Haagse Hogeschool. Master International Communication Management

Transcription

1 Haagse Hogeschool Master International Communication Management Netherlands Quality Agency (NQA) Utrecht, May 2010

2 2/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

3 Management information This is the assessment report of the master of International Communication Management (MICM) degree programme offered by Haagse Hogeschool. In this report Netherlands Quality Agency (NQA) gives account of its findings, considerations and conclusions. The assessment was undertaken according to the NQA-Protocol 2010 for hbo master s degrees in compliance with Dutch education legislation. This report concerns: Institution Haagse Hogeschool Degree programme Master International Communication Management MICM Delivery mode(s) Fulltime and part-time Croho-number (ISAT) Site Den Haag Date(s) of site visit(s) 16 March 2010 Audit team Drs. Rutger-Jan Schoen (representative profession/discipline) Dr. Rik Riezebos (representative profession/discipline) Leonie Redder BPA (student member audit team) Drs. Roelien van Empel (NQA-auditor) Drs. János Betkó (junior NQA-auditor) Haagse Hogeschool/The Hague University for Applied Sciences (THU) submitted a file to NQA for the assessment of their existing professional master degree programme International Communication Management (MICM). This file was a critical reflection on the degree programme as required by the NQA Protocol-2010 hbo master s degrees. To assess the quality and the level of the existing programme NQA composed an audit team. This team complies with the NVAO s requirements *. This team studied the critical reflection and had a site visit to the institution. The audit team came to a well-considered assessment about the degree programme based on the critical reflection and the other information (oral and written). Summary Theme Aims and objectives The audit team finds that MICM s final qualifications correspond with the requirements set by the international professional field. The requirements are based on input from and discussion with the international professional field. The final qualifications adequately comply with the Dublin descriptors at master s level. As a result, the audit team assesses Aims and objectives as positive. Summary Theme Curriculum The professional orientation of the programme is up to standard and the curriculum of the programme covers all the programme s objectives. The programme is consistent and the study load is in order. The admission criteria and procedures are sufficient and the * NVAO - Netherlands Flemish Accreditation Organisation charged with execution of Dutch accreditation legislation. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 3/61

4 requirement for 60 EC for a master programme is met. The educational concept and the means of assessment comply with the learning objectives of MICM. The audit team assessed all standards positively and as a result finds the theme Curriculum positive. Summary Theme Staff All standards are assessed as satisfactory or good and as a result the theme Staff is positive. The audit team concluded that MICM s tutor-team is well able to link their programme to professional practice. The required staff-student ratio is met and staff is adequately qualified in their fields of expertise. Summary Theme Services The audit team considers material facilities to be well fitted for the programme. The tutoring and information provisions are assessed to be adequate to help students in their study and to correspond with the needs of students. As a result, the audit team assesses Services as positive. Summary Theme Internal Quality Assurance The audit team saw proof of systematic evaluations by MICM. An impressive number of improvements were made in the past years, based on various evaluations. All stakeholders are actively involved in the quality assurance system. All standards are assessed positively and therefore the theme Internal quality assurance system is positive. Summary Theme Results The achieved learning outcomes correspond with the aims of MICM. The percentage of students successfully completing the programme generally is in line with the aims set by the programme management. As a result, the audit team assesses Results as positive. The NQA audit team concludes that the quality and the level of the existing professional master s degree programme complies with the required quality. A substantiation of this conclusion is to be found in Chapter 2. 4/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

5 Contents 1 Basic data 7 2 Assessments and Conclusion Aims and objectives Curriculum Staff Services Internal quality assurance system Results 35 3 Annexes 39 Annex 1: Expertise of the Members of the Audit Team 41 Annex 2: Statement of Independence by the Members of the Audit Team 47 Annex 3 Programme for the Site Visit 53 Annex 4: Documents made available 55 Annex 5: Documents regarding the professional profile and domain objectives of the programme 56 Annex 6: Match between final qualifications and Dublin descriptors 60 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 5/61

6 6/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

7 1 Basic data The basic data of the existing hbo-master degree programme MICM: 1. Name of the institution Haagse Hogeschool / The Hague University of Applied Sciences 2. Status of the institution Academy of Masters & Professional Courses / MICM programme is Niet Bekostigd (non-funded, commercial education). 3. name degree programme in Master International Communication Management MICM CROHO 4. Registration number in CROHO Orientation and level Hbo master 6. Amount of European Credits 60 EC 7. Specializations Communication 8. Site(s) The Hague 9. Code of conduct for support of non-eu students Haagse Hogeschool has signed the Dutch higher education "Code of Conduct for International Students". 10. Delivery mode(s) Full-time (one year) and part-time (two years) 11. Profile degree programme MICM is an English language professional master (practice-oriented / Applied Sciences) programme that takes the broad approach of communication ( integrated communication ), trying to establish a so-called helicopter view. To this end, the programme is built on three communication pillars: Corporate, Internal, and Marketing Communication. The programme integrates these three aspects; all modules approach communication from an international and intercultural perspective. 12. Intended professional environment 13. Position degree programme in organisation structure MICM prepares students for careers in communication management and consultancy positions for international organisations. MICM helps graduates to develop the skills to manage integrated communication in an international context, and/or to offer specialist advice at a consultancy agency. Based on the professional qualifications of the Dutch Association for Communication (Logeion), MICM s vision is that graduates first continue to work at a high level B (Junior Communication Consultant) with the newlyacquired MICM knowledge, judgement and learning skills and with some hands-on practical work experience they should transition relatively quickly into level C (Senior Communication Consultant). MICM is one of six English-language hbo masters offered at the Haagse Hogeschool, provided by the Academy (department) of Masters & Professional Courses (M&PC). NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 7/61

8 14. Date previous assessment and accreditation decision NVAO 15. Relevant changes in degree programme since previous assessment Site visit: 28 June 2004 Previous NVAO - report: 23 September 2004 Initial accreditation: December 2004 * Split with Hogeschool Utrecht (no longer joint programme) * Now managed within the Haagse Hogeschool by Academy of Masters & Professional Courses, not by European Studies (academy HEBO) * Admissions criteria tightened (levels of English and previous work experience increased) * Complete curriculum overhaul with new modules * Study Trip no longer offered (as NVAO advised) * Enhanced balance between internal and external tutors (as NVAO advised) * Final qualifications defined (as NVAO advised) * Ongoing implementation of Quality control system (now within the context of the newly created Quality Handbook of Academy M&PC) 16. Structure degree programme Curriculum is divided into 5 phases (time periods): Phase 1: Communication & Management Skills Module for Trainings: Intercultural Communication, Business Writing, Consulting Skills Phase 2: Communication Research Module Corporate Communication Module Communication & Management Skills Module for Training: Media Training Phase 3: Culture & Communication Module Internal Communication Module Communication & Management Skills Module for Training: Project Management Phase 4: Specialisations Module Marketing Communication Module Communication & Management Skills Module for Training: Self-Management Skills Phase 5: Advice Report (final project/thesis) 8/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

9 2 Assessments and Conclusion The audit team comes to the following assessments and conclusions regarding the degree programme: Theme Conclusion Standards Assessments 1 Aims and objectives POSITIVE 1.1 Domain specific requirements 1.2 Level 1.3 Professional orientation (hbo) 2 Curriculum POSITIVE 2.1 Requirements for professional orientation (hbo) 2.2 Correspondence between the aims and objectives and the curriculum 2.3 Consistency of the curriculum Full-time Part-time 2.4 Study load 2.5 Admission requirements 2.6 Credits 2.7 Coherence of structure and contents 2.8 Learning assessment 3 Staff POSITIVE 3.1 Requirements for professional orientation (hbo) 3.2 Quantity of staff 3.3 Quality of staff 4 Services POSITIVE 4.1 Facilities 4.2 Tutoring 5 Internal quality assurance system POSITIVE 5.1 Periodical evaluations 5.2 Measures for improvement 5.3 Involvement 6 Results POSITIVE 6.1 Achieved learning outcomes 6.2 Study progress satisfactory good satisfactory good satisfactory good satisfactory satisfactory satisfactory complies satisfactory satisfactory good satisfactory satisfactory good satisfactory good good satisfactory satisfactory good The audit team concluded that the quality and the level of the existing professional master s programme of International Communication Management meet the required quality. Therefore the audit team recommends the NVAO to award accreditation. In the following sections the audit team describes its findings, considerations and conclusions concerning the themes and standards. Each section concludes with a summary. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 9/61

10 2.1 Aims and objectives Domain specific requirements (standard 1.1) The intended learning outcomes of the programme correspond with the requirements set by professional colleagues, both nationally and internationally and the relevant domain concerned (subject/discipline and/or professional practice). Findings The master programme in International Communication Management (MICM) is an English language professional programme that aims to prepare students for careers in communication management and for consultancy positions in international organisations. MICM aims are that students develop the skills to manage integrated communication in an international context or to offer specialist advice at a consultancy agency. Therefore, MICM aims to establish a helicopter view of communication management and to teach students to focus on specific areas of communication. Graduates need to be skilled in analyzing communication issues and the international, organisational and corporate cultures and strategies involved. The final qualifications are presented in annex 5 of this report. The international claims of MICM s aims are evident from comparison with other master programme s in Europe, such as the master programme of Public Relations (i.e. Lugano) and the master programme of Strategic Communication (Lancashire): the aims largely correspond. MICM had a survey before the initial accreditation in 2004, in order to map the national competition. MICM found that THU is the only institution in The Netherlands to offer a master s degree programme on a profile like Logeion s. The programme s aims were defined in collaboration with MICM s Advisory Board, external advisors and the lecturing team, in compliance with the standards and the professional profiles of professional associations in the communication field, combined in Logeion. The programme primarily builds on the bachelor degree in communication of The Hague University of Applied Sciences (THU). That programme qualifies bachelor students for the LOCO-requirements, LOCO being the Dutch national congress of communication programmes in higher professional education. LOCO-members include directors, managers and co-ordinators from all registered professional communication programmes in the Netherlands. At the 2005 Congress LOCO members agreed that graduates of hbo-bachelor programmes should be equipped to work at the Logeion B-level as described below. The current Logeion professional profiles (in: Beroepsniveauprofielen communication management, 2002) define professional levels in four categories: - Level A: Assistant communication employee - Level B: Communication employee/ Junior Communication consultant - Level C: Senior communication employee/ Senior Communication consultant - Level D: Communication manager. 10/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

11 MICM aims that students enter the programme at level B and that during the programme they gain the necessary skills and knowledge to work at a higher level. After graduation, whilst gaining further work experience and whilst consolidating their learning, graduates should eventually be able to work at level C. In the set up of the final qualifications for MICM, level C is therefore taken as a benchmark and consequently, MICM aims to develop the skills and competencies necessary for graduates to progress more quickly to more senior communications roles. The Logeion-qualifications that relate to the professional profiles for level C are structured in six categories: - Knowledge of Communication - Communication strategy - Relevant fields of expertise - Internal and external environment - Personal and professional skills - Realisation Level D can only be achieved with significant work experience and seniority and is not considered to be a realistic objective for the MICM programme. The final qualifications of MICM have largely remained unchanged since the start of the programme in At that time, MICM was offered jointly by THU and the Hogeschool Utrecht. MICM s External Advisory Board suggested some minor changes in , when the MICM-collaboration between THU and Hogeschool Utrecht was discontinued. The final qualifications were adapted accordingly: - The Advisory Board indicated that the relationship between communication and other disciplines, such as HRM, was too implicit. These links were made more explicit. - The Advisory Board pointed out that the focus on up-to-date knowledge of the area of expertise and of society needed strengthening. New media was also considered to be an area that needed more attention. This was corrected in the terms of the qualifications. - The Advisory Board indicated that cross-cultural differences and intercultural management need to be dealt with explicitly. This is reflected in the learning objectives for the module on Culture and Communication. An updated version of the final qualifications is expected in 2010, after the new Logeion professional profiles are released, also in MICM plans to conduct an employers-survey in in order fine-tune this planned revision of the programme s aims. Competitor Analysis The MICM-management considers the programme to cater for a niche in the market, due to a combination of aspects. E.g., it is practical, it covers Corporate, Internal and Marketing Communication, it recruits young professionals and it is in English: - Academic vs. Practical: Most communication masters are of an academic character or focus on a specific field of communication, such as the University of Amsterdam s Communication Science programme or the University of Twente s Applied Communication Science programme. As these programmes focus mainly NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 11/61

12 on theoretical issues, they can not really be compared directly to MICM which has both theoretical and practical objectives. - Scope: Some master s programmes in Europe take a similar practice-oriented approach, such as the above mentioned master programmes. These programmes differ significantly of MICM in that they either focus on one specific field of communication or do not include the international perspective in their scope. - Target Group: Another factor which differentiates other Master programmes from MICM is the target group. E.g. the programmes Corporate Communications and Brand Management (offered by Rotterdam School of Management) are aimed at a more expensive segment and target professionals with relatively high levels of work experience. - English: MICM is in English and has an international approach to communication management in that it focuses e.g. on international corporations or NGOs. Considerations The Logeion standards offer a convincing set of qualifications for professionals in international communication management. Dutch bachelor-programmes in communication accept Logeion s standards. MICM s finals qualifications correspond with the expectations of the (international) professional field. The audit team was pleased to find that MICM will review their final qualifications when the revised Logeion standards are released later this year. Conclusion These considerations lead to the audit team s assessment satisfactory for standard 1.1. Master Level (standard 1.2) The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a master s qualification. Findings International communication professionals work in a complex international and crosscultural setting, demanding that they can reflect and learn independently throughout their careers. This requires a deeper and more comprehensive understanding of communication issues and more sophisticates skills than is focused on in the Dutch bachelor programmes in communication (which are also partly designed on Logeionprofiles). MICM-graduates need to have more highly developed abilities to think critically and to reflect widely and intensely than bachelor-graduates. MICM takes the Dublin descriptors as the international standard to define the master level. The table in Annex 6 shows how each of the Dublin descriptors is addressed in the final qualifications. Considerations The audit team considers it evident that MICM s final qualifications comply adequately with the master s level as defined in the Dublin descriptors. 12/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

13 Conclusion These considerations lead to the audit team s assessment of good for standard 1.2. Professional orientation (standard 1.3) The intended learning outcomes are also based on the professional profiles and/or professional competencies drawn up by (or in collaboration with) the relevant professional field. A professional master (hbo-master) has the qualifications at the level of an independent and/or managerial professional in a profession or professional field, or the level required to function adequately in a multidisciplinary environment for which professional higher education is required or useful. Findings As described above, MICM s final qualifications are based on the professional profiles as defined by the Association for Communication - Logeion. These qualifications were reviewed, accepted and further specified by MICM s external Advisory Board. The members of the Advisory Board discussed the programme s aims. The audit team interviewed a member of the Board, studied the minutes of the Board and found that the Board accepts the professional profiles as representative for the needs of the professional field. Discussions at Euprera (European Public Relations & Research Association) indicate that Logeion s profiles are well received by professionals in other European countries. MICM was developed to comply with level C in Logeion s professional profiles. MICM aims at students with a relevant bachelor s degree, with working experience in Communication experience at A/B level (c.f. 2.5). Whilst studying at MICM they can develop their competencies on the scale of professional profiles towards level C. Graduates will continue their work at a high level B with their newly-acquired MICM knowledge, judgement- and learning skills and within a few years of practical work experience they should be able to transition into level C. The audit team saw signs that MICM reaches this aim, through information about the career paths of graduates. MICM trains students for management and consultancy in communication at a strategic level in an international environment. This qualification exceeds that of the aims of bachelor programmes, where students are not expected to develop this master level of reflection, knowledge and critical thinking to be able to offer independent, strategic advice. Graduates interviewed by the audit team confirmed that they made considerable progress in their year of studying at MICM and now function at level B/C. According to the graduates, their employers hold the same opinion, as was supported by one of the employers whom the audit team interviewed after the site visit. Considerations MICM s qualifications are based on the Logeion-profiles, defined by the international professional field and implemented in the programme in discussion with representatives of MICM s External Advisory Board. The graduates and employers interviewed by the audit NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 13/61

14 team support the view of the management that the programme enables graduates to work at Logeion s C level, after gaining additional experience. The audit team is convinced that graduates will be communication professionals at master s level. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 1.3. Summary Theme Aims and objectives The audit team finds that MICM s final qualifications correspond with the requirements set by the international professional field. The requirements are based on input from and discussion with the international professional field. The final qualifications adequately comply with the Dublin descriptors at master s level. As a result, the audit team assesses Aims and objectives as positive. 2.2 Curriculum Requirements for professional orientation (standard 2.1) Students develop their knowledge through the study of professional literature, by the study of materials derived from the professional practice and by interaction with the professional field and/or (applied) research. The curriculum has verifiable links with current developments in the professional field/the discipline. The curriculum ensures the development of professional competences and has verifiable links with current professional practice. Findings MICM uses literature, study material, cases and training courses that provide a link with professional practice. The reading list is up to date and covers the main themes in international communication. Recent articles are used as supplementary literature. The reading list is part of student module evaluations and is reviewed annually in order to keep up with current developments in the discipline and in professional practice. The course manager decides on the reading list, advised by the teachers. The audit team found the reading list to be fitting for the discipline and the master level and adequately up-to-date. Use of relevant literature is a graded criterion in the assessment of written assignments. Several measures are taken to stimulate students to read extra literature. E.g. students must prove by referencing that they have read the literature required for this module and that they have searched for, and read, additional literature. A number of teachers practice professionally on a part-time basis and make suggestions for new themes based on real-life situations. As a result of such suggestions over the past two years, the curriculum became more emphasised on 14/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

15 subjects as internal branding, change management, corporate social responsibility and internet marketing. Classes and lectures deal with current examples from practice. A main task of the Advisory Board is to advise the programme management on new developments and current topics in international communications, both in the professional field and within the discipline. This may concern specific cases or a suggestion for introduction of a new theme into the curriculum. Decisions on adapting the curriculum according to new developments are taken by the course manager. A recent example is the introduction of the specialization Social Media. Students are instructed in research methods and approaches and conduct empirical or applied research in communications practice for their assignments. Students work with several real-life cases in all modules. They work with a client organisation in the second half of their studies (see below). Throughout their studies students analyze business cases and consider the implications for communication professionals operating in a business environment. In their final work, the Advisory Report, they also consider international implications, e.g. when considering the most appropriate research design and the feasible solutions. Modern case studies are highlighted in lectures by guest speakers. Each year, MICM invites some ten guest speakers, both in business communication and public communication. Students are trained in six professional skills, which they practice in a classroom situation. They are: - intercultural communication skills - consulting skills - business writing - media training - project management - self-management skills These skills are taught in a skills module that is spread out over the entire programme. Skill practice is part of all modules. Skills are an aspect in the structural evaluation cycle. For instance, project management and business writing were added when evaluations of both students and tutors indicated that these skills were not sufficiently addressed in the curriculum (2008). Research skills are addressed in a specific module (c.f. standard 2.2). Students must find their own client organisation as selection is seen as a task in itself, a mirror of the real world in communication business where consultants need to find their own clients. If necessary, MCIM supports individual students in this selection process. The current support that is given starts with an instructional document which includes the types of organisations that students should look for in a client (for example, it should have an international aspect and at least 50 employees). It is a framework and guideline. This document is given out two months before the programme starts. In case of doubt about their potential client, students can speak to MICM tutors and the Course Manager to ensure they meet the criteria, and receive other tips and ideas. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 15/61

16 In one-on-one coaching sessions, students receive specific assistance from the tutor about any occurring client issues. Foreign students can use a client organisation from their own country. Part-time students use their own organisation as client organisation. If necessary, a student may change to another client organisation, e.g. in case the client organisation proves to be unable to offer sufficiently adequate projects or sufficient support. MICM assists and tutors students in their contacts with their client. Students must complete projects for their clients in all three communication areas: Corporate Communication, Internal Communication and Marketing Communication. In preparation for this work, students are offered a two-day training on Consulting Skills at the beginning of the academic year, in which they are taught how to act as Communication consultants, such as business etiquette, getting the most out of meetings, what kind of questions can best be asked to get the most information. The thesis, which is a Communication Advisory Report, is a real advice for a student s client organisation (see also standard 2.7). For this thesis, students conduct empirical or practical research and apply the results to an issue in their client organisation. Considerations The audit team took into consideration that students learn their professional skills through interaction with the professional field, largely in close combination with the client organisations, for which they do their three projects and their final thesis, in the form of an advice. The audit team was pleased to find that students can change their client organisation during the study, specifically as this may address any difficulties that a student meets in dealing with a client organisation. From the interviews with alumni and the professional field, the audit team concluded that the number of guest lectures increased these past years, which is helpful for strengthening the link with the professional field. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.1. Correspondence between the aims and objectives and the curriculum (standard 2.2) The curriculum is an adequate realization of the intended learning outcomes of the programme and this regards the level, the orientation and the subject-/discipline-specific requirements. The intended learning outcomes are adequately transferred into the educational goals of the curriculum or parts thereof. The contents of the curriculum ensure the students achievement of the intended learning outcomes. Findings MICM consists of eight modules, including the final assignment that takes the form of an advisory report. One module consists of trainings in professional skills, see also standard 2.1. Three are communication management modules that are case or 16/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

17 simulation based. They are Corporate Communications, Internal Communications and Marketing Communications. The other four modules focus on the client organisation and consist of Communication Research, Culture and Communication, Communication Specializations and finally the Communication Advice, which is the final thesis for the students. The learning objectives of all modules are derived from the final qualifications. The audit team found an overview in the SER showing the connection between the final qualifications and the learning objectives of the modules. All final qualifications are covered in at least three modules. The matrix also describes at what point in the curriculum the difficulty level is increased (according to the Logeion profiles). As mentioned in facet 1.2, the final qualifications are related to the Dublin descriptors. The audit team found that attention should be given to theory and practice of integrated project cycle management and log frame planning, which are standard in project management in international consultancy and development organisations. Also, the audit team found that the marketing communication module could include a larger communication and advertising component. At the time of the site visit, this module did not so much focus on communication as on other aspects of marketing. All modules offer both a theoretical and a practical component, aiming at an adequate balance of theory and practice. The students that the audit team spoke with were content with this balance. Considerations The audit team found that the MICM curriculum is adequate in view of the intended learning outcomes. The topic of research is adequately dealt with, both concerning methods and skills, there is a large skills component and the main subjects for international communication management are covered. On the other hand, the audit team felt that more focus on strategic planning and policy development is needed to strengthen theory and skills in communication advice for graduates. In forming their assessment, the audit team considered that the management is already addressing this issue, by way of preparing to introduce a series of guest lectures on communications consultancy and for strengthening the strategic level in the modules. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.2. Consistency of the curriculum (standard 2.3) The contents of the curriculum are internally consistent. Findings The consistency of the programme is supported in three distinct learning lines: - Practical training courses in communication and management skills to develop the required core skills. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 17/61

18 - Domains of international communication management focusing on specific knowledge and understanding of key disciplines within the international communication management field. - Perspectives on international communication management provided through research, culture and communication and specialisation modules. All study components in these three lines are sequential: modules are offered once per year. The six training courses of the Trainings & Personal Development module are spread out over the year. The skills that students will need during the entire programme are taught first, e.g. Inter Cultural Communication Skills and Writing Skills. Other skills are taught later, like Project Management and Self-Management. The three Communication Management Modules, which are case, or simulation, based, are sequential. The audit team agrees with the position of the course management and the teaching staff that the build-up in the programme is logical, e.g. the module Corporate Communications is offered before Internal Communications, the latter being hard to understand without knowledge of the former. The client focussed modules are also sequential. Communication Research is a necessary first. Students final work is the thesis, in the form of an advisory report which must contain research elements. In their advisory reports students show that they can combine these three learning lines. Also, it must take international and intercultural issues into account and focus on one or more specific communication domains. Students must prove that they have monitored and understood trends and developments in their specific areas. In order to complete the advisory report, a student must first submit a research proposal. A student can only work on his thesis when the tutor has accepted that proposal. Part-time curriculum The part-time curriculum is less consistent than the full time curriculum. Part-time students join the full-time students in several modules, but their study load is spread out over two years. At times this conflicts with the sequentiality in the modules as parttime students take the modules in a different order. However, the part-time student whom the audit team interviewed did not feel this to be an obstacle to the consistency of the programme. Considerations The audit team concludes that the programme is built up logically and consistently. The level increases over the year, theory and practice are spread out over the year and the skills that are needed first in the programme are trained first. Given the fact that part-time students study the programme over two years, they cannot benefit from the sequentiality of the programme. According to the part time student whom the audit team interviewed, the programme management is available to help overcome any obstacles. 18/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

19 Conclusion These considerations lead to the audit team s assessment of good for standard 2.3 for the full-time programme. These considerations lead to the audit team s assessment of satisfactory for standard 2.3 for the part-time programme. Study load (standard 2.4) The curriculum can be successfully completed within the set time, as certain programmerelated factors that may be an impediment in view of study progress are eliminated where possible. Findings The full-time curriculum is months, with forty weeks of classes. In practice, students study over forty-two weeks per year as they finalize their Advisory Reports in July and August. Most full-time students are non-dutch. Full-time students have two days per week of 6 contact hours and 28 hours of self-tuition. cohort total NL Non-NL FT students FT students FT students 1 29 The part-time curriculum runs for 24 months, with eighty weeks of classes. Part-time students have one day weekly at THU of 6 contact hours and generally weekly need some 14 hours of self-tuition. The study load is expressed in study credits, in which 1 EC stands for 28 study load hours (SLH). The general principles in defining study load are: - All hours of a teaching session count as SHL - Ten pages of literature count for one SHL - A limited assignment of four pages counts for 14 SHL - A larger assignment of 5000 words counts for 70 SHL - Some meetings call for extra preparation time: this time is defined in SHL. According to the programme management and the students, the study is spread evenly over the year. In the module evaluations students are asked about the extent to which their true study load complies with the teacher s estimate, so that MICM can adapt the workload in the module for the next cohort if necessary. Students told the audit team that the programme is intensive, but not too much so and that they wouldn t have it any other way. Full-time students feel that it is not possible to have a part-time job next to the programme. For some students in earlier cohorts the relationship with their client organisations proved to be an obstacle for study progress. MICM found that changing priorities within client organisations or misalignment of student/client interests had led to delay in study progress for these students. To help overcome this problem, students are now allowed to change client organisation during the programme (c.f. standard 2.1). NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 19/61

20 In former cohorts, study progress was slow in the months that students finalized their Advisory Reports. To address this matter, MICM introduced phased planning components so that students can have a clear sense of direction and a concrete plan before they start on the research and report writing. The main reasons for dropping out are personal problems, generally not related to MICM. The second most common reason for dropping out was a low level of English. This was addressed by more precise monitoring of the intake-requirements (c.f. standard 2.5). The audit team found that most tutors allow students who failed a module to continue with the rest of the programme, disregarding the sequential nature of the programme. The Programme Management and the tutors make such decisions based on the self responsibility of the participants, who are all mature masters students. In the summer months students work individually on their thesis, with little support from their tutors. According to programme management, in this phase of their study, master students should be able to work on their own (c.f. 4.2). Tutors told the audit team that in case a student would need help, they would available to this student, e.g. by telephone should the tutor be away on vacation. Considerations The audit team concludes that the programme can be successfully completed within the scheduled time. The programme is demanding, but students are content with that. The audit team accepts this, in view of the age and level of the students. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.4. Admission requirements (standard 2.5) The structure and contents of the intended curriculum are in line with the qualifications of the incoming students: - Master s programme (hbo-master): a bachelor s degree and possibly a selection (with a view on the contents of the discipline) Findings The admission procedures are listed on MICM s website, on the application form and in the MICM Student Guide. Applicants fill in the application form, which includes an overview of the subjects they studied, their work experience and their motivation to study MICM. They must answer four essay questions: about their motivation for this degree programme and their experience with corporate, internal and marketing communication. Based on this information, the programme management decides whether an applicant is suitable for MICM in that he or she can successfully complete the curriculum. The programme manager interviews suitable candidates by telephone, to verify that the applicant has a realistic view of MICM and has a sufficient level of English. This telephone interview is 20/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

21 decisive. The course manager decides which applicants are accepted. The date of the telephone interviewer and the name of the interviewer are noted on the application form. Since July 2009 all applications are subjected to the following three admission criteria: - A bachelor s certificate. - Two years of work experience in the field of communication (level A+). - Sufficient mastery of English. Students with a bachelor degree from a discipline that is not related to communication need to show proof that they have relevant working experience in communication. There are no possibilities for exemptions concerning the need to show proof of a Bachelor diploma before entering the programme. Prior to July 2009 there were some inconsistencies in admissions procedures, mainly because the requirements for work experience appeared to be not sufficiently clear to applicants nor to the course management/admissions officers. The admission criterion regarding work experience was revised after feedback of both a former audit team and the Advisory Board (c.f. standard 5.2). In January 2009, when the recruitment season for had already started, this was implemented. Most of the students therefore fulfil this requirement. As the programme is meant for starting professionals, applicants with two years of experience are welcome. The experience can also consist of (prolonged) internships and voluntary work. Examples of relevant work experience from students in previous cohorts include three years as press officer, two years as copywriter, and three years of journalist or two years as marketing communications assistant. Students that seem promising, but can not show proof of having 2 years of work experience, are referred to the master programme in communication at the THU that was designed for students without working experience. After evaluations showed that the level of English was a factor in lack of study success, the required level of TOEFL scores was increased and the level of English of participants became a more central element in the intake interview. From 2010 onward the level is: 237 (computer), 580 (paper) and 97 (internet). For previous cohorts, a foundation course of 4 weeks was offered to applicants who did not have a communication background. This course ran in and With the stricter admission rules concerning two years of relevant work experience requirement, this course is no longer offered. There are several introduction meetings for incoming students (c.f. 4.2). Considerations The audit team found that structure, teaching methods and contents of the programme comply with what may be expected from the applicants. In view of the documents made available, the audit team considers it wise that MICM now officially is a post experience master programme and that a minimum of two years of work experience is conditional for entry. This applies also to the minimum score in the English proficiency test. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.5. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 21/61

22 Credits (standard 2.6) The programme meets the legal requirements regarding the range of credits: - Professional master s programme (hbo-master): a minimum of 60 credits Findings The curricula for the full-time and part-time programmes amount to 60 study credits, which correspond with 1680 study hours. Considerations The audit team found that the credits for the modules in the programmes add up to 60. Conclusion The audit team assesses that the programme complies with the requirement for standard 2.6. Coherence of structure and contents (standard 2.7) The educational concept is in line with the aims and objectives. The study methods correspond with this educational concept. Findings The audit team found that MICM uses a number of didactical study methods, all based on the principle that mature students may be expected to take responsibility for their learning process, taking into account the varied educational background of the students. These study methods are e.g. lectures, guest lectures, case studies, presentations, workshops, individual coaching, working with client organisations. The didactic concept of MICM follows two didactical lines, which are: - a continuous confrontation between theory and practice; - participants learn from each other s cultural and professional experience. Students are offered adequate skills training and knowledge during their studies. They are stimulated not to simply accept the theories, but to challenge them with their own professional and personal experience. The aims of the confrontation between theory and practice are to make students more critical about the discipline, and to teach them to evaluate professional information based on value and validity. During case studies, students can reflect on the application of theories in new situations (transfer). In discussions about case studies, students are stimulated to ask each other critical questions, from their own cultural and professional point of view. In this way, students both obtain information and knowledge at MICM, and simultaneously are actively involved in making a contribution to each other s learning processes. Most modules of the part-time programme are offered together with those of the fulltime programme. Some modules are separate. In those modules, the tutor is able to focus on students specific work experiences. For training-modules that part-time 22/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

23 students attend separately from their full-time colleagues, the content is also more focussed on discussions regarding the students work experience. Part-time students make their own agreements with their client organisations, including the assignments that they work on and how they work on these assignments. The audit team found that students are very much self reliant and independent in their dealings with their clients. Although this is in line with the didactical concept of self responsibility for students, the audit team found that students are too much on their own whilst dealing with their clients. As mentioned in standard 2.4, students are expected to finish their thesis on their own, without active guidance by their tutor/supervisor (c.f. standards 4.2). Considerations According to the audit team, the educational concept is in line with the aims and objectives of MICM. The study methods fit the educational concept and offer sufficient opportunities for students to confront theory and practice and to learn from each others cultural and professional experiences. Monitoring students activities in selecting their client organisation, in deciding what assignments are fitting and in choosing the approach to deal with them, is not sufficiently structural however, although any mishaps are addressed by MICM. The audit team considers that overall students are taught well and that additional monitoring had addressed any difficulties that may have occurred between students and their clients. For the audit team s findings concerning tutoring in the summer months: c.f. standard 4.2. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.7. Learning assessment (standard 2.8) By means of evaluations, tests and examinations, the students are assessed in an adequate and for them insightful way to determine whether they have achieved the intended learning outcomes of the programme or parts thereof. Findings Examination Regulations are listed in the MICM Study Guide. Tutors design assignments for each module based on the learning outcomes of that module. Tutors discuss the assignments with the course manager before the start of a study component. The majority of assessments at MICM are individual assessments. For a feedback form with standard grading criteria is in use by all tutors for all study components. Currently, grading focuses on the broad learning objectives for the programme. MICM aims to improve this by developing grading criteria that more specifically reflect the learning outcomes of the various modules. An assessment development form will be introduced in 2010, requiring tutors to describe the assessments for that module and identify which specific learning objectives are to be NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 23/61

24 tested. This also aims to give students a better understanding of what is expected. The audit team saw a draft for this assessment form. All assignments are practical, not only testing students knowledge, but also whether students can show proof of having the insight and the ability to apply this knowledge. Teachers evaluate their specific module assessments annually with the course manager. In general, tutors grade their own modules. When two tutors teach and grade a similar module, both of them set criteria beforehand and discuss grading practices throughout the module and compare grades. Further, the small scale of MICM inevitably leads to tutors working closely together and having informal discussions about alignment of grading and assessment. Evaluations in showed that there was too much variation in grading between teachers. Since then, quality of assessment has been a structural topic at teacher meetings. This resulted in standard criteria for all assignments at MICM. The teachers are agreed on the significance and usefulness of these criteria. MICM defined seven assessment criteria for written products, which are: structure, information, reflection and analysis, evidence, professional implications, language, references. The first five are the main criteria. In their Self-evaluation-report, MICM further specified these criteria for the audit team. MICM also defined seven criteria to assess presentations: structure, information, reflection, evidence, presentation, time, and group. Again, the first five are the main criteria. The criteria were specified in the SER. A benchmark analysis of the final reports is conducted every two years. The aim is to verify whether the quality of the final assignment is of master s degree level and whether the assessment by the teachers is at the required level. The first analysis was carried out in , by two external academics. See also standard 6.1. Regarding assessments, in a few cases the above mentioned external academics came to assessments that widely differed from each other and from those by the MICM tutors. Consequently MICM concluded that theses must be assessed by more than one tutor as assessments should be more in line with each other. In the Advice Module of all reports were graded by two tutors. In case differences occurred larger than 1.0, or in case of a difference in pass/fail assessment, the graders discussed these outcomes. This second assessor system will be extended in so that more tutors will be involved and MICM-colleagues can have more in-depth discussions and more shared understanding of what grades are appropriate. For the assessment of the final presentations a panel is made up of an external assessor, the supervising tutor and one other MICM tutor. The audit team s assessment of the eleven theses from cohort 2008 corresponded largely with the assessments done by MICM tutors. The quality and level of assessment is in order. The audit team finds most theses up to standard, but also found that the theoretical and empirical elements of some theses only just meet the standards (c.f. standard 6.1). The M&PC Academy has installed an Examination Board for its eight independent master s programmes. This Board is responsible for checking the quality of the assessment procedures. Currently their priorities lie in defining academy-wide 24/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

25 assessment processes. Their next task will be the evaluation of the various assessment methods, comparing them academy-wide and providing feedback to Course Managers and management in case improvements could be made. The Examination Board also deals with assessment-focused complaints from students. This appeals procedure has three steps. If they are dissatisfied about any matter regarding assessments, students discuss this with the tutor involved. Should that not provide a solution, a student can appeal to the Course Manager. Thirdly, a student may appeal to the Examination Board, which acts as an objective third party between this student and the school. Considerations The audit team found that the learning outcomes are adequately covered by assessments. This linkage is expected to strengthen with the changes that are to be implemented in The audit team considers that assessment of insight and ability to apply knowledge rather than of knowledge itself is logical in the domain of communication, especially for this professional post initial master s programme. The audit team is pleased that the MICM-team frequently discusses the topic of assessments, that theses are assessed by two assessors and that MICM makes use of external readers. The audit team accepts that the criteria for the final Advice report are being updated in the spring of 2010, although the fact remains that assessments of theses vary and that criteria are not yet quite robust. The audit team considered that MICM has external academics do a check-up on theses and that immediate action is taken on the findings of these academics: this is proof that MICM closely monitors the quality of assessments and quality assurance concerning assessments. Conclusion These considerations lead to the audit team s assessment of satisfactory for standard 2.8. Summary Curriculum The professional orientation of the programme is up to standard and the curriculum covers all the programme s objectives. The programme is consistent and the study load is in order. The admission criteria and procedures are sufficient and the requirement for 60 EC for a master s programme is met. The educational concept and the means of assessment comply with the learning objectives of MICM. The audit team assessed all standards positively and as a result finds the theme Curriculum positive. 2.3 Staff Requirements for professional orientation (standard 3.1) Teaching is principally provided by staff that links the programme to professional practice. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 25/61

26 Findings In THU s Dé opleider met hét personeel, which is part of the Quality Handbook, regulations concerning MICM-personnel are listed. The Course Manager has annual performance meetings with the tutors, based on student evaluations and discusses any future agreements. The Course manager annually submits an updated CV. MICM has a core team of tutors who are responsible for the main part of the programme. These tutors may be either internal tutors - from THU departments - or external tutors (with a temporary contract). In addition, a number of trainers deliver short, two day courses that are part of the skills modules or management modules. Guest speakers, usually practicing external professionals, contribute guest lectures once or twice per cohort or act as external assessor or as members of a jury for presentations (c.f. standard 2.8). The Course Manager is employed by the Academy of M&PC. Tutors are hired per task each academic year. The internal tutors are employed by other Academies within THU and are hired internally or loaned from the other Academies. The external tutors are hired per task, with an official work agreement. In its policy document Strategisch PersoneelsPlan Masters & Professional Courses (2008), M&PC has laid down its policy for its human resources management. The main principle is that good education is possible only when staff is well qualified. The Academy defined the competencies for staff for all functions, e.g. management, course manager, tutor. One of the requirements is that all tutors are familiar with the professional field of their discipline. Conditional to having their contract renewed, MICM-tutors annually provide proof that their practical knowledge is up to date. To that end, tutors annually submit updated resumes to the course manager. The audit team studied these resumes and found that all tutors are, or were until recently, employed in the area of expertise addressed by MICM, usually as communication consultants. E.g., at the time of the site visit, two of the core-team tutors had over twelve years of experience in communication management and still work part-time as freelance consultants. All trainers, who deliver short two days professional training programmes, are active on a freelance basis and are selected on the basis of their experience and expertise within their specific area. Lecturers maintain their expertise and improve their knowledge and skills through relevant seminars, peer review events and membership of professional associations. The audit team found that the current students and the graduates that they interviewed all felt that their tutors knowledge about the profession of communication and communication management is well up to standard. The audit team was impressed with the professional standing of the tutors, and agrees to the need for a programme for further continuous training of the staff (bijscholing). Considerations The audit team has no reservations about the tutors and their link with the professional practice. Conclusion These considerations lead to the audit team s assessment of satisfactory for Standard /61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

27 Quantity of staff (standard 3.2) Sufficient staff is deployed to realise the desired quality of the programme. Findings Student staff ratio was 23 : 1 in Course management and supporting staff are not included in the calculation. This ratio roughly complies with the target of 20:1 that the Academy sets in its Strategisch PersoneelsPlan, as this ratio that does not include tutoring activities by the course manager. In case extra MICM-tutors would be needed, other tutors at M&PC or at THU in general will be contracted. During classes, there is usually one lecturer for students. A group of 25 students is considered to be the maximum in a class. The workload varies per staff member. The audit team found that teaching staff do not experience too much pressure or work load. This finding is supported by a low level of absenteeism and by the fact that students reported to the audit team that their teachers are easily available to them. In August, when students work on their theses, their teachers will be less available because of their summer recess. This was discussed in the interviews with students, graduates and teaching staff: the audit team found that they didn t feel the absence of teachers in this final phase of the curriculum to be an obstacle. The tutors feel that their support until August, and in the final week of August, provides a satisfactory structure. Students and graduates agree, as became clear in the interviews. The MICM-course manager is allotted 0.4 fte a year, which is generally felt to be too little. Most specifically the External Advisory Board has discussed this in their meetings. This issue also came up during the site visit. The audit team found that over the years several short term solutions for extra management facilities have been found, and that from September 2010 onwards, an extra 0.1 fte will be available. Considerations The audit team found that neither students nor staff feels the absence of teachers in August to be an obstacle (c.f. standards 4.2 and 6.1). The tight schedule for the course manager is remedied by short term solutions and will be addressed structurally in Therefore the audit team has no reservations about the staff-students ratio. Conclusion These considerations lead to the audit team s assessment of satisfactory for Standard 3.2. Quality of staff (standard 3.3) The staff deployed is sufficiently qualified to ensure that the aims and objectives regarding the content, didactics and organisation of the programme are achieved. Findings Core tutors must have an academic background, sufficient professional experience and didactic knowledge, c.f. M&PC s human resources policy. The eight tutors on MICM s core team have masters degrees (or an equivalent title like Drs.), except for NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 27/61

28 one who has a bachelor s degree. Tutors received their degrees both from research universities as universities of applied science. All tutors from the module teaching team have experience in teaching at master s level, except one, who is taking THU s didactical training. THU-tutors must enhance their professional, academic and teaching qualifications; 10% of their contract hours are reserved for this purpose. Tutors must annually make a plan on how to implement their 10 % for their personal development, in collaboration with their executive manager who will evaluate the plan in view of MICM s needs. In consultation with the course management, financial support is available for personal development. THU offers several internal programme trajectories, especially in the area of didactics. All teachers must take this internal THU-course in didactics as a condition for a fixed contract at THU. Tutors keep their expertise in their discipline up-to-date by participating in knowledge circles or by carrying out research. Since 2008, tutors at ESCM may be allowed extra time to do their own research, as THU and ESCM support their staff in PhDaspirations. In the next few years, research is expected to become a full-fledged task of master tutors. The implementation of this research task will be considered in THU and MICM aim at some 20% of their staff holding a PhD. The audit team found that current MICM-staff does not have PhD-teachers and is not particularly interested in beginning a PhD-trajectory. The programme management is looking for a way to strengthen the staff s research capabilities, and plans to hire a tutor with PhD for the research methods module in The audit team found that students, graduates and representatives from the professional field all highly respect the academic standard and knowledge of the tutors and their didactical skills. Tutors are assessed in module evaluations (c.f. standards 5.1. and 5.2.) Based on student feedback from three tutors were not invited to teach the next cohort of students. Considerations The audit team considers MICM-staff didactically up to standard to teaching adult students. They are specifically able to address any difficulties that may arise from the multi-cultural background in their classes. The tutors are experts in their discipline and know the professional field that their students are training for. More staff members with research experience would be an asset to the programme. The target that THU sets for one or two PhD s on MICM s tutoring team may be met in the near future. Conclusion These considerations lead to the audit team s assessment of satisfactory for Standard 3.3. Summary Staff All standards are assessed as satisfactory or good and as a result the theme Staff is assessed positive. The audit team concluded that MICM s tutor-team is well able to link 28/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

29 their programme to professional practice; the staff-student ratio is tight but sufficiently met; staff are adequately qualified in their fields of discipline and the THU-target of 1 or 2 PhD s may be met shortly. 2.4 Services Facilities (standard 4.1) Housing and facilities are adequate to achieve the learning outcomes. Findings MICM is located in the THU-campus, next to the second railway station in the centre of The Hague. Classes are held in part of the building that is reserved for M&CP, with 11 classrooms. All classrooms at M&PC have up-to-date computers, audio and video equipment. Students can use their laptops and have access to wireless internet for their laptops. All rooms can accommodate at least 20 students, some have room for 30 students. If necessary, MICM can use general THU-classrooms with more capacity. The service desk of M&PC is open every day during office hours, for support to students concerning their studies and logistical issues. A separate helpdesk for ICTrelated problems is also open daily, and can be reached via . The course manager is available by appointment at least two days a week for more complicated questions. Students apply for admittance to the programme at the international office, which deals with matters such as visa, housing, health insurance and residence permits. During their studies, students can apply to this office for any questions regarding internationalisation. All general THU-facilities are open to M&CP-students, such as computer rooms, break out rooms, library, printing, international office, ICT-helpdesk, catering, sports & fitness. Most facilities are accessible seven days a week, evenings included. Students have their own account, access to THU s intranet and the electronic learning environment Blackboard. The THU library has circa titles, approximately 20% of which are in English. The library subscribes to about 700 magazines, periodicals and newspapers, of which 15% is in English. The audit team found that the library is well provided with relevant literature for MICM, including journals. Through the Inter Library Loan (ILL) System students have access to library facilities of all Dutch (academic) universities and to the Royal Library in The Hague (Koninklijke Bibliotheek in Den Haag). The students and graduates, whom the audit team interviewed, assessed facilities as well up to standard. Considerations The audit team took a tour through the building, guided by two MICM students. On the base of this tour and the other information, the audit team concludes that the material facilities are adequate in view of the learning outcomes. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 29/61

30 Conclusion These considerations lead to the audit team s assessment of good for Standard 4.1. Tutoring (standard 4.2) Tutoring and information provision for students are adequate in view of study progress. Tutoring and information provision for students correspond with the students needs. Findings A number of introduction days are held so that students can become acquainted with each other, the organisation, the course manager, supporting staff and the key people at MICM. Students receive additional information about contents and structure of the curricula, the timetable and main practical matters. New students are provided with information such as the study guide, student card, city maps, including a tour through the campus and a presentation by an MICM graduate about his experience with the programme. An ice-breaker activity is held to introduce students to each other. MICM also offers a library tour with information about distribution of study materials and a tour through The Hague. In the introduction days several matters are discussed about studying in a foreign country, with specific attention for possibly unfamiliarity with the Dutch educational system, with other rules and customs, such as: - appointments take place at the exact time scheduled - critical questions and speaking in public are encouraged, students are expected to contribute their experience to the programme - it is acceptable that non-native English speaking students need time to find the right words to express themselves - cultural rules differ within the group, it s acceptable to ask each other why things are done in a certain way - the Dutch grading system may differ from the system in students own countries. A short refresher course of 1-2 weeks may be offered starting in , before classes start, so as to allow students to adjust back to student life, and review basic concepts. This plan for this refresher course has been supported by the Advisory Board and is under review with the tutor team. MICM s course manager is central in the contact between students and their study. She deals with questions about the content of the programme and is generally present on days when students have classes. Supporting staff are available during all office hours for advice to students on practical matters; students and staff can both take the initiative for contact. Contacts may be face to face or through . In case of contact, the rule is for reply within two working days. The audit team found that MICM s team shows adequate professional and empathic qualities to assist foreign students in their new international/multicultural learning environment. 30/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

31 Through Blackboard and students are informed about any changes in schedules. Since 2007 MICM has used the electronic study progress system OSIRIS. All data on students is entered in this system; students can access Osiris through the intranet. The main office of the academy deals with the administrative matters. The course manager monitors student progress through team meetings and through information from OSIRIS. The course manager interviews students in case their progress is lagging. In these interviews a study progress report including grades, motivation and other factors in study progress is discussed. An action plan is made with submission deadlines and advice about the programme. This may include formal written advice whether the student should continue with the programme or not (c.f. Standard 2.4) As part of the curriculum, students write a personal development plan. Their coach assists them in their process of self reflection, motivation and in reflecting on acquiring skills. Twice per year students meet with their coach to discuss this PDP. For their final thesis, students work in peer-groups of four and are supervised by a tutor, also named supervisor, one of MICM s teaching staff. As theses need to be submitted at the end of August, and as teaching staff traditionally have their annual holidays in July or August, students generally work individually in summer when they finish their theses. Before this final work on their theses, students have three coaching sessions to get well-grounded in the material and an individual coaching session. If necessary, students can reach their tutors by or skype in this period. Tutors/supervisors read the first parts of the theses at the start of the final module and some of the other parts to answer questions students may have. Tutors do not read all drafts however, to avoid the danger that the measure of feedback results in the report becoming the work of the supervisor rather than of the student. At the end of August, there is generally one week for extra support so that students may adjust their theses before they submit them. At request by the students, MICM introduced several social activities to bring the students in contact with each other, the staff and other students from English masters. Considerations The audit team assesses tutoring and information provisions to be adequate. The fact that teaching staff is not fully available to students in the final phase of their studies was discussed thoroughly within the audit team resulting in a positive assessment, taking into account that mature master students, with experience in working in their profession before beginning with this master s programme, can be expected to finalize a thesis without full support by a tutor. However, the audit team feels that scheduling tutoring, finalizing theses and allowing time for repair work needs some fine-tuning (c.f. standards 2.4, 2.7 and 6.1). Conclusion These considerations lead to the audit team s assessment of satisfactory for Standard 4.2. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 31/61

32 Summary Services The audit team considers material facilities to be well fitted for the programme. The tutoring and information provisions are assessed to be adequate to help students in their study and to correspond with the needs of students. As a result, the audit team assesses Services as positive. 2.5 Internal quality assurance system Periodical evaluations (standard 5.1) The curriculum is periodically evaluated in the light of verifiable objectives and other measures. Findings The Academy M&PC introduced its Quality Handbook for internal quality assurance at the three master programmes MA&O, MBA and MICM in It is now being implemented and elaborated. The Handbook defines quantified quality goals in compliance with general quality policies at THU. These goals refer to standards which are derived from the NVAO accreditation framework. The Handbook outlines the procedures for evaluation and describes how quality targets are linked target groups; it explains procedures and measuring instruments as well as assessment criteria. These procedures determine how feedback is integrated in the quality cycle. Tutors and course manager are involved in measuring quality. The targets that MICM aims at are e.g.: - Graduates grade the programme 7 out of Practical information like timetables and the content of modules is always available before the start of the programme. - Criteria for admission are clear to all candidates, brochures, website and application forms are up to date. - Tutors are evaluated by students with 4 out of 5 on module evaluation. - Tutors give student personal feedback on assignments, there is a continuous improvement of the standard grading feedback forms and streamlining of the grading process. - Tutors and course manager respond to questions within a few days. The audit team found that M&PC s quality assurance is a cyclical process, designed as a PDCA-cycle. It is an integral procedure in that all policy domains are evaluated simultaneously (e.g. didactics, programme and teachers) and that all parties concerned are involved in mapping and assessing the realised quality (e.g. students, teachers and alumni). The evaluations are organised methodically, goals and activities are written up and the aspired goals are prioritised. MICM s course manager is responsible for safeguarding quality. M&PC introduced standardized procedures for quality assurance, with a number measuring instruments based on the quality handbook. The emphasis is on oral and written evaluations by students, tutor team meeting discussions, employee-satisfaction, alumni evaluations and feedback from the Advisory Board. 32/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

33 The audit team discussed the theme internal quality assurance with students and graduates and found that all concerned feel that their opinion on all aspects of the programme is valued by the programme management (c.f. standard 5.3). Considerations The audit team is satisfied that systematic evaluations are held at MICM and that targets are set. Conclusion This leads to the audit team s assessment of good for standard 5.1. Measures for improvement (standard 5.2) The outcomes of the evaluation form the basis of verifiable measures for improvement that contribute to the achievement of the objectives. Findings In general, MICM s course manager is responsible for all actions after analysis of evaluations. MICM s course manager discusses any negative evaluations about teaching and module content with the teacher involved; possible causes will be discussed and a plan for improvements will be made. The implementation of these improvements is monitored. Should there be no noticeable improvement, it may be considered to not to renew a contract. This has occurred twice in the past years: MICM s course manager is responsible for all HRM-matters. Other responsibilities are e.g. content and organisation of the curriculum. This also involves meeting of the Advisory Board, implementation of their recommendations and meetings with students and tutors, including feedback about evaluation outcomes and decisions for improvements. M&PC s manager has an annual evaluation interview with MICM s course manager. An example of actions after student input is that several social activities started after students requested such in the study year Since then, students are informed about social events in the city and at the THU, and a student committee was installed that regularly organises activities. Another example: after students complained in the evaluation about the small font used in readers, in articles of a better print quality with larger fonts were used. Another example of improvements after evaluations concerns the characteristics of incoming students. After the 2006 site visit by an audit team at Hogeschool Utrecht (with whom THU worked together for MICM at that time), the then audit team as well as the Advisory Board gave the advice that incoming students should have at least two years of relevant working experience. This suggestion was accepted at THU MICM and since September 2009 most students have this work experience; from onward, all students at MICM will have at least 2 years of relevant working experience. An example based on the feedback after the previous accreditation (2004): a fixed tutor team has been installed to improve continuity in the programme. Earlier, most classes were taught by guest lecturers. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 33/61

34 Considerations The audit team considers that improvements are made. The structure is clear: all decisions are prepared by MICM s course manager. Conclusion These considerations lead to the audit team s assessment good for standard 5.2. Involvement of staff, students, alumni and the professional field (standard 5.3) Staff, students, alumni and the relevant professional field are actively involved in the internal quality assurance system. Findings The audit team found involvement of stakeholders in internal quality assurance to be well organised, specifically concerning the current students and core-team of teachers. Concerning the other stakeholders, MICM does gather information, though at some instances rather implicitly and without structural feedback: - Students are involved through their evaluations and through the intensive contact between students and course management. Students are generally not aware of issues raised by the cohort of the year before and the audit team could not find proof of a structure for continuity in student-involvement. However, the students whom the audit team interviewed felt that they were well informed about any changes in the programme. - In addition to the module evaluations and end of the year evaluations, MICM also has open hours for students (official). Students send s or give their opinion in person when they come and see the Course Manager. The Course Manager also receives student feedback via tutors. - Staff is involved through team (or tutor) meetings. In addition to these regular tutor-meetings, daily informal meetings are held between the course manager and the tutors. The audit team understood that the trainers and guest lecturers are not structurally involved in internal quality assurance. - To involve graduates more in the internal quality assurance, MICM started in 2009 with a research. The aim is to have this kind of research every three year. A questionnaire was sent to all graduates from 2004 onward. To strengthen the involvement of alumni in the master programmes, M&PC employed an alumni officer. He created e.g. a LinkedIn page for tutors and alumni of the master programme. - The professional field is involved in internal quality assurance through the External Advisory Board. The audit team understood that this Board has resumed its activities in the autumn of 2009, after a pause of about one year. The Board convenes three times per year, with additional bilateral contacts between course manager and members of the Board. Matters under discussion are the aims of the programme, the curriculum and the exit level of graduates. Members of the Board are involved in assessing theses. Employers and client organisations are not explicitly or structurally involved. E.g. there is no survey amongst employers of 34/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

35 graduates in order to establish the extent to which MICM reaches its aims. However, the audit team found indications of contact between the course manager and some employers, graduates and client organisations Considerations The audit team found that MICM involves all stakeholders in their quality assurance system. This involvement is more structural for teachers and students, and less structural for the professional field and alumni. With the appointment of the alumni officer, the link with alumni is expected to strengthen. Conclusion These considerations lead to the audit team s assessment satisfactory for standard 5.3. Summary Internal quality assurance system The audit team saw proof of systematic evaluations by MICM. An impressive number of improvements were made in the past years, based on various evaluations. All stakeholders are actively involved in the quality assurance system. All standards are assessed positively and therefore the theme Internal quality assurance system is assessed as positive. 2.6 Results Achieved learning outcomes (standard 6.1) The achieved learning outcomes correspond with the aims and objectives regarding level, orientation and subject-/discipline-specific requirements. Findings The main instrument, with which MICM monitors the level that students have reached in the programme, is the Advisory Report that students submit at the end of the Communication Advise module. This report is the thesis. It contains both theoretical and practical components and deals with a real-life, practical communication problem. In this report students provide proof that they are able to analyse a problem in the field of communication and e.g. that they can design and carry out research for it, that they can monitor the professional work field, critically reflect on theory, formulate strategic advice, and take into account cultural differences and are able to write a comprehensive and logically consistent report. Two external academics evaluated four of these Advisory Reports from the cohort , as MICM felt a need for an independent analysis. Two of these reports had been submitted by Dutch students: one of them was graded as good and the other as poor/weak. The two other reports were by foreign students: here, also one was graded as good and the other one as poor/weak. In two cases, the assessments of both externals differed widely from the assessments by MICM, but even more amongst each other. MICM concluded from this that it is necessary to have at least two examiners for the thesis and implemented this in August NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 35/61

36 Two key observations were made by the two external assessors (2008): - generally: research is insufficient - generally: the level of English of non-dutch students is insufficient. On both points actions have been taken. For the level of research, for the study year a PhD will be employed to teach research techniques (standard 3.3); the volume of the final theses will be increased to allow deeper research (standard 6.1, below); and there will be a stronger focus on the phased planning of the final theses, which ensures that student s can t start their thesis without an approved research proposal (standard 2.3 and 2.4). As for the level of English, see the stronger focus on the level of English in admission prodedures (standard 2.5). NQA s audit team studied eleven theses from cohort 2008, keeping in mind the discrepancy in assessment between the two external academics that MICM had appointed. The audit team concludes that the level of the advisory reports is adequate for use in practical situations and that the B/C and in some cases C level outcome is justified. Largely, the assessments done by MICM correspond with the assessments by the audit team. The audit team found some reports to be of outstanding quality and some to be very poor in terms of research, analysis, reporting, as well as use of English language. The audit team saw that in some final theses, tutors neglected to make some literature recommendations, e.g. in a thesis on internal branding a student only used general literature on branding. The audit team found that theses by parttime students were generally of higher quality than theses by full time students (cohorts 2007/2008). Final theses consist of 5000 words. This volume was until 2008, but according to the tutors this resulted in too much fluff. The required volume was then reduced to the current amount, which MICM now feels does not always give sufficient scope. Therefore the required volume will be raised to 9000 words for the next cohort (2010). Considerations The audit team assesses that the achieved learning outcomes, as found in the final theses and the material studied during the site visit, are sufficient in view of the aims of the programme. The eleven theses that were studied convinced the audit team that MICM students meet the final qualifications in their theses. A stronger focus could be put on theory and the integration of theory and practice. The audit panel sees a connection between this omission in some of the final theses, and the lack of tutoring in the summer as described at 2.4, 2.7 and 4.2. Strengthening of the tutor team concerning research experience could be an asset, c.f The audit team supports the increase of the required number of words for the final thesis. Conclusion These considerations lead to the audit team s assessment satisfactory for standard 6.1. Study progress (standard 6.2) Target figures that are comparable to other relevant programmes are formulated to express the expected success rate. 36/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

37 The programme s success rate complies with these target figures. Findings The table below presents the educational success rates since MICM started: Cohorts full-time Number Graduated Not completed Still active Full-time Full-time Full-time Full-time Full-time Full-time Full-time Subtotal full-time Cohort part-time Number Graduated Not completed Still active Part-time Part-time Part-time Part-time * 1 Part-time Part-time Part-time Subtotal part-time Overall Table: graduates of MICM 2003-present day * 5 students from this year completed their studies at Hogeschool Utrecht. Their present status is unknown at MICM THU. The objective of an 80% graduation rate seems realistic, though it is not made every year. Main obstacles that caused study delay have been taken care of, such as delays in the final advisory report and misalignment between client organisations and students (see 2.4). MICM knows the main reasons for dropping out from their personal contacts with students (c.f. 2.4), although the audit team couldn t find documents of interviews with drop-outs. Considerations The audit team concludes that the success rate of MICM is in line with the objectives set, but notes that exit-interviews would be a good way to get additional information out of those that do not finish their studies. Conclusion These considerations lead to the audit team s assessment good for standard 6.2. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 37/61

38 Summary Results The achieved learning outcomes correspond with the aims of MICM. The percentage of students successfully completing the programme generally is in line with the aims set by the programme management. All standards are assessed positively and therefore the theme Results is positive. 38/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

39 3 Annexes NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 39/61

40 40/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

41 Annex 1: Expertise of the Members of the Audit Team Master Communication Management, Haagse Hogeschool Expertise conform Protocol VBI s Panel member Mr. Drs. R.J.A. Schoen Panel member Mr. Dr. R. Riezebos Panel member Ms. L.A. Redder BPA Panel member NQA: Ms. Drs. R. van Empel R.A. Panel member NQA: Mr. Drs. J.G. Betkó Relevant expertise in the professional field X X Professional competence: Familiar with the most recent developments Professional competence: Familiar with teaching, assessment and examination at a level/orientation minimally that of the study programme to be assessed X X X X X X Teaching capability X X X Student-related experience X Audit visit experience X X X X X Further information on the expertise of the audit team members: Mr. Drs. R.J.A. Schoen Mr. Schoen was enlisted as audit team member because of his domain expertise, international orientation, educational know-how and audit experience. His training and extensive work record across the globe affords him an international perspective. More than 20 years international experience as a specialist in the field of international communication, media, (governmental) PR and communication, communication strategy development and communication and media planning, means Mr. Schoen has vast professional competence. Moreover, as an active guest lecturer, he possesses educational skills. Through his membership of the trial accreditation panel that inspected the Honours College Windesheim in Zwolle in 2009, Mr. Schoen is also familiar with auditing. In preparation for this audit visit Mr. Schoen took stock of NQA s guidebook for audit team members and during a preliminary meeting received additional briefing on the audit visit process, accreditation in higher education, the educational institute in question and NQA s manner of working. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 41/61

42 Education: R.U. Leiden; kandidaats examination Non-western Sociologie Universiteit van Amsterdam; MA Communication Work experience: Assistant environmental research Bureau Waardenburg (part time) script writer & head of production Van Gelder Filmprodukties CMC Communicatie Management Consultants, an advice bureau in the communication management sector, with clients in national, provincial and local government and the business sector to date Founder/general director SPAN Consultants ( medium-sized international advice bureau in the field of communication, education, PR & Communication in more than 40 different countries including Indonesia, Vietnam, Thailand, The Philippines and China. Various: Member Commission Education and Communication IUCN World Conservation Union Member World Commission Protected Areas IUCN/World Conservation Union Mr. Dr. R. Riezebos Mr. Riezebos was chosen to serve on the audit team because of his extensive knowledge of the professional field of marketing, brand management and communication management. He also has a keen insight regarding international developments in this sector. Moreover, as a senior university lecturer, Mr. Riezebos has educational experience and is a regular guest lecturer at various institutes for higher education. He is also the author of several books about his field. With a view to this audit visit Mr. Riezebos has taken notice of NQA s guidebook for audit team members and was additionally briefed about the visitation process, accreditation in higher education and NQA s method of working, during a preparatory meeting. Education: Doctorate economic psychology, Universiteit van Tilburg PhD. programme in general management, Faculteit Bedrijfskunde, Erasmus Universiteit Rotterdam (conferral of doctorate: January 1994) Work experience: University (senior) lecturer, Faculteit Bedrijfskunde, Erasmus Universiteit Rotterdam (part-time since 1998) Part-time director strategy TBWA/ARA Communications advice bureau ARA to date Managing consultant Brand Capital, advice bureau for strategic brand issues (part-time) to date General director EURIB/ European Institute for Brand Management (part-time), executive teaching EURIB Publications: Riezebos, R., Grinten, J. van der (2008), Positioneren; stappenplan voor een scherpe positionering. Boom Uitgeverij, Amsterdam. Riezebos, R. (2005), Merken-, reputatie- en designmanagement; van Babylonische spraakverwarring naar een geïntegreerde visie. Speech delivered on accepting the post of lecturer, Hogeschool INHOLLAND, Rotterdam, 1 April. 42/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

43 Riezebos, J., Riezebos, R. (2004), Verzamelde Merken; de betekenis van namen van producten en bedrijven verklaard. Sdu Uitgevers, Den Haag. Riezebos, R. (2003), Extensions- oder Endorsement-Strategie. Bijdrage Jahrbuch Markentechnik (p ), Deutscher Facverlag, Frankfurt am Main. Riezebos, R. (2003), Brand management: a theoretical and practical approach. Chinapub.com. (Chinese edition) Riezebos, R. (2003), Voorwoord bij Het merk opnieuw uitgevonden van Jean-Noël Kapferer. Kluwer, Deventer. Riezebos, R. (2002), Brand management: a theoretical and practical approach. Prentice Hall, Harlow (UK). Riezebos, R. (2002), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en beschermen van merken en merkenportfolio s. Wolters-Noordhoff / Stenfert Kroese, Groningen (second edition). Riezebos, R. (1999), Voorwoord bij De magie van het merk door K. Brandmeyer en A. Deichsel. Kluwer, Deventer. Riezebos, R. (1996), Merkenmanagement: theorie en toepassing van het ontwikkelen, beheren en beschermen van merken en merkenportfolio s. Wolters-Noordhoff, Groningen (407 p.). Ms. L.A. Redder BPA Ms. Redder has agreed to act as student audit team member. A full-time student, she is currently pursuing the final year of a Master of Public Administration study, with a specialty in Higher Education Policy at Universiteit Twente while writing a Master thesis on Quality Assurance in Higher Education. Due to her current graduation project, she is familiar with the accreditation process and knows with which NVAO demands a study programme must comply in order to receive and retain accreditation. Ms. Redder represents the primary target group of the study programme and possesses student-related know-how with regard to study load, educational methods, facilities and quality control among study programmes in this particular domain. For this audit visit Ms Redder received additional, individual briefing about the audit visit process, accreditation in higher education and NQA s manner of working. Education: HAVO, Maartenscollege, Haren Public administration / governmental management, Thorbecke Academie, Leeuwarden Internship quality connection mbo-hbo, ROC Friese Poort Project leader thesis, competencies assessment Strategic Implementation Projects, Management Centrum, Den Haag to date master Public Administration, Universiteit Twente Work experience 07/ 01-08/ 04 Summer holiday job, six weeks at a camping site in the south of France 02/ 05-09/ 05 General staff member KISS Reïntegratie, Leeuwarden 09/ 05-01/ 06 Project staff member FourstaR Reïntegratie, Leeuwarden 09/ 06-02/ 07 Staff member tax call centre, income tax department, Belastingdienst, Hengelo 04/ 08-06/ 08 Student Assistant, Evaluation implementation Bachelor-Master system and Accreditation for the ministry of Education, Culture and Sciences, CHEPS Universiteit Twente, Enschede NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 43/61

44 Various: 02/ 03-09/ 03 Secretary introduction committee for first-year students at the Thorbecke Academie 09/ 03-09/ 04 Vice-chair person Student society Trias Politica 06/ 05-01/ 06 Chair person Womens student society Imperatrix Ms. Drs. R. van Empel. Ms. van Empel s role is that of NQA-auditor. Her experience with audit visits dates back to 1997, and throughout the years she has dealt with practically all sectors of higher education. Her work experience together with audit courses followed via Lloyd s Register provide a basis for her capabilities as auditor. Education: Master s degree study Sociology/Urban planning at the University of Utrecht Study courses: 1975 en 1978 Post-docs public administration Erasmus University (Rosenthal en Van Schendelen), Rotterdam Various business courses Utrecht Municipality, among others, Participation and Information, project management, policy advisor, Utrecht 1990 Urban environment, Informal Surveillance and Petty Crime, Geoplan Various refresher courses within the domain of social housing, NCIV, NWR, Aedes 1998 Starter s course own business, KvK Utrecht /2002 Personal Effectiveness, De Baak 2003 Competence-orientated assessment, SBO NQA/Lloyd s training auditor study programmes higher education March 2003 Thymos business course Dec Thymos Advisory skills Sept Training Auditor Higher Eduction, NQA in collaboration with Lloyd s Register May 2006 Bureau Zuidema, Insight in Influence February 2007 Siena, Italian language course January 2009 Santiago de Compostella, Spanish language course Work experience: Student assistant to professor Sociology, Rijksuniversiteit Utrecht Municipal clerk s office Utrecht: Bureau for Housing /Urban renewal; staff member Municipal Bureau for Statistics as rapporteur for investigation into urban renewal for the district of Ondiep Municipal office Utrecht: Policy officer/staff member, Bureau Public Works and City Development National consultant/external advisor Stichting Ruimte/LANS (Rotterdam/Utrecht): municipal and regional policy for youth care and - services Van Empel Advies, independent business; various assignments by small municipalities and (care)institutes, including advice on choice of location, planning and management care accommodation, organisation conferences, post Higher Professional Education (post-hbo) courses 1997 Supporting role in assessment of education quality of academic personnel at the Chemistry Department, Utrecht University (BKO, SKO, WP-flow 97) 44/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

45 Panel secretary Dutch Validation Council: Higher Professional Education-masters Secretary audit visit committee HBO-council to date Policy officer and auditor NQA Mr. Drs. J.G. Betkó Mr. Betkó has been asked to serve as NQA auditor. In his function as executive member of the Landelijke Studenten Vakbond (LSVb), he has gained experience with different aspects of higher education, like budgeting, accreditation, concertation and excellence. In this capacity he participated in the realization of the new accreditation system. As member of the evaluation committee Study Choice consultation what works?, he was twice involved with the allocation of OCW subsidies to institutes of higher education and universities seeking to experiment with study choice interviews. Mr Betkó is familiar with NQA s method of working. Education History study, Radboud Universiteit Work experience Landelijke Studenten Vakbond: executive member Member evaluation committee Study Choice Consultation what works? (part I & II, under supervision of SURF) 2009-heden Netherlands Quality Agency: junior auditor NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 45/61

46 46/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

47 Annex 2: Statement of Independence by the Members of the Audit Team NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 47/61

48 48/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

49 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 49/61

50 50/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

51 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 51/61

52 52/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

53 Annex 3 Programme for the Site Visit Welcome and Document study Interview with programme management Audit team Confirmed: * Maggie O Neill (Course Manager) * Martin Wiersma (Director M&PC) Document study Break Interview with teaching faculty Representative group of teachers (4 intern THU, 1 extern) Confirmed: * Amanda Coady * Peter Hanssen * Suzan Pecyna * Barry Verbeek * Watte Zijlstra Lunch Audit team Tour of the building * Maria Ramos Gonzales * Ambre Tante Lamote Interview with students Representative group of students Confirmed: *Olga Erofeeva * Damila Salles De Oliveira * Annet Birungi * Arvid Yap * Marjet Visser Break Interview with representatives of field of employment and with alumni Document study Intern deliberations audit team * Second interview with programme management Confirmed: * Antoine Achten (Advisory Board) * David Suswa (Alum) * Nathania Limanto (Alum) Audit team Programme management Concluding deliberations audit team Audit team Concluding interview with programme management NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 53/61

54 54/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

55 Annex 4: Documents made available 1. Study programme and Institutional policy documents that illustrate how the study programme has been shaped during the past years and what policy the institute has in mind for the coming years; 2. Teaching policy and testing policy; 3. A representative selection from the instructional material, like: Course books, Readers, Text books, Module books and manuals or study guides, Study manuals, work placements manuals and graduation manuals Reading list and bibliography Project assignments 4. A representative set of assessed material (including the assessments): Tests Assignments Portfolios and assessments Work placement reports Project reports; 5. Staff policy (amongst others, job and qualification profiles, documentation about performance and professionalism, staff training programme); 6. Information about the internal system of quality assurance: Policy, overview of evaluation tools, target figures; Recent evaluation reports (both internal and external, including the measuring instruments) of aspects of education, like reports by external examiners, evaluations by students and lecturers, module evaluation, student satisfaction surveys, outcomes and analyses of evaluations and measures for improvements; 7. The composition of relevant consultative bodies (Study Programme Committee, Professional Field Advisory Committee, Examination Committee, staff meetings, and such like) and the minutes of the meetings of these consultative bodies; 8. Overview of external contacts and the nature of these contacts; 9. Graduation products, including assessments, insofar as these are supplementary to the documents already submitted; 10. The educational success rate policy and key figures (target figures and achieved figures); 11. Any other documents the institute refers to in the SER. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 55/61

56 Annex 5: Documents regarding the professional profile and domain objectives of the programme The domain-specific reference framework can be found on the site of HBO-raad: Competences of the degree programme: Final qualifications MICM has the following final qualifications, acknowledged by LOCO (Landelijk Overleg Communicatie Opleidingen) Qualification A: the participant has insight into policy and management issues of organisations that operate in an international environment, and the intercultural, economic, technological and ethical aspects that are involved. Participants have to be able to work as communication advisors in internationally operating organisations. This means that they can analyse and understand the context in which these organisations work, and understand what specific management problems occur in such organisations. Understanding this context is related to issues of globalisation, and the economic and technological drivers of this process. Participants should also have an overview of the challenges this creates for international organisations, especially in the area of intercultural management. They have to understand how this international context influences their work as communication consultants. For example, international organisations are increasingly scrutinised by the media and other stakeholders. Companies want to profit from the economic opportunities that international business offers, but they must take into account ethical aspects, and perceptions of organisations that they depend on. Intercultural communication requires a lot of attention. Qualification B: The participant has insight into what is needed to realise integrated communication management. The participant should be able to organise integrated communication. This means arrange communications, taking into account the receiving party and the organisational strategy. For this, they need knowledge of the domains of corporate communication, internal communication and marketing communication, and the way these domains relate to each other. Participants should understand the relationship between these domains and what effect any changes may have on other domains. Secondly, participants need to have insight into the way communication departments are organised in international organisations. They should be able to relate the way communication is organised to other disciplines within the organisation, and to the objectives of the organisation. To do this, participants need knowledge of organisational structures and cultures, and other disciplines. Participants have to analyse these facets in relatively complex international organisations. 56/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

57 Qualification C: The participant has insight into specialisations in communication management in an international context, and the possibilities this presents in practice The participants need to be familiar with the broad field of international communication. They should have a good understanding of the most important specialisations within the domains of corporate communication, internal communication and marketing communication. They need to understand aspects such as corporate branding, corporate social responsibility, public affairs, media relations, crisis communication, change management, new media, internal branding, internet marketing, experience marketing and social marketing. Apart from having a general knowledge of these subjects, they should have more in-depth knowledge in at least one of these areas. To get to a higher working level in the field of communication, they need a general overview, but also deeper knowledge of at least one specialisation, such as issue management or branding in an international context. This concerns developing an awareness of the available knowledge in these specialisations, and having an insight into the possibilities for improving the quality of international communication. Qualification D: The participant has insight into the development of communication strategy (internally and externally) and the relationship between the organisational strategy and communication strategy. The participants should be able to develop a communication strategy for an international organisation. This means both a strategy on a specific domain such as corporate communication, and integrated communication in a broad sense. The international context asks for different choices in the communication strategy. Therefore, the participant should get a feeling for specific problems that can arise because of this international environment, and what this implies for the development of the communication strategy. What can communication contribute to solving these problems of international organisations? This not only means in which way communication can help, but also in which way it is limited. Extra attention is needed for internal communication when there are cultural differences within the organisation, and for the cooperation with branches abroad. Communication has to relate to the general strategy and can in that way strengthen that strategy. Qualification E: The participant is able to produce a strategic communication plan, taking into account developments and issues that are relevant to the organisation. The participants need to be able to develop a communication plan in a complex situation with several international aspects. This means both communication plans in corporate communication, internal communication and marketing communication, as well as plans that are focused on organising integrated communication. To develop a strategic communication plan the participants need to have knowledge of planning methodology, organisational structures and cultures, the context in which the organisation operates, the organisation of communication, and the general organisational strategy. This knowledge is vital to develop a communication plan that is rooted in the organisational strategy, and that strengthens the integrated aspect of communication. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 57/61

58 Qualification F: The participant has insight into and skills in communication research and monitoring. Participants have to be able to carry out communication research and monitor this research. Therefore, they should be aware of the most important research methods, especially questionnaires and in-depth interviews. Participants are also able to criticize research plans and research reports. They have up-to-date knowledge about the communication discipline, because they continuously analyse their professional environments on new developments and trends. They are able to monitor the environment of the organisation using different techniques, and evaluate trends in the field of communication. Communication research and monitoring contribute to the ability of organisations to have a pro-active strategy and to deal effectively with developments. This input is important to managers and strengthens the position of the communication consultant. Consultancy on the organisational strategy and the implementation of the communication strategy should be based on research of the environment and the monitoring of trends and issues. The quality of communication activities can be improved by the input of communication research. Qualification G: The participant has personal communication skills; especially in the field of consultancy, and being a spokesperson. The personal representation of a communication expert is of great importance to the place he or she has within the company. Being a spokesperson and consultant demands knowledge of the field, but also insight into the internal and external environment and the ability to place oneself in this environment. Good personal communication skills (among which demand of the English language), leadership skills and the ability to deal with conflicts enable the communication expert to secure a stronger position. Students are required to have excellent oral and written communication skills. Oral skills include giving presentations, representation through the media and taking part in advisory meetings. Writing skills relate mostly to the writing of reports and plans. Participants are able to reflect on their weak and strong points in these areas. In addition, they have learned to consider cultural differences in personal communication, and to realise the influence this can have on personal interactions. Qualification H: The participant possesses management skills, especially in the field of leadership and conflict control. Participants are required to have good management skills to lead a team. The programme offers students an introduction to the most important themes and dilemmas in this field, with the intention of them developing further in this area through practical experience after graduating. Management skills include both personal management skills as well as project management. These skills are important in getting results. Working with colleagues and leading a team are both important in this. Participants therefore need knowledge of themes such as leadership, conflict management, negotiating and project management. Cross-cultural differences are again of vital importance, because they can make interaction more difficult. This does not mean knowledge of cultural stereotypes, but the ability to be open to other values and to reflect on one s own cultural background. The cultural diversity of the MICM groups provides the ideal environment for students to gain first hand experience of this and put their learning into practice directly. The programme incorporates a variety of group work exercises to 58/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

59 ensure that students get the maximum benefit from the cultural diversity of the programme. In project management, tools that are used in project management and setting up project plans are the main focus. Finally, in management skills, one s own preferences and styles in the field of management are vital, and the way this can contribute to one s personal development. Qualification I: The participant has skills in writing and presenting documented communication advice. Participants should be able to write formal communication advice for international organisations. They should base their advice not only on an analysis of the international context in which the organisation operates, but also relate their advice to the results of communication research. In addition they should take into account trends in their area of specialisation, and analyse these critically to assess the worth of these for the organisation. They should be able to support their recommendations and present them orally to others. In doing so, they should include current insights from literature in the field. This means finding relevant sources, carrying out and interpreting research, using this information appropriately, and successfully presenting one s own insights. This is applied in a special assignment, in which knowledge of a sub domain in communication is linked to advice for a particular organisation or sector. Qualification J: The participant has insight into their own role as communication professional in the management of the organisation, and has the ability to reflect on this role. Participants need to be able to accurately describe their role as communication consultant in an international organisation. Therefore, they should be clear about what they can contribute to the organisation; otherwise this cannot be clear to the management either. They should view problems in an organisation from a communication perspective, and on the basis of that be able to contribute in a multi disciplinary team. They are required to reflect on their own role and their professional performance in the organisation in order to develop further. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 59/61

60 Annex 6: Match between final qualifications and the Dublin descriptors Dublin descriptors Knowledge and understanding:...provides a basis or opportunity for originality in developing or applying ideas, often in a research context... Final qualifications MICM Final Qualifications: B, C, F In the curriculum: MICM deepens and broadens an undergraduate degree in communication management by focusing on the inter- and intra-relationships within international business environments. The programme brings together corporate, internal and marketing communications from the perspective strategic management in international organisations. The student will learn to apply knowledge and understanding to analyze and generate innovative communication solutions as required in the major assignments and the final advisory report. Knowledge of Research Methods are acquired in order to apply qualitative and quantitative research methods in specific projects and in the final advisory report. Applying knowledge and understanding:...[through] problem solving abilities [applied] in new or unfamiliar environments within broader (or multidisciplinary) contexts... Final Qualifications: A, C, E, F In the curriculum: Students complete 3 Major Assignments and their Final Advisory Reports, each of which requires students to conduct research and to demonstrate and apply the knowledge acquired. During study these research projects increase in complexity with the Final Advisory Report representing the most significant work. Students work together under professional guidance of an MICM tutor. Each module is designed to combine strong inter-module synergies, theory, and practice. In the planning and implementation of the final advisory report students are expected to demonstrate that they can manage tasks and solve problems, select and prioritize tasks in situations of incomplete information on the basis of valid arguments and that they are able to justify their choices on the basis of a theoretical framework. Students will be able to present their opinion, balancing arguments and reasons, and achieve results on the basis of insight and cooperation for implementation of plans, ideas. The student is able to arrange for and organize qualitative and quantitative research, is able to translate and interpret research data, and apply findings in order to develop conclusions and strategic communication recommendations. 60/61 NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management

61 Making judgments:...[demonstrates] the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete data... Final Qualifications: D, E, F In the curriculum: The students are required to demonstrate their ability to use information sources, diagnose and solve problems, evaluate and analyse. This is practiced through group/class analysis and discussion of business cases, through the analysis of communication problems and the development of appropriate communication strategies to handle them. Students analyze actual business problems, develop viable courses of action, and present and defend their opinions and recommendations to their professors, classmates, and in some cases external practitioners. Discussions of in-class cases are challenging and provide excellent experience with communication problems and situations that managers face. Communication:...[of] their conclusions and the underpinning knowledge and rationale (restricted scope) to specialist and nonspecialist audiences (monologue)... Learning skills:...study in a manner that may be largely self-directed or autonomous... Final Qualifications: G, H, I In the curriculum: Communication skills in the broadest sense are applied in presentations, interpersonal relations including persuasion, diplomacy, negotiations, in team leadership and teamwork. These skills are developed during the modules where students are regularly required to work in groups and defend their view points, in class presentations where students are required to present and defend their work and also in student relationships with client organisations. Students also develop communication skills in training sessions such as Business Writing and also through their personal coaching sessions. Final Qualifications: H, J In the curriculum: As students progress through the MICM programme they have to learn how to study their materials and to manage their assignments in a self- directed and autonomous way. The research project of the first phase is still relatively highly supervised, but this level of supervision decreases during the course in order to develop the students independent study and research behaviour. Students are also expected to identify relevant sources and read additional literature for the completion of their other assignments. NQA - audit Haagse Hogeschool, existing HBO-Master International Communication Management 61/61