision-making takes place and applying various models of decision-making to real-life cases. It ‘annotates’ and ‘criticizes’ the rational perspective of the advanced modelling courses running parallel to it in the modelling line.
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This course focuses on theories about group behaviour, as many models attempt to assume these interactions. It also introduces students to theories on communication, diversity and inclusiveness, and groups dynamics, driving students to explore solutions for grand challenges while working in international interdisciplinary teams.
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This course introduces students to the basic macro-economic concepts and macro-analysis. The major competing macro-economic theories will be reviewed and used to assess the policy impacts of fiscal, monetary, trade and (energy) technology policies. Special attention will be paid to static and dynamic computable general equilibrium (CGE) models, which are used for policy analysis by the World Bank, the IMF, the OECD and the World Trade Organization (WTO).
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This course considers and discusses the effects or impacts of major technological policies and projects as well as the ethical aspects of the evaluation and mitigation of these effects. It presents methods and approaches like (a) environmental impact assessment, social impact assessment, safety analysis for ex-ante research assessment and (b) (social) cost benefit analysis and value sensitive design for ex-ante evaluation and judgment.
This line consists of 7 courses:
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This course offers an introduction to programming in Python and a general overview of computer engineering topics that are essential for running large scale simulation models. The course provides a mix of theory and skills which are practised using lab assignments.
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This course will train students to gather, fuse, clean, explore and interpret data from multiple sources. It will also help in understanding and estimating alternative implications of solutions and communicating results to a wide audience effectively.
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This course introduces the two main TPM modelling schools: System Dynamics and Agent Based Modelling. The module will introduce the different simulation paradigms and discuss when/in which context to apply them.
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This course provides students with a range of models and analytical lenses to understand actor interactions in a strategic decision-making or policy-making environment. A generic framework for such analysis is offered, while introducing core concepts used in actor modelling.
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The objective of this course is to provide students with a selection of topics that are state-of-the-art in simulation. The course will focus on the theoretical foundation of (potentially large-scale) data-driven simulation, as well as the corresponding methods and techniques.
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The overarching objective of this course is to deepen the knowledge of the students with respect to System Dynamics. To this end, the course discusses key research topics within the SD community. Specific attention will be given to when and why to use System Dynamics, how to use data in the development and testing of SD models, state of the art approaches to model validation, and formal model analysis, and the use of SD models in simulation gaming.
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The central topic of this course is the support of long-term decision-making on complex societal issues using cutting-edge modelling techniques in combination with state-of-the-art deliberative methods. These large societal issues are typically surrounded by deep uncertainty, and the various policy makers that are involved virtually always operate in a highly political environment.
During the EPA programme students are expected to obtain specific knowledge and skills as described below:
- Being able to demonstrate a systematic and critical awareness of current problems and/or new insights in technology and public policy in their academic discipline, field of study, area of expertise or professional practice. This involves being critical and interested in current affairs, technology, and the relationship between technology and society.
- Understanding and gaining insight in essential facts, concepts, theories and principles relevant to the analysis and management of large-scale systems, along with the economics, policy and decision-making taking place in such systems.
- Knowing how to address complex issues in a systematic and creative way, being able to quickly get a grasp of a wide variety of subjects and to think at a high level of abstraction.
- Making sound judgements in the absence of complete data is another skill to be learned in this interdisciplinary programme. This may be difficult for students who are used to research specific topics in detail, thus, the programme makes sure to provide the students with the sufficient tools and knowledge as to master this skill.
- Being able to clearly communicate with both, specialist and non-specialist audiences, both academic and professional communities. It is much more important in the EPA programme than in monodisciplinary programmes to have good oral and written communication skills given the variety in audiences and interactions that EPA graduates are expected to have within industry, public and private sectors. Fluent writing and speaking in English are therefore an essential requirement.
