Rotterdam University. (University for Applied Sciences) Degree programme International Business and Management Studies

Transcription

1 Rotterdam University (University for Applied Sciences) Degree programme International Business and Management Studies Netherlands Quality Agency (NQA) October 2010

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3 Management information This is the assessment report of the bachelor of International Business and Management Studies degree programme offered by the Rotterdam Business School (RBS), one of the eleven institutes of Rotterdam University (University for Applied Sciences). In this report Netherlands Quality Agency (NQA) gives account of its findings, considerations and conclusions. The assessment was undertaken according to the NQA-Protocol 2010 for hbo bachelor s degrees in compliance with Dutch education legislation. This report concerns: Institution Rotterdam University Degree programme International Business and Management Studies Delivery mode Fulltime Croho-number (ISAT) Site Rotterdam Date of site visit June 10 th 2010 Audit team Mr Ing. J.C. de Jong (representative profession/discipline) Mr Professor Dr. G. Akehurst (representative profession/discipline) Ms M.A.M. Rietjens (student member audit team) Ms M. Snel B HRM & B Ed (NQA-auditor) Rotterdam University has submitted a file to NQA for the assessment of the existing bachelor degree programme International Business and Management Studies (IBMS). This file was a self-evaluation report on the degree programme as required by the NQA Protocol-2010 hbo bachelor s degrees. To assess the quality and the level of the existing programme NQA composed an audit team. This team complies with the NVAO s requirements *. This team studied the self-evaluation report and had a site visit to the institution. The audit team came to a well-considered assessment about the degree programme based on the self-evaluation report and the other information (oral and written). In the assessment of the study programme the NQA audit team took the findings of the generic audit of the Rotterdam University into account. The generic audit took place on Wednesday 17 March Aims and objectives The IBMS study programme has been based on the professional profile formulated by the National IBMS Committee. The intended learning outcomes therefore correspond with the requirements set by professional colleagues. IBMS RBS has shown in overviews and frameworks the relationship between the IBMS competencies and national and international requirements, e.g. Dublin descriptors and domain competencies bachelor of Business Administration. * NVAO Netherlands Flemish Accreditation Organisation charged with execution of Dutch accreditation legislation. NQA audit existing hbo bachelor International Business and Management Studies 3/51

4 For further development of the profile IBMS RBS can increase the involvement of the professional field. Students of IBMS RBS find work as managers in internationally operating companies and have a special interest in logistics. Curriculum IBMS RBS uses professional literature to develop the students knowledge and materials derived from the professional practice and current developments in projects. Current developments should be presented more dominantly in the curriculum. The degree programme shows that subject and discipline requirements are linked to modules. In modules learning outcomes are formulated. The relationship between subject and discipline requirements and learning outcomes can be clarified. The programme is based on the learning tracks that provide the coherence of the programme. The level of difficulty increases from year to year. The work load for students is consistent with the planned study load. Students can complete the programme in the set time. In the admission process the legal qualification for vwo, havo and mbo are taken into account. For students with deficiencies there are special courses, e.g. summer school. Documentation shows that the curriculum meets the legal requirement regarding the range of credits. The educational concept of IBMS RBS is in line with the aims. The teaching methods correspond with the educational concept, although it is more knowledge based with projects than competence based. IBMS RBS uses a variety of teaching methods. The policy for assessments is carried out by the lecturers of IBMS. Assessments are in line with the intended learning outcomes of the programme. There is no assessment plan to guarantee quality assurance for assessing. Furthermore, the audit team finds that the relation between the marking and the criteria should be made more explicit (transparent). Students have little difficulties with these aspects. Staff The IBMS degree programme is conducted by lecturers drawn from different fields of expertise, bringing the necessary different expertises to the programme and different (international) perspectives. CV s show that lecturers have experience in the professional practice and that the staff deployed are qualified to ensure that the aims and objectives regarding the content, didactics and organisation of the programme are achieved. IBMS RBS also uses guest lecturers from the professional field. Based on interviews and scrutiny of documents the audit team finds that the number of staff needed to realise the desired quality of the programme is critical. The introduction of the PTD-model and the accessibility of new funds should lead to improvement of the student ratio. Services Housing and facilities are adequate. Although on the IBMS RBS location there is a lack of space to study and work for IBMS students. The tutoring and information provisions are adequate, especially peer coaching. Students are satisfied with the tutoring and information provision. 4/51 NQA audit existing hbo bachelor International Business and Management Studies

5 Internal quality assurance system IBMS RBS has a quality assurance handbook in which the process and the instruments for quality assurance are described. A range of instruments is used and there are indicators for scores. Verifiable objectives for IBMS are missed. Although improvements are made the audit team did not find a consistent process of quality assurance. The way the management controls the quality assurance system did not become clear for the audit team. Staff, students, alumni and the relevant professional field are actively involved in the internal quality assurance system. Results In general, the achieved qualifications of graduates are in line with the aimed final qualifications for bachelor level, professional orientation and domain specific requirements. The professional field is positive about the quality and level graduates represent. The quantitative results are not consistent. The achieved quantitative results are almost in line with the aimed targets. Nearly 50 per cent of the students graduate within five years. IBMS RBS enhances measures to prevent drop out or to make sure that drop out takes place in an early phase of the study programme. The NQA audit team concludes that the quality and the level of the existing hbo bachelor s degree programme complies with the required quality. A substantiation of this conclusion can be found in Chapter 2. NQA audit existing hbo bachelor International Business and Management Studies 5/51

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7 1 Basic data 9 2 Assessments and Conclusion Aims and objectives Curriculum Staff Services Internal quality assurance system Results 34 3 Annexes 37 Annex 1: Expertise of the Members of the Audit Team 39 Annex 2: Statement of Independence by the Members of the Audit Team 45 Annex 3 Programme for the Site Visit 49 Annex 4: Documents made available 51 NQA audit existing hbo bachelor International Business and Management Studies 7/51

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9 1 Basic data The basic data of the existing hbo-bachelor degree programme International Business and Management Studies: 1. Name institution Rotterdam University of Applied Sciences (Hogeschool Rotterdam) 2. Status institution Status funded 3. Name institution in BRIN International Business and Management Studies 4. Registration number in CROHO Orientation and level Bachelor 6. Amount of European Credits Site Kralingse Zoom 91, Rotterdam 8. Code of conduct for support of non-eu students Rotterdam University signed the Code of Conduct 9. Delivery mode Fulltime 10. Profile degree programme The IBMS degree programme caters for the international aspects it aims for by offering students the opportunity to participate in foreign exchange programmes and industrial placements abroad. By the end of the programme students will be able to understand the differences and opportunities in major global and regional markets, critically evaluate and summarize differences and opportunities in specific international marketing settings and communicate effectively in a business marketing context, both orally and written. In the IBMS study the programme focuses on logistics. 11. Intended professional environment IBMS students find positions in, for example, financial management, marketing management, international business management, human resource management or logistics management. IBMS graduates are flexible and ready to travel extensively in positions entailing frequent international contacts; in many cases IBMS graduates find there home base outside The Netherlands. 12. Position degree programme in organisation structure The degree programme is provided by the Rotterdam Business School (RBS); the institute that offers the international management studies at Hogeschool Rotterdam. The RBS provides three types of study programmes: bachelor programmes, master programmes and special programmes. The bachelor programmes are: Asian Trade Management, International Business and Languages and International Business and Management Studies. NQA audit existing hbo bachelor International Business and Management Studies 9/51

10 13. Date previous assessment and accreditation decision NVAO 14. Relevant changes in degree programme since previous assessment 5, 6 July June 2005 The degree programme is completely reviewed and changed since the last site visit for accreditation. The Rotterdam Education Model is introduced. There are also new minors developed and implemented which are all conducted by the professional field. And there is a new student guidance programme developed and introduced in the introductory year. 15. Structure degree programme The IBMS programme is a regular four year bachelor programme (240 European credits): Propaedeutic year (introductory year): 60 European credits. Main phase: 180 European credits of which 150 credits are awarded to the major programme and 30 credits are awarded to minor programmes. Students can choose from several in-depth and/or broadening minors, offered by the RBS and each 15 Credits. In addition to the regular four year bachelor programme the IBMS programme is also offered in a full time fasttrack programme with a duration of three year. The IBMS programme is also offered in 1,5 or 2-year Accelerated version of the full time programme. Both short programmes have specific admission requirements. 10/51 NQA audit existing hbo bachelor International Business and Management Studies

11 2 Assessments and Conclusion The audit team comes to the following assessments and conclusion with regard to the degree programme: Theme Conclusion Aspects Assessments 1 Aims and objectives P 1.1 Domain specific requirements 1.2 Level 1.3 Professional orientation (hbo) 2 Curriculum P 2.1 Requirements for professional orientation (hbo) 2.2 Correspondence between the aims and objectives and the curriculum 2.3 Consistency of the curriculum 2.4 Study load 2.5 Admission requirements 2.6 Credits 2.7 Coherence of structure and contents 2.8 Learning assessment 3 Staff P 3.1 Requirements for professional orientation (hbo) 3.2 Quantity of staff 3.3 Quality of staff 4 Services P 4.1 Facilities 4.2 Tutoring 5 Internal quality assurance system P 5.1 Periodical evaluations 5.2 Measures for improvement 5.3 Involvement 6 Results P 6.1 Achieved learning outcomes 6.2 Study progress Good Good Satisfactory Satisfactory Satisfactory Good Good Good Sufficient Good Satisfactory Good Satisfactory Good Satisfactory Good Satisfactory Satisfactory Good Satisfactory Satisfactory The audit team comes to the conclusion that the quality and the level of the existing hbo bachelor International Business and Management Studies meet the required quality. The audit team recommends the NVAO to award accreditation. In the following sections the audit team describes the findings, considerations and conclusions of each theme and aspects. Each section concludes with a summary. NQA audit existing hbo bachelor International Business and Management Studies 11/51

12 2.1 Aims and objectives Domain specific requirements (aspect 1.1) The intended learning outcomes of the programme correspond with the requirements set by professional colleagues, both nationally and internationally and the relevant domain concerned (subject/discipline and/or professional practice). Findings The curriculum of IBMS RBS is based on the documents of the National IBMS Committee (LOOIBMS): Framework Competencies International Business Management Studies (September 2004 and version 2009) and of the HBO-raad: Body of Knowledge & Skills sector HEO Domein Business Administration (23 June 2008), Domeincompetenties en Illustraties Business Administration (December 2005), en Competentieniveaus voor de domeincompetenties Commerce (Additional document Domain competentcies Bachelor of Commerce, z.j.). The guiding principle for the subject and discipline requirements of the National IBMS Committee was based on a professional profile. The foundation for this professional profile is formed by a case study, comprising of an analysis of the job descriptions in national in international vacancies, in-depth interviews with experienced professionals an managers (national and international), personal observations and policy reports. Representatives of the professional field have a major say in those requirements. According to IBMS RBS the documents and the framework set by the National IBMS Committee provide a guarantee that subject and discipline requirements correspond with aspects set by both the professional and the academic world. The advisory board of IBMS RBS has validated the profile and the competencies. IBMS RBS evaluates the subject and discipline requirements regularly (IBMS competencies in relation to other competencies, 2008 and 2009). The audit team has established that the competencies of IBMS RBS are based on the professional profile formulated by the National IBMS Committee and on the competencies for Business Administration. The competencies correspond with international requirements. IBMS RBS has an international network of more than 25 exchange partners. Students are expected to do their placement or part of their studies abroad. In comparison with other IBMS study programs the audit team has established that IBMS RBS has an important focus on international standards. The audit team has not seen a comparison of study programs of other international business schools. Scrutiny of documentation shows that the degree programme aims for students to understand the differences and opportunities in major global and regional markets, they need to be able to evaluate critically, summarize differences and opportunities in specific international marketing settings, and communicate effectively in a business marketing context, both orally and written. According to students there is a focus on logistics and international relations. 12/51 NQA audit existing hbo bachelor International Business and Management Studies

13 Considerations IBMS RBS has based the study programme on the professional profile formulated by the National IBMS Committee. The competencies for Business Administration are based on this profile. The competencies are laid down in national documents. The intended learning outcomes therefore correspond with the requirements set by professional colleagues. The competencies are the guidelines for IBMS RBS. IBMS RBS has an international network of exchange partners, that they actively consult, and expects her students to spend time abroad during there study. Conclusion The audit team concludes aspect 1.1 as good. Bachelor Level (aspect 1.2) The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a bachelor s qualification. Findings IBMS RBS follows the operationalization of the Dublin descriptors that the Rotterdam University of Applied Science (HR) has formulated for the bachelor and master programmes (Kwalificaties van de hbo-bachelor resp. de hbo-master; November 2003). The framework as set by the National IBMS Committee, the HBO-raad and the Rotterdam Educational Model (REM) guarantee that the learning outcomes are at bachelor level. In the Self-evaluation report, International Business and Management Studies (29 March 2010) an overview is presented that shows the relationships and associations of the Dublin descriptors, the generic ten core hbo qualifications, the domain competencies and the IBMS competencies. A more detailed description can be found in the Framework IBMS Competencies According to the audit team these overviews present an easy reference of the qualifications and the relationship between them. For example the REM competence knowledge driven is related to the Dublin descriptor knowledge and understanding, the generic qualification broad professional approach, the domain competence social and communicative competence: interpersonal and organisation and the IBMS competence international business awareness and intercultural adaptability. As of 2010 a new framework is designed (Framework IBMS Competencies 2010) in which the qualifications are described on different levels. Level 1 represents the propaedeutic level, level 2 is the main phase, level 3 the bachelor and level 4 the master. In this framework the competencies are related to the competencies for Business Administration and to the Dublin descriptors. The audit team remarks this is a good framework. The competence matrix is updated yearly and is a joint responsibility of subject leaders, coordinators, management and curriculum committee. The competence matrix is used as an instrument to test the coherence, overlaps and gaps in the study programme regarding subject and/or discipline requirements. In The topics improvements plans NQA audit existing hbo bachelor International Business and Management Studies 13/51

14 IBMS the status of the improvement plans is presented (c.f. topic 5.2.). The re-design and evaluation of the IBMS programme II, the re-design and evaluation IBMS competencies, the framework and development of IBMS BoKS (Body of Knowledge and Skills) guarantee that evaluations of the attained bachelor level are carried out. Considerations IBMS RBS has shown in overviews and frameworks the relationship between the IBMS competencies and national and international requirements, e.g. Dublin descriptors and domain competencies bachelor of Business Administration. In evaluations the attained level is checked and when needed improvement plans are made. Conclusion The audit team concludes aspect 1.2 as good. Professional orientation (aspect 1.3) The intended learning outcomes are also based on the professional profiles and/or professional competencies drawn up by (or in collaboration with) the relevant professional field. A professional bachelor (hbo-bachelor) has the qualifications at the level of a commencing professional in a specific profession or professional field for which professional higher education is required or useful. Findings The intended learning outcomes of the study programme correspond with the professional profile and the professional competencies as set by the National IBMS Committee, the HBO-raad and the Advisory Board. According to the audit team the national professional profile is slightly outdated. A new profile is being developed. The first results are interesting. Since 2009 the Advisory Board has a prominent role in developing the curriculum according to IBMS RBS. The members of this board have or had higher managerial positions within different internationally operating companies. Discussions in board meetings formed the basis for a revised third and fourth year programme. In December 2009 the Advisory Board was positive about the new profile and the implementations. Minutes of the Advisory Board show that the Framework IBMS Competencies 2010 is validated by the members of this board. Further evolvement regarding the content of, for example, the study programme could be enhanced. In the study programme the professional orientation is reflected in placements, consultancy and junior enterprise projects and the thesis. The students find work as managers in internationally operating companies. In many cases IBMS graduates find there home base outside The Netherlands. In the profile IBMS RBS focuses on logistics. Therefore the students can be found in functions concerned with logistics, e.g. supply chain program manager, supply chain management trainee, material supply manager. Other functions graduates find are (some examples): business development manager, global project manager, international sales manager, 14/51 NQA audit existing hbo bachelor International Business and Management Studies

15 junior account manager, new business sales consultant, area product manager (small business), marketing manager Benelux, business analyst, financial traineeship. Considerations IBMS RBS has based the study programme on the professional profile formulated by the National IBMS Committee. The competencies for Business Administration are based on this profile. For further development of the profile IBMS RBS can increase the involvement of the professional field. The audit team assesses this role as marginal in the realization of a professional vision and the specific profile for IBMS RBS. Conclusion The audit team concludes aspect 1.3 as satisfactory because of the limited role of the professional field regarding the further development of the RBS IBMS profile. Summary Aims and objectives All aspects are assessed positively and as a result the theme Aims and objectives is positive. 2.2 Curriculum Requirements for professional orientation (aspect 2.1) Students develop their knowledge through the study of professional literature, by the study of materials derived from the professional practice and by interaction with the professional field and/or (applied) research. The curriculum has verifiable links with current developments in the professional field/the discipline. The curriculum ensures the development of professional competences and has verifiable links with current professional practice. Findings With the approach of the Rotterdam Education Model (REM, see also aspect 2.7) IBMS RBS is running a programme that shows a knowledge-based approach to education, linked to a specific involvement of the profession. From the beginning of the study, students learn to tackle problems they encounter in their professional practice. These are real questions as much as possible with a real client, and where possible with other students. In year two IBMS students are involved in external projects (duration 27 weeks). The two projects with an international focus are: junior enterprise (purchasing goods in order to set up a profitable business) and external projects is association with external companies (only for students with a grade point average of at least 7.0). The audit team has seen examples of case reports that show that the projects are based on real issues from the professional practice. NQA audit existing hbo bachelor International Business and Management Studies 15/51

16 Interaction with the professional field is realised by projects (see above), placement, study abroad, the final thesis, and by guest lecturers. Current developments in the professional field are presented in case studies that are used in projects. The audit team is of the opinion that IBMS RBS could do more to present current developments to students. The knowledge of the study is described in the Body of Knowledge and Skills (BoKS). Within the knowledge-driven learning line, the BoKS is a basis for developing knowledge elements. Scrutiny of documents show that students develop their knowledge through the study of professional literature, material derived from the professional practice and by interaction with the professional field and/or research. The audit team finds the professional literature adequate but rather traditional. The audit team expected to find more up to date literature. According to HR policy, the theme 'research' is explicitly included in the curriculum. Under this theme IBMS provides students with information skills. With these skills students should be able to interpret scientific articles and to use these for work evidencebased argumentations in practice. According to the audit team the focus on research is limited to some modules regarding methodologies and techniques. The audit team did not see evidence that these techniques are applied in the theses of the students. Therefore, the auditteam concludes that IBMS should pay closer attention to this and develop a more comprehensive research skills element in their programme. In April 2008 the research group International Business at the RBS started to set up research projects within the domain of the internationalisation of small and medium enterprises. The research group focuses on knowledge and development, applying research result, lecturer professionalization and knowledge dissemination. The research group offers students research assignments, e.g. for the thesis placement. To develop the theme research throughout the curriculum IBMS joins the research group International Business to investigate opportunities for deepening and broadening. Professional competences are trained in projects, placements, the study abroad and during the thesis placement. In the third year students go on placement abroad for a period of twenty weeks. During the graduation placement students conduct a practical research within the professional field. In the study programme special attention is paid to international standards, partly as stated in the profile (c.f. aspect 1.1). The audit team assesses these international standards as good. IBMS RBS has a network of exchange partners. A large number of students participate in foreign exchange programmes. Nearly thirty percent of the staff has international working experience; twenty percent has a foreign nationality. The independent IPAC (Institute and Programme Advisory Committee) advises the management on matters concerning the curriculum, the organisation of the educational process, school facilities and cross cultural matters. IPAC consists of three lecturers and three students. Evaluations show that students are positive about the professional orientation, current developments in the professional field, study material et cetera. Contribution of the professional field scores below aspiration level. IBMS RBS wants subject teams to incorporate more professional elements in their modules. 16/51 NQA audit existing hbo bachelor International Business and Management Studies

17 Considerations Professional literature is used to develop the students knowledge. Although the level of the literature that is used is good, the audit team finds few examples of recent publications in the modules. IBMS RBS uses materials derived from the professional practice and current developments in projects and study programmes. In evaluations students have made comments on the contribution of the professional field to the programme. The audit team finds that current developments should be presented more dominantly in the curriculum. Conclusion The audit team concludes aspect 2.1 as satisfactory because more recent literature and more current developments could be programmed. The audit team also marks that the programme can imbed more research components into the programme; see also earlier remark regarding research in this chapter. Correspondence between the aims and objectives and the curriculum (aspect 2.2) The curriculum is an adequate reflection of the intended learning outcomes of the programme and this regards the level, the orientation and the subject-/discipline-specific requirements. The intended learning outcomes are adequately transferred into the educational goals of the curriculum or parts thereof. The contents of the curriculum ensure the students achievement of the intended learning outcomes. Findings IBMS RBS offers three different programmes: the regular four year programme, a three year fast track and a two year accelerated programme. For each programme there are different admission requirements. The three programmes are all based on the same final qualifications. In the study handbook (International Business and Management Studies, Student Handbook 2009/2010) the four year programme (eight semesters) is presented. In an overview per year the modules and the EC per module are listed. In a matrix IBMS RBS has linked the modules to subject and discipline requirements. The audit team has seen that IBMS RBS has formulated improvement plans in order to optimize the relation between learning outcomes and subject and discipline requirements (International Business and Management Studies, Student Handbook 2009/2010). The new profile offers a thorough basis for this improvement. Within de IBMS RBS programme learning tracks have been defined to describe the correlation between modules of the same subject. For the competencies related to the professions the learning tracks distinguish three levels: principles, advanced and applied (see also aspect 2.3). The audit team has seen that the learning outcomes of modules are described in module descriptions. NQA audit existing hbo bachelor International Business and Management Studies 17/51

18 In line with REM students can choose a specialisation. Within the programme the students can specialise by choosing a minor (30 EC). In order to gain more in-depth knowledge in finance and accounting, marketing or logistics. Next to these in-depth minors, students can also select broadening minors: international business management, risk management and European sustainable development and leadership. Evaluations show that students are generally satisfied with the programme, the individual choices and the quality of the minors. Considerations In a matrix IBMS RBS has shown that subject and discipline requirements are linked to modules. In modules learning outcomes are formulated. The relationship between subject and discipline requirements and learning outcomes is not very clear. Competences could play a more central role in designing the programme and the modules when explicit criteria are used. This would clarify the relationship according to the audit team. Conclusion The audit team concludes aspect 2.2 as satisfactory because of the obscure relationship between subject and discipline requirements and learning outcomes. Consistency of the curriculum (aspect 2.3) The contents of the curriculum are internally consistent. Findings In line with the HR policy the REM is instrumental in defining the programmes content. In addition, all the different standards of the programme have been matched to the IBMS competencies, which are also linked to the Dublin descriptors. IBMS RBS distinguishes both horizontal and vertical integration in the learning tracks. Learning tracks contribute to the coherence in the programme. Vertical integration (learning tracks) supports the learning progress of students within a specific subject, such as the learning track marketing. This learning track starts at level one (ability to execute a simple task) knowledge and understanding, and further develops to level three (end qualification of BBA). The context gets more and more difficult and the tasks demand more independence from students. A complete overview is presented in the Competency Matrix IBMS Horizontal integration facilitates subjects which are offered as combined modules, although not always at the same time. The module emerging markets supports topics from marketing, finance, logistics and project management. The core theoretical modules in year one and two are offered in the phases: principles advanced and applied. The theoretical modules are complemented by the in-depth minors. The theoretical modules e.g. marketing, finance & accounting, logistics, are necessary to be able to do the projects. Before going on a placement in year 3 students need 90 EC for their study programme, i.e. 60 EC for year 1 and 30 EC for year 2. With 60 EC for 18/51 NQA audit existing hbo bachelor International Business and Management Studies

19 year 1 students have completed all modules (principles and advanced) of the learning tracks Finance & Accounting, Economics, Logistics Management, Marketing Management. With 30 EC in year 2 they have acquired most of the applied modules of the abovementioned learning tracks. Students aiming at specific placement opportunities and possibilities need to have completed all modules of that specific learning track. To solidify integration between subjects applied modules have been introduced in year two. In year three and four a DNA structure has been used to organize the major subjects. Both measures explicit horizontal integration. IBMS RBS guarantees the coherence of the programme because of the input from the curriculum committee and the evaluation reports from students. These evaluations show that students are satisfied with the coherence of the programme. The audit team has spoken to students and lecturers who confirm these evaluations. Considerations The learning tracks can be recognized in the programme and they guarantee the coherence of the programme. The level of difficulty increases from year to year. The horizontal integration is formed by modules supporting other learning tasks e.g. theoretical modules are needed in other to perform in practical projects. Students can specialize by choosing certain minors. Students and lecturers are positive about the coherence in the programme. Conclusion The audit team concludes aspect 2.3 as good. Study load (aspect 2.4) The curriculum can be successfully completed within the set time, as certain programmerelated factors that may be an impediment in view of study progress are eliminated where possible. Findings IBMS RBS has the objective to reduce study factors which obstruct study progress. By systematic monitoring the workload possible problems are identified and dealt with. This is in line with HR policy. The requirements are formulated in Werken aan attractief en intensief onderwijs (maart 2008): - a year consists of four periods of nine weeks; - minors are scheduled on specific days in the week; - in the first quarter of the study programme a baseline or diagnostic test is conducted to identify gaps, attitudes and motivation and draw possible agreements for followup; - every quarter up to a maximum of three written tests will be taken. In International Business and Management Studies (Student Handbook 2009/2010) an overview can be found that specifies the credits and lecture hours per module, block, semester and year. The information is specified for the regular course, the fast track and the accelerated programme. IBMS RBS follows the HR policy of a minimal amount of NQA audit existing hbo bachelor International Business and Management Studies 19/51

20 contact hours (580 for year one, 580 for year two, 310 for year three and 280 for year four). Students are required to attend some specific classes for some modules. In order to manage student workload on an individual level study career coaches have regular meetings (at least four times a year) with students to monitor their achievements. When needed, individual guidance is possible to enhance their academic achievements and skills. Students learn to plan and manage their studies and learn to learn. To overcome personal deficiencies in the programme students can get help from peer coaches (see also aspect 4.2). To stimulate study progress the students has tot fulfil specific requirements before starting in the second year, placements or studies abroad (see also aspect 2.3). According to the students the week schedules are not published on time, but there are no other impediments in the study progress. Evaluations have shown that students spend more time on their studies that planned. This differs throughout the year. Projects and the study at home take a lot of time. According to students the workload increases over the years. In evaluations students are positive about the workload. The audit team therefore assesses the workload as in line with the aims of the programme. The management of IBMS RBS analyses the results of evaluations with students and lecturers. When necessary modules are improved. Considerations The work load for students is consistent with the planned study load. Students can complete the programme in the set time. There are no major impediments in view of the study progress. IBMS RBS evaluates the programme and the work load and when necessary makes improvements. Conclusion The audit team concludes aspect 2.4 as good. Admission requirements (aspect 2.5) The structure and contents of the intended curriculum are in line with the qualifications of the incoming students: - Professional bachelor s programme (hbo-bachelor): vwo (pre-university education), havo (higher general secondary education), middle management training or specialist training (WEB) or similar qualifications, as demonstrated in the admission process. Findings IBMS RBS strives for a smooth passage to hbo for incoming students from mbo, havo and vwo. Enrolment is also possible for students with an educational background at bachelor level and with experience in the professional field. In order to manage the study success of student IBMS RBS has implemented a procedure in which an intake interview is held prior to enrolment. The aim if this intake interview is to establish whether the structure and contents of the programme are in line with the qualifications of the student. Appointments can be made about coaching and/or summer school. 20/51 NQA audit existing hbo bachelor International Business and Management Studies

21 Students with a havo diploma are qualified for enrolment in the regular four year programme. Students with a mbo diploma can enrol in the fast track programme (three years) with an emphasis on theoretical subjects. Students with a vwo diploma can also enrol in the fast track programme but here the emphasis lies on business subjects. Students with a hbo or university bachelor degree can either enrol in the fast track or in the regular programme. Foreign students with a bachelor degree or work experience enrol in the accelerate programme (two year). The drop out rate in the first year is high (see also aspect 6.2). In August 2009 summer school was introduced. It offers students a crash course in various subjects. They then have a better start in the first year. Students with deficiencies can also partake in these courses. IBMS RBS has invested in student career coaching and peer coaching. Still the number of Dutch drop out students increases. The audit team has interviewed students and noticed that drop out students mostly have motivational problems. Students want to go abroad but they do not realize what the content of the IBMS programme is. In the first year of the curriculum IBMS uses more traditional working methods which new students are often familiar with. IBMS RBS participates in information sessions from HR for students who are interested in enrolling in the programme. The audit team is of the opinion that more effort is needed to clarify what the programme is about and what is expected from students. Students who are not really motivated for IBMS can then make other choices. Considerations In the admission process the legal qualification for vwo, havo and mbo are taken into account. For students with deficiencies there are special courses, e.g. summer school. IBMS RBS has invested in coaching and peer coaching but still the drop out rate is high. It is to early to measure the effects of these actions. Conclusion The audit team concludes aspect 2.5 as good. Credits (aspect 2.6) The programme meets the legal requirements regarding the range of credits: - Professional bachelor s programme (hbo-bachelor): 240 credits Findings In International Business and Management Studies (Student Handbook 2009/2010) IBMS RBS has laid down the number of credits for each programme: - regular programme: each year 60 EC with a total of 240 EC; - fast track programme: year one consists of year one and two from the regular programme, 40 EC can be earned through competencies obtained previously, 80 EC must be obtained by completing the standard modules. Year three and four consist of 60 EC each. In total the number of EC is 240. NQA audit existing hbo bachelor International Business and Management Studies 21/51

22 - accelerate programme: the programme consists of the last one and a half year of the regular programme. For previous education these students get 85 EC, for placements 30 EC and the accelerate programme 125. In total 240 EC. Considerations Documentation shows that the curriculum meets the legal requirement regarding the range of credits. Conclusion The audit team concludes aspect 2.6 as sufficient. Coherence of structure and contents (aspect 2.7) The educational concept is in line with the aims and objectives. The study methods correspond with this educational concept. Findings IBMS is based on the Rotterdam Education Model that provides with guidelines for the development and implementation of the study programme. In the REM the professional context takes a central place, as a result-oriented problem solving, a strong basis for knowledge, focus on diversity in the student population, and the possibility of increasing cooperation between students of different study programmes. These principles are contained in learning tracks that guarantee a balance between knowledge, practical training and the students personal development. The programme of IBMS RBS is based on the competencies for the Bachelor of Business Administration degree IBMS. These competencies define the abilities (knowledge, skills and attitude) graduates need in performing professional tasks in the field of international business and management. IBMS RBS describes the levels of mastering competencies as: Level 1 The ability to execute a simple task. The student has the basic knowledge and skills to apply the competency with guidance in a limited context. Level 2 The student can apply the competency independently in a relatively clearly arranged situation. Level 3 The student can apply the competency independently in a complex situation with complete control of the required skills. Level 4 Flexible application of the competency in complex situations. The student can evaluate his competency and can support others when applying their competencies. Level 4 is not part of the IBMS programme. In most educational situations this will be learned in the first year. This will normally be at the end of year two or during the work placement period. Bachelor level Master level 22/51 NQA audit existing hbo bachelor International Business and Management Studies

23 The competencies and the levels applied in the modules are discussed in subject teams and supervision is done by the Curriculum Committee. Per learning tracks (principle) IBMS uses relevant learning methods in a desired matter by which the required competences can be acquired. HR policy describes that working methods are varied and close to the module content, the delivery mode, and the study phase. There also needs to be an increasing self-learning of students in the curriculum. IBMS RBS distinguishes the following teaching methods: central lecturers, case studies, group work/ research assignments, consultation, electronic portfolio, individual assignments/ essays and guest lectures. The audit team found a variety of teaching methods that are used to acquire the required competencies. IBMS uses ICT to optimally shape the programme for time and place-independent learning as possible. Hogeschool Rotterdam provides with an electronic learning environment n@tschool. Within this environment students have their own space for their digital portfolio in which they collect study materials The new profile (c.f. aspect 1.1 and 1.3) will be the basis for a revision with the aim to make the educational concept more competence based. The audit team has seen a programme that is knowledge based with project based learning, therefore less competence based than IBMS RBS aims at, but in line with the REM. Evaluations and interviews show that students are positive about the teaching methods. Considerations The educational concept of IBMS RBS is in line with the aims. The teaching methods correspond with the educational concept, although it is more knowledge based with projects than competence based. IBMS RBS uses a variety of teaching methods. Conclusion The audit team concludes aspect 2.7 as good. Learning assessment (aspect 2.8) By means of evaluations, tests and examinations, the students are assessed in an adequate and for them insightful way to determine whether they have achieved the intended learning outcomes of the programme or parts thereof. Findings The HR policy Attractive and Intensive Education (2008), a spin-off of the REM, a number of new frameworks is agreed for testing and examination policy. Within a university wide project HR aims at bringing the quality of testing and examination at a higher level. This responds to the signals from the internal quality assurance programs that provide that the relation between learning goals and assessments can be improved. This subject is frequently discussed in management meetings between the Executive Board and the management of the RBS. NQA audit existing hbo bachelor International Business and Management Studies 23/51

24 The HR has set targets for examination in its quality assurance framework. Some of these are: - a student is enabled to see rated tests, he can get an explanation over the given rating; - there are clear criteria established for the various outplacements, tailored to the stated goals; - the assessment of the outplacements is done by lecturers of the study programme, lecturers use input from the client; - for each component of the program is known in advance how the review will take place; - the study career coach discuses the student's academic performance with the student and compares results with the end competences that are aimed for. This is done using the (digital) portfolio of the student. In Self-evaluation report International Business and Management Studies (29 March 2010) it is stated that the management and the course leader are responsible for the quality of the assessment plan and that the institute s assessment policy is in line with HR guidelines. The audit team has not found an assessment plan. From the lecturers the audit team has learned that there is an Examination Board and a Curriculum Committee to oversee that the rules and regulations concerning assessments are observed which is shown in different minutes. Staff of IBMS carries out the assessment policy. Lecturers develop assessments, set criteria and guidelines, all within the frameworks of the RBS and the Hogeschool Rotterdam. IBMS RBS uses the following assessment methods: (theoretical) exams (open, multiple choice, and oral), project assessments, presentations, essays, assignments (individual and group), portfolio, case studies and online quizzes. The student is allowed two possibilities to pass the assessment. The audit team has seen that the assessment methods are in line with the intended learning outcomes. The audit team has seen various assessments. It is positive about the theoretical exams, but it is less positive about the quality and marking of products by students. It is not clear how the marking is done and the relationship with the criteria, the assessing is not transparent. Especially the assessing and marking of placements and thesis is vague. The audit team has seen the new assessment forms that show a far better quality. Information for students can be found in International Business and Management Studies (Student Handbook 2009/2010), module guides and Infoland (the internal intranet of HR). Criteria for assessing are clear for students. Lecturers explain according to students the way assessments are performed. IBMS RBS organizes feedback and review sessions after an assessment. During placements the feedback is done by the company supervisor together with the IBMS placement supervisor. During the graduation placement students have five individual meetings with their thesis supervisor. According to students feedback sessions are organized but these are not compulsory. The audit team is of the opinion that a competence based programme should organize the feedback in a more thorough way. 24/51 NQA audit existing hbo bachelor International Business and Management Studies

25 Evaluations and interviews show that students are satisfied with the way assessing is organized and criteria are defined. The one critical note concerns the availability of the results. The policy is that results are available within four weeks. Students perceive this as too late. Considerations The interview with the lecturers convinced the audit team of an adequately working policy regarding assessing and examination. Therefore, students are assessed in an adequate and for them insightful way. The audit team finds that the assessments are in line with the intended learning outcomes of the programme. The audit team did not find an assessment plan. The audit team did not find the marking and the relationship with the criteria very transparent but students had little difficulties with these standards. Conclusion The audit team concludes aspect 2.8 as satisfactory because an assessment plan is lacking and the studied material show little transparency in assessing. Summary Curriculum All aspects are assessed positively and as a result the theme Curriculum is positive. 2.3 Staff Requirements for professional orientation (aspect 3.1) Teaching is principally provided by staff who link the programme to professional practice. Findings The personnel policy of the RBS is described in the RBS Strategic Personnel Plan as well as in the RBS Strategic Policy Plan and the IBMS Strategy & Vision The RBS follows the framework set by the HR. This framework describes that lecturers must have a background in professional practice. An overview of CV of the IBMS lecturers show that 68% have recent experience in the professional field and that 31% still works in the professional field besides their teaching job. CV s also show that the lecturers represent different expertises in the field of IBMS, e.g. economics, logistics, business administration, marketing, and languages. The audit team assesses the professional orientation of the IBMS staff as good. IBMS staff is involved in the Master Department, for synergy reasons as well as professionalization (see also 3.3). To maintain an adequate professional orientation IBMS lecturers participate in different activities in the field, e.g. they discuss ideas with relevant members of the professional practice, they participate in networks, organize international weeks, visit companies, participate in (international) commercial projects and/or joint projects with the professional field, visit seminars, and invite guest lecturers. Through the involvement of lectures in the guidance of students during their placements, lectures also gain current information of the professional practice. NQA audit existing hbo bachelor International Business and Management Studies 25/51