Museology course book 2013 2014

Course Book 2013-2014

Course Book 2013-2014

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International Master of Museology Course Book 2013-2014

Foreword

Foreword Making the decision to study at the Reinwardt Academy (AHK) means opting for intensive contact with cultural heritage – a heritage that is visible not only in objects, but in stories and recollections too. Everyone who studies, or works, at our Academy is curious about heritage and wishes to develop this curiosity to a professional level. Studying for the International Master of Museology means that a student wants to develop skills which will enable him or her to actively take part in the public discussion about heritage and to look at heritage from a wide range of perspectives. The programme’s combination of high levels of academic work and practical skills is, for graduates, a unique way to start, or continue, their work in the international field of museums and cultural heritage.

I am sure you will learn a lot from one another and I expect graduates who act as professionals in the heritage field to look back on their time at the Reinwardt Academy with pride and satisfaction.

Teus Eenkhoorn, Director

Credits

Production and editing Barbera Boelen, Hester Dibbits, Pauline van der Pol, Wilma Wesselink ABV Translations, Studio Peter Mason Iris Maher

Contact

Reinwardt Academy (AHK) Dapperstraat 315 1093 BS Amsterdam, The Netherlands T: +31 (0)20 5277100 www.reinwardtacademie.nl © juli 2013, subject to errors and changes

Graphic design Meester Ontwerpers, Amsterdam Photography Nancy van Asseldonk, Bob Bronshoff, Jelle Vermeersch and others

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Contents Foreword Credits & Contact

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1 Aims and Vision of the International Master’s Degree Programme in Museology 1.1 Focus on the future 1.2 International orientation 1.3 Co-creation 1.4 Staff

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2 Structure of the Programme 2.1 Overview 2.2 Exemptions and other options 2.3 Assessment and grading 2.4 Student Coaching

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Course Schedule

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3 Content of the Modules 3.1 Museological Theories & Functions 3.2 Project Management 3.3 Expectations & Experiences 3.4 Ethics & Strategies 3.5 Collecting & Mobilities 3.6 Society & Transformations 3.7 Changes & Challenges

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4 Internship and Thesis 4.1 Internship 4.2 Thesis

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5 General Competencies

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6 Organisation 6.1 Management 6.2 Lecturers 6.3 Institutional quality assurance 6.4 The Cultural Heritage Research Group

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7 Practical Information 41 7.1 Institutional context, Amsterdam 41 School of the Arts 7.2 Admission 41 7.3 Practical information for 42 (international) students 7.4 Facilities and house rules 43 7.5 Blackboard and MYAHK 43 7.6 Multimedia library 43 7.7 Important addresses and websites 45 Course and Examination Regulations

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Aim and Vision

1 Aim and Vision of the International Master’s Degree Programme in Museology The aim of the International Master’s Degree Programme in Museology at the Reinwardt Academy (AHK) is to equip students with a combination of the academic and professional knowledge, skills and attitudes which are required to function at a policy-making level in the rapidly changing field of museums and cultural heritage. Students work and learn in an international group with experienced staff and lecturers from diverse professional and academic backgrounds. The use of the term museology, rather than museum studies, is not only a reference to an academic foundation but is also intended to stress the fact that the focus is not on institutional frameworks: the programme offers students the opportunity to reflect on – and to experiment with – new visions of heritage and its role in society.

For full-time students the programme takes eighteen months to complete: an educational programme (one year), an internship and thesis research. The educational programme offers the following modules: Museological Theories & Functions, Project Management, Audience Expectations & Experiences, Ethics & Strategies, Collecting & Mobilities, Society & Transformations and Changes & Challenges. Graduates will be granted the title Master of Museology (M. Museology).

1.1 Focus on the future The museum world, like the domain of cultural heritage in general, is changing fast. New challenges call for a new type of professional because they cannot be properly addressed by either the more traditional, collection-bound disciplines (such as history, art history, anthropology, etc.) or by the specialist fields within museum studies, i.e. museographical specialisations (such as conservation, documentation and education). The new museum professional adopts an integral and integrated perspective on cultural heritage, while displaying a high degree of reflexivity with regard to the relationship between practice, theory and ethics.

The programme is designed to enable current and future museum and heritage professionals to develop the competencies that will allow them to play an active role in anticipating and responding to new developments in the professional field and in society. It gives students the depth of knowledge they need to play an innovative and leading role in formulating strategic policy at senior level.

Our ambition is for our alumni to play significant roles in the processes of modernisation in the professional field in general. The programme therefore aims to be both a clearing house, where

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experiences and ideas are collected and discussed, and a course where these experiences and ideas are passed on to the next generations of professionals. The ensuing synergy creates the basis for an innovative perspective on developments in the museum profession.

1.2 International orientation An international orientation is a vital condition of this perspective. One of the ways that professional internationalism is reflected in the programme can be seen in the attention that is devoted to different modern streams of ideas about museums and museology. The environment in which the students work and learn is also international with classes consisting of fifteen to twenty students from all over the world. The international composition of the classes enriches the discussions during workshops and leads to the creation of new visions and insights.

1.3 Co-creation We see and approach master students as colleagues in training. This means that our staff and lecturers expect to establish a professional and peer-to-peer relationship with students.

Students are autonomous, inquisitive and critical, with a professional attitude towards their learning process. The Master’s Degree Programme in Museology of the Reinwardt Academy is frequently asked to assist in developing ideas for new exhibitions and collection policies. Based on such requests, a number of clinics or labs are organized every year, during which the class may take on the role of an advisory board or a sounding board. The class from 2012-2013, for example, has been advising the City Museum of Amsterdam and the Alvar Aalto Museum in Helsinki and Jyvaskyla Finland. During the course of 2013-2014 students will be working on a special ten-week project with The MAS | Museum aan de Stroom, the brand-new city museum of Antwerp (Belgium). More information on this international collaborative project can be found in this Course Book.

The International Master of Museology not only offers students the opportunity to become part of an international network of museum and heritage professionals; they are also invited to actively participate in and co-organize conferences and public debates. These often extracurricular activities provide a unique opportunity for students to enlarge their networks more and broaden their horizons.

1.4 Staff During the programme students have daily contact with the Coordinator of the Master Programme, Wilma Wesselink; the Coordinator is available to answer all practical questions concerning the programme. Hester Dibbits, the Director of the Master Programme, who is also Professor of Cultural Heritage at the Reinwardt Academy (AHK), will be responsible for the overall quality, functioning and content of the programme. The Student Coach and Internship Coordinator of the Master Programme is Paula dos Santos. Overall responsibility lies with Teus Eenkhoorn, Director of the Reinwardt Academy (AHK).

The lecturers of the Master of Museology department are all professionals who have extensive experience in the museum and heritage field. Permanent staff members have a deep understanding of international issues; they will be joined by both Dutch and international guest lecturers who are also experts in their areas of specialisation. Museum visits often include presentations by curatorial staff of the host institutes.

Structure of the Programme

2 Structure of the Programme 2.1 Overview The programme is divided into three parts: the educational programme, an internship, and the thesis research. For full-time students, the Master programme takes eighteen months to complete. It has a workload of 2,500 hours / 90 EC (EC=European Credit). In the first year, seven modules are offered. Classes are offered two or three days a week: on Mondays, Tuesdays and Wednesdays (September - December) and on Mondays and Tuesdays (January -April).

Classes are from 10.00 to 12.00 and from 13.00 to 15.00.

After the first module Museological Theories and Functions, the programme goes into five thematic modules that focus on key aspects of museum and heritage work worldwide. These are called ‘core subjects’. The criteria for selecting core subjects are based on the vision of the programme and on the impact of certain trends, discussions and experiments in the field, both those evidenced in the present and those expected in the near future.

Each thematic module is offered for a period of four weeks and has a similar structure: • A series of lectures on theory, new projects or ‘hot’ topics. The lectures are given by in-house Reinwardt Academy (AHK) lecturers and by external museum professionals, consultants and other specialists; • Two thematic workshops that explore selected topics in depth designed to engage students in finding solutions for topical problems in the field; • A series of excursions to museums and heritage organisations in the Netherlands.

The workshops form the backbone of the five modules. During each workshop students will be asked to complete individual or group assignments and will be graded accordingly.

Furthermore, lectures and excursions will be made which aim to provide a broader view of the challenges, trends and different aspects involving the theory, practice and ethics of each of the thematic modules. Being able to engage in critical reflection is an important goal of the programme. With this in mind, a series of Reflective Analysis sessions are offered throughout the educational programme. Detailed programmes and schedules are available on Blackboard.

Next to the first two thematic modules, the Project Management module is offered for a period of eight weeks. The goal of the Project Management module is to gain an inside view of project management by carrying out a real project, while learning about project management theory.

Students work on a different real-life project every year. During the 2013-2014 course students will work on an international project with the MAS, a brand-new museum in the city of Antwerp.

Every module includes a series of lectures by staff and professionals who are active in the field. The lectures are complemented by excursions. Both lectures and excursions are defined at the beginning of the academic year. However, some of these can change as opportunities for international lecturers or activities in the field (conferences, new projects for example) may appear during the course. We greatly value these, as current events add the course in a unique way to. Updates are posted online on Blackboard, which we advise students to check regularly.

After attending the educational programme, students have to complete an internship of ten weeks. This gives them the opportunity to develop professional skills and behaviour, and to

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apply their theoretical knowledge to a work situation. The internship can be carried out in a museum or any other heritage organisation.

The programme will be completed when the student submits a thesis, the results of the research project. It must demonstrate the student’s ability to collect and analyze new data, to develop original thoughts, and to present conclusions and recommendations. It is estimated that the research project and thesis will take approximately six months and may be carried out either in the Netherlands or abroad.

2.2 Exemptions and other options If students can demonstrate mastery of the specific knowledge and skills covered in the course, exemptions from certain parts of the programme may be granted, although this will remain an exception. Evidence of such mastery might be, for instance, a recent publication or a particular kind of working experience. Requests for exemption should be handed in formally and registered. Requests must be officially granted by the Director of the Master Programme and the lecturer in the subject.

The programme is modular and designed for full-time study. Nevertheless, in consultation with the Programme Director, it is possible to follow the course in a different order by spreading the modules over 2 or 3 years. It is required that students attend at least two modules a year.

Part-time students who successfully complete a module will be awarded the Reinwardt Museology Certificate.

2.3 Assessment and grading To complete each module of the educational programme, students are required to produce a piece of assessed work. This can take the form of an oral presentation, an oral or written examination or a paper. In general, every student is expected to attend at least 80% of all classes/lectures and excursions. Feedback and grading of papers usually takes 1 month; feedback for thesis proposals takes 2 weeks and the thesis feedback takes 3 months. All feedback is accompanied by written comments and an explanation of the grade. Please refer to the Course and Examination Regulations (Chapter 9) for full details of the official regulations.

The assessment and grading are based on the Dutch system that uses grades 1 (very poor) to 10 (excellent).

2.4 Student Coaching A crucial element of the programme is the provision of intensive personal supervision designed to maximize the personal development of each individual student. The supervision covers a number of aspects: the development of competencies; the ability to analyse and think critically; and the ability to envisage how the theoretical material can be applied to actual work in the field.

Students will be interviewed shortly after the start of the programme by the Student Coach. The purpose of this interview is to discuss the student’s expectations and the possibilities afforded by the programme. Any issues concerning the content of the programme or practical problems can also be identified.

Every student will be interviewed personally about their internship. In principle, the students are free to choose where to do their internship but this preliminary interview is to assess whether the programme’s management and the student concur in their estimation of the internship’s possibilities and whether they might be any problems.

Every student has a supervisor from the course with whom he/she has regular contact, generally the Student Coach. Two equally important aspects to the supervision are the

Structure of the Programme

application of theory in practical work and the creation of a professional network and relevant professional experience in relation to career planning and development.

Personal interviews are also conducted in preparation for the research project. During the thesis stage the student has a personal supervisor. The purpose of the supervision is to ensure the student completes the research for the thesis. This supervision has a very strong academic component but also an appropriate career planning component.

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Module

Assessment

Introduction days

EC -

Museological theories &

Interview

5

Group deliverable

5

Workshop Ethics

Individual paper

7

Workshop Management

Group presentation (50%)

Strategies

Individual paper (50%)

Workshop Experience

Group project (50%)

functions Project management Ethics & Strategies

Expectations & Experience

7

Indivual essay (50%)

Collecting & Mobilities

Workshop Visitor Studies

Group based research project

Workshop Collections Mobility

Active participation (50%)

7

Group paper (50%)

Society & Transformation

Workshop Participative

Active participation (50%)

Collecting

Group paper (50%)

Workshop Sociomuseology

Individual paper

Workshop Developing and

Individual presentation

7

Development Berlin Excursion Changes & Challenges

Workshop Changes

Active participation (50%)

7

individual paper (50%) Workshop Challenges

Individual paper/presentation (50%), Assignment (50%)

Internship

Internship report

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Thesis

Thesis

30

Course Schedule

Structure

Duration

Coordinator

28/08/13 - 31/08/13

3 days

Lectures, excursions

02/09/13 - 8/10/13

6 weeks x 3 days

Hester Dibbits

Lectures, practice,

16/10/13 - 18/12/13

8 weeks x 1 day

Jorna Kniese

14/10/13 - 12/11/13

4 weeks x 2 days

Paula dos Santos

18/11/13 - 17/12/13

4 weeks x 2 days

Ruben Smit

06/01/14 - 28/01/14

4 weeks x 2 days

Léontine Meijer-van

excursions 1 lecture, 2 workshops, 1 excursion per week

1 lecture, 2 workshops, 1 excursion per week

1 lecture, 2 workshops, 1 excursion per week

1 lecture, 2 workshops,

Mensch

03/02/14 - 04/03/14

4 weeks x 2 days

Paula dos Santos

10/03/14 - 14/03/14

5 days

Léontine Meijer-van

17/03/14 - 15/04/14

4 weeks x 2 days

Hester Dibbits

10 weeks or 50 days

Paula dos Santos

6 months

Hester Dibbits

1 excursion per week

Mensch 1 lecture, 2 workshops, 1 excursion per week

Research Project

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3 Content of the Modules Reported below are the descriptions, the objectives and all the practical information about the contents of the modules. At the start of the academic year, all necessary information about the subjects and schedules of lectures, workshops, and excursions will be made available on Blackboard.

Before the programme starts, students will have the opportunity to get to know each other, the lecturers and the staff. There will be activities organized over two days which will include a tour through the building, an introductory lecture on museology and one on Amsterdam, and practical instructions about how to use the library, Blackboard and MyAHK. On the third day the introduction will end with a city walk through Amsterdam and visits to some remarkable sites in the city.

3.1 Museological Theories & Functions (Module of 5 EC) The purpose of this module is to introduce students to current museological theories and to the basic functions of museology: preservation, communication and research. The module consists of a series of lectures on the theoretical basis of museology, collection management (documentation and conservation), museum communication (education and exhibition), and the management of heritage institutions. A field trip is included to explore the connections between the different topics and approaches taught during this module. Making connections between the different lectures is also the main purpose of the final assessment.

Content 1. Basic concepts of theoretical museology – Léontine Meijer-van Mensch The lecture series on the basic concepts of theoretical museology aims to give students insight into key concepts and museological processes, and how these relate to other fields of knowledge in the work of heritage institutions. This introduction to museology will serve as a theoretical framework for the rest of the Master course.

2. Management and marketing of heritage institutions – Marc Pil The lecture series on the management and marketing of heritage institutions explores the aspects of museum management that contribute to a better positioning of cultural institutions in society. These lectures focus on the tool kit of a cultural entrepreneur who acts strategically with a keen eye on the market, stakeholders, risks and opportunities. Marketing is one of the vital tools cultural institutions use in their aim for market share, fundraising and the fulfilment of their institutional goals.

3. Care and preservation of collections – Martijn de Ruijter Care and preservation of collections encompasses measures aimed at controlling the environment in which the objects are kept (preventive conservation), measures aimed at delaying the further deterioration of objects (active conservation), and planning the proper care of collections during transport and in exhibitions. Efficient object management depends upon making accurate observations of the different agents of deterioration, materials and damage,

Content of the Modules

with a view to drawing up a condition report. The course deals with the identification of the agents of deterioration and the possibilities to mitigate unnecessary degradation in various types of material.

4. Information Management – Gerdie Borghuis The lecture series on information management looks at the strategic importance of managing information on collections for all aspects of working in a museum: organising an exhibition, communicating with visitors, and developing collections. Documenting information according to international standards is a basic requirement for professionalism in museums. Information managers should always consider the variety of needs of the users of the information: both inside and outside the museum.

5. Museum Learning – Ruben Smit Museum learning is probably the most exciting part of what museums are about because it deals with the very core of being a museum professional: communicating with the museum visitors in all its width and diversity. To what extent are museums places for learning and identity building, or for confrontation and contemplation, or for sheer recreation and leisure?

Not meeting the visitors’ expectations could mean the complete failure of the museum’s mission. Knowing the museum’s visitors and non-visitors and understanding their individual needs, is an essential challenge. The lecture series on museum learning covers theories of communication and explores the nature of learning. In a rapidly changing world, museums need to adapt new strategies to play a convincing and essential role in society; a role that shifts from an organisation which focuses passively on collecting and often has a backward-looking perspective, to one that actively participates at the frontier of a lively and changing society.

6. Exhibition – Mario Jellema Exhibitions are the major media through which museums express ideas, opinions and interpretations related to their collections and identity. Most museums are known for their exhibitions and attract visitors through them. An exhibition is a complex physical medium that can offer the museum visitor a stimulating learning environment. However, it is also a tricky medium. Its working ranges from being a relentless exhibition ‘machine’ used for hard-selling Coca-Cola to making people more aware of their ecological foot-print, but it can also be used for dispersing strong ideologies. With the visitor in mind, we need to look at theories and case studies about exhibiting, learn about the medium’s strengths and pitfalls, and discover the wide range of opportunities they provide for communicating with the museum visitor.

7. Professionalism – Hester Dibbits Museology and the heritage field have undergone important changes in the last decades.

Developments in new media and globalisation point to a new age of connectivity and participation in heritage affairs. Increasingly, heritage professionals are being called upon to exercise facilitating or mediating roles. But what does that mean? What is the added-value of the heritage professional in the 21st century?

8. Project Management – Jorna Kniese Working on projects in museums, such as exhibitions, differs from everyday work at the museum because they are organized as a ‘project’: they are time bound with strict deadlines, they are on a pre-set budget, they have prescribed quality standards and the multi-disciplinary team consists of employees from different departments in or outside the museum. Project

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management is a way of working effectively in teams of multidisciplinary and (in some cases) international professionals. Learning the relatively easy basics of project managent can help you be more successful at delivering projects.

9. New Media – Simone Stoltz The New Media Workshop intends to open a debate on the consequences integrating new media has on (new) heritage professionals, such as yourselves. We will be discussing best and worst practices, possibilities and development on how to use and manage new media in heritage.

10. Field trip to the Open Air Museum in Arnhem – Hester Dibbits A trip to the Open Air Museum in Arnhem connects all the different topics covered during the introduction module. For a whole day, different lecturers will accompany the students around the museum analyzing the practical issues raised by the content of the lectures, as well as the relationships between them.

Assessment The introduction module is assessed during an individual 30-minute oral interview with two lecturers of the master course. Each lecturer of the introduction module will prepare two questions after the end of the module. These questions represent guidelines to help students think about the principles and perspectives behind the subjects of the introduction module.

During the interview, the lecturers will use these questions as a point of departure focusing on the connections between the different subjects, the paradigms, and the ideas behind the theory and practice of museology.

3.2 Project Management (Module of 5 EC) The Project Management course consists of lectures about project management theory, lectures on specific topics regarding the project, contact with the project bidder, time for group work, presentations to the bidder, and delivering a specified end result.

Project Management Jorna Kniese The goal of the Project Management course is to gain an inside view of one’s organisational skills by carrying out a real project while learning about project management theory. This course focuses on gaining knowledge and understanding of what it means to manage a project and in what way this differs from ‘day-to-day’ work.

Students work in two or three project teams to gain skills in working within an (international) team. In this context the specific knowledge and experience of each student play an important part. The focus of the Project Management course is on doing rather than on theory. Students work on a different real-life project every year. During the 2013-2014 course students will work on a specific international project aimed at a new presentation in the MAS museum in Antwerp (Belgium), www.mas.be.

The MAS is a brand-new museum in the bustling city of Antwerp. Since its opening in May 2011, the MAS received one and a half million visitors. The MAS, a landmark on the border of the city and the port, is a groundbreaking museum for those who are curious about the past, the present and future of the city of Antwerp and the world. Antwerp is a city on a river with a port. For centuries, it has served as a place of exchange. The MAS takes up the traces of these exchanges and with them it tells new stories. About the city, the river, the port. About the world in all its diversity. About the essential connection between Antwerp and the world.

Content of the Modules

The MAS is displaying its rich collection, ranging from non-European ethnography to local history and from maritime heritage to unique objects of art, in its visible storage, in temporary exhibitions, and in semi-permanent exhibitions. In 2015 the MAS will open a new presentation on its 5th floor, in the semi-permanent section METROPOLIS, which is devoted to projects about the city of Antwerp and about cities and urbanisation worldwide. This exhibition will combine a story about the past and present of the city of Antwerp with a section on the future of cities and urbanized ways of living worldwide. For this future section the MAS hopes to develop a changing program. While the historic section is meant to be semi-permanent, this section should become a hub of creativity and debate about the future of cities and planet, with both local and international interventions, and in collaboration with a variety of stakeholders and visitors.

In order to fully implement this future-oriented and participatory perspective, the MAS invites the master students to help to develop this section during their course in 2013-2014.

Assessment The assessment is based on a group presentation and a written project plan.

3.3 Expectations & Experiences (Module of 7 EC) This module is divided into two different programmes (Visitor Studies and Experience Economy), the link between heritage organisations and their users. First of all, the knowledge of museum users and visitors, their composition, their expectations, wishes, and behaviour (visitor studies) are targeted. Lectures cover various aspects of the connections between museums and the public. Concepts of designed museum experiences and expectations are discussed and techniques of creative problem-solving are actively applied during excursions while critical discussions are presented, aimed at specific case studies.

Workshop Visitor Studies Jan Sas This workshop introduces the different aspects of visitor research and the use of the outcomes of this research. The focus is on visitor research as a tool for preparing and evaluating exhibitions and other audience-oriented activities. It will examine the different goals as well as a variety of methods that can be used in researching visitors. When is visitor research necessary? What questions can be answered by it? What methods would best elicit answers to these questions?

Assessment During the workshop students will be asked to prepare small assignments using various research methods (observation, questionnaires, market research etc). The final assessment is a group-based visitor or market research project, to be carried out in the Netherlands.

Workshop Experience Economy Ruben Smit This workshop focuses on how museums operate in a competitive environment where (potential) visitors are becoming ever more used to full-immersion, state-of-the-art experiences. Current theories suggest that audiences have entered another phase in socio-cultural economics.

The delivery of goods and services is no longer enough; custumers want to be engaged in (life-changing) experiences. Individuals seek a mixture of existential meaning making, sheer

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fun, emotional thrills, and pure escapism. Can museums adopt new strategies in this rapidly changing world so that they can keep playing a convincing and essential role in society?

Assessment The assessment is based on a group project (50%) and an individual essay (50%). For the group project, teams will make a thorough proposal to ‘revamp’ an existing museum into a more experienced-based venue with a strong theme and a well-defined target audience in mind. The teams will present their proposals in a PowerPoint presentation.

3.4 Ethics & Strategies (Module of 7 EC) This module focuses on the ethical and strategic aspects of museum and heritage work.

Through workshops, lectures and excursions this module aims to make students aware of the many complex ethical and strategic issues museum and heritage professionals are currently confronted with in their daily work. When developing an institutional policy or working with different stakeholders, the 21st-century professional is expected to act in accordance with a specific set of ethics and values and to use those managerial tool kits which are considered as most appropriate for the task. Acting in an ethical and strategic manner can be challenging, especially when conflicting interests appear to be at stake. The module aims to help students to find innovative ways of coping with these challenges.

Workshop Ethics Paula dos Santos Professional ethics today is a subject which is very much connected with the notion of social responsibility and encompasses various aspects related not only to the professional establishment but to broader social, political and cultural contexts as well. Any discussion about the ethical dimensions of museum and heritage work starts by identifying the actual and potential stakeholders and recognising their interests; this is a discussion which requires a transparent and wide debate. The workshop will explore the relevant ethical dimensions which are crucial for professional development in the 21st century.

Assessment The assessment consists of a group position paper. The theme of the paper will vary depending on the specific topics covered during the workshop.

Workshop Management Strategies Riemer Knoop The workshop goes into the heart of the heritage and museums industry. It explores the tensions in the areas of vision, mission and executive policies of, and around, heritage organisations that arise whenever major internal (paradigmatic) or external (societal, economic) changes require alert responses. The focus will be on museums / heritage institutions as arenas of stakeholders (owners, designers, experts, audiences, stewards, mediators, interpreters) and the design process of turning ambitions and aspirations into feasible policies.

Keywords are: coping with change, leadership, and the use of managerial tool kits.

Learning goal: students will be made aware of the context within which the visions, missions and values of museums operate, and of the conditions for successful developmental interventions during processes of change.

Content of the Modules

Assessment During the workshop, students will be invited in small groups to develop and present a design for a short-term intervention policy for a real-life case of a museum that is required to cope with a long term, external need for change. The assessment is based on this group presentation (50%) and on a short individual paper (50%) offering management advice that reflects the student’s opinion and views on a hypothetical case.

3.5 Collecting & Mobilities (Module of 7 EC) Despite the extreme diversity in the content and appearance of museums, there is a common denominator: the collection. In this module we will reflect on two important trends in collection development: the concept of dynamic collections and that of participative strategies in museums.

Opinions may differ as to whether the collection belongs to the purposes or to the resources of the museum institution. In other words, is collecting an end or a means? In contemporary museology these issues are addressed by many authors, using concepts such as participative collecting, community-led collecting, co-creation, co-curatorship, and social curatorship.

From a museological perspective it is important to ‘improve’ collections, therefore collection management should aim at collection development. Each museum has to find a balance between the historicity of its collection and the requirements of the present-day societal mission. Such a balance demands an integrated approach to acquisition and collecting policy, but also to de-accessioning (including restitution and repatriation), conservation, restoration, and information management.

Workshop Collections Mobility Léontine Meijer-van Mensch This workshop approaches the concept of ‘collection mobility’ as an active and important tool for collection development. One of the objectives of the workshop is to increase understanding of, and critical reflection on, different approaches of dynamic collections. There will be a special focus on the use and development of de-accessioning policies, but we will also investigate the exchange of objects and collections between institutions. Recently an important handbook (Encouraging Collections Mobility – A Way Forward for Museums in Europe) was published proposing that ‘museums should rather be encouraged to build collection strategies of the 21st century than repeating the old pattern that is based on the idea of eternal growth’.

Assessment The assessment is based on active participation in the activities of the workshop (50%) and on the development of a ‘collection mobility’ policy for an existing national or international heritage organisation (50%). The policy can be written in groups of 2 or 3 students.

Workshop Participative Collecting Léontine Meijer-van Mensch The question ‘What collection for what purpose?’ involves the questions ‘Who decides?’ and, therefore, ‘Who is allowed to participate in the decision-making process?’ In their collecting policies, museums all over the world show a tendency to focus on the present in the collection, and to involve communities. Participative strategies challenge the theory and ethics that underpin traditional museum practices, e.g. institutional autonomy and professional authority.

Mirroring the contemporary in collections and exhibitions may require a detached position, but how does reflexivity based on professional expertise relate to the hands-on perspective of communities and individual citizens?

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Assessment The assessment is based on active participation in the activities of the workshop (50%).

During the workshops the class will be given theoretical input through a number of analytical and practical case studies. These case studies provide a useful framework for the group papers.

The group papers (50%) on participative strategies will be written for an existing institution.

3.6 Society & Transformations (Module of 7 EC) Society is continually changing, creating challenges that require new responses from museum and heritage professionals. This module focuses on important transformations related to the role of communities and grass roots movements in museum and heritage practices. The rise of new and influential stakeholders in the museums and heritage field, however, is related to broader issues, such as sustainability, solidarity, and cultural diversity. Their impact on museums and the heritage field gives rise to new organisations, less institutionalized practices as well as a myriad of new channels between museums, heritage, and society.

The Sociomuseology workshop will provide a theoretical framework, while the workshop on Heritage Activism will zoom in on a case study on conservation and sustainability.

Workshop Sociomuseology Paula dos Santos This workshop explores the contents of sociomuseology, a recent field of research and practice dedicated to questions as: What is or could be the social role of museums? What does participation and inclusion mean in the dynamic setting of the 21st Century? How much do museums have to change in order to fully engage with people and effectively contribute to social transformation?

The workshop will focus on different dimensions of community development, from ecomuseums to the networks and other ways of organizing action in the 21st century in which heritage plays a strategic role, and on their relationships with existing museums and heritage institutions.

Assessment Students will be asked to write a paper in which they construct and sustain a critical view on a chosen case study from the perspective of contemporary societal challenges, making use of the literature used during the workshops and/or other tools explored during them, such as stakeholders analysis and sociomuseological critique.

Workshop Heritage Conservation Practices Hasti Tarekat This workshop explores the dynamics of heritage conservation as a movement at an international level and also the transformation of the movement into an acknowledged profession in some countries, and the challenges to be acknowledged in other countries. It will offer an integrated perspective with a focus which shifts from merely built heritage to examining forms of heritage in a broader perspective, including their relationship to sustainable development.

Study cases will be taken mainly from Indonesia and Asia, as examples of heritage conservation practices in developing countries, taking into consideration issues of governance, education, economics, and society. Examples of international cooperation and networks between developed and developing countries will also be provided.

Content of the Modules

Assessment Students will be asked to choose a historical site or building as a medium for cultural industries, and to plan a new function for the building, taking into account various aspects of conservation management, such as benefits for local people, income generation, attraction of businesses and cultural activities, and environmental conservation. This assignment will take the form of individual oral presentations during the workshop.

3.7 Changes & Challenges (Module of 7 EC) The aim of this module is to prepare students for the next part of the programme (their internship and thesis), while equipping them with a future-oriented portfolio and enabling them to strategically position themselves in a highly dynamic professional field. Distinguished professionals and academics from various disciplines such as museology, museum studies, ethnology and socio-anthropology will be invited to lecture about and discuss with the students major current issues in the museum and heritage field.

Workshop Changes Hester Dibbits The aim of the workshop is to help students to enhance their academic skills, while detecting, exploring and discussing issues that invite for further museological research and debate. During the workshop, students are stimulated to develop and demonstrate explicit awareness of the dynamic character of the museum and heritage field.

Assessment Students are asked to select a conference where they would like to present a paper and to write a paper proposal. It can be any conference in the field of museology, museum studies or heritage studies. The proposal should have sufficient information to convince the reviewers that the topic addressed in the paper is relevant and challenging, that the issue addressed in the paper will be well contextualized and systematically analysed, that the author of the paper has a good grasp of the relevant literature, and that the research methodology is sound.

Workshop Challenges Irina Leifer The aim of this workshop is to help students to become more competent in a number of specific skills which the 21st-century project initiator needs. What is the role of project initiators in the museum landscape? What is their conceptual and practical contribution? Which methods and tools do they use and what is the added value of their approaches? Which competences are needed to become a successful project initiator and how to develop them?

Assessment The assessment is based on a project proposal including project description, planning, funding possibilities etc.

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Internship and Thesis

4 Internship and Thesis 4.1 Internship (15 EC) The internship is a 10-weeks-minimum, full-time (or part-time equivalent) supervised work experience, designed to complement the theoretical part of the programme. The internship is an opportunity for students to develop professional skills and behaviour and to apply the theoretical knowledge that they previously have gained in a work situation. The role of the student during the internship will be comparable to the role of a museum consultant. Students plan and execute independent work in liaison with the host institution.

The internship can be carried out in a museum or in another heritage organisation; it normally consists of a small project on a policy-making level with a research component. Students can choose subject matter within their personal interest in the field of collections, visitors, management, etc. The internship provider, Reinwardt Academy (AHK) and the student will draw up the actual content of the internship by mutual agreement. It is possible for students to start collecting field data during the internship for their theses.

Finding an internship Students are expected to find a work placement in a museum or a heritage institution on their own initiative. The internship can be carried out in the Netherlands, in the student’s country of origin, or in any other country. However, it is important to consider the impact of language, immigration rules, and other practical constraints that may hinder international aspirations.

The Academy will support the students in the following ways: • Students will have the opportunity to discuss their plans and ideas regarding an internship with the Student Coach during their coaching sessions. Students can also discuss their ideas with any lecturer at any time. • The Student Coach will advise the students about the logistics of their search, and will deploy their existing networks and assist in establishing further contacts, if this is necessary and as far as they are able. The Course Coordinator will announce any internship placements/opportunities to the group of master students as they become available.

Internship Supervisor/Coach The Student Coach will supervise students during their internships. The role of the supervisor will be to assist the student with the content or any practical issues, and make the final assessment of the internship. When necessary, the student will be given an external or Reinwardt Academy expert as co-supervisor to assist with the content.

The museum/heritage institution where the student will carry out the internship will appoint a coach and/or contact person, depending on the policy of the institute. The role of the coach varies depending on the kind of internship. The institution provides coaches to assist students on a regular basis, to involve them in the daily work, to provide opportunities for them to participate in decision-making, etc. The minimum requirements for museum coaches/contact persons is that they agree with the student on the internship content, follow its development, and provide a final written report in which the attitude and professionalism of the student are assessed.

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Internship proposal and contract Before starting the internship, the student will submit an internship proposal for approval by the internship institute and by the Student Coach. After approval, the student will be given a supervisor. It is necessary for the student, the contact person in the museum/heritage institution, and the supervisor at the Reinwardt Academy to sign an internship contract.

The Reinwardt Academy provides a model, but it is also possible to use a contract provided by the internship provider. The contract should be approved before the start of the internship.

See Blackboard for the Internship Proposal Checklist. Financial compensation, if any, for the internship is the responsibility of the student and the sponsoring host institution.

Internship report and final assessment The final assessment of the internship will be carried out by the Reinwardt Academy Supervisor and will be based on: • The final result/product of the internship/project.

• The internship report consisting of: - t he foundation and the report of the realisation of the final product; -a ll the acquired competencies. The student has to demonstrate what has been done to achieve these, how this was carried out, what was successful and where there is room for improvement; -a written report from the coach or contact person concerning the attitude and professionalism of the student (this evaluation is not mandatory).

The final assessment will be provided in a written ‘feedback’ report and given to the student.

Procedure for the internship provider We expect sponsoring institutions to treat interns as they would any trained and qualified professional staff member. Interns should observe the same work rules as other staff members, attend staff meetings as appropriate to a professional at the start of their career, carry out work assignments productively and on time, and accept supervision. Interns will be given an opportunity to learn about the entire institution and to undertake a project, or projects, requiring the exercise of independent professional judgment. We do not ask that interns be exempted from the tedious parts of museum/heritage work, but we do ask that their training be used and their enthusiasm challenged by work that is meaningful.

4.2 Thesis (30 EC) During the third semester students start a research project which will result in a thesis. The thesis must be an original piece of work and not just a synthesis of existing knowledge. The aim of the thesis is to give the student an opportunity to prove that he or she can carry out a sustained piece of original museological research based on the knowledge and skills acquired during the course.

Competencies In the thesis the student is expected to: • demonstrate the ability to collect and analyse new data, • develop original reasoning, • present conclusions and recommendations, • demonstrate an academic attitude towards museology.

Internship and Thesis

Thesis proposal Students are free to propose a research topic of their choice, assuming the theme is relevant to the development of the field of knowledge of museology and that it fulfils the necessary methodological requirements, such as an adequate working hypothesis and a workable strategy with regard to time and resources. Students are advised to consult the lecturers about their themes before submitting the thesis proposal. It is also possible to start a research project which is related to an internship. During the educational programme, students will have the opportunity to reflect on possible themes for the thesis during lectures, in informal conversations with staff, and as part of their personal coaching sessions.

The first deadline for submitting the thesis proposal is 15 June 2014; the second deadline is 15 September 2014. The proposal should be sent in a digital file to the Coordinator of the Master Programme. For detailed guidance on how to write a thesis proposal, please see the reference material on Blackboard and in the library.

An examination board, consisting of staff of the International Master of Museology and members of the Examination Committee, will evaluate the thesis proposal and grant the following status: • approved • approved with restrictions (when some adjustments are necessary) • not approved Different aspects are taken into consideration in the evaluation: methodological aspects, as well as creative and strategic aspects (which also include the state of museology/heritage studies as a discipline/theory, the role the thesis can play as a professional development tool for the students, etc). The decision about the proposal is given within three weeks and is accompanied by a written explanation. If proposals are approved, or approved with restrictions, the Examination Committee grants permission for the thesis to proceed and for a research supervisor to be appointed (either from the staff or an external specialist, depending on the topic of the thesis) for the candidate. If the proposal is not approved, the candidate must submit another proposal, or improve the original proposal on the basis of the comments provided by the Examination Committee.

Executing the research During the research period, students will work directly and mainly with their thesis supervisor, unless agreed otherwise (e.g. if a student has a co-supervisor). Students are expected to keep their supervisors informed on a regular basis. The length of the thesis should be between 20,000 and 35,000 words, excluding appendices and the bibliography. Guidelines will be published on Blackboard.

Thesis submission and grading The first deadline for submitting the final thesis is 28 February 2015, the second deadline is 31 August 2015. Submitting a thesis without fulfilling the following requirements will be considered to be a non-submission: • passing mark for all modules and internship; • full payment of the tuition fee; The thesis must be submitted in four hard copies of good quality as well as in digital form.

The submitted copies of the thesis become the property of the Reinwardt Academy (AHK). The copyright of all materials submitted remains with the candidate.

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The thesis is submitted to the Board of Examiners which consists of: • an internal examiner from the Reinwardt staff working on behalf of the Examination Committee - either a lecturer or professor of theoretical museology and heritage theory • an external examiner Each examiner grades the thesis individually, providing detailed assessment of a number of aspects and submitting a detailed written comment. The final grade is a combination of the two grades, usually the average of the two grades. The internal examiner will be responsible for setting the final grade and for writing a letter to the candidate with the comments and reasons for the grade. The Examination Committee is responsible for approving the final grade.

If a student disagrees with the decision of the Board of Examiners, he or she can appeal to the Examination Committee as stated in the Course and Examination Regulations of the Reinwardt Academy (AHK).

General Competencies

5 General Competencies The following general competencies will be defined more specifically in each item of the programme. The competencies are clustered under four headings: Philosophical and Ethical Competencies, Public Focus, Organisational Awareness and Self-Management.

Philosophical and Ethical Competencies

Ethics and values Description: The ability to espouse the core ethics and values appropriate for a museum under public trust, and to act in a manner which is in keeping with those values.

Level: Understands the long-term implications of acting in accordance with specific ethics and values, and the relationship of professional, personal and societal values; acts in a manner which promotes socially responsible values and balances communal differences with common needs.

Vision and purpose Description: The ability to recognize the vision and to understand the mission and values of the institution, and to develop, communicate and obtain commitment for the museum vision both internally and externally.

Level: Works with individuals and groups inside and outside the museum to shape and guide the long-term vision of the museum and the museum community.

Museum sense Description: The ability to demonstrate knowledge of the museum, its functions and roles, its basic issues and questions, and its place in the socio-cultural, economic and political environment.

Level: Analyses museological issues and dilemmas, examines the spectrum of museum roles and conceptualizes new ways of interaction within the socio-cultural context.

Balancing new visions and best traditions Description: The ability to maintain respect for the core practices and values of the museum while incorporating change and new visions.

Level: Creates and evaluates organisational structures, policies and practices which balance traditional principles and progressive practice to increase flexibility, self-sufficiency and accessibility.

Public focus

Valuing diversity Description: The ability to understand and value diversity and to contribute to an inclusive social and work environment.

Level: Ensures diversity is integrated into all organisational processes and participates in the formal change strategies and evaluative methods to ensure that diversity is recognized as an essential part of what makes the museum successful.

Anticipating needs Description: The ability to discover and address the needs and expectations of the public and serve the public interest.

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Level: Anticipates future needs and expectations and develops long-term relationships and mutually beneficial programmes as a responsive public institution.

Public promotion Description: The ability to engender public respect and appreciation for the museum, and to stimulate and motivate people to use the museum’s programmes, products and services.

Level: Officially and publicly promotes the museum and influences community leaders and organisations to support the museum.

Organisational awareness (internal & external) Description: The ability to understand how organisations function and interact with the external environment, and to act effectively within that framework to achieve work objectives.

Level: Creates broad strategies and collaborate with outside cultural partners and other agencies, to influence external forces and achieve desired results.

Planning and organizing Description: The ability to establish goals, organise work, bring together the necessary resources, evaluate processes and results and make adjustments.

Level: Improves, develops and innovates the planning and evaluation process and the management of change. Organises and carries out complex projects and programmes.

Managing change Description: The ability to recognise the need for change and to adapt and alter courses of action to operate effectively in an unpredictable environment.

Level: Works with others to assess the environment and need for change, evaluates pros and cons, selects the best process to meet diverse needs, and enables individuals and groups to implement effective change.

Process management Description: The ability to establish alternative courses of action and organise people and activities to achieve results more effectively.

Level: Places museums in the larger dynamic of community and societal processes and is able to anticipate new directions and structure comprehensive; takes effective courses of action to achieve purposeful results within the social context.

Enterprise Description: The ability to capitalize on and generate new and innovative business opportunities that create public value or result in financial advantage.

Level: Fosters and builds a museum culture with an enterprising vision.

Evaluation Description: The ability to assess performance and results and identify steps to overcome obstacles, improve performance and results.

Level: Develops evaluation strategy to assess overall museum performance and strengths and weaknesses; sets and uses performance indicators and measurements in relation to the museum purpose; anticipates external expectations and considers internal strategy.

Priority-setting Description: The ability to analyse a comprehensive range of options, select the most important actions necessary to achieve goals and ensure these actions take place.

Level: Ensures museum workers know the museum’s structures and priorities; chooses from amongst competing priorities and ensures action is taken to achieve long-term goals.

Problem-solving Description: The ability to identify and effectively solve problems using a range of analytical and creative approaches.

General Competencies

Level: Anticipates obstacles and results; analyses and creates alternative courses of action (contingency plans); takes action to minimize problems and takes advantage of opportunities; promotes climate which values original approaches to problem-solving.

Information gathering/research Description: The ability to acquire general or specific information using efficient, informal or formal methods to produce information necessary to meet job responsibilities.

Level: Conducts pure and applied research; creates new knowledge and prepares it in an appropriate format for communication as a major part of responsibilities.

Sharing knowledge and experience Description: The ability to create and share knowledge and experience through individual, institutional and community learning and dialogue.

Level: Continually improves strategies, structures and practices to support the sharing of individual, organisational and community learning and experience.

Self-Management

Achieve personal goals Description: The ability to effectively and responsibly manage one’s own actions to achieve organisational and personal goals.

Level: Takes initiative in solving problems and expanding personal performance; develops and shares tools, means and new approaches to encourage self-development and better productivity in one’s own work.

Personal initiative and leadership Description: The ability to take initiative and provide leadership through action to achieve results and long-term goals within the museum and the museum community.

Level: Evaluates strengths and weaknesses of the museum and museum community, projects economic and political conditions, anticipates trends, and creates strategies and actions to achieve goals and to lead others in shaping a common vision.

Innovation Description: The ability to foster and contribute to a creative work environment that values new ideas and leads to innovative programmes and practices.

Level: Inspires and supports innovation within the institutional vision and larger community, and directs structures, practices and processes to produce new solutions and new models to address major issues.

Life-long learning Description: The desire to learn and the ability to improve continuously through the acquisition of new knowledge, skills and abilities.

Level: Continually adapts structures and practices to facilitate access to learning opportunities, the integration of new learning into work, and the communication of knowledge, in partnership with others within the museum and externally.

Technological literacy Description: The ability to acquire skills and use technological tools to create improved museum programmes, services and products.

Level: Assesses workplace needs, identifies and understands applications of available technologies to museums, and implements appropriate technologies and workplace systems.

Communication Description: The ability to effectively listen, speak, write or present (orally and visually) and to identify and reach an audience with a clear and meaningful message.

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Level: Communicates complex subjects clearly and accurately, verbally, in writing or in formal presentations, using language appropriate to the audience; projects the museum’s image externally; mediates group communication and diagnoses underlying responses.

Team work Description: The ability to work co-operatively with others, in a participatory or leadership role, to create teams that use the combined strengths of individual members to accomplish organisational goals.

Level: Leads others in the development of integrated museum programmes and services, and stimulates the synergy resulting from ongoing, multidisciplinary team work, internally and with external partners.

Organisation

6 Organisation 6.1 Management

B. (Teus) Eenkhoorn LL.M Director of the Reinwardt Academy (AHK) Dr. H.C. (Hester) Dibbits Director of the Master’s Degree Programme in Museology Professor of Cultural Heritage P.A. (Paula) dos Santos Student Coach / Internship Coordinator of the Master’s Degree Programme in Museology Lecturer – Heritage Theory W. (Wilma) Wesselink Coordinator of the Master’s Degree Programme in Museology master-museology@ahk.nl T: + 31 (0)20 527 7103

6.2 Lecturers with short curriculum vitae Gerdie Borghuis Information Management Lecturer gerdie.borghuis@ahk.nl

Degrees • MA in Cultural Anthropology, University of Nijmegen • Diploma in Librarianship and Documentalist, Tilburg Employment summary • Lecturer of Registration and Documentation/Information Management, Reinwardt Academy (AHK), since 2001) • Museum Advisor for Documentation and ICT, Ministry of Culture of Flanders (Belgium) • Head of the Central Documentation Department, Netherlands Open-Air Museum, Arnhem • Library positions in 3 different libraries Major scholarly and professional activities • Former board member of the Section Information Management of the Dutch Museum Association (SIMIN) • Former member of the translation project for the Art and Architecture Thesaurus (AAT) • Former Flemish partner of the European Museum’s Information Institute (EMII) • Member of ICOM-CIDOC Recent Publications: • Borghuis, Gerdie. ‘Training the information managers of the future.’

CIDOC Newsletter, No. 01 (2010): 7-10.

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Dr. Hester Dibbits Director of the Master’s Degree Programme in Museology, Professor of Cultural Heritage hester.dibbits@ahk.nl Degrees: • PhD History, VU University, Amsterdam, 1998 • Doctorate History, University of Amsterdam, 1989 Employment Summary: • Director of the Master’s Degree Programme in Museology, since August 2011 • Professor of Cultural Heritage, Reinwardt Academy (AHK), since August 2011 • Head of curators at the Netherlands Open Air Museum, Arnhem, 2010-2011 • Head of the Department of Ethnology, Meertens Institute, Royal Academy of Arts and Sciences, Amsterdam, 2009-2010 • Senior Researcher Material Culture, Department of Ethnology, Meertens Institute, Royal Academy of Arts and Sciences, Amsterdam, 2006 – 2011 • Researcher Material Culture, Department of Ethnology, Meertens Institute, Royal Academy of Arts and Sciences, Amsterdam, 1998 – 2006 • PhD student, Department of Ethnology, Meertens Institute, Royal Academy of Arts and Sciences, Amsterdam, 1991-1998 Grants: • Grant from the Netherlands Organisation of Scientific Research for the research project Migration and Material Culture: The Domestic Interiors of Migrants and their Descendants, 2003-2007.

Major scholarly and professional activities: • Member of the National Research Advisory Board of the Joint Programming Initiative Cultural Heritage and Global Change, 2012-present

• Member Advisory Committee on Art, Cultural Heritage and Design, Mondriaan Foundation 2010-2013 • Board member of the Dutch Interior Foundation, 2011-present • Board member of the Centre for the History of Migrants, 2007-2010 • Board member of the Royal Dutch Antiquarian Society, 2006-2009 • Network Chair European Social Science History Conference, 1998-2010 • Session Chair Consumer Society and Economic Change, World History Conference, 2010 • Secretary Probate Inventories Study group, 1992-present • Member Editorial Board Ethnologia Europea, 2010-present • Member Editorial Board Quotidian, 2010-present • Member Editorial Board Levend Erfgoed, 2008-present • Member Editiorial Board Textiel Historische Bijdragen, 2001-2005 • Co-promotor PhD candidates T. Markaki (UvA, 2012-), S. Elpers (Uva/KNAW, 2009-), J. Jaffe-Schagen (VU, 2011-2013), H. van der Horst (UvA/KNAW, 2003-2008) Recent publications: • Dibbits, H.C.& S.M. Elpers & P.J. Margry & A. van der Zeijden (2011) Immaterieel erfgoed en volkscultuur. Almanak bij een actueel debat. Amsterdam: Amsterdam University Press.

• Dibbits, H.C. (2010) ‘Pronken as Practice.

Material Culture in The Netherlands, 16501800’. In: Rittersma, E.C. (ed.). Luxury in the Low Countries. Miscellaneous Reflections on Netherlandish Material Culture, 1500 to the Present. Brussel: Pharo Publishing, 2010, pp. 137-158.

• Dibbits, H.C. (2009) ‘Furnishing the salon: symbolic ethnicity and performative practices in Moroccan-Dutch domestic interiors’. In: International Journal of Consumer Studies: 33, pp. 550-557.

Organisation

Mario Jellema Lecturer Exhibition Development & Communication mario.jellema@ahk.nl

• Audience and Education Project Manager, Kasteel Groeneveld Baarn, 2000-2007 • Manager Volunteers, Kasteel Groeneveld Baarn, 2005-2007

Degrees: • MA Educational Science,University of Groningen • BA Teacher Training, Hogeschool Noord Nederland • BA of Fine Art and Design in Education, ArtEZ Institute of the Arts, Arnhem

Dr. Riemer Knoop Professor of Cultural Heritage riemer.knoop@ahk.nl

Employment Summary • Lecturer Exhibition development & communication, Reinwardt Academy (AHK) • Head Education and Exhibition at Ferdinand Domela Nieuwenhuis Museum / Museum Willem van Haren / Museum Stedhus Sleat • Lecturer at ArtEZ Institute of the Arts, Arnhem • Trainer/ Education Co-ordinator at HVO Querido • Major scholarly and professional activities: • Board member ICAMT Jorna F. Kniese Audience Development and Project Management Lecturer Director Bachelor Programme Year 1 & 2 jorna.kniese@ahk.nl Degrees • BA in Art History, University of Amsterdam, 2009 • BA in Art and Cultural Management, Hogeschool Holland, 2000 Employment summary • Acting Director Master Programme, Reinwardt Academy (AHK), 2011 • Director Bachelor Programme, Reinwardt Academy (AHK), since 2010 • Lecturer Audience Development and Exhibitions, Reinwardt Academy (AHK), since 2007

Degrees: • PhD Classical Archaeology, VU University, Amsterdam, 1987 • Doctorate Classical Archaeology, Greek, Italian, Informatics, VU University, Amsterdam, 1981 Employment Summary • Self-employed consultant for museums and cultural affairs with Gordion Cultureel Advies, Amsterdam, 1998 • Manager, National Museum of Antiquities, Leiden, 1997-2000 • Director, National Foundation for Dutch Archaeology, 1995-1997 • Director, Archaeological Information Centre, 1990-1996 • Producer, researcher, director, Dutch public television, 1988-1990 • Research Fellow, Dutch Organisation for Research, 1985-1988 • University teacher, VU University, Amsterdam 1984 • Head Archaeology Dept, Netherlands Institute Rome, 1982-1983 Major scholarly and professional activities • Board member, Rijksmuseum van Oudheden • Member, Municipal Council for Culture, The Hague, 2007-2008 • Member, Museums Committee, Rotterdam Council for Arts and Culture, 2007-2008 • Member, European Association of Archaeologists, 2007-present • Member, International Council of Museum, 2001-present • Expert Evaluator, EC, DG Research Directorate L, 2001-present

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• Crown member (Museums, Heritage, eCulture), National Council for Culture, 2001-2005 • Co-president, Association Archaeological Enterprises, 2000-2004 • Director, archaeological excavations Italy 1982-1992 • Vice-president, National Council for Archaeology, 2000-2003 • Lecturer Master classes Museum management, Pisa, 2000 • Member, Advisory Committee IT, Mondriaan Foundation 1999-2001 • Board member, Open Monuments Foundation, 1993-1998 • President, European FORUM of Heritage Associations, 1993-1996 Irina Leifer Guest lecturer Heritage Theory irina.leifer@ahk.nl Degrees • Master of Museology, Reinwardt Academy (AHK), 2008 • BA in Museology, Reinwardt Academy (AHK), 2006 Employment summary • Guest Lecturer Heritage Theory, Reinwardt Academy (AHK), since 2006 • Internship Coordinator Master’s Degree Program, Reinwardt Academy (AHK), 2012 • Curator City Museum Zoetermeer, 2010 • Educator Museum De Paviljoens, Almere, 2008-2009 Major Scholarly and Professional Activities • Initiate, develope, manage, coordinate and raise funds for collaborative projects between the Netherlands and the countries of former Soviet Union in the sphere of arts, culture, cultural heritage and museum work • Curator Dutch-Russian Collaborative Project ‘Museums in New Towns: identity, image and participatory culture’, 2012-2013

• Curator/producer of the Dutch contribution to the International Public Art Festival ‘Art Prospect’, St. Petersburg, 2013 • Curator of the art education project ‘Selfportrait and Self-image’, Non/Fiction International Book Fair, The Central House of Artists, Moscow, December 2012 • Expert at The Festival of Museum Programs for Children, St Petersburg, November 2011 Léontine Meijer-van Mensch Lecturer Heritage Theory and Professional Ethics leontine.meijer-vanmensch@ahk.nl Degrees • PhD candidate, Cultural Science Faculty, European University Viadrina, Frankfurt (Oder), Germany.

• Post-Graduate Studies ‘Strategies for European Cultural Heritage’, European University Viadrina, Frankfort (Oder), Germany (1999-2001) • MA in New and Theoretical History and Judaic Studies, University of Amsterdam (1999) Employment summary • Lecturer in Heritage Theory and Professional Ethics, Reinwardt Academy (AHK) (since 2006) • Co-director Mensch Museology (2012) • Advisor for several national and international heritage institutions, for example, former member of the Working Group on the New Permanent Exhibition of the NiNsee (The National Institute for the Study of Dutch Slavery and its Legacy) (since 2007) • Researcher in Educational Department, Jewish Historical Museum, Amsterdam (2006) • Lecturer in Museology and Heritage Studies, European University Viadrina, Frankfurt (Oder), Germany (2002-2005) • Co-ordinator of the ‘European Fellows’ Graduate School Programme, Collegium

Organisation

Polonicum, Slubice, Poland (2003-2005) • Freelance educator in the Jewish Museum Berlin, Germany (2001-2005) • Researcher in the Jewish Museum Berlin, Germany (2000-2001) Major scholarly and professional activities • Board member of the International School of Museology in Celje, (Slovenia) (since 2008) • Chairperson of COMCOL, the ICOM International Committee for Collecting (since 2011) • Board member of Dobro Kultury Foundation for the Protection of European Heritage (Poland) (since 2004) • Member of the Advisory Board of the MEC: Mobile Heritage Centre (since 2011).

Recent publications • Léontine Meijer-van Mensch, ‘New challenges, new priorities: analyzing ethical dilemmas from a stakeholder’s perspective in the Netherlands’, Museum Management and Curatorship 26, 2011, (2): pp. 113-128.

• Léontine Meijer-van Mensch, ‘Stadtmuseen und Social Inclusion. Die Positionierung des Stadtmuseums aus der New Museology‘, in: Claudia Gemmeke und Franziska Nentwig Hg., Die Stadt und ihr Gedächtnis. Zur Zukunft der Stadtmuseen (transcript, Bielefeld 2011) pp. 81-92.

• Léontine Meijer-van Mensch & Peter van Mensch, ‘Proud to be Dutch? Intangible Heritage and National Identity in the Netherlands’, in: Michelle L. Stefano, Peter Davis & Gerard Corsane eds., Safeguarding Intangible Cultural Heritage. Heritage Matters 8 (The Boydell Press, Woodbridge 2012) pp. 124-136.

Dr. Peter van Mensch Guest lecturer Heritage Theory peter@menschmuseology.com Degrees • PhD Museology, University of Zagreb, 1993 • MSc Zoology & Archaeology, University of Amsterdam, 1975 Employment summary • Professor and head of the department of museology at Vilnius University, Vilnius Lithuania (2013) • Co-director Mensch Museology (2012) • Professor of Cultural Heritage, Reinwardt Academy (AHK), 2006-2011 • Course Director Master programme, Reinwardt Academy (AHK), 1998-2001, 2005-2010 • Lecturer Graduation Course in Museology, Universidade de São Paulo, Brazil, 20002005 • Senior lecturer of theoretical museology, Reinwardt Academie, Leiden/Amsterdam, 1982-2010 • Lecturer International Summer School of Museology, Brno, 1987-1999 • Head of Department of Education and Exhibitions, Rijksmuseum van Natuurlijke Historie, Leiden, 1977-1982 Major scholarly and professional activities • Member of ICOM Ethics Committee, since 2012 • Board member of Museum Het Schip, Amsterdam, since 2009 • Member editorial board of Museum & Society, 2003-2012 • Chairman of the ICOM International Committee for Museology, 1989-1991 Recent publications • ‘Développer la collection ou gagner de l’argent? Les dilemmes de l’aliénation’, in: François Mairesse ed., L’alienation des collections de musée en question (Mariemont 2009) pp. 69-73.

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• Peter van Mensch, ´Zwischen Aura und Qualität´, in: M. Henker (Herausg.)

Alles Qualität ... oder was? Wege zu einen guten Museum. 15. Bayerischer Museumstag, Ingolstadt 22.-24. July 2009 (München 2010) pp. 15-17.

• Peter van Mensch & Léontine Meijervan Mensch, New Trends in Museology (Muzej novejše zgodovine, Celje 2011).

Marc Pil Lecturer Management marc.pil@ahk.nl Degrees • MSc in Industrial Engineering and Management, specialisation Healthcare Management, University of Twente graduated 2006 Employment summary • Lecturer in Management, Reinwardt Academy (AHK) - since 2011 • Business Director for Amsterdams Kleinkunst Festival - since 2007 • Business Consultant for, amongst others, MuseAna (benchmarking/measuring performance), Vereniging Rijksmusea (museum visitation), Rijksakademie voor Beeldende Kunst (international visitation), Gemeente Amsterdam (Policy Advisor), Dordrechts Museum (Marketing Management) - since 2005 • Project Manager, professional development of cultural heritage institutions for VSBfonds - 2006 - 2009 • Project Manager, exhibition development at science center Da Vinci, Enschede 2000 - 2001 Major scholarly and professional activities • Board member of Dansateliers, Rotterdam - since 2011

Martijn de Ruijter Lecturer Care of Collections martijn.deruijter@ahk.nl Degrees: • Conservation studies, specialized in Wooden objects and Polychromated Surfaces. State training school for conservators (ICN Instituut Collectie Nederland), Amsterdam (1991-1995) • Preventive Conservation: From Current Issues to Common Strategies Training of trainers in preventive conservation. three week course organized by the ICCROM and CCI, Ottawa, Canada (2003) Employment summary: • Lecturer Care of Collections, Reinwardt Academy, since 2002 • Tropenmuseum: conservator and coordinator for conservation and treatment of collection, staff position 20 hours a week • National Museum of Ethnology Leiden: Conservator and Coordination of major storage reorganisation, exhibition reinstallation and preventative conservation • International conservation projects in India, Indonesia, Surinam etc.

• Post-graduate trainee at British Museum (ethnographical objects -1996) • Internship at the Stichting Restauratie Atelier Limburg (conservation of polychromatic surfaces - 1995) • Internship at the Philadelphia Museum of Art (physical research in polychromated objects - 1994) • Traditional cabinet making and furniture conservation (1985-1988)

Organisation

Paula A. dos Santos Student Coach/MDP Internship Coordinator Lecturer Heritage Theory & Social Museology paula.dossantos@ahk.nl Degrees • PhD-candidate Social Museology (Universidade Lusofona de Humanidades e Tecnologias, Lisbon) • Master of Museology, Reinwardt Academy (AHK), 2004 • BA in Museology, University of Rio de Janeiro, Brazil, 1999 Employment summary • Lecturer Heritage Theory, Reinwardt Academy (AHK), since 2005 • Programme Manager International Master’s Degree Programme in Museology, Reinwardt Academy (AHK), 2005-2011 • Project Co-ordinator, Culturalia Foundation • Advisor for heritage and community development-related projects in Brazil, since 2003 • Project Leader at the Nova Friburgo Memorial Centre, Brazil, 2000-2001 • Freelance exhibition-maker and education worker, Brazil, 1999-2001 • Assistant collection manager at the National Museum of the Republic, Brazil, 1998-1999 Major scholarly and professional activities • Board member of the Brazilian Association of Ecomuseums and Community Museums • Member and Advisor for the Brazilian Association of Museology • Translator of museum and heritage texts and publications Recent publications • Paula dos Santos (2012), ‘Museu de Mare: A Museum full of Soul’, In: Curator: The Museum Journal. Special Issue Communities and Museums, 55.1. pp.

21-34.

• Paula dos Santos & Elaine Müller (2012), ‘When ICH takes hold of the local reality in Brazil: notes from the Brazilian State of Pernambuco’, in: Michelle L. Stefano, Peter Davis & Gerard Corsane eds., Safeguarding Intangible Cultural Heritage. Heritage Matters 8 (The Boydell Press, Woodbridge 2012) pp. 213-222.

Jan Sas Lecturer Visitor Studies jan.sas@ahk.nl Degrees • MA in Literary Theory, University of Amsterdam (1982) • MSc in Social Psychology, Utrecht University (1982) Employment summary • Lecturer Visitor Studies, Marketing & Public Relations, Audience Development, Reinwardt Academy (AHK), since 1990 • Head of Department of Education, Maritime Museum Rotterdam (1985-1990) • Researcher in Discourse Studies, University of Amsterdam (1982-1983) Major scholarly and professional activities • Treasurer - Marketing & Public Relations Committee (MPR) International Council of Museums (ICOM) (1998 – 2007). Now a member.

• Treasurer - Public and Presentation Committee (P&P) Netherlands Museums Association (2002 – 2006). Now a member.

• Member of the Advisory Committee Museum Jan Cunen - Oss (Netherlands) (1994 – 2005) • Member of the Editorial Board Museumvisie - Dutch Journal for the Museum Profession (1992 – 2000) • Chair - Public Relations & Marketing Committee of the Netherlands Museums Association (1993 – 1996). Now a member.

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Ruben Smit Lecturer Museum Learning ruben.smit@ahk.nl Degrees • MA in Museum Studies, University of Leicester (2003) • BA in History and Geography, Teacher Training College, Utrecht (1986) Employment summary • Lecturer – Audience Development and Exhibition Communication, Reinwardt Academy (AHK) (since April 2006) • Head of Presentations, Museum voor Communicatie, Den Haag (2005 – March 2006) • Guest lecturer at the MA-Reinwardt Academy (AHK) (2004 – March 2006) • Projects Manager, Kasteel Groeneveld, Baarn (2001 – June 2005) • Head of Education and Public Relations, Kasteel Groeneveld, Baarn (1998 – 2001) • Senior Communications Officer, Tropenmuseum, Amsterdam (1992 – 1997) • Public Events Co-ordinator, Tropenmuseum, Amsterdam (1988 – 1991) • Junior Educator, Tropenmuseum, Amsterdam (1987) Major scholarly and professional activities • Member of several advisory groups on museum communication of the Netherlands Museum Association (1992 – present) • Treasurer and member of the Executive Board of the Netherlands Museum Association Education Group (1992 – 1997) Simone Stoltz Lecturer Information and Media simone.stoltz@ahk.nl Degrees: • Bachelor of Media, Communication and Information, Hogeschool van Amsterdam • Bachelor of Museology, Reinwardt Academy (AHK)

Employment Summary • Lecturer Information Management, Reinwardt Academy (AHK) • Editor in Chief, Erfgoed 2.0 • Advisor Information and Media, Trainer and Moderator, Erfgoed 2.0 • Advisor eCulture and Collection Management, Cultureel Erfgoed Noord Holland • Coordinator Digital Information, Museaal & Historisch Perspectief Noord-Holland • Collections- and Information Manager, Rijksmuseum Muiderslot Major scholary and professional activities: • Board member Stichting E30 Hasti Tarekat Guest Lecturer Heritage Activism tarekathasti@yahoo.com Degrees • MA in Regional Planning, University North Sumatra, Medan, Indonesia (2002) • Bachelor in Social Welfare, University Padjadjaran, Bandung, Indonesia (1990) Employment Summary • Guest Lecturer Heritage and Sustainable Development, Reinwardt Academy (AHK) • Consultant for the Netherlands Institute for Cultural Heritage (RCE), the Netherlands Heritage (Erfgoed Nederland) Centre for International Heritage Activities (CIE) • Associate Urban Solutions, Rotterdam • Dutch-Indonesian Translator for history and heritage subjects • Consultant for the United National for Development Program (UNDP) • Founder and Executive Director of Sumatra Heritage Trust • Board member of Directors of Indonesia Heritage Trust • Secretary of Bandung Heritage Society

Organisation

Major scholarly and professional activities • International Committee on Monuments and Sites (ICOMOS) • International Field School on Asian Heritage (IFSAH) • Modern Asia Architecture Network (MAAN) • Leadership for Environment and Development (LEAD International), 19982000 • Salzburg Global Seminar, 2002 • Freeman Symposium Fellow, 2003 • 2003 UNESCO Heritage Award for Merit

6.3 Institutional quality assurance The everyday running of the Reinwardt Academy is in the hands of the Faculty Director, Teus Eenkhoorn, with the support of the Management Team (MT). The MT is comprised of the Director, the Head of Operational Management, Tim Lechner, and the three Programme Directors: Hester Dibbits (Master Programme), Nancy van Asseldonk (Bachelor Year 3 & 4) and Jorna Kniese (Bachelor Year 1 & 2).

The Advisory Committee for the Reinwardt Academy is composed of representatives from the professional fields. This committee, upon invitation or of its own accord, advises the Director of the Academy on the content of the programme and on developments in the professional field. The role of the committee is laid down in a separate set of regulations.

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The Advisory Committee meets three to four times a year. Members: • E. (Esther) Agricola (Director of the Department of Monuments and Archaeology of the city of Amsterdam); • Prof. dr. C.A.M. (Carla) van Boxtel (Endowed Professor of Historical Culture and Education, at the Erasmus University of Rotterdam and Senior Researcher at the University of Amsterdam); • drs. S.C.G.T. (Steph) Scholten (Director of Heritage Collections of the University of Amsterdam); • M. (Marco) Streefkerk, (senior consultant at Stichting Digitaal Erfgoed Nederland); • drs. S.W. (Siebe) Weide (Director of the Netherlands Museums Association); • drs. Y (Yvonne) Welings (Director Regionaal Archief Tilburg).

The Reinwardt Academy International Master Degree Programme in Museology was the first international course to be validated by the British Cultural National Training Organisation (CHNTO) in 1998.

With the introduction of the bachelor master structure in the Dutch system of higher education, the international Master degree programme was officially accredited

by NVAO (Dutch Flemish Accreditation Organisation) and listed in the Central Register for Degree Courses in Higher Education (CROHO) in the Netherlands. The criteria are formulated in the audit report ‘Professional master course Museology’, CROHO registration 70038 (December 2010).

On all criteria the audit panel judged the International Master of Museology as ‘good’.

Graduates will be granted the title Master of Museology (M. Museology) based on this quality system. The process of quality assurance within the Master Programme is part of the quality assurance system of the Reinwardt Academy.

The following methods of evaluation are considered: • Evaluation of modules; • Programme evaluations; • Alumni evaluations; • Evaluations by representatives of the museum profession; • Evaluations by the teaching and non-teaching staff, concerning labour conditions etc.

The Examination Committee plays an important role in the organisation and coordination of examinations and tests. The tasks of the committee are, to a large extent, laid down by law. The examination applies the laws and regulations to educational practice at the Reinwardt Academy in the course and examination regulations (OER), which are published in the online study guide and contain all of the relevant regulations for properly following a course of study. The Chair of the Examination Committee is Bob Crezee.

The Programme Council advises the Director of the Academy upon invitation or of its own accord. It is primarily concerned with the programme content and monitors social trends and developments within the field and education. On this basis the council formulates proposals regarding adjustments to the curriculum, naturally taking into account the results of the student evaluations. The Chair of the Programme Council is Ruben Smit.

The Faculty Council (FR) of the Reinwardt Academy advises on matters concerning the faculty. Students and staff are represented on this council. The council is empowered to make proposals and to make its position known on issues concerning the Academy.

Matters on which the council has the right to vote are specified in the Regulations on Participation. The council meets regularly and the meetings are open. All Master students are eligible for election to the Council.

Organisation

Three times a year, during the classes, two student representatives will be invited to attend a meeting with the Course Director and the Coordinator of the Master Programme to evaluate the modules. A draft report of this meeting will be sent to the lecturing staff. A final version of the evaluation together with the comments of the lecturing staff will be published. The outcomes of the evaluations will be discussed in the Programme Council of the Reinwardt Academy and in the Representative Advisory Committee of the Reinwardt Academy. The evaluation of the internships and the theses will take place in written form.

6.4 The Cultural Heritage Research Group The Cultural Heritage Research Group focuses on the formation of theory and development of education with regard to material and non-material cultural heritage. This research group contributes to the reinforcement of the social position of heritage institutions and the further development of the curriculum of heritage education in both the bachelor’s and the master’s courses. The framework of the research programme is determined by the relationship between the field of operations, theoretical reflection and its application to education.

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1 Amersfoort RCE

8 ‘s Gravenland Natuurmonumenten

17 Venlo Museum Bommel van Dam

2 Amsterdam Amsterdam Historisch Museum Anne Frank Stichting Art4Aid De Appel Hermitage Amsterdam Imagine IC Mediamatic Nederlands Scheepvaartmuseum Nieuwe Kerk Prins Bernhard Cultuurfonds Tropenmuseum VBCN Bedrijfs Collecties

9 Groningen Universiteitsmuseum

18 Wijk bij Duurstede Nederlandse Kastelen Stichting

10 Haarlem Het Dolhuys 11 Leiden Naturalis Nationaal Natuurhistorisch Museum Rijksmuseum voor Volkenkunde Rijksmuseum van Oudheden Sieboldhuis

6 Enschede Twentse Welle

16 Utrecht Museum Catherijneconvent Het Spoorwegmuseum Volksbuurtmuseum Wijk C

3 Belfast (Ireland) Department of Art and Heritage 4 Berlin (Germany) Humboldt Forum 5 Capetown (South Africa) District Sic Mueseum 6 Dar-es-Salaam (Tanzania) Museum and House of Culture

7

13 Maine (USA) Maine Arts Commision

8 Gent (Belgium) Museum dr. Guislain

14 Manchester (UK) Manchester University Museum

9 Glasgow (UK) National Piping Centre

15 Nairobi (Kenya) Trust for African Rock Art

10 Goteborg (Sweden) Museum of World Culture

16 Oslow (Norway) Dictorate of Cultural Heritage

11 Jyvaskyla (Finland) Alvasr Aalto Museum

17 Paris (France) Uneso

12 Lisbon (Portugal) Centre de Arte Moderna Gulbenkian Foundation

18 Stockholm (Sweden) Samdok

13

5

17

7

7 Dearborn (USA) Greenfield Village

22

6

3

15 Tilburg Scription

2 Barcelona (Spain) Museu d’Art Contemporani

1

18

15

5 Eindhoven Van Abbe Museum

1 Athens (Greece) Deste Foundation Centre for Contemporary Art

13

16 14

14 Rotterdam ICU Arts Projects Witte de With Centre for Contemporary Art

7 Gent Museum Dr Guislain

8

4

13 Naarden Vestingsmuseum Naarden

4 Den Haag Europa Nostra Gemeentemuseum Den Haag Haags Historisch Museum Ministerie van OCW

20

2 10 11 12

12 Lisse De Keukenhof

3 Den Bosch Stedelijk Museum ‘s-Hertogenbosch

9

19 Taipei (Taiwan) National Taiwan Museum National Palace Museum 20 Tucson (USA) Sanctuary Movement 21 Vilnius (Lithuania) National Museum of Lithuania 22 Washington DC (USA) Smithsonian 23 Weil am Rhein (Germany) Vitra Design Museum 24 Wellington (New Zealand) Museum of Wellington City and Sea

11 16 18 10 9 3 21 14 8 4 17 23 12 2

1 19

15

6

5 24

Practical Information

7 Practical Information 7.1 Institutional context, Amsterdam School of the Arts The Reinwardt Academy is part of the Amsterdamse Hogeschool voor de Kunsten (Amsterdam School of the Arts). The Amsterdam School of the Arts (AHK) offers training in almost every branch of the arts, including courses of study which are unique in the Netherlands. The AHK is continually modernising and developing and occupies a prominent place in education, the arts and cultural life, both nationally and internationally. The AHK benefits from exchanges with, and proximity to, the artistic life of the city – including theatres, museums, galleries and studios.

Among the departments of the Amsterdam School of the Arts are the: • Academy of Fine Arts in Education, offering Bachelor and Master courses in education in visual art and design; • Academy of Architecture, offering Master courses in architecture, urbanism and landscape architecture; • Netherlands Film Academy, offering Bachelor courses in film and television direction, sound design, production design, interactive multimedia, and visual effects and Master courses in film and composing for film; • Theatre School, offering Bachelor courses in acting, theatre making, teaching drama, dance, choreography, mime and Master courses in theatre (DasArts), musical theatre and vocal performance; • Conservatorium van Amsterdam, offering Bachelor courses in classical music, jazz, pop and early music, music education, and Master courses in composing for film, musical theatre and vocal performance; • Reinwardt Academy, offering a Bachelor course in Cultural Heritage and a Master of Museology.

7.2 Admission The admission requirements for the Master of Museology Course are: • A university degree (Bachelor or Master) or a degree from a university of professional education (HBO Bachelor). Candidates who have not actually graduated may be admitted, provided they have demonstrable knowledge of, and experience in, the museum field for at least five years; • Fluency in English (written and oral), see application procedure on the website; • Meeting the financial requirements of the programme; • Meeting the assessment procedure.

Applicants have to present: • A completed and signed enrolment form; • Official copies of transcripts from previous colleges/universities; • Three letters of recommendation; • A current resume outlining education, relevant personal and work experience and other information to be considered for admission;

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• A copy of their passport and one passport photo; • An English language test certificate with a sufficient score for applicants without preliminary Education in English. Scores: IELTS 6.5 and TOEFL 550 or 213 (cbt), or equivalent (the institutional code for TOEFL is DS 7710); • A statement of intent (a written essay of 500 – 750 words) explaining expectations, career goals and interests in the field, and exploring thoughts about the museum and heritage field. This statement is part of the assessment procedure.

The assessment of the suitability of the candidate is based on the documents presented. For applicants who are living in the Netherlands and/or who are able to travel to Amsterdam, the procedure may also consist of a personal interview; for other applicants the assessment will be made in writing and may be completed by a telephone interview.

The materials listed should be sent directly to the Coordinator of the Master Programme.

Enrolment forms can be downloaded from the website. For advice on how to complete the application, the Coordinator of the Master Programme can be consulted.

The Admission Committee assesses all the applicants who meet the minimum admission requirements. The application deadline for the full-time programme is 1 June. Applications received after this date will only be considered, if the maximum number of students has not been reached.

The tuition fee for the entire programme starting in September 2013 is € 10,500. Payment in three instalments is possible. Students can contact the Coordinator of the Master Programme if they require more information about the payment.

Full-time students who have met all the financial requirements are registered for two years from the registration date. Students exceeding this time period will be charged an additional payment (€ 1,000 per six month semester). Students enrolling for one module have to pay € 1,500 for the introduction module and/or € 1,250 for every module of the Core Subjects before the start of the module.

An up-to-date enrolment form is available on the internet for students to use. Please sign it and submit it with all the required documents to: Reinwardt Academy (AHK) Master of Museology For the att. of Course Coordinator Dapperstraat 315 1093 BS Amsterdam The Netherlands

7.3 Practical information for (international) students www.ahk.nl/en/prospective-students is the site where students can find extensive information about application and admission procedures and about how to register in Studielink, the portal for higher education in the Netherlands. (Please note that students always must be accepted as a candidate for the Master programme before students can proceed with the application and registering in Studielink.)

All necessary information about visa procedures (entry visa and residence permits), about how to register in a city, about how to obtain a bank account, health insurance and a citizen service number, (burger service number) are available at this website.

Students will find that housing in Amsterdam is scarce. Reinwardt Academy does not offer

Practical Information

housing facilities. The AHK has a few rooms available for international students; early applicants can apply for these rooms. Just before the programme starts, the Reinwardt Academy advertises for rooms in local newspapers. Students are advised to use their network of friends and/or relatives who live in Amsterdam or elsewhere in the Netherlands for help in finding accommodation. We recommend that students allow additional time and money to find suitable accommodation. On the site for prospective students, students will also find some useful websites for finding accommodation.

7.4 Facilities and house rules Access to the building is only possible with a cardkey. The building is open from 8.30 to 17.30.

Students are kindly requested to leave the building before 17.30. The canteen is open all day, canteen service is only available during lunch time between 11.00 and 14.00. The Reinwardt Academy operates a non-smoking policy throughout the building.

If students are unable to attend classes, they should inform the academy by e-mail or telephone before 10.00; T: +31 (0)20-527 7100. Inform the Coordinator of the Master Programme as soon as possible about any change of address.

Student cards are distributed at the beginning of the course. This card provides access to the building and to various practical facilities like printing. If the student card is lost students must pay â‚Ź 15 for a duplicate. Before students can use the copying machines, telephone, or printers, the card must be activated by loading it with credit. The machine for ‘loading’ the card is on the ground floor.

All lectures and workshops for the Master programme take place on the 6th floor. The space contains facilities such as two workstations, a wifi network, a beamer and a video. On the 6th floor master students have their own space for private study and group work during the opening hours of the building. Students and staff are expected to keep this space tidy. The office of the Coordinator of the Master Programme is also located on the 6th floor. At the start of the programme all master students will receive a Museum Card. This card allows free, or reduced, admission to the majority of the museums in the Netherlands. It is valid for one year.

7.5 Blackboard and MyAHK The digital learning environment that we use is called Blackboard. Every module has a page within the larger framework where students can find all information they need on the content of the programme, the assignments, the details on grading, dates, et cetera. Updates to current events are posted online on Blackboard, which students are advised to check frequently.

Students can also use Blackboard as an online space to post group work, comparable with Google Docs. MyAHK is the intranet used by the Amsterdam School of the Arts which has, among other things, an email programme for students who will receive an email address: name. surname@student.ahk.nl. Information about the Reinwardt Academy and the AHK in general will be posted on MyAHK. Both systems are accessible within the academy and outside. Students will receive instructions on how to use Blackboard during the introduction programme. For computer problems, students can contact the Helpdesk at: helpdesk@ahk.nl or T: +31(0)20 - 5277752.

7.6 Multimedia library The Reinwardt Academy multimedia library has a large collection of literature on theoretical and historical museology and related subjects. The collection consists of more than 11,000 books, 100 periodicals and newsletters, videotapes, slides, CD-ROMs and DVDs.

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The books are arranged according to subject matter. Manuals containing an overview of the classification are available at several points throughout the library. The periodicals are arranged alphabetically by title in a separate section of the library. Important articles from periodicals and information from discussion lists about museology are catalogued in the museology documentation suspension files.

The library also contains museum documentation, together with brochures from most of the Dutch museums and major foreign museums. In the library (located on the second floor) there are several computers available for studying. Students can consult the online catalogue on the internet which is available in all faculties of the AHK: www.ahk.nl/voorzieningen/bibliotheek/ catalogus/ where it is possible to search by subject, title, author or free text.

Conditions: • A maximum of four books can be borrowed for a maximum period of four weeks; • Museum documentation, reference books, CD-ROMs, and periodicals can only be consulted in the library; • Renewals can be made by email or phone; • Late returns are subject to fines; • Marking or making notes in books or on any documents is not allowed; • Borrowers are responsible for loss and damage.

T: +31(0)20-527 71 07, email: rwa-mediatheek@ahk.nl; Opening hours: 10.00-16.00 on Mondays to Fridays. The library is closed during holidays.

Librarian: Kokkie Vink Students of the Reinwardt Academy can borrow documents and have free access to literature from all the libraries of the Amsterdam School of Art (www.ahk.nl) and from all faculty libraries of the University of Amsterdam (UvA): library catalogue: centauri.ic.uva.nl.

Members of the Royal Library have access to an Ebook Library via online services: www.inschrijven.kb.nl • Architecture, Landscape Architecture, Urbanism Academie van Bouwkunst (AHK), Waterlooplein 211-213, Amsterdam, T: +31(0)20-531 82 18 • Art and cultural policy Boekman Stichting, www.boekman.nl • Art history Academie voor Beeldende Vorming (AHK), Zeeburgerdijk 112, Amsterdam, T: +31(0)20-527 72 77, www.academievoorbeeldendevorming.nl UVA Kunsthistorisch Instituut, Herengracht 286, Amsterdam, T: +31(0)20-525 30 40 • Conservation and restoration Rijksdienst Cultureel Erfgoed, www.cultureelerfgoed.nl www.cultureelerfgoed.adlibsoft.com/default.aspx • Film and television Nederlandse Filmacademie (AHK), Markenplein 1, Amsterdam, T: +31(0)20-527 73 06, www.filmacademie.nl • Ethnology, Cultural Heritage, Folklore, Social Anthropology Meertens Institute, Joan Muyskenweg 25, Amsterdam, T: +31(0)20-4628500, www.meertens.knaw.nl

Practical Information

• History and archaeology UvA P.C. Hoofthuis, Spuistraat 134, Amsterdam, T: +31(0)20-525 44 13 UvA Klassieke Archeologie, Oude Turfmarkt 129, Amsterdam, T: +31(0)20-525 25 64 • Music Conservatorium van Amsterdam (AHK): Oosterdokskade 151, Amsterdam, T: +31(0)20-5277581, www.conservatoriumvanamsterdam.nl • Theatre Theaterschool (AHK), Jodenbreestraat 3, Amsterdam (T: +31(0)20-5277630), www.theaterschool.nl

7.7 Important addresses and websites Enrolment Office of the Amsterdam School of the Arts (AHK) Jodenbreestraat 3 (1st floor) / PO Box 15079, 1001 MB Amsterdam T: + 31(0)20-527 77 34 F: +31(0)20-527 77 12 E: bi@ahk.nl www.ahk.nl/en/prospective-students/ www.ahk.nl/en/facilities/student-affairs/

Living in Amsterdam: Students who want to register in the city of Amsterdam should go to: Dienst Persoonsgegevens Amsterdam Stadhouderskade 85, Amsterdam T: +31(0)20-551 92 52 Open: Monday to Friday from 8.30 to 16.00

Helpdesk - AHK E: info@helpdesk.nl T: +31(0)20-527 77 52

Health care: General Practitioner: Huisartenspraktijk Reguliersgracht Doctor Van Kernebeek Reguliersgracht 78, Amsterdam T: + 31(0)20-344 92 47 Emergency number: T: + 31(0)20-592 34 34

NMV: The Netherlands Museums Association www.museumvereniging.nl ICOM: The International Council of Museum http://icom.museum/ SICA: the Dutch portal for culture professionals http://www.sica.nl/en Reinwardt Community www.reinwardtcommunity.nl

General Emergency number: 112

Dentist: Studentist Amsterdam Rokin 120 A, Amsterdam T: + 31(0)20-20 33 05 990 Emergency number: : T: + 31(0)20-57 09 595 www.studentist.nl

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Course and Examination Regulations Bachelor of Cultural Heritage Master of Museology Drawn up on 16 May 2013

1 General Article 1 Scope of the regulations 1. These regulations apply to the course and the examinations for the bachelor’s course in Cultural Heritage and the Master of Museology course. These courses are provided by the Reinwardt Academy, Amsterdam School of the Arts (AHK).

2. These regulations apply to all students who are enrolled for the 2013/2014 academic year.

3. In cases not covered by these regulations, reference is made to the AHK Student Statute.

Article 2 Definitions The following definitions are used in these regulations: a. the law: the Dutch Higher Education and Scientific Research Act (WHW) and the 2009 Amendment Act; b. student: a person who is enrolled as a student or external student at the Amsterdam School of the Arts in order to follow a course and/or take tests and examinations in the bachelor’s or master’s course. Please note: those who have withdrawn from the course during the academic year are also designated as ‘student’. c. school: the Amsterdam School of the Arts; d. examination committee: the committee specified in Article 7.12 of the law, responsible for conducting examinations and the organisation and coordination of testing and examination policy; e. course: the bachelor’s degree course in Cultural Heritage or the Master of Museology course;

f. foundation year: the foundation year of the bachelor’s course, as referred to in Article 7.8 of the law; g. post-foundation course: that part of the bachelor’s course that follows the foundation year; h. block: a 9-week course period. The academic year is divided into 4 blocks; i. module: a completed unit in which specific subject matter or assignments are offered. A module is concluded with one or more tests. A grade is assigned for each module. j. test: an investigation into the knowledge, insight and skills of the student, as well as an assessment of the outcome of that investigation. A test may consist of various forms (written examination, assignment, oral presentation, report, active participation, etc.); k. exam: the examination at the end of the foundation year and/or the completing exams; in these regulations, this last exam is designated at the final exam; l. major: the portion of the course programme that is compulsory for each student; m. minor: a cohesive package of modules chosen by a student for the flexible study component; n. elective subject: a subject that is not part of a minor, offered within the faculty or by another institution outside of the faculty, and which can be part of flexible study component; o. flexible study: a general term for the portion of the course that the student is free to choose in accordance certain rules; p. internship: a module in which the student acquires practical work experience within the cultural heritage field; q. credit: one credit is equivalent to a study workload of 28 hours; r. pass: a mark of 6 or higher; s. student statute: the statute of the school (AHK) which details the students’ general rights and responsibilities (June 2010 version); t. director: the director of the Reinwardt Academy;

Course and Examination Regulations

u. management team: the director of the Reinwardt Academy and the heads of study of the bachelor’s and master’s course.

Article 3 Description of the course 1. In the bachelor’s course, the following exams can be taken: b. the foundation year exam to conclude the foundation year; c. the final examination at the end of the bachelor’s course.

2. In the master’s course, a final examination can be taken.

3. Both courses are offered full-time.

4. The major portion of the bachelor’s course is the same for all students (with the exception of the internship, the flexible study and the final project). During the major study, competencies are developed which are necessary for a professional starting out in the field.

5. During the third year of the bachelor’s course, a minor consisting of 30 credit hours is completed in addition to the major. The minor gives students the opportunity to broaden or deepen the competencies acquired in the major.

6. The language of instruction in the bachelor’s course in Dutch, although some lectures and literature are offered in English. The language of instruction in the master’s course is English (spoken and written).

Article 4 Initial competencies of a cultural heritage professional Final objectives have been formulated for the courses to which these course and examination regulations apply. These ‘initial competencies of a cultural heritage professional’ and the competencies for the Master of Museology are listed in the appendix to this OER. This appendix is part of the regulations.

2 Admission and enrolment for the bachelor’s and master’s courses Article 5 Admission requirements for the bachelor’s course 1. Potential students with a Dutch secondary school diploma (at least HAVO, VWO or MBO4 level) or an equivalent foreign diploma are eligible for admission to the foundation year of the bachelor’s course in Cultural Heritage.

2. Starting in the 2014/2015 academic year, a numerus clauses/fixed capacity system may be used to limit admission to the bachelor’s course in Cultural Heritage. The academy will select its students partly or fully on the basis of its own criteria. The selection process will consider knowledge, skills and motivation.

3. A potential student who is not in possession of a diploma listed in section 1 and will be 21 years of age on 1 October of the coming academic year can take the 21+ exam. The 21+ admission examination consists of Dutch and English components and is equivalent to the level of a Dutch HAVO secondary school final examination. The examination is conducted in writing no later than 15 June of the preceding academic year. Candidates who pass the 21+ exam are eligible to participate in the selection described in section 2 of this article or, if no selection procedure is applied, enrol directly.

4. Candidates with a foreign diploma will undergo a language proficiency test.

Proficiency must be at the level of higher professional education (HBO) in both Dutch and English (IELTS academic version overall score 6.5).

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Article 6 Admission requirements for the master’s course The minimum admission requirements for the Master in Museology course are a university degree (bachelor’s or equivalent) in any field, a bachelor’s degree from a university of applied science or school of the arts (Dutch HBO level); fluency in English (written and oral); an equivalent of IELTS 6.5 (overall score for the academic version) and satisfaction of the programme’s financial requirements.

Candidates who have not yet graduated may be admitted if they demonstrate knowledge equivalent to the required level and have five years of work experience in the field of museology. All candidates who meet the above requirements are assessed by an admission committee.

Article 7 Enrolment and termination of enrolment For these articles see the Amsterdam School of the Arts (AHK) Enrolment Regulations and Termination of Enrolment Regulations, both enacted in June 2010.

3 Foundation year of the bachelor’s course Article 8 Composition of the foundation year of the bachelor’s course The foundation year of the bachelor’s course consists of 4 blocks of 15 credits each. For the content of these modules and testing procedure, see the relevant sections of the course book.

Article 9 Examinations and admission to the second year following the foundation year of the bachelor’s course 1. Students must pass all tests with a satisfactory mark (this means a mark of 6 or higher: see also Article 22 section 3) in order to complete their foundation year diploma.

2. In order to be promoted to the second year of the course, the student must obtain a minimum of 52 credits from the first-year curriculum. Admission is decided by the Examination Committee.

The decision is taken no later than 15 July of the current academic year. In the case of a resit after the summer holidays due to extenuating circumstances, (see Article 9 section 5) the decision will be taken no later than 1 September.

3. The method of examination for a module is designated in the course book.

4. One resit is offered for each test at the end of the following block. Resits for the fourth block will take place within two weeks of the end of that block.

5. The Examination Committee decides whether a student is eligible for a resit due to extenuating circumstances.

This first-year testing shall take place before the summer holidays. The first-year’s extenuating circumstances tests for the fourth block are held immediately after the summer holidays.

An extenuating circumstances test is offered when demonstrable extenuating circumstances (such as illness) have prevented participation in the first and/or second resit. In the event of extenuating circumstances, the student is required to notify Student Affairs [Studiepunt] via email prior to the test. The student is obliged to provide written proof of extenuating circumstance to the student counsellor as soon as possible but at least two weeks before the evaluation meeting that is held after the second testing week

Course and Examination Regulations

at the end of block 4. The student should use the ‘extenuating circumstances request’ [aanvraag overmacht] form provided on the intranet.

6. An extenuating circumstances test can only be requested if the student has been unable to attend the first or second testing round.

7. A student who has not been promoted to the second course year is not required to repeat modules which have already been satisfactorily completed.

8. A second-year student who wants to resit a first-year test must take into account that the content of the material and the form of the test may have changed in the interim. The student is only permitted to take the regular tests.

9. The maximum enrolment period for the foundation year is two years.

Article 10 Bachelor’s course: regulations on foundation year academic recommendations and exclusion by the Amsterdam School for the Arts in the first year of enrolment 1. At the end of the foundation phase, each student is advised concerning the continuation of the course by or on behalf of the head of faculty.

2. The academic recommendations made to a student who has not yet passed the foundation year examinations may be accompanied by an exclusion for an indefinite period if the student has earned fewer than 52 credits. This exclusion is binding and means that the student is not permitted to re-enrol.

3. The exclusion is issued by the head of faculty on behalf of the AHK Governing Body, taking into account the personal circumstances of the student. Personal circumstances are limited to the following: a. personal illness; b. physical, sensory or other functional disabilities of the student;

c. pregnancy of the student; d. exceptional family circumstances; e. being a member or chair of the AHK Council, the Faculty Council, or any other formal faculty committee; f. o ther circumstances to be specified by the AHK in which the student in question is carrying out activities connected with the AHK organisation and operations; g. membership of the board of a student organisation of sufficient scope to be entitled to full rights, or of a similar organisation of adequate scope that gives priority to promoting the general public interest and carries out specific activities to that end. In this case, only the chair, secretary or treasurer is eligible for consideration.

4. Prior to the issuing of an exclusion, the student in question receives a written warning from or on behalf of the head of faculty no later than 1 March of the current academic year.

5. If the head of faculty plans to issue an intention on behalf of the Governing Body, the student counsellor is informed of this intention in writing. The student counsellor may advise the head of faculty on the matter within five working days. At the same time, the student is informed of the intention and of the option of appeal to the student counsellor on personal grounds.

6. A student who refers to personal circumstances as specified in section 3 provides the student counsellor with the necessary documentation. In cases of illness, exceptional family circumstances, physical, sensory or other functional disabilities, or pregnancy of the student in question, a medical declaration must be provided.

7. If the student does not appeal based on personal circumstances, the student counsellor informs the head of faculty in due time. The head of faculty informs the student of the decision in writing and

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provides a copy to the student counsellor.

8. If the student appeals on the basis of personal circumstances, the head of faculty informs the Governing Body of its intention to issue a notice of exclusion. In these cases the Governing Body decides whether to issue a notice of exclusion and informs the student of its decision in writing, providing copies to the head of faculty and to the student counsellor.

9. The exclusion is announced at the end of the final course period (block 4) but no later than 15 July of the current academic year.

10. Notice of the decision is sent to the last known address provided to the central student administration by the student concerned. The decision of the head of faculty or the Governing Board states the appeal procedure.

11. A decision of exclusion can be taken as long as the student is enrolled in the foundation phase.

12. A decision of exclusion is also taken if the student fails to complete the foundation year examination by the end of the second year of enrolment. Article 10 sections 3 to 10 are applicable in this case.

13. A decision of exclusion is also taken if the student withdraws from the course during the first year and has not earned 52 credits by that time. Article 10 sections 3 to 10 are applicable in this case.

4 Post-foundation year of the bachelor’s course Article 11 Content

a. Second year The programme for the second year consists of a number of projects and subjects, an internship and an excursion abroad. All components are tested separately. For a

detailed description of the modules and testing, see the course book. b. Third year The third-year programme consists of a number of projects and subjects, a minor and an excursion abroad. The minor is a cohesive package of modules offered by the Reinwardt Academy or another educational institute. The composition of the minor must be approved by the Examination Committee.

For a detailed description of the modules and testing, see the course book. c. Fourth year The fourth year comprises the final internship and final graduation project. For a detailed description of the modules and testing, see the course book.

Article 12 Regulations for testing and admission to the postfoundation year course, general 1. The testing procedure is described in the course book.

2. For every test, the stated number of credits will be assigned only after all requirements for the test have been met.

3. For each module, tests are offered twice per academic year.

4. The Examination Committee decides whether a student is eligible for an extenuating circumstances test. The post-foundation year extenuating circumstances tests take place after the summer holidays. An extenuating circumstances test is offered if there are demonstrable extenuating circumstances (such as illness) that prevented the student from taking part in the regular testing period. In the case of extenuating circumstances, the student is obliged to notify Student Affairs [Studiepunt ] by email in advance of the regular test date. The student is required to provide the student counsellor with written proof

Course and Examination Regulations

of extenuating circumstances as soon as possible, but in any case at least two weeks before the evaluation meeting following the second testing period at the end of block 4. The student should make use of the extenuating circumstances request [aanvraag overmacht] form provided on the intranet.

5. An extenuating circumstances test can only be requested if the student was unable to attend the first or second round of testing.

6. A student who has not been admitted to the following year of study does not need to repeat the modules of the last year which were satisfactorily completed, in compliance with Article 24.

7. A student who wants to take a test from a previous year must take into account that the content of the material and the test may have changed in the interim. The student is only eligible to take the regular test.

8. Modules are not required to be followed in a set order, but must comply with Article 12 sections 9 to 10 and Articles 13 to 16.

9. Modules are followed at the time that they are offered by the course. The programme for the current academic year is contained in the course book.

10. Article 12 section 9 explicitly applies to the internships in the second and fourth year. Deviation from the internship periods listed in the course book is only permitted with approval from the Examination Committee. The Examination Committee shall take its decision based on the need for deviation, options for supervision and consequences for academic progress.

11. Decisions on whether an individual student is admitted to the next year of study are taken by the Examination Committee.

12. In special cases (such as exemption for a sizable number of course components) the Examination Committee may decide earlier in the academic year to promote a

student to a higher year. This only takes place if, in the opinion of the Examination Committee, academic progress would otherwise be seriously impaired.

Article 13 Testing and admission to the following year of study, specifically from the second to the third year In order to be admitted to the third year, the student must have completed the foundation year, the second-year internship (22 credits) and half of the remaining second-year subjects with a satisfactory grade (19 of 38 credits; a total of 41 credits in the second year).

Article 14 Testing and admission to the following year of study, specifically from the third to the fourth year In order to be admitted to the fourth year of study, the student must have completed the foundation year, the second year, and half of the minor subjects (15 of 30 credits) and half of the major subjects (15 of 30 credits) from the third year.

Article 15 Testing and admission to the following year of study, specifically for the conclusion of the post-foundation-year course Verification of the compulsory postfoundation-year tests will take place before a diploma is granted.

5 Master’s course Article 16 Structure of the course and admission to the second year (master’s course) 1. The first year consists of 7 modules and an internship. Each component must be

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completed with a satisfactory mark. The method of assessment is described in the course book.

2. There is a fixed sequence of course components within the master’s course.

Deviation from this sequence is only possible with approval of the Examination Committee.

3. Students who have completed the first year of the master’s course (60 credits) are given the opportunity to write their master’s thesis (30 credits). Deviation from this sequence is only permitted with approval of the Examination Committee.

6 Taking tests Article 17 Examination procedures 1. Students who arrive later than 30 minutes after the time stipulated for the start of an exam will not be permitted to take the exam.

In conjunction with this, candidates are not permitted to leave the examination room during the first 30 minutes of the exam.

2. During the exam, students must provide proof of identity (student card or identity card).

3. Eating is not permitted during the examination. Lavatory use is not permitted. All mobile telephones must be switched off.

4. A student who has permission to take the exam on a computer must ensure that it contains no software or data that would be of use for the exam and that the network connection has been switched off, unless other arrangements have been made with the Examination Committee.

See also Article 35 on fraud and plagiarism.

Article 18 Forms of testing 1. Testing for the modules is conducted according to the procedure in the course book. At the student’s request, the Examination Committee may permit

an alternate method of testing, if recommended by the student counsellor.

2. Students with a physical or sensory disability are offered the opportunity to take tests in a way that is adapted as far as possible to take their individual disability into account. The Examination Committee will consult the student counsellor and if necessary the AHK Study and Handicap coordinator before reaching a decision.

Article 19 Enrolment for tests A student must enrol for resits via Student Affairs [Studiepunt]. Instructions for enrolment can be found in the course book.

Article 20 Assignments and presentations 1. Information about when and where assignments must be submitted is provided in the course book. Deviation from time and place of submission is only permitted with approval of the Examination Committee.

2. Late submission of assignments is not permitted. Assessment of an assignment which has been submitted after the due date will be postponed until the next fixed submission date.

3. In the case of presentations, the student must be present at the scheduled time.

Late arrival will be counted as absence.

When multiple group presentations are scheduled, students are required to be present for all presentations unless otherwise expressly stated by the lecturer.

Article 21 Academic excursions Participation in academic excursions is compulsory. In exceptional cases, the Examination Committee may grant permission to a student to not take part in an academic excursion. The following procedures must be followed:

Course and Examination Regulations

a. The student submits a written request to the Examination Committee, containing the reasons for the request; b. The request must be submitted at least four weeks prior to the departure date, except in extenuating circumstances; c. In each case, the Examination Committee requests advice from the student counsellor. If the student indicates that nonparticipation is due to financial reasons, advice will also be requested from the head of faculty, who will determine whether a payment plan can be arranged; d. The Examination Committee informs the student of its decision at least one week before the departure date; e. If permission is granted, the coordinating tutor of the academic excursion arranges a substitute assignment. This assignment is equivalent in content and workload to the academic excursion. The deadline for submitting the substitute assignment is the examination week of that block.

7 Test results Article 22 Grading 1. The method of grading for a module is announced before the start of a block.

2. In the bachelor’s course, module grades are rounded off to whole numbers, providing that an average of .5 or higher is rounded upwards.

Article 23 Determination and notification of results 1. The lecturer determines the results of a test within 20 working days of the day the test was taken and ensures that the academic registry is informed without delay. The academic registry processes the grades within 5 working days following the already mentioned 20 working days and ensures that these are

made directly available to the students.

2. As a departure from section 1, the Examination Committee may decide to shorten or extend the time limits to ensure that the academic year proceeds smoothly. The students affected by this decision are immediately informed of this decision and the reasons for the change.

3. The Examination Committee oversees the time limits specified above. If the time limit of 20 days is exceeded, the Examination Committee requests an explanation from the responsible lecturer.

The Examination Committee informs the affected students on the period of delay and, if necessary, what measures will be taken to ensure that the academic year proceeds smoothly.

4. For the master’s course, the maximum period for assessment of the master’s thesis is 3 months after submission.

Article 24 Length of validity and temporary interruption of study 1. Results earned in the foundation year of the bachelor’s course are valid for a period of two years; results in the master’s course and post-foundation bachelor’s course are valid for four years.

The Examination Committee may extend the period of validity in individual cases, if indicated. As a rule, an extension only is granted in matters of personal circumstances that demonstrably impede study, such as prolonged illness. The Examination Committee will request advice from the student counsellor in this case.

2. A student may submit a motivated request to temporarily interrupt the course of study. The Examination Committee decides whether to grant permission to do so. The maximal duration of an interruption is 12 months.

Agreements are made in advance on the conditions under which the

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student can resume the course (date, possible adjustments in the length of validity of results obtained, etc.). If no agreement has been made in advance, of if the student fails to abide by these agreements, the standard period of validity as determined in Article 24 section 1 is in effect.

3. Re-enrolment in the course is only permitted with approval of the head of faculty, upon recommendation from the Examination Committee.

Article 25 Right to inspection and appeal A student may request inspection of assessed work, the questions or the assignment, and the assessment criteria for a maximum period of one year following the notification of test results.

8 Exemptions and flexible study Article 26 Exemption from testing 1. At the request of a student and with the recommendation of the lecturer concerned, the Examination Committee can grant an exemption from a test for a module. The following conditions must be met: a. Completion of another higher education or university course test for a module that corresponds in terms of competencies to the module for which exemption is requested, to be evaluated on a per case basis by the Examination Committee; b. E vidence of practical competencies acquired elsewhere that correspond to the competencies of the module for which exemption is requested, to be evaluated on a per case basis by the Examination Committee.

2. A student who has been granted an exemption for a specific module does not follow the lectures for this module, unless he/she has received permission from the responsible lecturer. An exemption for an internship means that the student can no longer take part in the internship.

3. In all cases, the student must produce evidence that he/she possesses the competencies corresponding to that module.

4. To request an exemption, the student makes use of a request form available via the intranet. This form also contains information on the procedure.

5. A student cannot obtain an exemption for a portion of a module.

6. If a student is granted an exemption for a module, this will be listed on the grade list as ‘vrijstelling’ [exemption].

Article 27 Flexible study for the bachelor’s course The student is required to submit a written request in advance for carrying out the flexible study component (including minors) to the Examination Committee. The following conditions apply: a. In all cases, students submit a proposal to the Examination Committee. b. The proposal must indicate its relevance within the specialist field of the cultural heritage course; c. Requests must be submitted in advance via a designated form (available via the intranet); d. As is the case for other modules, exemptions can be granted. Exemptions may be granted on the basis of previous training or practical experience. e. Credits are granted only on the basis of written proof that the module has been successfully completed or that the practical work was of sufficient size and scope; f. In the case of modules offered by another educational institution, the same number

Course and Examination Regulations

of credits is transferred; g. For practical work, 28 hours of work is equivalent to 1 credit. The maximum number of credits which can be earned for flexible study is 5. h. A surplus of credits earned via flexible study may not be used to compensate modules in the major programme.

of faculty and the school’s Governing Board. The report appears at the end of the academic year and includes information on the issuance of diplomas, designation of examiners, safeguarding the quality of tests and examinations, processing of objections and handling of cases of fraud.

9 The Examination 10 Examination Committee and graduation Article 28 Composition of the Examination Committee

Article 29 Conducting examinations in the bachelor’s course

1. The Examination Committee comprises at least four lecturers. The lecturers who sit on the Examination Committee are not part of the faculty management. The maximum term of service of the members is four years. A term may be extended in special cases. The Examination Committee is appointed by the head of faculty on behalf of the Governing Body.

2. The head of faculty appoints a member of the Examination Committee as chair and another member as secretary. The secretary also acts as deputy chair.

3. The duties and authorities of the Examination Committee are specified under the corresponding sections of these Academic and Examination Regulations.

In general, the Examination Committee acts in cases of departure from the regulations or the course programme, unforeseen circumstances and disputes.

4. The chair of the Examination Committee is authorised to take decisions on behalf of the Examination Committee.

5. The Examination Committee monitors testing via the Testing Committee, which is mandated for this purpose.

6. Each year the Examination Committee provides an account of its activities in an annual report. The Examination Committee issues the report to the head

1. The student has passed the foundation year examination if all modules of the foundation year have been successfully completed.

2. The student has graduated from the bachelor’s course when all course credits have been earned. A diploma is issued if the Examination Committee determines that the requisite number of credits has been earned and that the conditions for valid enrolment and all financial obligations have been met.

3. The diploma states that a Bachelor of Cultural Heritage degree is granted to the student by the Examination Committee on behalf of the Governing Board.

Please note: Article 30 and 31 are defunct.

Article 32 Content of the master’s degree final examination 1. After the successful completion of all modules and the internship, the student is given the opportunity to produce a master’s thesis in the second year of the course. The student is free to choose the subject of the thesis.

2. The student is required to submit a thesis proposal to the coordinator. This proposal includes a short description of the subject (approximately 500 words), a time schedule, a list of objectives and an account of the

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methodology to be used.

3. The Examination Committee grants approval to proceed with the thesis within three weeks of submission of the proposal. If the proposal is not approved, the student is required to submit a new proposal or to adapt the original proposal based on the comments of the Committee.

4. A lecturer in the master’s course or an expert in the relevant field serves as advisor to the student throughout the research period. The student is expected to inform the advisor of progress on a regular basis.

5. The master’s thesis consists of 20,000 to 35,000 words, excluding bibliography, footnotes and appendices.

6. Four copies of the thesis should be submitted to Studiepunt [Student Services] by the date listed in the course book. The student must also submit a digital version to the location listed in the course book by the same date. This digital version must be identical to the print version.

7. The Examination Committee appoints an assessment committee for each examination.

The assessment committee consists of a member of the Examination Committee, who chairs the assessment committee, and an external expert. This member of the Examination Committee has not also served as the student’s thesis advisor.

8. The student receives a written assessment and the motivation for it within three months of the submission.

9. If the candidate disputes the decision of the assessment committee, he/she may appeal the decision to the Examination Committee (see Articles 37 and 38).

10. After the thesis is satisfactorily concluded, the student receives a diploma from the International Master’s Degree Programme in Museology.

11. The diploma states that the Examination Committee on behalf of the Governing Body has granted the student the Master of Museology degree.

Article 33 Degree ‘with distinction’ Students are eligible for the addition of ‘with distinction’ on their foundation year or final diploma (bachelor’s and master’s) if all tests have been completed with a grade of 8 or higher. Any exemptions or assessments based on attendance (such as excursions) are not included in this calculation.

Article 34 External student in the bachelor’s course The Academic and Examination Regulations also apply to students enrolled as external, concerning provisions on taking tests and examinations.

Article 35 Fraud and plagiarism in tests and examinations 1. Fraud and plagiarism are defined as a student’s action or failure to take action by which an accurate evaluation of his/her knowledge, insight and skills becomes partially or wholly impossible.

2. Fraud is taken to apply to the following: a. Referring to aids (pre-programmed calculator, mobile telephone, books, syllabi, notes, internet, etc.) which are expressly forbidden during a test or examination; b. Copying or exchanging information with others during an examination; c. Presenting false identification at an examination; d. Allowing someone else to represent you at an examination; e. Providing access to the questions, tasks or assignments of the examination in advance of the test date/time; f. F alsifying of survey or interview questions or other research data.

3. Plagiarism is taken to apply to the following: a. Making use of or taking over another person’s texts, data or ideas without complete and correct

Course and Examination Regulations

acknowledgement of the sources according to the method expressly prescribed by the course. b. Presenting structure or main ideas that come from the sources of others as one’s own work or one’s own ideas, even if a reference to other authors is made; c. Not clearly indicating, such as with quotation marks or a specific style, that citations have literally or nearly literally been copied, even when sources are correctly cited; d. Paraphrasing the content of another author’s text without adequate source referencing; e. Copying software, visual or audio material, or program codes from others without referencing, thereby misrepresenting them as one’s own work; f. S ubmitting a text, or one similar to it, that was previously submitted for an assignment of another course component; g. Copying work from other students and allowing it to used as one’s own work; h. Submitting assignments that have been obtained from a commercial establishment or have been written by someone else (whether for payment or not).

4. If copying work from other students takes place with their consent and/ or cooperation, those students are accessories to plagiarism. If one of the authors of a cooperative assignment commits plagiarism, the other authors are accessories to plagiarism if they could have or should have known that another committed plagiarism. Both the perpetrator as well as the accomplice of fraud and/or plagiarism are subject to disciplinary action.

5. Electronic detection programs are used to detect plagiarism in texts. By submitting a text, the student gives implicit permission to include the text in the database of such a detection program.

6. If fraud and/or plagiarism is detected, the tutor or invigilator responsible informs the student of this immediately, and also notifies the Examination Committee in writing, with submission of the written documents and findings. The Examination Committee gives the student the opportunity for a hearing within a time period of 10 working days. A report of the hearing is made. The Examination Committee determines whether fraud or plagiarism has been committed and informs the student in writing of its decision and the sanctions, in accordance with the provisions contained in Article 35 section 7, both within a time frame of 4 weeks, including notice of the right of appeal. If plagiarism is detected or suspected in a particular piece of work, the Examination Committee may decide to investigate previous work done by the same student(s) for plagiarism. The student is obliged to cooperate with such an investigation and may be required to submit digital versions of previous work.

7. In conduct such as that described in Article 35, the submitted test/work will in all cases be declared invalid. In special cases (such as repeated offences) total exclusion from participation in all tests and examinations is in effect for a period of up to 12 months. In extreme cases of fraud the Governing Board may, upon proposal by the Examination Committee, definitively terminate enrolment of the student involved.

8. If investigation finds that plagiarism has been committed in the past, the Examination Committee may decide to declare invalid previously obtained results from components in which plagiarism was determined.

9. The Examination Committee does not grant exemptions on the basis of results obtained elsewhere during a period in which the student was excluded from taking part in course examinations under this article.

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11 Academic supervision Article 36 Academic progress and academic supervision 1. The head of faculty is responsible for the registration of study results in a way that allows students online access to the current results, in compliance with Article 23.

2. The head of faculty is responsible for academic supervision for students who are enrolled for the course. This counselling is provided by academic supervisors and the student counsellor.

3. The head of faculty is responsible for helping students with a disability regarding the course and testing, where possible.

12 Complaints, appeal and objections Article 37 Internal complaint procedure A student who has a complaint regarding an assessment first discusses this with the lecturer concerned. If the complaint cannot be resolved, it can be taken to the Examination Committee. The Examination Committee issues a binding decision within three weeks after all parties have been heard.

Article 38 External complaint procedure If a complaint cannot be resolved within the faculty, the student may go to the AHK Governing Board. The procedures are stated in the Student Statute.

Article 39 Complaints regarding sexual harassment and aggression The AHK has a complaint procedure regarding sexual harassment and aggression.

In addition, confidential advisors are appointed to assist students and staff who feel intimidated by unwelcome behaviour.

The names of the confidential advisors are listed in the course book and on the intranet.

13 Concluding provisions and entry into force Article 40 Amendments 1. A mendments to these regulations are laid down by special decision of the head of faculty, but only after a proposal has received approval of the Faculty Council (FR).

2. Changes to these regulations may only be made during the current academic year if the interests of students cannot reasonably be expected to be harmed as a result.

3. The Examination Committee is authorised to make an exception to the Academic and Examination Regulations in individual cases which are in the interest of the student, if there are strong reasons to do so.

Article 41 Publication The head of faculty is responsible for the timely announcement of these regulations, as well as changes in these documents. The regulations are accessible via the intranet.

Article 42 Entry into force These regulations enter into force on 1 September 2013 and on this date replace the 2012/2013 Academic and Examination Regulations.