Hogeschool van Arnhem en Nijmegen, HAN University

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Hogeschool van Arnhem en Nijmegen,

HAN University

Programme:

Master of International Business,

full-time degree course

Dates of audit visit: 27th and 28th April 2005

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Contents 3 Part A: Topics 5 1. Preface 7 2. Introduction 8 3. Method 8 4. Formation of Judgements 10 5. Judgements by Topic 10

6. Schematic Overview of Judgements 13

7. Overall Judgement 13

Part B: Facets 15

Topic 1: Aims and Objectives of the Programme 17 Topic 2: Programme Contents and Structure 19

Topic 3: Deployment of Staff 25

Topic 4: Facilities 27

Topic 5: Internal Quality Assurance 29 Topic 6: Conditions for Continuity 30

Part C: Appendixes 35

Appendix 1 Declaration of Independence 36

Appendix 2 Expertise of Audit Panel Members 37

Appendix 3 Programme of Audit Visit 40 Appendix 4 Overview of the Documents made available for scrutiny by the Institution 43

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Part A: Topics

1 Preface

In this report the audit panel that paid the audit visit to Hogeschool* of Arnhem and

Nijmegen, HAN University, by order of NQA, gives an account on its method of working, its

findings and conclusions. The audit was undertaken within the framework of the accreditation of higher professional education programmes. Effectively, it started at the beginning of April 2005 when the institution submitted its self-evaluation report to NQA. The audit visit took place on 27th and 28th April 2005 and was executed by an audit panel consisting of the following members:

Ing. S. Molkenboer MBA (chairperson);

Prof.dr. P.S. Zwart (domain audit panel member);

Prof. Dr. J. Breinlinger-O’Reilly (FIBAA, domain audit panel member); Dipl.-Vw. D. Motoki (FIBAA auditor);

Mrs. Drs. J. Braaksma (NQA auditor).

The audit visit was a simultaneous one heading for accreditation of Master of International Business (MIB) by the Dutch Flemish NVAO as a new degree course as well as an

accreditation by the German FIBAA. Thus MIB supports its own international ambitions regarding the content of the programme and its quality assurance. During the visit both sets of requirements were taken into account; the NVAO ones having the lead. All panel members were responsible for the audit reports according to both sets of requirements. The German FIBAA report and final judgement will be realised after the Dutch NQA / NVAO one.

The audit panel satisfied the requirements laid down in the NVAO** Protocol ter beoordeling

van de werkwijze van visiterende en beoordelende instanties (12 May 2003). This document

contains a protocol of the method used by organisations that review and assess study programmes. The audit panel included members with domain-specific expertise, teaching and assessing expertise and expertise regarding international developments within the discipline (see Appendix 2).

The report consists of three parts:

• Part A: The Topic Report, in which the audit panel expressed judgement on the basic quality of the programme at the level of the topics. It contains the considerations on which the judgements were based. The judgements were graded as either positive or negative. In addition, the final judgement was formulated in the Topic Report.

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• Part B: The Detailed Report in which the audit panel expressed judgement on the basic quality of the programme at the level of the facets. It provides the arguments underpinning that judgement. According to NVAO’s regulations a judgement can be either unsatisfactory or satisfactory. The Detailed Report forms the basis of the Topic Report.

• Part C: Contains all the relevant Appendixes.

2 Introduction

HAN (Hogeschool van Arnhem en Nijmegen) aims at providing higher professional education

to undergraduates, graduates and professionals. Therefore it is devided into a HAN Bachelor

School coping with all majors and minors at bachelor’s level, a HAN Graduate School (HAN

University) in which all master programmes, associate professors and applied research activities are embedded and HAN Business School covering all commercial activities like consultancy and training. Especially in its master programmes HAN focuses on education, consultancy and applied research.

HAN offers 66 bachelor’s and 18 master’s degree programmes realised by 2.143 lecturers covering 1599 fte for 21.153 students. HAN’s annual intake is approximately 7.000 students. The MIB degree programme offered by HAN Graduate School, is embedded in the Faculty of Economics and Management (FEM). The focal points of FEM’s policy include student

orientation, internationalisation and labour market orientation. In this context MIB’s

predecessor, the Master of Arts in International Business started in 1999. Until 2002 it was realised in cooperation with the University of Hertfordshire. Since 2002 the programme has been reformed educationally and changed into the current Master of International Business degree programme. Its main features now are the international character, the professional profile and the academic, conceptual attitude it prepares its graduates for. This substantially reformed, new degree course was offered for the first time in the academic year 2004-2005. The programme is realised by 12 staff members, 8 from HAN, 2 from the Radboud

University, 2 from the Fachhochschule Gelschenkirchen Abteilung Bocholt (representing 1,6

fte teaching time). Thus far 7-15 students have attended the programme each year. In this year’s cohort 10 students are participating.

Graduates found their way on the labour market in international or international oriented trade and industry.

3 Method

The audit visit to the institution took place in accordance with the procedure set down in

NVAO’s Accreditation Framework for new Degree Courses. This means that the audit panel

found that the Self-evaluation Report and the Appendixes provided a clear basis for the audit visit and that the review took place on the basis of the domain specific frame of reference

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applicable to the programme. NQA distinguishes three review phases: the preparatory phase, the actual audit visit and the reporting phase. Below is a brief explanation by phase. The Preparatory Phase

First of all, a NQA auditor accompanied the course management from November 2004 until February 2005 with the information analysis for making the draft report. After the Self-evaluation Report and the Appendixes were found in order (at the end of March 2005), the audit panel members (with another NQA auditor) started preparing for the actual audit visit (in April 2005). All the panel members read the Self-evaluation Report and the Appendixes. The Dutch panel members formulated provisional judgements according to a prescribed review format. They also formulated questions that they passed on to the NQA auditor. On the basis of an overview of provisional judgements the NQA auditor finally drafted an agenda covering essential points and priorities for scrutinising documents and for conducting

interviews. The NQA auditor had a preparatory meeting with the programme manager on April 19th. The audit visit was prepared by the Dutch panel members during a preparatory meeting on 20th April. This resulted in a revised draft agenda covering the most important topics for review during the actual audit visit. This draft agenda was used during the further preparatory meeting of the complete panel, Dutch and German members, at the beginning of the audit visit on 27th_April.

In its Self-evaluation Report the institution indicated what domain-specific frame of reference it had chosen. Together with the domain experts in the audit panel, the NQA auditor

established whether the domain-specific aims and objectives were adequate, or whether more detailed supplementation or specification was needed. The Detailed Report states on what national, professional and programme profiles the domain-specific framework and the programme contents are based.

The Audit Visit

NQA drafted a timetable for the audit visit that was adjusted to the specific situation at the institution in cooperation with the programme manager (Appendix 3). Interviews were held with the management of HAN, of FEM, of the department and of the programme. In addition, interviews were held with lecturers and students. Joint interviews were held with graduates, representatives of the professional field (including the associate professor) and the external examiner of the MIB programme. At the onset and during the audit visit, the documents requested for scrutiny were studied. In between the interviews, the audit panel inserted so-called moments of consultation in order to exchange findings and to arrive at joint and more definite (tentative) judgements. The audit panel members substantiated their findings in writing. At the end of the visit the chairperson gave oral feedback on a few impressions and experiences of the audit panel without expressing an explicit judgement.

The Reporting Phase

On the basis of the findings of the audit panel, NQA drafted a two-part report consisting of the Detailed Report and the Topic Report in which the quality of the programme was reviewed. With this report in hand an institution can submit an application for accreditation

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of which adaptations were made. In the Topic Report NQA expressed judgements on the topics and the programme as a whole. This report was presented to the institution later in June for a check on factual errors .

The audit panel adopted the definite report in June. And finally, in July 2005, the audit report was presented to the institution that could then submit it to NVAO together with an

application for accreditation.

4 Formation of Judgements

In this Chapter the panel expresses a judgement on each topic by weighing the facets belonging to that topic. The ‘Decision Making Rules’ set by NVAO in the review protocol played an important role in this decision-making process. Moreover, the reviewers also took into account any special emphases the institution might have placed on the programme, the domain-specific frame of reference and a comparison with other relevant programmes on a number of aspects. A supplementary text was added to the final judgement in case of:

• giving weight to judgements at facet level; • benchmarking;

• generic findings that surpassed the facet level; • special emphasis or ‘best practices’.

In the judgements on the separate topics, the judgement of the facets was repeated each time followed by a weighing that lead to the final conclusion. Extensive substantiation is to be found in the Detailed Report.

5 Judgements by Topic

Topic 1: Aims and Objectives of the Programme

All three facets were judged satisfactory; consequently the judgement on this topic for the MIB programme was positive.

The final qualifications reflected special attention for the international orientation, the

attention for small and medium sized business and the multidisciplinary character of the MIB programme. Thus the degree programme’s distinctive features are stressed clearly in

comparison to other more general MBA programmes.

In line with MIB’s international ambitions the Self-evaluation Report presents in one of the appendixes a comparison of its final qualifications with those of a similar German, FIBAA accredited, programme. This comparison shows similarity as far as the ‘helicopter view’ is concerned and a more specific profile of MIB as far as the international dimension is concerned. In the final qualifications the panel recognised compliance with the Dublin

descriptors for a professional master’s degree programme. The members of the professional advisory committee (PAC), including the associate professor, legitimised the final

qualifications. In practice the graduates started off as professional masters in positions like manager of a department, business expander or credit controller. According to the panel this indicated suitable aims and objectives of the programme.

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Topic 2: Programme Contents and Structure

All six facets were judged satisfactory. Consequently the judgement on this topic for the MIB programme was positive.

The programme consists of eight modules, a dissertation and three so-called supportive modules. The literature used in modules (books and readers) as well as recommended further reading were considered adequate for this professional master’s degree programme. Due to rapid development in the professional field the programme needs to be adapted continuously while the focus on the master’s degree level of requirements should be maintained. The team and the professional advisory committee were firmly committed to realise this in close cooperation with one another. Students and alumni were found to be very positive about the practical and professional components of the programme.

The dissertations (of MIB’s predecessor) generally coped with relevant topics integrating the content of the courses offered. According to the panel most of the dissertations seen were of professional master’s degree level. Like the panel the external examiner saw possibilities for further improvement of the use of theoretical models and literature. As most of the

dissertations seen were already of professional master’s degree level and as the team was obviously prepared to stimulate further improvement of the quality of dissertations, the panel also expected sufficient quality of the MIB’s dissertations. Another integrating pivotal

component of the programme was the International Business Plan (IBP) that is realised in cooperation with a company and included recommendations for it. The duration of the programme is 90 EC to be realised within 15 months. Adequate intake procedures and criteria were found to be in place including for example the use of TOEFL (Test of English as a Foreign Language) and the foreseen introduction of GMAT (Graduate Management

Admission Test) or equivalent. The panel was convinced that the programme is adequate given the final qualifications it is heading for.

Topic 3: Deployment of Staff

All three facets were judged satisfactory. Consequently the judgement on this topic for the MIB programme was positive.

Staff were employed on the basis of their knowledge and professional experience; four of them participated in a so-called knowledge circle headed by the associate professor. Although the associate professor was not teaching in the MIB programme, she was a member of the professional advisory committee (PAC) and she also had her own business. Thus, together with the team’s contacts, especially via IBP and with PAC, the relations with professional practice were realised. The 1,6 fte allocated for the MIB programme was sufficient to ensure the quality of the programme. Three lecturers had a PhD, two others were planning one. Most other staff members, including the programme manager, had a relevant MA. The panel found a totally committed team of 12 staff members with an innovative attitude towards realising the MIB programme.

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Topic 4: Facilities

Both facets were judged satisfactory. Consequently the judgement on this topic for the MIB programme was positive.

The material facilities were found to be adequate. In addition to HAN’s own library well organised arrangements were in place for students that allowed them access to the Radboud University library in Nijmegen, if necessary. Every student had a personal coach with whom the student met at least three times during the MIB master’s degree course. Student

progress was discussed regularly in staff meetings. The Annual Monitoring and Evaluation Report shows that the criterion of at least 75% of students being satisfied with the

information provided, was met.

Topic 5: Internal Quality Assurance

Both facets were judged satisfactory. Consequently the judgement on this topic for the MIB programme was positive.

There was a quality management handbook presenting procedures and several verifiable targets set. There were also systematic Annual Monitoring and Evaluation Reports which functioned in a cyclic process among at least the teaching team and the PAC. The

involvement of staff and professional field (especially the PAC) with quality assurance was mainly achieved through their regular meetings during the course of the year. Formally, students were so far involved mainly through the evaluation formsthat they filled in.However, as of the current academic year, bi-annual student meetings were also introduced alongside the informal contacts inherent to a small-scale programme like MIB. Surveys among

graduates were also introduced.

Topic 6: Conditions for Continuity

All three facets were judged satisfactory. Consequently the judgement on this topic for the MIB programme was positive.

With the assistance of the board of the HAN it was guaranteed that all students who started the MIB master’s degree course could complete it ptovided they complied with the demands set. It was expected that the MIB programme would run with a positive efficiency ratio from 2006/2007 onwards. During the visit the board member of HAN declared that “the continuity of the programme is not in question; it can cost some money”.

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6 Overview of Judgements at Facet and Topic Level

Topic/Facet Judgement

Topic 1: Aims and Objectives S

Facet 1. Domain-specific requirements S

Facet 2. Master level S

Facet 3. Orientation HBO master’s degree S

Topic 2: Programme S

Facet 1. HBO requirements S

Facet 2. Relationship between aims and objectives and contents of the programme

S Facet 3.Coherence of the programme S

Facet 4.Study load S

Facet 5. Intake S

Facet 6. Duration S

Topic 3: Deployment of staff S

Facet 1. HBO requirements S

Facet 2. Quantity of staff S Facet 3. Quality of staff S

Topic 4: Facilities S

Facet 1. Material facilities S Facet 2. Student counselling S

Topic 5: Internal quality assurance S

Facet 1. Systematic approach S Facet 2. Involvement of staff, students,

graduates and the professional field S

Topic 6: Conditions for continuity S

Facet 1. Graduation guarantee S

Facet 2. Investments S

Facte 3. Financial provisions S

7 Overall Judgement

On the basis of the above overview and its underpinning in Section 5, the programme scored satisfactory on the six topics. This resulted in the overall judgement of the programme being satisfactory.

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Facets

Topic 1 AIMS AND OBJECTIVES OF THE PROGRAMME

Topic 1, Facet 1

Domain-specific requirements Satisfactory

Criterion:

- The final qualifications of the programme correspond to the requirements set by the

profession in the Netherlands and abroad and professional practice, in the relevant domain (field of study/discipline and/or professional practice).

The judgements were based on the following arguments:

• The final qualifications of the MIB programme as described in the self-evaluation (page 7) indicate that the graduate is expected:

a. to be able to direct several complex integrated business operations in a global context concerning marketing, finance, management and supply chain management

b. to fulfill these tasks at a starting position on a tactical level

c. to contribute on a strategic level to the development of the corporate strategy taking into account the aims of the organisation and the cultural environment

d. to be effective in the international workplace as an individual, team player and as a manager

e. to take into account his or her research abilities in combination with vision, creativity and innovativeness and the ability to translate these factors into workable and profitable company strategies.

• This description of the final qualifications differs slightly from the one in the Terms of Reference and Regulations; especially as far as attention for strategic management and SME are concerned. As the management reported that this document is about to be updated, the panel accepted these differences and is confident that they will be eliminated.

• These qualifications were authorised and supported by the Professional Advisory

Committee (PAC) that consisted of five representatives from the professional field and the associate professor of the MIB programme.

• One of the annexes of the self-evaluation provided a comparison of MIB’s final qualifications to those of a similar, FIBAA accredited, programme provided by the

Fachhochschule für Technik und Wirtschaft in Berlin. This comparison indicated a

similarity from a ‘helicopter view’ point of view. It also indicated a more explicit

international orientation of the MIB final qualifications compared to the German ones. • The interviews, especially those with the PAC and the alumni, underlined that the

programme and its final qualifications displayed a clear multidisciplinary and international focus with special attention for small and medium sized enterprises.

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• According to these groups the added value of MIB in comparison to an MBA is the international business aspect.

• The member of the HAN executive board interviewed reported that he too was very happy with this specialty because it made the programme more specific than ordinary MBA programmes. Thus expressing the vision of the board.

Master Satisfactory

Criterion:

- The final qualifications of the programme correspond to the general, internationally

accepted descriptions of the qualifications of a Master. The judgements were based on the following arguments:

• The self-evaluation states that “master programmes at the HAN aim at the development of knowledge and understanding in a field of study that builds upon and supersedes the competences acquired during the bachelor programmes, where learning skills that are necessary for continuous further study are provided for”.

• As the MIB programme is a HAN master’s degree course compliance with the Dublin descriptors can be expected. According to the panel the Dublin descriptors can be recognised implicitly in the final qualifications formulated for the MIB programme. • The panel identified attention for the following elements of the Dublin descriptors in the

final qualifications as described under Facet 1.1:

- knowledge and understanding: basis for originality in developing and/or applying ideas (a, c, e)

- applying (integrated) knowledge and understanding in multidisciplinary (and international) contexts (b, c, e)

- making judgements and communication: clear and unambiguous communication taking into account social and ethical responsibilities (c, d, e)

- autonomous and self directed behaviour reflecting learning skills (d, e).

Orientation HBO Master’s Degree Satisfactory

Criteria:

- The final qualifications are derived partly from the professional profiles and/or

professional competencies drawn up by (or in consultation with) the relevant professional field.

- The final qualifications reflect the level of an independent and/or managing

professional in a particular profession or professional field, or the level required to function adequately in a multidisciplinary environment in which a degree from a University of Professional Education is required or useful.

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• Most of the final qualifications were formulated competence oriented. According to the panel this was done at an appropriate level for this professional master’s degree course programme.

• Furthermore, the members of the PAC who were interviewed indicated that they would employ MIB graduates and some already had done so due to their intercultural orientation and ‘helicopter view’ on business and their capability to act competently in international SME settings.

• The argumentation of Facet 1 already made note of the intense involvement of the PAC with the MIB programme. In the interview the committee added that one of the advantages of the course team was that they were serious and willing to listen and argue about the programme and its final qualifications. It is to be expected that this will also apply for increased attention to e-commercing in the programme and its final qualifications. This is something the PAC hopes for.

• The positions held by alumni were in line with what could be expected from a starting professional master: manager of a department, business expander, credit controller and collection specialist. For all these positions a certain degree of multidisciplinary

management competence is necessary.

• A survey among alumni points out that according to 90% of the ten respondents the degree course was indeed above the level of a bachelor’s and that 30% of them had found a job at the level of a master’s almost immediately after completing the course. • Due to the small numbers and due to the fact that the alumni had so far followed the MIB’s

preceding programme, it is difficult to arrive at a firm conclusion about these outcomes of the survey. Since the programme under review was assessed as a new degree course and since it had been substantially renewed1_{compared to its predecessor, the panel was}

of the opinion that the graduates would be adequately qualified as professional masters in international business.

Topic 2 PROGRAMME CONTENTS AND STRUCTURE

HBO Requirements Satisfactory

Criteria:

- Students acquire knowledge by studying professional literature, study material

derived from professional practice and by interaction with professional practice and/or (applied) research.

- The programme has demonstrable ties with current developments in the professional

field of study / the discipline.

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- The programme ensures the development of professional skills and has demonstrable ties with current professional practice.

• The programme consisted of eight modules, a dissertation and three so-called supportive courses: report writing, coaching and (international) research methodology. The modules were: international economics, international financial management, international

organizational behaviour, international marketing, supply chain management, international business plan, international management, cross cultural management. In one of the eight modules, International Business Plan, focuses on the integration of what was learnt in the other modules and the supportive courses.

• According to the panel some modules seemed to overlap slightly; for example

international management and international marketing. This appeared to apply also for cross cultural management and international organisational behaviour.

• The descriptions of the modules and the course materials studied by the panel showed that the textbooks used in each module were up to date; sometimes there was an additional reader and some recommended reading. The prescribed literature and the recommended reading was at master’s degree level.

• It also became clear to the panel that cases and other course materials were often inspired by, if not derived from, actual professional practices. In the beginning of the programme (in international marketing for example) they were more monodisciplinary and simulated. Later on in the programme the complexity and multidisciplinary aspect

increased, as did the confrontation with real-life situations. For example, the international business plan covered economic analysis, supply chain management, financial aspects, research methods, marketing, etc. It was realised in cooperation with and included recommendations for an existing company (Nucletron).

• According to the panel developments in the professional field are numerous and rapid. This prescribed that the programme also needed continuous adaptation while maintaining the focus on the master’s degree level requirements. For example, by incorporating and integrating business-to-business marketing and e-commerce more clearly in the

programme.

• Students and alumni were very positive about the practical and professional component of the programme by means of, for example, visits to companies like (a Dutch beer brewery) Grolsch, (transportation company) Exel and (departments store) Bijenkorf, and an invited speaker like the corporate vice-president of Henkel (a large manufacturing company). The PAC recommended more such visits and also inviting more foreign entrepreneurs as guest speakers in the programme to further strengthen the interaction with the professional field.

• The topicality of the programme was tested by means of regular meetings of the teaching team and PAC. The teachers indicated their satisfaction with PAC’s feedback on the content of the programme; in turn the PAC praised the way the teaching team picked up their comments and recommendations.

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Relationship Between Aims and Objectives and the Contents of the Programme

Satisfactory

Criteria:

- The intended programme, the didactic concept, the methods used and the way in

which the course is examined reflect the final qualifications that are to be achieved upon graduation from the degree course.

- It is demonstrated that the final qualifications have been translated into learning

targets for the intended programme or its components. The judgements were based on the following arguments:

• The self-evaluation presented a clear schema showing the relationship between the final qualifications and each course component (see the Annexe below). The course

information provided per trimester describes its aims and objectives/learning outcomes for each course. These aims and learning outcomes were obviously related to the final requirements although these relations were not always made explicit. Furthermore, these descriptions present information about learning/teaching methods, assessment details, course content, subject area (IBP for example: “preparing for the global/local arena”) and a reading list.

• Some of the modules (i.e. international management, international organisational

behaviour, cross cultural management) appear to get more EC than they deserve. In the opinion of the panel 5 EC would be enough for these modules considering their content and workload. Students agreed with this observation of the panel, at least as far as international organisational behaviour was concerned. The teaching staff and the

programme manager explained that policy is to offer only modules of 7,5 EC. That being the case, the panel suggested to consider combining some modules or reshuffling content in order to align the number of EC better with the actual load of the modules. From the perspective of the study load of the total programme as perceived by students, these apparently overvalued modules were counterbalanced by some other, probably undervalued, modules (see also facet 4.2).

• During the three trimesters student learning had to develop from being directed by teachers towards being self-directed. In the self-evaluation this was presented as being part of the process-oriented learning strategy through which students were gradually confronted with a complex and cross-discipline approach in international business. • This approach to be reflected in the substantial number of assessments which made the

programme very intensive. The assessments of the modules of the first trimester were more reproduction-oriented than those of the second trimester. In many modules essays had to be written as well. According to the panel the quality of these essays varied, but quality increased with time to master’s degree level. Results of the integrated assessment by writing an international business-plan were not yet available due to the fact that this was the first year the MIB degree course was offered.

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been awarded at least 40 out of 100 marks. For passing an examination at least 55 marks were needed.

• In the interviews alumni and students reported clear assessment criteria and generally fair grading. It appeared from written evaluations by students that some incidental unfair grading had occurred in the 2004/2005 cohort. No formal appeals had been formulated by the students.

• The criteria set for dissertations regarded the presentation and structure of the dissertation as well as with the problem definition, the justification of the research

methodology, the profound use of resources, the applied theory, the relevance (academic and business framework) and the conclusions and recommendations.

• According to the panel the dissertations generally cope with relevant topics given the final qualifications the MIB degree aims at. The dissertations reviewed were generally at a master’s degree level.

• Before obtaining the degree, the dissertation had to be presented and defended orally. This was also part of the final assessment. The final marking of the dissertation was done by two members of staff who paid attention to the criteria set. Ten percent of the final mark was awarded for the proposal for the dissertation including attention to IRM results, 10% was awarded for the process of writing the dissertation, 50% for the document itself and 30% for its presentation and oral defence.

• Afterwards the external examiner also looked at the dissertations and provided verbal as well as written feedback on them. The panel saw two reports of her regarding

dissertations of the MIB predecessor (October 2003 and January 2005). These reports displayed sound observation of the dissertations and their marking as well as progress in the quality of the dissertations throughout the years. She mentioned, for example, some dissertations that had been awarded high marks (2003), improved referencing (2003), the obvious positive impact of the dissertation guidelines and criteria for assessment (2005), and the room for further improvement of the use of theoretical models and literature (2005). The panel agreed on these critical points.

• The panel also discussed with her whether the dissertation should stand for 30 EC. She agreed that some of the dissertations the panel had seen either did not deserve 30 ECs and/or had been given highmarks, while another appeared to have been marked too low in comparison to the rest. However, it should be realised that the dissertations seen all were produced in the context of the old programme and that substantial progress had been made regarding the quality of the dissertations as well as the quality of the marking procedures; by, for example involving PAC members more with the dissertations. They proved to be positive about such increased involvement, for example, by at least reading some of the dissertations in future. Another example was the increased involvement of the external examiner with assessments in general as means of quality assurance of testing and assessment. This is still under discussion now.

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Coherence of the Programme Satisfactory

Criterion:

- The intended programme is coherent in its contents.

• From the self-evaluation and the interviews it became clear that three elements in particular were intended to facilitate integration and coherence in the programme: the supportive IRM course which, unfortunately, was not explicitly awarded ECs, the international business plan (7,5 EC) and the dissertation (30 EC). IRM is conditional for participation in the IBP and part of the dissertation process (10% of the final mark).

• The minutes of the board of examiners showed that according to the team students of the previous programme did not seem to see the relationship between modules and that much guidance is needed in this respect. The team members discussed how to improve the integration and structure of the programme by means of an assessment plan that focuses on the final requirements.

• Alumni reported on weak links between the subjects. On the other hand, the multidisciplinary and practical character were mentioned as strong and coherence enhancing features of MIB’s predecessor.

• When asking for the connecting thread in the programme students, alumni and the PAC members mentioned international business and the ‘helicopter view’. Pivotal in the

programme to all of them was the international business plan (previously the international business project).

• Although IRM does get enough attention according to the course management by emphasising its importance during the introductory week and during the coaching sessions, students indicate that the IRM part of the programme should receive more emphasis. For example, by allotting ECs to it, because to them in essence it was also part os the connecting thread. To them IRM was too free of obligations, although they did see its value for IBP and the dissertation.

• A more in-depth look at the content of the modules, especially in relation to the IBP module, and some further verification with the students convinced the panel of the potential integrative function of the international business plan.

Study Load Satisfactory

Criterion:

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

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• The panel had serious problems with a planned workload of 90 EC to be realised in 12 months. Even when some modules appeared to be slightly overvalued (see 2.2). The panel discussed this extensively with almost all the groups interviewed. It did so especially with the management of the course and the HAN board because this could be one of the reasons for FIBAA to not award the envisioned accreditation alongside NVAO one. Shortly after the site visit this problem was solved (see 5th_{bullet below).}

• Alumni and students reported a heavy and sometimes unbalanced workload. The Annual Monitoring and Evaluation Report, AMER of 2003/2004 shows that this problem had been recognised by the team and that measures of improvement were taken.

• The alumni survey showed that only 50% of them thought that 12 months is feasible for the (old) MIB programme.

• The AMER of 2003/2004 reported that only about 30% of the students had managed to complete the previous course within the time set. It was announced that based on the figures for 2004/2005 a decision regarding the length of the programme might be necessary.

• In this respect, the Board of HAN reports, in a letter dated 15th May, its decision to extend the duration of the MIB programme from 12 to 15 months. The panel welcomed this decision and its quick implementation in the current academic year by extending the dissertation period.

• Due to the small scale of the programme, the socalled ‘problem students’ were identified rather soon by the teaching team. They discussed them in their meetings as board of examiners. These students also received extra attention from the programme manager. Students indicated that they liked the individual attention from and interaction with teachers as well as the individual coaching they received. It was supposed that this so-called early warning system indeed contributed to removing impediments to study progress as much as possible.

INTAKE Satisfactory

Criterion:

- The structure and contents of the programme are in line with the qualifications of the

incoming students.

• Students in the possession of a validated bachelor’s degree in business or a related discipline, an adequate level of English (International English Language Testing System, IELTS 7,0 or more, TOEFL at least 250 electronic), at least 21 years’ of age, at least one year of relevant work experience and the academic and motivational ability to maintain a master’s degree standard were admitted to the MIB course.

• The students’ academic and motivational abilities were tested by means of a letter of motivation and an interview.

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• The panel wondered why no admission test like for example GMAT was used. More so because in the interviews PAC members and the external examiner recommended a more strict admission policy in order to get better students. They added that the quality of some students was already good and comparable to other master’s degree programmes. • When asking the programme manager about this she indicated that GMAT or a similar

test would be introduced soon, as had been announced in the AMER 2003/2004.

• The panel also wondered why more explicit reference had not been made to (parts of) the pre-master’s degree course in the admission criteria as a possibility for applicants to comply better with the entrance requirements. The course manager explained that if an applicant has deficiencies, it is the applicant’s responsibility to solve them before applying again.

Duration Satisfactory

Criterion:

- The programme complies with formal requirements regarding the size of the

curriculum: HBO master’s degree programme: at least 60 credits. The judgement was based on the following argument:

• The programme consists of 90 EC to be realised within 15 months.

• Although the panel had some doubts about this, it was convinced by the management’s argument that even with a more strict execution of the intake procedure the programme deserves more than 60 EC. Furthermore, due to its international content and participants 90 EC has been valued as adequate.

Topic 3 DEPLOYMENT OF STAFF

HBO Requirements Satisfactory

Criterion:

- Teaching is provided for the most part by staffs who relate the programme to

professional practice.

• The self-evaluation reported on faculty policy regarding staff in which staff were employed on the basis of their knowledge and professional experience and were able to contribute to the programme. Only senior lecturers who took part at least in knowledge teams were deployed in the programme. Knowledge teams were expected to share and exchange

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senior lecturers were members of a so-called knowledge circle. Knowledge circles were headed by an associate professor and concentrated on the development and exchange of expertise through applied research and/or consultancy activities. They were also seen as networking groups by means of which expertise from the professional field could be introduced in educational programmes and thus contributing to the innovation of the education offered.

• The CVs of the staff showed a variety of backgrounds in professional life and/or

education. The associate professor of the programme, also a PAC member, had her own business as well; according to herself as well as the programmemanagement, in practice this was a good combination. She did not actually teach in the programme. One other lecturer also had his own consultancy and trainee business besides teaching

commitments in MIB. Of the other 11 lecturers six had obvious professional experience: three untill about 1991, one till 1995, one very varied international till 1999 and one untill 2001.

• However, the panel did not come accross contra-indications of insufficient relations with professional practice. Contacts with professional practice were maintained through the IBP, the PAC and the associate professor.

• The maintenance of contacts with professional life took place mainly via PAC members, their networks and contacts in the context of the MIB programme.

Quantity of Staff Satisfactory

Criterion:

- Sufficient staff are deployed to ensure that the programme is provided with the

required standard of quality.

• Within the FEM faculty 1,6 fte was allocated for teaching in the MIB programme. Hours were allocated on the basis of the number of contact hours, consultancy hours and development hours. Lecturers got 30 hours per student for guiding students when they wrote their dissertations.

• No complaints were registered about workload of lecturers.

• According to the panel 1,6 fte would also do if there were about 25 students in the programme. So, if the forecastnumber of 18 students in 2007/2008 would enrol, the workload might increase a bit, but there still would be sufficient staff deployed to ensure the quality of the programme.

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Quality of Staff Satisfactory

Criterion:

- The staff are qualified to ensure that the aims of the programme regarding contents,

didactics and organisation are achieved.

• Two staff members were also professors at the Fachhochschule Gelsenkirchen, two other staff members were also employed by the Radboud University, three of them have a PhD. All other staff members except one had a MA. Two lecturers were planning a PhD. • The programme manager also had a relevant MA (in economics). In the interview with the

management she presented herself as a very dedicated, well informed and strong

organiser of the MIB programme. The interviews with alumni, students, teaching staff and PAC supported this impression of the panel.

• Policies regarding staff appointments appeared not to have been very explicit as far as didactic competence was concerned. This was counterbalanced by sincere commitment of the staff and an innovative attitude of them and the recently introduced Hay

descriptions for senior lecturers which required specified didactic competences.

Furthermore, two staff members followed a course about teaching with cases last year and two others joined a training in order to become certified coaches. Traditionally more explicit attention appeared to be paid towards professional expertise. As the core of the MIB programme was in international marketing, financing and economics, the panel recommended to ensure the availability of top level teachers for these subjects. • As staff were hired for this specific, relatively small programme on the basis of their

expertise, their professional development was not given much attention within MIB. The yearly performance interviews with staff were held by the manager of the department for those who were appointed by HAN. For those hired externally the programme manager realised similar interviews.

• When asking students and alumni about the quality of staff, they were almost unanimous: some very good teachers, one weak and the rest with good, mainly positive variation.

Topic 4 FACILITIES

Material Facilities Satisfactory

Criterion:

- The accommodation and material facilities are satisfactory to implement the

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• HAN had 25 classrooms designed to accomodate various types of teaching and learning like project meetings, language laboratories and seminars. There also were two lecture halls, 11 computer rooms and a multi-media laboratory.

• Library facilities were shared with all HAN courses. As the MIB students did have some more specific information needs, they had well organised arrangements for access to the university library of the Radboud University Nijmegen.

• The MIB students obviously had their own place in the faculty. They had their own ‘master’s room’ that provided independent access to the computer and internet facilities during opening hours of the faculty. All teaching for MIB was realised in the same classroom.

Student Counselling Satisfactory

Criteria:

- Student counselling and the information given to students are adequate for the

purpose of study progress.

- student counselling and information given to the students correspond with students’

needs.

• For every student 10 hours were allocated during the year for coaching by a coach who was experienced with advising managers. During the introductory week of the

programme, coaching was started off in a workshop based on the theory of Ned Hermann. Later in their MIB career students were given two more planned individual coaching sessions with their personal coaches. In the first session the final requirements and the personal style discovered in the workshop were confronted. Based on this students could make a personal development plan. The second meeting concentrated on their ideas about their management style and their possible future careers. At the end of the

programme there was a final meeting of coach and student in which the student received advice for his or her career given his or her development during the master’s degree course.

• The minutes of the examination board showed that the study progress of the students was discussed regularly during staff meetings. This was done on the basis of information provided by the programme manager and observations of teaching staff.

• In the interviews students and alumni reported good experiences as far as support and guidance were concerned. Students explicitly mentioned the personal coach as a strong point of the programme.

• They also reported generally good, well planned and appreciated information about the course. Last year there had been some miss-communication regarding the Dutch distinction between academic and professional master’s degrees. Everybody involved

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showed to be aware of this miss-communication and it became clear to the panel that adequate measures for improvement were realised.

• The Annual Monitoring and Evaluation Report showed that in 2003/2004 the criterion had been met that 75% of the students were satisfied with the information provided.

• Given the intake of an international and therefore heterogeneous group of students, the panel found the procedures for student counselling adequate.

Topic 5 INTERNAL QUALITY ASSURANCE

Systematic approach Satisfactory

Criterion:

- A system of internal quality assurance is in place, which uses verifyable targets and

periodical reviews to take measures for improvement. The judgements were based on the following arguments:

• There was a Quality Management Handbook presenting a rather extensive and formalistic approach to internal quality assurance. It showed that in addition to already existing practices of meetings of the staff, PAC and the board of admission, surveys were to be incorporated among students and alumni. The same applied for meetings with students twice a year. The handbook also presents several verifiable targets set. For example, 90% of the students should agree that the assessments were in line with the course aims, 75% should be satisfied with the coaching, the MIB programme only started when at least eight students were enrolled, the ideal size of a new cohort was between 20 and 25 students, a drop-out rate of 10% was acceptable and 75% of the students should complete the course within 12 months. So far, quite a number of the targets described had not been reached yet. According to the panel this was understandable given the phase of implementation of the programme.

• There were also Annual Monitoring and Evaluation Reports. They were systematic and informative concerning reflection on the content of the programme and the realisation of targets set. These so-called AMERs functioned in a cyclic process among at least the teaching team and PAC.

• The announced EFQM audit would be realised by the Quality Assurance department of HAN every three years.

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Involvement of Staff, Students, Graduates and the Professional Field

Satisfactory

Criterion:

- Staff, students, graduates and the professional field for which the students are being

trained, are actively involved in the internal quality assurance. The judgements were based on the following arguments:

• The panel had seen a number of evaluation forms filled in by students covering several years of MIB and its predecessor. Also a summary of the survey among alumni of MIB’s predecessor had been provided on request of the panel. As yet the MIB programme does not have alumni. One of the comments some students from the 2003/2004 cohort made is that they were not represented on committees. This might be counterbalanced by the above mentioned introduction of student meetings (see 5.1).

• The PAC is very much involved and committed to the programme. They met five times a year and their minutes showed substantial evaluative discussions with the teaching staff regarding the courses as well as proactive recommendations for improvement of the quality assurance like ‘all lecturers of MIB should be a member of a knowledge team’. • The teaching team’s involvement in guarding the quality of the programme was mainly

realised by means of their meetings as board of examiners three times a year. • According to the panel, the internal quality assurance practice of MIB so far was less

formalistic than the Handbook suggested. Due to the small scale of the programme in practice the more informal approach combined with the systematic AMERs seem to function well. to The panel was convinced by students, alumni and PAC reporting that the course management and teaching staff were prepared to listen and improve for the better. They gave several examples of adequate actions when necessary; even while courses were being executed. An example was the adjustments to the international business project during its execution. In the new MIB programme the international business plan had been introduced instead of the former international business project.

Topic 6 CONDITIONS FOR CONTINUITY

Graduation guarantee Satisfactory

Criterion:

The institute guarantees its students that the course programme can be fully completed. The judgements were based on the following arguments:

• In the policy document on the FEM Master’s School regarding the period 2005-2008 it was stated that with the assistance of the Board of HAN it was guaranteed that all

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students starting a master’s degree course programme within the FEM Master’s School could complete their studies according to the final qualifications offered provided that they comply with the demands set (page 15).

Investments Satisfactory

Criterion:

The intended investments are sufficient to implement the degree course (including facilities and provisions)

• The self-evaluation showed that the previous programme had been operated with a negative efficiency ration but was expected to operate positively from 2006/2007 onwards. • In the interview with the management of the programme, faculty and HAN, it became clear that the possibility for using HAN facilities for realising the programme would be continued as the programme was embedded in the FEM Master’s School.

Financial provisions Satisfactory

Criterion:

The financial provisions for the negative results that have been calculated are sufficient to cover the start-up losses

• The self-evaluation presented a schema of estimated and realised results form 1998 till 2008. So far the results have been negative except for the year 2002-2003. According to the figures presented, the estimated negative result for 2004/2005 so far appeared to become a positive one with 12 students paying a tuition fee of € 8.500,-. The positive prognosis for 2007/2008 took into account 18 students paying a tuition fee of € 9.250,- • Although the duration of the programme was extended from 90 ECs in 12 months to 90

ECs in 15 months, the tuition fee remained the same as the content of programme would not really change.

• In the interview with the management of the programme, the faculty and HAN, the board member of HAN declared that “the continuity of the programme is not in question; it can cost some money”.

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Annexe

Courses IEC IFA IOB IMK REP IRM ISCM IBP IMT CCM IPR

Final Requirements

Problem analyses/solving XXXX XXXX ▪ XXXX XXXX ▪ XXXX ▪ XXXX XXXX

Strategy development ▪ XXXX XXXX ▪ XXXX ▪ ▪ XXXX

Globalisation XXXX ▪ XXXX ▪ ▪ XXXX XXXX XXXX

Cross cultural skills ▪ ▪ ▪ ▪ ▪ XXXX XXXX

Understanding of business/innovation processes ▪ XXXX ▪ ▪ ▪ ▪ XXXX

International economic relations on micro/meso/macro

level XXXX XXXX ▪ ▪ ▪ XXXX XXXX

Financial flow of funds in an international context ▪ XXXX ▪ ▪ XXXX

Marketing management in an international environment ▪ XXXX ▪ XXXX XXXX

Supply chain management international flow of funds/goods/knowledge

▪ XXXX

XXXX

▪ XXXX

XXXX

Business competition in an international environment ▪ ▪ XXXX ▪ XXXX XXXX ▪ XXXX

Organizational behaviour and organizational structure XXXX ▪ ▪ ▪ ▪ XXXX XXXX

Human resources management XXXX ▪ ▪ ▪ ▪ XXXX XXXX

Research techniques and skills ▪ ▪ ▪ XXXX ▪ XXXX ▪ XXXX

Management skills :

Social competence XXXX ▪ ▪ XXXX ▪ ▪ XXXX

Openness to other ways of thinking XXXX ▪ ▪ XXXX XXXX ▪ XXXX

Cultural adaptions XXXX ▪ ▪ XXXX XXXX

Ability to manage/work/motivate in a team XXXX XXXX ▪ XXXX ▪ ▪ XXXX

Self-reliance / self-reflection/ independence XXXX ▪ ▪ ▪ XXXX XXXX

Decision making XXXX XXXX XXXX ▪ XXXX XXXX Creativeness/innovativeness ▪ XXXX ▪ ▪ XXXX ▪ XXXX Flexibility ▪ XXXX ▪ ▪ XXXX XXXX Communication skills (oral/written) ▪ XXXX XXXX XXXX XXXX ▪ ▪ ▪ XXXX XXXX ▪ ▪ XXXX XXXX Abbreviations:

CCM = Cross Cultural Management IBP = International Business Plan

IEC = International Economics IFA =International Financial Management

IMT =International Management (globalising the organization) IMK =International Marketing

IOB =International Organizational Behaviour IPR =Project/thesis/dissertation

IRM =Research methodology REP =Report Writing

ISCM =Supply Chain Management XXXX : meeting the final requirements

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Appendix 2:

Expertise of the Audit Panel Members

Required expertise according toNVAO Audit panel m embe r, chai rpe rson: Ing. S. Molkenboe r MBA Audit panel m embe r domai n: Prof. Dr. P.S. Zwart Audit panel m embe r domai n: Prof. Dr. J. Breinlinge r – O’Reill y

FIBAA auditor: Dipl.-V

w . D. Motok i NQA audito r: Mrs d rs. J. B raak sma

Qualities of the Chairperson x x

Qualities of the Auditor x x x X x

Relevant Professional Field Expertise

x x X

Educational Knowledge and Knowledge of Professional Education

x X

Knowledge / Experience with Regard to Relevant International Developments in the Professional Field

x x x X

Specific additions from the pool of audit panel members in random order:

Mr Molkenboer

Was primarily deployed due to his experience as chairperson in more than one complex clustered review trajectory, among them “Management, Economie en Recht” (management economics and law). He has participated in the NQA auditor training for higher education, has knowledge of the

accreditation system based on previous audit visits, has 35 years of work experience in business among them 15 years abroad.

Educational record:

Hogere Textielschool Enschede; “Spin- en weeftechnologie”, “Bedrijfskunde” (1960-1967) (University

of professional education; textile technology and business administration) Western, Cullowhee, N.C., USA; MBA degree (1973-1976)

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Employment record:

Several positions in the Netherlands, Germany and USA for Akzo Nobel Textiles- and Coatings division. (1967-1983)

General Director, Akzo Nobel, Coatings Industries in Ternat and Vilvoorde, Belgium (1983-1991) General Director, Van der Windt Groep, Honselersdijk, Packing Division KNP BT (1991-1994) Division President, Talc Division, Amsterdam, WMC Ltd, Melbourne Australia (1994-1999) Chief Executive Officer, “Koninklijke N.V. Nationaal Grondbezit”, The Hague (also known as

NAGRON) (1999-2003)

Director-owner KUNISO BV, Management Consultants (since 2003)

Mr Zwart

Professor of Small Business and Entrepreneurship at the Department of Marketing and Marketing Research, Faculty of Economics, University of Groningen., He teaches in the master’s trajectory Small Business and Entrepreneurship together with colleagues from the Faculty of Economics and the Faculty of Management and Organsation. He is one of the founders of this new trajectory at the University of Groningen.

Before 1990 Peter Zwart’s core occupation was Marketing Research. He wrote a Dutch textbook on Marketing Research (“Methoden van Marktonderzoek”) and several articles, mainly in Dutch journals. After 1990 his work moved almost completely to Small Business and Entrepreneurship. He has published several articles and chapters in national (MAB) and international journals like the Journal of Small Business Management, Small Business Economics, Journal of Small Business Strategy.

Educational record:

Business Economics at the University of Groningen

Employment record:

Professor of Small Business and Entrepreneurship. (1990) Associate Professor of Marketing Research. (1985)

Assistant Professor of Marketing Research; Ph.D in Economics. (1983)

Dissertation: “Decision process of retailers: an application in the chemist industry”.

Teacher of Marketing and Marketing Research; doctorate Economics (MA), University of Groningen. (1971)

Mr Breinlinger-O’Reilly

Experience with the system of external review in Higher Professional Education (in the Netherlands and abroad). Experience in Austria and Germany since 2000. Three M.B.A. Programmes and one M.A. in Entrepreneurship. Responsible for the M.B.A. Programme in Health Care Management at Berlin School of Economics, accredited in 2002. All M.B.A. programmes of Berlin School of Economics are accredited.

Fields of expertise (also knowledge of the international branch) concern Strategic Management, Human Resource Management, Quality Management and Management of Health Care and Social Care Organisations.

Educational record:

Abitur (1971)

University of Karlsruhe, Economics and Philosophy (1971 – 1978) Diploma in Economics, University of Karlsruhe (1978)

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Employment record:

University of Karlsruhe, Research Assistant (1978 – 1984) Free University of Berlin, Assistant (1984 – 1988)

Management Training Programme, City Hospitals of Berlin (1988 – 1990) Head of Human Resource Department (1990 – 1992)

Director of Administration (1992 – 1995) Chief Executive Officer (1996 – 2002)

Professor at Berlin School of Economics (since 2002)

Mr Motoki

International experience with the system of external review in Higher Professional Education. Participated in several accreditation processes in Germany, Austria and Switzerland.

University of Dortmund, Business Sciences (1992 – 1993) University of Bonn, Economics (1996 – 2002)

Motoki International GmbH, Germany, Assistent of Managing Director (1993 – 1996)

Foundation for International Business Administration Accreditation FIBAA, Bonn, Trainee (2003) Foundation for International Business Administration Accreditation FIBAA, Bonn, Research Associate (since 2003)

Mrs Braaksma

Was primarily deployed due to her experience in more than one complex clustered review trajectory, among them “Occupational Therapy”. She has knowledge of the accreditation system based on previous audit visits in which she participated as chair, member or secretary of committees auditing existing or new degree courses.

“Cursus informatiekunde” (GO-C, library and information sciences), specialisation management (1989) Education, specialisation educational administration and comparative education, minors in economics and psychology, University of Groningen (1984)

Teacher training college primary education Utrecht (1976)

Senior advisor IOWO, consultants on education, poicy and organisation, Radboud University Nijmegen

(since 2003)

Educational advisor quality assurance at the DINKEL Institute, also chair of the university’s central working group for timetabling (2001-2003)

Policy advisor/panel secretary in the pilot project on accreditation of the HBO-raad (2000-2001) Reference librarian and head of a faculty library at the University Twente (1988-2000)

Member or chair of several committees in the professional and educational field (1988-2000) Educational researcher at the Universities of Groningen and Amsterdam (1985-1988)

Research activities in the field of comparative education and educational administration, participation in international (inter)visitation programmes (1985-2003).

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Appendix 3:

Programme of the audit visit

Wednesday April 27th 2005

13.00 – 14.00 arrival of panel members & first informal meeting with department director and programme manager

14.00 – 18.15 last preparatory committee meeting and studying of additional material 18.15 – 18.45 meeting with alumni:

Mirte Pol (September 2004) Bart Zegers (July 2004)

Claude Michel Nkuimi (October 2004) Michel van Ommeren (August 2004) Carolina Bazan (October 2003)

Thursday April 28th 2005

08.30 – 09.45 studying material

final preparation of questions and follow-up strategy of the visit 09.45 – 10.30 first meeting with management:

drs. M.J.G. Bormans (member executive board HAN) drs. F.H.J. Stöteler (faculty director)

drs. W.G. Groot (department director)

Mrs drs. A.G.R. Evertse-Haanstra (programme manager) 10.30 – 10.45 coffee break

10.45 – 11.30 meeting with representatives of the professional practice drs. K. Groenenboom (CEO Chess Medical Technology) B. Kemperink (Director Foreign Investments Oost NV) Ph.D.H.W. Mackenstein (Professor for Business Studies)

drs. G.R.M. Reinders (the acting Manager Director of Hamelandgroep) K.A. Ronaldus (Volvo International)

drs. L.B. van Weerden (Managing Director/Owner of Top Trade International and Export Agency, associate professor SMEs in international business at Arnhem Business School)

11.30 – 11.45 coffee break

11.45 – 12.30 meeting with students Mathieu Abet (French) Anthony Dermer (Australian) Divine Elage (Cameroonian) Tanmay Udayan Gandhi (Indian) Kole Kovachev (Macedonian) Vengesai Magadzire (Zimbabwean) Konstantinos Tsekmeres (Greek) Joris Wichers (Dutch)

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12.30 – 14.00 lunch

14.00 – 14.45 meeting with MIB staff

M. van den Bosch MBA (IBP) dr. B. Erke (IFA)

prof. Dr. R. Figura (IOB) drs. A.J.L. van Osch (REP) J.R. Rance MBA (IMK)

drs. A.J.W.P.M. Teunissen (IEC) J. Vinke MA (IOB)

E.J. Vooren (ISCM) drs. L.A. Zijlstra (IRM) 14.45 – 15.00 coffee break

15.00 – 15.30 meeting with the external examiner

M. Clarke MSc (Loughborough University, UK) 15.30 – 17.30 panel meeting preparing draft conclusions 17.30 – 18.00 second meeting with management

drs. W.G. Groot (department dirctor)

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Appendix 4:

Overview of the documents made available for scrutiny by

the institution

Self-evaluation report MIB 2005

Benchmarking of MIB, ABS and FHTW 2004

Curricula vitae lecturers, PAC members, external examiner 2004/2005

InstellingsplanHAN 2004-2008

JaarverslagHAN 2003

HANlectoraten, onderzoek en advies

Notes regarding knowledge teams and promoveren in het HBO

Internationalisering bij de faculteit Economie en Management 2004-2007

FEM Masterschool2005/2008

Op weg naar zelfverantwoordelijk lerenFEM 2001

Toetsbeleidsplan, een handreiking voor veredere uitwerking door opleidingen van FEM 2001 De HEAO en haar strategisch beleid 2004-2006

HAN functiebouwwerk 2004

MIB terms of reference and regulations governing the Master of International Business Programme 2004/2005

MIB Annual Monitoring and Evaluation Report 2002/2003, 2003/2004 MIB Quality Management Handbook 2004/2005

Introduction Programme MIB students 13-17 September 2004 MIB Winter trimester 2004/2005

MIB Spring trimester 2004/2005

MIB Course Manual International Business Plan 2004/2005 Programmes of visits to Nucletron, Grolsch, Exel, Bijenkorf MIB Dissertation Guidelines and Information 2004/2005

Course materials including guidelines, literature and assessments Ten dissertations of MIB’s preceeding programme

Results of evaluations among students and alumni of MIB and/or its predecessor Minutes of the board of examiners (including letters from the external examiner) Minutes of the professional advisory committee