Hanze University of Applied Sciences, Groningen Degree Course: Executive Master of Business Administration Croho: Full time course

Transcription

1 Hanze University of Applied Sciences, Groningen Degree Course: Executive Master of Business Administration Croho: Full time course Date of Audit Visit: June 3 rd NQA (Netherlands Quality Agency) Utrecht, October 2008

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3 Contents 3 Part A: Topics 5 1. Preface 7 2. Introduction 7 3. Method 8 4. Process to Final Assessment 9 5. Assessment by Topic Matrix of Conclusions and Assessments at Facet and Topic Level Overall conclusion 11 Part B: Facets 13 Topic 1 Aims and Objectives of the Programme 15 Topic 2 Programme Contents and Structure 17 Topic 3 Deployment of Staff 26 Topic 4 Facilities 30 Topic 5 Internal Quality Assurance 32 Topic 6 Results 35 Part C: Appendixes 37 Appendix 1: Declaration of Independence by the Audit Panel Members 38 Appendix 2: Expertise of the Audit Panel Members 45 Appendix 3: Audit Visit Programme 49 Appendix 4: Overview of the Documents Made Available by the Programme Management for Scrutiny 50 Appendix 5: Competencies emba 52 NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 3/53

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5 Part A: Topics NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 5/53

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7 1. Preface This is the assessment report of the Master degree course Executive Master of Business Administration offered by the Hanze University of Applied Sciences Groningen (Hanzehogeschool Groningen). In this report NQA accounts for its findings and conclusions and its working method. The audit was undertaken within the framework of the accreditation of programs of higher professional education. The audit process started in April 2008, when the institution submitted its internal report for evaluation to NQA. The audit visit by the NQA panel was on June 3 rd The panel consisted of the following experts: Mr. Ing. J.C. de Jong (domain audit panel member and chairperson); Mr. Ir. H.J. de Kort (domain audit panel member); Ms. A. Daniel (student audit panel member); Mr. Drs. L.S. van der Veen (NQA auditor); Ms. Ing. I.J.M. de Jong (NQA auditor). The audit panel complies with the requirements laid down in the NVAO ** Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties (Oktober 2007). This document contains a protocol of the method used by organisations that review and assess study programmes. The audit panel includes members with domain-specific expertise, teaching and assessing expertise and expertise regarding the international developments within the discipline of the degree course (Appendix 2). The report consists of three parts: Part A: The Topic Report, with the conclusions of the audit panel concerning the basic quality of the programme at topic level. It contains the considerations on which the conclusions are based. The conclusions are graded as either positive or negative. In addition, the final conclusion is formulated in the Topic Report. Part B: The Detailed Report with the assessments of the audit panel concerning the basic quality of the programma at facet level. It states the findings that underpin that assessment. The assessments are awarded on a four-point scale as prescribed by NVAO: unsatisfactory [onvoldoende], satisfactory [voldoende], good [goed] and excellent [uitstekend]. Facet 2.6 is awarded sufficient [voldaan] or insufficient [niet voldaan]. The Detailed Report is the basis of the Topic Report. Part C: Contains all the relevant Appendixes. 2. Introduction Hanze University Groningen, University of Applied sciences was founded in its current form by a merger between two hogescholen in Hanze University is a University of applied sciences with more than 2000 employees and over Dutch and foreign students. ** NVAO = Nederlands - Vlaams Accreditatie Organisatie [Netherlands Flemish Accreditation Organisation] NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 7/53

8 The International Business School (IBS) was founded in IBS has an IBMS bachelor programme with five majors (850 students) and two master programmes (55 students) the Master of Business Administration in International Business & management (MBA IB&M) and the Executive Master of Business Administration (emba). The emba programme enrolls about 15 students every year. 3. Method The audit of the institution followed the procedures set down in the assessment protocol of NQA which is described below. The audit panel found that the internal report for evaluation and the appendixes were a clear basis for the audit. The review took into account the domain-specific frame of reference applicable to the programmes (facet 1.2). NQA distinguishes three review phases: the preparatory phase, the audit visit and the reporting phase. A brief elaboration by phase is stated below. The Preparatory Phase An NQA auditor checked the internal report for evaluation for its quality and comprehensiveness (the screening), and determined its usefulness for the audit. After the internal report for evaluation and the appendixes had been found in order in May 2008, the panel members started preparing for the actual audit visit in June They read the internal report for evaluation (and the appendixes), formulated provisional assessments according to a prescribed review format. The panel members passed their questions on to the NQA auditor. With a matrix of provisional assessments the NQA auditor made an inventory of main points and priorities for scrutiny of documents and for conducting interviews. The visit was prepared in a preparatory meeting. The main topics for review were determined. They formed the agenda for the visit, enabling the institution and the panel to prepare adequately for the visit. In its internal report for evaluation the institution indicated what domain-specific frame of reference it chose. Together with the field experts in the audit panel the NQA auditor established whether the specific aims and objectives for the field of study were adequate, or whether detailed supplementation or specification was needed. The Detailed Report states on what national, professional and programme profiles the domain-specific framework (and the programme contents and structure) was based. The Audit visit The NQA-protocol has a standard timetable for the visit. This timetable adjusted to the specific situation at the institution (Appendix 3). Interviews were held with the management. In addition interviews were held with lecturers and students for each programme. Joint interviews were held with graduates and representatives of the professional field for the programme. At the beginning and during the visit the documents requested for scrutiny were studied. In between the interviews the audit panel had discussions to exchange findings and to arrive at joint and definite assessments. The panel members substantiated their findings in NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 8/53

9 writing. At the end of the visit the chairperson gave oral feedback on a few impressions and experiences of the panel without an explicit conclusion. The Reporting Phase Based on the findings of the panel NQA drafted a two-part report consisting of the Detailed Report and the Topic Report. With this report in hand an institution applies for accreditation with NVAO. In the Detailed Report NQA reported on facet level. The institution received a concept of this report in July 2008 and checked it for errors of fact. This led to a few adaptations. In the Topic Report NQA states its conclusions on the topics and the study programme as a whole. This report was presented to the institution in October 2008 for a check on errors of fact. The definite audit report was presented to the institution in October The institution could then submit it to NVAO together with an application for accreditation. 4. Process to Final Assessment In this Chapter a conclusion is stated on each topic by weighing the facets of that topic. The Decision Making Rules set by NQA in the review protocol [Beoordelingsprotocol] and elaborated on further in the NQA memorandum Guidelines for the Formation of Assessment [Handreiking voor oordeelsvorming], have a main role in this decision-making process. Moreover the review takes into account any special emphasis the institution might have placed on the programme, the domain-specific framework, and a comparison with other relevant study programmes on a number of aspects. The final conclusion is supplemented in case of: weighing of assessment at facet level; benchmarking; generic findings that surpass the facet level; special emphasis or best practices. In the conclusion on the separate topics the assessment of the facets is repeated each time followed by a weighing that leads to the final conclusion. Extensive substantiation is to be found in the Detailed Report. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 9/53

10 5. Assessment by Topic Topic 1: Aims and Objectives of the Programme Two of the three facets are assessed as good and one as satisfactory. The conclusion on this topic is therefore positive. Topic 2: Programme Contents and Structure Four facets are assessed with the result satisfactory, three with good and one with sufficient. The conclusion on this topic is therefore positive. Topic 3: Deployment of Staff Two facets are assessed as good, one as satisfactory. The conclusion on this topic is therefore positive. Topic 4: Facilities One facet is assessed as good and one as satisfactory. The conclusion on this topic is therefore positive. Topic 5: Internal Quality Assurance Three facets are assessed as satisfactory. The conclusion on this topic is therefore positive. Topic 6: Results One facet is assessed as good and one as satisfactory. The conclusion on this topic is therefore positive. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 10/53

11 6. Matrix of Conclusions and Assessments at Facet and Topic Level Topic/Facet Topic 1 Aims and Objectives Facet 1. Domain-specific requirements Facet 2. Master s level Facet 3. Orientation HBO Master s degree Overall conclusion Topic 2 Programme Contents and Structure Facet 1. HBO requirements Facet 2. Relationship between aims and objectives and contents of the programme Facet 3.Coherence of the programme Facet 4.Study load Facet 5. Intake Facet 6. Duration Facet 7. Co-ordination of structure and contents Facet 8. Assessments and examinations Overall conclusion Topic 3 Deployment of Staff Facet 1. HBO requirements Facet 2. Quantity of staff Facet 3. Quality of staff Overall conclusion Topic 4 Facilities Facet 1. Material facilities Facet 2. Student counselling Overall conclusion Topic 5 Internal Quality Assurance Facet 1. Evaluation of results Facet 2. Measures for improvement Facet 3. Involvement of staff, students, graduates and the professional field Overall conclusion Topic 6 Results Facet 1. Level achieved Facet 2. Educational outcomes Overall conclusion Executive MBA Satisfactory Good Good Positive Satisfactory Satisfactory Good Good Satisfactory Sufficient Good Satisfactory Positive Good Good Satisfactory Positive Satisfactory Good Positive Satisfactory Satisfactory Satisfactory Positive Satisfactory Good Positive 7. Overall conclusion On the basis of the above scheme and its underpinning in Section 5, it appears that the programme scores positive on the six topics, resulting in a POSITIVE conclusion about the study programme. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 11/53

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13 Part B: Facets NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 13/53

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15 Topic 1 AIMS AND OBJECTIVES OF THE PROGRAMME Topic 1, Facet 1 Domain-specific Requirements Satisfactory Criterion: - The final qualifications of the programme correspond to the requirements set by the profession in the Netherlands and abroad and professional practice, in the relevant domain (field of study/discipline and/or professional practice). The conclusions are based on the following: At this moment there is no national standard for MBA programmes as there is for the BBA-programmes. In the UK qualifications corresponding to the requirements of the Masters level are already developed by the QAA (Quality Assurance Agency for Higher Education). International Business School (IBS) chose the QAA Benchmark for Business and Management as the basis for the fulltime emba programme. This benchmark is developed by the Association of Business Schools (ABS, 2002) and is built on ABS and EQUAL European MBA guidelines (based on EFMD s typology) and AACSB International criteria. IBS defined nineteen final qualifications for the MBA programme (see appendix 5). These were reviewed by the IBS Advisory Board and were established in January In 2007 the Masters Programme managers designed the Hanze University masters profile. This profile has been derived from the Dublin descriptors to serve as a common framework for all Master programmes of Hanze University. In April and June 2006 the Graduate School Programme managers of Hanze University have agreed upon this profile. IBS compared the nineteen final qualifications emba with the five Dublin descriptors, the eleven QAA Standards and the twenty-three Graduate School Competencies of Hanze University. This shows that the QAA competencies, the HUG competencies and the emba competencies follow the five Dublin descriptors successively. The emba competencies correspond clearly with the Dublin descriptors, the QAA standards and the HUG competencies according to the panel. The students of the emba programme have more professional experience than the students of the MBA IB&M programme of Hanze University. The programme builds more on their knowledge and experience and allows more depth in the subject matter and in the complexity of the cases analysed. Students are expected to be more autonomous in their project groups. The graduates usually find jobs in general management positions and regularly but not necessarily in international business. In reaction on the draft report the management mentiones that emba distinguishes from other MBA programmes because of the heterogenious international group of students. The panel judges satisfactory, because the panel is not satisfied with the argumentation of the programme on the distinction to other MBA-programmes. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 15/53

16 Topic 1, Facet 2 Masters Level Good Criterion: - The final qualifications of the programme correspond to the general, internationally accepted descriptions of the qualifications of a Master. The conclusions are based on the following: In a scheme the final qualifications of the emba programme are fully linked to the Dublin descriptors. The emba competencies 1 to 5 are derived from the first Dublin descriptor (knowledge and understanding), the emba competencies 6 to 8 from the second Dublin descriptor (application of knowledge and understanding), the emba competencies 9 to 12 from the third Dublin descriptor (formulation of judgements), the emba competencies 13 to 15 from the fourth Dublin descriptor (communication) and the emba competencies 16 to 19 from the fifth Dublin descriptor (learning skills). For example the Dublin descriptor Knowledge and Understanding is linked to relevant awareness and knowledge of the general business and cultural contexts to assess and qualify business interactions and developments, and has an understanding of the complexity of doing business across borders (MBA1). The Dublin descriptor Applying knowledge and understanding is linked to: has the ability to apply various alternative approaches and to engage different perspectives as required in the business context (MBA7). The Dublin descriptor Making judgements is linked to: has the ability to identify and analyse patterns and processes of interactions and organization, and has the ability to propose and implement effective interventions (MBA10). The Dublin descriptor Communication is linked to: has the ability to relate to stakeholders and work in multidisciplinary and multicultural settings as individual and as a team player (MBA13). The Dublin descriptor Learning skills is linked to: has the ability to facilitate personal and professional development (MBA19). Topic 1, Facet 3 Orientation HBO Master s Degree Good Criteria: - The final qualifications are partly based on the professional profiles and/or professional competencies drawn up by or in conjunction with the relevant professional field; - A master graduating from a University of Professional Education (HBO) is qualified at the level of an independent and/or managing professional in a particular profession or professional field, or the level required to function adequately in a multidisciplinary environment in which a degree from a University of Professional Education (HBO) is required or useful. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 16/53

17 The conclusions are based on the following: The final qualifications are based on the professional profile as developed by QAA and are validated by the IBS Advisory Board (see facet 1.1). The Advisory Board consists of senior representatives from the daily practice of international practice. This board functions for the bachelor as well as the masters programmes (see facet 5.3). Graduates of the emba-programme ideally work as (senior) general managers in larger multinationals and in several small and medium-sized enterprises. Specific jobs at companies for specific areas are typically: general management of a branch or subsidiary, general management in a functional area in a larger company (such as director HR, Operations Manager) and senior programme management (in any larger organization). The emba programme recognises that MBA graduates should have knowledge of the four functional areas of business management: marketing, operations management, human resources management and financial management. General managers, usually line managers, are to be well versed in integral management, i.e. integrating the four functional areas in an efficient and effective way, showing both management (efficient) and leadership (effective) skills. The general aims and characteristics for graduates to start on strategic management level in companies are: to be generalists, who can function in complex situations, are reflective, can communicate their conclusions, can learn from each other in a multicultural setting and can integrate learning and experience. The Professional Profile for Graduates from IBS current MBA Programmes shows that emba graduates acquire functions as mentioned above. The emba programme is meant for the more experienced students with ambition in international and general management, senior (project)management, strategic management, and location management, with a span of control exceeding twenty employees. Students who follow the programme are planning to make a next step in their career. Most students get the possibility from their employer to follow the programme for one year. Topic 2 PROGRAMME CONTENTS AND STRUCTURE Topic 2, Facet 1 HBO Requirements Satisfactory Criteria: - Students acquire knowledge by studying professional literature, study material derived from professional practice and by interaction with professional practice and/or (applied) research. - The programme has demonstrable ties with current developments in the professional field of study/ the discipline. - The programme ensures the development of professional skills and has demonstrable ties with current professional practice. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 17/53

18 The conclusions are based on the following: The emba-programme uses the 4C/ID Model that facilitates a direct translation of subject-matter from the professional practice into the educational programme. It supports the development of complex learning tasks. The backbone is formed by learning tasks, which are defined as concrete, authentic and meaningful, as whole/complete task experiences. Students get supportive information to the learning and performance of nonrecurrent aspects of learning tasks (e.g. problem solving and reasoning) and just-in-time information, which is prerequisite to the learning and performance of recurrent aspects of learning tasks. Further there is task practice, additional exercises when a high level of automation is required after instruction. Cases are derived from the actual professional practice. Lecturers provide the most suitable cases: standard cases for the majority of students and special cases for students with less management experience. Lecturers bring in interesting and current cases from their own daily professional practice. Based on the scrutiny of documents the panel concludes that the cases are relevant and that they represent actual developments in the field. The complexity of the cases is good. The focus in the emba-programme is on learning from practice for practice. The professional practice is studied in business cases (mostly real-life from existing companies), from guest lecturers (that come from business) and in the MBA-thesis that is mostly done for a company (which will be obligatory). In various modules a theoretical introduction is followed by a practical follow-up, ensuring clear links with the professional practice. The approach is based on the four functional areas of general management: Marketing, Human Resource Management, Operations Management and Financial Management. These four functional areas are set in an international context in the textbooks, the examples, the business cases, the guest lecturers etc. The main focus of the programme is integration of the business functions. This integration is realized in integrative modules, such as Doing business in the European Union, International Business Environment, Practical Strategic Thinking, Research Methodology and Organizational Dynamics. The final integration takes place in the thesis. There is no space in the programme for short internships ( stages ) in the programme. Some students, however, in their thesis-phase do an internship for a year or longer alongside their thesis: they work in the company and meanwhile finish their thesis. Furthermore there are professional assignments in the programme on current issues in international business or management. An example of this is a three-day intensive programme in Practical Strategic Thinking, supervised by two lecturers, on a real-life business case for a company in the Strategic Management module. With two or three lecturers students work as a consultant for the company. Also tailor-made field trips to companies are organized, such as companies in the region with a strong international orientation. Students tell the panel that they are pleased with this, and would like to have more field trips and more visits to other universities. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 18/53

19 Students final piece of work is the MBA-thesis, which is the ultimate integrative moment in the programme (see facet 6.1). It provides the student with the opportunity to do an in-depth exploration of selected aspects of theory and methodology, which are introduced to him earlier in the programme. In the shared vision on applied research of Hanze and IBS rigorous and relevant research could lead to evidence-based management. Students have to ask critical questions and investigate practical problems systematically. The research is practicedriven and based on real-life problems and producing knowledge for making better judgements and decisions. The development of the applied style of research is lead by the Lector in International Business. The panel is satisfied with the research aspects in the programme. Research in the MBA programmes is visible in Methodology, journal articles, SWOT analysis, marketing surveys, market entry reports, et cetera. The lector has a role in setting and guarding academic research standards. The lector also approves and assesses the academic level of thesis proposals. Students are set to study professional and current literature. Most modules are supported by recent academic textbooks. Supplementary course materials are used, such as articles from professional international journals and internet links to websites relevant to the field. These are mentioned in the syllabus, in course outlines and on the related site on Blackboard. The panel is satisfied with the study material. The literature is up-to-date, relevant, and contains practical examples. The level is good, it represents a masters level. In some cases it should have more depth. Literature has to be applied by students in the cases. IBS has contacts with medium-sized companies with an international focus and multinationals. The contacts are on various levels: the Dean, team managers, programme managers, lecturers, supervisors etc. Some of the lecturers have their own company or consultancy firm or work in bigger companies. There are a growing number of guest lecturers, whose working experience in the professional field is up-to-date. Evaluations show that students are satisfied with the quality of supporting material and with the relevance of the content of the programme. The panel finds the programme well balanced, the relevant functional areas are covered. From interviews and scrutiny of study material and evaluations the panel concludes that more attention should be paid to leadership and entrepreneurship and to innovation- and information management. According to student evaluations of the programme the quality of supporting material is good. This is confirmed in the interview with students. Because of the remarks above the panel judges satisfactory instead of good. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 19/53

20 Topic 2, Facet 2 Relationship Between Aims and Objectives and the Contents of the Programme Satisfactory Criteria: - The programme is an adequate concretization of the final qualifications with respect to level, orientation and domain-specific requirements. - The final qualifications of the aims and objectives have been adequately translated into learning objectives of the programme or its components. - The contents of the programme offer students the possibility to obtain the final qualifications that have been formulated. The conclusions are based on the following: The programme consists of thirteen courses of 1 to 4 EC, and a thesis of 17 EC. For each of the courses a course outline specifies the objectives, the assessment, didactical forms, literature and a weekly schedule. In the course outlines learning outcomes and skill outcomes are defined as well as the competencies that are covered by the module. This is confirmed by scrutiny of documents by the panel. A Competencies Matrix for the emba shows how the final qualifications (competencies) relate to the programme. In the matrix it is shown how all the qualifications are linked to modules. Furthermore an indication of the level is given, high or low. The level reflects the degree to which a module contributes to the acquisition of the competency. In some modules a competency is taught but not assessed. This is indicated as low (or intermediate ). When the competency is assessed it is indicated as high (or full ). The matrix shows that all competencies are covered in the programme. For example, competency MBA4 ( has an understanding of the range of appropriate techniques available to allow evidence-based investigations into relevant business and management issues and, has the ability to substantiate the choices made ) is covered fully by the courses General Strategic Management, Operations Management, Practical Strategic Thinking, Organisation Dynamics, Cross Cultural Management and Research Methods. Competency MBA9 ( has the ability to formulate strategy for general management issues in the field with substantiated analysis and synthesized and validated information from various sources, resulting in plausible actions/solutions that may be applicable across the industry ) is covered fully by the courses General Strategic Management, Operations Management, Marketing Management, International Business Environment, Practical Strategic Thinking and Organisation Dynamics. According to student evaluations the programme is pitched at the right level and contributes to the development of students. The content is relevant to work requirements. IBS has established the nineteen emba-competencies as final qualifications in January 2008, a few months after the transfer of the Masters Programme from HanzeConnect to IBS. IBS investigated the relationship between these nineteen competencies and the courses and their learning outcomes, and embodied them in the course outlines. The Competencies Matrix is developed as an instrument to show the covering of the final qualifications in the programme. The competencies are not yet steering the programme NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 20/53

21 directly. Because of this and the fact that the coverage is made clear quite late, the panel judges satisfactory instead of good. Topic 2, Facet 3 Coherence of the Programme Good Criterion: - Students follow a programme that is coherent in its contents. The conclusions are based on the following: The backbone of the programme is formulated in the principles of the Grand design. In this Grand design the strategic processes in international business are the central focus. Students learn how to be successful in the strategic decision-making process, based on the four functional areas (see 2.1), and its careful and thorough integration and implementation. The modules covering the four functional areas are delivered early in the programme. In the first modules in semester 1, all the major structural leads in the programme are provided so that a structure has been set for integration into strategic management skills in a later phase of the programme. Throughout the programme students follow integrative modules, starting with analysis and ending with implementation. More complex business cases are delivered towards the end of the programme. Students build their knowledge and use this in the integrative modules. Applied research methodologies are offered in the first semester, in order to prepare students for their MBA-thesis. In the programme there is a development in different learning paths, starting with the more cognitive acquisition of theory and knowledge of the four functional areas and the more constructivist (learning by experience) development of personal, management and research skills. The course organization is responsible for the coherence of the programme, delivered by several lecturers and guest lecturers. Staff meetings are organised, both before and during the semesters, to focus on the main issues of the programme and on the contents and the didactics. All lecturers are informed on the generic assessment criteria and generic marking standards. Every module has a marking scheme attached. Wherever possible the emba uses the same format for learning materials. The project-supervisors meet on a regular basis to discuss and maintain the right Master level in the thesis phase. The student evaluations and the outcomes of the student panel are communicated to each lecturer, and are topics for discussion in the staff meetings. An MBA core-team has been formed to discuss the major issues on the programme such as aims and objectives, coherence, overlap in relation to contents and assessments. It consists of five internal (IBS) and external lecturers, the programme managers and the respective IBS team manager. The course leader is responsible for the coherence, especially in regard to the contribution of the guest lecturers. NQA - Audit Visit to Hanze University of Applied Sciences Groningen, Executive MBA 21/53