TiasNimbas Business School, Utrecht

Transcription

TiasNimbas Business School, Utrecht
Study Programme: International MSc in Business
Administration, WO-Master
Croho:
60061/60372
Type of education: full-time, part-time
Date of audit visit:
September 11th 2009
© Netherlands Quality Agency (NQA)
Utrecht, October 2009
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© NQA - audit TiasNimbas Business School, WO-Master International MSc in Business Administration
Contents
Contents
3
Part A:
Topics
1.
Preface
2.
Introduction
3.
Method
4.
Process to Final Assessment
5.
Conclusions by Topic
6.
Conclusions and Assessments at Aspect and Topic Level
7.
Overall conclusion
5
7
7
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12
14
15
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Part B:
Aspects
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic 6
Topic 7
17
19
23
34
37
40
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Part C:
Annexes
Annex 1:
Annex 2:
Annex 3:
Annex 4:
Annex 5:
Aims and objectives of the degree course
Programme
Deployment of staff
Facilities
Internal quality assurance
Results
Planningsneutrale Conversie
Declarations of Independence by the Audit Panel Members
Expertise of the Audit Panel Members
Audit Visit Programme
Overview of documents made available
Overview of documents regarding the professional profile and
domain objectives of the programme
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Part A:
Topics
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1.
Preface
This is the assessment report of the International MSc in Business Administration study
programme offered by TiasNimbas Business School.
In this report NQA gives account of its findings and conclusions, as well as of its working
method. The audit was undertaken within the framework of the accreditation of study
programmes of higher education. The audit process started in July 2009 when NQA received
the Self Evaluation Report from TiasNimbas. The site visit by the NQA panel took place on
September 11th 2009. The audit panel consisted of the following experts:
Prof. dr. H.F.D. Hassink RA (chairperson, work field representative Financial Management);
Prof. dr. P.F. Zwart (work field representative Marketing Management);
Dhr. J. Schueler (student member);
Ir. M. Dekker-Joziasse (NQA-auditor).
The audit panel complies with the requirements set down in the NVAO** document entitled
Protocol ter beoordeling van de werkwijze van visiterende en beoordelende instanties
(October 2007). This document contains the protocol of the method organisations need to
adhere to when reviewing and assessing study programmes. The audit panel included
members with domain-specific expertise, and teaching and assessing expertise (Annex 2).
The report consists of three parts:
• Part A. The Topics Report. It contains the conclusions of the audit panel concerning the
basic quality of the study programme at the level of the topics. It provides the
considerations on which the panel based its conclusions. The conclusions are either
positive or negative. The final conclusion is also formulated in the Topics Report.
• Part B. The Detailed Report. It contains the assessments of the audit panel concerning
the basic quality of the study programme at the level of the aspects. It states the findings
that underpin the assessments. The assessments are awarded a mark on a four-point
scale as prescribed by NVAO: ‘unsatisfactory’ [onvoldoende], ‘satisfactory’ [voldoende],
‘good’ [goed] and ‘excellent [uitstekend]. An exception is the marking of Duration, Aspect
2.6. Additional instructions by NVAO resulted in an adaptation for marking this Aspect:
‘complied’/’not complied’ [voldaan / niet voldaan].
• Part C: Annexes.
2.
Introduction
TiasNimbas is the business school of Tilburg University (UvT) and Eindhoven University of
Technology (TU/e). The school originated in 2006 after the merger between Tias Business
School and Nimbas University with a view to creating an international, all-round management
school.
Tias Business School was established in 1986. In April 2001, the school became a private
company with limited liability in which Tilburg University owned a hundred percent of the
shares.
**
NVAO = Nederlands - Vlaamse Accreditatie Organisatie (Netherlands Flemish Accreditation Organisation)
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Since April 2004, Tilburg University owns eighty percent of the shares while the remaining
twenty percent are owned by Eindhoven University of Technology. At the same time that Tias
gained its independence, it also achieved the faculty status at Tilburg University. This
enabled the school to appoint professors within the university system. In order to guarantee
continuity there is union of staff [personele unie] between the Dean of the business school
and the Dean of the faculty.
Nimbas Graduate School of Management was established in 1988 with a view to introducing
a British MBA programme in the Netherlands. In 1988, a partnership was formed between
Nimbas and Bradford University School of Management. To acknowledge the bond between
these two institutions Nimbas became an official partner in 1998. In August 2005, Nimbas
obtained university status as an aangewezen instelling [i.e. an educational institution that is
not subsidized by the government but that may nevertheless award diplomas and titles that
are officially recognized]. The combination led to the coming into being of an all-round
business school with branches in Bonn, Eindhoven, Taipei, Tilburg and Utrecht.
TiasNimbas’ vision is: “to belong to the first division of European business schools.”
TiasNimbas strives to create added value for managers and their organizations:
“TiasNimbas Business School strives to create added value for managers and their
organizations by offering first-class post-experience management education through projectbased learning at the frontiers of knowledge in a state-of-the-art learning environment.”
TiasNimbas’ pay roll counts nineteen faculty members with an appointment of 0.5 fte or more
and all together, including the faculty members, there are 130 members of staff. In 2009, the
number of incoming students was 1,623 and the total student population numbers 2,112.
TiasNimbas offers a wide range of study programmes aimed at managers and professionals
in business, government and NGOs. The programmes are designed for individuals with a
number of years of relevant working experience and who are looking to develop their
expertise in one specific subject or field.
The programmes can be divided into degree programmes and non-degree programmes.
Degree programmes are the Master in Business Administration Programmes (MBA), Doctor
in Business Administration (DBA), Executive Master Programmes (14 programmes),
MSc/MA Programmes (two programmes) and in some cases the Company Specific
Programmes (CSP). The Executive Programmes and most Company Specific Programmes
offered are non-degree.
The International MSc Business Administration, the study programme in question, belongs to
the MSc/MA division and has an annual intake of on average 60 full time and 30-35 part-time
participants. The total number of student enrolled is around 120. The average student - staff
ratio is 1:39 for full-time (1 year) and 1:33 for part-time (2 years). The programme is offered
at the location in Utrecht.
The study programme in question is a combination of two original, accredited programmes:
the master in International Business and Marketing Management (MA) and the master in
Financial Management (MSc) of TiasNimbas Business School. Both programmes have a
similar structure. They share six foundation modules and two general electives out of twelve
taught modules. Admission standards and assessment requirements are the same for both
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programmes. TiasNimbas plans to position the programmes in the future as one programme
with two specialisation tracks: Marketing Management and Financial Management. Upon
successful completion the title International MSc in Business Administration shall be
awarded. This process is describe in topic 7: Plannings Neutrale Conversie
In the NAO-accreditation in 2004 the Business School received positive judgements
regarding the high quality of part-time faculty, the great flexibility, professional student
selection and high quality of student intake. The balance of the curricula was judged good
and the teaching and assessment approach was mentioned as conventional with a standard
mix of examinations and assessed coursework.
The programme carries 60 ECTS; the full-time programme has an additional 3 ECTS for the
Professional Development Programme (PDP). Modules are taught by international faculty,
using the system of block teaching (4 days in a row for full-time programme; 3 longer days
once a month for the part-time programme). The full-time programme started in September
2004. The part-time programme started in January 2006. Currently the full-time programme
has 60 participants and the part-time programme counts 33 students. In the full-time
programme about half of the students are international; in the part-time programme this is
about one third of the students.
The master programmes are designed to prepare students who seek a more specialised role
in business, management and related professions. Students will be able to function as
managers. Up to now students could change their original specialisation without delay,
because of the high level of commonalities (joint foundation courses and general electives,
joint admission and assessment criteria) of the two original programmes.
The goal of the Int. MSc BA programme is to educate future managers and professionals
based on the standards defined in the Dublin Descriptors. Students gain knowledge and
insights in the field of Business Administration and they learn to apply this knowledge as well
as to communicate with specialists as well as non-specialists. A strong focus on personal
and group learning complements the subject related learning.
The Divisional Structure of TiasNimbas
Supervisory Board
Executive Board
Staff Departments
Executive
Masters
MSc / MA
MBA
DBA
CSP
Executive
Programmes
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Each division has a comparable structure of its responsibilities:
The Academic Dean is responsible for the academic quality of the entire range of study
programmes, the academic staff, and for the research carried out by them. The Academic
Council assists the Academic Dean with regards to guaranteeing academic quality. When
Tias became independent in 2001, the Academic Council was set up by Tilburg University to
provide a structural base for guaranteeing the academic quality of the study programmes.
The Academic Council consists of five professors of note of Tilburg University, Eindhoven
University of Technology, and TiasNimbas. The Council is chaired by the Academic Dean.
The Academic Dean submits existing degree courses for review to the Academic Council
every three years. They are assessed on the basis of various criteria (compare 5.1).
The Director of the MSc/MA degree courses manages the division MSc/MA Master’s. He is
concerned with the entire range of products. These include guaranteeing quality, financial
policy, marketing, and product innovation. The Director works together closely with the
Academic Dean of TiasNimbas and the Academic Director of the study programmes, and is
supported by the Programme Managers.
The Academic Director is responsible for one study programme and is a senior faculty
member of TiasNimbas or of one of its parent universities. The main responsibilities of the
Academic Director are:
1. Taking care of the leitmotiv and that the curriculum is structurally consistent;
2. Monitoring the academic quality of the study programme in terms of its contents and the
way it is put across (lecturers’ performance);
3. Taking care that the curriculum connects to the needs in the market and to developments
in the field;
4. Briefing lecturers and senior lecturers;
5. Selecting qualified and well-motivated participants;
6. Keeping in touch with the participants;
7. Putting the study programme in a strategic position within the range of TiasNimbas’
products.
These responsibilities find their expression in various tasks. Thus the Academic Director’s
prime task is to take care of the academic integration of the curriculum and the entire
learning process of the participants. The Admissions Officer conducts intake interviews prior
to participation. During the course of this interview he determines whether the prospective
participant has the necessary profile of requirements and is motivated to make a success of
the course. He also takes care of the selection, screening, instruction, and coaching of the
lecturers. The assessment of assignments, papers and exams also fall under the
responsibility of the Academic Director, although they do not necessarily belong to his actual
tasks. Finally, the fact that the Academic Director himself is a lecturer connected to the study
programme contributes to the quality of the educational level.
The Academic Director reports to the Academic Dean once a year. During these annual
evaluations the study programme is evaluated (on the basis of evaluations by the
participants), problems are addressed and suggestions are made to improve the programme.
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In most cases the Academic Director is assisted by a team of senior lecturers, each of whom
is responsible for coordinating the contents of a number of modules of study programmes.
TiasNimbas states that the full-time MSc course does not have senior lecturers because it is
structured along more classic lines and therewith needs less management of its contents.
The senior lecturers at TiasNimbas are experts of Executive Education and of the field of
study itself and have much experience in the professional field. In study programmes without
senior lecturers these tasks are carried out by the Academic Director. TiasNimbas intends to
have a marketing and a finance faculty coordinator for the specialisation tracks.
Apart from the Academic Director and, in some cases senior lecturers, the lectures are held
by lecturers from universities and businesses from at home and abroad. They are prominent
professors and lecturers in their field who are in touch with day-to-day practice. The team of
lecturers is supplemented with inspiring visiting lecturers from day-to-day practice.
The Programme Manager is the central contact person for participants and lecturers. Service
and personal attention are important values at TiasNimbas. Therefore each study
programme has a dedicated Programme Manager, who is solely responsible for the
administrative and the logistic route of the study programme. This route stretches from the
first contact with the prospective participant up to and including his or her finalizing the
course (as well as feedback). The Programme Manager draws up the schedules, collects
and distributes study material, collects papers, the evaluations of the study programme, lists
of marks, organizes the examinations and interim examinations, graduation, etc. The
Programme Manager reports to the Director and the Academic Director of the study
programme.
3.
Method
The audit of the study programme followed the procedures set down in the assessment
protocol of NQA as described below. The audit panel considered the Self Evaluation Report
and the Annexes that had been submitted for evaluation a solid basis for the audit. The audit
took into account the domain-specific frame of reference applicable to the study programme
(Aspect 1.1).
NQA distinguishes three audit phases: the preparatory phase, the site visit and the reporting
phase. A brief elaboration by phase is given below.
The Preparatory Phase
The NQA auditor first screened the Self Evaluation Report for quality and
comprehensiveness and determined its usefulness for the audit (the screening). After the
Self Evaluation Report and the Annexes were found to be in order (March 2009), the panel
members started preparing for the site visit that was to be held on September 11th 2009.
They read the Self Evaluation Report and the Annexes. The panel members passed their
questions on to the NQA auditor, who drafted an inventory of main points and listed priorities
for scrutiny of the documents and for conducting the interviews. The site visit was prepared
in a preparatory meeting. The main topics for review and the agenda for the site visit were
drawn up. This enabled both the institution and the panel to prepare adequately for the visit.
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In its Self Evaluation Report the institution had indicated what domain-specific frame of
reference it had chosen. Together the field expert on the audit panel and the NQA auditor
established whether the specific aims and objectives for the field of study were adequate, or
whether detailed supplementation or specification was needed (cf. Aspect 1.1).
Generic audit
Within the framework of the audit or assessment of the study programmes at TiasNimbas
Business School that are to be accredited, a so-called generic study programme audit was
undertaken on 7 April 2009. During this generic audit the topics staff, facilities, quality
assurance and conditions for continuity were assessed. At the time the study programme
was assessed, answers were collected to additional questions that related specifically to the
programmes of study under review.
The generic audit was performed by two NQA auditors: E.V. Schalkwijk, PhD. and L.S. van
der Veen.
The Audit Visit
The NQA protocol prescribes a standard timetable for an audit site visit. This timetable was
adjusted to suit the specific situation at the institution (Annex 3). Interviews were held with
the Executive Board, the Management Team, teachers and students. Joint interviews were
held with recent graduates and representatives of the professional field. At the beginning of
the site visit and later in the day, time was allocated to study the documents requested for
scrutiny. In between the interviews the audit panel discussed their findings to arrive at joint
and definite assessments. The panel members substantiated their findings in writing. At the
end of the site visit, during the interview with the management team, the chairperson gave
oral feedback on a few impressions and experiences of the panel without yielding an explicit
conclusion.
The Reporting Phase
On the basis of the findings of the panel NQA drafted a two-part report consisting of a
Detailed Report and a Topic Report. With this report in hand an institution applies for
accreditation with NVAO. In the Detailed Report NQA reports at the level of the aspects. In
the Topic Report NQA states its conclusions on the Topics and the study. The institution
received a draft of the combined Detailed Report and Topic Report in October 2009 and
checked it for factual errors. The definite audit report was presented to the institution in
October 2009. The institution could before 1 November 2009 submit it to the NVAO together
with an application for accreditation.
4.
Process to Final Assessment
In this Chapter a conclusion is formulated on each topic by weighing the aspects of that
topic. The Decision-Making Rules set by NQA in the review protocol [Beoordelingsprotocol]
and elaborated on in the NQA memorandum Guidelines for the Formation of Assessment
[Handreiking voor oordeelsvorming], play a major role in this decision-making process.
Moreover, any special emphasis the institution might have placed on the programme, the
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domain-specific framework and a comparison with other relevant study programmes on a
number of aspects, were taken into account during assessment.
The final conclusion is supplemented in case of:
• weighing of assessment at aspect level;
• benchmarking;
• generic findings that surpass the aspect level;
• a special emphasis or ‘best practices’.
In the conclusion on the separate topics the assessment of the aspects is repeated each
time and followed by a weighing that leads to the final conclusion. Extensive substantiation is
to be found in the Detailed Report.
Where the line of reasoning and/or the assessment for part-time study deviates from that for
full-time, this was mentioned explicitly. If no mention is made to this effect, then the same line
of reasoning and/or assessment applies to part-time study programmes as for full-time study
programmes, because the contents of part-time study programmes are based mainly on the
same modules as are the full-time study programmes. Sequence and teaching methods,
however, may differ.
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5.
Conclusions by Topic
Topic 1: Aims and Objectives of the Programme
The aspects Domain-specific requirements and Academic orientation are assessed
Satisfactory. The aspect Master’s level is assessed Good.
The conclusion on this topic for the programme is therefore positive.
Topic 2: Programme Contents and Structure
A Satisfactory is given for the aspects Requirements for academic orientation, Relations
aims and programme, Coherence and Assessment and validation. Good is given to the
aspects Study Load and Alignment of structures and contents. Complied is issued for the
aspect Duration. An Unsatisfactory is given for the aspect Incoming Students. As mentioned
in several aspects of the programme the panel is of the opinion that the assurance of the
intake procedures and enrolment should be more strict and aimed at a distinctive starting
level. TiasNimbas has the potential to fulfil this and a first step is taken with the introduction
of a mandatory preparatory course. The panel has the confidence that this will contribute to
the level of students coming in and a more and earlier deepening on the necessary skills.
The staff has the capabilities to continue this process.
Topic 3: Deployment of Staff
All three aspects are judged as Good.
Topic 4: Facilities
Both aspects are judged with Good.
Topic 5: Internal Quality Assurance
The aspect Evaluation of results is judges as Good. The other two aspects are judged with
Satisfactory.
Topic 6: Results
The aspect Level achieved is judged with Satisfactory. The aspect Educational success rate
is judged with Good.
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6.
Conclusions and Assessments at Aspect and Topic Level
Topic/Aspect
1. Aims and Objectives of the Programme
Aspect 1.1 Domain-specific requirements
Aspect 1.2 Master’s degree level
Aspect 1.3 Academic Orientation (WO )
Overall conclusion
2. Programme Contents and Structure
Aspect 2.1 Requirements for academic orientation
Aspect 2.2 Relationship between aims and objectives and contents
of the study programme
Aspect 2.3 Coherence of the programme and structure
Aspect 2.4 Study load
Aspect 2.5 Incoming students
Aspect 2.6 Duration
Aspect 2.7 Alignment of structures and contents
Aspect 2.8 Assessment and validation
Overall conclusion
3. Deployment of Staff
Aspect 3.1 Requirements academic orientation (WO)
Aspect 3.2 Quantity of staff
Aspect 3.3 Quality of staff
Overall conclusion
4. Facilities
Aspect 4.1 Material facilities
Aspect 4.2 Student support and guidance
Overall conclusion
5. Internal Quality Assurance
Aspect 5.1 Evaluation of results
Aspect 5.2 Measures for improvement
Aspect 5.3 Involving staff, students, graduates and the professional
field
Overall conclusion
6. Results
Aspect 6.1 Level achieved
Aspect 6.2 Educational success rate
Overall conclusion
7.
Full-time
Part-time
Satisfactory
Satisfactory
Good
Good
Satisfactory
Satisfactory
Positive
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Good
Good
Unsatisfactory Unsatisfactory
Complied
Complied
Good
Good
Satisfactory
Satisfactory
Positive
Good
Good
Good
Good
Good
Good
Positive
Good
Good
Good
Good
Positive
Good
Satisfactory
Satisfactory
Good
Satisfactory
Satisfactory
Positive
Satisfactory
Satisfactory
Good
Good
Positive
Overall conclusion
The above table provides a summary of assessments expressed in Section 5 and in the
Detailed Report. In conclusion, the panel finds the programme positive on all but one aspect
and on all topics resulting in a positive conclusion concerning the entire study programme.
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Part B:
Aspects
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Topic 1
Aims and objectives of the degree course
Aspect 1.1
Domain specific requirements
Full-time Satisfactory
Part-time Satisfactory
Criteria:
- The final qualifications of the degree course correspond to the requirements set for a
degree course in the relevant domain (field of study/discipline and/or professional
practice) by colleagues in the Netherlands and abroad, and the professional practice.
The judgement is based on the following arguments:
• The International MSc in Business Administration is set up as a management degree with
a moderate degree of specialisation through a Marketing Management track as well as a
Financial Management track. The programme is intended to provide students with
managerial and leadership skills that allow them to pursue a successful career in
business management and contribute to the development of organisations.
• Students receive academic grounding in several fundamental business functions, such
as: Accounting & Finance, Marketing Management, Organisational Behaviour &
Leadership, Business Economics and Strategic Management.
• In the Marketing Management track students must be able to deal with international
marketing issues, to develop integrated marketing communication strategies, to develop
concepts to exploit the rapidly developing IT and communication trends in the marketing
arena as well as to manage marketing functions in Services industries.
• In the Financial Management track students must obtain sound knowledge about
important finance concepts, such as the portfolio theory, international finance issues,
capital markets and investments decisions, as well more in depth knowledge of
accounting.
• The academic orientation at the master’s level is necessary to provide state-of-the-art
theory knowledge and train its application. This includes an overview and insight into
current theory and research developments. Students are expected to develop analytical
and critical thinking to make sound judgements when applying instruments and tools to
solve practical problems.
• After completion students should be able to understand and assess environmental
changes and develop appropriate solutions in their field. Students should develop strong
learning capabilities to understand new and complex situations and should develop
innovative approaches and solutions.
• TiasNimbas compares the International MSc BA programme with the specifications in the
AMBA1 standards for the MBM (Master of Business Management), a postgraduate, preexperience degree: ‘MBM degrees do not require the same level of work experience as
an MBA, but they are still designed to equip students with managerial and leadership
skills that will improve their practice and establish a successful career in business
management’.
1
AMBA: Association of MBA’s
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•
•
•
•
•
•
Based on the AMBA definition the International MSc BA aims at the following final
qualifications:
- the development of theoretical as well as a practical perspective to solve complex
business and management problems in a systematic, critical and innovative manner;
- the integration of learning from different subjects to a holistic view of the business
organisation;
- the understanding of professional development and life-long learning as well as the
utilisation of related concepts and tools.
These qualifications are translated into ten learning outcomes (appendix 5), which are the
central focus for the development of the programme. TiasNimbas states that the goals go
beyond those of the MBM degree of AMBA, due to the focus on cross-cultural sensitivity
and ability to solve problems in an international context. The goals and learning
outcomes apply for the full-time and the part-time programme.
Furthermore the programme offers two strong focus points for student’s career
development: a. working in teams in a multicultural setting and b. professional (personal)
development.
The programme is validated externally by means of NVAO-accreditation and MBMaccreditation (Masters in Business and Management by the Association of MBAs). The
current MA International Business and Marketing Management is accredited with MBM.
The International MSc in Business Administration is listed for accreditation with MBM in
summer 2010. TiasNimbas applies for a ranking in the listing of the Financial Times
Master programmes in Management for the current programme for 2010.
Internally the aims and objectives of the programme are validated by means of student’s
assessment of the whole programme. TiasNimbas plans to use alumni gatherings and
Advisory Board meetings to survey how the attractiveness of the programme and the way
it contributes to career development
TiasNimbas presents an overview of a benchmark with three programmes that are also
characterised as pre-experience Masters offered in English and with a structure
consisting of foundation modules in business and management followed by a number of
specialisation modules. These are: the RSM2 Erasmus University International
Management degree, EADA3 Barcelona Spain with four international pre-experience
Business Administration programmes and the School of Management’s master courses
of Bradford University, UK. These programmes are accredited with AMBA, Equis4 or
AACSB5. There are comparisons in a broad foundation in business and management
modules. TiasNimbas offers limited specialisation and strong international focus.
TiasNimbas offers exchange possibilities with Asian universities to deepen international
management knowledge and cross-cultural competencies. There are relations with the
University of Peking, Guanghua School of Management in China, the National Chiao
Tung University and the College of Management in Taiwan and the Graduate School of
Business at Assumption University in Thailand. A few students per year join in the
exchange programme.
2
RSM: Rotterdam School of Management
EADA: Escuela de Alto Dirección y Administración
4
Equis: European Quality Improvement System
5
AACSB: The Association to Advance Collegiate Schools of Business
3
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•
•
•
From scrutiny of the materials offered and discussion with management and staff the
panel concludes that the goals and aims of the International MSc BA programme are
clearly defined and endorsed within TiasNimbas organisation. The panel finds the goals
and learning outcomes comparable with the standards set for Business Schools in
general. The panel has missed a solid comparison of the goals and learning outcomes
with f.e. AMBA and AACSB standards, in a way that the panel could verify the coverage
between the programme goals and the standards.
To verify the positioning of the programme (inter)nationally TiasNimbas presents a brief
benchmark with three international renowned Business Schools. The comparison is
basically made on the structure and duration of the programme. The panel misses a
direct comparison of the contents of the programme and the attained level. Comparisons
are indicated more indirectly.
The panel concludes that TiasNimbas has a right set of aims and objectives that suites
for the relevant domain. The positioning and benchmark could gain in relevance with a
direct comparison with other BA standards and the contents of other programmes.
Therefore the panel marks this aspect as Satisfactory.
Aspect 1.2
Master’s degree level
Full-time Good
Part-time Good
Critieria:
- The final qualifications of the degree course correspond to general, internationally
accepted descriptions of the qualifications of a Master.
• In the self-evaluation report the connection between the learning outcomes and the
Dublin Descriptors is presented in several tables and formulated per Dublin Descriptor.
• Dublin Descriptor ‘Knowledge and Understanding’ is linked to the first four learning
outcomes. In modules theories, models, principles and tools are taught and applied to
case studies to support the development of solutions for real-life problems. Modules
convey state-of-the-art knowledge and understanding of relevant theories and models
based on the latest research findings. Students should be able to understand and assess
theory-based knowledge.
• Dublin Descriptor ‘Applying Knowledge and Understanding’ is linked with learning
outcomes 1 till 5. Theory-based knowledge is applied to practical situations through case
study work. Solutions are presented in class or submitted as an assignment. Students
must make written assignments with critical review and work with specific theories and
concepts. Especially part-time students can apply knowledge quickly in a practical
context. The Research module prepares students to conduct independent research. The
Master’s thesis is intended as an independent piece of research that concludes the study
programme with emphasis on the ability to solve complex managerial problems in a
multidisciplinary context in a changing international environment.
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•
•
•
The case studies support the development of analytical skills and encourage critical
thinking. Essay assignments and the master thesis provide opportunities to develop or
apply an original idea within a research context. This supports Dublin Descriptor ‘Making
Judgements’. In case studies students learn to make decisions based on incomplete and
uncertain information. Students have to develop their own perspective. Emphasis is given
to the student’s ability to conduct independent scientific research within their field and
contribute towards academic thinking This is coupled to learning outcomes 1, 2, 5, 6, 7, 9
and 10.
Dublin Descriptor ‘Communication’ is coupled to learning outcomes 6, 7 and 8. Through
assignments and presentation of results, individual and in groups, students train their oral
and written communication skills. Lecturers feedback address the development of
communication skills.
The development of ‘Learning Skills’ is supported by the blended learning style consisting
of pre-assigned reading, class room teaching and group work. The diverse background of
students provides a platform to learn from each other and deal with cross-cultural and
group management issues. The Professional Development Programme (PDP) is
designed for this purpose. Learning skills are coupled to learning outcomes 6, 7, 9 and
10.
Aspect 1.3
Academic Orientation (WO)
Criteria:
- The intended learning outcomes are derived from requirements set by the scientific
discipline, the international scientific practice and, for programmes to which this applies,
the practice in the relevant professional field;
- An academic master (WO-master) has the qualifications to conduct independent
research or to solve multidisciplinary and interdisciplinary questions in a professional field
for which academic higher education is required of useful.
• As mentioned in aspect 1.1 the intended learning outcomes are derived from and
indirectly compared to international standards for master programmes in Business
Administration. Relevant input from the business world is obtained from discussions with
the Advisory Board, lecturers and alumni.
• In the programme students build up their understanding and insights into the relevant
field and they develop their own critical perspective on key issues. Central modules for
research qualifications are: Research I and II and the Thesis. There students learn to
undertake individual and independent research in their chosen field of interest. They
should be able to understand and assess theory-based knowledge and to apply this
knowledge to deal with complex managerial problems in a changing international
environment. The programme ensures that students have the abilities to conduct
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independent scientific research within their field and contribute towards academic
thinking.
Students choosing the Marketing Management track are expected to work as future
professionals and managers in the International Business and Marketing field. Alumni
have entry positions as Business Development Manager, Consultant, Direct Marketing
Coordinator, Head Merchandiser, Junior Marketing Manager, Sales and Operations
Manager, Project Manager or as management trainee.
Students choosing the Financial Management track are expected to work in a
managerial/professional capacity in the financial field. Alumni have entry jobs as
Commodity Trader, Corporate Controller, Financial Analyst and in trainee programmes.
The programme is positioned between the classical MBA with a very limited
specialisation and the classical MSc. e.g. in Finance, with a very high degree of
specialisation. The programme has a strong focus on multicultural setting of students as
well as lecturers and on the professional (personal) development of the students to
prepare them for a successful managerial career.
The panel concludes that the goals and learning outcomes are comparable to
international standards for international master programmes in Business Administration.
Students are intended to conduct independent research or to solve multidisciplinary and
interdisciplinary questions in a professional field for which academic higher education is
required or useful. The panel found that students have the tendency to turn to applied
science rather quickly and is of the opinion that the definition of independent research
could be defined more specifically in a way that the academic research level becomes
more explicit. Looking at the definitions the NVAO uses for specifying the character of
WO-master programmes, the panel finds that the International MSc BA programme fits in
with the defined framework for the civil oriented WO-master: preparation for a career in
business or other civil duties/functions. Taking all of the above into account the panel
gives the judgement Satisfactory for this aspect.
Topic 2
Programme
Aspect 2.1
Requirements for academic orientation
Criteria:
The programme meets the following criteria for an academic orientation:
- The students develop their knowledge through the interaction between education and
research within the relevant disciplines;
- The programme corresponds with current developments in the relevant disciplines by
verifiable links with current scientific theories;
- The programme ensures the development of competencies in the field of research;
- Where appropriate the programme has verifiable links with the current relevant
professional practice.
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• In the courses theories, models, principles and tools are applied to case studies to
support the development of solutions for real-life business administration problems.
Lecturers play a key role in bringing up-to-date thinking about theories and models into
the classroom and programme. They incorporate their own scientific research and
publications when teaching and thus create a link between current scientific theories and
the application in business administration practice. Faculty has a good record in teaching
experience internationally and as researchers in their respective fields of specialisation
(see aspect 3.1). Lecturers incorporate research findings and publications into teaching
and use international literature.
• In the courses the theory is linked to practice using case studies. Students must present
case solutions and other group work, which will be discussed in class to develop
academic reasoning and presentation skills. Reading assignments and class discussions
together with detailed feedback from the lecturers will help students to develop their
judgements skills on master’s level. Students mention that they are encouraged by
teachers to look at business topics from many different perspectives. This gives the
distinction with a bachelor degree which is more straight forward problem solving with
known tools. In the master’s programme students are encouraged to combine theory and
practice and underpin their approach with theory based strategies.
• Especially part-time students can apply knowledge quickly in a practical context. The
part-time students also bring application issues from their jobs into the classroom. This is
also used in the combined classes where part-time and full-time students join.
• The panel concludes that the basic literature used is suitable. The finance/marketing
books used in the advanced courses are appropriate and comparable to those used in
other business schools. The reading lists in the syllabi could specify on the scientific
articles that are used. Students and lecturers state that these basic reading lists/readers
are supplemented during class with the lecturers’ experiences and preferred literature.
This is presented in extra slides, scientific articles and an extended reading list per
lecturer/course. Students mention that for every assignment they are obliged to do a
literature research using scientific literature databases. Lecturers direct students to
understand scientific research and apply this to real life complex problems in business
administration settings. Lecturers state that they focus on student’s abilities to explore
and use different approaches to solve practical problems. Innovation of products and
business processes is one of the focus points. This attunes with de civil character of the
WO-master (compare aspect 1.3).
• Competencies in the field of research are incorporated in the Courses Research and
Methods I and II. These courses prepare students to conduct independent academic
research, develop sound judgements skills using scientific tools and theories. Research I
focuses on the abilities to analyse and evaluate published research, to understand
appropriate quantitative and qualitative research designs and a systematic understanding
of data collection and analysis methods. Research II prepares students for the
preparation of their thesis project, an independent piece of research that combines theory
with practical application. The objectives are to provide awareness and understanding of
different approaches to management research and to apply knowledge and experience
gained in the taught modules to a topic within the field of specialisation.
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After scrutiny of the syllabi and literature the panel found that the syllabi and literature are
not always clear regarding the statistical basics and the variety of research methods and
analysis that are being covered. In discussion with lecturers and students it appears that
the theories and scientific approaches are covered during classes and students must
apply what they have learned in project assignments to train the application aspects. In
class students receive more specific indications for the content and topics per course.
From scrutiny of course material the panel has the impression that Research module I
starts at a very basic level during the foundation courses. This could be a consequence
of student’s background at intake (see aspect 2.5). Lecturers influence on the depth of
the Research Courses is very important and not always clearly assured in the syllabi and
documentation. The content of these courses could be more documented so that it is
clear what the starting level is which specific topics are dealt with and which (scientifical)
methods are used and what the end level should be. In that way it is more secured that
all students learn the appropriate scientific research tools and that there is ample
opportunity to practice the research skills in the project assignments. The panel
welcomes the initiative of TiasNimbas to offer students preparatory courses per 2010
(compare aspect 2.5), aimed at the starting principles of research and statistics. In that
way the differentiation among students at intake can be tackled earlier and more attention
can be given to the reflection to scientific methods used.
The panel has missed a distinctive attention towards the hardcore finance aspects, the
mathematics and modelling to underpin the problem solving. There is attention for
different tools but the attention to the follow up, how to apply these in real management
settings is not always clear. The panel sometimes missed student’s reflections in project
assignments and papers, whereas alumni and representatives from the working field
specifically mention the soft skills as a unique selling point of the TiasNimbas
programmes.
The panel concludes that TiasNimbas aims at a good balance between a scientific and a
practical approach. Both aspects can be found in the programme in such a way that
students learn the right tools and approaches. However, it is not always clearly defined
how deep, fast and wide the necessary subjects will be covered. This depends for a great
deal on the input of the lecturers (compare aspect 3.1 – 3.3) and the way the students
fulfil their group assignments. The panel finds that these focus points could be more
clearly laid out in the blueprint of the programme and the course descriptions. Then
lecturers can make more use of a common basis. In that way it becomes clearer where
and how students are guided towards the desired master’s level, also in the foundation
courses. The Academic Director can incorporate this in the annual review of the
programme and courses. The programme management plans to introduce a preparation
course to deepen the academic level of the foundation courses, in a way that all the
students can start on the desired intake level and track. This gives lecturers more time to
handle research aspects and to let students practice with and reflect on their research
skills more. On this reasoning the panel’s discussion results in a judgement Satisfactory.
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Aspect 2.2
Relationship between aims and objectives and Full-time Satisfactory
study programme
Criteria:
- The course contents adequately reflect the final qualifications, both with respect to level
and orientation, and with respect to domain-specific requirements;
- The final qualifications have been translated adequately into learning targets for the
programme or its components;
- The contents of the programme offer students the opportunity to obtain the final
qualifications that have been formulated for the master’s degree.
• The International MSc BA programme has a four phase construction: foundation modules
(18 EC), Advanced modules (12 EC), Elective modules (6 EC) and the Thesis Project (24
EC).
• In the self-evaluation report the translation from the qualifications and learning outcomes
to the coverage in the courses is presented in two tables, together with the coverage of
the Dublin Descriptors.
• Every course is described in a Module Descriptor: the aims, outcomes, an overview of
material that should be covered and the stipulated assessment method. The panel did
not find a clear link with the learning outcomes in these Module Descriptors.
• From scrutiny of the documentation on the outline and contents of the courses the panel
concludes that the course outlines and contents reflect the final qualifications.
Descriptions of the level and orientation point to an academic master’s level and the
description are suitable for the business administration domain.
• The translation of the learning outcomes into the course outcomes could be more
specified in such a way that total coverage of the learning outcomes is made clear. For
example, there are no specific sublevels defined for the different study phases:
foundation level, advanced level and final graduate level.
• The panel has the opinion that the learning outcomes can be obtained by students. In
comparison with aspect 2.1 this can be made clearer in the programme blueprint and
course descriptions.
• On the basis of comments maid above the panel gives a judgement Satisfactory.
Aspect 2.3
Coherence of the programme
Criteria:
- Students follow a programme of study that is coherent in its contents.
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• The programme is organised, comparable to the two old and separate programmes, in
four stages:
- stage 1 Foundation modules in Business Administration (18 EC);
- stage 2 Advanced modules with deepening of insight in academic theories and
developments of the chosen track (12 EC);
- stage 3 Elective modules: the student chooses two electives from two general and
four specific modules (6 EC);
- stage 4: thesis project, an independent research project in an authentic business
context (24 EC).
Full-time students only follow the Professional Development Programme (3 EC)
simultaneously, where they develop an independent and reflective approach to personal
and professional growth. Students develop skills for giving, receiving and, crucially,
applying feedback. Careers Services programme is extra-curricular and offers self
assessment instruments, workshops, career enhancing events and online cv-service.
• The Academic Director is responsible for the coherence of the programme, supported by
the programme managers who handle scheduling matters.
• Vertical coherence is provided through a specific study sequence which students must
follow to graduate. Each study phase builds on the previous phase. In the self-evaluation
the sequence is stated.
• Horizontal coherence is provided through briefings by the Academic Director and
discussions with the lecturers, supported by the annual review of the programme and
module descriptions. Lecturers receive the Module Descriptors from relevant modules
close to their field to avoid possible overlap. The Module Descriptor forms the basis for
lecturers to build the module and syllabus.
• The Thesis Project is the culminating point in the study programme. It is intended to
integrate the entire study activities. Students have to investigate a specific issue related
to the specialisation with scientific methods. Students have to apply knowledge and
understanding gained from the taught modules.
• The panel finds the outline and set up of the programme logic. However she finds that the
content of the foundation courses can be strengthened (compare aspects 2.1 and 2.5).
Students state that the analytical level and scientific theory and approach is more
advanced than in HBO- and WO-bachelor courses. On the other hand students admit
that there is a certain overlap with prior education, but they do not see this as a problem
because they feel more challenged to look at matters from different points of view. The
panel is of the opinion that students could be more challenged in the foundation modules
once the preparatory courses are in place (compare aspect 2.5). This results in more
time and space to gear up the foundation courses a bit and to focus more on the tools
available for i.e. literature review and statistical analysis methods.
• The panel finds that the set up of the programme and the mentioned courses are logic for
a BA-programme. The horizontal coherence is made clear to students by the materials
and additional information from lecturers. The vertical coherence could be made stronger.
To a certain amount there is overlap in contents of the foundation modules with prior
education. Especially if students already have a background in business related subjects.
As stated in other aspects this could be improved by raising the level of the foundation
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courses and the offering of a preparation course to get all students on the same line and
level regarding business knowledge and abilities to perform on a master level with basic
knowledge of academic research tools. The starting level can be raised with more in
depth attention for scientific reasoning, tools and application methods. The advanced
course have the right level for a masters, but could gain in strength with a more profound
basis and practice ground for students in the foundation modules. This would make the
transition from foundation to advanced level more gradual. The attunement of module
contents could be strengthened by appointing a lecturer as central coordinator for the
contents of a specific track. On the basis of these comments the panel comes to the
judgement Satisfactory.
Aspect 2.4
Study load
Full-time Good
Part-time Good
Criteria:
- The programme can be successfully completed within the set time as certain programmerelated factors that may be an impediment to study progress have been removed where
possible.
• At the start of the programme students receive the relevant information for their studies,
specifically the Student Handbook which is to be used as a reference book. On the virtual
campus students can find all the timetables for all modules and workshops. Every cohort
has its own virtual campus with furthermore latest news, literature, syllabi, slides and
assignments upload.
• The programme is built up in teaching blocks (day-parts). Each module consists of eight
blocks of four days for the full time and three longer study-days for the part-time
programme.
• Full-time students have classes during the week. The timetable is set up to facilitate the
different student activities. Examinations are schedule three weeks after the end of a
module. Students have to hand in their reports four weeks after the end of a module. No
examinations are scheduled close to workshops.
• For the part-time students the blocks are preferably scheduled from Friday to Sunday,
once a month. Examinations are scheduled five weeks after the module and they take
place on a Saturday, often combined with a workshop. Reports must be submitted after
six weeks.
• Evaluations show that the schedules are busy for full-time students. Part-time students
are more positive about workload due to the monthly structure.
• The actual amount of hours spent on study is not evaluated formally. Discussions with
students show that the average amount of hours corresponds with the workload
determined per module (84 hours). In the panel interviews some full-time students state
that they spend up to 100 hours per module: 30 in class en 70 self-study. For parttimers a
selfstudy investment of 20-25 hours per week is more often mentioned. Students have to
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attend 50% of class to be able to pass the module after positive examination. If students
miss 50%, an extra assignment is set. The determined workload is mentioned in the
Module Descriptors, together with the pre-reading material for each block. Thus students
have sufficient time for thorough preparation. Students are expected to do pre-reading
from the course textbook or from the student intranet.
From discussions the panel concludes that students are motivated and put in a lot of
working hours. Freeriding is reduced through the combination of individual and group
assessment and direct mediation within in the study group. Students have to pass the
individual tests. The programme is heavy for part-timers, but they have the advantage
that they can relate the theories directly to their working environment.
Students are offered a solid coaching programme (see aspect 4.2) as part of the PDPprogramme. This helps students to organise their study programme in a workable
manner. Most students graduate within the set time period; this is also a result of the
extra costs an additional study-year would give.
The panel finds the study load heavy but do-able for motivated students. The
concentration of classes in blocks gives a clear structure on which students can build
their study activities. Students have ample opportunity to receive study guidance during
coaching sessions.
Aspect 2.5
Incoming students
Full-time Unsatisfactory
Part-time Unsatisfactory
Criteria:
The structure and contents of the programme are in line with the qualifications of the
students that embark on the degree course:
- a bachelor’s degree and possibly a selection (with a view on the contents of the
discipline).
• TiasNimbas states that the admissions process ensures that prospective students are
familiar with academic thinking and work through their previous bachelor studies. In
addition TiasNimbas states that a set of preparatory courses has been developed to
provide students with the opportunity to improve deficiencies related to their previous
studies. These courses will start in September 2010.
• TiasNimbas wants to carefully select high calibre students and undertake preparatory
efforts to ease the transition process. Targets incoming students per cohort: full-time 6065 students and part-time 30-35 students.
• Admission criteria and the admission procedure are being reviewed yearly. Students
have to hand in their cv, a study-motivation by means of five essay questions, a copy of
Bachelor diploma and academic results and two references. These documents are
scrutinized by TiasNimbas. Where necessary Nuffic is asked to authenticate the diploma,
or the Bachelor Institution is asked to complete or verify information given by the
applicant. The recruitment officer is responsible for the intake-protocol and selection of
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high quality students. The Admissions Board makes the final decision regarding
enrolment.
Full-time students must have a Bachelor’s diploma in Business Administration, or related
subject, with a GPA6 of 3,0 out of 4.0 or score 7,0 out of 10, or overall average of 80 from
100% (B-score). If not applicable on these grounds, students who can get to Utrecht take
the Capacity Test provided by SHL, others do the GMAT-test. The Capacity Test consist
of a Verbal critical thinking test and a Data interpretation test. The students have to be
proficient in the English language: TOEFL or IELTS assessment scores >90 or 6.5.
During an interview (direct or by telephone) the impression of an applicant is
consolidated.
For part-time applicants the same procedure is used, except that a certain GPA-score is
not required. Students are employed for more than a year. Closer attention is given to the
inhouse assessment that applicants attend. Even though it is not mandatory, only
students with work experience have joined the programme.
Potential applicants can attend information sessions, where the programme is presented,
together with information on teaching methodology, duration, study load et cetera. Alumni
and lecturers are asked to join in these activities, for example in trial lectures. In addition,
potential applicants may also come in one-to-one talk with a Programme Advisor to
discuss the programme and the candidate’s qualifications in more detail in order to
determine if the candidate is suitable for the programme.
If students have an IELTS of 6,0, meeting the minimum requirement of the Code of
Conduct, students are advised to concentrate on improving their Business/Academic
English by means of approved English language courses.
From the interview the panel had with students and from the enrolment list of the last
three years the panel concludes that the intake procedure is clear on paper, but is not
always strictly applied in the years 2007 and 2008. In 2009 all enrolments comply with
having followed a GMAT or Capacity Test if necessary. But the threshold of 45 out of 60
points for the Capacity Test is not always strictly applied. The panel concludes that the
personal interview with the recruitment officer is decisive for enrolment. This does not
always fit with the enrolment procedures on paper. TiasNimbas states that this is true for
the weaker candidates, where in the personal interview the application package is
reviewed with the candidate and their educational background, (work)experience, test
results and motivation to do the programme are discussed in greater detail. The interview
is a means to have deeper insight into any areas that were not clear or strong in the
application package.
TiasNimbas offers a compulsory short statistics course as well as an academic writing
workshop. For 2010 TiasNimbas plans a more comprehensive Statistics, Academic
Writing Skills, Fundamentals in Marketing and Basic Accounting & Finance courses.
Statistics is compulsory for all full time students. Academic Writing Skills is also
compulsory, but for all students. The workshop ‘Living in the Netherlands’ is compulsory
for all students new to the Netherlands.
Gross Percentile Average
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For non-EU students, TiasNimbas follows the regulations of the Code of Conduct.
TiasNimbas has signed and adheres to the Code of Conduct with the Dutch government.
TiasNimbas offers assistance in visa-application and housing for overseas students.
The panel finds it curious that in the last cohorts 58-64% of the students has a HBObachelor-background, not always finance/business related. Many of them have no
working experience in Business Administration. TiasNimbas states that it can make
rigorous selections because yearly there are around 800 interested applicants for 60
student places.
From the interview with students the panel concludes that the foremost reason for
students to choose the TiasNimbas programme was the fact that HBO-graduates do not
have to follow a preparatory master year. This in contrast to many other known business
school programmes. The panel thinks it is inappropriate to accept so many HBO-bachelor
students without any knowledge and experience of academic, scientific research
methods. The panel concludes that the diversity in background, level and academic
capacities is so great that it is almost impossible for all students to start the programme at
the desired level from the beginning. As mentioned in the other aspects the foundation
courses could be strengthened if the intended preparatory courses are introduced in
2010. Students’ starting level can than be more synchronized with regard to student’s
academic views and skills. The panel has chosen to let this argument become most clear
in this aspect, and not in every other aspect covered in the Topic dealing with the
Programme.
The panel is of the opinion that the entry procedures could be more clear and that
TiasNimbas has to assure the required research/academic level at intake more clearly,
since most students do not have evidence for this from their HBO-bachelor background.
Therefore the panel concludes with the judgement Unsatisfactory.
The management mentions plans to start a preparatory course on research methodology
in 2010. The panel, in this stadium, could not get insight in the proposed content of this
preparatory course, but values the initiative positively. The panel has the confidence that
lecturers have the capacity to compose this preparatory course as desired and embed
the academic skills in the programme.
Aspect 2.6
Duration
Full-time Complied
Part-time Complied
Criteria:
The degree course complies with formal requirements regarding the size of the curriculum:
- Academic Master’s programme (WO): a minimum of 60 credits
• For full-time students the programme has a size of 63 ECTS (1764 learning hours): 60 for
academic work and 3 for PDP. This equals 12 months full-time study.
• For part-time students the programme equals 60 ECTS; the PDP is voluntary. The parttime programme has study duration of two years.
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The foundation modules represent 18 credits, the advanced modules 12 credits, the
electives 6 credits and the thesis 24 credits.
Extracurricular activities and workshops are not granted with credits.
Students participating in the China (Guangua) or Thailand (Assumption University)
exchange programme can count this as one (general) elective.
Aspect 2.7
Alignment of structure and contents
Full-time Good
Part-time Good
Criteria:
- The didactic concepts are in line with the aims and objectives
- The teaching methods correspond to the didactic concepts.
• The programme is set out using the didactic concept of blended learning and using
teaching methods self-study, group work, classroom instruction and related classroom
discussions. Lecturers organise their lectures in line with the pre-reading instructions
(Anglo Saxon teaching approach). They may present additional perspectives on the
subject being studied and are expected to raise questions and organise discussions to
ensure students to develop a critical view on the subjects taught. They will also focus on
implementation and application issues. Class distribution and case work contribute to
making sound business judgements.
• Teaching takes place in groups of 30-35 students. In the full-time programme foundation
phase students are taught in one group of 50-60 students. Students are placed in study
groups (around 6 full time students per group and 4 (foundation courses) to 6 (advanced
courses) part time students per group. These groups are heterogeneous in terms of
nationality, gender, work experience and educational background. Through this diversity
in background real life problems are looked at from different angles and perspectives.
Especially part-time students can bring in their own experience.
• Students appreciate the relative small scale size of the organisation and educational
groups. This gives a strong personal touch and facilitates easy communication between
students and with lecturers. Students can not skip classes or back away of their duties
because they are personally known by lecturers and administration. The social control
forms a strong foot hold.
• The full-time programme starts in September. The part-time programme starts in
January. A high degree of flexibility is possible because the modules do not run parallel
to each other.
• The common threads in the programme are group work in a multicultural setting and a
continuous professional development programme. Group work occurs throughout the
taught modules. The international composition of the cohort generates a unique multicultural study environment.
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To enhance blended learning different didactical methods are used such as lecturing,
methodology and theory discussions, break out sessions and interactive sessions.
Smaller class sizes support interaction between both students and lecturers and between
students. Students disperse regularly to group work to work on case studies,
assignments or presentation preparation. Lecturers monitor each study group.
The Academic Director is responsible for the review and adjustments, based on input
from the lecturers and Advisory Board and student feedback.
Changes in the programme come with introduction of new lecturers on specific fields.
The Academic Director updates the lecturers on a quarterly basis by email about
important issues related to the programme.
The panel concludes that there is a mix of didactical methods used. Students appreciate
this and feel challenged. By sometimes combining full-time and part-time groups there is
interaction and especially full-time students can profit from the working experience the
part-time students bring in.
The panel finds the didactical concept in line with the aims and objectives. The teaching
methods correspond with the chosen concept.
Aspect 2.8
Assessment and validation
Criteria:
- The system of assessments and examinations provides an effective indication of whether
the students have reached the learning targets of the study programme or its
components.
• Details on assessment methods are included in the syllabi and the Module Descriptors. If
the assessment method is a written report, the assignment questions will also be
published in the syllabus. A variety of assessment methods is used: individual or group
assignment reports, case presentations, examinations with essay type questions or case
studies and the master thesis. All modules are assessed by a mixture of formal
examination and/or coursework.
• Performance is assessed by using three components: individual or group reports or an
examination. Together with the pre-reading approach this pushes students to a more
evenly spread study effort.
• TiasNimbas uses a British marking system, based on percentages with a pass mark of
50% (similar to a 5,5-6,0 rating by Dutch standards). Over 60% is regarded as a sound
performance. Over 70% is classified as a distinction/best work. Guidelines for marking
are given in the Lecturers Handbook. For graduation at least a 50% score in eleven of the
taught modules (33 ECTS) is necessary and a mark of at least 40% in the remaining
module (3 ECTS). In each module a mark of at least 40% per assessment component is
needed. For the Thesis Project a mark of at least 50% is required. Students with lower
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marks can take supplementary assessment once per module. There is only one resit per
module. Students are given feedback on all coursework, formative or summative.
The panel finds the marking system not very clear. There is hardly any distinction for best
work above a grading of 70%. This is not very challenging for students. The thresholds of
40-50% are not clearly defined, and confusing with regard to the Dutch system where a
55% is regarded as threshold.
The Examination Board is the ultimate authority on marks for the Master programme,
inclusive the type of assessment and time duration. It reviews and approves all final
marks and meets at least once a year
Since 2009 the assessment methods have changed. The external examiner is substituted
by the Academic Director as second examiner. More weight has been put on individual
assessment to avoid that poorly performing students benefit from good performance of
their group members. Individual performance must account for 60% of the total module
assessment.
The panel concludes that the exams for the advanced course could be more in depth.
This is sustained by the remark made by students that the exams do not always cover all
of the module contents. On the other hand the openbook exams are set in such a way
that student had to be present in class and contribute to class discussions, to be able to
combine the perspectives covered in class and pass the exam. The panel has the opinion
that the advanced courses could benefit from the changes in preparatory courses and
foundation phase (compare aspect 2.5). If the level of foundation courses is enhanced,
there is more possibility to question students more deeply on their knowledge of and
experience in research methods and statistical foundation. On the basis of these
arguments the panel concludes that the exam policy needs some scrutiny, this results in
a judgement Satisfactory.
Topic 3
Deployment of staff
Aspect 3.1
Requirements for academic orientation (WO)
Full-time Good
Part-time Good
Criteria:
- Teaching is principally provided by researchers who contribute to the development of the
subject/discipline.
• The quality of the team of lecturers determines to a large extent the quality of the study
programme. Therefore TiasNimbas expects active and high-quality contributions from the
lecturers in the field of research and education. The Academic Director of the study
programme is connected to Tilburg University, Eindhoven University of Technology or
TiasNimbas in the capacity of Senior Faculty member. For most programmes this also
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applies to the majority of the senior lecturers. Competence profiles have been drawn up
for these positions.
The International MSc. BA is based at the Utrecht location of TiasNimbas and has a more
stand alone basis. Lecturers are recruited from internationally known universities. Since
the programme originated in the UK (Bradford University), almost 25% of the lecturers
are of Bradford University origin. Others come from Germany, Italy, Belgium or the
Netherlands. Lectures participate in both full-time and part-time programmes.
Through scrutiny of the curricula vitae the panel finds the lecturers to be experts in their
fields of experience. As TiasNimbas states in its report, the lecturers are drawn from a
number of universities from different countries, bringing a unique international
perspective to the programme. Due to the block system TiasNimbas can attract a
superior level of international faculty. They have a strong academic background (normally
a Doctoral degree) and substantial teaching experience at the Masters level. Some are
engaged in research, others are more involved in practical work (e.g. consultancy). The
lecturers are actively involved in research and publish their results in local and
international academic journals. Participating in conferences and sitting on editorial
boards contribute to the knowledge and insight regarding their own field of study and
enlarge the academic network. Lecturers are contracted for specific modules and are
assigned the appointed teaching hours.
At TiasNimbas performance interviews are held for the core faculty members. These are
conducted by the Dean and the Academic Dean. Performance talks with other lecturers
take place every year. If a lecturer cannot provide up-to-date teaching, the lecturer will be
replaced after two rounds of discussion.
In addition to faculty, guest speakers are regularly invited to TiasNimbas to talk about
current topics in business. For the International MSc BA this does not always applies,
because the lecturers already bring in a broad scope of topics from their divers
background.
Faculty time is concentrated in a block period. Further contact is possible by means of
email and Virtual Campus. Students are content with the ability to contact lecturers.
Despite the diversity in background the teaching faculty for the International MSc BA is
formed round a rather stabile group. Lecturers keep in contact with each other through email and professional contacts i.e. congresses.
Aspect 3.2
Quantity of staff
Full-time Good
Part-time Good
Criteria:
- The staff levels are sufficient to ensure that the course is provided to the required
standard.
• The number of staff is attuned to the need of lecturers within the study programme: the
number of block/day sessions to be taught, the manner of testing, the amount of
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guidance required and the number of students. Apart from the existing rank and file of
lecturers there is a sufficiently large network to deploy extra capacity for extra teaching
and guidance tasks should the need arise. TiasNimbas has an extensive database at its
disposal containing lecturers and their fields of expertise. Each study programme has a
Programme Manager.
The aim is for a staff-student ratio of 1:30. With that only teaching time is taken into
account, including development time. Time spent on research is not taken into
consideration.
For the International MSc BA programme the staff-student ratio for the full-time is 1: 39.
For the part-time this is 1: 33. Due to the often concentrated blockwise organisation of the
programme this does not raise any problems. Students make no negative remarks
regarding the availability or accessibility of lecturers.
Aspect 3.3
Quality of staff
Full-time Good
Part-time Good
Criteria:
- The staff is sufficiently qualified to ensure that the aims regarding contents, didactics and
organisation of the course programme are achieved.
• The Academic Director is responsible for recruiting new lecturers. TiasNimbas is not
obliged to contract staff from the faculties of the parent universities.
• New lecturers should comply with three criteria: 1) they should have an academic
background and preferably a doctorate, and they should have a substantial number of
national and international research projects and publications to their names, 2) they
should have ample teaching experience in management education at Masters level or
Executive Education. They should be able to prove this formally by submitting previous
course evaluations and 3) they should have practical experience in the business world or
they should have consultancy experience aimed at the world of business or public and
semi-public institutions or both. They should have excellent English language skills. The
panel has verified that staff faculty complies to these criteria and standards.
• The majority of current lecturers have a doctoral degree (70%). AMBA recommends that
at least 75% of lecturers have a postgraduate degree. This holds for the current lecturers.
• TiasNimbas receives names of potential candidates through references from colleagues
and their networks.
• The Academic Director is responsible for preparing new lecturers thoroughly for their
teaching tasks. This includes supplying them with the necessary information about the
study programme and the programme requirements, discussing the programme contents
and working methods with them, discussing the composition of the group of participants
and their backgrounds; directing the development of course material, and attending
lectures should the need arise.
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All the lecturers receive the so-called Lecturer Handbook that contains, amongst others,
instructions and examples of the module requirements and testing.
The evaluation of the module by participants can result in a lecturer being dismissed
whose performance is consistently poor. This has indeed happened in the past. The
lecturers are not employed on a permanent basis. The Academic Director is responsible
for the quality of the staff employed.
The curriculum is the guiding principle for the deployment of lecturers and the substance
of their expertise. The Academic Director regularly confers with the lecturers in order to
ascertain that their contribution is relevant from the perspective of the curriculum as a
whole. As mentioned in aspect 2.3 the panel is of the opinion that the coherence of the
curriculum could benefit by appointing a lecturer as central coordinator (primus inter
pares) for the contents of a specific track in cooperation with the programme manager.
The Programme Managers are assessed on three core competencies: quality-orientation,
customer-orientation, and entrepreneurial skills.
The Academic Director directs the professionalization policy. Although there is no formal
training course, there is individual support during which lecturers are familiarized with the
TiasNimbas method of work.
A suitable format is in place for the performance interviews (Performance Appraisal
Interview TiasNimbas Faculty). The performance interviews are scheduled in accordance
with the Academic Dean’s strategic plan.
The results of MTO 2008 indicated that the teaching staff is very satisfied with their
working conditions. This is less so for staff members in the supporting positions. For
TiasNimbas as a whole that was the reason for setting up three working groups – one for
personal development, one for internal communications between divisions and one for
entrepreneurship. The task of the working groups is to prepare improvements on these
counts.
The programme managers provide the link between the lecturers, the students and the
Directors. They are responsible for the smooth running of the programme and for
supporting the students. This includes: organisational, administrative aspects, time
schedules, handbooks, study material, module-evaluations, counselling, address
potential students.
Topic 4
Facilities
Aspect 4.1
Material facilities
Full-time Good
Part-time Good
Criteria:
- The accommodation and material facilities are sufficient to implement the programme.
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• Since 1986, the former Nimbas Business School has been housed at Kromme Nieuwe
Gracht 39 in Utrecht. This is an originally medieval townhouse that had been adapted for
teaching purposes when Nimbas was established there. In recent years, additional
renovations took place and the Utrecht campus of what is now TiasNimbas is now a
suitable facility for this master programme. There are three lecture halls that seat
between 25 to 85 people. The halls offer good visibility and acoustics, and supportive
audio-visual aids are available, including beamers, overhead projectors, smart boards,
and CD and DVD apparatus. There are nine smaller rooms (breakout rooms), with room
for study groups of two to twelve people. Each of these breakout rooms is equipped
adequately, according to its size and function.
• Wireless internet is available throughout the campus, in addition to a computer room with
23 computers. Each student seated in the lecture halls is equipped with data connection,
thus allowing participants access to the internet with their own laptops.
• The TiasNimbas network enables the exchange of files between students, lecturers and
other staff members. It is also possible to print files.
• There is a library in the building. Though this library has a wide scale of handbooks and
journals, it is a limited collection, as participants told the panel. Alumni mentioned that
they can get access to the University of Utrecht rather easily. TiasNimbas states that
there is an ongoing agreement with the University of Utrecht. If a TiasNimbas Master
student registers at the UU library, TiasNimbas is invoiced. Students also have easy
access to the online library. Students can use the Tilburg University electronic library
resources. This has access to renowned databases, i.e. Amadeus and Science Direct.
• Students may enter the building until 11 p.m. Weekend opening hours are: 11 a.m. to 8
p.m., unless there is class, then open from 9 a.m. to 10 p.m.
• The university has a Virtual Campus at its disposal. This online application, that
participants may access with a login name and password, offers the possibility to
communicate with all parties involved in the study programme (fellow-students, lecturers,
staff). Any developments and news concerning the curriculum and the various blocks are
exchanged on the Virtual Campus. Assignments, study material to be prepared, and
other relevant information is made known to the participants through the website of the
university. Completed assignments are also handed in on the university’s website. All the
assignments completed by the participants are saved and stored on the system.
• Around 50% of the full-time students are international students. The visa and housing
office helps these students with visa-application, registration and suitable housing.
TiasNiambas offers international students accommodation.
• The panel finds that the accommodation and the computer facilities have been upgraded
during the last years.
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Aspect 4.2
Student support and guidance
Full-time Good
Part-time Good
Criteria:
- The student support and guidance, as well as the information given to students are
adequate for the purpose of students’ progress;
- The student support and guidance, as well as the information given to students meet the
requirements of the students.
• Prior to the beginning of the degree course, prospective participants receive extensive
information from the Programme Advisers.
• The participants receive regular information about their study progress (Student
Handbook). On the basis of this information the participants can work on their
competencies, growth and development. Feedback is given on an individual basis by the
Academic Director or a specific lecturer. On the basis of this feedback parties can decide
jointly that extra study guidance is called for. This may, for instance, be in the form of
extra individual tuition or by supplying extra study material.
• The study programme has a Programme Manager, who is the students’ contact person.
The small-sized participant groups stimulates personal contact between the Programme
Manager and participants. The relatively long completion time of the part-time course, the
intensity of the block structure in combination with the relatively small groups, creates the
possibility for intense and personal contact between participants and lecturers.
• Participants of the MSc/MA degree courses are relatively young and, therefore, extra
attention is given to personal counselling and coaching. Students receive general
counselling with regards to study skills such as academic writing. Student counselling is
offered by the Programme Director. Tias Nimbas offers students a Personal Development
Programme (PDP), aimed at de professional development of the student (PDP
TiasNimbas Business School). Personal coaching is offered by internal and external
coaches. Group counselling is also offered. For non-urgent, administrative matters the
Programme Manager has consulting hours, but for urgent matters he is also accessible
during office hours. Moreover, for matters of a very urgent nature the Programme
Director is accessible by telephone outside office hours.
• A dyslexia protocol is in place.
• The provision of information to students and lecturers is mainly through the Virtual
Campus. For a description see 4.1. Academic achievements are presented anonymously
on the system. Participants can request an overview of results obtained.
• Prior to the beginning of the course participants receive extensive information from the
Programme Advisers.
• The Careers Services Office supports the development of the student’s career plan
throughout their study programme. Students benefit from career training, guidance and
information and defining their career goals.
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The Programme Manager monitors each student’s progress also by maintaining both
attendance records and marks achieved. When necessary an alternative programme is
devises with the student, to resolve any problems in progress. Individual coaching is
offered by the Division Director.
Within the programme attention is given to the Personal Development Progress (PDP) of
students. This consists of: 1st semester: self-awareness, coping with transition, cultural
differences, intervision sessions, personal growth en individual coaching, teamwork track
dedicated to the teamroles and performance in the group, 2nd semester career support,
what students want to achieve. PDP is obligatory for full-time students and optional for
part-time students.
Topic 5
Internal quality assurance
Aspect 5.1
Evaluation of results
Full-time Good
Part-time Good
Criteria:
- The degree course is subjected to periodic review, which is partly based on verifiable
targets.
• The quality of the study programme is held against the light structurally and assessed on
its academic level, the content of the programme, and participant satisfaction. This is
done in various ways (Selfevaluationreport, Internal Quality Guide):
1) Academic quality is evaluated once every three years by the Academic Council
(Working Procedures Academic Council). The Academic Council, which consist of
five renowned professors of Tilburg University, Eindhoven University of Technology,
and TiasNimbas and chaired by the Academic Dean (Samenstelling Academic
Council), guarantees in a structural way the academic quality of the study
programme. The tasks and authority of the Academic Council are laid down in writing.
2) Half-yearly consultation with the Advisory Body of the study programme. The study
programme has an Advisory Body consisting of members from the research
environment and day-to-day practice, supplemented with graduates. They monitor
quality with regards to the connection with day-to-day practice.
3) Annual consultations with the Academic Dean. The study programme is assessed on
the basis of the evaluations by the participants. Problems, if any, are discussed and
suggestions made for ways to improve the study programme.
4) Periodic consultation between senior lecturers and/or lecturers.
5) Periodic evaluation by participants. The participants evaluate each module of the
curriculum. To this end they receive an evaluation form with questions about the
lecturer’s performance and about the contents of the study block, and the balance
between theory and practice (Example evaluation form). At the end of the academic
year there is an overall evaluation. The participants give their scores on a five-point
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scale and afterwards supply written comments on the quantitative assessments. On
average the assessments should be higher than 4.0 on the five point scale. In case
the scores come out below 3.0 consistently, the Academic Director contacts the
lecturer to determine in what ways future performance levels can be improved. In
case of a repeatedly low score the lecturer will be replaced. This has occurred in the
past years.
Dependent on the specific needs, the Academic Director is free to include additional
quality guarantees.
Teachers are asked after each module to evaluate the student’s participation.
Aspect 5.2
Measures for improvement
Criteria:
- The results of this evaluation form the basis for measures that can be demonstrated to
improve the course and that will contribute to reaching the targets.
• The Academic Dean carries the ultimate responsibility for the Plan-Do-Check-Act cycle.
He has the authority to carry through changes. Major changes are implemented after
consultation with the Management Team.
• The programme management indicates that several improvements have been made in
the last years on the basis of student evaluation outcomes. The panel finds this hard to
trace in minutes of management meetings.
• An example of regular changes are the annual scrutiny of the module-syllabi and course
descriptions. Another example is the change in performer for the PDP-programme. This
is performed by an external organisation. Other changes are the restructuring of the
research module and new course Product Innovation in MA and changes in sequence for
the MSc.
• The panel confirms that adjustments and improvements to the programme are made as a
follow up of evaluation results. These process are difficult to verify, because there are
very brief or no clear comments in the minutes of advisory boards and management. The
panel has the impression that in the last few years many changes have been made in the
organisational structure of the programmes and not as much on the content and
academic level of the programme. This seemed to be a certainty with TiasNimbas. Given
the panel’s comments with the programme aspects the panel finds that TiasNimbas might
have to refocus on this. There are first signals that this progress has started: for example
the possible start of mandatory preparation courses in 2010. On the basis of these
comments the panel concludes with a judgement Satisfactory.
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Aspect 5.3
Involving staff, students, alumni and
professional field
Criteria:
- Staff, students, alumni and the professional field in which graduates of the course are to
be employed will be actively involved in the internal quality assurance.
• Each study block of the curriculum is evaluated by the participants. To this end they are
issued an evaluation form on which they fill in their comments about the lecturer’s
performance and on the contents of the study block. The participants give their scores on
a five-point scale and afterwards supply written comments on the quantitative
assessments.
• TiasNimbas has a student association for the MSc, MA en MBA students: the
TiasNimbas Student Association. The TNSA is foremost recognisable in the guest
lecturers that they invite to class. It is TiasNimbas’ intention to give the student
association a more formal character by extending its duties. Once a month the Director
consults with the association.
• Students feel they are regarded as full partners in quality control of their degree
programmes. However, it is also clear that the main interest of participants is in their
current and prospective module. Student participation in quality control is not high on
students’ agenda, to the experience of the panel.
• The panel found that there is no official ‘opleidingscommissie’ with official tasks and
participation of students and teaching staff in the assurance of programme quality. The
management mentioned that these tasks are performed by the Programme Committee.
This constitutes of merely management and lecturers that confer on programme-issues. It
has no formal status.
• Students mention that chairpersons from every module group confer with the Programme
Director concerning the modules set up, contents and the performance, including
examination.
• Periodically, the Academic Director consults with the lecturers and senior lecturers
attached to the study programme.
• Once every three years the Academic Council discuss a report on the contents of the
study programme. The Academic Council of TiasNimbas has so far not been involved
with the Masters programmes in Utrecht. However, there are meetings between the
Academic Dean and the Director of the Division as well as Academic Director to discuss
and comment upon changes.
• Based on the remarks, suggestions and recommendations of the participants, the
lecturers are informed of their results so that they are able to adjust their individual
performance. In addition, the evaluations are used to improve the set-up and contents of
the study programme.
• Faculty meetings are convened regularly, for instance, to discuss case studies. All faculty
is invited to join graduation ceremonies.
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An employee satisfaction survey is conducted annually. The results of this survey are
published. The average mark in 2008 was 8.5 out of ten.
Graduates are encouraged to continue developing themselves even after they have
completed their studies by taking part, amongst others, in the TiasNimbas Lifelong
Learning programme. Participants can maintain contact through the website and are
invited to master classes and Knowledge Updates. For the international programme the
participation of alumni is low.
The Int. MSc programme has an Advisory Body consisting of members from
business/consultancy environment and day-to-day practice, supplemented with
graduates. This board advises the Academic Director and the Division Director from a
business/professional point of view on needs for knowledge. It provides important
impulses to further development of the programme and adjustments in terms of module
content and structure. The board was established at the end of last year and met so far
twice. The input has been used to make changes in the curriculum and specific modules.
The panel assesses this aspect as ‘satisfactory’ in the matter of the involvement of
students and alumni. The Student Association does not seem to function as a true
partner in participation in quality control.
Topic 6
Results
Aspect 6.1
Level achieved
Criteria:
- The final qualifications that have been achieved correspond to the targets set for the final
qualifications in level, orientation and domain-specific requirements.
• TiasNimbas awards diplomas if participants have completed all modules successfully,
including the final Thesis Project. Although the Thesis at the end of the study programme
presents an integrative view of what a participant has learned, it will be weighed as 8
modules (24 ECTS). The passing grade for modules is a mark of 50%, part-assessments
40%. The Thesis has to be marked minimally with a 50%. One module can be graded
with a 40-49%. Thus, theoretically, a student can graduate with a 50%-grade for the
Management Project and one module graded with 40-49%. The panel finds this not very
clear (compare aspect 2.8).
• The Thesis project is an independent research project in which the student investigates
specific research questions using quantitative and qualitative methods to collect data. It is
the culmination of the programme and allows students to apply academic standards and
methods in an authentic business context. The student has to write a research proposal,
taking into account the constraints of time and resources. He has to conduct a literature
research, design a research methodology, conduct empirical research in the field,
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analyse quantitative and/or qualitative data, assess implications of the findings, manage
and own the research progress, identify the key issues and make sustainable
recommendations. Part-time students can carry out their project in cooperation with
his/here company. These outlines are clearly set out in the Thesis Project Guidelines.
The Thesis report should be in the range of 19,000 to 22,000 words. Samples of the
thesis reports are assessed by the Ephorus software to detect plagiarism.
The panel scrutinised ten thesis reports of the original Marketing Management track and
ten thesis reports of the original Financial Management track, including the marking
sheet. These reports received marking in the range from 55 to 90%. The panel was not
entirely positive in their assessment of these reports. Though the subject matters were
appropriate for the field of BA, a number of reports did not come up to the standard that
the panel expected. In several reports (15-20%) the panel missed a thorough
methodological underpinning and statistical analysis of the findings. This is more the case
for the Financial Management reports than for the Marketing Management report. The
Marketing Management reports are more based on qualitative research methods. On the
other hand the panel noticed that reports with more in-depth quantitative and qualitative
analysis did receive higher grading.
The panel observed that in compliance with the civil character of the WO-master
(compare aspect 1.3) the thesis reports focus on practical business problems. This
results in conclusions and solutions that are applicable in the professional field of
management. Students use extensive literature, although not always up to date. Students
tend to analyse data in a contemplative manner. Here also; students that reach further on
academic scale, do receive better markings. Overall the panel finds the reports
satisfactory for WO-master level, although overall the level could be strengthened with
more emphasis on quantitative analysis with state-of-the-art statistical techniques. The
panel has confidence that this will get progress with the changes in programme (prep
course and foundation) and with regard to the good quality of the staff.
In the interview with the alumni the panel found that alumni demonstrated the desired
interest and approach to business as might be expected from young professionals who
have recently been awarded academic master’s degrees. The alumni held respected
positions in the professional business field. Representatives from the Advisory Board
acknowledge the academic approach that graduates show, especially in the soft skills.
The panel gives a judgement Satisfactory as result of the comments made on the thesis
reports. These remarks are made for a part of the reports. In total the panel finds the
reports acceptable for a master’s level. From a practical, civil point of view the theses are
adequate for the business field. The empirical and academic point of view could be
enforced.
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Aspect 6.2
Educational success rate
Full-time Good
Part-time Good
Criteria:
- To measure the results of teaching, target figures have been set in comparison with other
degree courses;
- The results of teaching meet these targets.
• The TiasNimbas target is that at least 90% of students of each cohort finish their studies
within the planned time, be it the two year period for part time participants or the one year
period for the full time participants.
• The information that the panel received supports the view of the programme
management that these targets are met in terms of awards being made. TiasNimbas
states that most students pass within the planned time frame. The panel could not find
confirmation of this in written information. The ratio of students graduated is high.
Admission in
Full time FM
Part time FM
Full time MM
Part time MM
2004
Admission: 2
Awards:2
Admission: 0
Awards: 0
Admission: 13
Awards: 13
Admission: 0
Awards: 0
2005
Admission: 8
Awards:8
Admission: 9
Awards: 7
Admission: 33
Awards: 28
Admission: 8
Awards: 8
2006
Admission: 23
Awards:21
Admission: 8
Awards: 7
Admission: 35
Awards: 33
Admission: 8
Awards: 8
2007
Admission: 24
Awards:22
Admission: 17
Awards:
Admission: 37
Awards:36
Admission: 11
Awards:
2008
Admission: 19
Awards:
Admission: 16
Awards:
Admission: 41
Awards:
Admission: 17
Awards:
FM = Financial Management
MM = Marketing Management
Topic 7:
Planningsneutrale Conversie
TiasNimbas heeft voor de originele geaccrediteerde opleidingen Master in International
Business and Marketing Management (MA) en de Master in Financial Management (MSc)
een planningsneutrale conversie aangevraagd naar het in dit rapport beoordeelde
programma van de International MSc in Business Administation (see annex 6).
Bepalend voor een planningsneutrale conversie is de vaststelling dat de verbrede opleiding
die uit de samenvoeging voortkomt in programmatische zin niet proportioneel afwijkt van de
inhoud van de betrokken bestaande opleidingen. De samengevoegde opleidingen moeten
duidelijk zijn terug te vinden in het nieuwe curriculum, zowel in de gemeenschappelijke basis
als in de specifieke componenten. Het bevoegd gezag van de initiatiefnemende instelling
moet verklaren dat sprake is van een planniningsneutrale conversie en dient de
documentatie betreffende de opleidingsprogramma’s van de oorspronkelijke opleidingen, het
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opleidingsprogramma van de nieuwe, verbrede opleiding te overleggen met een beknopte
onderbouwing van de programmatische effecten.
De NVAO toetst marginaal of de samenvoeging programmatisch binnen aanvaardbare
grenzen blijft. Indien er geen indicaties zijn dat er door de samenvoeging (verbreding) een
nieuwe opleiding wordt ingesteld en het proces dus planningsneutraal verloopt, neemt de
NVAO het standpunt in dat de toets nieuwe opleiding achterwege kan blijven.
Het bevoegd gezag dient bij de NVAO in te dienen:
- verklaring planningsneutrale karakter;
- programmatische onderbouwing inclusief:
o opleidingsprogramma’s van de oorspronkelijke programma’s;
o opleidingsprogramma van de nieuwe, verbrede opleiding.
De NVAO heeft TiasNimbas verzocht het verzoek tot planningsneutrale conversie samen
met de accreditatieaanvragen in behandeling nemen. NQA is de VBI die de
accreditatiebezoeken bij TiasNimbas heeft uitgevoerd, zie verslag in deze rapportage. De
NVAO geeft aan dat daarbij expliciet aandacht besteed moet worden aan de vergelijking van
de programma's van de afzonderlijke 'oude' opleidingen met dat van de samengevoegde
opleiding, met aandacht voor de kwaliteit van de oude opleidingen.
Het panel heeft kennisgenomen van de informatie die aan de NVAO ter beschiking was
gesteld met de originele aanvraag van TiasNimbas. Daarnaast heeft het expliciet gekeken
naar de overeenkomsten en/of verschillen tussen de oude en het nieuwe programma.
Het panel heeft bij TiasNimbas een overzicht opgevraagd van de oude opleidingen tezamen
met een vergelijking met het nieuwe programma. Vanuit de modulen en de afstudeerthesis
(uit de oude programma’s) heeft het panel een blik verkregen over de kwaliteit van de oude
opleidingen (zie oordelen en argumentatie van onderwerpen 2 en 6).
De beide oude opleidingen kennen dezelfde structuur met fundamental courses, advanced
courses, electives, personal development programme en de thesis. Deze structuur is ook
duidelijk herkenbaar in de opzet van de nieuwe opleiding. De beide oorspronkelijke
opleidingen worden als studytracks (specialisaties) voortgezet in de nieuwe opleiding. De
inhoud en opzet van de meeste courses zijn identiek aan de oude opleidingen. De beide
programma’s verschillen op enkele punten:
• Binnen de huidige MSc Financial Management is de module Advanced Financial
Management van een ‘advanced course’ een ‘elective’ geworden en is de module
Capital Markets and Investment management van een ‘elective’ en ‘advanced course’
geworden.
• Binnen de huidige MA International management and Marketing Management is de
module Strategic Marketing Planning komen te vervallen en is vervangen door
Service Marketing for Profit and Non-Profit Organisations wat eerst een ‘elective’
was. Hiervoor in de plaats is de ‘elective’ Product and Services Innovation gekomen.
Genoemde wijzigingen zijn een gevolg van de continue evaluatie van het programma en zijn
niet een direct gevolg van de naamswijziging. Ook zonder de aanvraag tot planningsneutrale
conversie zouden deze wijzigingen hebben plaatsgevonden.
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Met de samenvoeging van de MA en MSc kiest TiasNimbas voor voering van de MSc titel
voor de nieuwe master WO-opleiding. TiasNimbas vindt dat daarmee een betere aansluiting
gevonden wordt met de titelaanduidingen zoals gebruikelijk binnen de Nederlandse
academische setting. Het panel is van mening dat de MSc titel van toepassing kan zijn, mits
conform de commentaren in de beoordelingsrapportage er aandacht uitgaat naar de
aanscherping van de moduledescriptions, de preparatory courses en de reflectie op de
wetenschapsmethodieken naast het maatschappelijk effect van de WO-master. Er kan meer
balans worden gebracht tussen kwalitatieve en kwantitatieve analyses en onderbouwing
door een versterking van de onderzoeksmethodieklijn. Het panel heeft de indruk dat
TiasNimbas de capaciteiten heeft in haar stafteam om dit gericht vorm te geven.
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Part C:
Annexes
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Annex 1:
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Declarations of Independence by the Audit Panel Members
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Appendix 2: Expertise panel members
Relevant expertise in the professional field
Professional competence:
Familiar with the most recent developments
X
X
X
Professional competence:
Familiar with teaching, assessment and examination at a
level/orientation minimally that of the study programme to
be assessed
X
Teaching capability
X
Student-related experience:
Audit visit experience
NQA panel member
Ms. ir. M. Dekker-Joziasse
X
Student panel member:
Mr. J. Schueler
Panel member:
Prof. P.S. Zwart M.A.
Expertise conform Protocol VBI’s
Panel member:
Prof. H.F.D. Hassink RA, M.A.
International Master of Science in Business Administration,
TiasNimbas Business School
X
X
X
X
X
X
Further background information regarding the panel members:
Prof. H.F.D. Hassink RA, M.A.
Professor Hassink has been asked to take a seat on the panel because of his extensive knowledge of
the Economic higher education field. Through professional practice, Professor Hassink is also up-todate on the latest developments in his specialization. Work experience and refresher courses ensure
he is well-acquainted with the accreditation system. Professor Hassink has been individually briefed
on the audit visit process, accreditation in higher education and NQA’s mode of working.
Education:
1985 – 1990
1990 – 1993
1990 – 1992
1992 – 2006
2005
Maastricht University: Business Economics
Maastricht University: Study course Trainee research assistant
Maastricht University: Post-doctoral Study Programme Chartered Accountant
Various short training programmes and courses in the field of didactics and research
skills
Training leadership skills
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Work experience:
1987 – 2009
Maastricht University (consecutively, in part simultaneously):
Student-assistant
University Lecturer Business Economics, among others, for the study programme
Fiscal Economics
University Head Lecturer Business Economics
Professor Business Economics, specialization Accountant’s control
Professor director post-doctoral Accountants- and Controllers study programme
Chairman Examination Committee Business School
Chairman of various committees
Member of the faculty board
Member of various evaluation committees
Member and chairman of various associations
1995 – 1997
Accountant with Accountants Service Rabobank Group
1993 – 2005
Trainer/tutor for various (post-) doctoral en post-Higher Professional Education (HBO)
study programmes in the field of management, accountancy and control
1990 – 2009
Author of numerous articles and papers (>50) (popular and scientific, national and
international) on the theme of business economics and accountancy
Other:
2006 – 2007
Requested by the FdEWB UM faculty administration to screen Fiscal Economics
Study Programme UM.
Prof. P.S. Zwart M.A.
Professor Zwart was asked to serve on the panel because of his audit skills, gained through an
assessment procedure - as domain expert – into a professional master degree in his field; his teaching
experience and research into Economics of Small and Medium Enterprises and his expertise in the
field of Business Administration, Economics, Marketing en Marketing research. His experience in
establishing a university course for Business Administration and Economics and his status as
distinguished professor, show he possesses excellent skills in the professional education field.
Professor Zwart is up-to-date on the most recent developments and has experience in teaching,
evaluation and assessment in the fields of business economics, international business and
management studies and small business and retail management. Moreover, he is aware of current
international developments in these fields. He is familiar with teaching and perceptive of international
events in commercial economics and has relevant professional expertise in the field of international
business and management studies. For this audit visit, Professor Zwart has received individual,
additional briefing about the audit visit process and accreditation in higher education along with NQA’s
method of working.
Education:
1962 – 1971
Business Administration and Economics, Rijksuniversiteit Groningen
Work experience:
1971 – 1983 Lecturer Marketing and Marketing Research; doctorate Economics (MA), Groningen
University
1983 – 1985
Assistant professor of Marketing Research; Ph.D in Economics
Doctoral research: Decision process for small enterprises: applied in the pharmacy
branch
1985 – 1990
Associate professor of Marketing Research
1990 – to date Professor Economics of Small and Medium Enterprises
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Various:
• Board chairman Centre for Small Business
• Jury chairman “Pharmacist of the year”
• Secretary NOVO directorate (an organisation for mentally retarded people)
• Secretary of the Marketing Support Group Groningen
• Editor of MAB, monthly publication for accountancy en business economics, a scientific magazine
• Vice-president European Council for Small Business
• Member of the advisory body “Programme research MKB and entrepreneurship
• Member of the advisory committee “Entrepreneurship with know-how”
• Advisor to various small and medium businesses
• Publications: see www.rug.nl/staff/p.s.zwart/index
Mr. J. Schueler
Mr Schueler has agreed to take a seat on the panel as student panelmember. He is premaster student
Administration (Bestuurskunde) at the Vrije Universiteit Amsterdam. There for he studied Accountancy
bachelor’s at Hogeschool Utrecht. In between Mr. Schueler was boardmember for ISO (Interstedelijk
Studenten Overleg), where he represented the interests of student with the Ministery of Education,
political parties and the VSNU and HBO-raad. Within the Hogeschool Utrecht Mr. Schueler
participated in several programme-, institution- and university participation committees. Mr. Schueler’s
age is representational for the study programme’s primary target group. His knowledge and first-hand
experience on subjects like study load, educational approach, study facilities and quality control make
him a valuable asset to the panel. Mr. Schueler is also familiar with audit visits; in this case he has
been given additional individual briefing about audit visit procedures and NQA’s manner of working.
Education:
1998 – 2004
HAVO, profile Economics and Society, Meerwegen College Farel in Amersfoort.
Obtained diploma (July 2004)
2004 – 2009 Bachelor Accountancy, Hogeschool Utrecht.
2009 – to date (pre) master Administration (Bestuurskunde), Vrije Universiteit Amsterdam
Work experience:
2006
KPMG Accountants NV, Intern
2006 – 2008 Hogeschool Utrecht, Lecturer’s assistant
2008
PriceWaterhouseCoopers Accountants NV, Stagiair
Various:
2005 – 2008
2005 – 2006
2006 - 2008
2006
2007 – 2008
2007 – 2009
2008
2008-2009
2009
Class representative, Hogeschool Utrecht
Vice-chairman Joint Study Programme Committee Economics, Hogeschool Utrecht
Chairman Joint Study Programme Committee Economics, Hogeschool Utrecht
Member advisory selection committee education manager business economics,
Institute for Business Economics, Hogeschool Utrecht
Ambassador Study Programme Committees, Hogeschool Utrecht
Member Faculty Participation Council, Economics and Management Faculty,
Hogeschool Utrecht
Member advisory selection committee Director Institute for Business Economics,
Hogeschool Utrecht
Board member Interstedelijk Studenten Overleg (ISO)
Member NVAO-panel, honours programme Hogeschool Windesheim
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Ms. Ir. M. Dekker-Joziasse
Ms. Dekker’s function is that of NQA-auditor. She has more than thirteen years audit visit experience
in all sectors of higher professional education (HBO) and academic higher education (WO) Her highquality ability as auditor stem from many years of audit visit experience and courses followed at
Lloyd’s. Ms. Dekker also gives training courses that deal with audit visits and the accreditation system
for auditors of higher education. She owes her knowledge of higher education to her WU teaching
experience and educational training courses.
Education:
1977 – 1983
1983 – 1989
VWO, Christian Comprehensive School Walcheren in Middelburg
Study Horticultural Crop Science, Wageningen University
Work experience:
1990 – 1991
Advisor with Horticultural Advice Bureau
1991 – 1995 Non-tenured lecturer Wageningen University, Horticultural Crop Science department,
responsible for education development
1995 – 2004 Policy officer Quality Control department, Higher Professional Education (HBO) board,
7 audit visits in various higher professional education sectors/domains
2004 – to date NQA: senior auditor, advisor and account manager
Training courses:
Training Auditor Higher Education, October 2003, NQA in collaboration with Lloyd’s Register
Two-day course Internal Quality Audits, December 2002, Lloyd’s Register
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Annex 3:
Audit Visit Programme September 11th 2009
Time
08.30 – 10.30
10.30 – 11.15
Part of the programme
Welcome and studying the materials
Conversation with the programme
management
11.15 – 12.00
Conversation with the students
12.00 – 13.00
13.00 – 13.45
Lunch
Conversation with the teaching faculty
13.45 – 14.30
Discussion with the employers and
alumni
15.30 – 16.00
Second conversation with the
programme management
16.00 – 16.30
Closing panel deliberation and ending
of visitation, guided tour
Participants
Panel
Prof. dr. ir. Ramon O’Callaghan (Dean
TiasNimbas)
Prof. dr. Herbert Paul MBA (Associate Dean
Master programmes)
Mrs Hetty van Roozendaal LLM (Director Master
programmes)
Emily Wills BA Hons (Programme Manager FT
Masters)
Ms Judith Dielemans MA (Programme Manager
PT Masters)
Mrs drs. Ilse Streng (Director Strategic Projects)
Murielle Bolsius
Sarah Pilcer
Mark Wezendonk
Daniel Arfi
Martijn Nathan
Seda Cin
Tareshma Rana
Olivier Molenkamp
Mark Koole
Leen van der Harst
Panel
Dr. Alf Crossman
Prof. dr. Annouk Lievens
Dr. Rachel Campbell
Dr. Michael Antioco
Prof. dr. Herbert Paul
Prof. Stuart Sanderson
Maarten Hoffer
Stuart Fair
Gerda Tiefenbacher-Magerl
Sjoerd Leemhuis
Froukje Heres
Bratislav Zivadinovic
Martin Pietersen
Jan Tjerk Boonstra
Prof. dr. Herbert Paul MBA (Associate Dean
Master Programmes)
Mrs Hetty van Roozendaal LLM (Director Master
Programmes)
Prof. dr. Patrick Kenis (Academic Dean)
Ms Emily Wills BA Hons (Programme Manager
FT Masters)
Ms Judith Dielemans MA (Programme Manager
PT Masters)
Mrs drs. Ilse Streng (Director Strategic Projects)
Panel
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Annex 4:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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Overview of documents made available
Study programme and University policy documents that illustrate how the study
programme has been shaped during the past years and what policy the institute has in
mind for the coming years;
Teaching policy and testing policy;
A representative selection from the instructional material, like:
•
Course books,
•
Readers,
•
Text books,
•
Module books and manuals or study guides,
•
Study manuals, work placements manuals and graduation manuals
•
Reading list and bibliography
•
Project assignments
A representative set of assessed material (including the assessments):
•
Tests
•
Assignments
•
Portfolios and assessments
•
Work placement reports
•
Project reports;
Staff policy (amongst others, job and qualification profiles, documentation about
performance and professionalism, staff training programme);
Information about the internal system of quality assurance:
•
Policy, overview of evaluation tools, target figures;
•
Recent evaluation reports (both internal and external, including the measuring
instruments) of aspects of education, like reports by external examiners,
evaluations by students and lecturers, module evaluation, student satisfaction
surveys, outcomes and analyses of evaluations and measures for improvements;
The composition of relevant consultative bodies (Study Programme Committee,
Professional Field Advisory Committee, Examination Committee, staff meetings, and
such like) and the minutes of the meetings of these consultative bodies;
Overview of external contacts and the nature of these contacts;
Graduation products, including assessments, insofar as these are supplementary to
the documents already submitted;
The educational success rate policy and key figures (target figures and achieved
figures);
Any other documents the institute refers to in the SER.
Annex 5:
Overview of documents regarding the professional profile and domain
objectives of the programme
The domain-specific reference framework can be found on the site of HBO-raad: www.HBOraad.nl
Learning outcomes of the study programme:
Knowledge and Understanding:
LO1: Gaining knowledge and insights in the latest thinking and research in Business Administration
and understanding their position within a business.
LO2: Broadening and deepening knowledge and insights into fundamental business functions:
-Accounting & Finance
-Marketing Management
-Organisational Behaviour & Leadership
-Business Economics
-Strategic Management
-Business Research I and II
LO3: Providing advanced knowledge and understanding in
Marketing Management:
-Services Marketing
-e-Business
-International Marketing
-Marketing Communications
Financial Management:
-Financial Management
-International Financial Management
-Capital Markets and Investments Management
-Strategic Accounting
LO4: Providing advanced knowledge and understanding in two Track Electives:
-Marketing Management: Product Innovation and Corporate Marketing
-Financial Management: Advanced Financial Management and Mergers&Acquisitions
-General Electives: Management of Change and Entrepreneurship
Skills and Attitudes:
LO5: Applying theory-based knowledge to design systematic and practical solutions to business
problems.
LO6: Developing team management skills to work efficiently in multi-functional team settings
LO7: Developing cross-cultural sensitivity and the ability to solve business problems in an international
setting
LO8: Developing communication skills to clearly and convincingly inform both specialists and nonspecialists in the field about the rationale for particular managerial decisions in written and oral form.
LO9: Developing a critical attitude and an open mind to innovative perspectives.
LO10: Supporting student’s personal and professional development including the encouragement of
an independent and reflective approach to their personal and professional growth.
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Annex 6:
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Letter to NVAO: request for combination of current programmes
(Planningsneutrale conversie)
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TiasNimbas Business School, Utrecht

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