ASSESSMENT REPORT. Report on the assessment of. Bachelor Animal Husbandry Van Hall Larenstein, University of Applied Sciences

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1 ASSESSMENT REPORT Report on the assessment of Bachelor Animal Husbandry Van Hall Larenstein, University of Applied Sciences Croho-registration number: with regard to the NVAO Accreditation framework The assessment has taken place on May 28 th and June 18 th 2009 Contents of the report Identification... 2 Management summary... 3 Findings... 6 Appendix 1: Programme of visits by assessment team Appendix 2: Documentation Appendix 3: Domain-specific framework of reference Appendix 4: Assessment team Appendix 5: Statements of independence Chairman of the assessment team, responsible for the report: Dr. M.S. Leloux On behalf of her, M. Lathouwers Certiked-vbi september 2009

2 Identification Bachelor Animal Husbandry Van Hall Larenstein, University of Applied Sciences Droevendaalsesteeg PB Wageningen Telephone: +31 (0) nfo@vanhall-larenstein.nl Website: Responsibility for the quality of the programme: ir. G. Oosterhof, educational director Wageningen Courses Programme director: ir. A. Hoitink, Course Manager Animal Husbandry Scope and aim of the assessment The assessment concerns: Van Hall Larenstein, University of Applied Sciences Bachelor Animal Husbandry Full-time programme Location: Wageningen The aim of this assessment has been to verify whether and to what extent the degree course is in accordance with the accreditation framework of NVAO of February Composition of the assessment team Chairman: External experts: Student member: Secretary: dr. M.S. Leloux M. Zetterquist BSc, H.G.E. Douma S.M.A. Wierckx drs. C.J. de Monchy Method of assessment The programme Bachelor Animal Husbandry has written a self-assessment report and has sent this report to the assessment team. The first visit of the assessment team took place on May 28 th 2009 and the second visit was on June 18 th The draft version of the report was sent to the management of the programme on 13 th of July. On September 9 th the management of the programme has sent a written response with regard to the draft version of the report. This has led to this final version of the report. Before the visits the chairman of the assessment team and representatives of Van Hall Larenstein have met twice. These meetings were meant to exchange information, to plan the dates of the visits by the assessment team and to discuss the programme of these visits. Pagina 2 van 47

3 Management summary On May 28 th and June 18 th 2009 the assessment team of Certiked has performed an assessment of the degree programme Bachelor Animal Husbandry of Van Hall Larenstein, University of Applied Sciences in Wageningen. The aim of the assessment was to verify the quality of the programme with regard to the accreditation framework of the NVAO. General remarks The degree programme Animal Husbandry is part of Van Hall Larenstein (VHL 1 ), University of Applied Sciences. VHL is part of Wageningen University and Research (Wageningen UR). The Foundation Van Hall Larenstein comprises two Universities of Applied Sciences, Van Hall Institute and Larenstein. The Van Hall Institute courses are provided in Leeuwarden, the Larenstein courses in Velp and in Wageningen (until June 2006 in Deventer). With a personnel contingent of more than 400 FTEs, VHL provides education to more than 4,000 students in 14 registered Bachelor courses, three Master courses and three Associate Degree courses. The current Animal Husbandry course is implemented from August 2005 onwards, starting with year one. The current course is in some ways different from the course inspected in 2003: The main differences are: a new educational concept (i.e. Competence Based Learning), strong international orientation and the course is taught in English. The curriculum provides education in three fields of animal husbandry: animal production (i.e. the major Applied Animal Science), animal and business (i.e. the major Livestock Management), and animal and leisure (i.e. the major Equine Leisure & Sports). The programme management revised the degree course in reaction to changes in the animal husbandry sector. The sector is expanding in scale, becoming more internationally oriented and more service oriented. Thus, to become a key player in the international setting, the programme management decided that the degree course Animal Husbandry needed a profound revision. Hence, the decision to move from Deventer to Wageningen, close to the Wageningen University and to revise the curriculum. The final qualifications of the degree course Animal Husbandry are based on the SHAO attainment targets for Animal Husbandry defined in 2002 (HAO- werkgroep Dier- en Veehouderij, 2002). The VHL team redefined these attainment targets in consultation with the Animal Husbandry work field, including the Professional Committees. The degree course Animal Husbandry takes standard four years, and includes theme-oriented modules, involving real, professional cases; placements/internships in the second and third year, a major-specific part, a minor and a thesis. The programme is designed based on the educational concept of Competence Based Learning as follows: competences are leading for the assessments; the assessments are leading for the classes given (these are considered to be a preparation for the assessment); the learning process and preparations for the assessments are supported by career counselling; students are responsible for their own learning process. The programme has a clear international orientation and uses adequate and relevant professional literature up to international standards, and students are stimulated to find additional literature. The assignments for the students, the placements and the thesis assignments are very much linked to the professional field. In each term selected competences are leading and integrated in one singular study unit. The program is horizontally and vertically consistent. 1 Wherever VHL is mentioned in this report, the management of this degree programme is meant. Pagina 3 van 47

4 The didactical concept is based on the notion that students learn to take responsibility for their own development. They are encouraged to regularly follow the learning cycle (planning -> execution -> reflection -> planning) to enable them to develop themselves and their abilities accordingly. Still, it is clear that VHL is in de process of implementing the new curriculum based on a new didactical concept, including new ways of assessing. The different forms of assessment in content and method do contribute to assessments of adequate complexity, depth and weight. Due to the consistency of the didactical concept, the assessments cover up the end qualifications and are strongly related to practical cases from the work field. The quality of the assessments is secured by the four eyes principle. The school reaches a staff / student ratio of 1 : 21. The switch to Competence Based Learning means changes in the roles and working methods of the lecturers, as well as the personel management system. The teaching staff is however well equipped to handle appropriately the contents, didactics and organization of the course. The teaching staff is further able to link the programme to the professional practice from their own experience, as many team members are actively involved in the work field and vice versa. The location of VHL at Wageningen Campus offers the benefit of the well equipped facilities of classrooms, project groups and individual work, offices, and the library. The assessment team considers the visits by students to the practical training centres as adequate. The programme has set up the Career Counselling program to support students in their professional study and to enable them to develop the necessary skills and attitudes for a successful professional career. In the first and second year of the programme the students follow two career counselling and training courses from 10 ECTS each. In the third and fourth year, the career counselling and training is integrated in the placement, the minor, the major and the thesis components. The formal quality system is well designed. There is a working system to obtain written and oral feedback from the students at the end of each term, although the response of the students is rather low, especially in the last two years. There are clear procedures to obtain feedback from staff (for example the Staff Satisfaction Monitor), from exit interviews, and from the work field. The management of the programme has not formulated formal targets for the different measurements to be achieved. Improvement standards are more implicit in the quality system. During the last few years, the focus for improvement has been on the education, the management is aware that the organizational development needs more attention. The communication channels are open. The results of the program are at least satisfactorily. Reading some randomly selected thesis and the corresponding evaluations led to the conclusion that those theses are up to standard. In general, the program has developed an advanced educational program in the field of animal husbandry, with a strong international orientation, a novel competence-based didactical concept which is profoundly integrated within the professional field. These are strong points related to the program. Therefore, the assessment team of Certiked has attributed an excellent assessment to facet 2.1 (Requirements Applied University), good assessments to facets 2.2 (Relationship between aims & objectives and contents of the programme), 2.3 (Coherence of the programme), 2.7 (Coordination of structure and contents of the degree), 3.1 (Personnel: Requirements for Applied University), 3.3 (quality of staff), 4.1 (Material Facilities) and 6.1 (level that has been achieved). All other facets have been assessed as being satisfactory. However, the further development of kleine kwaliteit needs more attention from the management. The assessment team of Certiked has reviewed the degree programme Bachelor Animal Husbandry. The assessment team has been able to study all of the relevant documents and to speak to all of the persons Pagina 4 van 47

5 involved in the programme. Therefore the assessment team feels to be in a position to give a sound evaluation and assessment of the programme. The assessment team of Certiked concludes on the basis of the findings that the programme Bachelor Animal Husbandry meets all requirements of all subjects and facets of the accreditation framework of the NVAO. Pagina 5 van 47

6 Findings Below, the assessment team will give their findings with regard to the subjects and facets of the accreditation framework of the NVAO. The assessment team states each of these findings under the heading of each of the subjects and the facets of the accreditation framework of the NVAO. Overview of the assessments of the degree course Themes and standards Aims and objectives of the degree course Domain-specific requirements Level: Bachelor Orientation: Professional Programme Requirements for professional orientation Correspondence between aims & objectives and contents of the programme Consistency of the curriculum Study load Admission requirements Duration Coherence of structure and contents Assessments and examinations Deployment of staff Requirements for Applied University Quantity of staff Quality of staff Facilities and provisions Material Facilities Student support and guidance Internal quality assurance Evaluation of results Measures to effect improvement Involvement of staff, students, alumni and the professional field Results Level that has been achieved Results of teaching Assessment Positive Satisfactory Satisfactory Good Positive Excellent Good Good Satisfactory Satisfactory Satisfactory Good Satisfactory Positive Good Satisfactory Good Positive Good Satisfactory Positive Satisfactory Satisfactory Satisfactory Positive Good Satisfactory Pagina 6 van 47

7 1. Aims and objectives of the degree course 1.1 Domain-specific requirements The final qualifications of the degree course correspond to the requirements set by professional colleagues, both nationally and internationally and the professional practice to a degree course in the relevant domain. Findings: The current Animal Husbandry course is implemented from August 2005 onwards, starting with year one. The current course is in some ways different from the course inspected in 2003: The main differences are: a new educational concept (i.e. Competence Based Learning), strong international orientation and the course is taught in English. The curriculum provides education in three fields of animal husbandry: animal production (i.e. the major Applied Animal Science), animal and business (i.e. the major Livestock Management), and animal and leisure (i.e. the major Equine Leisure & Sports). The programme management revised the degree course in reaction to changes in the animal husbandry sector. The sector is expanding in scale, becoming more internationally oriented and more service oriented. These external developments ran concurrently with the Van Hall Larenstein (VHL) wide changes in the educational concept (the introduction of Competence Based Learning). Thus, to become a key player in the international setting, the programme management decided that the degree course Animal Husbandry needed a profound revision. Hence, the decision to move from Deventer to Wageningen, close to the Wageningen University and to revise the curriculum. The Animal Husbandry programme has had a Professional Committee. In 2008 the committee was divided into two committees, to ensure a proper domain specific dialogue with the work field. The Professional Committee Applied Animal Sciences (AAS) and Livestock Management (LS) consists of five Dutch members from the work field and three VHL lecturers. The AAS / LS Committee members have their backgrounds in business (e.g. animal food,) business communities (e.g. LTO), and animal health. The Professional Committee for Equine Leisure & Sports (ELS) consists of seven international (Netherlands, Sweden, Germany) members from the work field and three Lecturers of VHL. The international members of the ELS Professional Committee have their backgrounds in business (horse food), international equine events, equine science and horse breeding. The final qualifications of the degree course Animal Husbandry are based on the SHAO attainment targets for Animal Husbandry defined in 2002 (HAO- werkgroep Dier- en Veehouderij, 2002). The VHL team redefined these attainment targets in consultation with the Animal Husbandry work field, including the Professional Committees. The Animal Husbandry team also discussed extensively the orientation of the course, the vision and mission, and used e.g. job advertisements to define the job profiles, competences and attainment targets. (See appendix 3: Domain Specific Framework of Reference.) The new Animal Husbandry course is based on three different fields of animal husbandry. Each profile is covered by a major: Applied Animal Science (AAS), Livestock Management (LS) and Equine Leisure and Sports (ELS). Per major a job profile has been described. (see appendix 3 Domain Specific Framework of Reference). The professional competences are based on these profiles. The competences for the three majors are described on three levels, using a well known format from an educational advisory firm. The different profiles show many similarities but also dictate some differences in the necessary end levels, as shown in Table 1. Pagina 7 van 47

8 Table 1: Animal Husbandry Competences General Competencies Level AAS LS ELS A Manage unit of company/organisation B Manage project/process C Execute commercial processes D Execute product/system innovation E Conduct applied research F Communicate in multicultural setting G Develop yourself Haas To employ internationally accepted sustainable livestock species environments 3 Hls To develop livestock farm technological activities for preset targets 3 Hels To improve equine sports performance 3 Notes: Haas: H competence for AAS students, Hls: H competence for LS students, Hels: H competence for ELS students Input for the course and learning output is given in the Professional Committee meetings. The programme management has an open mind to feedback from students and the working field. An example is the major Equine Leisure & Sports (ELS), which combines an applied science (leisure & sports) orientation with a business orientation. During the last couple of years, students entering this major have indicated that they would like to specialise in either the science or the business orientation. Therefore from September 2009 onwards the major Equine Business & Economics is offered next to the major Equine Leisure & Sports, which will be more related to applied science. VHL has the opinion that the Animal Husbandry course distinguishes itself from other Dutch Animal Husbandry education programmes by putting more emphasis on Secondary and tertiary environment, which is stressed in the job profiles Translation of science into practice. This is achieved in the emphasis on working with theoretical sound knowledge on real assignments in the work field. International field of work. This is stressed by the teaching language English, the international classroom and international orientation of the programme. Assessment by the Certiked assessment team: The assessment team has studied the job profiles and underlying documents and ascertains that the attainment targets are based on well defined job profiles and a clear vision on the developments in the professional field. Although probably there is a limited market in the horse sector for jobs like research assistant and animal expert. The final qualifications have been validated within the work field. The rather recent (2008) differentiation of the Professional Committee in two separate Professional Committees seems a logical step in the development of a dialogue with the working field. The new Professional Committees need some time to develop as a real working team, is the impression of the assessment panel. It seems that most input for evaluation of the final qualifications is derived from informal contacts between the teaching staff and the work field during placements and assignments for thesis and projects. The assessment team is confident that the two Professional Committees in time will function as the eyes and ears of the professional work fields. Pagina 8 van 47

9 In view of this all, the assessment team evaluates facet 1.1. Domain specific requirements as satisfactory in terms of the accreditation framework of the NVAO. 1.2 Level: Bachelor The final qualifications of the degree course correspond to general, internationally accepted descriptions of the qualifications of a Bachelor qualification. Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: VHL describes the competences of the degree course on three levels: the basic level: the student can perform under external guidance the advanced level: the student can solve straightforward problems, independently or in a team, needing mixed external guidance the professional level: the student can integrate knowledge and skills to handle more complex problems, is able to perform in a concrete working situation. The programme is designed in such a way that students master level 1 by the end of the first year and level 2 by the end of the second year. Level 3 is the final level of education. For a couple of competences level 2 is the final level, depending on the major programme. The programme has checked the competences with the so called Dublin descriptors to assure coherence with the European standards for Bachelor degrees, as mentioned before. The table below demonstrates the relation between the competences and the Dublin descriptors on the basis of assessments, in order to justify the Bachelor level. Table 2: Animal Husbandry Competence levels related to Dublin descriptors Competences A. To manage a unit of an organisation B. To manage a project Dublin Descriptors Level of competence Knowledge and understanding Applying knowledge and understanding Making judgments 2 X 3 X X X X 2 X X 3 X X 2 X C. To commercialise 3 X X D. To innovate 2 X 2 X X E. To conduct applied research 3 X X X F. To communicate 3 X X G. To develop yourself 3 X X X X Communication Learning skills Pagina 9 van 47

10 Competences Dublin Descriptors H. (AAS): To employ internationally accepted sustainable livestock species environments H. (LS): To develop livestock farm technological activities for preset targets Level of competence Knowledge and understanding Applying knowledge and understanding Making judgments Communication 3 X X X X X 3 X X X X X H. (ELS): To improve equine sports performance 3 X X X X X Learning skills The course descriptions of all programme components explain the relationship between the competences, the study subject and deliverables, and the assessment criteria. In these descriptions the broadly formulated competences are broken down in clear performance criteria and observable standards. The combination of these descriptions with Table 2 explains how the end qualifications reflect the Dublin Descriptors. In May 2009 the final qualifications, e.g. the reformulation of level 1 and 2 of certain competences, have been reviewed. The draft version of the review will be discussed with the international work field including the Professional Committees. The improvements will be implemented in the next academic year. Assessment by the Certiked assessment team: The assessment team has ascertained that the final qualifications of the programme meet the requirements of the Dublin descriptors. The final qualifications themselves are sufficiently expressed in competences to cover all of the Dublin descriptors. Therefore the assessment team assesses the facet 1.2 Level Bachelor as satisfactory in the terms of the accreditation framework of the NVAO. Pagina 10 van 47

11 1.3 Orientation: Professional Bachelor (HBO) The final qualifications of the degree course have been based on the professional profiles and/or professional competences drawn up by (or in collaboration with) the relevant professional field. A Professional Bachelor (HBO) has acquired the qualifications at the level for starting as a professional in a specific profession or professional field for which professional higher education is required or useful.. Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: The institute has formulated the final qualifications of a starting professional in competences. The final qualifications have been based on job roles such as: policy maker, research assistant, extension worker, animal expert, project manager, area sales manager, consultant and insurance manager. On the basis of these job roles eight competences with their respective levels were identified and checked with the professional field (see Facet 1.1). The described levels of the competences reflect the qualifications for a starting professional in the work field. The different levels in competences for the final qualifications are consistent with the different professional contexts in the three fields of animal husbandry for which the degree course qualifies. The Animal Husbandry course is focused on the professional work field in its approach and design. The defined competences are used to give concrete form to the professional knowledge, skills and attitudes to be acquired by the students. Competences have been described in the context of the profession. The work field is involved in almost all terms either by companies that suggest assignments for students, or by experts that give guest lectures or assess students competences. Most assignments are based on practical questions on the basis of real life issues derived from the work field. Thus, in the first year ELS students will advise a tack shop on the establishment of a new store anywhere in the EU. In the second year, LS students will undertake a small-scale research project to establish a consultancy on nutrient management. And in the third year AAS students will work for animal health service organizations, advising on current issues such as blue tongue disease and medicine use in livestock sectors. The first students don t graduate until July 2009, so no outcomes of alumni from the new programme are available yet. The alumni from the old programme mention that the degree course prepares students for a broad range of professional positions. The competence descriptions are being revised based on the experience with the new programmes of the last two years. In this revision the operational aspects (the situation, the action and outcome criteria as well as the assessments) of the competence descriptions are improved, to be finalized and approved by the end of this academic year. The feedback from the professional field, mainly via the professional assignments in the subsequent terms, was used as guideline for adaptations. Pagina 11 van 47

12 Assessment by the Certiked assessment team: The assessment team ascertains that the objectives and final qualifications of the degree course reflect the level of a starting professional in the work field. The defined competences have been formulated in terms of the context of the work field, thus enabling the link between the programme and real assignments from the work field. The institute shows that input of the work field is adequately obtained when the competences and final qualifications are checked. The assessment team evaluates the professional orientation and the connectedness with the work field as good. Based on these findings the assessment team evaluates the facet 1.3 Orientation Professional Bachelor as good. Evaluation of the subject aims and objectives of the programme The assessment team states that the degree course has its roots firmly in the work field. The input form the work field is demanded to define and formulate the final qualifications and the competences. The competence levels to be attained by the students are coherent to the European standards of the Bachelor degree. The programme has made clear that graduates are able to perform adequately in essential work situations. The assessment team has evaluated all facets as either satisfactory or good. Therefore the overall assessment of the subject Aims and objectives of the degree course is positive. Pagina 12 van 47

13 2. Programme 2.1 Requirements Professional Orientation (HBO) The programme meets the following criteria applicable to a degree programme at a University of Applied Sciences (HBO): 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: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: The degree course Animal Husbandry takes standard four years. A general overview of the programme is presented in table 3. Table 3: Curriculum outline Term 1 Term 2 Term 3 Term 4 4 Minor Thesis 3 Major specific Placement 2 2 Placement 1 Performance (II) Entrepreneurship 1 Self Development Business Environment Performance I Farm Business organisation Self Development Innovation = External educational activities Students can choose if they prefer to do their minor in semester 2, year 3 or semester 1, year 4 Although students of the three majors follow the same programme in year 1 and 2, the learning environments (thus also the assignments and the assessments) differ, allowing students to learn about the particulars of their major. Details of the learning environments (the projects, classes given, literature), the competences, the assessments and the lecturers are described in course manuals every term or semester. Pagina 13 van 47

14 To perform their role and assignment in the term, students need specific knowledge, skills and attitude. The prescribed literature is selected by the lecturers on the basis of their own knowledge and expertise in consultation with experts in the field. The literature consists of state-of-the-art textbooks, readers, actual articles published in newspapers and academic journals, and handouts. The professional literature is routinely renewed by replacing existing text books, articles, documentaries, etc. with new publications or new editions of existing text books. Through their international contact lecturers are regularly updated with the latest literature. Lecturers encourage students to go and find additional literature in the library or by searching the internet. In the first two years students mostly use prescribed literature; in the remaining two years lecturers often refer to this literature and students have to look for adequate reference sources by themselves. Within the curriculum various excursions and practical training in the field are offered in each year of study to experience the professional situation. Guest speakers from the professional field are invited to talk about their experience with a certain topic. Lecturers inform these guest speakers about the context in which the student operates in the term (the competences, the specific professional environment, the student s role, the assignment and the specific knowledge, skills and attitude needed by the student). In this way, guest speakers are able to link their lecture with the assignment and with other lectures. When interviewed the students mentioned the involvement of the work field in the programme as a strong point. Students go on placement in the first term of the second year and the second semester of the third year. The first placement consists of 10 weeks (15 ECTS); the second one consists of 20 weeks (30 ECTS). The 10 weeks placement is mainly focused on orientation of companies within the sector, mostly primary businesses. Students are advised to split the 10 weeks in two parts of 5 weeks. Students analyse the companies using the theory offered to them in the previous terms. The half-year placement is performed at companies which potentially employ graduates. Students are supposed to select their own placement/internship. The objective is that students learn what it is to look for a job and an employer. By stimulating students to select different employers, a student has a good overview and experience of the professional field, job opportunities and the competences needed to fulfil various jobs. This also stimulates students to take initiative and to become self-reliant. All this is related to the competence To develop yourself. When a student is not successful in securing an assignment from a company for a placement or thesis project, a backup list of potential companies and assignments is made available. Students told that it is no problem at all to find placements. Even, companies are approaching students of this program with topics/assignments suitable for placements/internships. The course manual for the placement period informs the student clearly on its requirements, since the placement should be in line with the qualification criteria set by the major. If possible (when the location is within two hours travelling time), the supervisor visits the student while on placement. During such a visit the lecturer checks how the student is functioning, and learns about new developments in the company and the sector. In case the placement is considered to be below standards, the student is requested to find a more suitable placement in the same business or the placement is terminated and the student has to redo the placement. It is not always possible to visit students who go abroad for placement. In such cases regular contact between student, employer and lecturer has to make sure that the placement is up to the prescribed standards. Pagina 14 van 47

15 The thesis project is an individual assignment, in which the student has to manage his project by himself. The student has to show that he is able to perform as a starting professional and to develop himself in his future career; thus the student has to prove that he is a competent professional. The first aspect in which he has to show this is executing an order from an external company or organisation, tackling a problem, answering a question, resulting in a research report. Companies and organizations offer assignments for student theses and the students need to find an assignment by themselves. In interviews the students told that finding an assignment for a thesis is no problem, the most difficult is the choice which assignment to take! The Programme Committee is a mandated advisory body in which students and lecturers are represented. The Programme Committee meets regularly three or four times a year and comes up with suggestions for improvement. Assessment by the Certiked assessment team: The assessment team studied the course descriptions and the used literature. It is clear that the programme has a clear international orientation and uses adequate and relevant professional literature up to international standards, and that students are stimulated to find additional literature. The assignments for the students, the placements and the thesis assignments are based on real issues or questions in the professional field. The involvement of real cases and assignments ensures that the programme is very much linked to the professional field. The curriculum has enough placements, a short placement in year 2 and a long placement in year 3, preferably abroad. The assessment team agrees that in case of a placement / internship abroad, regular contact between student, employer and lecturer is essential to make sure that the placement is up to the prescribed standards. The assessment team is impressed by the orientation on the professional context in the programme and the involvement of real assignments from the work field in the curriculum. Therefore the assessment team evaluates the facet 2.1 Requirements Professional Education (HBO) as excellent. Pagina 15 van 47

16 2.2 Relationship between aims and objectives and contents of the programme The course contents adequately reflect the final qualifications, both with respect to the level and orientation, and with respect to domain-specific requirements. The final qualifications have been translated adequately into learning targets for the programme or its components. The contents of the programme offer students the opportunity to obtain the final qualifications that have been formulated. Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: In each term selected competences are leading and integrated in one singular study unit. Within such a study unit the focus is on a specific professional environment, with a specific professional role and professional assignment. This makes the role and assignment strongly connected to the competences. The programme is designed based on the educational concept of Competence Based Learning. The vision of the programme is: Competences are leading for the assessments; The assessments are leading for the classes given (these are considered to be a preparation for the assessment); The learning process and preparations for the assessments are supported by career counselling; Students are responsible for their own learning process. In the first two years there is a wide, multi-disciplinary approach of education, allowing the students to acquire competences of their chosen field of study. Further specialisation takes place during the final two years, starting with the major specific semester. Consequently students choose their half year work placement, minor and thesis tailored towards their desired professional career. The Course Specific Educational Regulation for the three majors explains the relationship between job profiles, competences, assessments and the curriculum. Course manuals do the same and more detailed per term or semester. In these descriptions the competences are broken down in components, explaining in which situation the competence is needed, what the role is of the professional / student, what kind of actions and assignments he faces, and how this is assessed. Course manuals are available on Blackboard for all students each term or semester. These describe in detail the competences, the assessments including learning targets, the learning environments, the prescribed literature, the study methods, workshops, plenary sessions, excursions, and guest lecturers, if applicable. Through the Course Specific Educational Regulations students are informed that they follow the same programme in year 1 and year 2 but with different learning environments. In year 3 and year 4 students follow their major programme. The programme is set up in such a way that the competences with their specific learning targets are evenly distributed over the years. The students when interviewed confirm this, mentioning that they tend to work much harder towards the end of term with the assessments in view then at the start. Pagina 16 van 47

17 Students are encouraged to find placements either in the Netherlands or abroad, specially the long placement in the third year. For international students it is possible to follow a placement in their home country, for example a German with a placement in Germany. When interviewed the students tell the assessment team that they have been abroad for a placement, it was not difficult for the Dutch students to organize this. It is compulsory for students to have an international experience somewhere during theire study period. It is possible for the students to follow a minor at another location of Van Hall Larenstein, at another university either in the Netherlands (e.g. Wageningen Univerversity) or abroad. The students get information in the minor guide : where to look for suitable minors and how to proceed if they want to study abroad. The realisation of such a project is left to the initiative of the students. Assessment by the Certiked assessment team: The curriculum for each major work field (AAS, LS and ELS) has been designed to ensure that the learning outcomes can be met by students in four years. The whole set up is consistent with the claim of the programme that students develop the relevant competences for the work field. The descriptions of all components of the programme are clear, explaining in detail what the students are supposed to learn, how they should work and what the assessment will be. The learning outcomes of all components of the programme make up the final qualifications. The students are encouraged to go abroad for placements, and they use the opportunity. Students are informed about possibilities to follow a minor somewhere else, but are not actively supported. In view of all this the assessment team evaluates aspect 2.2 Relationship between aims and objectives and contents of the programme as good. 2.3 Consistency of the programme The contents of the components of the curriculum are consistent and coherent Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: In all terms or semesters the learning environment is centred on a learning theme. This means that the classes given and the study materials are all in line with the intended learning objectives; the competences to be achieved that term and the assessments held. Each term/semester students have theoretical lectures on a certain subject related to the main theme of that term or semester, and receive training to improve their skills as well as their attitude related to that theme. In other words: the components are mutually harmonized with respect to the theme. This applies to the language and personal development trainings, too; they link up with the theme of the term/semester. The course manuals show the integration in detail. All successive educational components are built on preceding components. The competences are developed on different levels throughout the programme. Certain themes or problems return every year and are then dealt with more in depth. Pagina 17 van 47

18 The complexity of the assignments and assessments increases year by year while the guidance by the lecturers decreases. The course manual indicates the relation between the classes given in a certain term with those given in earlier terms. Months before the start of a term, a core group of lecturers teaching in that term meet to discuss the contents of the term and to check the internal consistency. Based on student evaluations and their own experiences the lecturers effected some changes in the curriculum of the academic year. During the term lecturers also meet on a regular basis to discuss progress. If necessary, improvements can be made immediately. Assessment by the Certiked assessment team: The assessment considers the alignment of components in a semester / term well organized. This horizontal coherence is consistent with the Competence Based Learning model. The complexity in the learning environment increase through the years, as is to be seen in the course descriptions. The students are encouraged to choose their minor, third year placement and thesis assignment in alignment with each other. This also strengthens the coherence of these items. The course manuals communicate the horizontal and vertical coherence clearly to the students. In the meetings the students show to be well aware of the horizontal and vertical coherence in the curriculum. All considered the assessment panel evaluates the facet 2.3 Consistency of the programme as good. 2.4 Study load The programme can be successfully completed within the set time, as certain programme-related factors that may be impediment to study progress are removed as much as possible. Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: The academic year is divided into four terms or two semesters. Each term consists of eight weeks for classes and a ninth week for assessments. The institution mentioned that students evaluations from 2006/07 and 2007/08 as well as feedback from lecturers revealed that in certain terms the study load was too low while in some other terms it was too high. The programme has been slightly adjusted in the academic year to distribute the workload more evenly over the year. The programme is aware that Competence Based Learning is new for most Dutch and foreign students. Foreign students need to accommodate themselves to the Dutch educational system. For that reason, the programme includes some specific components in the first and second term of the first year, in order to get students acquainted with this new learning environment. The Career Counsellor meets students individually and in planned plenary sessions and advises on study progress and problems met. In specific cases the Career Counsellor advises the student to meet the social dean who, depending on the problem, may refer the student to a more qualified staff member. (see also 4.2 Tutoring) The Career Counsellor informs students about the logical order of the curriculum, including the possibility to do the minor in the second semester of the third study year or the first semester of the fourth study year. Most students of all three majors follow the advised order of the curriculum. Pagina 18 van 47

19 Each term ends with an assessment week during which oral, written or portfolio assessments are held. Students who fail to pass an assessment are entitled to do a re-sit at the end of next term or semester. Students are free to decide whether to do so by following the classes alongside their second or thirdyear classes or whether to drop some of the second or third-year classes to prepare for the failed assessment. When interviewed the students mentioned that the re-sit of an assessment can be quite a job, as the time one studied the material is quite some months ago, e.g. the re-sit of a semester. The social dean and sometimes the Career Counsellor hold an exit interview with dropouts. Reports of those interviews are sent to the Team Leader. Based on those reports, and any other recent reports, the Team Leader determines the need for further action. (see also facet 6.2 study progress). Assessment by the Certiked assessment team: The assessment panel concludes that the curriculum is designed in three separate paths, one for each major work field. Students choose which of the tree paths to follow, guided by the dean and career counsellors. Most students follow one of the recommended study paths, the institute indicates. The development of the Career Counselling seems the assessment team an appropriate way to coach the students in the learning concept. The workload as indicated in the course manuals is considered as up to standard. The students and staff also evaluate the workload as suitable, although exceptions (some students with different evaluations) may occur. Taken one thing with another the assessment panel evaluates facet 2.3 Workload as satisfactory. 2.5 Admission requirements The structure and contents of the programme are in line with the qualifications of the incoming students: 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: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: The institute holds as general policy that Dutch HAVO and VWO students with chemistry are admitted. Applicants who have a lower level of education in Chemistry are offered a deficiency course in order to be qualified at the start of the academic year. The level of foreign diplomas is evaluated with NUFFIC-rules. English needs to be at TOEFL level 550 for students who start in year 1. Students who start in year 2 need to have TOEFL level 600. IELTS or comparable test score need to be at least 5 for the preparatory year and at least 6 for the B and M level. The institute offers applicants who have a higher level of education or relevant work experience a short programme (3 year or 2 year). Students qualifying for a three years programme enter in year 2, but start with the first term of year 1, while regular second year students are on their first placement, to get acquainted with the educational concept. The three-year students continue with year 2 term 2. Students who follow the two-year programme start in year 3, semester 1. The institute offers individual applicants with Previously Acquired Competences a personal programme with exemptions, after the acquired competences are checked. These students follow the same programme as all students, but they can fill the available exemption time with other activities, for example to fill in identified gaps in their personal development plan. Pagina 19 van 47

20 An applicant who is 21 years or older and does not have a qualifying certificate may be admitted on the basis of passing an admission test. The current situation shows that the majority of the students (approximately 85%) attend the fouryear programme. About 50% of the students are foreign. The institute knows that the variety of different cultures amongst the students still needs attention. The institutes points out that although special action is taken such as career counselling, special classes on Competence Based Learning (CBL) still some students face problems adapting to the educational concept and system. Recently the institution has had an evaluation study on the experiences of CBL undertaken. When the report is received the institute will make appropriate use of the outcomes. Assessment by the Certiked assessment team: The assessment team holds the view that the institute has developed clear admission standards. The institute has developed a policy to qualify students for exemptions and procedures to admit students who do not fit in the formal admission standards. The institute welcomes students from a variety of countries and offers shorter programmes (three or two years) for students with adequate previous education. The assessment teams has the opinion that the institution is aware of the issues that arise for students from all different backgrounds to accommodate to the educational concept and system. The assessment team agrees that attention to the intake procedure and the support of students in adapting to the educational concept and system will be helpful to prevent the drop-out of students. In view of all this the assessment team evaluates the facet 2.5 Admission requirements as satisfactory. 2.6 Duration The degree course complies with formal requirements regarding the size of the curriculum: Professional Bachelor Programme (HBO): 240 credits as a rule. Findings: On the basis of the meetings during the visits and the documents that have been reviewed the assessment team has come to the following findings: The institute expresses the duration of subjects and other programme components according to the European Credit Transfer System (EC credits). One credit is equivalent to 28 hours of study. The duration for a fulltime bachelor course is 240 credits. The duration of the propaedeutic phase is 60 credits. The duration for the main phase of the course is 180 credits. Students coming from a related vocational course, those who enter in the second year, get an exemption of 60 ECTS. Students who enter in the third year get an exemption of 120 ECTS. The duration per term is divided in contact hours (e.g. lectures, training, practical) and self-study. The number of contact hours is highest in the first two years (on average some 20 hours per week), and decreases during the last two years. This is in line with the view that in year 1 and 2 (that correspond with level 1 and 2 of the competences) supervision by a lecturer is highest. The institute points out that the quality of the contact hours can be improved to stimulate and motivate the students to practice to study on their own. Pagina 20 van 47