Decision of the FIBAA Accreditation Committee for...

Extension of the present accreditation to the campus in Amsterdam on the 103rd Meeting on 30th June 2017 (see below page 49) Decision of the FIBAA Accreditation Committee for Programmes 103rd Meeting on 30th June 2017 Project Number: 16/051 Higher Education Institution: Wittenborg University of Applied Sciences Study Programme: Entrepreneurial Business Administration (BBA) The FIBAA Accreditation Committee for Programmes has taken the following decisions: The present accreditation of the study programme Entrepreneurial Business Administration (BBA) is according to § 7 (2) in conjunction with § 10 (1) of the “Special Conditions for awarding the FIBAA Quality Seal for Programmes” extended to the campus in Amsterdam. Period of Accreditation: 1st September 2013 until 31st August 2018 The FIBAA Quality Seal is awarded.

Decision of the FIBAA Accreditation Commission for Programmes 86. meeting on April 19th, 2013 Project 12/079 Wittenborg University of Applied Sciences, Apeldoorn (NL) Entrepreneurial Business Administration (Bachelor of Business Administration - BBA) The FIBAA Accreditation Commission for Programmes has taken the following decision: Following § 7 section 2 and § 10 section 1 and § 10 section 2 of the “Special conditions for awarding the FIBAA quality seal for programme accreditation "FIBAA Programme accreditation" in the version valid upon conclusion of the accreditation contract, the study programme is accredited under two conditions for a period of five years. Accreditation period: September 1st, 2013 until August 31st, 2018 Conditions: Wittenborg University of Applied Sciences 1. documents the assessment criteria for the “21+ test” in a legally binding document (for details see Chapter 2); 2. documents a revised EEG, consistent to the module descriptions of the programme, and provides the missing module descriptions (for details see Chapter 3.1).

Conditions are fulfilled. FIBAA-Accreditation Commission for Programmes on March 20th /21st, 2014. The FIBAA quality seal is awarded.

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) Bachlor Programme: Entrepreneurial Business Administration Qualification awarded on completion: Bachelor of Business Administration (BBA)

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

The programme aims to provide students with an opportunity to develop their innovative and entrepreneurial skills alongside the knowledge and competencies learned in a broad business administration programme. The programme aims to stimulate communication skills in a multicultural and multilingual environment and develop qualities of leadership to an extent that business graduates can either feel confident to start their own business ventures or find employment supporting new business and innovative projects within organisations. Date of contract: June 23rd, 2010 / September 23rd, 2012 (resumption) Documentation of programme received on: October 19th, 2010 / December 12th, 2012 (resumption) Date of site visit: January 12th and 13th, 2011 / February 12th and 12th, 2013 (resumption) Date of accreditation decision by NVAO: NVAO accreditation projected Type of accreditation process: Initial Accreditation Type of programme: Undergraduate Length of programme (full-time equivalent): 48 Months Mode of study: Full-time and part-time Programme introduction date: September 2nd, 2013 Take-up capacity: 15-20 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)

1 Student intake: 10 in the first year No. of ECTS points assigned to programme:

240 Hours (workload) per credit: 28 Accreditation Decision: Panel Advice: FIBAA-Accreditation of the Bachelor’s programme “Entrepreneurial Business Administration”, B.B.A. under two conditions. Accreditation period: September 1st, 2013 until August 31st, 2018

Conditions: Wittenborg University of Applied Sciences 1. documents the assessment criteria for the “21+ test” in a legally binding document (for details see Chapter 2); 2. documents a revised EEG, consistent to the module descriptions of the programme, and provides the missing module descriptions (for details see Chapter 3.1); Proof of meeting these conditions is to be documented by January 19th, 2014. Panel Secretary: Thorsten Schomann, M.A. Panel Members:

Prof. Dr. Jörg Freiling Faculty of Business Studies & Economics University of Bremen, Germany Prof. Dr. Peter Schulte Former Rector, Areas of expertise: Mathematics, Statistics in Business Administration, Marketing, Market Research, Entrepreneurship Gelsenkirchen University of Applied Sciences, Germany Jacqueline Santbergen Senior Executive Manager, Deventer, The Netherlands Stefanie Henriette Fecher Student of Master’s programme “Organisation and Personal Development” University of Erlangen-Nürnberg, Germany

FIBAA – Peer Reviewers Report page - 6 -

Peer Reviewer’s Report: Summary The accreditation process of the Bachelor’s programme “Entrepreneurial Business Administration” was suspended in 2011 following the panel’s report. The University of Applied Sciences requested the resumption of the accreditation process in December 2012, forwarding a revised self documentation, and was subsequently visited by an accreditation panel in February 2013. The panel’s findings are laid down in this report. The Bachelor’s programme “Entrepreneurial 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 an application-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 with three exceptions and can be accredited by FIBAA under two conditions. The panels’ assessment takes into account the revised self-assessment and the results of the on-site visit. The panel has taken into consideration, in particular, the strategy and objectives, the design, resources and services plus the quality assurance. The panel members see the strength of the programme in its positioning in the educational market, the internationality of teaching staff, the use of languages in the programme, the cooperation with enterprises, the selection procedure for applicants to the programme, in the additional learning opportunities, in the consideration of teamwork and conflict handling in the curriculum, the use of practical projects and guest lecturers, the business and teaching experience of teaching staff, coaching and support of students and teaching staff, in the facilities of the HEI and with regard to external evaluations. However, the panel advises Wittenborg University of Applied Sciences to � gear its programme, as a possible ‘supplier’ of innovators, more towards Dutch students; � to continue seeking further partnerships with Hogeschools and Universities both in the Netherlands and abroad; � to reconsider offering the module “Intercultural Management” in the first semester, as students in the view of the panel should be introduced to management basics first before being taught about its intercultural aspects; � to further raise the proportion of teaching staff with a higher degree of academic qualification, as this may prove beneficial both to the scientific research output and the network of academic cooperations of Wittenborg; � to clarify the individual responsibilities as formalised to members of staff; � put down and publish the regulations with the aim of increasing the transparency of the advisory board; � to continue the build-up of library resources; more so, as by offering Master’s programmes, a growing demand for scientific literature both by students and teachers is to be expected; � to grant students’ reps access to all evaluation data concerning their programme; � to revise the questionnaires regarding the survey on student workload.


The panel advises the FIBAA-Akkreditierungskommission für Programmakkreditierung (FIBAA Accreditation Council for Programme Accreditation) to positively decide on the accreditation of the “Entreprneurial Business Administration” with two conditions: Wittenborg University of Applied Sciences 1. documents the assessment criteria for the “21+ test” in a legally binding document (for details see Chapter 2); 2. documents a revised EEG, consistent to the module descriptions of the programme, and provides the missing module descriptions (for details see Chapter 3.1); Proof of meeting these conditions is to be documented by January 19th, 2014. For the overall assessment please refer to the quality profile at the end of this report.


DETAILS ON THE INSTITUTION Wittenborg University of Applied Sciences is a privately funded institution for higher education. The school was founded in 1987 in the hanseatic town of Deventer. The school quickly developed into an education centre for young people entering the fields of Banking, Insurance and Real Estate Management. Wittenborg was State Appointed 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. At the same time, Wittenborg began developing its international English-taught business programmes. In 2006, Wittenborg’s Bachelor in International Business Administration was awarded state accreditation. Since then, the school 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. In 2010, Wittenborg has moved location to the city of Apeldoorn. The University Board is the Wittenborg University Trust, which oversees and advises the management of this state appointed University of Applied Sciences. The HEI currently offers the study programme “Bachelor International Business Administration” (B.B.A.) with the following specialisations: � Economics and Management, � Hospitality Business Administration, � Marketing & Communication, � Financial Services Management, � Information Management, � Real Estate Management, � Logistics & International Trade, � Entrepreneurship. In cooperation with the University of Brighton, Wittenborg also offers the following Master’s programmes: � Event Management, M.Sc. � Hospitality Management, M.Sc. � International Tourism Management, M.Sc. From September 2nd, 2013, the Wittenborg plans to offer the Bachelor’s programme “Entrepreneurial Business Administration”, which is the subject of this report.


1. Strategy and Objectives: 1.1 Programme Objectives The Bachelor programme “Entrepreneurial Business Administration” (EBA) aims to provide students with an opportunity to develop their innovative and entrepreneurial skills alongside the knowledge and competencies learned in a broad business administration programme. The programme aims to stimulate communication skills in a multicultural and multilingual environment and develop qualities of leadership to an extent that business graduates can either feel confident to start their own business ventures or find employment supporting new business and innovative projects within organisations. The programme focuses on two main groups: students worldwide who are looking for a BBA with an accent on entrepreneurial business and Dutch students who have an international background and outlook and want a BBA with an accent on entrepreneurial business. In the future, Wittenborg also wants to attract young entrepreneurs in the Netherlands and employees within corporations who are aiming to further qualify through an entrepreneurship focussed BBA programme. Wittenborg has defined a professional profile for graduates of the EBA and, on the basis of this, developed a set of Final Qualifications the graduates are to achieve through the EBA programme. These Final Qualifications have been developed alongside those of the existing International Business Administration (IBA) programme, based on discussions with entrepreneurs, and business administrators, and researchers in the field; through consultations and interviews, but also through questionnaires and surveys. Also, the preliminary results of a survey currently being carried out by the Chamber of Commerce and the Confederation of Netherlands Industry and Employers (VNO-NCW) has been used in forming the Professional Profile and the Programme Profile. The degree awarded will be a Bachelor in Business Administration (BBA). The qualification and competence goals of the EBA 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. In the view of the HEI, the programme fulfils the requirements of the Business Administration field, and due to the focus on Entrepreneurship in business and not only on starting an own company, the degree “BBA” and the programme title “Bachelor of Business Administration in Entrepreneurship” have been chosen. Wittenborg has furthermore defined 20 programme specific qualifications graduates of the programm are to attain (“Final Qualifications”): 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 nonprofit 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: the graduates understand 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 inter-personal and inter-cultural skills required to achieve within an internationally orientated organisation, including: a. negotiating skills b. customer relationship management skills c. networking skills d. team working skills e. organisation skills f. ability to deal with stress g. accurate working practices h. commercial thinking i. entrepreneurial attitude j. pro-active working methods; 9. 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; 10. are able to communicate fluently in English to an equivalent level of IELTS 6.5 band level, understand the importance of learning second languages and have achieved a basic level in a 2nd or 3rd language; 11. are able to develop policies within an organisation by understanding the concept of human resource management, are able to analyse organisational problems and present results of this analysis to management; are able to suggest possible organisational solutions; 12. develop an insight into major challenges facing contemporary society and have a conceptual understanding of economics, social sciences and business philosophy; 13. are able to report financial and economic information facts to the organisation and use this information to manage business processes and to make decisions when required; 14. 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; 15. are able to write a business plan, instigate the setting up of a small company; and manage that company; 16. are capable of working out the main concepts and methods of statistical data analysis within research based projects and academic papers; 17. are able to see opportunities, translate marketing ideas and information into a business concept and plan, defend opportunities, assess risks, set up the legal form and organisation, accept responsibility for and lead the company pro-actively and within legal and ethical boundaries; 18. are able to expand a business taking into account the market, (innovation of) products, the available space, human resources, sales pipeline and finance into a medium sized national or international operating company; 19. 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 Master’s programme; 20. 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 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 panel would like to compliment Wittenborg University of Applied Sciences for the further development of the programme since the accreditation process was suspended in 2011. Both the revised self documentation as well as the discussions on site have shown that Wittenborg has taken the initial panel’s recommendation seriously and has revised the programme in a convincing way. The Bachelor of Business Administration in Entrepreneurship has been systematically developed in connection with the professional field. It meets with the requirements of enterprises and society. The programme is based on the NVAO-accredited “IBA” and makes use of tried and tested contents and structures. Wittenborg puts its focus on international students, which amounts to a specific strength of this small University of Applied Sciences. As the panel was informed on site, there also is a strong demand by enterprises in the region for graduates of the EBA programme. What remains to be seen though is, to what extend the programme is geared to these needs as – judging from the situation in the IBA programme – a large proportion of the students of the EBA will be from abroad and can be expected to return to their home countries after graduation. On the other hand, the interest of the regional business lies with graduates who will stay in the region and possibly create innovative enterprises there. Also, the city council has a strong interest to stop what it regards as a “brain drain” of skilled workforce to the Dutch urban centers by means of offering tertiary education to the local population. Against this backdrop, the panel advises Wittenborg to consider gearing the EBA as a possible ‘supplier’ of innovators more towards Dutch students. Wittenborg has used a mix of systematic approaches to develop the Final Qualifications for the EBA. The HEI was able to present this analysis in a clear and coherent way. The Final Qualifications of the programme are in line with the requirements, be it of an undergraduate programme, be it regarding the entrepreneurial orientation of the programme. Wittenborg intends to award graduates of this undergraduate programme with a BBA degree, which points to an academic education mainly in the field of general management. The HEI has revised the programme title in a way that clearly reflects the general management aspect as well as the entrepreneurial orientation.

Exceptional

Exceeds quality

requirements Meets quality requirements

Does not meet quality requirements

n.o.1 n.r.2

1. Strategy and Objectives 1.1 Programme objectives 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) n.r. 1.1.4* Competence Goals x


1. Strategy and Objectives: 1.2 Positioning of Programme According to the HEI, in the Netherlands there is no accredited Applied Science Bachelor programme with the name Entrepreneurship in its title, however there are 17 Bachelor programmes of Small Business and Retail Management and there are 7 Bachelor’s programmes of Business Administration (2 of which are International) – one of which is the EBA of Wittenborg University of Applied Sciences. There are 16 programmes in International Business and Management Studies. The other, approximately 50 business based Applied Science Bachelor programmes in the Netherlands are all more specific. Thus the HEI regards the EBA programme as well positioned in the educational market. With a view to the labour market, the Hogeschool stresses that the qualifications profile of the programme has been developed based on discussions with the professional field. Furthermore, results of various surveys and a job market analysis were given regard when formulating the programme. Also, it answers to a need formulated by the Dutch government and on a European level to promote Entrepreneurship and the support of SME’s. Wittenborg thus concludes that the programme and its graduates are well positioned in the labour market. In regard to the positioning of the EBA programme its strategy, Wittenborg expatiates that it has formulated a strategy for the coming 5 years, which foresees the development into 5 different schools, in Business & Economics, Service Sector Management, Arts & Technology, Healthcare Management and finally, Education. Also, further Bachelor’s programmes based on the specialisations of the current IBA programme are to be introduced. The Bachelor of Business Administration in Entrepreneurship according to the HEI is the first step in this strategy. Appraisal The number of Dutch HEIs offering comparable programmes is rather limited. So far, entrepreneurial education in the Netherlands is mainly limited to programmes at the level of vocational training schools, with very few similar programmes on offer at an academic level. As an early mover in the field of academic entrepreneurship programmes, Wittenborg is in a rather promising position to capitalize on the growing need for graduates of such programmes. Since the early mover advantage might go along with an increasing awareness in the market, Wittenborg is on a good way to build a strong brand and, thus to reinforce the promising position. Wittenborg has gone to some length in analyzing the competitiveness of the programme, including a field-specific job market analysis. Local businesses were involved in the definition of the programme’s profile. The described profile and the competence goals are such that the graduates of the programme can compete on the job market. The EBA programme is part of its development strategy towards a broader scope of interconnected programmes, with the EBA also forming the possible basis for a Master’s programme in the same field. Thus the panel concludes that the programme is in line with the quality requirements in this respect.


Exceptional

Exceeds quality



n.o.1 n.r.2

1.2 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. Strategy and Objectives: 1.3 International Dimension of the Programme The EBA programme according to the HEI is an explicitly internationally orientated programme. As the programme has not started yet, currently there are no students of the EBA. Based however on Wittenborg’s experience with its current Bachelor’s programme and in line with the intended target group of the EBA, Wittenborg expects the programme to attract both Dutch and international students. To this end, the HEI actively pursues a world wide marketing of its programmes and makes use of agents/ study abroad representatives in Nepal, Nigeria and Turkey, however individual applications are preferred. Wittenborg stresses the fact that the code of conduct with respect to international students in Dutch higher education is enforced. 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 and Russia. Seminar lecturers include guests from: the Netherlands, Bulgaria, Russia, India, Pakistan, China and the United Kingdom. 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 the HEI 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”, “Personal Development Plan” (PDP), “Intercultural Management” and “Intercultural Business Communication for Managers”. In the view of the HEI, the fact that the student and staff composition will be very international leads to intercultural learning by students. Furthermore, intercultural awareness of applicants is established during the intake interview. With a view to structural and/or content indicators for internationality, Wittenborg furthermore points to the use of English as the language of lectures and the introduction of the modules “International Law in Business & Commerce” and “European Law”. Additionally, the study material used will be international – it is chosen after considering its international orientation and case studies and Dutch students will be 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 lectures of the planned programme are completely held in English, with the curriculum offering 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. Furthermore, compulsory academic and business English modules are offered in the years 1 to 3. Appraisal The IBA programme on offer at Wittenborg is very international with the view to the countries of origin of their students; the panel expects the same to be the case with the EBA programme after its introduction. However, since the programme has not started yet, no reliable judgement for this criterion can be made at present. The teaching staff of Wittenborg is very international in its composition, with a large part having a foreign background or considerable international experience. Combined with the international composition of the student cohorts the EBA aims for, this in the view of the panel constitutes a valuable asset for Wittenborg with regards to international professional experience. With a view to international contents of the programme, the panel is satisfied that after revision of the programme, international aspects are now given sufficient regard in the curriculum. Special emphasis is placed by Wittenborg on furthering intercultural competence of its students. In part, this is to be achieved through daily multi-cultural encounters amongst students and teaching staff, leading to a cross-cultural understanding. The theoretical side of interculturality is addressed in a dedicated module "Intercultural Management" thus adding a theoretical basis for cross-cultural projects into the curriculum. In combination, these approaches in the view of the panel capacitate students for intercultural cooperation. The module “Intercultural Business Communication for Managers” is not included in the curriculum overview and therefore not considered by the panel (see chapter 3.1 also). The use of English in the programme is comprehensive. Not only does it stand at 100% of the workload, students are also required to learn a third language as well which underlines the international employability of graduates. In the view of the panel, such extensive use of, and training in, languages within an undergraduate economics programme is clearly exceptional.

Exceptional

Exceeds quality



n.o.1 n.r.2

1.3 International Dimension of the Programme x 1.3.1 Internationality of Programme Design x 1.3.2 Internationality of Student Community n.o. 1.3.3 Internationality of Teaching Staff x 1.3.4 International Content x 1.3.5 Intercultural Content x 1.3.6 Structural and/or Content Indicators for Internationality x 1.3.6 Foreign Language x


1. STRATEGY AND OBJECTIVES: 1.4 Cooperation and Partnerships Within the Netherlands, Wittenborg is member of the NRTO (Netherlands Association of Training and Education), along with other some other 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 three universities in the United States (Central Michigan University, Southern New Hampshire University, University of California at Riverside). Primary aim of these partnerships is to allow students of Wittenborg’s IBA programme to study at the partner universities and receive a double degree. Furthermore, staff exchange is promoted. Recently, Wittenborg has been validated as a campus of the University of Brighton. From 2012 Wittenborg is jointly offering two University of Brighton MSc programmes in Tourism and Event Management programmes. Hospitality Management will be offered as of September 2013 and there are plans to further develop three other MSc programmes. Teaching of the programmes is shared between Brighton and Wittenborg, with teaching staff from the UK coming to Apeldoorn. Wittenborg staff and students have access to the research and library facilities at Brighton and other facilities. Also since the last panel visit, Wittenborg has signed agreements with two Chinese universities, the Shanghai Business School and the Shanghai Finance University, for student exchange. In 2012 a first group of Wittenborg students spent a week at the Shanghai Business School, following seminars, lessons and paying company visits. Finally, Wittenborg is deepening its cooperation with Webster University by joining in its global research centre for sustainability and working together to offer a joint programme in Apeldoorn. 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 and will be teaching on the EBA programme as well. Furthermore, the HEI cooperates with the municipality of Apeldoorn, which has supported the move from Deventer to Apeldoorn and acts as an intermediary for external funding. To strengthen external relations, Wittenborg has established the positions of External Relations Manager and Marketing Manager and assigned the task of maintaining official external contacts to the team of the Director’s Office. Appraisal Wittenborg is a rather young Hogeschool, which offered its first accredited Bachelor’s programme in 2006, to the effect that its cooperations with HEIs and other academic institutions/networks are in the process of being built up. However since 2011 international academic cooperation has become clearly visible in offering joint programmes with a UK University. As a small Higher Education Institution 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. As the EBA programme needs a solid scientific footing, it is essential that teaching staff takes part in the scientific discussion. This discussion within Wittenborg University of Applied Sciences inevitably is limited. In the view of the panel, only 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 ensured. With Wittenborg having taken first steps to strengthening its academisation through integration of staff in the academic discourse and through cooperation in research and teaching activities, the panel encourages Wittenborg to continue seeking further partnerships with Hogeschools and Universities both in the Netherlands and particularly abroad. 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) but by which the HEI also receives support as an institution (see chapter 4.6). This is a clear strength of Wittenborg. The network in the main is based on personal contacts; the number of cooperating enterprises is as yet limited, formal cooperation agreements are not documented. However, Wittenborg has established an “Advisory Panel” which the panel welcomes as an opportunity to institutionalise Wittenborg’s cooperation with enterprises (see chapter 4.2). 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 Exceeds quality



n.o.1 n.r.2

1.4 Cooperations and Partnerships x 1.4.1 Cooperation with HEIs and other Academic Institutions/Networks x 1.4.2 Cooperation with Enterprises and other Organisations x 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 script code regarding equality for its staff and employees. This is described in the Staff Handbook and is also available through the intranet of Wittenborg. In its selection of staff, Wittenborg makes no distinction on gender, culture, disability or race.

Appraisal In meeting its tasks, the Hogeschool 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.


Exceptional

exceeds quality

requirements

meets quality

requirements

does not meet quality requirements

n.o.1 n.r.2

1.5 Equal Opportunities x 2. ADMISSION (REQUIREMENTS AND PROCEDURE) Admission requirements for the EBA programme are:

� a Netherlands VWO, HAVO, or MBO41 diploma (applicants over the age of 21 without the mentioned diplomas need to take a specific test) or (in case of a foreign applicant) equivalents, � proficiency in English (IELTS at level 6 equivalents in TOEFL) for non-EU students, � a motivation letter and a curriculum vitae. No previous professional experience is required. Students applying for the Bachelor’s programme who do not meet the above mentioned entry requirements, in accordance with Dutch Law are entitled to take an entrance examination (i.e. 21+ test) set by the Wittenborg Graduation and Examination Board. Students, who can prove credits gained from previous study in a related programme, including BTEC International Business Studies (IBS) (UK level 4& 5 Edexcel National Certificate & Diploma) 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 aboard will be judged on the basis of placement advice by the Netherlands organisation for international cooperation in higher education (Nederlandse organisatie voor internationale samenwerking in het hoger onderwijs, Nuffic), and “home” student applicants will be judged on the basis of evaluation for advanced placement by internal teachers and the Exam Board. The admission requirements are laid down in the “Education and Examination Guide”, which is a binding document ratified by the board of Wittenborg and is available in print and through the website of Wittenborg. The HEI will apply a selection procedure to applicants for the EBA, which includes an entrance test to determine a student’s pre-learnt knowledge of economics, basic finance, analytical skills, computer knowledge and personal attitude. The results of this test will be used to support the advice given to the student regarding enrolment into the programme. Applicants must also be interviewed by an entrepreneur associated with Wittenborg. The interview is aimed at gaining a personal insight into a student’s motivation and communicative presentation. Questions asked will be directly linked to the practical tasks that have been defined within the programme, for instance the project weeks, the company formation and running a business. The interview is purely used to advise the applicant and is 1 The HAVO (hoger algemeen voortgezet onderwijs, literally, "higher general continued education") has five grades and is attended from age twelve to seventeen. A HAVO diploma provides access to the HBO-level (polytechnic) of tertiary education. The VWO (voorbereidend wetenschappelijk onderwijs, literally, "preparatory scientific education") has six grades and is attended from age twelve to eighteen. A VWO diploma provides access to research universities, although universities may set their own admittance criteria (e.g. based on profile or on certain subjects). MBO (middelbaar beroepsonderwijs, literally, "middle-level applied education") is oriented towards vocational training. MBO lasts one to four years. After MBO (4 years), pupils can enroll in a Hogeschool or enter the job market.


not binding; however the advice will be included in a student’s study agreement. Interviews with students abroad will be done as possible through teleconferencing. The admission procedure is described by the HEI as follows: At the initial stage Wittenborg’s admissions committee determines whether or not a student should actually proceed with his/her application based on his/her language skills. If a student clearly does not have the correct language level, the student is informed that the application cannot be taken in for consideration. If the student has an IELTS 5 level, a preparation year at Wittenborg can be advised. After the initial interview, the submission of all required documentation and the entrance test and interview results are required: � the student’s pre-university qualifications are considered � the non-EU student’s English language qualifications are considered � for non-EU students a financial assessment has been made � the entrance test results are clear � the entrance interview comments are clear On the basis of the above, an applicant is given an offer in the form of a study agreement. In the study agreement is stated at which level a student can enter the programme, what module exemptions have been given and how many ECTS Credits are required to gain a degree. Wittenborg’s admission procedure is documented via its website. Also all students submitting an information request to Wittenborg are sent an email package of documents that includes information on the application procedure. The admission decision (study agreement) is always communicated to the student in writing, through email.

Appraisal The admission requirements as presented by Wittenborg in its report are fully in line with formal Dutch regulations; they safeguard that students of the EBA programme will be adequately qualified. The panel wishes to highlight the intense selection process, which stresses English proficiency, motivation and specific prior knowledge. The formal admission requirements are laid down in the “Education and Examination Guide” as the binding document; it is available for download on Wittenborg’s website, though currently not for the EBA as the programme has not started yet. With a view to the admission of adult learners, no written criteria for the “21+ test” were supplied; hence the panel could not assess the reliability and adequateness of the decision for the admission of adult learners. The same finding applies to the admission interview, which is compulsory and must be passed by applicants. As Wittenborg states in its response to the report, the criteria for the “21+ test” are the same as for the EBA entrance test: “knowledge of economics, basic finance, analytical skills, computer knowledge and personal attitude”. This is a test designed by Wittenborg to be used for adult applicants (over 21 years old) who do not possess a secondary school certificate or diploma as described in the Examination Board Regulations, based on the regulation in the Act of Higher Education (Wet Hoger Onderwijs en Wetenschap). The test is composed of elements taken from first year IBA exams that will show a level that is equivalent or higher to that required by a Dutch secondary school level (HAVO) in mathematics and English, however will also specifically show if the applicant has the basic knowledge and understanding of business and economics to start an BBA Programme at Wittenborg. A candidate would have to pass this test, using the normal grading scales that are used at Wittenborg for exams, in order to be allowed to enter a Bachelor Programme.


As Wittenborg also states in its comment on the report, the interview is purely used to advise the applicant and is not binding; however the advice will be included in a student’s study agreement. The interview with Entrepreneur will take into account the following criteria: • Personal attitude • Presentation • Expressive , enthusiastic, persuasive • 5 minutes pitch of his entrepreneurial idea The panel took notice of Wittenborgs comments and understands that the admission interview is not compulsory. But for reasons of transparency for adult applicants (over 21 years old) who do not possess a secondary school certificate or diploma as described in the Examination Board Regulations, based on the regulation in the Act of Higher Education (Wet Hoger Onderwijs en Wetenschap), the panel advises an accreditation decision on condition that Wittenborg University of Applied Sciences documents the assessment criteria for the “21+ test” in a legally binding document.

Exceptional

exceeds quality

requirements

meets quality

requirements

does not meet quality requirements

n.o.1 n.r.2

2. Admission (Requirements and Procedure) 2.1 Admission Requirements x 2.2 Selection Procedure (if relevant) x 2.3 Professional Experience n.r. 2.4 Ensuring Foreign Language Competence x 2.5* Logic and Transparency of Admission Procedure x 2.6* Transparency of Admission Decision Condition

3. PROGRAMME DESIGN: 3.1 Structure The HEI describes the EBA as a 240 ECTS Credit (“European Credits”, EC), four year Bachelor’s programme, with the credits divided evenly over the four years (60 credits per year, one EC equalling 28 hrs). The programme is divided into three 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). The year is planned over 44 learning weeks, resulting in an average workload of 38hrs/ week in the four-year study mode. This system is intended to allow highly motivated students to complete the 240 credits in three years. To this end, Wittenborg has introduced a special tutoring offer for “fast track students”. 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, which comments on workload issues if these arise. Credits are initially allocated on the basis


of a calculation. The actual study load will be assessed after the programm has started by means of regular evaluations. The programme will be offered in full-time mode. Offering it in part-time is intended at a later date; while retaining the same sequence of module possibly in a larger time frame, Wittenborg plans enhanced tutoring of students and possibly more modules being offered in Dutch for these students. As is the norm in the Netherlands, grading is done on a scale of 1 to 10, and a pass mark is a score of 5.5 or above, for the module. Some parts of the curriculum, such as the “Personal Development Plan”-modules (PDP) are evaluated with a Pass / Fail as they are deemed unsuitable for score marking. Wittenborg will implement the ECTS grading scale alongside its Netherlands marking scale within the academic year 2010-2011. According to Wittenborg, preparations to do this have already been made. As students enter the final phase (phase 3) of their Bachelor studies, a number of changes to the structure of the programme take place, due on the one hand 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. Overview: Bachelor of Business Administration in Entrepreneurship


Specific characteristics of phase 3 are: 1. A minimum 3 month work placement in a company / starting a business; 2. A minimum 2 month dissertation period. The EBA 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.


Since January 2011, Wittenborg has changed its examination policy in a way that each module now concludes with a single exam. Each module is described in a module guide, which clearly states the aims and objectives of the module. Appraisal The structure of the programme allows for the study load to be evenly distributed between study years. The average study load of 38hrs/ week, based on a 44-week academic year, appears reasonable. Wittenborg has arranged the curriculum in a way that allows students to complete the programme within three years (“Fast Track”). These students will have a study load of 80 Credit Points or 2.240 hrs per year. Based on 44 teaching weeks, this is a study load of 51 hrs per week. Based on the discussions on site with students of the IBA and given the extensive tutoring of “fast track students”, the panel regards this study load as manageable by highly motivated students. As modules conclude with a single module exam, the amount of exams and the resulting study load are in line with the requirements. Study regulations and general information for students are laid down in the comprehensive and legally binding “Education and Examination Guide” (EEG). However, some discrepancies regarding the programme description and the module descriptions require revision:

• The modules “Academic English”, “IT, Office Software and Automation”, “English Language for Work Experience” and “Work Experience Preparation Module” are marked as compulsory, thus being part of the curriculum. However, no Credit Points have been assigned to these modules, which constitute a workload equivalent to 4 Credit Points; moreover this workload has not been added to the overall workload of the programme. • According to the curriculum overview in the EEG, the modules of the first semester in fact add up to 64 instead of 60 Credit Points. • The amount of Credit Points assigned to one module according to its description differs from the curriculum overview (module “Management, Leadership and Organisation, MO11” 5 vs. 4 EC). • Module descriptions and the sample module guide do not inform students of the teachers or the academic staff responsible for the individual module. • The codes of the modules “Opportunity and Lead Creation”, “Introduction to Entrepreneurship”, “Innovation and Creative Entrepreneurship”, “Family Businesses”, “Sociology and Organisational Behaviour”, “Sales Pipeline Management” and “Entrepreneurship in Organisations” differ from those stated in the EEG, possibly misleading students and teachers alike. • One module, though being marked as compulsory in its description, is not included in the curriculum overview of the EEG (“Intercultural Business Communication for Managers, MC43”, 2 Credit Points). As in the self documentation report it is chracterised as an elective module and as there are no electives in the EBA, including this module in the documentation appears to be an editorial mistake. • No module descriptions were presented for the modules “Personal Development Plan 3”, “Apprentice Project Weeks and In-company visits, PW11 / PW22”, “Work Placement Module, WP24”. The module “Graduation Assignment” is described in the “Graduation Assignment Handbook”, which was not supplied in the documentation. • Moreover, article 13, section 13.05 regulates, that staff members and external experts can be appointed examiners; no mention is made of a required qualification of examiners. In the view of the panel, examiners as a rule should hold at least the same level of academic qualification as the programme leads to and this requirement should be made binding by amending the respective article in the EEG.


The panel regards the above points in the main as editorial problems. However, as programme regulations are central to a study programme, the panel advises the accreditation of the programme on condition of producing a revised EEG, consistent to the module descriptions of the programme, and provide the missing module descriptions. The module descriptions are accompanied by module plans, further detailing contents, aims and tasks of individual lessons of the module. Notwithstanding the panel’s earlier assessments, it regards the combination of module descriptions and module plans as commendable.




n.o.1 n.r.2

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 Condition

3. PROGRAMME DESIGN: 3.2 Content The programme is aimed at business students who are looking for a BBA with application challenges from the very start. Students are highly motivated and aim to at least try to start and run their own business venture, however understand that a broad BBA also provides them with a solid base from which to start their careers or further their academic studies. With this in mind, the programme content has been built by extending the specialisation Entrepreneurship from the Bachelor International Business Administration into a programme in its own right. While being a business administration programme, the EBA accentuates the aspects of small businesses, start-up venture, leadership and sales. Being a further development of the IBA programme with specialisation in Entrepreneurship & SME Management, the main difference between the IBA and the EBA programmes is an additional 7 entrepreneurship-focussed modules, the increased practical entrepreneurship in 12 project weeks, the modules business plan and business plan execution and the work placement and graduation project that must be focussed on the implementation of a business start-up of some kind, in the EBA. Of the core modules approximately 50% are specifically aimed at Entrepreneurship students and 50% are taken from the broad BBA programme (IBA) and jointly offered to both groups of students. With a view to the coherence of the programme, Wittenborg describes the contents of the programme as being vertically and horizontally aligned to lead to the intended learning outcomes. 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 horizontal alignment of programme contents is to be achieved in each of the three study phases, 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, the emphasis is on gaining knowledge about a broad range of business subjects, whilst introducing students to the concepts of entrepreneurship. 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. Throughout phase 1, six project weeks are followed, each made relevant to the content students are following in the core modules. Also throughout phase 1, students are tutored as a group, in the subject “Personal Development Plan (PDP)”. This subject is also aimed at interlinking all the subjects that students are learning, as well helping them be related to practice. In the second phase the modules are more focussed on understanding and planning, and are focussed on giving students a balanced view of how businesses and organisations are managed and run. In Phase 2 PDP is continued as in the previous phase and languages can either be restarted through choosing a new foreign language, or progression to a higher level from the year 1 choice can be taken. Phase 3 has been re-developed since January 2011, and Wittenborg believes that with the integration of the “Mini-Module Seminars” into regular modules throughout the programme, and the creation of larger strategic management orientated modules in the final phase an improved horizontal and vertical cohesion has been achieved. Also the increase in size and weight of the module “Research Methodology and Quantitative Methods“ will assist in interlinking modules leading to the work placement and graduation.


The core Business Administration subject areas offered in the programme are: � Marketing � Finance � Management � Communication & PDP � Information � Business and Law � Technology � Strategic Management � Entrepreneurship The core subject areas are offered in a series of modules that reflect the focus of the phase in which they are given. For example, the core subject field “Marketing” is given in 6 distinctive modules. The same can be found in the other core Business Administration subject areas such as management and finance. The EBA also has a special focus throughout the programme on entrepreneurship. Wittenborg informs that in recent professional peer reviews it was noted that many companies felt that there was an excellent balance of general business and management (a strength), however some companies felt that there should be more of a focus on sales (a weakness). As a solution, the specialisation Entrepreneurship has brought a stronger focus on sales to the programme. As the EBA is a specialised Bachelor’s programme on the basis of the IBA, no further specialisation options are planned. With a view to interdisciplinarity, Wittenborg states that it is fostered by the communication and self-development modules, with foreign languages, communication skills and personal development running as a red line throughout the programme. To strengthen the interdisciplinary aspects of the programme, new modules have been introduced: Sociology and Organisational Behaviour is introduced, to Phase 1, and in Phase 2 a subject called Business Philosophy is being developed. Also two modules that look more closely at technical innovation are being developed, Enterprise Technologies, that also includes a seminar on sustainability in business, and Enterprise Diagnostics & Evaluation that offers a more holistic view of business and organisation evaluation. Regarding methodological competence and academic work, Wittenborg informs that students from the start of the programme will be introduced to Academic English, in which the skills required for reading specialist literature and doing research are developed. The subject “Statistics” in phase 2 starts students on their journey of coming to understand the importance of methodological competence in the programme and provides them with some of the skills and competencies they will need in the phase 3 module Research Methodology & Quantitative Methods. In the student’s Final Dissertation / Project a degree of methodological competence must be shown and the dissertation is required to stand as an independent piece of academic work, even in cases where the project describes the process of a student’s “action-learning”, for instance a company start-up, or new business implementation. Concerning the development of knowledge and skills, the HEi states that graduates of the programme should be able to operate with people and groups in diverse forms of organisation, from flat to hierarchical, from political organisations to market economy organisations, and in social orientated 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.


To further support a continual development of (formal) business presentation skills, the end presentation of the project weeks was to be made more formal by asking teachers, and not only tutors to evaluate the final project week presentations on an individual basis giving each student a mark also (instead of Pass / Fail). This means that each student is required to produce six formal business presentations per year, outside of the normal class work that might take place. According to Wittenborg, teaching is based on academic work and research, as most modules make use of standard academic literature. Seminars and workshops are accompanied by updated readers. Also, Wittenborg is planning to employ lecturers from research institutions, such as the University of Twente, and the Radboud University in Nijmegen. These teachers will use their own publications, and introduce students to recent and up-to-date research projects. Recently, Wittenborg has furthermore 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 the literature influences upon later revisions of the curriculum. Wittenborg informs, that it is continuing to build its academic capacity and has formulated policy to enable this: Through the development of post-graduate programmes, from the school itself and together with partners, it has been possible to attract a number of academics to commit themselves to the institution, both at programme level and within the research centre. This has resulted in a first research project with European funding having been achieved and structural agreements with partner institutes regarding the offering of academic programmes. It is Wittenborg’s policy to ask academic teachers (PhD qualified teachers) to also provide input into the teaching of parts of the undergraduate (IBA & EBA) programmes. Since September 2012, Wittenborg’s faculty has also been strengthened by seven academic lecturers and professors from the University of Brighton. Regarding assessment and examinations, Wittenborg informs that 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’s level. The following examination types are planned tor the EBA: 1. Written Examination 2. Assignment / Report / Essay 3. Project Work 4. Language Test (Reading, Writing, Listening and Speaking) 5. PDP Portfolio 6. Participation 7. Presentation / Oral Interview Wittenborg students are expected to complete their Bachelor’s degree programme with a dissertation that has the following characteristics: 1. It is an individual piece of work that combines research with on the job experience – the dissertation must be carried out in the form known as “action learning” i.e. a student researches and writes the dissertation as part of a real case development. 2. EBA students are encouraged to carry out their graduation dissertation based on an innovative project within an existing company; however students are also able to write a research dissertation, based on a worthwhile project within a business administration field.


3. The Thesis must show value for the work field i.e it must be perceived by the profession as being worthwhile. 4. The dissertation will be able to show that a student has achieved the required level of skills and competence, and has demonstrated the knowledge required to fulfil the Final Qualifications, as well as showing the required academic skills as outlined in the Graduation Handbook. The Graduation Dissertation requirements and methodology are described in the Education Guide, under the section Graduation Dissertation Handbook. Appraisal In the view of the panel, the contents of the programme are adequate for a programme in business administration. In revising the curriculum after the 2011 panel visit, Wittenborg has pronounced the entrepreneurship aspect in the curriculum in a convincing way. The sequence of modules is aligned in a conclusive manner. However, the panel advises Wittenborg to reconsider offering the module “Intercultural Management” in the first semester, as students in the view of the panel should be introduced to management basics first before being taught about its intercultural aspects. The field specific core subjects of the programme are clearly in line with the Final Qualifications. Offering specialisations at present is not planned, which, given the character of the programme as a specialised business administration bachelor, is plausible. However, the panel sees potential for further developing the programme by enabling students to moderately specialise for a specific professional field (e.g. Intrapreneurs, Managers of SME, Entrepreneurship in Profit and Non-profit organisations). As twelve project weeks are scheduled in the curriculum, and by given regard to the practical application of theroretical knowledge throughout the modules of the programme, an integration of theoretical and practical content clearly is given. The methodological contents have been strengthened since 2011, and are now in line with the requirements for Bachelor’s level programmes. Not least by introducing modules on Sociology and Psychology into the curriculum, the panel regards the programme design as giving sufficient room to interdisciplinary thinking. Regarding the module examinations, Wittenborg has reduced the number of exams to be taken per module to one, thus being in line with the requirements. The forms of exams to be applied reflect the intended learning outcomes of the modules. As the EBA has not started yet, no thesis papers of EBA students could be assessed by the panel. Judging from the thesis papers of IBA students made available to the panel on site, and given the similarities between both programmes, the panel expects the thesis papers of EBA students to show the required level of academic competence.


Exceptional

Exceeds quality



n.o.1 n.r.2

3.2 Content x 3.2.1* Logic, Conceptual Coherence and Transparency of Programme/Curriculum x 3.2.2 Field-specific Core Subjects offered x 3.2.3 Field-specific Specialisations ("Compulsory Electives") offered x 3.2.4 Field-specific Electives offered (if relevant) n.r. 3.2.5 Integration of Theoretical and Practical Content x 3.2.6 Interdisciplinary x 3.2.7 Methodological Competence and academic Work x 3.2.8 Teaching based on academic Work x 3.2.9 Assessment and Examinations x 3.2.10 Thesis n.o. 3. PROGRAMME DESIGN: 3.3 Generic Skills The EBA is a 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. In preparation for the graduation dissertation research, students must complete the module “Research Methodology and Quantitative Methods”. Also, students will be introduced to the paper writing and research earlier in the programme, allowing a deeper embedding of the research preparation for the Dissertation. As for additional learning opportunities, Wittenborg plans to facilitate sports lessons, drama lessons, film and photography courses and excursions abroad combined with history and culture classes. In 2012, a first excursion of students to China was arranged, further excursions are planned. With many different nationalities, cultures and religions present within the HEI, social behaviour, ethics and conduct are important factors inside and outside the classroom. Wittenborg encourages its lecturers to include aspects of ethics and society into their modules, if the module can be brought into relation with issues affected by these. Within the EBA 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 module “Intercultural Management”, as well as module seminars dealing with diversity and intercultural management, look at ethics and behaviour. In the modules “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 modules such as “Managing Organisations”, “Small Business Environment” and “Human Resource Management”.


Management concepts are taught in modules such as “Management, Leadership and Organisation” and “Sociology and Organisational Behaviour” In phase 2, the module “Managing Organisations” is offered, in phase 3 the focus is on Strategic Management, in subjects such as Advanced Corporate Strategy and Management of Human Resources. Many specific management concepts are looked at in seminars, such as Managing Diversity, Conflict Management, Leadership and Appreciative Inquiry. Regarding communication and public speaking skills, students will be continually required to present information, often as part of their exams, and always during project weeks. The presentation during project week will be carried out before an audience of peers, and there is a requirement for formal dress, to increase the simulated business environment. Students will be given feedback also specifically on their presentation techniques. During the module “Training in Interpersonal Skills”, presentation techniques will be highlighted, as they are also during the PDP programme. Lecturers are encouraged to use student presentations during their module teaching as a way students can give feedback on the content to their colleagues in class. In phase 1 students will have a specific “Presentation Skills” seminar, given by an expert trainer from a business consultancy firm. In the modules “Intercultural Management” and “Business Communication”, first year students will be taught the importance of clear and well formed communication strategies in organisations. Presentations and public speaking can also form an important part of the “Work Placement” and “Graduation Assignment” modules. As an extra-curricular offering, Wittenborg is planning to launch its own Speaking and Debating Society, 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. Teamwork and conflict-handling will be learned especially during the project weeks, when students will be asked to work in teams, often “competing” with each other. In case of conflicts, affected students will be required to sit together with a tutor and discuss the situation. 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 the module “Training in Interpersonal Skills”, however is also included in modules that deal with leadership and organisation management. The phase 3 a professional workshop on teambuilding will be included in the PDP-module, which will be also given to corporations such as IBM and Kraft Foods. 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 programme also includes an educational component, which is not specifically related to the Final Qualification. These modules also convincingly serve to strengthen leadership skills in students through strong individual support by teachers. Key competencies as social behaviour, conflict handling and ethical aspects are given due regarding the programme, not least through the multicultural composition of the student cohorts. In a number of modules, students are required to present the results of their studies, whereby the ability to publicly communicate is convincingly fostered. The panel wishes to highlight as very positive the "Personal Development Plan"-modules. Through these modules, the personal qualifications and competencies of students are developed in a sustained way, not least with regard to the students’ communication skills. 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.


Exceptional

Exceeds quality



n.o.1 n.r.2

3.3 Generic Skills x 3.3.1 Acquisition of Skills for Application-oriented 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 Wittenborg plans for the teaching and learning methodology to change 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). Since 2011 Wittenborg has adapted the methodology in phase 3: though still focussed on strategy leading to practice and research, the modules have been strengthened and two Entrepreneurship modules have been brought up to the phase 3 level, so as to allow students to study more in depth at this level. During phase 3 students are coached and tutored during the Work Experience and the Graduation Dissertation by their process tutors, by their tutor but also by their industry coach, representing the work placement organisation. With a view to the teaching methods, the following methods will be applied: classroom lecturing, case study discussions, discussion sessions, feedback and presentation sessions, interviews and debates, video and film, company visits, research papers, coaching and tutoring. Case studies will be used often in the programme, and more so from phase 2 modules onwards. There are three forms of case study that will be used in the EBA programme: Text book case studies, case studies from the teacher’s own environment and real business cases, which Wittenborg develops together with its business partners. EBA students will be able to 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. 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.


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 hand, Wittenborg plans to employ guest lecturers to provide seminars. 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. From the first semester, students will be assigned a class tutor. These 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 will be assigned a class tutor, 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 documentation report is adeqate to lead students to the Final Qualifications. From the module descriptions themselves, a diversity of teaching methods can be ascertained, as the teaching methods are described in detail. Furthermore, company visits, projects weeks, business plan execution etc. are part of the programme, thus the panel concludes that the respective criterion has been met. Practical projects and case studies are a recurring feature of the programme; overall 12 project weeks and a 20 EC work placement are scheduled in the curriculum, resulting in a substantial practical orientation of the programme. This aspect is further supported by the sizable number of guest lecturers, most of them having a business background. 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

Exceeds quality



n.o.1 n.r.2

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 x


3. PROGRAMME DESIGN: 3.5 Employability The programme aims to create a level of employability that offers a safety net for those entrepreneurial students who decide that they would rather be employed rather than “self employed”. The Final Qualifications of the programme have been aligned with the professional profile, both in relation to an entrepreneur and an in-company intrapreneur. Wittenborg expects work experience and the dissertation in phase 3 to be used as a direct springboard to work opportunities. Wittenborg actively encourages 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 graduates to interested parties and 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. Through discussions with its partners, companies and organisations within the region, and abroad the HEI is confident that the graduates of the EBA programme will be highly employable. Appraisal The panel is in no doubt that graduates of the programme will be employable, given the substantial practical orientation of the programme and the overall sound basis in business administration. With a view to taking up entrepreneurial/ intrapreneurial tasks, Wittenborg has amended the curriculum since 2011 so as to ensure the necessary qualifications are conveyed. To sum up, the panel regards this criterion as clearly being met.

Exceptional

Exceeds quality



n.o.1 n.r.2

3.5* Employability x 4. RESOURCES AND SERVICES: 4.1 Programme Teaching Staff According to its documentation, Wittenborg plans to operate the programme with 13 teachers plus three associate lecturers and an unspecified number of guest lecturers. Curricula vitae for 12 teachers were provided by the HEI. Of these, three hold a PhD degree, five hold a Master’s degree, two a Bachelor’s degree; two do not hold an academic degree. According to Wittenborg, of the three associate lectures, all hold a PhD degree. 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 Relations Team. A procedure to establish the eligibility of a lecturer has been introduced, depending on the type of teacher. Also, a procedure of lecturer evaluation is in place including evaluation from a curriculum aspect and an employment prospective. Since the implementation of the MSc programmes, the institute has been strengthened with at least 6 academics (PhD level) from the University of Brighton, who coteach Master modules in Apeldoorn twice a year, with their Wittenborg counterparts. Wittenborg intends to further raise the percentage of the EBA’s teaching staff holding at least a Master’s degree. The HEI informs that 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 a number of external advisors (ex-teachers) who are educationalists and provide training and advice on methodology to lecturers of the Hogeschool. As a business school, Wittenborg requires most of its business lecturers to have experience in business. Only exceptions are possibly researchers, who have a different type of experience and knowledge acquisition history. A number of the core lecturers have years of experience in corporations and / or government organisations. A number of the core lecturers have experience working in companies or experience in starting and running their own companies. The internal cooperation of Wittenborg University of Applied Sciences 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 and 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 HEI 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. As described above, Wittenborg organises tutoring of students throughout the programme, with an individual tutoring in phase 3. Once a year, all students have an evaluation interview with a tutor from the Education Department who assesses their progress and draws up the study agreement for the next academic year. During this “appraisal” interview the students phase status is determined based on the credits achieved and the modules completed. Appraisal With a view to the academic qualification of staff, the panel regards the proportion of teaching staff holding an academic title of PhD or above as sufficient for a Bachelor’s programme. The panel endorses Wittenborg’s staffing policy to further raise the proportion of teaching staff with a higher degree of academic qualification, as this may prove beneficial both to the scientific research output and the network of academic cooperations of Wittenborg. According to the CV of teaching staff provided for by the Hogeschool, a number of teachers have ample experience in teaching or are currently undergoing pedagogical and didactical training. Also, most members of the teaching staff have a business background and in part entrepreneurial experience. Regarding internal cooperation, the small size of the HEI 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 respective criterion is therefore judged as exceptional.




Does not meet quality

requirements

n.o.1 n.r.2

4. Resources and Services 4.1 Programme Teaching Staff 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 Since 2011, the programme management of the undergraduate programmes has been divided into two areas, teaching and administration. The teaching and programme development is managed by the Undergraduate Programme Coordinator, who falls under the Education Department and the administration of the programme is managed by Education Operations Manager, who is part of the Business Support Department. Both Undergraduate (Bachelor) Programme Coordinator and the Postgraduate Programme Coordinator are independently responsible to carry out the running of the Bachelor’s and Master’s programmes, and within those tasks work with the Education Operations Manager to ensure that the administration (timetabling and organisation of modules) is carried out. The responsibility for programme development and monitoring of programme contents lies with the Education Board. 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. Student Administration is managed by the Student Registrar who is responsible for registering students on a legal basis and advising them about their status. This person also deals with the final registration with the Education Ministry and the Immigration Services (for non-EU students). The Student Registrar also works closely with the Timetable Office and EC administration, so that students can be informed and advised on their study progress. Wittenborg has formalised the structure of the Advisory Panel. At present this panel will be for all of 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 Advisory Panel will meet up to three times a year and will advise the school on the development and direction of its programmes. According to the self documentation report, its structure and responsibilities are described in the Wittenborg Professional Field Advisory Panel Guidelines. Based on an agreement between the Stichting Wittenborg University (Trust), the Gemeente Apeldoorn, and the Johanna Donk-Grote Stichting, and on reports from Wittenborg and the Gemeente, four members of the Johanna Donk-Grote Stichting board directly advise Wittenborg’s Board on issues regarding growth, development and the political situation of the


institute within Apeldoorn and the Netherlands. The Johanna Donk-Grote Stichting also advises on issues such as finance, student housing and programme opportunities, when required. Appraisal The workflow management, decision-making processes and responsibilities since 2011 have been suitably formalised. However, from the discussions on site the panel is under the impression that individual responsibilities regarding the programme management are still obscure to staff members. The panel therefore advises Wittenborg to clarify the individual responsibilities as formalised to members of staff. The administration acts as a service provider for students and teaching staff. From the documents supplied by the HEI, it is unclear whether 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 appears to have been installed. However, regulations concerning its structure and responsibilities were not provided in the documentation nor presented to the panel during the on site visit or via the HEI’s website. As the 2011 panel had highlighted this fact already, yet no regulations have been provided in the resumption of the accreditation, the panel sees the relevant criterion as not being met. The panel wishes to renew the 2011 panel’s statement: “With the aim of increasing the transparency of its work, Wittenborg University of Applied Sciences is advised to put down and publish the respective regulations.” In its comments on the report, Wittenborg states that the process of legally incorporating the advisory board into the structure of management at Wittenborg has now been completed through a lengthy process involving the Notary. The regulations of the Advisory Board are included in the new Statutes of the Stichting Wittenborg University Board, in its relation to management at the institute. The Advisory Board Regulations as well as the legal statutory documents made by the notary office are submitted to the panel. The panel carefully considered the “Advisory Board Regulations” and is satisfied with the Advisory Board's role in the advising to and governance of the Stichting Wittenborg University Executive

Exceptional

Exceeds quality



n.o.1 n.r.2

4.2 Programme Management x 4.2.1 Workflow Management for Programme Management and the Decision-making Process x 4.2.2 Programme Directors x 4.2.3* Administrative Support for Students and Teaching Staff x 4.2.4 Advisory Body (Advisory Board) and its Structure and Responsibilities x


4. RESOURCES AND SERVICES: 4.3 Programme Documentation The EBA programme is documented and published through the following publications: � The Brochure Bachelor of Business Administration in Entrepreneurship (in print) � EBA Education Guide � EBA Module Guides � Internet platform Wittenborg Online � Wittenborg Website All students receive copies of the “Education & Examination Guide” 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 Wittenborg, and online. All activities at Wittenborg are documented on Wittenborg Online, and published when applicable throughout the year as they happen. In previous years various forms of annual reporting have been completed, driven either by change, accreditation of ministerial requirements. It has been agreed with the Gemeente Apeldoorn and the Stichting Johanna Donk-Grote that Wittenborg will publish a yearly report in January of each year.

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 HEI. Thus information provided for the students corresponds with the students’ needs in that it gives details on various aspects of the programme. Notwithstanding this assessment, the panel found the module descriptions and general regulations to be in need of revision (see chapter 3.1). Based on the planning of Wittenborg, the documentation of activities during the academic year is judged as meeting the quality requirements.




n.o.1 n.r.2

4.3 Programme Documentation x 4.3.1* Programme Descriptions x 4.3.2 Documentation of Activities during academic Year 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 seven teaching rooms, four 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) 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”. Wittenborg has all its modules online in moodle, with teaching material used in the classroom and class forums for teacher – student communication. 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. Since September 2012, all examinable written components, such as papers, projects and reports that take place outside the exam room are uploaded through moodle, using the anti-plagiarism software system called Turnitin. 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 and 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. The Wittenborg Business Library currently contains 2.500 reference books and according to the HEI is growing. Since 2011, Wittenborg has arranged access to a number of scientific journal databases, and through its partner, the University of Brighton, it has access to many of the world’s scientific journal databases. Students will be 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 computers within the Wittenborg Wing. All computers are installed with the relevant and up to date software. 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; through the cooperation with a UK University, students now do have access to online databases. However, given the current size of the library, the access to the required literature is judged as only just acceptable. The panel advised Wittenborg to continue the build-up of library resources; more so, as by offering Master’s programmes, a growing demand for scientific literature both by students and teachers is to be expected.


Exceptional

Exceeds quality



n.o.1 n.r.2

4.4 Facilities x 4.4.1* Quantity, Quality and IT and Media Facilities of Teaching Rooms x 4.4.2 Acces to the required Literature x 4.4.3 Library Opening Hours x 4.4.4 Number of technical Equipment and 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. 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. As yet, there are no alumni of the EBA programme. In its other 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. The Hogeschool 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 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 being met. Alumni activities are not observable at present, as the programme is scheduled to begin in September 2013. Student counselling and welfare services are handled by teaching staff and specific counsellors. Against the backdrop of the efforts of Wittenborg to support students through couselling (see Chapter 3.4), the extra services offered lead to a comprehensive support system, which the panel judges as exceeding quality requirements.


Exceptional

Exceeds quality



n.o.1 n.r.2

4.5 Additional Services x 4.5.1 Careers Advice and Placement Service x 4.5.2 Alumni Activities n.o. 4.5.3 Student Counselling and Welfare Services x 4. RESOURCES AND SERVICES: 4.6 Financial Planning and Financing of

Programme The EBA will take its place alongside the current IBA programme of Wittenborg sharing teachers, staff and resources. For the first cycle the Hogeschool will support all indirect costs such as facilities, marketing, administration and HRM. It is hoped that once student numbers increase, that the programme can contribute towards these costs also. Wittenborg receives no government funding for its Bachelor’s programmes. The Hogeschool is funded by student fees, and works on a not-for-profit principle. The tuition fee for the programme will be € 6.300 for all students. The programme can cover its operational cost with a group of 10 students phase. With 20 students per phase, the programme can also be completely self-supporting, contributing towards the above mentioned posts. Wittenborg receives a grant from a charitable foundation amounting to € 450.000 over a five year period starting in August 2010. As a result of FIBAA’s recommendations, Wittenborg, the Johanna Donk-Grote Stichting and the Gemeente Apeldoorn came to an agreement in 2011 on extending the period of their agreement for one year, and the Stichting is prepared to assist again if needed. However as the Stichting observes Wittenborg’s growth in student numbers and regards Wittenborg’s reserves as so substantial that it will only donate if required. 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. 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. The panel advises the Hogeschool though to take more factors into consideration with a view to long term planning, such as a realistic drop-out-quota for students in the EBA programme. 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 and leave room also for a further development of the HEI. The said agreement with the charitable foundation ends in 2016 and does not cover the whole accreditation period of five years (2013-2018). However, as the Stichting has agreed to donate if required after 2016. Within the limits of a review process, the panel concludes that financial stability is ensured for the current programme cycle.


Exceptional

Exceeds quality



n.o.1 n.r.2

4.6 Financial Planning and Financing of Programme x 4.6.1* Logic and Transparency of Financial Planning x 4.6.2 Basic Founding x 4.6.3* Financial Stability of Programme x 5. QUALITY ASSURANCE Wittenborg describes its approach to quality as systematic and as being implemented in the quality control of programme development and programme operations. The system (“PDCA”) is described in the quality system handbook. A quality manager is appointed by the Wittenborg University Trust to oversee the implementation and maintenance and improvement of the quality system. According to Wittenborg, 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 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 4 domains (PDCA) of evaluation cycles of administration, education, communication and external relations. Two examples are:

• 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. • From the peer review in January 2011 it became clear that Wittenborg must invest in higher academically qualified staff, however this process had already begun as a result of internal evaluations and external benchmarking. For each quality domain a quality cycle has been defined and is managed by the person responsible for the respective service or product. Student evaluation is carried out formally and informally. Throughout the programme students are asked to complete a module evaluation form for every module they follow. The module evaluation is held during the exam week and administered by the examination invigilator. The results of module evaluations are made available to the respective lecturer, the education board and management. The procedure is described in the PDCA of module evaluation. Once a year a student receives an appraisal interview carried out by a member of the academic tutoring team. During this appraisal formal student feedback is registered, and reported in the notes made and if needed in the study agreement. At the time students leave Wittenborg, either as graduates, or in other circumstances, an exit-interview is held, whenever possible. The evaluation results of this are fed back into the organisation. Since 2011, the involvement of students in the evaluation and decision-making process at Wittenborg has been formalised by the instigation of the “Student Reps”. This is a group of students who represent a broad national base from all levels of Wittenborg’s education


offerings. They meet once every three weeks with a member of the management board, and discuss both the evaluation and development of programmes. Besides this formal process, the management is often in informal discussion with students, relevant feedback being passed on to the programme and administrative organisation. 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. Evaluation is also naturally organised in the PDCA quality cycle that staff members are involved in. 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. External evaluation at Wittenborg on the one hand takes the form of informal discussions with alumni, representatives of collaborating companies or the city of Apeldoorn. Furthermore, a regular survey of graduates is carried out for all Dutch Hogeschools (the so-called “HBO Monitor”), the results of which are published on a regular basis. On the other hand, and as part of its move to Apeldoorn, Wittenborg has formulated a policy of establishing a continuous accreditation cycle, which entails a regular critical peer review. This will be achieved by accrediting a number of the current IBA specialisations as independent programmes. EBA is the first of these; however there are also plans to do the same with other IBA specialisations to be turned into full study programmes. Wittenborg regard peer review by partner institutions and evaluation by the professional field and the accreditation process itself as part of the quality system and not just an end result. Appraisal Wittenborg is a small institution which is in the process of building its internal structure, not least because of the recent move to Apeldoorn and the organisational growth related to the introduction, and planning of, new study programmes. Overall, the panel is impressed by the progress Wittenborg has made concerning the EBA programme, which it in attributes both to the determination of Wittenborg’s staff as well as to the HEI’s quality management. Yet areas of improvement can be still identified: With a view to the internal organisational structure, taking measures to improve the quality of services requires a clear understanding of individual responsibilities by staff members. As has been discussed in Chapter 4.2, the panel in this respect sees room for improvement. Wittenborg has gone to some length to assure the quality of its programmes through a number of evaluation procedures. With a view to students’ assessment, the panel welcomes the formalised discourse between students and Wittenborg’s management by the instigation of the “students’ reps” group. While on site, the panel learned that the students’ reps are not given comprehensive access to evaluation results, yet are required to sign a confidentiality agreement. In the interest of transparency, student participation and programme development, the panel advises Wittenborg to grant students’ reps access to all evaluation data concerning their programme. Judging from the documentation, it appears that the results of internal evaluations are analysed and transformed into improvement measures consistently. Questionnaire blueprints include measuring the workload, however in a way that in the view of the panel does not allow for a reliable assessment of student workload. The panel therefore advises Wittenborg to revise the questionnaires in this respect. Regarding external evaluations, Wittenborg – as all Dutch Hogeschools – on a regular basis is subjected to the HBO Monitor, the results of which in the future will inform Wittenborg on


the quality of its graduates also in the EBA programme. Furthermore, as Wittenborg has informed the panel that it has initiated external reviews by cooperating HEIs and accreditation agencies. Undergoing the accreditation process at hand on a voluntary basis, and having shown that external advice is transformed into programme development, the panel rests assured that external advice is actively sought and systematically included in Wittenborg’s internal quality management for its programmes.




n.o.1 n.r.2

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 x 5.2 Quality Assurance and Enhancement of Programme Content, Processes and Outcomes x 5.3 Instruments for Quality Assurance x 5.4.1 Evaluation by Students x 5.4.2 Quality Assurance by Teaching Staff x 5.4.3 External Evaluation by Alumni, Employers and third Parties x


Quality Profile Higher Education Institution (HEI): Wittenborg University of Applied Sciences Bachelor’s Programme: Entrepreneurial Business Administration, BBA

Quality Ratings Exceptional Exceeds quality

requirements

Meets qualitiy

requirements


n.o.1 n.r.2

1. STRATEGY AND OBJECTIVES 1.1 Programme Objectives 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) n.r. 1.1.4* Competence Goals X 1.2 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 1.3 International Dimension of the Programme X 1.3.1 Internationality of Programme Design (if relevant) X 1.3.2 Internationality of Student Community n.o. 1.3.3 Internationality of Teaching Staff X 1.3.4 International Content X 1.3.5 Intercultural Content X 1.3.6 Structural and/or Content Indicators for Internationality X 1.3.7 Foreign Language X 1.4 Cooperation and Language Skills X 1.4.1 Cooperation with HEIs and other Academic Institutions/Networks X 1.4.2 Cooperation with Enterprises and other Organisations X


1.5 Equal Opportunities X Quality Ratings Exceptional

Exceeds quality

requirements Meets qualitiy requirements


requirements

n.o.1 n.r.2

2. ADMISSION

(REQUIREMENTS AND PROCEDURE) 2.1 Admission Requirements X 2.2 Selection Procedure (if Relevant) X 2.3 Professional Experience (* for Master Programmes of the "further Education" Type) n.r. 2.4 Ensuring Foreign Language Competence X 2.5* Logic and Transparency of Admission Procedure X 2.6* Transparency of Admission Decision Condition 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 Mocularisation X 3.1.3* Study and Examination Regulations Condition 3.2 Content X 3.2.1* Logic, conceptual Coherence and Transparency of Programme / Curriculum X 3.2.2 Field-specific Core Subjects Offered X 3.2.3 Field-specific Specialisations ("Compulsory Electives") Offered X 3.2.4 Field-specific Electives Offered (if relevant) n.r. 3.2.5 Integration of Theoretical and Practical Content X 3.2.6 Interdisciplinary X 3.2.7 Methodological Competence and Academic Work X 3.2.8 Teaching based on Academic Work X 3.2.9 Assessment and Examinations X 3.2. 10 Thesis n.o.





requirements

n.o.1 n.r.2

3.3 Generic Skills X 3.3.1 Acquisition of Skills for Application-oriented 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 3.4 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 X 3.5* Employability X 4. RESOURCES AND SERVICES 4.1 Programme Teaching Staff 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





requirements

n.o.1 n.r.2

4.2 Programme Management X 4.2.1 Workflow Management for Programme Management and the Decision-Making Process X 4.2.2 Programme Directors X 4.2.3* Administrative Support for Students and Teaching staff X 4.2.4 Advisory Body (Advisory Board) and its Structure and Responsibilities X 4.3 Programme Documentation X 4.3.1* Programme Descriptions X 4.3.2 Documentation of Activities during academic Year X 4.4 Facilities X 4.4.1* Quantity, Quality and IT and Media Facilities of Teaching Rooms X 4.4.2 Acces to the required Literature X 4.4.3 Library Opening Hours X 4.4.4 Number of Technical Equipment at Library Workstations for Students X 4.5 Additional Services X 4.5.1 Careers Advice and Placement Service X 4.5.2 Alumni Activities n.o. 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 X 4.6.3* Financial Stability of Programme X





requirements

n.o.1 n.r.2

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 X 5.2 Quality Assurance and Enhancement of Programme Content, Processes and Outcomes X 5.3 Instruments for Quality Assurance X 5.3.1 Evaluation by Students X 5.3.2 Quality Assurance by Teaching Staff X 5.3.3 External Evaluation by Alumni, Employers and third Parties X

1n.o.: not observable 2n.r.: not relevant


Decision of the FIBAA Accreditation Committee for Programmes 103rd Meeting on 30th June 2017 Project Number: 16/051 Higher Education Institution: Wittenborg University of Applied Sciences Study Programme: Entrepreneurial Business Administration (BBA) The FIBAA Accreditation Committee for Programmes has taken the following decisions: The present accreditation of the study programme Entrepreneurial Business Administration (BBA) is according to § 7 (2) in conjunction with § 10 (1) of the “Special Conditions for awarding the FIBAA Quality Seal for Programmes” extended to the campus in Amsterdam. Period of Accreditation: 1st September 2013 until 31st August 2018 The FIBAA Quality Seal is awarded.


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

Higher Education Institution (HEI): Wittenborg University of Applied Sciences, Apeldoorn and Amsterdam, Netherlands Bachelor programme: Entrepreneurial Business Administration Qualification awarded on completion Bachelor of Business Administration (BBA)


Higher education institution (HEI): Wittenborg University of Applied Sciences, Apeldoorn and Amsterdam (NL) Bachelor’s Programme: Entrepreneurial Business Administration Degree: Bachelor of Business Administration (BBA) Brief description of programme:

The programme aims to provide students with an opportunity to develop their innovative and entrepreneurial skills alongside the knowledge and competencies learned in a broad business administration programme. The programme aims to stimulate communication skills in a multicultural and multilingual environment and develop qualities of leadership to an extent that business graduates can either feel confident to start their own business ventures or find employment supporting new business and innovative projects within organisations. Date of contract: July 6th, 2016 (extension) Documentation of programme received on: February 2nd, 2017 Date of site visit: March 29th, 30th and 31st, 2016 Date of accreditation decision by NVAO: NVAO accreditation projected Type of accreditation process: Extension to the location Amsterdam Type of programme: Undergraduate Length of programme (full-time equivalent): 48 Months Mode of study: Full-time and part-time Programme introduction date: September 2nd, 2013 Take-up capacity: 15-20 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)

1 Student intake: 10 in the first year No. of ECTS points assigned to programme:

240 Hours (workload) per credit: 28 Accreditation period: September 1st, 2013 until August 31st, 2018 Panel Secretary: Ass. jur. Lars Weber Panel Members:

Professor Dr. Peter van der Sijde Vrije Universiteit Amsterdam Professor of Organisation, Entrepreneurship & Technology Prof. Dr. Reinhard Bachmann University of London Professor for International Management


Simen Kooi, MDM NHTV Breda University of Applied Sciences Program Manager International Hotel Management Eugenia Llamas MA PhD Ecole des Ingénieurs de la Ville de Paris, France Director of International Relations at EIVP Dipl.-Volkswirt Karl-Peter Abt Stanton Chase International Associate Partner Stanton Chase Düsseldorf GmbH Julia Ekhardt Hochschule Neu-Ulm, University of Applied Sciences Student of Business Administration (Bachelor)


Peer Reviewer’s Report: The Bachelor programme Entrepreneurial Business Administration offered by Wittenborg University of Applied Sciences (WUAS) was accredited by FIBAA in 2013. Then, the programme was offered on WUAS’ main campus in Apeldoorn. On 6th July 2016 FIBAA and WUAS made a contract regarding the extension of the accreditation to WUAS’ campus in Amsterdam. Summary The panels’ assessment takes into account the self-assessment report and the results of the on-site visit. The new campus in Amsterdam for the Bachelor’s programme “Entrepreneurial Business Administration” of Wittenborg University of Applied Sciences meets the quality requirements for Bachelor’s programmes and can be accredited by FIBAA without conditions. The panel advises the FIBAA Accreditation Committee for Programmes to positively decide the extension to the location Amsterdam of the “Entrepreneurial Business Administration” without conditions.


4. RESOURCES AND SERVICES

4.1 Programme Teaching staff WUAS has a core team of educators who have permanent contracts and teach Bachelor and/or Master modules. This applies to the new location in Amsterdam as well. The programme management can use the lecturers pool of WUAS and involve practitioners in case of specific needs. The Amsterdam campus follows the general processes of WUAS regarding the teaching staff. Collaboration between the teaching staff for both locations (Apeldoorn and Amsterdam) is carried out through the following aspects: • Subject groups have been created in which teachers with similar subject areas can discuss the content and aims and objectives of modules and especially the delivery methods and models used. • On modules that have two teachers – one at each campus – the teachers share the development of the delivery plan and the examinations and marking. Appraisal: The panel received information on the structure and number of the faculty and came to the conclusion that both correspond to the programme requirements and ensure that the students reach the intended qualification objectives for the location in Amsterdam. The faculty members cooperate with each other for the purpose of tuning the modules towards the overall qualification objectives. Regular meetings of all those teaching in the programme take place. This is also planned for the new campus in Amsterdam. Further information is stated in the main assessment report.





requirements

n.o.1 n.r.2

4. Resources and Services 4.1 Programme Teaching Staff x 4.1.1* Structure and Number of Teaching Staff in Relation to Curricular Requirements x2 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 4.2 Programme Management The organisation of the programme in Amsterdam is mirrored to the programme in Apeldoorn. The coordination between the campuses in Apeldoorn and Amsterdam is organised on the programme-level as well as on the module-level. The Amsterdam campus hires local lecturers as well as uses flying faculty from Apeldoorn. The examination board in Apeldoorn is responsible for Amsterdam as well. The Amsterdam campus has its own academic dean who is responsible for all tasks in Amsterdam. Both campuses are in close contact regarding the lectures, the joint faculty (lecturers who will be involved in the programme on both campuses) and the organisation and equal level of examinations. Due to close contact of both campuses, the students in Amsterdam shall not realise any differences of quality in comparison to Apeldoorn. The regular language on the campus in Amsterdam both for lecturing as for administrative services will be English as well. Appraisal: Due to the mirrored concept of programme management and close contact between both campuses, the panel has no doubt that the programme will be organised well in Amsterdam. Further information is stated in the main assessment report. 2 The crosses in bold letters have been assessed by the panel in the extension of the accreditation regarding the campus Amsterdam.


Exceptional

Exceeds quality



n.o.1 n.r.2

4.2 Programme Management x 4.2.1 Workflow Management for Programme Management and the Decision-making Process x 4.2.2 Programme Directors x 4.2.3* Administrative Support for Students and Teaching Staff x 4.2.4 Advisory Body (Advisory Board) and its Structure and Responsibilities x 4.4 Facilities In Amsterdam, WUAS shares its classrooms and office space with an education institute called Study Group, and is located in the centre of the city in the so-called Up-Building. It has all the facilities required by the group of students and staff based there. Students have access to the academic libraries of the University of Amsterdam and the Public National Library. All areas have disabled access. Students are provided documentation of access to a range of open source and open learn online journals and documents through a portal page on the Moodle VLE ‘Wittenborg Online’ and the student resources page on SharePoint. On Wittenborg Online, a collection of relevant papers is maintained by the programme management for students to access and download. Through WUAS partnership with the University of Brighton students can also gain access to the University of Brighton’s student entral online resources. Appraisal: During the on-site visit the panel had the opportunity to talk to the campus Dean from Amsterdam and was able to get a good impression of the facilities there. The quantity, quality, media and IT facilities of the teaching rooms meet the standards required for the programme, even taking into account the resource needs of other study programmes. The rooms are properly equipped for disabled students and give them barrier-free access. Access to the literature and journals as well as to digital media (e.g. electronic media, databases) is ensured. Further information is stated in the main assessment report.


Exceptional

Exceeds quality



n.o.1 n.r.2

4.4 Facilities x 4.4.1* Quantity, Quality and IT and Media Facilities of Teaching Rooms x 4.4.2 Access to the required Literature x 4.4.3 Library Opening Hours x 4.4.4 Number of technical Equipment and Library Workstations for Students x 4.5 Additional Services The staff members at the location in Amsterdam also offer services and advice concerning work placement and employment as well as general counselling. They are in close contact with the Work Placement & Employment Coordinator at the Apeldoorn Campus. Graduates at the Amsterdam campus are involved in all alumni activities of WUAS as well. In case that a service of WUAS cannot be offered sufficiently in Amsterdam, the responsible Amsterdam staff contacts the colleagues in Apeldoorn which will always be of help and service for the Amsterdam students as well. Appraisal: Counselling, careers advice and a placement service are offered at the Amsterdam campus for the students/graduates to promote employability. The Amsterdam graduates are involved in WUAS activities for graduates. Further information is stated in the main assessment report.




n.o.1 n.r.2

4.5 Additional Services 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 4.6 Financial Planning and Financing of Programme The programme on the Amsterdam campus will also be funded by the tuition fees of the students. WUAS annual accounts reflect the not-for-profit nature of the institute, and its credit rating is good. This is confirmed by Rabobank and Visser & Visser Accountants. WUAS holds a yearly financial reserve to cover all costs of the EBA degree programme. As a Dutch government-appointed institute, WUAS is under yearly ministry inspection of its Year Report


that contains the Financial Report of that year. WUAS is obliged to guarantee the graduation of all its students, either through its own ability or in extreme circumstances at another university of applied sciences. Appraisal: The basis for financing WUAS activities are the tuition fees. Hence, the study programme for the Amsterdam campus is also funded so that students will definitely be able to complete their studies – if not at WUAS a transfer to other HEI is guaranteed through agreements.




n.o.1 n.r.2

4.6 Financial Planning and Financing of Programme x 4.6.1* Logic and Transparency of Financial Planning x 4.6.2 Basic Founding x 4.6.3* Financial Stability of Programme x 5. QUALITY ASSURANCE WUAS adapted its quality assurance system for the Amsterdam campus. The administration and the quality management of the two campuses are in close contact and cooperate with each other in order to assure the implementation and successful running of the system. All quality instruments, e.g. evaluation of courses, are carried out in Amsterdam as well. Appraisal: During the on-site visit the panel got to talk to a part of the staff that is responsible for the Amsterdam campus. They got a good impression of the way WUAS implements and adapts the existing quality assurance system for the new location. Hence, the panel has no doubts that the processes and evaluation are carried out equally. Further information is stated in the main assessment report.


Exceptional

Exceeds quality



n.o.1 n.r.2

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 x 5.2 Quality Assurance and Enhancement of Programme Content, Processes and Outcomes x 5.3 Instruments for Quality Assurance x 5.4.1 Evaluation by Students x 5.4.2 Quality Assurance by Teaching Staff x 5.4.3 External Evaluation by Alumni, Employers and third Parties x

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