Decree Amending The Decree On Training For The Higher Commercial Examination (Hhx-Notice) (Group Test In Study Area Part 2 (Business Case))

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til højere handelseksamen (hhx-bekendtgørelsen)(Gruppeprøve i studieområdet del 2 (erhvervscase))

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Overview (table of contents)



Annex 1








The full text of the Ordinance amending Ordinance of the education to the higher commercial examination (hhx-notice)

(Group test in study area part 2 (business case))

§ 1

In executive order No. 691 by 23. June 2010 concerning the programme to the higher commercial examination (hhx-notice), as amended by Decree No. 1058 of 8. September 2010, is amended as follows: 1. Annex 2, study area, is replaced by Appendix 1 to this notice.

section 2 of the notice shall enter into force on the 1. August 2012 and has effect for students who follow the teaching and presenting sample in the study area after this date, however, not for on-or ill try on summer period 2012.

The Ministry of children and teaching, the 28. June 2012 P.M.V. Lars Mortensen/Mads B



Annex 1



' Annex 2 Study area – hhx, June 2012

1. Identity and purpose

The study area is a collaboration between disciplines within and across hhx-education professional main areas: Humanities and social sciences, including special economic disciplines. In the study area working with theories and practices in relation to individuals, business and society in association with universal issues and cultural, economic and political phenomena.

Study area unfolds a range of methodological and multidisciplinary aspects, which together strengthens students ' study skills. Students should develop consciousness of methodological concepts and ability to critically deal with both technical methods such as study methods in interdisciplinary contexts, thus helping to qualify their choice of field of study and later on tertiary education. In addition, the students ' awareness of the study area develops subject-related identity, diversity and interaction on specific issues. Study area challenges students ' critical faculties and promotes their ability to apply knowledge on practical and theoretical problems of General, economic and social nature.

Study area contributes to that students develop understanding of themselves as individuals and citizens in a democratic society, forces the ability to relate to the outside world and reasoning develops the understanding of human diversity based on personal, social and cultural factors.

2. Professional objectives and technical content

2.1. Professional goals

The professional goals of the study area is that students must be able to: – apply the theory and method of the study area subjects



— analyze an issue by combining knowledge from several different subjects



– apply professionally relevant study methods independently and productively



– reflect upon and assess the various subjects and professional methods options and limitations



– the search and process relevant technical information



– apply it in a way that supports the achievement of the other professional goals



– structuring and disseminating technical substance orally and in writing.

2.2. Technical content

The study area is organized into three parts, each of which and to together raises the profile of professional education-main areas (hhx). Education shall be organised with progression in the professionalism and competence of the study. In addition to the specified subjects in each part, the school may involve other subjects when they help to strengthen study the area's identity.

Part 1

Study area part 1 includes a duration of at least 150 hours.

Working with to develop students ' ability to relate analytical and reflective to academic knowledge. Through work with the reality close issues develops students their ability to collate knowledge and methods from different disciplines. In addition, working with basic professional methods and study methods.

Part 1 consists of three multidisciplinary areas: 1) Culture and language area, which partly deals with basic knowledge about language and about the relationship between language, culture and communication, partly with the use of various forms of communication, as well as oral and written genres in connection with specific cultural issues in General and/or professional contexts. In this area included the subjects Danish and foreign languages with a total of approx. 45 hours.



2) The socio-economic/social sciences area, dealing with basic knowledge and concepts from sociology, economics and political science to discuss current societal issues. In this area included the subjects international economics and social studies with a total of about 40 hours, including social studies at least 25 hours.



3) The business area that deals with basic knowledge and concepts about enterprises and their surrounding world to discuss current business issues. In this key area included the subjects of enterprise economy and marketing with a total of about 40 hours.

Mathematics must be included with about 25 hours in the socio-economic/social sciences and/or the business area in a way that ensures that the subject's scope aspect is brought into play.

In at least one of the three regions must enter into a spirit of innovation and entrepreneurial dimension.

Part 2 (business case)

Study area part 2 includes a duration of at least 60 hours. Marketing and business economics concludes with approximately equal shares.

Work is continuing on developing the students ' ability to on a methodical and technical basis to collect internal and external information on one or more undertakings. Information is analyzed to identify the company's critical success factors and challenges. Against this background, outlined possible alternative courses of action.

Working with on an authentic basis to develop students ' ability to remain critical and reflective to information about a company's internal and external relationships by using professional methods within trades marketing and Enterprise Economics. In addition, we work with students ' ability to reflect on what is characteristic of the technical methods employed in trades marketing and Enterprise Economics and their ability to explain differences and similarities compared to methods that are used in other types of subjects.

Part 3 (the international area)

Study area part 3 includes a duration of at least 60 hours. Danish, contemporary history, international economics and foreign languages included with approximately equal shares.

In the international area working with analyses and assessments of issues related to development in view of humanity, values and socio-economic conditions. This is highlighted in an international perspective, using the relevant cultural, historical and socio-technical theory and methodology, especially from Danish subjects, contemporary history, international economics, and foreign languages.

The teaching is organised as courses. In addition, students work with a selected category, which combines relevant subjects. Students further develop their ability to assess the subject's contribution to the problem and various professional possibilities, limitations and importance of the methods of work. In addition, work continued with critical reflection on the conclusions and professional methods.

3. organisation

3.1. Didactic principles and forms of work

To be used various forms of work, taking into account student prerequisites. The teaching is organised with variety and progression, so that still more study methods and forms of work are taken into use. To include case-and/or project-oriented forms of work in all parts of the study area. Students included in the dialogue on the organisation of teaching. Pupils ' work covers a broad spectrum of forms of expression, including included written work as a special study preparatory work with process-and product-oriented projections. Instructions shall be granted to an extent and in such a way that pupils ' workflow is supported.

Part 1

The teaching is organised as themes, if lighting requires multiple disciplines within the three areas in part 1. The focus of the individual theme course must be clearly worded and must give rise to a reflection both of professional objectives and substantive and technical methodological issues. To be in the work involved a number of professionally relevant study methods and forms of work, including writing work.

The teaching is carried out, so that students in the work of the professional issues and practices develop professional skills, autonomy and cooperation ability. It must be done through investigative work processes as well as by exchanging between deductive and inductive approaches. The work is organised with progression and in interaction with the professional objectives for the subjects.

Part 2

The teaching is organised with an overall focus on business method and application of subject-related theory and terminology in a way that creates awareness about the characteristic of these subjects methods. Working in casebaserede course, preferably in groups with information gathering, analysis and presentation of alternative courses of action on the basis of specific companies.

To be in the work involved a number of professionally relevant study methods. Education shall be organised so that the pupils ' work with academic theory and method further develop their professional skills, self-motivation, ability and reflexive thinking. It is done through further development of investigative and interrogative workflows. That included writing work that supports student learning in the work on the case.

Part 3

Team/school choose a thematic framework, which has an international perspective, and to ensure that relevant professional goals in the involved subjects. The teaching is organised with progression, and made a range of possible topics that form the background and inspiration for individual immersion in selected topics.


To be in the work involved a number of professionally relevant study methods. The teaching is organised so that the students ' work with the topics and methods further develop their professional skills, self-motivation, ability and reflexive thinking. It must be done through investigative and interrogative workflows. The focal point is the pupil's individual preparation and treatment of a problem formulation that provides the basis for a synopsis of the selected topic.

In part 3 shall establish written work that supports the students ' reflection on the area's theme and the ongoing work on problem definition and synopsis.

3.2. Information technology

The teaching of all the study area's share shall be organised so that academically relevant information technology tools be included as an integral part of students ' work to structure their task-and project solutions and to prepare and disseminate their work.

Also included relevant information technology tools and applications in the context of students ' work to collect and process information. Teaching in the academic area must ensure that students ' ability for critical assessment of information continue to be strengthened.

4. Evaluation

4.1. Ongoing evaluation

The ongoing evaluation to ensure that the pupils reflect on their professional development in the study area and their evolution from primary school students to high school students and later to students. It must be through a wide range of evaluation types stimulate students ' reflection on their yield of teaching.

Evaluation after part 1

At the latest by the end of the first year held an internal evaluation under try similar forms on the basis of one of the school selected sample form.

In assessing the emphasis is on the extent to which the individual pupil is able to on the basis of an interdisciplinary theme related to the study area part 1: – to present and discuss work with a professional problem



– explain the method use at an elementary level



– reflecting on his professional development during the study area part 1, including the use of different forms of work and study methods



– disseminate and organize its work.

One character is given on the basis of a global assessment.

4.2. test forms

Oral examination will be held on the basis of a centrally made the case at the end of the second year and on the basis of one of the school/team established thematic framework no later than the end of the third year. The testees ' trial basis is by both samples a synopsis.

Part 2

Examinees shall prepare a synopsis of a scale of three to five pages excluding annexes. Given about 48 hours of preparation, however, not less than 48 hours. The synopsis prepared in groups, unless very specific professional interests prevail, and will form the basis for a conversation about relevant analyses, assessments and conclusions and on group/the testees ' reflections on the application of theory and method. In the synopsis casevirksomhedens critical success factors, outlined the challenges the company faces as well as the Group's/the testees ' suggestions on how the challenges can be handled. It also provides the synopsis method considerations, which the group/the examinee explains how subjects contributing to the work of casevirksomheden, and in which they reflect critical of the application of theory and method. Group/the examinee can attach a number of annexes. The synopsis sent to the censor.

Examiner and examiner must overall have competence in the subjects that are included with the greatest weight in the pupil's synopsis.

The school decides whether the actual examination is conducted individually or in groups. By group examination examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, exempt school an examinee from a group examination.

Examination time is approximately 24 minutes per examinee. By group examination examination time per examinee can be shortened by up to four minutes.

The exam consists of group/the testees ' presentation of self selected parts from the group/the testees ' synopsis and a subsequent conversation between group/examinee and Examiner with the possible involvement of external examiners.

The assessment is an assessment of the extent to which the testees ' performance meets the following criteria for the study area part 2. Regardless of the choice of examination form will be assessed individually on the basis of the examinees ' oral performance alone.

The examinee must be able to: – apply academic theory, methodology and terminology



-collect, analyse and assess information on the company's internal and external relations



– argue academically through independent reasoning



– reflect critical of the use of methods



– disseminate its work.

One character is given on the basis of a global assessment.

Part 3

Students in training time, see. paragraph 3.1., individually a synopsis of a scale of three to five pages excluding the annex on the basis of self-selected subjects and topics relevant to the study area part 3. Prior to working with the synopsis prepares students a problem formulation, which must be approved by the teachers involved. Problem formulation must be delimited in a manner that ensures that no can be reuse of title and/or conclusions from the replies that had been previously submitted and corrected.

The synopsis must be the basis for a conversation about relevant analyses, assessments, conclusions and perspektiveringer as well as about the testees ' reflections on the application of theory and method. In the synopsis outlines problem formulation, treatment of the professional issues and a conclusion. It also provides the synopsis method considerations, which the student explains how each profession contributes to the expansion of the issues, and where the student reflects critically about the application of socio-technical/humanistic theory and method. The student can include a number of annexes. The synopsis sent to the censor.

Examiner and examiner must overall have competence in the subjects that are included with the greatest weight in the pupil's synopsis.

Examination time is approximately 30 minutes. No preparation time. The examination consists of the testees ' presentation and the presentation of key issues raised in the synopsis as well as a subsequent conversation between the examinee and Examiner with the possible involvement of external examiners.

The assessment is an assessment of the extent to which the testees ' performance meets the professional objectives for the study area. The examinee should including be able to: – independent formulate and analyse socio-economic, cultural and historical issues



— argument professionally, including deal critically and perspectives for their own conclusions



– remain critical to method use



– reflecting on the subject-related contribution to the topic and research question



– the search and process technical information relevant to the selected issue.

One character is given on the basis of a global assessment. The examinee will be judged solely on the basis of the oral performance.

4.3. Single subject kursister and even students

Part 2

Single subject kursister and even students shall submit a sample in part 2, within the limits thereof. The student/the student prepares a synopsis of a scale of three to five pages excluding the annex, corresponding to the description in point 4.2.

Assessment criteria corresponds to the assessment criteria for part 2 in section 4.2. in this lesson plan.

Part 3

The student/the student prepares a synopsis of a scale of three to five pages excluding the annex, within the framework of the study area part 3 as described in section 4.2. The school shall designate among the school's teachers, mentors for each student/even students in the disciplines that are included with the greatest weight in the synopsis. The student/the independent student chooses in consultation with advisers area of the synopsis. Problem formulation prepared by the examinee and must subsequently be approved by the school.

Assessment criteria corresponds to the assessment criteria for part 3 in section 4.2. in this lesson plan. '