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International Business and Management Studies

Report of the extensive programme assessment

including distinctive quality feature internationalisation

18 and 19 November 2013 Leiden, the Netherlands January 2014

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Table of contents

1. Summary

2. Overview of the assessment

3. Colophon

4. Assessment by Standards

4.1 Standard 1 – Intended learning outcomes

4.2 Standard 2 – Orientation of the curriculum

4.3 Standard 3 – Contents of the curriculum

4.4 Standard 4 – Structure of the curriculum

4.5 Standard 5 – Curriculum and qualifications of incoming students

4.6 Standard 6 – Feasibility of curriculum

4.7 Standard 7 – Statutory requirements

4.8 Standard 8 – Staff policy

4.9 Standard 9 – Qualification of staff

4.10 Standard 10 – Size of Staff

4.11 Standard 11 – Accommodation and facilities

4.12 Standard 12 – Tutoring and student information provision

4.13 Standard 13 – Programme evaluation

4.14 Standard 14 – Outcomes of evaluations

4.15 Standard 15 – Internal quality assurance

4.16 Standard 16 – Assessment system

5. Distinctive quality feature internationalisation

5.1 Standard 1 – Vision on internationalisation

5.2 Standard 2 – Learning outcomes

5.3 Standard 3 – Teaching and Learning

5.4 Standard 4 – Staff

5.5 Standard 5 – Students

6. Recommendations/potential for developments

Attachment 1 Basic data

Attachment 2 Panel and secretary

Attachment 3 Schedule of the site visit

Attachment 4 Overview of the study programme

Attachment 5 Final Qualification and Reference Framework

Attachment 6 Documents

Attachment 7 Graduation reports

Attachment 8 Declarations of independence

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1. Summary On 18 and 19 November 2013, a FIBAA assessment panel performed an assessment of the programme "International Business and Management Studies" (IBMS) at Webster University in Leiden (WUL). The overall judgment of the panel regarding the quality of the programme is satisfactory. The IBMS programme which leads to a Dutch HBO Bachelor degree as well as an American Bachelor of Arts/Science degree was set up by WUL to cater for the growing demand for young internationally oriented managers. In 2008, the IBMS programme was successfully accredited by NVAO. In addition to its request to NVAO for re-accreditation of the programme, Webster University has also submitted a request for an assessment of the Distinctive Quality Feature "Internationalisation". The overall judgment of the panel regarding the Distinctive Quality Feature "Internationali-sation" is good. Intended learning outcomes The competencies of the programme are well defined. The programme was originally designed by Weber University in St Louis and is provided by the different WU-campuses in several countries. The concept from Webster University envisages that the objectives of the programme are always equal but the way to achieve the competencies could vary within the campuses corresponding the particular cultural background. WUL considered when realising the programme the Dutch “Framework Competencies IBMS”. Programme objectives and competence goals are clearly described and their alignment with the Dublin Descriptors and the framework is documented in a structured way. They are based on subject-specific and generic learning outcomes. The objective of the programme is also consistent in relation to the targeted vocational field. WUL has implemented Advisory Boards to involve the professional practice in the developing process of the programme objectives. Because of the worldwide equal concept the scope of influence of WUL as a campus is restricted. However, the concept provides that all campuses can suggest improvement possibilities to the head quarter in St Louis. Consequence of the concept is that numerous persons with different international and intercultural backgrounds affect the objectives of the programme which shows perfectly the international character of the programme which enables the students to work within an international context. In the view of the panel, the intended learning outcomes are well defined and reflect the programme objectives appropriately. They are concrete both with regard to content and with regard to professional orientation. The level is appropriate for a Bachelor's degree. In addition, the achievement of the competence goals is verified systematically and on a regular basis. Curriculum The panel found that theory and practice are systematically combined throughout the curriculum. The curriculum takes the programme objectives into consideration to a sufficient extent. Module descriptions are of good quality, concise and clear. The structural concept of the programme is adequate; it positively effects the achievement of the intended learning outcomes. Through built-in specialisations the programme enables students to acquire beneficial skills in accordance with their own preferences. A specialty of the curriculum is the typical American liberal arts basis which allows the students to start their studies with general education and the possibility of choosing content regarding their individual interests. With the programme being a professional Bachelor’s programme according to Dutch regulations, its focus lies on preparing students for application-oriented tasks. Therefore, WUL’s faculty is well experienced in business, organisations and industry and brings their

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business and educational skills into the programme with up-to-date knowledge of recent developments. The teaching and learning methodology for the programme is described and, explained in a logical and transparent manner and aligned with the programme objective. The didactic concept of the programme is focused on active learning in a world of professional practitioners and (applied) researchers. Classes are small and interaction in class is very dynamic. The admission requirements are transparent and reasonable for an undergraduate bachelor programme. They are fully in line with formal Dutch regulations and safeguard that students of the IBMS programme will be adequately qualified and seem realistic with a view to the intended learning outcomes. A Manageable student workload of the programme is ensured through a suitable curriculum design and a plausible workload calculation. When verifying the student workload, WUL takes evaluation findings into account. WUL’s great strength lies in its intensive tutoring and counselling system, which makes the curriculum feasible. Faculty WUL has a clear policy about the appointment of lecturers regarding the academic level and the language-competencies. Based on the staff policy WUL has sufficient faculty for the realisation of the curriculum. The teacher-student ratio of 1:9 shows that the small classroom policy is well implemented.

The teaching faculty's academic qualifications are in line with the requirements and objectives of the programme. All adjunct faculty works part-time for WUL and part-time in their professional field. The practical business experience of the teaching faculty is in line with the requirements of the programme for teaching. Internal coordination to agree on the modules and overall is ensured systematically and ensures that personal development and qualification of the teaching faculty are being implemented. Services and facilities The facilities on the Leiden campus are adequate for the programme. The online Webster library and the local library give sufficient access to literature and journals as well as digital media (e.g. databases) which are in line with the programme contents and up to date.

The counselling of students is intensive at WUL and leaves little room for improvement, with students being coached by advisors, teaching faculty and the Head of Department. The information handed out to students and to interested candidates are comprehensive and by the use of the Website and online-platform, constantly updated by WUL. Quality assurance WUL regularly evaluates all courses of the programme. Measures regarding negative evaluation results of lecturers are clear and effective and come up to the usual standards. In addition, WUL lives an open door policy and always seeks to find solutions for problems which are brought up by students. Alongside the evaluation which take place at the Leiden campus Webster University in St Louis reviews the programme frequently, too. WUL had installed a Programme Committee, a Stakeholder Committee, an Advisory board and a Professional Review Board who give advice to the programme management and influence the programme regarding the objectives and the contents. The teaching faculty and students are involved in the planning and assessment of quality assurance and enhancement procedures in the appropriate committees. The US quality assurance principles are applied in the subsidiaries and from this perspective ensure a global policy. But a clear and structured quality assessment system comprising all processes is not

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established. The panel observes that certain measures for improvement have not yet been fully realised. For example, the Research Environment has not been improved enough: there are no ‘research lines’ in the IBMS programme, the new senior thesis has not yet been implemented, and the mentioned research project is not active in the programme. Also, the examination Board is not active enough. Assessment and learning outcomes achieved Students are tested on whether or not they achieve the intended learning outcomes of the programme through a variety of assessments, tests and examinations. WUL uses the methods of a continuous assessment which generally corresponds with the learning outcomes of the courses and complies especially with the individual strengths and weaknesses of the students. The current final project in the IBMS programme is a portfolio. The portfolio requirement serves as a graduation project in place of a thesis, and it includes an overview of a student’s best papers, the internship report, the capstone course paper and an oral defence as justification of the acquired competencies throughout the studies. It is problematic that the portfolios not always show the achievement of the intended learning outcomes in detail. WUL reflected the effectiveness of the portfolios and has now the duty to make sure that every student is supported and advised well enabling him to hand in an adequate portfolio, which sufficiently reflects his achievements in the Bachelor program.. This should improve the portfolio quality until the replacement of portfolios through a thesis. In sum, the panel comes to the conclusion that WUL offers an adequate IBMS programme within an international environment. The objectives and the curriculum are comprehensible and the graduates of the programme exhibit good employability. The programme is imbedded in a well-functioning learning environment and the faculty is well selected. WUL’s quality system shows good aspects but should be improved. Distinctive Quality Feature Internationalisation In summary, based on the interviews and examination of the underlying documentation, the panel qualifies the distinctive quality feature internationalisation as good.

Webster University’s vision is built on a foundation of excellence in teaching and enhanced

by an international perspective that fosters dialogue, respect and understanding across

boundaries and between peoples. The institution is committed to offering its students a

distinct personal experience and building the resources required to achieve this vision.

Stakeholders within and outside the programme (programme management, lecturers,

students, representatives from companies, quality management, and people working in

support functions) clearly share the spirit of the internationality.

Internationality in teaching and study is in fact a central component of the programme design. The programme objectives and strategy are geared to explicitly ensuring internationality in teaching as well as in graduate employability. The programme is taught entirely in English in a highly international learning environment. The IBMS programme includes in all relevant courses the dynamics of the international economy. The intended international and intercultural learning outcomes are an emphasis of the programme. The programme equips graduates with the skills they need to perform the tasks required in an international and intercultural environment. An emphasis on international and intercultural content in the curriculum promotes international problem-solving consistently. The programmes assessment system is adequate to test the achievement of international and intercultural competencies during the studies. Because the programme is

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an accredited American programme as well, WUL awards its graduates a Dutch and an American Bachelor degree. The didactic concept of active learning in a world of professional practitioners and (applied) researchers and the coherent learning environment enable the achievement of international and intercultural competencies in a special way. The multinational teaching faculty has international teaching and/or working experience which is well above average which without doubt enriches the teaching. The students in the IBMS programme come from 24 countries and bring themselves a vast international experience into the lectures which is much more than what is common in HBO. The student and teaching community provides a per se international environment not only in several courses but in the whole programme. Through the worldwide campus network from Webster University it is very easy for students to study abroad (or come from abroad for a semester). Faculty can also participate in exchange programmes. The administration staff at WUL and the other campuses supports the students and lecturers before and during the time abroad. In sum, the fact that internationalisation is clearly shown in every area of the programme is assessed by the panel as very positive. The student’s employability in an international and intercultural context is an emphasis of WUL’s IBMS programme. All the international aspects convinced the panel of the high level on internationalisation.

2. Overview of the assessments Overall, 15 standards of the NVAO assessment framework are assessed positively, 1 standards are assessed as unsatisfactory. Overall the panel awards a positive recommendation for the accreditation of the programme. The panel presents its assessments per theme and per standard in the following table:

Extensive programme assessment:

Standards Satisfactory

Intended learning outcomes

Standard 1 (Intended learning outcomes) Satisfactory

Curriculum

Standard 2 (Orientation of the curriculum) Satisfactory

Standard 3 (Contents of the curriculum) Satisfactory

Standard 4 (Structure of the curriculum) Good

Standard 5 (Qualifications of incoming students) Good

Standard 6 (Feasibility of curriculum) Excellent

Standard 7 (Statutory requirements) Satisfactory

Staff

Standard 8 (Staff policy) Satisfactory

Standard 9 (Qualification of staff) Good

Standard 10 (Size of staff) Good

Services and facilities

Standard 11 (Accommodation and facilities) Satisfactory

Standard 12 (Tutoring and student information) Excellent

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Quality assurance

Standard 13 (Programme evaluation) Satisfactory

Standard 14 (outcomes of evaluations) Satisfactory

Standard 15 (Internal quality assurance) Unsatisfactory

Assessment and learning outcomes achieved

Standard 16 (Assessment system) Satisfactory

Distinctive quality feature internationalisation:

Standard 1: Vision on internationalisation Good

Criterion 1a: Shared vision Excellent

Criterion 1b: Verifiable objectives Satisfactory

Criterion 1c: Improvement-oriented evaluation Satisfactory

Standard 2: Learning outcomes Good

Criterion 2a: Intended learning outcomes Excellent

Criterion 2b: Student assessment Good

Criterion 2c: Graduate achievement Good

Standard 3: Teaching and Learning Good

Criterion 3a: Curriculum Good

Criterion 3b: Teaching methods Good

Criterion 3c: Learning environment Satisfactory

Standard 4: Staff Good

Criterion 4a: Staff composition Excellent

Criterion 4b: International experience and competence

Excellent

Criterion 4c: Services provided to staff Satisfactory

Standard 5: Students Excellent

Criterion 5a: Student group composition Excellent

Criterion 5b: International experience Good

Criterion 5c: Services provided to students Excellent

The Hague, January 10th, 2014 Bonn, January 10th, 2014 Dr. Jean-Pierre Izaac van der Rest Ass. jur. Lars Weber Chair Secretary

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3. Colophon

The Institute Webster University Leiden, Department of Business & Management, Boommarkt 1, 2311 EA Leiden, Netherlands. Webster University Leiden (WUL) is an integral part of Webster University, headquartered in St. Louis, USA. Webster University is a private, non-profit, accredited University that offers undergraduate and graduate degree programmes in many fields including business, computer science, psychology, communications, international relations, science, education, fine and performing arts, and liberal arts. Webster University, founded in 1915 as a small private women-only college, is now an almost 100 year-old university which has grown into an international network of over 100 campuses across the United States, as well as in Europe, Africa and Asia. Currently, the University enrolls approximately 22,000 students worldwide who represent over 100 nationalities. The Department of Business & Management at Webster University in Leiden is part of the George Herbert Walker School of Business & Technology in St. Louis. The Walker School is a leading provider of business education worldwide, and the largest part-time business school in the USA. Overall, the Walker School serves 13,250 students (from 50 states and 148 countries) in business or related majors with 2290 faculty members around the world. The Department of Business & Management in Leiden forms, together with Saint Louis and other extended and international Webster campuses (London, Vienna, Geneva, Accra, Bangkok, Shanghai) a solid global knowledge network. Webster University Leiden has been present in the Netherlands since 1983 and has been offering undergraduate (Bachelor level) as well as graduate (Master level) education in Leiden and, since 1995, WUL was approved as “aangewezen instelling” by the Ministry of OCW in February 2008, and is now operating in the Netherlands as a Hogeschool or University of Applied Science and is an active member of NRTO, the Nederlandse Raad voor Opleidingen en Trainingen, the platform for private education providers. In the Netherlands, the department is fairly small. Around 57 students are registered in two Bachelor programmes, and around 45 graduate students attend the Master in Management & Leadership or the MBA. The department also accommodates small numbers of undergraduate “study abroad students” (visiting students from other Webster campuses) and regularly visiting study groups. The Programme Programme: "International Business and Management Studies" (IBMS).

Level: Undergraduate. Distinctive feature: internationalisation. Full time program.

Number of ECTS credits: 240.

Nomenclature:

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Responsibility for the quality of the program: Dr. J. Kaat. The Assessment panel Dr. Jean-Pierre Izaac van der Rest, chair, Prof. Dr. Reinhard Hünerberg, domain expert, Timo Timmerman MLD, domain expert, Dr. Margo F. Andriessen, domain expert, Christian Wilk M.Sc., student, Ass. jur. Lars Weber, secretary. The assessment panel was presented to the NVAO for approval. The assessment was conducted under the responsibility of FIBAA Berliner Freiheit 22-24 D-53111 Bonn tel +49-228-280356-0 www.fibaa.org, on behalf of Webster University Leiden. The assessment Webster University has assigned FIBAA to perform a quality assessment, including NVAO Extensive Programme Assessment and NVAO assessment of Distinct Feature Internationalisation. In close co-operation with Webster University and NVAO, FIBAA has convened an independent and competent committee of five assessors. In preliminary discussions, the programme for the site visit and the interviewees were determined, see attachment 3. Two weeks prior to the site-visit, Webster University was asked to announce an open consultation to students and faculty. Neither students nor faculty have used this possibility. The panel has reviewed all portfolios from all eight graduates of the IBMS programme (see attachment 7). The results of this review were input for discussions during the site visit (see Standard 16). The committee carried out the assessment in an independent manner. At the conclusion of the assessment, a draft of this report was sent to the representatives of the programme, and their comments have been evaluated and where necessary included in the present final version of the report.

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4. Assessment by Standards

4.1 Intended learning outcomes

Standard 1: The intended learning outcomes of the programme have been concretised with regard to content, level and orientation; they meet international requirements.

Explanation: As for level and orientation (bachelor’s or master’s; professional or academic), the intended learning outcomes fit into the Dutch qualifications framework. In addition, they tie in with the international perspective of the requirements currently set by the professional field and the discipline with regard to the contents of the programme. Outline of findings The IBMS programme is a broad general education with a process-oriented view on management. WUL points out that graduates of the IBMS programme will be able to:

Explain the important terminology, facts, concepts, principles, analytic techniques and theories used in management,

Identify and apply appropriate terminology, facts, concepts, principles, analytic techniques and theories used in management when analysing moderately complex situations and

Synthesise and integrate important concepts, principles, and theories used in management into solutions to moderately complex management problems.

Furthermore, students are expected to assume an independent and critical approach to studying:

Professional Approach, but embedded in an academic learning environment: The embedding of the HBO-degree within WUL creates according to WUL conditions for students to be trained not just as professionals but also to gain insights and experience from working together with research faculty and students. This should teach IBMS students to formulate research questions and apply these questions to the professional practice. WUL points out that this critical attitude to research is important, also in daily business practice.

Independence: Students are trained to become independent thinkers and creative, ambitious entrepreneurs.

Critical thinking: A critical attitude and ability to form and express one’s own opinion are required for any student, especially for those who want to work in management positions.

Internationalisation and Diversity: WUL wants to instill in students a respect for diversity and an understanding of their own and others' values by educating a diverse population locally, nationally, and internationally, acting responsibly toward the environment to foster a sustainable future, and strengthening the communities.

WUL considers in the IBMS programme the domain-specific profile of the Framework Professional Competencies (“Framework Domeincompetenties”) for International Business and Management Studies, as drawn up by the then HBO-Raad (September 2004, revised in 2010 by the National Platform IBMS - Vereniging Hogescholen). This Framework Domeincompententies was based on the Dublin descriptors, specifically those pertaining to the domain of Business Administration (BBA). The Dutch IBMS competencies (Framework) consist of nine profession-related competencies and seven generic competencies.

The profession-related competencies are: International Business Awareness and Intercultural Competence, International Strategic Vision Development, Business Processes & Change Management, Entrepreneurial Management, International

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Marketing and Sales Management, International Supply Chain Management, International Finance and Accounting and International Human Resource Management.

The generic competencies are: Leadership, Co-operation, Business Communication, Business Research Methods, Planning and Organising, Learning and Self-development and Ethical and Corporate Responsibility.

According to WUL most Webster business graduates start as trainees, assistants, or in another general support role, such as marketing assistant in the marketing department of a large multinational corporation. Because of the broad general education the IBMS graduates find it easier to move across the whole spectrum of corporate employment, and many end up in sales or communication, in logistics or finance, or in other companies abroad or even set up their own company, in the Netherlands or overseas. Regarding the focus on Internationalisation IBMS students are not bound by borders to benefit from career opportunities. The programme also allows direct admission into Master programmes in the Netherlands and abroad. The learning outcomes and the curriculum of the IBMS programme are equal, no matter in which country Webster University offers the programme. Therefore, it is possible that the IBMS graduates from WUL retain an American degree (unchanged and in full) besides the Dutch degree (“bi-diplomering”). The degrees depend on the chosen specialisation (see standard 3):

Considerations The panel has carefully examined the intended learning outcomes and also related them to the description of the Dublin descriptors. The learning objectives of the courses in the WUL IBM programme are matched with the Framework IBMS competencies in a matrix. The panel found this matrix clear and convincing. The panel members themselves have compared the IBMS Final Qualifications with the Final Qualifications of other international IBMS-programmes and have discussed whether a WUL graduate would be able to continue studies at a Master’s level. The panel finds that the programme’s intended learning outcomes are satisfactory. The panel agrees that the Dublin descriptors are adequately covered by the intended learning outcomes. Hence, the panel considers the learning outcomes of the IBMS programme to be at the appropriate level for Bachelor degrees. The objective of the programme is also consistent in relation to the targeted vocational field. The programme objectives are explained in an intelligible manner. They are based on subject-specific and generic learning outcomes. Through cognitive learning as a strong element in the objectives of the courses, the generic bachelor-competencies concerning inter- and intrapersonal relations, responsibility, ethics and learning how to study are strongly emphasized. The learning outcomes reflect the international character of the programme, and show what a student knows and is able to do within an international context. The Aims and Objectives

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reflect the international character of the existing modules and are in line with the Final Qualifications. During the site visit the panel spoke with two alumni and is positive about the level and contents of the jobs they hold in the professional field. Conclusion The panel assesses the standard 1 as satisfactory as the overall programme design and the intended learning outcomes are aligned with one another. The programme takes into account the requirements of the Dublin Descriptors. 4.2 Orientation of the curriculum

Standard 2: The orientation of the curriculum assures the development of skills in the field of scientific research and/or the professional practice.

Explanation: The curriculum has demonstrable links with current developments in the professional field and the discipline. Outline of findings WUL aims to introduce students to an element of research in combination with the applied nature of their studies, as a preparation for possible further study at Master’s Level. Students with varied academic backgrounds can enter the programme, resulting in a mix of students with and without advanced standing (vrijstellingen). All students are familiarized with academic skills and the discipline of business and management early in the programme and can level up. The sequencing of the programme components requires students to build on levels of increased understanding, complexity, and responsibility. There are clear links built into the curriculum where students are actively involved in research projects, either through Webster’s Global Research Center (GRC) or within the department itself. In these required curricular research projects, the applied research skills of students are tested. Examples of courses in which research is an important component are: European Scholars Seminar, Business Statistics, Project Management, Report and Proposal Writing, Information Analysis, Marketing Research, Internship and (prospective students) Reading course and Senior Thesis. In the required Research Project research is carried out either on an individual basis or in small groups under the supervision of academically qualified professors. Quite often the research that is carried out is linked to the professor’s own research project. Interaction taking place in that way in classes, research groups, or expert panels between student and researchers may lead to student participation in GCP research projects or other ways where students contribute to the researcher’s own projects. Good student work may lead to the publication of student articles in accepted peer-reviewed journals. The same applies for the planned Senior Thesis of prospective students. There are also frequent faculty-led excursions to international organisations in The Hague or to local companies such as the European Space Agency ESA-ESTEC, or NALCO-Ecolab where research is explained and emphasized. Links to the professional field come through the lecturers of the programme. The fact that Webster University works predominantly with adjunct professors who are mostly practitioners in their field, guarantees that students are exposed to real-time business issues. Teachers make use of case studies, project- and group work during the classes, as a means of introducing practical, real life experience in the programme. Professional skills are developed in the case studies. This way the students learn in class about the most recent business practices. Students confirm this in their interviews with the panel.

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The university is connected with various companies and NGO’s in the Netherlands and abroad. These contacts are used to involve guest lecturers in the programme or to find internships for the students. Successful internships have been realized at: Spencer Stuart, ICC, OPCW, Mexx, NATO, The American School ASH, Emergo Consulting, Starbucks, Mastercard, Douwe Egberts, etc.. Heads of companies or international organisations, politicians, CEO’s and business leaders are invited to be commencement speakers at WUL’s graduation ceremony. The IBMS programme also has a Professional Review Board (“klankbordgroep”) with professionals from the field who comment on curricular matters and the relevance of the Webster degree programme. The Board critically looks at the quality of interns and graduates of the bachelor programme, and how they function in the job market, i.e. on outgoing competencies. In addition WUL also includes recommendations from externals through the local Advisory Board. This Board discusses matters of general policy in education and gives strategic advice to the campus director. Also important in the IBMS programme is interdisciplinarity. Students are often confronted with interdisciplinary aspects of their studies, for the reason that they share many classes with students in different majors. Examples are: with Global Politics in studies related to economic development, Corporate Social Responsibility, social entrepreneurship, microcredit, international political economy; or with psychology in studies on victims of human rights violations (e.g. human trafficking). Considerations Through various courses and projects the programme ensures that graduates have methodological competence and are empowered to conduct academic work. They are indicated as learning objectives in the module descriptions. As is also reported in detail almost the entire faculty of WUL is well experienced in business, organisations and industry who bring in their business and educational skills with up-to-date knowledge of recent developments. WUL has sufficient contacts to the local companies and uses them for general input through an Advisory Board or concrete input in the teaching of the courses via guest lecturers. Students also benefit from the cooperation through finding internships. With the programme being a professional Bachelor’s programme according to Dutch regulations, its focus lies on preparing students for application-oriented tasks. The panel has considered the curriculum of the IBMS programme and discussed its professional orientation. In the view of the panel, the use of case studies and projects, group work and presentations ensure the development of professional competencies adequate to professional requirements. Students and lecturers confirmed that current developments are taken into account in the modules and the student’s paper writing. Conclusion The panel assesses the standard 2 as satisfactory as on one hand theory and practice are systematically combined throughout the curriculum and theoretical tuition and components related to practical application are employed in combination to develop the student’s skills. On the other hand the programme ensures that graduates have sufficient methodological competences and are empowered to conduct academic work. 4.3 Contents of the curriculum

Standard 3: The contents of the curriculum enable students to achieve the intended learning outcomes.

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Explanation: The learning outcomes have been adequately translated into attainment targets for (components of) the curriculum. Students follow a study curriculum which is coherent in terms of content. Outline of findings The IBMS programme is made up from core requirements and specialised courses. The so-called “Global Citizenship” or general education courses – following the American university tradition of liberal arts and sciences– give further breadth to the chosen major. Course planners allow the students to tailor their study to their own study tempo, and to their personal needs. The programme planners and syllabi are explained at intake and advising sessions, so that the contents coherence of the various graduation specialisations is made clear. The successive coherence conforms to the Anglo-saxon courses of levels, in the Netherlands also known as the “Leids Register”: all courses are categorized according to four levels. The first (propedeutic) year of a HBO bachelor programme lists courses at 1000-level, the following study years list courses at 2000- level and 3000-level. The senior year of the bachelor programme is 4000-level. The students have to take the successive coherence into account when they plan their study path. Students in year one can take courses from 1000, 2000, or 3000 level. In year two they can take courses from 2000, 3000, or 4000 level, and in their final year only from level 3000 and 4000.

Many courses also carry so-called “prerequisites”, i.e. there are certain incoming competencies which the students have to possess before they can take the course. In this way the course can build upon knowledge and skills acquired earlier in the programme. Besides the mandatory courses all students have to choose one out of five specialisations. The offered specialisations are

General Management,

International Business,

Marketing Management,

Business Administration and

Global Economics. The course Syllabi are made available to the students registered in the courses in advance of the start of the course, they are posted on the student portal of the Webster Leiden website ideally one month before. The syllabus itself includes:

Name and contact details of the professor/instructor,

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The number of credits,

The average number of self-study hours needed to complete the course,

The course description,

The course learning outcomes,

The course activities assigned by the instructor,

Information on how the course is assessed (final exams, papers, etc),

Information on entry level or possible course prerequisites,

An overview of session contents, homework, reading assignments, and deadlines and

Information on academic policies.

Considerations The curriculum takes the programme objectives into consideration to a sufficient extent. There is a balanced mixture of modules in terms of content and they are arranged in a logical sequence. This especially includes the mixture of “Global Citizenship”-courses, mandatory basic courses and the five specialisations. All modules are aligned with the qualification and competence goals of the IBMS programme. The panel is convinced the specialisations included on the programme enable students to acquire beneficial skills in accordance with their own preferences. The panel has seen the course syllabi and is positive about the course content and the course structure as the panel finds that all relevant IBMS-topics are addressed at an adequate level. In the view of the panel, the literature used in the core and specific modules – as far as could be checked - is appropriate to the respective modules, it is largely up-to-date and hence contains the latest developments in the respective fields of international study. Conclusion The panel assesses the standard 3 as satisfactory as overall the curriculum appropriately takes into account the programme objectives. The modules focus on knowledge and skills development. In particular, the programme takes an outcome-based approach. 4.4 Structure of the curriculum

Standard 4: The structure of the curriculum encourages study and enables students to achieve the intended learning outcomes.

Explanation: The teaching concept is in line with the intended learning outcomes and the teaching formats tie in with the teaching concept. Outline of findings The first year of the programme is an introductory year. According to WUL it is used as an introduction to university life, to writing structured papers, critical thinking, doing research and to acquire the general study skills necessary to become successful in the major of their choice. The first year programme also aims at orientation, so students can change to another programme during first

year without time loss, as general education courses apply to all

Webster majors. The second IBMS-year builds on these general skills. Students choose their

majors. In the third year more in-depth studies are introduced. The fourth

study year

concludes with more research-oriented courses, the integrative Capstone Course, in-depth seminars and (sometimes case-based) strategic level courses. Internships or traineeships are either in year three, or in year four. Completion of a course measures up to six European credit points. Students take at least one course per term. A full time study load consists of two courses per term (ten courses each year). Students need permission from WUL to enroll for more than three courses per term.

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The didactic concept of the programme is focused on active learning in a world of professional practitioners and (applied) researchers. Classes are small and interaction in class is very dynamic. Students have to perform, and active participation is required (and tested) in each course. There is also an attendance requirement. This didactic concept which is described in the Faculty Handbook takes in the following characteristics:

Different class formats: Courses normally run as 2.5 hour classes over a semester (16 weeks), however there are occasional term classes which meet twice a week for 2x2 hours or once a week for four hours. The latter format is sometimes used for 3000 or 4000 level courses where students can go more in-depth and need the extended class time for project work.

Diversity: According to WUL there may be many different kinds of students in class: young and mature, fulltime and part-time, majoring in different majors, ignorant or knowledgeable about the subject, speaking educated English or with a foreign accent, suffering from dyslexia or not, from high or low income groups, and with a cultural background from anywhere in the world. This Diversity should be reflected in the teaching methods.

Skills and Competencies: Apart from the learning outcomes listed for each individual course, WUL wants to procure “transportable skills” like presentation skills, team work skills, verbal skills (in English), and cross-cultural skills.

Interactive, small classes: The maximum number of students per class is usually 20 but never more than 25. Average class size is nine. This results in interactive, dynamic classes which are all seminars or work groups. This should promote open discussions where students share information and experience with the instructor and with each other. This style of participatory learning only works, according to WUL, if students show up for class and contribute actively. Therefore WUL has compulsory attendance and the student’s contribution to the class is part of the graded assessment.

Every course at Webster has its own intranet website (Canvas) which is available to every instructor and enrolled student and contains all relevant information and material according to the course.

The concept of active learning entails writing papers, giving oral presentations on the findings and discussing articles. Furthermore the students should learn about the professional practice, finding out what goes on inside commercial and non-profit organisations through excursions and fieldwork, internships, and guest lecturers. Besides guest lecturers who are invited by the WUL faculty to talk in classes Webster University in St Louis organizes the “George Herbert Walker School of Business & Technology Speakers Series”. In this forum global corporate leaders and opinion makers share their leadership journey with students and faculty. Speakers have included CEO’s from Wal-Mart, AT&T, Anheuser-Busch, Archer Daniels Midland Company, Monsanto, Enterprise Rent-a-Car, Twitter, Hanes, Komen Foundation, 7-Eleven, IKEA, GM, IBM, Boeing, Disney, Wells Fargo, and Scottrade, as well as politicians and ambassadors. The Speakers Series are videostreamed for the extended campuses like WUL. Considerations Webster University has arranged the curriculum in a way that allows full-time students to complete the programme within four years. The panel assesses the structural conception of the programme (e.g. regular amount of courses per year, the credit point extent per course and the contact hours of the course) as coherent to positively affect the achievement of the intended learning outcomes. The teaching and learning methodology for the programme is well described, explained in a logical and transparent manner and clearly aligned with the programme objective. The didactical concept enables WUL to

sustain a personalized approach to education through small classes and close

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relationships among faculty and students.

develop educational programmes that join theory and practice and instill in students the spirit of systematic inquiry.

promote international perspectives and global citizenship in the curriculum and among students and faculty.

create a student-centred environment accessible to individuals of diverse ages, cultures, nationalities, and socio-economic background.

encourages in its students a critical cast of mind, a respect for diversity, and an understanding of their own and others’ values.

Besides faculty guest lecturers teach in the programme. The guest lecturers bring special experience to teaching from the realms of business and research and this contributes to the students’ development of skills. Conclusion The panel assesses the standard 4 as good. The structure of the programme makes the achievement of the intended learning outcomes possible; the teaching concept is completely in line with the learning outcomes and all elements serve the programme objectives and promote the students’ acquisition of skills in accordance with the programme objectives. 4.5 Curriculum and qualifications of incoming students

Standard 5: The curriculum ties in with the qualifications of the incoming students.

Explanation: The admission requirements are realistic with a view to the intended learning outcomes. Outline of findings For students with a HAVO, VWO, of MBO level four diploma WUL permits access to the propaedeutic or foundation year. Students with a diploma of a Dutch higher education institution (propaedeutic, Bachelor’s, Master’s or other equivalent diploma such as “kandidaats”) are allowed direct admission into the foundation year. In case that students possess a higher education diploma issued outside of the Netherlands, this diploma needs to be officially recognised in the Netherlands as equivalent to that of the relevant Dutch degree. In addition, students have to proof their English skills according to the following requirements: English proficiency (minimum TOEFL score 550 paper based), with a sufficient score on TWE (Test of Written English) and TSE (Test of Spoken English). For admission into the post-propaedeutic phase (after the first 60 ECTS of the degree programme), students need a positive study advice. Students with a negative study advice, students with a lower than 2.0 GPA (“C” average) over the first year of registration, and students with a binding referral to other majors, will not be accepted into the IBMS post-propaedeutic phase. In addition the Candidates can apply for an intake interview with a representative from the admissions office. Also prospective students can take part in regularly scheduled classes to speak with current students, meet a faculty member and gain first-hand experience in the Webster learning environment.

All accepted students in the programme will be registered simultaneously in the equivalent US degree programme when they meet the additional admission requirements for the American degree, such as: a letter of reference from “decaan” or highschool study counselor/teacher; a completed WUW application form; and/or an official highschool transcripts (“cijferlijst(en) voortgezet middelbaar onderwijs”).

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Considerations The panel considers the admission requirements which are defined in the “Academic Policies and Examination Procedures” (OER) of the IBMS-programme as transparent and reasonable for an undergraduate bachelor programme. They are fully in line with formal Dutch regulations and safeguard that students of the IBMS programme will be adequately qualified and seem realistic with a view to the intended learning outcomes. The necessary test results of formalised and documented language tests with the requirement of a minimum score ensure that the students enrolled are able to actively participate in the classes held in a foreign language. Conclusion The panel assesses the standard 5 as good as the admission requirements are well defined and transparent. The national standards are explained and taken into account. In addition, the admission requirements are completely in line with the strategic programme objectives. 4.6 Feasibility of curriculum

Standard 6: The curriculum is feasible.

Explanation: Factors pertaining to the curriculum and hindering students’ progress are removed as far as possible. In addition, students with functional disabilities receive additional career tutoring. Outline of findings The IBMS programme can be studied in full-time in four years. One study year consists of two semesters (each with 16 weeks) and one summer term of eight weeks. In every study year 60 European credit points can be achieved. Therefore it is planned that the students complete four modules in each semester and two modules in the summer term. Assessment of the modules always takes place during or immediately after the delivery of the module; thereby the assessment is spreading over the year. This results in continuous assessment and not in just one big final exam at the end of the study period. Students with physical or sensory handicaps will be allowed to take the examinations in a way that best fits their handicap. This also includes learning difficulties such as ADHD and dyslexia. These special provisions need prior approval from the Director of the Academic Resource Center in St. Louis. WUL’s own learning support specialist will assist students with this. All students meet with their Study Advisors (“studiebegeleiders”) at last once a term and with their Head of Department at least once a year, but usually more often. There are two advisors: one for new and transfer students (first and second year) and one for the main phase (third and fourth year). The advisors help the student to plan the courses and discuss their choice of courses to plan their individual educational and career goals, academic policies and procedures. Course evaluation takes regularly place in the programme (see Standard 13). WUL monitors how the students evaluate their courses and progress through their studies, and act upon any obstacle that may present itself. The study load is documented per course in every course syllabus. The ratio between European credit point and study load hours is 1:28. Considerations The panel has considered and discussed the current curriculum in terms of its feasibility and came to the conclusion that a manageable student workload is ensured through a suitable curriculum design and a plausible workload calculation. When verifying the student workload,

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WUL takes evaluation findings into account. Having also critically questioned management, teaching faculty and students during the site visit about the feasibility of the programme, the panel finally came to the conclusion that WUL’s great strength lies in its intensive tutoring and counselling system, which makes the curriculum feasible. The panel critically analysed the dropout rates in the programme. From 73 students being enrolled in the programme 21 students quit. This rate is affected by the Liberal Arts concept which provides the students general study experience in the first study year in various subjects. One consequence – which is actually wanted by Webster University – is the possibility of re-orientation of students. 10 of the 73 students did not leave WUL but changed the major. The panel assesses the residual number of students who quit the programme as usual and partly influenced from the students personal background. Many students come from families which - due to their work - lived in several countries so a departure of the students’ family from the Netherlands is often the cause of the quit. Conclusion The panel assesses the standard 6 as excellent as feasibility of studies is guaranteed by an appropriate programme design, plausible workload calculation, adequate examination organisation and related tutoring and counselling system which surpasses average standards. 4.7 Statutory requirements

Standard 7: The programme meets statutory requirements regarding the scope and duration of the curriculum.

Explanation: Scope and duration: Bachelor’s programmes (professional orientation): 240 credits. Outline of findings The IBMS programme at WUL is an Applied Sciences Bachelor (in relation to the Dutch system, HBO) with a strong component of professional related learning, which allows students to choose between five specialisations. The IBMS is a 240 ECTS-Credit programme spread over four years. Each module is credited with six European credit points. Exceptions are the internship with 12 European credit points and the planned Senior Thesis with 18 European credit points. Considerations The panel has reviewed the curriculum and also found that relevant documents like the Academic Policies and Examination Procedures (OER) state that the full programme contains 240 European credit points. The panel finds the amount of six European credit points per course as well as 12 credit points for the internship and 18 for the Thesis appropriate to promote the competence-building according to the programme objectives. As a critical note, the panel observed that whilst the credit points are formally arranged over two semesters and a summer period, it appears that students less often follow that structure and do extra work in the semesters and do not take courses in the summer period. Conclusion The panel asses the standard 7 as satisfactory as the statutory requirements regarding the scope and duration of the curriculum of a Bachelor’s Programme at a University of Applied Sciences are formally fulfilled in relation to the Dutch System HBO. 4.8 Staff policy

Standard 8: The programme has an effective staff policy in place.

Explanation: The staff policy provides for the qualifications, training, assessment and size of the staff required for the realisation of the curriculum.

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Outline of findings The Heads of Department (faculty heads) determine the teaching needs for a particular semester or year and, in consultation with the Academic Director, appoint professors or adjunct professors to the various teaching assignments. Teachers are employed for one course at a time. Many teachers have had these contracts-per-course for several years. Fulltime lecturers at Webster University Leiden have to be qualified PhD’s who are also actively involved in (applied) research. Exceptions are made for lecturers who specialise in areas of particular need. In addition, the fulltime lecturers have international teaching or research experience. According to Webster’s rules the adjunct professors have at least a Master degree in a discipline relevant to their teaching assignments or are qualified PhD’s as well. WUL actively employs teachers with international and work-field experience as well as didactic qualities. Prospective teachers give sample lectures with classroom observation. Because all courses and all activities at WUL are in the English language, WUL prefers native English speakers or people who have near-native communication skills of the English language. All lecturers at WUL receive the Faculty Handbook. The Handbook contains important and useful information for the lecturers work and about WUL (e.g. “Teaching at Webster University”, “Orientation and Training for New Instructors”, “Writing the Course Syllabus”, “Class Attendance”, “Advising and Monitoring”, “Assessment and Grading”, “Continuous Assessment”, “Submitting Exam Questions” or “Submitting Student Papers”). Considerations WUL has a clear policy about the appointment of lecturers regarding the academic level and the English-competencies. Because of the contract-per-course policy WUL has the possibility to react flexible on changing demands. Nonetheless, the policy enables long-time collaborations with lecturers. During the site visit the panel could talk to adjunct professors who have worked with WUL for several years. The Faculty Handbook informs new lecturers as well as Webster experienced lecturers about WUL, the teaching concept and the relevant regulations. Conclusion The panel assesses the standard 8 as satisfactory as a staff policy is in place that provides for an adequate structure, qualification and experience to run the programme. 4.9 Qualification of staff

Standard 9: The staff is qualified for the realisation of the curriculum in terms of content, educational expertise and organisation.

Explanation: The factual expertise available among the staff ties in with the requirements set for professional or academic higher education programmes. Outline of findings Currently, around 2 full-time and 31 adjunct faculty members deliver the teaching in the programme. 36,5% of all instructors connected with the Leiden business department are in possession of a PhD degree or equivalent. 98% have either a Master’s or a terminal degree. As a business school, WUL requires most of its business teachers to have experience in business. The teacher’s CVs document that all adjunct professors have years of experience in corporations or their own companies. Regular faculty meetings are used to discuss the learning outcomes and module content. In addition WUL organises regular professional development sessions on IT training and

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Classroom Technology Student motivation and adolescence (workshops by the Universities’ psychology faculty), student learning difficulties, presentation skills, etc. These workshops, as well as the regularly organised International Research Seminars are offered for free. Professional Development is included in the annual report of the Examination Board. Teaching and research staff are also encouraged to attend conferences or present papers. Budget, at the discretion of the Head of Department, is made available for that purpose. There are also professional development sessions organized through the Faculty Development Center (FDC) of the Universities’ main campus in St. Louis in the form of training webinars on issues such as how to deal with plagiarism or web enhancement in the classroom. The director of the FDC also visits Leiden regularly to give workshops for the WUL faculty. Webster University has set up a procedure which complies with the BKO agreement set up by VSNU (vereniging van universiteiten) between the 14 Dutch research universities (since 2011 also joined by the University of Antwerp). With this Basic Teaching Qualification (BKO) protocol Webster aims to identify the didactic competences of its teaching staff and where necessary, to broaden and to deepen these. Considerations The panel had a close look at the teaching faculty’s curricula vitae and also spoke to several lecturers of the IBMS-programme. The panel concluded that the academic standard level of the teachers is sufficient. With a view to the academic qualification of the faculty at a University of Applied Sciences, the panel is satisfied with the proportion of faculty holding academic Master degrees or an academic title of PhD. All adjunct faculty works part-time for WUL and part-time in their professional field. The practical business experience of the teaching faculty is in line with the requirements of the programme for teaching. The panel concludes from the interviews that the teachers relate the course programme to their professional practice. Students confirmed this in their interview with the panel. The teaching faculty's academic qualifications are in line with the requirements and objectives of the programme. WUL’s policy in selecting their teachers is drawn up to ensure adequate didactic proficiency Measures for personal development and qualification of the teaching faculty are being implemented. Many of the adjuncts also teach at other universities (e.g. The Hague University, Nyenrode University, University of Amsterdam, VU Amsterdam, Leiden University). Internal coordination (e.g. to agree on the modules) is ensured systematically. The department regularly hosts joint events, in which all of the WUL's teaching faculty participates. Conclusion The panel asses the standard 9 as good as the teaching faculty’s academic qualifications exceed the public recognised standards and the teaching faculty’s business experience is in line with the programme requirements pertaining to teaching activities and with the national requirements. 4.10 Size of staff

Standard 10: The size of the staff is sufficient for the realisation of the curriculum.

Outline of findings

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The Department of Business & Management has full-time staff (teaching and research), adjunct professors, and visiting professors and guest lecturers. Current staff numbers are:

1 full-time equivalent (fte): Head of Department (coordination, teaching tasks),

1 fte: Research Faculty, vacancy (teaching, programme administration, and research),

14 PhD Adjunct Faculty and 17 MA/MSc/MBA Adjunct Faculty (scientists, lawyers, academics, or other professionals working at other universities or institutions who regularly teach at Webster on a part-time basis if and when their expertise is required).

Supporting the department:

1 fte: Researcher (Head of Global Research Center, teaching and research tasks),

0,2 fte: Head of Writing and Research Support Center (teaching and resarch tasks),

0,2 fte: Head of Learning Support (teaching) and

several regular visiting professors from the main Webster campus in St Louis. The teacher-student ratio is 1:9. Considerations The panel concludes from documentation and interviews, that there is sufficient staff for the realisation of the curriculum. The teacher-student ratio shows that the small classroom policy is well implemented. Regarding the support of the students which follows from the ratio see Standard 12. Conclusion The panel assesses the standard 10 as good as the number of teaching staff not only corresponds with the necessary programme requirements but facilitates the small class concept of WUL. 4.11 Accommodation and facilities

Standard 11: The accommodation and the facilities (infrastructure) are sufficient for the realisation of the curriculum.

Outline of findings The Department of Business and Management shares the building and facilities, which are located in the centre of Leiden, with other departments. There are currently seven classrooms equipped among other with classroom technology like a teacher’s console with touch screen and Mac minicomputer, a flat screen, internet access, Skype, a multi-regional DVD and audio. The regular rooms have a maximum seating capacity of 20-23 students and provide according to WUL an intimate teaching environment. One room has a maximum capacity of 27 desks and is (only with chairs) also used for main events. The building also has offices for administration (e.g. study advisors, business office, etc). A media lab is equipped with 15 Mac media computers. If no classes are scheduled, this room is open to students to work individually. In a so called “SmartBar” are Mac terminals for the students to check emails or access the online library catalogue. The facilities have free Wi-Fi. Students have access to computers, printers and scanners. The printers and photocopiers work on copy cards which students can purchase from the Information & Services Office – each term all students are given 50 free copies. Classrooms and announcements are shown on a computer screen in the hall.

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The library area is small and mainly has periodicals and reference works; according to WUL it is used mainly as a quiet area to work. The actual Webster library is online and is used by the entire worldwide Webster community. It offers full-text downloads, research databases, faculty support, training, and helpdesk facility to students, faculty, and researchers. While the opening hours from the local library are from 8:30 hrs to 22:00 hrs during the whole week the Webster library is online 24/7. Software licences, if not supplied by Webster St Louis, are updated regularly. After a complete overhaul in 2011, rewiring took place, bandwidth was added and new hardware was installed. From his office the librarian runs a small book shop (also to borrow media equipment such as digital cameras, tripods, etc). WUL offers student housing in a building in direct neighbourhood of the main Building (the Living and Learning Center). The housing location has basic furniture, bed linens, kitchen equipment and kitchenware. A Webster staff member is assigned for housing. There is also classroom availability at WUL's Amsterdam location at WTC-Zuid-As which is fully administered from Webster Leiden. As the Amsterdam location is not used for the IBMS program the panel did not visit and assess it. Considerations In the view of the panel, the number and size of teaching rooms, the equipment of all learning facilities (including computer workstations) are adequate for the programme. The campus is fully equipped with modern information technology. Free access to a Wi-Fi network is available for students. The online Webster library and the local library give sufficient access to literature and journals as well as digital media (e.g. databases) which are in line with the programme contents and up to date. The satisfactory access was confirmed by the students and the lecturers during the interviews at the site visit. Conclusion The panel asses the standard 11 as satisfactory as accommodation is adequate and access to literature and journals as well as digital media are up-to-date and geared to the programme contents. 4.12 Tutoring and student information

Standard 12: Tutoring and student information provision bolster students’ progress and tie in with the needs of students.

Outline of findings First year students are in the care of the Student Services Coordinator and the Academic Advising Team. During their first year they are introduced to all aspects of academic life. This includes direct personal study advice, but also general policies and procedures (at a 2-day orientation), academic skills (freshman seminar) and support (Writing Center, counsellors). In regular personal meetings with advisors but also with the Head of Department, students discuss their study progress and ways are sought to remove any potential obstacles to study success. At the end of the first year, students receive a binding study advice (“bindend studie advies). In subsequent years the students continue to have regular personal meetings with their advisors. Students must have a minimum of five meetings per year with their advisor, plus at least one annual meeting with the Department Head – but WUL points out that the frequency of consultation is in reality even higher.

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Tutoring also takes place by faculty members who speak to students individually or in groups when called upon. Faculty usually stay for an extra half hour after class to help students with particular questions. For every undergraduate course eight extra project hours per semester are scheduled in to allow students to work on projects led by the Head of Department or with the departmental Teacher Assistant. Projects differ per semester (e.g. research seminars, guest presentations, discussions, simulation games or excursions). This gives the students an opportunity to ask questions about the materials covered in any course, or to seek further personal advice on any matter. In these hours students mix with those from other levels of their own major. The advising role of the Head of Department is also important regarding further education or career guidance. The Writing and Research Support Center of WUL gives free individual support and also organizes regular workshops to improve writing and research techniques of the students. There is also a learning specialist available to support students with special needs (dyslexia, etc). The Webster Career Center organises regular CV-writing and interview training sessions, as well as company career days. The most recent career event included the Head of Technology Transfer (incubator programme) from the European Space Agency (ESA) to talk on entrepreneurship. The practical and logistical aspects of internship placements are coordinated by the Internship Center Coordinator. The responsibility for the contents and assessment of the internship, practicum, or fieldwork assignments lies with the Head of the department. The Internship Center Coordinator ensures that the students fill in all the correct paperwork, know what is expected of them (hours to be covered in order to obtain academic credit, internal and external supervision, logbook, internship report, etc.), and approves the internship proposal of the student. The supervisors are assigned by the Head of Department. All information on the programme is available on the internet. Generic information like the syllabi, the course schedules and the Academic Policies and Examination Procedures (OER) can be found in the “Student Central” tab on the WUL-website. In addition all admission requirements of the IBMS programme are published on the homepage, too. The relevant information for enrolled students is available on the online-platform Canvas. Considerations As affirmed by students and alumni of the IBMA programme during the on-site visit, the counselling of students is intensive and leaves little room for improvement, with students being coached by advisors, teaching staff and the Head of Department. A special focus lies on the first year students who are involved in several events to provide a good study start at WUL. But even students in higher semesters receive support in various fields like research, internships or career questions. In the view of the panel, the information handed out to students and to interested candidates are comprehensive and by the use of the Website and online-platform, constantly updated by WUL. Thus, information provided for the students corresponds with the students’ needs in that it gives details on various aspects of the programme. Conclusion The panel assesses the standard 12 as excellent as advisors are available to the students in and outside specified consultation hours and the students are absolutely satisfied. The

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programme is described in detail and the description is constantly updated. The documentation is available to interested parties and it ensures a high level of transparency. 4.13 Programme evaluation

Standard 13: The programme is evaluated on a regular basis, partly on the basis of assessable targets.

Explanation: The programme ensures the quality of the intended learning outcomes, the curriculum, the staff, the services and facilities, the assessments and the learning outcomes achieved through regular evaluations. The programme also collects management information regarding the success rates and the staff-student ratio. Outline of findings The Department of Business and Management is subject to a cyclical system of quality reviews. This means that there is a formal and regular evaluation process in place for all educational programmes and teaching staff. Courses and instructors are evaluated after every semester and summer term. All process activities for this are set in the Academic Calendar. Course evaluations (surveys) by students are carried out anonymously by the Academic Office, transcribed, and posted for analysis and discussion by the Heads of Department. Evaluations may result in personal meetings with the instructor, and if necessary to an individual improvement plan or professional development plan for the faculty member. After approval by the Academic Director, the Department Head implements the improvement plans and reports on their effect. Therefore, the quality of teaching is therefore monitored continuously, and action for improvement is taken where necessary. Any issues that come up during these evaluation processes are discussed at faculty meetings, meetings of the programme committee (opleidingscommissie, see Standard 14) meetings of the Examination Board, and if necessary in the Management Circle, where also measures for improvement are suggested. The questionnaire for the course evaluation includes among others the following aspects:

Clarity of course objectives,

Competence, preparation and organisation of the lecturer,

Course materials,

Assessment and grading and

Necessary study load for self-studying besides the course contact hours. Programme reviews are carried out on an ongoing basis by the Webster University in Saint Louis. These reviews focus on operations and consistency. Syllabi from all campuses worldwide where programmes are taught are collected and faculty are asked periodically to submit additional data. The resulting reports are analysed and discussed at annual European meetings for which the Dean of the Walker School in St Louis and his staff travel to Europe. Where necessary curricular changes are discussed and taken back to St Louis for periodic programme review by the department faculty, and possibly implemented through the Curriculum Committee for all Bachelor programmes. This quality control process is overseen by the Webster Office of Academic Assessment. The quality assurance cycle includes among others:

Student course reviews (surveys),

Faculty course reviews (surveys),

Faculty Improvement Plans,

Management Circle meetings,

Programme Committee meetings,

Stakeholders meetings and

Course assessment.

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WUL specially reviews the attrition and retention rates of the programme. Retention and attrition are carefully monitored by WUL because they can be interpreted as Critical Success Factors. They are subdivided into Admissions, Programme Performance, Faculty Performance, and Student Performance. Considerations WUL regularly evaluates all courses of the programme. The panel reviewed the used questionnaire and is convinced that it contains all relevant aspects of the courses and especially checks up if the estimated study workload matches with the actual workload. Besides answering predefined questions the students have the possibility to mention strengths and weaknesses of the course and the lecturer. The analysis of the evaluation is organized clearly and meetings to discuss the results are set up regularly. The panel also had the possibility to ask students and alumni of the IBMS programme about the evaluation system at WUL. Students and alumni confirmed the above mentioned procedures and assured the panel that beside the official questioning an open door policy is used at WUL and the programme management always seeks to find solutions for problems which are brought up by students. Alongside the evaluation which take place at the Leiden campus Webster University in St Louis reviews the programme frequently, too. The panel had seen statistic data (including admission, attrition and retention rates). Regarding the amount of quitting students see Standard 6. Conclusion The panel assesses the standard 13 as satisfactory as evaluations of the programme are carried out on a regular basis and in accordance with a described procedure; the outcomes are communicated and provide input for the quality enhancement process.

4.14 Outcomes of evaluations

Standard 14: The outcomes of these evaluations constitute the basis for demonstrable measures for improvement that contribute to the realisation of the targets.

Outline of findings Due to the limited size of the programme, and the close contact between management, faculty, staff and students, it is evident that the programme management immediately addresses an unsatisfactory lecturer evaluation when this happens. Also, the management tries to find preventive solutions which included in the past the organisation of professional development training sessions like training in the use of classroom technologies or faculty workshops on learning difficulties. If measures do not bring the expected results the (freelance) teaching contract of faculty is not renewed. In such cases WUL profits from the contracting-per-course staff policy, and its large pool of available freelance faculty. The following measures regarding the programme have been put in place by WUL during the previous two academic years:

The courses in one study year are now predominantly offered in two 16-week semesters and one summer term of eight weeks (in difference to five eight-week terms). It was found that eight-week terms have often been too short a time to absorb all the necessary theory.

With the establishment of an Exam Office a new policy was introduced that enables to archive student work for assessment purposes. Additionally the new Exam Office policies ensure that students abide by deadlines given in the syllabus, resulting in a more consistent grading policy (see Standard 16).

New final project requirements (Senior Thesis and reading course) have been designed and have been sent to St Louis for approval of WUW.

To further help retention, there is now next to the Writing and Research Support Center also a new Center for Learning Support. A qualified expert on special needs

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(dyslexia etc) and student accommodations has 1:1 sessions with students who need some extra guidance and support (see Standard 12).

To further improve academic writing and research skills in English, a second composition course has been made mandatory in the programme. This course Report Writing is offered in the second year as prerequisite to the final research phase and thesis.

The Global Research Center was introduced to create a new learning environment which encourages students to excel and undertake applied research projects.

With the Webster European Scholars Programme, a new quality enhancement programme has been introduced. Undergraduate students with high academic potential are selected the first semester to attend special classes and workshops. Three new seminars have been designed and introduced for this: The Advanced Placement Seminar, a Scholars Seminar on Global Citizenship, and a Scholars Seminar on Leadership. All scholars receive special supervision for their final thesis, research supervision through the Global Research Center and a scholarship fund has been created to supply merit-based scholarships for this programme.

Considerations Measures regarding negative evaluation results of lecturers are clear and effective. They come up to the usual standards. The other described changes of the programme or WUL in general are also comprehensible and show the university’s effort towards constant improvements. From interviews with students, alumni and lecturers, the panel experienced that all parties feel that they are being taken seriously and that critical and constructive advice and suggestions for improvements are being implemented if possible. As a critical note, the panel also observes that certain measures for improvement have not yet been fully realised. For example, the Research Environment has not been improved enough: there are no ‘research lines’ in the IBMS programme, the new senior thesis has not yet been implemented, and the mentioned research project is not active in the programme. Conclusion The panel assesses the standard 14 as satisfactory as measures based on the evaluation findings and the review system of WUL, whilst late, are sufficiently being taken.

4.15 Internal quality assurance

Standard 15: Programme committees, examining boards, staff, students, alumni and the relevant professional field of the programme are actively involved in the programme’s internal quality assurance.

Outline of findings A Programme Committee for Business & Management consists of two faculty and two students and is chaired by the Department Head. The committee meets at least twice a year. The Committee, through its members, seeks input from students and faculty (also through the departmental Meetings and Faculty Meetings) about issues focused around course delivery and curriculum matters. Course evaluations as well as informal input are used. The Programme Committee advises the Department on policy matters concerning education, research, and examination. They annually review the Academic Policies and Examination Procedures OER and give advice to the programme management on all matters relating to the teaching and delivery of the IBMS. Staff members, faculty, students, and alumni are represented in a Stakeholders Committee. The Stakeholders Meeting is a channel of student governance at WUL. Apart from two student representatives other stakeholders represented in this body are faculty, non-teaching staff, and alumni. The minutes are published and student members also discuss its findings

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at the so-called Town Hall meetings. These are public meetings for all students organized at least twice a year in order to encourage student involvement in decision processes. The internal quality process also includes the recommendations from externals, through the local Advisory Board and the Professional Review Board (see Standard 2) and there is one external member of the Examination Board (from Regent's University, London). WUL’s Examination Board is part of the quality assurance mechanism by checking examinations and student papers (scripts), theses, and faculty grading. This control check is one of the main instruments of assuring the achieved quality of students graduating from the programmes. The Examination Board also decides on individual course waivers or credit transfers, comments on possible student complaints and grade disputes, and advises on professional development needs of faculty (see also Standard 16). All non-teaching personnel is directly involved in operational and teaching processes and policy decisions through the so-called Roll Call, held three times a week (Monday, Tuesday and Thursday) between 10:30 and 11:00 hrs. At these general staff meetings quality concerns are also tabled. Through this direct involvement of all staff and the short communication and decision lines, potential problems can be identified early and immediately acted upon. Considerations WUL had installed a Programme Committee, a Stakeholder Committee, an Advisory board and a Professional Review Board who give advice to the programme management and influence the programme regarding the objectives and the contents. The teaching staff and students are involved in the planning and assessment of quality assurance and enhancement procedures in the appropriate committees. For all that the panel is convinced that some aspects of quality assurance are considered, but there is no full-fledged system in use. Due to the small size of the institution no real checks and balances are established, the director / academic director are dominating the quality assurance system, which also depends on the Webster headquarters. This does not necessarily lead low quality of education; it does however limit WUL’s potential to improve. In the view of the panel, and in line with national developments (e.g. Wet versterking besturing) with particular relevance to the position and role of examination boards in the HBO, the examination board is not proactive enough in the programme. An interview with members of the board did not lead to more insights of the boards work. The board is well organised but there have only been a few cases where the board had been actively involved in the grading. Major consequences of the work of the examination board are not evident. Alumni and the professional field are not actively involved in the programme as well. In the view of the panel, WUL does not enough address the rigidities of the established worldwide internal quality system of WU (St Louis). Conclusion The panel assesses the standard 15 as unsatisfactory as there is no independent and systematic quality assurance system controlling and improving all processes. 4.16 Assessment system

Standard 16: The programme has an adequate assessment system in place and demonstrates that the intended learning outcomes are achieved.

Explanation: The level achieved is demonstrated by interim and final tests, final projects and the performance of graduates in actual practice or in subsequent programmes. The tests and assessments are valid, reliable and transparent to the students. Outline of findings Students are tested on whether or not they achieve the intended learning outcomes of the programme through a variety of assessments, tests and examinations. As already mentioned

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the assessment takes place during or immediately after the delivery of the course and spreads thereby over the whole year. This results in continuous assessment. The system of continuous assessment is traditionally used by American universities and Liberal Arts Colleges. It has the advantage of students receiving continuous feedback on their progress. Linked to mandatory attendance, continuous monitoring of student progress means that problems which some individual students may have are identified sooner, and instructors can immediately refer these students to the study advisors for a meeting. Assessment for every course is split up into smaller assessment points with different weighting. There are, for instance, separate grades for (active) course participation, homework assignments, presentations, a mid-term test, and a final paper or exam. How a course is assessed is always explicitly laid out in the course syllabus. The following sequence of assessment points is exemplary of any given course:

The breakdown of assessment into smaller units means that students who are weak in one particular area (e.g. oral presentations) can always compensate by performing better in other parts of the assessment. Missed examinations can only be rescheduled in case of special, extenuating circumstances and only by approval from the Academic Director. Every course syllabus contains information about how the relevant learning outcomes are linked to the assessment units (exams). Students are graded using the American (letter) grading system. The grading system is explained on every course syllabus and in the OER. The OER also sets out the graduation requirements for the programme. WUL installed an Examination Board, which meets regularly every term and has several additional meetings when necessary (explicit grading and assessment questions of specific student work). The Board consists of six persons, five from WUL (full-time and adjuncts) and one external examiner appointed by the Board of Directors from a non-Webster institute of higher education (at present from Regent’s University London). The Examination Board tasks are to make sure that assessments are carried out in accordance with Academic Policies and Procedures, to review assessment procedures of the previous and the coming term, to review the exam results of the previous term and to review possible grade disputes. In 2012 WUL introduced a deadline policy though the installation of the Leiden Exam Office. Students now submit their written assignments (weighed 20% or above) not to the individual instructors but in digital format to the Exam Office. The Exam Office staff checks whether the papers were submitted before the required deadline (announced in the course syllabus) and sends the papers to the appropriate instructor for grading. The professors return the graded scripts with feedback within one or two weeks to the Exam Office which in turn distributes them back to the students. From the start of the programme until now the final project in the IBMS programme has been a portfolio. The portfolio requirement was designed to serve as a graduation project in place of a thesis, and it includes an overview of a student’s best papers, the internship report, the capstone course paper and an oral defence as justification of the acquired competencies throughout the studies. According to WUL a programme review in 2012 showed that the best papers included by the students did not always show the integration of knowledge and skills WUL wanted to see. This was mainly due to the fact that the Webster capstone experience which served as the senior overview was not always assessed by a final paper, but sometimes only with a case study analysis or business simulation game, depending on the instructor. It did not always test writing and research skills and a student’s own independent insights and interpretation of a business or management topic. As the result of a programme review it was decided that as a new requirement the students have to complete a Senior Thesis.

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The Senior Thesis was designed by the Academic Director in collaboration with Leiden business economics professor and Chair of the Leiden Examination Board, St Louis faculty, and the chair of business. Currently WUL has sent a proposal regarding the new requirement to Webster’s main campus in St Louis for the approval by the Curriculum Committee. The thesis project consists of two parts: a preparatory course with taught classes on research methods concluded by a proposal, and the individual research component. The thesis is supported by a reading course to allow students extra time to do their own supervised research. The Thesis is credited with 18 European credit points. The thesis should prepare students for further master-level studies and serves as senior overview.

The new bachelor thesis is subject to a dual grading process (four-eyes policy), whereby the thesis supervisor consults with a second reader. By recent decision of the Examination Board, the second reader is always a non-Webster Leiden external examiner, usually from another Webster campus. Considerations The panel has seen proof of a variety of assessments, e.g.: written tests, papers, essays. Assessment techniques comply with the subject matter to be tested. The panel studied a number of tests and found these to be sufficiently substantive and adequate to check the achievement of the particular intended course competencies. In the view of the panel, the methods of the continuous assessment generally correspond with the learning outcomes of the courses and comply especially with the individual strengths and weaknesses of the students. The panel is critical about certain final-level tests (e.g. MNGT 4100) which showed only True/False and Multiple Choice questions. All regulation regarding the examination process at WUL is transparently documented in the OER. The Exam Office and the above described realisation of the grading process convinced the panel because of the clear and fair handling. Regarding the current portfolio the panel agrees with WUL’s own conclusion that the portfolios not always show the achievement of the intended learning outcomes in detail. Judging from the 8 portfolios that were individually assessed by the panel members and discussed during the site visit, the panel finds that some portfolios have weaknesses and do not easily compare with the usual HBO Bachelor’s final project. Some students made only rare use of academic journals and articles in the research projects but used mostly web sources or newspaper articles from the internet. Moreover, the portfolios are a composition of previous assignments, which are built together with further annotations. Whilst this is a widely accepted approach in the US, from a HBO perspective not all portfolios fulfilled the role of writing a comprehensive and thorough report on a (real-life) professional assignment, or from the US perspective, did not adequately develop and test an applied or theoretical research question. Nevertheless there have been portfolios which included enough papers to show explicitly the achievement of the learning outcomes and attested the reached Bachelor’s level. The panel appreciates that Webster reflected the effectiveness of the portfolios and realized its limitations. The panel agrees with the plans of changing the portfolio into a Senior Thesis. But until the first students actually write the thesis there are many enrolled students who will be assessed through their portfolios. The panel strongly recommends influencing the students during their studies to write papers and do projects and work that can altogether show clearly the achievement of the (professional) programme objectives. The panel sees the responsibility with WUL to assure that every student is supported and advised well, hence there will be no difficulties to confirm the achievement of the Bachelor’s level like it happened in some portfolios that have been compiled until now.

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The concept of the Senior Thesis which was described in the Thesis syllabus convinced the panel. According to the plan the academic requirements of the Senior Thesis will meet on an average level and will be in line with standards of applied Bachelor HBO research projects. Conclusion The panel assesses the standard 16 as satisfactory as the programme has an assessment system in place that demonstrates that the intended learning outcomes are achieved. The portfolio as a final attainment has shown difficulties but the panel is convinced that WUL analysed well the weak parts of the projects and is be able to ensure the necessary quality of the upcoming portfolios so the achievement of competencies on Bachelor’s level will be seen clearly for every single student. Nevertheless, the panel strongly underlines the importance of the shift to a final senior thesis as an absolutely essential. Upcoming accreditations have to assess the development and final implementation.

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5. Distinctive quality feature internationalisation According to the panel, WUL has, based on its vision on internationalisation, implemented an effective internationalisation strategy, which demonstrably contributes to the quality of the teaching and learning provided in the study programme. The panel qualifies the distinctive quality feature internationalisation as good.

Assessment by Standards

5. 1 Standard 1: Vision on internationalisation

Based on the interviews and examination of the underlying documentation, the panel qualifies this standard as good.

Criterion 1a: Shared vision

The programme has a vision on internationalisation. This vision is supported by stakeholders

within and outside the programme.

Webster University’s vision is built on a foundation of excellence in teaching and enhanced by an international perspective that fosters dialogue, respect and understanding across boundaries and between peoples. The educational endeavours in support of this vision are meeting the needs and enriching a global mix of learners within an ever-increasing network of students desiring a US education in multiple parts of the world. The institution is committed to offering these students a distinct personal experience and building the resources required to achieve this vision. Webster University is preparing students from more than 100 nations, at campuses on four continents, to meet the demands of this interconnected and global century. The graduates will confront unanticipated challenges, doing jobs that don't yet exist, as they contribute to solving local, regional, and global problems. By helping them develop knowledge of human cultures and the physical and natural world, intellectual and practical skills, understanding of personal and global responsibility, and the abilities to integrate and apply what is learned, the Global Citizenship Programme is designed to help Webster students excel in this new world. Attached to this vision, there are three strategic objectives derived from the vision:

in the academic field, by developing an international and intercultural dimension in the provision of education and services, international profiling and international quality standards;

in the social and cultural field by creating an intercultural and global understanding and competence in students and staff; and

in the economic field by contributing to the development of international business. Internationalisation involves the curriculum, students, staff, teaching and learning processes in an international and personal learning environment, research, engagement with the professional field and other stakeholders. Conclusion

The panel qualifies the criterion 1a as excellent as in interviews during the site visit with

many stakeholders within and outside the programme (programme management, lecturers,

students, representatives from companies, quality management, and people working in

support functions) all parties shared the spirit of the internationality.

Criterion 1b: Verifiable objectives

The vision on internationalisation includes verifiable objectives.

WUL names the following verifiable objectives of the IBMS programme:

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International and intercultural contents,

International student population,

Internationally well experienced teaching staff,

Taught entirely in English,

Focusing on international trade and commerce and

Offering practical training in international companies.

Conclusion The panel qualifies this criterion as satisfactory as internationality in teaching and study is a central component of the programme design. The programme objectives and strategy are geared to ensure internationality in teaching as well as graduate employability.

Criterion 1c: Improvement-oriented evaluations

The vision on internationalisation is evaluated periodically and this evaluation forms the basis

for improvement measures.

A quality assurance and development procedure exists, which is used to continuously control and monitor the quality of the programme content, processes and outcomes (quality circle). In doing so the programme takes into account the evaluation results, findings and student workload. Teaching staff and students are involved in corresponding committees to plan and assess the quality assurance and development procedures. In addition, external experts and representatives from the business world are involved in corresponding committees to plan and assess the quality assurance and development procedures. National and international benchmarking has been carried out. Improvement options are determined and implemented systematically. Responsibilities are clearly defined. Conclusion The panel qualifies this criterion as satisfactory as WUL and Webster University in St Louis regularly overview the programme to develop it according to the international vision.

5.2 Standard 2: Learning outcomes

Based on the interviews and examination of the underlying documentation, the panel qualifies this standard is good.

Criterion 2a: Intended learning outcomes

The intended international and intercultural learning outcomes defined by the programme are

a clear reflection of its vision on internationalisation. WUL points out that the IBMS programme includes in all relevant courses the dynamics of the international economy, how companies in this context operate and what appropriate management activities are. The primary focus lies on the international dimension of conducting business. WUL wants to train people, partly on the basis of a broad and primarily professional international orientation, to assume commercial and economic management positions. WUL wants to teach the students a respect for diversity and an understanding of their own and others' values by educating a diverse population locally, nationally, and internationally, acting responsibly toward the environment to foster a sustainable future, and strengthening the communities they live in. Conclusion The panel qualifies this criterion as excellent as the intended international and intercultural learning outcomes are an emphasis of the programme.

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Criterion 2b: Student assessment

The methods that are used for the assessment of students are suitable for measuring the

achievement of the intended international and intercultural learning outcomes. The level of performance in examinations and the thesis are aligned with the learning outcomes of the modules in terms of form and content. The requirements are very suitable for the level necessary to attain the intended international and intercultural learning outcomes. The performance in examinations is arranged continuously and is characterised by a wide variety of forms. Basically, the development of the students in relation to internationalisation is assessed and monitored in the same way as to all other competencies; the assessment methods are valid, reliable and transparent for students, hence are suitable for measuring the achievement of the intended international and intercultural learning outcomes. Conclusion

The panel qualifies this criterion as good as the assessment system is adequate to test the

achievement of international and intercultural competencies during the studies.

Criterion 2c: Graduate achievement

The programme can demonstrate that the intended international and intercultural learning

outcomes are achieved by its graduates. The current final projects in form of portfolios always include an overview of a student’s best papers, the internship report and the capstone course paper. Because of the high amount of international aspects in all parts of the programme (e.g. in internships in global acting companies or during the studies abroad) the portfolios always cover the achieved learning outcomes of internationality.

Furthermore all eight graduates of the IBMS programme at WUL found jobs in the

Netherlands or abroad and most of them work in an international context in their companies.

Because the programme is an accredited American programme as well, WUL awards its

graduates a Dutch and an American Bachelor degree. Conclusion The panel qualifies this criterion as good as the programme offers an adequate graduation programme which ensures that the intended international and intercultural learning outcomes are achieved by graduates. 5.3 Standard 3: Teaching and Learning Based on the interviews and examination of the underlying documentation, the panel qualifies this standard as good.

Criterion 3a: Curriculum

The content and structure of the curriculum enable the achievement of the intended

international and intercultural learning outcomes. WUL enables students to achieve the intended international and intercultural learning outcomes by offering a study programme which has been systematically derived from the intended learning outcomes. In all relevant subjects international business issues are discussed and deepened. Examples of subjects are:

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International business operations,

International trade and finance,

International relations,

International political economy,

International marketing and

International law.

The key topics include among others trade, finance, development and globalisation. Because the international aspects are part of several courses the students recognise and analyse them through multiple perspectives. In addition the curriculum focuses on intercultural aspects. Issues are among others:

general intercultural competence,

interaction in a variety of cultural contexts,

differences and similarities among cultures and

how cultural differences impact international business activities. Conclusion The panel qualifies this criterion as good as the international orientation of the programme equips graduates with the skills they need to perform the tasks required in an international and intercultural environment. An emphasis on international and intercultural content in the curriculum promotes international problem-solving consistently.

Criterion 3b: Teaching methods

The teaching methods enable the achievement of the intended international and intercultural

learning outcomes.

The teaching and learning methodology is characterised in particular because it has been systematically derived from the skills objective and flexibly aligned with the course objectives with regard to the intended international and intercultural learning outcomes. The didactic concept of active learning in a world of professional practitioners and (applied) researchers enables the achievement of international and intercultural competencies in a special way. The programme uses a range of teaching and learning methods, from classical teaching with collective learning to project-based group work, and adequate personal guidance is given to all students. The intention is to meet thereby the different learning needs and skills of the highly international student population. The small classes provide a dynamic interaction. A mixture of methods, e.g. case studies, simulation games, internet searches, student presentations and student papers, is intensively used to develop the skills of the students. Besides, the regular teaching staff guest lecturers bring international experience into the courses. Conclusion The panel qualifies the criterion as good as the didactic concept specifically aims to enable the students to achieve international and intercultural competencies.

Criterion 3c: Learning environment

The learning environment is suitable for achieving the intended international and intercultural

learning outcomes. The programme enables students to achieve the intended international and intercultural learning outcomes by offering a coherent learning environment, which is systematically evaluated and improved. The emphasis of the programme is on international and intercultural aspects of business with English as the language of communication. The learning environment involves the contribution of foreign visiting professors and guest lecturers as well as the input from adjunct lecturers with substantial international experience.

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From evaluation data, it appears that students and alumni are much satisfied with the international components of the programme, and internationalisation is an integral part of all essential programme elements. Conclusion The panel qualifies this criterion as satisfactory as altogether the programme offers a coherent learning environment which enables students to achieve the intended international and intercultural learning outcomes. 5.4 Standard 4: Staff

Based on the interviews and examination of the underlying documentation – especially the CVs of all involved lecturer –, the panel qualifies this standard as good.

Criterion 4a: Staff composition

The composition of the staff (in quality and quantity) facilitates the achievement of the

intended international and intercultural learning outcomes.

The composition of the teaching staff on the programme is highly diverse. The lecturers at WUL have many different nationalities, and nearly everyone has international experience, either through working or teaching (see criterion 4b). The lecturers studied, graduated and did research in the following countries (among others):

Great Britain,

Canada,

France,

Macedonia,

Greece,

Argentina,

Belgium,

Germany,

Scotland and

Israel. Conclusion

The panel qualifies the criterion 4a as good as the internationality of faculty surpasses the

generic standards.

Criterion 4b: International experience and competence

Staff members have sufficient international experience, intercultural competences and

language skills.

Nearly all staff members have a high amount of international teaching experience and/

working experience in companies and/or organisations in various countries:

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Teaching experience Working experience

United States

Thailand

Austria

China

Indonesia

France

Germany

Spain

Poland

Mexico

Italy

Aruba

Kenya

Tanzania

Sierra Leone

Burkina Faso

Guatemala

Japan

Etc.

United States

Sweden

Norway

Israel

India

Trinidad and Tobago

Vietnam

Lithuania

Canada

Nigeria

Monaco

Argentina

Etc.

Besides the teaching/working experience the staff members use their intercultural

competencies and experience to enrich their teaching at the WUL courses.

As an American University Webster staff policy specially considers excellent communication skills in the English language. The language used throughout the study programmes is English. All teaching staff members are native speakers or have near-native speaker communication skills. Regarding the diverse nationalities and international study experiences the faculty actually is multilingual.

Conclusion The panel qualifies this criterion as excellent as above average international and intercultural experience in working and teaching is no exception but regular for Webster’s teaching staff. Criterion 4c: Services provided to the staff

The services provided to the staff (e.g. training, facilities, staff exchanges) are in line with the

staff composition and facilitate international experiences, intercultural competences and

language skills. WUL uses the Webster network and offers all teaching staff the possibility of staff exchange to the campuses in the United States, Great Britain, Austria, Switzerland, Thailand, China and Ghana. The teaching staff can exchange to provide a whole course (and term) at the campus abroad or exchange as a guest lecturer for a single lecture in the course of a colleague. The administration staff at WUL and the other campuses supports the exchanging lecturers before and during the exchange. In the past there have been exchanges of WUL lecturers to other campuses but because the main teaching staff is adjunct and has a part-time or full-time job besides the teaching for the majority an exchange for several weeks is not possible.

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Conclusion The panel qualifies this criterion as satisfactory as WUL offers an exchange programme by using Webster’s campus network. 5.5 Standard 5: Students

Based on the interviews and assessing of the underlying documentation the panel qualifies Standard 5 as excellent.

Criterion 5a: Student group composition The composition of the student group (diversity of national and cultural backgrounds) is in line with the programme’s vision on internationalisation.

The international composition of students at WUL can be shown on the basis of the

nationalities of the student intake from Fall 2012:

USA 39%

Netherlands 15%

Germany 5%

Egypt 3%

Belgium 3%

Malaysia 3%

UK 3%

Guatemala 3%

Iran 3%

Kenya 3%

Lebanon 3%

Other 20% Others: Russia, Turkey, Venezuela, Kazakhstan, Mongolia, Canada, Nepal, Austria, Nigeria, Georgia, Bulgaria, France and Saudi Arabia.

The IBMS programme has seen a considerable increase in national and international student

numbers. The large part of the student community comes from abroad. Only 15% of the

intake has been students from the Netherlands. The students come from 24 different

countries and from all continents with the exception of Oceania. The composition of the

student group in terms of its diversity of national and cultural backgrounds is perfectly in line

with the programme's vision on internationalisation.

The enrolment criteria regarding the English language ensures the necessary communication

skills that all students can successfully participate in the programme.

Conclusion

The panel qualifies criterion 5a as excellent as the number of students with international

background far outweighs the number of Dutch students.

Criterion 5b: International experience

The international experience gained by students is adequate and in line with the

programme’s internationalisation vision.

The students gain international experience through various aspects. Besides the

international and intercultural content in the curriculum the students can easily study abroad

at one of Webster’s campuses around the world. For IBMS students WUL offers a free return

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flight as an incentive to study abroad on a different continent (Webster World Travel

Programme). The panel wonders that a study experience abroad is optional in the

programme although this experience fits perfectly in the international concept of WUL and

the Webster could provide this easily. The panel recommends making a study abroad

mandatory in the programme.

The composition of students from different countries from all over the world makes it possible

that in all courses the students can bring in their own experiences and profit from the

experiences of the other students. The same applies to the international experience which is

brought to the courses from the faculty.

Conclusion The panel qualifies the criterion 5b as good as Webster created an international environment which is in line with the Webster’s internationalisations vision.

Criterion 5c: Services provided to students

The services provided to the students (e.g. information provision, counselling, guidance,

accommodation, Diploma Supplement) are adequate and in line with the composition of the

student group.

Student support and coaching are an integral part of the services provided by the teaching staff and are offered on a regular basis. This is intended to give the students support with skills development and the success of the programme. Where necessary, the students are given support with academic and related issues. The teaching staff is available to the students outside of the specified office hours as well. The students have no serious complaints. The administration acts as a service provider for students. When students start thinking about going abroad for a study period or an internship they discuss this with Webster’s study advisors. The advisors provide all relevant information and guidance to students wishing to go abroad. Through the equal standards in all Webster campuses WUW ensures that students receive the same support wherever they go to study in the Webster network. WUL offers special attention to students who move to the Netherlands from other countries to start their studies in Leiden. The services include help with immigration formalities and visa as well as accommodation in Leiden. One possibility for accommodation is the Living and Learning Center in WUL’s direct neighbourhood. The Webster Career Center and the Internship Center especially help students finding jobs or internship abroad by using the worldwide Webster network. All information for interested parties and enrolled students is offered on the WUL website. As an American university Webster always uses the English language. Conclusion The panel qualifies this criterion as excellent as WUL supports the students with all relevant information and personal counselling regarding students who come from abroad to WUL or go abroad during their studies.

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6. Recommendations/potential for developments The final project in the programme is a portfolio which includes an overview of a student’s best papers, the internship report, the capstone course paper and an oral defence as justification of the acquired competencies throughout the studies. WUL and the panel agreed that in some cases even the best papers included by the students did not always show the integration of knowledge and skills which needs to be seen. The panel strongly recommends influencing the students during their studies to write papers and do projects and work that can altogether show clearly the achievement of the programme objectives. The panel sees the responsibility with WUL to make sure that every student is supported and advised well so there will be no difficulties to confirm the achievement of the Bachelor’s level like it happened in some portfolios that have been compiled until now.

WUL uses the Webster campus network for student exchange to several countries in the

world. These exchanges are optional for the students. Because of the possible learning

outcomes of international and intercultural competencies which can be achieved during a

study time abroad the panel recommends making a study abroad mandatory in the

programme.

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Attachments Attachment 1 Basic data Administrative data concerning the programme(s)

Nomenclature of the programme as in CROHO

Bachelor International Business and Management Studies

CROHO registration number 034936

Orientation and level of the programme HBO Bachelor

Degree and title Dual degree American: Bachelor of Arts in Management degree or Bachelor of Science in Business Administration degree Dutch: HBO Bachelor degree

Specialisations / “tracks” Dual degree programms (see above) -

Educational format (s) Fulltime

Number of credits 240 ECTS

Location(s) Leiden, Netherlands

Mode(s) of study Full-time

Administrative data concerning the institution

Name of institution Webster University Leiden

Status of institution (publicly funded or higher education entity)

Officially recognized and approved institution in the Netherlands since 2008.

Result of institutional quality assurance assessment

Data regarding contact within the institution Dr Jacques Kaat

Academic Director Webster University Boommarkt 1 2311 EA Leiden The Netherlands

E-mail address for copy of application kaat@webster.nl

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Attachment 2 Panel and secretary Name (including title(s))

Role (chair / member / student-member / secretary)

Expert in the field (yes / no)

Prof. Dr. Timo Timmerman Member Yes

Prof. Dr Jean-Pierre van der Rest Chair Yes

Prof. Dr. Reinhard Hünerberg Member Yes

Dr. Margo F. Andriessen Member Yes

M.Sc. Christian Wilk Student member Yes

Ass. jur. Lars Weber Secretary Certified on 22 August,

2012

Brief job descriptions for panel members 1 Prof. Dr. Timo Timmerman: Dean of Nyenrode Business University

2 Prod. Dr. Jean-Pierre van der Rest: Professor of Strategic Pricing and Revenue Management (Personal Chair) at Hotelschool The Hague, with an emphasis on business studies, management etc.

3 Dr. Margo Andriessen: Consultant, expertise in management

4 M.Sc. Christian Wilk: Currently doctoral candidate at Frankfurt School of Finance and Management; international experience: BA studies (International business) in Maastricht and Buenos Aires, M.Sc. studies (International Business) at Copenhagen Business School and China International Business School

List of expertise within the panel Expertise The expertise is demonstrated by:

a. Expertise regarding the developments within the discipline

Prof. Dr. Jean-Pierre van der Rest: Education background: - BBA, MA PhD degrees are all in the area or related to

Business Administration Research background: - pricing and turnaround management are disciplinary areas

(e.g. economics, management accounting, marketing, strategic management)

- publishes both in academic journals and in practitioner magazines

- wrote textbooks for BBA students Prof. Dr. Reinhard Hünerberg: - Former Dean of the Department of Economics at

University of Kassel

b. International expertise Prof. Dr. Jean-Pierre van der Rest: - Educational background: Both MA and PhD degree are

from universities outside the Netherlands - Research background: publishes internationally, writes

together with international colleagues, visits international conferences, sits on international editorial boards and reviews for international journals

- Academic background: has relevant teaching experience both nationally and internationally. Manages and leads a highly international faculty and student population from which about 40% is international.

Prof. Dr. Reinhard Hünerberg: - Director for Research of the ESCE Europe - adjunct professor at Pfeiffer University in Charlotte, NC

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(USA) - visiting professor in several countries, among them USA - Head of International Contacts of the department of

economics at Kassel University M.Sc. Christian Wilk: - BA Studies in Maastricht and Buenos Aires - M.Sc. Studies in Copenhagen and China - international accreditation project with FIBAA (North

Cyprus) - trained for the CeQuint project by ECA (for further

information on CeQuint and ECA please see http://www.ecaconsortium.net/main/projects/cequint

c. Practical expertise in the professional field relevant to the programme

Dr. Margo Andriessen - Chief-editor Public Management magazine - Board of Directors National Labour Office - General Director Center for Judicial Education - Director Center for Education in Social Security - General Director Welfare department City of the Hague - Former chair of the Executive Board of Hogeschool

Amsterdam - Vice President of the board of supervisors at Hogeschool

Inholland

d. Experience in teaching and developing education at the relevant programme level and expertise regarding the educational format(s) practised by the programme

Prof. Dr. Jean-Pierre van der Rest: - Experience in teaching and educational development as a

(senior) lecturer, (research) professor, education manager, research director since 2000.

- Serving on international committees involved in curriculum development, including the Bachelor re-design committee (Chair), and the new Master development steering committee, and the Research Centre founding committee.

- The educational expertise pertains to subjects in the domains of finance, economics, accounting and marketing.

- Concerning HBO/Fachhochschule: - adjunct positions at IMI University Centre Luzern

2000/2001 and 2001 – 2004 (see CV) - External Examiner, The Hague University of Applied

Sciences, B.Com in Marketing, 2007-present. Prof. Dr. Timo Timmerman: - Initiator/developer of several study courses (among them

HBO-MBRT) - Director and Chairman of Board at Dutch Society of

Corporate Universities - Director of Post Graduate Education in the economic

sector 2004-2005 - Director of the New Business School which ran an HBO-

accredited bachelor of business accreditation Prof. Dr. Reinhard Hünerberg: - Professor since 1993 - Visiting professor in several countries - Panel member in 10 accreditation procedures at

Fachhochschulen/HBO-level (since 2010, see attachment) with more than 10 bachelor programmes in the field of business administration and management

- Former director of EAP Düsseldorf, today: ESCP Europe Paris, London, Berlin, Madrid, Turin

Dr. Margo Andriessen: - President Hogeschool van Amsterdam - President Hogeschool Larenstein

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- HBO-Raad 1997: Management, Economie en Recht/Bestuurskunde-overheidsmanagement

e. Review or audit expertise Prof. Dr. Jean-Pierre van der Rest: - Previous accreditation experience includes panel

participation for the accreditation at Stenden University in 2009, Wittenborg University in 2011 and Avans University in 2012.

Prof. Dr. Reinhard Hünerberg: - Expert for FIBAA since several years (16 accreditation

projects since 2010) - International accreditations projects, North Cyprus, India

etc. Prof. Dr. Timo Timmerman: - Assessor at Hobeon group 2005/2006 - involved in FIBAA-NVAO accreditation New Business

School in 2009 (HBO) - 2000-2005 accreditation MBRT course in Haarlem/ BBA

Haarlem Dr. Margo Andriessen: - Institutional auditor for NVAO - Auditor “Water Delta Management M.Sc.” at Hogeschool

Zeeland in 2008, Wittenborg University in 2011, Fachhochschule Krems (Institutional audit in 2011) with FIBAA

M.Sc. Christian Wilk: - Expert for FIBAA for several years, - 10 accreditation projects since 2010

f. Student-related expertise M.Sc. Christian Wilk: - B.A. International Business in Maastricht and Buenos

Aires - M.Sc. International Business in Copenhagen and

Shanghai until December 2012 (see certificate attached) - Currently doctoral studies in Frankfurt

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Attachment 3 Schedule of the site visit with names of discussion partners

The site visit was part of the external assessment procedure regarding the IBMS programme at Webster University Leiden took place on November 18th/19th, 2013.

1st Day: Monday, November 18th, 2013

Arrival of the FIBAA-Team until 10:00 (if necessary arrival the night before)

10:00 Internal panel deliberation

12:00

Greeting Introduction of FIBAA Team A Short introduction of the University b) Short introduction of the FIBAA-Team c) Short presentation (approx. 15 min.) on the structure and goals, cooperations and classification of the study programme at hand in the overall structure and strategy of the HEI Participants of the HEI:

Prof Dr Jean Paul van Marissing, director Webster Leiden

Dr Jacques Kaat, academic director Webster Leiden

Dr Barrett Baebler, chair of management, Webster St Louis

Dr Islam Qasem, interim head of busn & mngt, Webster Leiden

Dr Jan Albert Dop, adjunct faculty and consultant

12:45

Internal panel deliberation including insight of given materials (teaching and learning materials, examinations, final theses, etc.) Meanwhile lunch/snack

14:00

Panel interview with the programme management (no presentation) Participants of the HEI:

Dr Barrett Baebler, chair of management, Webster St Louis

Dr Islam Qasem, interim head of busn & mngt, Webster Leiden

Dr Jacques Kaat, academic director Webster Leiden

Dr Sara Lusini, registrar and faculty coordinator, secretary to the Examination Board

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16:00

Panel interview with lecturers (3 lecturers, individual interviews, about 20 min. per interview with each lecturer, both full-time and half-time lecturers, no presentation) Participants of the HEI:

Dr Chrisoula Papadopoulou, lecturer operations management, marketing research, and Advisory Board member

Dr Donna Driver, lecturer human resource management

Dr Maja Micevska, lecturer statistics and economics

17:00 Short break

17:15

Panel interview with students and graduates (2 students and 2 graduates, no individual interviews, no presentation) Participants of the HEI:

Krystell Statie, student

Kolbe Olszewski, student

Stephan Garcia, alumnus

Alex Bauduin, alumnus

18:15 Internal panel deliberation

19:30 Transfer to the hotel

~ 20:00 Dinner: panel members

2nd Day: Tuesday, November 19th, 2013

8:30

Internal panel deliberation (if necessary insight of given materials)

9:30

Panel interview with the administration staff (about 5 to 6 persons, no individual interviews, no presentation) Subjects are

- support of students - programme organization - social assistance - career consulting - alumni activities - issues on internationality - financing - quality management

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Participants of the HEI:

Lisa Foss (Advisor)

Ester Blom (Advisor and Program Committee member)

Christine Benninger (Student Services and Scholars Program)

Kristina Stipovic (Career Center and Visa Support)

Ellen Bout (Finance Office)

Jacqueline van Wegen (Exam Office and Alumni Affairs)

Stand-by: Dr Sara Lusini (Registrar and Faculty Coordinator, secretary to the Examination Board)

11:00

Panel interview with representatives of companies Participants:

Ms Jane Larsson, Executive Director, Council of International Schools, Leiden

Ms Natasha van Eijk, CFO Spencer Stuart Executive Search Consulting, Amsterdam

Ms Noelle Palmer, Associate Industrial & Supply Chain – EMEA Practices, Spencer Stuart Amsterdam, and IBMS alumna

11:30

Round tour through building (seminar rooms, PC-Pool, library etc.) Participants of the HEI:

Dr Sara Lusini (Registrar and Faculty Coordinator, secretary to the Examination Board)

Mr Daniel Vermeer, LLC Housing coordinator

Mr Tanvir Hamid, Librarian

12:30

Open consultation

13:00

Panel interview with members from the Examination Board Participants of the HEI:

Sean Leahy MSc, full-time faculty

Dr. Sheetal Shah, full-time faculty

13:30

Panel Interview with the Head of Research Center Participant of the HEI:

Dr Ashley Cole

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14:00 Internal panel deliberation, meanwhile lunch/snack

16:45

Short feed-back of the panel to the course management Participants of the HEI:

Prof Dr Jean Paul van Marissing, director Webster Leiden

Dr Jacques Kaat, academic director Webster Leiden

Dr Islam Qasem, interim head of busn & mngt, Webster Leiden

Dr Jan Albert Dop, adjunct faculty and consultant

17:00 Closing of the panel visit

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Attachment 4 Overview of the study programme

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Attachment 5 Final Qualification and Reference Framework

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Attachment 6 Documents Documents available to the panel before site visit:

Foreword and The Institutional Context

Department Profile

Distinctive Quality Features

Summary of Program details (Handreiking, Basisgegevens)

Strategic Plan 2015

Webster Leiden Global Research Center

Global Citizenship Program

Final Qualifications and Reference Framework (matrix)

IBMS Curriculum Overview (schematisch programma-overzicht)

Academic and Examination Policies and Procedures (OER)

IBMS Contents and Learning Outcomes (programma-inhoud)

Staff and Faculty

Faculty Handbook

Pedagogical training – Professional development (BKO-Protocol)

Sum and Substance reports (instellinggegevens)

Quality cycle and retention

Internship Guidelines

Course Evaluation reports

Alumni survey

Professional contacts (contacten met het werkveld)

Guarantee to complete program

Annual report and Financial statement

All IBMS students and list of portfolios (studenten IBMS en afstudeerwerken)

8 portfolios from the programme graduates

Sillaby of all courses

CVs from all the lecturers Further documents available to the panel during site visit:

Tuition Fees

Examples of Diploma Supplements

List of Examination Board members

Request for new course: Senior Thesis (to Webster University, St Louis)

Course prerequisites for Thesis

Questionnaire (course evaluation)

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Attachment 7 Graduation reports

The following 8 graduation reports include all final projects of the IBMS programme:

Student No Grade Judgement

2660742

D The student gives a rather extensive description of courses and guest lectures he attended, also including some personal reflections. The report could be better structured. Intended and realized learning outcomes are not obvious. There are three papers plus the final report of the capstone course. Two papers are based on case studies, one is a final exam of a course. They cover the topic but could go more into depth, they are primarily internet-based. The final capstone report is another case solution and a bit disappointing as a major piece of work in the programme. The internship reports, especially the first one, is an extensive one with well-founded analyses and interesting insights. Overall, the portfolio is not excellent but quite satisfactory. The bad mark is a bit surprising.

3914283 A The student shows in her portfolio her growth as a person and her commitment to society, woman in business, diversity, business in general and the added value of her internship in relation to that. Her study analysis and her market research shows her analytical- and marketing skills and how to present the result of her work. The grading reflects the high mark of her portfolio.

3914683

A Among others the portfolio describes capita selecta which are interesting and very useful, especially the contact with industry professionals. The Marketing Research Analysis report for the Shoemash company is not of a high level particularly from a research perspective. Similarly points can be made about the IMA, but the case study analysis is good. The business plan is basic and misses a financial paragraph. The internship is reflective. Overall, this portfolio is nicely put together but perhaps is graded a bit high, mostly because of its limitations in research and financial aspects.

2645218

B+ The Final Paper in the Portfolio is an Internship Report. It is well written, resulting in recommendations for the company as well as a practical product (website). The experience during the internship resulted in the creation of an own business by the student. The professional orientation therefore is successful. On the other hand the final paper is lacking important elements. There is no clear problem definition, no research framework. The theoretical structure is vague and there is no reference to literature. Also lacking is a quantitative analysis.

3913593

A Positive aspects are:

Clear and structured writing. Very few spelling errors.

The written papers and case analyses are thoroughly developed.

The APA citation style is consistently used through all papers.

The paper portfolio consists out of different specializations.

Negative were:

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SWOT and Porters Five Forces consistently used for every single analysis, very framework driven.

Very self-confident and ambitious person, however lacking self-reflection.

2662233 B+ The portfolio gives a good inside of the broad interest in business of the student. Her work during her minor Media Communication shows her creativity and artistic skills in relation to marketing. She also shows the relationship between entrepreneurship and an economic recession. Her study analysis and final paper shows that her analytical skills are on an intermediate level, her presentation skills due to her creativity are on a much higher level. Her internship in the USA was of great added value to her personal development. The grading reflects that her portfolio was more than sufficient.

2607363

B The portfolio contains among others a discourse on Wiki Leaks, empowerment and diversity but also classes on ethics, science, society, and history which is assessed as very good. The euthanasia paper is well argued. The term paper on BLI looked at risks involved in expanding to Europe. The topic is relevant and of good level. In its execution too little evidence is researched and analysed (i.e. too descriptive). The Hypow paper is good. The club management experience is useful and the internship well explained. The assessment by the company was good and all in all a satisfactory final attainment level is provided.

3931160

A The portfolio contains a well-structured but short report on the studies at Webster, which is rather descriptive with some more superficial assessments / evaluations. Intended and realized learning outcomes are not obvious. The student selects three papers, one case study solution which is a group work of four students, a paper on Egyptian constitutions, a paper on the WTO. Both are good papers with adequate contents and structure. Literature is dominantly retrieved from the Internet. The internship reports are extensive and descriptive without analytical considerations, Although the portfolio is good the high mark is a bit surprising.

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Attachment 8 Declarations of independence

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