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Faculty track

All faculties offer a 30 EC programme. You can either follow an Honours College track at your own faculty and gain in-depth knowledge about your study area; or broaden your horizons by following an Honours College track at a different faculty.

You can either follow an Honours track at your own faculty or at a different faculty. All tracks can be followed by students of other faculties, with the exception of the following three HC tracks which are taught in Dutch only: Bèta and Life Science, Medicine and Law (switch to the Dutch page for details).

Tracks per faculty

In the heritage sector, entrepreneurial and motivated students are the managers and leaders of the future. But an academic background is also important, which is why you will focus on both of these aspects during this programme.

This track offers you:

  • a good overview of the interdisciplinary work field of Archaeology;
  • the chance to take on extra-curricular courses in addition to your regular educational requirements;
  • a head start in developing certain skills, such as learning how to discuss and how to conduct critical research;
  • the opportunity to build up a professional network and a close relationship with professors and other Honours students;
  • the chance to gain relevant work experience.

Least but not least, you will come into contact with the archaeological professional field, museums, governmental organisations, and municipal councils. After completion you will have built a professional network which will give you a head start on the job market.

  • Location: Leiden
  • Language: Dutch or English (depending on the composition of the group)
  • Open to: All Leiden University Bachelor’s students
Coördinator HC Archeologie

dr. Maaike de Waal
m.s.de.waal@arch.leidenuniv.nl

More information about the HC Crossing the borders in World Archaeology

Language, music, stories and art; during the Humanities Lab Expedition track you’ll study everything that we, as humans, create and share, from the perspective of different study areas. By way of different elective themes, you’ll examine the similarities, differences and links between the different areas of humanities. On top of that, you’ll take a look at beta and gamma sciences, under the guidance of top researchers.

  • Location: Leiden
  • Language: Dutch or English (depending on the composition of the group)
  • Open to: All Leiden University Bachelor’s students
Coördinator HC Humanities Lab Expedition

Sven Balfoort en Sieglinde de Horde
honours@hum.leidenuniv.nl

More information about HC Humanities Lab Expedition

Location: The Hague

Current societal challenges require new thinkers, potential leading experts and public leaders to solve crises at global and local level. This Honours Track has the goal of educating students on how current (wicked) problems play out among government, science and society and give them the skills to tackle some of these issues theoretically as well as practically.

The learning experience is thereby based on interactive activities, such as visits to the Dutch lower house, the European Parliament  and other (public) organizations in Brussels as well as simulation games and an assignment for the municipality of The Hague.

  • Location: The Hague
  • Language: English
  • Open to: All Leiden University Bachelor’s students
Coördinator HC Tackling Global Challenges

drs. Annette Righolt
a.j.e.righolt@fgga.leidenuniv.nl

More information about HC Tackling Global Challenges

In this programme you’ll study the interaction between science and society. You’ll take part in discussions with prominent scientists, as well as meeting and working with students of other disciplines. In this way you’ll learn to look at issues from different perspectives. On top of this, you’ll learn more about major problems in society and how these are being researched. You’ll also work on a range of skills, such as engaging in dialogue, accessible writing, presenting, collaboration, analytical thinking and scientific research.

  • Location: Leiden
  • Language: Dutch or English (depending on the composition of the group)
  • Open to: All Leiden University Bachelor’s students
Coordinator HC Science & Society

dr. Nienke van der Heide
honoursfsw@fsw.leidenuniv.nl

More information about HC Science & Society

When?

There are two possible start dates for your Honours College track:

  • In the second semester of your first academic year
  • At the start of your second academic year

The duration of your programme will be 2 or 2.5 years, depending on your start date. The programme is so designed that you can follow it alongside your Bachelor’s programme, without falling behind in your studies.

In general, it is possible to combine an Honours College track with other study activities, such as a stay abroad or internship. Discuss the options with your Honours Coordinator.

Certificate

Upon successful completion of the faculty track, you’ll be awarded an Honours College certificate and have your Honours College credits mentioned on your diploma supplement. This is on condition that you complete both your Bachelor’s programme and Honours track within 3 years, and that your average Bachelor grade is at least 7.

HC Tackling Global Challenges 2018-2019

Below you will find a description of the HC course of the faculty of Governance and Global Affairs.

See "General" for more information about Honours College and other faculty HC courses that you can follow.

Problems in the world we live come and go, and are a source of debate in society, business and politics as well as a topic for researchers who aim to better understand mechanism in so many different areas. Effectively tackling these problems is a hard task for any party involved.

Introduction

Current challenges require new thinkers and potential leading experts and (public) leaders to solve crises at global and local level. The Honours Track has the goal of educating students on how current problems play out among government, science and society and give them the skills to tackle some of these issues theoretically, based on academic literature, and practically, at a local level. The learning experience is thereby based on interactive activities, such as visits to the European Parliament, (public) organizations in Brussels and The Hague as well different simulation games.

Students are asked to go beyond the boundaries of their own field of study, look at themes, issues and trends in society or the world at large that require a combination of scientific disciplines and analytical lenses. The program links analysis of existing patterns to a future outlook. While using their own ‘home’ discipline to understand old and new issues, students are also expected to understand and integrate the contributions from other disciplines and think trans-disciplinary. Students are further involved in shaping the program, in suggesting and preparing topics of analysis and discussion.

Video Honours Track Tackling Global Challenges

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Learning Aims

Students who have successfully completed this program are able to: 

  1. Understand the relationships among government, science and society and how it affects public problem-solving power
  2. Apply theoretical knowledge to challenges in the real world.
  3. Demonstrate personal leadership capacities based on theoretical and practical insights
  4. Combine knowledge from their own field of study with theories from the courses
  5. Reflect on global challenges from various academic perspectives and arrive at possible solutions
  6. Use bilateral- and multilateral negotiation skills
  7. Understand and analyze the complexity of (wicked) problems from different scientific fields, including philosophy, psychology, archaeology and political science
  8. Understand and use techniques and methods such as visualization, stakeholder analysis, integrative negotiation, framing / reframing and their relation to problems.
  9. Give policy advice to real-world policy makers on some of the problems they struggle with based on research and literature.

Programme

This honours college offers a three year, 30 EC package for students entering the programme in the first BA year, and a two year, 30 EC package for those entering  in the second BA year.

A combination of didactical principles is used to reach the aims of the programme: lectures, workshops, case study sessions, simulations, field trips, guest speakers,  assignments, personal and leadership development conversations, HC Internships and Individual Projects. All activities serve to connect theory and practice.

 Year 1: 5 EC

Tackling Personal Challenges

Semester 2

•Crucial Skills ( 5EC)

•Negotiation Lab (5 EC)

 

 

 

Year 2: 15 EC

Exploring Global Challenges

Semester 1

•Governing Science, Society and Expertise (5 EC)

•Crucial Skills  (5 EC)

•The early Silk roads: Archaeology & Global Networks (5EC)

 

 

Semester 2

• Living with Water Scarcity (5 EC)

• Attacking Global Problems at EU level ( 5 EC)

• Public Leadership (5 EC)

 

Semester 1 or 2

• LUC or Honours Class (5 EC, mandatory)

 

 

Year 3: 5 EC

 

 

 

 

 

 

Year 1, 2 or 3: 5 EC

Tackling Global Challenges on a local level

Semester 2

• Wicked Problems Lab ( 5 EC)

 

 

Expertise in Practice

• Honours Internship (5 EC)

• Honours Individual Project (5EC)

 

 

YEAR BA1 semester 2:  TACKLING PERSONAL CHALLENGES

Crucial Skills

“Many great ideas have been lost because the people who had them could not stand being laughed at.”  

---Anon

This course trains to become an effective 21e century skills professional. The course will make you more effective in making decisions and getting things done through an investigation of those values, assumptions and habits that will strengthen your empathetic, ethical and expressive qualities. The first part of each class focuses on analytical, ethical, and empathetic reflection, while the second part builds professional and personal skills. To be effective in school, work and private life, students must be able to activate a range of functional skills, such as project planning and financial management, as well as personal skills, such as creative thinking, presenting, listening and negotiating. These skills will help you to navigate the complexities of life.

Goal

  • Practice a growth mindset by identifying continuous potential for personal development
  • Examine core values and identify a personal mission statement
  • Recognize the way that communication and presentation are mutually inclusive
  • Apply personal and theoretical reflection in writing
  • Practice how to generate new perspectives on conventional wisdom to discover possibilities, creative thinking
  • Connect traditional to new notions of (entrepreneurial) value

Negotiation LAB

Changes in society, the global economy, and ways people work have made negotiating skills more important than ever. The challenges are legion:dealing with history’s most diverse work force, doing business with customers who tell you how to run your business, negotiating with foreign counterparts—and more. These are not just issues of corporate concern; they are also of increasing importance to your personal success.

By participating in this course you will come to recognize the pervasiveness and importance of negotiation. You will acquire a new repertoire of negotiating skills in a variety of different conflict settings. You will develop a systematic and positive approach to negotiating with colleagues, bosses, clients, other stakeholders, and external groups of all kinds—in ways that equip you to deal also with all kinds of conditions and circumstances.

This is an interactive course based on the idea that becoming skilled at negotiation is best achieved through practicing it. Therefore this course contains simulation games and negotiation exercises where you can practice your negotiation and leadership skills in a safe environment on your fellow students. The exercises will be combined with reflection, discussion, readings, assignments and presentations to connect theory and practice and enhance the overall learning.

Goal

This course aims to help you develop the negotiating skills needed to meet the challenges facing today’s world. The course integrates the experiential and intellectual components of negotiation, and will help you

  • develop the sophistication to analyze bargaining and conflict relationships
  • to learn (through class discussion, peer feedback and self-assessment) about your own individual conflict management style;
  • gain advanced knowledge and insights about negotiation and related organizational behavior and apply this theoretical knowledge to challenges in the real world;
  • prepare effectively for negotiation;
  • understand when to negotiate, and when not to negotiate, when to reach a deal and when to walk away;
  • negotiate effectively in teams or with multiple opponents;
  • apply multiple approaches to resolving unproductive negotiations;
  • understand how to create value and reach mutually beneficial agreements;
  • and to increase your confidence in your negotiation skills

YEAR BA2 semester 1:  EXPLORING GLOBAL CHALLENGES

Governing Science, Society and Expertise

This course introduces students to the sometimes tense relationship between politics, society and experts. The class shows the different ways in which problems and issues in society, business and politics are identified, how they can be addressed, and how students may orient themselves on advising on such problems and issues in their future career. Throughout the course students are made aware of scientific ‘lenses’ on reality to get a sharp analytical view on problems and issues, and what it means when we speak about ‘innovation’ in science and research for addressing problems in the real world. The course will further include a simulation game to experience the interplay of government, research, non-governmental stakeholders and society.

Goal

The goal of the course is to get a sense of how politics, science and society are connected regarding today’s global challenges and what role expertise, money and power can play in these dynamics. The course introduces students to a variety of lenses and enhances critical and analytical thinking with tools from different disciplines. These skills will be put to use during the simulation game at the end of the course.

Crucial Skills

“Many great ideas have been lost because the people who had them could not stand being laughed at.”  

---Anon

This course trains to become an effective 21e century skills professional. The course will make you more effective in making decisions and getting things done through an investigation of those values, assumptions and habits that will strengthen your empathetic, ethical and expressive qualities. The first part of each class focuses on analytical, ethical, and empathetic reflection, while the second part builds professional and personal skills. To be effective in school, work and private life, students must be able to activate a range of functional skills, such as project planning and financial management, as well as personal skills, such as creative thinking, presenting, listening and negotiating. These skills will help you to navigate the complexities of life.

Goal

  • Practice a growth mindset by identifying continuous potential for personal development
  • Examine core values and identify a personal mission statement
  • Recognize the way that communication and presentation are mutually inclusive
  • Apply personal and theoretical reflection in writing
  • Practice how to generate new perspectives on conventional wisdom to discover possibilities, creative thinking
  • Connect traditional to new notions of (entrepreneurial) value

The Early Silk Roads: Archaeology & Global Networks

The course uses the most up-to-date archaeological research of the early Silk Roads networks across the Eurasian continent (200 BCE-600 CE) in order to rethink and discuss the connectedness of our present globalising world. The lectures offer an overview of the most important historical and archaeological contexts of the Silk Roads, ranging from ancient Egypt to Han Dynasty China. In-depth case study are discussed of specific sites, such as Berenike (Egypt), Petra (Jordan), Arikamedu (India), the Karakorum mountains (Pakistan), and the Tarim Basin (Xinjiang, China).
Subsequently, based on these case studies, each lecture uses the archaeological facts to incite debate about present global connections. Herein, three main focus points are central:

- The issue of traditional centre-periphery/West-East dichotomies
- Objects as globetrotters vs. human migrations
- Cultural heritage challenges for both archaeology and politics       


By means of 5 written assignments, students will develop archaeological analytical skills for individual objects, and are encouraged to interpret archaeological data in a much wider socio-political context. Feedback on all assignment will be provided during this process.Throughout the course, students are challenged to think outside the box and consider the lasting connections between past and present. Moreover, they are encouraged to develop their academic skills through debate, empirical analysis, and essay writing.

Goal

  • To gain knowledge about archaeological data from the earliest trade networks of the Silk Roads;
  • To connect past and present by using informed historical knowledge to interpret and better understand current world connections;
  • To enhance student’s skills in academic discussion and essay writing;

YEAR BA2 SEMESTER 2:  EXPLORING GLOBAL CHALLENGES

Attacking Global Problems at EU level

The focus of this course will be on the way the EU attacks global problems. In this module the two central policy areas are (1) Asylum and Migration policies and (2) the Common Foreign and Security Policy of the EU. These policy areas will be taught by academic lecturers of Leiden University and experts from ministries and the national rapporteur on trafficking in human beings. The last part of the  module will prepare for the “Grande Finale” of the module, a EU simulation game in which all students will represent a minister of a EU

member state and were they need to come to a compromise text by that is acceptable for all delegations.

Goal

When students have successfully participated in this module, they:

  • Understand the formal and informal rules on the European level
  • Understand the development of vision at EU level
  • Have experienced the way of working in het EU policymaking arena.
  • Are able to independently analyze issues, critically examine books and research reports in scientific journals
  • Are able to write a review about a scientific book,
  • Are able to contribute one’s own insights in a clear and structured manner both orally and in writing

Living with Water Scarcity

Around the world, more countries and communities face increasing scarcity of clean water, which leads to economic, environmental, social and political dilemmas. In this course, we will explore the definitions of scarcity and shortage, the market and non-market costs of scarcity, and different means of addressing scarcity. We will also discuss how politics, culture and climate disruption interact with existing policies regarding water use. (Note that the Netherlands is often seen as possessing abundant water, but it is subject to both scarcity (droughts) and abundance shocks (floods), so all of these ideas apply here as elsewhere.)

Each of the 6 lectures will focus on 1 or 2 areas that scarcity affects, e.g., agriculture & industry, environment, rich & poor. Each of the 4 excursions outside the classroom will reinforce our class discussions with real-world examples.Students will be expected to participate in class discussions and on-line debates. They will also make a presentation and write a course paper on a water-related topic of their choice.

 

Goal

  • Students will be able to recognize scarcity, explain how behaviour and/or policies affects scarcity, and estimate the economic and social damages resulting from scarcity.
  • Students will use interdisciplinary perspectives to explain the various dimensions and impacts of scarcity.

Public Leadership

Who is the public leader? Is it the one that works for the government, or the entrepreneur around the corner who is making a difference for society through his business? Or is it the student who uses a fresh perspective on society? Public leadership no longer fits in the traditional management schemes or in hierarchy; public leadership is all about you!

Leadership is something that every one of us can show. By a particular expertise, a great initiative, a big portion of engagement and perseverance. It is not depending on any formal position in an organization, but rather on your capacities and the momentum to set things in motion, together with others. You know how to mobilize others and how to make use of the contemporary means and (social) media to build a network and to get your message exposed.

Public leadership is not just about the public sector; it is about achieving something for society, for a better world. Borders between public and private are fading, and perhaps even trivial. As a public leader you know how to make a difference, even with small things.

In this course you will work on making a connection between the theory and practice of public leadership, explore what the concept is and how you can develop your own leadership competences. Together with others you will work in assignments in both public and private organizations and learn to reflect on leadership.

Goal

  • To develop knowledge about the various approaches in the literature to (public) leadership
  • To develop insights into the various applications of (public) leadership in practice and to reflect on these
  • To develop and apply leadership competences to contribute to public goals

 

YEAR BA3 semester 2:   TACKLING GLOBAL CHALLENGES ON A LOCAL LEVEL

 

Wicked Problems LAB with an assignment

Wicked problems are, essentially, ‘wild problems’; unlike our, relatively tame, day to day problems they defy clear definition, there is a complex interplay of forces that cause the problem in the first place and – because of that – there is no consensus as regards a problem solving strategy. Tackling wicked problems therefore requires another mindset that solving tame problems: A mindset not so much aimed at finding the best possible solution, but at what can be best described ‘muddling through’. By that we mean learning about the problem as well as possible solutions as you go along, an understanding what it means for the problem to be complex as well as a commitment to go along in a morally responsible manner.  The Wicked Problems Lab is devoted to helping students acquire this mindset. During the lab, we will study theory on complexity and wicked problems and immediately apply that theory to develop a project on a real-world wicked problem. In this way we get a feel for what takes to be able to ‘muddle through’ when facing the wildest of problems.

 

Goal

When students have completed this course they will:

  • Understand what it means for social issues to be complex (i.e. wicked).
  • Understand why dealing with complexity requires a different way of thinking, i.e. non linear thinking.
  • Be knowledgeable of the most important insights around complexity and wicked problems from different scientific fields, including philosophy, political science, psychology and policy science.
  • Be able to analyze wicked problems and suggest ways to deal with them with respect to these problem’s complexity.
  • Understand and be able to use techniques and methods such as visualization, stakeholder analysis, integrative negotiation, framing / reframing and their relation to wicked problems.
  • Be able to give policy advice to real-world policy makers on the wicked problems they struggle with based on research and literature.

For whom?

Tackling Global Challenges is open to all students that meet the Honours requirements. In addition to excellent performance in the own BA we expect a strong motivation to tackle global challenges and to succeed in the Honours Track, that is to finish it. You should be willing to develop your personality and personal leadership and willing to connect with the other students. Connection brings new insights for everyone. You should feel comfortable doing the track in English. This track is especially interesting for students who would like to explore the relation between theory and practice, to acquire the tools to connect these and who like to work in an innovative and multidisciplinary setting.

Contact coordinator
Annette Righolt  a.j.e.righolt@fgga.leidenuniv.nl  / honours@fgga.leidenuniv.nl

The Faculty Board of Examiners The Hague

The Board of Examiners of the Entrepreneurship for society and the Honours College “Tackling Global Challenges” is under Article 7.12 of the Law on Higher Education (WHW), responsible for examinations and monitors the level of exams and courses. Key tasks and responsibilities include: promulgating rules and regulations on exams; granting exemptions; taking measures with regard to order, fraud, plagiarism, etc., and decisions on appeals of students. The Faculty Board of Examiners The Hague is also charged with granting individual retakes and assessing requests concerning individual adjustments to programs and the implementation of possible electives/ elective programs.

The scope of the boards authority and the department's applicable rules and procedures are laid out in several distinct but related documents, namely:

Composition of the Faculty Board of Examiners The Hague:

  • Ir. S.P. Louwaars
  • J.E.T. Schmidt MSc

Requests to the Board of Examiners
The Board of Examiners in its capacity also processes individual requests from students regarding their studies (about subjects mentioned above or other questions regarding the regulations and/or the regulations for teaching and examinations). 

For individual questions to the Board of Examiners the following rules and procedures are applicable. All questions and any supporting evidence are only considered if sent through the web form (not by e-mail).

In the case of individual questions the exam committee will in principle make a decision within 15 working days after the request and / or accompanying documents are received by the commission. The deadline of 15 working days thus begins as soon as all required documents to the examination board are received. In some periods (around mandatory holidays, Christmas period, the end of the academic year and summer break) the examination board preserves the right to exceed this limit. Where possible students will receive a message in this case.

Questions and comments can be send to fec-dh@fgga.leidenuniv.nl.

Expertise in Practice
For more information about the former honours track Expertise in Practice, you can consult the archive:

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