Hanze University Groningen

Transcription

1 Hanze University Groningen Degree course: International Business and Management Studies (IBMS) hbo-bachelor; Variant: full time course Date of audit visit: 21 st of April 2006 Netherlands Quality Agency (NQA) Utrecht, September 2006

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3 Contents 3 Part A: Topics 5 1. Preface 7 2. Introduction 7 3. Method 8 4. Process to Final Assessment 9 5. Assessment by Topic Schematic Overview of Assessment at Facet and Topic Level Overall conclusion 12 Part B: Facets 13 Topic 1 Aims and Objectives of the Programme 15 Topic 2 Programme Contents and Structure 17 Topic 3 Deployment of Staff 26 Topic 4 Facilities 28 Topic 5 Internal Quality Assurance 30 Topic 6 Results 32 Part C: Appendixes 35 Appendix 1: Declaration of Independence by the Audit Panel Members 36 Appendix 2: Expertise of the Audit Panel Members 41 Appendix 3: Audit Visit Programme 45 Appendix 4: Performance Indicators 46 Appendix 5: Overview of the Documents Made Available by the Programme Management for Scrutiny 49 NQA Audit Visit IBMS Hanze University Groningen 3

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5 Part A: Topics NQA Audit Visit IBMS Hanze University Groningen 5

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7 1. Preface This is the assessment report of the degree course International Business and Management Studies (IBMS) offered by Hanze University Groningen (HG) 1. In this report NQA accounts for its findings and conclusions and its working method. The audit was undertaken within the framework of the accreditation of programs of higher professional education. The audit process started in March 2006, when the institution submitted its internal report for evaluation to NQA. The audit visit by the NQA panel was on April 21 st The panel consisted of the following experts: Mr dr. D.M. Boselie (Chairperson and domain audit panel member); Mr ing. J.C. de Jong (domain audit panel member); Mr J. Sixma (student audit panel member); Mrs ir. M. Dekker-Joziasse (NQA auditor). The audit panel complies with the requirements laid down in the NVAO ** Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties (2005). This document contains a protocol of the method used by organisations that review and assess study programmes. The audit panel includes members with domain-specific expertise, teaching and assessing expertise and expertise regarding the international developments within the discipline of the degree course (Appendix 2). The report consists of three parts: Part A: The Topic Report, with the conclusions of the audit panel concerning the basic quality of the programme at topic level. It contains the considerations on which the conclusions are based. The conclusions are graded as either positive or negative. In addition, the final conclusion is formulated in the Topic Report. Part B: The Facet Report with the assessments of the audit panel concerning the basic quality of the programme at facet level. It states the findings that underpin that assessment. The assessments are awarded on a four-point scale as prescribed by NVAO: unsatisfactory [onvoldoende], satisfactory [voldoende], good [goed] and excellent [uitstekend]. The Detailed Report is the basis of the Topic Report. Part C: Contains all the relevant Appendixes. 2. Introduction The HG is a university of professional education with more than 2,000 employees and nearly 20,000 Dutch and foreign students enrolled in over 60 bachelor degree programmes leading to over a 100 graduation programmes in the fields of economics, technology, health care, education and teacher training, social work, labour relations, fine arts and music. 1 In Dutch: Hanzehogeschool Groningen ** NVAO = Nederlands - Vlaams Accreditatie Organisatie [Netherlands Flemish Accreditation Organisation] NQA Audit Visit IBMS Hanze University Groningen 7

8 Hanze Connect is the commercial branch of the HG that offers courses, training, workshops, and post-graduate degree programmes (Master programmes). HG has appointed thirteen lectorates that attributed to the concept of life-long learning by its focus on performing applied research. IBS (International Business School) shares a lector for International Business and Communication with the School of Communication and Media. IBMS is a unit of the International Business School (IBS). IBS was founded in 1988, and it is the oldest business school in universities of professional education in the Netherlands. IBS is one of the 18 independent schools within HG. It prepares students from all over the world for careers in international business. Of the 800 students studying in IBS, more than half are coming form outside the Netherlands. This provides an international atmosphere enhancing the international study experience. IBMS offers a competency-based educational framework. IBS offers the programme of IMBS in both English and German, leading to the degree title Bachelor of Business Administration (BBA). Students can achieve a major degree in four areas: International Marketing Management (IMM, English), International Finance and Accounting (IFA, English), International Travel and Tourism (ITT, English) and Internationale Betriebswirtschaft (IB, German, since 1996). The major ITT is under development, course outlines are complete and pilot modules are running. Students can switch between the English IFA and the German major. After de bachelor degree students can pursue a master s degree MBA in International Business or an MA in International Business, which is developed at IBS. Fields of activity of graduates are: sales mangement, area management, product management, business development, account management, international consultancy, logistics management and investor relations. At IBMS there are approximately 800 students and there are 38 lecturers appointed with in total size of appointment of fte. This results in a student/lecturer ratio of 1:27. The total number of students has been dropping from 963 in 2001 to 806 in The Management Team is comprised of the IBS Dean and three Team Managers (Teaching Staff Team A/Years 1&2, Teaching Staff Team B/years 3&4 and the Administration Team). In September 2004, IBS implemented a complete change in its curriculum emphasising competence-based learning and continuous assessment into its programme. At the same time the European Credit Transfer System (EC s) was integrated. This coincided with the reorganisation of the HG-faculties into schools in September Method The audit to the institution followed the procedures set down in the assessment protocol of NQA which is described below. The audit panel found that the internal report for evaluation and the appendixes were a clear basis for the audit. It was highly appreciated that the reports and annexes were made available both in hardcover version and on cd-rom; the latter increased the rapid accessibility of the information. The review took into account the domainspecific frame of reference applicable to the programmes (facet 1.2). NQA distinguishes three review phases: the preparatory phase, the audit visit and the reporting phase. A brief elaboration by phase is stated below. 8 NQA Audit Visit IBMS Hanze University Groningen

9 The Preparatory Phase An NQA auditor checked the internal report for evaluation for its quality and comprehensiveness (the screening), and determined its usefulness for the audit. After the internal report for evaluation and the appendixes had been found in order (March 2006), the panel members started preparing for the actual audit visit (March/April 2006). They read the internal report for evaluation (and the appendixes), formulated provisional assessments according to a prescribed review format. The panel members passed their questions on to the NQA auditor. With a matrix of provisional assessments the NQA auditor made an inventory of main points and priorities for scrutiny of documents and for conducting interviews. The visit was prepared in a preparatory meeting. The main topics for review were determined. They formed the agenda for the visit, enabling the institution and the panel to prepare adequately for the visit. In its internal report for evaluation the institution indicated what domain-specific frame of reference it chose. Together with the field expert in the audit panel the NQA auditor established whether the specific aims and objectives for the field of study were adequate, or whether detailed supplementation or specification was needed. The Detailed Report states on what national, professional and programme profiles the domain-specific framework (and the programme contents and structure) was based. The Audit visit The NQA-protocol has a standard timetable for the visit. This timetable was adjusted to the specific situation at the institution (Appendix 3). Interviews were held with the Management Team, lecturers and students. Joint interviews were held with graduates and representatives of the professional field. At the beginning and during the visit the documents requested for scrutiny were studied. In between the interviews the audit panel had discussions to exchange findings and to arrive at joint and definite assessments. The panel members substantiated their findings in writing. At the end of the visit the chairperson gave oral feedback on a few impressions and experiences of the panel without an explicit conclusion. The Reporting Phase Based on the findings of the panel NQA drafted a two-part report consisting of the Detailed Report and the Topic Report. With this report in hand an institution applies for accreditation with NVAO. In the Detailed Report NQA reported on facet level. The institution received a draft of this report in June 2006 and checked it for errors of fact. This led to a few adaptations. In the Topic Report NQA states its conclusions on the topics and the study programme as a whole. This report was presented to the institution in June 2006 for a check on errors of fact. The final audit report was presented to the institution in September The institution could subsequently submit it to NVAO together with an application for accreditation. 4. Process to Final Assessment In this Chapter a conclusion is stated on each topic by weighing the facets of that topic. The Decision Making Rules set by NQA in the review protocol [Beoordelingsprotocol] and elaborated on further in the NQA memorandum Guidelines for the Formation of Assessment NQA Audit Visit IBMS Hanze University Groningen 9

10 [Handreiking voor oordeelsvorming], have a main role in this decision-making process. Moreover the review takes into account any special emphasis the institution might have placed on the programme, the domain-specific framework, and a comparison with other relevant study programmes on a number of aspects. The final conclusion is supplemented in case of: weighing of assessment at facet level; benchmarking; generic findings that surpass the facet level; special emphasis or best practices. In the conclusion on the separate topics the assessment of the facets is repeated each time followed by a weighing that leads to the final conclusion. Extensive substantiation is to be found in the Detailed Report. In case a substantiation/assessment of the part-time programme type deviates from the full time type, this is mentioned explicitly. In case it is not mentioned, then the same substantiation/assessment is valid for the part time programme as for the full time programme. Benchmarking With regards to benchmarking a comparison is made with other similar study programmes in the Netherlands. For the national comparison the panel makes use of the data contained in the central register of programmes in higher education, CRIHO [Centraal Register van Inschrijvingen Hoger Onderwijs], since these allow a comparison to be made; in contrast to the performance indicators of the programme itself that differ in definition and registration. 5. Assessment by Topic Topic 1: Aims and Objectives of the Programme All three facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. Topic 2: Programme Contents and Structure The Intake (2.5) is assessed with the result satisfactory. The other facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. Topic 3: Deployment of Staff The HBO requirements and the Quantity of staff are assessed as good. The quality of staff is assesses as satisfactory. The conclusions on this topic for the IBMS programme are therefore positive. Topic 4: Facilities Both facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. 10 NQA Audit Visit IBMS Hanze University Groningen

11 Topic 5: Internal Quality Assurance The facets Evaluation of results and Measures for improvement are assessed as good. The third facet Involvement off staff, students, graduates and the professional field is asessed as satisfactory. The conclusions on this topic for the IBMS programmes are therefore positive. Topic 6: Results Both facets are assessed as satisfactory. The conclusions on this topic for the IBMS programme are therefore positive. NQA Audit Visit IBMS Hanze University Groningen 11

12 6. Matrix of Conclusions and Assessments at Facet and Topic Level Topic/Facet Topic 1 Aims and Objectives Facet 1. Domain-specific requirements Facet 2. Bachelor s level Facet 3. Orientation HBO bachelor s degree Overall conclusion Topic 2 Programme Contents and Structure Facet 1. HBO requirements Facet 2. Relationship between aims and objectives and contents of the programme Facet 3.Coherence of the programme Facet 4.Study load Facet 5. Intake Facet 6. Duration Facet 7. Co-ordination of structure and contents Facet 8. Assessments and examinations Overall conclusion Topic 3 Deployment of Staff Facet 1. HBO requirements Facet 2. Quantity of staff Facet 3. Quality of staff Overall conclusion Topic 4 Facilities Facet 1. Material facilities Facet 2. Student counselling Overall conclusion Topic 5 Internal Quality Assurance Facet 1. Evaluation of results Facet 2. Measures for improvement Facet 3. Involvement of staff, students, graduates and the professional field Overall conclusion Topic 6 Results Facet 1. Level achieved Facet 2. Educational outcomes Overall conclusion Study programme IBMS Positive Satisfactory Positive Satisfactory Positive Positive Satisfactory Positive Satisfactory Satisfactory Positive 7. Overall conclusion On the basis of the above scheme and its underpinning in Section 5, it appears that the programmes score positive on the six topics, resulting in a positive conclusion about the study programme. 12 NQA Audit Visit IBMS Hanze University Groningen

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15 Topic 1 AIMS AND OBJECTIVES OF THE PROGRAMME Topic 1, Facet 1 Domain-specific Requirements Criterion: - The final qualifications of the programme correspond to the requirements set by the profession in the Netherlands and abroad and professional practice, in the relevant domain (field of study/discipline and/or professional practice). The conclusions are based on the following: IBMS works according to the requirements of the professional field as stated in the Professional Profile 'Framework Competencies IBMS (September 2004). This profile was endorsed by all members of the national platform (Landelijk Overleg IBMS) and approved by the Universities of Professional Education Council (HBO-raad). It offers a competencybased description of expertise-domains, domain competencies and the starting qualifications for graduates. These qualifications were validated by members of the national professional field. It includes the Dublin-Descriptors (bachelor hbo-level) and forms the basis for all IBMS-programmes in the Netherlands. The profile and the stipulated competencies are a regular topic for meetings of the IBS Management Team and the quarterly meetings with the Advisory Board. IBS surveys in which way the IBS alumni apply the competencies required. Survey-instruments are Placement Surveys (students and companies), Graduation Project Surveys, Alumni Surveys, Employers' Surveys and signals form staff-network contacts (lectorate, consultancy tasks, Centres of Competence and Knowledge) and from Double Degree partners. The IBS mission (Strategic Marketing Plan ) states: IBS guides students to develop their professional performance by offering a challenging programme in an international environment in order to become successful in their international business career. IBS focuses to establish and maintain close contact with northern trade and industry operating internationally, both in the north of the Netherlands and in the northern part of Germany. Within HG the IBS school is regarded as an engine of internationalisation. In interviews with management and lecturers the audit panel concludes that the Framework Competencies plays a central role in the structure and the development of the IBMS study programme and that the final IBMS-qualifications are endorsed by representatives of the professional field that hold contacts with IBMS. Representatives from the professional field state that the professional profiles and the curricula generally coincide with the wishes and requirements of professional practice. With the Double Degree partner institutes there is regular comparison of the aims/goals and the outlines of the exchange study programmes. Outcomes are documented. NQA Audit Visit IBMS Hanze University Groningen 15

16 The final qualifications and the end-levels are regular topics in the consultations with the IBS Education Committee, the IBS Advisory Board, IBS alumni, the partner schools and IBS surveys. Topic 1, Facet 2 Bachelor s Level Criterion: - The final qualifications of the programme correspond to the general, internationally accepted descriptions of the qualifications of a Bachelor. The conclusions are based on the following: Reference to the Dublin-Descriptors is included in the Professional Profile 'Framework Competencies IBMS (September 2004). IBMS has narrowed down the competencies into 8 professional competencies and 8 generic competencies. These competencies are linked to the Dublin-Descriptors and the ten generic HBO-qualifications (committee Franssen). The study programme incorporates the final qualifications from the Professional Profile, including the Dublin-Descriptors and the generic 10 core HBO-qualifications. This is made visible in the Blue Matrix of IBMS competencies and in the Course Outlines (module descriptions). This is a central document in the development and maintenance of the study programme. This was acknowledged in the several interviews the audit panel has held. IBMS compares its programme and competencies yearly with its Double Degree partner schools in Germany, Russia, Finland, France, for example the Grenoble Ecole de Management on the list of Top 50 business schools in Europe, according to the Financial Times European Business Schools Topic 1, Facet 3 Orientation HBO Bachelor s Degree Criteria: - The final qualifications are derived partly from the professional profiles and/or professional competencies drawn up by (or in consultation with) the relevant professional field. - The final qualifications reflect the level of the starting professional practitioner in a specific profession or related spectrum of professions for which a HBO qualification is required or useful. The conclusions are based on the following: In the interviews held with Management Team and Lecturers it was clearly stated that IBMS aims at the practical level of the starting professional at hbo-bachelor s degree. This is also concluded from benchmark surveys with similar institutes in Germany, Finland and 16 NQA Audit Visit IBMS Hanze University Groningen

17 Switzerland. IBMS is more practical orientated than for example the more theoretical orientated business schools in Germany. IBMS graduates are generalists with an international orientation and should be able to execute or direct different integrated international business operations in the fields of international marketing, finance and management at operational level in middle management/tactical situations. Graduates will have command of intercultural communication skills and are able to use visionary and entrepreneurial abilities to contribute to the development of the corporate internationalization strategy and the organizational policy. In the Framework Competencies the starting level of graduates is stated and described in Level Specifications for the professional and generic competencies. The IBMS National Platform's final qualifications (Professional Profile, 2004) are completely incorporated in the IBMS Blue Competencies Matrix and in the Course Outlines of the IBS curriculum. This coverage was the main topic of the IBS Staff Theme Day in January 2005, where it was concluded that all competencies are sufficiently covered. The audit panel concludes that there are often open discussions regarding the IBMS Blue Competencies Matrix, which indicates that it is truly a working document for progressively setting the goals and outlines of the study programme. The domain-specific requirements are safeguarded by means of regular consultation with the IBS Education Committee, the IBS advisory board representing the professional field, the IBS alumni, partner schools (including double degree programmes) and through IBS surveys (compare facet 5.1). IBS asks graduates to send their business cards. Study of these cards has shown that graduates work at the required level in respectable companies in areas of for example sales management, area management, product management, business development, account management, export, international consultancy, logistics management and investor relations. Topic 2 PROGRAMME CONTENTS AND STRUCTURE Topic 2, Facet 1 HBO Requirements Criteria: - Students acquire knowledge by studying professional literature, study material derived from professional practice and by interaction with professional practice and/or (applied) research. - The programme has demonstrable ties with current developments in the professional field of study/ the discipline. - The programme ensures the development of professional skills and has demonstrable ties with current professional practice. NQA Audit Visit IBMS Hanze University Groningen 17

18 The conclusions are based on the following: The audit panel can confirm that booklists show that students study professional up-todate literature. Most modules are supported by a recent academic textbook. Documents and the outcomes of interviews show that lecturers bring in recent articles from professional journals, websites, as mentioned in the syllabi, Course Outlines or on Blackboard. Study books and used literature are up-to-date, with an international focus and derived from professional practice. The responsibility for incorporation of recent developments lies with the individual teachers, guest lecturers, by field trips and professional assignments. The Schooling Plan shows that there are provisions for conference visits in order to enhance staff's awareness of current developments in the professional field. Students confirm that all subjects have an international focus. The programme is embedded in the professional field and incorporates current issues relevant to the practitioner and a structural build up of practical orientation throughout the four years. Projects focus on business worldwide: for example the export of products to Australia (with simulation computer programme TOPSIM). Realistic data are used in this project, which makes it possible to focus on company output results. The Marketing major in the 4 th year has a 5 EC module: Current issues in Marketing. As from 2006 each major at IBS has to have a similar module. IBS has taken measures for improvement in accordance with the recommendations of the 1995 accreditation. This results in a clear build up of the practical orientation: for example year 1 writing a business plan for a virtual business, year 2 case studies, reflections of actual corporate phenomena, project and research work, guest lecturers and the business simulation game Intercom game. In the third year students have to study abroad for a half year and do their placement within a company abroad. Dutch students are obliged to go abroad. They can use the network of partner universities. In the fourth year students can participate in the International Business Simulation Game of Germany 'Topsim' and they do their graduation project solving business problems for local or international companies. Intercultural skills are taught throughout the whole programme. This starts directly in the first week with the simulation game Lunaris. Students from different cultural background are put together in a group and have to build a lunar basis. The audit panel has seen a demonstration and has heard from students that the project really confronts students with cultural differences and stimulates the acquiring of communication and management skills to overcome this. The double degree programmes are yearly evaluated and updated if necessary: curriculum content and teaching qualifications of institution and staff. Professional skills form a major part of the programme by means of the Personal Development modules and by means of specific Skills Training modules. In year 2 students also follow a week-long interpersonal skills based module. Year 3 contains assignments related to the skills international awareness, leadership and ethics. In year 4 skills for negotiations and leadership are addressed. 18 NQA Audit Visit IBMS Hanze University Groningen

19 The SSA shows that 85% of students give a positive score for the practical orientation of IBMS. Module Evaluations 2004 gives a score of 7.97 on the statement: The content of module was sufficiently practical and relevant to current professional practice. The Education Committee plays a major role in the changing or consolidation of the study programme. Input is derived from contacts with the professional field (through lecturers, students, work placements, graduates, alumni, guest lectures, projects and conferences. Topic 2, Facet 2 Relationship Between Aims and Objectives and the Contents of the Programme Criteria: - The programme is an adequate concretization of the final qualifications with respect to level, orientation and domain-specific requirements. - The final qualifications of the aims and objectives have been adequately translated into learning objectives of the programme or its components. - The contents of the programme offer students the possibility to obtain the final qualifications that have been formulated. The conclusions are based on the following: The audit panel can confirm, from studying the documents and from the interviews held that the final qualifications from the Professional Profile are incorporated in the IBMS curriculum. The Course Outlines with the module specific goals give consistent reference to the final qualifications for every module. These outlines are yearly checked by the IBMS Education Committee (EC). The relationship between competency and module is also made clear in the IBMS Blue Competencies Matrix for every major. This matrix is evaluated after each period in team meetings and discussed during yearly team study days. The Competency Matrix per major shows that no major deviates more than 30% from the original Professional Profile. There is a longitudinal build up of each competency in increasing complexity. Each module is described in the Course Outlines according to the learning outcomes and the IBS Professional Profile competencies (including level specification). The audit panel concludes that the final qualifications are visible and are adequately translated into the learning objectives of the modules. Scrutiny of the documents shows that the contents of the programme give students the opportunity to obtain the necessary competencies. Students give grades around a 7.0 (scale 1-10) for the study programme of interest to them, the level of the material covered and the familiarization with academic research (Keuzegids 2004). After studying the instructional material themselves, the audit panel concludes that it corresponds well with the learning objectives and they have the impression that the intended competencies can be achieved through it. By means of projects, assignments, differentiation choices, work placement and graduation assignment, students have 2 SSA: Students Satisfaction Survey NQA Audit Visit IBMS Hanze University Groningen 19

20 sufficient opportunities for a specific interpretation of their study programme and alignment with the central competency. Topic 2, Facet 3 Coherence of the Programme Criterion: - Students follow a programme that is coherent in its contents. The conclusions are based on the following: IBS offers four majors of 210 EC: International Marketing Management (English), International Finance and Accounting (English), International Travel and Tourism (English), Internationale Betriebswirtschaft (German). The programme of the International Travel and Tourism is under construction. During the time of visitation a pilot was running. The first and second year are running. There is both horizontal coherence (per period/year) and vertical coherence (throughout years and periods) by means of the thematic roles derived from the international professional field. The horizontal coherence is supported by the themes per period which reflect the roles that a professional might play in the international work field. This in accordance with the recommendation of the visitation committee The vertical coherence is reflected in the increasing complexity (e.g. build-up of language modules) and an integral approach to problem solving. The whole culminates in the graduation project: the assessment of applied competencies and practical research for an organisation. The IBS Blue Competencies Matrix shows that the competencies are sufficiently covered by the modules and that there are clear development lines of increasing difficulty/complexity. Year 1 focuses on the selection of suitable students, the programme orientation and establishing a strong homogeneity. Year 2 focuses on the orientation on the four majors and at further development of competencies to a level where students can communicate effectively in a professional environment. Year 3 prepares students for a professional career through study and work abroad. Year 4 is centered on the chosen specialisation: Internationale Betriebswirtschaft, International Marketing, International Finance and Accounting, or International Travel and Tourism. The compulsory year abroad (3 rd year) contributes to the students' skills and is focused on creative problem solving, planning and self-reflection. The panel concluded from the materials and from the sessions with lecturers and students that there is a clear connection between the thematic projects, the seminars that concentrate on the theoretical background, the language training, the skills training and the personal development line. In the SSA 2003 IBS received a score of 6.6 for the coherence between different modules in the programme; compared to a score of 4.6 in 2001 this is a major improvement. In the Keuzegids 2004 a 6.9 was given for coherence of the programme. Module-evaluations 20 NQA Audit Visit IBMS Hanze University Groningen

21 2004 result in a score 7.54 for the statement: the different modules of the period were coherent; the relationship between modules was clear. Topic 2, Facet 4 Study Load Criterion: - The programme can be successfully completed within the set time, as certain programme-related factors that may impede study progress are eliminated as much as possible. The conclusions are based on the following: The panel can conclude from the document survey and from the meetings during the site visit that IBMS undertakes a lot of activities to eliminate factors that impede study progress. Results from national and programme evaluations are used. Module evaluations and student satisfaction surveys are used to measure student satisfaction with regard to study load and studiability. There are specific rules for the planning of modules: each period has a maximum of five modules and seven assessments. Furthermore student counselling plays a major role in getting an overview of students progress in general. Students are satisfied with the information they receive regarding exams, absence of lecturers et cetera. (compare facet 4.2). According to students and lecturers the study load is manageable. The Keuzegids 2004 gives the following scores: 6.9 for studiability; 7.2 for propedeuse, 7.2 for enough resits. 80% of students are positive towards the information they receive regarding their study progress (SSA 2003). Module-evaluations 2004 state: score 8.0 for 'with adequate planning and time management on the part of the student, there is enough time to work and complete the module'. A score of 7.4 was given for similarity between the number of hours students have to spend on a module and the number of hours that are indicated for a module. From interviews and from a computer demonstration the panel concluded that the student registration program Progress is very accessible for students and lecturers. It is kept up to date and students can look into their recorded grades at any given time. It is also used for the exam subscription. IBS takes several measures to ensure the study progress: an evenly division of credits over the periods within a year as specified in the Course Outlines, is monitored and discussed in the Education Committee and School Council. Students can apply individually for exemptions on the basis of prior education or demonstrated competencies. These applications have to be ratified by the Exam Board. Each module has a resit in the same academic year. Most modules are offered interchangeable in both periods, which results in two resits per year. This is very convenient for students, especially with the periods abroad. They have ample opportunities to gain the obligatory subjects before going abroad. NQA Audit Visit IBMS Hanze University Groningen 21

22 Students can attend an Exam/Assessment Feedback Session held ten working days after the exams. Here they can receive specific feedback. IBS works with a BSA (Binding Study Advice) to encourage students to perform as planned in the first year. Fewer than 50 EC after one year and fewer than 60 EC after two years are the critical point for dropout. The criteria are sharpened, which has resulted in students scoring more credits in shorter period of time. Students experience the BSA as just and clear. IBS is aware of the importance of tackling the Head-Tail problems: dropout in the first year and students who have a hard time finishing their study programme in the last year (often because they have started to work). From interviews the panel can conclude that a lot of personal attention is given to these students. IBS wants to give special attention to the level of English with foreign students. IBS offers a 6 months preparatory course (English, Dutch and group work). IBS is working on an extra English course for Spanish exchange students. Topic 2, Facet 5 Intake Satisfactory Criterion: - The structure and contents of the programme are in line with the qualifications of the incoming students: vwo [university preparatory education], havo [senior secondary general education], middle management or specialist training (Wet Educatie en Beroepsonderwijs, WEB) [Adult and Vocational Education Act] or comparable qualifications as evident from an admission test. The conclusions are based on the following: There are 800 students studying at IBS, more than half come from outside the Netherlands. This results in an international atmosphere among students and staff. Aim is a 60-40% ratio for Dutch-foreign students, with no more than 10% for any nationality other than Dutch. These goals are roughly achieved by IBS. The panel can conclude that lots of effort is put into the international recruitment. The intake compromises 43 different nationalities. The numbers of foreign intake has been dropping, leading to the establishment of a special project niche marketing. Because of this, cultural awareness is one of the focus points during the first year. This is attended to in the language classes. Students discuss their cultural background, their working experience, share their knowledge. Admission is available for all mbo (level 4 in an IBSM linked programme), havo, vwo, hbo or wo students, and foreign students with a degree equivalent to havo of higher. Entrance requirements are documented in the IBMS Prospectus Due to the fact that half of the IBS students is foreign, there is great diversity in prior education. Therefore homogenisation in the first year is essential. Students are placed in multicultural groups of approximately 5 students to work on projects. First year students are offered an oriented programme in the first half of each semester and end up 22 NQA Audit Visit IBMS Hanze University Groningen

23 practically in the second half. In this way students are able to analyse quickly where the gaps in their knowledge are and are stimulated to catch up. Furthermore there is a preparatory course (6 months) and there are remedial mathematics and economics classes in summer. This contributes to getting students at the same starting level upon entering the IBS programme. Incoming students can gather information before entering by means of written information (website, brochures) or participation during Open days and (virtual) Experience IBS-days. Intake, foreign recruitment and the 'head-problem', MBO-connectivity and dropout are aspects that require extra attention, according to IBMS. From the interviews it is clear to the panel that IBMS puts serious effort into solving these issues and has the necessary connections with other institutions. IBS offers a standard four year programme starting in September and February. Entrance requirements are described in the Prospectus. Students can individually apply for exemptions. There is a mathematics exemption test at the beginning of the semester. Foreign diplomas are being assessed by the NUFFIC. Exemption procedures are described in the Student Charter of the Prospectus. Non-native speakers of English are required to do an IELTS test (minimal score 6.0, no sub-score below 5.5). Also Dutch MBO students are tested on their English in an intakeinterview that also gives insight into their motivation, their study success so far, their knowledge of mathematics and economics. IBS has up till now 6 MBO-IBS students. The intake from VWO-level is decreasing. In several evaluations IBS scores positive regarding the connectivity with prior education. Module evaluations 2004 show a score of 7.8 and 8.0 for the built up on what was previous learnt and on the statement that there was no unnecessary overlap with what students have previously learnt. The SSA 2003 gives a score of 6.7 on the education has a good fit with my previous education. Topic 2, Facet 6 Duration Criterion: - The programme complies with formal requirements regarding the size of the curriculum: HBO bachelor s degree programme: 240 credits. The conclusions are based on the following: The IBMS programme meets the formal requirement of 240 EC. The IBMS Prospectus contains the tables of credits per year and per educational route. The study load per module is accounted for in the Course Outlines. The programme is formed by a shared first year of 60 EC and a differentiated main phase of 180 EC. Each year has four periods of 15 EC. At least 45 EC are unique to every major. Each major has 20 EC of electives (10 EC in year 2 and 10 EC in year 4). Year 3 has 30 EC in which students can study business related modules. The placement in the third year covers 29 EC. The graduation project in the fourth year covers 30 EC. NQA Audit Visit IBMS Hanze University Groningen 23

24 Topic 2, Facet 7 Co-ordination of Structure and Contents Criteria: - The teaching concept is in line with the aims and objectives of the programme. - The teaching methods correspond with the teaching concept. The conclusions are based on the following: IBS Groningen has competency-based education as a core didactic approach; in line with the Hogeschool strategic goal of knowledge circulation. Didactically the programme is embedded in the professional context, reflecting a balance between the duality of a cognitive and a constructivist approach. IBS educational philosophy is a synthesis between two dissimilar types of education: cognitive and constructive education. Every module lends itself to a mix, beginning cognitive and ending as constructive as possible. The professional context can be found in project work in multicultural groups, the international placement and the graduation project. The panel concluded from the interviews and from the documentation that the didactic method offers a mix of lectures, seminars/student presentations, guest lectures, study abroad, company placement abroad and graduate reports addressing a real problem or business issue. Examples of the didactical approach are the computer simulation games Lunaris and Topsim, the project assignments and the way the business assignments in the fourth year are performed. Most periods are formed around three interconnected elements: Theoretical and Knowledge subjects, Project and Skills training and Personal Development. The electronic information system HELO contains much information regarding the programme setup and the didactical construction. Students give a score of 8.08 for the way Blackboard is used to support the modules. The panel finds that the vision on teaching corresponds with the aims and objectives of the programme. The Course Outlines describe the link between the aims and objectives of modules and the didactic form that is applied. Students are satisfied regarding the teaching methods. In module evaluations a score of 8.3 is given with the statement: The teaching methods used in this module were appropriate to the subject matter. Topic 2, Facet 8 Assessments and Examinations Criterion: - The system of assessments, testing and examinations provides an effective indication whether the students have achieved the learning objectives of the programme or its components. 24 NQA Audit Visit IBMS Hanze University Groningen

25 The conclusions are based on the following: The panel has a positive impression of the way that the exams fit in with the learning objectives to be achieved. The criteria are known to students and lecturers. Students have ample opportunity to get information and feedback. An Assessment Policy, based on the HG 'Kader Toetsnotitie' is in the process to be implemented before school year IBS will implement a new assessment policy with focus on competency-bases assessment, with more clear information regarding validity of tests and the link between the programme and the learning objectives. Assessment types are designed to reflect a combination of knowledge acquisition and application of theory, knowledge and skills. Core Project Subjects will be assessed by means of a formal examination at the end of Period 1 and by performance in the project in Period 2. Development of skills is registered in a logbook. Each period is concluded with an exam/assessment week. A mix of assessments will be applied: self-assessment (180 degree) and peer assessment (360 degree), individual and group products, written and oral (presentations). The Course Outlines and the IBMS Prospectus give insight into the assessment forms and the exam schemes with pass requirements. Some modules have continuous assessment; weekly tests on knowledge, besides the testing of attitude and skills. This to ensure that students obtain enough theoretical background. The panel has seen several examples of these tests and assessments. Scrutiny of Blackboard confirms that for each exam/module there is a mock exam with answer key available on Blackboard. Students can attend feedback sessions after the exams. After five weeks the exam results are destroyed according to HG policy. The assessment of the study abroad is linked to the selection and scrutiny of the partner institute. The Keuzegids 2004 has the following results: a score of 6.6 for: The level of the assessment is appropriate; a 7.4 for the connectivity of assessments and contents of modules. In the SSA 2003 there was a 71% satisfaction among students concerning the mach between the exams and the material studied. The evaluation of modules (written or in panel sessions) results in a score of 8.43 for the statement: The assessment criteria the teacher will use at the end of the module are clear. IBMS addresses a point for improvement: the monitoring of the quality of the examinations. This has to take form in the nearby future with the formation of an Assessment Committee. NQA Audit Visit IBMS Hanze University Groningen 25

26 Topic 3 DEPLOYMENT OF STAFF Topic 3, Facet 1 HBO Requirements Criterion: - Teaching is provided for the most part by staffs who relate the programme to professional practice. The conclusions are based on the following: In the policy document Focus 2010 HG is stated that the HG invests in employees competencies. Staff should focus on results, work in a cooperative way with a multidisciplinary approach and have a student/customer-focus. IBS seeks staff with preferably an international background and experience in business and/or management. IBS works according to the HG generic competencies, IBS generic competencies and job-related competencies applying to specific jobs at IBS (IBS Survey of Competencies and IBS School Year Plan ). From the presented documents the panel concludes that the HRM-cycle is clearly visible aimed at the development of staff. There is a recent staff survey that maps staff background and competencies. These are used for the IBS Schooling Plan , which mentions all courses and trainings done by IBS staff in Staff members have backgrounds and experience in the fields of international marketing management, international finance & accounting and international travel & tourism; corresponding to the four majors of the programme. Twentyone lecturers have practical experience in international business. The four leading criteria for selection of staff are: international experience, business experience, teaching experience/qualifications and IBS core staff competencies. IBMS states that most staff members meet these four criteria and that 2/3 of the staff have practical experience in international business. Scrutiny of the curriculum vitae by the panel confirms this picture. In the interviews and in module evaluations students show a high satisfaction with the upto-date knowledge of staff and the way this results in input in the IBMS programme. Staff members use current information from the work field; they refer to recent publications and use up dated literature in handouts. Staff members participate in cultural awareness training. They further enhance their knowledge of the work field by visiting conferences, visits to students during placements and graduation projects and visits to industrial companies. Representatives from the work field state that staff members have ample working experience in the business/marketing industry and that this experience is brought into the education programme, wherever possible. 26 NQA Audit Visit IBMS Hanze University Groningen

27 Topic 3, Facet 2 Quantity of Staff Criterion: - Sufficient staff is deployed to ensure that the programme is provided with the required standard of quality. The conclusions are based on the following: The panel concludes from documentation and interviews that there is sufficient staff to ensure that the programme is provided conform the required standard of quality. IBS has a staff-student ratio of 1:27; 797 students divided by fte teaching staff. The turnover rate of staff is stable. Where necessary new staff is attracted for new subjects or fields of experience. The absenteeism of staff has decreased to 4.2% (2005) and currently 3.2% (2006), which is very acceptable. The work pressure is acceptable to staff members and is a standard agenda item during staff meetings and management meetings. IBS works with a Task and Formation Plan with which all curriculum bound tasks, noncurriculum bound tasks, supporting tasks and outside tasks are allotted and accounted for. This is made visible in the School Year Plan Topic 3, Facet 3 Quality of Staff Satisfactory Criterion: - The staff is qualified to ensure that the aims of the programme regarding contents, didactics and organisation are achieved. The conclusions are based on the following: Scrutiny from the curriculum vitae proves that the staff has the qualifications that match with the aims of the programme regarding didactics, content and organisation of the programme. IBS operates according to the IBS Staff Year Plan (derived from School Year Plan). This includes schooling plans for teachers, for example enhancing the business experience of current staff by means of one company placement of a staff member each year. The panel has noticed that there is a small budget available for staff schooling: 2% of total budget. Staff members show ample initiative to take part in schooling. Criteria will be drawn up for prioritizing staff schooling requests. Regular feedback from students and from management plays an important role to improve the quality of teaching. Staff education is pointed at didactical skills, which is necessary for steady contracts and for research skills (lectorate). NQA Audit Visit IBMS Hanze University Groningen 27