The Hague University of Applied Sciences

Transcription

1 5 The Hague University of Applied Sciences Study Programme: Master of Business Administration; hbo-master Location: The Hague Croho: Mode of study: full-time, part-time Date of audit visit: August 28 th 08 Netherlands Quality Agency (NQA) Utrecht, November 08

2 2/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

3 Contents 3 5 Part A: Topics 5 1. Preface 7 2. Introduction 7 3. Method 8 4. Process to Final Assessment 5. Conclusions by Topic 6. Conclusions and Assessments at Aspect and Topic Level Overall conclusion 12 Part B: Aspects 13 Topic 1 Aims and objectives of the degree course Topic 2 Programme 18 Topic 3 Deployment of staff 27 Topic 4 Facilities Topic 5 Internal quality assurance 31 Topic 6 Results 34 Part C: Annexes Fout! Bladwijzer niet gedefinieerd. Annex 1: Declarations of Independence by the Audit Panel Members 39 Annex 2: Expertise of the Audit Panel Members Annex 3: Audit Visit Programme 45 Annex 4: Overview of documents made available 46 Annex 5: Overview of documents regarding the professional profile and domain objectives of the programme 47 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 3/49

4 4/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

5 Part A: Topics NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 5/49

6 6/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

7 1. Preface 5 This is the assessment report of the Master of Business Administration study programme offered by The Hague University [De Haagse Hogeschool]. In this report NQA gives account of its findings and conclusions, as well as of its working method. The audit was undertaken within the framework of the accreditation of study programmes of higher professional education. The audit process started in June 08 when NQA received the Self-Evaluation Report. The site visit by the NQA panel took place on 28 August 08. The audit panel consisted of the following experts: Mr. [drs.] D.W. Righters MBA (chairperson, work field representative); Mr. [ing.] J.C. de Jong (work field representative); Mrs. A. Daniel (student member); Mrs. M. Snel (NQA-auditor); Mrs. [drs.] P. Göbel (NQA-auditor). The audit panel complies with the requirements set down in the NVAO ** document entitled Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties (October 07). This document contains the protocol of the method organisations need to adhere to when reviewing and assessing study programmes. The audit panel included members with domain-specific expertise, and teaching and assessing expertise (Annex 2). The report consists of three parts: Part A. The Topics Report. It contains the conclusions of the audit panel concerning the basic quality of the study programme at the level of the topics. It provides the considerations on which the panel based its conclusions. The conclusions are either positive or negative. The final conclusion is also formulated in the Topics Report. Part B. The Detailed Report. It contains the assessments of the audit panel concerning the basic quality of the study programme at the level of the aspects. It states the findings that underpin the assessments. The assessments are awarded a mark on a four-point scale as prescribed by NVAO: unsatisfactory [onvoldoende], satisfactory [voldoende], good [goed] and excellent [uitstekend]. An exception is the marking of Duration, Aspect 2.6. Additional instructions by NVAO resulted in an adaptation for marking this Aspect: complied / not complied [voldaan/niet voldaan]. Part C: Annexes. 2. Introduction The Hague University of Apllied Sciences, THU, is a degree granting institution of higher education located in The Hague in The Netherlands. ** NVAO = Nederlands - Vlaamse Accreditatie Organisatie (Netherlands Flemish Accreditation Organisation) NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 7/49

8 THU enrols approximately 17,000 students in the Academies: Academy of Accounting & Financial Management Academy of Engineering Delft Academy of European Studies & Communication Management Academy of Facility Management Academy of Health Academy of ICT & Media Academy of Management & Human Resources Academy of Marketing & Commerce Academy of Public Management, Safety & Law Academy of Social Professions Academy of Sports Studies Academy of Teacher Training Academy of Technology & Environment Academy of Technology, Management & Design Rijswijk University of Professional Technical Education / Academy of Eng. THU employs near 1,700 academic and administrative staff. 5 Different faculties facilitate the programs of THU which are divided into academies. The Master of Business Administration (MBA) is part of the Academy of Masters and Professional Courses. This academy provides all educational activities of THU which are not subsidized by the Dutch government. The policy of THU is to deliver professional master programs as a logical and sequential continuation of the bachelor programs THU offers. In most cases the master programs are meant for graduates with relevant working experience. Some Master programs do allow students to start without this requirement. Since 1998 the MBA is a follow up for THU s bachelor program International Business and Management Studies. IBMS is also a program in English that prepares students for a wide range of jobs at middle management levels in international organizations. As a follow up the MBA trains and educates managers, with an IBMS background or a background similar to IBMS, to operate with a greater flexibility and wider knowledge and skills at higher (strategic) levels of their organizations. The MBA started in 1998 as a so called post-experience bachelor program. With the introduction of the BAMA-structure the program of MBA has been updated to a hbo masterprogram [hbo: professional]. The MBA post-experience program still exists besides the master program, but is not called MBA anymore. Students can start in the last phase of the master program MBA after graduating the post-experience program [=post-hbo Bedrijfskunde]. THU offers the MBA program in part-time with duration of two years and in full-time with duration of one year. In the study year 08 1 students attend the part-time course and 24 students the full-time course. 3. Method 8/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

9 5 The audit of the study programme followed the procedures set down in the assessment protocol of NQA as described below. The audit panel considered the Self-Evaluation Report and the Annexes that had been submitted for evaluation a solid basis for the audit. The audit took into account the domain-specific frame of reference applicable to the study programme (Aspect 1.1). NQA distinguishes three audit phases: the preparatory phase, the site visit and the reporting phase. A brief elaboration by phase is given below. The Preparatory Phase The NQA auditor first screened the Self-Evaluation Report for quality and comprehensiveness and determined its usefulness for the audit (the screening). After the Self-Evaluation Report and the Annexes were found to be in order July 08, the panel members started preparing for the site visit that was to be held on 28 August 08. They read the Self-Evaluation Report and the Annexes. The panel members passed their questions on to the NQA auditor, who drafted an inventory of main points and listed priorities for scrutiny of the documents and for conducting the interviews. The site visit was prepared in a preparatory meeting. The main topics for review and the agenda for the site visit were drawn up. This enabled both the institution and the panel to prepare adequately for the visit. In its Self-Evaluation Report the institution had indicated what domain-specific frame of reference it had chosen. Together the field expert on the audit panel and the NQA auditor established whether the specific aims and objectives for the field of study were adequate, or whether detailed supplementation or specification was needed (cf. Aspect 1.1). The Audit Visit The NQA protocol prescribes a standard timetable for an audit site visit. This timetable was adjusted to suit the specific situation at the institution (Annex 3). Interviews were held with the Executive Board, the Management Team, teachers and students. Joint interviews were held with recent graduates and representatives of the professional field. At the beginning of the site visit and later in the day, time was allocated to study the documents requested for scrutiny. In between the interviews the audit panel discussed their findings to arrive at joint and definite assessments. The panel members substantiated their findings in writing. At the end of the site visit, during the interview with the management team, the chairperson gave oral feedback on a few impressions and experiences of the panel without yielding an explicit conclusion. The Reporting Phase On the basis of the findings of the panel NQA drafted a two-part report consisting of a Detailed Report and a Topic Report. With this report in hand an institution applies for accreditation with NVAO. In the Detailed Report NQA reports at the level of the aspects. In the Topic Report NQA states its conclusions on the Topics and the study. The institution received a draft of the combined Detailed Report and Topic Report in October 08 and checked it for factual errors. The final audit report was presented to the institution in NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 9/49

10 November 08. The institution could November 08 submit it to the NVAO together with an application for accreditation Process to Final Assessment In this Chapter a conclusion is formulated on each topic by weighing the aspects of that topic. The Decision-Making Rules set by NQA in the review protocol [Beoordelingsprotocol] and elaborated on in the NQA memorandum Guidelines for the Formation of Assessment [Handreiking voor oordeelsvorming], play a major role in this decision-making process. Moreover, any special emphasis the institution might have placed on the programme, the domain-specific framework and a comparison with other relevant study programmes on a number of aspects, were taken into account during assessment. The final conclusion is supplemented in case of: weighing of assessment at aspect level; benchmarking; generic findings that surpass the aspect level; a special emphasis or best practices. In the conclusion on the separate topics the assessment of the aspects is repeated each time and followed by a weighing that leads to the final conclusion. Extensive substantiation is to be found in the Detailed Report. 5. Conclusions by Topic Topic 1: Aims and Objectives of the Programme All three aspects of this topic have a positive assessment. The conclusion on this topic for the programme is therefore positive. Topic 2: Programme Contents and Structure All eight aspects of this topic have a positive assessment. The conclusion on this topic for the programme is therefore positive. Topic 3: Deployment of Staff All three aspects of this topic have a positive assessment. The conclusion on this topic for the programme is therefore positive. Topic 4: Facilities The two aspects of this topic have a positive assessment. The conclusion on this topic for the programme is therefore positive. Topic 5: Internal Quality Assurance Aspect 5.2 Measures for improvement has a negative assessment. The panel has found that every lecturer is responsible for the quality of his teaching and assessing. A lecturer is autonomous in this respect. There are therefore no real quality guarantees. On the other /49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

11 5 hand the panel was impressed by the quality of the contents and the level of the program as can be seen in assignments and assessments but also in the coherence of the contents and in de quality and the commitment of the lecturers. The panel has seen elements of a quality assurance system (see Aspect 5.1) and is confident that this will be fully implemented in the near future. The unsatisfactory for Aspect 5.2 is mainly a signal to support the necessity of further implementing the recently started quality measures. Therefore, the overall conclusion on this topic for the program is positive. Topic 6: Results The two aspects of this topic have a positive assessment. The conclusion on this topic for the programme is therefore positive. NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 11/49

12 6. Conclusions and Assessments at Aspect and Topic Level Study Programme Master of Business Administration Topic/Aspect Full-time Part-time 1. Aims and Objectives of the Programme Aspect 1.1 Domain-specific requirements Satisfactory Satisfactory Aspect 1.2 Bachelor s level Good Good Aspect 1.3 Orientation University of Professional Education (HBO ) Good Good Overall conclusion Positive Positive 2. Programme Contents and Structure Aspect 2.1 Requirements University of Professional Education (HBO) Satisfactory Satisfactory Aspect 2.2 Relationship between aims and objectives and contents of the study programme Satisfactory Satisfactory Aspect 2.3 Coherence of the programme Good Good Aspect 2.4 Study load Good Good Aspect 2.5 Incoming students Satisfactory Satisfactory Aspect 2.6 Duration Complied Complied Aspect 2.7 Alignment of structures and contents Satisfactory Satisfactory Aspect 2.8 Assessment and validation Satisfactory Satisfactory Overall conclusion Positive Positive 3. Deployment of Staff Aspect 3.1 Requirements University of Professional Education (HBO) Good Good Aspect 3.2 Quantity of staff Good Good Aspect 3.3 Quality of staff Good Good Overall conclusion Positive Positive 4. Facilities Aspect 4.1 Material facilities Satisfactory Satisfactory Aspect 4.2 Student support and guidance Good Good Overall conclusion Positive Positive 5. Internal Quality Assurance Aspect 5.1 Evaluation of results Satisfactory Satisfactory Aspect 5.2 Measures for improvement Unsatisfactory Unsatisfactory Aspect 5.3 Involving staff, students, graduates and the professional field Satisfactory Satisfactory Overall conclusion Positive Positive 6. Results Aspect 6.1 Level achieved Satisfactory Satisfactory Aspect 6.2 Educational success rate Good Good Overall conclusion Positive Positive 5 7. Overall conclusion The above table provides a summary of assessments expressed in Section 5 and in the Detailed Report. In conclusion, the panel finds the programme positive/negative on all aspects and on all topics resulting in a positive/negative conclusion concerning the entire study programme. 12/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

13 Part B: Aspects NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 13/49

14 14/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

15 THU offers a program that is structured as two evenings per week, Monday and Thursday, for part time students and a day course for full time students. 5 Topic 1 Aims and objectives of the degree course Aspect 1.1 Domain specific requirements Satisfactory The final qualifications of the degree course correspond to the requirements set for a degree course in the relevant domain (field of study/discipline and/or professional practice) by colleagues in the Netherlands and abroad, and the professional practice. The judgement is based on the following arguments: The final qualifications of the program are presented in a matrix in the Self-Evaluation Report of the program (Final Requirements Matrix). In the Final Requirement Matrix an overview is given of the core abilities for the manager subdivided into knowledge, skills and attitudes. These descriptions form the learning outcomes of the different modules of the MBA program and are presented to students in the Module Outlines. The final qualifications of the MBA program cover the domains of Management, Marketing and Business Economics. Graduates operate in these fields. The panel finds the final requirements adequate for the MBA program. The Module Outlines have been defined by the MPC 1 Management after consultation with members of the professional MBA field and the Advisory Board. The Advisory Board serves as a platform for maintaining essential contacts with representative members of the business community and the professions. Since the start of the MBA program the profile was developed over time. More recent the program related the final qualifications to the international AMBA criteria. An overview is given in the Final Requirement Matrix. The AMBA criteria require that all programs should ensure that candidates acquire a firm understanding of the major areas of knowledge which underpin general management. The panel finds that the final qualifications of the MBA program cover these areas. Deviations of the AMBA criteria are also given. These refer to content and formal criteria. THU MBA program describes that it has an explicit emphasis on Internationalization and an emphasis on financial content. Deviations on formal criteria concern contact hours and entry requirements (see Aspects 2.4 and 2.5). The MBA program compared the qualifications to different MBA programs. The common denominator is: provide for a general management educational program with a focus on developing managerial knowledge and effective behavioural skills. Some MBA programs offer a specialization in the fields of Finance & Control, Entrepreneurship, Information Technology, Marketing, Engineering and HRM. Also specializations in Health Care (NCOI and TiasNibas 2 ), and Environmental & Clean Technology (TiasNimbas) are offered as Master programs. Furthermore, THU MBA describes that MBA programs in 1 Master & Professional Courses 2 NCOI and TiasNibas are Universities for Applied Science that offer programs based on distance learning NQA - site visit The Hague University of Applied Sciences, Master of Business Administration /49

16 5 The Netherlands are often offered on a basis of distance learning, e-learning, and/or contact hours on a monthly interval. Compared to these structures THU offers a program that is structured in a different way. MBA THU positions itself in an environment where it will attract students from international businesses and a so called cross-cultural environment. Although the THU MBA program explicit exploits the students different international backgrounds (see 2.7), the panel finds that this is not unique for an MBA program in The Netherlands. The program is based on final qualifications that were discussed with members of the professional field and the Advisory Board. The panel thinks that the program can be better positioned by making its profile more explicit and presenting it in a specific way, highlighting its overall setting and outlining its program in more detail. This leads to the finding satisfactory instead of good. Aspect 1.2 Master s degree level Good The final qualifications of the degree course correspond to general, internationally accepted descriptions of the qualifications of a Master. The judgement is based on the following arguments: In the Self-Evaluation Report the final qualifications of the program are related to the Dublin descriptors. This outline describes in what way the final qualifications of the program cover the master level. The panel finds that a clear overview is given. E.g. The MBA deepens and broadens an undergraduate degree in business or management with knowledge in Management Accounting, Financial Accounting, Finance, Human Resource Management, Marketing, and Management Information. This in relation to operational, tactical and strategic processes in organizations (Dublin descriptor: Knowledge and understanding). Students analyze actual business problems, develop viable courses of action, and present and defend their opinions and recommendations to their professors, classmates, and company executives. Discussions of in-class cases are challenging and provide excellent experience with business problems and situations that managers face (Dublin descriptor: Making judgments). In a separate overview the program shows in what way the phases contain aspects of the master level. In phase 4 a student works out a practical oriented problem trough decent research methods that can be expected of a master with a professional orientation (HBO). Aspect 1.3 Orientation University of Professional Education (HBO) Good 45 The final qualifications are partly based on the professional profiles and/or professional competencies drawn up by or in conjunction with the relevant professional field; A master graduating from a University of Professional Education (HBO) is qualified at the level of an independent and/or managing professional in a particular profession or professional field, or the level required to function adequately in a multidisciplinary environment in which a degree from a University of Professional Education (HBO) is required or useful. 16/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

17 5 The judgement is based on the following arguments: The arguments of the aspects 1.1 and 1.2 are valid for this aspect as well. The professional profile of the program is described in the SER. It states that it will deliver the new generation of managers, specialists and consultants from which new leaders will be recruited. THU MBA describes that the emphasis in the program is on leadership through strategic management with a practical and professional orientation. Through gaining new knowledge and experience by participating in team assignments, case studies, interpersonal workshops, and independent research MBA graduates will be able to assume new responsibilities in their career path. This knowledge and experience is constantly linked to a leadership role in a multidisciplinary business environment. The panel concludes that these aspects contribute to delivering a (general) senior manager with an accent on financial content. The panel thinks this is a good profile (it could be more explicit towards the market, see 1.1) that follows the content of an IBMS program. Central in the program are four different managerial roles that every MBA student has to fulfil in an international setting. This might be in organizations, own businesses, as a consultant or in the role of professional. These roles cover the operational, tactical and strategic policies of organizations and are checked in consultation with the Advisory Board, the Management of the MBA, Lectures, and Sponsors of the respective dissertation assignments [stageverleners]. The Advisory Board serves as a platform for maintaining essential contacts with representative members of the business community. Members are selected and appointed by the academy. Six out of nine members are external advisor, two members are also participating as an external lecturer and the course manager is the chairman of the Advisory Board. The Advisory Board meets twice a year. Their mission is to review the program and to determine relevant current practice in business. Therefore, the Advisory Board advises the management of the course about necessary and/or desirable revisions. Based on several interviews the panel concludes that for further developing (updating) the program the Advisory Board was consulted together with other specialists in the field of marketing, finance, accounting, HRM and IT. They gave feedback on the structure en the content of the course that was used by the program. NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 17/49

18 Topic 2 Programme 5 45 Aspect 2.1 University of Professional Education (HBO) Satisfactory Requirements Students acquire knowledge by studying professional literature, course materials that originate in professional practice and by interaction with the professional field and/or (applied) research; The programme has clear links with current developments in the professional field /the discipline; The programme ensures the development of professional skills and has clear links with current professional practice. The judgement is based on the following arguments: The contents of the full-time and the part-time programs are identical and are both completely delivered in English. The panel has studied the literature that is used and finds that (all necessary) relevant and appropriate books are used (literature list MBA). Over all the literature is suitable for master level, especially what is used in phases 3 and 4. Lecturers offer relevant additional literature (articles), e.g. for operations/ict and innovation. The panel finds that some literature concerning managerial theories can be updated (e.g. Porter) also general management theories to develop general managerial and leadership skills could be added tot the list (e.g. situational leadership). Students apply research skills in several parts of the program. This means applied research on practical business issues. Students perform (applied) research in the market for opportunities for making the Business Plan in phase 1. The Management Project of phase 2 aims on further development of skills in conducting research activities, organization and project management skills, problem solving and decision making in the area of group work, leadership and team building. In the Strategic Audit of phase 3 students perform (applied) research. They investigate and describe in an integrative way the various ways practical Strategic Management aspects, methods and techniques are used in the organization. In phase 4 students write a Business Report which is the master piece and final product of the MBA program. The report defines the problem under discussion, outlines the theoretical framework, the academic relevance, the research methodologies employed, the data sources and analysis, the conclusions and recommendations. The panel finds the amount of (applied) research right for the program. It covers the development of (applied) research skills. Module evaluations by students give an indication whether literature and course materials are sufficient and relevant to the course module. The panel has studied the course materials of the four phases and the content of the precourse of the THU MBA and finds that it covers all the relevant subjects on the right level. This underlines the findings of the professional field. External professionals evaluated the content of the program in relation to the current practice and they found that the content covers the right domains. 18/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

19 5 The panel has studied the course materials and finds that the content of the material reflects current issues and developments: e.g. ENRON case, World Market Currency Development, issues M&A s, and tools and practices. Additional case materials are made available by lecturers during class. Based on interviews with lecturers and students the panel finds that lecturers include current developments in the professional field in their case studies that are given in the Module Outlines. The students the panel has interviewed were enthusiastic about this. THU MBA describes it has a strong emphasis on Internationalization. This is mainly based on the different backgrounds of students (foreign countries, full time and part time) and the international companies they work for (part time). Lectures also provide students with examples from international businesses. In the program professional skills are developed in the projects that are scheduled after every phase. In these projects students work in groups, but in every project in a different combination. In each project the acquired knowledge, experienced skill development, and applied behavioural skills are integrated. Part time students also develop professional skills during the program while working in a business related environment. They bring current situations into the program which they discuss with students and lecturers. Furthermore almost every part time student has working experience that is related to a managerial function. Full time students do not work besides the program. They develop professional managerial skills in the program through different business related assignments and the projects. These are constantly complemented by lecturers with examples from the part time students. The panel finds that these assignments and projects show the right level and content, but that the way the program covers the development of soft skills through these assignments can be improved in terms of level and substance. E.g. the off-school campus week (project after phase 2) is a very intensive activity week for both full time and part time students. The panel finds that these activities can be more clearly supported by underlining theory. Part time and full time students tell the panel they experience a very interactive program and that the four phases form a learning curve towards becoming a (strategic) senior manager. The panel concludes that full time students only fulfil their role as a manager in a fictional environment. The program compensates this by using heavy (serious business) cases that reflect the real practice. Despite the fact that this simulation remains artificial, the panel is convinced that a learning curve occurs which makes sure that students develop the right level of knowledge and understanding to become a MBA manager. The panel concludes this on the materials and the interviews with lecturers and students. The marks concerning literature and the mark concerning the development of skills throughout the whole full time program leads to the finding satisfactory instead of good. The panel also notes that the program could strengthen the relationship with international companies for providing students with sponsors [stagebedrijven]. E.g. by developing an international office. NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 19/49

20 Aspect 2.2 Relationship between aims and objectives and study programme Satisfactory 5 45 The course contents adequately reflect the final qualifications, both with respect to 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 for the master s degree. The judgement is based on the following arguments: The program targets the role of strategic manager: a general manager with an accent on financial content. The program covers six main streams that represent the relevant business areas. The six main streams are: - Management Accounting - Financial Accounting - Finance - Human Resource Management - Marketing - Management Information The six streams are defined in four streams and subdivided in different sequential modules. The four streams are: Finance, Marketing, Business, and HRM. Each phase has its unique focus in which all streams are represented. In the first two phases each stream is represented for/with percent. The panel studied the program and recognizes the financial accent in the course. To become a strategic manager students fulfil four different management roles during the program. Each role is fulfilled in a phase in the program (a phase is credits). The four roles are: - the manager as a Team Member (phase 1); - the manager as a Group Leader (phase 2); - the manager as a Strategic Change (phase 3); - the Strategic Manager (phase 4). Phase 1 (Team Member) covers the business areas Corporate Finance, Management Accounting, Managing People in Organizations and Marketing. Phase 1 is capped with an individually prepared Business Plan and delivered through a series of seminars and lectures in Entrepreneurship: Business Plan Module. The set of modules focuses on the individual student operating as a manager in an enterprise. The modules in phase 2 concentrate on the role and the responsibilities of the manager as a member of a group in an enterprise. The areas of business covered are Financial Markets, Financial Accounting, Information Technology in Business, Organizational Behavior & Leadership, and Managerial Economics. The major product of this phase is a Management Report & Presentation by a group, under the auspices of the module Project Management. An additional module is the Study Week taken on an off-side location. /49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

21 5 In phase 3 a concentrated set of modules is build upon the previous phases and includes international Finance, Strategic Human Resource Management, Strategic Marketing and Strategic Accounting. This phase includes a seminar in Entrepreneurship, with an annual topic relevant to a current business and/or management issue. The major component in this phase will be a strategic audit, initiated in the module Strategic Management. In phase 4 the elements of the course are integrated. Students individually explore an issue of strategic relevance to a (sponsoring) organization and define the academic relevance of the research undertaken. The panel finds that the four phases show an increase in the educational level from an operational, to a tactical, to a strategic level, to the final master level after phase 4. Learning goals for each phase are described in the Self-Evaluation Report and per module in the Module Outlines. The panel finds that the concrete relationship between the learning outcomes aimed for in the modules and the final qualifications can be more concretely described. Reviewing the content of the different learning outcomes the panel finds that these outcomes cover the right qualifications. (See also 1.1: The final qualifications (=profile for role 4) can be more adequately described.) Based on an interview with the lecturers the panel finds that the technical educational relationship between the final qualifications and the learning outcomes is not something lecturers are concerned with. The focus is on the content. Lecturers made it clear that it this is de consequence of the fact that the program was developed over the years in consultation with the professional field. Therefore the content of the program became leading for further development and the final qualifications were updated afterwards. Considering the remark about the technical educational relationship between the final qualifications and the learning outcomes the panel comes to the finding satisfactory instead of good. Aspect 2.3 Coherence of the programme Good Students follow a programme of study that is coherent in its contents. The judgement is based on the following arguments: The four phases of the program show the development of a Strategic Manager. In phase 1 students operate as a management Team Member at a middle management level with functional general knowledge about business areas and the business environment. In phase 2 students function as a management Group Leader who is a motivator of employees and are members of the management team and leaders of project teams with functional knowledge about business processes, communications and group behaviour. In phase 3 the student is the manager of a Strategic Change in an organization looking for new markets and products. He is able to guide employees and management through the process of strategic change, with a broad knowledge about the implications of change in the different business areas. In this phase, the individual student must learn the intricacies of managing the enterprise long-term viability and success, i.e., perspective and strategy. In phase 4 the Strategic Manager to be performs applied research in one or more of the business fields (see also aspect 2.2). NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 21/49

22 5 The four project assignments at the end of the four phases show a vertical connection between the phases (an increasing level towards master level; a concentric connection). The modules in the streams show a vertical connection over the course. E.g. the stream Management Accounting has the module Management Accounting in phase 1, the module Financial Accounting in phase 2 and Strategic Accounting in phase 3. The module in phase 2 is based on knowledge gained in phase 1 and the module in phase 3 is based on knowledge previously gained in the phases 1 and 2. Minutes of Meeting have been made of these Stream Meetings of which the most recent were held in April 08 and September 08. During each phase of the MBA, the four core activities of business: Managing Money, Managing Markets, Managing Projects and Managing People are covered. This is the horizontal relationship between the modules. Phase 1 is clearly related to the four streams. Phase 2 also relates to those four streams. In phase 3 the student is allowed to differentiate in his focus towards the research objectives in preparation for the last phase in which the student performs a research for an actual company. THU MBA strives to appoint one lecturer to deliver all the modules in the stream. When different modules in a stream have different lectures, the stream lecturer invites the other lecturers involved to align all activities to one another. Necessary integration between different streams is regularly reviewed during the Course & Review Board part of the Staff Development Seminar by publishing, reading, and discussing the detailed module descriptions of all modules. Aspect 2.4 Study load Good The programme can be successfully completed within the set time as certain programmerelated factors that may be an impediment to study progress have been removed where possible. The judgement is based on the following arguments: The full time program is delivered in 12 months, with two to three weeks of lectures every month and the part time program is delivered in 24 months with lectures on Monday and Thursday evenings. The program schedules 4 contact hours per year. The 4 contact hours consist of 333 class hours and 82 hours that are made during final projects: Campus Week, Business Plan, Management Project, Strategic Audit and the Business Report. Besides contact hours the total estimated study load for the full time program is 36- hours a week and the estimated study load for the part time program is 18- hours a week. Students tell the panel hat they study over hours a week besides the planned contact hours. Both the full time and the part time students have the same number contact hours but the part time program is spread over a two year period. They think the study load is well spread over the year. Student progress is monitored in the OSIRIS system which records detailed student and cohort information, the study program, input for grades per student and module. OSIRIS provides information on completion of modules, re-sit of exams, and study counsel 22/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

23 5 initiative by the Course Manager. Issues on student progress are reported and discussed twice a year. When reports on student progress show that study limiting factors occur the specific lecturer and/or Course Manager will address these problems. Comments were made on the accumulative workload in the second half of the program in which priorities have to be set for on-time delivery of the assignments. These comments have been addressed in the examination board meetings. Students told the panel that the program shows no limiting factors. Private situations that occur can cause a delay. When a student experiences a certain delay because of personal problems the student can count on the counselling facilities as managed by the Course Manager (see 4.2). The panel finds that the program is heavy but do-able. A certain commitment of students is needed. Students whom the panel interviewed, displayed diligence and had a proactive attitude towards their study. They seem to aim for the best performance. Aspect 2.5 Incoming students Satisfactory The structure and contents of the programme are in line with the qualifications of the students that embark on the degree course: - Bachelor s degree and possibly selection (on contents of the subject). The judgement is based on the following arguments: The admittance criteria for the full time and the part time programs are identical. The full time groups start in October and the part time groups in February. To enter the MBA program the following qualifications are taken into consideration: - A bachelor degree in Business Studies, or in a subject with a significant business component from a recognized university or a comparable institution of higher education. This means that students with a Dutch bachelor degree in IBMS, MER and/or HEAO can enter the program. - A certificate of THU Management Foundation Course (MFC) or of a management/business study awarded by another recognized institution. In an intake procedure including an interview the applicant will be required to demonstrate that the content and the learning strategies of this certificate are similar to those of THU MFC. Applicants who do not have a business related bachelor degree need to follow the THU MFC before entering the MBA course. - A special procedure at the Career Centre of THU can be offered to applicants who have no recognized degree. The Career Centre will advise the Course Manager on their findings and recommendations. The result of this advice can lead to entrance to the MBA program. The THU Career Centre carries out an intensive assessment based on the given entry requirements of the program. Part of the assessment is that a student has to fulfil four bachelor IBMS exams. Applicants very rarely enter the program through the assessment of the Career Centre. Every student entering the program has an applicant interview; sometimes this During an intake the content of documents is verified. Documents are the application form, CV, NQA - site visit The Hague University of Applied Sciences, Master of Business Administration 23/49

24 5 diplomas, transcripts, test scores, letters of references/recommendation et cetera. In this interview a applicant has to submit a bachelor degree or a certificate of THU MFC. If not, a decision can be made to follow the procedure at the Career Centre. Besides the right degrees THU MBA formally requires a minimum of one year working experience. Hereby the MBA does not completely follow the AMBA guidelines that prescribe at least three years of relevant working experience. The panel finds that the greater part of the applicants have over three years of relevant working experience but that THU does not want to formalize this into formal criteria. They want to be able to accept students with the right potential. THU MBA has an intensive intake procedure. At all times, students without the right working experience must justify their professional background. The panel finds that the intake procedure seriously guards the right bachelor level and the right background. Due to earlier described procedure, a couple of students lack the relevant required professional background to be admitted. Therefore, the panel suggest that the current procedure(s) are further tightened. The program is offered completely in English. Therefore students need to master the English language. Students from abroad have to pass a TOEFL (5.5 score) or IELTS (6.0 score) test before they can be admitted to the program. The students have different backgrounds. This is of great value for the program. Students told the panel that they are positive about the experience that students come from different countries and/or cultures, and that they have different working experiences. The full time group has an average of 90% foreign and % Dutch students and the part time group exists approximately of 70% Dutch and % foreign students. The panel thinks the management might underestimate the complexity of students with Asian backgrounds and the (extra) guidance these specific students need. Guidance related to the use of the English language is explicitly not sufficient. Lecturers the panel has interviewed recognize this. They pay extra attention at the start of the course to students from abroad. The Hague University has signed the Code of Conduct. THU has an International Office that helps students with the admission process. The panel finds that the program manages the assumed difference between the educational level of students when they enter the program very well by offering the pre course (MFC) that covers financial accounting, management accounting, economics, principles of marketing. E.g. a significant component of the applicants has an academic degree but not always a business degree. These students often have a background of technical studies like engineering and chemistry. The MBA pre course makes them familiar with the business subjects on a bachelor level. Students told the panel they do not experience any deficiencies. Some of the alumni find that some of their colleague students should have done the pre-course. The panel finds that the intake procedure of THU MBA is sufficient. The panel finds that the program experiences a difference in interests between embedding formal criteria (mainly considering working experience) and a proven good intake procedure (see 6.1). Although the panel prefers embedding formal criteria it is convinced of the quality guaranteed by the way the intake procedure works in practice. Therefore, the panel comes to the finding satisfactory. 24/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration

25 Aspect 2.6 Duration Complied 5 The degree course complies with formal requirements regarding the size of the curriculum: - Master s degree at a University of Professional Education (HBO): 60 credits The judgement is based on the following arguments: The duration of the program is 60 credits. The full time program is delivered in 12 months and the part time program is delivered in 24 months. The contents of both programs are identical. Aspect 2.7 Alignment of structure and contents Satisfactory The didactic concepts are in line with the aims and objectives. The teaching methods correspond to the didactic concepts. The judgement is based on the following arguments: The didactic concept is mainly based on project assignments. In each phase students work on a project; individually or in a group. A project is operated during a phase and requires application of the module contents of that phase. The product of the project is presented by an individual student or by the group. The presentation must employ the resources (modules) present in the phase. The panel has studied assignments and the four projects of the program and finds that these make sure that students can become a strategic manager. The way the assignments are presented towards students is different for part time and full time students. Lectures explicitly embed more practical examples and working experience in assignments for full time students. Part time students get the same assignments. The lectures develop managerial practices through classroom education and team experiences. Central in the didactical approach while working on the assignments and projects are the classroom discussions with lecturers and peers. This approach leads to a high degree of participation which makes effective learning possible. Students who spoke with the panel reflected this. Wherever possible the modules seek to link the development of knowledge and skills to the participants work experience. This is self-evident in the case with part time students and more occasionally with full time students. The project week after phase 2 and the applied research that full time students perform for a sponsor (international company) breng them in contact with work environment. During the program students work on case studies in small groups. There is also frontal teaching and discussions, and desk research. The panel finds that lecturers mostly work individually when it comes to fulfilling the projects and guarding quality of their stream. The panel finds that lecturers could work more systematically together for quality insurance. E.g. to make sure that different NQA - site visit The Hague University of Applied Sciences, Master of Business Administration /49

26 assignments fit together. Therefore, the panel comes to the finding satisfactory instead of good. 5 Aspect 2.8 Assessment and validation Satisfactory The system of assessments and examinations provides an effective indication of whether the students have reached the learning targets of the study programme or its components. The judgement is based on the following arguments: A module lecturer is primarily responsible for the examinations taken in the specific module. Therefore lectures individually chose the assessment techniques. The assignments techniques are announced in the course syllabus for students at the start of the phase. During stream meetings the lectures discuss their assignments and assessments to provide the right alignment. The management reviews the program once a year at the start of each cohort to make sure that there is a correct coherence and balance of assessments in terms of methods and timing. The academy has one Examination Board that reviews student progress, course coherence, and proposes students for graduation. Twice a year the Examination Board reviews the results of students and recommends actions to the Course Manager. A representative sample of examinations/assessments and student results are sent to an external examiners for comments and recommendations. The panel is very positive about this. It has seen recommendations of an external examiner from the UK of and These recommendations were very concrete and have largely been taken into account by the academy. Terms of references of the Examinations Board as well as of the External Examiners are given in the Self-Evaluation Report. The panel finds these adequate. The quality of assessments is also guarded through Module Evaluations. Principles of assessment are presented in the Self-Evaluation Report. The panel finds that these principles are accurate and finds it regrettable that these principles are not registered into an assessment policy. Especially when lecturers have a certain individual freedom/responsibility for developing assessments. A policy could present a guideline to ensure the quality of lectures and assessments. According to THU this item has been discussed in a Lecturers meeting in September 08 and action for improvement has been agreed upon. The panel has studied different assessments and assignments and finds these to be of good quality. These assure that the right level is assessed. Apparently the lecturers are not interested in formal criteria. The panel suggests integration of assessment and evaluation by imbedding some formal principles; the assessment used for a re-sit should always be different and the second assessor of the Business Report should have no knowledge of the outcome/judgement of the first assessor. As from the exams in September 08 the second assessor is a cold pre-reader and makes his own judgment over the Business Report, according to the THU. Methods of assessing are: - conventional time constrained assessment 26/49 NQA - site visit The Hague University of Applied Sciences, Master of Business Administration