Education format. The educational concept of AMFI is leading for all the education that is offered in the Bachelor programme. This concept focuses on developing the talent of the students and in the achievement of competencies that arise from the creative circle. Namely, researching, making decisions, creating, presenting, reflect and organizing. The education that is offered is integrative, product-oriented and process-oriented, wherein reflection on the individual learning process of the student based on the process book, is leading. Personal development is essential. The first year is a general year in which the student learns to know herself, discover the fashion industry in all its aspects and discover her personal interest and talents. The first two year are the foundation years and are aimed at the acquisition of knowledge and skills related to the dimensions Design, Management and Branding. In the final two years the student starts with the flexible programme. This means that the student has to make a choice from the range of minors (including exchange) and specializations, next to carrying out an internship and graduation. The reality school concept is characteristic of the minors and specializations of AMFI. Meaning that the process and the products that are made during the semesters of the flexible program, must meet the quality standards that the fashion industry demands.
Education format. The educational concept of AMFI is leading for all the education that is offered in the Bachelor programme. This concept focuses on developing the talent of the students and in the achievement of competencies that arise from the creative circle. Namely, researching, making decisions, creating, presenting, reflect and organizing. The education that is offered is integrative and product-oriented, wherein reflectance on the individual learning process of the student based on the process book, is leading. The courses are offered in a set-up of 20 weeks per semester. The first two years are the foundation years and are aimed at the acquisition of knowledge and skills in one of the three graduation specializations; Fashion & Design, Fashion & Management and Fashion & Branding. In the final two years the student starts with the flexible program. This means that the student has to make a choice from the range of minors (including exchange) and specializations, next to carrying out an internship and graduation. The reality school concept is characteristic of the minors and specializations of AMFI. Meaning that the process and the products that are made during the semesters of the flexible program, must meet the quality standards that the fashion industry demands. The degree programme is delivered in English. There may be exceptions to this rule. The language of delivery of each individual module is specified in the course catalogue.
Education format. 1. Our educational vision is based on the seven principles of good practice in undergraduate education developed by Xxxxxxxxxx and Xxxxxx (Xxxxxxxxxx, X.X., and Xxxxxx, Z.F. (1991). “Applying the Seven Principles for Good Practice in Undergraduate Education”. New Directions for Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc.) These principles are: Principle 1: Encourage contact between students and lecturers. Principle 2: Encourage students to work together. Principle 3: Use active teaching methods. Principle 4: Provide regular feedback. Principle 5: Emphasise “time-on-task”. Principle 6: Expect a lot from students. Principle 7: Respect differences in talents and learning styles. Teaching methods employed in the AMSIB programmes range from traditional lecturing with PowerPoint presentations to interactive tutorials that include discussions or debates with students, role-playing, and other in- class exercises. Within many modules, students work on group projects, such as developing and implementing a business plan, preparing a debate, and case studies. The degree programme is delivered in English. There may be exceptions to this rule.
Education format. The education is delivered by the use of toolshops (theory and instruction classes), workshops given by the different teachers of each module. Mentors are there to support and connect the learning processes in fortnightly meetings. Selfstudy is supported by teachers and project coaches.
Education format. 1. Our programme aims to enable our students to obtain solid business knowledge and propagate our AMSIB values (have a global mind-set, be entrepreneurial and socially responsible) all within an evidence based (research) context. Our learning environment breathes the high expectations we have of our students. This is not only reflected by the quality of the work they need to deliver but also the professional attitude we expect students to demonstrate right from the start. This professional attitude is operationalised by the AMSIB code of professional conduct which is consistently modelled and stimulated by our lecturers We do not see learning as a spectator sport: sitting in the classroom and listening does not teach students adequately. Instead we employ a flipped classroom model where students study and prepare at home and work and interact with each other and the lecturer in class. They hence students learn by doing and through interaction with others. Our grouping adage for classes is ‘large what can be large and small what needs to be small’ and we incorporate technologies for efficient and modern educational delivery and assessment. The degree programme is delivered in English. There may be exceptions to this rule.
Education format. [Brief description of the education format: concept and teaching methods used].
Education format. The educational concept of AMFI is leading for all the education that is offered in the Bachelor programme. This concept focuses on developing the talent of the students and in the achievement of competencies that arise from the creative cycle. Namely: research, decision-making, realization, presentation, evaluation and organization. The education that is offered is integrative, product-oriented and process-oriented, wherein reflection on the individual learning process of the student based on the process book, is leading. Personal and professional development are essential. The first year is a general year in which the student learns to know herself, discover the fashion industry in all its aspects and discover her personal interest and talents. The first two year are the foundation years and are aimed at the acquisition of knowledge and skills related to the dimensions Design, Business & Devolpment and Branding. In the final two years the student starts with the flexible programme. This means that the student has to make a choice from the range of minors (including exchange) and specializations, next to carrying out an internship and graduation. The reality school concept is characteristic of the minors and specializations of AMFI. Meaning that the process and the products that are made during the semesters of the flexible program, must meet the quality standards that the fashion industry demands.
Education format. Programme built on competences Upon graduation ISMB students have not only acquired subject knowledge and applied knowledge, they are also capable of investigating problems and developing their knowledge independently. They have gained the social and communication skills which are essential to be successful in their professional careers. They are self-reflective and able to initiate and achieve innovations. Programme built on relevant situations The ISMB educational programme focuses on real-life professional situations. These situations are always viewed in terms of sport itself and from a perspective that combines the market, finance, economics, HR, marketing, policy and organisation. These real-life professional situations become increasingly complex and advanced in due course. Two out of the three major internships have to be organized out of the students’ comfort zone, which means in another country where they have not lived before. Practicing sports in the programme Working in the sports sector calls for an affinity with sports, which is why actively participating in sports as well as learning about them in theory, is an essential part of the programme. Practicing sports is also used as a metaphor for educating inspiring leadership. Actively participating in sports is part of the programme because it teaches a number of management skills, such as teamwork, personal presentation, leadership, and conflict resolution, in both theory and practice. Management and entrepreneurship The young professional sports manager -entrepreneur needs to have the necessary competences within the framework of sports institutes.He must be an excellent general manager and have an entrepreneurial attitude. Keywords within these competences are business administration, public administration, organizational theories, marketing and business plans, concept and product development, future strategies and financial accounting. Although students are trained to become proficient in translating theory into practice, XXXX believes that academic knowledge is essential for highly qualified sports managers. The programme of ISMB provides a broad perspective by using various theoretical techniques and approaches. Research is an essential part of the curriculum. Students are required to develop an independent, well-founded vision. ISMB educates managers and entrepreneurs that can develop the course and direction of sports in the future. The degree programme is delivered in English. There ...
Education format. 1. Students are provided a highly focused, practice oriented, educational program in which they master their knowledge and skills through different teaching methods. Students learn in scrum teams, discussion meetings, tutorials and inspiring lectures. The program is based on the following principles: - Activation & motivation through urgency - Self-management & ownership - Students as partners - Hybrid learning - Assessment for learning
Education format. The education is delivered by the use of toolshops (theory and instruction classes), workshops given by the different teachers of each module. Mentors are there to support and connect the learning processes in fortnightly meetings. Selfstudy is supported by teachers and project coaches. The AMFI Master in Fashion Enterprise Creation is based on four tracks: Research; Business; Marketing & Branding and Product & Service. Students will follow all four tracks. These tracks guide and lead you to the final graduation where all knowledge, learnings and experience will culminate in a full brand and business presentation showcasing the products and communications developed over the years.
