Course Catalogue Master Museology 1112

8/13/2019 Course Catalogue Master Museology 1112

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Course Book 2011-2012

Master of

Museology

Master of

Museology

Master of

Museology

11.1.3 1.2.2


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Course Book 2011-2012

Master ofMuseologyMaster of

MuseologyMaster of

Museology


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ForewordMaking the decision to study at the Reinwardt Academy means opting for intensive contactwith cultural heritage a heritage that is visible not only in objects, but in stories and recol-lections too. Everyone who studies, or works, at our Academy is curious about heritage andwishes to develop this curiosity to a professional level. Studying for the International Masterof Museology means that a student wants to develop skills which will enable him or her toactively take part in the public discussion about heritage and to look at heritage from a widerange of perspectives. The courses combination of high levels of academic work and practicalskills is, for graduates, a unique way to start, or continue, their work in the international field ofmuseums and cultural heritage.The Reinwardt Academy opens this new academic year with two new professors: dr. HesterDibbits, who will take on the role of Director of the Master Programme and dr. Riemer Knoop.

I look forward to the role they will both play in the Master programme.Dr. Peter van Mensch, our longest serving professor, has recently retired after teaching at theReinwardt Academy for more than 30 years. His extensive knowledge and expertise has beena crucial element in the development and success of the Master programme and I am pleasedto say that he will remain active as a guest professor.I hope we will learn a lot from one another and that the graduates who act as professionals inthe heritage field will look back on their time at the Reinwardt Academy with pride.

Mr. Teus EenkhoornDirector of the Reinwardt Academy

ColophonProduction and editingJorna Kniese, Pauline van der Pol,Paula dos Santos, Suzanne van der Voet,Wilma WesselinkRevising: ADM

PhotographyNancy van Asseldonk, Bob Bronshoff,Iona Hogendoorn, Hanne Nijhuis

ContactReinwardt Academie (AHK)Dapperstraat 3151093 BS Amsterdam, The NetherlandsTel. +31 (0)20 5277100www.reinwardtacademie.nl

2 International Master of Museology Course Book 2011 - 2012 3Foreword


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ContentsForeword 3Colophon 3Introduction 8Vision of the InternationalMaster of Museology 9Programme aims and objectives 10

1 Programme 10

1.1 Programme structure 101.2 Assessment and grading 101.3 BlackBoard and MyAHK 11

1.4 Student coaching 121.5 Content of the Programme 121.6 General competencies 291.7 Institutional quality assurance 311.8 Exemptions and other course

options 321.9 The Cultural Heritage Research

Group 331.10 Extra-curricular activities 33

2 Staff 34

2.1 Lecturers 342.2 Guest Lecturers 34

3 Practical Information 40

3.1 Institutional context,Amsterdam School of the Arts 40

3.2 Admission 403.3 Information for (international)

students 41

3.4 Facilities, house rules 423.5 Important addresses 44

Course schedule 47

4 International Master of Museology Course Book 2011 - 2012 5Contents


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6 International Master of Museology Course Book 2011 - 2012 7Foreword


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Vision of the International Master of MuseologyThe Master programme is based on a broad definition of museums. Without wishing toexclude traditional museums, the programme focuses heavily on new approaches. The useof the term museology, rather than museum studies, is not only a reference to an academicfoundation but is also intended to stress the fact that the focus is not on institutional frame-works. The programme offers students the opportunity to reflect more deeply on and toexperiment with new visions of heritage and its role in society.The museum world, like the domain of cultural heritage in general, is changing enormously.New challenges call for a new type of professional because they cannot be adequatelyaddressed by the traditional collection-bound disciplines (such as history, art history,anthropology, etc.) or solely by the specialist fields within museum studies, i.e. museographi-cal specialisations (such as conservation, documentation and education). The new museumprofessional adopts an integral and integrated perspective of cultural heritage and displays a

large degree of reflexivity with regard to the relationship between practice, theory and ethics.We see and approach master students as colleagues in training. This means that our staffand lecturers expect to establish a professional and peer-to-peer relationship with students.Students are autonomous, inquisitive and critical, with a professional attitude towards theirlearning process.

Programme aims and objectivesThe programme is set up to enable current and future museum professionals to develop thecompetencies that will allow them to play an active role in anticipating and responding to newdevelopments in the professional field and in society.The programme gives students the depth of knowledge they need to play an innovative and leadingrole in formulating strategic policy at senior level as a department head, project leader, consultant,management adviser or member of a ma nagement team. The programmes ambition is that itsalumni will play a role in the processes of modernisation in the professional field in general.The programme is therefore designed to be both a clearing house, where experiences andideas are collected and discussed, and a course where these experiences and ideas are passedon to a new generation of professionals. The ensuing synergy creates the basis for an inno-vative perspective on developments in the museum profession. An international orientationis a vital condition of this perspective. One of the ways that professional internationalism isreflected in the programme can be seen in the attention that is devoted to different modernstreams of ideas about museums and museology.To sum up, the programme has four themes:

1 The unity of practice, theory and ethics2 Museology as a theoretical framework3 An international orientation4 A focus on the future

During the programme students have daily contact with the Coordinator of the MasterProgramme, Wilma Wesselink, who is the first person to turn to with questions about theprogramme, visas, housing, et cetera. From the start of the new academic year 2011, theDirector of the Master Programme, Hester Dibbits, who is also Professor of Cultural Heritageat the Reinwardt Academy, will be responsible for the overall quality and functioning of theprogramme. The Managing Director of the Master Programme, Paula dos Santos, will beresponsible for teaching the master students and, with the Director of the Master Programme,for the content of the programme. Overall responsibility lies with Teus Eenkhoorn, Director ofthe Reinwardt Academy.

IntroductionThe International Master of Museology (MM) at the Reinwardt Academy has been one of themost internationally respected programmes in museology since 1994.The aim of the programme is to provide students with an academic and professional attitudetowards museology and the rapidly changing museum and heritage field. Students will learnand work in an international environment, where lecturers and colleagues deal with issueswhich are important, not only in the global context, but for local realities too realities whichare becoming more connected and increasingly multicultural and able to benefit from largernetworks.

The Reinwardt Academy plays an important role in producing theory, analysis and reflectionand is closely connected with current developments in the field. It also focuses upon how thesedevelopments are applied in the field via the projects and assignments which students parti-cipate in during the programme. This connection offers students the possibility of building a

professional network that can support them throughout their careers. Knowledge is based onthe experience of students, lecturers and professionals who are active in the field of heritageacross the world.In this course book we provide information about the ideas underpinning our programme,its structure and content and point you to other sources (internet, BlackBoard) of informationabout the exact details like dates, etc. of the programme.

Paula dos Santos MA,Managing Director of the Master Programme

Jorna Kniese,Acting Director of the Master Programme

8 International Master of Museology Course Book 2011 - 2012 9Introduction


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The grading is based on the Dutch system which makes use of grades 1 (very poor) to 10(outstanding), but we do not give grades 1 till 4. A 5 grade equals insufficient.10 outstanding9 excellent8 very good7 good6 sufficient5 insufficientIn some cases lecturers may choose to use the words insufficient, pass or good insteadof grades.

A distinction level mark (8 - 10) will be given to work that displays a depth of knowledge andmastery of skills which is appropriate to that module. The work will be clearly presented with

well-structured, sharply focused arguments and will explore the limits of knowledge in thearea under investigation. It will demonstrate critical analysis, independence of mind, initiativeand intellectual rigour. Work may also demonstrate originality and an ability to extend theresearch further through doctoral study, or convey ideas worthy of publication.A pass level mark (6 - 7) will be awarded for well-written and informed work that indicatesawareness of recent developments in the area under investigation. The work has to be wellorganised, showing understanding of the subject and evidence of additional self-study. Thereshould be no significant deficiencies, although some points may be discussed without beingargued through fully.A fail mark (5) will be given to work that displays a serious lack of understanding of theprinciples of the subject, major errors, serious deficiencies in knowledge, expression andorganization, substantial omissions and irrelevance.

Comparing the grading system to other systems used around the world is not easy. If studentshave any problems about their grades and the way they are regarded in their country of origin,or any other country for that matter, they can consult the Coordinator of the Master Programme.

1.3 BlackBoard and MyAHKThe digital learner environment that we use is called BlackBoard. Every module has a pagewithin 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 cur-rent events are posted online on BlackBoard, therefore students are advised to check regularly.Students can also use BlackBoard as an online space to post group work, comparable withGoogle Docs.MyAHK is the intranet used by the Amsterdam School of the Arts which has, amongother things, an E-mail programme for students who will receive an E-mail address:[email protected]. Information about the Reinwardt Academy and theAmsterdam School of the Arts in general will be posted on MyAHK.

Both systems are accessible in the academy as well as outside the school. Students willreceive instructions on how to use BlackBoard during the introduction programme.For computer problems, students can contact the helpdesk at: [email protected] or+31(0)20 - 5277752.

1 Programme1.1 Programme StructureThe programme is divided into three parts: the educational programme, an internship andthesis research. For full-time students, the Master programme takes eighteen months tocomplete. It has a workload of 2,500 hours (90 ECs).In the first year, seven modules are of-fered, each lasting for five weeks. 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 in the morning and from 13.00 to 15.00 inthe afternoon.

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 thebeginning of the academic year. However, some of these can change as opportunities for inter-national lecturers or activities in the field (conferences, new projects for example) may appear

during the course of the educational programme. We value these very much, as they add ina unique way into the course. Updates are posted online on BlackBoard, we advise studentsto check regularly. The educational programme is completed by a series of reflective analysissessions and a study week to Berlin.

After attending the educational programme, students have to complete an internship of tenweeks. This gives students an opportunity to develop professional skills and behaviour and toapply their theoretical knowledge to a work situation. The internship can be carried out in amuseum or any other heritage organization.

The programme will be completed when the student submits a thesis with the results of theirresearch project. It must demonstrate the students ability to collect and analyze new data,to develop original thought and to present conclusions and recommendations. It is estimatedthat the research project and thesis will take approximately six months and may be carried outeither in the Netherlands or abroad.

Subject Content Duration ECs

1-a I nt ro du ct io n t o mu se ol og y a nd mu se ol og ic al f unc ti on s L ec tu re s a nd e xc ur si on s 5 w ee ks x 3 d ay s 6

1-b Project management Lectures and practice 10 weeks x 1 day 4

2 6 Core Subjects *1 lecture, 2 workshops and excursions

per week4 /5 we ek s x 1 da ys 3 5

7 Internship 10 weeks or 50 days 15

8 Thesis Research Project 6 months 30

* Referred to in Dutch academic circles as Capita selecta

1.2 Assessment and gradingTo complete each module of the educational programme, students are required to producea piece of assessed work. This can take the form of an oral presentation, an oral or writtenexamination or a paper. Before the start of each module, students will be told which way theywill be assessed and graded. The amount of group work and, therefore, the group grading, isabout 40%. In general, every student is expected to attend at least 80% of all classes/lecturesand excursions. Feedback and grading of papers usually takes 1 month; feedback for thesisproposals takes 2 weeks and for thesis 3 months. All feedback is accompanied by writtencomments and an explanation of the grade. Please refer to the Programme and ExaminationRegulations booklet provided at the start of the programme for full details of the officialregulations.

0 International Master of Museology Course Book 2011 - 2012 11Programme


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1.5.1 Introduction programmeFor the first three days students will have the opportunity to get to know each other, thelecturers and the staff. There will be a tour of the building, an introductory lecture onmuseology and 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 throughAmsterdam and visits to some remarkable sites in the city.

1.5.2 Introduction to museology and museological functionsThe purpose of this module is to introduce students to current museological theories and tothe basic functions of museology: preservation, communication and research. The moduleconsists of a series of lecturers 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 connectionsbetween the different topics and approaches taught during the introduction module. Makingconnections between the different lectures is also the main purpose of the final assessment.

Duration: 5 weeks

Provisional Schedule Introduction Module

Week 36 37 38 39 40

5, 6 & 7 September 12, 13 & 14 September 19, 20 , & 21 September 26, 27 & 28 September 3, 4 & 5 October

Information Management Information Management Information Management Theoretical Museology Information Management

C ar e o f C ol lect ions C ar e o f C ol lect ions C ar e o f C ol lect ionsCare of Coll. & Inf. Ma-

nagement.Care of Collections

T heor et ical M us eo logy M us eu m Management E xcur si on t o N OM M us eu m Management M ar keti ng

Theoretical Museology Museum Management Excurs ion to NOM Museum Management Theoret ical Museology

Exhibitions Exhibitions Theoretical Museology Exhibitions Exhibitions

Mu seu m Le arn ing Muse um Le arn ing Mu seu m L ea rni ng Mus eum Le arn ing Museu m L ea rni ng

Content1. Basic concepts of theoretical museology

The lecture series on the basic concepts of theoretical museology aims to give studentsinsight into the key concepts and museological processes, and how these relate to other

fields of knowledge in the work of heritage institutions. This introduction to museologywill serve as a theoretical framework for the rest of the Master course.

2. Management and marketing of heritage institutions

The lecture series on the management and marketing of heritage institutions aims toexplore the aspects of museum management which contribute to a better positioningof cultural institutions in society. These lectures focus on the recent developments inmanagement that are particularly influential in improving the internal organization ofcultural institutions. They also focus on the role of marketing as one of the vital tools thatcultural institutions can use in their struggle for market share, funds and the fulfilmentof their institutional goals.

3. Care and preservation of collections

Care and preservation of collections encompasses measures aimed at controlling theenvironment in which the objects are kept (preventive conservation), measures aimed atdelaying the further deterioration of objects (active conservation), and planning the pro-per care of collections during transport and in exhibitions. Efficient object management

1.4 Student coachingA crucial element of the programme is the provision of intensive personal supervision designed tomaximize the personal development of each individual student. The supervision covers a numberof aspects: the development of competencies; the ability to analyze and think critically; and theability to envisage how the theoretical material can be applied to actual work in the field.

Some students will already have been interviewed during the intake procedure, but everyonewill be interviewed shortly after the start of the programme by the Managing Director of theMaster Programme, usually during the Introduction Module. The purpose of this interview isto discuss the students expectations and the possibilities afforded by the programme. Anyissues concerning the content of the programme or practical problems can also be identified.

Several more group or individual interviews will be held to discuss career planning and deve-

lopment during the course of the programme. The subjects covered include, how the studentscan make the best choices regarding case studies, papers, projects, internship and thesisto contribute to their professional interests and competencies; the building of a network ofprofessional contacts during the programme by working on cases, attending conferences; theinternship; carrying out research; and fostering personal contacts.

Every student will be interviewed personally about their internship. In principle, the students arefree to choose where to do their internship but there is a preliminary interview to assess whetherthe programmes management and the student concur in their estimation of the internshipspossibilities and whether they might be any problems. Every student has a supervisor from thecourse with whom he/she has regular contact, generally the Director of the Master Programmeand the Managing Director of the Master Programme. There are two equally important aspectsto the supervision: the application of theory in practical work and the creation of a professionalnetwork and relevant professional experience with a view to career planning and development.

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

1.5 Content of the programmeStudents will find the description, the objectives and all the practical information about the

contents of the educational programme, internship and thesis research below. In the begin-ning of the academic year, detailed information about the subjects and schedules of lectures,workshops, and excursions will be made available on BlackBoard.

Introduction programme 30 August, 1 and 2 September

Introduction to museology and museological functions 5 September 5 October

Project Management 12 October 14 December

Module Professional Development 10 October 8 November

Module Collection Development 14 November 13 December

Module Product Development 19 December 31 January

Module Audience Development 6 February 13 March

Module Sustainable Development 19 March 24 April

Internship 1 May: 10 weeks or 50 days

Thesis 1 September 1 March



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Grading is based upon the following criteria:The students ability to show that he/she understands the principles, context and logicbehind the subjects of the introduction module;The students ability to articulate the connections between these; the ability to recognize(in)coherence throughout the Introduction Module;The students ability to form and express opinions about these subjects and connections.

If the assessment is graded with an insufficient mark (5), the student will have to write a paperabout a specific subject, determined after the interview.

1.5.3 Project Management

The goal of the Project Management course is to gain an inside view of project managementby carrying out a real project, while learning about project management theory. This part ofthe programme is about gaining knowledge and understanding of what it means to managea project and in what way this differs from day-to-day work. Students work in two or threeproject teams to gain skills in working within an (international) team. In this context, thespecific knowledge and experience of each student plays an important part. The focus of theProject Management course is on doing, rather than theory. The workshop Professionalismworks in close connection with the Project Management course and provides a platform fortheoretical reflection that will help in forming project management decisions.

Students work at a different real life project every year. Information about the project will bemade available shortly before the beginning of the academic year.

Duration: 10 weeks

Provisional Schedule Project Management Module

Week 41 42 43 44 45

13 October 17 21 October 26 October 2 November 9 November

Project Management Autumn term Project Management Project Management Project Management

Week 46 47 48 49 50

16 November 23 November 30 November 7 December 14 December

Project Management Project Management Project Management Project Management Project Management

depends upon making accurate observations of materials and damage, with a view todrawing up a condition report. The course also deals with the identification of biological,chemical and physical deterioration, and examines the most important degradationmechanisms in various types of material.

4. Information Management

The lecture series on information management looks at the strategic importance ofmanaging information for all aspects of working in a museum: organizing an exhibition,communicating with visitors, planning the care of the collection. Documenting infor-mation according to international standards is a basic requirement for professionalismin museums. Information managers should always consider the variety of needs of theusers of the information: both inside and outside the museum. An important aspect ofInformation Management is the use of internet and social media.

5. Museum Learning

Museum learning is probably the most exciting part of what museums are about becau-se it deals with the very core of being a museum professional: communicating with themuseum visitor. To what extent are museums places for learning, contemplation, play oreven excitement? Not meeting the visitors expectations could mean the complete failureof the museums mission. Knowing the museums audiences and understanding theirindividual needs, is an essential challenge. The lecture series on museum education willcover theories of communication and explore the nature of learning.In a rapidly changing world, museums need to adapt new strategies to play a convincingand essential socio-cultural role in society; a role that shifts from an organization whichfocuses passively on collecting and often has a backward looking perspective, to onethat actively participates at the frontier of a lively and changing society.

6. Exhibition

Exhibitions are the major media through which museums express the current ideas,opinions and interpretations related to their collections and identity. Most museums areknown for their exhibitions and attract visitors through them. An exhibition is a complexphysical medium that can offer the museum visitor a stimulating learning environment.However, it is also a tricky medium. It can be a convincing exhibition machine used forhard-selling Coca-Cola or for making people more aware of their ecological foot-print, butit can also be used for dispersing strong ideologies. With the visitor in mind, we need tolook at some of the theories and case studies about exhibiting and learn about the exhibi-tions strengths and pitfalls and discover the wide range of opportunities they provide for

communicating with the museum visitor.

7. Field trip to the Open Air Museum in Arnhem

The trip to the Open Air Museum in Arnhem connects all the different topics coveredduring the introduction module. For a whole day, different lecturers will accompany thestudents around the museum analyzing the practical issues raised by the content of thelectures, as well as the relationships between them.

Assessment and grading criteriaThe introduction module is assessed by one individual 30 minute oral interview with twolecturers of the MM.

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 perspecti-ves behind the subjects of the introduction module. During the interview, the lecturers will usethese questions as a point of departure for a conversation focused on the connections betweenthe different subjects, the paradigms and the ideas behind the theory and practice of museology.



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and critically reflects on the complexity of the work with museums and heritage. Exercisingcritical reflection is an important goal of the programme. With this purpose in mind, a seriesof Reflective Analysis sessions are offered throughout the educational programme. Detailedprogrammes and schedules are available on BlackBoard.

1.5.4.1Professional DevelopmentThis module focuses on the museum and heritage worker as a professional. The stages ofdevelopment of museum and heritage work as a profession are clarified in the context ofthe evolution of museums. Current developments that inform professional practice are themain topics of discussion. Lectures aim to introduce students to all the relevant intellectualtraditions in the field of heritage that help to define the role of the professional and excursions

offer an overview of the possibilities for professional actuation. The workshops Ethics andProfessionalism investigate further the challenges and parameters of the 21st century worker,in his or her role as an active agent in society.

Duration: 4 weeks

Provisional Schedule Professional Development Module

41 42 43 44 45 45

10,11 & 12 October 18,19 & 20 October 24, 25 & 26 October31 October, 1 & 2

November

7, 8 & 9

November

7, 8 & 9

November

Lecture Lecture Lecture Lecture Lecture

Workshop Professio-

nal Development

Workshop Professio-

nal Development

Workshop Professio-

nal Development

Workshop Professio-

nal Development

Workshop Professio-

nal Development

Wo rk sh op E th ic s A ut um n Te rm Wo rk sh op E th ic s Wo rk sh op Et hi cs Wo rk sh op Et hi cs Wo rk sh op E th ic s

Excursion Excursion Excursion Excursion Excursion

1. Workshop Ethics Professional ethics today is a subject which is very much connectedwith the notion of social responsibility and encompasses various aspects related not only tothe 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 identi-fying the actual and potential stakeholders and recognizing their interests; this is a discussionwhich requires a transparent and wide debate. Using an actual case study, the workshop will

explore the relevant ethical dimensions which are crucial for professional development in the21st century.

AssessmentGrading is based on a group position paper of 3,500 to 4,000 words. The theme of the paperwill vary depending on the specific topics covered during the workshop. However, a numberof criteria are fixed and are independent of the particular topic covered. These include:

the quality of argumentation and conclusions,correct academic referencing,the use of literature and theories discussed during the workshop,presenting clear, informed and well supported positions.

2. Workshop ProfessionalismMuseology and the heritage field have undergone important changes in the last decades.Issues such as grass-root movements, the Internet and the effects of globalization point toa new age of connectivity and participation in heritage affairs. What is the job of the her-itage professional in the 21st Century? As creation and creativity expand to areas which

ContentThe Product Management course is comprised of lectures about the theory of project manage-ment, lectures on specific topics of the project, contact with the project bidder, time for groupwork, several presentations to the bidder and delivering a specified end result (the deliverable).delivery?

Assessment and grading criteriaGrading of the Project Management course is based on two parts: an individual interview andthe end result of the project team (the deliverable). The grade given for the project team formsthe base of the individual grade. Each student has an individual interview with the lecturerand a guest lecturer, who is well known in the field of project management. During this inter-view the lecturers will be looking at the level at which students have gained skills in projectmanagement, such as organization, phasing and planning. Based on this interview, students

can raise or lower the group grade by 1 point. (Example: if the group grade for the deliverable isa 7, a students individual grade could be a 6, 7 or 8.)The main item students will be graded on is the deliverable. This is a group grade. The mainquestion here is: Is the result that the team delivered useful for the bidder: is it what he/she asked for? The deliverable will be graded by the lecturer, the lecturer of the workshopProfessionalism and the bidder from the project.

1.5.4 Core Subjects (Capita Selecta) (35 ECs)After the introduction module, the programme goes deeper into specific topics that play animportant role in the work of museums and heritage worldwide. These are called core sub-

jects and may change from year to year. The criter ia for selecting core subjects are ba sed onthe vision of the programme and on the influence of certain trends, discussions and experi-ments in the field, in the present and the near future.

The core subjects are organized into five thematic modules. The programme starts by lookingat the heritage professional as an important agent of change (Professional Development), itthen moves to the collection in its broadest sense as a specific means of making connec-tions between heritage organizations and society (Collection Development). It then goes onto exploring the relationship between heritage organizations and society via their outputs(Product Development), the relationship between heritage organizations and their publics(Audience Development), finally arriving at the connections between heritage and sustaina-bility (Sustainable Development), taking into account the role of the professional, of collecti-

ons, of institutional outputs and the relationship of heritage institutions with their public andstakeholders.

ContentEach thematic module is offered for a period of four or five weeks and follows a similar structure:

A series of lectures on theory, new projects or hot topics. The lectures are given by theMM staff as well as by museum professionals, consultants and external specialists;Two thematic workshops that explore selected topics in depth and actively engage studentsin finding solutions for relevant problems in the field;A series of excursions to museums and heritage organizations in the Netherlands, often inthe region of Amsterdam.

The workshops form the backbone of the five modules. During each workshop students willbe asked to do 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 thema-tic modules. Towards the end of the educational programme, a study trip to Berlin analyses



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A good policy is:well organized: clear, easy to read and understand, with the basic elements necessaryfor a complete and comprehensive policy. It should refer to its institutional mission, itscollections policy, and should comprise of the basic aspects discussed during the sessions;consistent and able to answer questions such as: Is it clear what deaccessioning and dis-posal mean for this institution? Does it depart from the institutional mission and mentality(even if it proposes a more active approach to deaccessioning? Is it possible to have a clearvision (stated or implicit in the policy) of the role of deaccessioning? Is it clear what hap-pens to an object that undergoes deaccessioning? Is it clear who decides what during thedeaccessioning procedure? Do the different parts of the policy complement and supporteach other?

2. Workshop Contemporary Collecting

This workshop explores the different approaches to collecting as a collaborative project ofprofessional institutions, source communities and other stakeholders in society. A numberof aspects are explored in depth on the basis of past experiences. These discussions aim atdeveloping strategies for using new visions, such as participative collecting, as an approachto documenting past and present day society.

AssessmentDuring the workshops the class will be given a number of analytical and practical assignmentsthat together will deliver the final grade. These assignments may be related to a case study orto different aspects related to contemporary collecting. In the beginning of the academic year,the assignments will be made available on BlackBoard.

1.5.4.3Product DevelopmentThis module focuses on developing an integrative perspective on the output of a museumor heritage organization. The classical products of a museum are exhibitions and educati-onal projects. Today other products, like the museum shop and the restaurant, contributeto the financial revenues and services and knowledge provision now represent importantmuseum outputs. Lectures focus on the different possible outputs and products of museums.Excursions serve two purposes: to relate to current re-development projects in museums andto directly expose the students to the workshops Management Tools and Experience Economy.

Duration: 5 weeks

*

Provisional Schedule Product Development Module

Week 51 52 & 1 2 3 4 5

19, 20 & 21 December 9 & 10 J an uary 16 & 17 J an uary 23 & 24 J an uary 30 & 31 J an uary


Workshop Experience

EconomyChristmas Holiday

Workshop Experience

Economy

Workshop Experience

Economy

Workshop Experience

Economy

Workshop Experience

Economy

Workshop

Management Tools

Workshop

Management Tools

Workshop

Management Tools

Workshop

Management Tools

Workshop

Management Tools


were traditionally outside the usual museological bastions, we need to re-access the role ofthe professional. In order to explore these ideas, the workshop Professionalism looks into theproject assignment of Project Management as a practical basis to discuss relevant ideas, textsand case studies related to this new professional role.

AssessmentGrading is based on one individual position paper of 3,000 to 3,500 words. The theme of thepaper will vary depending on the specific topics covered during the workshop. However,a number of criteria are fixed and are independent of the particular topic. These include:

the quality of argumentation and conclusions,correct academic referencing,the use of literature and theories discussed during the workshop,a discussion about the role of the professional in the 21st century,

presenting clear, informed and well supported positions.

1.5.4.2Collection DevelopmentCollection management is one of the basic functions of the museum and heritage organizati-ons. From a museological perspective it is important to optimize collection according to themission statement of the museum. Therefore collection management should aim at collectiondevelopment. This demands an integrated approach to acquisition and collecting policy,but also deaccessioning (including restitution, repatriation), conservation, restoration andinformation management. Lectures touch upon different perspectives on collection and col-lection management. Excursions explore collection management projects under developmentin the NL. The workshops Contemporary Collecting and Deaccessioning focus on importantdevelopments in the field of collection management.

Duration: 5 weeks

Provisional Schedule Collection Development Module

Week 46 47 48 49 50

14, 15 & 16 November 21, 22 & 23 November 28, 29 & 30 November 5, 6 & 7 December 12, 13 & 14 December


Workshop Deaccessioning Workshop Deaccessioning Workshop Deaccessioning Workshop Deaccessioning Workshop Deaccessioning

Workshop Contemporary

Collecting


Collecting


Collecting


Collecting


Collecting


1. Workshop DeaccessioningThe workshop approaches deaccessioning as an active and important tool of collection deve-lopment in the heritage field. The objective is two-fold: to increase understanding and criticalreflection about the possibilities of deaccessioning and to increase understanding about theuse and development of deaccessioning policies.

AssessmentGrading is based on active participation in the activities of the workshop (50%) and on thedevelopment of a deaccessioning policy for an existing national or international heritageorganization (50%). The policy can be written in groups of 2 or 3 students.



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1.5.4.4Audience DevelopmentThis module researches the role between heritage organizations and society. The knowledgeof a museums audience, its composition, its expectations and behaviour (visitor studies) arefocussed upon, and the issue of social inclusion as an important influence in the current workof museums in many parts of the world is examined. The starting point is optimizing theaudience in relation to the mission statement of the museum, the existing preconditions andthe possible social roles a museum might have in current societies. Lectures cover differentaspects of the connections between museums and the public. Excursions aim to presentspecific cases in which such connections are developed.

Duration: 5 weeks

*

Provisional Schedule Audience Development Module

6 7 9 9 10 11

6 & 7

February13 & 14 February 21 & 22 February

17 February 3

March

5 & 6

March

12 & 13

March

Lecture Lecture Lecture Winter Term Lecture Lecture

Workshop Visitor

Studies

Workshop Visitor

Studies

Workshop Visitor

Studies

Workshop

Visitor Studies

Workshop Visitor

Studies

Workshop Social

Inclusion

Workshop Social

Inclusion

Workshop Social

Inclusion

Workshop Social

Inclusion

Workshop Social

Inclusion


1. Workshop Social InclusionThis workshop covers the theoretical and strategic issues which are related to the socialagency of museums, in particular to their possible role(s) in promoting social change anddevelopment. Social inclusion can be seen as an approach to social development and hasbecome very influential in the museum field since the end of the 90s.

AssessmentGrading is based on a group seminar (50%) and one group paper (50%). Each group will be as-ked to prepare a 2 hour seminar about the relationship between social inclusion and a specifictype of museum. Each group will choose a case study, which will also be used later as a casestudy for the final paper. During the seminar, the group analyses the case study and suggestsnew social inclusion strategies which will be developed later in the final paper and preliminary

thoughts about a management strategy that would allow the museum to implement the sug-gested work with social inclusion.

The final paper will consolidate the analysis and go deeper by proposing a management stra-tegy for the case study that speaks directly to the groups approach to social inclusion. Thisfinal paper on Social Inclusion may be combined with the final project on Visitor Research,delivering 2 grades (one for Social Inclusion and another for Visitor Research).

2. Workshop Visitor ResearchThis workshop introduces the different aspects of visitor research and the use of the outcomesof this research. The focus is on visitor research as a tool to prepare and evaluate exhibitionsand other public-oriented activities. It will examine the different goals, as well as the differentmethods that can be used in researching visitors. When is visitor research necessary? Whatquestions can be answered by visitor research? What methods would best elicit answers tothese questions?

1. Workshop Museums and the Experience EconomyThis workshop focuses on how museums operate in a competitive environment where(potential) visitors are becoming more used to fully engaging state-of-the-art experiences.Current theories suggest that we have entered another phase in socio-cultural economics.Delivery of goods and services are not longer enough, the costumer wants to be engaged in(life changing) experiences. Individuals seek a mixture of existential meaning, sheer fun,emotional thrills and pure escapism. Can museums adapt new strategies in this rapidlychanging world so that they can keep playing a convincing and essential role in society?AssessmentGrading of the workshop 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 museuminto 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. The presenta-tions will be assessed on:

presentation, style and flair,critical description and justification of target-audience and criticism of current museum,content of proposal for renewal with focus on: feasibility, originality and balance.

Furthermore, each student will individually re-think the idea of experience design in thechosen museum (or another museum) and write a critical essay, providing an in-depth ana-lysis of two pitfalls and two successes. This individual paper will be marked (double-blind)by three other fellow-students. The lecturer will randomly assess 30% of the assessed writtenpapers and double-check the assessors and the students assessed. Papers will be marked onthe following items:

general presentation,clarity of expression,correct academic referencing and use of literature,argumentation (author should provide 2 good examples to support the experience design,author should also provide 2 good examples for holding back on the use of experiencedesign, author should demonstrate reflective thinking and awareness in sound reasoningprocesses).

2. Workshop Management ToolsThis workshop explores the different management tools that museums and heritage organiza-tions may use to improve their outputs. The objective is to increase understanding about thedifferent tools and approaches available for museum managers and workers.

AssessmentDuring the sessions, different groups will do a critical presentation based on specific topics.The goal of the presentations is to bring to light new ideas and insights rather than providea summary of the literature. Grading is based on the group presentations (50%) and a shortindividual paper (50%) offering management advice that reflects the students opinion andviews on a hypothetical case.

Good advicecan potentially help decision making in real life,is not longer than 3 pages, contains well-considered description of the students views,is well organized, clear, easy to read and understand,it is an original piece of work and not just a summary of theory.



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AssessmentGrading is based on one individual paper of 2,500 to 5,000 words. Students are required to wri-te a paper on a museological topic connected with any ideas referred to during the SustainableDevelopment module. It is also possible to combine topics which have been dealt with in thismodule with those of any of the other modules. Students may take this opportunity to thinkabout their final thesis. Originality and the students own theories are important assessmentcriteria for this paper. The paper should be an exploration and development of the studentsown ideas, but should also include some analysis or examples. The paper should also draw on,and refer to, the students experience, and their reading and research.

1.5.4.6Reflective Analysis Workshops

Reflective Analysis consists of a series of four workshops spread over the Master Programmeat intervals throughout the year. The objective is to provide a forum for in-depth discussion ofissues raised during the module contents, and to reflect on the significance and implicationsof these issues for the heritage sector and students professional attitudes. No assignment isattached to the Reflective Analysis workshops, resulting in the Final Panel on the last day ofclasses. unclear?

1.5.5 Internship (15 ECs)

The time schedule of the internship:

November 2011 Introduction to the internship by the internship co-ordinator

Nov.-Feb. 2012 Submission of internship proposals

March 2012 Finalizing and approval of the proposal, appointment of a supervisor

March Apri l 2012 Internship

April July 2012 Submission of the internship report

The Master degree 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 andto apply the theoretical knowledge that they have gained in a work situation. The role of the

student in the period of internship will be comparable to the role of a museum consultant.Students plan and carry out independent work in liaison with the host institution.

The internship can be carried out in a museum or in another heritage organization and nor-mally consist of a small project on a policy making level with a research component. Studentscan choose subject matter from within their personal interest in the field of collections, visi-tors, management, etc. The internship provider, Reinwardt Academy and the student will drawup the actual content of the internship by mutual agreement. It is possible for students to startcollecting data during their internship too and so begin preparing their theses.

Finding an internshipStudents are supposed to take the initiative to find a work placement in a museum or aheritage institution. The internship can be carried out in the Netherlands, in the studentscountry of origin or in another country. However it is important to consider the impact oflanguage, immigration rules and other practical constrains that can sometimes hinderinternational aspirations.

AssessmentDuring the workshop students will be asked to prepare different small assignments based onthe various research methods (observation, questionnaires, market research etc). The overallgrading will be based on a final group visitor or market research project, which will be plannedand carried out in the Netherlands. This final project may be combined with the final SocialInclusion paper, delivering 2 grades (one for Social Inclusion and another for Visitor Research).

1.5.4.5Sustainable DevelopmentSustainability has been defined by the United Nations as a process that meets the needs ofthe present without compromising the ability of future generations to meet their own needs.This module works with a two-fold approach: the role of heritage in societal development and

the sustainable development of museums, heritage initiatives and the museum profession itself.Lectures, excursions and the workshops Heritage Conservation and The Future of Museumsaim to relate the contents of previous modules to discussions on heritage and sustainability.The module ends with a final discussion panel with national and international guests.Duration: 4 weeks

Provisional Schedule Sustai nable Development Module

12 13 14 15 16 17

19 & 20 March 2 & 3 April 9 & 10 April 16 & 17 April 23 & 24 April

Lecture Excursion Lecture Easter Lecture Lecture

Workshop Future of

MuseumsTo

Workshop Future of

MuseumsMonday

Workshop Future of

Museums

Workshop Future of

Museums

Workshop Heritage

ConservationBerlin

Workshop Heritage

Conservation

Workshop Heritage

Conservation

Workshop Heritage

Conservation

Excursion Excursion Final Panel Final Panel

1. Workshop Heritage ConservationThis workshop explores the theoretical and practical relationships between sustainable deve-lopment and heritage conservation looked at from a broad perspective. The focus is on heritageconservation practice in different developing countries, such as India and Indonesia, taking

into consideration issues of governance, education, economics and society.

AssessmentStudents will be asked to choose a historical building as a medium for cultural industriesand plan a new function for the building, taking into account various aspects of conservationmanagement, such as benefits for local people, income generation, attraction of businesses andcultural activities and environmental conservation. This assignment will take the form of oralindividual presentations during the workshop, corresponding to 100% of the grading.

2. Workshop the Future of MuseumsThis workshop look at two major issues those of sustainability, viability and the internal andexternal factors which may impact the sustainability of heritage institutions and the culturalsector in general. It examines the factors and circumstances which promote or threaten sus-tainability and, on that basis, focuses on the future role of cultural heritage and of museums.



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We hope that interns will be given an opportunity to learn about the entire institution andundertake 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, butwe do ask that their training is well used and their enthusiasm is challenged by work that isimportant and useful. Only in this way will they maximize their learning and the institutionget the most back on its investment.

1.5.6 Thesis (30 ECs)

Time schedule of the thesis

15 June 2012 First deadline to submit thesis proposal. Results within 2 weeks

15 September 2012 Second deadline to submit thesis proposal. Results within 2 weeks

31 March 2013 First deadline to submit thesis. Results within 3 months

31 August 2013 Second deadline to submit thesis. Results within 3 months

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 simply 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 outa sustained piece of museological research on the basis of the knowledge and skills acquiredduring the course.

CompetenciesIn the thesis the student should be able to:

demonstrate the ability to collect and analyse new data,develop original reasoning,present conclusions and recommendations,demonstrate an academic attitude towards museology.

Thesis proposalStudents are free to propose a research topic of their choice, assuming that it is on a themerelevant to the development of the field of knowledge of museology and that it fulfils the neces-sary methodological requirements. Students are advised to consult the lecturers about theirthemes 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 theopportunity to reflect on possible themes for the thesis during lectures, in informal conversati-ons with staff and as part of their personal coaching sessions.

There are two deadlines for submitting the thesis proposal: 15 June and 15 September of thesame academic year. The proposal should be sent in a digital file to the Coordinator of theMaster Programme. For detailed guidance on how to write a thesis proposal consult, see thereference material on BlackBoard and in the library.

An examination board, consisting of staff of the International Master of Museology and mem-bers of the Examination Committee will evaluate the thesis proposal and grant the followingstatus:

approvedapproved with restrictions (when some adjustments are necessary)not approved

Different aspects are taken into consideration in the evaluation: methodological aspects, aswell as creative and strategic aspects (which also include the state of museology/heritage

The Academy will support the students in the following ways:The students can discuss their plans and ideas about the content of their internship with

any of the lecturers or the Internship Coordinator at any time;The Internship Coordinator (first), the Managing Director (second), and the lecturers (third),will advise the students about the logistics of their search, and will deploy their existingnetworks and assist in establishing further contacts, if this is necessary and as far as theyare able;The Internship Coordinator will announce any internship placements/possibilities that areavailable to the group of master students.

Internship Supervisor/CoachA lecturer of Reinwardt Academy or an external expert will supervise students during theirinternships. This supervisor will be appointed by the Reinwardt Academy. The role of the

internal supervisor will be to assist the student with content or practical related issues andmake the final assessment of the internship.The museum/heritage institution where the student will carry out the internship will appointa coach and/or contact person, depending on the policy of the institute. The role of the coachvaries according to the internship. The institution provides coaches to assist students on aregular basis, to involve them in the daily practise work, to provide opportunities to participatein decision-making moments, etc. The minimum requirements for museum coaches/contactpersons is that they agree with the student on the internship content, follow its development,and provide a final written report concerning the attitude and professionalism of the student.

Internship proposal and contractBefore starting the internship, the student will submit an internship proposal for approval bythe internship institute and by the Internship Coordinator at the Reinwardt Academy. Afterapproval, the students will be appointed a supervisor. It is necessary that the student, thecoach/contact person in the museum/heritage institution and the Internship Supervisor at theReinwardt Academy sign an internship contract. The Reinwardt Academy provides a model,but it is also possible to use the contract of the internship provider which should be appro-ved 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 thesponsoring host institution. The Internship Coordinator at the Reinwardt Academy will advisestudents on financing, as far as she is able.

Internship report and final assessmentThe 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: the foundation and the report of the realization of the nal product;

all the required competencies. The student has to demonstrate what has been done to

achieve these, how they were carried out, and what could have been improved;a written report from the coach or contact person concerning the attitude and professio na-lism of the student (this evaluation is not mandatory).The final assessment will be provided in a written feedback report and given to thestudent. The grade given will be: sufficient or insufficient. See BlackBoard for the InternshipReport Checklist.

Procedure for the internship providerSo far as is practicable, we hope that sponsoring institutions will treat interns as they wouldany trained and qualified professional staff member. Interns should observe the same workrules as other staff members, attend staff meetings as appropriate to a professional at the startof their career, carry out work assignments productively and on time, and accept supervision.



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studies as a discipline/theory, the role the thesis can play as a professional development toolfor the students, etc). The decision about the proposal is given within 2 weeks and is accom-panied by a written explanation. If proposals are approved or approved with restrictions, theExamination Committee grants permission for the thesis to proceed and for a research super-visor to be appointed (either from the staff or an external specialist, depending on the topicof the thesis) for the candidate. If the proposal is not approved, the candidate must submitanother proposal, or improve the original proposal on the basis of the comments provided bythe Examination Committee.

Writing the thesisDuring the research period, students will work directly and mainly with their thesis super-visor, unless agreed otherwise (e.g. if a student has a co-supervisor). Students are expected tokeep their supervisors informed on a regular basis and to seek approval from their supervisor

before submitting their final work to the Examination Board.The length of the thesis should be between 40,000 and 50,000 words, excluding appendicesand the bibliography. Students are free to use the structure and referencing guide/style thatthey wish, as long as it is considered methodologically correct. Nevertheless, specific guide-lines will be published on BlackBoard at the beginning of the academic year.

Thesis submission and gradingThere are two deadlines for submitting the final thesis: 31 March and 31 August of thesecond year of enrolment in the Master Programme. Submitting a thesis without fulfilling thefollowing requirements will be considered to be a non-submission:

pass mark for all modules and internship;full payment of the tuition fee;full payment of the additional fee ( 1000 for every 6 months) after 24 months.

The thesis must be submitted in five hard copies of good quality and in digital form tothe Coordinator of the Master Programme. Submission of the thesis to any other body ofadministration or person will be considered to be a non-submission. The submitted copiesof the thesis become the property of the Reinwardt Academy. The copyright in all materialsubmitted remains with the candidate.The thesis is submitted to the Board of Examiners which consists of:

an internal examiner from the Reinwardt staff working on behalf of the ExaminationCommitteeeither a lecturer or professor of theoretical museology and heritage theoryan external examiner

Each examiner grades the thesis individually, providing detailed assessment of a number ofaspects and detailed written comments. The final grade is a combination of the three grades,normally an average. The internal examiner will be responsible for setting the final gradeand for writing a letter to the candidate with the comments and reasons for the grade. TheExamination 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 theExamination Committee as stated in the Examination Rules of the Reinwardt Academy.



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1.6 General competenciesThe following general competencies willbe defined more specifically in each itemof the programme. The competencies areclustered under four headings: Philosophicaland Ethical competencies, Public focus,Organizational awareness (internal &external) and Self-Management.

Philosophical and Ethical competencies

Ethics and values

Description: The ability to espouse the

core ethics and values appropriate for amuseum under public trust, and to act ina manner which is in keeping with thosevalues.Level: Understands the long term implica-

tions of acting in accordance with specificethics and values, and the relationship ofprofessional, personal and societal values;acts in a manner which promotes sociallyresponsible values and balances commu-nal differences with common needs.

Vision and purpose

Description: The ability to recognize thevision and to understand the mission andvalues of the institution, and to develop,communicate and obtain commitment forthe museum vision both internally andexternally.Level: Works with individuals and groupsinside and outside the museum to shapeand guide the long-term vision of themuseum and the museum community.

Museum senseDescription: The ability to demonstrateknowledge of the museum, its functionsand roles, its basic issues and questions,and its place in the socio-cultural, eco-nomic and political environment.Level: Analyses museological issues anddilemmas, examines the spectrum ofmuseum roles and conceptualizes newways of interaction within the socio-cultural context.

Balancing new visions and best traditions

Description: The ability to maintain res-pect for the core practices and values ofthe museum while incorporating changeand new visions.

Level: Creates and evaluates organiza-tional structures, policies and practiceswhich balance traditional principles andprogressive practice to increase flexibility,self-sufficiency and accessibility.

Public focus

Valuing diversity

Description: The ability to understandand value diversity and to contribute toan inclusive social and work environment.Level: Ensures diversity is integrated into

all organizational processes and parti-cipates in the formal change strategiesand evaluative methods to ensure thatdiversity is recognized as an essential partof what makes the museum successful.

Anticipating needs

Description: The ability to discover andaddress the needs and expectations ofthe public and serve the public interest.Level: Anticipates future needs andexpectations and develops long-termrelationships and mutually beneficialprogrammes as a responsive publicinstitution.

Public promotion

Description: The ability to engender publicrespect and appreciation for the museum,and to stimulate and motivate people touse the museums programmes, productsand services.Level: Officially and publicly promotesthe museum and influences community

leaders and organizations to support themuseum.

Organizational awareness(internal & external)

Organisational awareness

Description: The ability to understandhow organizations function and interactwith the external environment, and toact effectively within that framework toachieve work objectives.Level: Creates broad strategies and colla-borate with outside cultural partners andother agencies, to influence external forcesand achieve desired results.



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to achieve organizational and personalgoals.Level: Takes initiative in solving pro-blems and expanding own performance;develops and shares tools, means andnew approaches to encourage self-deve-lopment and better productivity in onesown work.

Personal initiative and leadership

Description: The ability to take initiativeand provide leadership through actionto achieve results and long-term goals

within the museum and the museumcommunity.Level: Evaluates strengths and weak-nesses of the museum and museumcommunity, projects economic and poli-tical conditions, anticipates trends, andcreates strategies and actions to achievegoals and to lead others in shaping acommon vision.

Innovation

Description: The ability to foster andcontribute to a creative work environ-ment that values new ideas and leads toinnovative programmes and practices.Level: Inspires and supports innovationwithin the institutional vision and largercommunity, and directs structures,practices and processes to produce newsolutions and new models to addressmajor issues.

Life-long learning

Description: The desire to learn and the

ability to improve continuously throughthe acquisition of new knowledge, skillsand abilities.Level: Continually adapts structures andpractices to facilitate access to learningopportunities, the integration of newlearning into work, and the communica-tion of knowledge, in partnership withothers within the museum and externally.

Technological literacy

Description: The ability to acquire skillsand use technological tools to createimproved museum programmes, servicesand products.Level: Assesses workplace needs, iden-tifies and understands applications of

available technologies to museums, andimplements appropriate technologies andworkplace systems.

Communication

Description: The ability to effectivelylisten, speak, write or present (orally andvisually) and to identify and reach anaudience with a clear and meaningfulmessage.Level: Communicates complex sub-

jects clearly and accu rately, verbally,in writing or in formal presentations,

using language appropriate to audience;projects the museums image externally;mediates group communication anddiagnoses underlying responses.

Team work

Description: The ability to work co-opera-tively with others, in a participatory orleadership role, to create teams that usethe combined strengths of individualmembers to accomplish organisationalgoals.Level: Leads others in the developmentof integrated museum programmes andservices, and stimulates the synergyresulting from ongoing, multidisciplinaryteam work, internally and with externalpartners.

1.7 Institutional qualityassurance

The everyday running of the ReinwardtAcademy is in the hands of the FacultyDirector, Teus Eenkhoorn, with the supportof the Management Team (MT). The MT iscomprised of the Director, the Professor ofCultural Heritage, Hester Dibbits, the Headof Operational Management, Tim Lechner,and the two Programme Directors, Nancyvan Asseldonk and Jorna Kniese.

The Advisory Committee for the ReinwardtAcademy is composed of representativesfrom the professional fields. This commit-tee, upon invitation or of its own accord,advises the Director of the Academy on thecontent of the programme and on develop-ments in the professional field. The role of the

Planning and organizing

Description: The ability to establishgoals, organise work, bring together thenecessary resources, evaluate processesand results and make adjustments.Level: Improves, develops and innovates

the planning and evaluation process andthe management of change. Organisesand carries out complex projects andprogrammes.

Managing change

Description: The ability to recognise the

need for change and to adapt and altercourses of action to operate effectively inan unpredictable environment.Level: Works with others to assess theenvironment and need for change, evalu-ates pros and cons, selects best processto meet diverse needs, and enablesindividuals and groups to implementeffective change.

Process management

Description: The ability to establishalternative courses of action and orga-nise people and activities to achieveresults more effectively.Level: Places museums in the largerdynamic of community and societalprocesses and is able to anticipate newdirections and structure comprehen-sive; takes effective courses of action toachieve purposeful results within thesocial context.

Enterprise

Description: The ability to capitalize on and generate new and innovativebusiness opportunities that create publicvalue or result in financial advantage.Level: Fosters and builds a museumculture with an enterprising vision.

Evaluation

Description: The ability to assess per-formance and results and identify stepsto overcome obstacles, improve perfor-mance and results.Levels: Develops evaluation strategyto assess overall museum performanceand strengths and weaknesses; setsand uses performance indicators andmeasurements in relation to the museum

purpose; anticipates external expecta-tions and considers internal strategy.

Priority setting

Description: The ability to analyse a com-prehensive range of options, and selectthe most important actions necessary toachieve goals; ensures these actions takeplace.Level: Ensures museum workers knowthe museums structures and priorities;chooses from amongst competing prio-rities; and ensures action is taken to

achieve long-term goals.

Problem solving

Description: The ability to identify andeffectively solve problems using a rangeof analytical and creative approaches.Level: Anticipates obstacles and results;analyses and creates alternative coursesof action (contingency plans); takesaction to minimize problems and takesadvantage of opportunities; promotesclimate which values original approachesto problem-solving.

Information gathering/research

Description: The ability to acquiregeneral or specific information usingefficient, informal or formal methods toproduce information necessary to meet

job responsibil ities.Level: Conducts pure and appliedresearch; creates new knowledge andprepares it in an appropriate formatfor communication as a major part of

responsibilities.

Sharing knowledge and experienceDescription: The ability to create andshare knowledge and experience throughindividual, institutional and communitylearning and dialogue.Level: Continually improves strategies,structures and practices to support thesharing of individual, organizational andcommunity learning and experience.

Self-Management

Achieve personal goals

Description: The ability to effectively andresponsibly manage ones own actions



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1.8 Exemptions and othercourse options

The programme is modular and designed forfull-time study. Nevertheless, it is also pos-sible to follow the course in a different orderby spreading the modules over 2 or 3 years.For this option it is required that studentsattend at least two modules a year. Parttime students who successfully completea module will be awarded the ReinwardtMuseology Certificate. Each core subjectmodule is the equivalent of 200 hours of

study, private study included. Further infor-mation is available from the Coordinator ofthe Master Programme.If students can demonstrate mastery ofspecific knowledge and skills covered in thecourse, exemptions from certain parts of theprogramme may be granted, although this willremain an exception. Evidence of such mas-tery might be, for instance, a recent publica-tion or a particular kind of working experience.Requests for exemption should be handed informally and registered. Contact the Coordina-tor of the Master Programme for informationon the procedure. To be final, requests must beofficially granted by the Director of the MasterProgramme and the lecturer in the subject.

1.9 The Cultural HeritageResearch Group

The Cultural Heritage Research Groupfocuses on the formation of theory and

development of education with regard tomaterial and non-material cultural heritage.This research group contributes to the rein-forcement of the social position of heritageinstitutions and the further development ofthe curriculum of heritage education in boththe bachelors and the masters courses.The framework of the research programmeis determined by the relationship betweenthe field of operations, theoretical reflectionand its application to education.

1.10 Extra-curricularactivities

Staff and lecturers in the master pro-gramme have their networks, not only inthe Netherlands, but worldwide. Thesenetworks have meant that master studentshave been asked to assist in developingideas for new exhibitions such as those heldby the International Red Cross and the RedCrescent Museum in the Geneva. Studentsand alumni have also been involved in asymposium about community museums,

called City Museums on the Move.An extracurricular workshop WritingAcademic Texts by dr. Anette Rein andextra lectures, for example by Prof. dr. dr.Markus Walz were held during the courseyear. These extracurricular activities forma unique way for students to enlarge theirnetworks and broaden their horizons.

committee is laid down in a separate set ofregulations.The Advisory Board meets three to fourtimes a year. Members of the Board are:

Drs. E. (Esther) Agricola, Director ofthe Department of Monuments andArchaeology of the city of Amsterdam;Drs. M.R. (Richard) Hermans, Director ofthe Netherlands Institute for Heritage;Prof. Dr. C.A.M. (Carla) van Boxtel,Endowed Professor of Historical Cultureand Education, at the Erasmus Universityof Rotterdam and Senior Researcher at

the University of Amsterdam;Drs. S.W. (Siebe) Weide, Director of theNetherlands Museums Association;Drs. S.C.G.T. (Steph) Scholten, Di rectorof the Special Collections Department ofthe University of Amsterdam.

The Reinwardt Academy International Masterof Museology programme was the first inter-national course to be validated by the BritishCultural National Training Organization(CHNTO) in 1998.With the introduction of the bachelor masterstructure in the Dutch system of higher edu-cation, the international Master degree pro-gramme was officially accredited by NVAO(Dutch Flemish Accreditation Organization)and listed in the Central Register for DegreeCourses in Higher Education (CROHO) in theNetherlands. The criteria are formulated inthe audit report Professional master courseMuseology, CROHO registration 70038, (De-cember 2010). On all criteria the audit paneljudged the International Ma ster of Museolog y

as good. Graduates will be granted the titleMaster of Museology (M. Museology) basedon this quality system. The process of qualityassurance within the Master Programme ispart of the quality assurance system of theReinwardt Academy.The following methods of evaluation areconsidered:

evaluation of modules;programme evaluations;alumni evaluations;evaluations by representatives of themuseum profession;evaluations by the teaching andnon-teaching staff, concerning labourconditions etc.

The Examination Committee plays animportant role in the organization and coordi-nation of examinations and tests. The tasksof the committee are, to a large extent, laiddown by law. The examination applies thelaws and regulations to educational practiceat the Reinwardt Academy in the programmeand examination regulations (OER), whichare published in the online study guide andcontain all of the relevant regulations for pro-perly following a course of study. The Chair ofthe Examination Committee is Bob Crezee.

The Programme Council advises theDirector of the Academy upon invitation orof its own accord. It is primarily concernedwith the programme content and monitorssocial trends and developments withinthe field and education. On this basis thecouncil formulates proposals regardingadjustments to the curriculum, naturallytaking into account the results of the stu-dent evaluations. The Chair of the Program-me Council is Lontine Meijer-van Mensch.

The Faculty Council (FR) of the ReinwardtAcademy advises on matters concerningthe faculty. Students and staff are represen-ted on this council. The council is empo-wered to make proposals and to make itsposition known on issues concerning theAcademy. Matters on which the councilhas the right to vote are specified in theRegulations on Participation. The councilmeets regularly and the meetings are open.All Master students are eligible for electionto the Council.

Three times a year, during the classes,two student representatives will be invitedto attend a meeting with the CourseDirector and the Coordinator of the MasterProgramme to evaluate the module. Adraft report of this meeting will be sent tothe lecturing staff. A final version of theevaluation together with the comments ofthe lecturing staff will be published. Theoutcomes of the evaluations will be dis-cussed in the Programme Council of theReinwardt Academy and in the Representa-tive Advisory Board of the Reinwardt Aca-demy. The evaluation of the internships andthe theses will take place in written form.



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Trainer/ Education co-ordinator at HVOQueridoBoard member of ICAMT

Jorna Kniese 13Lecturer Audience Development andProject Management

jorna.kniese @ahk.nlDegrees

BA in Art and Cultural Management,Hogeschool Holland (2000)BA in Art History, University ofAmsterdam (2009)

Employment summaryActing Director Master Programme,Reinwardt Academy (2011)Director Foundation Programme,Reinwardt Academy (since 2010)Lecturer Audience Development andExhibitions, Reinwardt Academy(since 2007)Project manager Audience andEducation, Kasteel Groeneveld Baarn(2000-2007)Manager Volunteers, Kasteel GroeneveldBaarn (2005-2007)

Lontine Meijer-van Mensch 20Chair of Programme Council of ReinwardtAcademieLecturer Heritage Theory and [email protected]

PhD candidate, Cultural Science Faculty,

European University Viadrina, Frankfurt(Oder), Germany

Post-Graduate Studies European Cultural Heritage, European UniversityVaidrina, Frankfor t (Oder), GermanyMA in New and Theoretical History andJudaic Studies, University of Amsterdam

Employment summaryLecturer in Heritage Theory andProfessional Ethics, Reinwardt Academysince 2006Researcher in Educational Department,Jewish Historical Museum, AmsterdamLecturer in Museology and HeritageStudies, European University Viadrina,Frankfurt (Oder), Germany (2002-2005)Co-ordinator of the European Fellows

Graduate School Programme, CollegiumPolonicum, Slubice, Poland (2003-2005)

Researcher in the Jewish Museum Berlin,Germany (2000-2001)

Major scholarly and professional activitiesBoard member of the International Schoolof Museology in Celje, (Slovenia)Chairperson of COMCOL, the ICOMInternational Committee for CollectingMember of the working group on thenew permanent exhibition of the NiNsee(The National Institute for the Study ofDutch Slavery and its LegacyBoard member of Dobro KulturyFoundation for the protection of European

Heritage (Poland)Member of the Advisory Board of theMEC: Mobile Heritage Centre.

Martijn de RuijterLecturer Care of [email protected] scholarly and professional activities:

Restoration studies, NetherlandsInstitute for Cultural Heritage,Amsterdamspecialize in Wood and PolychromatedServicesPost graduate trainee at Philadelphia(physical research in polychromatedservices)Post graduate trainee at British Museum(ethnographical objects)Nationaal Historisch Museum Leiden:

major storage upgrade and storagereinstallation and reorganisationpreventative conservationTropenmuseum: coordinator for physicalcollection management.

International conservation projects in India, Indonesia, Surinam etc.

Jan Sas 23Lecturer Visitor Studies

jan.sas@ ahk.nlDegrees

MA in Literary Theory, University ofAmsterdamMSc in Social Psychology, UtrechtUniversityBA in Dutch Language and Literature,Utrecht UniversityBA in Psychology, Utrecht University

Employment summarySenior Lecturer Visitor Studies,Marketing & Public Relations, Audience

Mr. B. (Teus) Eenkhoorn [email protected]

Dr. H.C. (Hester) Dibbits 2Professor of Cultural HeritageDirector of Master [email protected]

Dr. R. (Riemer) Knoop 4Professor of Cultural [email protected]

P. A. (Paula) dos Santos MA 11Managing Director of the MasterProgrammeLecturer Heritage [email protected]

W. G. (Wilma) Wesselink 12Coordinator of the Master [email protected]. + 31 (0)20-527 71 03

2.1 LecturersDrs. G. C. (Gerdie) Borghuis 18Lecturer Information [email protected]

MA in Cultural Anthropology, Universityof NijmegenDiploma in Librarianship andDocumentalist, Tilburg

Employment summarySenior Lecturer of Registration

and Documentation/InformationManagement, Reinwardt Academy(since 2001)Museum Advisor for Documentationand ICT, Ministry of Culture of Flanders(Belgium)Head of the Central Documentation

Department, Netherlands Open-AirMuseum, ArnhemLibrary positions in 3 different libraries

Major scholarly and professional activitiesFormer member of the Board of theSection Information Management of theDutch Museum Association (SIMIN)Former member of the translation projectfor the Art and Architecture Thesaurus(AAT)

Former Flemish partner of the EuropeanMuseums Information Institute (EMII)Member of ICOM-CIDOC

Paula A. dos Santos MA 11Managing Director of Master ProgrammeLecturer Heritage [email protected]

Master of Museology, ReinwardtAcademy (2004)BA in Museology, University ofRio de Janeiro, Brazil (1999)

Employment summaryLecturer of Theoretical Museology,Reinwardt AcademyProject co-ordinator, CulturaliaFoundationAdvisor for heritage and community

development related projects in Brazil(since 2003)Project leader at the Nova FriburgoMemorial Centre, Brazil (2000-2001)Freelance exhibition maker andeducation worker, Brazil (1999-2001)Assistant collection manager at theNational Museum of the Republic, Brazil(1998-1999)

Major scholarly and professional activitiesMember of the Board of the BrazilianAssociation of Ecomuseums andCommunity MuseumsMember and advisor for the BrazilianAssociation of MuseologyTranslator of museum and heritage textsand publications

Mario Jellema 6Lecturer Exhibition development &[email protected] scholary and professional activities:

Teacher Training, Hogeschool NoordNederlandEducational Science (MA), University ofGroningenArtEZ, Bachelor of Fine Art and Designin EducationHead Education and Exhibition atFerdinand Domela NieuwenhuisMuseum/ Museum Willem van Haren/Museum Stedhus SleatLecturer at ArtEZ Institute of the Arts

2 Staff

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Development, Reinwardt Academy(since 1990)Head of Department of Education,Maritime Museum RotterdamResearcher in Discourse Studies,University of Amsterdam

Major scholarly and professional activitiesMember of the Cultural Heritage ResearchGroup, Amsterdam School of the Arts(since 2008)Treasurer Marketing & Public RelationsCommittee (MPR) International Councilof Museums (ICOM) (1998-2007). Now a

member.Treasurer Public and PresentationCommittee (P&P) Netherlands MuseumsAssociation (2002-2006). Now a member.Member of the Advisory CommitteeMuseum Jan Cunen Oss (Netherlands)(1994-2005)Member of the Editorial BoardMuseumvisie Dutch Journal for theMuseum Profession (1992-2000)Chair Public Relations & MarketingCommittee of the Netherlands MuseumsAssociation (1993-1996). Now a member.

Ruben Smit 16Lecturer Museum [email protected]

MA in Museum Studies, University ofLeicester (2003)BA in History and Geography, TeacherTraining College, Utrecht (1986)Employment summaryLecturer Audience Development and

Exhibition Communication, ReinwardtAcademy (since April 2006)Head of Presentations, Museum voor

Communicatie, Den Haag (2005-March2006)Guest lecturer at the MM-ReinwardtAcademy (2004-March 2006)Projects Manager, Kasteel Groene

Documents

Course Catalogue Master Museology 1112