DEGREE PROFILE OF
Bachelor of Engineering
Degree Programme: Electrical and Electronic Engineering
(Dutch: Elektrotechniek)
TYPE OF DEGREE & LENGTH
Single degree (240 ECTS credits/4 years)
INSTITUTION(S)
Hanzehogeschool Groningen; Instituut voor Engineering
(Hanze University of Applied Sciences, Groningen; School of
Engineering)
The Netherlands
ACCREDITATION ORGANISATION(S)
Nederlands-Vlaamse Accreditatie Organisatie, NVAO
(Accreditation Organization of the Netherlands and Flanders)
PERIOD OF REFERENCE
The programme was accredited on 17 November 2009 for a
period of 6 years.
CYCLE /LEVEL
Bachelor’s degree
QF for EHEA: 1st cycle
EQF for LLL: level 6
NLQF: level 6
LANGUAGE OF INSTRUCTION
Dutch
MODE OF STUDY
Full-time or Part-time
A
PURPOSE
The overall aim of the degree programme is to prepare students to become qualified electrical and
electronic engineers who are specialists in analogue and digital technology, telecommunication,
medical technology, and computer technology. Students learn how to design and build electronic
equipment and systems.
B
CHARACTERISTICS
1
DISCIPLINE(S) / SUBJECT AREA(S)
The Body of Knowledge and Skills (BoKS) of the domain of
Electrical and Electronic Engineering consists of the following
subject areas: Network Theory; Physics & Mathematics;
Personal Development and Communication; Programming;
Analogue Technology; Digital Technology; Control Theory;
Telecommunication & Data Communication; Testing &
Measuring; Applied Research; Methods of Design &
Development.
2
GENERAL / SPECIALIST FOCUS
General education in Electrical and Electronic Engineering.
The degree programme has 4 specializations: Electronic
Product Design and Engineering; Flexible Energy
Technology; Integral Product Development; and International
Biomedical Engineering.
1
3
ORIENTATION
This is a Bachelor’s degree with a professional orientation
applied to the theory and practice of Electrical and Electronic
Engineering.
4
DISTINCTIVE FEATURES
There are two tracks: Electronics and Mechatronics.
Opportunities to connect to strategic spearhead research
programmes of Hanze University of Applied Sciences, such
as Healthy Ageing and, in particular, (sustainable) Energy,
and themes such as Honours and Entrepreneurship.
C
EMPLOYABILITY & FURTHER EDUCATION
1
EMPLOYABILITY
The main employment opportunities that arise from
successful completion of the programme are in the fields of:
 Project management,
 Network specialists
 Application Engineers
 Various managerial positions
2
FURTHER STUDIES
Graduates of this programme can enter related Master
programmes in the field of (Electrical and Electronic)
Engineering.
D
EDUCATION STYLE
1
LEARNING & TEACHING
APPROACHES
Competence-based learning is the leading educational
approach for the main subject area. Self-directed learning,
teacher-guided group work, lectures, tutorials, skills training,
work placements and student career counselling are the main
methods and approaches.
2
ASSESSMENT METHODS
The programme uses a wide variety of assessment methods,
which include written and oral exams, the assessment of the
individual contribution to group project work and
assignments, performance assessment of the work
placement, continuous supervision of academic progress,
student self-assessment, and peer assessment.
E
GRADUATE COMPETENCES
The competences of the Engineering graduate are based on the national profile for the Bachelor
degree programme Engineering, as approved by the National Platform of Engineering
Programmes of universities of applied sciences in the Netherlands in 2012.
The graduate is able to demonstrate the competences at
 level 3, that is, in (a) complex, unstructured or ill-defined tasks, sometimes requiring to modify
or refine existing methods, (b) without supervision (that is, autonomously), and/or (c) in
unfamiliar, complex, multidisciplinary contexts; or
 level 2, that is, in (a) complex, structured tasks (b) under some amount of supervision if
necessary, and/or (c) in familiar, complex, mono-disciplinary contexts; or
 level 1, that is, in (a) simple, structured tasks (b) under direct supervision and/or (c) in familiar,
simple, mono-disciplinary contexts.
GENERIC AND SUBJECT SPECIFIC COMPETENCES
1. Ability to analyse: The analysis of engineering problems entails the identification of the
problem or need of the customer, consideration of possible design strategies or solutions, and
the listing of requirements, goals, or preconditions (Level 3).
2
2. Ability to design: Making engineering designs and the ability to work together with both
engineers and non-engineers. The object of the design can be a machine, device, process, or
method. Designing entails more than just creating a technical design. For the engineer
designing also involves having a sense of the impact that the design will have on society,
health, safety, the environment, sustainability (e.g., cradle-to-cradle) and commercial interests.
In the process of designing, engineers use their knowledge of design methodologies and know
how to apply them. The design is based on the list of requirements and takes into account the
complete and correct implementation of all the requirements (Level 3).
3. Ability to realize: The realization and completion of a product or service, or the
implementation of a process that meets the requirements. The engineer possesses practical
skills to solve engineering problems and performs studies and tests. These skills entail
knowledge about the use and limitations of materials, computer simulations and models,
engineering processes, equipment, technical literature and other sources of information (Level
3).
4. Ability to operate: Provide optimal functioning of a product, service or process in its field of
application or operating environment. Taking into account safety, environment, and technical
and economic life span (Level 2).
5. Management skills: The engineer directs and guides organisational processes and staff
members involved in these processes, in order to achieve the goals of the organisation or the
project he/she is leading (Level 2).
6. Ability to advise: The engineer provides well-founded advice about designing, improving or
applying products, processes and methods (Level 1).
7. Research skills: The engineer has a critical, inquiring attitude and uses appropriate
methodologies for collecting and assessing information and for carrying out applied research
(Level 2).
8. Professional skills: Mastering and keeping up skills required for effectively performing
engineering competencies. This may also include having an international orientation and
considering the latest developments from the viewpoint of standards in society and ethical
dilemmas (Level 2).
F
COMPLETE LIST OF PROGRAMME LEARNING OUTCOMES
1. Ability to analyse. The graduate demonstrates this by:
 selecting relevant information with respect to a problem statement;
 indicating possible effects on business economics, society, and the field;
 formulating a clear problem statement, goal, and task on the basis of the client’s wishes;
 drawing up a list of technical and non-technical requirements;
 modelling an existing product, process, or service.
2. Ability to design. The graduate demonstrates this by:
 thinking up and selecting solutions on the basis of the list of requirements;
 creating detailed designs on the basis of the selected solution;
 taking into account the feasibility and testability of the design;
 verifying the design on the basis of the list of requirements;
 selecting appropriate design tools;
 compiling documentation about the product, service, or process.
3. Ability to realize. The graduate demonstrates this by:
 making proper use of materials, processes, methods and standards;
 assembling components into an integral product, service, or process;
 verifying and validating the product, service or process on the basis of the list of
requirements;
 documenting the realization process.
4. Ability to operate. The graduate demonstrates this by:
 implementing, testing, integrating, and commencing the operating of a new product, service,
or process;
 contributing to operating systems and/or maintenance plans, both corrective (monitoring and
optimising) and preventive (anticipating);
 testing the performance of a product, service, or process on the basis of quality standards;
 providing feedback in case of changes in the circumstances and/or performance of a product,
service, or process.
3
5. Management skills. The graduate demonstrates this by:
 setting up projects, estimating the amount of time and money involved, considering and
estimating risks, setting up project documentation, and organising resources people and
means);
 monitoring and adjusting activities in terms of time, money, quality, information and
organisation,
 communicating task- and process-oriented;
 managing staff members, encouraging collaboration and delegating tasks;
 communicating and working together with others in a pluralistic, international and/or
multidisciplinary environment and meeting the requirements of participating in a labour
organisation.
6. Ability to advise. The graduate demonstrates this by:
 imagining him/herself in the position of the client;
 clarifying the client’s need;
 translating the client’s need into technically and economically feasible solutions;
 underpinning the advice and convincing the client;
 adequately maintaining relations with clients.
7. Research skills. The graduate demonstrates this by:
 formulating the goals of an intended research on the basis of the research question;
 independently selecting (scientific) literature and other sources of information in order to
study the question in more depth, and to assess the reliability of the information sources;
 summarizing, structuring and interpreting results and draw conclusions with regard to the
research question;
 reporting the results according to the rules of the field; critically evaluating the selected
approach on the basis of the results obtained in the study, and providing suggestions for
future research.
8 Professional skills. The graduate demonstrates this by:
 independently selecting and pursuing a learning goal and strategy, and reflecting on the
extent to which a learning goal has been achieved;
 having a flexible attitude in various professional duties;
 weighing the pros and cons in professional and ethical dilemmas and taking decisions that
take into account generally approved values and standards;
 providing and receiving constructive feedback;
 reflecting on his/her own actions, thoughts, and results;
 using various forms and means of communication to communicate effectively in both Dutch
and English.
This DPP was finalised on 28 August 2014.
4