Master of International Applied Communication. (hbo-master) Hogeschool Utrecht

Transcription

1 Master of International Applied Communication (hbo-master) Hogeschool Utrecht 10 June 2008 Initial accreditation Panel report

2 Table of contents 1 Executive Summary 3 2 Introduction Procedure Panel Report 6 3 Description of the Programme Overview Profile of the Institution Profile of the Programme 7 4 Assessment per Theme and per Standard Aims and Objectives Curriculum Staff Services Internal Quality Assurance System Conditions for Continuity 28 5 Overview of the Assessments 30 Annex 1: Composition of the Panel 31 Annex 2: Schedule of the Site Visit 33 Annex 3: Documents Reviewed 34 Annex 4: List of Abbreviations 36 page 2

3 1 Executive Summary The Accreditation Organization of the Netherlands and Flanders (NVAO) has received a request for an initial accreditation procedure, including programme documents, regarding a proposed Master of International Applied Communication (MIAC) at the Hogeschool Utrecht. The NVAO has convened an expert panel, which has studied the information available and discussed the proposed programme with representatives of the institution and the programme, with students and alumni and with representatives from the professional field during a site visit. The following considerations have played an important role in the panel s assessment. The panel considers the set-up of the MIAC programme, which is under the joint responsibility of Hogeschool Utrecht and University of Central Lancashire, as very challenging and is impressed by the efforts taken by the programme management in order to offer students a professional education at master s level in international applied communication. The panel considers that the collaboration between the institutions offering the MIAC is proving successful and offers a coherent basis for a consistent programme. The panel acknowledges the need for professionals in communication on a strategic level in an international environment. The international focus is clearly reflected in the contents of the curriculum. It offers a good balance between internal and external, international and intercultural communication practices. The programme, therefore, meets the needs of the international professional field. Students can be expected to be well prepared for working in a variety of different international organizations both profit and non-profit. The panel considers that students studying on MIAC develop the appropriate levels of knowledge through channels and techniques relevant to a hbo-master s programme. Even if the programme is broad it covers all the essentials. HU s choice to offer this programme in an international setting is a very strong point as is the embedding of applied research in the curriculum. The Research Centre of the Faculty of Communication & Journalism consisting of two professorships (Public Communication and Cross Media Content) offers ample opportunity for students to do research in an inspiring environment closely related to the major current issues in the professional field. The University of Central Lancashire has recently re-validated the programme, including evidence of graduate performance. This evidence indicates that the programme is achieving the intended outcomes and standards. The panel obviously appreciates the fact that the students enroll from all parts of the world. This certainly contributes to the programme s international context. Initially, the panel was somehow concerned about the very heterogeneous backgrounds of the incoming students and the implied efforts needed to bring them to the same level of knowledge, all this in the course of one calendar year. However, it seems that these considerations have been taken into account while developing the modules. The panel is also pleased to learn that the institution is to invest in a summer school programme, and strongly suggests making the summer school a precondition for attending the programme. Two intakes per year might add to the heterogeneity of the students, but pre-enrolment in January has been restricted to a limited number of students, and their total study time will last 15 months instead of the page 3

4 regular 12 months. Again, the panel appreciates the great effort made by the MIAC to accommodate all students who meet the admission criteria. HU s faculty places the MIAC programme very high on its priority list. It should, however, also consider whether the material facilities are sufficient, and it should be willing to invest in professional and didactical skills training for the teaching staff. That the panel had a good impression of the staff is very much the result of their commitment, enthusiasm and hard work. Their efforts deserve to be seriously backed up by granting them more time for research and professional development. Substantial evidence was given of continuous action taken to continue to improve aspects of the total MIAC product and the student s experience of it. Internal quality assurance involves students completing written surveys after each module, semester meetings with students, annual meeting with lecturers, and a two-year review by an external expert panel. Overall, the panel was impressed by the rigorous multi-layered quality assurance system. The way the programme, especially its international aspect, forms part of the overall strategy of the Hogeschool Utrecht and the Faculty of Communication & Journalism, as well as the cooperation with the University of Central Lancashire and possibly other partners, provides a sound basis for a successful programme. Although the panel initially wondered about the longer term sustainability particularly with the reliance on Erasmus Mundus funding, it notes that the conditions for continuity are met by the assurances from both institutions. The panel also notes that a successful application for Erasmus Mundus funding would provide additional strength, and ease student recruitment on the international level. Given these considerations, the panel advises the NVAO to take a positive decision regarding the quality of the proposed programme Master of International Applied Communication at the Hogeschool Utrecht. The Hague, 10 June 2008 For the initial accreditation of the Master of International Applied Communication of the Hogeschool Utrecht. Prof. dr. Keith Roe (chair) Dr. Therese Steffen Gerber Lic. Michèle Wera (secretaries) page 4

5 2 Introduction 2.1 Procedure The Hogeschool Utrecht (HU) has submitted an application for an initial accreditation procedure regarding a proposed Master of International Applied Communication (MIAC). The Accreditation Organization of the Netherlands and Flanders (NVAO) has received the request on 26 January A revised application was received on 18 February The panel consisted of: Prof. dr. Keith Roe, chair, Katholieke Universiteit Leuven (Belgium); Drs. Jan Bierhoff, European Centre for Digital Communication (The Netherlands); Steve Doswell, Gemini CfB Ltd organisational communication consultancy (United Kingdom); Prof. dr. Nick Harris, Director for Development and Enhancement at the Quality Assurance Agency for Higher Education (QAA) (United Kingdom); Dr. Verena Schmid Bagdasarjanz, Consultant Schmid Bagdasarjanz Partner AG (s-bpartner) (Switzerland). This composition reflects the expertise deemed necessary by NVAO (Annex 1). All members of the panel signed a statement of independence and confidentiality. The panel has based its assessment on the standards and criteria described in the Initial Accreditation Framework of the NVAO (14 February 2003). The following procedure was undertaken. The panel studied the programme documents regarding the proposed programme (Annex 3). Its first impressions were sent to the secretary, in order to outline these remarks within the accreditation framework and detect the items to be clarified during the on site visit. Based on these first findings, the panel organized a preparatory meeting the day before the site visit. The actual site visit took place on 29 May 2007 at Hogeschool Utrecht (Annex 2). Immediately after the site visit, the panel formulated its assessments per theme and standard as well as its final overall conclusion. These are based on the findings of both the programme documents and the site visit. A draft version of this report was written taking into account the available information and relevant findings of the assessment. Where necessary the panel corrected and amended the report. The panel finalized the report on 6 July On the basis of this first report, a new application was submitted beginning The panel studied the revised programme documents concentrating on those elements that needed improving in the earlier version. The written consultation of the members of the panel resulted in a satisfactory outcome. Therefore, another on-site visit was not considered to be necessary. The initial panel report was modified and finalised on 10 June page 5

6 2.2 Panel Report The first chapter of this report is the executive summary of the report; the current chapter is the introduction. The third chapter gives a description of the programme including its position within the Hogeschool Utrecht and within the higher education system of the Netherlands. In the fourth chapter the panel presents its assessments per theme and standard in the Initial Accreditation Framework. For each standard the panel presents an outline of its findings and considerations, and a conclusion. The outline of the findings are the facts as found by the panel in the programme documents, in the additional documents and during the site visit. The panel s considerations are the panel s evaluations regarding these findings and their importance. The considerations presented by the panel logically lead to a concluding assessment. The panel concludes the report with a table containing an overview of its assessments per theme and per standard. page 6

7 3 Description of the Programme 3.1 Overview Country Institution Programme Level Orientation Degree Location(s) Mode of study Field of studies The Netherlands Hogeschool Utrecht International Applied Communication master professional (hbo) Master International Applied Communication Utrecht (NL) & Preston (UK) Full time Applied communications 3.2 Profile of the Institution In accordance with its mission, HU wishes to contribute to the creation of a sustainable knowledge society with the individual human being situated at the centre. HU offers its students and staff opportunities to develop themselves to maximum capacity in their studies and work in order for them to practise their skills and abilities as well as possible. It trains its students to become high-quality professionals and at the same time HU contributes to innovation of the professional practice by means of entrepreneurship and knowledge development both in the Netherlands and internationally. HU is according to its mission a transparent organization which openly communicates within and with its environment. It bases its cooperation on knowledge sharing and acting upon its promises, both internally and externally. This implies that HU recognizes, uses, shares and strengthens one s competences and expertise in a consistent manner. 3.3 Profile of the Programme The MIAC is a full-time, English language programme spanning 12 months (90 ects). The purpose of the programme is to educate students in internationally applied communication in medium-sized to large organizations. Graduates of the programme may be employed as policy advisors, policy researchers, fundraisers or lobbyists for the communication of commercial, non-profit and non-government organizations. At the 2001 Bled Com, a global communication conference, a need for an international master s programme in the area of applied communication was expressed. HU therefore decided to realize such a programme in a European context. Collaboration existed at bachelor level between the University of Central Lancashire (UCLan) and the Faculty of Communication and Journalism of HU: HU has an English language bachelor programme in the area of integrated communication that works together with UCLan s bachelor programme in the area of international applied communication. The coordination of the higher education systems, as agreed by the European Ministers in the Bologna Declaration (1999), made it easier to shape such a collaboration. This collaboration has been formalized in an institutional agreement which stipulates that the students are enrolled at UCLan, which issues the Master of Science degree as the license holder. Within the current UCLan quality control system, the programme was validated by an expert committee before the first study group started. After this initial page 7

8 validation at the outset of the programme, a review takes place after the first year. Based on the positive evaluations of the past two years, HU is entitled to teach the entire programme. An annual evaluation also takes place, with external international experts from another renowned university. Because of the international character of the programme it was decided to teach the first semester in Utrecht and the second semester in Preston. The third semester comprises the qualifying component of the programme, the research project. The programme was jointly designed by UCLan and HU and is updated annually by the joint partners on the basis of the latest developments in the professional field. In view of the expansion of the European Union with the Central-European countries, a trilateral relationship was established with the University of Ljubljana (UL) as the third partner. This partner is chosen because of the innovative role of the professional field of communications in Slovenia. The central idea is that the students can take their first semester in Utrecht or Ljubljana, and continue their education together during the second semester in Preston. The programme positions itself in four areas: 1. The programme closely follows developments in the international communication field: globalization and digitization are the main characteristics of communication developments in recent years and this trend is set to continue for some time. The curriculum pays broad attention to both these elements, and looks at the way these elements work differently for international non-commercial organizations on the one hand, and international business companies on the other hand. 2. The programme offers applied communication education. The starting point is the fact that professional actions must always be based on consideration of academic theory. The master s programme students will conduct their own application-based research for their master s dissertation. This is in line with developments in the area of application-based research within the curricula of the academies, certainly with respect to master s programmes. 3. The master s programme expressly focuses on target groups from different areas of the world and with different backgrounds, in order to fully bring out the international character of the programme. 4. Mobility is very important in this master s programme. Students will take part of their master s programme in the Netherlands and part of the programme in the United Kingdom. This means they will be living in at least two different countries in order to complete the programme. The students will be following the same programme. New Programme in the Netherlands The programme document indicates that no other institution of higher education in the Netherlands offers a programme with a similar profile. New Programme for the Institution The master s programme was developed in 2003 in conjunction with UCLan. At present, students are still being enrolled at UCLan, which issues the Master of Science degree after successful completion of the programme. The first group of students started in September 2004 and has now graduated. page 8

9 Credits MIAC is an international professional master s programme conducted in English, with a fulltime programme of 90 ects spread over a complete calendar year. It is a non-funded postgraduate programme (postinitiële opleiding). The Need for an Accreditation Application UCLan grants the title of Master of Science in International Applied Communication after completion of the research project. With an NVAO accreditation, the Utrecht programme can award its students a Dutch hbo-master s title under its own license after they have successfully completed the programme. After accreditation, the role of HU within the collaboration will also expand. Incidentally, the option for students to obtain the English Master of Science degree from UCLan in addition to their hbo-master s title continues to exist (a double degree is awarded). The application for an initial accreditation procedure was also submitted for financial reasons. In collaboration with UCLan, UL and HU a joint application was filed to the Erasmus Mundus fund for financial support of the programme. This allows students to apply for study grants. One of the conditions this fund imposes on applications is an independent (national) accreditation of each programme. After successful graduation, graduates would then obtain the titles of either HU and UCLan, or UL and UCLan. page 9

10 4 Assessment per Theme and per Standard This chapter presents the evaluation by the assessment panel of the six themes and nineteen standards. The panel has reproduced the criteria for each standard. For each standard the panel presents (1) a brief outline of its findings based on the programme documents and the site visit, (2) the considerations the panel has taken into account and (3) the conclusion of the panel. The panel presents a conclusion for each of the six themes based on the underlying standards. 4.1 Aims and Objectives Subject-/Discipline-specific Requirements (Standard 1.1) The intended learning outcomes of the programme correspond with the requirements set by professional colleagues, both nationally and internationally and the relevant domain concerned (subject/discipline and/or professional practice). According to the documentation the programme aims for a competency-focused educational profile that is based on a professional profile validated by the (international) professional field and authoritative literature by recognized experts and/or relevant professional organizations. The general objective of the programme is to educate people to the level of professionals who make a demonstrable and academically sound contribution to the best possible professional practice. The educational profile formulated by MIAC is structured on the basis of the educational profiles of the national professional organizations in Great Britain and the Netherlands. To this effect the professional level profile C of the Professional Association for Communication (NL) is linked to the level 1 & 2 (master s level) competencies of the Institute for Public Relations (GB). Because these competencies and final terms have not been specifically documented in an international context, they were discussed with the professional organizations EUPRERA, IPRA and ORBICOM 1. This way the educational profile was validated by professional practice. The current educational profile was formulated in close collaboration with UCLan on the basis of the broad expertise and many years of experience both teaching teams have in teaching international bachelor and master s programmes in communication. The need the international practical field expressed for highly educated strategists has a prominent place in the focusing of the programme. The programme offers specialist modules of a high level in the field of strategic communication. Graduates qualify for functions with international organizations such as the United Nations, non-government organizations, consultancy firms in public relations and communication, and the corporate 1 EUPRERA: The European Public Relations Education and Research Association (the successor to Cerp Education & Research, which previously did have an international accreditation). IPRA: The International Public Relations Association, in which individual members around the world discuss developments in the profession. ORBICOM: a Unesco network for Chairs in communication page 10

11 communication departments of larger companies. Such functions are more likely to form part of staff departments structured for the benefit of the management than line departments. As a result, the programme tends to focus on staff functions rather more than on line functions. The documentation points out that UCLan and HU translated the competency profile into 9 learning outcomes and 38 competencies, which have been classified in line with 9 modules in a full-time programme of 90 ects over a programme period of 12 months. The functioning in a multi-disciplinary environment is expressed in the international context in which students are taught and for which they are educated. Various international and intercultural issues are dealt with in the modules. The multi-disciplinary environment is also visible in the enrolment and in the curriculum itself: students with bachelor degrees join the course from a number of directions, and issues are picked up from the point of view of integrated communication, including a vision with regard to the role of ethics in this context. During the course students work towards a certain kind of specialisation in their master s thesis and the accompanying research. This specialisation is made along the following lines: specialisation in a certain communication discipline (e.g. public affairs, internal communications, marketing PR); specialisation in sector (non-commercial, profit). In order to guarantee the academic accountability, the relationship with the international practice and the teaching of professionals who already hold a bachelor s degree, there is close collaboration between a) the courses of the Academy for Communication & Journalism; b) the professorships within the Research Centre, and; c) the contract education department of the Faculty of Communication & Journalism (FCJ) aimed at working professionals (short postgraduate courses and in company training). Considerations The panel considered the intended discipline-specific learning outcomes and related them to the experience they have in benchmarking such a programme: the MIAC programme equips students with a critical perspective across a broad range of disciplines within the field of professional communication practice. In general, the spectrum of communication covered reflects the range of interests and specialism of the teaching staff. For the most part, this provides in effect a reasonable match with the spectrum of current communication practice. The orientation of the programme itself is sufficiently international in its scope. The alumni attest to the international character of the programme, in terms of the mix of nationalities among the students and the fact that they study in two different countries. Functioning in a multi-disciplinary environment in an international context is clearly a major point of interest, and although issues of intercultural relations are dealt with throughout the programme they probably merit the status of a separate course, for instance as an elective. The institution details its understanding of the international characteristics of the programme by putting a special emphasis on the international network, and regular feedback from international experts, by focusing on target groups from different areas of the world, and through the specific content of the curriculum. In short, the international dimension receives proper attention, both in terms of course content as through ongoing interactions with the industry and other professional stakeholders. page 11

12 Given the importance of an engaged workforce to the achievement of an organization s objectives, the role of the communication professional as internal change agent and facilitator of internal corporate dialogue in the curriculum is given ample attention. The level of prominence given to internal communications as an indispensable element is in line with the professional need as expressed by the newly installed committee of external experts (BVC). After all, internal communication is a key tool for modern management. The focus on the future working environment, and especially the difference between profit and non-profit organizations is detailed on various occasions. Indeed, international organizations of a non-commercial nature on the one hand, and international business companies on the other hand, have different needs. The panel wants to stress that communication on a strategic level requires very different skills, and is targeted for a very different public depending on this scope. The panel concludes that sufficient attention is paid to these topics, and that students can be expected to be well prepared for working in a variety of different international organizations. Conclusion The panel assesses the standard 1.1 Discipline-specific requirements as satisfactory Master Level (Standard 1.2) The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a master s qualification. According to the programme documents, the intended learning outcomes of the MIAC comply with the international framework for master s qualifications. The specialist knowledge (descriptors 1 and 2), the critical basic attitude (descriptor 3) and the communication skills (descriptor 4) come together in an integrated learning line, in which they conduct research into a complex communication problem in a complex context. Considerations The panel has examined the 9 intended learning outcomes and related them to the Dublin descriptors in the NVAO Initial Accreditation Framework. The panel agrees that a student who achieves the intended learning outcomes by the MIAC should receive a degree at master s level. Given these considerations the panel can conclude that the intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a master qualification. Conclusion The panel assesses the standard 1.2 Master level as satisfactory. page 12

13 4.1.3 Professional Orientation (Standard 1.3) The intended learning outcomes of the programme correspond with the following descriptions of a Master (professional orientation): The intended learning outcomes are also based on the professional profiles and/or professional competences drawn up by (or in collaboration with) the relevant professional field A professional master (hbo-master) has the qualifications at the level of an independent and/or managerial professional in a profession or professional field, or the level required to function adequately in a multidisciplinary environment for which professional higher education is required or useful. The programme documentation states that the learning outcomes were formulated in conjunction with the relevant professional field, and the professional profiles as documented by two national professional associations are also integrated in the educational profile and the formulated final qualifications. Within the communication field, the MIAC focuses on communication strategists in the area of corporate communication. The programme responds to the need the international professional field has for such professionals which means that, at master s level, professional practice and the academic theoretical argumentation for the professional actions are the focal point. Graduates are trained for functions in international organizations such as the United Nations, non-government organizations, consultancy firms in PR and communication, and the communication departments of larger companies. The graduate will ultimately possess: competencies as a strategist and formulator of communication policies and; more generic competencies that enable him or her to fulfill a bridging function between theory and practice and contribute to the innovation of communication policies. The programme documentation also states that the ability to function in a multi-disciplinary environment is expressed in the international context in which students are taught and for which they are educated. For the future the appointment of external assessors for the evaluation of the concluding research project is being considered, as well as the appointment of so-called business buddies : professionals who assist the master s students in their career orientation and provide them with substantive feedback during the programme. Considerations The outline of the master s programme concerned was conceived at a global communication conference in On this occasion, an international gathering of professionals expressed the need for an international master s programme in the area of applied communication. Hence, the very starting point and the orientation of the master s programme were defined from a professional point of view. The panel appreciates the focus on applied communications, and shares the opinion of both the programme management and the professional field that there is a need for communication professionals on a strategic level. The panel is convinced that a MIAC graduate has the professional qualifications required to function in a multidisciplinary environment for which professional higher education is required or useful. Conclusion The panel assesses the standard 1.3 Professional orientation as satisfactory. page 13

14 4.1.4 Concluding Assessment of Theme 1 Aims and objectives The panel has assessed the subject-/discipline requirements, the master level and the professional orientation as satisfactory. Therefore, the panel assesses the theme Aims and objectives as satisfactory. 4.2 Curriculum For a description of the programme, see above, chapter Requirements for Professional Orientation (Standard 2.1) The proposed curriculum meets the following criteria for a professional orientation: 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. The programme documentation states that each year the latest developments and research data from the professional field are structurally and demonstrably included in the programme. Furthermore the programme offers students a powerful learning environment in which theory and practice are permanently intertwined. Reading lists for each module which include the latest and academically leading publications for professional practice, the education within the modular structure of the programme is set up in such a way that academically sound knowledge is initially dealt with in lectures, after which this knowledge is enhanced and worked out in seminars and workshops. Together with the lecturers and on the basis of this knowledge, students formulate practice-relevant assignments and subsequently present their professional products verbally and in writing. This way, the student is continuously trained in the practical relevance of academically sound knowledge. According to the programme documentation, the MIAC is strongly represented in authoritative international umbrella organizations and, as a consequence, is totally up-todate with the latest trends in the professional field and any consequences these developments may have for the curriculum. The documentation states that lecturers are responsible for adjusting the lectures for a certain module and, where necessary, will involve representatives from the professional field. Within the quality policy of the programme all the module descriptions including the reading lists are screened every year based on the latest developments in the professional field, and are updated where necessary. As an extra guarantee that the programme corresponds closely with trends in the professional field, specialists are deployed in all the modules who, together with the students and the module lecturers, take a more in-depth look at specific subjects. page 14

15 The research project (30 ects) is the concluding and integrative part of the programme. Students are only admitted to the research project if they have successfully completed all their other modules. The students are trained and assessed in the formulation of a research proposal in a former module. As a result, the student is well equipped for his (applied) research. Students make their own choice for their research project between a commercial business or not-for profit organization. In their thesis attention also has to be paid to internal communication, but the amount varies depending on the research question. In addition, intercultural relations and ethics have to form a central part of their thesis The level of the final products of the first group of students was assessed by a panel of external experts in the context of the revalidation by the UCLan. Apparently, the performance of the students in the graduation programme convincingly matches the final qualifications. The graduates themselves are satisfied with their final qualifications in relation to the practicing of the profession. Considerations The panel acknowledges that the programme ensures that students develop knowledge through the proper channels (i.e. literature) and techniques (case studies etc.) as can be expected from a hbo-master s programme. The programme is broad, but covers all the essentials. Also the set-up for the master s thesis proves to be a solid basis to guarantee students will tackle relevant issues in a proper setting, both professionally and academically. HU s choice to offer this programme in an international setting is a very strong point as is the embedding of applied research in the curriculum. The Research Centre of the FCJ consisting of two professorships (Public Communication and Cross Media Content) offers ample opportunity for students to do research in an inspiring environment closely related to the major current issues in the professional field. The panel identified thorough and convincing links between the MIAC curriculum on offer and international umbrella organizations. For further development, relations with one or more of the specifically internal communication-focused professional bodies would further help to ensure MIAC remains up-to-date with current international communication professional practice. The teaching team has taken ample measures to ensure that modules are being updated on a regular basis as to reflect both recent developments in professional practice, and to ensure internal cohesion between programme elements. The introduction of electives enriches the curriculum and provides an additional opportunity to gradually and smoothly adjust the programme to changing professional realities or major applied communication events (e.g. the China Olympics). The University of Central Lancashire has recently re-validated the programme, including evidence of graduate performance. This evidence indicates that the programme is achieving the intended outcomes and standards. Conclusion The panel assesses the standard 2.1 Requirements for academic orientation as satisfactory. page 15

16 4.2.2 Correspondence between the Aims and Objectives and the Curriculum (Standard 2.2) The intended curriculum, the educational concept, the study methods and the learning assessments reflect the intended learning outcomes. The intended learning outcomes have been adequately transferred into the educational goals of (parts of) the intended curriculum. In every programme component the link to one or more learning outcomes with regard to level, orientation and profession-specific requirements is established clearly and explicitly, as described in the programme documentation. The study objectives within the programme components are derived from the learning outcomes. The MIAC educational programme has a structure of 9 modules, each of which serves one of the 9 learning outcomes. The learning outcomes have the character of a key competency that has been further defined at module level into 3 to 7 competencies, on the basis of which the teaching results of the students can be determined per module. This is done by means of composite assignments and projects, which are evaluated on the basis of prescribed answer models. A total of 38 competencies are linked to nine learning outcomes. For each module a clear module description has been formulated with associated evaluation criteria, which are handed to the student and clarified before the start of the module in question. Throughout the entire programme, the student will develop his competencies in a parallel manner. To this effect the student must, in addition to a sound basis of profession-specific competencies, also have an active study approach and skills in order to effectively and efficiently give shape to his own learning process ( learning to learn ). Considerations The panel was impressed with the way learning outcomes are linked to programme modules, and the competences students develop in order to graduate as a master in applied communications. A more systematic approach to creating linkages between the discrete elements of the programme, and thus the description of the coherence of a programme would, however, be of benefit. Conclusion The panel assesses the standard 2.2 Correspondence between the aims and objectives and the curriculum as satisfactory Consistency of the Curriculum (Standard 2.3) The contents of the curriculum are internally consistent. The programme document presents the MIAC as having didactical principles which form the backbone of the programme and which link together theoretical concepts, professional elements and professional skills. The programme is characterized by a cyclical structure and integration of the various programme components, with an increasing complexity. Lecturers are able to monitor the cohesion between the programme components and professional practice and explain this cohesion to students. The content and structure of the programme are based on the final qualifications. page 16

17 According to the documentation the substantive cohesion in the programme is anchored in integrated professional assignments, which always fit in with the (sub)-qualification. This backbone determines both the substantive and the practical cohesion. The competencyfocused educational concept with various activating work formats not only fits in with modern views of learning, but also with the requirements imposed on a master s graduate. After all, the graduate must be able to continuously develop himself in order to meet the requirements resulting from new developments. This aspect of learning to learn and lifelong learning has explicitly been built into the programme and increasingly places the responsibility for the learning process with the student himself. Students develop knowledge, skills and attitude in mutual cohesion. Every module pays attention to a specific and concrete aspect of professional practice and the associated competencies and conceptual aspects. This way theory and practice are, as much as possible, offered simultaneously and integrally. Considerations The intention to organize one programme in collaboration with two in a later stage possibly three institutions of higher education, situated in different countries and with different educational systems, was closely examined by the panel. It was clearly demonstrated that the cooperation is a quite intensive with frequent contact moments between both programme directors, and also among the teaching staff. The collaboration is also based on a common vision on international applied communications, with an emphasis on public relations as a common ground. Both institutions agreed on subjects and chose to jointly organize a Europe-oriented programme. These choices provided a coherent basis for a consistent programme. The panel regrets that the UCLan-component was not strongly represented at the site visit in Utrecht. Nevertheless, the panel was assured that both programme components have sufficient methods for preventing overlaps and ensuring that both complement each other as much as possible. The panel found that integrated professional assignments are adequately linked to relevant sub-qualification enhancing the cohesion of the programme. The teaching team further monitors the cohesion, and sees to it that adjustments are made when necessary. Conclusion The panel assesses the standard 2.3 Consistency of the curriculum as satisfactory Workload (Standard 2.4) The intended curriculum can be successfully completed within the set time, as certain programme related factors that may be an impediment to study progress are eliminated where possible. The programme documentation states that the ease of studying is operationalised in measurable target objectives in respect of the following subjects: timetabling, annual schedule, number of evaluation possibilities, distribution of study load, exemptions, and maximum permitted absenteeism. The ease of studying of the programme is facilitated in a number of ways. The educational programme is based on an education concept that stimulates the students own responsibility and active approach. The regular pattern of assignments encourages self-study. A carefully planned variety of work and evaluation formats challenges students to study regularly and intensively and prevents peak load as much as possible. The students page 17

18 study progress is achieved by means of transparent schedules, motivating work formats, competency-focused evaluation formats and a lot of focus on personal support. The programme corresponds with the starting qualifications of students. The programme is a full-time programme of 90 ECTS, which have been distributed evenly over 12 calendar months. The study load is 40 hours per week. To promote the students study progress, the programme provides a number of facilities. The documentation states in general that the monitoring of the actual study load of the programme is a permanent part of the written evaluations per module. Considerations Timetabling is managed to facilitate ease of study, and MIAC provides study advisors and mentors. Further guidance is given to the students in the Course Handbook. From the meetings with students and alumni, the panel concludes that the students evaluate the programme with 90 ects within one calendar year as challenging but feasible. The panel has gathered that the workload is in fact evenly spread over the year but asks a lot of commitment from the side of the students (e.g. from the very first assessment the master s level is expected, which is a challenge for students). The panel also learned that the institution is looking into the possibility of offering a two year programme with 120 ects in order to spread the workload more evenly. On the whole the panel concluded that the intended curriculum can be successfully completed within the set timeframe. Conclusion The panel assesses the standard 2.4 Workload as satisfactory Admission Requirements (Standard 2.5) The structure and contents of the intended curriculum are in line with the qualifications of the incoming students: a bachelor's degree and possibly a selection (with a view on contents of the discipline). According to the documentation the programme performs an enrolment and selection policy that corresponds with the programme with regard to form and content. The participants have: Qualifications equivalent to an upper second class undergraduate degree from a British Higher Education Institution. For students graduating within another grade system this means an average undergraduate grade of 7.0. For students with a bachelor degree, but an average below 7.0, it is compulsory to follow first the pre-master program Communication Studies at HU in conjunction with the University of Amsterdam (30 ects consisting of research methods, academic philosophy and communication theories). Demonstrated ability in English through an official language test (i.e. IELTS at 6.5) for non-native English speakers. Voluntarily students can choose a Summer School programme in both Preston and Utrecht to improve their language skills and learn more about British or Dutch culture. During the course: students who still face problems in writing academic English will be offered extra tutorials. page 18

19 Applicants will be required to complete a university application form and submit a motivational essay (approximately 500 words) stating why they want to study for a MIAC. If it is unclear whether a candidate is motivated enough, an intake meeting with the coordinator of the course follows. There are two times in which students can enrol in the year. Only in exceptional cases preenrolment will take place in January. These students start in January, but the total study time will last 15 months. Considerations The panel appreciates the fact that the students enroll from all parts of the world, and that this contributes to the programme s international context. The panel is aware of the fact that the backgrounds of the incoming students might be very heterogeneous and the implied efforts needed to bring them to the same level of knowledge in the course of one calendar year is challenging. Furthermore, there are the enormous differences in the cultural background of the students to be considered. However, it seems that these considerations have been taken into account while developing the modules. That has been one of the reasons for the tutorial (and other) support measures put in place. And both the programme management and the teaching staff see it as a major challenge to address all incoming students, and ultimately bring them to the same level. The diverse backgrounds of the students and their different command of English language has been identified as a problem by the programme management. The panel is pleased to learn that the institution is to invest in a summer school programme before the students actually start the MIAC. The panel strongly suggests making this summer school a precondition for attending the programme. The panel had the feeling that two intakes per year would only add to the heterogeneity of the students. Originally, the two intakes had been introduced to permit students who could not obtain their visas in time to start the programme in January, so as not to loose a whole year. However, the coordination of the modules in the first and second semester proved to be difficult. In the end, pre-enrolment in January has been restricted to a limited number of students, and their total study time will last 15 months instead of the regular 12 months. Again, the panel appreciates the great effort made by the MIAC to accommodate all students who meet the admission criteria. Conclusion The panel assesses the standard 2.5 Admission requirements as satisfactory Credits (Standard 2.6) The programme meets the legal requirements regarding the range of credits for a professional master s programme (hbo-master): a minimum of 60 credits. According to the documentation the full-time programme takes from 12 to a maximum of 15 months (90 ects). page 19

20 Considerations The panel has reviewed the intended curriculum, and concluded that the programme meets this requirement. Conclusion The panel assesses the standard 2.6 Credits as satisfactory Concluding Assessment of Theme 2 Curriculum The panel has assessed all six standards of the theme Curriculum as satisfactory. Therefore, the panel assesses the theme Curriculum as satisfactory. 4.3 Staff Requirements for Professional Orientation (Standard 3.1) The programme meets the following criteria for the deployment of staff for a programme with a professional orientation (hbo): Teaching is principally provided by staff that links the programme to professional practice. According to the programme documentation the staff lecturers of HU and UCLan have extensive teaching experience in the world of applied and international communications and have gained extensive professional experience in consultancy, non-profit and commercial companies and NGOs, which guarantees to an important extent that the education they provide deals with issues that are relevant to professional practice. A number of lecturers also have research experience, have published a relevant number of articles and some lecturers participate in ongoing research projects. It is said that all lecturers have extensive and high-level practical experience in the professional field. For certain specialized areas of expertise and current trends, guest lecturers are invited. The primary activities of these guest lecturers are in the professional field and they are invited to teach on their specialist subject. On average 20% of the contact hours are taught by guest lecturers. Because the programme is still relatively new, no alumni policy has yet been established. With regard to the relationship with the professional field it must be noted that the teaching team is well-established in leading relationship networks, such as the EUPRERA and the IPRA. Because of this intensive involvement with the international professional field the teaching team remains up-to-date with the latest developments and can, where necessary, adjust their courses accordingly. Considerations The panel has reviewed the CV s and met some of the teaching staff. The panel has the impression that the teaching staff of the MIAC is actively and effectively involved in the professional field. The teaching team is sufficiently woven into the relationship network with professional associations. The panel also learned that the external lecturers have a variety of professional experience and backgrounds (consultancy, non-profit, commercial, NGO, etc.) and are able to offer the students relevant links to the professional practice. They cover programme issues that cannot be covered by the teachers themselves. For the selection of the external lecturers, the teachers are using their personal network in the professional field. page 20