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Rotterdam University

(University for Applied Sciences)

Degree programme International Business

and Management Studies

© Netherlands Quality Agency (NQA)

October 2010

NQA – audit existing hbo bachelor International Business and Management Studies 2/51


Management information

This is the assessment report of the bachelor of International Business and Management

Studies degree programme offered by the Rotterdam Business School (RBS), one of the

eleven institutes of Rotterdam University (University for Applied Sciences). In this report

Netherlands Quality Agency (NQA) gives account of its findings, considerations and

conclusions. The assessment was undertaken according to the NQA-Protocol 2010 for

hbo bachelor’s degrees in compliance with Dutch education legislation.

This report concerns:

Institution Rotterdam University

Degree programme International Business and Management Studies

Delivery mode Fulltime

Croho-number (ISAT) 34936

Site Rotterdam

Date of site visit June 10th 2010

Audit team Mr Ing. J.C. de Jong (representative profession/discipline)

Mr Professor Dr. G. Akehurst (representative profession/discipline)

Ms M.A.M. Rietjens (student member audit team)

Ms M. Snel B HRM & B Ed (NQA-auditor)

Rotterdam University has submitted a file to NQA for the assessment of the existing bachelor

degree programme International Business and Management Studies (IBMS). This file was a

self-evaluation report on the degree programme as required by the NQA Protocol-2010

hbo bachelor’s degrees.

To assess the quality and the level of the existing programme NQA composed an audit team.

This team complies with the NVAO’s requirements*. This team studied the self-evaluation

report and had a site visit to the institution. The audit team came to a well-considered

assessment about the degree programme based on the self-evaluation report and the other

information (oral and written).

In the assessment of the study programme the NQA audit team took the findings of the

generic audit of the Rotterdam University into account. The generic audit took place on

Wednesday 17 March 2010.

Aims and objectives

The IBMS study programme has been based on the professional profile formulated by the

National IBMS Committee. The intended learning outcomes therefore correspond with the

requirements set by professional colleagues.

IBMS RBS has shown in overviews and frameworks the relationship between the IBMS

competencies and national and international requirements, e.g. Dublin descriptors and

domain competencies bachelor of Business Administration.

* NVAO – Netherlands Flemish Accreditation Organisation charged with execution of Dutch accreditation

legislation.


For further development of the profile IBMS RBS can increase the involvement of the

professional field.

Students of IBMS RBS find work as managers in internationally operating companies and

have a special interest in logistics.

Curriculum

IBMS RBS uses professional literature to develop the students’ knowledge and materials

derived from the professional practice and current developments in projects. Current

developments should be presented more dominantly in the curriculum. The degree

programme shows that subject and discipline requirements are linked to modules. In

modules learning outcomes are formulated. The relationship between subject and discipline

requirements and learning outcomes can be clarified. The programme is based on the

learning tracks that provide the coherence of the programme. The level of difficulty increases

from year to year. The work load for students is consistent with the planned study load.

Students can complete the programme in the set time.

In the admission process the legal qualification for vwo, havo and mbo are taken into

account. For students with deficiencies there are special courses, e.g. summer school.

Documentation shows that the curriculum meets the legal requirement regarding the range of

credits. The educational concept of IBMS RBS is in line with the aims. The teaching methods

correspond with the educational concept, although it is more knowledge based with projects

than competence based. IBMS RBS uses a variety of teaching methods.

The policy for assessments is carried out by the lecturers of IBMS. Assessments are in line

with the intended learning outcomes of the programme. There is no assessment plan to

guarantee quality assurance for assessing. Furthermore, the audit team finds that the

relation between the marking and the criteria should be made more explicit (transparent).

Students have little difficulties with these aspects.

Staff

The IBMS degree programme is conducted by lecturers drawn from different fields of

expertise, bringing the necessary different expertises to the programme and different

(international) perspectives. CV’s show that lecturers have experience in the professional

practice and that the staff deployed are qualified to ensure that the aims and objectives

regarding the content, didactics and organisation of the programme are achieved.

IBMS RBS also uses guest lecturers from the professional field.

Based on interviews and scrutiny of documents the audit team finds that the number of staff

needed to realise the desired quality of the programme is critical. The introduction of the

PTD-model and the accessibility of new funds should lead to improvement of the student

ratio.

Services

Housing and facilities are adequate. Although on the IBMS RBS location there is a lack of

space to study and work for IBMS students. The tutoring and information provisions are

adequate, especially peer coaching. Students are satisfied with the tutoring and information

provision.


Internal quality assurance system

IBMS RBS has a quality assurance handbook in which the process and the instruments for

quality assurance are described. A range of instruments is used and there are indicators for

scores. Verifiable objectives for IBMS are missed.

Although improvements are made the audit team did not find a consistent process of quality

assurance. The way the management controls the quality assurance system did not become

clear for the audit team.

Staff, students, alumni and the relevant professional field are actively involved in the internal

quality assurance system.

Results

In general, the achieved qualifications of graduates are in line with the aimed final

qualifications for bachelor level, professional orientation and domain specific requirements.

The professional field is positive about the quality and level graduates represent. The

quantitative results are not consistent.

The achieved quantitative results are almost in line with the aimed targets. Nearly 50 per

cent of the students graduate within five years. IBMS RBS enhances measures to prevent

drop out or to make sure that drop out takes place in an early phase of the study programme.

The NQA audit team concludes that the quality and the level of the existing hbo bachelor’s

degree programme complies with the required quality. A substantiation of this conclusion can

be found in Chapter 2.


1 Basic data 9

2 Assessments and Conclusion 11

2.1 Aims and objectives 12

2.2 Curriculum 15

2.3 Staff 25

2.4 Services 28

2.5 Internal quality assurance system 31

2.6 Results 34

3 Annexes 37

Annex 1: Expertise of the Members of the Audit Team 39

Annex 2: Statement of Independence by the Members of the Audit Team 45

Annex 3 Programme for the Site Visit 49

Annex 4: Documents made available 51


1 Basic data

The basic data of the existing hbo-bachelor degree programme International Business and

Management Studies:

1. Name institution Rotterdam University of Applied Sciences

(Hogeschool Rotterdam)

2. Status institution Status funded

3. Name institution in BRIN International Business and Management Studies

4. Registration number in CROHO 34936

5. Orientation and level Bachelor

6. Amount of European Credits 240

7. Site Kralingse Zoom 91, Rotterdam

8. Code of conduct for support of

non-EU students

Rotterdam University signed the Code of Conduct

9. Delivery mode Fulltime

10. Profile degree programme The IBMS degree programme caters for the

international aspects it aims for by offering students the

opportunity to participate in foreign exchange

programmes and industrial placements abroad. By the

end of the programme students will be able to

understand the differences and opportunities in major

global and regional markets, critically evaluate and

summarize differences and opportunities in specific

international marketing settings and communicate

effectively in a business marketing context, both orally

and written.

In the IBMS study the programme focuses on logistics.

11. Intended professional environment IBMS students find positions in, for example, financial

management, marketing management, international

business management, human resource management

or logistics management. IBMS graduates are flexible

and ready to travel extensively in positions entailing

frequent international contacts; in many cases IBMS

graduates find there home base outside The

Netherlands.

12. Position degree programme in

organisation structure

The degree programme is provided by the Rotterdam

Business School (RBS); the institute that offers the

international management studies at Hogeschool

Rotterdam. The RBS provides three types of study

programmes: bachelor programmes, master

programmes and special programmes. The bachelor

programmes are: Asian Trade Management,

International Business and Languages and

International Business and Management Studies.


13. Date previous assessment and

accreditation decision NVAO

5, 6 July 2004

28 June 2005

14. Relevant changes in degree

programme since previous

assessment

The degree programme is completely reviewed and

changed since the last site visit for accreditation. The

Rotterdam Education Model is introduced. There are

also new minors developed and implemented which are

all conducted by the professional field. And there is a

new student guidance programme developed and

introduced in the introductory year.

15. Structure degree programme The IBMS programme is a regular four year bachelor

programme (240 European credits):

Propaedeutic year (introductory year): 60 European

credits.

Main phase: 180 European credits of which 150 credits

are awarded to the major programme and 30 credits

are awarded to minor programmes. Students can

choose from several in-depth and/or broadening

minors, offered by the RBS and each 15 Credits.

In addition to the regular four year bachelor programme

the IBMS programme is also offered in a full time fast-

track programme with a duration of three year.

The IBMS programme is also offered in 1,5 or 2-year

Accelerated version of the full time programme.

Both short programmes have specific admission

requirements.


2 Assessments and Conclusion

The audit team comes to the following assessments and conclusion with regard to the

degree programme:

Theme Conclusion Aspects Assessments

1 Aims and objectives P 1.1 Domain specific requirements

1.2 Level

1.3 Professional orientation (hbo)

Good

Good

Satisfactory

2 Curriculum P 2.1 Requirements for professional

orientation (hbo)

2.2 Correspondence between the aims

and objectives and the curriculum

2.3 Consistency of the curriculum

2.4 Study load

2.5 Admission requirements

2.6 Credits

2.7 Coherence of structure and contents

2.8 Learning assessment

Satisfactory

Satisfactory

Good

Good

Good

Sufficient

Good

Satisfactory

3 Staff P 3.1 Requirements for professional

orientation (hbo)

3.2 Quantity of staff

3.3 Quality of staff

Good

Satisfactory

Good

4 Services P 4.1 Facilities

4.2 Tutoring

Satisfactory

Good

5 Internal quality

assurance system

P 5.1 Periodical evaluations

5.2 Measures for improvement

5.3 Involvement

Satisfactory

Satisfactory

Good

6 Results P 6.1 Achieved learning outcomes

6.2 Study progress

Satisfactory

Satisfactory

The audit team comes to the conclusion that the quality and the level of the existing

hbo bachelor International Business and Management Studies meet the required quality. The

audit team recommends the NVAO to award accreditation.

In the following sections the audit team describes the findings, considerations and

conclusions of each theme and aspects. Each section concludes with a summary.


2.1 Aims and objectives

Domain specific requirements (aspect 1.1)

The intended learning outcomes of the programme correspond with the requirements set by

professional colleagues, both nationally and internationally and the relevant domain

concerned (subject/discipline and/or professional practice).

Findings

• The curriculum of IBMS RBS is based on the documents of the National IBMS

Committee (LOOIBMS): Framework Competencies International Business Management

Studies (September 2004 and version 2009) and of the HBO-raad: Body of Knowledge &

Skills sector HEO Domein Business Administration (23 June 2008), Domeincompetenties

en Illustraties Business Administration (December 2005), en Competentieniveaus voor

de domeincompetenties Commerce (Additional document Domain competentcies

Bachelor of Commerce, z.j.).

• The guiding principle for the subject and discipline requirements of the National IBMS

Committee was based on a professional profile. The foundation for this professional

profile is formed by a case study, comprising of an analysis of the job descriptions in

national in international vacancies, in-depth interviews with experienced professionals an

managers (national and international), personal observations and policy reports.

Representatives of the professional field have a major say in those requirements.

According to IBMS RBS the documents and the framework set by the National IBMS

Committee provide a guarantee that subject and discipline requirements correspond with

aspects set by both the professional and the academic world. The advisory board of

IBMS RBS has validated the profile and the competencies.

• IBMS RBS evaluates the subject and discipline requirements regularly (IBMS

competencies in relation to other competencies, 2008 and 2009).

• The audit team has established that the competencies of IBMS RBS are based on the

professional profile formulated by the National IBMS Committee and on the

competencies for Business Administration. The competencies correspond with

international requirements.

• IBMS RBS has an international network of more than 25 exchange partners. Students

are expected to do their placement or part of their studies abroad. In comparison with

other IBMS study programs the audit team has established that IBMS RBS has an

important focus on international standards.

• The audit team has not seen a comparison of study programs of other international

business schools. Scrutiny of documentation shows that the degree programme aims for

students to understand the differences and opportunities in major global and regional

markets, they need to be able to evaluate critically, summarize differences and

opportunities in specific international marketing settings, and communicate effectively in

a business marketing context, both orally and written. According to students there is a

focus on logistics and international relations.


Considerations

IBMS RBS has based the study programme on the professional profile formulated by the

National IBMS Committee. The competencies for Business Administration are based on this

profile. The competencies are laid down in national documents. The intended learning

outcomes therefore correspond with the requirements set by professional colleagues. The

competencies are the guidelines for IBMS RBS. IBMS RBS has an international network of

exchange partners, that they actively consult, and expects her students to spend time abroad

during there study.

Conclusion

The audit team concludes aspect 1.1 as good.

Bachelor Level (aspect 1.2)

The intended learning outcomes of the programme correspond with the general,

internationally accepted descriptions of a bachelor’s qualification.

Findings

• IBMS RBS follows the operationalization of the Dublin descriptors that the Rotterdam

University of Applied Science (HR) has formulated for the bachelor and master

programmes (Kwalificaties van de hbo-bachelor resp. de hbo-master; November 2003).

• The framework as set by the National IBMS Committee, the HBO-raad and the

Rotterdam Educational Model (REM) guarantee that the learning outcomes are at

bachelor level. In the Self-evaluation report, International Business and Management

Studies (29 March 2010) an overview is presented that shows the relationships and

associations of the Dublin descriptors, the generic ten core hbo qualifications, the

domain competencies and the IBMS competencies. A more detailed description can be

found in the Framework IBMS Competencies 2004. According to the audit team these

overviews present an easy reference of the qualifications and the relationship between

them.

• For example the REM competence ‘knowledge driven’ is related to the Dublin descriptor

‘knowledge and understanding’, the generic qualification ‘broad professional approach’,

the domain competence ‘social and communicative competence: interpersonal and

organisation’ and the IBMS competence ‘international business awareness’ and

‘intercultural adaptability’.

• As of 2010 a new framework is designed (Framework IBMS Competencies 2010) in

which the qualifications are described on different levels. Level 1 represents the

propaedeutic level, level 2 is the main phase, level 3 the bachelor and level 4 the master.

In this framework the competencies are related to the competencies for Business

Administration and to the Dublin descriptors. The audit team remarks this is a good

framework.

• The competence matrix is updated yearly and is a joint responsibility of subject leaders,

coordinators, management and curriculum committee. The competence matrix is used as

an instrument to test the coherence, overlaps and gaps in the study programme

regarding subject and/or discipline requirements. In The topics improvements plans


IBMS the status of the improvement plans is presented (c.f. topic 5.2.). The re-design

and evaluation of the IBMS programme II, the re-design and evaluation IBMS

competencies, the framework and development of IBMS BoKS (Body of Knowledge and

Skills) guarantee that evaluations of the attained bachelor level are carried out.

Considerations

IBMS RBS has shown in overviews and frameworks the relationship between the IBMS

competencies and national and international requirements, e.g. Dublin descriptors and

domain competencies bachelor of Business Administration. In evaluations the attained level

is checked and when needed improvement plans are made.

Conclusion


Professional orientation (aspect 1.3)

The intended learning outcomes are also based on the professional profiles and/or

professional competencies drawn up by (or in collaboration with) the relevant professional

field.

A professional bachelor (hbo-bachelor) has the qualifications at the level of a commencing

professional in a specific profession or professional field for which professional higher

education is required or useful.

Findings

• The intended learning outcomes of the study programme correspond with the

professional profile and the professional competencies as set by the National IBMS

Committee, the HBO-raad and the Advisory Board. According to the audit team the

national professional profile is slightly outdated. A new profile is being developed. The

first results are interesting.

• Since 2009 the Advisory Board has a prominent role in developing the curriculum

according to IBMS RBS. The members of this board have or had higher managerial

positions within different internationally operating companies. Discussions in board

meetings formed the basis for a revised third and fourth year programme. In December

2009 the Advisory Board was positive about the new profile and the implementations.

Minutes of the Advisory Board show that the Framework IBMS Competencies 2010 is

validated by the members of this board. Further evolvement regarding the content of, for

example, the study programme could be enhanced.

• In the study programme the professional orientation is reflected in placements,

consultancy and junior enterprise projects and the thesis.

• The students find work as managers in internationally operating companies. In many

cases IBMS graduates find there home base outside The Netherlands. In the profile

IBMS RBS focuses on logistics. Therefore the students can be found in functions

concerned with logistics, e.g. supply chain program manager, supply chain management

trainee, material supply manager. Other functions graduates find are (some examples):

business development manager, global project manager, international sales manager,


junior account manager, new business sales consultant, area product manager (small

business), marketing manager Benelux, business analyst, financial traineeship.

Considerations

IBMS RBS has based the study programme on the professional profile formulated by the

National IBMS Committee. The competencies for Business Administration are based on this

profile. For further development of the profile IBMS RBS can increase the involvement of the

professional field. The audit team assesses this role as marginal in the realization of a

professional vision and the specific profile for IBMS RBS.

Conclusion

The audit team concludes aspect 1.3 as satisfactory because of the limited role of the

professional field regarding the further development of the RBS IBMS profile.

Summary Aims and objectives

All aspects are assessed positively and as a result the theme ‘Aims and objectives’ is

positive.

2.2 Curriculum

Requirements for professional orientation (aspect 2.1)

Students develop their knowledge through the study of professional literature, by the study of

materials derived from the professional practice and by interaction with the professional field

and/or (applied) research.

The curriculum has verifiable links with current developments in the professional field/the

discipline.

The curriculum ensures the development of professional competences and has verifiable

links with current professional practice.

Findings

• With the approach of the Rotterdam Education Model (REM, see also aspect 2.7) IBMS

RBS is running a programme that shows a knowledge-based approach to education,

linked to a specific involvement of the profession. From the beginning of the study,

students learn to tackle problems they encounter in their professional practice. These are

real questions as much as possible with a real client, and where possible with other

students.

• In year two IBMS students are involved in external projects (duration 27 weeks). The two

projects with an international focus are: junior enterprise (purchasing goods in order to

set up a profitable business) and external projects is association with external companies

(only for students with a grade point average of at least 7.0). The audit team has seen

examples of case reports that show that the projects are based on real issues from the

professional practice.


• Interaction with the professional field is realised by projects (see above), placement,

study abroad, the final thesis, and by guest lecturers. Current developments in the

professional field are presented in case studies that are used in projects. The audit team

is of the opinion that IBMS RBS could do more to present current developments to

students.

• The knowledge of the study is described in the Body of Knowledge and Skills (BoKS).

Within the knowledge-driven learning line, the BoKS is a basis for developing knowledge

elements. Scrutiny of documents show that students develop their knowledge through

the study of professional literature, material derived from the professional practice and by

interaction with the professional field and/or research. The audit team finds the

professional literature adequate but rather traditional. The audit team expected to find

more up to date literature.

• According to HR policy, the theme 'research' is explicitly included in the curriculum.

Under this theme IBMS provides students with information skills. With these skills

students should be able to interpret scientific articles and to use these for work evidence-

based argumentations in practice. According to the audit team the focus on research is

limited to some modules regarding methodologies and techniques. The audit team did

not see evidence that these techniques are applied in the theses of the students.

Therefore, the auditteam concludes that IBMS should pay closer attention to this and

develop a more comprehensive research skills element in their programme.

• In April 2008 the research group International Business at the RBS started to set up

research projects within the domain of the internationalisation of small and medium

enterprises. The research group focuses on knowledge and development, applying

research result, lecturer professionalization and knowledge dissemination. The research

group offers students research assignments, e.g. for the thesis placement. To develop

the theme ‘research’ throughout the curriculum IBMS joins the research group

International Business to investigate opportunities for deepening and broadening.

• Professional competences are trained in projects, placements, the study abroad and

during the thesis placement. In the third year students go on placement abroad for a

period of twenty weeks. During the graduation placement students conduct a practical

research within the professional field.

• In the study programme special attention is paid to international standards, partly as

stated in the profile (c.f. aspect 1.1). The audit team assesses these international

standards as good. IBMS RBS has a network of exchange partners. A large number of

students participate in foreign exchange programmes. Nearly thirty percent of the staff

has international working experience; twenty percent has a foreign nationality.

• The independent IPAC (Institute and Programme Advisory Committee) advises the

management on matters concerning the curriculum, the organisation of the educational

process, school facilities and cross cultural matters. IPAC consists of three lecturers and

three students.

• Evaluations show that students are positive about the professional orientation, current

developments in the professional field, study material et cetera. Contribution of the

professional field scores below aspiration level. IBMS RBS wants subject teams to

incorporate more professional elements in their modules.


Considerations

Professional literature is used to develop the students’ knowledge. Although the level of the

literature that is used is good, the audit team finds few examples of recent publications in the

modules. IBMS RBS uses materials derived from the professional practice and current

developments in projects and study programmes. In evaluations students have made

comments on the contribution of the professional field to the programme. The audit team

finds that current developments should be presented more dominantly in the curriculum.

Conclusion

The audit team concludes aspect 2.1 as satisfactory because more recent literature and

more current developments could be programmed. The audit team also marks that the

programme can imbed more research components into the programme; see also earlier

remark regarding research in this chapter.

Correspondence between the aims and objectives and the curriculum (aspect 2.2)

The curriculum is an adequate reflection of the intended learning outcomes of the

programme and this regards the level, the orientation and the subject-/discipline-specific

requirements.

The intended learning outcomes are adequately transferred into the educational goals of the

curriculum or parts thereof.

The contents of the curriculum ensure the students’ achievement of the intended learning

outcomes.

Findings

• IBMS RBS offers three different programmes: the regular four year programme, a three

year fast track and a two year accelerated programme. For each programme there are

different admission requirements. The three programmes are all based on the same final

qualifications.

• In the study handbook (International Business and Management Studies, Student

Handbook 2009/2010) the four year programme (eight semesters) is presented. In an

overview per year the modules and the EC per module are listed.

• In a matrix IBMS RBS has linked the modules to subject and discipline requirements.

The audit team has seen that IBMS RBS has formulated improvement plans in order to

optimize the relation between learning outcomes and subject and discipline requirements

(International Business and Management Studies, Student Handbook 2009/2010). The

new profile offers a thorough basis for this improvement.

• Within de IBMS RBS programme learning tracks have been defined to describe the

correlation between modules of the same subject. For the competencies related to the

professions the learning tracks distinguish three levels: principles, advanced and applied

(see also aspect 2.3).

• The audit team has seen that the learning outcomes of modules are described in module

descriptions.


• In line with REM students can choose a specialisation. Within the programme the

students can specialise by choosing a minor (30 EC). In order to gain more in-depth

knowledge in finance and accounting, marketing or logistics. Next to these in-depth

minors, students can also select broadening minors: international business management,

risk management and European sustainable development and leadership.

• Evaluations show that students are generally satisfied with the programme, the individual

choices and the quality of the minors.

Considerations

In a matrix IBMS RBS has shown that subject and discipline requirements are linked to

modules. In modules learning outcomes are formulated. The relationship between subject

and discipline requirements and learning outcomes is not very clear. Competences could

play a more central role in designing the programme and the modules when explicit criteria

are used. This would clarify the relationship according to the audit team.

Conclusion

The audit team concludes aspect 2.2 as satisfactory because of the obscure relationship

between subject and discipline requirements and learning outcomes.

Consistency of the curriculum (aspect 2.3)

The contents of the curriculum are internally consistent.

Findings

• In line with the HR policy the REM is instrumental in defining the programmes content. In

addition, all the different standards of the programme have been matched to the IBMS

competencies, which are also linked to the Dublin descriptors.

• IBMS RBS distinguishes both horizontal and vertical integration in the learning tracks.

Learning tracks contribute to the coherence in the programme.

• Vertical integration (learning tracks) supports the learning progress of students within a

specific subject, such as the learning track marketing. This learning track starts at level

one (ability to execute a simple task) knowledge and understanding, and further

develops to level three (end qualification of BBA). The context gets more and more

difficult and the tasks demand more independence from students. A complete overview

is presented in the Competency Matrix IBMS 2010.

• Horizontal integration facilitates subjects which are offered as combined modules,

although not always at the same time. The module emerging markets supports topics

from marketing, finance, logistics and project management.

• The core theoretical modules in year one and two are offered in the phases: principles

advanced and applied. The theoretical modules are complemented by the in-depth

minors.

• The theoretical modules e.g. marketing, finance & accounting, logistics, are necessary to

be able to do the projects. Before going on a placement in year 3 students need 90 EC

for their study programme, i.e. 60 EC for year 1 and 30 EC for year 2. With 60 EC for


year 1 students have completed all modules (principles and advanced) of the learning

tracks Finance & Accounting, Economics, Logistics Management, Marketing

Management. With 30 EC in year 2 they have acquired most of the applied modules of

the abovementioned learning tracks. Students aiming at specific placement opportunities

and possibilities need to have completed all modules of that specific learning track.

• To solidify integration between subjects applied modules have been introduced in year

two. In year three and four a DNA structure has been used to organize the major

subjects. Both measures explicit horizontal integration.

• IBMS RBS guarantees the coherence of the programme because of the input from the

curriculum committee and the evaluation reports from students. These evaluations show

that students are satisfied with the coherence of the programme. The audit team has

spoken to students and lecturers who confirm these evaluations.

Considerations

The learning tracks can be recognized in the programme and they guarantee the coherence

of the programme. The level of difficulty increases from year to year. The horizontal

integration is formed by modules supporting other learning tasks e.g. theoretical modules are

needed in other to perform in practical projects. Students can specialize by choosing certain

minors. Students and lecturers are positive about the coherence in the programme.

Conclusion


Study load (aspect 2.4)

The curriculum can be successfully completed within the set time, as certain programme-

related factors that may be an impediment in view of study progress are eliminated where

possible.

Findings

• IBMS RBS has the objective to reduce study factors which obstruct study progress. By

systematic monitoring the workload possible problems are identified and dealt with. This

is in line with HR policy. The requirements are formulated in Werken aan attractief en

intensief onderwijs (maart 2008):

- a year consists of four periods of nine weeks;

- minors are scheduled on specific days in the week;

- in the first quarter of the study programme a baseline or diagnostic test is conducted

to identify gaps, attitudes and motivation and draw possible agreements for follow-

up;

- every quarter up to a maximum of three written tests will be taken.

• In International Business and Management Studies (Student Handbook 2009/2010) an

overview can be found that specifies the credits and lecture hours per module, block,

semester and year. The information is specified for the regular course, the fast track and

the accelerated programme. IBMS RBS follows the HR policy of a minimal amount of


contact hours (580 for year one, 580 for year two, 310 for year three and 280 for year

four). Students are required to attend some specific classes for some modules.

• In order to manage student workload on an individual level study career coaches have

regular meetings (at least four times a year) with students to monitor their achievements.

When needed, individual guidance is possible to enhance their academic achievements

and skills. Students learn to plan and manage their studies and learn to learn. To

overcome personal deficiencies in the programme students can get help from peer

coaches (see also aspect 4.2).

• To stimulate study progress the students has tot fulfil specific requirements before

starting in the second year, placements or studies abroad (see also aspect 2.3).

• According to the students the week schedules are not published on time, but there are

no other impediments in the study progress.

• Evaluations have shown that students spend more time on their studies that planned.

This differs throughout the year. Projects and the study at home take a lot of time.

According to students the workload increases over the years. In evaluations students are

positive about the workload. The audit team therefore assesses the workload as in line

with the aims of the programme.

• The management of IBMS RBS analyses the results of evaluations with students and

lecturers. When necessary modules are improved.

Considerations

The work load for students is consistent with the planned study load. Students can complete

the programme in the set time. There are no major impediments in view of the study

progress. IBMS RBS evaluates the programme and the work load and when necessary

makes improvements.

Conclusion


Admission requirements (aspect 2.5)

The structure and contents of the intended curriculum are in line with the qualifications of the

incoming students:

- Professional bachelor’s programme (hbo-bachelor): vwo (pre-university education),

havo (higher general secondary education), middle management training or specialist

training (WEB) or similar qualifications, as demonstrated in the admission process.

Findings

• IBMS RBS strives for a smooth passage to hbo for incoming students from mbo, havo

and vwo. Enrolment is also possible for students with an educational background at

bachelor level and with experience in the professional field. In order to manage the study

success of student IBMS RBS has implemented a procedure in which an intake interview

is held prior to enrolment. The aim if this intake interview is to establish whether the

structure and contents of the programme are in line with the qualifications of the student.

Appointments can be made about coaching and/or summer school.


• Students with a havo diploma are qualified for enrolment in the regular four year

programme. Students with a mbo diploma can enrol in the fast track programme (three

years) with an emphasis on theoretical subjects. Students with a vwo diploma can also

enrol in the fast track programme but here the emphasis lies on business subjects.

Students with a hbo or university bachelor degree can either enrol in the fast track or in

the regular programme. Foreign students with a bachelor degree or work experience

enrol in the accelerate programme (two year).

• The drop out rate in the first year is high (see also aspect 6.2). In August 2009 summer

school was introduced. It offers students a crash course in various subjects. They then

have a better start in the first year. Students with deficiencies can also partake in these

courses. IBMS RBS has invested in student career coaching and peer coaching. Still the

number of Dutch drop out students increases. The audit team has interviewed students

and noticed that drop out students mostly have motivational problems. Students want to

go abroad but they do not realize what the content of the IBMS programme is.

• In the first year of the curriculum IBMS uses more traditional working methods which new

students are often familiar with.

• IBMS RBS participates in information sessions from HR for students who are interested

in enrolling in the programme. The audit team is of the opinion that more effort is needed

to clarify what the programme is about and what is expected from students. Students

who are not really motivated for IBMS can then make other choices.

Considerations

In the admission process the legal qualification for vwo, havo and mbo are taken into

account. For students with deficiencies there are special courses, e.g. summer school. IBMS

RBS has invested in coaching and peer coaching but still the drop out rate is high. It is to

early to measure the effects of these actions.

Conclusion


Credits (aspect 2.6)

The programme meets the legal requirements regarding the range of credits:

- Professional bachelor’s programme (hbo-bachelor): 240 credits

Findings

• In International Business and Management Studies (Student Handbook 2009/2010)

IBMS RBS has laid down the number of credits for each programme:

- regular programme: each year 60 EC with a total of 240 EC;

- fast track programme: year one consists of year one and two from the regular

programme, 40 EC can be earned through competencies obtained previously, 80 EC

must be obtained by completing the standard modules. Year three and four consist

of 60 EC each. In total the number of EC is 240.


- accelerate programme: the programme consists of the last one and a half year of the

regular programme. For previous education these students get 85 EC, for

placements 30 EC and the accelerate programme 125. In total 240 EC.

Considerations

Documentation shows that the curriculum meets the legal requirement regarding the range of

credits.

Conclusion

The audit team concludes aspect 2.6 as sufficient.

Coherence of structure and contents (aspect 2.7)

The educational concept is in line with the aims and objectives. The study methods

correspond with this educational concept.

Findings

• IBMS is based on the Rotterdam Education Model that provides with guidelines for the

development and implementation of the study programme. In the REM the professional

context takes a central place, as a result-oriented problem solving, a strong basis for

knowledge, focus on diversity in the student population, and the possibility of increasing

cooperation between students of different study programmes. These principles are

contained in learning tracks that guarantee a balance between knowledge, practical

training and the students’ personal development.

• The programme of IBMS RBS is based on the competencies for the Bachelor of

Business Administration degree IBMS. These competencies define the abilities

(knowledge, skills and attitude) graduates need in performing professional tasks in the

field of international business and management.

• IBMS RBS describes the levels of mastering competencies as:

Level 1 The ability to execute a simple task. The

student has the basic knowledge and

skills to apply the competency with

guidance in a limited context.

In most educational situations this will be

learned in the first year.

Level 2 The student can apply the competency

independently in a relatively clearly

arranged situation.

This will normally be at the end of year

two or during the work placement period.

Level 3 The student can apply the competency

independently in a complex situation with

complete control of the required skills.

Bachelor level

Level 4 Flexible application of the competency in

complex situations. The student can

evaluate his competency and can

support others when applying their

competencies.

Master level

Level 4 is not part of the IBMS programme.


• The competencies and the levels applied in the modules are discussed in subject teams

and supervision is done by the Curriculum Committee.

• Per learning tracks (principle) IBMS uses relevant learning methods in a desired matter

by which the required competences can be acquired. HR policy describes that working

methods are varied and close to the module content, the delivery mode, and the study

phase. There also needs to be an increasing self-learning of students in the curriculum.

• IBMS RBS distinguishes the following teaching methods: central lecturers, case studies,

group work/ research assignments, consultation, electronic portfolio, individual

assignments/ essays and guest lectures. The audit team found a variety of teaching

methods that are used to acquire the required competencies.

• IBMS uses ICT to optimally shape the programme for time and place-independent

learning as possible. Hogeschool Rotterdam provides with an electronic learning

environment n@tschool. Within this environment students have their own space for their

digital portfolio in which they collect study materials

• The new profile (c.f. aspect 1.1 and 1.3) will be the basis for a revision with the aim to

make the educational concept more competence based. The audit team has seen a

programme that is knowledge based with project based learning, therefore less

competence based than IBMS RBS aims at, but in line with the REM.

• Evaluations and interviews show that students are positive about the teaching methods.

Considerations

The educational concept of IBMS RBS is in line with the aims. The teaching methods

correspond with the educational concept, although it is more knowledge based with projects

than competence based. IBMS RBS uses a variety of teaching methods.

Conclusion


Learning assessment (aspect 2.8)

By means of evaluations, tests and examinations, the students are assessed in an adequate

and for them insightful way to determine whether they have achieved the intended learning

outcomes of the programme or parts thereof.

Findings

• The HR policy Attractive and Intensive Education (2008), a spin-off of the REM, a

number of new frameworks is agreed for testing and examination policy. Within a

university wide project HR aims at bringing the quality of testing and examination at a

higher level. This responds to the signals from the internal quality assurance programs

that provide that the relation between learning goals and assessments can be improved.

This subject is frequently discussed in management meetings between the Executive

Board and the management of the RBS.


• The HR has set targets for ‘examination’ in its quality assurance framework. Some of

these are:

- a student is enabled to see rated tests, he can get an explanation over the given

rating;

- there are clear criteria established for the various outplacements, tailored to the

stated goals;

- the assessment of the outplacements is done by lecturers of the study programme,

lecturers use input from the client;

- for each component of the program is known in advance how the review will take

place;

- the study career coach discuses the student's academic performance with the

student and compares results with the end competences that are aimed for. This is

done using the (digital) portfolio of the student.

• In Self-evaluation report International Business and Management Studies (29 March

2010) it is stated that the management and the course leader are responsible for the

quality of the assessment plan and that the institute’s assessment policy is in line with

HR guidelines. The audit team has not found an assessment plan. From the lecturers the

audit team has learned that there is an Examination Board and a Curriculum Committee

to oversee that the rules and regulations concerning assessments are observed which is

shown in different minutes.

• Staff of IBMS carries out the assessment policy. Lecturers develop assessments, set

criteria and guidelines, all within the frameworks of the RBS and the Hogeschool

Rotterdam.

• IBMS RBS uses the following assessment methods: (theoretical) exams (open, multiple

choice, and oral), project assessments, presentations, essays, assignments (individual

and group), portfolio, case studies and online quizzes. The student is allowed two

possibilities to pass the assessment. The audit team has seen that the assessment

methods are in line with the intended learning outcomes.

• The audit team has seen various assessments. It is positive about the theoretical exams,

but it is less positive about the quality and marking of products by students. It is not clear

how the marking is done and the relationship with the criteria, the assessing is not

transparent. Especially the assessing and marking of placements and thesis is vague.

The audit team has seen the new assessment forms that show a far better quality.

• Information for students can be found in International Business and Management Studies

(Student Handbook 2009/2010), module guides and Infoland (the internal intranet of HR).

Criteria for assessing are clear for students. Lecturers explain according to students the

way assessments are performed.

• IBMS RBS organizes feedback and review sessions after an assessment. During

placements the feedback is done by the company supervisor together with the IBMS

placement supervisor. During the graduation placement students have five individual

meetings with their thesis supervisor. According to students feedback sessions are

organized but these are not compulsory. The audit team is of the opinion that a

competence based programme should organize the feedback in a more thorough way.


• Evaluations and interviews show that students are satisfied with the way assessing is

organized and criteria are defined. The one critical note concerns the availability of the

results. The policy is that results are available within four weeks. Students perceive this

as too late.

Considerations

The interview with the lecturers convinced the audit team of an adequately working policy

regarding assessing and examination. Therefore, students are assessed in an adequate and

for them insightful way. The audit team finds that the assessments are in line with the

intended learning outcomes of the programme. The audit team did not find an assessment

plan. The audit team did not find the marking and the relationship with the criteria very

transparent but students had little difficulties with these standards.

Conclusion

The audit team concludes aspect 2.8 as satisfactory because an assessment plan is lacking

and the studied material show little transparency in assessing.

Summary Curriculum

All aspects are assessed positively and as a result the theme ‘Curriculum’ is positive.

2.3 Staff

Requirements for professional orientation (aspect 3.1)

Teaching is principally provided by staff who link the programme to professional practice.

Findings

• The personnel policy of the RBS is described in the RBS Strategic Personnel Plan 2008-

2012 as well as in the RBS Strategic Policy Plan 2010-2013 and the IBMS Strategy &

Vision 2009. The RBS follows the framework set by the HR. This framework describes

that lecturers must have a background in professional practice.

• An overview of CV of the IBMS lecturers show that 68% have recent experience in the

professional field and that 31% still works in the professional field besides their teaching

job. CV’s also show that the lecturers represent different expertises in the field of IBMS,

e.g. economics, logistics, business administration, marketing, and languages. The audit

team assesses the professional orientation of the IBMS staff as good.

• IBMS staff is involved in the Master Department, for synergy reasons as well as

professionalization (see also 3.3). To maintain an adequate professional orientation IBMS

lecturers participate in different activities in the field, e.g. they discuss ideas with relevant

members of the professional practice, they participate in networks, organize international

weeks, visit companies, participate in (international) commercial projects and/or joint

projects with the professional field, visit seminars, and invite guest lecturers.

• Through the involvement of lectures in the guidance of students during their placements,

lectures also gain current information of the professional practice.


• IBMS RBS expects future staff to have at least 5-10 years professional field experience.

IBMS RBS also expects new staff, as well as current staff, to use intervision, share

knowledge regarding their professional background, and to use social and professional

networks to keep track of trends and development in the professional field.

• Evaluations and interviews show that students are satisfied with the way lecturers use up

to date study materials, and the way they are able to link the content of the study

programme to current events in the field. Graduates are critical regarding this point.

Based on the interviews and the scrutiny of documents the audit team concludes that

new lecturers are now involved (or employed?) and that the critical notes of graduates

are not applicable any more.

Considerations

Based on the CV, an overview of external relationships maintained by the IBMS lectures, and

discussions with students and lecturers, the audit team assesses the manner in which IBMS

lecturers link the programme to the professional practice as good. The use of guest lecturers

who come from practice strengthen this link further. Students are also satisfied with the

connection lecturers make between the study programme and the professional practice.

Conclusion


Quantity of staff (aspect 3.2)

Sufficient staff are deployed to realise the desired quality of the programme.

Findings

• For assigning teaching duties to lecturers in 2008 HR introduced the PTD-model: a

system that quantifies work load and offers a framework to allocate hours to tasks. The

main task of lecturers (lecturing) is central to this model. IBMS RBS introduces the model

in 2009-2010.

• The personnel formation and development, quality and quantity, are described in the

Personnel Plan 2008-2012. This plan is derived from the HR framework that also has a

standard that at least 65% of the budget is spent on educational activities. For IBMS

RBS the necessary means for quantity of staff and development of staff are based on

specific requirements of the IBMS programme and the RBS institute, e.g. the

international aspects, and the further development of the curriculum. The RBS Budget

shows that IBMS RBS spends 65% of their budget on educational activities and services.

• IBMS RBS is conducted by 45 lectures (34,4 fte; 2009-2010). The current staff student

ratio is 1 to 37. The audit team assesses the ratio as rather high. The programme

management recognizes the high ratio and explains that at the end of the current study

year new funds are available, due to a new funding system. The funds will be invested in

recruiting new lecturers. The programme management aims for a staff student ratio of 1

to 30 within the following year.

• IBMS RBS has a sick leave ratio of 3.8%. The HR accepted standard is 4.5%.


• Despite the high ratio students are quite positive about the availability and accessibility of

lecturers.

Considerations Based on interviews and scrutiny of documents the audit team finds that the number of staff

needed to realise the desired quality of the programme is critical. The audit team assesses

that the findings at aspect 2.8 show this as well. Anyway, students are satisfied with the

availability and accessibility of lecturers. Student results also show the desired quality of the

programme. So the audit team concludes that the basic quality of the programme is

guaranteed and finds that the introduction of the PTD-model and the accessibility of new

funds should lead to improvement of the student ratio.

Conclusion

Because of the high ratio and the different documentation that show that the current number

of staff is critical the audit team concludes aspect 3.2 as satisfactory.

Quality of staff (aspect 3.3) The staff deployed are sufficiently qualified to ensure that the aims and objectives regarding

the content, didactics and organisation of the programme are achieved.

Findings

• HR has established a framework for professionalization of staff regarding the

development of the quality of personnel, specifically the level of qualification

(Kadernotitie Professionalisering Hogeschool Rotterdam 2006). Since 2008, HR invests

in raising the level of qualification of lecturers. In 2009, the target number for the amount

of master's level trained lecturers is increased from 50 per cent to 60 per cent.

• Through scrutiny of the CV the audit team finds the lecturers to be experts in their

(international) fields of experience. The majority of IBMS lecturers (91%) has a Master or

Doctoral degree in relevant domains, e.g. economics, business administration,

marketing, English. Lectures also have the necessary educational knowledge and skills.

• In addition to the core staff, guest lecturers are regularly invited to talk about current

topics in international business.

• RBS is responsible for staff development. Quality of staff is evaluated by an annual cycle

of planning and evaluation interviews held with every staff member. At the beginning of

the cycle outcome agreements, regarding the provision of education, work organization

and professionalism are set. Agreements are recorded in a Personal Development Plan.

Then, at the end of the cycle, the employee is assessed on realization of the agreements

(Rotterdam University Guide interview cycle March 12, 2008, interview cycle forms

manager, lecturer, and general staff positions). To monitor the development of staff and

the realization of agreements, the employee can make a self-evaluation report. For this

self-evaluation the employee can use different assessment tools, such as 360 degree

feedback, assessment and a fellow customer evaluation. IBMS RBS states that reports

of interviews are used for input for staff development. Also a number of questionnaires

for students are used for evaluating modules and subject and indirectly the quality of

staff.


• For completion of agreements in the context of professionalization 10% of the working

time per lecturer is reserved. This, in addition to a possible Master programme, the

employee may qualify for training organized by the Department of Human Resources of

HR. This department offers a range of courses for professional development for lecturers

and support staff, e.g. in educational knowledge and skills, new working methods, ICT or

career coaching.

• HR offers an introduction programme for all new staff members. IBMS RBS offers a

specific introduction programme for new lectures (see also aspect 3.1).

• IBMS staff keeps up to date by networking (see also aspect 3.1), subject team meetings,

and by the advisory board (exchange of ideas, suggestions and trends). Participating in

conferences and seminars contribute to the knowledge and insight regarding their own

field of study and enlarge the academic network.

• Staff members without sufficient educational knowledge and skills have the opportunity

to develop these skills through an external (English) course of hbo didactics at the

University of Amsterdam.

• Evaluation and interviews show that students are positive about the quality of their

lecturers. Graduates were a bit critical about this aspect. However, as stated before, the

audit team concludes that new lecturers have been recruited and the remark made by

graduates is not applicable any more.

Considerations

Based on CV’s of IBMS lecturers the audit team assesses the quality of staff as good. The

audit team finds that IBMS lecturers are drawn from different fields of expertise, bringing the

necessary different expertises to the programme and different (international) perspectives.

Students are satisfied with the quality of staff.

IBSM RBS frequently evaluates the quality of staff and provides staff with different

opportunities to invest in their profession and to keep up to date. A certain amount of time

and resources are available. The audit team notes that, regarding the quantity of staff, time

for personnel development and professionalization is guaranteed.

Conclusion


Summary Staff

All aspects are assessed positively and as a result the theme ‘Staff’ is positive.

2.4 Services

Facilities (aspect 4.1)

Housing and facilities are adequate to achieve the learning outcomes.

Findings

• HR states that students in every School should have sufficient facilities regarding

multimedia: literature, computers and peripheral equipment, free workplaces or study


rooms, catering facilities. IBMS RBS states that these services are adequate for the

Kralingse Zoom, the location of the School.

• IBMS RBS has invested in study rooms or project room in order to facilitate project-

oriented education. There are skills labs to improve self learning and working on projects.

More computer classrooms have been installed. The building has free WIFI so students

can bring their laptops. There are consulting room, project rooms, multimedia rooms,

computer classrooms, free computer workplaces, multiple staffrooms, pantry for staff and

front office for students. The audit team has seen that IBMS RBS offers its students

adequate facilities that are well equipped but as IBMS RBS has stated there is a lack of

space.

• IBMS RBS has acquired software for student facing a handicap. Staff has been trained to

coach these students. Students can also get support from PowerPlatform as well as from

IBMS RBS back office and the Student Counselling Office.

• At the Kralingse Zoom there is a book shop where students can not only buy books but

also readers, newspapers and magazines.

• De HR has an electronic educational environment N@tschool, Network Folders, HINT

Information environment, OSIRIS, RBS website. Materials can be downloaded for

educational and personal use.

• Every location of HR has a multimedia centre where students can find material in their

field of study and study programme. The centre has a national and international

collection of books and other materials (electronic databases). Students can also use the

Erasmus University Library and Information Centre.

• Evaluations show that IBMS RBS has to work on improvements regarding computer

facilities, availability of rooms and an efficient scheduling plan.

Considerations

Housing and facilities are adequate but IBMS RBS lacks sufficient space for IBMS students

to study and work on location.

Conclusion

The audit team concludes aspect 4.1 as satisfactory because of the lack of space for IBMS

students.

Tutoring (aspect 4.2)

Tutoring and information provision for students are adequate in view of study progress.

Tutoring and information provision for students correspond with the students’ needs.

Findings

• Tutoring is in the form of study career coaching (SCC) an important part of the REM and

placed in the student-driven learning line. In this way, SCC is integrated in each quarter

of the study programme. The principles for SCC are set by HR for each institute and

established in the document Study Career Coaching HR (Studieloopbaancoaching aan

de HR, 2006).


• Within SCC integration of gained competencies takes place that is focused on the aimed

competencies of the student (see also aspect 2.3 and/or 2.7). Through SCC a focus is

given to the students’ personal professional orientation, career selection and referral, and

the desired study planning is monitored and managed. The professional development of

students is also central to the SCC. Students develop their study skills to manage their

own study process and steer if necessary. This is accompanied by a study career coach,

who if possible, is certified by the Rotterdam University. It is certain that every student at

least has three individual interviews with his study career coach.

• Due to the HR policy to increase diversity in the student population, HR has introduced

peer coaching (Peercoaching aan de Hogeschool Rotterdam, juni 2007). Within each

study programme peer coaches operate. Peer coaches are students who serve as a role

model, host, first contact and coach for fellow (new) students. Peer coaching is used in

addition to SCC. The study career coach can offer peer coaching as an instrument to

students, if this is relevant for the question of the (new) student. Appointments with a

peer coach are not optional. These are predefined. A coordinator ‘peer coaching’

monitors compliance with these appointments.

• Based on the REM IBMS RBS has put various instruments in place to facilitate students

on an individual level: learning to learn, study career coaching, intake interview (see

aspect 2.5), summer school (see aspect 2.5), peer coaching, student counselling,

studying with a handicap, study advice centre.

• Scrutiny of documents and held interviews show that during the whole programme IBSM

students are supported by a student career coach who coaches students in study,

profession and career choices and who monitors the study progress of the students.

• For IBMS RBS peer coaching is available to all students who need extra support to

enhance their knowledge and/or skills in a specific topic. Each peer coach is responsible

for a group of eight or ten students and gets four hours per week to coach this group.

The objectives are to facilitate student learning and involvement as well as to enhance

the social, emotional and academic experience. The audit team is positive about the peer

coaching although it has not been executes yet.

• In case a student is not able to focus on the programme due to personal problems a

student counsellor can support these students. When students are not sure that they

have made the right choice of study they can consult the Study Advice Centre of the HR.

• In the propaedeutic phase every students needs to acquire at least 40 EC for a binding

study advice (OER 2009-2010). Otherwise the student has to stop the programme.

• The HR policy regarding provision of information is focused on promotion of study

progress and the connection with students’ needs. In OSIRIS the study progress of

students is monitored and assessable for students and lecturers.

• HR has formal rules and regulations regarding operational quality and descriptions for

the provision of information that can be found in the Hogeschoolgids. The HR has many

tools to inform students, e.g. HR Magazine Profile, website, newsletters, memo’s,

publication board, intranet (N@tschool, OSIRIS), Infoland, student handbook.


• Evaluations show that students are positive about student tutoring and the information

provisions. In the interviews with the audit team the students made some comments on

the tutoring e.g. the number of moments for reflection. The audit team finds this critical

attitude a positive outcome of a working tutoring system.

Considerations

Tutoring and information provisions are adequate. Students are satisfied with the tutoring

and information provision. The audit team assesses peercoaching as a good guiding

instrument and as a good instrument to prevent early drop out.

Conclusion


Summary Services

All aspects are assessed positively and as a result the theme ‘Services’ is positive.

2.5 Internal quality assurance system

Periodical evaluations (aspect 5.1)

The curriculum is periodically evaluated in the light of verifiable objectives and other

measures.

Findings

• The management of RBS is responsible for the quality assurance policy of the institute

and the programmes offered by the institute. HR set guidelines for quality assurance in

the document Quality Policy at the Rotterdam University (2006). The motto is: "Quality is

goal achieving." The quality assurance framework of HR is based on the strategic policy

of HR and the accreditation framework: the NVAO’s requirements.

• IBMS RBS based its quality assurance policy on three pillars that are a spin-off of the

policy of HR:

1. A Policy and annual cycle of planning and control (P&C cycle). Basis for management

planning and control is laid down in the multiannual strategic policy of the institute.

Within the P&C cycle, policy for finances, education, and management and control is

distinct. The annual management contract with performance targets between the

institute and the Executive Board has a central role. Each institute has a

systematized set of procedures and documents, on which the Executive Board of the

state of play regarding the quality may determine.

2. Within the internal quality assurance system of the degree programme is cyclically

and methodically worked on quality improvement. Quality assurance covers three

domains defined by Rotterdam University: education, quality of management and

control, and operational quality. The HR states goals within these three domains and

translated the NVAO’s requirements in verifiable targets (Verifiable targets of the

Rotterdam University, 2006). Within this framework, IBMS RBS then set their own

quality policy for quality assurance.


3. The internal agency Auditing, Monitoring and Control (AMC). The agency AMC offers

the Executive Board independent information regarding the quality of the degree

programmes. Information is gathered through performance of (midterm) audits

halfway through the accreditation period. This happens according to the NVAO’s

requirements.

• IBMS RBS has laid down a policy for quality assurance in Quality Assurance Handbook

(2008) and has a system of quality assurance cards. Leading is the quality assurance

policy of HR and the RBS Strategic Policy Plan (2010-2013). The current quality system

has been developed since 2006 and seventy percent of it has been completed. The

quality assurance handbook contains among other things the objectives and indicators,

the instruments used and the process owners. Periodical evaluation contains four areas:

educational quality, operational quality, quality of management and control, and

systematic quality assurance. The audit team did not find verifiable objectives in de

quality handbook. The audit team did not get a clear view of the way the management

controls the quality assurance either.

• The evaluation instruments that IBMS RBS uses are described in the Quality Assurance

Handbook (2008), e.g. student satisfaction survey, end of studies survey, placement

survey, alumni survey, and RBSatisfied. IBMS RBS aims at a score of 3.5 on a five point

scale, but is satisfied with a score between 3.0 and 3.5.

Considerations

IBMS RBS has a quality assurance handbook in which the process and the instruments for

quality assurance are described. The audit team has seen that a range of instruments is

used. The audit team did not find verifiable objectives in this handbook but there are

indicators for scores. The way the management controls the quality assurance system did

not become clear for the audit team.

Conclusion

The audit team concludes aspect 5.1 as satisfactory because verifiable objectives are

missing and it is not clear how the management controls the system.

Measures for improvement (aspect 5.2)

The outcomes of the evaluations form the basis of verifiable measures for improvement that

contribute to the achievement of the objectives.

Findings

• IBMS RBS has laid down a policy for quality assurance in Quality Assurance Handbook

(2008). The handbook describes the plan-do-check-act cycle: plan refers to objectives,

do concerns the tasks and responsibilities, check is done with evaluation procedures and

with act the cycle is finalized. The HR policy and objectives are leading.

• On the basis of the results described in the annual report, the results of other evaluations

and the strategic policy plan, a new annual educational plan is put together. The results

of the previous year will be made effective in the plan of the next year. The audit team


could not verify this process in the documents it has seen and the interviews it has

performed.

• According to IBMS RBS the results of evaluations are discussed in meetings and plans

for improvements are made. The plans for improvements are discussed with the

curriculum committee and the advisory board. The audit team found that IBMS has

limited resources to follow up on the procedures set. It has found an organisation with a

minimum of resources available to monitor and act on the aims targets for improvement.

• In the self-evaluation report IBMS RBS states a list of improvements from 2008-2009 that

are almost all implemented. Several examples are: ‘Professionalization of IBMS Staff

(SCC and hbo didactical course)’; ‘Installation and organisation of Study Success Task

Force’; Installation and organisation of Exam Advisory Board’; ‘Re-design and evaluation

of IBMS Accelerate Programme’. Regarding the site visit in 2004 the degree programme

is completely reviewed and changed: the REM is introduced; there are several new

minors developed and implemented which are all conducted by the professional field;

and there is a new student guidance programme developed and introduced in the

introductory year (SCC). In the self-evaluation report per aspect improvement targets are

described. These targets are never described as verifiable targets for improvement. The

status of these improvements is rather unclear for the audit team.

Considerations

Although improvements are made the audit team did not find a consistent process of quality

assurance. The audit team did not recognize the plan-do-check-act cycle, as described by

the HR, in the quality assurance system of IBMS RBS. Results from evaluations are being

discussed in an informal way and there are examples of improvement measures.

Conclusion

The audit team concludes aspect 5.2 as satisfactory because of the lack of concrete

examples that underline that a follow-up takes place, based on evaluation outcomes. The

audit team concludes that IBMS RBS can practice a more thorough process for quality

assurance.

Involvement of staff, students, alumni and the professional field (aspect 5.3)

Staff, students, alumni and the relevant professional field are actively involved in the internal

quality assurance system.

Findings

• Lecturers are continuously involved with the development of the degree programme

because they execute the programme. Therefore, lecturers participate in team meetings

that periodically occur and/or participate in development groups.

• Lecturers also participate in the curriculum committee. This committee evaluated the

curriculum annually.

• Lecturers and students are part of the independent IPAC to advise the management on

matters concerning the curriculum, the organisation of the educational process, school

facilities and cross cultural matters.


• Students are involved in quality assurance in different ways. They participate in surveys

about modules and lecturers, and every two years a satisfaction survey from the HR.

Evaluation results are presented to the management and when necessary improvements

are made.

• Students also participate in the Institute Participation Counsel (IMR: Instituuts

MedezeggenschapsRaad). The IMR is consulted frequently by the RBS management

about evaluation results and improvement plans.

• IBMS RBS performs surveys among alumni: alumni survey (annually) and participates in

the HBO-Monitor. Alumni are not yet represented in an alumni committee.

• The professional field participates in the advisory board of IBMS RBS. The advisory

board informs IBMS RBS about relevant developments in the professional field. It

discusses with IBMS RBS the consequences for the programme. The advisory board

also gives feedback about the aims and objectives of IBMS and the curriculum.

Considerations

IBMS RBS has various evaluation instruments for students, lecturers, professional field and

alumni. Students and lecturers participate in committees that involved in improving the

quality of IBMS RBS.

Conclusion


Summary Internal quality assurance system

All aspects are assessed positively and as a result the theme ‘Internal quality assurance

system’ is positive.

2.6 Results

Achieved learning outcomes (aspect 6.1)

The achieved learning outcomes correspond with the aims and objectives regarding level,

orientation and subject-/discipline-specific requirements.

Findings

• The management of RBS is responsible for the systematic monitoring of the degree

programmes and to ensure that the intended final qualifications are achieved by

graduates. For the IBMS programme the aim is to deliver students to the international

business world who comply with requirements and demands of the professional field,

such as described in final qualifications. Therefore the aimed competencies are in line

with the national IBMS standards and the students’ level will be assessed by means of

continuous input form the international field.

• In the Competency Matrix IBMS 2010 an overview is given of the competencies and the

levels that are being lectured/ trained. Per 2010 assessment is designed on the basis of


these competencies. The Exam Advisory Board will annually review the link between the

aims competencies and assessment.

• Criteria for the placements in the third and fourth year are described in module

descriptions and in the Placement Handbook 2009/2010 and the Thesis Handbook

2009/2010.

• IBMS RBS assess the final qualifications of students by means of a graduation (30 EC;

one semester). For graduation students produce a thesis regarding a topic that is

relevant for the professional field. The topic may originate from a company/organisation

or the start up of a company. In addition to writing the thesis the student present and

defend the thesis to two lecturers.

• The audit team has studied ten theses of recent graduates and concludes that the results

represent bachelor level, and correspondent with IBMS aims and objectives. The chosen

subjects are all relevant for the IBMS field. Based on the scrutiny of graduation results

the audit team finds the achieved bachelor level satisfactory. Components of applied

science should be improved, e.g. the manner in which students are able to justify used

sources, and the type of sources that student’s use. The content of some of the theses

need to show more of a critical reflection on theory instead of descriptions of theory.

Based on the marking by the lecturer the audit team also finds that the feedback form

lecturers use needs to be stricter regarding the aims qualifications.

• Besides the graduation thesis IBMS RBS verifies the achieved bachelor level frequently

by questioning (international) companies with respect to the required competencies and

the quality of the work of the students generate in the main phase of the programme.

Feedback is used to adjust modules. In general the feedback of the approximately 100

companies in very positive.

• In an exploratory survey the Hanzehogeschool Groningen University for Applied Science

analyzed job vacancy adds for IBMS graduates. The positions mostly mentioned dealt

with international purchasing and sales, business development & marketing entry,

relationship management, logistics, contracting and market research. Skills frequently

mentioned were; result oriented, commercial, analytical skills and team player. These

skills are also mentioned by the professional field as qualities IBMS graduates possess.

• Evaluation and interview with graduates make clear that graduates are more critical than

current students. The audit team concludes that the evaluation of the degree programme

and the implementation of new insights led to improvement of the programme. The audit

team also notes that there are some improvements yet to be made.

Considerations

Based on the studied graduation results the audit team concludes that the achieved

qualifications of graduates are in line with the aimed final qualifications for bachelor level.

The degree programme convincingly delivers students who are able to work in a commercial

international business. Components of applied science can be more embedded.

Conclusion

The audit team concludes aspect 6.1 as satisfactory because of the studies results of

graduates and the conclusion that the programme should give more attention for

components of applied science.


Study progress (aspect 6.2)

Target figures that are comparable to other relevant programmes are formulated to express

the expected success rate.

The programme’s success rate complies with these target figures.

Findings

• IBMS RBS states the following target figures for the programme’s success rate:

- Study success for the propaedeutic phase of 35% after 1 year and 50% after 2 years

in 2009-2010 and 2010-2011;

- Duration drop out students of maximum 2 years;

- Study success of 60% within 5 years in 2013;

- Duration graduates of maximum 5 year.

• In the interviews the management of RBS and the degree programme discus all factors

that influence the study success rate regarding enrolment, obtaining the programme and

graduation results. Based on these talks the management of the degree programme

formulates improvement plans to improve study success rates.

• The quantitative results of the degree programme are part of the management contract

of the RBS and the Executive Board. The progress of improving quantitative results are

monitored discussions between the Executive Board and the management of RBS. In

October the aimed study success is discussed and every spring the achieved

quantitative data is discussed.

• IBMS RBS has invested in SCC, in peer coaching (see also 2.4), e.g. to inform students

and also to guide students with their study planning.

• Of students enrolled in 2007, 23% obtained the propaedeutic phase in 1 Year and 53%

in 2 Years. These percentages were 23% and 34% in 2006. Of students enrolled in 2002

and 2003, 49% obtained the diploma in 5 Years and in 2004, 53% obtained the diploma

in 5 Years. These quantitative results show that not every target is achieved, but there is

a positive trend.

Considerations

Based on the information in the self-evaluation report the audit team concludes that the

achieved quantitative results are not always in line with the aimed targets. However, 50% of

the students graduate within 5 years. IBMS RBS enhances measures to prevent drop out or

to make sure that drop out takes place in an early phase of the study programme.

Conclusion

The audit team concludes aspect 6.2 as satisfactory, because of the achieved quantitative

results.

Summary Results

All aspects are assessed positively and as a result the theme ‘Results’ is positive.


3 Annexes


Annex 1: Expertise of the Members of the audit team

Expertise conform Protocol VBI’s

Panel member:

Mr Ing. J.C. de Jong

Panel member:

Mr Professor Dr. G.A. Akehurst

Student panel member:

Mrs M.A.M. Rietjens

NQA panel member

Mrs M. Snel B HRM/B Ed

Relevant expertise in the professional field

X

Professional competence:

Familiar with the most recent developments X X

Professional competence:

Familiar with teaching, assessment and examination at a

level/orientation minimally that of the study programme to be

assessed

X X

Teaching capability

X X

International experience

X X

Student-related experience:

X

Audit visit experience

X X X X

Further background information regarding the Members of the audit team:

Mr Ing. J.C. de Jong

Mr De Jong is deployed as an audit panel member because of his experience in several business and

technical domains and in several assessment procedures. He has participated in the NQA auditor

training for higher education. He has experience in complex, clustered audit visit courses, under which

IBMS-courses. Based on his qualifications and work experience he has great (international)

knowledge of the domain and of education and educational processes. Mr De Jong has been

participating in more than ten audit visits, of which five times as chairman of the audit panel. He was

the president of the board of ECDL (European Computer Drivers Licence) from 2000 to 2005. Also he

used to be a member of the EU educational think tank for Technology Enhanced Learning and serves

as Chair on the Global Council of Appreciative Inquiry Inc. Mr De Jong has expertise in the domain of

(business) management, marketing, sales, change management, art and technique, the agricultural

sector, and shipping (in general). From previous audit visits he is familiar with the system of

accreditation.


Education:

1970 – 1976 National Higher Agricultural Education - RHTuS

1978 – 1982 Senior Secondary Professional Education English – LOI / Wageningen

1983 Post Academic course on Ergonomics - Wageningen

1984 Positive Negotiating – Castle Consultants

1985 Problem Solving & Decision making – Kepner Tregoe

1986 Situational Leadership – Centre for Leadership Studies

1987 Sales & Marketing Institute – London Business School

1988 Advanced Marketing – Apple University Europe

1989 Financial Management – Apple Computer & MCE

1992 – 1993 Communicating & Influencing for Results – Castle Consultants

1997 – 1998 GEM Certificate Class on Appreciative Inquiry – Case Western University

2005 – 2006 Executive Management Class - NCOI

Work Experience:

1978 – 1984 Head instructor, Central School for Horticulture Engineering, Ede, The Netherlands

1984 – 1991 BU Manager Education, Apple Computer

1991 – 1998 Managing Consultant, JLS International BV

1998 – 2004 Directeur Education and Training, BT Syntegra

2004 – 2009 Director Learning Solutions, BT

2009 – to date CEO, Van Harte & Lingsma

Additional work experience:

1999 – to date Chair and Founding Member of Global Council of Appreciative Inquiry Inc.

2000 – 2005 Chairman of the Board of the ECDL (NL)

2005 – 2009 Member of the EU think tank Technology Enhanced Learning (TEL)

2007 – to date Associate of the TAOS Institute (USA)

2008 – to date Associate of the NTL Institute (USA)

Mr Professor Dr. G.P. Akehurst

Professor Akehurst is on this audit team because of his international commercial experience

concerning on corporate recovery, insolvency practice, management consulting, marketing planning,

auditing and computer auditing primarily in the service sector. Besides management consultancy

projects, several large businesses were managed under receivership conditions, for varying periods

ranging from three months to two years. Furthermore, Professor Akehurst has teaching experience in

United Kingdom as well as abroad in managing marketing activities, business management, MBA

programmes. Professor Akehurst is an author of a number of study books in his discipline and

regularly publicizes in journals in his field of expertise. Professor Akehurst has been individually

instructed for this audit visit.

Education:

BSc.Econ Economics, University of Wales, Aberystwyth

MSc.Econ Management by research, University of Wales, Aberystwyth

PhD Marketing, Nottingham Trent University

Teachers’ Certificate (FE & HE) University of Manchester


Professional Memberships

Current:

FCIM Fellow of the Chartered Institute of Marketing

FInstSMM Fellow of the Institute of Sales and Marketing Management

Previously:

FCMI Fellow of the Chartered Management Institute

FRSA Fellow of the Royal Society of Arts

FTS Fellow of the Tourism Society

Liveryman Worshipful Company of Marketors

Employment Record: February 2007 to present:

Self-employed freelance researcher and management consultant; part-time university teaching.

Emeritus Professor of Marketing, University of Wales (appointed 2007, for life); Honorary Professor,

University of Winchester (2009); Visiting Professor in Strategy, University of Portsmouth, Department

of Strategy & Business Systems (2009-2012), Adjunct Professor, Rotterdam School of Management,

Erasmus University (appointed 2007), Honorary Visiting Professor, School of Business and Social

Sciences, Roehampton University, London (2009-2012), and Visiting Professor in Management,

Nottingham Business School, Nottingham Trent University (2008-2011).

February 2004 to January 2007:

Director of the School of Management and Business and Professor of Marketing, University of Wales

Aberystwyth (now Aberystwyth University)

January 1996 to January 2004:

Professor of Marketing and Business School Director of Research, University of Portsmouth Business

School, Department of Business and Management

September 1993 to December 1995:

Head of Business Development Research Centre and Professor of Marketing Management,

Southampton Business School, Southampton Institute (now Southampton Solent University)

September 1990 to July 1993:

Senior Management Consultant, Deloitte & Touche Consulting, London, Greene Belfield-Smith

Division

July 1989 to August 1990:

Professor and Head of National Centre for Hotel Management, South Bank Polytechnic (now London

South Bank University)

January 1987 to June 1989:

Professor and Head of Department of Hospitality Management, Dorset Institute of HE (now

Bournemouth University)

September 1984 to December 1986

Lecturer in Managerial Economics and Associate Director, Service Industries Management Research

Unit, Cardiff Business School, University of Wales (now Cardiff University)

September 1981 August 1984

Lecturer in Economics and Tourism, and a Management Development Tutor, University of Surrey

September 1976 to August 1981

Lecturer in Business Organisation and Economics, Manchester Polytechnic (now Manchester

Metropolitan University)

September 1973 to August 1976

Audit Senior, Price Waterhouse & Co., London.

August 1969 to August1970

Articled Clerk, Thornton Baker & Co., Eastbourne.


Present and recent Teaching Experience:

2009 – present University of Winchester, Winchester Business School (part-time)

2007 – 2009 Rotterdam School of Management, Erasmus University

2007 – 2009 University of Winchester, Winchester Business School (part-time)

2009 Cranfield University and the Defence Academy of the United Kingdom

2007 – 2008 DBA Global Business School Delhi and Rotterdam University Business School

Past teaching pre-2007:

MSc Management programmes – postgraduate modules in services marketing management,

corporate strategic management. BSc programmes – undergraduate modules in internet marketing,

marketing management, research planning and management, marketing and sales. MA Sales

Management Portsmouth University – strategic marketing and sales management. MA Marketing, MA

Marketing with E-Commerce and MA Multimedia Marketing – postgraduate modules in services

marketing; interactive media marketing. MBA – marketing and strategic marketing. BA Marketing –

undergraduate module in internet marketing. Industrial economics, corporate strategy, business

finance, managerial economics, research planning and management, consumer behaviour and

management of service businesses on undergraduate degrees (BSc, BA, BEng and BSc Econ), HND,

postgraduate degrees (MBA, MA and MSc) and management development courses.

Mrs M.A.M. Rietjens

Mrs Rietjens is deployed as an student panel member. She studies the Master degree programme

Science in Finance & Marketing at the University of Maastricht. She represents the students view on

teaching approaches, facilities and quality of training in the field.

Mrs. Rietjens is familiar with audit visits; in this case she has been given additional individual briefing

about audit visit procedures and NQA’s manner of working.

Education:

2000 – 2006 (vwo) High school

2006 – 2009 Bachelor of Science; International Business Economics, University of

Maastricht, The Netherlands

2009 Exchange program Bachelor of Science, Università Luigi Bocconi

Milano, Italy

February 2010 – present Master of Science; Finance & Marketing, University of Maastricht, The

Netherlands

Work experience:

2009 Market research for commercial client

2008 – 2009 Research into the organisation of the tentants association

October 2008 – present Divers projects for different clients in the domain of business

Economics

Divers:

Active member for the student society FS Focus


NQA Audit Panel Member Mrs M. Snel B HRM / B Ed

Since 2005, she has gained experience as NQA auditor with the assessments of existing and new

study programmes in various sections of higher education in The Netherlands. Thanks to her

experience she is also expert in the assessment of distance learning.

Since 2008, she has gained experience as an assessor for Investors in People.

She was employed as junior staff advisor with a large care institution for the mentally disabled where

she managed the personnel affaires of approximately 200 members of staff. She is a trained NQA

auditor for Higher Education in collaboration with Lloyd’s Register.

Education:

2004 (hbo) Bachelor Human Resource Management, Saxion Hogeschool Enschede

(University for Applied Sciences)

2010 (hbo) Bachelor Educatio: Training and Human Development, Hogeschool van

Arnhem en Nijmegen (University for Applied Sciences)

Work experience:

2004 – 2005 Junior staff advisor, de Twentse zorgcentra

2005 – 2009 NQA auditor, Netherlands Quality Agency

2008 – present Certified assessor Investors in People, Netherlands Quality Agency

2010 – present Senior NQA auditor, Netherlands Quality Agency

Course:

March 2004 Training Auditor Hoger Onderwijs, NQA in association with Lloyd’s Register

November 2008 Training assessor Investors in People, IiP UK Kortrijk (België)


Annex 2: Statement of Independence by the Members of the Audit Team


Annex 3 Programme for the Site Visit

Time Item site visit

08.45 – 10.15 Examining the material made available for inspection

10.15 – 11.00 Interview with the programme management


11.45 – 12.30 Interview with lecturers

12.30 – 13.15 Lunch (audit panel discussion)

13.15 – 14.00 Interview with students

14.00 – 15.15 Site tours (approx. 20 min.)

15.15 – 16.00 Interview with the representatives of the professional field and

graduates


Internal consultation of the audit panel members

17.00 – 17.30 Concluding interview with the programme management


Annex 4: Documents made available

1. Policy documents (at programme level and at the level of the Rotterdam University) e.g.

the quality assurance, staff policy and teaching and testing policy.

2. A representative selection from the instructional material you work with like:

- course books,

- readers,

- textbooks,

- module books,

- study manuals,

- references and required reading list

3. A representative set of work placement reports plus their assessments; reports that were

awarded a pass mark as well as reports that were considered insufficient.

4. A representative set of assessment documents reflecting the (final) level that lecturers

expect of students:

- Questions,

- Tests,

- Assignments.

5. A representative set of graduation papers or graduation projects (at least ten) plus the

marks awarded. In addition, an overview of the last twenty five graduation papers or

projects (the title and a short description of the contents) and the marks awarded to these

papers/projects.

6. Brief curriculum vitae of lecturers with an overview of their most recent and relevant work

experience, as well as relevant in-service training or further training

7. Policy documents of the institution that provide qualitative and quantitative information on

how the programme has taken shape over the past years and the policy the institution

has in mind for the coming years (amongst others the institution’s plan of action). Also

include other relevant policy documents that appeared after the self-evaluation report

was finalised.

8. Recent evaluation reports about aspects of teaching, like reports by external examiners,

evaluation by students and lecturers, module evaluations, and student satisfaction

surveys.

9. The most recent information brochure and other information documents.