FOUNDATION FOR INTERNATIONAL BUSINESS ADMINISTRATION ACCREDITATION FIBAA BERLINER FREIHEIT 20-24 D-53111 BONN

Peer Reviewers Report

Higher education institution (HEI): Wittenborg University of Applied Sciences, Apeldoorn (NL) Bachelor’s Programme: International Business Administration Awarding Institution: Wittenborg University of Applied Sciences Degree: Bachelor of Business Administration (BBA)

Brief description of programme: The IBA degree programme is aimed specifically at providing graduates with the skills and competencies to enter the professional field of business administration, both in the public and private sector. These positions can include management or policy supporting positions, as well as positions of responsibility in small to medium sized companies (SMEs). Date of contract: April, 13th, 2011 Documentation of programme received on: May 2nd, 2011 Date of site visit: September 5th/6th, 2011 Date of accreditation decision by NVAO: NVAO re-accreditation summer 2012 Type of accreditation process: Accreditation Type of programme: Undergraduate Length of programme (full-time equivalent): 4 Years Mode of study: Full-time Programme introduction date: November 2006 Take-up capacity: 40 – 60 per year Programme cycle starts in: six times per year (February, April, May, September, October, December) Speediness (planned number of year groups running in parallel): See block system description Student intake: Appr. 60 No. of ECTS points assigned to programme: 240 Hours (workload) per credit: 28 Accreditation Decision: The Bachelor International Business Administration is accredited for five years. Accreditation period: August 30th, 2012 until end of summer semester 2017

Panel Secretary: Dipl.-Psych. Birgit Lang-Eitner Panel Members: Dr. Jean-Pierre Izaac van der Rest (Panel Chair) Professor & Director, Research Centre Hotelschool The Hague, The Netherlands Prof. Dr. Jörg Freiling Faculty of Business Studies & Economics University of Bremen, Germany Karl-Peter Abt, Dipl.-Economist Associate Partner Stanton Chase Düsseldorf GmbH, Germany Ilja Kogan Student of the Master’s Programme Infonomics Maastricht University, The Netherlands

Peer Reviewer`s Report: Summary The Bachelor’s Programme “International Business Administration” of Wittenborg University of Applied Sciences, Apeldoorn (NL) is an undergraduate programme. It has a modular structure, is based on the ECTS, has a professional-oriented profile and leads in line with Dutch legislation to the academic degree of “Bachelor of Business Administration”. The programme meets the quality requirements for Bachelor’s programmes and can be accredited by FIBAA. The panel’s assessment takes into account the self assessment, the results of the on-site visit. The panel has taken into consideration, in particular, the strategy and objectives, admission requirements, the design, resources and services plus the quality assurance. The panel members see strengths of the programme by •

cooperation with enterprises and other organisations (see chapter 1.4.2)

•

selection procedure (see chapter 2.2)

•

ensuring foreign language competence (see chapter 2.4)

•

transparency of admission decision (see chapter 2.6)

•

communication and public-speaking skills (see chapter 3.3.6)

•

provision of student support / coaching by teaching staff (see chapter 4.1.6)

•

quantity, quality and IT and media facilities of teaching rooms (see chapter 4.4.1)

The panel also sees that there is potential for developments by •

integrating the mini-modules into larger modules (see 3.2),

•

improving the paper mark sheet in terms of transparency by using a grading system (see 3.2.10),

•

making available online databases which include access to top-ranked academic journals (see 4.4.2),

•

strengthening the role of the students in a more institutionalised way (see 5.2),

•

conducting surveys for graduates on a regular and formalised basis and their evaluation (see 5.4.3).

For the overall assessment please refer to the quality profile at the end of this report.

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DETAILS ON THE INSTITUTION Wittenborg University of Applied Sciences (WUAS) is a privately funded institution for higher education. WUAS was founded in 1987 in the hanseatic town of Deventer and quickly developed into an education centre for the fields of Banking, Insurance and Real Estate Management. Wittenborg was state approved in 1996. In 2002, Wittenborg formed a partnership with BTC, a branch of Birdsalls Limited – an international family consultancy specialising in Corporate Training and Business Development and began developing its international English-taught business programmes. In 2006, Wittenborg’s Bachelor in International Business Administration (henceforth IBA) was awarded state accreditation. Since then, the WUAS has emerged as an International Business School, focusing on Entrepreneurship and SME Management within a global context. Since 2008, the school has been managed by the Swiss / British and Chinese partners of Birdsalls Limited. The University Board is the Wittenborg University Trust, which oversees and advises the management of this state appointed University of Applied Sciences. The Trust is responsible to maintain the continuity of the University through its appointment of the University’s Directors, and its function to oversee the accreditation process of programmes and institution. The Trust is legally known as Stichting Wittenborg University. In 2010, WUAS signed an alliance and partnership with the municipal government of Apeldoorn. As a result of this strategic agreement, Wittenborg has moved location to a new independent wing of Aventus College building in the centre of Apeldoorn. The Gemeente Apeldoorn sees this move as an important part of its overall strategy to attract more higher education to the city. WUAS currently offers the study programme Administration” with eight specialisations


Economics and Management,




Hospitality Management,




Marketing and Communication,




Financial Services Management,




Information Management,




Real Estate Management,




Logistics and International Trade,




Entrepreneurship & SME Management.

“Bachelor

International

Business

It is a school with one bachelor, using one system with one team. There are no faculties or other education departments. As a prominent Business School in the region Wittenborg formulated a strategy for the coming 5 years, which foresees the development of further Bachelor’s programmes based on the specialisations of the current IBA programme, and two master programmes. Furthermore, Wittenborg has established a research center which is to provide support of small and medium sized enterprises (SME). It has appointed a professor, also dean, who has started working on projects in relation to the development of higher education and the support of local business in Apeldoorn.

Compliance with conditions and recommendations during an earlier accreditation In 2006, the IBA was accredited by the NVAO, without conditions. The IBA accreditation, although submitted on the basis of a “new” programme, was actually based on a programme that had been running since 2003, and was reviewed as such. The first real cohort of this new accredited IBA did not enter the programme until September 2007; by then 3 key FIBAA – Peer Reviewers Report

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changes in organisation and programming had been made. As stated by the HEI, the contents of the programme were not affected. 1. Block System At the start of the academic year 2007-2008 a new programming system was introduced for business subject modules. Especially in order to give students, core teachers and staff more flexibility in the programme, to allow students a start throughout the year and to give students a clear task by a more intensive module planning the module/block system was changed from a system where modules covered 3 whole blocks, with 3 partial exams over 3 weeks, to a new system where modules cover 1 whole block, with 3 partial exams on one day. 2. Seminars and Workshops Due to students and tutor feedback, to allow more diversity and choice in phase 3 Seminars/Workshops, to have more impact in a seminar with shorter and better structured papers and to have a more focussed learning, the 2-day-seminars with 2 credits and papers of 1.500 words to be written were changed into mini-module Seminars as 1 day events, with 2 subjects offered in a week and a mini-paper to 750 – 1.000 words. Since 2006 the number of seminars and workshops, so called “mini-modules”, have increased significantly, with more than 40 on offer in the 2010 to 2011 academic year compared to around 10 in 2006, simultaneously improving/ increasing the diversity, qualification and number of guest lecturers. 3. Specialisations In 2006, the IBA had started 1 specialisation: “Financial Services Management”; since then the specialisations have been further developed and increased to 8, on the same basis of 6 to 7 modules covering a specialisation. Wittenborg states that from 2011 to 2012 it is intended that the specialisation Entrepreneurship & SME Management will be replaced by the new programme Entrepreneurial Business Administration (EBA), and that the specialisation Real Estate Management, now only offered in Dutch, be developed into an English version also. Statistics

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Appraisal The peers hold the view that the significant changes of the programme since its initial accreditation led to a positive development of the programme with one exemption. They are not convinced of the “mini-module” concept in phase 3 of the programme, which is discussed in detail in chapter 3.1. but they acknowledge that WUAS has already given up this concept in the new programme design.. The development of student numbers shows a relatively uniform level between 2007 and 2011. The average duration of 4,5 years of study at a planned study period of 4 years is considered normal; it only lead to some discussions with the programme management and students concerning the fast track mode. The high dropout rates between 2008 and 2010 were explained by Wittenborg during the site visit. WUAS sees 3 main reasons for it in that the language certificate has been introduced to the immigration procedure, that WUAS has increased its own educational quality, and the world financial crisis. And, additionally, a small number of students has chosen to remain studying and living in Deventer at the end of 20092010 and did not move to Apeldoorn. Altogether the panel could accept those reasons.

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1. Strategy and Objectives: 1.1 Programme Objectives According to Wittenborg’s IBA Education Guide the IBA degree programme is aimed specifically at providing graduates with the skills and competencies to enter the professional field of business administration, both in the public and private sector. These positions can include management or policy supporting positions, as well as positions of responsibility in small to medium sized companies (SMEs). An aim is that students gain an understanding of the developments within an organisation so that they can translate these into policies, visions and aims of that organisation. They should be in a position to analyse the strategic vision of a company or organisation and using this analysis help optimise and structure these processes. From an international perspective the students should learn to analyse the environment they find themselves in and adapt their behaviour and role according to the macro and micro environments they find themselves in. The programme focuses on two main groups: International students worldwide that are looking for a broad BBA programme and Dutch students who have an international background and outlook and want to study a BBA that will allow them to specialise during the programme. The target group is looking to study in a complete English language environment, together with many different nationalities and cultures, leading to employment or further study. For its IBA programme Wittenborg has developed its own domain specific requirements, covering knowledge, understanding & development (competencies) and technical skills that are described in the Education Guide. IBA students will develop thirteen domain competencies; and in addition to that they are required to understand six processes within an organisation, develop knowledge about six different business administration activities and acquire 19 specific skills, which may be summarised as special language skills, interpersonal communication skills, information technology usage and several study skills. In a matrix WUAS’ puts its own “Domain Competencies” in relation to the Domain Competencies of Business Administration, as defined by the Netherlands Council for Universities of Applied Sciences (HBO Raad). The degree awarded is a Bachelor of Business Administration (BBA). In the view of Wittenborg this is in line with the system of degrees awarded at Universities of Applied Sciences in the Netherlands, which through the HBO Raad has established a number of domains for the sector of business, economics and commerce. The qualification and competence goals of the IBA are such that students, through a combination of knowledge gained from text books, scientific research literature, exposure to business practice and the application of understanding and knowledge, reach a stage at which they can start their (international) careers or continue their studies in the Netherlands or abroad. As WUAS demonstrates in its assessment guide the IBA programme is a platform for students to launch their careers in Business Administration, or continue their studies, or a combination of these. Current positions that Wittenborg graduates hold since 2005 cover different kinds of management positions like Account Manager, Senior Account Manager, Chief Editor, Chairman, Education Operations Manager etc. in industries and organisations from commercial corporations to government institutions, hospitals and schools. Others are enrolled as MBA- or Master-Students in different countries. The IBA in 2006 was developed with 16 final qualifications. As Wittenborg points out, the intended learning outcomes (“Final Qualifications”) were concretised in relation to the demands of the professional field (which results in the definition of the professional profile) on the one hand and the aims and objectives on the other. The Final Qualifications have not essentially changed since 2006; but they have been refined according to the changes in student body and external requirements of English Language Proficiency, have been reviewed since 2009 by the professional field, benchmarked by peers and to some extent by the critical review carried out between September 2010 and January 2011 especially regarding the adequate academic qualification and sustainability in its programmes. And, as a result there are from now on 18 improved learning outcomes with the addition of 17 and 18 FIBAA – Peer Reviewers Report

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and the refining of numbers 3, 5, 8, 12 and 14 to reflect the Bachelor level nature of the degree. Graduates... 1. are able to analyse processes in international business, find cohesion within these processes and define how these different processes can influence the achievements and attainment targets of the organisation; 2. are able to manage business processes within small to medium sized businesses, the non-profit sector and governmental organisations; 3. are able to recognise the position of the organisation within both the local and international environment, and analyse and understand the relationship between it and other organisations in the same environments:- understands the concept of sustainability; 4. are able to recognise and analyse the needs and requirements of the market, in relationship with a particular product, and on the basis of these, formulate an effective marketing strategy; 5. are able to maintain business relationships, networks and chains; 6. are able to effectively instigate and create marketing strategies and manage these in order to gain and retain customers for the company or organisation’s products and services; 7. have knowledge of the management of supply chains, facility chains and information; 8. understand some of the interpersonal and intercultural skills required to achieve within an internationally orientated organisation, including:

9.

10.

11. 12.

13. 14.

15. 16. 17. 18.

• negotiating skills • customer relationship management skills • networking skills • team working skills • organisation skills • able to deal with stress • accurate working practices • commercial thinking • entrepreneurial • pro-active working methods are able to work effectively with computer software used in business (office packages), including web-based software (databases and web mail), internet and intranets, email and other popular information and online communication management tools; are able to communicate fluently in English to an equivalent level of IELTS 6.5 band level, undernd rd stand the importance of learning second languages and have achieved a basic level in a 2 or 3 language; understand how to use the concept of human resource management, within different business and national cultures; are able to develop policies within an organisation, are able to analyse organisational problems and present results of this analysis to management; are able to suggest possible organisational solutions; are able to manage financial information and use this information to manage business processes and to make decisions when required; have knowledge and insight into the principles of quality management that are required for the sustainable management and improvement of (sustainable) business processes within the organisation; are able to write a business plan, instigate the setting up of a small company; and manage that company; are able to report financial and economic facts to the organisation, manage this information and give advice; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy, for instance on a Masters programme; have reached the academic level of Bachelor in line with the recognised European standards as described in the Dublin Descriptors.

These Final Qualifications have been developed from the Professional Profile and have been aligned with descriptors such as the Dublin Descriptors and the Netherlands Association of FIBAA – Peer Reviewers Report

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Universities of Applied Sciences’ Domain Competencies. In the view of Wittenborg, all aims and objectives of modules are aligned with the Final Qualifications.

Appraisal The objectives of the Bachelor IBA-Programme design are set out consistently in relation to the occupational area. In doing so they take into account the areas empowerment, employability, democratic citizenship and personal development. The objectives of the programme design are set out in an intelligible manner. The objectives of the programme design are in line with the qualification of the programme. The overall programme design is based on subject-specific and generic learning outcomes, which are in line with the level of the degree to be awarded on completion. The qualification title given is in line with the focus of the programme content and the national requirements. The panel appreciates the revision of the intended learning outcomes and therein sees Wittenborg’s determination to put recommendations from industry and external panel into practice. Wittenborg recently reconsidered the level of qualifications with a view to the undergraduate character of the programme and the possibility for its graduates to continue their studies on a Master’s level, since in the former 16 Final Qualifications no clear mention was made of an academic/methodological qualification. Therefore the two new qualifications Nr. 17 and 18 were added. The panel has carefully examined the intended learning outcomes and also related them to the description of the Dublin descriptors (now version of 18. October 2004). The panel members themselves have compared the IBA Final Qualifications with the Final Qualifications of other international BBA-programmes and have discussed whether a Wittenborg IBA graduate would be able to continue studies at a Master’s level. The panel finds that the programme’s intended learning outcomes are satisfactory. The panel also spoke with an alumnus who afterwards graduated from Wageningen University with a Masters’ degree, which presents preliminary evidence of the quality of the final study level. The panel agrees that the Dublin descriptors are adequately covered by the attributs, and that within the learning outcomes a distinction has been made between the level of a bachelor’s and the level of a master’s degree. Hence, the panel considers the learning outcomes of the IBA programme to be at the appropriate level. The panel has studied the matrix in which the domain competencies of the HBO Raad are linked with WUAS domain specific requirements and it has also studied and discussed the Final Qualifications – Dublin Descriptors Matrix. From its discussions with the management and lecturers and studying the course material and all kinds of assessments, the panel concludes that the Final Qualifications are in reference with the domain specific competency aims and the Dublin Descriptors. During the site visit the panel spoke to several alumni coming from industry or being enrolled in Master’s programmes and is positive about the level and contents of the jobs they hold in the professional field respectively the performance of their Master’s education.

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Exceptional

1.

Strategy and Objectives

1.1

Programme objectives

Exceeds Does not 1 Meets quality n.r. quality meet quality requirements requirements requirements

x

1.1.1* Logic and Transparency of Programme Objectives

x

1.1.2

Rationale for Qualification Title

x

1.1.3

Programme Profile (only relevant for master programmes in Germany)

1.1.4* Competence Goals

n.r. x

1. STRATEGY AND OBJECTIVES: 1.2 Positioning of Programme Keeping an eye on its two target groups (see also 1.1.), Wittenborg believes that the school, with its IBA programme - well positioned in the market in 2006 - is even better positioned now: • •

• •

•

•

•

The Netherlands remains a leading study destination in mainland Europe for international students Funding for international students at state funded Universities has been removed, allowing for a fair and level playing field in recruitment allowing WUAS to significantly diversify its student body in recent years, which in turn attracts more students from varying nationalities and backgrounds The move to Apeldoorn has allowed exposure that enables WUAS to more easily reach its home student (Dutch) target group Due to the poor profile of state funded IBMS programmes (with around a 50% dropout rate in the first year), serious Dutch students are looking more closely at the type of school they choose and Wittenborg can offer them a valuable alternative The IBA programme is designed to give undergraduate business students the opportunity to study from a broad base of business subjects towards a more specialised field within business administration, with a reduced risk of dropping out due to wrong study choices at entry The Dutch government has announced plans to force state funded Universities in the Netherlands to specialise in certain fields, thus reducing the number of specific programmes through the country The Dutch government is actively promoting non-funded education in Apeldoorn, and Wittenborg is located in an excellent position

With a view to the job market, WUAS stresses that the development of the IBA professional profile has been based on discussions with the professional field as well as academic university professors and researchers. Furthermore, input was provided from the Chamber of Commerce, the employers association VNO-NCW and organisations such as “Centrum voor Jong Ondernemen” and from the Gemeente Apeldoorn (city council). Discussions on the final qualifications of this programme have been held with alumni and work placement companies, and the results of various questionnaires regarding the final qualifications of its programmes have been used. As WUAS demonstrates in its assessment guide the IBA programme is a platform for students to launch their careers in Business Administration, or continue their studies, or a combination of these. Current positions that Wittenborg graduates hold since 2005 cover different kinds of management positions like Account Manager, Senior Account Manager, Chief Editor, Chairman, Education Operations Manager etc. in industries and orFIBAA – Peer Reviewers Report

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ganisations from commercial corporations to government institutions, hospitals and schools. Others are enrolled as MBA- or Master-Students in different countries. In regard to the positioning of the IBA programme in the Hogeschool’s strategy, WUAS states that the IBA is the base undergraduate programme at Wittenborg, providing the structure and approach on which to build a line of new programmes from its specialisations to be launched by Wittenborg in the coming two years as part of its aim to position itself as a high quality business school in Apeldoorn. This is in line with the interests of Wittenborgs partner, the municipal government of Apeldoorn, which sees the move to Apeldoorn in 2010 as an important part of its overall strategy to attract more higher education to the city. Wittenborgs strategy for the coming 5 years also foresees the development of three Master programmes, the further development of its innovation and research centre and to launch a series of joint Undergraduate and Postgraduate programmes with its UK partner University of Brighton, its US partner Webster University and its Netherlands partner NTI Hogeschool.

Appraisal The panel consideres the described profile and the competence goals to be such that the programme can compete on the education market. Wittenborg has gone to some length in analyzing the competitiveness of the programme. Different interests groups were involved in the definition of the programme’s profile. The panel agrees that the described profile and the competence goals are such that the graduates of the programme can compete on the job market. Although no graduate destination survey has been carried out yet by WUAS, the panel received some information on professional positions from Wittenborgs numerous very good relations to IBA graduates and got some insights from its interviews with alumni which in their opinion confirm the positioning of the IBA programme. Wittenborg still is the IBA programme and therefore the programme follows qualification aims, which comply with the overall concept and strategic planning of the HEI. Looking at the IBA as a base Undergraduate programme for building a line of new programmes its positioning within the HEI’s overall strategy will slightely change but will not loose its importance in the near future.

Exceptional

1.2

Exceeds Does not n.r. Meets quality quality meet quality requirements requirements requirements

Positioning of Programme

x

1.2.1 Positioning on Education Market

x

1.2.2 Positioning on job Market (Employability of Graduates)

x

1.2.3 Positioning within HEI's overall Strategy

x

1

1. STRATEGY AND OBJECTIVES: 1.3 International Dimension of the Programme The IBA programme according to WUAS is an explicitly internationally orientated programme. It is Wittenborg’s aim that graduates from the IBA programme can operate within any international environment, or use their international focus gained from the programme to excel within their home environment. The programme is described, credited (ECTS) and FIBAA – Peer Reviewers Report

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documented to conform to European Higher Education Standards, and the degree is accompanied with a Diploma / Degree Supplement conforming to European standards. Aims, objectives as well as the Final Qualifications are to reflect the international character of the programme. The final phase of the IBA also allows students to focus on scientific research, as research plays a key role in today’s business education. This research is also geared towards an international context. Students at the IBA-Programme currently represent 32 different nationalities. The largest portion referres to China 27,9%, followed by the Netherlands 17,8%, Vietnam 8,6%, Nepal 8,3% and Pakistan 5,7%. To this end, WUAS actively pursues a world wide marketing of its programme and makes use of agents/ study abroad representatives; Wittenborg also stresses the fact that the code of conduct with respect to international students in Dutch higher education and a general preference for individual applications is enforced. Furthermore, while Dutch students are encouraged to do work placement abroad, International students are encouraged to do their work experience in the Netherlands or another country other than their own. The management and regular (employed) teaching and tutoring staff of Wittenborg currently represent the following nationalities: China, Switzerland, United Kingdom, Netherlands, Germany, Sri Lanka, Nigeria, Pakistan, Romania, Ireland, Nepal, Russia, Spain and Burundi. Seminar lecturers include guests from: the Netherlands, Bulgaria, Russia, India, Pakistan, China, USA, Canada and the United Kingdom. Wittenborg has regular exchange teachers from countries within Europe, such as Spain and Romania. Many staff members have international backgrounds, both in business experience and in educational qualifications. Also many staff members have experience in more than one country. International aspects according to WUAS are woven in throughout the programme, with every module having an international aspect and using material and cases from world-wide business. Wittenborg tries to choose material that also gives examples and case studies from both developed and developing countries, as well as the many examples from the UK and the USA. Being in the Netherlands, Wittenborg students also will be exposed to aspects of business in Holland and the European Union. According to Wittenborg, intercultural aspects are specifically dealt with in modules such as “Training in Interpersonal Skills” and “Personal Development Plan” (PDP), and in phase 3 students follow a number of seminars dealing with intercultural communication. In the view of WUAS, their students must have a basic acceptance of intercultural awareness to fit into the school with over 30 nationalities. Moreover, lecturers and tutors shall always be constantly on the lookout for intercultural learning moments. The further development of the curriculum foresees special intercultural training seminars for Wittenborgs academic and administration staff in combination with the Aventus College as well as for the renewed IBA programme the implementation of a special 4-credit-module on Intercultural management in phase 1 and an elective 2-credit-module “Intercultural Business Communication for managers” in phase 3. With a view to structural and/or content indicators for internationality, Wittenborg points to the use of English as the language of lectures. The study material used is international – it is chosen after considering its international orientation and case studies. According to WUAS a recent review of the international content of all modules led to the adaptation of the current module “World Wide Business and Law” to “International Law in Business & Commerce”, whilst a new modukle “European Law” will be introduced to the renewed IBA programme. The lectures of the IBA programme are held in English, with some lectures also offered in Dutch language. Moreover, the curriculum offers students to choose from further language modules (electives) including Spanish, French, Chinese, Russian, Italian, Dutch and German. Depending on the number of interested students (minimum 5) the elective is offered. Each language is offered twice a year starting at the beginning of the winter or summer term, in three different levels, beginners, intermediate and advanced, depending on student registration. Foreign language learning is seen as competency and skills development as part of the the personal development part of the programme.

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Appraisal The programme objectives and strategy are geared to explicitly ensuring internationality in teaching and study as well as graduate employability. The vast majority of the IBA students come from abroad. Taking into account that quite a proportion of them enter the IBA at later phases of the programme, the panel appreciates their (international) experience and therefore their capabilities which contribute to the overall international orientation. Instead of student exchanges as integral part of a programme, IBA students do their work placements in different countries. Thus, the quality requirements are exceeded at this point. The teaching staff of Wittenborg is very international in its composition, with a large part having a foreign background. Combined with the international composition of the student cohorts of the IBA, this in the view of the panel constitutes a valuable asset for Wittenborg with regards to international professional experience. The curriculum includes specific international content according to the requirements of the programme. Nevertheless, the panel takes the view that international contents could be incorporated even more explicitely and vigorously in order to live up the schools selfestablished international ambitions in this respect. Special emphasis is placed by Wittenborg on furthering intercultural competence of its students. Daily multi-cultural encounters amongst students and teaching staff are only one aspect. Intercultural experience for the students with different cultural background and mentalities is not only gained by introducing their individual knowledge and cultural approach to solve problems in teams. WUAS also addresses the theoretical side of interculturality in various modules. So the intercultural focus is consistently implemented in the curriculum. The panel was able to assure itself of the regular use of international teaching material and appreciates some improvements regarding this point. Two new cooperations with academic institutions in the UK and the US in the future are also seen as valuable additions to the structural and content indicators for Wittenborgs Internationality. The use of English in the programme is comprehensive. It stands at 100% of the workload and students may also learn a third language as well which underlines the international employability of graduates. In the view of the panel, this extensive use of languages within an undergraduate economics programme exceeds quality requirements.

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Exceptional

1.3

International Dimension of the Programme

1.3.1 Internationality of Programme Design 1.3.2 Internationality of Student Community 1.3.3 Internationality of Teaching Staff

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

x x x x

1.3.4 International Content 1.3.5 Intercultural Content

x x

1.3.6 Structural and/or Content Indicators for Internationality 1.3.7 Foreign Language

n.r.1

x x

1. STRATEGY AND OBJECTIVES: 1.4 Cooperation and Partnerships Within the Netherlands, Wittenborg is a member of the NRTO (Netherlands Association of Training and Education), which represents the non-funded Universities of Applied Sciences in the Netherlands. Through the NRTO membership Wittenborg has forged an alliance with Webster University, with the aim of collaborating on quality management, for instance through peer review, and creating possibilities for Wittenborg students to continue their studies in the US. Wittenborg is also working together with NTI University (a distance learning institution) to develop and implement Dutch language programmes for enterprises in the Apeldoorn region. Besides this, Wittenborg states that it has cooperation and partnerships with individual professionals including scientific researchers and members of teaching staff in the field of business administration in various Universities inside and outside of the Netherlands. Internationally, Wittenborg has established partnerships with universities in the United States (Central Michigan University, University of California at Riverside) and one in the UK (Brighton University). Primary aim of these partnerships is to allow students of Wittenborg’s IBA programme to continue their studies at post graduate level in the US and carrying out work placement there or study at the partner university in the UK during the final year and receive a double degree. Furthermore, staff exchange is promoted. Similar agreements in relation to double degrees are intended with the Business School at Brighton University but have not been stipulated so far. With a view to strengthening its academisation through integration of staff in the academic discourse and through cooperation in research and teaching activities, WUAS has recently increased its activitiy with partners in the Netherlands and abroad, which will lead to a number of joint offers in Master programmes from 2011 and 2012 on, for example with Webster University and University of Brighton. Furthermore, WUAS is part of an initiative to form a consortium of Higher Education Institutes with HEIs from Germany, France and the UK with an aim to develop joint European management programmes. With a view to cooperations with enterprises and other organisations, Wittenborg maintains an extensive network of contacts to individuals from the business world. A number of these individuals are regular lecturers on Wittenborg’s IBA programme. Furthermore, WUAS cooperates with the municipality of Apeldoorn, which has supported the move from Deventer to FIBAA – Peer Reviewers Report

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Apeldoorn and acts as an intermediary for external funding. To strengthen external relations, Wittenborg has established three main responsible “departments” that work with external relations: “The External Relations Team”, “The Marketing Team” and “The Dirctors’ Office”. These departments are to ensure that there is a constant exchange of information between external relations and the Education Board as part of programme development. This shall guarantee the meeting of present day business education and training requirements in a rapidly changing business environment.

Appraisal Wittenborg is a rather young University of Applied Sciences, which offered its first accredited Bachelor’s programme in 2006 and is still in the process of establishing itself, to the effect that its cooperation with HEIs and other academic institutions/networks at present is rather limited. As a small HEI with a specific profile, the number of teaching staff at Wittenborg is limited. Against this backdrop, the teaching staff deployed covers a rather broad scientific spectrum. For a solid scientific footing, it is essential that teaching staff takes part in the scientific discussion. This discussion within Hogeschool Wittenborg is limited. In the view of the panel, through participation in the academic discourse of the discipline, be it by attending academic symposia, be it by establishing academic cooperation with other HEIs, can the necessary academic standard in teaching and research be better assured. The panel therefore very much appreciates Wittenborgs real efforts to strengthen its existing partnerships and also to expand its offering of programmes on a Master’s level in cooperation with other universities, which shall also allow for common research endeavours as well as teaching partnerships. Wittenborg has created an impressive network of business contacts, which it not only draws upon in the planning and realisation of its programmes (e.g. guest lecturers, see chapter 3.4.5) but through it also receives support as an institution (see chapter 4.6). This is a clear strength of WUAS. The network in the main is based on personal contacts; the number of cooperating enterprises is limited, formal cooperation agreements are not documented. Recently, a group of advisors were asked to look at Wittenborg’s IBA programme structure and evaluate its composition, aims and objectives and especially the Final Qualifications. These include experts from corporations, SMEs / entrepreneurship, Higher Education, the Gemeente Apeldoorn (local government), business representatives with experience in large multinational corporations, a former corporate CEO – now a business platform entrepreneur, and a director at a large multi-national consultant office. At present this advisory panel shall be for all WUAS programmes. The panel appreciates the formalisation of the structure of the Advisory panel as an opportunity to institutionalise Wittenborg’s cooperation with enterprises. The Hogeschool is firmly supported by the City of Apeldoorn, which has facilitated to move from Deventer to Apeldoorn in 2010, and by local enterprises. In the view of the panel, this cooperation is an asset the Hogeschool can benefit from in the future as well.

Exceptional

1.4

Exceeds Does not n.r. Meets quality quality meet quality requirements requirements requirements

Cooperations and Partnerships

x

1.4.1 Cooperation with HEIs and other Academic Institutions/Networks 1.4.2 Cooperation with Enterprises and other Organisations

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1

1. STRATEGY AND OBJECTIVES: 1.5 Equal Opportunities Wittenborg aims to ensure equality and an environment in which students and staff from many different nationalities, continents and religions can work study and learn together, free of discrimination. These aims are stated in the Student Charter and the Staff Handbook. Within its means, Wittenborg aims to provide its business programmes to students with a disability. This is also stated in the Student Charter, and the facilities are fully accessible for wheelchairs and people with a physical disability. Within the programme students with a disability or a study handicap are assisted on a personal one to one basis. Special needs are taken into consideration. Any alternative education methods / resources / timing established with a student are agreed with the class Tutor(s) and the Education Manager, noted as part of a student’s yearly review and study agreement and the Examination Board is informed. It must be clearly shown to the Examination Board that the student concerned does not gain academic advantage over peers due to arrangements made. Wittenborg maintains a strict code regarding equality for its staff and employees. This is described in the Staff Handbook – now part of the Staff Resources Pages on Wittenborg online. In its selection of staff, Wittenborg makes no distinction on gender, culture, disability or race.

Appraisal In meeting its tasks, WUAS promotes gender equality and the implementation of general bans on discrimination. A claim for overcoming disadvantages for disabled students with regard to time and formal requirements on the programme as well as for evidence of performance at the end of the course or during the latter and as part of procedures to determine suitability are ensured. As can be seen from the students’ statistics, the percentage of female students varies from just under 40% to 59%, which is very much appreciated by the panel.

exceeds meets does not Exceptional quality quality meet quality requirements requirements requirements

1.5 Equal Opportunities

1

n.o. 2 n.r.

x

2. ADMISSION (REQUIREMENTS AND PROCEDURE) According to WUAS, admission requirements for the IBA programme, on the basis of the Higher Education Act, have until now been described in the “Graduation and Examination Regulations” − a binding document ratified by the board of Wittenborg − and are also clearly mentioned on the School’s Website. The admission requirements and advanced placement criteria will from now on be incorporated in the new legally binding Education and Examination Guide (EEG). Currently, admission requirements are described in the IBA Education Guide (version update June 2011) as follows: Entry in the IBA programme • •

•

appropriate secondary school education qualifications, equivalent to the Dutch HAVO diploma or MBO-4 diploma, for students 21 years and older without the above mentioned entry requirements: entrance examination (e.g. 21+ test) set by the Wittenborg Graduation and Examination Board, working level of the English Language equivalent to an IELTS score of 6 e.g.,

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• • • • •

letter of motivation and a Curriculum Vitae, interview by Wittenborg for intention, motivation and aptitude, the completion of the interview and the offer of a place at Wittenborg are followed by the signature of a Wittenborg Study Agreement, Wittenborg is signatory for the national Code of Conduct for international students in the Netherlands, where specifics regarding entry requirements are also re-iterated, the application procedure for international students is fully described on the Wittenborg website www.wittenborg.eu where all the required documents and the fee structure are available.

In addition to the above mentioned entry requirements, also a horizontal intake is possible: Students who can prove credits gained from previous study in a related programme (including IBS BTEC programmes) can apply for entry into later stages of the programme, on the basis of advanced placement and students will be judged on an individual basis. Horizontal intake of international students from abroad will be judged on the basis of placement advice by Nuffic, and “home” student applicants will be judged on the basis of evaluation for advanced placement by internal teachers and the Exam Board. The following map is also depicted in the EEG.

Furthermore, the Graduation and Examination Board Regulations (version update June 2011) includes “Subjects of the pre-university education” (Article 5) and “Admittance inquiry” (Article 6). Wittenborg’s admission procedure is documented via its online website. Interested students receive an email package of documents including a PDF entitled Application Procedure. There are two stages in the admission process in which students are informed of their eligibility to enter the programme. Stage 1: at the initial contact stage; normally during the first interview. Stage 2: after an initial interview, held in person or by telephone, the submission of all required documentation and the entrance test and interview results. The admission decision (study agreement) is always communicated to the student in writing, through email, with reasons, if applicable.

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Appraisal The admission requirements as presented by Wittenborg in its IBA Education Guide and the Graduation and Examination Board Regulations are defined and transparent. The national standards are explained and taken into account. The routes students can take from other programmes are defined. The selection procedure not only ensures that in accordance with the objectives of the programme design qualified students are enrolled; the panel wishes to highlight the intense selection process, which stresses English proficiency and motivation and allows for students to be identified who can be placed in later phases of the programme. Standardised languages tests are used with a minimum score specified. The admission procedure is described, explained in a logical and transparent manner and documented for and accessible to the general public. The admission decision is based on objectifiable criteria and is not only communicated in writing, but in addition, contains detailed information regarding the results of the admission procedure. From the students’ statistics presented by WUAS it can be seen that there is a high number of online information requests regarding the programme (from appr. 300 to more than 900), and also that there are numerous applications that are stopped because of incomplete documentations, immigration, insufficient financial support, enrolment in another university and last but not least due to failing to meet entrance requirements. The peers do not attribute the relatively high dropout rate between 2008 and 2010 to inadequate admission requirements or procedures; rather, they agree with the HEI’s rationale of the introduction of a language certificate to the immigration procedure, the increased educational quality of WUAS, the world financial crisis and a number of students who have chosen to remain studying and living in Deventer.

Exceptional

2.

Admission (Requirements and Procedure)

2.1

Admission Requirements

2.2

Selection Procedure (if relevant)

2.3

Professional Experience

2.4

Ensuring Foreign Language Competence

exceeds meets does not quality quality meet quality requirements requirements requirements

1

x x n.r. x

2.5* Logic and Transparency of Admission Procedure 2.6* Transparency of Admission Decision

n.r.

x x

3. PROGRAMME DESIGN: 3.1 Structure The IBA is a 240 European Credit (EC), 4 year Bachelor’s programme, with the credits divided evenly over the 4 years (60 credits per year, one EC equalling 28 hrs). The 4 year programme is divided into 3 learning phases. Each phase is timetabled into a full academic year, in such a way that allows students to follow all modules from the phase, or only the required modules from that year. The timetabled year is divided into two terms (winter and summer). Each term consists of 3 teaching blocks of 6 weeks and 1 re-take exam block of two weeks (20 timetabled weeks per term). Each module has three examination or evaluation moments, all held on 1 day at the end of the block. The year is planned over 44 learning weeks, resulting in an average workload of 38hrs/ week.

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This system is intended to allow highly motivated students to complete the 240 credits in 3 years. The curriculum is modularized; EC credits are allocated to a module on the basis of initial programme design by the Education Board and monitored by the Exam Board, who comments on workload issues if these arise. In general first phase modules are weighted at a higher EC credit load than third phase modules due to the amount of reading required at the start of the programme (knowledge attainment). The weight and allocation of EC Credits to a module is done on the basis of the estimation of the study load in time at the stage of programme design, by the Education Board, in line with the Netherlands norm of an average 28 hours of study equalling 1 EC credit. The EC allocation is evaluated during the year through teacher feedback to the Education Board, through feedback from the Exam Board and through direct student module evaluation. The IBA programme is structured in a module / block system which maintains a balance of core business subject modules, specialist subject modules and practical experience modules. Throughout the programming, Personal Development Plan, Tutoring and Foreign Languages represent the thread of skills and competency learning.

Until now, as students enter the final phase of their Bachelor studies, a number of changes to the structure of the programme take place, on the one hand due to the necessity of organisation of study load and on the other hand due to the need for a student to be able to complete the programme without study delay. Current specific characteristics of phase 3 are: 1. Less core block modules (4 in total – 8 on offer) 2. 26 so-called “mini-modules” (1 day seminar / workshop, with mini-research paper)
40 offered during the year,
seminars provided by guests from universities, business and industry 3. A minimum 3 month work placement 4. A minimum 2 month dissertation period From September 2012 on WUAS proposes to combine the mini-modules into larger, contents-wise related modules that allow for an in-depth specialisation in a few, well defined areas; therefore - the number of seminars offered have been reduced and now brought under modules, not FIBAA – Peer Reviewers Report

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only in phase 3, but also in phases 1 and 2, allowing students throughout the programme to be introduced to the concept they bring; - 2 specialisation modules (from each specialisation) have been brought up into phase 3; - phase 3 Modules have been re-aligned and strengthened to become 5 credit modules. WUAS provided module descriptions for all “regular” IBA modules, e.g. modules that are taught regularly throughout all 3 phases, which in general are very informative. Furthermore, they are accompanied by module plans, further detailing contents, aims and tasks of individual lessons of the module. With a view to module examinations, Wittenborg currently follows a concept of dividing most of the module exams into three parts: Exam A: closed book exam - to test knowledge on the subject, Exam B: open book exam – to test understanding, planning and application. Exam C: oral exam - to test skills and competencies in presenting or explaining cases, research, or through a simulation of negotiating, interviewing, selling or buying. In order to bring the number of examinations per module to one, WUAS proposes the following changes: Instead of the full day exam only one final examination type; the types of examination will be expanded. The exam C format shall be also used to more formalise the presentation in project weeks. Wittenborg students are expected to complete their Bachelor’s degree programme with a dissertation, which in general combine research with on the job experience; research dissertations are also possible. The Thesis must show value for the work field and that a student has achieved the required level of skills and competence, and has demonstrated the knowledge required to fulfil the Final Qualifications. Examinations are regulated by the “Graduation and Examination Regulations”, the examination system and the various kinds of examinations are explained by the “Education Guide”. The Regulations cover the admission qualifications, according to the Netherlands Law, and the EC Credit allocation on the basis of a standard pass score for examinations, per module. A Graduation and Examination Board is in place. Its regulations issue among others provisions for physically handicapped candidates and also the regular study progress and study supervision. Above that, all students have intensive tutoring within the programme, especially if they choose to study the intense 3 Phase pathway. Students’ progress is constantly monitored. Module evaluation by students takes place at the end of each module during the Exam week, under supervision of the examination invigilators. As can be seen from the students statistics, there are in total 314 students registered in the programme from 2006 until now and total there are 81 graduates and 87 drop-outs. Overview: Bachelor in International Business Administration (specifying the specialisation in Economics and Management in the current and the new proposed curriculum – see annex for all specialisations) Legend

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Current programme

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New proposed programme

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Appraisal The structure of the programme allows for the study load to be evenly distributed between study years. The average study load of approximately 38hrs per week, based on a 44 week academic year, appears reasonable. Wittenborg has arranged the curriculum in a way that theoretically allows students to complete the programme within three years. This however implies that these students would have to bear a study load of 80 EC or 2,240 hrs per year. The actual IBA Education Guide mentions that experience shows that most students take 3.5 to 4 years. The statistics shows that the average time of study is even 4.5 years. Even though taking into account further explanations about the statistical unclarities during the site visit and being convinced that the teachers and staff support of WUAS seems outstanding the panel however questions why Wittenborg is marketing this programme as being possibly fulfilled within 3 years as there is obviously only a very small number of very ambitioned students who can do so. In addition, it seems quite ambitious as the national HBO average is well over 4 years. The panel concludes that it is unrealistic and undesirable marketing a 240 EC degree course to be studied in 3 years, especially if free summer periods are not used as a means to shorten the study length. Wittenborg to this point states in its comment that according to their students at least 2 of the summer periods are used for both work placement and the action learning parts of the programme. Only the period between year 1 and year 2 is not used. Dissertation and paper marking continues throughout the summer. Most teachers at Wittenborg are employed on normal 47 week employment contracts and are available throughout the summer. The concept of mini modules itself to the panel is not fully convincing, which will be discussed in chapter 3.2. The panel got a good overall impression of the curriculum from reading all module descriptions and is satisfied with their outcome orientation and level concerning the Dublin Descriptors. The panel has considered and discussed the current curriculum and the proposed modifications in terms of its feasibility. Special emphasis was given to the examination approach with its three parts and students as well as alumni were questioned in depth on this topic, leading to the panel’s impression that students see much more the advantage of this approach which also allows compensations than the disadvantage of more than one single exam per module. Nevertheless, the panel appreciates Wittenborg’s serious intent to in the future give only 1, more substantial, exam component, using one of the available formats. The panel also critically analysed the dropout rates shown in the students statistics, especially the high rates between 2008 and 2010 and followed the reasoning of the managements arguments as regards to the introduction of the language certificate to the immigration procedure, the world financial crisis and other personal reasons. Having also critically questioned management, teaching staff and students during the site visit about the fast tracks mode of function, the panel finally came to the conclusion that WitFIBAA – Peer Reviewers Report

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tenborg’s great strength lies in its intensive tutoring and counselling system, which makes the curriculum feasible.

Exceptional

Exceeds quality requirements

Meets quality requirements

3.

Programme Design

3.1

Structure

x

3.1.1

Structural Construction of the Programme (Core Subjects / if appropriate Specialisations (Compulsory Electives) / further optional Electives / practical Content)

x

3.1.2* Application of the “European Credit Transfer and Accumulation System (ECTS)” and the Modularisation

x

3.1.3

Study and Examination Regulations

x

3.1.4

Feasibility of Studies

x

Does not n.r. meet quality requirements

1

3. PROGRAMME DESIGN: 3.2 Content The IBA programme focuses on business administration, however with the opportunity for students to choose specific specialisations. The vertical development of the programme moves from a more knowledge based learning in the first phase through understanding in the second phase and a component use of skills to implement in the final phase. In this way, modules are aligned with each other, and also with the Final Qualifications. Vertical alignment is also secured by the thread of skills, understanding and knowledge throughout the programme. For instance, project weeks in phase 1 and 2 enable students to experience planning, research and a degree of work experience. The Modules “Personal Development Plan and Tutoring (PDP)”, Tutoring and language programmes continue throughout the programme, helping to interlink the learning process and continuously build on what has previously been learnt, experienced and achieved. The Hogeschool aims to horizontally align the contents of the programme in each phase, with modules being aligned within the phase to ensure that growth takes place in a student’s knowledge, skills and competencies. In the first phase (including the full 60 credits of year 1 and 20 credits of year 2) emphasis is on gaining knowledge about a broad range of business subjects. The modules are balanced within the phase with a core business element of Organisation & Management, Marketing and Finance basics (2 subjects each) whilst providing students with subjects in business communication, interpersonal skills and the new module in Intercultural Management. To increase horizontal cohesion, new modules in Sociology and Organisational Behaviour and Organisational Theory have been added, and a more specific European Law Module has also been introduced, in line with January’s FIBAA Review Panel’s recommendations. Throughout Phase 1, six Project Weeks are followed and students are tutored as a group in the “Personal Development Plan (PDP)”. In the second phase the modules are more focussed on understanding and planning, and are focussed on giving students a view of how businesses and organisations are managed and run, whilst allowing students to choose a more in-depth study of a particular specialised field (the specialisation pathways). As stated by WUAS the specialisation modules are FIBAA – Peer Reviewers Report

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aligned within the programme. In phase 2 PDP is continued and languages can either be restarted or continued on a higher level. Until now in phase 3, a few core taught modules with focus on strategy and leadership have been given. Much of this taught part has been provided in “mini-modules” in the form of 1 day Seminar -Workshops overall worth 26 EC, e.g. about 10% of the curriculum. Students are required to follow 26 of these mini-modules during the year. At least 40 are offered at the Business School, to all students. As suggested by WUAS, these mini-modules shall in the future be integrated into main modules in the renewed IBA programme. The core modules of the IBA programme are: • Marketing • Finance • Management • Communication & PDP • Information • Business & Law • Technological • Strategic Management The core subject areas are offered in a series of modules that reflect the focus of the phase in which they are given. The specialisations allow students to study in more depth a business field that they are interested in. Field specific specialisations are: o Economics & Management o Financial Management o Marketing & Communication o Hospitality Management o Information Management o Real Estate Management* (currently only in Dutch – no matching of IBA Final qualifications in relationship with the aims and objectives of individual modules) o Entrepreneurship and SME Management o International Trade & Logistics Students are expected to choose a specialisation, which if they follow all modules in that field, and graduation in that area can lead to a specialisation distinction on their award. With a view to interdisciplinarity, Wittenborg states that the current strengths of interdisciplinary education within the programme clearly lie within the communication and self development and foreign languages modules. In order to strengthen the interdisciplinary aspects of the programme, new modules like Sociology and Organisational Behaviour as well as Business Philosophy and Enterprise Technologies have been proposed for introduction into the renewed IBA programme. Regarding Methodological Competence and Academic Work, WUAS informs that from the start of the IBA programme students are introduced to the use of Academic English. Students must maintain and develop the English language (IELTS) level. IBA subject “Statistics” in Phase 2 aims at students understanding the importance of methodological competence in the programme and providing them with some of the skills and competencies they need in the Phase 3 module Research Methodology & Quantitative Methods. In the student’s Final Dissertation a degree of Methodological competence must be shown and the dissertation is required to stand as an independent piece of academic work. Concerning the development of knowledge and skills, WUAS states that graduates of the programme should be able to operate with people and groups in diverse forms of organisations. Throughout the programme there is an integration of knowledge with the development of competencies and skills through such elements as casework, project weeks, business excursions / company visits, language learning and the “Personal Development Plan” modules. FIBAA – Peer Reviewers Report

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According to Wittenborg, teaching is based on academic work and research, as most modules make use of standard academic literature. Also, Wittenborg is increasingly using lecturers from research institutions, such as the University of Twente, and the Radboud University in Nijmegen. Recently, Wittenborg has started to form a group of researchers, some of whom have published articles and books on business and entrepreneurship; this literature is either used directly, or it influences upon later revisions of the curriculum. Furthermore, through the development of post-graduate programmes it has been possible to attract a number of academics for the programme level and within the research centre, which has resulted in a first research project. Academic teachers (PhD qualified teachers) are asked to also provide input into the teaching of parts of the undergraduate (IBA) programmes. Within Wittenborg’s IBA programme the aims and objectives achieved within modules by students are tested on a regular basis through module examinations at the end of each block. Also, skills and competencies achieved in project weeks, PDP and Work Placement are tested through tutor evaluation on the basis of defined criteria. The level of the Final Dissertation is tested for practical content and alignment with the work field, however also for an academic Bachelor-level. The dissertation aims at enabeling students to develop research and writing skills in a major piece of work and permitting a student to explore a chosen issue in depth. The dissertation is expected to include a substantial amount of original theoretical, analytic or empirical work and be 10,000 to 12,000 words in length excluding appendices. The Graduation handbook provides all formal details for the research proposal and report.

Appraisal With regard to the content of the current curriculum the panel discussed in detail the 1-daymini-modules as they are currently taught. The panel could not be convinced of this teaching method, and without knowing exactly the content of each of these modules, neither the significance for the IBA programme nor an underlying logic structure of the mini-modules contents could be seen. Some of the topics are already dealt with in “regular” modules, for example “Supply Chain management” is already incorporated in year 3 module “The supply chain”, others might be of relevance to the whole programme. However, WUAS proposes the integration of those mini-modules into larger modules for the renewed IBA programme from next year. The panel in principle appreciates WUAS’ refraining from the mini-moduleconcept. In the view of the panel, the literature used in the core and specific modules – as far as could be checked – is appropriate to the respective modules, it is largely up-to-date and hence contains the latest developments in the respective fields of international study. In its comment Wittenborg points out that it has committed itself (in the 2011 IBA SelfAssessment) to renewal, and to completely giving up the mini-module concept as of September 2012 and that Wittenborg believes that there are extremely valuable aspects to the seminars and would like to retain the benefits of guest lecturers giving seminars on IBA related subjects, however now as an integral part of a module. Nevertheless, the logic of keeping something that you do not keep cannot be seen by the panel. Seminars from guest lecturers are a separate issue from module size etc.. Furthermore, in its comment Wittenborg summarises that from 2012 there will be no minimodules and no separate credits earned from a guest lecture seminar, however to ensure that valuable guest speakers from industry, and the development of research skills are not lost, a few (15 of the current 40) guest lectures will be given as part of (appropriate) normal modules, without any specific status. The now available 26 credits have been used to strengthen Final Year modules and introduce aspects of sociology, technology and psychology. The panel points out that this assessment not only takes into account the current stage of the programme - and there still are certain mini modules which have been used until now – but FIBAA – Peer Reviewers Report

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also the proposed chages for 2012, e.g. the panel appreciates the replacement of the minimodule concept by core modules in year 3 and 4. During the site visit the panel had a look at different kinds of examinations and is convinced that the level of examinations is suited to assess whether the learning outcomes have been achieved. Furthermore, the panel appreciates that WUAS has installed a further element to safeguard the level and quality of student assessment: the Graduation & Examination Board to not only monitor the quality of examinations in respect of whether they meet the course objectives and required competences but also to evaluate all examinations and confirm the grades. Judging from the 14 dissertations that were randomly selected, individually assessed by the panel members and discussed during the site visit, the academic requirements of a Bachelor’s Thesis are met on an average level and are in line with standards of applied Bachelor HBO research projects/consultancy projects. Generally, the panel appreciates the variation of thesis subjects with clear and appropriate applied IBBA projects. The paper mark sheets used by Wittenborg (Introduction: 20 marks, Literature review: 10 marks, Methodology: 20 marks, Results: 10 marks, Discussion/Analysis/Recommendations: 20 marks, Glossary/ biblio-graphy/appendices: 10 marks, Layout: 5 marks, English: 5 marks) do not give a transparent, explainable and accurate grade as the subgrades are not grades but points. Instead of Wittenborg’s system such as 2 (out of 3) + 1 (out of 2) + 2 (out of 3) + 1 (out of 2) = 2+1+2+1=6 the panel suggests a system of grading for example 4 aspects with 8+8+5+7 = 7. However, the final grades determined by Wittenborg and by the panel correspond to a very large extent. Whilst discussing the level of the theses the panel asked the WUAS faculty about the one weakness that WUAS would prioritise to address in the future. It came out that the conclusion chapters of the student theses is a concern. That is, students find it difficult to differentiate between results/findings and conclusions, or between conclusion and summary. This very point was also observed by the panel which was conclude that the WUAS faculty formed the right conclusion which gives confidence that this issues will be really addressed in the future. Above that •

The programme explicitely includes a combination of theory and practice.

•

The programme promotes interdisciplinary thinking.

•

The programme ensures that graduates have methodological competence and are empowered to conduct academic work and can understand and assimilate specialist literature. This is identified as learning outcomes in the module descriptions.

•

Proof is provided that teaching on the programme is influenced by academic work.

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Exceptional

3.2

Content

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

n.r.

1

x

3.2.1* Logic, Conceptual Coherence and Transparency of Programme/Curriculum 3.2.2 Field-specific Core Subjects offered 3.2.3

Field-specific Specialisations ("Compulsory Electives") offered

3.2.4

Field-specific Electives offered (if relevant)

3.2.5

Integration of Theoretical and Practical Content

3.2.6

Interdisciplinary

3.2.7

Methodological Competence and academic Work

3.2.8

Teaching based on academic Work

3.2.9

Assessment and Examinations

3.2.10 Thesis

x x x n.r. x x x x x x

3. PROGRAMME DESIGN: 3.3 Generic Skills The IBA is an applied sciences Bachelor’s programme; however Wittenborg aims to introduce students to an element of research in combination with the applied nature of their studies, as a preparation for possible further study at Master’s Level. As for additional learning opportunities, Wittenborg facilitates Sports lessons, drama lessons, film and photography courses and excursions abroad combined with history and culture classes. Social behaviour, ethics and conduct play an important role in the life of a student at Wittenborg as WUAS stated. What is expected of students and what they can expect is stated in the Student Charter. With so many different nationalities, cultures and religions present within the organisation, social behaviour, ethics and conduct become important factors inside and outside the classroom. Wittenborg encourages its lecturers to include aspects of ethics and society into their modules, wherever the module can be brought into relation with issues affected by these. Within the IBA programme subjects such as training in interpersonal skills look at issues such as “perception”; challenging the way students regard the world and how they perceive they are seen themselves. The seminars dealing with diversity and intercultural management also look at ethics and behaviour. During Personal Development Plan, students are required to review their behaviour and consider ethics and conduct as part of their continual development throughout the programme. Business ethics are looked at in subjects such as managing organisations, small business environment and management of human resources. Furthermore, WUAS is planning to add modules in sociology and organisational behaviour and intercultural management to the IBA cuurriculum. Management concepts on the IBA programme are introduced in phase 1 through modules such as Management, Leadership & the Organisation, and Administrative Organisation ManFIBAA – Peer Reviewers Report

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agement. In phase 2, the modules Managing Organisations is offered and in Phase 3 the focus is on Strategic Management, in subjects such as Advanced Corporate Strategy and Management of Human Resources. Other specific management concepts are looked at in seminars, such as Managing Diversity, Leadership and Appreciative Inquiry. Communication and Public Speaking Skills form a focus for students at every stage of the programme. Students are continually required to present information often as part of their Exam C, and always during Project Weeks. The presentation during project week is carried out before an audience of peers. Students also receive feedback specifically on their presentation techniques. During Training in Interpersonal Skills, presentation techniques are highlighted, as they are also during the PDP programme. In Phase 1 students have a specific Presentation Skills seminar, given by an expert trainer from business consultancy firms, as part of PDP1. Presentations and public speaking can also form an important part of the Work Placement and Graduation modules and Wittenborg is planning to launch its own Speaking and Debating Society, based on the Toastmasters concept, in which the concepts, skills and competencies of public speaking are learnt in a structured and methodological manner. The society will be open to business people and students who are interested in developing and improving their public speaking abilities. Project weeks are designed to try and simulate a working environment where students work in teams that they would not always naturally choose, like in the outside world. Teambuilding is specifically looked at in Training in Interpersonal Skills; it is also included in modules that deal with Leadership and Organisation Management. The current Phase 3 Seminar on Teambuilding is a professional workshop also given to corporations. In the new concept this shall be included in the PDP programme. Conflicts shall be quickly dealt with by quickly requiring students who have a conflict to sit together with a tutor and discuss the situation, bringing it into perspective within the programme.

Appraisal With the programme being a professional Bachelor’s programme according to Dutch regulations, its focus lies on preparing students for application-oriented tasks, which it does convincingly. The panel is not quite as satisfied with the development of the skills in the field of academic research as of the skills in the professional field. But the panel appreciates WUAS’ latest strategy to attract more academics, not only for the development of postgraduate programmes but also for the undergraduate programmes and therein sees a good chance for improvement concerning this point. In the form of the “Personal Development Plan” modules, the programme also includes an educational component, which is not specifically related to the final qualification. These modules also serve as strengthening leadership skills in students through strong individual support by teachers. Key competencies as social behaviour, conflict handling and ethical aspects are given due regard in the programme, not least through the multicultural composition of the student cohorts. In quite a number of modules, students are required to present the results of their studies, whereby the ability to publicly communicate is convincingly fostered. As the panel was informed in the discussions on site, the composition of project teams during project weeks will be decided upon by the programme leader, ensuring that the groups’ compositions are diverse culturally and with a view to academic competencies. The intention is to make students learn teamwork and conflict handling, which in the view of the panel is a plausible approach. Given the large amount of project weeks, this aspect is deemed by the panel to be exceeding quality requirements.

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Exceptional

3.3

Exceeds Does not n.r. Meets quality quality meet quality requirements requirements requirements

Generic Skills

1

x

3.3.1 Acquisition of Skills for Applicationoriented and/or Research-oriented Tasks (only for Master programmes)

n.r.

3.3.2 Additional Learning Opportunities

x

3.3.3 Social Behaviour, ethical Aspects and Conduct

x

3.3.4 Leadership Skills

x

3.3.5 Management Concepts

x

3.3.6 Communication and Public-speaking Skills

x

3.3.7 Teamwork and Conflict-handling

x

3. PROGRAMME DESIGN: 3.4 Teaching and Learning Methods Wittenborgs teaching and learning methodology changes as the programme progresses, from knowledge focussed teaching and learning (phase 1), through understanding and planning (phase 2) to strategic thinking and practice (phase 3). With a view to the teaching methods, the following methods are applied: classroom lecturing, discussion sessions, feedback and presentation sessions, interviews and debates, video and film, company visits, research papers, coaching and tutoring. Case studies are often used in the IBA programme, and more so from phase 2 modules onwards. Three forms of case studies are used: Text book case studies, case studies from the teacher’s own environment and real business cases, which Wittenborg develops together with its business partners. IBA students participate in them, evaluate them and even manage and operate them. As for teaching and learning materials, all compulsory reading material and literature is issued by Wittenborg through the book lending system. All recommended reading is stocked and stored in the school’s mini-library, and can be ordered for borrowing by students through the Wittenborg online library system. All required computer software is installed and made available to students. Lecturers can make copies of presentations and readers and hand these out to students as required. All material that can be uploaded and distributed through Wittenborg Online (Moodle Learning System) is done so in the course area of the relevant module. All module guides are available through Wittenborg Online for download, plus activities and course content. Presentations used by teachers during lessons are also published online. In phase 3 of the curriculum, each mini-module will have a reader to accompany it for a student’s research. Wittenborg on the one hand will employ guest lecturers in the modules: these are guest lecturers from other institutions who will teach part or all of a module. Generally they are PhD research students from other institutes or visiting professors. These guest lecturers play an important role in raising the academic level of the programme by providing students with an insight into business as it is seen from an academic researcher’s point of view. On the other FIBAA – Peer Reviewers Report

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hand, Wittenborg plans to employ guest lecturers to provide Seminars/Workshops. Some of these guest lecturers have full time positions in companies, organisations and corporations, others are retired business people. Some are independent consultants and trainers who have in-depth experience of customers from around the world, and in many industries. All guest lectures are filmed, and the films are used for evaluation, and for students to watch as part of their research. Tutoring is an important part of all Wittenborg’s programmes. Alongside the tutors, Wittenborg also has a student counsellor and a medical counsellor, both of who deal with non-academic issues. The academic tutors are intended to ensure students follow the programme at a study tempo that suits them and their abilities and that they understand what is required of them and when. While in the first two study phases, students are assigned a class tutor, who is for example also responsible for monitoring a students’ EC Credit achievement, in phase 3 each student is allocated a personal tutor for coaching and mentoring and two other tutors as part of the work placement and graduation assignment components.

Appraisal The logic of the teaching methodology as laid out in the self evaluation report in principle is adeqate to lead students to the final qualifications. A diverse range of methods is used on the programme, tailored to the specific modules. The programme includes case studies / practical projects. The requirements are in line with the programme objective. The teaching and learning materials are of the required quantity and quality and are available to the students at the required level promptly and online. A sizable number of guest lecturers teach on the programme. The guest lecturers’ special experience, most of them from the realms of business but also from research and other, contributes to the teaching activities. Wittenborg does not intend to employ student assistants to support students; however the mentoring of students throughout the programme through teaching staff is intensive, the respective criterion therefore judged as exceeding the quality requirements. Exceptional

3.4

Exceeds Does not n.r. Meets quality quality meet quality requirements requirements requirements

Teaching and Learning Methods

x

3.4.1 Logic and Transparency of Teaching and Learning Methodology

x

3.4.2 Diversity of Methods

x

3.4.3 Practical Projects and Case Studies

x

3.4.4 Teaching and Learning Materials

x

3.4.5 Guest Lecturers

x

3.4.6 Student Assistants involved in Teaching

FIBAA – Peer Reviewers Report

x

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1

3. PROGRAMME DESIGN: 3.5 Employability According to WUAS the Bachelor of International Business Administration aims to create a level of employability that offers students as wide a range of possibilities as a BBA programme can offer. With the breadth of subjects students have studied, the depth of specialisations and the combination of practical and academic based learning, Wittenborg graduates shall be well poised to entre a chosen profession. Coupled with the very real demand for knowledge migrants and the opportunities that the regulations in the Netherlands and other countries offer for international graduates, students are seen as highly employable. As WUAS points out the Final Qualifications of the programme have been recently aligned with the professional profile, and now contain two new qualifications, both directly related to the level of Bachelor, so that employers can easily recognise the qualification. Employability is seen as such an important issue for graduates, that the phase 3 Work Experience and Dissertation is often used as a direct springboard to work opportunities, and Wittenborg wants to in the future even more actively encourage this, by: • Stimulating companies to consider employing graduates from work placement • Stimulating and advising on the business start-up ideas of graduates • By introducing future graduate to interested parties • By ensuring that the aims and objectives and Final Qualifications of the programme are in line with what the majority of the work field requires. Moreover, Wittenborg informs that there are many discussions with its partners, and companies and organisations within the region, and abroad regarding this point. As WUAS demonstrates in its assessment guide the IBA programme is a platform for students to launch their careers in Business Administration, or continue their studies, or a combination of these. Current positions that Wittenborg graduates hold since 2005 cover different kinds of management positions like Account Manager, Senior Account Manager, Chief Editor, Chairman, Education Operations Manager etc. in industries and organisations from commercial corporations to government institutions, hospitals and schools. Others are enrolled as MBA- or Master-Students in different countries.

Appraisal The panel came to the conclusion that the curriculum content is such that it is possible to achieve the employability aspired to in the programme objective. Overall provision on the programme is designed to facilitate graduate employability. During the site visit the panel spoke to several alumni coming from industry or being enrolled in Master-Programmes and is positive about the level and contents of the jobs they hold in the professional field respectively the performance of their Master’s education.

Exceptional

3.5* Employability

Exceeds Does not n.r. Meets quality quality meet quality requirements requirements requirements

1

x

4. RESOURCES AND SERVICES: 4.1 Programme Teaching Staff Actually a total of 22 teachers operates the IBA programme with ten full-time lecturers, employed by Wittenborg, and 12 external lecturers plus a number of guest lecturers. Some Lecturers are involved in more aspects of daily running at Wittenborg, such as membership of the Education Board, the Examination Board, the Marketing Team or the External FIBAA – Peer Reviewers Report

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Relations Team as could be seen during the site visit. Wittenborg points out that with a policy of employing a good deal of its staff rather than hiring in only free-lancers, they always ensure a surplus of hours (allocated to non-teaching tasks) amongst its staff that ensure continuity, in situations of sickness. The panel had a close look at a matrix showing the teaching capacity by teacher and Programme, that reveals a teaching staff member’s duties in relation to the actual teaching hours on modules. The panel has studied the curricula vitae of the teachers. From the CVs including the 10 fully employed teachers of the HEI, it can be seen that about half of them hold a Master’s degree, the others a Bachelor’s degree or a Diploma. They all have adequate didactical experience. In the Netherlands it is not a legal requirement for teachers at Higher Education institutions to have a teaching qualification, however Wittenborg expects its permanent lecturers from industry who don’t have a teaching qualification to participate in Wittenborg’s Teacher Training Certificate Programme. At present Wittenborg has 9 lecturers with a pedagogical qualification of which some also have a pedagogical degree. Wittenborg is also supported by three to four external advisors (ex-teachers) who are educationalists and provide training and advice on methodology to lecturers of the Hogeschool. The teacher training sessions comprise ½ to 1 day training every block for all available teachers. The teacher training focuses on fields such as course development and learning outcomes, in-class teaching skills, examination writing and evaluation, pare writing and evaluation, and skills and competency based learning. As a business school, Wittenborg requires most of its business teachers to have experience in business. Only exceptions are possibly researchers, who have a different type of experience and knowledge acquisition history. From the teacher’s CVs can be seen that a number of the core teachers have years of experience in corporations and / or government organisations. A number of the core teachers have experience working in companies. A number of core teachers have experience in starting and running their own companies; and from the CVs it can be seen that the team is led by a group of experienced entrepreneurs. All teachers of mini-module Seminars and Workshops have experience in business, organisations and industry. In Wittenborg’s Staff Policy Document, the intention for the future is outlined: By September 2012 it is Wittenborg’s aim that 85% of teachers of full Undergraduate IBA modules will hold at least a Master’s degree and at least 20% of teachers of modules on the programme will hold a PhD. The internal cooperation of Hogeschool Wittenborg is characterised by a close contact amongst staff and between staff and students. It is supported through cooperation of teaching and non-teaching staff when organising events at Wittenborg, through regular meetings of staff members, department and inter-department meetings, project week excursions and regular social events organised by students. Wittenborg has two types of student tutor support systems, one for academic issues and one for non-academic issues. The Hogeschool follows an open door policy which means that students find all staff easily accessible during office hours on the days they are working. Also Wittenborg Online and the email system allow students to contact the correct staff member about any issue.

Appraisal The panel concludes from documentation and interviews, that there is sufficient staff for the realisation of the curriculum. Given the current number of 146 enrolled students and 22 internal/external teachers, the teacher-student-ratio currently is 6.6 to 1 without the guest lecturers. With a view to the academic qualification of the staff at a University of Applied Sciences, the panel is satisfied with the proportion of staff holding academic Master degrees or an academic title of PhD. Nevertheless, the panel strongly appreciates that Hogeschool Wittenborg intends to raise the proportion of staff with advanced degrees of an academic orientation in order to be better prepared for their Master programmes. FIBAA – Peer Reviewers Report

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Not only according to the CV of teaching staff provided by the Hogeschool but also during the interviews with lecturers at the site visit the panel got the idea that all members of the teaching staff have an (international) business background and in part entrepreneurial experience. A number of lecturers have ample experience in teaching or are currently undergoing pedagogical and didactical training. Regarding internal cooperation, the small size of the Hogeschool allows for a close cooperation amongst core staff, close contact to guest lecturers is established and held on a one-to-one basis. As affirmed by students of the IBA during the on site visit, the counselling of students by teaching staff is intensive and leaves little room for improvement, with students being coached throughout the programme by means of class tutors, the “Personal Developent Plan”-modules and each student being assigned an individual mentor in his final year at Wittenborg. The panel did not get a clear picture about a teachers workload regarding his part of tutoring or project weeks and considers that this could be a quite enormous amount of time that has to be invested here, especially because tutoring plays an important role at Wittenborg and students are very satisfied with the teaching staff being available to them even outside the specified office hours. The respective criterion is therefore judged as exceptional.

Exceptional

4.

Resources and Services

4.1

Programme Teaching Staff

Exceeds quality requirements

Meets quality requirements

Does not meet quality requirements

n.r.

x

4.1.1* Structure and Number of Teaching Staff in Relation to Curricular Requirements

x

4.1.2* Teaching Staff's academic Qualifications

x

4.1.3

Teaching Staff's pedagogical / didactical Qualifications

x

4.1.4

Teaching Staff's Business Experience

x

4.1.5

Internal Cooperation

x

4.1.6

Provision of Student Support / Coaching by Teaching Staff

x

4. RESOURCES AND SERVICES: 4.2 Programme Management In the past years, Wittenborg, as a small institute, has had a simple management structure with the directors of the school having direct operational management tasks, whilst also being members of the University Board. Due to Wittenborg’s move from Deventer to Apeldoorn, the potential for growth and the actual developments experienced during the first two quarters of the 2010 – 2011 academic years, the organisation structure has been defined on the basis of the current organisation. Until now, the IBA programme has been managed by the Education Board, whose chairman is a member of school management. The new organisation plan shows development from the organisation in order to meet the growth of the institute and bring academic influence to the management of programmes and a clearer chain of command. Therefore – according to WUAS – the programme management has been divided into two areas, teaching and adFIBAA – Peer Reviewers Report

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1

ministration. The teaching and programme development is managed by the Undergraduate Programme Coordinator, who falls under the command of the Academic Dean and the administration of the programme is managed by Education Operations Manger, who is controlled by the Business Director. The Education Board’s role remains the development of programmes and the monitoring of content. The Education Board remains reporting directly to the Institution Board. The Education Board meets every block during the Examination Week, to review feedback and development of the current programmes and to discuss the development of new programmes. As WUAS states, the transition from the current organisation structure to the one described above has already started and is being carefully managed to ensure a gradual transition, depending on student body growth towards the critical mass. Wittenborg expects to have reached the completion of the new organisation structure by September 2012. The Educational administrative support for staff and students is provided by two departments, the Education Department and the Student Administration: The Education Department, of which the Timetable Office is part of, is responsible for the facilitation of the programmes and provides both students and staff with the information and resources they require. The student administration is responsible for the correct registration of the student both within Wittenborg and externally, with the National Register (DUO) in Groningen and the Immigration Services (IND), if necessary. Student Administration is also responsible for managing Degree registration, on completion of the programme. Up to now, the Professional Field Advisory Panel has been an informal meeting of experts often on an individual basis with key programm representatives of the school, with an aim to evaluate the programme and discuss developments. As Wittenborg states, it has now formalised the structure of the Advisory Panel. At present this Panel will be for all Wittenborg’s programmes, however as the institute develops other (sub) Panels may be instigated, such as one for postgraduate and one for undergraduate business programmes. The Panel will meet up to three times a year and advise the school on the development and direction of its programmes. As Wittenborg states, its structure and responsibilities are described in the Wittenborg Professional Field Advisory Panel Guidelines.

Appraisal The workflow management, decision-making processes and responsibilities are set down in detail in the self evaluation report and are currently in the process of implementation. The lecturers and students are involved in the decision-making processes, which affect their areas of activity. The programme directors (here now the Academic Dean and the Undergraduate Programme Coordinator) coordinate the activities of everyone involved in the programme and ensure that the programme runs smoothly. In this respect, the panel very much appreciates the new organisation structure, which should lead to a better “line of command” from the Hogeschools management to the administration of the programme and also improve the transparency of the decision making processes. The administration acts as a service provider for students and teaching staff. From interviews with staff the panel learned that Wittenborg ensures that administrative staff qualification is supported through further training. However, electronic service-support possibilities are used to the best possible extent and supplement the advice provided on a one-to-one basis, resulting in an overall quality of student and staff support that exceeds the quality requirements. An Advisory board has been installed. The panel appreciates Wittenborg’s attempt to formalise the Advisory panel, to meet three times a year to provide input on academic, research, administration, outreach, advocacy and development.

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Exceptional

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

4.2

Programme Management

x

4.2.1

Workflow Management for Programme Management and the Decision-making Process

x

Programme Directors

x

4.2.2

4.2.3* Administrative Support for Students and Teaching Staff 4.2.4

n.r.

x

Advisory Body (Advisory Board) and its Structure and Responsibilities

x

4. RESOURCES AND SERVICES: 4.3 Programme Documentation Students are informed about the IBA programme by the following publications: • • • • •

The Brochure Bachelor of Business Administration IBA Education Guide IBA Module Guides IBA Education and Module Guides in the IBA Areas on Wittenborg Online Wittenborg Website

All students receive copies of the “IBA Education Guide”, the “Examination and Graduation Regulations” before they start and whenever there are updated versions. Module guides are issued together with the books for the forthcoming block. Students are informed of programming through the timetable which is published physically at the reception of the Hogeschool, and online. All activities at Wittenborg are documented, and published when applicable throughout the year as they happen on Wittenborg Online. The school encourages all staff members to keep notes of all meetings held, both internally and externally and that relevant contacts are kept up to date. The school’s education activities are published in: • The Wittenborg Year Planning • In the Education Guides • On Wittenborg Online

Appraisal In the view of the panel, the information handed to the students is comprehensive and by the use of the online-platform, constantly updated by the Hogeschool. Thus information provided for the students corresponds with the students’ needs in that it gives details on various aspects of the programme. Based on the planning of Wittenborg, the documentation of activities is judged as meeting the quality requirements.

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Exceptional

4.3

Programme Documentation

4.3.1* Programme Descriptions 4.3.2

Documentation of Activities during academic Year

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

n.r.

x x x

4. RESOURCES AND SERVICES: 4.4 Facilities Since August 2010, Wittenborg is situated in a newly built, modern education building which is part of a Dutch vocational education and training centre “Aventus College”. In its Aventus Wing, Wittenborg has 7 teaching rooms, 4 large, and three small. There is also a meeting room and further meeting areas. Wittenborg can increase its room usage as required in agreement with Aventus College. All rooms and meeting spaces have computer and network connections and have projector facilities. All rooms have a flip-over and a whiteboard. All rooms and spaces have wireless and fixed network internet access and all rooms and spaces have disabled access for wheelchairs. All computers are new and run (on) completely up-to-date proprietary and non-proprietary software. All areas of the school have internet access, both wireless and fixed network and students can use Wittenborg PCs or bring their own laptops etc. Since 2004 Wittenborg has been actively using the online learning platform “Moodle”. At present about one third of modules are up to date online and only the phase three students use the system actively to upload their work and have it graded online. Wittenborg aims to have all its courses online by September 2011, with up to date cases and material used in the classroom. This will mean that many modules will be able to offer e-learning capability, and especially the modules that are used for corporate and business training (Wittenborg Net) will be able to support these with online material. Moodle and the Student Registration Database are interlinked and this means that all students and staff have an account, and the intranet is divided into areas for students and areas from staff. Through forums and webpages, students and staff are kept informed of activities and news by the responsible departments, with important areas including “Student Resources”, “Class Areas”, “Staff Resources”, and “Teachers Resources”. Wittenborg Online is also used as the news platform on the web, which can also allow interested visitors to browse through demo courses. All required literature is stocked and supplied by Wittenborg to every student. Wittenborg ensures that there is a constant supply of up to date magazine literature. Wittenborg provides many books and reference material through an online media store on Wittenborg Online. Wittenborg recently has instigated the creation of a new library. The library will contain all recommended reading books of Wittenborg programmes and more. A plan to maintain and update the library is in the process of being worked out. It is aimed that the Wittenborg Business Library will contain 2500 reference books by September 2011. Students are able to order books to borrow through an online library management system, which will be administered through the Wittenborg student Front Desk. The student Front Desk is open from 08:30 through to 17:00 Monday through to Friday. Wittenborg students have access to up to 30 modern computers (fast, sound, high speed internet, etc.) within the Wittenborg Wing. All computers are installed with the relevant asnd up to date software. FIBAA – Peer Reviewers Report

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Appraisal In the view of the panel, the number and size of teaching rooms, the equipment of all learning facilities (including computer workstations) are of excellent quality and allow for a growth in student number without compromising study quality. The campus is fully equipped with modern information technology. Free access to a WiFi network is available for students. Wittenborg makes sure that the core literature is available for students. The library is in the process of being built up; the panel appreciates that Wittenborg is instigating arrangements for its students to access online databases of research journals. There were no complaints from the students’ side. As for the research ambitions, the availability of online databases should include access to top-ranked academic journals in order to provide the students with the state of the art in research. In this regard Hogeschool Wittenborg should ensure access not only to journals in the realm of business and management but respond to the interdisciplinary challenge as well.

Exceeds Does not Meets quality Exceptional quality meet quality requirements requirements requirements

4.4

Facilities

4.4.1* Quantity, Quality and IT and Media Facilities of Teaching Rooms

n.r.

x x

4.4.2

Acces to the required Literature

x

4.4.3

Library Opening Hours

x

4.4.4

Number of technical Equipement at Library Workstations for Students

x

4. RESOURCES AND SERVICES: 4.5 Additional Services No formal career service has been established, as Wittenborg aims to put students in touch with possible employers through the programme itself. Through its extensive network of business people and companies, students have access to a range of possible opportunities. According to WUAS Wittenbors’s tutors, the teachers and management often advise students on theor careers and introduce them to people from industry and business who may ba able to help them further their ambitions. The external relations office publishes on Wittenborg Online and “LinkedIn” any suitable information regarding jobs, both for students as part of their work placement and also for graduates. For its IBA-programme, Wittenborg’s relationship with alumni has been maintained in two different ways, without a formal organisation: through teaching staff who maintain contact to graduates and through Wittenborg’s online platform. WUAS has established the “Wittenborg University Group” on the social network platform “LinkedIn”. It is available for all staff, students and alumni of Wittenborg to join and share experiences and information about themselves. Wittenborg is currently trying to contact all graduates to ask them to join. “LinkedIn” can also allow companies and organisations to make contact with Wittenborg graduates. Wittenborg has two student counsellors, one of whom deals with medical questions and the other who is responsible for talking to students about non-academic issues. Academic issues FIBAA – Peer Reviewers Report

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1

are always dealt with through the tutoring system and if needed by the Examination Board and / or the Education Board. A medical counsellor is affiliated to the medical centre and students can make an appointment to speak about medical issues. A student counsellor is available on appointment basis and is qualified to talk with students and advise them on non-academic social issues. The student counsellor is always present at school during exam weeks and also holds an introductory talk to students (each class) every term.

Appraisal Even though no formal career service is offered by Wittenborg, the programme itself combined with the intensive mentoring of students can be expected to support students in finding employment after graduation. The respective criterion therefore is judged by the panel as met. The panel has met alumni during the site visit and learned from those interviews that despite the absence of an alumni club or any formal alumni activities yet, Wittenborg’s management gets interesting programme information from their alumni due to personal relationships to management and staff. Student counselling and welfare services are handled by teaching staff and specific counsellors.

Exceptional

4.5

Additional Services

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

n.r.

x

4.5.1 Careers Advice and Placement Service

x

4.5.2 Alumni Activities

x

4.5.3 Student Counselling and Welfare Services

x

.

4. RESOURCES AND SERVICES: 4.6 Financial Planning and Financing of Programme Wittenborg receives no government funding for its Bachelor’s programmes. WUAS is funded by student fees, and works on a not-for-profit basis. According to the HEI all revenue is used directly to fund the programme and improve it. As part of the move to Apeldoorn, a five year financial plan was made, which as recently been increased to a ten year prognosis, based on programmes and projects the school is currently involved in. Wittenborg receives a grant from a charitable foundation amounting to € 450.000 over a five year period starting in August 2010. On this basis, Wittenborg will be able to expand and grow within its new location in Apeldoorn without an increase in resource costs. In the coming two years Wittenborg is planning to instigate a number of new Bachelor’s programmes as well as three Master’s programmes and expects these courses to add to the financial stability of the school in the coming years.

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Appraisal The Hogeschool has described a short and medium-term financing strategy, on site the panel was also given access to detailed financial planning of Wittenborg, which includes a reasonable degree of detail and is transparent. In the form of a grant by a Dutch charitable foundation, the panel has satisfied itself that an agreement concerning the basic funding exists, which is likely to cover the running costs of Wittenborg for the period agreed (5 years, starting in 2010) and leave room also for a further development of the Hogeschool. Within the limits of a review process, the panel concludes that financial stability is ensured for the current programme cycle. Exceptional

4.6

Exceeds Does not Meets quality quality meet quality requirements requirements requirements

Financial Planning and Financing of Programme

x

4.6.1* Logic and Transparency of Financial Planning

x

4.6.2

x

Basic Founding

4.6.3* Financial Stability of Programme

n.r.

x

5. QUALITY ASSURANCE According to Wittenborgs statement, it has a systematic approach to quality and this is also implemented in the quality control of programme development and programme operations. The system is described in the Quality System Handbook. A Quality Director is appointed by the Wittenborg University Trust to oversee the implementation and maintenance and improvement of the Quality System. The Quality Handbook has recently been published in a clearer and more transparent manner that allows a systematic approach to be shown and quality targets have been defined. As WUAS describes, the departments and people responsible for Quality Management are clearly defined, and these are linked to the organisation structure and with regard to the development and maintenance of the programme, the Evaluation Cycle of the procedures surrounding the domain “Education” (programmes). Wittenborg involves all stakeholders in the Quality System, from an active involvement in the PDCA system for products and processes within the organisation, to active involvement in the evaluation of programme development, and the accreditation peer review auditing process. It is Wittenborg’s aim that the PDCA system and accreditation cycles are part of the internal quality assurance of the school and therefore its IBA programme, and therefore this involves all relevant parties. The Education Board broadly develops and monitors Wittenborg’s programmes and especially reviews feedback from students, teachers, (work placement) companies, business networks and Wittenborg’s alumni and takes action on results. The Exam Board ensures that all decisions regarding EC Credit allocation and the awarding of degrees are brought under the responsibility of a relatively impartial body; it is also responsible to ensure that all students entering the programme have the correct qualifications and entry levels. Wittenborg explaines that it is aiming to integrate its PDCA Quality System into the process of peer review and accreditation, and thus peer review and accreditation into the daily processes of the school. This approach has developed as a result of reviews of the quality sysFIBAA – Peer Reviewers Report

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1

tem in the past years, in relation to the programme, its support and administration systems, which at this time constitute the school as a whole. Using the outcomes of student, staff and success rate evaluations, Wittenborg includes these parts of the quality assurance system and therefore enhancement of the programme into the overall quality assurance strategy of the school. As stated by Wittenborg, the quality assurance for the programme is embedded in the quality system for the institution. The institutional quality system is based on a vertical quality flow which leads to the 4 domains of evaluation cycles of administration, education, communication and external relations as can be seen from “The Quality Flow at Wittenborg Business School”:

Throughout its assessment reports for the re-accreditation of the IBA programme Wittenborg is highlighting numerous and proposed changes as improvements to the IBA programme, as well as structures and processes surrounding the programme. (Examples are that from the evaluation of intake levels and procedures a new approach was taken regarding the recruitment of students, and intake levels will be reviewed and improvement as data from evaluations of success rates in relation to intake cohorts becomes clearer in time. WUAS also started to invest in higher academically qualified staff as a result of internal evaluations and external benchmarking.) As the HEI states, these improvements have been established through a quality system that includes Student evaluation, Teacher evaluation, Staff review, Peer review (other Universities), Peer review (Accreditation body) and the Professional field. The IBA programme is evaluated on a regular basis by active students, the student’s union, leaving students, staff members and the Professional Field Advisory Panel. Evaluation is carried out formally and informally. FIBAA – Peer Reviewers Report

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Student evaluation is carried out formally and informally. On the formal side students are asked throughout the programme to complete a “module evaluation form” for every module they follow. The new form (since 2010) explicitly raises questions about the achievement of aims and goals of the programme. The “End of Block Questionnaire” includes 27 questions. The evaluation of Classes takes place in the last week of the module. Teachers receive a feedback so far but are unable to react and/or to make improvements based on this. Furthermore, students once a year receive an appraisal interview, leaving students have an exit-interview, from the student’s union an official feedback is asked on the state of the Wittenborg programmes and also all staff members go through a periodic appraisal interview, where they give feedback on the organisation, the programmes, the students and management. In addition to that, a staff contentment research project is carried periodically. Wittenborg sees a key area of evaluation of the programme in the assessment of the success / dropout rate for students in the IBA programme, as well as the final level achieved by graduates as can be seen from the student statistics. Through the student’s union, an official feedback is asked on the state of the Wittenborg programmes. Regarding the evaluation by teaching staff, Wittenborg states that all staff members go through a periodic appraisal interview; the results of this are stored in the staff dossier, and discussed by management. At the appraisal interview, staff is required to give feedback on the organisation, the programmes, the students and management. During the appraisal interview, and afterwards a staff member is informed of feedback. Periodically a staff contentment research project is carried out by a student as part of a work experience project. Also there is regular informal contact between the management and staff, informing the management about the current feeling of success or improvement possibilities. Teaching staff are also encouraged to regularly sit in on each other’s lessons as part of peer review and support, and give each other feedback. The Professional Advisory panel evaluates the quality and scope of Wittenborg’s research, its relationship to its programmes, its relevancy and helps guide future directions. Up to now no formalised attention is given to the alumni of the programme. Especially from alumni who are working in the Netherlands or around Apeldoorn and who have good personal relations to the management or staff members, there is input on quality aspects of the programme.

Appraisal The Quality System, including evaluation cycles for Education, Administration, Communication and External Relations is described in the Quality Handbook, which was made available onsite. Overall the panel is satisfied with how the quality assurance in place for the programme has been further developed and organised. The panel also wants to stress at this point, that in the case of the re-accreditation process of this IBA-programme the recommendations of the critical view of the panel looking at the EBA programme, which has been developed from the IBA programme has already had and will further have beneficial effects on the IBA programme itself. In addition, the thesis was not formally included in the quality assurance process, an issue that the panel satisfactorily discussed with the quality assurance committee during the onsite visit. From its interviews with students, alumni and representatives from the professional field, the panel experienced that all parties feel that they are being taken seriously and that critical and constructive advice and suggestions for improvements are being implemented if possible. Nevertheless, the panel sees some room for some improvement in that the role of the students could be strengthened in a more institutionalized way.

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The outcomes of student’s evaluations are communicated and provide input for the quality enhancement process. The panel recommends to evaluate earlier (mid-module eval) to ensure that feedback will be considered to the end of class related quality improvements. The panel has met alumni during the site visit and learned from those interviews that despite the absence of an alumni club or any formal alumni activities yet, Wittenborg’s management gets interesting programme information from their alumni due to personal relationships to management and staff. Nevertheless, a more formalised structure to involve all alumni would be appreciated especially looking at Wittenborg’s expansion ideas. Furthermore, conducting surveys on a regular and formalised basis and their evaluation could provide deeper insights in the performance of graduates in actual practice or subsequent programmes. The panel has met representatives of the professional field during the site visit and recalls their enthusiasm for the IBA programme at Wittenborg. The panel appreciates Wittenborg’s attempt to formalise the Advisory Panel. The panel appreciates Wittenborg’s intention to in the future define two parts of Advisory body, e.g. including an Academic Advisory Body who shall monitor Wittenborg’s programmes from an academic viewpoint, balancing the viewpoint of the professional field. It shall be comprised of representatives from partner Universities, as well as an independent professor from a University with which Wittenborg has no ties. Three meetings per year are proposed to provide input on academics, research, administration, outreach, advocacy, and development. The panel also appreciates Wittenborg’s announcement that student-staff ratios will be evaluated constantly in the run-up to the September 2012 start, considering the potential for a significant intake. From the students statistics drawn since 2006 the panel received quite a good insight on the average study period also facing the limitations of Wittenborg’s calculation, and also on the drop out and success rate of the IBA students.

Exceptional

5.

Quality Assurance

5.1*

Quality Assurance Enhancement in the HEI of Programme Development and the Cooperation between the HEI's Management and the Faculty / Department as well as the Programme Directors Quality Assurance and Enhancement of Programme Content, Processes and Outcomes Instruments for Quality Assurance

5.2

5.3

5.4.1 Evaluation by Students 5.4.2 Quality Assurance by Teaching Staff 5.4.3 External Evaluation by Alumni, Employers and third Parties

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Exceeds Does not Meets quality quality meet quality requirements requirements requirements

n.r.

x

x x x x x

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1

Quality Profile Higher Education Institution (HEI): Hogeschool Wittenborg Bachelor’s Programme: Bachelor of International Business Administration (BBA) Quality Quality Ratings

1. 1.1

Exceptional

Exceeds qualMeets Does not ity requirequalitiy meet quality ments requirements requirements

n.r.

1

STRATEGY AND OBJECTIVES Programme Objectives

x

1.1.1* Logic and Transparency of Programme Objectives 1.1.2

Rationale for Qualification Title

1.1.3

Programme Profile (only relevant for Master Programmes in Germany)

x x n.r.

1.1.4* Competence Goals 1.2

Positioning of Programme

1.2.1

Positioning on Education Market

1.2.2

Positioning on Job Market (Employability of Graduates)

1.2.3

Positioning within HEI's overall Strategy

1.3

International Dimension of the Programme

1.3.1

Internationality of Programme Design (if relevant)

1.3.2

Internationality of Student Community

1.3.3

Internationality of Teaching Staff

1.3.4

International Content

1.3.5

Intercultural Content

1.3.6

Structural and/or Content Indicators for Internationality

1.3.7

Foreign Language

1.4

Cooperation and Language Skills

1.4.1

Cooperation with HEIs and other Academic Institutions/Networks

1.4.2

Cooperation with Enterprises and other Organisations

1.5

Equal Opportunities

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x x x x x x x x x x x x x x x x x

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Quality Ratings

2. 2.1

ADMISSION (REQUIREMENTS AND PROCEDURE) Admission Requirements

2.2

Selection Procedure (if Relevant)

2.3

Professional Experience (* for Master Programmes of the "further Education" Type)

2.4

Ensuring Foreign Language Competence

2.5*

Logic and Transparency of Admission Procedure

2.6*

Transparency of Admission Decision

3.

PROGRAMME DESIGN

3.1

Structure

Structural Construction of the Programme (Core Subjects/ if appropriate Specialisations (Compulsory Electives) / further optional Electives/ practical Content) 3.1.2* Application of the "European Credit Transfer and Accumulation System (ECTS)" and the Mocularisation 3.1.3* Study and Examination Regulations

Exceptional

Exceeds quality requirements

Meets qualitiy requirements

Does not meet quality requirements

n.r.

1

x x n.r. x x x

x

3.1.1

3.1.4

Feasibiliy of Studies

3.2

Content

3.2.1* Logic, conceptual Coherence and Transparency of Programme / Curriculum 3.2.2

Field-specific Core Subjects Offered

3.2.3

Field-specific Specialisations ("Compulsory Electives") Offered

3.2.4

Field-specific Electives Offered (if relevant)

3.2.5

Integration of Theoretical and Practical Content

3.2.6

Interdisciplinary

3.2.7

Methodological Competence and Academic Work

3.2.8

Teaching based on Academic Work

3.2.9

Assessment and Examinations

3.2.10 Thesis

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x

x x x x x x x n.r. x x x x x x

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Quality Ratings

3.3 3.3.1

Exceptional

Exceeds quality requirements

Meets qualitiy requirements

Generic Skills Acquisition of Skills for Applicationoriented and/or Research-oriented Tasks (only for Master programmes)

x

3.3.2

Additional Learning Opportunities

x

3.3.3

Social Behaviour, ethical Aspects and Conduct

x

3.3.4

Leadership Skills

x

3.3.5

Management Concepts

x

3.3.6

Communication and Public-speaking Skills

x

3.3.7

Teamwork and Conflict-Handling

x

3.4

Teaching and Learning Methods

x

3.4.1

Logic and Transparency of Teaching and Learning Methodology

x

3.4.2

Diversity of Methods

x

3.4.3

Practical Projects and Case Studies

x

3.4.4

Teaching and Learning Materials

x

3.4.5

Guest Lecturers

x

3.4.6

Student Assistants involved in Teaching

3.5*

Employability

4.

RESOURCES AND SERVICES

4.1

Programme Teaching Staff

n.r.

1

n.r.

x x x

4.1.1* Structure and Number of Teaching Staff in Relation to Curricular Requirements 4.1.2* Teaching Staff's Academic Qualifications

x x

4.1.3

Teaching Staff's Pedagogical / Didactical Qualifications

x

4.1.4

Teaching Staff's Business Experience

x

4.1.5

Internal Cooperation

4.1.6

Provision of Student Support / Coaching by Teaching Staff

FIBAA – Peer Reviewers Report

Does not meet quality requirements

x x

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Quality Ratings

4.2 4.2.1

4.2.2

Exceptional

Exceeds quality requirements

Programme Management Workflow Management for Programme Management and the Decision-Making Process Programme Directors

4.2.3* Administrative Support for Students and Teaching staff 4.2.4

Advisory Body (Advisory Board) and its Structure and Responsibilities

4.3

Programme Documentation

Documentation of Activities during academic Year

4.4

Facilities

4.4.1* Quantity, Quality and IT and Media Facilities of Teaching Rooms

x x x x x x x x x

4.4.2

Acces to the required Literature

4.4.3

Library Opening Hours

4.4.4

Number of Technical Equipement at Library Workstations for Students

4.5

Additional Services

4.5.1

Careers Advice and Placement Service

4.5.2

Alumni Activities

4.5.3

Student Counselling and Welfare Services

x

4.6

Financial Planning and Financing of Programme

x

4.6.1* Logic and Transparency of Financial Planning

x

4.6.2

Basic Founding

4.6.3* Financial Stability of Programme

FIBAA – Peer Reviewers Report

Does not meet quality requirements

x

4.3.1* Programme Descriptions 4.3.2

Meets qualitiy requirements

x x x x x x

x x

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n.r.

1

Quality Ratings

5. 5.1*

5.3 5.3.1

Evaluation by Students

5.3.2

Quality Assurance by Teaching Staff

5.3.3

External Evaluation by Alumni, Employers and third Parties

1

Exceeds quality requirements

Meets qualitiy requirements

Does not meet quality requirements

QUALITY ASSURANCE Quality Assurance Enhancement in the HEI of Programme Development and the Cooperation between the HEI's Management and the Faculty / Department as well as the Programme Directors Quality Assurance and Enhancement of Programme Content, Processes and Outcomes Instruments for Quality Assurance

5.2

Exceptional

x

x x x x x

.n.r.: not relevant

FIBAA – Peer Reviewers Report

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n.r.

1

Annex Current programme

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New proposed programme YEAR 1 is identical for all specialisations (see page 26 of this report)

Different Specialisation Modules from Economics and Management

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