Political Economy of Transnational Food Chains

Owner	Bachelor Future Planet Studies
Coordinator	dr. R.J. Pistorius
Part of	Exchange Programme Faculty of Science, specialisation BSc Future Planet Studies / Sustainability, year 1Minor Sustainable Food System, year 1Bachelor Future Planet Studies, major Future Society, year 2

Course manual 2022/2023

Course content

This course allows students to generate a better understanding of the world food chains through the lens of political and economic structures supporting contemporary transnational food chains.

Students are introduced to the contemporary organization and regulation of transnational food production, provision and consumption. Key determinants of the shifting organization and coherence of food chains will be discussed, such as dominant narratives about food trade and the concept of competitive advantage. We will also discuss the growing concentration and specialization in food production, the role of international regulation, the impact of new technologies on food production, as well as climate change.

Next, we will study how transnational food production, provision and consumption can be understood in terms of 'global food and/or value chains'. These help us to frame unfamiliar social-political and ecological (climatic) dilemmas and challenges related to the coordination or governance of transnational organization of food production. Think of social- economic and political dilemmas and challenges such as 'supermarketization', the growing power of Transnational Companies (TNCs), the growing physical and psychological alienation between consumers and producers, growing concerns related to human health and food safety. 

In the final part of the course students will investigate case-wise what hinders and what can support sustainability within existing transnational food chains. Cases will focus on local dynamics in food production; alternative (transnational) production and distribution networks; new consumer awareness; alternative regulatory frameworks and sustainable technologies. Guest lectures in week 5, 6 and 7 will be dedicated to these issues. 

Study materials

Literature

• Literature in Canvas. 

Syllabus

• Literature in Syllabus

Objectives

• Students are able to understand and apply basic concepts in the contemporary transnational organization, trade and consumption of food production and provision.
• Students are able to investigate recent political and economic shifts in food production and provision associated with globalization, regionalization, localization and specialization.
• Students are able to analyse new global-local dynamics associated with the increasing consumer demand for and promotion of food produced sustainably.
• Students are able to understand and apply two research methods of (a) Food System Approach (value chains) and (b) concepts of ‘coordination’ to analyze the political economy and governance of food chains and sustainable adjustments to those.
• Students are able to critically analyse and compare scientific literature and media expressions (journals, internet footage, websites) on organization.

Teaching methods

• Lecture
• Seminar
• Working independently on e.g. a project or thesis
• Supervision/feedback meeting
• Self-study

In lecture 1 we will set out a conceptual framework to help understand the political economy of global food chains. What is 'Political Economy'?, What is a 'Food Chain'?, What is meant by the 'Global Food System'? What is a multinational- and what a transnational company? Jennifer Clapp's key publication 'Food' (2020) will serve as a 'rough guide' to unlock these concepts in a historical perspective. 

In lecture 2 we zoom in on food trade on the basis of Jennifer Clapp's paper "Food security and international trade" in which she juxtaposes to two narratives about trade ("trade as a threat" or "trade as an opportunity"). We will also go a little back in history and explore the origins of these narratives.

In lectures 3 and 4 will offer information on the origin, workings and ideas behind Global food (value) chains. These will help students to map global structures in food trade, provision and consumption and detect possible inroads per chain-element for desired structural change (such as poverty alleviation or sustainable production).   In doing so we will  analyze 'agro-industry' in terms of its economic and political structure: where is the money earned?, by whom?, who decides? 

In lectures 5, 6 and 7 the knowledge generated in the previous 4 lectures can be applied to specific power and North-South related global food chain issues. Think of the rise of global supermarket chains and their (growing and rapid) impact on Indian local food supply systems; or the (un)ability of small local farmers to link up to global food chains. 

Group assignments: You will work in small teams of 4-5 per working sub-group (S1-5) which requires a dedicated and well managed division of labor.  There are 4 working groups, each divided into 5 sub-groups. We will work in 3 consecutive working-group sessions where you will get the full support of 2 excellent assistant teachers: Jordy Willems and Guido van der Knaap (and myself as a back-bencher). Consider these meetings as scientific 'staff' meetings - every question is possible provided it contributes to your output, and is well prepared. You are jointly responsible for the GROUP Assignments. The three PREPARATORY Group Assignments are designed to help you organize and deliver the Final GROUP Assignment (A/B)

Individual exam: A take-home exam with 2 essay questions and 5 open questions will be available from Tuesday December 20 9.00 AM. Closure of the exam is on Friday December 23 23:59 (PM). 

Learning activities

Attendance

Programme's requirements concerning attendance (OER-B):

• Participation in fieldwork is compulsory and cannot be replaced by assignments or other courses.
• In case of practical sessions, the student is obliged to attend at least of 90% of the sessions and to prepare himself adequately, unless indicated otherwise in the course manual. In case the student attends less than 90%, the practical sessions should be redone entirely.
• In case of tutorials/seminars with assignments, the student is obliged to attend at least 7 out of 8 seminars and to prepare thoroughly for these meetings, unless indicated otherwise in the course manual. If the course has more than 8 seminars, the student can miss up to 1 extra meeting for every (part of) 8 tutorials/seminars. If the students attends less than the mandatory tutorials/seminars, the course cannot be completed.

Additional requirements for this course:

Attendance during tutorials is mandatory. Attendance of the lectures is not. You are allowed to miss one tutorial, provided you announce your absence to one of the teaching assistants (Willems and van der Knaap) 24 hours before.

Attendance during lectures is not obligatory but highly appreciated.

 

 

Assessment

Item and weight	Details
Final grade
0.5 (50%) (GROUP) Assignment 1 - A (paper) or B (dissemination product) 2022/23	Must be ≥ 5.5
0.5 (50%) Take-home Exam (INDIVIDUAL) Deadline December 23 2022, 23:59 hours	Must be ≥ 5.5

Assessment

The assessment of the course is structured around 1 Final Group assignments  (A/B) (50%) with 3 Preparatory assignments (pass/fail) and 1 Exam (take home) (50%). 

There are four working groups (S1-4)

Feedback

‘Feed-back’ implies that sub-groups will be invited in timeslots of 20 minutes per slot: during the hours reserved for working groups (‘werkcolleges’). There will be no plenary working group sessions. The sub-group sessions (no grade) are to help you further in completing the assignments: sharing of ideas, discussing intermediate output, discussing sub-group-interaction, asking questions on the focus of the lecture series etc., all are welcome. A good preparation for a working group session is mandatory and may consist of:

(a) a brief summary of the material collected, written, planned – you may send this on beforehand to save time;

(b) a consistent series of questions for the teacher; (c) a planning.

Sending in materials for discussion to the teacher should take place 48 hours on beforehand. Brief e-mail feedback can be obtained (although not as a replacement of the live feed-back session), but should be confined to a ‘reasonable amount’ of mails.

Final grade, resit and suspension

Finished group papers resulting from Assignment 1 are to be submitted at 16 December 2022 23:59 HOURS 

Final Grades (paper + exam) are available at January 15 2023: 23:59 latest.

• Grade below 5.5 for the final paper require a resit of all members of the sub-group.
• Grade below 5.5 for the take home exam require a resit of the individual student. 
• Both final paper and take home exam require a pass (grade = 5.5 or higher) in order to obtain a final grade.  

The suspension period is 3 weeks (21 days, which is 4 February 2023), starting from the date of reception of the final grade (15 January 2023). The resit for the finalized paper applies to all members of the sub-group delivering the paper. Suspended joint papers are to be delivered through Canvas only.

Grading of suspended final papers will be max. 7 days, grading of take home exam resit will be max. 21 days. Hence, reception of final grade of suspended papers is 11 February 2023, exam resit 25 February 2023.

In case of failing the resit of final paper and/or take home exam, the course must be re-entered next year. Grades (passes) of previous year(s) cannot be used for exemptions. 

Assessment diagram

Leerdoel:	Assignment I (A/B)	Exam (take-home)
#1.	Yes	Yes
#2.	Yes	Yes
#3.	Yes	Yes
#4.	Yes	Yes
#5.	Yes	Yes

Students that were enrolled in the course in previous years

n/a

Inspection of assessed work

PREPARATORY Assignment 1 (Theme registration) is to be a submitted via Canvas by 8 November, 23.59.

PREPARATORY Assignment 2 (Project Plan) is to be submitted via Canvas by any group member by 18 November 23:59.

PREPARATORY Assignment 3 (Fact sheet) is to be a submitted by any group member via Canvas by 2 December, 23.59.

Assignment 1 (Group Assignment A or B) is to be a submitted by any group member via Canvas by 16 December, 23.59.

Exam (take home) is to be submitted by individual students via Canvas by 23 December 23:59.

E-mail feedback can be obtained as well, but should be confined to a ‘reasonable amount’, to be determined by the assistant teachers.

Assignments

PREPARATORY Assignment 1: Theme Registration

Deadline November 8: 23:59 hours

Grading: pass / fail. NB Not submitting this assignment (or too late) will exclude the group from Group Assignment 1(A/B)

In the next 5 weeks you will study in depth a particular element of the global food chain. Below are a series of crop-specific options from which you may choose. 'Option 20' allows you to make your own choice. A non-crop specific topic choice is also possible (see NB 3).

Options for 2022:

1. Barley 
2. Oranges 
3. Frog legs 
4. Salmon (bred, non-bred)
5. Risotto 
6. Vanilla
7. Chili peper
8. Hop (e.g. for in beer)
9. Peaches
10. Hazel nuts
11. Nutmeg
12. Cashew nuts
13. Black peper
14. Cocoa
15. Chicorei (alternative for coffee)
16. Mango
17. Kiwi
18. Bleuberries 
19. Ananas
20. A chain of your choice (discuss with your tutor first).

NB1 These are bulk-categories which have been chosen as each of them inhibits ample research on associated food chain analysis. During the project you will have to specify your research focus. This requires you to zoom in on a particular characteristic of the crop of choice. There is a host of specifications possible: e.g. for cocoa produced for chocolate bars there are many cocoa species to choose from, while the geographical range of production of a particular species is relatively broad (from Ivory Coast to Java); type of processing; and some sections of food chains may be more relevant than others (e.g. processing and retail). Finally the time-frame covered by your research may be specific, e.g. production and consumption of chocolate in Western Europe in past 10 years and perhaps near future.

NB 2 We are fairly liberal in our understanding of what the crop specific themes comprise. For instance (a) Kenya’s increased dependence on tight contracts with large supermarket chains in western countries and the implications for mango production in Kenya could also fit; even though these topics are not very close to the subject matter of the lectures; or (b) recent initiatives in developing countries to set up a circular cocoa production system in conjunction with collectors/producers of coffee sludge as compost. 

NB 3 There is an option to embark on a non-crop specific food chain issue. Think of a specific trade(regulation) issue, a new technology which affects food chain patterns and flows; the position of country x in food chains in general, etc. It is mandatory that you discuss your ideas with your tutor first.   

 Registration of theme for group 

• Group composition made available via Canvas by 8 November 23:59 hours
•  

How to register and submit Preparatory Assignment 1 

In thisLinks to an external site. form, you can indicate your preferences for one of the 19 + 1 food items. Also, you can indicate fellow students you would like to cooperate with as long as they are in the same working group as you are. You are free to choose any theme you like. Although sub-groups are confined to min/max 5, more than one sub-group can work on a specific theme. Note that your preferences are taken into account, but cannot always be fully met. You can register until November 8, 23.59

You can only sign up once, so make sure you are confident in your food item choice before you actually sign up. Based upon your choice, you will be assigned to a organizing 4-5 member student sub-group, in which you will collaborate on joint assignments, that together will constitute a group portfolio by the end of the course, which will be graded.

In case you cannot link up to a group/theme of your choice, please note you can opt for ‘A chain of your choice’ (option nr. 20) on the condition that you organize your own group of 4-5 students. Your suggestion for this alternative food chain should be communicated with the teachers (Guido van der Knaap and Jordy Willems) on beforehand. Note that you need their consent before you embark on the subject, and they will help you to refine your choice if necessary. 

This assignment and the aim and focus of this course 

The course is designed in such way that you will step-wise and per assignment analyse various political economic aspects of the organization of the food chain of your choice. The themes relate to, but are broader than the lecture series. If you are wondering whether a particular topic or issue you are interested in pursuing is ‘within the theme’, the important thing to remember is that this is a course on the political economy of transnational food chains, so purely domestic or purely interstate issues are outside its remit.

Understandably, many of the topics chosen will relate to today’s most urgent issue, namely the need for a more sustainable agriculture. This course welcomes any contribution in that direction, but I would like to emphasize that the sine qua non of any future sustainable action is a thorough understanding of the social-political mechanisms that support today’s (merely unsustainable) food industry –the focus of the course in the first place.

 

PREPARATORY Assignment 2: Project Plan

Deadline November 18: 23:59 hours

Grading: pass / fail. NB Not submitting this assignment (or too late) will exclude the group from Group Assignment 1(A/B)

Max words: 600

The Project Plan should be a straight-forward document of max. 600 words. It should contain:

• A brief motivated choice of the food item 150 words.
• A brief description of the objectives of your portfolio - the way you plan to handle in the 'Fact Sheet' (Preparatory assignment) and the Final GROUP Assignment A / B, and how you see them connecting to each other (250 words)
• How you plan to communicate and collaborate with each other (150 words). Please think of a division of labour and associated tasks, and how you as a group deal with group members that fail to meet their tasks. To date, an optional sub-group ‘team charter’ (perhaps even signed by all) may help to formalize team roles, mission, basic rules of engagement, conflict resolution, etc. A brief sub-group discussion on the content of the team charter will entice you to think about questions such as: What are my qualities, and what can I offer the team? What are my pitfalls and to what extent should I share these with the team? What are my challenges and what do I need from other team members? What are my success criteria (e.g. I want to score an A). 

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PREPARATORY Assignment 3: Fact Sheet

Deadline: December 2, 23:59 

Submission by a designated group member via Canvas.

Grading: pass / fail. NB Not submitting this assignment (or too late) will exclude the group from Group Assignment 1(A/B)

Max words: 1000

Introduction

A fact sheet, also referred to as 'information sheet' or briefing note (but not a full policy brief) is a short paper that quickly and effectively informs a senior decision-maker about an issue. Fact sheets are typically written for senior-level decision-makers who:

• have to keep track of many, often unrelated, issues;
• may not be familiar with the issues and may not have any related background;
• for whatever reason, cannot spend time doing their own research;
• need a capsule version of the key facts and considerations about an issue.

Fact sheets usually deal with 'subjects of debate', or more commonly 'issues'. A fact sheet are commonly prepared for any topic a senior decision-maker needs to be (quickly and clearly) informed about: a new situation (trade embargo, new product, new policies), an action by another political actor, a new technology with impact on trade (e.g. in the field of transport, crop development, water use, etc.) —in fact, anything that a political actor needs to deal with.

Note:

This fact sheet is a stepping stone for your Final Group Assignment A or B. 

In Canvas you will find links to example Facts Sheets.  NB Fact sheets of previous years are strictly crop/product-related (potato, meat etc.). Please mind that (from this year on) you do not need to confine yourself to a specific crop or product. Thinking broader is welcomed: e.g. climate change and agricultural trade; war and agricultural trade; ...

 

The Assignment

Imagine you are putting together a fact sheet for your boss, on an issue within your chosen food item. You get to decide who your boss is: she could be a Minister, a European Commissioner, a Chief Executive Officer of a multinational corporation, or the Director of an international NGO. You also have to decide why your boss needs this fact sheet. It can be a call for attention for a looming crisis related to one of the food items to which she urgently needs to respond, or a plea for a more sustainable use of the food item of your choice. Before you start writing, be sure you are clear about the points you will cover and how you will structure your information.

The 2-page fact sheet (max 700 words) should start by stating its purpose and addressee, and determine on the basis of Figure 1 (Berkum, S. et al. 2018) p. 10 and further) what areas in the Food System Map are involved, and why they are relevant (ppt drawn from lecture 3). To understand the design and workings of the Food System Map you are requested to read Chapter 4 ‘Mapping the Food System’, In: Berkum, S. van, Dengerink, J. and Ruben, R., (2018). The food systems approach: sustainable solutions for a sufficient supply of healthy food. Wageningen, Wageningen Economic Research, Memorandum 2018-064. pp 10-16. This report is also your read for Lecture 3 on 15 November.

In addition to the actual fact sheet, you should prepare a 1-page (max 300 words) justification, which explains why you think the information you presented is useful to your boss, what choices you made, what sources you used, and how you dealt with the trade-off between brevity and scientific accuracy.

Example of fact sheet issues:

Example 1: Wheat consumers world wide are starting to feel the impact of the Russian-Ukraine war and the associated limited access to Ukraine Black Sea ports. In spite of  UN mediation, prices are still rising sharply although at different rates per country. Your fact sheet comprises of data (with introductions to each set) allowing for a comparative analysis of two countries taking different measures to mitigate price fluctuations. 

Example 2: Farmers Farmers in various EU countries are complaining about the quality of the Dutch onion species. They seem much more vulnerable to black mold than in previous years. The French Ministry has asked the EU to step-up national phytosanitary inspections of all Dutch onions at the French borders in spite of the free internal market regulations. Dutch onion exports (95% of total production) will be affected in various ways... Your fact sheet comprises of data indicating what EU, French, or Dutch regulation is relevant and how this regulation is made 'political' in the Dutch-French union-trade issue.  

 

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GROUP Assignment A or B: 

Deadline: December 2, 23:59 

Submission by a designated group member via Canvas.

Grading: 1-10 

Max words: 5000

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GROUP ASSIGNMENT (A) Joint paper on food chain analysis including policy recommendations 

Word count: 5000 (10% margin) 

Weight: 50% overall grade

Deadline: 16 December 2022, 23.59 hrs.

Submission by a designated group member via Canvas.

Feedback

• As with the preparatory assignments, the role of the tutor and the lecturer is to entice you to strike a balance between the information offered through the reading list and the lectures. At the same time deviating from these sources is encouraged as far as it further enhances the quality of the product as formulated in the grading criteria below.
• Brief e-mail feedback can be obtained from the assistant teachers, but should be confined to a ‘reasonable amount’ of mails.

Introduction

Your Preparatory Fact Sheet Assignment, and the brief feedback on it by your tutors, has probably caused you to become aware of unanswered questions relating to your theme. Let us assume your boss has become convinced of the urgency of the food issue you raised in the Fact Sheet. She is convinced that further broader research should be initiated. She appoints you and your team to draft a brief paper closing with at least three policy recommendations.

For this task, you need: (a) to think through how to go from the issue raised by our real-world observations to a research question that lends to being answered through academically sound methods and (b) grounded in a specific theoretical perspective as outlined in (guest) lectures 1-6.

The Assignment

The paper should consist of:

• An introduction: what is the background of this research paper? You obviously can draw from the Fact Sheet but it is useful to add arguments why (your boss is convinced) it is necessary to investigate the issue in depth.
• A brief literature review: what existing knowledge is there on this phenomenon, where can it be found? Can you discern a literature gap?
• And what do we not know yet, that your research design will tackle? There might be other ways to underline the relevance of your research, e.g., the ambition to contribute to a more sustainable production of a specific food item. Here again your joint Fact Sheet will be of use. It is advisable to frame your paper in terms of a Food Chain analysis as was done in the Fact Sheet. Exceptions are possible though, but please consult your tutor.
• An over-arching research question, possibly with some sub-questions, possibly with hypotheses. This research question should go beyond the ‘problem’ stated in the Fact Sheet (e.g. The market share of fair-trade chocolate bars is stagnating). That is: it should invite to a structured investigation of that problem (e.g. Which (f)actors in the chocolate chain contribute to the stagnating market share of fair-trade chocolate in Country?)
• An argumentation of the research method of your choice. You may draw from the chain analyses offered in Lecture 3 and 4. Please indicate why and how such approach is suitable, what these methods’ drawbacks are, and a discussion of the sources that would be used to generate a complete picture of (the workings of) the chain/problem approach chosen. ( e.g. you need to do a Global chocolate Value Chain analysis to analyse the stagnating market share of fair-trade chocolate in Country)
• Indicate from what narrative (e.g., 'trade as an opportunity', vs 'trade as a threat' as treated in Lecture 3), and / or the main concepts as treated in lectures 1-7 (see first ppt of each lecture for the main concepts treated) are most relevant for answering your research question and explain why. 
• Indicate who decides, and what are the power relations within the Global (agricultural) Value Chain (GVC, as discussed in lecture 3 and 4) of your research subject (food item). How are these power relations expressed in your Chain. Who's got the power? Tackling imbalances in global agricultural supply chains.) Answer do these imbalances hinder or perhaps help to solve the problem discussed in your research question. (e.g. public pressure on key chocolate processors may mitigate current 'captive' chain relations). In all (guest)lectures and most of the literature there are references to power (imbalances). Use them and don't forget to properly refer to them. 
• Optional: Explore what changes in your Global (agricultural) Value Chain (GVC) (see also lecture 4) would be required to solve the problem discussed in your research question. Perhaps you will experience that a GVC analysis does not (fully) suffice to answer your research question. In such case (this is optional) you may investigate what additional social and environmental elements of “The Food Systems Approach” (see Berkum, et al. (2018) as discussed in lecture 3 and 4 can be incorporated in your analysis - and why. In this section you may also use the suggestions derived from the guest lectures in weeks 5-7.
• The paper should close with a brief conclusion (300 words max) and a brief section (max 200 words) with at least three policy recommendations allowing your boss to take action in the near future.
• The paper should be 5000 words with a 10% margin excluding appendixes and literature list. 
• In Canvas you will find links to example Papers of 2020/21.

Grading rubric

Criteria	Max ratings
Structure	1 pts
Depth	4 pts
Case study	3 pts
Argument	1 pts
Writing	1 pts

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GROUP ASSIGNMENT (B) A joint dissemination product 

Weight: 50% overall grade

Deadline: 16 December 2022, 23.59 hrs.

Submission by a designated group member via Canvas.

Feedback

• The role of the assistant teachers and the lecturer is to entice you to strike a balance between the information offered through the reading list and the lectures. At the same time deviating from these sources is encouraged as far as it further enhances the quality of the product as formulated in the grading criteria below.
• Brief e-mail feedback can be obtained from the assistant teachers, but should be confined to a ‘reasonable amount’ of mails.

Introduction

Let us again assume your boss has become convinced of the urgency of the food issue you raised in Fact Sheet Assignment III. She now plans to lobby for the cause raised in your preparatory Fact Sheet. She appoints you and your team to draft a dissemination product which will convince friends and foes of the urgency of the matter. In fact, this Assignment is an elaboration of the Fact Sheet with the important difference that it contains sufficient data and arguments to convince even the most ardent sceptic. 

The Assignment

In this assignment, you will offer a substantive message within the theme of your choice, informed by academic empirical and theoretical insights, but targeted at a specific audience outside of the university (citizens, policy-makers, other professionals). The product may take the form of a policy brief, an NGO campaign plan, a consultancy report to a company, a podcast or a video-clip. Make sure the subject falls within the conceptual scope of the course – the political economy of transnational food chains.

Think about what you are trying to achieve, getting an issue on the agenda or influencing a particular group’s opinion or behaviour, and adjust your format and language accordingly. You can make use of the Fact Sheet, but only use it in so far as it fits your message and format. You are encouraged to package your product creatively, using ICT and/or artistic expression, keeping in mind the audience targeted.

Before choosing your dissemination product, think through the following questions:

• What is the key message you would like to convey?
• What different audiences could there be for your message, and which group do you want to prioritize?
• What is the conceptual vantage point of your message. You use a narrative (e.g. 'trade as an opportunity', vs 'trade as a threat' as treated in Lecture 3), or another key concept as treated in Lectures 1 - 7 (see for list of key concepts the first ppt page of each lecture). You may use material from the preparatory Fact Sheet. This section should contain at least 1000 words. 
• Why should your audience know what you have to say? What (if anything) should they do with the information?
• What are the characteristics of your audience ? What means of communication do they use, what kinds of decisions do they get to make, what kinds of arguments appeal to them?
• What is the customary and appropriate style (language, lay-out, length, visuals) for the product you have chosen?
• How do you balance between fact and claim? What do you ‘show’ to the audience and what is it that you suggest when you use images or text?
• What is your personal point of view and to what extent does it interfere with your selection of information? What is included and what is excluded?

Suggestions:

Think of how to visualize and/or present a merely abstract theme as the political economy of transnational food chains.

In terms of quantity this assignment will be judged on the basis of the personal assessment of the grading teacher. There are a few rules of thumb you may use though: a brief documentary may be about 10-15 minutes. A podcast about 20 minutes. Please don't underestimate the amount of time required to transfer your knowledge into multimedia. 

All sources used should be mentioned separately in a separate document (Word), including most relevant URLs, source persons, and grey literature.

Make sure you comply to copy-right rules when you plan to use the product for further disseminated outside this course.

In Canvas you will find links to example Papers of 2020/21.

 

Grading rubric

Criteria	Max ratings
Structure	1 pts
Depth	4 pts
Case study	3 pts
Argument	1 pts
Visual presentation	1 pts

 

 

 

 

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Honours information

n/a

Additional information

All study materials (syllabus/literature) are provided through Canvas. 

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Last year's student feedback

n/a

Contact information

Coordinator

• dr. R.J. Pistorius

G. van der Knaap (g.vanderknaap3@uva.nl)

J. Willems (j.willems2@uva.nl)