Master of Science in Maritime Economics & Logistics (MEL)

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1 Master of Science in Maritime Economics & Logistics (MEL) March 2008

2 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 PO Box RA Utrecht The Netherlands Phone: +31 (0) Telefax: +31 (0) Internet: QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned.

3 Table of contents Foreword 5 Part I General 7 1. Introduction 9 2. Frame of reference General remarks 15 Part II Report on the Master degree course Report on the master degree course in Maritime Economics and Logistics offered by the [Erasmus University Rotterdam] 19 Appendices 49 Appendix A: Short CVs of the Committee members 51 Appendix B: Programme of the site visit 53 Appendix C: Domain specific Frame of Reference offered by MEL 55 Appendix D: Final Qualifications of the Programme 59 3

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5 FOREWORD This report forms part of the quality assessment of university degree programmes currently being carried out in the Netherlands. It aims to present a reliable picture of the results of the degree programme submitted for this review, provide feedback for the internal quality assessment of the institutes concerned, and serve as the basis for accreditation by the Netherlands Flemish Accreditation Organization (NVAO). QANU ensures independent, unbiased, critically constructive assessments using identical quality criteria as far as possible, while taking specific circumstances into account. The Assessment Committee for the Master of Science in Maritime Economics and Logistics of Erasmus University Rotterdam has fulfilled its tasks with great dedication. The programme was evaluated in a thorough and careful manner. We trust our conclusions and recommendations will be treated likewise. We thank the Chairman and members of the Assessment Committee for their willingness to participate in this assessment and for the dedication with which they carried out this task. We are also grateful to the staff of the Center for Maritime Economics and Logistics (MEL) for their carefully prepared documentation and for their co-operation during the assessments. Quality Assurance Netherlands Universities Mr. Chris J. Peels Director Dr. Jan G.F. Veldhuis Chairman of the Board 5

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7 PART I: GENERAL PART

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9 1. Introduction The Assessment Committee (hereafter called: the Committee) presents its observations and conclusions on the Master s degree course in Maritime Economics and Logistics of the Erasmus University Rotterdam in this report. There are two parts: background information (I) and the detailed assessment (II) Administrative data Master of Science degree course Maritime Economics and Logistics: Name of the degree course: CROHO number: Level: Orientation: Study load: Degree: Variant(s): Location(s): Expiration accreditation: MSc in Maritime Economics and Logistics (MEL) Toets Nieuwe Opleiding MSc University/WO 60EC MSc full time, part time Rotterdam not applicable The visit of the assessment committee to the Center for Maritime Economics and Logistics of Erasmus University Rotterdam took place on 24 January The Committee Task The Committee was asked to carry out an assessment of the Master s degree programme in Maritime Economics and Logistics (hereafter called: MEL) according to the assessment protocol for new degree programmes (Toetsingskader Nieuwe Opleiding, TNO) of NVAO. This involved examining 19 facets spread over six subjects. Since the degree programme has been running for several years already, the QANU protocol (Quality Assurance Netherlands Universities) for existing degree programmes has been followed in addition. This involved an extra assessment of the didactical concept, the methods of assessment and the results. This evaluation and assessment is based on, and complies with, the NVAO accreditation requirements. Members The following experts were appointed as members of the Committee: Prof. Peter Marlow, Professor and Head of Logistics and Operations Management at the Cardiff Business School of Cardiff University (UK), chairman of the Committee; Prof. Enrico Musso, Full Professor in Applied Economics at the University of Genoa (Italy); Drs. Jan Steen, Senior policy advisor on the quality of education at the Educational Institute (onderwijsinstituut) of Wageningen University; 9

10 Mr. Eric Damoiseaux BSc, Graduate student of Maritime Technology at Delft University, The Netherlands. The Committee has the expertise to assess the content of the programme under review. This is represented by the extended knowledge and experience of professor Marlow and professor Musso in the academic and professional field of this programme. Mr. Jan Steen has general educational expertise, knowledge of higher education and educational policy in the Netherlands. The student viewpoint is represented by mr. Damoiseaux. Both the chairman and the educational specialist have experience in quality assessment and auditing. A short curriculum vitae of each Committee member is included in Appendix A. Ms. Marjolein Boessenkool (MA), QANU staff member, was appointed secretary to the Committee. The composition of the Committee was formally approved by the QANU Board in July 27, 2007 and by NVAO on January 21, All members of the Committee were required to sign a declaration of independence to ensure that: the panel members have no bias, personal preference or personal interest, and their assessment is not unduly influenced by the institute, the programme or other stakeholders Materials presented to the Committee as a basis for the assessment The schedule for the site visit was agreed upon by beforehand. The Committee members received in advance the self-evaluation report plus appendices and a selection of theses from MEL. During the site visit the Committee examined additional materials relating to the degree course such as information material (student handbook, Course Catalogue, brochures); study material (course manuals, literature, syllabi and readers); examples of assignments, portfolios and examinations; guidelines; module evaluations; minutes of committee meetings; et cetera Site visit The first meeting of the Committee was held on January 23, During this meeting, the Committee agreed on a the domain-specific frame of reference, discussed the self-evaluation report, decided on questions and assessed a selection of theses recently produced by graduates of the degree course. The site visit was held the day after on January 24, The schedule of the site visit is given in Appendix B. The Committee interviewed the management team, members of committees, alumni, teaching staff, students and members of the support staff. The Committee was taken on a tour of the facilities. Part of the afternoon was reserved by the Committee for review, to summarise the observations made and to prepare for the close-out meeting. 10

11 The site visit was pleasant and inspiring. The interviews were held in an open atmosphere, and the Committee was able to verify the self-evaluation report Working method adopted by the Committee The Committee based its assessments on the self-evaluation report, on other materials provided by MEL and on the interviews conducted during the site visit. A complete overview of the assessments is given at the end of part II. Decision rules In accordance with the NVAO s accreditation framework, the Committee used a scale of one to four for its assessments of the facets: Unsatisfactory Satisfactory Good Excellent. The default assessment is satisfactory, i.e. the programme complies adequately with the criteria. In other words, there was nothing remarkable in either a positive or a negative sense relating to that facet, or any negative elements present were clearly counterbalanced by positive elements. A facet was considered good if it had evident positive or remarkable elements and no negative elements. The score was excellent if the course clearly presented an example of best practice. The Committee also weighted the scores for the facets when estimating the total score for a subject: Satisfactory or Unsatisfactory. Because of the different relative weights of the various facets, it is possible that an unsatisfactory score for one facet could be counterbalanced by a satisfactory score for another facet in that subject. If this was the case, the rationale is given. Report After the site visit the QANU secretary made a first draft of the report. The Committee members commented on that draft and added their analysis and assessment by . A second draft was made on the basis of the comments and agreed upon by all the Committee members on the basis of consensus. This draft was sent to the MEL director to identify possible misinterpretations and factual errors. The final version of the degree course report was produced in close co-operation between the chairman and the secretary of the Committee (March 2008). Part time programme The MEL course is offered as a fulltime and as a parttime programme. The parttime programme leads to the same final qualifications and follows the same curriculum as the full-time programme, but it is extended over two years. After admission the Student Affairs Officer decides on an individual programme with the candidate. During the visit the Committee has taken into account the facilities and possibilities for part-time students. The Committee spoke with one part-time student in the student delegation. It came to the same assessment for both full-time and part-time programme on all facets. This has not been reported separately in the assessment framework. 11

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13 2. Frame of Reference The self-evaluation report has listed all kinds of degree programmes that are in the domain of maritime economics and logistics. Because of the complexity of the domain and the competitiveness of the programmes there is no real benchmark possible. In addition to this the Director of MEL prepared a domain description that was quite useful. It is listed as appendix C in this report. The Committee discussed the Domain Specific Frame of Reference and came to the conclusion that no formal benchmark is available. Developing a benchmark is hampered by the fact that comparable programmes are also major competitors. Nevertheless, the committee states that in view of the complexity of the domain any programme should be multidisciplinary. As a form of benchmark an extensive list of comparable MSc programmes in the world was enclosed in the self-evaluation report. The list mentioned in short the specific focus of these programmes. The domain experts of the Committee, professor Marlow and professor Musso, are quite familiar with several of the programmes listed. They have been involved in these programmes as visiting professor, external examiner or as external academic advisor (Marlow to Hong Kong University) and for that reason familiar with the level and orientation of these programmes. These programmes each have a different focus towards shipping and logistics. They are all well established, highly regarded and research-oriented programmes and the admissions requirements are comparable to those of MEL. They set a good standard for comparison of the level and the orientation in the domain of maritime economics and logistics. In the absence of an international frame of reference the Committee decided to compare the MEL programme to these programmes. As the programmes are quite different from each other the special focus of each programme served as the basis for comparison of the topic. The committee members compared the MEL programme to these programmes with regard to the contents, the topics offered, level of the course, textbooks, course works and thesis work. 13

14 Among these programmes are: University Programmes offered Focus Cardiff University (UK) Cardiff Business School City University London (UK) Cass Business School Dalian Maritime University (China) Transport and Logistics College Hong Kong Polytechnic University (China) International Centre for Maritime Studies (ICMS) and Department of Logistics (LGT) ITMMA, University of Antwerp (Belgium) Institute of transport and maritime management Antwerp University of Genova (Italy) MSc In International Transport MSc in Marine Policy MSc in Shipping, Trade and Finance (STF) MSc in Logistics, Trade and Finance (LTF) MSc in Energy, Trade and Finance (ETF) MSc in International Shipping and Logistics (in Chinese) MSc in International Shipping and Logistics MSc in Transport and Maritime Management (MTMM) MSc in Transport and Maritime Economics (MTME) Economia e management marittimo e portuale (in Italian) Shipping economics, international logistics, transport and logistics modelling Shipping economics, finance, transport economics, logisics (supply chain models) Insurance, maritime logistics, quantitative and research methods Finance, supply chain management, port policy, infromation systems (IT) Strategic management, maritime law, safety and insurance Transport logistics, transport economics, global economy 14

15 3. General remarks Having read and studied the Self Evaluation Report (a highly informative document) and visited the Centre for Maritime Economics and Logistics (MEL) at Erasmus University it is apparent that the Master s in Maritime Economics and Logistics course is a valuable programme of study which possesses credibility in global terms. In particular members of the Committee were impressed by the motivation of both students and staff and the obvious enjoyment of the latter in teaching the former. The programme of study is highly relevant and compares favourably with other postgraduate qualifications offered by major international universities with which members of the Committee are familiar. Channels of communication between staff and between staff and students appear to be very effective, facilities are good, information given to students is accurate and timely and student welfare is provided by the student support office (the subject of particular praise from the students). Individual aspects are dealt with in detail in our Report but the Committee considers that the aims and objectives of the programme are clearly expressed and achieved; the curriculum is well organised; the methods of assessment are clear and the standard of examination papers is appropriate; the programme has strong links with industry and is delivered by academics recognised in their field as competent and established researchers; the programme has good completion rates and success rates are high. We consider the strengths of the programme to lie generally in its overall quality and specifically in its international nature and internship opportunities. The thesis work the Committee assessed represented the level and orientation of a MSc degree. One possible challenge for the staff is to maintain a consistent quality and standard in thesis presentation and assessment. The Committee would like to thank the staff of MEL for their cooperation during the site visit and also their colleagues from the Erasmus School of Economics and the RSM Erasmus University as well as former students for their participation in the assessment process. 15

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17 PART II: REPORT ON THE MASTER DEGREE COURSE 17

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19 1. Report on the master degree course in Maritime Economics and Logistics offered by the [Erasmus University Rotterdam] Administrative data Master degree course in Maritime Economics and Logistics Name of the degree course: in Maritime Economics and Logistics CROHO number: Toets Nieuwe Opleiding Level: master Orientation: university/wo Study load: 60 EC Degree: MSc Variant(s): full time, part time Location(s): Rotterdam Expiration accreditation: 31 December 2007 The visit of the Assessment Committee to the [Center fpr Maritime Economics and Logistics] of the [Erasmus University Rotterdam] took place on 24 January Structure and organisation of the faculty and/or department The MSc course in Maritime Economics and Logistics (MEL) is offered by Erasmus University Rotterdam (EUR). It is a post-initial programme which is not funded by the Dutch government. It is meant for students with a BSc in Economics (or a related subject) and with several years of work experience. In 1999 the EUR Board of Governors decided to start the MSc in MEL. It is offered jointly by the Erasmus School of Economics (ESE) and the Rotterdam School of Management (RSM). Both Schools are jointly the degree-awarding bodies. MEL benefits from recognition (and accreditation) by the Rotterdam School of Management. As part of the RSM Erasmus University portfolio of programmes, MEL is accredited by AACSB. The daily running of the programme is in the hands of the Director, Prof. Hercules Haralambides, and the Deputy Director, Mr. Michele Acciaro. There is a small staff to support teachers and students. The Director is advised by an Academic Council and an Advisory Board.. The Academic Council, consisting of two representatives of the teaching and research staff also acts as the Board of Examiners. The members of the Advisory Board are representatives from companies and industries in the sector. Administrative and financial affairs are dealt with in the Board of Commissioners. This Board has representatives of the two founding faculties as well as the University Board.as its members. Preparing for accreditation the MEL management has installed an Educational Committee (Opleidingscommissie) to participate in the quality assurance of the programme and to advise the Director on all educational matters. 19

20 The MEL programme receives its strongest educational input from the Econometric Institute (Department of Econometrics) of ESE. In terms of research and education, most of the MEL resident faculty participate in the Business Processes, Logistics and Information Systems (LIS) programme of the Erasmus Research Institute of Management (ERIM). Visiting faculty, from both universities and the professional field, also belong to organisations with a research orientation, at a personal as well as an institutional level. The MEL course is offered as a fulltime and as a part time programme. The part time programme leads to the same final qualifications and follows the same curriculum as the fulltime programme, but it is spread over two years. After admission, the Student Affairs Officer decides on an appropriate and balanced individual programme over the two-year period. with the candidate. During the visit the Committee has taken into account the facilities and possibilities for parttime students. The Committee spoke with one part-time student in the student delegation. It came to the same assessment for both full-time and part-time programme on all facets. This has not been reported separately in the assessment framework Introduction of bachelor and master degree courses, wrapping up old doctoraal degree courses: state of affairs Not applicable The assessment framework Aims and objectives of the degree course F1: Domain-specific requirements The final qualifications of the degree course correspond to the requirements made to a degree course in the relevant domain (field of study/discipline and/or professional practice) by colleagues in the Netherlands and abroad and the professional practice. Description The MEL programme is a post-initial degree programme aimed at educating young professionals with several years of work experience. The overall MEL objective is formulated as follows: The MSc in Maritime Economics and Logistics (MEL) aims at fast-tracking promising young professionals into tomorrow's leaders in business and government. The programme prepares experts with modern economic and management tools for efficient decision-making, providing them at the same time with methods, concepts, and theories to enable them understand and analyze the complexities of global maritime supply chains in a holistic and multidisciplinary way. In this way, MEL graduates are expected to be able to act and decide, with managerial style and determination, under complex and uncertain conditions, in a global economic and social environment. The programme is meant for students who have obtained a university BSc in Economics or a related subject and have several years of work experience. It aims to train and structure the 20

21 thinking process of students in terms of complex cause-effect arguments through an integrated and multidisciplinary approach. An applied discipline like maritime economics and logistics needs an academic approach. The programme focuses on the study of economics and not on management skills. On the other hand, being a post inital programme, it does aim at practical skills and knowledge as well. The MEL objectives were prepared after consultation with the EUR institutions as well as industry. The final qualifications of the degree programme are listed as appendix D. The degree programme provided an overview of programmes in this field at various universities. It states that no formal benchmark can be made as none of these programmes compare to MEL in its totality, only to individual programme components. Assessment The Committee finds that the MEL management has strong views on the philosophy of the programme. According to the Committee the final qualifications of the programme correspond to an academic degree programme in the domain of maritime economics. The domainspecific qualifications (as listed in appendix A) identify the key issues of the discipline, as well as the complexity of the field. Students are taught to make research-based decisions and to assess economic theories critically. As discussed in the general part of this report (frame of reference) the Committee finds that no appropriate benchmark is available. Developing a benchmark is hampered by the fact that comparable programmes are also major competitors. Nevertheless, the programme s aims and objectives compare very well with several MSc programmes in Europe and Asia with which the Committee members are familiar. The Committee finds that the qualifications of this programme exceed international standards as it is highly relevant and multidisciplinary. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is good. F2: Level The final qualifications of the degree course correspond to general, internationally accepted descriptions of the qualifications of a Bachelor or a Master. Description The final qualifications (see appendix D) are based on the Dublin Descriptors for a master degree programme and on the mission of the MEL programme. The qualifications reflect knowledge and understanding of the domain at a complex and advanced level, as well as the ability to make judgements and decisions in a complex logistic supply chain. The qualifications reflect a broad set of general and domain-specific competencies at an advanced level. 21

22 Assessment The programme corresponds to internationally accepted descriptors of a research-oriented master degree programme as described by the Dublin Descriptors. The Committee finds that the qualifications are comparable to international MSc programmes in the domain. Recommendation The Committee recommends making the final qualifications clearer by formulating them more as learning outcomes instead of objectives. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory. F3: Orientation The final qualifications of the degree course correspond to the following descriptions of a Bachelor and a Master at universities: The final qualifications are based on requirements made by the academic discipline, the international academic practice and, if applicable to the course, the relevant practice in the prospective professional field. A University (WO) bachelor possesses the qualifications that allow access to a minimum of one further University (WO) degree course at master s level as well as the option to enter the labour market. A University (WO) master possesses the qualifications to conduct independent academic research or to solve multidisciplinary and interdisciplinary questions in a professional practice for which a University (WO) degree is required or useful. Description The final qualifications of the programme have been developed with the aim of preparing students to enter the MEL industry with a broad set of competences required under complex and uncertain conditions in a global economic and social environment. A MEL graduate is expected to formulate scientific problems as research questions, analyse research questions from different perspectives and provide academically plausible and research-based answers. Graduates of the programme have the qualifications to start a PhD programme. Several students have been accepted as PhD students. The demands of the academic discipline are systematically assessed through the Academic Council, of which Prof. Dekker (Logistics) and Dr. Van Berden (Economics) are a member. The resident staff are researchers at renowned research institutes (RSM/ERIM). The visiting staff are from well regarded foreign universities or industry representatives. The demands of the professional field are considered by the Advisory Board, through which the programme is assessed for its relevance to the MEL industry. Assessment The Committee finds that the qualifications merge a strong academic research orientation with the needs of the industry. As the staff are embedded in the research programmes of ESE and RSM, the demands of the academic discipline are met and accounted for in the final qualifications. 22

23 The strong links with the professional field are shown both by an active Advisory Board as well as by a strong involvement of the field in the curriculum. This cooperation is a strong asset of the programme. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is good. Assessment of the subject Aims and objectives of the degree course : The Committee concludes on the basis of its assessments of the relevant facets that the assessment for the subject Aims and objectives of the programme for the master degree course in Maritime Economics and Logistics is satisfactory Programme Description of the programme of the degree course: The programme is organized to run for one year planned from November to next October. The programme's structure reflects the integrated approach of addressing the interconnectedness of aspects of global shipping. The programme consists of an induction course, core programme and the thesis. The induction course is 3 EC and runs from November till Christmas break. The core programme is 42 EC and runs from January till May. It consists of a comprehensive set of 10 modules: Port Economics and Policy (PEP) Phipping Economics and Policy (SEP) Maritime Logistics (ML) Logistics and Supply Chain Management (SCM) Phipping and Transport Finance (STF) Transport and Regional Economics (TRE) nternational Economics (IE) Management Science (MS) Marine Technology and Innovation (MTI) Maritime Law (MLW) Alongside the core programme, there are the Distinguished Lecture Series; several company visits and Professional Development Courses (all together corresponding to 3 EC), which link the programme to professional practice. Individual thesis work is equivalent to 12 EC. The thesis work can be performed at Erasmus University or in the student's home country and is often combined with an internship in The Netherlands or abroad. 23

24 October September Graduation August July Thesis Period June May April March February PDC s Core Course Modules January December November Induction Course DLS CV Figure 1: The MEL programme at a glance F4: Requirements for university degree courses The programme meets the following criteria applicable to a degree programme at a University (WO): The students acquire knowledge on the interface between teaching and academic research within the relevant disciplines; The programme follows the developments in the relevant academic discipline(s), as it is demonstrated that it incorporates current academic theories; The programme ensures the development of skills in the field of academic research; For those courses for which this is applicable, the course programme has clear links with the current professional practice in the relevant professions. Description: The final qualifications and programme structure have been designed by academically skilled experts who operate in internationally recognized research groups. The staff have links with the national and international scientific communities and participate in reviewed research programmes. MEL, as a research-oriented MSc, makes sure that this research expertise finds its way into the classroom by using recommended scientific literature in addition to standard textbooks. The MEL programme covers all major issues in the domain. The induction course is meant to refresh students' academic knowledge of economics, econometrics and statistics. In addition it is meant to compensate for different students backgrounds and any gaps in knowledge. It also addresses research methodology and writing skills. One component of the induction course is dedicated to planning, structuring and performing research. At the end of the course students are able to structure and explore new ideas, make reference to the ideas of others, and write and present a thesis in a scientifically defendable manner. The students appreciate this start to the programme and the skills learned. 24

25 The core programme is taught mainly by teachers who are also employed as researchers at RSM or ESE. The Committee studied the literature and testing material of the various courses. In the Distinguished Lecture Series (DLS) several lectures are given by representatives of the professional field. They lecture on the professional applications of academic research questions. The professional development courses aim at developing the more practical aspects of MEL as they allow interaction with professionals and address topics of a more practical nature (e.g. chartering and shipbroking; container terminal operations). Through the series and the company visits, students learn about the working methods in the professional field. The final thesis of the programme is an individual work that clearly demonstrates that the course is research oriented. The thesis is based on recent literature and addresses topics relevant to the academic and the professional field. Assessment The fact that the staff are involved in current research ensures that the programme fulfils the requirements of an academic orientation at the MSc level. The Committee found that the courses have a strong link with this research. The link with current professional practice is ensured through the strong contacts with the professional field both in the core courses and in the DLS. The Committee studied the literature of the different courses and concludes that it incorporates up-to-date literature at a high level: both specialized articles and well-known current textbooks are used. The testing material (exams/assignments) also shows that the courses are assessed at an appropriate level for an MSc programme. Apart from methodological skills in the induction programme, skills are further developed in the core programme through the assessment of papers and presentations. The Committee observes that the training of research skills is done with adequate results. The thesis clearly contributes to current research. The programme has direct and concrete links with the professional practice through the Distinguished Lecture Series and the company visits. Because of the good research orientation in combination with strong links with the professional field the Committee finds that the programme exceeds the criteria for this facet. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is good. 25

26 F5: Relationship between aims and objectives and contents of the programme The course contents adequately reflect the final qualifications, both with respect to the level and orientation, and with respect to domain-specific requirements. The final qualifications have been translated adequately into learning targets for the programme or its components. The contents of the programme offer students the opportunity to obtain the final qualifications that have been formulated. Description The Committee has examined the study guide and course material. The course descriptions in the self-assessment report show how the final qualifications in terms of level, orientation and field-related demands are translated into learning objectives for every component of the MEL programme (induction course, core courses, events and thesis). For every component the content, objectives, didactical concept, assessment methods and link between the course and the final qualifications are described. The way the learning objectives of each module contribute to the final qualifications and to the MEL mission is found in more detail in the course sheets prepared every year by the core course module coordinators. This information is available to both students and staff. Teachers mentioned to the Committee that the MEL Director plays an important role and that there is frequent contact about the course sheets. Assessment Based on the above-mentioned findings, the Committee concludes that the course offers students the opportunity to obtain the formulated final qualifications. The Committee finds that the different components of the programme all have learning objectives and that they are adequately reflected in the course contents. The Committee is positive about the involvement of the Director in ensuring that the overall qualifications are met in the courses. Recommendation The Committee remarks (as in facet 2) that to strengthen the relationship between the objectives and the contents of the degree course further, it is advisable to describe the learning outcomes for each course in more detail in addition to the objectives. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory. F6: Coherence of the programme Students follow a programme of study that is coherent in its contents. Description Coherence in MEL follows from the programme s holistic philosophy, which is its all-pervasive mission statement. The prevalent perspective is that each module is a component of a larger picture, the global maritime supply chain. Programme coherence is further strengthened by the involvement of the industry itself in the MEL curriculum. 26

27 The coherence of the MEL programme is the responsibility of the Academic Council which is chaired by the MEL Director. He ensures the relevance of the learning objectives and module contents, and that teaching staff fulfil them, thus achieving the overall MEL objective. Staff members mention that the courses' qualifications and didactical concepts are discussed regularly by MEL management to ensure that different components are fine-tuned and adjusted to comply with the overall MEL curriculum. Between several simultaneously running courses, bridges are identified to illustrate the coherence of the programme to students. Finally, the coherence of the MEL programme is checked annually by the overall MEL evaluation. This ensures that issues of consistency and uniformity are addressed and discussed with the students. Lecturers and module coordinators, as well as all other parties involved in the programme, are informed of any changes in the overall structure of the programme two months before the start of the core courses. Students report that they see no unneccessary overlap in the courses and feel that the courses are well aligned with each other. Assessment The Committee finds that the MEL management has strong views on the philosophy of the programme and the coherence of the components. It takes its task of safeguarding the coherence of the programme very seriously. The contents of each component and the coherence between them are discussed with the course coordinators. The Committee is not fully convinced that no overlap exists as the complex nature of the core programme makes this difficult to avoid. Given management's explicit decision to teach all core courses simultaneously, the Committee finds that everything possible has been done to avoid duplication and to identify topics for bridges. The annual evaluation provides a continuous safeguarding mechanism to monitor the coherence of the programme. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory. F7: Study load The programme can be successfully completed within the set time, as certain programme-related factors that may be an impediment to study progress are removed as much as possible. Description The programme begins in November and ends in October of the following year. The MEL programme is intensive and requires a lot of work from the students. The study load is frequently monitored to prevent it becoming too heavy. Based on this evaluation, the study load was reduced in 2006 from 72 EC to 60 EC. This was accomplished by reducing contact hours and assignments, as well as by spreading the course workload over three extra weeks. The curriculum starts with the six-week Induction Course (3 EC). The most intensive part of the year is the Core Course period (Jan-May) when the students follow ten modules running almost in parallel and earn 42 EC. The scheduling of study load and assignments during this period is constantly monitored by the Student Affairs Officer. From June till September students write their thesis (12 EC) and follow the Professional Development Courses. 27

28 The Committee discussed with the management the uneven distribution, over the year, of the study load in the curriculum. This is a conscious decision following the programme's holistic approach. In addition, the Director feels that in the first weeks, during the Induction Course, time should be reserved for academic and social integration, for refreshment of economic and statistical knowledge, and for planning the programme and the thesis. This because almost all students are foreigners having a career and therefore have not been studying for some time. Based on these considerations of organisation and educational concept, the Director does not want to compromise the holistic approach by scheduling one or two core course modules at the beginning of the year for the moment. Changing the study load over the year involves a major curriculum change and should not be done overnight. However the issue is under discussion and will be addressed when a large scale curriculum review is planned. At the beginning of the academic year, each module coordinator has to submit a module programme sheet that includes a set of proposed assignment deadlines, among other information. The Student Affairs Officer reviews the assignment calendar and ensures that this is correctly spread over the semester. If required, the Student Affairs Officer may discuss with the module coordinator(s) how to reschedule an assignment deadline in order to prevent overlap. Students are not faced with last-minute deadline changes and overlapping assignments. The management mentioned several actions undertaken to ensure that each student is able to succesfully complete the core programme period. Teaching staff are available for meetings with the students at least on a weekly basis, before and after the class, and can always be reached by ; The induction course is assessed before the Christmas holiday, and if a student fails or is perceived to be encountering serious problems, action is taken to ensure that he/she will not start the core course period with a disadvantage; Exams are spread over a period of weeks to give students adequate time to review the materials covered during the course; Limited educational activities are organized during the examination period, and always in a way so as not to interfere with the study effort; All modules can be re-sit to a maximum of two. Re-sits are arranged in consultation with the students in order not to interfere with their thesis research; To anticipate unexpected difficulties with the programme, meetings of the students with the Academic Director are scheduled during the core course period. They aim to ensure that problems with study progress or other problems can be identified at an early stage. MEL is planning to increase the number of meetings with staff representatives and set up a study coaching trajectory. Discussions on the thesis topic and outline start as early as December. Two meetings with the Thesis Committee (or more if necessary) are scheduled before the first and second supervisors are assigned. The definition of the thesis proposal, research question(s) and outline should be done before the beginning of the thesis period. Along with these measures, students are in constant contact with the Deputy Director and Student Affairs Officer, so that any problems, academic or practical, are addressed promptly. The students agree that the staff are available and helpful, but they especially appreciate the ongoing efforts of the Student Affairs Officer. According to the students and the alumni, the study load is high but manageable. They see it as part of the training and are well informed in advance. 28

29 Assessment The study load of the programme is high. This is explained by its post-initial character. Since the students are well aware of this and are informed well in advance about the requirements, it does not form an obstacle to study progress. The management takes its responsibility for planning and organisation very seriously, thus eliminating programme-related factors that prevent study progress. The Committee finds that the workload is not evenly spread over the year and discussed this with the Director. The Committee understands the choices made by the Director maintaining both the educational concept and the well organised curriculum. This is affirmed by the positive attitude of the students on this issue. Based on the post-initial nature of the course, the careful logistical planning of the core programme and the timely information to students about the workload, the Committee considers this facet satisfactory. Recommendation The Committee invites the Director to find solutions to increase the study load before Christmas without compromising the holistic approach of the programme. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory. F8: Intake The structure and contents of the programme are in line with the qualifications of the students that embark on the degree course: Bachelor s degree at a University (WO): VWO (pre-university education), propaedeutic certificate from a University of Professional Education (HBO) or similar qualifications, as demonstrated in the admission process. Master s degree at a University (WO): bachelor s degree and possibly selection (on contents of the subject). Description The admission requirements of MEL are based on those of the Erasmus School of Economics and of the Rotterdam School of Management. In order to be considered, every applicant should submit: A completed application form; A bachelor degree certificate and official transcripts. Students have to have obtained their degree before the 1st of September. Particular attention is paid to the ranking of the university and the bachelor course, and to the applicant s average and detailed grades. A motivation letter, indicating why the student is interested in MEL, Erasmus University, and in the MEL industry in general; Two reference letters, which indicate the applicant s aptitudes and capabilities for pursuing a graduate study. The Admissions Committee prefers one of the reference letters to be work-related and the other to come from someone who knows the applicant from an academic point of view. A curriculum vitae (CV), so that the applicant s work experience and educational achievements can be assessed in greater detail. 29

30 All students must be able to read with ease, follow lectures and express their thoughts in fluent written and spoken English. This is reflected by an overall IELTS score of 6.5 or equivalent English language tests. Although the self-evaluation report states that proof of proficiency in the English language is a admissions requirement, it is an optional topic in the application form or on the website. The Admissions Committee consists of the MEL Director, the Thesis Coordinator, the Deputy Director and the Student Affairs Officer. When all requirements are met, the Committee meets and assesses the application. The decision is registered, and the applicant is informed accordingly. The great majority of MEL students have a bachelor degree in Economics, Business Administration, or Engineering (minimum requirement). Other bachelor degrees are assessed on their affinity with the MEL disciplines, the students MEL-related work experience and their motivation. This allows a broad and diverse intake of students. Work experience is a distinctive advantage in the selection process, while the combination of work experience with excellent academic results is ideal. The candidates motivation to pursue a career in maritime transport and logistics is carefully assessed, and highly motivated candidates may be selected in spite of relative weaknesses in other parts of their application. Strong interpersonal and communication skills, qualities of leadership and professional maturity are also valued in the selection of applicants. The Admissions Committee can interview applicants prior to making the final decision in order to seek additional understanding of the applicant's professional and personal aptitudes, as well as to assess their ability to communicate in English. Interviews may take place by telephone or through MEL alumni in the applicant s country. Admission of students takes place year round. As soon as students are accepted, they are sent the Student Manual which contains all neccessary information on the curriculum, the facilities, visa procedures, etc. The Committee has read this manual. The intake of students is approximately 40 participants a year (Intake of class was 38). Students are recruited mainly through the website and recommendations by alumni or the MEL corporate network. Since an appropriate intake has been reached in this way, no special effort is made for recruitment. MEL is part of the general marketing and information channels of Erasmus University. Assessment The Committee concludes that the admission criteria are a little general, but understands that this is necessary to attract a diverse intake and to allow work experience to play an important role in the admission. The admissions procedure is very clear and executed carefully. The Committee judges the information about the language requirements to be a little unclear as no proof of proficiency is required in the application form. The very timely admission of students is of great advantage to the students, as is the extensive information sent in advance. The Committee considers the Student Manual very helpful in preparing future students for their studies. Master degree course in Maritime Economics and Logistics: the assessment by the Committee is good. 30

31 F9: Duration The degree course complies with formal requirements regarding the size of the curriculum: Bachelor of a University (WO): 180 credits as a rule. Master of a University (WO): a minimum of 60 credits, dependent on the relevant degree course. Description The programme of the master degree course in in Maritime Economics and Logistics comprises Fout! Verwijzingsbron niet gevonden. EC and complies with the formal requirements with respect to the size of the programme. Assessment Master degree course in Maritime Economics and Logistics: the assessment by the Committee is satisfactory. F10: Coordination of structure and contents of the degree course The didactic concepts are in line with the aims and objectives. The teaching methods correspond to the didactic concept. Description The holistic approach in the learning process is described as one of the distinctive characteristics of MEL. In the words of the programme: The holistic philosophy takes form through a transdisciplinary approach which is described in the self-assessment report. An important feature involves interactions on different levels: among students, with lecturers and with business professionals. Interactions also take place between courses and the MEL disciplines. To students, the holistic approach means mainly that all courses are interconnected. Important aspects of the teaching methods at MEL are: Learning is constructive: students should be able to develop and build upon their previous knowledge and the contents of each programme module. The thesis offers students the possibility to build upon their own knowledge and aptitudes, the knowledge developed during the course and the experience and information acquired during their internships. Learning is collaborative: In order to ensure meaningful class interaction, group work is encouraged by group assignments and presentations. It allows students to develop knowledge and discuss their opinions, stimulates critical thinking, and improves communication skills and team work. Group work stimulates the ability to deal with cultural differences, one aspect of fundamental importance in the maritime industry. Learning is contextualized: This is done by bringing the experience of industry executives to the classroom through seminars (DLS) and company visits. Problem-solving approach: This is made evident by the large number of case studies and real-life problems that students are required to tackle in the various components of the course. 31