Guidelines for assessment of research master s programmes, to go into effect on 1 September April 2015

Transcription

1 Guidelines for assessment of research master s programmes, to go into effect on 1 September 23 April Parkstraat 28 Postbus CD Den Haag P.O. Box CD The Hague The Netherlands T +31 (0) info@nvao.net

2 Contents 1 Introduction 3 2 General provision 3 3 Distinctive features of research master s programmes 3 4 Points of attention for research master s programmes in the critical 4 reflection or the information dossier for initial accreditation 4.1 Curriculum Intake (existing programmes) Intake (new programmes) Academic context 4 5 Documentation 5 6 Process Panel composition Deadline for submission of applications 5 Page 2

3 1 Introduction With effect from 1 September, research master s programmes are no longer assessed by panels from the Royal Netherlands Academy of Arts and Sciences (KNAW) and fitted into the regular programme assessment system. From this date on, these programmes are covered by the provisions of the regular accreditation framework. The institutions will be responsible for setting up an assessment and convening a panel to that end. They are free to call in the KNAW for that purpose. Supplementary to the requirements set for regular programmes, research master s programmes are subject to a number of distinctive features, ensuing from the specific research-focused nature of these programmes. More details are provided in these guidelines. With effect from 1 September, NVAO will adopt the features and points of attention listed in these Guidelines in its assessment of research master s programmes. 2 General provision With effect from 1 September, the assessment of research master s programmes will be based on the standards for limited or extensive programme assessments, or the standards for limited or extensive initial accreditation of master s programmes (academic orientation) in the accreditation framework of 19 December Distinctive features of research master s programmes Research master s programmes differ from regular master s programmes in the following respects, which are explicitly covered in the assessment: - The intended exit level of the programme is geared to tracks leading to a PhD and positions requiring research competences and experience beyond the level that can be expected on the basis of the usual link with research conducted within academic higher education. - The research nature of the curriculum can be demonstrated, for example through comparison with a regular master s programme and through comparative positioning in a national and international perspective. - The programme carries 120 ECTS credits and the statutory course duration is two years. - In its admission of students, the programme, in compliance with Article 7.30b of the Dutch Higher Education and Research Act (WHW), enforces a selection with regard to knowledge and skills on the part of the students to the effect that enrolled students may readily be expected to meet the high requirements set by the programme, and successfully complete the programme. - Both years of the curriculum are characterised by a well-balanced coherence between subject content and research competences. - The academic environment in which the programme is embedded encompasses sufficient research capacity of a verified very good to excellent level and has demonstrable experience in the effective training and coaching of newly-qualified researchers. - The programme is completed with a substantial test of research competence, which can be deemed of value in the scientific or academic discipline concerned. Page 3

4 4 Points of attention for research master s programmes in the critical reflection or the information dossier for initial accreditation For the purpose of the assessment by the assessment panel, the programme presents a critical reflection on the programme, or, in the event of initial accreditation, an information dossier. The critical reflection or the information dossier for research master s programmes should cover the following items. 4.1 Curriculum Programmes that have students staying abroad (for example, in exchange programmes) should state the nature and duration of such stays, specifying how students are embedded in foreign curriculums and to what extent students are provided with financial guarantees. 4.2 Intake (existing programmes) How can the incoming cohorts of students be typified? The critical reflection should provide figures regarding intake and outflow, stating the male/female ratio. What bachelor s programmes did the incoming master s students follow? What is the average mark attained during a relevant academic bachelor s programme? What final mark did the incoming students attain for their bachelor s thesis? If applicable, for programmes enforcing an admission requirement regarding English language skills: what was the minimum lower limit and what scores did the students attain? 4.3 Intake (new programmes) What admission requirements does the programme enforce for incoming cohorts of students? The assessment panel would like to receive figures regarding the expected intake. Which bachelor s programme(s) qualifies (qualify) students for admission to the research master s programme? Does the programme enforce a minimum average mark to be attained during a relevant academic bachelor s programme? Is admission to the programme subject to having attained a minimum mark for the bachelor s thesis? If applicable, for programmes enforcing an admission requirement regarding English language skills: what is the lower limit of the scores to be attained by the students? 4.4 Academic context The academic context should be reviewed in more detail for the group(s) that is/are actually involved in the programme(s). The judgement of the assessment panel is decisive in this regard. The panel will have to arrive at its judgement on the basis of the information provided by the institution in question. This information should comprise, among other documents, assessment reports, curricula vitae of the teachers involved in the programme, details regarding positioning in graduate schools or research schools, or other evidence of excellent research quality. In all cases, however, NVAO will only take a positive decision if the assessment panel qualifies the academic context in which the programme is provided as at least very good. Page 4

5 5 Documentation Supplementary to the mandatory appendices outlined in Chapter 8 of the accreditation framework, the assessment panel must be provided with information focused on the individual and collective research quality, in the form of the following (mandatory) documentation: 1. A list of the responsible and senior staff members who are actively involved in the research master s programme, and any expected significant changes in the staff. Each name on the list must be provided with a brief resume (5-10 lines) and a list of five distinctive publications. 2. A description of the manner in which and the extent to which the (top) researchers involved in the programme actually play an active and executive role in the curriculum. 3. A list of the number of PhD students supervised by the staff members involved. 4. The most recent data from research assessments (QANU, KNAW), and a description of the relation between this data and the research master s programme, which shows that the level of the research groups concerned is demonstrably very good to excellent. 5. A list of active collaborations with research units at home and abroad, with a brief description of their nature and scope (e.g., Graduate Schools or research schools). 6. A list of the substantial subsidies acquired by the staff members involved in the programme in open competition. 6 Process 6.1 Panel composition Panels assessing research master s programmes must be convened in compliance with the regular requirements as set out in Chapter 13 of the accreditation framework. The composition of the panel must reflect the specific research-focused nature of the programme: the panel members must be independent, authoritative scientists who are familiar with and experienced in educational processes. 6.2 Deadline for submission of applications In its letter dated 16 February, NVAO requested the institutions to submit a proposal for the classification of the research master s programmes into assessment clusters before 15 April NVAO has stipulated that, as long as a decision on the classification of research master s programmes into assessment clusters is pending, institutions must submit an application for accreditation to NVAO at least eight months before the accreditation of the programme expires, along with an assessment report as outlined in the accreditation framework. The timeframe of eight months applies to all the research master s programmes, until NVAO has finalised the classification into assessment clusters and set down the deadline for each cluster. Page 5