Assessment Report. Stenden Hogeschool, Leeuwarden: Master of International Service Management (MISM) full-time and part-time degree course

Transcription

1 Assessment Report Stenden Hogeschool, Leeuwarden: Master of International Service Management (MISM) full-time and part-time degree course FIBAA, Bonn, March 18h, 2010

2 Contents 0. Preface The Assessment Process Formation of Judgements 5 Part A: Themes Report A.1 Information on the Institution 6 A.2 Assessments by Theme 6 A.3 Overview of Judgements at Themes and at Standards Level 8 A.4 Overall Judgement 9 Part B: Standards Report Theme 1: Aims and Objectives 10 Theme 2: Curriculum 15 Theme 3: Staff 24 Theme 4: Services 26 Theme 5: Internal Quality Assurance 28 Theme 6: Results 30 Part C: Appendices Appendix 1 Declaration of Impartiality 36 Appendix 2 Expertise of Assessment Panel Members 43 Appendix 3 Programme of on-site Visit 46 Appendix 4 Overview of the Documents made available for scrutiny by the Institution 48 2 FIBAA, Bonn, March 18h, 2010

3 0. Preface Stenden Hogeschool 1, Leeuwarden, has requested FIBAA, a swiss Quality Assurance Agency accredited as Visiterende en Beoordelende Instantie (VBI) with NVAO 2 in the Netherlands, to assess the quality of the two study programmes Master of International Service Management (offered in full-time mode, full-time mode in combination with an internship at Stenden Hogeschool and part-time mode) and Master of International Leisure and Tourism Studies according to NVAO s Accreditation Framework. The resulting report will be conveyed by Stenden Hogeschool to NVAO for scrutiny, requesting re-accredititaion of these two programmes. As Stenden Hogeschool (in the following referred to as Higher Education Institution, HEI) also requested a parallel accreditation through FIBAA, it structured its Self Evaluation Report (in the following referred to as SER) according to the FIBAA-questionnaire and provided a conversion table pointing out the contents in the order specified by NVAO. During the on-site visit both (largely overlapping) sets of criteria were taken into account. Based on the documentation handed in by the HEI, the on-site visit served the purpose of answering the panel s questions about, and clarifying aspects of, the two study programmes documented in the SER. The on-site visit took place on June 18 and 19, The assessment panel consisted of the following members: - Prof. Dr. Karlheinz Wöhler, Leuphana University of Lüneburg, Lüneburg, Germany - Prof. Dr. Raija Seppälä-Esser, Kempten University of Applied Sciences, Kempten, Germany - Dr. Robert Datzer, ift Freizeit- und Tourismusberatung GmbH, CEO, Cologne and Potsdam, Germany - Inge Vogt, Student of Economics, Cologne University, Cologne, Germany - Prof. Dr. Jean-Pierre I. van der Rest, Hotelschool Den Haag, Den Haag, The Netherlands - Thorsten Schomann, M.A., FIBAA, Germany All panel members (except the FIBAA panel secretary) were responsible for the assessment reports according to both sets of criteria. In this report the assessment panel gives an account of its method of working, its findings and conclusions. The assessment report is structured along the line of NVAO s Accreditation framework. A FIBAA report will follow later in the year, which will elaborate on the findings following a different structure. The following report focusses on the programme Master of International Service Management. It consists of three parts: - Part A: The Themes Report, in which the panel judges the quality of the programme along the lines of the 6 themes stated in NVAO s Accreditation Framework. It contains the considerations on which the judgements are based and leads to an overall judgement. - Part B: The Standards Report, in which the panel judges the quality of the programme at the level of the standards stated in NVAO s Accreditation Framework. The Standards Report forms the basis of the Theme Report, underpinning its judgements. - Part C: Contains the Appendices relevant to this assessment process. 1 Hogeschool = an institution or university of higher professional education in the Netherlands 2 NVAO = Nederlands -Vlaamse Accreditatieorganisatie [Dutch -Flemish Accreditation Organisation] FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 3

4 0.1 The Assessment Process FIBAA distinguishes three phases in the assessment process: the preparatory phase, the actual on-site visit and the reporting phase. Below is a brief explanation by phase. The Preparatory Phase At the onset, FIBAA provided the HEI with all relevant guidelines needed to assemble all relevant information in a Self Evaluation Report (SER). The report was written on the basis of a FIBAAquestionnaire, with the HEI providing a conversion table pointing out the contents in the order specified by NVAO. The SER was conveyed to FIBAA in early April FIBAA checked the SER for completeness and, being satisfied with the quality of the documentation, started preparations for the on-site visit at Stenden Hogeschool at its main campus in Leeuwarden. On the basis of the information given in the SER, a panel secretary designated by FIBAA assembled an assessment panel (from May 2009), which consisted of members with domainspecific expertise, teaching and assessing expertise and expertise regarding international developments within the discipline. The HEI was informed about the composition of the panel prior to the on-site visit and had no objections. All members of the panel and the panel secretary have declared their impartiality (see Appendix 2). In preparation of the on-site visit, the panel received all relevant documents, including the SER and information on FIBAA procedures. The panel members were asked to analyse the documents and inform FIBAA about their preliminary assessment and whether further information on the programmes was needed. They also formulated questions that they passed on to the FIBAA panel secretary, who then prepared a list of questions in preparation of the on-site visit. FIBAA drafted a timetable for the on-site visit that was adjusted to the specific situation at the HEI in cooperation with the Director of Academic Affairs also responsible for Stenden Graduate School (SGS) (Appendix 3). This draft timetable was used during the further preparatory meeting of the complete panel, Dutch and German members, at the beginning of the on-site visit on June 18, By the end of this first day, the panel concluded that it would like to further discuss programme details with the Director of SGS and the course leaders for the two study programmes in a timeslot scheduled for such discussions on the second day. The on-site Visit Interviews were held with the Executive Board of Stenden Hogeschool, the management of Stenden Graduate School (SGS) and the management of the programme. In addition, interviews were held with lecturers, a member of the Advisory Board representating the professional field, and a representative of the London Metropolitan University. Joint interviews were held with graduates and students. At the onset of, and during the on-site visit, the documents requested for scrutiny were studied. In the schedule of the on-site visit, special timeslots were dedicated to internal discussions of the panel so as to discuss impressions and preliminary judgements. At the end of the visit the panel secretary, speaking on behalf of the panel, presented the HEI with the preliminary assessments of the panel without expressing an explicit judgement. The Reporting Phase On the basis of the findings of the assessment panel, FIBAA drafted a two-part report consisting of the Themes Report and the Standards Report in which the assessment of the panel was expatiated upon. The HEI received a draft of the full report at the end of June 2009 and checked it for factual errors on the basis of which amendments were made. The assessment panel subsequently adopted the definite report including the amendments. In July 2009, the assessment report was presented to the institution that could then submit it to NVAO together with an application for re-accreditation of the programme in question. In January 2010, NVAO asked Stenden Hogeschool to supply additional information and assessment on both MISM and MILTS-Programmes. Following the request, both reports have been amended by the panel based on the situation at the time of the on-site-visit. Both reports were presented to the HEI in mid-march FIBAA, Bonn, March 18h, 2010

5 0.2 Formation of Judgements In its assessments, the panel takes into account any special emphasis the institution might have placed on the programme, the domain-specific frame of reference and a comparison with other relevant programmes on a number of aspects. The panel expresses an assessment of each theme by weighing the respective standards. The assessment panel uses the following scale for the assessment as listed in NVAO s Accreditation Framework: excellent good satisfactory unsatisfactory. Under the individual themes, the assessment of the standards is repeated each time followed by a weighing that leads the panel to a conclusion as how to assess the theme. Extensive substantiation is to be found in the Standards Report. A supplementary text was added to the overall assessment in case of: - giving weight to judgements at standards level; - benchmarking in relevant aspects; - generic findings that surpassed the standards level; - special emphasis or best practices. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 5

6 Part A: Themes Report A.1 Information on the Institution Stenden Hogeschool is the result of a merger of Christelijke Hogeschool Nederland (CHN) and Hogeschool Drenthe (HD) on January 1 st, It is an international University of Applied Sciences with campus sites in the Netherlands (Leeuwarden, Emmen, Groningen, Meppel and Assen), a campus in Qatar (Doha), in Thailand (Bangkok), in South Africa (Port Alfred) and Indonesia (Bali). Stenden Hogeschool furthermore plans to open a University campus in Germany (Berlin). Stenden Hogeschool provides higher professional education, research and services in the fields of engineering, economics, hospitality, leisure, tourism, retail, small business, office management, media & entertainment, social care and education. Stenden offers 3 associate degrees, 21 bachelor programmes and 5 Master s programmes in the fields of (Service) Management, Education, Care, Economics and Engineering. All programmes are accredited by NVAO, both the MILTS- and MISM-Programme were initially accreditated in August Stenden employs almost staff and offers its programmes to currently students. The Master s programmes are offered by School of Graduate Studies (SGS) within Stenden Hogeschool. They are aimed at the service sector, a growing economic sector that has become a dominant factor in most western economies and is one of the most important sectors in the Dutch economy. Currently, students can choose from the following Master s programmes : - Master of Special Educational Needs (Master SEN) (full-time and part-time) - Master of Learning & Innovation (MLI) (part-time) - Master of Leadership and Education (MLE) (part-time) - Master of International Leisure and Tourism Studies (MILTS) (full-time) - Master of International Service Management (MISM) (full-time and part-time) In the years ahead, Stenden Hogeschool intends to develop into a New University, a nationally and internationally recognised knowledge institution for higher education with an orientation to professional practice with a distinctive education and research profile. In the process, Stenden Hogeschool plans to substantially upgrade its knowledge base and quality with the aim of raising the level of academisation of the Hogeschool. A.2 Assessments by Theme Theme 1: AIMS AND OBJECTIVES All of the three standards are judged as to be good. Consequently, the overall judgement on this theme is positive. The programme meets the subject/ disciplinary requirements and stands to a comparison with similar programmes of renowned international HEIs. The learning outcomes are adequate for a professional Master s degree, as defined by the Dublin Descriptors and are in line with Dutch legislation. The programme is soundly based on the professional requirements, as the experience of stakeholders from academia and industry is integrated into the design of the programme. Overall, the aims and objectives of the programme are comprehensive and relevant to the professional field. Theme 2: CURRICULUM Out of the eight standards of this theme, six are judged as good, one as excellent and one as satisfactory. Consequently, the overall judgement on this theme is positive. 6 FIBAA, Bonn, March 18h, 2010

7 The curriculum is based on adequate literature and other learning material and informed by professional expertise. The curriculum represents an adequate realization of the aims and objectives. In the curriculum, the international focus of the study programme should be more explicitly displayed and substantiated. The modules each and in their sequence contribute to the intended and specified learning outcomes and, hence, to the programme objectives. The contents of the curriculum of the MISM programme can be regarded as internally consistent. In the view of the panel, the average weekly workload of 42 hrs in the current model does only mildly exceed a standard workload of a full-time student of 40 hrs per week. This workload is seen by the panel as still adequate. The panel believes it appropriate to extend this judgement also to the part-time programme. Admission requirements are fully in line with formal regulations, with a view to students with a degree other than in economics or business studies, the panel advises the HEI though to offer preparatory courses for this group. The HEI awards 60 EC after successfully completing the programme. This is in line with the minimum required by Dutch legislation for a HBO-Master s programme and on par with European standards. The correspondence between aims of the individual modules and the applied educational methods is excellent. The method of learning assessment corresponds with the learning outcomes of the individual modules, in mosts modules consisting of a number of different tasks that go beyond the mere testing of knowledge. Overall, the curriculum is a good implementation of the intended learning outcomes into structure and contents on par with international standards and with a particular strength in the application of educational methods. Theme 3: STAFF Out of the three standards of this theme, all are judged as to be satisfactory. Consequently, the overall judgement on this theme is positive. The majority of teaching staff has relevant experience in the educational ambit and in relevant professional fields, the panel advises the HEI though to provide for a greater variety of professional experience of its teaching staff. The quantity of staff is good in the core modules but only sufficient in the specialisation modules. The panel advises the HEI to devote more staff to these modules. It sees some room for improvement concerning the level of academic qualification of teaching staff. Overall, the staff deployment in the programme is satisfactory. Theme 4: SERVICES Out of the two standards of this theme, one is judged to be excellent, the other to be good. Consequently, the overall judgement on this theme is positive. The amount and size of teaching rooms and lecture theatres, the equipment of all learning facilities (including computer workstations) are of excellent quality. The HEI should consider prolonging the opening hours of its library. The information handed to the students is comprehensive and up to date, yet evaluation results show that there is still some room for improvement. The use of student tutors is not stipulated by the HEI. Counselling functions are in the hands of teaching and administrative staff. The services pertaining the counselling of students are comprehensive. Overall, the facilities and services are of high quality when compared to similar HEIs abroad. Theme 5: INTERNAL QUALITY ASSURANCE Out of the three standards of this theme, two are judged as to be excellent, one as to be good. Consequently, the overall judgement on this theme is very positive. The HEI has installed comprehensive evaluation procedures at various levels of the programme, incorporating external expertise and by doing so institutionalising external assessment. With a view to measures for improvement, the HEI has introduced a quarterly quality report which not only sums up evaluation results, but draws relevant conclusions from them and formulates a strategy for improvement. The extent to which the students are involved in the internal quality assurance process on various levels is intense. The panel advises the HEI, that the information about the full evaluation results be made accessible to all students in an appropriate manner. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 7

8 Overall, the HEI has introduced a comprehensive and convincing quality assurance system, which leads to verifiably improvement. In the wider context of quality assurance at Higher Education Institutions on a European level, the panel regards this comprehensive internal quality assurance as being excellent. Theme 6: RESULTS Both standards of this theme are judged as to be good. Consequently, the overall judgement on this theme is positive. The qualification of the graduates is adequate for an HBO-Master s programme and a good realisation of the aims and objectives of the programme. The yield analysis shows a positive trend with a view to study progress and course yield rates. Overall the panel is satisfied the aims and objectives of the MISM-programme are accomplished. A.3 Overview of Judgements at Themes and at Standards Level THEME Standard Judgements 1. AIMS AND OBJECTIVES Good Standard 1. Subject-/ Discipline-specific Requirements Standard 2. Bachelor and Master Level Standard 3. Professional / Academic Orientation Good Good Good 2. CURRICULUM Good Standard 1. Requirements for professional / academic Orientation Standard 2. Correspondence between the Aims and Objectives and the Curriculum Standard 3. Consistency of the Curriculum Standard 4. Workload Standard 5. Admission Requirements Standard 6. Credits Standard 7. Coherence of Structure and Contents Standard 8. Learning Assessment Good Good Good Good Satisfactory Good Excellent 3. STAFF Satisfactory Standard 1. Requirements for professional / academic Orientation Standard 2. Quantity of Staff Standard 3. Quality of Staff Good 4. SERVICES Good Standard 1. Facilities Standard 2. Tutoring Satisfactory Satisfactory Satisfactory Excellent Good 5. INTERNAL QUALITY ASSURANCE Excellent Standard 1. Periodical Evaluations Standard 2. Measures For Improvement Standard 3. Involvement of Staff, Students, Alumni and the professional Field Excellent Excellent Good 6. RESULTS Good Standard 1. Achieved Learning Outcomes Standard 2. Study Progress Good Good 8 FIBAA, Bonn, March 18h, 2010

9 A.4 Overall Judgement On the basis of the above overview and its underpinning in the standards report, the programme scored good on four out of the six themes, excellent on one theme and satisfactory on the remaining theme. Consequently, the overall judgement of the programme is positive. Even though minor aspects of improvement have been identified by the panel, the programme overall fulfils the qualification requirements adequate of an HBO-Master s degree. With a view to the academic aspirations of Stenden University, as stated in the New University concept, the panel still sees some some room for improvement. The panel wishes to highlight the excellent internal quality assurance system, which as proven by the quarterly reports has already helped identify a number of minor shortcomings mentionend in this report and measures for improvement on these issues have been projected. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 9

10 Part B: Standards Report Theme 1 AIMS AND OBJECTIVES Standard 1 Subject-/ Disciplinary Requirements Good Criterion: 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). The judgements were based on the following arguments: The HEI defines the following general aims for the MISM and MILTS programmes: a. Academic aims To develop the student s intellectual skills and competencies i.e. to assist the student to develop, in the field of services, a way of independent thinking and working, based on academic, professional, and international expertise. The level of achievement required is that appropriate to a Master s degree of a Dutch university of professional education. b. Professional aims To provide students with in-depth knowledge and specialised skills necessary to prepare them for playing a significant role within the development of the international service industry. c. Personal aims To encourage the development of the student s personal qualities. This includes the development of above-average interpersonal skills, a high degree of self-confidence, initiative and enterprise, and an appropriate attitude to work. The personal development of the students is given special attention in the Personal Value Creation module. The HEI then operationalises the general aims into programme specific competencies for the MISM programme: 1. General competencies a. The ability to read critically and think independently about issues related to services and the service industry in order to develop future vision and make strategic choices. b. Internalisation of basic knowledge (relevant professional understanding), skills and attitudes (social skills and abilities, emotional resilience), metaqualities (creativity, mental agility, balance of learning habits and skills, self-knowledge) in order to decide upon his/her own guiding role in these choices. c. The ability to perform his/her job from a broader frame of reference and from a welldefined value orientation. 2. Conceptual reasoning a. The student is able to think in concepts that explain the nature and development of the (international) service industry and apply these concepts to the contemporary context of this industry. In doing this, the student will take into account the multidisciplinary and interdisciplinary character of services and the main disciplinary theories and perspectives towards the service industry. b. The ability to communicate ideas clearly and effectively in discussions, presentations and reports. 3. Strategic analysis a. Critical understanding of strategy questions and strategic planning in the service industry from a multidisciplinary and interdisciplinary perspective. 10 FIBAA, Bonn, March 18h, 2010

11 b. The ability to analyse, evaluate and appreciate strategic policy documents accordingly. 4. Quality questioning and social responsibility a. Understanding of the interrelations of the service industry with human interests, with the quality of (human) life and human well-being, with society and the natural environment. b. Awareness of the social responsibility of service companies and knowledge of important concepts and theories of business ethics. Understanding of the reflection on service quality as an essential subject in the scientific study of services and service industry. c. Developing a critical attitude towards existing quality concepts. The ability to apply these understandings to practical quality questions regarding service provision processes. 5. Research competency a. The ability to understand, produce and present academic evidence at a basic level. This includes the review of literature, the definition of a problem, development of research design, gathering data and analysis of these data into a meaningful report. b. The ability to critically evaluate and analyse the results of research regarding services and interpret findings (seek, handle and interpret information). 6. International orientation a. The ability to develop a critical vision on the globalisation process and the role of multinational service companies. b. The ability to develop communication skills in general and intercultural communication skills in particular. c. The ability to act in an international environment or organisation. 7. Making a difference to practice a. The ability to use theoretical models as a tool to test decisions and the consequences of decisions before these are taken. b. This ability is combined with the ability to test theory to the practice and, if necessary, to fine-tune the theoretical basis as to best practice. 8. Service Management competence a. Performance of the five management functions that are actively involved in creating and delivering services: marketing, operations, finance, technology and human resources. b. Effective co-ordinating these functions in strategic planning and execution c. Ability of explaining the co-ordination process. To the knowledge of the panel, there are no codified domain-specific professional requirements in the field of service management. With a view to requirements set by academic colleagues in the field, the panel draws upon the objectives of comparable Master s programmes in the field of Service Management as offered by European HEIs, as these are the programmes the MISM programme is competing with. In doing so, the panel draws upon analyses provided for by the HEI as well as the expertise of the panel members. Service Management as part of Supply Chain Management acts as the link between the actual sales and the customer. From this general starting point, service management relates to a wide variety of professional fields. Thus the contents of study programmes offered, though based in the academic field of economics, are usually closely related to the needs of specific economic sectors: automotive industry, banking and finance, information technology and hospitality to name but a few. The Master of International Service Management focuses on service organisations in general, their structure, strategies, processes and culture around the customer and the international character of services in which cultural differences are playing an important role. Study programmes with a similar scope on service organsations are comparatively rare internationally. Comparable programmes as offered on a European level are for instance: Gelsenkirchen University of Apllied Sciences at Bocholt, Germany, offers a two year Master s programme Service-Management which covers the same areas as the MISM FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 11

12 programme, yet broadens the scope by giving more regard to the management of finances and the management of processes of growth of a company. Karlstad Univeristy, Karlstad, Sweden offers a one year Master s programme Master Programme in Business Administration (60 EC) in Business Administration with a specialisation in Service Management. Though many of the same aspects as in the MISM programme are touched upon, business administration subjects such as Accounting and Finance are more focused upon. University Paris-Est at Marne La Vallé, France, offers a two-year Master s programme Marketing et production de services. Offered in French, this programme appears to aim at French/ French speaking students. The programme touches most of the subjects as does the MISM programme. Being a two-year programme, aspects like management, marketing and production are given more room in the curriculum. Pforzheim University of Applied Sciences, Pforzheim, Germany offers a three semester Master s programme Master of Arts in Service Marketing, the curriculum of which is covers in all but one of its modules the same subjects as does the MISM programme. Apart from the duration of the programme, the main difference lies in the topics touched upon in one module, dealing with technology-orientated topics. Furthermore, all of the above programmes consider the application of knowledge to real world problems an important objective of the respective programme, with some HEIs stressing methodological aspects while others accentuating social competencies. Both of these aspects are covered by the MISM programme. Given that the curriculum of MISM is that of a one-year programme, some aspects are given a more limited room when compared to two-year programmes. Yet in the view of the panel, the MISM programme covers what can be considered as a set of internationally standard objectives in the specific academic field. A special characteristic of the MISM programme is its emphasis on leadership. In the view of the panel the HEI should consider making this aspect of the programme more visible in its title, e.g. Master of Leadership in Service Management. Standard 2 Master Level Good Criterion: The intended learning outcomes of the programme correspond with the general, internationally accepted descriptions of a Master s qualification. The judgements were based on the following arguments: The HEI bases its argument that the programme be on a Master s Level, on the description below of competencies of students in line with the Dublin Descriptors. It is noteworthy that the two Master s programmes Master of International Leisure and Tourism Studies and Master of International Service Management share a common core that is obligatory for all students and offers specialised segments for different fields of services, i.e. the individual programme. Thus, the description of competencies of students for both programmes is largely similar. Master level Dublin Descriptors: Have demonstrated knowledge and understanding that is founded upon and extends and / or enhances that typically associated with Bachelor s level, and that provides a basis or opportunity for originality in developing and / or applying ideas, often within a research context; Competencies MILTS and MISM - 3b: The ability to analyse, evaluate, and appreciate strategic policy documents accordingly. - 5a: The ability to understand, produce, and present academic evidence at a basic level. This includes the review of literature, the definition of a problem, development of research design, gathering data, and analysis of these data into a meaningful report. 12 FIBAA, Bonn, March 18h, 2010

13 Can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; Have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements; - 1c: The ability to perform his/her job from a broader frame of reference and from a well defined value orientation. - 2a. The student is able to think in concepts that explain the nature and development of the (international) service industry and apply these concepts to the contemporary context of this industry. In doing this, the student will take into account the multidisciplinary and interdisciplinary character of services and the main disciplinary theories and perspectives towards the service industry. - 4a. Understanding of the interrelations of the service industry with human interests, with the quality of (human) life and human well being, with society and the natural environment. - 4b. Developing a critical attitude towards existing quality concepts. The ability to apply these understandings to practical quality questions regarding service provision processes. - 7a. The ability to use theoretical models as a tool to test decisions and the consequences of decisions before these are taken. - 7b. This ability is combined with the ability to test theory to the practice and, if necessary, to finetune the theoretical basis as to best practice. - 8a. Performance of the five management functions that are actively involved in creating and delivering services: marketing, operations, finance, technology and human resources. - 8b. Effective co-ordinating these functions in strategic planning and execution. - 8a.a. The ability to judge, apply and integrate central concepts to interdisciplinary situations in leisure and tourism: leisure, play, experience, culture, environment, distance, development, economic system. - 8a.c The ability to analyse, synthesise and apply planning and policy procedures in leisure and tourism, taking into account aspects of institutional and regulatory frameworks, stakeholder and power issues, and strategy and finance. - 1a. The ability to read critically and think independently about issues related to services and the service industry in order to develop future vision and make strategic choices. - 1b. Internalisation of basic knowledge (relevant professional understanding), skills and attitudes (social skills and abilities, emotional resilience), metaqualities (creativity, mental agility, balance of learning habits and skills, self-knowledge) in order to decide upon his/her own guiding role in these choices. - 3a. Critical understanding of strategy questions and strategic planning in the service industry from a multidisciplinary and interdisciplinary perspective. - 4a. Understanding of the interrelations of the service industry with human interests, with the quality of (human) life and human well being, with society and the natural environment. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 13

14 - 5b. The ability to critically evaluate and analyse the results of research regarding services and interpret findings (seek, handle and interpret information). - 6a. The ability to develop a critical vision on the globalisation process and the role of multinational service companies. - 8a. Performance of the five management functions that are actively involved in creating and delivering services: marketing, operations, finance, technology and human resources. - 8b. Effective co-ordinating these functions in strategic planning and execution. - 8a.b. The ability to critically reflect, synthesise and apply perspectives on leisure and tourism in relation to quality of life. Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; Have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. - 2b. The ability to communicate ideas clearly and effectively in discussions, presentations and reports. - 6b. The ability to develop communication skills in general and intercultural communication skills in particular. - 8c. Ability of explaining the co-ordination process. - 6c. The ability to act in an international environment or organisation. The panel concludes from the information given, that the orientation of the programme is that of a professional Master s degree. Compared to an academic Master of Arts programme, it builds on academic knowledge but has a strong emphasis on the application of knowledge as outlined in the module descriptions and documented in the use of case studies and project work in most of the elective modules. In the view of the panel, the overall qualification of the graduates of the programme meets the requirements of a Master s level, proof of which can be observed in the quality of the Theses (see below). Standard 3 Professional orientation - HBO Master s Degree Good Criteria: The intended learning outcomes are also based on the professional profiles and/or professional competences 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 higher education is required or useful. The judgements were based on the following arguments: The HEI has informed the panel in its SER that the programme design is on a regular basis assessed by an Advisory Board, comprising representatives of relevant professional fields and academics. The panel had the opportunity to speak to one of its members and assured itself of the competence and commitment of the Advisory Board. It has also assured itself of the fact that the programme design is based on the intended learning outcomes on the professional profiles and professional competences drawn up in collaboration with the professional field (lecturers, 14 FIBAA, Bonn, March 18h, 2010

15 programme management and Advisory Board) and informed by extensive market research among potential employers ( Employability Study, carried out in 2006). The HEI outlines in the annex to the SER (Document Stenden SGS Masters Programme Framework ) the objectives and intended outcomes by module in detail. In the view of the panel, the curriculum gives due regard to academic knowledge in the field, but students are also trained (especially through project work in the specialisation modules) for the application of the knowledge acquired. Furthermore, the approach of the HEI stresses the acquisition of interpersonal skills relevant to a managerial position in the labour market. The panel thus considers the competencies defined in the programme as leading to an appropriate professional qualification of the graduates for an occupation as a commencing professional in the management of services. Theme 2 CURRICULUM Standard 1 Requirements for professional orientation Good Criteria: 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. The judgements were based on the following arguments: In its SER, the HEI describes the MILTS and MISM programmes which include common core modules for both programmes and field-specific modules for the individual programme. Guest lectures, site visits and participation in demand-driven, applied research projects are part of the programme. The professional orientation of the programme is reviewed by the Advisory Board, alumni contacts, and employability studies. The programme work forms, in particular the Action Learning component, are used to enable the integration of theoretical and practical knowledge and skills. In the view of the panel, the literature used in the core and specific modules is appropriate to the respective modules, it is largely up-to-date and hence contains the latest developments in the respective fields of study. The core literature of Module SSM3, however, is rather generic, since there are a number of recognized international texts available on Strategic Service Management. Also, the use of professional literature in this Module could draw more on expert research as e.g. published in the Services Industries Journal, etc., and hence establish an ongoing link with specific current issues and debates in Strategic Service Management. Teaching and learning methods used in the MISM programme enhance the interconnectedness of the programme with the professional practice. The linkage between the study programme with the Stenden University research groups further ensures the integration of current developments in the discipline. The panel appreciates the open view of the HEI towards the multidisciplinary research paradigm currently in place in academic service sector research. It also recognises the numerous contributions made by the HEI to various international academic conferences. There is a clear link between faculty research and student Master s Thesis research. The panel is pleased with the degree of synthesis that has been achieved in this area. In the view of the panel, the use of case studies and projects, group work and presentations, the fostering of social skills but also the grounding the programme in the wider field of service management in the curriculum ensures the development of professional competencies adequate to FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 15

16 of professional requirements. The kind of staff development applied, together with industry contacts for example via the aforementioned Advisory Board, guest lectures, discussions about industry phenomena, and on-site visits, firmly contributes to the further development of the curriculum and its aim to ensure professional competence and verifiable links with industry practice. Standard 2 Correspondence between the Aims and Objectives and the Curriculum Good Criteria: The curriculum is an adequate realisation 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. The judgements were based on the following arguments: The curriculum is described by the HEI as being divided into three elements: core modules, which are taken by all students of the two Master programmes MISM and MILTS and impart upon them knowledge relevant to both programmes. Parallel on offer there are the specialisation modules, aimed at relating knowledge relevant to the specific professional field that graduates are envisaged to work in, finally there are electives that students can choose from. The contents of the modules are as follows: The common core subjects (C1 to C5): C1 Market Value Creation Traditionally, the financial performance (sometimes even only the short-term performance) is the main criterion for judging the organisation as a whole. Increasingly, managers become aware that a good financial performance is the outcome of other factors, and that close monitoring of these factors is as essential as monitoring financial performance. This module focuses on different instruments to assess this (wider) context. By being sensitive to the various stakeholder interests and global and local differences the organisation is able to create value in such a way that success becomes sustainable. C2 Sustainable Value Creation Participants are confronted with theories on sustainable development; with basic ethical theories; with theories on CSR and stakeholders analysis and are challenged to apply the acquired knowledge to real-life cases and from the perspective of business ethics and corporate social responsibility. The principal aim of this module is to explore with participants the process of sustainability as a multi-layer and multidimensional concept involving a personal, organisational and societal level. C3 Research The first aim of this module is to help students develop a critical understanding of the main principles of research philosophy, methodology and design. The focus will be on the first stages of the research process: the choice of a topic and a paradigm, analysing and reviewing existing literature, development of a conceptual model and formulating an adequate problem statement. Applying a research-based learning approach is further supposed to strengthen essential management competencies like problem analysis, schematising & conceptualising, reflection, project management, oral & written communication, relationship management, tenacity and flexibility. Building on the preparatory work and the research proposal from the preceding service research module, participants are expected to conduct a small-scale research project. The methods applied should contain both a qualitative and a quantitative data-collection and dataanalysis technique. This way, a comparison can be made between the relative strengths and weaknesses of the two approaches. The main target for the module is to have participants 16 FIBAA, Bonn, March 18h, 2010

17 experience and manage all parts of a research project with a focus on data-collection, dataanalysis and presentation of the outcomes. C4 Personal Value Creation The main aim of this module is to explore possible paths for leadership development. This is done encouraging the development of the participant s personal qualities and professional (management) competencies, focusing on the achievement of a higher degree of interpersonal skills (interdependency), self-confidence, initiative and entrepreneurship and an appropriate attitude to work (independency). The level of achievement with respect to the personal aims should satisfy the requirements mentioned in the personal learning plan and personal learner reports (journal). The group meetings and the individual counselling interviews are also intended as a first-line help for (study)-problems. C5 Thesis The Thesis writing is the final part of the Master programme. It displays the student's final study results, insights and competencies. Most of the acquired knowledge and skills of the previous modules will have a substantial function in this Masterwork. The purpose of the Thesis is to demonstrate the student's ability to conduct a piece of original research. Evidence is required of reasoned exposition, logical structuring and scholarly presentation. The Thesis is prepared throughout the year and allows the student to develop a particular area of interest in-depth. The specialised MISM modules focus on management issues in service organisations: SM1 Principles of Service Management This module gives an overview of the main issues in service management. One interesting thing about the service management discipline is that of necessity: it integrates operations, human resources, and marketing. This is different from manufacturing management, where manufacturing operations management, product marketing, and human resource management are commonly taught as distinct disciplines (which is not ideal, but the result of traditional functional specialisation). With service management, it is impossible to talk adequately about operations management, without addressing major human resource issues. Further, it is impossible to deal with service marketing without discussing operations design and execution. That is why both in the introductory module and in the following modules a cross-functional approach will be used. SM2 Service Performance Improvement The main theme of this module is: Performance Measurement in Service Industries. Performance measurement can be focussed at three different levels: the organisation, the process, and the individual. In this module, a systems approach is adopted as a foundation of diagnosis. Several theories on performance improvement will be compared and contrasted. SM3 Strategic Service Management An optimal service performance requires a concerted effort by all people and systems involved to create and deliver a valuable and satisfying experience in an efficient and effective way. This description points to five perspectives, which may be called the quintessence of service management: 1. HRM perspective (all people involved) 2. Technological perspective (efficient and effective systems) 3. Operational perspective (to create and deliver, efficient, effective) 4. Customer & Marketing perspective (a valuable and satisfying experience) 5. Financial perspective (efficient, effective). The main target is to balance these five perspectives. Special attention will be paid to the potential of electronic services in improving service performance. In the second semester, students are free to choose from the following optional electives. E1 Project management FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 17

18 takes a perspective on the management aspects of project management and so can be characterised as a typical organisational module. It is therefore mainly related to competency 8: Service Management, which contains for example co-ordinating processes, strategic planning and execution of functions in an organisation. E2 Food in Motion addresses the strategic value and importance of contemporary issues in the food and beverage branch. The module objectives cover strategic, social and environmental aspects of food in an international perspective. Thus it is mainly linked to the competencies 1, 4, 5 and 6. E3 International Management Project. This module allows students to participate in international management projects (projects management). It entails elements of research, strategic alignment and operational management. The core elements of this module are research and management, in an international context. Therefore it is mainly related to the competencies 5 (Research), 6 (International Org.) and, as to the management part and the practical participation in a project, to 7 (Practice) and 8 (coordinating processes). E4 Critical Impacts of Tourism is aiming at Sustainable Tourism. It is handling the societal development, i.e. improvement of the quality of life of the residential of local communities. The main element of this module is a research project in this area. Thus it is related to competency 5 (Research Competence) and the General Competencies (1). E5 Change Management addresses organisations and change. It approaches the aspects of and the perspectives on change management, change processes and the techniques applied in change processes. Module objectives cover competence 1 (basic skills and knowledge) and change management from a strategic point of view. It mainly relates to competencies 1 (general competencies) and 3 (Strategic Analysis). E6 Branding and Concept Development in Retailing enables students to specialise in retail service manamement. Strategic issues in retailing are related to the general trend that retail brands and concepts tend to become more significant and even replacing traditional product branding. E7 Concept Development in Hospitality addresses key strategic issues in hospitality management. State of the art trends in revenue management, e-branding, imagineering and other key topics are dealt with in an interactive way. E 8 Branding and Concept Development in Retail In this module, the most important concepts and models focusing on retailing as a service industry in the era of experience marketing are presented and critically discussed. In the view of the panel, a correspondence between the aims as statet in Theme 1, Standard 1 and can be observed. With a view to the academic aims, apart from a general use of academic literature and methods in the curriculum, they are in the main achieved through the core module Research (C 3), which prepares students for a well structured Thesis meeting academic requirements. With a view to international aspects from an academic angle, the panel seeks to underline its view, that an adequate conceptualisation of international phenomena in an academic context should be firmly rooted in theoretical analyses. This approach goes beyond intercultural experience provided for by the composition of the student cohorts in the programme and is not limited to the use of scientific literature in a foreign language. If based on theoretical analysis, Internationality in a curriculum serves as an element of orientation for graduates in an increasingly globalized economy. Thus the panel advises the HEI to devote more time to analysing and reflecting upon theoretical aspects of internationalisation throughout the curriculum. With a view to the professional aims, the curriculum in the view of the panel touches upon the relevant aspects of the field against the backdrop of a qualification for management tasks in the profession. As discussed ealier (Standard 1), the curriculum procures the standard subjects of 18 FIBAA, Bonn, March 18h, 2010

19 Service Management with the extra characteristic of an emphasis on leadership. Given the broad scope of Service Management in business, the wide choice of electives allow for a specialisation in some of the main professional fields of Service Management, with the electives being plausibly connected to the core modules. Finally with a view to personal aims, the core module Personal Value Creation (C 4) furthers the personal management qualities, again a qualification highly relevant to a managerial position in the professional field. The development of interpersonal/soft skills is furthermore strengthened by the HEI s constructionist approach to learning, which incorporates students more intensly in the learning process than traditional approaches do (see also Theme 2, Standard 7). The panel thus concludes that the curriculum is a good realisation of the intended aims and objectives. Standard 3 Consistency of the curriculum Good Criterion: The contents of the curriculum are internally consistent. The judgements were based on the following arguments: Out of 8 Modules (plus the Master s Thesis), the MILTS and MISM programmes share a common core of 4 modules (25 EC). These common core modules introduce students to the contents relevant to both specialisations (Modules C1, C2, C4); on the other hand they serve to prepare students for their Master s thesis (Module C3). Specialisation modules are given due regard (15 EC) in the curriculum, the elective module (one out of Modules E1 to E8, 5 EC) allowing for a limited specialisation according to personal interest. 15 EC are devoted to the programme-specific Master s thesis itself, thus the programme-specific contents amount to 50% of the workload in the curriculum. In the view of the panel the structuring of the curriculum into core/specialisation modules is adequately specific so as to allow for specific qualifcations of graduates. With regard to the electives, a potentially large number of modules (the SER states 8 modules, but the panel was informed on site that there were further options as well) are offered both for students of MISM and MILTS, covering a broad scope of topics from special aspects of the food and beverage branch to an International Management Project. Referring to the specific course rationale description it appears that the electives are consistent with all three elements market environment, organisation, and the professional field. This is also confirmed by students who reported that they are satisfied with the internal coherence of the programme. An in-depth look at the content of the electives, especially in relation to the principles of Service Management, and Strategic Service Management modules, and some further verification with the students convinced the panel that the contents of the MISM curriculum are internally consistent and relevant to the programme. With most of the elective modules taking the form of project work, they contribute to the application of students knowledge to real-life-like problems. For each module of the programme, explicit target competencies are defined in the programme documentation. In the view of the panel, the modules each and in their sequence contribute to the intended and specified learning outcomes and, hence, to the programme objectives. Therefore, the contents of the curriculum of the MISM programme can be regarded as internally consistent. Standard 4 Workload Good Criterion: The curriculum can be successfully completed within the set time, as certain programme-related factors that may be an impediment to study progress are eliminated where possible. The judgements were based on the following arguments: FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 19

20 According to the information supplied by the HEI, the curriculum is structured into 8 modules and the Master s Thesis, equalling a total of hrs student workload. The modules are devided into four units of 10 weeks respectively, thus resulting in an average workload of 42hrs per week and a summer holiday period. With a view to the relation between contact hours and self study, the workload for the modules excluding the Master s Thesis equals hrs, 512 hrs (40%) of which the students spend in class (64 hrs per module). In the view of the panel, the average weekly workload of 42 hrs in the current model does only mildly exceed a standard workload of a full-time student of 40 hrs per week. This workload is seen by the panel as still adequate. Furthermore, the discussion with the students on site informed the panel, that with the reduction of the overall workload in 2008, the students now expect to complete the programme within a year. The panel thus concludes that the curriculum can be completed within the set timeframe. With a view to the proportion of workload spent by the students in class, 40% of the module-workload is seen as adequate. With regard to the part-time mode, the HEI sets the duration to two years, thus halving the workload per year. Based on the results of regular surveys (module evaluations and yield analyses ), the panel is confident that the workload for part-time students is adequate (see also Theme 6, Standard 2). When working as an intern at the HEI, student workload is divided up into blocks of full-time work and blocks of studying full-time over a two year period, apt to personal preference and intership requirements. In the view of the panel and as confirmed by students during the on-site visit, this study mode does not lead to a higher overall workload of these students. The current size and structure of the curriculum was only introduced in 2008, following an evaluation of the time it took the students to graduate, which before was close to 18 months on average for this one year programme. As a consequence, the overall workload was reduced from 75 to 60 EC. To the panel this is a convincing proof of the effectiveness of the quality assurance system introduced for the Master s programmes in 2008 (for an assessment of the internal quality assurance system, see below). Standard 5 Admission Requirements Satisfactory Criterion: The structure and contents of the intended curriculum are in line with the qualifications of the incoming students: Professional bachelor s programme (HBO-bachelor): a bachelor's degree and possibly a selection (with a view on the contents of the discipline). The judgements were based on the following arguments: The HEI sets as admission requirements for this study programme a Bachelor s degree of 210 or more EC in Economics, Business Studies or a study related to this study programme (this information somewhat contradicts the information in the SER; it is however based on the course handbook for the MISM and the MILTS programmes as the authoritative regulation). Furthermore, students have to produce proof of oral and written proficiency in English either through a TOEFL (minimum score of 550 paper based or 213 computer based) or IELTS (minimum score of 6.0) test results. Foreign students from outside the EU, Australia, Canada, Japan, Monaco, New Zealand, the USA or Switzerland are required to have a valid visa, the International Office supports these students in the application process. Applicants for the programme in the part-time mode in addition have to produce proof of at least one year s professional work experience on a managerial level to be admitted to the programme (again, this information differs between SER and Course Handbook. The HEI has confirmed that one year of prior professional work experience is required). For students combining full-time study with an internship at the HEI, no additional admission requirements have been laid down. In case of an applicant s Bachelor s degree in a related field of study other than Economics or Business Studies, the HEI applies a selection procedure. The decision is made by an Admission Committee, comprised of the course leaders of MISM and MILTS. The HEI could not produce criteria in writing on which the decision is based, but a written report on each decision is filed. 20 FIBAA, Bonn, March 18h, 2010

21 Whilst the aforementioned admission requirements are fully in line with formal regulations, and the panel is confident about programme management s integrity and commitment to only admit students who are sufficiently qualified for the programme, some of the students complained before the panel that the initial qualification of commencing students varies considerably. This may lead to frustration both on the side of those students who are, due to their limited prior knowledge in specific academic fields, overstretched as on the side of those students who are hampered by the former group in advancing their knowledge. As no part-time students were interviewed during the on-site visit, the panel has heard no comments on whether the same holds true for this group. Given that the admission requirements with regard to initial (academic) qualification are similar to both groups, the panel believes it appropriate to extend this judgement also to the part-time programme. The panel concludes that while the admission requirements on the whole are satisfactory, with a view to students with a prior degree other than in Economics or Business Studies further steps to ensure an adequate qualification should be taken. The panel thus recommends that the HEI - lay down a transparent description of common criteria and their use for the admission of students other than with a prior degree in Economics or Business Studies, - offer compulsory preparation courses for those students without sufficient prior knowledge in finance and / or statistics. The HEI is advised to make use of its regular evaluation procedures to identify relevant contents for these preparatory courses. Standard 6 Credits Good Criterion: The programme meets the legal requirements regarding the range of credits: Professional Master s programme (HBO-master): a minimum of 60 credits. The judgements were based on the following arguments: The HEI awards 60 EC after successfully completing the programme. This is in line with the minimum required by Dutch legislation for a HBO-Master s programme and on par with European standards. Standard 7 Coherence of Structure and Contents Excellent Criterion: The educational concept is in line with the aims and objectives. The study methods correspond with this educational concept. The judgements were based on the following arguments: The HEI describes the educational concept as based on a constructivist approach, which focuses on competencies, i.e. high level skills in understanding and performance, incorporating knowledge, attitudes and conduct. In this concept, the teacher does not act as a pure knowledge transmitter who only accepts one true answer to his/her problem but as a coach or facilitator offering thought provoking suggestions for solving the tasks given. Students are expected to use their own experiences to solve a problem as a group using different ways and methods. To this end, the HEI employs a range of methods: Lectures: provide a systematic introduction to the basic issues and to the relevant materials. The important function of the lectures is not necessarily to direct thinking but to provide parameters of relevance, to provide guidance in the choice of sources of FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 21

22 information and reading. Most lectures will be interactive and will integrate the answering of questions as well. Seminars: enable the development of the depth of understanding necessary at Master's level. Students will develop their knowledge base regarding the important concepts, demonstrate synthesis of material examined and gain experience in sharing insights and justifying conclusions drawn from study of selected literature. Besides, seminars allow students and facilitators to share experience from their own and fellow participants experiences and to consider and interpret multiple viewpoints from socio-cultural, personal (and professional) perspectives. Seminars are student-led discussions of issues and materials, which are supplementary to the basic issues and materials of the lecture. Group discussion and debate will analyse the seminar subject in a complementary relationship to the lecture subject. The diversity of the students professional and personal backgrounds will provide a dynamic context for discussion and debate reflecting the multidisciplinary character of services. Workshops/Skill labs: train practical skills. Students have to work actively in small groups or individually on some exercises. Field trips: enable students to observe and experience the service industry in the specific subject area. Case Studies: train the students' ability of strategic analysis. Projects: provide students with a useful basis for applied research in an international context. They will be encouraged to develop their skills of interdisciplinary enquiry in the industry. Independent self-study: can be considered the most essential educational working form. It is the strongest expression of the challenge of self-development. It is also the condition for a successful participation in the other aforementioned teaching and learning methods. In consultation with the tutors, students are expected to manage their programmes of study by selecting and interpreting relevant academic and professional literature, planning seminars and presentations, and preparing material for assessment. This mode of learning will be supported and encouraged by (research) presentations. (Research) presentations: offer students the opportunity to share experiences and findings of research they are undertaking during the programme. It will assist the students thinking, allow them to test ideas and provide mutual support whilst undertaking the more individual study modes of the programme. Role-plays: teach students to view one case from different points of view. In this way, students enhance their sensitivity for other way of thinking and their analytical and social skills. Personal coaching: partly integrated in the module Personal Value Creation and partly in the Thesis module, to offer students the opportunity to meet their coach individually. The coach and the student meet a minimum of three times in a year. Central in these meetings will be the student and his of her progress in the Master s programme. Thesis: proves the students' capacity of theoretically informed and analytical thinking and producing academic work at Master s level. In the view of the panel, students are well integrated into the learning process with the lecturer seeing his role in many cases as a coach rather than a teacher. The good quality of teaching was also confirmed by students during the on-site visit. Furthermore, the teaching methods applied in the individual modules clearly correspond to the respective learning outcomes as laid down in the so-called Module Blueprints. Making use of a student-centred approach on learning, the educational concept is also apt to enhancing soft skills such as teamwork, presentation skills etc. supporting the aim of strengthening leadership in students. The panel highlights in this respect the core module Personal Value Creation which focuses on the development of personal effectiveness in relation to leadership skills, thus underlining the significance of soft skills to the programme. In the view of the panel, the correspondence between aims of the individual modules and the applied educational methods is excellent. 22 FIBAA, Bonn, March 18h, 2010

23 Standard 8 Learning Assessment Good Criterion: 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. The judgements were based on the following arguments: The HEI describes the provisions for learning assessment as follows: The assessment activities are scheduled on the basis of continuous assessment and are designed to be in line with the teaching and learning strategy. This means that assessment instruments are designed to test knowledge, attitude and skills either separately or (preferably) integrated (competencies testing). The assessment strategy might be based on a mix of student selfassessment, and group and individual assessment by the lecturer / teacher / facilitator. In some specific modules student peer-assessment is also used. Assessment instruments are supported by feedback procedures to students. All modules have to be passed on aggregate. Only one re-sit will be offered for every module. The production of a theoretically informed and analytical Master s Thesis is the final evidence of the student s capacity to produce academic work at Master s level. First phase is the writing of a Thesis proposal. It tests the students' ability to apply his/her knowledge and understanding, to translate this into a research issue and to develop an appropriate research design to answer the questions posed. During this process, the student has to choose a subject, write a literature review on the subject, formulate a purpose statement, problem statement and research questions, and develop a research design. This develops into the Thesis proposal. As preparation for work on the Thesis, a core element is considered the quality of the research methodology, project development and practice, and related issues. In the view of the panel, the method of learning assessment corresponds with the learning outcomes of the individual modules, in mosts modules consisting of a number of different tasks that go beyond the mere testing of knowledge. The level of examinations is suited to assess whether the learning outcomes have been achieved. The panel has observed a balance between group tasks and individual work, which is in line with the qualification the programme aims for. Furthermore, the HEI has instated two further elements to safeguard the level and quality of student assessment: the Examination Committee and the Assessment Board of external academic examiners, with the former confirming assessment outcomes of students, the latter being responsible for approving the awards to students. Judging from the Master s Theses that were presented to the panel, the academic requirements of a Master s Thesis are on average met on a high level and stand to international comparison. The panel notes though, that some of the Theses presented show weaknesses with a view to the methodology applied and advises the HEI to monitor this aspect and if required, take the necessary action. The panel is pleased with the statement by the representatives of the HEI during the discussions on site, that the topic of Master s Thesis will only be accepted by the HEI after the Research Module has been completed (core module), as this was not clear from the SER. The HEI thus prevents students from writing the Master s Thesis before actually having achieved a minimum of added qualification through the programme. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 23

24 Theme 3 STAFF Standard 1 Requirements for professional orientation Satisfactory Criterion: Professional orientation (HBO): Teaching is principally provided by staff who link the programme to professional practice. The judgements were based on the following arguments: In the year 2008/09, the programme (the HEI does not differentiate between MISM and MILTS at this point) was run with 11 members of staff and a further 6 lecturers from the Bachelor s programmes in part-time. Of the 17 members of staff employed in teaching of the programme, the CV of 15 members of staff have been conveyed. Out of the 15 members of staff for which a CV was presented, all have sufficient professional experience in the educational ambit, 9 hold business experience, of these all but two in consultancy. The panel views this professional experience of teaching staff as relevant to the programme and apt to linking the contents to the professional practice. The professional experience though mostly covers the field of consultancy. As graduates of the programme will take up positions with other professional requirements as well, the panel advises the HEI to provide for a wider variety of professional experience amongst its teaching staff, in particular extensive international real-life senior management responsibility, rather than staff with extensive HEIemployed consulting experience for the private and public sector, as is currently the case. Standard 2 Quantity of Staff sufficient Criterion: Sufficient staff are deployed to realise the desired quality of the programme. The judgements were based on the following arguments: In the year 2008/09, the programme (the HEI does not differentiate between MISM and MILTS at this point) was run with 11 members of staff and a further 6 lecturers from the bachelor programmes in part-time, resulting in a teaching capacity of 0.92 lecturers (full time equivalent) in the MISM programme. Regarding the teaching staff to student ratio per programme, the HEI provided the following information 3 : MILTS and MISM together: 1:20.4 Specialised MISM-modules: 1:29.3 Specialised MILTS-modules: 1: The HEI states that where necessary, modules are executed in two parallel groups to secure a favourable teaching staff student ratio in these modules. In its judgement, the panel draws upon available national data and, in comparison, data by the German Federal Statistical Office (Destatis). According to a recent survey by the HBO-Raad, the average teaching staff to student ratio at Universities of Applied Sciences in the Netherlands 3 The ratios show the number of students per teaching staff member. The HEI states MISM and MILTS programme share a common core programme of 30 EC, and there is a fixed amount of staff hours per student available for supervision of the Master s Thesis (see Programme Framework p18 and p21 for the programme overview). This needs to be taken into account when calculating the student-staff ratio for the MISM and MILTS programmes separately. 4 The HEI states Due to an exceptionally low student intake of the MILTS programme in 2008 (4 students, 2009: 15 students), the SSR of the MILTS modules is exceptionally low. 24 FIBAA, Bonn, March 18h, 2010

25 stands at 1:24,3. 5 The teaching staff to student ratio at Universities of Applied Sciences ratio in Germany according to the official German statistics stands at 1:26,2. 6 In the view of the panel the teaching staff to student ratio in the common core modules clearly is better than the Dutch, and by way of comparison, the German average. Judging on the data supplied by the HEI, the ratio is markedly less favourable in relation to the specific MISM-modules. Though the panel views the ratio as still adequate, with a view to the specific educational approach which centers on students and thus demands a student-staff-ratio better than average, the panel advises the HEI to devote more staff to these modules. As for the administrative staff, SGS currently devotes 1.4 persons (full time equivalent) to handling the administrative tasks concerning all Master s programmes on offer. The panel is convinced that all tasks are handled in a satisfactory manner. As the bulk of organisational and informatory tasks hinges though upon just one person, the panel advises the HEI to make sure that in case of this person being unavailable, an adequate backup-strategy is in place. Standard 3 Quality of Staff Satisfactory Criterion: The staff deployed are sufficiently qualified to ensure that the aims and objectives regarding content, didactics and organisation of the programme are achieved. The judgements were based on the following arguments: The HEI describes the process and criteria of finding staff for the Master s programmes as follows: Based on the number of students and the need for specific expertise based on the curricula, there are staff members selected from our Bachelor s programmes by the four supervisors of our Master s courses. This selection of staff members is based on the following competence profile: The given lecturer has: a Master s Degree of preferably a PhD; management or other experience in the working field of the specific Master s course; broad experience in the field of applied research, proven by recent publications (academic or other); proven ability as a lecturer, as a personal coach and as a Thesis coach; proven intercultural competencies. With a view to the academic qualification of staff, the panel is not satisfied with the proportion of staff holding an academic title of PhD or above. Currently, out of the 15 members of teaching staff for which a CV was conveyed, one is Professor, three hold a doctoral degree, the remaining have a Master s Degree or a German Diplom issued by a University. The panel is satisfied though that the HEI has projected measures to raise the proportion of staff with a higher degree of academic qualification in its strategic plan, making provison for 100% of teaching staff having a Ph.D. by With a view to the aspirations of the HEI to strengthen its academic profile, the panel strongly encourages the HEI to execute this planning, advising it though to achieve the set target in a shorter time frame. The majority of the members of staff have ample experience in teaching and management in education in line with the requirements of the programme. The Director of Academic Affairs responsible for SGS, also active in teaching, has excellent experience at various levels in the Dutch higher education system. The panel is pleased with his research record and university background, which the panel considers to be a valuable asset for the future development and advancement of the MISM programme. 5 HBO-Raad: Personeel in het hoger beroepsonderwijs. februari 2009, page 2. 6 Statistisches Bundesamt: Hochschulen auf einen Blick. Ausgabe 2009, page 21. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 25

26 Theme 4 SERVICES Standard 1 Facilities Excellent Criterion: Housing and facilities are adequate to achieve the learning outcomes. The judgements were based on the following arguments: The programme is offered at the HEI s main location in Leeuwarden. The campus is fully equipped with modern information technology. A wireless network is available for all students throughout the campus. In addition, the HEI offers a media centre giving access to a range of information. The centre is divided in three different departments: 1. The general department: meant for group work and consult with other students. This part contains the lending counter / information desk. 2. The study department: a quiet room for self study. 3. The training centre for group trainings and workshops. The facilities include auditoria and lecture rooms of different sizes, a study landscape with computer-equipped self-study places, and a library. The HEI offers students the service of a library and of digital catalogues and data bases online. Students can also make use of some of LMU s facilities, as students in the Master s programme are also registered as LMU students. The opening hours of the library are from 8:30 to 18:00 hrs from Monday to Friday, the library is closed on the weekends. In the view of the panel, the amount and size of teaching rooms and lecture theatres, the equipment of all learning facilities (including computer workstations) are of excellent quality. The library is well equipped and an excellent range of digital catalogues and data bases are supplied online. The panel wishes to highlight the fact, that students have electronic access to LMU s univeristy library and e-journals as well, allowing for an even broader range of information sources. The library of the HEI is open in a rather short time frame, given that courses run from 8:30 in the morning to 18:00 at night. With regard to facilitating self study by students, the panel advises the HEI to consider prolonging the opening hours of the library. Standard 2 Tutoring Good Criteria: Tutoring and information provision for students are adequate in view of study progress. Tutoring and information provision for students correspond with the students needs. The judgements were based on the following arguments: The HEI states in its SER that the programme is described and detailed in the Programme Framework. Further descriptions are provided in the Course Handbook. All individual modules have module handbooks which include the module objectives, place in the curriculum, work forms, assessment method and criteria, and practical organisation. All module handbooks are available on an electronic learning platform ( Moodle ). All activities and results are published in the Annual Report. For the programme, the electronic learning environment is used to communicate course activities as well as extracurricular events such as conferences, research seminars and social activity. In the view of the panel, the information handed to the students is comprehensive and by the use of moodle, constantly updated by the HEI. Thus information provided for the students by the HEI corresponds with the students needs in that it gives details on various aspects of the programme. 26 FIBAA, Bonn, March 18h, 2010

27 With a view to study progress, the internet-based services are used to keep the students informed about current developments in the programme and also used as an educational tool. Evaluation results provided by the HEI however point to dissatisfaction of students with information on exam results and with information about the time frame of the programme. The panel thus concludes that the provision of information in these aspects should be improved. After discussing these results with the HEI, the panel is confident that the HEI will solve these problems in a timely fashion. The use of student tutors is not stipulated by the HEI in this programme. Tutoring and counselling functions are in the hands of teaching and administrative staff. The counselling is described by the HEI as follows: Within the MISM programme, academic and personal counselling is embodied in several ways. First, the Course Leaders of both programmes have 2 tutorial meetings per unit with the students. Given the small scale of the programmes, personal attention can be paid to each student. Subjects that are typically discussed in these meetings are study methods, group work, intercultural competencies and practical aspects. Furthermore, the Course Leaders have a weekly consultation hour. Furthermore, the module Personal Value Creation pays special attention to the coaching and counselling of students in developing their personal leadership skills. Supervision is related to the Master s Thesis. The allocation of the supervisor is based on his/her expertise in relation to the Master s Thesis subject and will take place before the start of unit 4. Group and individual supervision is intended for planning and feed back of both the Master s Thesis concept and the Master s Thesis writing. The student and the allocated supervisor share their responsibility and should work out a programme of regular meetings in order to discuss progress and develop ideas. An important task of the supervisor is to guide the student through the academic and practical issues related to the completion of the master Thesis. After the second unit, a study advice is given to all students. Students who failed twice on two modules or more receive a negative study advice and meet with the course leader to discuss the underlying reasons and the perspective on completing the programme successfully. Besides these specific services provided by the staff of the School of Graduate Studies, MILTS and MISM students can also use the general services offered by Stenden University. For specific questions about the student s personal situation for which he/she has not found an answer in the Information Centre or programme administrator, the student may contact one of our counsellors. They can provide the student with information, advice, support or counselling when in case of: - Questions about the study career (doubts whether student has chosen for the right education, a second education); - Problems with study skills and study planning; - Personal problems (fear of failure, coping with mourning, stress, relation problems, etc.); - Laws and regulations; - Conflicts, objections and appeals. The Counsellor s Office can be reached through the Information Centre. The student counsellors have an independent status. As confidential advisors, they have a duty of confidentiality in respect of what a student tells them in confidence. The student counsellors do not disclose information about an individual student to third parties without the explicit written permission of the student involved. Cases of sexual harassment can be reported to a confidential advisor of Stenden. For the first period especially for students from abroad, Stenden has designed the Buddy Programme. A senior student buddy guides the first year students through their first weeks at Stenden and in general in the Netherlands. Finally, Stenden University offers the deanery as a central point for students to ask all sorts of questions about subjects that are not specifically related to the study programmes. These include questions about personal circumstances, study- and career-counselling, labour market and so on. Students are also supported in writing of application letters or CVs. The assistance can be individual, but, if necessary, also through workshops, training and courses. One member of the student-deanery is specialised in advising, supporting and counselling of students with disabilities. She is the contact person and works for all students and employees at Stenden University. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 27

28 In the view of the panel, the counselling services offered by the HEI go beyond what a comparable University of Applied Sciences in Germany offers, where counselling often is limited to fixed consultation times once a week and some additional support by the administrative staff. In contrast, the services offered to the Master s students by the HEI are comprehensive and regard a number of relevant areas, namely with a view to study progress. Student satisfaction with the quality of this service is high, as the panel was told by the students during the on-site visit. It thus concludes that the HEI provides comprehensive support of students in this programme, which leaves little room for improvement. The services pertaining the counselling of students are comprehensive. Theme 5 INTERNAL QUALITY ASSURANCE SYSTEM Standard 1 Periodical Evaluations Excellent Criterion: A system of internal quality assurance is in place, which uses verifiable objectives and periodical evaluations in order to take measures for improvement. The judgements were based on the following arguments: The HEI states in its SER, that a quality assurance system was introduced to the MILTSprogramme in 2008 in addition to the quality management system of London Metropolitan University that has been in place since It is characterised by constant evaluation on various levels, consisting of the following instruments: Entry Track Questionnaire Students that enter the programme are asked to participate in the Entry Track Questionnaire on which the Marketing of the courses is based and which assesses expectations of students of the courses they will follow. Semester evaluation In compliance with regulations of London Met the SGS evaluates the courses and modules every semester. The results are used to improve the content and the organisation of the courses and modules. Student Satisfaction Survey The SGS Master s students participate in an annual Student Satisfaction Survey conducted by the Dutch HBO-Raad. This survey collects information on a higher aggregation level than the semester evaluation. Cohort analysis Stenden provides the programmes with analysis of the entry, throughput and output of the programmes. A progress sheet provides the course leaders with information regarding the progress of the students currently in the course and their grades. Staff Satisfaction Survey To assess satisfaction of teachers and lecturers of the Stenden programmes a Staff Satisfaction Survey is conducted. Exam Regulations The examination regulations can be found in the Stenden Student Regulations part 1. The SGS has formulated specific SGS regulations in the Course Handbook in compliance with the London Met regulations. Monitoring reports The SGS programmes annually send a Monitoring Report to London Met so that they can monitor the progress made. 28 FIBAA, Bonn, March 18h, 2010

29 The panel is satisfied with the comprehensive evaluation processes, which not only are performed on a regular basis, but are followed-up by reports and measures for improvement. The panel is fully convinced that the HEI takes the evaluations seriously, as proven e.g. through the periodic quality reports the HEI prepares. The quality of the evaluatory system of the HEI is further highlighted by the fact that the London Metropolitan University is closely connected to the HEI and fulfils the role of an external evaluator on a regular basis. In the light of LMU awarding a university degree to graduates of the programme (on condition of further studies), it has a plausible interest in the quality of the programme, which shows in its regular evaluation of exams and dissertations. In the wider context of quality assurance at Higher Education Institutions on a European level, the panel regards this comprehensive internal quality assurance as being excellent. Standard 2 Measures for improvement Excellent Criterion: The outcomes of the evaluation form the basis of verifiable measures for improvement that contribute to the achievement of the objectives. The judgements were based on the following arguments: In its SER the HEI states that its quality management system is based on the Deming cycle and is closely linked to the internal Planning & Control cycle. The decision-making regarding annual plans and budgets are directly linked to a self-evaluation using a Balanced Score Card. The financial and quality issues are reported directly to the Executive Board in Quarterly Reports. In addition, an Annual Quality Plan is developed. The panel has assured itself that the quarterly quality report not only sums up evaluation results, but draws relevant conclusions from them and formulates a strategy for improvement. A number of areas of improvement as highlighted in this assessment report by the panel have internally been identified and measures taken. Moreover, the arrangements with LMU require an approval before changing the programmes, thus adding an external element to the assessment of programme quality. Furthermore, the HEI goes to some length to discuss evaluation results with representatives of the students, highlighting problematic results and, in concert with the students, working on their solution. Overall, this criterion in the view of the panel is met in an excellent fashion. Standard 3 Involvement of staff, students, alumni and the professional field Good Criterion: Staff, students, alumni and the relevant professional field will be actively involved in the internal quality assurance system. The judgements were based on the following arguments: The HEI states that its quality management system stresses stakeholder involvement in planning and monitoring. Representatives of the employers are members of the Advisory Board, commenting on programme design and making suggestions on futher programme development. Graduates are involved through feedback from the alumni-network. Results of the HBO-monitor are regularly included in the internal planning. FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 29

30 In the view of the panel, the extend to which the students are involved in the internal quality assurance process on various levels, through regular module evaluations, a regular student satisfaction survey as well as through the Board of Study, is intense. Notwithstanding the close collaboration with the students in quality assurance matters, discussions with the students during the on-site visit lead the panel to advising the HEI, that the information about the full evaluation results be made accessible to all students in an appropriate manner, as this not only makes the follow-up processes more transparent for the students, but also further motivates them to contribute to the quality assurance system. Theme 6 RESULTS Standard 1 Achieved Learning Outcomes Good Criterion: The achieved learning outcomes correspond with the aims and objectives regarding level, orientation and subject-/discipline-specific requirements. The judgements were based on the following arguments: The HEI states in its SER, that the achievement of the Master s level is confirmed by the external review of all Master s Theses by an Assessment Board consisting of external academic peers and member of London Metropolitan University. The HEI has in the past carried out a project on job opportunities for graduates of the programme, the results of which have been considered when revising the programme. With a number of Theses provided for by the HEI, and although minor methodological weaknesses could be observed in some of the theses presented, overall the panel has assured itself of the ability of students to handle academic problems in a systematic manner and consider state of the art literature. From the Theses presented, the programme leads the students to an academic competence on a Master s level, incorporating practical aspects as laid out in the aims and objectives. Overall the panel thus considers the qualification of the graduates adequate for an HBO-Master s programme and a good realisation of the aims and objectives of the programme. Standard 2 Study Progress Good Criteria: Target figures that are comparable to other relevant programmes are formulated to express the expected success rate. The programme s success rate complies with these target figures. The judgements were based on the following arguments: The HEI works with target figures regarding the success rate and study progress for each study programme. The progress on these target figures is evaluated every three months by means of a quarterly report for the Executive Board. Yet these target figures are not applicable for the MISM and MILTS programmes, for different reasons: the low number of students and the SGSprogramme is either a one-year or a two-year programme, whereas Stenden has only set target figures for the four-year (Bachelor)programmes. In the view of the panel, the yield analysis shows a positive trend with a view to study progress and course yield rates. According to these figures, the duration of studies has varied somewhat over the last few years, on average being about 1,67 years. Figures for the first cohort of 2008 indicate that the reduction of workload in the programme has led to a shorter duration of studies. Expecting this trend to continue on the basis of the reduced student workload, the panel considers 30 FIBAA, Bonn, March 18h, 2010

31 the study progress to be good. The panel is appreciates the fact that from a low in 2006, the yield rates have risen and remained at % in the period Sept to Sept The panel advises the HEI though to set itself target figures for the Master s programmes as well, giving due regard to specific factors that influence upon the intake, progress and output of these programmes. With a view to the programme yield, the HEI has supplied the following table (see next page): FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 31

32 Master Entry graduation (Thesis expected) in the yield drop out Sept Febr Sept Febr Sept Febr PG programme perc. years length studies Sept year MILTS ,2 Sept year MISM ,2 Sept year MISM ,5 Febr year MISM 4 3 1* Febr year MISM ** 28 2,25 Sept year MILTS *** 77 1,25 Sept year MISM ,3 Sept year MISM ,15 Febr year MISM ,5 Febr year MISM ,95 Sept year MILTS ,2 Sept year MISM ,25 Sept year MISM Febr year MISM Febr year MISM 9 9 Febr PT MISM 2 2 Sept year MILTS Sept year MISM 9 9 Sept year MISM 6 6 Sept PT MISM 5 5 PG students have dropped out, but with a Post Graduate Certificate (completed Unit 1) or a Post Graduate Diploma (completed the programme except Thesis) * 1 - illness ** 1 - illness / 3 - examcom. *** 1 - illness FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management

33 FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management

34 Part C: Appendices 34 FIBAA, Bonn, March 18h, 2010

35 FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 35

36 Appendix 1: Declaration of Impartiality 36 FIBAA, Bonn, March 18h, 2010

37 Declaration of Impartiality Dr. Robert Datzer FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 37

38 Declaration of Impartiality Thorsten Schomann 38 FIBAA, Bonn, March 18h, 2010

39 Declaration of Impartiality Prof. Dr. Raija Seppälä-Esser FIBAA Assessent Report, Stenden Hogeschool, Leeuwarden: Master of International Service Management 39

40 Declaration of Impartiality Prof. Dr. Jean-Pierre I. van der Rest 40 FIBAA, Bonn, March 18h, 2010