INFORMATION ON CIE4450 INTEGRATED WATER MANAGEMENT 2019-2020

Version 24-8-2021

Please check the announcements on Brightspace for possible changes!

Contents

1. Objectives
2. Course structure
3. Group work
4. Exam and grading
5. Rules and procedures
6. Course schedule

Annex 1: Terms of reference final report

Annex 2: Work plan
Annex 3: Cooperation in teams
Annex 4: Rubric

1. Objectives

Integrated water resources management (IWRM) has been defined by the Global Water Partnership as
a "process which promotes the coordinated development and management of water, land and related
resources in order to maximize the resultant economic and social welfare in an equitable manner without
compromising the sustainability of vital eco-systems” (GWP 2000, p. 22). IWRM defined in this way
makes much sense. Nobody can be against maximizing welfare in a sustainable and equitable way, and
to prevent suboptimal solutions, it is useful to consider water not in isolation, but in relation with land
and other resources.

The main challenge of IWRM is implementation. First, it is usually not possible to study everything in
an integrated way: this is too costly, takes too much time and data are unavailable for some aspects of a
study. Secondly, different stakeholders are involved with different interests and goals, as well as varying
levels of resources, such as money, legal competencies, and information. In practice, water resources
management is always context dependent and should always be problem-driven.

The aim of this course is to develop a practical understanding of what IWRM can mean in practice. This
includes the development of requisite skills for putting IWRM into practice. Specifically, after following
the course, the student should be able to:

1. Analyse a complex real-world integrated water resources management problem

• Use basic knowledge from relevant disciplines (e.g. hydrology)
• Identify and quantify the key physical processes, using for instance modelling
• Identify the key stakeholders that are affected by the problem or may help to solve it
• Cope with practical limitations such as data availability
• Reflect critically on the results
2. Propose solutions for this real-world IWRM problem
• Creatively integrate desired possibilities, technical constraints and stakeholder considerations
• Assess the solutions in terms of technical feasibility, political/ social feasibility, effectiveness,
and efficiency
• Indicate essential uncertainties

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3. Work in small interdisciplinary groups
• Master general cooperation skills (e.g. agree on common goals, distribute and coordinate tasks
effectively, monitor progress and adjust where necessary, organize effective meetings, show
initiative, keep relations good)
• Be open to, learn from and gain a basic understanding of other disciplines
• Be aware of the possibilities and limitations of your own discipline and be able to communicate
the results of your own discipline in a way that is understandable for people from other
disciplines and for lay persons
And especially for students coming from outside the Netherlands.:
4. Be familiar with Dutch-style education
• Take initiative: make your own work plan instead of waiting for detailed instructions from the
professor, ask the professor for suggestions or feedback in case of problems
• Think independently: develop your own point of view concerning the study materials, give good
arguments for this

2. Course structure

The whole idea of the course is that students practise the skills they need to reach the objectives of the
course. The course consists of the following elements:
- a series of interactive lectures;
- a role-play exercise;
- modelling exercises in WEAP;
- unsupervised group project work;
- group presentations, and
- a written exam in the form of a group report.

The lectures introduce a number of topics that are important for IWRM in practice and therefore for the
group work. Moreover, they introduce Dutch and international water management.

The role-play exercise allows students to experience some of the social and political processes that –
together with technical knowledge – determine water management in practice.

For the group work, the class will be divided in groups of about 7 persons (depending on the total number
of students). Each group will analyse an integrated water resources management problem and simulate
possible development scenarios. The five issues are:
• Low flows on the Rhine
• The effects of small reservoirs for irrigation on other water uses the Volta basin
• Increasing irrigation efficiency in the Amu Darya Basin (Central Asia) and the drying out of the
Aral Sea Basin
• Great Ouse Basin (England): the best strategy to prepare for climate change and other long-term
change in the basin
• The effects of hydropower and irrigation development in the Nile basin: how to achieve
sustainable development and deal with water security, equity, and cooperation

Each group will have a different client. See the Terms of reference below.

To support the technical analysis, groups can use the WEAP software package or develop their own
model from scratch. WEAP has been developed by SEI-Boston. Students of CIE4450 have been given
free use of this software for the duration of one year. WEAP has been installed on the computers in the
computer room. It is advised to install WEAP on your own computer as well, but please make sure you
use the same version (installation file available through Brightspace) to prevent difficulties with respect
to file exchange between different computers. Check Brightspace for Username and Registration Code.

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The technical analysis should reflect the concerns of the client and consider the other major stakeholders
as well. A stakeholder is any individual, group or organisations that a) is affected by a problem or its
solution (the “affected stakeholders”) and/ or b) contributes to the problem or can help to solve it (the
“influential stakeholders”).

Because of the number of students, it will not be possible for the teachers to give feedback on everything
you do during the course. However, you are encouraged to ask specific questions whenever something
is not clear, you need advice, or are in doubt about something you have made. Moreover, it is very
important to comment on the work of your fellow-group members.

In week one you will be asked to make a work plan for your own group and later to comment on the
work plan made by one of the other groups. More details on the work plan can be found in Annex 2. All
deadlines can be found in the course schedule below.

Please note that CIE4450 is a 4 ECTS course (112 hours). This means that, as an indication, you will
have to spend more than one day a week on the course.

3. Group work and evaluation

An important aspect of IWRM and of this course is group work. You will get a lot of freedom in how
you shape your own group work, but this also means a lot of responsibility. Annex 3 gives tips for group
work. We expect you to follow these tips.

In week 4, we will ask you to evaluate the group process in order to spot any miscommunication and
any imbalance in individual contributions, and to remedy any problems that may have occurred. We will
ask you to first rate your own and your group members' contribution to the group process:
• Quantity
• Quality (e.g. usability, originality, correctness, level of English)
• Contribution to group process (e.g. coordination, helping others, contributing to a good atmosphere)
Also in week 4, we will ask you to discuss the group process in your group and write a 1-2 page report
about it (one per group). Issues that can be discussed include everybody’s contribution, the division of
tasks and coordination, general (mis)communication, use of Brightspace and any other issue that needs
attention. Please report about any improvements that you decide upon.

At the end of the course the whole process is repeated. In addition, you have to report whether the
improvements that were agreed upon were actually implemented and whether this worked well.
Moreover, in the final report you have to indicate what everybody’s contribution was (organizing
meetings, collecting data, drafting specific chapters, etc.).

If there are any issues concerning the group process, please do not wait until week 4 but discuss them
in your group as soon as they arise. If you cannot solve them, if you just need some advice, or if group
members do not show up, please contact Dr. Edo Abraham or Dr. Erik Mostert as soon as possible.

4. Exam and grading

Grading will be based on the final report, the final presentation and the individual contributions. First,
an average grade for the group is determined, based on the quality of the final report (90%) and the final
presentation (10%). Next, the individual grades are determined, based on the second peer assessment
and the information on everybody’s contribution from the final report.

To pass the course, your contribution to the group work should be sufficient. Provided this is the case,
your individual grades will be maximally half a point higher or lower than the group average, or

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exceptionally one full point. This means your grade will be based primarily on how well you perform
as a group.

To assess the quality of the final report, we use a rubric: see Annex 4.

5. Rules and procedures

All students who want to follow the course have to enrol on Brightspace and fill in the entry survey
before Tuesday 31-08-2021, 10:00 AM. Attendance of all lectures is obligatory. If this is impossible
due to illness or for other important reasons, you should contact Dr Edo Abraham (Room 4.95, tel: 015-
27 82227, e.abraham@tudelft.nl) or Dr. Erik Mostert in advance (room 4.82, tel. 015-2787800,
e.mostert@tudelft.nl) and see if some kind of compensation is necessary and possible.

6. Course schedule

Classes are on Tuesdays. For the most up-to-date information on rooms or links to online resources,
please check the course on Brightspace. All deadlines and products to be handed in are indicated in the
schedule on the next page.

Main Reference

GWP (2000). Integrated Water Resources Management. Stockholm, Global Water Partnership.

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Week/ Class Teacher Products and deadlines
date
1 Morning Introduction course and IWRM Abraham/Mostert/ Enrol in Brightspace and fill in entry
31-8 survey (30-8, 12.00h)
Afternoon Computer exercise WEAP: Abraham Work plan submitted on Brightspace and
WEAP River Annor sent to peer group (3-9, 24.00h)
2 Morning Scenarios and tools Abraham/ Peer-review of work plan submitted on
7-9 Governance and stakeholders Mostert Brightspace and sent to peer group (6-9,
Afternoon Group work Abraham 14.00h)
Annor Revised work plan submitted on
Brightspace (10-9, 24.00h)
3 Morning Role-play transboundary water Mostert/ Abraham
14-9 management
Afternoon Group work Abraham, Annor
4 Morning Water, food and energy Mostert/Abraham Interim-evaluation of group work (21-9,
21-9 (Discussion) 24.00h)
Afternoon Group work Mostert
Abraham, Annor
5 Morning Mid-term presentation Abraham/ Mostert
28-10 Mostert
Afternoon Group work
6 Morning Project Consultations with Abraham/
5-10 Teachers Mostert

Afternoon Group work

7 No lecture. Work on draft report
12-10
8 Morning Presentation of draft final report Abraham/ Mostert Presentations
19-10
Afternoon Group work
9 Final report and final group evaluation
(25-10, 9 am)

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ANNEX 1: TERMS OF REFERENCE FINAL REPORT

Client

• Rhine groups: 1) the Ministry of Infrastructure and Water Management of the Netherlands, 2)
the Environmental Ministry of Baden-Württemberg (Germany), or 3) the secretariat of the
International Commissions for the Protection of the Rhine
• Volta groups: 1) The World Bank, 2) the Direction Générale des Ressources en Eau/ General
Directorate of Water Resources (DGRE, Burkina Faso), or 3) Ghana Irrigation Development
Authority (IDA)
• Nile groups: 1) the African Development Bank, 2) Nile basin Initiative, 3) the Ministry of
Water Irrigation and Energy (Ethiopia), 4) Ministry of Water Resources, Irrigation and
Electricity (Sudan); 5) Ministry of Water Resources and Irrigation (Egypt)
• Amu Darya groups: 1) Uzbekistan, 2) Tajikistan, or 3) the ICWC (Interstate Commission for
Water Coordination of Central Asia)
• Great Ouse Basin Groups: 1) Environment Agency, 2) National Farmers Union, or 3)
Cambridgeshire

Research questions to be answered

• Rhine groups:
1. What will be the impact of climate change on the low flows of the Rhine river and ultimately
on the functions of the Rhine river?
2. What measures could be taken to mitigate or adapt to low flows?
3. What actions can and should the client take?
• Volta groups:
1. What will be the impact of the development of small reservoirs for irrigation, in combination
with climate change, on the discharge of the Volta river and ultimately on the other water uses
of the river?
2. Should the development of small reservoirs be controlled or stimulated or are different
measures necessary?
3. What actions can and should the client take?

• (Eastern) Nile basin:

1. What will be the impact of developing planned dams for hydropower and irrigation in
upstream countries (eg. Ethiopia and Sudan), in combination with climate change, on the
discharge of the Nile river downstream (eg. Egypt and Sudan), and ultimately on the other
water uses of the river?
2. What are the alternatives to achieve development goals for basin countries (eg. SDGs to
increase access to electricity and food security) while upholding principles of causing no
significant harm to other/downstream countries?
3. What are the win-win alternatives for all states, if there are any?
4. What actions should the main clients take in the short run? These actions could include
cooperation and unilateral planning?

• Amu Darya:
1: What will be the impact of climate chan and other changes in the basin on agriculture in the
basin and on the Aral Sea?
2: Is increasing efficiency in irrigation a good option? If not, what is?
5. 3: What actions can and should the client take in the short run? These actions could include
cooperation and unilateral planning?

• Great Ouse:

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 1: What will be the impact of climate change, land subsidence and other long-term changes in
the basin on drainage and flood protection and on the affected stakeholders?
2: Which strategy is the best for coping with these problems: increased storage upstream,
improved water management infrastructure downstream, change in land use, something else?
3: What actions can and should the client take?

The groups should consider the motivations of the client when developing the simulation model:
why do they want to get this information, what do they want to achieve, what drives them? In
addition, the groups have to consider the points of view and interests of the major other
stakeholders. These stakeholders include a) the affected stakeholders that their client may want to
consider, and b) the influential stakeholders that their client may need to help solve its problem and
achieve its goals.

A warning here is in place. Experience has shown that some groups focus on describing different
methods for stakeholder analysis and do little actual stakeholder analysis. That is not very useful.
The trick is to select a simple approach that is fit for purpose, conduct the analysis, and integrate
the results in the rest of the work.

Elements final report

The final report should contain at least the following elements:

1. An executive summary
2. A table of contents
3. An introduction
The introduction should sketch the problem and the background of the study and introduce
the structure of the report.
4. A description of the current situation
5. A stakeholder analysis
6. An analysis of key physical processes
Processes should be quantified whenever possible. The data and the scenarios used, the
measures assessed, etc. should all be clearly described, and all major choices made should
be justified. The analysis should reflect the concerns of the major stakeholders. Moreover,
if specific measures are included, the stakeholders that can decide on this measure or have
to implement it should be included in the stakeholder analysis. Calculations, spreadsheets,
models, etc. should be made available in digital form.
7. Results
8. Conclusions and recommendations
9. A discussion section
This section should discuss, first, the limitations of the technical analysis and the
stakeholder analysis and how this might affect the conclusions and recommendations. How
certain are the conclusions, is more research needed and of so, what exactly? Secondly, this
section should reflect on the theory of IWRM. For instance, what is the essence of this
theory, could it be put into practice, and was it useful?
10. List of references
11. Appendices

You are free to add, rename, subdivide, split or combine chapters, add forewords,
acknowledgements, etc. But the report should be complete and have a logical and clear structure.

The size of the report, excluding references and appendices, should be maximally 30 pages. Further
details, support, justification, explanation, etc. should be put in the appendices. E.g. the main report
should contain the main results of the stakeholder analysis while the full analysis can be put in an
appendix.

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Referencing

The report should be fully referenced. Details on how to do this can be found on the TU Delft
Library website: http://tulib.tudelft.nl/publishing/how-to-cite. A few points that often go wrong and
to look out for are:
• It is not allowed to copy large pieces of texts literally, not even if properly referenced. Short
quotes from an author are allowed if the exact wording is important and if the quote is indicated
as such by means of quotation marks and a full reference including page number.
• References to figures, maps etc. should include the page number.
• Web addresses on their own are not complete references! References to web pages should
contain the name or a short description of the webpage and the date at which the page was
accessed.
• Articles and reports published on the Internet should be referenced just like any other article
or report, the only difference being that the web address is added at the end.

For managing your references we recommend Endnote or a similar programme. It takes some time
getting used to, but you can use it later as well; see http://tulib.tudelft.nl/managing-
information/working-with-endnote .

PLEASE NOTE THAT ALL THESE TERMS OF REFERENCE ARE OBLIGATORY:

REPORTS HAVE TO MEET ALL THESE REQUIREMENTS BEFORE THEY WILL BE
ASSESSED.

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ANNEX 2: WORK PLAN

Why?
A work plan is very useful to structure the project work and prevent and prevent piled work
towards the deadline.

What?
The work plan offers a guideline in the project and may be revised later on. It is not something
that is written at the start of the project and spends the rest of its days in the closet collecting dust.
Basically, it should answer the following questions:
1. What are we going to do?
2. Why are we going to do it?
3. Who is going to do it?
4. When are we going to do it?
5. How are we going to do it?

Example content of work plan

1. Introduction
Describe/ analyse the assignment given to the team and formulate a research goal or
question for yourself
2. Final product
Describe the final product that you plan to make in as much detail as possible. What are you
going to analyse, in how much detail? What will the final report look like? Include a draft
table of contents that is not simply copied from Annex 1.
3. Activities
What activities will be needed to produce the final product?
4. Division of tasks within the group
Divide tasks by giving functions: see annex 3
5. Planning
Below is an example of a basic planning scheme to be included in the work plan.
Later on more detailed planning may be needed for each week.

Who
Activities (initals) Start End 1 2 3 4 5 6 7 8 9 10
1 AB, CD Wk. 1 Wk. 2
2 EF, GH Wk. 1 Wk. 2
3 All Wk. 3 Wk. 4 •
4 AB Wk. 4 Wk. 5
5 AB, EF Wk. 4 Wk. 7 •
6 AB, GH Wk. 9 Wk. 9
7 CD, EF Wk.10 Wk. 10 •
8 All Wk. 1 Wk. 10

Reviewing work plans

When reviewing the work plan of another group, please check whether it is:
a) Complete
b) Detailed enough
c) Feasible
If not, explain why it is not complete, detailed enough and feasible and give suggestions for
improvement.

Tips
- Don’t make the work plan too detailed: it will be revised anyway. But always have a clear
and shared view on the final product, the main activities needed, who is going to perform
them, and when.
- Try to evaluate each week if your planning is still realistic and update it if necessary.

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ANNEX 3: COOPERATION IN TEAMS

Cooperation in teams has become common both at the workplace and in education. There are at
least four reasons for cooperation (cf. Argyle 1991):
1. Many tasks are too large for a single person
2. Many tasks require very different skills, information and other resources, and no single
individual possesses them all
3. When you cooperate, you can learn from each other
4. Cooperation can be fun!
By cooperating, you can achieve results you could never have achieved on your own
("collaborative advantage": Huxham and Vangen 2005). Yet, cooperation can also be very
frustrating. It can be hard to agree on what to do and how to do it. Aims and ambitions may differ,
some team members may be very dominant and others may show little initiative or may not
contribute much. And when you do not have any experience with group work and expect detailed
instructions, you may be at a loss what to do.
The aim of this annex is to help you make cooperation in your team effective and produce good
results. It discusses the two different aspects of cooperation (section 1), the different team roles
(section 2) and the learning approach to cooperation (section 3). Section 4 discusses how to deal
with free-riders and couch potatoes. Section 5 discusses the issue of cooperation with people from
different cultural backgrounds. This annex concludes with a summary in the form of nine tips
(section 6).

1. Tasks and relations

Cooperation has two sides to it (cf. Bouwen and Taillieu 2004). First of all, it is task-oriented
process that aims to solve a problem and achieve results. It involves the following steps (cf.
Ridder and Schoenmaker 2012):
1. Setting goals and ambitions
2. Identification of activities that need to be done to achieve these goals
3. Scheduling and clustering of activities
The idea is to cluster activities in such a way that relations within each cluster are maximized
and relations between clusters minimized.
4. Assigning clusters of activities to individual team members
The workload of each team member should be comparable and spread evenly in time.
5. Performance of the activities AND simultaneously coordination between the activities
Coordination is necessary to prevent for instance that data are collected that are not needed
for the model or that a model is developed for which no data can be found. Effective
clustering (step 2) will reduce but not remove the need for coordination.
6. Integrating the results, e.g. writing the final report
Secondly, cooperation is a social or “relational” activity. The different team members have to
communicate with each other and have to agree on the goals and ambitions, the activities to be
performed, the distribution of tasks and many more things. This works best if the team members
get to know each other a bit. They do not have to become friends (the may), but it will help if they
become at least good acquaintances. Social activities may be helpful, such as having lunch or
dinner together. Moreover, inventing a team name may help to develop a team identity (e.g.
“Sustainability Unlimited”, “Economic Solutions plc”, “The Six Musketeers”...).
When relations in a team are good, the team members can focus on the task at hand and may
forget about the social aspects of cooperation. That is fine. But when relations are not good, the
result can be disagreement over the task at hand. For instance, team member A may not accept a
proposal made by team members B not because it is a bad proposal, but because A thinks B is

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too dominant. If relational problems are not recognized and addressed, it will be impossible to
reach agreement on the task at hand.

2. Team roles
In good functioning teams a number of “team roles” are performed. Meredith Belbin has
identified nine such roles (Belbin 1993):
• Plants: team members who generate new and unorthodox ideas
• Resource workers: networkers who collect ideas, data and other resources from outside the
team
• Co-ordinators, who can chair meetings, see the big picture and delegate tasks
• Shapers, who are task-focused and ambitious, and provide the necessary drive for teams to
progress
• Monitor evaluators, who take a broad view and consider all options
• Team workers, who focus on the relational aspect of team work, promote a good working
atmosphere and may mediate if there is a conflict
• Implementers, who work hard implementing decisions that have been taken and have a lot of
self-discipline
• Finishers: perfectionists with high standards and an eye for detail
• Specialists with special knowledge of a specific field that they are passionate about, but who
may be less interested in the project as a whole
There are many links between team roles and team activities. For instance, coordinators make
good chair persons; resource workers may be good in collecting data from outside sources;
monitor evaluators may play a large role in evaluating alternatives; specialists work best in their
own field of expertise; and finishers, if they are good in language, make excellent editors.
At the start of a project each team member should reflect on which team role or roles they prefer
and discuss their preferences with the other team members. Questions to ask are: which roles
appeal most to me? Which roles do I have experience with? Which skills would I like to develop?
And: which activities would I therefore like to do?

3. Learning by doing
At the start of a project it is impossible to predict everything that will happen. Inevitably, some
activities may take more time than expected, some may have been overlooked completely, a team
member may get ill, it may be impossible to get some data, and goals and ambitions may have to
be revised. In addition, communication problems may occur, procedures and platforms may not
work satisfactory, and tensions may develop.
There is only one way to cope with these uncertainties, and that is to evaluate regularly how the
work is progressing, to discuss any problem that may occur, and to make the necessary changes.

4. Coping with problem cases

Most teams function reasonably well or very well, but there are always some that do not because
of free-riders or “couch potatoes”. Free-riders are people who do as little as possible and like to
take credit for other people’s work. Couch potatoes may be well-intentioned, but they are lazy
and do not put in as much effort as the other team members do (Oakley et al. 2004).
Do not accept these kinds of behaviour! Instead:
• At the start of the team work, discuss how you as a team will deal with free riders and
couch potatoes.

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• All team members are required to make a fair contribution to the work. If they cannot or
do not want to, they should quit the course on their own accord.
• If you suspect that some of your team members are free-riders or couch potatoes, discuss
this as soon as possible within your team. There might be other problems and free-riders
or couch potatoes may still mend their way.
• When you have to evaluate each other, give fair evaluations, critical if necessary.
• Do not put the name of team members on reports when they have not made a significant
contribution.
• When you cannot solve problems in your team, go to the supervisor. He can then take
appropriate action and, in the worst case, exclude team members from the course.
Please note that as a team you are collectively responsible for the final result, so it is in your own
interest to address any problems you may encounter and if necessary go to the supervisor.

5. Cultural differences
Working in a team is quite different from working in a hierarchical setting. In a hierarchical
setting, you have to show respect for authority (your boss, the professor, …) and follow orders. In
return, you get detailed instructions. In teams, however, you have to cooperate with equals. You
have to take initiative, work independently and coordinate with your team mates. The team gets
an assignment, but no detailed instructions: they have to figure out together how to do the
assignment.
Team work is not culturally neutral. In some countries children and pupils learn to show respect
for authority and follow orders. In other countries, a critical attitude, initiative and independence
are rewarded. If you come from a country where respect and following orders are very important,
you may experience some psychological stress when working in a team and you may be at a loss
what to do. If on top of that your English language skills are not yet fully developed, you may
become very quiet in the team (e.g. Elliott and Reynolds 2014).
How to deal with cultural differences? While there are no magic solutions, here are a few tips and
insights:

• When you have just arrived in this course from a country where English is not a primary
language nobody expects you to have a perfect command of the English language. All we
expect is that you can make yourself understood and can understand others.
• Within this MSc program, it is not a problem to make mistakes, as long as you learn from
them and correct them. Bad suggestions are better than no suggestions at all because they
may lead to something good.
• It is the responsibility of the whole team to create a positive atmosphere where everyone can
express their ideas freely, including ideas that they are not certain about, and raise any issue
they may face.
• It is the responsibility of the whole team to recognize qualities other than independence and
initiative, and value and use these. Diversity can be an asset for a team.
• The newer a situation is – and the more uncomfortable you may feel initially – the more you
will learn from it.
• Most importantly: go for it! You have to try out things, ask for feedback, and learn from it.

6. Tips
1. Get to know the other team members personally and organize some social activities (section
1)
2. Agree on a name for your team (section 1)
3. Reflect at the start of the project which team roles may suit you and discuss this with your
team members when allocating tasks (section 2)

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4. Evaluate the cooperation process regularly, discuss any problem that may occur, and make
the changes when needed (section 3)
5. If there is disagreement over the work to be done, check whether there may be some
relational issues behind this (section 1)
6. If you suspect that some team members are underperforming, discuss the issue as soon as
possible with these team members and go to the supervisor if you cannot solve the problem
in your team (section 4).
7. Recognize cultural differences that may cause misunderstandings, and work from there to
achieve effective cooperation (section 5).
8. Follow these tips!
9. Follow tip nr. 8!

References

Argyle, M. 1991. Cooperation: The basis of sociability. Routledge, London.

Belbin, R. M. 1993. Team Roles at Work. Butterworth-Heinemann, Oxford.
Bouwen, R. and T. Taillieu. 2004. Multiparty Collaboration as Social Learning for
interdependence: Developing Relational Knowledge for Sustainable Natural Resources
Management. Journal of Community and Applied Social Psychology 14:137-153.
Elliott, C. J. and M. Reynolds. 2014. Participative pedagogies, group work and the international
classroom: an account of students' and tutors' experiences. Studies in Higher Education
39:307-320.
Huxham, C. and S. Vangen. 2005. Managing to Collaborate: The Theory and Practice of
Collaborative Advantage. Routledge, London, New York.
Oakley, B., R. M. Felder, R. Brent, and I. Elhajj. 2004. Turning student groups into effective
teams. Journal of student centered learning 2:9-34.
Ridder, H. A. J. and R. Schoenmaker. 2012. Systems Engineering Ontwerpproject 3; Dictaat
CT3061. TU Delft, Delft.

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ANNEX 4: RUBRIC
Please note that the criteria do not all have the same weight. The technical aspects, such as modelling, and the social aspects, such as consideration of stakeholderts, will
be given equal weight. The highest scores will be obtained for reports that integrate the technical and social aspects and are well presented.
Criteria 6 7
Quality of The basic physical processes
technical have been identified and
analysis quantified reasonably well
(order of magnitude).
Modelling is limited. The
model is not validated and no
or minimal documentation.
Consideration of Identifies main stakeholders,
client and other shows some understanding of
stakeholder goals and needs of client.
Results All research questions
answered and answers are
not clearly wrong.
Discusses different measures.
Discussion of Identifies main limitations.
research
Reflection on Discusses to what extent
IWRM IWRM theory was used.
Presentation Understandable and editing
report acceptable. Main report
concise, but essential
information may be hidden in
the annexes. Well-referenced.
The physical processes have been
identified in some detail.
Quantification goes beyond
merely the order of magnitude.
The model used supports the
conclusions. Some validation, but
not well structured.
Documentation present.
More detailed stakeholder
analysis, good understanding of
goals and needs of client
Provides detailed answers to all
research questions. Discusses
promising measures.
Identifies main limitations and
the implications for the results
and for the client.
Discusses to what extent IWRM
theory was used and whether
this affected the work.
Clear and logical structure. Main
report concise, but some
important information may be
hidden in the annexes. Few
mistakes in English. Well-
referenced.
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The most important physical
processes have been included
and quantified (whenever
possible) correctly. The model
used is well validated and
supports the conclusions.
Complexity is balanced with
data availability. Well
documented.
Quite extensive stakeholder
analysis, links with modelling
choices and measures
considered.
Detailed answers that can
withstand critical scrutiny.
Discusses and assesses the
effects of promising measures.
Discusses extensively the main
limitations and the implications
for the results and the client.
Evaluates the usefulness of
IWRM theory for own work.
Easy to read. Main report
concise and can be read on its
own; annexes discuss details
and provide support. Hardly
any mistakes in English. Well-
referenced.
Same, but model is very
well documented.
Sensitivity analysis has
been performed.
Modelling choices and
proposed measures
(partly) based on good
stakeholder analysis.
Same but at least some of
the measures are original.
Analyses the main
limitations, resulting
uncertainties and
implications for the client.
Identifies future research
needs.
Evaluates the usefulness
of IWRM in general, using
own experiences and
scientific literature
Easy to read, well written.
Main report concise and
discuss some essential
details; annexes discuss
other details and provide
10
Same, but model is
original
Results satisfy the client
and all stakeholders to a
very high degree.
Provides authoritative
answers to all research
questions. Measures
assessed are very original
and promising.
Quantifies uncertainties.
Analyses implications for
the client. Analyses the
consequences for the
client in detail. Sketches
an interesting research
programme.
Makes contribution to the
theory of IWRM.
Easy to read, literary
qualities. Main report
comparable to scientific
paper. Extensively
referenced.
 additional support.
Extensively referenced.
Cooperation Good cooperation will result in better results and therefore higher scores on the other criteria. Additional indicators that will be considered are:
• Positive: clear and detailed group evaluations showing signs of learning, any problems discussed in time
• Negative: problems are discussed only at the end

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