1 Executive Summary 3. 2 Introduction 7. 3 Panel report 9

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1 Ghent University Bachelor of Science in Food Technology Bachelor of Science in Environmental Technology Bachelor of Science in Molecular Biotechnology Songdo Global University Campus, Incheon, South Korea February 2013 Initial accreditation Panel Report

2 Index 1 Executive Summary 3 2 Introduction 7 3 Panel report 9 4 Programmes Overview Profile of the institution Profile of the programmes 11 5 Assessment per Theme and per Standard Aims and objectives of the programme Curriculum Staff Services Internal quality assurance system Conditions for continuity 36 6 Assessments 40 Annex 1 Panel 41 Annex 2 Site Visit 42 Annex 3 Documents 43 Annex 4 Intended Learning Outcomes 44 Annex 5 Abbreviations 45 page 2

3 1 Executive Summary The Accreditation Organisation of the Netherlands and Flanders (NVAO) has received a request for an initial accreditation procedure, including programme documents, regarding the proposed: Bachelor of Science in Food Technology Bachelor of Science in Environmental Technology Bachelor of Science in Molecular Biotechnology An expert panel was convened by NVAO. The panel studied the information available and discussed the proposed programmes with representatives of the institution during a site visit. The following considerations have played a prominent role in the panel s assessment of the three bachelor degree programmes. Ghent University aims at setting up a branch campus in the city of Songdo (Korea) as part of the Songdo Global University Campus. At the Korean campus, the Faculty of Sciences and the Faculty of Bioscience Engineering of Ghent University will provide high-level, English-taught 4-year bachelor and 2-year master programmes in Food Technology, Environmental Technology and Molecular Biotechnology. In the Bachelor Food Technology, engineering skills are combined with aspects of economics and business management. The various aspects of food sciences and nutrition are integrated in order to function optimally within the various activities in the food chain (e.g. product development, production, distribution, food safety, quality assurance, government policy and inspection service). The Bachelor Environmental Technology aims at educating students to enable them to detect and quantify the effects of environmental contamination, and to assess their impact and risks on ecosystems, biota and humans. They also learn to design and apply technologies for prevention and remediation. The graduate of the Bachelor Molecular Biotechnology possesses scientific background and skills concerning living organisms and has a command of engineering techniques combined with aspects of economics and business management. The graduate will be able to contribute to the elucidation of disease mechanisms and can translate knowledge to engineering approaches in which living cells or organisms are used for the production of fine chemicals, pharmaceuticals or biofuels. The three bachelor programmes are primarily intended for Korean students, but China, Taiwan and Japan also will be regarded as recruiting grounds. Ghent University Songdo Global University Campus wants to engage about 80 students to enter each of the three programmes each year, with a combined maximum of 240 students. The programmes will be similar to those currently offered at Ghent University but will have a modular structure. The additional one year is used to make the bachelor degree in Korea more geared towards the labor market. Because the programmes all require a similar, solid foundation, they will have 165 ECTS in common. Two formative years will prepare students for the specialization courses of year three and four, which in particular will be taught by lecturers and assistants flown in from Ghent University (the flying faculty ). page 3

4 Aims and objectives With regard to the intended learning outcomes of the three bachelors, Ghent University emphasizes the academic level and orientation. The Korean government specifically wishes to establish true research universities with scientific bachelor and master programmes, and an educational system based on competences. At the same time, Ghent University is well aware of the fact that social and cultural contexts differ between Flanders and Korea. Most Korean students consider the bachelors as a final programme. After graduation, they get jobs as employees in companies or institutes. Taking these considerations into account, the panel assesses the aims and objectives of the three programmes as satisfactory. Curriculum Professional competences and training are important elements of these bachelors as well. They will be achieved by adding an additional year and master courses to the curriculum, cases, practicals, professional guest lecturers, visits to companies and the bachelor project. The orientation on the professional field and the development of a network of companies and institutions have already started in Korea. The panel considers that the learning outcomes of the three Korean bachelors have been adequately translated into contents of the curriculum The assessment system is largely based on Ghent University s system. It is transparent and the panel is confident that it will be applied adequately. The didactical concept of (inter)active and cooperative learning, and different methods of practical and theoretical training provide a stimulating educational environment and a reliable interaction with research. The different modifications and additions of the programmes (compared to Ghent) will provide the necessary professional elements and relationships with the current professional practice adequately, without negative consequences with regard to academic levels. The panel judges the consistency and workload of the three bachelors as acceptable. Structured and feasible curricula have been realized. The common programme of the first two years provides a good foundation and preparation for the specialization phase in year three and four. The main focus of the lessons and practicals will lie on a multidisciplinary and problem-based approach. The careful assistance and supervision of individual students and the quality of the teaching staff will contribute to the coherence too. The panel appreciates the intended strict admission procedure in order to prevent unnecessary failures and delays. As a result of this thorough selection at the gate, and the fact that this special group of Asian students is known for its serious and dedicated study attitude, the applicants expect a failure rate of only 10% in the first year. The panel, however, is wondering whether such a low rate is realistic. Particularly in view of the fact that the Comprehensive Assessment Exam only is encouraged strongly, not mandatory. In addition, it has to be seen whether the Korean students are used to the requirements necessary to pass Ghent University-based exam system. The Steering Committee explained that the exam is not mandatory on account of logistical problems with non- Korean students. These students often have limited opportunities to travel vast distances or do not have the financial means. The panel understands this dilemma, but advises Ghent University anyway, to develop a better strategy for this discrepancy and limitation of the selection process in Korea For instance, by interviews using Skype. With interviews the quality of the students active (verbal) use of the English language also can be assessed more accurately. page 4

5 Taking these considerations into account, the panel assesses the curriculum of the three programmes as satisfactory. Staff The panel is convinced that the staff policy of Ghent University will effectively succeed in attracting highly qualified personnel. Based on the already available CV s and the impressions during the site visit, the panel judges that staff and lecturers are and will be effectively qualified for the realisation of the curriculum in terms of content, educational expertise and organisation. Lecturers already have good contacts and collaborations with universities, companies and industry in Belgium, and in Korea similar contacts are being developed. The dedicated staff and the experience of the already functioning comparable bachelor programmes in Ghent guarantee adequate support and appropriate coaching. The relatively small study groups of the practical exercises and the favorable student/teacher ratio will also contribute to the quality of tutoring. The applicants shared the concern of the panel regarding the additional burden on staff and the potential pressure on programme quality, both in Korea and Belgium. To prevent quality loss, the 'flying faculty' will receive additional financial support to manage replacement within their current teaching assignment at Ghent University. During the site visit, the lecturers emphasized that the faculties involved will fully support the flying faculty, and if needed, extra staff and personnel will be appointed at the home campus in Ghent. Taking these considerations into account, the panel assesses the staff of the three programmes as satisfactory. Services The new accommodation and facilities of the Songdo Global University Campus will be fully equipped. They are provided on a rent-free basis and free of costs for the first five years from the start of the bachelors. These facilities offer, in the opinion of the panel, good working and living conditions. Internal quality assurance system Ghent University uses an adequate system of quality assurance in Ghent and will apply that same system, with minor adjustments, at the branch campus in Korea. The panel considers it satisfactory. Teachers, students, alumni and the professional field will actively participate, and regular evaluations and controls will lead to further adjustments and improvements of the curricula. Taking these considerations into account, the panel assesses the internal quality assurance system of the three programmes as satisfactory. Conditions for continuity The financial documentation and the assurances during the site visit have convinced the panel that Ghent University can sufficiently guarantee students of the three Korean bachelors to complete the entire curriculum, to graduate and receive a fully fledged bachelor degree. The financial provisions are adequate to fully enable the degree programmes. If from the start of the programmes 240 students (3x80), with a tuition fee of $ 15,000 per year, can be retained, the branch campus will already reach a "break even" in the first year. It is expected, however, that the bachelors will have a relatively limited number of students in the beginning and will show a gradual increase in the following years. page 5

6 Taking these considerations into account, the panel assesses the conditions for continuity of the three programmes as satisfactory. Summary assessment In summary, the panel considers that although some remarks and suggestions have been made, these should be interpreted as recommendations for further improvement. The panel is confident that Ghent University can and will implement these adequately in the near future. All six themes and all 19 standards within these six themes have been assessed by the panel as satisfactory. The panel, therefore, advises NVAO to take a positive decision regarding the initial accreditation of the Bachelors of Science Food Technology, Environmental Technology and Molecular Biotechnology of the Korean branch campus of Ghent University. The Hague, 26 February 2013 On behalf of the Initial Accreditation panel convened to assess the programmes: Bachelor of Science in Food Technology, Bachelor of Science in Environmental Technology and Bachelor of Science in Molecular Biotechnology of the Korean branch campus of Ghent University. Prof. dr. ir. W.H. Rulkens (chair) Drs. H.J.M.M. Tubbing (secretary) page 6

7 2 Introduction The procedure NVAO received a request for an initial accreditation procedure regarding the new programmes: Bachelor of Science in Food Technology Bachelor of Science in Environmental Technology Bachelor of Science in Molecular Biotechnology The request was received from the Executive Board of Ghent University on 1 November 2012 and accompanied by programme documents. The panel consisted of: Chair: Prof. dr. ir. W.H. Rulkens, Emeritus professor in Environmental Technology and former head of the Sub-department Environmental Technology at Wageningen University. Members: Prof. dr. P. Van Dijck, VIB department of Molecular Microbiology, K.U. Leuven. Laboratory of Molecular Cell Biology, Institute of Botany and Microbiology. Ir. R. J. Van Deun, Senior Lecturer Food Technology, Thomas More Kempen University College. H. Boersma, student, Maastricht University. On behalf of the NVAO, drs. F. Mulder and drs. H.J.M.M. Tubbing were responsible for the processcoordination and the drafting of the experts report respectively. The composition of the panel reflects the expertise deemed necessary by NVAO. (Annex 1: Composition of the panel). All the panel members signed a statement of independence and confidentiality. The panel has based its assessment on the standards and criteria described in the NVAO Assessment framework for the initial accreditation of higher education programmes in Flanders (1 September 2009).The assessment of applications for initial accreditation employs a two-point scale, at both standard and theme level. Scores are either satisfactory or unsatisfactory. Thus, satisfactory is not to be interpreted as only just above threshold level. Rather, satisfactory covers the complete range beyond threshold level. The following procedure was undertaken. The panel members studied the documents (Annex 3: Documents reviewed) regarding the proposed programmes. Their first impressions were sent to the process coordinator of NVAO, in order to outline these remarks within the accreditation framework and detect the items to be clarified during the site visit. On the panel chair s initiative, a first meeting was arranged on 14 December 2012 between chair and process coordinator only, with a view to structuring the process of assessing this three-in-one application featuring a combined Flemish-Korean perspective. In a full panel meeting on 21 December 2012, members shared their first impressions and established preliminary assessments of every single component part of the assessment framework with regard to each of the three degree programmes. Also, this meeting resulted in a series of page 7

8 written questions forwarded to the applicant institution with the request of providing written answers well before the site visit. On 21 January 2013, the day before the site visit, the panel met in Ghent for a further preparatory meeting. The site visit took place on 22 January 2013 at Ghent University (Annex 2: Schedule of the site visit). The panel formulated its preliminary assessments per standard immediately after the site visit. These judgments are based on the findings of the site visit, and building on the assessment of the programme documents. On 15 February 2013 the draft version of this report was finalised, 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 26 February page 8

9 3 Panel report The first chapter of this report is the executive summary while the current chapter is the structure of the report. The fourth chapter gives a description of the programme including its position within Ghent University and the higher education system of Flanders. The panel presents its assessments in the fifth chapter. The programme is assessed on the standards in the Initial Accreditation Framework. For each standard, the panel presents an outline of its findings, considerations and a conclusion. The outline of the findings represents the objective facts as found by the panel in the application file, in the additional documents and during the site visit. The panel s considerations are the panel s subjective evaluations regarding these findings and the importance of each. 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 standard. page 9

10 4 Programme 4.1 Overview Country Belgium Institution(s) Ghent University Programmes Food Technology Environmental Technology Molecular Biotechnology Level Bachelor Orientation Academic Degree Bachelor of Science Location(s) Songdo Global University Campus, Incheon, Korea Mode of study Full-time Field of study Bioscience Engineering; Sciences 4.2 Profile of the institution According to the information on the website, Ghent University presents itself as a socially committed and pluralistic university with an international perspective and open to all students, regardless of their ideological, political, cultural and social background. With more than students and staff members it is one of the biggest universities in the Dutch language area. The university comprises 11 faculties, each headed by a dean and its own faculty board. The faculties are divided into more than 130 departments. They offer education of high quality and research-based courses in each of the scientific disciplines. Molecular Life Sciences/Biotechnology and Bioscience Engineering are among the areas of excellence of Ghent University. Ghent University aims at setting up a branch campus in the Songdo Global University Campus (SGUC) of the Incheon Free Economic Zone (IFEZ) in South-Korea (application file p. 7-9). Songdo, largely financed by the Korean authorities, is exclusively dedicated to research, innovation and new technology. With this project, the Korean authorities will increase the capacity of Korean higher education and at the same time reduce the considerable brain drain to the United States. At the Korean campus, Ghent University will offer high-level, English-taught four-year bachelor and twoyear master programmes in Food Technology, Environmental Technology and Molecular Biotechnology Two faculties are organizing the programmes in Korea (application file p. 11): The Faculty of Sciences: knowledge in the field of biotechnology is developed in cooperation with the Flanders Institute for Biotechnology (VIB). The department of Plant Systems Biology currently consists of 18 research groups and more than 150 researchers in various fields of Plant System Biology. The department of Molecular Biomedical Research focuses on the molecular mechanisms of disease and the translation of new findings to the clinic and the biopharmaceutical industry. The Faculty of Bioscience Engineering: the teaching and research integrate biological, physical and chemical sciences with engineering techniques, with the objective of obtaining sustainable production and processing of plant and animal raw material and the management and protection of nature and environment. page 10

11 4.3 Profile of the programme Ghent University Songdo Global University Campus intends to offer three bachelor programmes: Molecular Biotechnology, Environmental Technology and Food Technology. These bachelors have to be accredited by the Korean Ministry of Education, Science and Technology (MEST) and the NVAO before the start of the Korean academic year in March They are primarily intended for Korean students, but, given the strategic position of South Korea, also China, Taiwan and Japan will be regarded as recruiting grounds. According to the application file a preliminary feasibility study indicates an optimal capacity for the branch campus of students. The branch campus wants to attract about 80 students to enter each of the three bachelor programmes each year or 240 bachelor students in total each year (application file p ). The programmes will require international staff recruited according to Ghent University quality standards, residing in Songdo within commuting distance from the Songdo campus. They will be joined by a small number of Korean professors (maximum 20% of total number of professors) and administrators. In addition, academic staff members (mainly professors) from Ghent University will provide teaching modules during regular stays of 4-6 weeks. Since the bachelor degree in Korea is a full-fledged degree, Ghent University will transpose its current three-year bachelor and two-year master structure into a structure (four bachelor, two master years, see table 1). The programmes will be similar to those currently offered at Ghent University, with small modifications to adjust to the Korean context. The extra year is used to make the bachelor degree in Korea more geared towards the labor market. Preparatory courses and extra English courses are offered during the bachelor programme. Ghent University Songdo Global University Campus will actively look for cooperation possibilities with the industry and strengthen the entrepreneurial skills of its students. The three intended bachelor programmes all require a similar, solid foundation in the core natural science fields (physics, chemistry, biology) as well as in (engineering) mathematics and computational data processing. To provide this education, a common curriculum will be used for the first two bachelor years. The theoretical lectures for these courses will be taught to all students at the same time, whereas according to the application file, the practical exercises are organized in relatively small groups of about 15 students with a favorable teacher/student ratio (application file p. 16, 18 and 48, see also section Workload and Quantity of staff). In the courses of the cluster Molecular Life Sciences (application file p. 27 and 49) particular attention is paid to ecosystem aspects and the concept of evolution through natural selection. The mathematics and computational data processing courses are essential for scientists and engineers alike. These two formative years will prepare students for advanced study in the ensuing more specialized years (application file p. 16). page 11

12 Bachelor of Science programmes - Ghent University, Korea Food Technology (FT) Term 1 Term 2 (30 ECTS) (30 ECTS) Environmental Technology (ET) Term 1 Term 2 (30 ECTS) (30 ECTS) Molecular Biotechnology (MBT) Term 1 Term 2 (30 ECTS) (30 ECTS) BA1 common common common common common common BA2 common common common common common common BA3 common FT common ET common MBT common FT common ET common MBT BA4 FT Project ET Project MBT Project Table 1 - Structure of Bachelor of Science programmes of Ghent University in Korea The three programmes have a separate finality and separate learning outcomes; 75 out of 240 ECTS are domain-specific. In the Bachelor Food Technology, engineering skills are combined with aspects of economics and business management. The various aspects of food sciences and nutrition are integrated in order to function optimally within the various activities in the food chain (e.g. product development, production, distribution, food safety, quality assurance, government policy and inspection service). The bachelor is able to: Initiate, control and manage the various processes that take place in raw materials during the production process, storage and preparation of food. To consider the relation of these processes to human health by means of a quantitative, engineering approach. To find innovative solutions to problems that arise within the entire food chain. To obtain a scientific learning attitude as preparation to proceed to an MSc in this academic science field (application file p ). The Bachelor Environmental Technology aims at educating students to enable them to detect and quantify the effects of environmental contamination, and to assess their impact and risks on ecosystems, biota and humans. They also learn to design and apply technologies for prevention and remediation. Appointments of graduates can vary from governmental institutions and NGOs to teaching assignments and/or scientific research at universities or positions as environmental experts in industries and consultancy services. The Center for Environmental Science and Technology at Ghent University combines more than twenty expert research groups from five faculties into one single platform. The Center is dedicated to fostering interaction between researchers, governments, stakeholders and society at large (application file p. 17). The Bachelor Molecular Biotechnology possesses scientific background and skills concerning living organisms and has a command of engineering techniques combined with aspects of economics and business management. The graduate will be able to contribute to the elucidation of disease mechanisms and can translate knowledge to engineering approaches in which living cells or organisms are used for the production of fine chemicals, pharmaceuticals or biofuels. The graduate will also be able to develop new biomolecular products and production processes and control and manage their quality. The programme will operate in the research fields of the Flanders page 12

13 Institute for Biotechnology (VIB). The programme offers an excellent preparation, according to the application file (p. 17), to proceed to an MSc in this research field. Ghent University competency model covers five general areas which characterize academic achievement and which are closely interlinked: competence in one or more scientific disciplines scientific competence intellectual competence competence in collaborating and communicating social competence Each area comprises a number of specific competences (4-8) at bachelor level (application file 19-20), which characterizes the three study programmes. The domain-specific competences (learning outcomes) of the three bachelors are (application file 21-22): Food Technology to have in-depth qualitative as well as quantitative insight in the technical aspects of food products (chemical, biochemical, physicochemical, microbiological, technological and nutritional aspects). to be familiar with the different aspects of product quality (food safety, nutritional value, sensorial quality, relation between food and health, image) and to know the techniques to integrate these aspects. to understand qualitatively as well as quantitatively the different phenomena which affect food products during the production process, the preservation and the preparation of food as well as side products, combined with the implication on the different quality aspects and ways to manage this quality. to understand the effects of non-technical aspects (i.e. the consumer, ethics, health, law, economics, durability) on the production chain of food products. to have management and economical insight in order to be able to place the contribution of a process or a solution to a problem in a broader context. to be able to conduct research in food technology and food articles and to be able to perform relevant analysis. Environmental Technology To be knowledgeable in environmental analytical techniques and be able to interpret analytical data. To understand the nature and functioning of the environment and ecosystems. To possess thorough knowledge of the ecological processes and quantitative assessment the anthropogenic impact on organisms, populations and ecosystems. To possess thorough engineering skills to design, implement and control environmental technologies. To be knowledgeable about physico-chemical and biotechnological technologies for remediation of soil, air, water. To be able to contribute to designing renewable, sustainable and clean technologies. To be able to conceive solutions to cope with contamination. To be able to select, design and dimension technology for environmental remediation. To be able to manage environmental problems within the socio-economic and legislative context. To have a broader knowledge and perspective beyond the field of environmental technology. page 13

14 Molecular Biotechnology To be able to utilize knowledge of general concepts, model systems and application areas in Molecular Biotechnology in order to understand or solve frequently occurring scientific problems. To be able to apply the processes of Life and to translate knowledge of model systems and molecular mechanisms into biotechnological applications. To be competent in basic techniques in gene technology, molecular biology, genetics, microbiology, cell biology, physiology, immunology and biochemistry. To understand the pervasive importance of the concept of evolution through natural selection in biology, and to be able to apply evolutionary approaches to biotechnological applications. To be able to integrate and creatively utilize theoretical and practical knowledge about fundamental plant biotechnology and plant biotechnological techniques for the development of applications in the biomedical, plant and food sectors. To understand and be able to apply bioinformatics and systems biology methods for biological data analysis. To be able to integrate fundamental and practical knowledge about the link between fundamental cell biological processes and pathologies and to utilize such understanding for the development of biomedical applications. To understand the regulatory, ethical and safety aspects of biotechnological production processes. To be aware of the current best practices in the transfer of molecular biotechnology research results to industry and the development and commercialization process of agribiotech and medical biotechnological products. New programmes for Flanders The programme document indicates that no other institution of higher education in Flanders offers programmes with a similar profile. New programmes for the institution The proposed programmes can be regarded as new Bachelor programmes to the institution. page 14

15 5 Assessment per Theme and per Standard In this chapter, the panel assesses the programme according to the six themes and nineteen standards of the Initial Accreditation Framework. 5.1 Aims and objectives of the programme For the description of the competences and learning outcomes, please refer to the previous chapter Level and orientation (Standard 1.1) The intended learning outcomes of the programme correspond with the following descriptions of a Bachelor s degree (academically orientated bachelor). General competences such as the capacity for logical thought and reasoning, the ability to acquire and process information, the capacity for critical reflection, creativity, being able to perform basic management tasks, the ability to communicate information, ideas, problems and solutions to both specialists, as well as laymen and a positive attitude towards life-long learning. General academic competences such as a research attitude, knowledge of research methodologies and techniques and the ability to apply them adequately, the ability to collect the relevant data that can influence the formation of an opinion about social, scientific and ethical issues, appreciation of uncertainty, ambiguity and the limits of knowledge, and the ability to initiate problem-driven research. An understanding of basic academic, discipline-related knowledge inherent to a certain discipline of the sciences or the arts, systematic understanding of the key elements of a discipline which includes acquiring coherent and detailed knowledge that is inspired partly by the most recent developments in the discipline, and an understanding of the structure of specialization and its inter-relatedness with other specialties. Findings According to the documentation Ghent University competency model was developed in 2005, to establish clearly formulated aims and outcomes. It covers five general areas which characterize academic achievement and which are closely interlinked (see also section 3.3). The model takes into account two European frameworks, namely the Framework of Qualifications for the European Higher Education Area, better known as the Dublin Descriptors, and the European Qualification Framework for Lifelong Learning. The model also complies with the competencies for academic bachelor and master programmes that have been set by decree of the Flemish Community, as found in article 58 of the Decree on the restructuring of higher education in Flanders and the Decree on the Flemish qualification structure. The 31 competences and intended learning outcomes of the three bachelor programmes are based upon Ghent University model and on criteria for bachelor and master curricula at foreign universities (application file p ). With regard to the level and orientation (some competences overlap): 12 competences meet the requirements of general competences such as thinking and reasoning skills, retrieving and processing information, critical reflection, creativity etc. 11 competences master general academic competencies such as an investigative attitude, knowledge of and the ability to use research methods and techniques, the ability to collect data page 15

16 on social, academic and ethical issues, an appreciation of the uncertainty, ambiguity and boundaries of knowledge and the skills etc. 11 competences gain an understanding of basic academic knowledge specific to a particular field of science, a systematic knowledge of the core elements of a discipline etc. Considerations The panel has studied the application file carefully, but, unfortunately, must conclude that it shows some inaccuracies and deficiencies that have caused unnecessary confusion and questions. For instance the programme Molecular Biotechnology is called Molecular Life Sciences on page 4. More importantly, however, the index cards ( fiches ) and competences of the three programmes in Korea are comparable with already accredited bachelors in Ghent, but the length of the programmes (four years instead of three) and a number of courses in Korea differ. There are additional master courses as well. During the site visit, the steering committee emphasized that this discrepancy could be explained partly by the requirement of the Korean principles that the bachelors should be the same as in Ghent. The panel understands that explanation, but still advises Ghent University to screen the documentation carefully again and bring it up to date with the Korean situation. With regard to the description of the intended learning outcomes of the three bachelors, the panel noted that the domain-specific competences were formulated in rather general terms. Therefore, the panel asked for a more detailed description. Especially given the fact that the Korean context and programmes differ from Ghent. The applicants have responded adequately, in writing before and verbally during the site visit, to this request. They emphasized the academic level and orientation of the three bachelors and satisfactory described how the intended learning outcomes could be accomplished. The Korean government specifically wishes to establish true research universities with scientific bachelor and master programmes, and a didactic system based on competences. One of the main reasons for this choice is an attempt to reduce the massive brain drain of talent abroad, and to offer Korean students a high-level scientific education in their own country. Other causes with regard to this reorientation are: the educational system in Korea is rather focused on memorization, the fact that most universities are linked to companies and industry which offer programmes with mainly applied research, and the importance of the European market for the Korean government.. In addition to the required academic level, the applicants also are aware of the Asiatic social and cultural context of the bachelors and the importance of extra professional competences (see also standard 1.2 and 2.2). Based on the information in the application file, and the observations during the site visit the panel concludes that the three bachelors of Ghent University Songdo Global University Campus have been orientated (as far as possible) adequately on the professional domain, market and the professional field. The formulated and intended learning outcomes fit into the Flemish and international qualifications frameworks and the requirements currently set by the professional field. Conclusion The panel assesses Standard 1.1 Level and orientation as satisfactory. page 16

17 5.1.2 Subject/ discipline specific requirements (standard 1.2) 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 or practice of the arts). In the case of regulated professions, the requirements correspond with the regulation or legislation concerned. For academic bachelor and master's programmes, the learning outcomes stem from requirements set by the academic and/or artistic discipline, international academic practice and, for programmes to which this applies, practice in the relevant professional field. Findings According to the documentation the three bachelor programmes are characterized by the same set of general competences. On top of that, each bachelor also possesses a unique set of domainspecific learning outcomes (see section 4.3). Ghent University clarifies the relationship between these specific outcomes and the various courses of the programme by means of a table (application file pp ) Considerations Prior to the site visit, the panel also asked for a more specific description regarding the domainspecific requirements of the intended learning outcomes. This is particular relevant in view of the special situation that the three bachelors will be provided in Korea instead of Ghent. The social, cultural and professional contexts differ and influence the programmes and competencies. For instance in Korea, bachelor programmes are four years instead of three. After a successful study, a majority of graduates try to find a job with companies or institutes. Only a relatively small percentage continues as a master, whereas in Gent almost everybody does. That is why contacts with the professional field (the relevant industry) and designing solutions to concrete problems is essential for this target group of students. The panel wanted a more thorough description of the professionalization, but at the same time was aware that, first of all, the three programmes and intended competences must be assessed as part of academic bachelors. Before and during the site visit the applicants of Ghent University have discussed and explained the professionalization aspects of the three bachelors extensively. One of the problems they encountered, was the explicit demand of the Korean authorities that the bachelors should offer a European style scientific education of high quality, based on competences and the ECTS system. Among other things, one of the main reasons for this choice is an attempt to reduce the massive brain drain of talent abroad. The applicants could convince the panel that in addition to the same academic level as Ghent, professional competences are essential elements of these bachelors as well. That will be achieved by adding an additional year and master courses to the curriculum, professional guest lecturers, visits to companies and the bachelor project. Teachers mentioned during the site visit that, on top of the typical academic competences, they were well aware of the need for professional training and experience during the courses. They would make ample use of cases and projects, in order to prepare and motivate this specific group of Asiatic bachelor students not only for an academic master, but also for the professional field. The panel considers, based upon all the information and documentation, that the intended learning outcomes of the programme correspond with the requirements set by the international academic practice, the professional field and the relevant domain. Conclusion The panel assesses Standard 1.2 Subject/ Discipline specific requirements as satisfactory. page 17

18 5.1.3 Summary of the judgments of Theme 1 "Aims and Objectives of the programme Both standards of this theme "Aims and Objectives of the programme are assessed as satisfactory, the total judgment of the theme, therefore, is satisfactory too. In order to avoid misunderstandings and to achieve a better description of the different aspects of the three bachelors, the panel advises Ghent University to screen the documentation carefully and bring it up to date with the Korean situation. 5.2 Curriculum Requirements for academic orientation (standard 2.1) The proposed curriculum meets the following criteria for an academic orientation: Students develop their knowledge through the interaction between education and research (including research in the arts) within relevant disciplines; The curriculum corresponds with current developments in the relevant discipline(s) through verifiable links with current scientific theories; The curriculum ensures the development of competences in the field of research and/or the development and practice of the arts; Where appropriate, the curriculum has verifiable links with the current relevant professional practice. Findings The application file lists a complete four-year curriculum of the three bachelors on page This list of the courses is complemented by annex 3 of the report with detailed index cards: title, language, keywords, level, size and position of the course, content, initial and final competences, teaching methods, references and evaluation methods. A glossary of teaching and evaluation methods is included in Ghent University Korea Education and Examination Code (annex 4 of the application file). According to the application file (p ) the actuality of and interaction between education and research will be guaranteed by practical training. In the majority of the courses, a large portion of contact hours will be dedicated to (integrated) practicals and research skills. The lecturers will contribute because they are all engaged in research activities closely related to their courses. The practicals will be evaluated by a report in which not the end-result itself is important, but rather the process the students go through. In addition, the faculties involved will make sure the programmes tie in with current academic theory and praxis. Finally, Ghent University claims the topicality and relevance of the curriculum by deploying some of its most esteemed and scientifically distinguished staff members from the home campus as flying faculty at the branch campus. Within the curriculum, several courses are dedicated to professional competences and study visits to companies are scheduled too. Considerations The panel is convinced that the content of the curriculum meets the academic orientation satisfactory. This judgment is based partly on the strong similarity of the three programmes with already accredited programmes in Ghent, but also on the extensive documentation of the application file and the oral explanations during the site visit. According to the panel there is no doubt the academic level can sufficiently be accomplished by the three bachelors. page 18

19 Lecturers and Steering Committee emphasized that the intended programmes are primarily engineering and research oriented bachelors whose centers of gravity lie in technology. An engineer or researcher at an academic level, however, must function in a variety of environments, and should be able to imply economic and social conditions in his decision making. Developments in the relevant professional field will be implemented in several ways, for instance by cases and projects during the practicals, by guest speakers and the flying faculty. These developments also will be linked closely to current scientific research. The applicants also mentioned the possibility of offering students to execute their bachelor project at Ghent University, Belgium. Ghent University is working hard to get a good grip on relevant Korean contacts in the academic and business field. The orientation with regard to the professional field and the development of a network of companies and institutions have already started in Korea. With the help of Korean institutes, this will be intensified in the near future. When asked during the site visit, the Korean student mentioned that for bachelor students it is normal to start working in companies or institutes after graduating. Lately more students seem willing to continue their study with a master. Conclusion The panel assesses Standard 2.1 Requirements for academic orientation as satisfactory 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 are adequately transferred into the educational goals of the curriculum or parts thereof. Findings The application file provides an extensive description of how each of the five general competences is reflected within the courses of the three Bachelor programmes (p ). The relation of the domain-specific competences with the curriculum is made clear by the courses in which it is practiced (application file p ). The different teaching and evaluation methods are linked to the 74 courses by means of a table. They are listed as follows (application file p ): Assignment Behavioral evaluation on the work floor Open book examination Oral examination Participation Performance assessment Report Skills test Written examination with multiple choice questions Written examination with open questions Demonstration Fieldwork Group work Guided self-study Independent work Lecture Plenary exercises Microteaching Online discussion group PBL tutorial Practical Project Seminar: Coached exercises Seminar: Practical PC room classes Study visit Work placement page 19

20 Considerations After a careful evaluation of the application file and the additional explanations during the site visit, the panel concluded that the learning outcomes of the three bachelors were adequately translated into the contents of the curriculum. The lectures, assignments, training of skills, practicals, exercises, Bachelor project, and the various reports and case studies complement each other in a positive way. The assessment system is largely based on Ghent University and is transparent and adequately applied (Annex 4 of the application file, part III Examination code). In case of disagreement, students can complain and have the right to file an appeal with the Institutional Appeals Committee. The various individual and group assessment methods (and moments) such as active participation in discussions and workshops, written and oral examinations, skills testing, performance assessment (behavioral evaluation on the work floor), presentations etc., complement each other well and guarantee the achievement of learning outcomes with the required bachelor level sufficiently. The discussions during the site visit with management, students, steering committee and teachers confirmed the panel s impression that, during the interactive lectures, workshops and practices, students will be assessed continuously on careful preparation and active participation. One of the main worries of the panel concerned the issue whether students in Korea, in addition to the academic education, would get effective complementary skills training and preparation. Most of these students consider the bachelors as a final programme, and after graduation are going to find jobs as employees in companies or institutes (see also section 1.2). The additional written and oral explanations, however, make it clear that applicants are well aware of this professional Asiatic aspect of the bachelors. The different modifications and additions of the programmes (compared to Ghent) will address the necessary professional elements and relationships with the current professional practice adequately without negative consequences with regard to academic levels. In particular, the applicants indicated the good contacts of the academic staff with the professional field, the case studies and additional emphasis on know-how besides know-why. Other elements are the scheduled guest lectures by professionals, the company visits, the bachelor projects (with the possibility of outplacements), and the four specific entrepreneurial courses: Entrepreneurship and Intellectual Property, Industrial and Research Project Management, Economics and Marketing and Environmental Law and Management. To facilitate the 'placements' in research institutes and companies, an annual budget of $ will be available, starting from the first year of graduation. Another aspect relates to the research opportunities in Korea. Laboratories and research facilities are available, but the panel got the impression that these still need to be organized properly and that the research must start from the beginning. Applicants could reassure the panel on this matter too, by explaining that from the beginning part of the PhD research and education of Ghent University shall be conducted in Korea. Contacts with companies on the campus and elsewhere have already been established, and research opportunities are discussed in advance. They are confident they could organize it all in good time. Students only will start in March 2014 with two general years and during that time they will not need much research. Specializations of the three bachelors will only begin in 2016 (with the first small batch). The panel is convinced of the 'overall' educational quality of the three Korean bachelors Food technology, Environmental Technology and Molecular Biotechnology, which will page 20