People, Planet & Prosperity

The student designs, in a team, an innovative and future oriented value proposition for a business in the context of the transition to new forms of economy, combining shareholders value with societal and ecological stakeholders' value. For this value proposition the student delivers a business plan, including a marketing plan, which is linked explicitly to the SDG Agenda.

The student develops systemic thinking competence by mapping and analysing interactions and inter-relations at (geo)political and economic levels, sensing the implications these may have for governance and sustainable development. The student enables to analyse complex issues from the perspective of different globalisation theories and the political views and ideologies derived from those ways to see the world. Furthermore, the student is sensitive for the geopolitical implications that certain issues can have and how this can enhance or hinder good governance and sustainable development. The student explores dilemmas in debates on governance and sustainable development, reflecting views and knowledge using visual rhetoric tools such as a poster. The student uses all these theories and interconnections to further analyse these issues or dilemmas from a global perspective, taking geopolitical aspects into consideration. The student presents their analysis in a professional case study.

Furthermore, the student understands economic theories, is able to explain both individual decisions and the outcome in different market structures and can apply these to describe some of the expected economic effects of sustainable development policies.

The team uses systems thinking to map the complexity of an issue and analyse the implications of the interactions regarding societal and environmental impact. Based on this analysis the team provides a valuable advice to a real client and organizes common ground and commitment among different stakeholders. The student reflects on their role as project manager for change.

To guarantee the reliability of the data used to set up a project, the student can recognize, explain, and apply methods and methodological principles of quantitative research, starting by formulating accurate quantitative research questions. The student can analyse and interpret quantitative research articles and quantitative data, is able to draw relevant conclusions and presenting them, applying academic writing skills and contributing to the quality of the projects.

The student seeks self-understanding in their learning journey, including values, skills and the interests they want to develop. The student explores and identifies personal interests and goals in line with their ambitions on the GPCM programme through personal development hours and in resilience labs. The student uses personal development hours (84 hours) independently or with peers, to further the goals by finding an activity that will connect with these, e.g. a business trip, volunteering, training, visiting a conference, a creative or reflective trip or a “project”. The student sets own measurement tools to reflect and evaluate personal success in this by demonstrating their learning journey and progress. The student reports back to the community during an appraisal moment at the end of the semester. In addition, the student participates in the Resilience Labs (28 hours). A resilient GPCM student grows like a tree. A tree is as strong as it is rooted and weaves strong connections both underground as above the ground. It knows how to be flexible and bounce back in stormy weathers and uses different resources to adapt to harsh conditions. The student connects with peers through a series of activities and storytelling circles founded in resiliency. The student reflects on personal learnings from this experience in the appraisal moment at the end of the semester.

Complete your exchange semester or year by taking one or two cross-departmental modules. You will receive ECTS credits when you complete a module successfully.

• Behavioural Change in Organizations
• Cambridge English B2 or C1
• Drama and Improvisation
• Dutch Language
• Dutch Society
• Economic Mindsets
• Innovation Research Competences for Urban Development  
• Intercultural Awareness
• Personal Leadership (7 Habits)

At a global level, the student understands the interconnections and dimensions of the sustainable development goals and is able to search, analyse and creatively narrate different innovative scenarios for a more sustainable future. Focusing on a specific project and applying different research methodologies, the student is able to explore future trends and provide a scenario analysis that can help decision-making processes and enable the team and their client to identify and assess potential drivers of change. The student reflects on their role as a future-oriented change agent.

The student identifies and comprehends key features and challenges of traditional and modern forms of purpose driven organizations including the non-profit sector. The student can identify the competences and responsibilities of a (non-profit) manager including accountability and evaluation. The student recognises the main topics related to this field and the issues impacting global civil society. In this context, the student is able to develop a future oriented value proposition for a purpose driven organisation, applying behavioural change theories, models and tools.

In the context of economics, the student is able to explain basic concepts, theories and tools of welfare, environmental and resource economics. By understanding the moral philosophies that underpin these concepts and tools, as well as the ethical implications of the valuing of non-market goods, the student discerns and discusses societal dimensions of environmental policies and provide potential solutions to issues at play in global governance.

At a micro level, the student understands and recognizes different styles of leadership and develop their own style by reflecting on personal leadership strengths. The student demonstrates self-awareness, self-management, social awareness and empathy, and articulates a personal statement of purpose and act accordingly. At a macro level, the student engages with others, respectfully communicating their own values and actively inquiring into the values of others. The student grasps and applies different psychological and sociological theories and models in the field of diversity, cross-cultural management and social justice. The student analyses and discusses case studies in this field and identifies and explores diversity and inclusion dilemmas.

The student seeks self-understanding in their learning journey, including own values, skills and the interests they want to develop. The student explores and identifies own personal interests and goals in line with own ambitions on the GPCM programme through personal development hours and in resilience labs. The student uses personal development hours (84 hours) independently or with peers, to further own goals by finding an activity that will connect with these, e.g. a business trip, volunteering, training, visiting a conference, a creative or reflective trip or a “project”. The student sets own measurement tools to reflect and evaluate personal success in this by demonstrating the learning journey and progress. The student reports back to the community during an appraisal moment at the end of the semester. In addition, thestudent participates in the Resilience Labs (28 hours). A resilient GPCM student grows like a tree. A tree is as strong as it is rooted and weaves strong connections both underground as above the ground. It knows how to be flexible and bounce back in stormy weathers and uses different resources to adapt to harsh conditions. The student connects with peers through a series of activities and storytelling circles founded in resiliency. The student reflects on personal learnings from this experience in the appraisal moment at the end of the semester.

Complete your exchange semester or year by taking one or two cross-departmental modules. You will receive ECTS credits when you complete a module successfully.

• Behavioural Change in Organizations
• Cambridge English B2 or C1
• Drama and Improvisation
• Dutch Language
• Dutch Society
• Economic Mindsets
• Innovation Research Competences for Urban Development  
• Intercultural Awareness
• Personal Leadership (7 Habits)