Hanze University Groningen

Hanze University Groningen Degree course: International Business and Management Studies (IBMS) hbo-bachelor; Variant: full time course Date of audit visit: 21 st of April 2006 Netherlands Quality Agency (NQA) Utrecht, September 2006

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Contents 3 Part A: Topics 5 1. Preface 7 2. Introduction 7 3. Method 8 4. Process to Final Assessment 9 5. Assessment by Topic 10 6. Schematic Overview of Assessment at Facet and Topic Level 12 7. Overall conclusion 12 Part B: Facets 13 Topic 1 Aims and Objectives of the Programme 15 Topic 2 Programme Contents and Structure 17 Topic 3 Deployment of Staff 26 Topic 4 Facilities 28 Topic 5 Internal Quality Assurance 30 Topic 6 Results 32 Part C: Appendixes 35 Appendix 1: Declaration of Independence by the Audit Panel Members 36 Appendix 2: Expertise of the Audit Panel Members 41 Appendix 3: Audit Visit Programme 45 Appendix 4: Performance Indicators 46 Appendix 5: Overview of the Documents Made Available by the Programme Management for Scrutiny 49 NQA Audit Visit IBMS Hanze University Groningen 3

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Part A: Topics NQA Audit Visit IBMS Hanze University Groningen 5

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1. Preface This is the assessment report of the degree course International Business and Management Studies (IBMS) offered by Hanze University Groningen (HG) 1. In this report NQA accounts for its findings and conclusions and its working method. The audit was undertaken within the framework of the accreditation of programs of higher professional education. The audit process started in March 2006, when the institution submitted its internal report for evaluation to NQA. The audit visit by the NQA panel was on April 21 st 2006. The panel consisted of the following experts: Mr dr. D.M. Boselie (Chairperson and domain audit panel member); Mr ing. J.C. de Jong (domain audit panel member); Mr J. Sixma (student audit panel member); Mrs ir. M. Dekker-Joziasse (NQA auditor). The audit panel complies with the requirements laid down in the NVAO ** Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties (2005). This document contains a protocol of the method used by organisations that review and assess study programmes. The audit panel includes members with domain-specific expertise, teaching and assessing expertise and expertise regarding the international developments within the discipline of the degree course (Appendix 2). The report consists of three parts: Part A: The Topic Report, with the conclusions of the audit panel concerning the basic quality of the programme at topic level. It contains the considerations on which the conclusions are based. The conclusions are graded as either positive or negative. In addition, the final conclusion is formulated in the Topic Report. Part B: The Facet Report with the assessments of the audit panel concerning the basic quality of the programme at facet level. It states the findings that underpin that assessment. The assessments are awarded on a four-point scale as prescribed by NVAO: unsatisfactory [onvoldoende], satisfactory [voldoende], good [goed] and excellent [uitstekend]. The Detailed Report is the basis of the Topic Report. Part C: Contains all the relevant Appendixes. 2. Introduction The HG is a university of professional education with more than 2,000 employees and nearly 20,000 Dutch and foreign students enrolled in over 60 bachelor degree programmes leading to over a 100 graduation programmes in the fields of economics, technology, health care, education and teacher training, social work, labour relations, fine arts and music. 1 In Dutch: Hanzehogeschool Groningen ** NVAO = Nederlands - Vlaams Accreditatie Organisatie [Netherlands Flemish Accreditation Organisation] NQA Audit Visit IBMS Hanze University Groningen 7

Hanze Connect is the commercial branch of the HG that offers courses, training, workshops, and post-graduate degree programmes (Master programmes). HG has appointed thirteen lectorates that attributed to the concept of life-long learning by its focus on performing applied research. IBS (International Business School) shares a lector for International Business and Communication with the School of Communication and Media. IBMS is a unit of the International Business School (IBS). IBS was founded in 1988, and it is the oldest business school in universities of professional education in the Netherlands. IBS is one of the 18 independent schools within HG. It prepares students from all over the world for careers in international business. Of the 800 students studying in IBS, more than half are coming form outside the Netherlands. This provides an international atmosphere enhancing the international study experience. IBMS offers a competency-based educational framework. IBS offers the programme of IMBS in both English and German, leading to the degree title Bachelor of Business Administration (BBA). Students can achieve a major degree in four areas: International Marketing Management (IMM, English), International Finance and Accounting (IFA, English), International Travel and Tourism (ITT, English) and Internationale Betriebswirtschaft (IB, German, since 1996). The major ITT is under development, course outlines are complete and pilot modules are running. Students can switch between the English IFA and the German major. After de bachelor degree students can pursue a master s degree MBA in International Business or an MA in International Business, which is developed at IBS. Fields of activity of graduates are: sales mangement, area management, product management, business development, account management, international consultancy, logistics management and investor relations. At IBMS there are approximately 800 students and there are 38 lecturers appointed with in total size of appointment of 29.26 fte. This results in a student/lecturer ratio of 1:27. The total number of students has been dropping from 963 in 2001 to 806 in 2005. The Management Team is comprised of the IBS Dean and three Team Managers (Teaching Staff Team A/Years 1&2, Teaching Staff Team B/years 3&4 and the Administration Team). In September 2004, IBS implemented a complete change in its curriculum emphasising competence-based learning and continuous assessment into its programme. At the same time the European Credit Transfer System (EC s) was integrated. This coincided with the reorganisation of the HG-faculties into schools in September 2004. 3. Method The audit to the institution followed the procedures set down in the assessment protocol of NQA which is described below. The audit panel found that the internal report for evaluation and the appendixes were a clear basis for the audit. It was highly appreciated that the reports and annexes were made available both in hardcover version and on cd-rom; the latter increased the rapid accessibility of the information. The review took into account the domainspecific frame of reference applicable to the programmes (facet 1.2). NQA distinguishes three review phases: the preparatory phase, the audit visit and the reporting phase. A brief elaboration by phase is stated below. 8 NQA Audit Visit IBMS Hanze University Groningen

The Preparatory Phase An NQA auditor checked the internal report for evaluation for its quality and comprehensiveness (the screening), and determined its usefulness for the audit. After the internal report for evaluation and the appendixes had been found in order (March 2006), the panel members started preparing for the actual audit visit (March/April 2006). They read the internal report for evaluation (and the appendixes), formulated provisional assessments according to a prescribed review format. The panel members passed their questions on to the NQA auditor. With a matrix of provisional assessments the NQA auditor made an inventory of main points and priorities for scrutiny of documents and for conducting interviews. The visit was prepared in a preparatory meeting. The main topics for review were determined. They formed the agenda for the visit, enabling the institution and the panel to prepare adequately for the visit. In its internal report for evaluation the institution indicated what domain-specific frame of reference it chose. Together with the field expert in the audit panel the NQA auditor established whether the specific aims and objectives for the field of study were adequate, or whether detailed supplementation or specification was needed. The Detailed Report states on what national, professional and programme profiles the domain-specific framework (and the programme contents and structure) was based. The Audit visit The NQA-protocol has a standard timetable for the visit. This timetable was adjusted to the specific situation at the institution (Appendix 3). Interviews were held with the Management Team, lecturers and students. Joint interviews were held with graduates and representatives of the professional field. At the beginning and during the visit the documents requested for scrutiny were studied. In between the interviews the audit panel had discussions to exchange findings and to arrive at joint and definite assessments. The panel members substantiated their findings in writing. At the end of the visit the chairperson gave oral feedback on a few impressions and experiences of the panel without an explicit conclusion. The Reporting Phase Based on the findings of the panel NQA drafted a two-part report consisting of the Detailed Report and the Topic Report. With this report in hand an institution applies for accreditation with NVAO. In the Detailed Report NQA reported on facet level. The institution received a draft of this report in June 2006 and checked it for errors of fact. This led to a few adaptations. In the Topic Report NQA states its conclusions on the topics and the study programme as a whole. This report was presented to the institution in June 2006 for a check on errors of fact. The final audit report was presented to the institution in September 2006. The institution could subsequently submit it to NVAO together with an application for accreditation. 4. Process to Final Assessment In this Chapter a conclusion is stated on each topic by weighing the facets of that topic. The Decision Making Rules set by NQA in the review protocol [Beoordelingsprotocol] and elaborated on further in the NQA memorandum Guidelines for the Formation of Assessment NQA Audit Visit IBMS Hanze University Groningen 9

[Handreiking voor oordeelsvorming], have a main role in this decision-making process. Moreover the review takes into account any special emphasis the institution might have placed on the programme, the domain-specific framework, and a comparison with other relevant study programmes on a number of aspects. The final conclusion is supplemented in case of: weighing of assessment at facet level; benchmarking; generic findings that surpass the facet level; special emphasis or best practices. In the conclusion on the separate topics the assessment of the facets is repeated each time followed by a weighing that leads to the final conclusion. Extensive substantiation is to be found in the Detailed Report. In case a substantiation/assessment of the part-time programme type deviates from the full time type, this is mentioned explicitly. In case it is not mentioned, then the same substantiation/assessment is valid for the part time programme as for the full time programme. Benchmarking With regards to benchmarking a comparison is made with other similar study programmes in the Netherlands. For the national comparison the panel makes use of the data contained in the central register of programmes in higher education, CRIHO [Centraal Register van Inschrijvingen Hoger Onderwijs], since these allow a comparison to be made; in contrast to the performance indicators of the programme itself that differ in definition and registration. 5. Assessment by Topic Topic 1: Aims and Objectives of the Programme All three facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. Topic 2: Programme Contents and Structure The Intake (2.5) is assessed with the result satisfactory. The other facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. Topic 3: Deployment of Staff The HBO requirements and the Quantity of staff are assessed as good. The quality of staff is assesses as satisfactory. The conclusions on this topic for the IBMS programme are therefore positive. Topic 4: Facilities Both facets are assessed as good. The conclusions on this topic for the IBMS programme are therefore positive. 10 NQA Audit Visit IBMS Hanze University Groningen

Topic 5: Internal Quality Assurance The facets Evaluation of results and Measures for improvement are assessed as good. The third facet Involvement off staff, students, graduates and the professional field is asessed as satisfactory. The conclusions on this topic for the IBMS programmes are therefore positive. Topic 6: Results Both facets are assessed as satisfactory. The conclusions on this topic for the IBMS programme are therefore positive. NQA Audit Visit IBMS Hanze University Groningen 11

6. Matrix of Conclusions and Assessments at Facet and Topic Level Topic/Facet Topic 1 Aims and Objectives Facet 1. Domain-specific requirements Facet 2. Bachelor s level Facet 3. Orientation HBO bachelor s degree Overall conclusion Topic 2 Programme Contents and Structure Facet 1. HBO requirements Facet 2. Relationship between aims and objectives and contents of the programme Facet 3.Coherence of the programme Facet 4.Study load Facet 5. Intake Facet 6. Duration Facet 7. Co-ordination of structure and contents Facet 8. Assessments and examinations Overall conclusion Topic 3 Deployment of Staff Facet 1. HBO requirements Facet 2. Quantity of staff Facet 3. Quality of staff Overall conclusion Topic 4 Facilities Facet 1. Material facilities Facet 2. Student counselling Overall conclusion Topic 5 Internal Quality Assurance Facet 1. Evaluation of results Facet 2. Measures for improvement Facet 3. Involvement of staff, students, graduates and the professional field Overall conclusion Topic 6 Results Facet 1. Level achieved Facet 2. Educational outcomes Overall conclusion Study programme IBMS Positive Satisfactory Positive Satisfactory Positive Positive Satisfactory Positive Satisfactory Satisfactory Positive 7. Overall conclusion On the basis of the above scheme and its underpinning in Section 5, it appears that the programmes score positive on the six topics, resulting in a positive conclusion about the study programme. 12 NQA Audit Visit IBMS Hanze University Groningen

Part B: Facets NQA Audit Visit IBMS Hanze University Groningen 13

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Topic 1 AIMS AND OBJECTIVES OF THE PROGRAMME Topic 1, Facet 1 Domain-specific Requirements Criterion: - The final qualifications of the programme correspond to the requirements set by the profession in the Netherlands and abroad and professional practice, in the relevant domain (field of study/discipline and/or professional practice). The conclusions are based on the following: IBMS works according to the requirements of the professional field as stated in the Professional Profile 'Framework Competencies IBMS (September 2004). This profile was endorsed by all members of the national platform (Landelijk Overleg IBMS) and approved by the Universities of Professional Education Council (HBO-raad). It offers a competencybased description of expertise-domains, domain competencies and the starting qualifications for graduates. These qualifications were validated by members of the national professional field. It includes the Dublin-Descriptors (bachelor hbo-level) and forms the basis for all IBMS-programmes in the Netherlands. The profile and the stipulated competencies are a regular topic for meetings of the IBS Management Team and the quarterly meetings with the Advisory Board. IBS surveys in which way the IBS alumni apply the competencies required. Survey-instruments are Placement Surveys (students and companies), Graduation Project Surveys, Alumni Surveys, Employers' Surveys and signals form staff-network contacts (lectorate, consultancy tasks, Centres of Competence and Knowledge) and from Double Degree partners. The IBS mission (Strategic Marketing Plan 2005-2007) states: IBS guides students to develop their professional performance by offering a challenging programme in an international environment in order to become successful in their international business career. IBS focuses to establish and maintain close contact with northern trade and industry operating internationally, both in the north of the Netherlands and in the northern part of Germany. Within HG the IBS school is regarded as an engine of internationalisation. In interviews with management and lecturers the audit panel concludes that the Framework Competencies plays a central role in the structure and the development of the IBMS study programme and that the final IBMS-qualifications are endorsed by representatives of the professional field that hold contacts with IBMS. Representatives from the professional field state that the professional profiles and the curricula generally coincide with the wishes and requirements of professional practice. With the Double Degree partner institutes there is regular comparison of the aims/goals and the outlines of the exchange study programmes. Outcomes are documented. NQA Audit Visit IBMS Hanze University Groningen 15

The final qualifications and the end-levels are regular topics in the consultations with the IBS Education Committee, the IBS Advisory Board, IBS alumni, the partner schools and IBS surveys. Topic 1, Facet 2 Bachelor s Level Criterion: - The final qualifications of the programme correspond to the general, internationally accepted descriptions of the qualifications of a Bachelor. The conclusions are based on the following: Reference to the Dublin-Descriptors is included in the Professional Profile 'Framework Competencies IBMS (September 2004). IBMS has narrowed down the competencies into 8 professional competencies and 8 generic competencies. These competencies are linked to the Dublin-Descriptors and the ten generic HBO-qualifications (committee Franssen). The study programme incorporates the final qualifications from the Professional Profile, including the Dublin-Descriptors and the generic 10 core HBO-qualifications. This is made visible in the Blue Matrix of IBMS competencies and in the Course Outlines (module descriptions). This is a central document in the development and maintenance of the study programme. This was acknowledged in the several interviews the audit panel has held. IBMS compares its programme and competencies yearly with its Double Degree partner schools in Germany, Russia, Finland, France, for example the Grenoble Ecole de Management on the list of Top 50 business schools in Europe, according to the Financial Times European Business Schools 2005. Topic 1, Facet 3 Orientation HBO Bachelor s Degree Criteria: - The final qualifications are derived partly from the professional profiles and/or professional competencies drawn up by (or in consultation with) the relevant professional field. - The final qualifications reflect the level of the starting professional practitioner in a specific profession or related spectrum of professions for which a HBO qualification is required or useful. The conclusions are based on the following: In the interviews held with Management Team and Lecturers it was clearly stated that IBMS aims at the practical level of the starting professional at hbo-bachelor s degree. This is also concluded from benchmark surveys with similar institutes in Germany, Finland and 16 NQA Audit Visit IBMS Hanze University Groningen

Switzerland. IBMS is more practical orientated than for example the more theoretical orientated business schools in Germany. IBMS graduates are generalists with an international orientation and should be able to execute or direct different integrated international business operations in the fields of international marketing, finance and management at operational level in middle management/tactical situations. Graduates will have command of intercultural communication skills and are able to use visionary and entrepreneurial abilities to contribute to the development of the corporate internationalization strategy and the organizational policy. In the Framework Competencies the starting level of graduates is stated and described in Level Specifications for the professional and generic competencies. The IBMS National Platform's final qualifications (Professional Profile, 2004) are completely incorporated in the IBMS Blue Competencies Matrix and in the Course Outlines of the IBS curriculum. This coverage was the main topic of the IBS Staff Theme Day in January 2005, where it was concluded that all competencies are sufficiently covered. The audit panel concludes that there are often open discussions regarding the IBMS Blue Competencies Matrix, which indicates that it is truly a working document for progressively setting the goals and outlines of the study programme. The domain-specific requirements are safeguarded by means of regular consultation with the IBS Education Committee, the IBS advisory board representing the professional field, the IBS alumni, partner schools (including double degree programmes) and through IBS surveys (compare facet 5.1). IBS asks graduates to send their business cards. Study of these cards has shown that graduates work at the required level in respectable companies in areas of for example sales management, area management, product management, business development, account management, export, international consultancy, logistics management and investor relations. Topic 2 PROGRAMME CONTENTS AND STRUCTURE Topic 2, Facet 1 HBO Requirements Criteria: - Students acquire knowledge by studying professional literature, study material derived from professional practice and by interaction with professional practice and/or (applied) research. - The programme has demonstrable ties with current developments in the professional field of study/ the discipline. - The programme ensures the development of professional skills and has demonstrable ties with current professional practice. NQA Audit Visit IBMS Hanze University Groningen 17

The conclusions are based on the following: The audit panel can confirm that booklists show that students study professional up-todate literature. Most modules are supported by a recent academic textbook. Documents and the outcomes of interviews show that lecturers bring in recent articles from professional journals, websites, as mentioned in the syllabi, Course Outlines or on Blackboard. Study books and used literature are up-to-date, with an international focus and derived from professional practice. The responsibility for incorporation of recent developments lies with the individual teachers, guest lecturers, by field trips and professional assignments. The Schooling Plan 2005-2006 shows that there are provisions for conference visits in order to enhance staff's awareness of current developments in the professional field. Students confirm that all subjects have an international focus. The programme is embedded in the professional field and incorporates current issues relevant to the practitioner and a structural build up of practical orientation throughout the four years. Projects focus on business worldwide: for example the export of products to Australia (with simulation computer programme TOPSIM). Realistic data are used in this project, which makes it possible to focus on company output results. The Marketing major in the 4 th year has a 5 EC module: Current issues in Marketing. As from 2006 each major at IBS has to have a similar module. IBS has taken measures for improvement in accordance with the recommendations of the 1995 accreditation. This results in a clear build up of the practical orientation: for example year 1 writing a business plan for a virtual business, year 2 case studies, reflections of actual corporate phenomena, project and research work, guest lecturers and the business simulation game Intercom game. In the third year students have to study abroad for a half year and do their placement within a company abroad. Dutch students are obliged to go abroad. They can use the network of partner universities. In the fourth year students can participate in the International Business Simulation Game of Germany 'Topsim' and they do their graduation project solving business problems for local or international companies. Intercultural skills are taught throughout the whole programme. This starts directly in the first week with the simulation game Lunaris. Students from different cultural background are put together in a group and have to build a lunar basis. The audit panel has seen a demonstration and has heard from students that the project really confronts students with cultural differences and stimulates the acquiring of communication and management skills to overcome this. The double degree programmes are yearly evaluated and updated if necessary: curriculum content and teaching qualifications of institution and staff. Professional skills form a major part of the programme by means of the Personal Development modules and by means of specific Skills Training modules. In year 2 students also follow a week-long interpersonal skills based module. Year 3 contains assignments related to the skills international awareness, leadership and ethics. In year 4 skills for negotiations and leadership are addressed. 18 NQA Audit Visit IBMS Hanze University Groningen

The SSA 2003 2 shows that 85% of students give a positive score for the practical orientation of IBMS. Module Evaluations 2004 gives a score of 7.97 on the statement: The content of module was sufficiently practical and relevant to current professional practice. The Education Committee plays a major role in the changing or consolidation of the study programme. Input is derived from contacts with the professional field (through lecturers, students, work placements, graduates, alumni, guest lectures, projects and conferences. Topic 2, Facet 2 Relationship Between Aims and Objectives and the Contents of the Programme Criteria: - The programme is an adequate concretization of the final qualifications with respect to level, orientation and domain-specific requirements. - The final qualifications of the aims and objectives have been adequately translated into learning objectives of the programme or its components. - The contents of the programme offer students the possibility to obtain the final qualifications that have been formulated. The conclusions are based on the following: The audit panel can confirm, from studying the documents and from the interviews held that the final qualifications from the Professional Profile are incorporated in the IBMS curriculum. The Course Outlines with the module specific goals give consistent reference to the final qualifications for every module. These outlines are yearly checked by the IBMS Education Committee (EC). The relationship between competency and module is also made clear in the IBMS Blue Competencies Matrix for every major. This matrix is evaluated after each period in team meetings and discussed during yearly team study days. The Competency Matrix per major shows that no major deviates more than 30% from the original Professional Profile. There is a longitudinal build up of each competency in increasing complexity. Each module is described in the Course Outlines according to the learning outcomes and the IBS Professional Profile competencies (including level specification). The audit panel concludes that the final qualifications are visible and are adequately translated into the learning objectives of the modules. Scrutiny of the documents shows that the contents of the programme give students the opportunity to obtain the necessary competencies. Students give grades around a 7.0 (scale 1-10) for the study programme of interest to them, the level of the material covered and the familiarization with academic research (Keuzegids 2004). After studying the instructional material themselves, the audit panel concludes that it corresponds well with the learning objectives and they have the impression that the intended competencies can be achieved through it. By means of projects, assignments, differentiation choices, work placement and graduation assignment, students have 2 SSA: Students Satisfaction Survey NQA Audit Visit IBMS Hanze University Groningen 19

sufficient opportunities for a specific interpretation of their study programme and alignment with the central competency. Topic 2, Facet 3 Coherence of the Programme Criterion: - Students follow a programme that is coherent in its contents. The conclusions are based on the following: IBS offers four majors of 210 EC: International Marketing Management (English), International Finance and Accounting (English), International Travel and Tourism (English), Internationale Betriebswirtschaft (German). The programme of the International Travel and Tourism is under construction. During the time of visitation a pilot was running. The first and second year are running. There is both horizontal coherence (per period/year) and vertical coherence (throughout years and periods) by means of the thematic roles derived from the international professional field. The horizontal coherence is supported by the themes per period which reflect the roles that a professional might play in the international work field. This in accordance with the recommendation of the visitation committee 1995. The vertical coherence is reflected in the increasing complexity (e.g. build-up of language modules) and an integral approach to problem solving. The whole culminates in the graduation project: the assessment of applied competencies and practical research for an organisation. The IBS Blue Competencies Matrix shows that the competencies are sufficiently covered by the modules and that there are clear development lines of increasing difficulty/complexity. Year 1 focuses on the selection of suitable students, the programme orientation and establishing a strong homogeneity. Year 2 focuses on the orientation on the four majors and at further development of competencies to a level where students can communicate effectively in a professional environment. Year 3 prepares students for a professional career through study and work abroad. Year 4 is centered on the chosen specialisation: Internationale Betriebswirtschaft, International Marketing, International Finance and Accounting, or International Travel and Tourism. The compulsory year abroad (3 rd year) contributes to the students' skills and is focused on creative problem solving, planning and self-reflection. The panel concluded from the materials and from the sessions with lecturers and students that there is a clear connection between the thematic projects, the seminars that concentrate on the theoretical background, the language training, the skills training and the personal development line. In the SSA 2003 IBS received a score of 6.6 for the coherence between different modules in the programme; compared to a score of 4.6 in 2001 this is a major improvement. In the Keuzegids 2004 a 6.9 was given for coherence of the programme. Module-evaluations 20 NQA Audit Visit IBMS Hanze University Groningen

2004 result in a score 7.54 for the statement: the different modules of the period were coherent; the relationship between modules was clear. Topic 2, Facet 4 Study Load Criterion: - The programme can be successfully completed within the set time, as certain programme-related factors that may impede study progress are eliminated as much as possible. The conclusions are based on the following: The panel can conclude from the document survey and from the meetings during the site visit that IBMS undertakes a lot of activities to eliminate factors that impede study progress. Results from national and programme evaluations are used. Module evaluations and student satisfaction surveys are used to measure student satisfaction with regard to study load and studiability. There are specific rules for the planning of modules: each period has a maximum of five modules and seven assessments. Furthermore student counselling plays a major role in getting an overview of students progress in general. Students are satisfied with the information they receive regarding exams, absence of lecturers et cetera. (compare facet 4.2). According to students and lecturers the study load is manageable. The Keuzegids 2004 gives the following scores: 6.9 for studiability; 7.2 for propedeuse, 7.2 for enough resits. 80% of students are positive towards the information they receive regarding their study progress (SSA 2003). Module-evaluations 2004 state: score 8.0 for 'with adequate planning and time management on the part of the student, there is enough time to work and complete the module'. A score of 7.4 was given for similarity between the number of hours students have to spend on a module and the number of hours that are indicated for a module. From interviews and from a computer demonstration the panel concluded that the student registration program Progress is very accessible for students and lecturers. It is kept up to date and students can look into their recorded grades at any given time. It is also used for the exam subscription. IBS takes several measures to ensure the study progress: an evenly division of credits over the periods within a year as specified in the Course Outlines, is monitored and discussed in the Education Committee and School Council. Students can apply individually for exemptions on the basis of prior education or demonstrated competencies. These applications have to be ratified by the Exam Board. Each module has a resit in the same academic year. Most modules are offered interchangeable in both periods, which results in two resits per year. This is very convenient for students, especially with the periods abroad. They have ample opportunities to gain the obligatory subjects before going abroad. NQA Audit Visit IBMS Hanze University Groningen 21

Students can attend an Exam/Assessment Feedback Session held ten working days after the exams. Here they can receive specific feedback. IBS works with a BSA (Binding Study Advice) to encourage students to perform as planned in the first year. Fewer than 50 EC after one year and fewer than 60 EC after two years are the critical point for dropout. The criteria are sharpened, which has resulted in students scoring more credits in shorter period of time. Students experience the BSA as just and clear. IBS is aware of the importance of tackling the Head-Tail problems: dropout in the first year and students who have a hard time finishing their study programme in the last year (often because they have started to work). From interviews the panel can conclude that a lot of personal attention is given to these students. IBS wants to give special attention to the level of English with foreign students. IBS offers a 6 months preparatory course (English, Dutch and group work). IBS is working on an extra English course for Spanish exchange students. Topic 2, Facet 5 Intake Satisfactory Criterion: - The structure and contents of the programme are in line with the qualifications of the incoming students: vwo [university preparatory education], havo [senior secondary general education], middle management or specialist training (Wet Educatie en Beroepsonderwijs, WEB) [Adult and Vocational Education Act] or comparable qualifications as evident from an admission test. The conclusions are based on the following: There are 800 students studying at IBS, more than half come from outside the Netherlands. This results in an international atmosphere among students and staff. Aim is a 60-40% ratio for Dutch-foreign students, with no more than 10% for any nationality other than Dutch. These goals are roughly achieved by IBS. The panel can conclude that lots of effort is put into the international recruitment. The intake compromises 43 different nationalities. The numbers of foreign intake has been dropping, leading to the establishment of a special project niche marketing. Because of this, cultural awareness is one of the focus points during the first year. This is attended to in the language classes. Students discuss their cultural background, their working experience, share their knowledge. Admission is available for all mbo (level 4 in an IBSM linked programme), havo, vwo, hbo or wo students, and foreign students with a degree equivalent to havo of higher. Entrance requirements are documented in the IBMS Prospectus 2005-2006. Due to the fact that half of the IBS students is foreign, there is great diversity in prior education. Therefore homogenisation in the first year is essential. Students are placed in multicultural groups of approximately 5 students to work on projects. First year students are offered an oriented programme in the first half of each semester and end up 22 NQA Audit Visit IBMS Hanze University Groningen

practically in the second half. In this way students are able to analyse quickly where the gaps in their knowledge are and are stimulated to catch up. Furthermore there is a preparatory course (6 months) and there are remedial mathematics and economics classes in summer. This contributes to getting students at the same starting level upon entering the IBS programme. Incoming students can gather information before entering by means of written information (website, brochures) or participation during Open days and (virtual) Experience IBS-days. Intake, foreign recruitment and the 'head-problem', MBO-connectivity and dropout are aspects that require extra attention, according to IBMS. From the interviews it is clear to the panel that IBMS puts serious effort into solving these issues and has the necessary connections with other institutions. IBS offers a standard four year programme starting in September and February. Entrance requirements are described in the Prospectus. Students can individually apply for exemptions. There is a mathematics exemption test at the beginning of the semester. Foreign diplomas are being assessed by the NUFFIC. Exemption procedures are described in the Student Charter of the Prospectus. Non-native speakers of English are required to do an IELTS test (minimal score 6.0, no sub-score below 5.5). Also Dutch MBO students are tested on their English in an intakeinterview that also gives insight into their motivation, their study success so far, their knowledge of mathematics and economics. IBS has up till now 6 MBO-IBS students. The intake from VWO-level is decreasing. In several evaluations IBS scores positive regarding the connectivity with prior education. Module evaluations 2004 show a score of 7.8 and 8.0 for the built up on what was previous learnt and on the statement that there was no unnecessary overlap with what students have previously learnt. The SSA 2003 gives a score of 6.7 on the education has a good fit with my previous education. Topic 2, Facet 6 Duration Criterion: - The programme complies with formal requirements regarding the size of the curriculum: HBO bachelor s degree programme: 240 credits. The conclusions are based on the following: The IBMS programme meets the formal requirement of 240 EC. The IBMS Prospectus 2005-2006 contains the tables of credits per year and per educational route. The study load per module is accounted for in the Course Outlines. The programme is formed by a shared first year of 60 EC and a differentiated main phase of 180 EC. Each year has four periods of 15 EC. At least 45 EC are unique to every major. Each major has 20 EC of electives (10 EC in year 2 and 10 EC in year 4). Year 3 has 30 EC in which students can study business related modules. The placement in the third year covers 29 EC. The graduation project in the fourth year covers 30 EC. NQA Audit Visit IBMS Hanze University Groningen 23

Topic 2, Facet 7 Co-ordination of Structure and Contents Criteria: - The teaching concept is in line with the aims and objectives of the programme. - The teaching methods correspond with the teaching concept. The conclusions are based on the following: IBS Groningen has competency-based education as a core didactic approach; in line with the Hogeschool strategic goal of knowledge circulation. Didactically the programme is embedded in the professional context, reflecting a balance between the duality of a cognitive and a constructivist approach. IBS educational philosophy is a synthesis between two dissimilar types of education: cognitive and constructive education. Every module lends itself to a mix, beginning cognitive and ending as constructive as possible. The professional context can be found in project work in multicultural groups, the international placement and the graduation project. The panel concluded from the interviews and from the documentation that the didactic method offers a mix of lectures, seminars/student presentations, guest lectures, study abroad, company placement abroad and graduate reports addressing a real problem or business issue. Examples of the didactical approach are the computer simulation games Lunaris and Topsim, the project assignments and the way the business assignments in the fourth year are performed. Most periods are formed around three interconnected elements: Theoretical and Knowledge subjects, Project and Skills training and Personal Development. The electronic information system HELO contains much information regarding the programme setup and the didactical construction. Students give a score of 8.08 for the way Blackboard is used to support the modules. The panel finds that the vision on teaching corresponds with the aims and objectives of the programme. The Course Outlines describe the link between the aims and objectives of modules and the didactic form that is applied. Students are satisfied regarding the teaching methods. In module evaluations a score of 8.3 is given with the statement: The teaching methods used in this module were appropriate to the subject matter. Topic 2, Facet 8 Assessments and Examinations Criterion: - The system of assessments, testing and examinations provides an effective indication whether the students have achieved the learning objectives of the programme or its components. 24 NQA Audit Visit IBMS Hanze University Groningen

The conclusions are based on the following: The panel has a positive impression of the way that the exams fit in with the learning objectives to be achieved. The criteria are known to students and lecturers. Students have ample opportunity to get information and feedback. An Assessment Policy, based on the HG 'Kader Toetsnotitie' is in the process to be implemented before school year 2006-2007. IBS will implement a new assessment policy with focus on competency-bases assessment, with more clear information regarding validity of tests and the link between the programme and the learning objectives. Assessment types are designed to reflect a combination of knowledge acquisition and application of theory, knowledge and skills. Core Project Subjects will be assessed by means of a formal examination at the end of Period 1 and by performance in the project in Period 2. Development of skills is registered in a logbook. Each period is concluded with an exam/assessment week. A mix of assessments will be applied: self-assessment (180 degree) and peer assessment (360 degree), individual and group products, written and oral (presentations). The Course Outlines and the IBMS Prospectus give insight into the assessment forms and the exam schemes with pass requirements. Some modules have continuous assessment; weekly tests on knowledge, besides the testing of attitude and skills. This to ensure that students obtain enough theoretical background. The panel has seen several examples of these tests and assessments. Scrutiny of Blackboard confirms that for each exam/module there is a mock exam with answer key available on Blackboard. Students can attend feedback sessions after the exams. After five weeks the exam results are destroyed according to HG policy. The assessment of the study abroad is linked to the selection and scrutiny of the partner institute. The Keuzegids 2004 has the following results: a score of 6.6 for: The level of the assessment is appropriate; a 7.4 for the connectivity of assessments and contents of modules. In the SSA 2003 there was a 71% satisfaction among students concerning the mach between the exams and the material studied. The evaluation of modules (written or in panel sessions) results in a score of 8.43 for the statement: The assessment criteria the teacher will use at the end of the module are clear. IBMS addresses a point for improvement: the monitoring of the quality of the examinations. This has to take form in the nearby future with the formation of an Assessment Committee. NQA Audit Visit IBMS Hanze University Groningen 25

Topic 3 DEPLOYMENT OF STAFF Topic 3, Facet 1 HBO Requirements Criterion: - Teaching is provided for the most part by staffs who relate the programme to professional practice. The conclusions are based on the following: In the policy document Focus 2010 HG is stated that the HG invests in employees competencies. Staff should focus on results, work in a cooperative way with a multidisciplinary approach and have a student/customer-focus. IBS seeks staff with preferably an international background and experience in business and/or management. IBS works according to the HG generic competencies, IBS generic competencies and job-related competencies applying to specific jobs at IBS (IBS Survey of Competencies and IBS School Year Plan 2005-2006). From the presented documents the panel concludes that the HRM-cycle is clearly visible aimed at the development of staff. There is a recent staff survey that maps staff background and competencies. These are used for the IBS Schooling Plan 2005-2006, which mentions all courses and trainings done by IBS staff in 2004-2005. Staff members have backgrounds and experience in the fields of international marketing management, international finance & accounting and international travel & tourism; corresponding to the four majors of the programme. Twentyone lecturers have practical experience in international business. The four leading criteria for selection of staff are: international experience, business experience, teaching experience/qualifications and IBS core staff competencies. IBMS states that most staff members meet these four criteria and that 2/3 of the staff have practical experience in international business. Scrutiny of the curriculum vitae by the panel confirms this picture. In the interviews and in module evaluations students show a high satisfaction with the upto-date knowledge of staff and the way this results in input in the IBMS programme. Staff members use current information from the work field; they refer to recent publications and use up dated literature in handouts. Staff members participate in cultural awareness training. They further enhance their knowledge of the work field by visiting conferences, visits to students during placements and graduation projects and visits to industrial companies. Representatives from the work field state that staff members have ample working experience in the business/marketing industry and that this experience is brought into the education programme, wherever possible. 26 NQA Audit Visit IBMS Hanze University Groningen

Topic 3, Facet 2 Quantity of Staff Criterion: - Sufficient staff is deployed to ensure that the programme is provided with the required standard of quality. The conclusions are based on the following: The panel concludes from documentation and interviews that there is sufficient staff to ensure that the programme is provided conform the required standard of quality. IBS has a staff-student ratio of 1:27; 797 students divided by 29.26 fte teaching staff. The turnover rate of staff is stable. Where necessary new staff is attracted for new subjects or fields of experience. The absenteeism of staff has decreased to 4.2% (2005) and currently 3.2% (2006), which is very acceptable. The work pressure is acceptable to staff members and is a standard agenda item during staff meetings and management meetings. IBS works with a Task and Formation Plan with which all curriculum bound tasks, noncurriculum bound tasks, supporting tasks and outside tasks are allotted and accounted for. This is made visible in the School Year Plan 2006-2007. Topic 3, Facet 3 Quality of Staff Satisfactory Criterion: - The staff is qualified to ensure that the aims of the programme regarding contents, didactics and organisation are achieved. The conclusions are based on the following: Scrutiny from the curriculum vitae proves that the staff has the qualifications that match with the aims of the programme regarding didactics, content and organisation of the programme. IBS operates according to the IBS Staff Year Plan 2005-2006 (derived from School Year Plan). This includes schooling plans for teachers, for example enhancing the business experience of current staff by means of one company placement of a staff member each year. The panel has noticed that there is a small budget available for staff schooling: 2% of total budget. Staff members show ample initiative to take part in schooling. Criteria will be drawn up for prioritizing staff schooling requests. Regular feedback from students and from management plays an important role to improve the quality of teaching. Staff education is pointed at didactical skills, which is necessary for steady contracts and for research skills (lectorate). NQA Audit Visit IBMS Hanze University Groningen 27

Two lecturers participate in knowledge circles from different lectorates (e.g. international business&communication), which is positive for research skills in applied research projects and for the enhancement of the knowledge of the business industry. Several lecturers also teach at the Master programmes of Hanze Connect. The quality of staff is monitored in the regular HRM-cycle. Lecturers confirm that there are job appraisals, job progress interviews and job evaluations. IBS takes at least three hours per staff member per HR cycle (i.e. per academic year). Written feedback on these interviews is put down in bullets in checklists. The IBS Staff Satisfaction Survey 2005 shows a low score for educational innovation (40%) and 45.7% did not agree with the statement that the school allowed the staff to grow in its area of expertise. During the interview the panel was told that this situation has changed for the better. They did not yet see confirmation of this in clear personal development programs. Only one staff member per year can get experience in international business through company placement. IBS wants to change from an education institute to a knowledge institute. This requires a new set of skills from its staff. Currently only one staff member is working in a PhDprogramme. Topic 4 FACILITIES Topic 4, Facet 1 Material Facilities Criterion: - The accommodation and material facilities are satisfactory to implement the programme. The conclusions are based on the following: The policy on accommodation is stated at HG level (Informatiebeleid HG 2003-2007, Bedrijfsjaarplan Plus 2005-2006) and at School IBS level (IBS School Strategic Plan). IBS is located in the fairly new I-building, with study areas on several floors, each with its own characteristics. All staff members are located on the ground floor and have flexible work stations. On the top two floors the building has various well equipped lecture rooms for (mass) lectures, projects (8 rooms) and presentation/skills training sessions. All lecture rooms have a whiteboard and overhead projector. Each floor has its own television and video recorder cart available. There are two large study landscape areas with access to computers and plug-in points. There are five beamers and 12 notebook computers available to students and staff. Language laboratory classes and computer skills classes are shared by others schools at HG. The school has a computer room available to staff with advanced computer facilities such as multi-media PC s including CD writer, scanner and colour printer. 28 NQA Audit Visit IBMS Hanze University Groningen

IBS gives attention to make sure there are sufficient rooms available (lecture rooms, study rooms and project rooms) and that computer and printing facilities are sufficient. The panel concludes from a survey of the facilities that there are sufficient communication and computer facilities. The use of Blackboard and HELO (Hanze Electronic Learning Environment) ensures that students can obtain relevant information, even by remote access. IBS has a special Communication Officer. Students confirm that HELO/Blackboard is well used by lecturers and students. IBS uses special ICT facilities for language learning and management skills training. Teambuilding training and the fourth year module Planning and Control make use of two computer-based simulations: Lunaris and TOPSIM. IBS is running a pilot with an Oral Response software programme WIMBA. Students have ample opportunity to use the Hanze Media Centre (library). Facilities are open in evening hours and weekends. On weekdays the building is open untill 22.00 hours, Friday untill 18.00 hours and on Saturdays only the Mediatheek is open from 10.00 till 16.00 hours. Module evaluations result in an average score of 7.8 for the facilities available. In the Keuzegids 2004 a score of 7.3 was achieved for facilities. Student and staff survey show that 81% of students and 77% of staff is satisfied with the facilities. Topic 4, Facet 2 Student Counselling Criteria: - Student counselling and the information given to students are adequate for the purpose of study progress. - Student counselling and information given to the students correspond with students needs. The conclusions are based on the following: The guidelines are offered in the HG Kader Studieloopbaanbegeleiding (April 2004). IBS offers its students academic advice (mentoring). An Academic Advisor is assigned to every student. He or she is the first person to turn to if questions arise relating to academic progress. In the first year the focus is on study progress, helping students cope with transfer problems and determining if the IBMS programme is suitable. In the following years the academic advisors continue to monitor study progress and help students in making study choices e.g. concerning internship, major/minor, study abroad and graduation. With more personal problems students can report to Student Counsellors. In the second year students have to obtain a PTGA (Permission to go abroad). IBS works with a system of 'study-career-guidance', Digital Educational Catalogue (DOP, Digitale Onderwijs Planner) and study plans (SOK, Studieovereenkomst, twice a year). Next to the academic advice, students are offered Personal Development guidance (7 modules, in total 8 EC) preparing students for life-long learning. NQA Audit Visit IBMS Hanze University Groningen 29

Students can obtain information at the Info Desk (staffed by IBS students): reservation of rooms or equipment, getting general information. The panel concludes from the interviews and from the Blackboard that there is a fairly optimal usage of the information channels. There is easy access for students and teachers. Students receive introduction courses in their first year. IBMS is developing an automatic SMS service, e.g. in case of the absence of a teacher or change of classroom. Students are satisfied with the counselling they receive. In their perception lecturers are always approachable for questions. The tour of the facilities was definitely a confirmation of the open door policy within IBMS. Students can approach lecturers very easily to ask questions. Lecturers had a personal approach towards students. In the SSA 2005 the quality of student guidance received a score of 6.4. The satisfaction concerning student guidance by lecturers has risen from 64% in 2003 to 72% in 2005. Topic 5 INTERNAL QUALITY ASSURANCE Topic 5, Facet 1 Evaluation Results Criterion: - The programme is subject to periodic evaluation that is partly based on verifiable targets. The conclusions are based on the following: IBS has an integrated quality system related to the HG quality system. Targets are described in the annual Management Agreement between the Dean of IBS and the Executive Board of the HG. The bi-monthly updated Management Dashboard provides factual information on the status of IBS performance indicators. HG uses management systems based on the PDCA-cycle, with a focus on continuous improvement. The system includes School Strategic Policy Plans and School Year Plans. These are linked with the domains of the EFQM-model. IBS has a quality assurance plan, including chapters on quality measurement, securing quality control and a year planning. IBS uses several evaluation tools periodically: HBO-Monitor, HG Management Dashboard, Alumni Survey, Employers Survey, Placement Survey, Graduation projects Survey, Keuzegids Survey, SSA Survey, module evaluations and survey of company supervisors. The panel has studied several of these surveys and evaluations. In the self evaluation report and in the School Year Plan the IBS targets (SMART formulated) are presented together with the performance indicators in relation to the EFQM model. It is also stated which parties are responsible. Results are compared with other IBMS programmes within the National Platform IBMS. 30 NQA Audit Visit IBMS Hanze University Groningen

Topic 5, Facet 2 Measures for Improvement Criterion: - The results of these evaluations form the basis for demonstrable measures of improvement that contribute to achieving the targets. The conclusions are based on the following: The IBS Management team is responsible for decisions on improvements. The School Council has the right of approval on major strategic and policy issues. The staff teams A and B, the student panel, the Education Committee and the Exam Board give advice on school improvements relating to their field of expertise. In the School Year Plan and in the self evaluation report an overview is given of the outcomes of evaluations and what measures have been taken based on evaluations. Several examples have been discussed with the panel. HG works with internal audits. Internal analysis of the quality system shows that IBMS has a system-oriented organisation with systematic evaluations and adjustment of the study programme. Evaluation tools themselves are subject to systematic improvement. This was a recommendation of the former visitation committee in 1995 (integration of HG and IBS quality assurance systems) that IBMS has followed up. Representatives from the professional field state that the IBS Management team has structural attention for improvements. A score of 70% satisfaction is used as an indicator. From the School Year Plan and Management Agreement it becomes clear that IBS has reached most of its goals set in 2005-2006 and that it works on further improvements. Issues that still need special attention are the reduction of Tail Students and the dropout rate in the first year. The analysis and action related to the drop-out problem is clearly stated in one of the appendices of the self-evaluation report. Comparison of the bi-yearly SSA survey shows that IBMS has made a great improvement in scores since 2001. On the basis of interviews the audit panel concludes that many smaller issues are tackled cyclically as well as pragmatically, which fits with the open door policy. Topic 5, Facet 3 Involvement of Staff, Students, Graduates and the Professional Field Satisfactory Criterion: - Staff, students, graduates and the professional field for which the students are being trained, are actively involved in the internal quality assurance. The conclusions are based on the following: The panel concludes that all stakeholders participate in the quality assurance system. Students and staff by means of internal surveys and participating bodies: School Council, NQA Audit Visit IBMS Hanze University Groningen 31

Education Committee and Exam Board. The professional field by means of the Advisory Board, meetings with supervisors of work placements and graduation projects and through participation of IBS in various knowledge networks. In 2006 IBS aims to start an Expertise Centre for International Business, which will organize and streamline IBS' existing and new business contracts. All staff members were involved in the work groups that made preparations for the accreditation and participated in the writing of the self evaluation report. IBS students are more than average satisfied about educational aspects (SSA 2003). Their opinion is asked at the end of every module. Still they give low scores for the way their feedback is used in the improvement of IBMS. This is recognized by IBMS and is addressed as a point for further development and improvement, e.g. publications on Blackboard. Representatives from the professional field state that IBMS is eager to receive advice and to act upon that advice. This suits with the policy to let the outside into the school. The panel has the impression that IBMS can get a broader view of the professional field by implementing a broader workfield survey. Now most contacts are related to school activities like placement, projects, graduation et cetera. The involvement of graduates concentrates on the Alumni Reunion and the personnel contacts with the school. This has to take a more systematic form. Topic 6 RESULTS Topic 6, Facet 1 Level Achieved Satisfactory Criterion: - The final qualifications that have been achieved are in line with the targets set for the final qualifications as to level, orientation and domain-specific requirements. The conclusions are based on the following: IBMS monitors in various ways if the intended final qualifications have been achieved. Various surveys, questionnaires, tests, meetings and interviews are being held. The achieved level of graduates is measured by means of the graduation projects, by means of contacts with and feedback from the Advisory Board, the alumni, the employers of alumni and the companies involved in placements. Furthermore there are surveys conducted among students/alumni (HBO-Monitor, Keuzegids, SSA), employers and supervisors and work field. In the self-evaluation report a description is given of all actions, outcomes and advice for improvement. Within the National Platform IBMS degree programmes compare their results. The panel has had the opportunity to study ten graduate projects. On the basis of scrutiny of these reports the panel concludes that the graduation reports are build upon well argumented content that is suitable for an IBMS degree programme. The choice of 32 NQA Audit Visit IBMS Hanze University Groningen

subjects is made clear. The subjects include current and relevant issues in IBMS business. The reports reflect the desired hbo-level in methodology, practical research skills and reporting. The panel regrets that the score forms that are used to clarify the way the graduation reports are marked and commented were not available, because they were kept in file for a period of only five weeks. This way it is hard to have direct discussions on the way the projects/ reports are being marked and what the feedback is focusing on. The panel recommends a better and clear mechanism and longer period for archiving the grading of projects. Topics for placements and graduation are chosen according to guidelines as mentioned in handbooks: international issue, international specialisation, reflection on leadership must be possible, hbo-standards in work, data research, research questions and methodology. And there has to be a good fit between student-business and IBMS. Students are not allowed to do the graduation in their home country. The end grade is made up of: the graduation report, the presentation, the defence and the work process judged by the work supervisor. An external graduation supervisor is present at graduation presentation sessions about four to five times per year. He gives feedback on the level and contents of graduations. Representatives from the work field state that students are rapidly employable because of their attitude and knowledge. Students are used to problem solved working and are used to ask direct questions. They are result oriented, good group workers and like a hands-on practical approach. They are ready to show some entrepreneurship, for example by starting their own companies. For the double degree partners the acquired competencies of students are assessed by the double degree partner institutes. Double Degree partner institutes are yearly visited by the Dual Degree coordinator, who assesses the programme. There are ongoing contacts with staff regarding the programmes and possible improvements. Student s evaluations are held after students return from double degree programmes. The Keuzegids gives the following student scores: 7.2 on preparation for job market. 6.5 on orientation to and expectations of job market. Topic 6, Facet 2 Educational outcomes Satisfactory Criteria: - For educational outcomes target figures have been set for comparison with other relevant programmes. - The educational outcomes meet these target figures. The conclusions are based on the following: IBS has defined targets for several aspects of educational outcome, like average time of enrolment for graduates, for propedeuse and for dropouts and tail students. The numbers for the educational output are presented. NQA Audit Visit IBMS Hanze University Groningen 33

The HG has set targets: 25% dropout is acceptable after 2 years of study (havo en mbolinked). IBS has 56% dropout for havo after 2 years and mbo 64% after 2 years (29% after 1 year). A formal analysis has been made. National comparison with other IBMS shows that the dropout rate is not extreme after one year. In qualitative analysis is ascertained that reasons for dropout are the English as language of communication and the cultural heterogeneous environment and the cultural differences in work ethic. Conclusion is that most targets are reached, except the target for the dropout rate. The drop out is too high. Positive side-effect is that students mainly drop out in the first year. The dropout rate is above the national average for IBMS programmes (source HBO-raad). For the total performance (% graduates after 5 years) there is no direct comparison with other IBMS programmes available at the HBO-raad site. Comparison with the average of the HEO sector shows that this total percentage was lower than the national average in 1996. But, IBMS has improved and the results of 2001 are considerably better than the national average of HEO degree programmes. Students find the drop out rate high, but also justified. They confirm that the lesser motivated and the lesser capable students are the most likely to drop out. It has surprised the panel that the drop out rate is linked to the distinctive characters of IBMS: total English course and multicultural work/study-environment. Dutch students underestimate the full- English courses. The panel thinks it is advisable that being fluent in the English language is set as an obligatory demand for entrance of Dutch students. IBMS recognizes the dropout rate and the problem with tail students as areas of attention and is working on improvements by investing in better information for students with more emphasis on the unique selling points (English and intercultural approach) and the impact this can have on students. There is a distinct difference in achievement-culture between Dutch and German students; Dutch students are generally satisfied with a score of 5.5 while German students esteem higher goals. This affects the dropout rates and final achievements. 34 NQA Audit Visit IBMS Hanze University Groningen

Part C: Appendices NQA Audit Visit IBMS Hanze University Groningen 35

Appendix 1: Declaration of Independence by the Audit Panel Members 36 NQA Audit Visit IBMS Hanze University Groningen

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Appendix 2: Expertise of the Audit Panel Members Deskundigheid cf. Protocol VBI s; 22 augustus 2005 Panellid, voorzitter: Dr. D.M. Boselie Panellid domein: ing. J.C. Jong Panellid student: J. Sixma Panellid NQA: Ir. M. Dekker-Joziasse Relevante werkvelddeskundigheid X X Vakdeskundigheid: X X Vertrouwd met meest recente ontwikkelingen Vakdeskundigheid: X X Vertrouwd met lesgeven en beoordeling en toetsing minstens op niveau/oriëntatie te beoordelen opleiding Onderwijsdeskundigheid X X X Studentgebonden deskundigheid X Visitatiedeskundigheid X X X X Mr dr. D.M. Boselie Is primarily deployed due to his experience as chairperson, experience in more than one review trajectories and his international business experience. He has received training as NQA auditor higher educatio, has knowledge of the accreditation system based on previous audit visits, has wide (international) knowledge of the work field and (higher) education and educational processes based on his qualifications and work experience. Education: 1987 1992 ; promotie 2002 Economische Antropologie (Drs + Dr) 1991 Economie (1 jr Universiteit v. Nijmegen) 1984 85 HEAO (1 jr) 1977 1984 Gymnasium-B 2004 (Juni) Pre-audit training Fair Trade Labelling Organization Work Experience: 2003 heden Directeur AgroFair Assistance & Development Foundation, Amsterdam 1999 2003 Senior researcher & consultant, Landbouw Economisch Instituut, Den Haag 1994 1999 Freelance consultant, food & agri-business 1994 1998 Assistent in Opleiding, Universiteit van Nijmegen NQA Audit Visit IBMS Hanze University Groningen 41

Mr ing. JC. de Jong Mr de Jong is primarily deployed due to his experience in multiple complex cluster review trajectories. He has received training as NQA-auditor higher education. Mr de Jong has broad experience in the international workfield and knowledge of educational processes. Education: 1970-1976 Rijks Hogere Tuinbouwschool Utrecht 1978-1982 MBO-A Engels (geen diploma) 1983 Post Academische opl. Ergonomie Wageningen 1984 Pascal programmeren - Wageningen 1985 Problem solving & decision Making Kepner Tregoe 1986 Situational Leadership Centre for Leadership Studies 1987 Sales & Marketing Institute London Business School 1988 Advanced Marketing Apple University Europe 1989 Financial Management Apple Computer & MCE 1992-1993 Communicating & Influencing for Results Castle Consultants 1997-1998 GEM Certificate Class on Appreciative Inquiry - Case Western University Work Experience: 1978-1984 Head instructor Central School voor Horticulture technique, Ede 1984-1991 Manager education, Apple Computer 1991-1998 Managing consultant JLS International BV 1998-2004 Director Learning Solutions, BT Syntegra 2004 present Director Europe BT Learning Solutions, BT Global Services Other work experience: 2000-present Chairperson Bestuur Stichting ECDL (European Computer driving Licence) 1999-present Member of Global Council of Appreciative Inquiry Int. Mr de Jong has worked for the Directie Landbouwonderwijs from 1978 untill 1984. In this period of time he also was member of the CITO commision Technique. Mr. J. Sixma Is primarily deployed due to him being a student of an other IBMS degree course and he has expertise from that point of view. Education: September 1996 - may 2000 Mavo, level D, Terschelling September 2000 - march 2004 MBO ICT networkmanager, level 4, Leeuwarden September 2004 - present IBMS, Leeuwarden Work Experience: May 1997 - September 2004 Taxichauffeur te Terschelling May 2000 - September 2004 Employee and DJ in several Bars and Dancings, Terschelling 2000 2004 In total 40 weeks internship in relation to degree programme ICT network manager. Octobre 2004 - present Adviser Vodafone CityPoint 42 NQA Audit Visit IBMS Hanze University Groningen

Mrs ir. M. Dekker-Joziasse Deployed as NQA senior auditor. She has previous experience in audit visits in most hbo-domains. Besides more than ten years of experience with audit visits in almost all sectors of HBO, she has auditor qualities due to many years of assessment experience and attending courses at Lloyds and INK. She was trainer for NQA-training of panelmembers and she gives training to HBO-employees with regard to the acdreditationsystem and the accreditation work methods. She has education experience due to her work as teacher at Wageningen University and due to didactical courses. Education: 1977 1983 VWO, Christelijke Scholengemeenschap Walcheren te Middelburg 1983 1989 degree programme Horticulture, Wageningen University Work Experience: 1990 1991 Advisor Horticultural Consultancy 1991 1995 teacher Wageningen University, department Horticulture 1995 2004 employee and auditor HBO-raad, department Quality Assurance 2004 present senior auditor and accountmanager NQA NQA Audit Visit IBMS Hanze University Groningen 43

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Appendix 3: Audit Visit Programme Timetable for the audit visit at IBMS Hanze University Groningen, April 21 st 2006. 09.00 hours Arrival of the Audit panel Audit panel members: M. Dekker-Joziasse, D.M. Boselie, J.C. de Jong and J. Sixma Reception Committee of Institution: IBS Dean 09.05 11.00 hours Tour of facilities and start of scrutiny of documents and panel consultation 11.00 11.45 hours Interview Management Team P. Ganzeboom (IBS Dean), M. Carrière (Manager Team A, years 1-2), F. Wijma (Ad Interim Manager Team B), J. Boosman (Ad Interim Manager Team B), L. de Vries-Carstens (Team Manager Administration) 11.45 12.30 hours Interview IBMS Students Year 1: A.K. Engbers, T. Mooren, I. Socolov Year 2: E. Janssen, F. Schlueter Year 3: R. Bozhkova (international semester), J. Janssen (Double Degree/exchange) Year 4: K. Landrath, F. Brand, Ch. Man (former School council) 12.30 13.15 hours lunch break, panel consultation 13.15 14.00 hours Interview Lecturers J. Boosman (Study Abroad, Graduation coordinator), P. Michel (School Council, Expert Finance & Accounting), First year project coordinator), J. Kets (Marketing Lecturer), K. Fidder (Expert Languages), M. Kierans (Expert Travel and Tourism), J.R. Scholtens (Exam Board and Lecturer) and M. Havik (Placement Coordinator and Lecturer). 14.00 14.30 hours Interview Executive Board/CvB and IBS Dean W. Wieling (Member Hanzehogeschool Executive Board/CvB) P. Ganzeboom (IBS Dean) 14.30 15.15 hours Interview Representatives of the professional field and graduates G. de Bruin (Advisory Board), J. Dijkstra (Advisory Board, placement and graduation supervisor), B. van Boven (Graduate July 2003), A. Faber (Graduate January 2006), A. Huisman (Placement Supervisor). 15.15 17.00 hours Scrutiny of documents and internal Panel Deliberation 17.00 17.30 hours Second interview with Management Team 17.30 18.00 hours Final meeting Audit Panel NQA Audit Visit IBMS Hanze University Groningen 45

Appendix 4: Performance Indicators By way of introduction to this Appendix, we supply a short explanation of performance indicators and the degree to which a comparison of performance indicators with national averages or with other similar programmes, is possible. (The tables used below serve as examples only and can naturally be replaced with relevant tables) Table 1: Total number of students Intake per year Data on programme IBMS full-time versus national average full-time (NA, enrolment cohort first time hogeschool). 1997 1998 1999 2000 2001 2002 2003 2004 2005 Progr. * Progr. * 725 769 829 874 963 926 856 834 806 192 203 218 213 214 188 196 198 222 Numbers staff* 25 28 30 37 40 fte Staff* 19.3 23.1 24.3 28.1 28.5 Student/staff ratio* 49.9 40.0 35.2 29.7 28.3 Total number student with diploma in year Average duration of study of students with diploma in cohort in X (in months) Number of drop outs Average duration of study of dropout students in cohort in X (in months) Progr * Progr. * Progr. * Progr * 118 116 172 141 155 168 175 164 42.3 45.2 43.3 48.3 50.8 45.8 45.7 51.3 157 178 138 174 209 202 139 168 * these data are from the Hanzehogeschool Groningen Performance Indicators website that is related to the Management Dashboard of HG. IBMS states that these data are more reliable than data from the HBO-raad website, because all groups of students are included. Although the intake has increased in 2005, and also in 2006, in line with the Strategic School Plan, the education performance indicators are insufficient because of dropout rates. IBS wants to reduce the drop out rates and is investigating the exact causes. Because of the increasein studentnumbers the number of staff has risen and now after several years of investmenting, the student/staff ratio is declining and more in line with HG policy. 46 NQA Audit Visit IBMS Hanze University Groningen

Table 2: Dropoutrate after 1 year (% of cohortnumber) Dropoutrate after2 years (% of cohortnumber) Dropout percentage after 5 years (% of cohortnumber) Graduation after 4 years (% of cohortnumber) Graduation after 6 years (% of cohortnumber) Data on programme IBMS full-time, English track versus German track, IBMS Total and national average IBMS (NA, enrolment cohort first time hogeschool). 1997 1998 1999 2000 2001 2002 2003 2004 2005 Eng German Total NA Eng German Total NA Eng German Total NA Eng German Total NA Eng German Total NA 47.3 23.9 41.7 50.7 32.6 46.4 55.5 37.0 51.0 11.6 47.8 20.3 39.0 58.7 43.8 50.0 44.7 48.8 55.8 57.4 56.2 59.0 63.8 60.1 19.2 14.9 18.2 37.2 31.9 36.0 25.6 24.0 25.2 36.3 34.0 35.8 41.7 38.0 40.8 27.4 52.0 33.0 52.4 60.0 54.1 31.0 25.5 29.6 40.5 34.5 39.0 44.3 38.2 42.7 22.8 47.3 29.1 37.2 40.0 37.9 51.2 50.0 50.9 25.6 40.0 29.0 37.0 23.8 34.0 48.6 38.1 46.3 36.6 17.1 33.2 55.3 34.3 51.5 References: the self-evaluation report of programme IBS, HanzehogeschoolGroningen and the website of HBO-raad. 54.6 12.3 42.4 The high dropout rate in the first year is completely due to the English track. The dropout rate in the second year, according to the latest records, is acceptable as is the percentage of tailstudents. IBS will continue to monitor the situation. This includes finalising the formal assessment of the cause, and generating and implementing possible solutions. NQA Audit Visit IBMS Hanze University Groningen 47

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Appendix 5: Overview of the Documents Made Available for Scrutiny Framework Competencies IBMS 2004 Prospectus IBMS 2005-2006 English and German Course Outline IBMS years 1-4 Double Degree Programme School Year Plan 2005-2006 IBS Blue Competencies Matrix Visitation Reccomendations Summary, 1995 Student Satisfaction Survey SSA 2003 Student Handbook for Project Centred Education Keuzegids 2004 HBO Monitor IBS 2004 Module Evaluation Results 2004 Aansluitingsmonitor 2005 Curriculum Overview from Prospectus Curriculum Overview Marketing, Financial Accounting, Travel&Tourism, BW Educational physolophy and Framework HG HG Student Assessment Policy Document IBS Assessment Policy Schooling Plan IBS 2005 Teaching Staff CV s Feb. 2006 Focus 2010 Kader Studieloopbaanbegeleiding IBS Quality Assurance Plan 2005-2006 Dropout analysis Performance indicators IBMS Ten graduation reports Graduation Project Handbook Study material, including readers and textbooks Project reports Assessments Student products Organizational scheme NQA Audit Visit IBMS Hanze University Groningen 49